Asthma Treatment PowerPoint

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Asthma Treatment PowerPoint

Create a 5- to 6-slide PowerPoint presentation that can be used in a staff development meeting on presenting different approaches for implementing the stepwise approach for asthma treatment. Be sure to address the following:

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  • Describe long-term control and quick relief treatment options for the asthma patient from your practice as well as the impact these drugs might have on your patient.
  • Explain the stepwise approach to asthma treatment and management for your patient.
  • Explain how stepwise management assists health care providers and patients in gaining and maintaining control of the disease. Be specific. Include a reference slide

 

Diabetes Discussion Essay

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Diabetes Discussion Essay

Ms. Jones is 60 years old and obese. She has been diagnosed with type 2 diabetes and will be started on glyburide. She is very nervous about this diagnosis and concerned that she will need to give herself “shots.”

  1. Explain the difference between diabetes mellitus type 1 and type 2.
  2. How does glyburide help decrease blood sugar levels?
  3. What are the key teaching points for patients taking oral antidiabetic agents?

Post should be at least 500 words, formatted and cited in current APA style with support from at least 2 academic sources.

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Ms. Jones is 60 years old and obese. She has been diagnosed with type 2 diabetes and will be started on glyburide. She is very nervous about this diagnosis and concerned that she will need to give herself “shots.”

  1. Explain the difference between diabetes mellitus type 1 and type 2.
  2. How does glyburide help decrease blood sugar levels?
  3. What are the key teaching points for patients taking oral antidiabetic agents? Diabetes Discussion Essay
  4. Post should be at least 500 words, formatted and cited in current APA style with support from at least 2 academic sources.

Ms. Jones is 60 years old and obese. She has been diagnosed with type 2 diabetes and will be started on glyburide. She is very nervous about this diagnosis and concerned that she will need to give herself “shots.”

  1. Explain the difference between diabetes mellitus type 1 and type 2.
  2. How does glyburide help decrease blood sugar levels?
  3. What are the key teaching points for patients taking oral antidiabetic agents?

Post should be at least 500 words, formatted and cited in current APA style with support from at least 2 academic sources.

Ms. Jones is 60 years old and obese. She has been diagnosed with type 2 diabetes and will be started on glyburide. She is very nervous about this diagnosis and concerned that she will need to give herself “shots.”

  1. Explain the difference between diabetes mellitus type 1 and type 2.
  2. How does glyburide help decrease blood sugar levels?
  3. What are the key teaching points for patients taking oral antidiabetic agents?

Post should be at least 500 words, formatted and cited in current APA style with support from at least 2 academic sources. Diabetes Discussion Essay

cardiovascular disorders in the Adult and Geriatric patient

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This week you have learned about common cardiovascular disorders in the Adult and Geriatric patient. For the purpose of this discussion select one of the following cardiovascular disorders and provide the following in your initial post:

• Common Signs and symptoms seen

• Screening assessment tools

• Recommended diagnostic tests (if any)

• Treatment plans both pharmacologic and non-pharmacologic based on current clinical practice guidelines

Cardiovascular disorders:

• CHF

Provide apa references no longer then five years ago

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This week you have learned about common cardiovascular disorders in the Adult and Geriatric patient. For the purpose of this discussion select one of the following cardiovascular disorders and provide the following in your initial post:

• Common Signs and symptoms seen

• Screening assessment tools

• Recommended diagnostic tests (if any)

• Treatment plans both pharmacologic and non-pharmacologic based on current clinical practice guidelines

Cardiovascular disorders:

• CHF

Provide apa references no longer then five years ago

The Evidence-Nursing Practice Connection

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The Evidence-Nursing Practice Connection

Improving patient care and outcomes is paramount to the practice of nursing. As we conclude our learning journey through our world of research and evidence-based practice, it is important to reflect upon your time spent in the course:

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  • Think about nursing practice and describe one barrier that you feel prohibits nurses from engaging in EBP; share one strategy you could use to facilitate the use of evidence to help improve nursing care for patients.
  • Reflect back over your time in the course and describe how your thinking has changed about nursing research and evidence-based practice; describe one new learning during this course that you believe was the most helpful.

The Evidence-Nursing Practice Connection

Case Study #2

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Case Study #2

A blind, married couple was living in their own home until the wife’s health started to decline and she became wheelchair bound. The couple then moved into an assisted living facility. Both were about 75 years old. Assessment by a healthcare professional found that both residents could sense some light differentiation. Placement of low-voltage recessed floor lighting down the middle of the main hallway leading to the dining room was recommended, and the administrator followed up on the recommendation. The blind husband could then look up and track the light so that he could orient and guide himself to the dining room while pushing his wife in the wheelchair. Because of this modification, the residents were able to regain at least some independent mobility for accessing the dining room. The staff was educated to not move or rearrange the patients’ living environment, because blind people orient themselves by counting steps, using spatial reference points and tactile cues.  Case Study #2

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Based on the textbook readings so far, please write your essay discussing the following questions:

  1. Which health care professional, discussed in your readings, should take the lead in assessing the need for a lighted pathway and also educating the staff and why?
  2. What quality of life factors exist in this case? How were they addressed by installing floor lighting?
  3. Should the facility arrange to provide any additional services that would facilitate daily living for this couple? If so who should have that responsibility?

Case Study #2

 

Osteoarthritis And Treatment Discussion Assignment

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Osteoarthritis And Treatment Discussion Assignment

Sally is a 50-year-old female who has been a jogger for several years. She has recently been diagnosed with osteoarthritis. She has been taking ibuprofen for 3 months but states that “it does not help” and hurts her stomach. The health care provider prescribes celecoxib (Celebrex) 100 mg orally twice a day.

  1. What is the first-line therapy for osteoarthritis and the mechanism of action?
  2. Sally expresses concern about all the recent news about heart problems and celecoxib (Celebrex). What information should be included in a teaching plan to help her understand about taking celecoxib and the benefits and risks?
  3. Ibuprofen and celecoxib are both nonsteroidal anti-inflammatory drugs. Explain how they are similar and different

Post should be at least 500 words, formatted and cited in current APA style with support from at least 2 academic sources.

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Sally is a 50-year-old female who has been a jogger for several years. She has recently been diagnosed with osteoarthritis. She has been taking ibuprofen for 3 months but states that “it does not help” and hurts her stomach. The health care provider prescribes celecoxib (Celebrex) 100 mg orally twice a day. Osteoarthritis And Treatment Discussion Assignment

  1. What is the first-line therapy for osteoarthritis and the mechanism of action?
  2. Sally expresses concern about all the recent news about heart problems and celecoxib (Celebrex). What information should be included in a teaching plan to help her understand about taking celecoxib and the benefits and risks?
  3. Ibuprofen and celecoxib are both nonsteroidal anti-inflammatory drugs. Explain how they are similar and different

Post should be at least 500 words, formatted and cited in current APA style with support from at least 2 academic sources.

Sally is a 50-year-old female who has been a jogger for several years. She has recently been diagnosed with osteoarthritis. She has been taking ibuprofen for 3 months but states that “it does not help” and hurts her stomach. The health care provider prescribes celecoxib (Celebrex) 100 mg orally twice a day.

  1. What is the first-line therapy for osteoarthritis and the mechanism of action?
  2. Sally expresses concern about all the recent news about heart problems and celecoxib (Celebrex). What information should be included in a teaching plan to help her understand about taking celecoxib and the benefits and risks?
  3. Ibuprofen and celecoxib are both nonsteroidal anti-inflammatory drugs. Explain how they are similar and different

Post should be at least 500 words, formatted and cited in current APA style with support from at least 2 academic sources.

Osteoarthritis And Treatment Discussion Assignment

Therapeutic Communication Skills Assignment

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Therapeutic Communication Skills Assignment

Replies:

Reply to one peers’ post by asking the peer one question about their identified culture as it relates to therapeutic communication. Please do not reply to a student that already has a reply post associated with it. All initial posts should receive one question from a peer. For example, you will reply to one peer and ask them a question as well as answer the question that was posed to you.

Reply to at least two of your classmates.

Your response should include evidence-based research to support your statements using proper citations and APA format.

Please, send me the two documents separately, for example one is the reply to my peers Post#1, and the second one is the reply to my other peer Post#2.

-Minimum of 300 words per peer reply.

-Turnitin Assignment.

Background: I live in South Florida; I am currently enrolled in the Psych Mental Health Practitioner Program.  I am a Family Nurse Practitioner working in psychiatric area.

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Post#2 Therapeutic Communication Skills by Ivan Oliva

Listening and Attending

In therapeutic communication, listening and attending are two interrelated concepts that go hand in hand. Listening is an interactive process that enables both the provider and the client to understand one another. Active listening is enhanced via listening to the client and using various sub-skills, including clarifying, paraphrasing, reflecting, and summarizing, to facilitate understanding (Ivey et al., 2017). On the other side, attending involves verbal and nonverbal behaviors, which shows that the client is paying attention to and interested in the provider’s message. Sometimes, these aspects can be surrounded by several challenges, including poor language, physical barriers, etc. Therefore, this review discusses the problems/obstacles that can arise during listening and attending, how these problems/barriers interfere with therapeutic communication, and how this aspect of therapeutic touch can change to enhance alliance building with individuals from different cultures. Therapeutic Communication Skills Assignment

Some of the problems/barriers that can arise for listening and attending are as follows. One of them is prejudice; some of our default ways of processing information and perceiving others can lead to rigid thinking. When clients engage in prejudiced listening, they might preserve their ways of thinking and avoid being convinced of anything by the provider. This is a kind of prejudice because they stop listening actively when judging others based on their identity. Another barrier to listening and attending is bad listening practices. Physical barriers, cognitive limitations, and perceptual biases exist among all people. Sometimes, when there is a physical barrier, i.e., the provider and the client are not in a close range, they might end up finding it hard to speak a message to another. And as a result, it becomes hard to convey the message. And the last problem is the language barrier. When the provider or the client speaks some different language or when the nonverbal cues mean something different due to cultural differences, it becomes hard for the two parties to communicate (Corey, 2016). And as a result, the patient may develop poor listening and attending skills.

The above-said problems/barriers significantly interfere with communication:

  1. Prejudice interferes with the transmission in that the client operates from the state of denial where they avoid a subject with the provider so that they might not be challenged. Prejudices based on race, age, or identity may make clients believe that they already know what the provider will say (Sethi & Rani, 2017). As a result, they might lower their listening skills because they are not ready for the information.
  2. Lousy listening practices, including physical barriers, may interfere with the communication by making it hard to hear the message. For example, when a provider and the client are far much apart, it might be hard to listen to the message clearly, eventually interfering with the communication.
  3. Language barriers between the provider and the patient may make it hard to understand what each party says, leading to communication problems.

Finally, listening and attending can change to enhance alliance building with individuals who are from another culture. When people eliminate prejudice, they can accept one another irrespective of their identity and have a common goal of enhancing change. Similarly, removing language barriers among people from different cultures during a therapeutic intervention can help both the provider and the client understand one another, thus, coming up with an effective treatment plan (Sethi & Rani, 2017). Some ways that could be used to eliminate language barriers include using plain language, finding a reliable translator, visual communication methods, and repetitions. Conclusively, listening and attending skills should be observed in any. Therapeutic Communication Skills Assignment

 

Therapeutic communication because they help understand the patients’ condition, thus, helping them manage the problem.

References

Corey, G. (2016). Theory and Practice of group counseling (9th ed.) Cengage Learning. ISBN- 13:978-1305088016.

Ivey, A. E., Daniels, T., Zalaquett, C. P., & Ivey, M. B. (2017). Neuroscience of attention: Empathy and counseling skills. Neurocounseling: Brain-based clinical approaches, 83- 99.

Sethi, D., & Rani, M. K. (2017). Communication barrier in a health care setting as perceived by nurses and patients. International Journal of Nursing Education, 9(4), 30-35.

Post#1: Therapeutic Communication Skills by Heather Peterson

The purpose of this discussion post is to discuss problems or barriers that can arise when patient present with resistance and how this interferes with therapeutic communication.  Wheeler (2020) explains that “resistance is manifestation of anxiety” best described as “implicit memory networks created through earlier dysfunctional situations and relationship that serve a self-protective function” (pg. 223). Resistance can come in the form of failing to participate in treatment or follow treatment requirement’s, general ambivalence regarding changing behaviors or subtle forms of avoidance during therapy sessions (Liu et al, 2020). In my current role working with adolescents and young adult I encounter ambivalence for change regularly associated with substance use, medication adherence and obtaining employment. To help an individual move past their resistance it’s important to identify problems in collaboration, recognize defenses and obstacles to change and the therapist must understand ways to address patient resistance (Wheeler, 2020). Effective ways for to address resistance in a therapeutic way includes showing respect and caring, expressing empathy; attending to patient needs and strategically enhancing patients’ self-determination (Liu et al., 2020)

 

There were several groups identified that are more likely to struggle with resistance; adolescents, persons who are paranoid or those that have been forced to participate in treatment by the courts, spouse, family members or their job (Wheeler, 2020). On group that I chose to focus on for this discussion is the Hispanic population. Cultural values in this population often lead to resistance to engaging in mental health services in general due to reported feelings of shame and embarrassment for having a mental illness (Eghaneyan & Murphy, 2020). In the Hispanic culture cultural stigma contributes to a lack of desire to engage in mental health services, disclose mental illness or even to seek medication management to treat mental health symptoms (Eghaneyan & Murphy, 2020). In thinking about how therapeutic communication can enhance alliance building with this population best practice according to  Fortuna (2021) is to use a Use a bio-psycho-social-cultural model of evaluation and treatment, take time to develop a detailed cultural formulation and be supportive of collaborative care to increase treatment retention and successful care.  Therapeutic Communication Skills Assignment

References

Eghaneyan, B. H., & Murphy, E. R. (2020). Measuring mental illness stigma among Hispanics: A systematic review. Stigma and Health, 5(3), 351–363. https://doi.org/10.1037/sah0000207

 

Fortuna, L. (2021). Working with Latino/A and Hispanic patients. Working with Latino Patients. Retrieved January 28, 2022, from https://www.psychiatry.org/psychiatrists/cultural-competency/education/best-practice-highlights/working-with-latino-patients

 

Liu, L., Chui, W. H., Deng, Y., & Li, H. (2020). Dealing with Resistance: Working with Involuntary Clients in Community-Based Drug Treatment Programs in China. Australian Social Work, 73(3), 309–320

 

Wheeler, K. (2020). Psychotherapy for the Advanced Practice Psychiatric Nurse (Locomotive Portfolios) 3rd Edition. Springer. ISBN-13: 978-0826193797 ISBN-10: 082619379X

 

*Hanging indentation was not retained

Therapeutic Communication Skills Assignment

Nursing Discussion Reply To My Peers

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Nursing Discussion Reply To My Peers

Reply to my peers

Begin reviewing and replying to peer postings/responses early in the week to enhance peer discussion. See the rubric for participation points. Participate in the discussion by asking a question, providing a statement of clarification, providing viewpoints with a rationale, challenging aspects of the discussion, or indicating relationships between two or more lines of reasoning in the discussion. Always use constructive language, even in criticism, to work toward the

goal of of positive progress. Nursing Discussion Reply To My Peers

As in all assignments, cite your sources in your work and provide references for the citations in APA format. You may use this APA Citation Helper as a convenient reference for properly citing resources or connect to the APA Style website through the APA icon below

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Include references with peer responses

Question

  • Read the process for data collection employed in the study.
  • Identify the method used in the study.
  • Provide a list of the tasks performed as part of data collection in the study, add comments as needed.
  • Draw conclusions about the data collection process.

Peer #1

Study 1: Course content related to chronic wounds in nursing degree programs in Spain.

Brief Description of Method Employed:

This study was conducted to determine the amount of material being taught in nursing degree programs in Spain that was related to chronic wounds using a quantitative cross-sectional design. “Chronic wounds are a major factor in morbidity, mortality, and healthcare costs.” (Romero-Collado, Raurell-Torreda, Zabaleta-Del-Olmo, Homs-Romero, & Bertran-Noguer, 2015).

Data Collection Steps (add more steps if needed)

Study – describe the process of how data were collected

Comments about the data collection

Step 1

Analysis/Identified problem: Analyze the material related to chronic wounds being taught in nursing degree programs in Spain.

This study identifies if nurses were adequately educated about the prevention and treatment of chronic wounds.

Step 2

Identify the source of data collection

The source of the data collection includes identifying the colleges, universities, and education centers that offered nursing education.

Step 3

Method of data collection

The data was collected by analyzing the required courses that were either exclusively about chronic wounds or included information about chronic wounds. The information used in this study also had this information available online to the public by publishing the course description.

Step 4

Data collection

Data was collected by gathering the course descriptions online that were available from June and July of 2012 from the 114 centers in Spain that offer a nursing degree. Nursing Discussion Reply To My Peers

Step 5

Findings

Of the 114 centers with nursing degree programs, 95 post course content online which make it possible to analyze 2,258 courses. In 60 of these centers none of the courses included the concept of pressure ulcer prevention, and the course content posted by 36 centers made no mention of their treatment. None of these course descriptions contained any information related to pain management due to chronic wounds. Of 728 elective courses, only one was related to chronic wounds. (Romero-Collado, Raurell-Torreda, Zabaleta-Del-Olmo, Homs-Romero, & Bertran-Noguer, 2015).

Conclusion:

In conclusion, this study evaluated information made available to the public online by various educational centers offering nursing degrees in Spain. The findings of this study determined that there was not one course that discussed pain management in patients with chronic wounds. Additionally, this study found that treating pressure ulcers were addressed more than preventing pressure ulcers. In all, this study found that there is a theory-practice gap in the field of nursing in Spain.

Reference:

Romero‐Collado, A., Raurell‐Torreda, M., Zabaleta‐del‐Olmo, E., Homs‐Romero, E., & Bertran‐Noguer, C. (2015). Course content related to chronic wounds in nursing degree programs in Spain. Journal of Nursing Scholarship, 47(1), 51-61.

Peer #2

Study 1: Course content related to chronic wounds in nursing degree programs in Spain.

Brief Description of Method Employed:

This study was carried out to analyze content related to chronic wounds in nursing degree programs in Spain. Researchers analyzed the degree programs offered by the 114 teaching centers that award the degree in nursing in Spain, as indicated by Spain’s official database of universities, centers, and diplomas offered, the Registro de Universidades, Centros y Titulos. The method they used was a quantitative method where they began to take the sample collection from June 11 to July 6, 2012. Researchers accessed the web page for each center and assessed the program content that was available online. The conclusion indicates that pain management in patients with chronic wound is not addressed in any course and more courses consider the treatment of pressure ulcers than their prevention. Nursing Discussion Reply To My Peers

Data Collection Steps (add more steps if needed)

Study – describe the process of how data were collected

Comments about the data collection

Step 1

Define the purpose of collecting data.

To analyze content related to chronic wounds in nursing degree programs in Spain (p.51).

Step 2

Select a feasible data collection approach.

Two researchers independently analyzed the content of each course description and reached a consensus agreement. A third researcher was available to review the course information in the event of any discrepancy (p.53).

Step 3

Select a delivery method that is appropriate for the study design and the subjects

The method used for data collection was quantitative research study (p.53)

Step 4

Write realistic, reliable, and thorough protocols for collecting the data

Data collection was obtained by researchers who had access to the web page for each center,  and assessed the program and course that was available online (p.53)

Step 5

Design forms and instruments for collecting valid and reliable data.

A data collection form was designed ad hoc to record the data obtained about each degree program and course. Online data collection was the instrument used in this study (p.53).

Step 6

Train staff in data collection methods and/or write clear instructions for subjects to guide data submission

Researchers developed different variables:- number of years of the 4 years undergraduate degree in nursing for which online access to courses was available.- Total number of required courses, basic courses, guided practice and final project.- Number of required courses with a title explicitly containing the word chronic wound. And number of required courses, basic courses that included any of the following content: pain  and chronic wounds, pain control or management, prevention of pressure ulcer (p.53)

Step 7

Develop a plan to manage data and transfer them to analytic software

Univariate descriptive method were used to analize the data. IBM SPSS statistic 19  was used for analysis (p.54). Nursing Discussion Reply To My Peers

Conclusion: 

In all research it is necessary to carry out a data collection, in this way this is a fundamental step to be successful in our results. Data collection is a component of research in all fields of study. The goal for all data collection is to capture quality evidence that allows analysis to lead to the formulation of convincing and credible answers to the questions that have been posed. The most widely used data collection method is the survey, which is used to gather information directly from respondents about their experiences, behaviors, attitudes, or perceptions. Other data collection methods include paper-and-pencil tools, online means, computer-based technologies, social media, handheld devices, audio-delivery devices, and mining of “big data.” Each has specific advantages and disadvantages related  with the goals of the research study.

References:

Romero-Collado, A., Raurell-Torreda, M., Zabaleta-del-Olmo, E., Homs-Romero, E., & Bertran-Noguer, C. (2015). Course content related to chronic wounds in nursing degree programs in Spain. Journal of nursing scholarship : an official publication of Sigma Theta Tau International Honor Society of Nursing, 47(1), 51–61. https://doi.org/10.1111/jnu.12106 Nursing Discussion Reply To My Peers

 

Family Health Care Nursing

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    • Read Chapters 11, 16, 17. Same chapters in 5th edition

Overview

  • For this discussion, discuss the benefits and barriers to incorporating the family into care of the mental health patient. You are caring for a patient who has just been diagnosed with a mental health issue. Describe benefits and barriers that may occur when incorporating the family into caring for this patient.

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References:

  • Initial Post: Minimum of two (2) total references: one (1) from required course materials and one (1) from peer-reviewed references. Family Health Care Nursing

Words Limits

  • Initial Post: Minimum 200 words excluding references

Successful intervention implementation assignment

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Successful intervention implementation assignment

Peer post,

coherence, staff engagement, transparency, open communication, and leadership engagement are paramount for a successful intervention implementation (Giazik et al., 2021). The DNP student will be readily available to address any potential barriers during the implementation phase. Such barriers that may interrupt the implementation of the Confusion Assessment Method (CAM) project intervention is the lack of nursing support for the intervention. The nursing shortage crisis and the additional workload due to the ongoing coronavirus pandemic may cause the staff to resist the additional burden of implementing the CAM intervention. To alleviate such a burden, the DNP student, with the help of the IT department, will integrate the confusion assessment tool into the electronic medical record. Patients and their families may also be hesitant to participate due to the potential stigma related to a diagnosis of delirium. This kind of barrier can be overcome by explaining the benefit of the CAM intervention.

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Implementation depends largely on the acceptance and the ease of the measuring tool by team members (Waltz et al., 2019). The DNP project manager will continue to facilitate open communication with the nurse leader and nursing staff on the unit and maintain guidelines that align with the organization’s values. The DNP student will arrange a daily huddle with staff at the beginning of each shift during the implementation phase to address staff concerns. There will be ongoing staff training through observation and auditing of the CAM. The DNP project manager invites interested nurses to be champions for the project. Waltz et al. (2019) indicated that persons who act as champions would market, support, and drive the implementation process to overcome resistance.  The implementation of the intervention aligns with the organization’s goal of patient safety.  The DNP student will capitalize on the evidence-based practice project to secure cooperation with key stakeholders by discussing the benefits of the CAM intervention on best patient outcomes, decrease in mortality, safe discharge, and quality assurance. Successful intervention implementation assignment

Outcomes

The benefit of early identification and management of delirium in hospitalized adults age 65 and older will be measured using the Confusion Assessment Method (CAM) [Inouye et al., 2009] (Appendix A).  The 9- item questionnaire is used to detect delirium in high-risk individuals based on the observation made by trained registered nurses; questionnaire # 2 has two additional questions that assist the examiner in determining inattentiveness. A nominal measurement scale is used. The diagnosis of delirium requires the presence of the first two criteria and either the third or fourth criterion [Appendix A]. The CAM screening tool has shown high consistency – Cronbach’s Alpha of 0.85 and is accepted as a valid and reliable measurement for use by researchers (Khan et al.,2017; Oh et al., 2017). The tool will be integrated into the electronic medical record and used as an attachment to the daily patient assessment used on the unit. The registered nurses will take approximately five minutes to complete the questionnaire. The implementation will take place over a ten weeks period. The first two weeks will cover the education and readiness of the implementation team. The data will be collected at the end of week nine after seven weeks of data collection. The CAM tool is in the public domain, and permission is not required.

References

Glazik, R., Moore, H., Kennedy, D., Bower, H., Rohan, H., Sharp, A., & Seale, A. C. (2021). A snapshot of the practicality and barriers to COVID-19 interventions: Public health and healthcare workers’ perceptions in high and low- and middle-income countries. PloS One, 16(11), e0260041–e0260041. https://doi.org/10.1371/journal.pone.0260041 (Links to an external site.)

Khan, B.A., Perkins, A. J., Gao, S., Hui, S. L., Campbell, N. L., Farber, M. O., Chlan, L. L., & Boustani, M. A. (2017). The Confusion Assessment Method for the ICU-7 Delirium Severity Scale: A Novel Delirium Severity Instrument for Use in the ICU. Critical Care Medicine, 45(5), 851–857. https://doi.org/10.1097/CCM.0000000000002368 (Links to an external site.)

OH, E.S., Fong, T.G., Hsheih, T.T., & Inouye, S.K. (2017). Delirium in older persons: advance in diagnosis and treatment. JAMA, 318 (12), 1161-1174. htttps://doi.org/10.1001/jama.2017.12067 Successful intervention implementation assignment

Sullivan, M.B., Rentz, A., Mathura, P., Gleddie, M., Luthra, T., Thiele, A. T., Kovacs Burns, K., Rich, R., & Sia, W. W. (2022). Establishing an alternative accommodation for stable hospitalized antepartum patients: barriers and challenges. BMJ Open Quality, 11(1). https://doi.org/10.1136/bmjoq-2021-001625 (Links to an external site.)

Waltz, T.J., Powell, B. J., Fernández, M. E., Abadie, B., & Damschroder, L. J. (2019). Choosing implementation strategies to address contextual barriers: diversity in recommendations and future directions. Implementation Science : IS, 14(1), 42–42. https://doi.org/10.1186/s13012-019-0892-4 (Links to an external site.)

Successful intervention implementation assignment