Community Health

Community Health

  • Prepare a 3–4 page report on a critical health issue in a community or state. Describe the factors that contribute to the health issue and interventions that have been implemented. Explain the scope and role of nursing in the interventions, and recommend ways the scope of the interventions might be expanded. By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria: Show Less
    • Competency 1: Explain the factors that affect the health of communities.
      • Explain the factors that contribute to a critical health care issue within a specific community.
    • Competency 2: Apply evidence-based interventions to promote health and disease prevention and respond to community health issues.
      • Describe current interventions to target a critical health care issue within a specific community.
      • Describe the scope and role of nursing in current interventions that target a critical health care issue.
      • Recommend evidence-based ways to expand the scope of interventions to target a critical health care issue.
    • Competency 4: Communicate in a manner that is scholarly, professional, and consistent with expectations of a nursing professional.
      • Describe a critical health care issue within a specific community.
      • Write content clearly and logically with correct use of grammar, punctuation, and mechanics.
      • Correctly format citations and references, using current APA style.
    Competency Map

    Check Your ProgressUse this online tool to track your performance and progress through your course.

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    Context

    Community/public health nursing is nursing care that is population-focused and occurs in non-hospital settings. Numerous nursing theories can provide the structure for community/public health nursing; however, nursing theories that incorporate components of the general systems theory frequently provide the framework for the practice of community/public health nursing. Historically, nurses have made significant contributions to the field of public health. From providing maternal-child care to poor women in the late 1800s, to promoting hygiene among school aged children in the early 1900s, to providing environmental and safety care to industrial workers during World War I, nurses have been instrumental in shaping health policies (Maurer & Smith, 2013). Today, community/public health nurses have a key role in identifying and developing plans of care to address local, national, and international health issues. Show Less Many factors influence the health of communities and populations, including national policies that focus on health promotion. Healthy People, a major national health promotion program issued by the U.S. Surgeon General, identifies major health problems of the nation and sets national goals and objectives targeting health promotion (Maurer & Smith, 2013). If adopted, activities that target health promotion can result in disease prevention.

    Reference

    Maurer, F. A., & Smith, C. M. (2013). Community/public health nursing practice: Health for families and populations (5th ed.). St. Louis, MO: W. B. Saunders.

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    Questions to Consider

    To deepen your understanding, you are encouraged to consider the questions below and discuss them with a fellow learner, a work associate, an interested friend, or a member of the business community.

    • What kinds of public health care services are available in your community? Do you think these services adequately meet the needs of the community?
    • How would you improve the scope of the services?
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    Resources

    SUGGESTED RESOURCES

    The following optional resources are provided to support you in completing the assessment or to provide a helpful context. For additional resources, refer to the Research Resources and Supplemental Resources in the left navigation menu of your courseroom.

    Capella Resources
    • APA Paper Template.
    • APA Paper Tutorial.

    Show Less

    Library Resources

    The following e-books or articles from the Capella University Library are linked directly in this course:

    • Schofield, R., Ganann, R., Brooks, S., McGugan, J., Bona, K. D., Betker, C., Dilworth, K., … Watson, C. (2011). Community health nursing vision for 2020: Shaping the future. Western Journal of Nursing Research, 33(8),1047–1068.
    • Mendez-Luck, C. A., Bethel, J. W., Goins, R. T., Schure, M. B., & McDermott, E. (2015). Community as a source of health in three racial/ethnic communities in Oregon: A qualitative study. BMC Public Health, 15(1), 1–10.
    • Cosgrove, S., Moore-Monroy, M., Jenkins, C., Castillo, S. R., Williams, C., Parris, E., . . . Brownstein, N. (2014). Community health workers as an integral strategy in the REACH U.S. program to eliminate health inequities. Health Promotion Practice15(6), 705–802.
    Course Library Guide

    A Capella University library guide has been created specifically for your use in this course. You are encouraged to refer to the resources in the BSN-FP4014 – Global Perspectives of Community and Public Service Library Guide to help direct your research.

    Internet Resources

    Access the following resources by clicking the links provided. Please note that URLs change frequently. Permissions for the following links have either been granted or deemed appropriate for educational use at the time of course publication.

    • HealthyPeople.gov. (n.d.). Healthy People 2020. Retrieved from http://www.healthypeople.gov/
    • Benson, G. A., Sidebottom, A., VanWormer, J. J., Boucher, J. L., Stephens, C., & Krikava, J. (2013). HeartBeat connections: A rural community of solution for cardiovascular health. Journal of the American Board of Family Medicine, 26(3), 299–310. Retrieved from http://www.jabfm.org/content/26/3/299.full.pdf+htm…
    Bookstore Resources

    The resources listed below are relevant to the topics and assessments in this course and are not required. Unless noted otherwise, these materials are available for purchase from the Capella University Bookstore. When searching the bookstore, be sure to look for the Course ID with the specific –FP (FlexPath) course designation.

    • Maurer, F. A., & Smith, C. M. (2013). Community/public health nursing practice: Health for families and populations (5th ed.). St. Louis, MO: W. B. Saunders.
      • Chapters 1, 2, 3, 10, 18, and 20.
  • Assessment Instructions

    PREPARATION

    Suppose your organization is concerned about a number of health issues that have either affected an increased number of the residents in the community or show the probability of affecting a larger number of people in the population. Your organizational leaders have asked different health care professionals within the organization, including you, to examine the issues from your perspective, and to submit a report that includes evidence-based ways to address the issues. You will first need to identify a critical health care issue in your community or state. You may choose either a public health issue, such as sudden infant death syndrome (SIDS), measles, Lyme disease, asthma, et cetera; or a community health issue, such as uncontrolled diabetes, congestive heart disease, 30-day readmission, et cetera. Then, look in the Capella library and on the Internet for statistics and peer-reviewed or professional resources to use in preparing your report.

    REQUIREMENTS

    Format this assessment as a professional report. It may help to look at reports or other documents used within your organization and to follow that formatting. You must still follow APA guidelines for in-text citations and references, and include a title page and reference page. Within the report:

    • Describe one critical health issue in your community or state that has grown larger or has the potential to become larger. Be sure to include any statistics available on the health issue. Tip: check your county and/or state health department Web site.
    • Explain the factors that contribute to this health issue. Consider things such as access to health care services, economics, culture, attitude, education, health care policies, and so on.
    • Describe any interventions your community or state has put in place to address the health care issue. Include information on how long the interventions have been in place, how the community was made aware of the interventions, and so on.
    • Describe the scope and role of nursing and public health nursing in the interventions to reduce the health issue.
    • Recommend evidence-based ways the scope of the interventions could be expanded to increase positive health outcomes. Think in terms of cost, efficiency and access, effectiveness, and the use of both conventional and unconventional interventions.

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    ADDITIONAL REQUIREMENTS

    Complete your assessment using the following specifications:

    • Title page and reference page.
    • Number of pages: 3–4 (not including the title and reference pages).
    • At least 3 current scholarly or professional resources.
    • APA format for citations and references.

Health Concerns of School Age Children Occupational Health Nursing Questions

Health Concerns of School Age Children Occupational Health Nursing Questions

School Health

Occupational Health

Please read chapter 29 and 30 of the class textbook and review the attached PowerPoint presentations. Once done answer the following questions;

1. Discuss how Healthy People 2020 can be used to shape the care given in a school health setting. Give at least one example.

2. Identify common health concerns of school-age children and associated health interventions.

3. Describe the historical perspective of occupational health nursing.

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4. Describe a multidisciplinary approach for resolution of occupational health issues.

As stated in the syllabus please present your assignment in an APA format, word document, Arial 12 font attached to the forum in the discussion tab of the blackboard titled “week 15 discussion questions” for grading and for your peers to review and comment and in Turnitin to verify originality. A minimum of 2 evidence-based references (excluding the class textbook) is required. Two replies to any of your peers sustained with the proper references are required. A minimum of 700 words is required and please make sure you spell check your assignment for grammatical errors before you post it.

DNP815 HCAHPS Tool Caring Theory Application Case Report

DNP815 HCAHPS Tool Caring Theory Application Case Report

Course Code DNP-815 Class Code DNP-815-IO3210 Criteria Content Percentage 35.0% Minimum of Two Theories Discussed in the Course to Develop the Case Report 10.0% Application of One or More Theories to Describe Understanding of The Problem or Situation of Focus 5.0% Application of One or More Theories to the

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Recommended Intervention or Solution Being Proposed 5.0% Development of the Case Report Across the Entire Scenario From the Identified Clinical or Health Care Problem Through Proposing an Intervention, Implementation, and Evaluation Using an Appropriate Research Instrument 5.0% Description of the Evaluation of the Selected Research Instrument 5.0% Explanation of the Tenets, Rationale for Selection, and Clear Application Using the Language of Theory 5.0% Case Requirements 35.0% Introduction and Problem Statement 5.0% Brief Literature Review 5.0% Description of the Case, Situation, or Conditions Explained From a Theoretical Perspective 5.0% Detailed Explanation of the Synthesized Literature Findings 5.0% Case Summary 5.0% Proposed Solutions to Remedy Identified Gaps, Inefficiencies, or Other Issues From a Theoretical Approach 5.0% Conclusion 5.0% Organization and Effectiveness 20.0% Thesis Development and Purpose 7.0% Argument Logic and Construction 8.0% Mechanics of Writing (includes spelling, punctuation, grammar, language use) 5.0% Format 10.0% Paper Format (Use of appropriate style for the major and assignment) 5.0% Research Citations (In-text citations for paraphrasing and direct quotes, and reference page listing and formatting, as appropriate to assignment and style) 5.0% Total Weightage 100% Case Report: Application of Theory Unsatisfactory (0.00%) A minimum of two theories discussed in the course are not used to develop the case report. Application of one or more theories to describe understanding of the problem or situation of focus is not present. Application of one or more theories to the recommended intervention or solution being proposed is not present. Development of the case report across the entire scenario from problem through proposed solution is not present. A description of the evaluation of the selected research instrument is not present. An explanation of the tenets, rationale for selection, and clear application using the language of theory is not present. An introduction with problem statement is not present. A brief literature review is not present. A description of the case, situation, or conditions is not present. A detailed explanation of the synthesized literature findings is not present. A case summary is not present. Proposed solutions are not present. A conclusion is not present. Paper lacks any discernible overall purpose or organizing claim. Statement of purpose is not justified by the conclusion. The conclusion does not support the claim made. Argument is incoherent and uses noncredible sources. Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice and/or sentence construction are used. Template is not used appropriately or documentation format is rarely followed correctly. No reference page is included. No citations are used. 300.0 Less than Satisfactory (74.00%) A minimum of two theories discussed in the course are used to develop the case report but are incomplete. Application of one or more theories to describe understanding of the problem or situation of focus is present but incomplete. Application of one or more theories to the recommended intervention or solution being proposed is present but incomplete. Development of the case report across the entire scenario from problem through proposed solution is present but incomplete. A description of the evaluation of the selected research instrument is present but incomplete. An explanation of the tenets, rationale for selection, and clear application using the language of theory is present but incomplete. An introduction with problem statement is present but incomplete. A brief literature review is present but incomplete. A description of the case, situation, or conditions is present but incomplete. A detailed explanation of the synthesized literature findings is present but incomplete. A case summary is present but incomplete. Proposed solutions are present but are incomplete. A conclusion is present but is incomplete. Thesis and/or main claim are insufficiently developed and/or vague; purpose is not clear. Sufficient justification of claims is lacking. Argument lacks consistent unity. There are obvious flaws in the logic. Some sources have questionable credibility. Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register), sentence structure, and/or word choice are present. Appropriate template is used, but some elements are missing or mistaken. A lack of control with formatting is apparent. Reference page is present. Citations are inconsistently used. Satisfactory (79.00%) A minimum of two theories discussed in the course are used to develop the case report but at a perfunctory level. Application of one or more theories to describe understanding of the problem or situation of focus is present but done at a perfunctory level. Application of one or more theories to the recommended intervention or solution being proposed is present but done at a perfunctory level. Development of the case report across the entire scenario from problem through proposed solution is present but done at a perfunctory level. A description of the evaluation of the selected research instrument is present but done at a perfunctory level. An explanation of the tenets, rationale for selection, and clear application using the language of theory is present but done at a perfunctory level. An introduction with problem statement is present but rendered at a perfunctory level. A brief literature review is present but rendered at a perfunctory level. A description of the case, situation, or conditions is present but rendered at a perfunctory level. A detailed explanation of the synthesized literature findings is present but rendered at a perfunctory level. A case summary is present but rendered at a perfunctory level. Proposed solutions are present but are rendered at a perfunctory level. A conclusion is present but is rendered at a perfunctory level. Thesis and/or main claim are apparent and appropriate to purpose. Argument is orderly, but may have a few inconsistencies. The argument presents minimal justification of claims. Argument logically, but not thoroughly, supports the purpose. Sources used are credible. Introduction and conclusion bracket the thesis. Some mechanical errors or typos are present, but are not overly distracting to the reader. Correct sentence structure and audience-appropriate language are used. Appropriate template is used. Formatting is correct, although some minor errors may be present. Reference page is included and lists sources used in the paper. Sources are appropriately documented, although some errors may be present. Good (87.00%) A minimum of two theories discussed in the course are clearly presented in full to develop the case report. Discussion is convincing. Information presented is from scholarly though dated sources. Application of one or more theories to describe understanding of the problem or situation of focus is clearly present. Discussion is convincing and defines specific 10%elements. Information presented is from scholarly though dated sources. Application of one or more theories to the recommended intervention or solution being proposed is clearly present. Discussion is convincing and defines specific elements. Information presented is from scholarly though dated sources. Development of the case report across the entire scenario from problem through proposed solution is clearly present. Discussion is convincing and defines specific elements. Information presented is from scholarly though dated sources. A description of the evaluation of the selected research instrument is clearly present. Discussion is convincing and defines specific elements. Information presented is from scholarly though dated sources. An explanation of the tenets, rationale for selection, and clear application using the language of theory is clearly present. Discussion is convincing and defines specific elements. Information presented is from scholarly though dated sources. An introduction with problem statement is present, clear, and thorough. Discussion is convincing and defines specific elements. Information presented is from scholarly though dated sources. A brief literature review is clearly present in full. Information presented is from scholarly though dated sources. A description of the case, situation, or conditions is convincing and defines specific elements. Information presented is from scholarly though dated sources. A detailed explanation of the synthesized literature findings is convincing and defines specific elements. Information presented is from scholarly though dated sources. A case summary is convincing and defines specific elements. Information presented is from scholarly though dated sources. Proposed solutions are clearly and thoroughly presented. Discussion is convincing and defines specific elements. Information presented is from scholarly though dated sources. A conclusion is clearly and thoroughly presented. Discussion is convincing and defines specific elements. Information presented is from scholarly though dated sources. Thesis and/or main claim are clear and forecast the development of the paper. It is descriptive and reflective of the arguments and appropriate to the purpose. Argument shows logical progressions. Techniques of argumentation are evident. There is a smooth progression of claims from introduction to conclusion. Most sources are authoritative. Prose is largely free of mechanical errors, although a few may be present. A variety of sentence structures and effective figures of speech are used. Appropriate template is fully used. There are virtually no errors in formatting style. Reference page is present and fully inclusive of all cited sources. Documentation is appropriate and citation style is usually correct. Excellent (100.00%) A minimum of two theories discussed in the course are clearly presented in full to develop the case report. Discussion is insightful and forward-thinking. Information presented is from current scholarly sources. Application of one or more theories to describe understanding of the problem or situation of focus is clearly present. Discussion is convincing and defines specific elements. Discussion is insightful and forward-thinking. Information presented is from current scholarly sources. Application of one or more theories to the recommended intervention or solution being proposed is clearly present. Discussion is convincing and defines specific elements. Discussion is insightful and forward-thinking. Information presented is from current scholarly sources. Development of the case report across the entire scenario from problem through proposed solution is clearly present. Discussion is convincing and defines specific elements. Discussion is insightful and forward-thinking. Information presented is from current scholarly sources. A description of the evaluation of the selected research instrument is clearly present. Discussion is convincing and defines specific elements. Discussion is insightful and forwardthinking. Information presented is from current scholarly sources. An explanation of the tenets, rationale for selection, and clear application using the language of theory is clearly present. Discussion is convincing and defines specific elements. Discussion is insightful and forward-thinking. Information presented is from current scholarly sources. Comments An introduction with problem statement is clearly present. Discussion is convincing and defines specific elements. Discussion is insightful and forward-thinking. Information presented is from current scholarly sources. A brief literature review is clearly present in full. Discussion is convincing and defines specific elements. Discussion is insightful and forward-thinking. Information presented is from current scholarly sources. A description of the case, situation, or conditions is clearly present. Discussion is convincing and defines specific elements. Discussion is insightful and forward-thinking. Information presented is from current scholarly sources. A detailed explanation of the synthesized literature findings is clearly present. Discussion is convincing and defines specific elements. Discussion is insightful and forward-thinking. Information presented is from current scholarly sources. A case summary is clearly present. Discussion is convincing and defines specific elements. Discussion is insightful and forward-thinking. Information presented is from current scholarly sources. Proposed solutions are clearly and thoroughly presented. Discussion is insightful, forward-thinking, and detailed. Information presented is from current scholarly sources. A conclusion is clearly and thoroughly presented. Discussion is insightful, forward-thinking, and detailed. Information presented is from current scholarly sources. Thesis and/or main claim are comprehensive. The essence of the paper is contained within the thesis. Thesis statement makes the purpose of the paper clear. Clear and convincing argument that presents a persuasive claim in a distinctive and compelling manner. All sources are authoritative. Writer is clearly in command of standard, written, academic English. All format elements are correct. In-text citations and a reference page are complete and correct. The documentation of cited sources is free of error. Points Earned
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Practicum – Week 9 Journal Entry

Practicum – Week 9 Journal Entry

Assignment: Practicum – Week 9 Journal Entry

An advance directive is a legal document that defines a patient’s wishes for medical care. This document is a way for patients to share their wishes with family members and health care providers when their illness or mental capacity prevents them from making decisions. As an advanced practice nurse who has care discussions with patients and their families, you need to not only be familiar with the process of completing an advance directive, but also understand how this document might impact your role in patient care and treatment.

JOURNAL ENTRY PART 1

For the first part of your journal entry, reflect on the Five Wishes. Explain your state’s requirements for advance directives, including whether your Five Wishes can be turned into a formal document. Then, explain how your experience of completing your Five Wishes advance directive will help you guide discussions with patients and their families. Finally, explain how you might apply the Five Wishes advance directives to your nursing practice. Include how this advance directive might benefit patients in decision making for specialized areas of care.

JOURNAL ENTRY PART 2

For the second part of your journal entry, reflect on geriatric patients from your practicum site with disorders related to specialized areas of care, such as oncology, nephrology, urology, gynecology, and neurology. Describe a case of a frail elder patient who must make decisions related to specialized areas of care. Then, explain potential patient

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outcomes and include whether treatments would be beneficial and how they would impact the patient’s quality of life. Finally, describe the patient’s wishes in terms of treatments and interventions for the disorder (Was there an advanced directive?) and how the patient might want to spend any remaining time. Include how environmental factors, such as family, caregivers, ethnicity, culture, religion, and/or personal values, might impact decision making for treatments and interventions. If you did not have an opportunity to evaluate a patient with this background during the last 9 weeks, you can select a related case study or reflect on previous clinical experiences.

 

Tags: nursing advance directive

Chronic Kidney Disease and Colon Cancer Case Study Assignment

Chronic Kidney Disease and Colon Cancer Case Study Assignment

CASE STUDY 1

Mr. Wiggins is a 78-year-old African American male with chronic kidney disease, which requires dialysis. The etiology of his renal disease was multifactorial—long-standing uncontrolled HTN and DM nephropathy. He has been on hemodialysis for the past 10 years and has done relatively well. Four weeks ago, he had a major CVA and is minimally responsive. His condition is not expected to change, and the family is having a difficult time with his recent health changes. Advanced directives were discussed with them, and his wife is a durable power of attorney for his health care. The wife hates to see her husband this way and understands this is not how he would want to go on, but their children and many of the family members (his brothers and sisters) think the patient will return to himself. They want everything done in terms of life support measures—full code status. His family wanted a feeding tube placed, and he is now receiving 24-hour tube feedings. You are the NP caring for Mr. Wiggins. You have known and cared for him and his wife for several years. The wife pulls you aside, shares her dilemma, and asks you to make the decision regarding continuing medical care/support for her husband. How will you respond?

CASE STUDY 2

Mrs. Adams is a 96-year-old Caucasian female who has recently been diagnosed with colon cancer. She was admitted to the hospitalist service through the ED with dehydration and rectal bleeding. The bleeding resolved, and she received 2 units of PRBs and fluid/electrolyte replacement. She is stable and ready to be discharged home.

Mrs. Adams is in remarkably good health, and other than arthritis and mild HTN, she has no significant medical or surgical history. She is able to carry out all of her essential daily living activities. She pays her own bills, is competent, and has good functional abilities. She was driving up until last year. Now, she has neighbor’s assist with weekly shopping and transportation to church. Her sensory, functional, and cogitative abilities were evaluated this admission and remain intact. She has been offered palliative surgical intervention, but deferred all treatment. Her only son is in agreement with his mother’s decision. Her parents and husband are deceased. You have been asked to obtain advanced directives. What will your discharge treatment plan be for Mrs. Adams?

CASE STUDY 3

Mr. Pierce is an 82-year-old East Indian male, recently widowed 6 months ago. He fractured his left hip 2 months ago attempting to climb his backyard fence to get his cat out of a tree. His children live internationally and have been taking turns caring for him. His eldest son brought him in through the ED last night because Mr. Pierce started having shortness of breath and his lips turned blue. In addition, his son noticed his left leg was very swollen compared to the right. The ED nurse practitioner ordered a thin cut cat scan (CT) with pulmonary embolism (PE) protocol and deep vein thrombosis (DVT) scan. Mr. Pierce has a large DVT that is obstructing circulation and multiple pulmonary emboli. His condition is life threatening and he is only expected to live a few weeks. He has a living will and advanced directives and has requested to be able to die in the comfort of his home. “I hate hospitals.” You have been consulted at the patient and family’s request because you are Mr. Pierce’s primary care provider. What additional services can be offered to ensure his care/comfort at home and to give him peace of mind regarding his estate?

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To prepare:

  • Select one of the three case studies. Reflect on the provided patient information.
  • Think about potential outcomes for the patient in the case study you selected.
  • Consider how care, treatment, and/or support might be facilitated for the patient. Reflect on how you might also address the needs of the family.

Health Concerns of School Age Children & Occupational Health Issues Questions

Health Concerns of School Age Children & Occupational Health Issues Questions

Chapter 30 Caring for the Family in Health and Illness Thinking Differently About Family Health • Think upstream • Bottom-down health system • Human ecology model Community-Based Services for Promoting Family Health • Preventive support services – At-risk groups • Preterm birth services • Postpartum home visits • Targeted programs – Focus on high risk for morbidity and premature mortality • Intensive services Creating Healthy Families and

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Communities • Relationship-focused care • Intensity and timing of interventions • Nursing skills and strategies – Communicating – Problem solving – Listening – Connecting • Comprehensive community initiatives • Evaluating Issues in Family Nursing Today • Least possible contribution theory • Ad Hoc Committee to Defend Health Care • Values: challenges for the future – Five core values • • • • • Caring Courage Inclusion Reflective thinking Social responsibility Chapter 29 Foundations of Family Care Family • Defined: – Two or more individuals who identify themselves as family and manifest some degree of interdependence in interactions with each other and their environment • Central themes – Interdependence – Beliefs Health Responsibilities of the Family • Development of personal identity and selfworth – Family interactions facilitate or impede members’ access to the following: • Affect • Power • Meaning – Failure to thrive Families • Lifecycle transitions – Prenatal and postpartum visits – Changes in family structure • Values – Families acquire values about health and learn personal health practices relative to nutrition, exercise, smoking, alcohol consumption, and hygiene through their family of origin and transmit those values and beliefs Families (cont.) • Healthcare system education – Families serve as a reference for defining illness and what should be done about it. • Provision of care – Assume major share of responsibility for intergenerational support and assistance – Two caregiving roles: • Direct care provider • Indirect care provider Theoretical Approaches to Family • Human Ecology Theory – Nonsummativity • Family Systems Theory – Structure – Function – Self-regulation – Positive feedback – Negative feedback • Family development theory – Family development tasks Family Assessment • Conceptual framework for family assessment – Provides direction to the collection, organization, and interpretation of data about the family’s health situation • Energy • Consciousness • Role structure • Decision-making processes • Communication patterns • Values • Family boundaries Self-Efficacy Model • Five phases of contracting process: 1. Identification of family health concerns and needs 2. Mutual setting of goals 3. Delineation of alternatives 4. Implementation of the plan 5. Evaluation
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Pharmacology and Diverse Populations

Pharmacology and Diverse Populations

  • Write for your organization a 3–5-page impact report regarding the health concerns of a new immigrant population. Describe the population’s health concerns and issues, explain current pharmacological treatments, and explain how culture and traditional practices may affect use of pharmacology. Identify evidence-based strategies for the organization and nursing staff to use to educate the population and promote health and wellness. By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria: Show Less
    • Competency 1: Apply practice guidelines and standards of evidence-based practice related to pharmacology for safe and effective nursing practice.
      • Describe current pharmacological treatment regimens for the health concerns and issues of a population.
    • Competency 2: Explain the relationship between quality patient outcomes, patient safety, and the appropriate use of pharmacology and psychopharmacology.
      • Explain traditional beliefs and practices of a population with regard to health concerns and issues.
      • Explain how the cultural values and traditional practices of a population affect the acceptance and use of pharmacology.
    • Competency 3: Apply the principles and practices of cultural competence with regard to pharmacological interventions.
      • Identify evidence-based, culturally sensitive strategies an organization can use to educate a population about the appropriate use of pharmacology.
      • Identify evidence-based, culturally sensitive strategies nurses can use with a population to promote health and wellness.
    • Competency 4: Communicate in a manner that is scholarly, professional, and consistent with expectations of a nursing professional.
      • Describe the health concerns and issues for a specific population.
      • Write content clearly and logically with correct use of grammar, punctuation, and mechanics.
      • Correctly format citations and references using current APA style.
    Competency Map

    Check Your ProgressUse this online tool to track your performance and progress through your course.

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    Questions to Consider

    To deepen your understanding, you are encouraged to consider the questions below and discuss them with a fellow learner, a work associate, an interested friend, or a member of your professional community.

    • Within your community, are there educational or outreach programs to help specific populations understand health issues and the treatments available?
      • How effective are the programs?
      • How might professional nurses help such programs be more effective?
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    Resources

    SUGGESTED RESOURCES

    The following optional resources are provided to support you in completing the assessment or to provide a helpful context. For additional resources, refer to the Research Resources and Supplemental Resources in the left navigation menu of your courseroom.

    Capella Resources
    • APA Paper Template.
    • APA Paper Tutorial.
    Library Resources

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    The following e-books or articles from the Capella University Library are linked directly in this course:

    • Haiyan, L., Li, Y., Tou, C. P. K., Patel, C. G., & Zhao, J. (2012). Pharmacokinetic study of Saxagliptin in healthy Chinese subjects. Clinical Drug Investigation, 32(7), 465–473.
    • Wen-Wen, L., Wallhagen, M. I., & Froelicher, E. S. (2010). Factors predicting blood pressure control in older Chinese immigrants to the United States of America. Journal of Advanced Nursing, 66(10), 2202–2212.
    • Lindkvist, P., Johansson, E., & Hylander, I. (2015). Fogging the issue of HIV – Barriers for HIV testing in a migrated population from Ethiopia and Eritrea. BMC Public Health, 15(1), 1–12.
    • Long, J. M., Sowell, R., Bairan, A., Holtz, C., Curtis, A. B., & Fogarty, K. J. (2012). Exploration of commonalities and variations in health related beliefs across four Latino subgroups using focu

NURS386 Bowie State schizophrenia Psychosocial Assessment Paper

NURS386 Bowie State schizophrenia Psychosocial Assessment Paper

1 Running head: PSYCHOSOCIAL ASSESSMENT Psychosocial Assessment Nurs-386-002 Prof. Mrs. Patricia Bowie State University May 13th, 2018 Introduction 2 PSYCHOSOCIAL ASSESSMENT Mental illness has become a public health crisis due to severe shortage of inpatient care as result of increment in the number of people suffering from mental health disorder. The CDC (2013) reports that about 25% of American adults suffers from some forms of

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mental disability. This described the extent of mental illness in the American adult population and thus increased the effort of nurses and other health practitioners to monitor mental health and come up with the best approach in their assessment of client and care. Nurses and other health care workers use this tool (psychosocial assessment) to evaluate individuals’ social well-being and mental health. It also assesses the individual’s ability to thrive well in the society and self-perception. During this process, the healthcare worker tries to understand the individual and his or her domain by asking sequence of questions related to that person. This help the health care provider to provide the best care possible to obtained optimal health which is the goal of psychosocial assessment. This psychosocial assessment paper is on Mr. R.B., who is an African American currently hospitalized for schizophrenia at Spring Grove Hospital Center (SGHC). This paper looks at his culture, social, legal, education, occupation, financial, spiritual and psychiatric history as well. Also, it involves Mini Mental Status Examination (MMSE), a full mental assessment and DSM-V diagnoses to evaluate client illness and overall health. Nursing diagnosis are famulated based on client assessment data. Planning and interventions are carried out and the effectiveness of interventions are evaluated. A meta-analysis of age onset of schizophrenia is observed, and a bibliography is provided. The etiology of schizophrenia, signs and symptoms, and clinical manifestations. 3 PSYCHOSOCIAL ASSESSMENT Social Assessment Mr. R.B is a 26-year-old Asian who was admitted to Spring Grove Hospital center (SGHC) for schizophrenia. He verbalized of leaving with his mother and was asked out of the house when a marijuana was found in the house by his mother. He was homeless for sometimes. Moreover, he went to jail for stealing a delivery van that was parked along a gas station. A worker in that gas station called a police officer who took patient to prison. His life in prison was horrible, as he was observed pouring food on his head and drinking from the bathroom tap. He alleged of completing high school and started a community college and did not finish. Also, he used to work in a local pizza shop, and sometimes do delivery. Additionally, patient denied of hurting self or peers, however, he was on a 72-hour suicidal watched per chart. Although he denies hearing voices, but records showed he admit receiving messages from the television. His mother visits him once a week. Patient asserted of having at least 9 hours sleep most nights, good appetite, and constipated (“I don’t have bowel movement for 3 days and more”). Socially, he smokes 2-3 sticks of cigarette per day during his smoke break, had a history of substance abuse, sexual, and physical abuse as well. Moreover, he stopped the interview process and went to his bedroom at 11:00 AM. Patient stated that, “I don’t want to associate myself with people in this unit that is the reason why most times I have my head set on listening to music.” Client performs activity of daily living (ADLs) with less supervision. He does not like to do his laundry, and can use the restroom, feed himself, clean his bedroom with more supervision. Furthermore, patient is a Christian who believes in God and pray for his family most times at night. Due to his status, he is not allowed to go to the cafeteria or go to Church on Sundays. 4 PSYCHOSOCIAL ASSESSMENT Psychiatric history Patient stated his mental illness started when he was 19 years old, and his first admission was in Spring Grove Hospital Center. When asked about his past medical history, he denies any history of inpatient hospitalization, however, his chart indicates he was admitted to Fairfax Hospital in Virginia and was on medications for auditory hallucinations, delusion, and hypothyroidism. Patient alleged of no history of mental illness in his family. His condition was deteriorating using illicit drugs accompanied by medication noncompliance, and homelessness. This made his condition to be worsened until she was arrested for stealing a delivery van in 2017 which paced his way to jail. According to his chart, the police report stated that patient was at a gas station begging for coins which the cashier at that gas station reported as sometime that has been going on since. Eventually, he breaks into someone’s delivery van and the cashier saw him from a distance and called a police officer. In the detention center and in the court room, report indicates that patient exhibited delusional statements, disorganized speech, and agitated behavior. When patient was question about the incident he responded to the police officer that, “I am the owner of the van.” In the hospital, patient chart indicates that he was displaying aggressive behavior, easily bothersome to his peers, so he was prescribed Olanzapine 7.5 mg PO bid for his psychosis, Risperidone 4mg PO bid for his mood, and Strattera 18mg PO bid for attention by the clinical review team. Patient behaviors did not change with these medications; thus, lorazepam 2mg PO bid and valproic acid liquid 500mg PO Q12h were added to his treatment regime which shown gradual improvement in patient’s psychosis and agitation. However, he was transferred to another unit where patient can smoke cigarette, watch tv, and used a computer to browse on Fridays. When patient was asked how he purchase cigarette while in the unit with red wrist band, 5 PSYCHOSOCIAL ASSESSMENT he stated “they take my blood as a specimen for an experiment and give him $20 which I used to buy my cigarette and sometimes order Chinese food. Mini Mental Status Examinations (MMSE) Mini –mental state assessment was administered to Mr. R.B. on April 26th, 2018. He was unable to tell the season of the year to be spring but was able to tell the date, day month and the year. He was able to tell the state to be Maryland and the town to be Baltimore, tell the name of the hospital and the unit in which he is currently staying. I named out three objects; pencil, book, and telephone and asked him to repeat them. In the first and second trial, patient was able to repeat only the telephone which gives patient a score of 1. Patient was able to repeat the book and pencil in the third trial and all the words in the fourth trial. To assess attention and calculations, patient was asked to first begin with 100 and count backward by seven which he could not do, so he was asked to spell the word “Earth” again, patient could not perform this task. Five minutes after patient was asked to repeat the words; pencil, book and telephone, patient was now asked to recall those words, but he was unable to do it, so he scored zero. To assess patient use of language and praxis, patient was shown a coin and a crayon and was asked to name them. He was able to name them, so she scored 2 points. The sentence “I brush my teeth every morning” was read and patient was asked to repeat it and he correctly repeated it which he score 1 point. A piece of paper was put on patient’s lap and patient was asked to take it with his right or left hand, fold it into half and place it on the floor. Patient scored 3 points for completing each step of the command. I wrote “Close your eyes” on a paper and asked patient to perform what he reads. Patient closed both eyes which gave him a score of 1. Furthermore, patient was asked to write a sentence about anything. Patient wrote “I want to take my smoke 6 PSYCHOSOCIAL ASSESSMENT break” which gave a score of 1. Lastly, he was given a picture of two interlocking heptagon and was asked to draw the picture on a blank sheet of paper. Patient was able to draw it in about 4 minutes and scored 1 point. The individual scores were added, and patient scored a total of 12 points. Based on patient score, he is considered severely cognitively impaired. Mental status Examination Patient was casually dressed in a red hoodie and a blue jean pant with an orange slipper. He appears normal weight and poorly groomed with dry feet, long toenails and unshaven hair. Patient is cooperative and friendly. Speech is rapid, loud and talkative. He displays dysphoric mood, and affect is flat, restrictive, labile and mood congruent. Flat affect is more pronounced when he tries to recall the response to a question. Patient presents a negative body image and low self-esteem as he stated that, “I never got a girlfriend because nobody will date me.” He is oriented to person and place, time and he shows recent and immediate recall deficit. Patient possesses loose association of thought and redirection seems to be less effective. He presents a monotonous stereotypical thought about Mexicans (“Mexicans are very bad people”). He possesses a persecutory delusion as he continuously says, “Mexicans always carry gun trying to kill people”. He denied any form of hallucination and any thought of harm to self or others, per chart he suffers auditory hallucination sometimes. 7 PSYCHOSOCIAL ASSESSMENT Laboratory Values LAB Result: 02/20/18 at 4:20 PM Normal Value Serum Glucose 86 mg/dL 65-99 mg/dL BUN 11 mg/dL 6-20 mg/dL Serum Creatinine 0.87 mg/dL 0.76-1.27 mg/dL BUN/Creatinine Ratio 13 9-20 Serum Sodium 142 mmol/L 134-144 mmol/L Serum Potassium 4.4 mmol/L 3.5-5.2 mmol/L Serum Chloride 99 mmol/L 96-106 mmol/L Total CO2 26 mmol/L 18-29 mmol/L Serum Calcium 9.8 mg/dL 8.7-10.2 mg/dL Total Serum Protein 8.2 g/dL 6.0-8.5 g/dL Serum Albumin 4.4 g/dL 3.5-5.5 g/dL Total Bilirubin 0.3 mg/dL 0.0-1.2 mg/dL AST 20 IU/L 0-40 IU/L ALT 19 IU/L 0-44 IU/L Total Cholesterol 175 mg/dL 100-199 mg/dL TG 327 mg/dL 0-149 mg/dL HDL 27 mg/dL >39 LDL 83 0-99 WBC 6.7 3.4-10.8 x10E3/uL Hemoglobin 16.1 g/dL 13.0 – 17.7 g/dL 8 PSYCHOSOCIAL ASSESSMENT Hematocrit 46.2% 37.5-51.0% Platelets 260 150-379 x10E3/uL DSM-V Diagnoses DSM Description Observed Behaviors Treatment V Axis I Primary • History of psychosis • Behavior therapy psychiatric • History of initial • Olanzapine ODT 7.5mg PO disorder • noncompliance with the Q12H. for aggressive and medications psychosis. Ongoing delusions • Valproic Acid Liquid 500mg PO Q12H • Lorazepam 2mg tabs. PO TID for worsening catatonia. • Diphenhydramine 50 mg PO PRN for Insomnia and aggression. 9 PSYCHOSOCIAL ASSESSMENT Axis II deferred N/A N/A Axis Medical III • constipation • • Hypothyroidism • Hyperammonemia • GERD juice or water q. a.m. for • High Triglyceride constipation Docusate sodium 100mg m Q24H for constipation • • MiraLAX 17g in 8 ounces of Levothyroxine 25mcg PO Q24H. • Malox 30ml PO Q24H for dyspepsia. • Levocarnitine 33omg PO TID for increase serum ammonia level. Axis Psychosocial IV Stressors Axis V GAF • Omega 3 fish oil IG PO Bid • Social Services Unemployed, minimal family • Counseling support. • Therapy GAF 55 N/A 10 PSYCHOSOCIAL ASSESSMENT Nursing Diagnoses 1. Deficient diversional activity related to social isolation as evidenced by patient’s statement, “I don’t want to associate myself with people in this unit that is the reason why most times I have my head set on listening to music.” 2. Disturbed thought process related to uncompensated alteration in brain activity as evidence by patient’s delusional thinking of “Mexicans are bad people they always carry guns trying to kill people.” 3. Disturbed personal identity related to perceived prejudice as evidenced by patient’s statement of “Mexicans are bad people they always carry guns trying to kill people.” 4. Ineffective coping related to inadequate support system as evidenced by patient’s minimal family support. Nursing Diagnosis #1: Risk for suicide related to history of suicide attempt as evidenced by patient’s 72-hour suicidal watched per chart. Planning Patient will disclose and discuss suicidal ideas if present by the end of the shift. Interventions 1. Assess for suicidal ideation when the history reveals the following: schizophrenia and substance abuse. 2. Assess client’s ability to enter into a no-suicide contract either verbally or writing. 11 PSYCHOSOCIAL ASSESSMENT 3. Take suicide notes very seriously and ask if a note was left in any previous suicide attempts. 4. Determine the presence and degree of suicide risk. 5. Develop a positive therapeutic relationship with patient; do not make promises that may not be kept. 6. Place the patient in the least restrictive, safe, and monitor environment that allows for the necessary level of observation. Evaluation Intervention was not effective will continue current intervention or change as needed. Nursing Diagnosis #2: Risk for other – directed violence related to agitation as evidenced by patient aggressive confrontation on peers. Plan: Patient will display no aggressive activity by the end of the shift. Intervention: 1. Assess causes of aggression: social versus biological. 2. Act to minimize personal risk; use nonthreatening body language, and respect personal space and boundaries. 3. Remove potential weapons from the environment. 12 PSYCHOSOCIAL ASSESSMENT 4. Inform the patient of unit expectations for appropriate behavior and the consequences of not meeting these expectations. 5. Redirect possible violent behaviors into physical activities (e.g. walking, jogging) if the patient is physically able. 6. Measures of violence may be useful in predicting or tracking behavior and serving as outcome measures. Evaluation: Intervention was not effective will continue current interventions or change as needed. Nursing Diagnosis #3: Disturbed thought process related to uncompensated alteration in brain activity as evidence by patient’s delusional thinking of “Mexicans are bad people they always carry guns trying to kill people.” Plan 1. Patient will be able to differentiate between delusional thinking and reality. Intervention 1. Communicate your acceptance of patient’s need for the false belief, while letting him know that you do not share the belief. 2. Teach patient to intervene, using thought-stopping techniques, when irrational or negative thoughts prevail. 13 PSYCHOSOCIAL ASSESSMENT 3. Do not disagree or deny the patient’s belief. Use reasonable doubt as a therapeutic technique: “I understand that you believe this is true, but I personally find it hard to accept.” 4. Help patient try to connect the false beliefs to times of increased anxiety. Discuss techniques that could be used control. 5. Reinforce and focus on reality. Discourage long ruminations about the irrational thinking. Talk about real events and real people. 6. Assist and support patient in his attempt to verbalize feelings of anxiety, fear, or insecurity. Evaluation: 1. Intervention was not effective. will continue current intervention or change as required. Etiology of schizophrenia According to Boyd (2015), Schizophrenia is believed to be caused by the interaction of a biological predisposition or environmental stressor. Also, Al-Asmari and Kahn (2014) talked about schizophrenia as a mental illness that described a distortion in someone’s thinking, hallucinations, and reduced ability to feel normal emotions. Immunity, environment, and hereditary factors has long been associated with the disease. Nevertheless, inflammation, substance abuse, stress, brain changes, and neurotransmitters have recently link with the cause of schizophrenia (Hüfner et al, 2015). Furthermore, Psychosocial stress also play role in the etiology of schizophrenia. In a cross-sectional studies study by Larson (2012), Young people with first episode of psychosis are at high risk of developing chronic schizophrenia, possibly the most disruptive of mental 14 PSYCHOSOCIAL ASSESSMENT illnesses. Psychotic symptoms such as hallucinations, delusions, disorganized thoughts, and negative symptoms profoundly influence quality of life, relationships, and daily functioning. There is consistent evidence that patients with schizophrenia experience more stressful life than healthy people. However, there is a significant increase in the events of life preceding psychotic relapse. This becomes chronic when patient sees the even as stressful, uncontrollable or poorly managed. Also, people affected with psychosis and their first-degree relatives are more reactive to daily stress than the average person. Hence, stress plays a key role in the schizophrenia. Another cause of schizophrenia is Substance abuse. Schizophrenia is more prevalent among people who use drugs like marijuana and heroin than nondrug users. Tetrahydrocannabinol is one of the active chemical in marijuana that is known to increase both negative and positive symptoms of schizophrenia. Marijuana use is linked with increase relapse and poor clinical outcome among schizophrenic patients (Larson et al, 2012). Additionally, changes in brain volume also contribute to the cause of schizophrenia. Study shows that schizophrenic patients have low level of hippocampus and temporal regions, and decreased frontal functioning, and increased pituitary level, and overall reduction in cortical gray mater level which accounts for the first and chronic episodes of schizophrenia (Larson et al, 2012). Moreover, there is an evidence that deviations in cytokines could give rise to schizophrenia. research concerning the role of cytokines in schizophrenia has also been expanded. When there is an imbalance in the mechanisms of the immune, endocrine, and neurotransmitter systems will cause cell loss and therefore decrease neurogenesis. Hypothetically, changes in the levels of cytokines can simply be a significance of mental stress or sleep deprivation associated with the onset or exacerbation of schizophrenia. Also, impaired 15 PSYCHOSOCIAL ASSESSMENT antioxidant defense and increased media striatum may cause schizophrenic (Al-Asmari & Khan, 2014). Dopamine, and glutamine are the two neurotransmitters known to be responsible for schizophrenia. There is high dopamine receptor blockage in people affected by schizophrenia. Also, excessive amount of dopamine in the striatum (cognitive and limbic cortical) can be due to a dysregulation of presynaptic dopamine activity seen in schizophrenia. A result of glutamine study using a proton magnetic resonance spectroscopy revealed high level of glutamine in first episode psychotic and clinically high-risk patients compared to healthy individuals (Larson et al, 2012). Signs and symptoms of Schizophrenia Schizophrenia has both positive and negative symptoms. Positive symptoms are those that indicate either excess or distortion of a person normal functions. For a person to be diagnosis of having schizophrenia, he or she must have two or more positive symptoms based on the DSM-V manual of mental disorder (Larson et al, 2012). Boyd (2015) explained delusions as an erroneous fixed, false beliefs that cannot be transformed by any reasonable argument. Delusions are not easy to change even with a strong evidence contraindicating the belief. The belief of being followed or watched are the most common type of delusion (Larson et al, 2012) Hallucinations are perceptual experiences that take place in the absence of actual external sensory stimuli and may be auditory, visual, tactile, gustatory, or olfactory (Boyd, 2015). 16 PSYCHOSOCIAL ASSESSMENT The key aspect of the disease is disorganized speech or thinking known as “thought disorder” or “loosening of associations.” According to the DSM-V, any disorder in speaking like incoherent speech, loosely associated speech, and tangential worse to markedly affect communication process can be used as an indicator of though disorder (Larson et al, 2012). When there is a difficulty in goal-directed behavior may lead to problems with activities of daily living (ADL). This can also lead to unpredicted agitation or behaviors that are bizarre to others. A decrease in reaction to the immediate surrounding environment are catatonic behaviors that sometimes appears as motionless or bizarre postures (Larson et al, 2012). On the contrary, negative symptoms are behaviors that should be present, but are diminished in schizophrenic patients. It is not as dramatic as positive symptoms; however, they can affect the day to day functioning of the client and are the primary source of long term functional disability. Expressing emotion is difficult for schizophrenic patient because less often they laugh, cry, and get angry. They have flat affect. Avolition may be so profound that simple ADL like dressing or combing of hair, may not get done. Anhedonia prevent patients with schizophrenia not to enjoy activities. They also have problem carrying on a conversation. Negative symptoms cause patients with schizophrenia to withdraw and experience feelings of severe isolation (Boyd, 2015). Gender difference in age at onset of schizophrenia: A meta-analysis. Several studies showed had proven that men develop schizophrenia earlier as compared to women. A total of 46 studies on 29218 males and 19402 females were analyzed to see if there is any gender difference in the onset of schizophrenic patients’ age. Many articles were review including the work of Emil Kraepelin (1909-1915), the first person to suggest that men have an 17 PSYCHOSOCIAL ASSESSMENT early onset of schizophrenia at a younger age than women. The study reviewed studies published between 1987 and 2009, to obtain pooled estimates of gender difference based on the studies, and to ascertain factors that may influence it (Eranti et al, 2013). Eranti and others (2013), age criteria for their study was categorized into; patient’s age at first symptom of schizophrenia, his or her age at first consultation and admission with the disease. DSM-IV was compared to data from develop and developing countries to see if any differences exist. The data were presented and analyzed using a 95% confidence interval through Forest plot and it degrees of freedom equals to 50 (p < 0.001). Based on their results, there is a gender difference in the age at onset of schizophrenia, with males acquiring the disease at an earlier age. Males have an earlier onset by 1.49 years when all the results from the study were tally and analyzed. Age at first symptom of schizophrenia was 1.63 years. The ages for first consultation and admission were 1.22 and 1.07 years respectively. Furthermore, the results show that males may have more worse onset of psychosis, prolonged untreated psychosis as compared to females. Description of Article References Used in this Paper (Annotated Bibliography) Eranti, S. V., MacCabe, J. H., Bundy, H., & Murray, R. M. (2013). Gender difference in age at onset of schizophrenia: A meta-analysis. Psychological Medicine, 43(1), 155-67. doi:http://dx.doi.org.ezproxy.pgcc.edu/10.1017/S003329171200089X This article was selected because it provides information on the onset of schizophrenia in both males and females. Meta-analysis of the article was used to compare men and women and 18 PSYCHOSOCIAL ASSESSMENT factors that affects their onset of schizophrenia making it a very important instrument for healthcare personnel to guide patients and family as when to seek help. The purpose of this article is to explore gender differences in age of onset of schizophrenia. 46 studies in total with 29218 males and 19402 females were analyzed to see if there is any gender difference in age onset of the illness. Study methods were a systematic literature search, meta-analysis and meta-regression, and the study supports that males are diagnosed with schizophrenia at early age than females. Larson, M. K., Walker, E. F., & Compton, M. T. (2012). Early signs, diagnosis and therapeutics of the prodromal phase of schizophrenia and related psychotic disorders. Expert Review of Neurotherapeutics, 10(8), 1347–1359. http://doi.org/10.1586/ern.10.93 This article was selected because it provides a clear description of how neurotransmitters such as dopamine and glutamine affect the brain functions and significantly how neurotransmitters imbalance may lead of schizophrenia. 314 schizophrenic patients were used in the study to compare their body regulation of dopamine and glutamate with 300 healthy people. This study revealed that there is substantial surge in dopamine and glutamate in people affected with schizophrenia. This study helps nurses to understand the pharmacokinetics and pharmacodynamics of most antipsychotics. Al-Asmari, A., & Khan, M. W. (2014). Inflammation and schizophrenia: Alterations in cytokine levels and perturbation in antioxidative defense systems. Human and Experimental 19 PSYCHOSOCIAL ASSESSMENT Toxicology, 33(2), 115-22. doi:http://dx.doi.org.ezproxy.pgcc.edu/10.1177/0960327113493305 This article was selected because it provides one important but less common cause of schizophrenia. The reason for the study was to observe changes in serum oxidative-antioxidative status and cytokine levels of schizophrenic patients. A sum of 91 schizophrenic patients from Saudi Arabia and 50 age- and sex-matched healthy controls were enrolled in this study. The results of the study showed that pro-/anti-inflammatory cytokines and dysregulation of the oxidant–antioxidant balance play important roles in the pathophysiology of schizophrenia. It is an important tool for nurses to educate their patient on some of the causes of schizophrenia. Hüfner, K., Frajo-Apor, B., & Hofer, A. (2015). Neurology issues in schizophrenia. Current Psychiatry Reports, 17(5), 32. doi:10.1007/s11920-015-0570-4 This article was selected because it provides detail explanation of how the brain activities influence schizophrenia. The researcher studied 90 patients with schizophrenia and 85 healthy individuals and compared their brain activities. The results suggested that people with schizophrenia has increased brain neuron activities that accounts for increased psychosis in schizophrenic patients. 20 PSYCHOSOCIAL ASSESSMENT Conclusion and Summary In conclusion, there is a growing evidence base supporting the role of inflammation in the etiology of schizophrenia. The results of the research study provide support to the notion that pro/anti-inflammatory cytokines and dysregulation of the oxidant–antioxidant balance play important roles in the pathophysiology of schizophrenia. Thus, it is suggested that interventions that reduce oxidative stress and augment the antioxidant system may be helpful in the management of schizophrenia patients. However, further research studies are warranted to understand the mechanisms and pathways underlying cytokine imbalance and oxidative stress in schizophrenia (Al-Asmari & Khan, 2014). 21 PSYCHOSOCIAL ASSESSMENT References Al-Asmari, A., & Khan, M. W. (2014). Inflammation and schizophrenia: Alterations in cytokine levels and perturbation in antioxidative defense systems. Human and Experimental Toxicology, 33(2), 115-22. doi:http://dx.doi.org.ezproxy.pgcc.edu/10.1177/0960327113493305 Ackley, B. J., Ladwig, G. B., & Makic, M. B. (2017). Nursing diagnosis handbook: An evidence-based guide to planning care. St. Louis: Elsevier. Boyd, M. (2015). Psychiatric nursing: Contemporary practice (6th ed.). Philadelphia: Wolters Kluwer. Eranti, S. V., MacCabe, J. H., Bundy, H., & Murray, R. M. (2013). Gender difference in age at onset of schizophrenia: A meta-analysis. Psychological Medicine, 43(1), 155-67. doi:http://dx.doi.org.ezproxy.pgcc.edu/10.1017/S003329171200089X Hüfner, K., Frajo-Apor, B., & Hofer, A. (2015). Neurology issues in schizophrenia. Current Psychiatry Reports, 17(5), 32. doi:10.1007/s11920-015-0570-4 22 PSYCHOSOCIAL ASSESSMENT DATE OF ADMISSION: August 9, 2018 mg. Mr. Tisdal was also on Clozaril 225 mg, lithium 300 mg q.a.m. and 600 mg q.h.s., and the above-mentioned divalproex. TRAUMA HISTORY The patient denies trauma history. PAST PSYCHIATRIC HISTORY Mr. Tisdale had at least 15 hospitalizations beginning when he was an adolescent. Most often there were issues with his anger though he reports no physical aggression since 2014. At one point, he thought he was being poisoned by his HVAC system and that someone was entering his apartment when he was not there and moving around. He had three Spring Grove hospitalizations between 2010 and 2013 and another for two years 2014 to 2016. It was on that hospitalization he was placed on Clozaril and his behavior improved significantly. SUBSTANCE ABUSE HISTORY He denies substance abuse. SOMATIC HISTORY Hypothyroidism treated with levothyroxine. For constipation, he is on lactulose and P.r.n.’s. According to physical exam done on August 9, 2018, he also has hypertension. SOCIAL/DEVELOPMENTAL/FAMILY HISTORY He is single with no children. He states he has a two-year community college degree in baking and cooking. His father had Bipolar Disorder and his mother had schizophrenia. He was placed in foster care at the age of 3. He finds support from his church, the Seventh-day Adventists, who occasionally visit him. PATIENT RESOURCES AND OTHER STRENGTHS The patient is verbal and accepting medication. He is interested in maintaining himself in the community. Patient Identification Name: Tisdale, III, Ivory SPRING GROVE HOSPITAL CENTER Catonsville, MD 21228 CONFIDENTIAL NOT TO BE REDISCLOSED PSYCHIATRIC ASSESSMENT Page 2 SG-98-B Hospital No.: 128377 DATE OF ADMISSION: August 9, 2018 MENTAL STATUS EXAMINATION On exam, Mr. Tisdale was alert and oriented to place, time, and situation. He was, as always, dressed in a suit coat and matching dress pants although without a tie. He has no psychomotor abnormalities except a mild bilateral hand tremor due to Depakote. Speech is normal in rate, tone, volume, and latency. Thoughts are coherent and goal directed with no evidence of thought disorder. He denies all hallucinations and delusions, which would be expected, given his maintenance on medications. He denied suicidal and homicidal ideation. Digit span 7 forward, 4 backward. He was able to spell WORLD forward and backward. He denies insomnia and depressive and manic symptoms. He recalled 3/3 items after 1 minute. As regard to insight, as noted above under informants, Mr. Tisdale does not see his behavior in the same way that others do. They see him as much more belligerent and threatening than he does. He tends to get wrapped up in the rightness or correctness of his cause to the point where he is either oblivious or does not care how others react to him. This could be partially related to manic phases of his schizoaffective disorder and also to somewhat narcissistic traits. Also, related is his struggle to feel “normal” When he feels this is challenged this is a cause of anxiety. He was somewhat vague and evasive about his conflicts with peers at Mosaic, whereas he was clear about other issues. RISK ASSESSMENT His risk to self is low since he has never had suicidal ideation. He is accepting treatment. His risk to others is currently low and he recently told the team that when one of the others patients provoked him, he was able to walk away. SUMMARY OF FINDINGS AND REASON FOR HOSPITALIZATION This 37-year-old African-American male with Schizoaffective Disorder, who was found NCR in 2010 for charges of dangerous weapon, intend to injure, and disorderly conduct was admitted voluntarily August 9,2018 after arguments with numerous peers from Mosaic. Mosaic says they will not accept him back at this point. PROVISIONAL DIAGNOSES PRIMARY PSYCHIATRIC DISORDERS: Schizoaffective Disorder. Patient Identification SPRING GROVE HOSPITAL CENTER Catonsville, MD 21228 CONFIDENTIAL NOT TO BE REDISCLOSED PSYCHIATRIC ASSESSMENT Page 3 Name: Tisdale, III, Ivory Hospital No.: 128377 SG-98-B DATE OF ADMISSION: August 9, 2018 PERSONALITY DISORDERS: No diagnosis. SUBSTANCE-RELATED DISORDERS: No diagnosis. OTHER MEDICAL CONDITIONS: Hypothyroidism. Constipation Obesity Hypertension. History of a heart murmur. ec INITIAL CRITERIA FOR DISCHARGE Mr. Tisdale will be accepted by another community provider consistent with his NCR. INITIAL TREATMENT PLAN We will continue the medication, the patient was on in the community. His valproate level taken three days after admission showed 94, which is within normal range. He will be encouraged to participate in individual and group supportive therapy as well as therapeutic recreation activities. Special attempts will be made to assist him in slowing down his angry reactions, which tend to get him re-hospitalized. CERTIFICATION AND SIGNATURE I hereby certify Ivory Tisdale is in need of inpatient psychiatric treatment. Juka M Solli, AD 8/10/18 Julia Soler, M.D Date Attending PsychiatristJS/vp-D: 08/17/2018 @ 1354 CST T: 08/18/2018 @ 0545 CST Reviewed:8.20.18 kc Patient Identification SPRING GROVE HOSPITAL CENTER Catonsville, MD 21228 CONFIDENTIAL NOT TO BE REDISCLOSED PSYCHIATRIC ASSESSMENT Page 4 Name: Tisdale, III, Ivory Hospital No.: 128377 SG-98-B PROTETION Spring Grove Hospital Center Admissions BM XXX-XX. 1833 OTHER R 940015865 S Pre-Admission Screening Form Page 1 of 2 PATIENT INFORMATION 3) DATE/TIME OF REFERRAL Name : IVORY TISDALE III Date: AM Aug 8, 2018 Time: 2:20 pm PM AKA: N/A HMIS INFORMATION Address: SS WADE AVENUE Contact Screen O No 7 Yes, City/State/ZIP: CATONSVILLE MD 21228 Patient Medical Record No: 128377 Home Phone: N/A HMIS # : R-940015865 Social Security No: 220-94-1833 AGENCY INFORMATION Occupation: N/A Education: HSD Name: CFAP CAO Preferred Language: ENGLISH Homeless, How long : Contact Person: JoAnne Dudeck LCSW C С Race/Ethnicity AA Phone: 410 402-8710/ 8739 D.O.B : Present location of patient: Mosaic RRP 08/23/1980 Age: 37 Date of admission To Detention : N/A Sex 7 M F Religion: NONE REPORTED SGHC Admission Date/Unit: WHITED ETA 08/09/18 Marital Status Married 7 Single Divorced Separated Widowed Legal status at referring agency: Voluntary RETURN FROM CONDITIONAL RELEASE NEXT OF KIN Name : VALERIE TISDALE Relationship: SISTER LEGAL INFORMATION Legal Status to SGHC 7 Voluntary o Certificates O Emergency Petition Court Order Juvenile Court Order Detainer Hospital Warrant Address: Not Provided Criminal Procedure Title 3 03-105 3-106 03-111 City/State/Zip: N/A 3-112 03-121 Date of Court Order: N/A Phone (Home): (443) 253-9874 (Work): N/A Judge: N/A (Cell): N/A Charge: N/A Case #: N/A Jurisdiction: N/A Prescreened by: N/A DIAGNOSTIC IMPRESSION Primary Psychiatric Disorders: Schizoaffective Disorder INSURANCE INFORMATION EVS : No Personality Disorders: None Name of Insurance & Subscriber: N/A Substance-Related Disorders: None Membership #: 42500105600 Other Medical Conditions: Hypothyroidism, H/O Heart Murmur, Milk Anemia, Eosinophilia Policy #: Stressors : LEGAL N/A Phone: N/A Has the patient been evaluated by a psychiatrist in the past 24 hours? I No Yes, Name of Psychiatrist : Does the patient have any medical problems? No Yes, Explain See above DISPOSITION TO SGHC Certificates signed by (2 physicians) 1. N/A is the patient medically stable? O No 2. N/A Yes, Cleared by (name) SGH-093097-D Rev. 08/10/2016 Were any emergency medications given? Request for admission signed by:N/A No O Yes, list Voluntary endorsed by: N/A If over 65 yrs old, was GES done? N/A No Yes . GES Screening completed by
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Case Studies,

Chapter 17, Newborn Transitioning

1. Sarah works in the labor and delivery unit as a transition nurse. Her department has instituted a new bedside transition period where newborns make the transition to extrauterine life in their mother’s recovery room about an hour after birth. Sarah’s next assignment is a new baby boy with Apgar scores of 8 and 9, born by cesarean about 1 hour ago to Lindsay, a 28-year-old G1. Sarah’s assessment findings of the new baby boy are:

  • Vital signs: axillary temperature 37.0° C, heart rate 145, respiratory rate 75
  • Observations: color pink, respirations rapid and unlabored, good muscle tone, good arm and leg movement
  • Auscultation: breath sounds clear and equal bilaterally, strong heart sounds with a soft murmur, active bowel sounds in all four quadrants
  • Physical assessment: fontanels soft and flat, eyes clear with red reflex in both, ears normal shape and placement, soft and hard palate intact, strong suck, both nares patent, capillary refill less than 2 seconds, both testes descended
  • Measurements: weight 8 lb 6 oz, length 20 in, head circumference 36.2 cm, chest circumference 36.0 cm

As Sarah is charting her findings, Lindsay asks Sarah if everything is OK with her baby. (Learning Objectives 1, 2, 3, and 4)

  • Which assessment findings for this newborn are abnormal? What is the most likely cause of these abnormal findings?
  • How would Sarah explain these abnormal findings to Lindsay?
  • What are the nursing interventions that Sarah would implement based on these findings?

2. Baby girl Destiny was born by cesarean delivery 2 days ago. Destiny weighed 7 lb 3 oz, length 19 in, head circumference 34 cm, and chest circumference 34 cm. Her newborn course has been unremarkable. You observe that when held, Destiny appears alert and stares into her caregiver’s face. Destiny appears to be a content baby and cries only when she is hungry or when she needs a diaper change. When hungry, you observe that she brings her hand to her mouth and starts sucking on her fist and then begins to cry. Destiny falls asleep immediately after the feeding. The telephone, which is next to Destiny on her mother’s bed, rings loudly and Destiny does not appear to respond to the loud sound by moving her extremities or awakening briefly. (Learning Objectives 7 and 8)

  • Based on your observations of Destiny, are her behaviors normal? Which of the five typical behavioral responses were observed?
  • Does Destiny exhibit any behaviors that may be cause for concern? What is the concern and what might you as the nurse do to assess further?

Case Studies,

Chapter 18, Nursing Management of the Newborn

1. As a postpartum nurse your next client is an LGA baby boy who was born at 37 weeks’ gestation. He had Apgar scores of 8 and 9. He was circumcised. The mother is breast-feeding. Your unit requires a full assessment, screenings, discharge instructions, and documentation. (Learning Objectives 3, 6,7, and 9)

  1. Describe what a normal head-to-toe assessment would be for an infant born at 37 weeks’ gestation. What test is used to determine this gestational age? What is the scale used to determine the Apgar score, and are this baby’s scores normal?
  2. As the discharging nurse, you are responsible for what screenings in an infant in the first 24 to 48 hours? What immunizations would be required?
  3. What discharge instructions would be pertinent to this mother? How would you educate her or the family?
  4. How would you document your discharge teaching? Write a sample narrative of your teaching.

2. You are the newborn nursery nurse and have been called to the labor and delivery suite to attend the delivery of a G5P4 mother whose pregnancy was complicated by gestational diabetes. At 2032 a male infant weighing 8 lb 2 oz was delivered vaginally with the assistance of a vacuum extractor. You have assigned Apgar scores of 7 and 9. (Learning Objectives 1, 2, 4, 5, and 7)

  1. What are the assessments you need to carry out in this immediate postdelivery time period?
  2. What are the nursing interventions you will perform before the baby is taken to the newborn nursery?
  3. After taking the baby to the newborn nursery, you notice that the baby has developed diffuse swelling and bruising on the occiput of his head from the vacuum extractor use. What are the differences between a cephalhematoma formation and caput succedaneum development? Which one is more serious?
  4. When the baby is 6 hours old, you notice that he has become jittery and is cyanotic. You check a heel stick blood sugar and it reveals a blood glucose level of 30. What are the immediate nursing interventions you will implement and what additional interventions you can implement to prevent this from occurring again in the future?

Case Studies,

Chapter 23, Nursing Care of the Newborn With Special Needs

1. Brenda is a nurse in a special care nursery. A 16-year-old girl had been admitted to the emergency department earlier that morning with complaints of excruciating back pain and nausea. She was diagnosed as being in labor and transferred to the labor and delivery unit. She was apparently unaware of the pregnancy. She received no prenatal care and cannot remember the exact date of her last menstrual period. An ultrasound determined the infant to be approximately 5 lb. All attempts to stop labor are unsuccessful, and a baby girl is delivered. The newborn is placed on the open bed warmer for the team to assess.

They observe decreased muscle tone, spontaneous respirations, and heart rate 120. The infant is crying softly. The infant receives stimulation by drying with a warm blanket and oxygen blow-by via bag and mask by the respiratory therapist at just prior to 1 minute of age. The infant’s color is blue at 1 minute of age and her Apgar score is 7. The infant’s tone improves, and she begins to pull her arms and legs to midline. Her color improves quickly with blow-by oxygen and the respiratory therapist slowly backs off the oxygen. The infant receives an Apgar score of 9 at 5 minutes of age.

The baby’s physical appearance includes the following: head a little larger than body size, numerous veins visible under skin, plantar creases on half of foot sole, ears are formed and soft with little cartilage, nipples aren’t well defined, labia majora smaller than labia minora. (Learning Objectives 1, 2, 3, and 4)

  • What equipment would Brenda check to ensure that it was present and working properly for the delivery? Why might she need this equipment?
  • Based on the physical assessment and response to resuscitation, what would you determine this infant to be: preterm, term, or postterm? Why?
  • Once the infant is stable, what course of action should Brenda take next? Why? What problems should she anticipate?

2. Paula gave birth to a premature baby boy at 27 weeks’ gestation. Baby boy Matthew is 10 days old, weighs 2 lb 1 oz and has just been diagnosed with a grade IV cerebral bleed. He is intubated and on a ventilator. He has an oral gastric tube in his mouth and has an umbilical IV access. Paula has just been informed that the probability of Matthew surviving is very low. (Learning Objectives 2, 3, 4, and 5)

A. Discuss the effect of Matthew’s death on his parents. What can the nurse do to assist them during this time?

Case Studies,

Chapter 24, Nursing Management of the Newborn at Risk: Acquired and Congenital Newborn Conditions

1. On the evening shift in the special care nursery, you are paged to delivery room 5. When you arrive, the labor nurse says the baby has been stuck in the birth canal for a while, and the fetal heart tones are down. They use the vacuum suction to assist delivery. The doctor gets the baby out and places the infant on the radiant warmer. You are the resuscitating nurse for the infant, and you observe the following: the infant is limp, pale, gasping, has poor tone, and the heart rate is 101. (Learning Objective 1)

  1. What are your first actions to aid in this infant’s recovery?
  2. What Apgar score would you assign at 1 minute with these results? Explain the score for each category.

2. Tammi is an 18-year-old single mother who delivered a full-term infant 3 days ago. The father is not involved, and Tammi’s aunt is her support person. The infant is very fussy in the nursery, with mild tremors noted. Tammi is having a hard time feeding her baby, the baby spits up a lot and he does not console easily. The physician has been called to assess the infant. (Learning Objective 6)

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  1. What is the probable cause of the infant’s symptoms, and what questions do you need to ask the mother?
  2. What is the acronym of the tool used in assessing the infant’s condition, and what are the top three substances used that can cause this condition?
  3. What measures are used to test for this condition and on whom you perform the test?

Please write the answers underneath each question. Please also take your time and do a good job.

The Politics of Health and Health Care

The Politics of Health and Health Care

The health care reform political battle has been going on since the 1940s. This assignment is designed to help you understand the history of reform and analyze the ongoing political debate.

***I need 3 powerpoint slides with speaker notes on this designated topic***

1986President Ronald Reagan signs COBRA, a requirement that employers let former workers stay on the company health plan for 18 months after leaving a job, with workers bearing the cost.

***This must include the following***

Analyze the politics of health and health care:

  • Explain the political climate surrounding the legislation in each major political reform era.
  • Compare and contrast the current political climate to that of the past.
  • Identify any recurring trends.
  • Explain your opinion about what makes health and health care so politically charged and polarizing.

Cite at least three peer-reviewed sources published within the last five years in an APA-formatted reference page.