Formulating PICOT questions related to Nursing research

Formulating PICOT questions related to Nursing research

PICOT and Literature Search Assignment This assignment will be completed individually. PICOT questions are used b

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y researchers to focus research questions and develop an efficient literature search strategy. You will create 3 PICOT questions to search for evidence for your individual quantitative appraisal and group review of literature paper. Be sure to develop questions about topics that interest you. PICOT Questions • • Write 3 PICOT questions related to nursing. Use PICOT templates in the EBP Step by Step 3 article in Brightspace to create your questions. Identify the PICOT elements for each question. Search Strategy and Execution • Develop a search strategy using at least 3 keywords, 1 synonym, and 1 MeSH term for your PICOT questions. • Using any one of your three PICOT questions and the search strategy for it, locate 4 articles that help answer it. o Be sure that you choose primary source quantitative research articles. (Check for data analysis using numbers and the IMRaD format.) o The population studied, issues/intervention of interest, and outcomes measured in the article should match the P, I, and C of your PICOT question. o No article can be older than 2014. • Obtain pdfs of each of the four articles you selected. Submitting Your Results • On a Word document, write each PICOT question with elements identified and the search terms for each. • Highlight the PICOT question for which you selected articles. • Provide APA references for your selected articles. • See the example at the end of this document for suggested formatting. You may use it as a template. • Name each document as follows: o Lastname PICOT • o Lastname article 1 o Lastname article 2 o Lastname article 3 o Lastname article 4 Drop all five documents (Word document and pdfs of the articles) to the assignment submission folder by the deadline. Updated 4/18/2019 CJP PICOT Questions and Literature Search Rubric Grading Criterion 1. Elements of requirements included (3 foreground questions; 3 background questions; PICOT Identification for each of the 3 questions; at least 3 keywords, 1 synonym, and 1 MeSH term for each of the 3 questions) = 36 elements total 2. All 3 PICOT questions are nursing related 3. All parts of the PICOT are correctly identified = 15 elements 4. Articles are primary source quantitative research reports. 5. All articles help answer the same PICOT question 6. Article citations provided in APA format (see example on next page) 7. Articles are no older than 2014 8. Pdfs of all articles are provided (all or nothing) Pts Mastery 4 36 elements included Proficient 3 35 elements included Developing 2 34 elements included Beginning 1 or 0 33 (1 pt) or 32 or fewer (0 pts) elements included All 3 questions are nursing related 14 to 15 elements are correctly identified 2 questions are nursing related 12 to 13 elements are correctly identified 1 question is nursing related 10 to 11 elements are correctly identified All four are primary source reports All 4 help answer the same PICOT question 0 to 1 unique APA elements are incorrect 3 are primary source reports 2 are primary source reports 3 help answer the same PICOT question 2 to 3 unique APA elements are incorrect 2 help answer the same PICOT question 4 to 5 unique APA elements are incorrect All 4 are no older than 2014 Yes 3 are no older than 2014 2 are no older than 2014 No questions are nursing related (0 pts) 9 (1 pt) or 8 or fewer (0 pts) elements are correctly identified 1 or 0 are primary source reports 1 or 0 help answer the same PICOT question 6 (1 pt) or 7 or more (0 pts) unique APA elements are incorrect 1 or 0 are no older than 2014 No (0 pts) Total points / 8 = X.XX = conversion to 100 points Updated 4/18/2019 CJP Grade Calculation Score of 0 to 4 will be determined based on the performance level for each criterion in the grading rubric. Scores for all 8 criteria will be added and then divided by 8 for a final score between 0.00 and 4.00. Grades out of 100 points will be converted as follows and entered into the gradebook. Score out of 4 4.00 3.75-3.99 3.50-3.74 3.25-3.49 3.00-3.24 2.75-2.99 2.50-2.74 2.25-2.49 2.00-2.24 1.01-1.99
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American Jewish cardiopulmonary resuscitation PICOT Paper

American Jewish cardiopulmonary resuscitation PICOT Paper

PICOT and Literature Search Assignment This assignment will be completed individually. PICOT questions are used b

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y researchers to focus research questions and develop an efficient literature search strategy. You will create 3 PICOT questions to search for evidence for your individual quantitative appraisal and group review of literature paper. Be sure to develop questions about topics that interest you. PICOT Questions • • Write 3 PICOT questions related to nursing. Use PICOT templates in the EBP Step by Step 3 article in Brightspace to create your questions. Identify the PICOT elements for each question. Search Strategy and Execution • Develop a search strategy using at least 3 keywords, 1 synonym, and 1 MeSH term for your PICOT questions. • Using any one of your three PICOT questions and the search strategy for it, locate 4 articles that help answer it. o Be sure that you choose primary source quantitative research articles. (Check for data analysis using numbers and the IMRaD format.) o The population studied, issues/intervention of interest, and outcomes measured in the article should match the P, I, and C of your PICOT question. o No article can be older than 2014. • Obtain pdfs of each of the four articles you selected. Submitting Your Results • On a Word document, write each PICOT question with elements identified and the search terms for each. • Highlight the PICOT question for which you selected articles. • Provide APA references for your selected articles. • See the example at the end of this document for suggested formatting. You may use it as a template. • Name each document as follows: o Lastname PICOT • o Lastname article 1 o Lastname article 2 o Lastname article 3 o Lastname article 4 Drop all five documents (Word document and pdfs of the articles) to the submission folder by the deadline. Updated 4/18/2019 CJP PICOT Questions and Literature Search Rubric Grading Criterion 1. Elements of requirements included (3 foreground questions; 3 background questions; PICOT Identification for each of the 3 questions; at least 3 keywords, 1 synonym, and 1 MeSH term for each of the 3 questions) = 36 elements total 2. All 3 PICOT questions are nursing related 3. All parts of the PICOT are correctly identified = 15 elements 4. Articles are primary source quantitative research reports. 5. All articles help answer the same PICOT question 6. Article citations provided in APA format (see example on next page) 7. Articles are no older than 2014 8. Pdfs of all articles are provided (all or nothing) Pts Mastery 4 36 elements included Proficient 3 35 elements included Developing 2 34 elements included Beginning 1 or 0 33 (1 pt) or 32 or fewer (0 pts) elements included All 3 questions are nursing related 14 to 15 elements are correctly identified 2 questions are nursing related 12 to 13 elements are correctly identified 1 question is nursing related 10 to 11 elements are correctly identified All four are primary source reports All 4 help answer the same PICOT question 0 to 1 unique APA elements are incorrect 3 are primary source reports 2 are primary source reports 3 help answer the same PICOT question 2 to 3 unique APA elements are incorrect 2 help answer the same PICOT question 4 to 5 unique APA elements are incorrect All 4 are no older than 2014 Yes 3 are no older than 2014 2 are no older than 2014 No questions are nursing related (0 pts) 9 (1 pt) or 8 or fewer (0 pts) elements are correctly identified 1 or 0 are primary source reports 1 or 0 help answer the same PICOT question 6 (1 pt) or 7 or more (0 pts) unique APA elements are incorrect 1 or 0 are no older than 2014 No (0 pts) Total points / 8 = X.XX = conversion to 100 points Updated 4/18/2019 CJP Grade Calculation Score of 0 to 4 will be determined based on the performance level for each criterion in the grading rubric. Scores for all 8 criteria will be added and then divided by 8 for a final score between 0.00 and 4.00. Grades out of 100 points will be converted as follows and entered into the gradebook. Score out of 4 4.00 3.75-3.99 3.50-3.74 3.25-3.49 3.00-3.24 2.75-2.99 2.50-2.74 2.25-2.49 2.00-2.24 1.01-1.99
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Tags: healthcare patient safety nursing medical services

Academy of Healing Arts Factors in Cultural Assessment of Haitians Paper

Academy of Healing Arts Factors in Cultural Assessment of Haitians Paper

I need to do presentation about the factors in cultural assessment of (Haitians). The two factors that i am going to present are

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– Communication

– Physical space or distance

it must be in APA format ( 1 page and half )

451V Grand Canyon University Bullying in Nursing Profession Paper

451V Grand Canyon University Bullying in Nursing Profession Paper

In this assignment, you will be writing a 1,000-1,250 word paper describing the differing approaches of nursing

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leaders and managers to issues in practice. To complete this assignment, do the following:

Select an issue from the following list: bullying, unit closers and restructuring, floating, nurse turnover, nurse staffing ratios, use of contract employees (i.e., registry and travel nurses), or magnet designation.
Describe the selected issue. Discuss how it impacts quality of care and patient safety in the setting in which it occurs.
Discuss how professional standards of practice should be demonstrated in this situation to help rectify the issue or maintain professional conduct.
Explain the differing roles of nursing leaders and nursing managers in this instance and discuss the different approaches they take to address the selected issue and promote patient safety and quality care. Support your rationale by using the theories, principles, skills, and roles of the leader versus manager described in your readings.
Discuss what additional aspects mangers and leaders would need to initiate in order to ensure professionalism throughout diverse health care settings while addressing the selected issue.
Describe a leadership style that would best address the chosen issue. Explain why this style could be successful in this setting.
Use at least three peer-reviewed journal articles other than those presented in your text or provided in the course.

Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to b

please see the instructions below

please see the instructions below

For this Assignment, you will examine the stakeholders impacted by the implementation of the Affordable Care Ac

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t (ACA). Your paper must include the following topics: • Differentiate between at least three groups of stakeholders impacted by the ACA. • Examine the financial impact of the ACA on each group of stakeholders. • Summarize benefits of the ACA on each group of stakeholders. • Summarize drawbacks of the ACA on each group of stakeholders. The word count for your paper, excluding the title page and references page, will be 800-1200 words. You must include a minimum of (5) different scholarly references.
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NSG482 Phoenix Disaster Response and Emergency Preparedness Analysis

NSG482 Phoenix Disaster Response and Emergency Preparedness Analysis

Public health officials can play a huge part in disaster planning and emergency preparedness.ORDER A PLAGIARISM FREE PAPER NOW

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Analyze disaster response and emergency preparedness:

Identify nursing roles and responsibilities during each phase of disaster management. Consider:
Planning
Preparedness
Response
Recovery
Evaluate your community or state’s plan for preparedness and disaster management:
Does it include provisions for each phase of preparedness and disaster planning?
Does it clearly account for community needs?
Does the plan include evidence of thought beyond the written report?
Is there evidence of a record keeping system for resources, treatment, and identification of victims?
Are there redundancies built into the plan should one option fail? Are backup plans in place?
Analyze the plan for addressing mass casualty situations.
Include at least one peer-reviewed and one evidence-based reference( must be within the last 3 years), and an APA-formatted reference page.

Format your assignment as: 600 word paper

Apaformar reference1 each DB reply summarize to two paragraphs 400 words each reply.

Apaformar reference1 each DB reply summarize to two paragraphs 400 words each reply.

Reply This DB 1. A) The Angry Patient who has been waiting a long time for an appointment and is disgusted with

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health care in general. Rhoads and Peterson (2018) inform readers that sometimes the connection that the provider has with the patient can be difficult from the start, especially if the patient has something to be angry about from the very beginning (p. 4). I believe that when dealing with a patient who is angry it is best to introduce yourself initially. Once you have introduced yourself, let the patient know that you value their time by apologizing about the wait they have had to endure in the waiting room. I would try to steer the patient’s attention towards something positive and would attempt to make up for the long wait by being a professional provider. Next, I would ask for the patient’s consent to get a comprehensive health history (CHH). I would demonstrate how important the patient is to me as a provider by making sure the patient has my undivided attention by active listening, preventing interruptions, not acting rushed, and taking the necessary amount of time to care for this patient. It is also important to watch for the patient’s body language and remain calm if the patient continues to be upset. Ingram (2017) discusses that working with difficult patients can make obtaining a comprehensive health history (CHH) challenging. This author stresses the importance of overcoming time constraints, showing respect via active listening, showing empathy for the patient’s current situation or complaints, and being supportive of the patient. Ingram (2017) also informs providers that when dealing with difficult or angry patients, it can help if you, as a clinician, can find something you like about that certain patient. I know that I have cared for angry patients and angry family members because of a long wait in the waiting room or for some other reason. Do you recall a situation in which you cared for an angry patient? How did you deescalate the situation? 1. Is the framework for this study based on a conceptual model of nursing? Explain. The framework for this study is the Health Belief Model (HBM) and it is a conceptual model of nursing. It is being used to show how the children of adolescent mothers are more susceptible to health problems compared to the children born to an average age mother. 1. Would the HBM be described as a shared theory? Explain. HBM can be described as a shared theory due to it being a theory that has been initially borrowed from psychology and applied to nursing problems. One study on the H1N1 vaccine was tailored to enhance the explanatory framework for communication research of the HBM (Jones, et al., 2014). 1. Is the HBM a grand theory? Explain. The HBM is a borrowed theory that focuses on the perceived health issues and actions needed to be taken to help with those issues. It is listed as a model or framework in the nursing field (Polit, 2019). 1. Was the HBM used as a basis for developing hypotheses in this study? Explain. Yes, the HBM allowed the researchers to form a hypothesis regarding the population of focus. They hypothesize that young mothers cannot perceive how susceptible they are to health risks. Also, researchers believe that adolescent mothers can’t accurately provide the health interventions needed for their infants compared to aged mothers. Finally, adolescent mothers are not attuned to the costs of care. This all is impacted by the level of maturity.
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writing assignment, transformational leadership theory

writing assignment, transformational leadership theory

Running Head: LEADERSHIP THEORY Leadership Theory name college 2 Abstract Throughout the journey of this

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leadership course I have become drawn to the concept of transformational leadership. Transformational leadership is a model that provides an approach to foster organization and personal change (Ross, Fitzpatrick, Click, Krouse & Clavelle, 2014). Great transformational leaders can transform the culture of an organization, make change happen quickly, help an organization reboot itself (Longenecker, 2014) and inspire people to excel and perform at the highest level they are able. I have formulated my ideas regarding leadership theory into five simple components, the leadership ABCs. (A) Adopt a Shared Vision Determine the mission of the organization and get others excited about that mission. Create focus and a clear sense of purpose for the team, regardless of their level in the company (Longenecker, 2014). Great leaders will use this mission and sense of purpose as a driving influence on all future decisions and activities (Longenecker, 2014). Imagine possibilities and achievements and inspire others to do the same. (B) Be a Role Model Clarify your personal values and model the way by setting examples and align your actions with the shared values of the team (Ross et al., 2014). Be an authentic leader, in order to inspire others to do great things you must first do great things yourself. Be a lifelong learner, constantly develop yourself and improve your leadership skills in order to meet the changing demands of the workplace (Longenecker, 2014). It’s important to be worthy of trust and transparent, as the best leaders are trustworthy in demonstrating principled leadership in everything that they do (Longenecker, 2014). 3 LEADERSHIP THEORY (C) Challenge the Status Quo Challenging existing processes is necessary in transformational leadership. Search for opportunities by seeking new ways grow, change and improve. Learn from your mistakes. Take calculated risks and generate small wins, experimentation leads to innovation (Ross et al., 2014). (D) Develop Others The best leaders provide ongoing, balanced and timely feedback to the people that report to them (Longenecker, 2014). Share power and responsibility in order to strengthen members of the team. Enabling others to act and promoting cooperative goals fosters team collaboration. Empowerment is an important component of transformational leadership (Finkelman, 2012). (E) Encourage Excellence Great leaders are quick to offer praise, reward strong performance and celebrate success (Longenecker, 2014). Show appreciation for the efforts of others and recognize individual achievements. Celebrate victories and successes in order to foster a spirit of community. Conclusion The mark of great leader is the ability to develop followers to their full potential. In order to be a successful leader we must be not only the type of leader that people want to follow, but also the type of leader that inspires people to be the best that they can be. 4 5 LEADERSHIP THEORY References Finkelman, A. (2012). Leadership and management for nurses: Core competencies for quality care (2nd ed.). Boston: Pearson. Longenecker, C. (2014). The best practices of great leaders. Industrial Management, 2025. Ross, E., Fitzpatrick, J., Click, E., Krouse, H., & Clavelle, J. (2014). Transformational Leadership Practices of Nurse Leaders in Professional Nursing Associations. JONA: The Journal of Nursing Administration, 44(4), 201-206.
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Academy for Practical Evidence Based Practice Nursing Discussion

Academy for Practical Evidence Based Practice Nursing Discussion

1————Dissemination of EBP and research, such as presenting results at a conference or writing an article for a journal, is an important part of professional practice. Identify one professional journal and one nursing or health care conference where you might present your project. Discuss why each of your choices is the best option for you to disseminate your new knowledge.

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2————Discuss why EBP is an essential component of the practice of a BSN-prepared RN. Identify two ways in which you will continue to integrate evidence into your practice and encourage it within your work environment. What obstacles could challenge this plan, and what steps will you take to minimize their impact?

Answers should reflect obesity among adolescent in the united states, and practicum area of home health agency.

FOR EACH DQ, 250 WORDS OR MORE , 2 OR MORE REFERENCES USING IN-TEXT CITATIONS AND SOURCE REFERENCING IN APA 6TH

Discussion

Discussion

Chapter 18 Men’s Health Copyright © 2015, 2011, 2007, 2001, 1997, 1993 by Saunders, an imprint of Elsevier Inc.

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Longevity and Mortality in Men     Rates of longevity are increasing for both men and women. Gender disparity for life expectancy and mortality has decreased, but mortality rates for men remain higher than those for women. Factors influencing mortality rates include race or ethnic origin, socioeconomic status, and education. Males continue to be at risk for death resulting from unintentional injury and homicide. Copyright © 2015, 2011, 2007, 2001, 1997, 1993 by Saunders, an imprint of Elsevier Inc. 2 Morbidity in Men’s Health     Men tend to perceive themselves to be in better health than do women. Women are more likely to be ill, whereas men are at greater risk for death. Incidence rate for acute and chronic conditions is higher for women than for men; injuries are higher for men than women. Women have higher morbidity rates than men, but men have higher morbidity and mortality rates for conditions that are the leading causes of death. . Copyright © 2015, 2011, 2007, 2001, 1997, 1993 by Saunders, an imprint of Elsevier Inc. 3 Precursors of Death Frequently NOT Addressed by the Present Health Care System           Heart disease and stroke Hypercholesterolemia Hypertension Diabetes mellitus Obesity Type A personality Family history Lack of exercise Cigarette smoking Cancer          Sunlight Radiation Occupational hazards Water pollution Air pollution Dietary patterns Alcohol Heredity Certain medical conditions Copyright © 2015, 2011, 2007, 2001, 1997, 1993 by Saunders, an imprint of Elsevier Inc. 4 Men’s Use of Medical Care    Men do not engage in health protective behaviors at frequently as women. Most men do not have routine check-ups, including screenings. Men seek ambulatory care less often than women. ➢  Men delay medical treatment → are sicker when they do seek health care → therefore they require more intensive medical care. Men tend to have longer lengths of stay in the hospital than women. Copyright © 2015, 2011, 2007, 2001, 1997, 1993 by Saunders, an imprint of Elsevier Inc. 5 Male-Female Health Paradox Females are sicker, but males die sooner? – Verbrugge and Wingard (1987) Copyright © 2015, 2011, 2007, 2001, 1997, 1993 by Saunders, an imprint of Elsevier Inc. 6 Male-Female Health Paradox (Cont.)  Biological factors ➢  Genetics, effects of sex hormones, and physiological differences Influenced by genetics, hormones, and environment Socialization ➢ Men enculturate their sons to believe that risking personal injury demonstrates masculinity. ➢ Men are more likely to change health behaviors when supported by female family members. Copyright © 2015, 2011, 2007, 2001, 1997, 1993 by Saunders, an imprint of Elsevier Inc. 7 Male-Female Health Paradox (Cont.)  Orientation toward illness and prevention ➢ Stereotypical view of men as strong and invulnerable is incongruent with health promotion. ➢ Men lack the somatic awareness and are less likely to interpret symptoms as indicators of illness. ➢ Men may have a desire to rationalize symptoms and deny their susceptibility to disease, thus delaying treatment. Copyright © 2015, 2011, 2007, 2001, 1997, 1993 by Saunders, an imprint of Elsevier Inc. 8 Male-Female Health Paradox (Cont.)  Data collection on health behaviors may not be accurate: ➢ Males are less likely than females to participate in the data collection process. ➢ Social pressure for males to be less expressive (suppress their emotions) may help explain gender differences in reporting health behaviors. Copyright © 2015, 2011, 2007, 2001, 1997, 1993 by Saunders, an imprint of Elsevier Inc. 9 Nurse’s Responsibilities with Men’s Health     Use gender-specific interview techniques to obtain the most accurate health history. Be aware of personal gender bias in data collection. Be aware of the accuracy and interpretation of secondary sources of information. Help men learn how to provide support to the caregiver or to develop a caregiver role. Copyright © 2015, 2011, 2007, 2001, 1997, 1993 by Saunders, an imprint of Elsevier Inc. 10 Nurse’s Responsibilities with Men’s Health (Cont.)  Acknowledge that gender-linked behaviors increase risks: ➢ ➢ ➢ Lifestyle factors (e.g., use of tobacco, substance abuse, poor preventive health habits and stress, lack of emotional channels) Men’s unwillingness to seek preventive care Men’s unwillingness to seek health care when a symptom arises Copyright © 2015, 2011, 2007, 2001, 1997, 1993 by Saunders, an imprint of Elsevier Inc. 11 Barriers to Health Care for Men   Little effort has been made to create a malespecific health care climate Access to care ➢ Focused on maintaining an effective workforce ➢ Financial support for curative—not preventive— care ➢ Reluctance to take time off from work for care  Lack of health promotion ➢ ➢ Disease prevention and health promotion not often reflected in a man’s perception of health Focus on disease cure in the present health care system Copyright © 2015, 2011, 2007, 2001, 1997, 1993 by Saunders, an imprint of Elsevier Inc. 12 Men’s Health Care Needs    Permission to have concerns about health and talk openly to others about them Support for the consideration of gender role and lifestyle influences on their physical and mental health Attention from professionals regarding factors that may result in illness or influence a man’s expression of illness, including such things as occupational factors, leisure patterns, and interpersonal relationships Copyright © 2015, 2011, 2007, 2001, 1997, 1993 by Saunders, an imprint of Elsevier Inc. 13 Men’s Health Care Needs (Cont.)    Information about how their bodies function, what is normal, what is abnormal, what action to take, and the role of proper nutrition and exercise Self-care: testicular and genital self-exams Physical exam and history-taking that include sexual and reproductive health and illness across the lifespan Copyright © 2015, 2011, 2007, 2001, 1997, 1993 by Saunders, an imprint of Elsevier Inc. 14 Men’s Health Care Needs (Cont.)    Treatment for problems of couples, such as interpersonal problems, infertility, family planning, sexual concerns, and STDs Help with fathering (i.e., being included as a parent in child care) Help with fathering as a single parent, particularly with a child of the opposite sex, in addressing the child’s sexual development and concerns Copyright © 2015, 2011, 2007, 2001, 1997, 1993 by Saunders, an imprint of Elsevier Inc. 15 Men’s Health Care Needs (Cont.)    Recognition that feelings of confusion and uncertainty in a time of rapid social change are normal and that they may mark the onset of healthy adaptation to change Adjustment of the health care system to men’s occupational constraints regarding time and location of health care sources Financial ways to obtain these goals Copyright © 2015, 2011, 2007, 2001, 1997, 1993 by Saunders, an imprint of Elsevier Inc. 16 Primary Prevention Measures     Provide health education and screening in the workplace Participate in interest groups and research focused on men’s health Encourage interest in physical fitness and lifestyle changes Include the male perception of health in policy formation Copyright © 2015, 2011, 2007, 2001, 1997, 1993 by Saunders, an imprint of Elsevier Inc. 17 Secondary Prevention Measures   Tailor health care clinics to men’s needs Provide screening services for men ➢ ➢ ➢ ➢ ➢ ➢ ➢ ➢ Dental examination: Yearly Eye examination: Every 3 to 5 years Blood pressure check: Every 2 years Blood cholesterol check for men aged 53 years and older Prostate examination: Every year after age 50; blacks every year after age 40 Colorectal screening: Every 3 to 5 years Tobacco use and cessation information every year One-time screening for abdominal aortic aneurysm for men 65 years old if the male has smoked – The U.S. Preventive Services Task Force (2004) Copyright © 2015, 2011, 2007, 2001, 1997, 1993 by Saunders, an imprint of Elsevier Inc. 18 Tertiary Prevention Measures  Provide rehabilitation with sex role and lifestyle considerations ➢ Provide counseling on lifestyle, role changes, and job retraining. ➢ Give men permission to express emotions. ➢ Adapt goal setting to meet men’s needs. ➢ Keep time away from work to a minimum.  Develop new concepts of community care ➢ Provide specific services for men; adapt care to meet needs of male population in the community. Copyright © 2015, 2011, 2007, 2001, 1997, 1993 by Saunders, an imprint of Elsevier Inc. 19
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