Jeffrey Giesekieng EBP Health Physical Aliments

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Jeffrey Giesekieng EBP Health Physical Aliments

As is the case with most language, the definition of “health” has evolved over time. Dictionary.com (2019) currently defines “Health” as “soundness of body or mind; freedom from disease or ailment”. In the early 19thcentury, it merely meant free from disease. At that time, due to a lack of clean drinking water, inadequate sewage and waste removal and general overall poor hygiene, infectious diseases were rampant. As people improved sanitation and vaccines became prevalent, the idea of health meaning only “disease free” began to change. When the World Health Organization (WHO) was formed in 1948 the word health began to tack on other factors, such as, physical, mental and spiritual well being (Falkner, 2018). If being healthy meant only that one was disease free, then the focus of health relies on seeking treatment only after disease occurs. If health expands its definition to include prevention of disease, chronic diseases can be decreased and people can begin living up to their full potential.

As health care workers, everything we do should be backed up by evidence-based practice (EBP). The definition of EBP, according to Falkner (2018) is “The integration of clinical expertise, the most up-to-date research, and patient’s preferences to formulate and implement best practices for patient care”. Nurses are patient advocates and need to be able to listen to the patient and apply our knowledge, expertise and experience to ensure the patient’s needs are being tended to. As an educator of patients and their families/caregivers, we need to be able to speak with authority, not only to what we are doing, but why. Assessing if the patient is ready willing and able to learn is a basic ingredient to not just saving lives but ensuring people lead their best lives (Falkner, 2018). A patient or caregiver who understands why we do things the way we do, is more likely to listen, learn and reproduce what is being taught.

References

Falkner, Angel. (2018). Health promotion: Health & wellness across the continuum. Retrieved from https://lc.gcumedia.com/nrs429vn/health-promotion-health-and-wellness-across-the-continuum/v1.1/

Dictionary.com, 2019, retrieved from: www.dictionary.com/browse/health.

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Respond with paragraph , citation and references.

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Respond with paragraph , citation and references.

The benchmark assesses the following competency:

Benchmark: 5.1. Understand the human experience across the health-illness continuum.

Research the health-illness continuum and its relevance to patient care. In a 750-1,000 word paper, discuss the relevance of the continuum to patient care and present a perspective of your current state of health in relation to the wellness spectrum. Include the following:

  1. Examine the health-illness continuum and discuss why this perspective is important to consider in relation to health and the human experience when caring for patients.
  2. Reflect on your overall state of health. Discuss what behaviors support or detract from your health and well-being. Explain where you currently fall on the health-illness continuum.
  3. Discuss the options and resources available to you to help you move toward wellness on the health-illness spectrum. Describe how these would assist in moving you toward wellness (managing a chronic disease, recovering from an illness, self-actualization, etc.).

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 become familiar with the expectations for successful completion.

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Caroline Rivera World Health Organization Response

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Caroline Rivera World Health Organization Response

Health has evolved over time becoming comprehensive and patient-informed. The idea of a healthy individual has transitioned from the simple aspect of disease-free to a much more complex and holistic lifestyle choice. The World Health Organization or WHO was formed in response to a growing need for health education. ‘As prevention of illness took center stage, the definition of health evolved into more than being disease-free, and in 1948, the World Health Organization (WHO) was formed. The WHO’s focus was, and continues to be, health promotion for populations worldwide’ (Falkner, 2018). Because of the increase in education and prevention/screening of individuals the bar has been raised in health care delivery. Now there is an active presence of the informed patient that is willing and able to fully participate in their health care. The inclusion of patients in the health care delivery system in itself proves the evolution of the perception of good health today. It is the nurses duty to be the information hub for the patient, so to speak. Helping a patient navigate their health care plan is an example of how nurses advocate and promote wellness on a continuous basis. ‘Nurses must utilize the power of advocacy in order to identify and address patients’ specific needs’ (Falkner,2018). Evidence based practice is considered the gold standard when it comes to patient care and health promotion, it can be defined as using the most up to date and clinically relevant information in providing care the the health care continuum. Although there are standards set in place for disease management it is important the the nurse uses evidence based practice because of the constantly changing needs of the individual patient. Many health care providers know that each patient has specific health concerns and many times their is a balancing act that must be established to achieve a positive patient outcome.

References

Falkner, A. (2018). Chapter 2: Health Promotion in Nursng Care. Health Promotion: Health and Wellness Across the Continuum.

Retirieved from https://www.gcumedia.com/digital-resources/grand-canyon-university/2018/health-promotion_health-and-

wellness-across-the-continuum_1e.php

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Topic 2 Amanda Brummel response

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Topic 2 Amanda Brummel response

Incorporating evidence-based practice is what we should do as health care workers to give the best patient-centered care we can provide. “The nurse assesses the patient and implements evidence-based practice (EBP) while assuming each role and providing health promotion measures to patients and the community,” (Falkner, 2018). As mentioned, nurses are patient advocates and that involves providing patient education to ensure patient’s have the correct information to better their outcomes. I agree that we need to speak with authority, and I know nurses need to speak with confidence. When talking with patients, families, providers, and other staff members then confidence can go far and give the assertiveness that is needed. Patients and family want a nurse who doesn’t second guess oneself, and providers and other staff members want to feel like the nurse is competent in their patient care. Our job is to promote health and aid in assisting patients in their most vulnerable times in their lives for better outcomes in life.

Falkner, A. (2018). Health Promotion in Nursing Care. Health Promotion: Health and Wellness Across the

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Continuum.Retrieved from https://lc.gcumedia.com/nrs429vn/health-promotion-…

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Mercer County Community Assessment

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Mercer County Community Assessment

Please respond to the following post, my part is the first question in bold of the powerpoint maybe 4-5 slides. we are doing it it about Mercer county. please add citations and references.

Below is an PDF of Mercer County Community Health Assessment Report.

https://www.capitalhealth.org/sites/default/files/…

Details:

This is a Collaborative Learning Community assignment.

The instructor will assign you to a CLC group.

The RN to BSN program at Grand Canyon University meets the requirements for clinical competencies as defined by the Commission on Collegiate Nursing Education (CCNE) and the American Association of Colleges of Nursing (AACN), using nontraditional experiences for practicing nurses. These experiences come in the form of direct and indirect care experiences in which licensed nursing students engage in learning within the context of their hospital organization, specific care discipline, and local communities.

This assignment consists of both an interview and a PowerPoint (PPT) presentation.

Assessment/Interview

Select a community of interest. It is important that the community selected be one in which a CLC group member currently resides. Students residing in the chosen community should be assigned to perform the physical assessment of the community.

  1. Perform a direct assessment of a community of interest using the “Functional Health Patterns Community Assessment Guide.”
  2. Interview a community health and public health provider regarding that person’s role and experiences within the community.

Interview Guidelines

Interviews can take place in-person, by phone, or by Skype. Complete the “Provider Interview Acknowledgement Form” and submit with the group presentation.

Develop one set of interview questions to gather information about the role of the provider in the community and the health issues faced by the chosen community.

Compile key findings from the interview, including the interview questions used, and submit with the group presentation.

PowerPoint Presentation

Within your group, create a PowerPoint presentation of 15-20 slides (slide count does not include title and reference slide) describing the chosen community interest.

Include the following in your presentation:

  1. Description of community and community boundaries: the people and the geographic, geopolitical, financial, educational level, ethnic, and phenomenological features of the community as well as types of social interactions, common goals and interests, barriers, and challenges, including any identified social determinates of health.
  2. Summary of community assessment: (a) funding sources and (b) partnerships.
  3. Summary of interview with community health/public health provider.
  4. Identification of an issue that is lacking or an opportunity for health promotion. The issue identified can be used for the Community Teaching Plan: Community Teaching Work Plan Proposal assignment.
  5. A conclusion summarizing your key findings and a discussion of your impressions of the general health of the community.

In addition to submitting this assignment in the LoudCloud dropbox, email a copy of your submission to RNBSNclientcare@gcu.edu.

While APA style is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting guidelines, which can be found in the APA Style Guide, located in the Student Success Center.

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are not required to submit this assignment to LopesWrite.

When submitting this assignment, include the interview questions, the interview findings, completed “Provider Interview Acknowledgement Form,” and the community assessment PPT presentation.

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Topic 2 Response to Nancy Duong Discussion

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Topic 2 Response to Nancy Duong Discussion

There are three levels of prevention pertinent in health promotion behavioral change. The first level is primary prevention, which takes place before the onset of illness or injury and includes routine wellness exams and vaccinations. The second level our reading (Falkner, 2018) addresses is secondary prevention, which focuses on early detection and treatment before the disease progresses and causes irreparable damage. Getting a mammogram/ breast examination because you are a female and at the age of thirty, is a form of secondary prevention. Lastly, tertiary prevention takes place when the disease process has caused permanent damage of some form. At this level, some rehabilitation might need to take place and nurses should advocate for resources, helpful to the patient to return to a level of functional optimal for them. With primary prevention, the individual does not have the disease/injury.

The levels of prevention help determine educational needs for a patient primarily based on their readiness to adopt changes necessary to improve health. The transtheoretical model of nursing helps nurses accomplish this via assessing five stages within the model dealing with patient’s readiness: Pre-contemplation, contemplation, preparation, action and maintenance (Falkner, 2018 in table 2.1). Precontemplation, is when the patient has no desire to change. An intervention is to provide education regarding proper nutrition and risks associated with poor diet choices. Contemplation, preparation and action pair with primary and secondary prevention, because the patient at this phase acknowledges there is a issue and has set a goal with a plan to intervene. Nurses can assist the patient in this stage by encouragement and help formulate a plan of cation and adherence to plan. As we learned last week, environmental factors are important to identify early to see what the patient can control or cannot for the behavioral change to successful. Lastly, maintenance is tertiary prevention, where nurses can assist with maintaining and reiterating education to prevent further damage or loss.

Citation

Falkner, A. (2018). Health promotion in nursing care., Health Promotion: Health & Welness Across the continuum. Grand Canyon University. Retrieved form https://lc.gcumedia.com/nrs429vn/health-promotion-…

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Topic 2 response to Anna Valdez Topic 2 response to An

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Topic 2 response to Anna Valdez Topic 2 response to An

There are 3 levels of prevention. The common goal is improve health by promoting positive health promotion behavior changes (Falkner, 2018). Primary prevention focus on people who are well, with no illness or injury. This type of prevention aims to prevent disease or injury before it ever occurs. Some examples of primary prevention include immunization and education about healthy and safe habits. Secondary prevention focus on people who are at risk of a health problem. This type of prevention try to detect a disease in its earliest stages, before symptoms appear, and intervene if needed to slow or stop its progression. Some examples of secondary prevention include screening, early interventions and treatments. Tertiary prevention focus on individual with health problems. This type of prevention aims to soften the impact of an ongoing illness or injury that has lasting effects. The principal goal is to reduce complications or disability. Some examples include rehabilitation, support groups, and patient education to prevent further complications.

Health Education can be applied at all three levels of disease prevention and can be of great help. The educational needs varies according to the level of prevention in which the individual is found and the patient readiness to adopt changes. The Transtheoretical model of nursing helps the nurse to identify patient readiness to accept changes. The TTM posits that individuals move through different stages of change: precontemplation, contemplation, preparation, action, and maintenance. For each stage of change, different intervention strategies are applied.

References:

Grand Canyon University. (Ed.). (2018). Dynamics in nursing: Art and science of professional practice. Retrieved from https://lc.gcumedia.com/nrs429vn/health-promotion-…

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the question detail is below

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the question detail is below

Patient care hinges in part on adequate and timely information exchange between treating providers. Referral and reply letters are common means by which doctors and nurse practitioners exchange information pertinent to patient care. Ensuring that letters meet the needs of letter recipients saves time for clinicians and patients, reduces unnecessary repetition of diagnostic investigations, and helps to avoid patient dissatisfaction and loss of confidence in medical practitioners.

As a Nurse Practitioner (NP) you will need to know the difference between a consultation and a referral for treatment, when ordering and when carrying out consultations or referrals.

Consultations

A consultation is a request for opinion or advice, so that the requestor can manage the patient. A consultation is billed under one of the consultation codes listed in Physicians’ Current Procedural Terminology (CPT) (99241-99245 for outpatient of office consultations). If the NP is the consultant, the NP should document the request for a consultation, the reason for the consult, and the NP’s evaluation and recommendations.

When an NP requests a consultation from another provider, the N P should request “consultation” on the referral form, rather than “referring.”

Referrals:

A referral is made when the referring provider wants to turn the management of the patient over to the referred-to provider, at least for the current complaint.

When a NP refers a patient, the NP should state on the referral form that the NP is “referring the patient for evaluation and treatment.” The referred-to provider will bill an evaluation and management code, rather than a consultation code.

Writing Assignment: Consult: Write up a consult request and include all key elements.

Ms. Perez has been referred to Ms. Wilson FNP-C,APRN, MSN for consultation regarding eczema unresponsive to treatment in the past six months.

Document the evaluation and recommendations for how Ms. Wilson FNP-C,APRN,MSN should deal with the consultation request and bill a consultation code.

Writing Assignment: Referral: Write up a referral request and include all key elements.

As an NP and Ms. Perez primary care provider, you decide to refer her to Dr. Owens a dermatologist for evaluation and treatment regarding eczema unresponsive to treatment in the past six months.

1. Document your referral to Dr. Owens

2. Document the evaluation and recommendations for how Dr. Owens should deal with the referral and bill a referral code.

Written Paper (Microsoft Word doc): minimum 2000 words using 6th edition APA formatting

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Implementation of the IOM Future of Nursing Report

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Implementation of the IOM Future of Nursing Report

I live in the state of Florida.

extra links:

http://thefutureofnursing.org/

http://campaignforaction.org/states

https://www.youtube.com/watch?v=X7tl0sFj0pM

http://iom.nationalacademies.org/~/media/Files/Report%20Files/2010/The-Future-of-Nursing/Future%20of%20Nursing%202010%20Report%20Brief.pdf

In a formal paper of 1,000-1,250 words you will discuss the work of the Robert Wood Johnson Foundation Committee Initiative on the Future of Nursing and the Institute of Medicine research that led to the IOM report, “Future of Nursing: Leading Change, Advancing Health.” Identify the importance of the IOM “Future of Nursing” report related to nursing practice, nursing education and nursing workforce development. What is the role of state-based action coalitions and how do they advance goals of the Future of Nursing: Campaign for Action?

Explore the Campaign for Action webpage (you may need to research your state’s website independently if it is not active on this site): http://campaignforaction.org/states

Review your state’s progress report by locating your state and clicking on one of the six progress icons for: education, leadership, practice, interpersonal collaboration, diversity, and data. You can also download a full progress report for your state by clicking on the box located at the bottom of the webpage.

In a paper of 1,000-1,250 words:

  1. Discuss the work of the Robert Wood Johnson Foundation Committee Initiative on the Future of Nursing and the Institute of Medicine research that led to the IOM report, “Future of Nursing: Leading Change, Advancing Health.”
  2. Identify the importance of the IOM “Future of Nursing” report related to nursing practice, nursing education and nursing workforce development.
  3. What is the role of state-based action coalitions and how do they advance goals of the Future of Nursing: Campaign for Action?

Summarize two initiatives spearheaded by your state’s action coalition. In what ways do these initiatives advance the nursing profession? What barriers to advancement currently exist in your state? How can nursing advocates in your state overcome these barriers?

A minimum of three scholarly references are required for this assignment.

Prepare this assignment according to the guidelines found in the APA Style Guide.

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Capella University Medication Error Heath Care

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Capella University Medication Error Heath Care

In the paper I uploaded I need some changes, here are the points my teacher need to be applied.

This is my teacher comment to my paper:

The assessment provided a rational summary of the healthcare issue pertaining to medication errors. However, you neglected to discuss your personal experience/interest in this topic. Likewise, a discussion of the criteria used for the literature search and how the credibility and relevance of the sources were assessed could not be found. An analysis of an additional peer-reviewed journal article is needed for this submission. Please refer to the sample paper on how to set up the annotated bibliography format. Also, you did not provide a discussion of what was learned from developing an annotated bibliography. Lastly, all areas of revisions should be highlighted in yellow!(PLEASE HIGHLIGHT IN YELLOW ALL CHANGES YOU MADE IN THE DOCUMENT I UPLOADED.) Thanks

1-

IDENTIFY ACADEMIC PEER-REVIEWED JOURNAL ARTICLES RELEVANT TO A HEALTH CARE PROBLEM OR ISSUE AND DESCRIBE THE CRITERIA USED FOR THE LITERATURE SEARCH.

2-This criterion requires you to describe the criteria used for the literature search.

ASSESS THE CREDIBILITY AND RELEVANCE OF INFORMATION SOURCES.

3-This criterion requires you to discuss how the credibility and relevance of the sources were assessed.

ANALYZE ACADEMIC PEER-REVIEWED JOURNAL ARTICLES USING THE ANNOTATED BIBLIOGRAPHY ORGANIZATIONAL FORMAT.

4- You included a befitting analysis for three peer-reviewed journal articles. However, you are missing vital elements of the annotated bibliography organizational format. Please see the sample paper for the format. Furthermore, this criterion requires you to analyze four peer-reviewed articles. Also, a rationale for the inclusion of each article would strengthen this criterion.

SUMMARIZE WHAT WAS LEARNED FROM DEVELOPING AN ANNOTATED BIBLIOGRAPHY.

This criterion requires you to discuss what was learned from developing an annotated bibliography.

Some other References you can use also:

  • Public Health Undergraduate Library Research Guide.
  • Health Care Administration Undergraduate Library Research Guide.
  • U.S. National Library of Medicine, National Institutes of Health. (2017). Evidence-based practice and health technology assessment. Retrieved from https://www.nlm.nih.gov/hsrinfo/evidence_based_practice.html
  • Nursing (BSN) Library Research Guide.
  • Sample Annotated Bibliography [PDF].

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