Nursing Informatics

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Nursing Informatics

PLEASE SEE THE ATTACHED DOCUMENT. IT IS A PAPER I HAD SUBMITTED & GOT 50/100. ON THE LAST PAPER IS THE INSTRUCTOR’S COMMENTS. PLEASE REVIEW IT.

Using the Data/Information/Knowledge/Wisdom Continuum

Assignment: Application:
Using the Data/Information/Knowledge/Wisdom Continuum Nursing Informatics

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Have you ever gone online to search for a journal article on a specific topic? It is amazing to see the large number of journals that are available in the health care field. When you view the library in its entirety, you are viewing untapped data. Until you actually research for your particular topic, there is little structure. Once you have narrowed it down, you have information and once you apply the information, you have knowledge. Eventually, after thoughtful research and diligent practice, you reach the level of wisdom—knowledge applied in meaningful ways.

Are there areas in your practice that you believe should be more fully explored? The central aims of nursing informatics are to manage and communicate data, information, knowledge, and wisdom. This continuum represents the overarching structure of nursing informatics. In this Assignment, you develop a research question relevant to your practice area and relate how you would work through the progression from data to information, knowledge, and wisdom Nursing Informatics.

To prepare:

  • Review the information in Figure 6–2 in Nursing Informatics and the Foundation of Knowledge.
  • Develop a clinical question related to your area of practice that you would like to explore.
  • Consider what you currently know about this topic. What additional information would you need to answer the question?
  • Using the continuum of data, information, knowledge, and wisdom, determine how you would go about researching your question.
    • Explore the available databases in the Walden Library. Identify which of these databases you would use to find the information or data you need.
    • Once you have identified useful databases, how would you go about finding the most relevant articles and information?
    • Consider how you would extract the relevant information from the articles.
    • How would you take the information and organize it in a way that was useful? How could you take the step from simply having useful knowledge to gaining wisdom? Nursing Informatics
By Day 7 of Week 4

Write a 4-page paper that addresses the following: MUST BE APA FORMAT

  • Summarize the question you developed, and then relate how you would work through the four steps of the data, information, knowledge, wisdom continuum. Be specific.
    • Identify the databases and search words you would use.
    • Relate how you would take the information gleaned and turn it into useable knowledge.
  • Can informatics be used to gain wisdom? Describe how you would progress from simply having useful knowledge to the wisdom to make decisions about the information you have found during your database search.

Your paper must also include a title page, an introduction, a summary, and a reference page ( YOU CAN ONLY USE THE REFERENCES LISTED BELOW). Nursing Informatics

 

American Nurses Association. (2015). Nursing informatics: Scope & standards of practice (2nd ed.). Silver Springs, MD: Author.

  • “Metastructures, Concepts, and Tools of Nursing Informatics”

    This chapter explores the connections between data, information, knowledge, and wisdom and how they work together in nursing informatics. It also covers the influence that concepts and tools have on the field of nursing.

McGonigle, D., & Mastrian, K. G. (2015). Nursing informatics and the foundation of knowledge (3rd ed.). Burlington, MA: Jones and Bartlett Learning.

  • Chapter 6, “Overview of Nursing Informatics”

    This chapter defines the foundations of nursing informatics (NI). The authors specify the disciplines that are integrated to form nursing informatics, along with major NI concepts.

Brokel, J. (2010). Moving forward with NANDA-I nursing diagnoses with Health Information Technology for Economic and Clinical Health (HITECH) Act Legislation: News updates. International Journal of Nursing Terminologies & Classifications, 21(4), 182–185.

Retrieved from the Walden Library databases. Nursing Informatics

 

In this news brief, the author describes the initiatives that NANDA-I will implement to remain abreast of the HITECH legislation of 2009. The author explains two recommendations for the federal government’s role in managing vocabularies, value sets, and code sets throughout the health care system.

Matney, S., Brewster, P. J., Sward, K. A., Cloyes, K. G., & Staggers, N. (2011). Philosophical approaches to the nursing informatics data-information-knowledge-wisdom framework. Advances in Nursing Science, 34(1), 6–18.

Retrieved from the Walden Library databases.

 

This article proposes a philosophical foundation for nursing informatics in which data, information, and knowledge can be synthesized by computer systems to support wisdom development. The authors describe how wisdom can add value to nursing informatics and to the nursing profession as a whole.

Rutherford, M. A. (2008). Standardized nursing language: What does it mean for nursing practice? OJIN: The Online Journal of Issues in Nursing, 13(1). Retrieved from http://www.nursingworld.org/MainMenuCategories/ANAMarketplace/ANAPeriodicals/OJIN/TableofContents/vol132008/No1Jan08/ArticlePreviousTopic/StandardizedNursingLanguage.html

The author of this article provides justification for the use of a standardized nursing language, which will be necessary for incorporating electronic documentation into the health care field. The author defines standardized language in nursing, describes how such a language can be applied in a practice setting, and discusses the benefits of using a standardized language. Nursing Informatics

Westra, B. L., Subramanian, A., Hart, C. M., Matney, S. A., Wilson, P. S., Huff, S. M., … Delaney, C. W. (2010). Achieving “meaningful use” of electronic health records through the integration of the Nursing Management Minimum Data Set. The Journal of Nursing Administration, 40(7–8), 336–343.

Retrieved from the Walden Library databases.

This article explains the nursing management minimum data set (NMMDS), which is a research-based minimum set of standard data for nursing management and administration. The article describes how the NMMDS can be used to minimize the burden on health care administrators and increase the value of electronic health records within the health care system Nursing Informatics.

Discussion: Marginalized Women and Childbearing Families

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Discussion: Marginalized Women and Childbearing Families

  1. As an advanced practice nurse, what are three actions you can take to mitigate social impacts to marginalized women?

One of the actions that an advanced practice nurse can take to mitigate social impacts to marginalized women is providing advocacy for the development of policies that protect women from social discrimination. Studies have indicated that there are many policies at the government, state, and local levels that prevent women from accessing healthcare services (Prodan‐Bhalla & Browne, 2019). Since nurse practitioners are influential and policymakers can listen to them, which gives them the advantage to advocate for policies that protect women from marginalization. Another action as an advanced practice nurse would be providing women-friendly healthcare services that are individualized per patient needs, building trust with the women, and making health services easily accessible to them. An advanced practice nurse can also research to understand the social and cultural sources of women marginalization and how they can be mitigated. The research can also focus on unearthing policies that promote discrimination of women and recommend more women-friendly policies. Discussion: Marginalized Women and Childbearing Families

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  1. What role does policy at either government, state, or local level play in the marginalization of women and childbearing families?

Policies at government, state, or local levels have played a role in the marginalization of women and childbearing families. Research has indicated that in various communities, there are discriminative and unjust structural policies that limit women’s access to healthcare and promote health inequities. There are state policies, for example, which effect women`s access to childcare, maternity leave from work, and care for older women. Other policies do not promote women access to employment opportunities, often leading women to low income, high employment rates, and lack of opportunities to get educated (Prodan‐Bhalla & Browne, 2019). Policymakers at levels have an opportunity to change laws and policies to reduce the marginalization of women. Nurse practitioners can advocate for better policies from government, state, or local levels to reduce social injustices towards women. Discussion: Marginalized Women and Childbearing Families

  1. Identify one policy that impacts marginalized groups (include whether the policy is at the federal, state, or local level).

Among the policies that have an impact on marginalized groups in the United States is the healthcare policy. The policy, which is at the federal level, should make healthcare accessible and affordable to all citizens in the country. Healthcare policy seeks to create and implement laws, rules, and regulations that govern the national health system. Young and the most disadvantage women are not able to access high-quality healthcare services due to their socio-demographic background (Daniel et al., 2018). The federal policy should implement health equity by ensuring universal healthcare access to all citizens in the country. Discussion: Marginalized Women and Childbearing Families

  1. Discuss how policy impacts marginalized group either positively or negatively.

Policies represent what the government, institution, or any entity intends to do and directs what is supposed to be done by all the individuals or sectors affected by that policy. When governments or other entities issue a policy, it has to be followed and dictates how things will be done within its jurisdiction or scope of authority. Due to this, policies can affect marginalized groups sometimes in positive and other times in a negative way. For example, policies that deny women equal opportunities for employment result in many of them being without sources of income (Prodan‐Bhalla & Browne, 2019). Such an example of women indicates how policies that impact marginalized groups negatively. The policy may also have a positive impact on marginalized groups of people. For example, health policies ensure healthcare services are accessible and affordable to all citizens through programs such as Medicare and Medicaid. Through the policy, even low-income earners, disabled, and older adults are able to access and afford high-quality healthcare. It shows how policy impact marginalized groups in a positive way. Policymakers should strive to ensure that policies have positive as opposed to negative impacts. Discussion: Marginalized Women and Childbearing Families

References

Daniel, H., Erickson, S. M., & Bornstein, S. S. (2018). Women’s Health Policy in the United States: An American College of Physicians Position Paper. Annals of Internal Medicine, 168(12), 874. https://doi.org/10.7326/m17-3344

Prodan‐Bhalla, N., & Browne, A. J. (2019). Exploring women’s health care experiences through an equity lens: Findings from a community clinic serving marginalized women. Journal of clinical nursing, 28(19-20), 3459-3469. https://doi.org/10.1111/jocn.14937 Discussion: Marginalized Women and Childbearing Families

 

 

 

Health Care Finance

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Health Care Finance

Financial management has a long and distinguished
history. Consider, for example, that Socrates wrote about
the universal function of management in human endeavors
in 400 b.c. and that Plato developed the concept of specialization for efficiency in 350 b.c. Evidence of sophisticated
financial management exists from much earlier times: the
Chinese produced a planning and control system in 1100
b.c., a minimum-wage system was developed by Hammurabi
in 1800 b.c., and the Egyptians and Sumerians developed
planning and record-keeping systems in 4000 b.c. Health Care Finance

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1
Many managers in early history discovered and rediscovered managerial principles while attempting to reach their
goals. Because the idea of management thought as a discipline had not yet evolved, they formulated principles of
management because certain goals had to be accomplished.
As management thought became codified over time, however, the building of techniques for management became
more organized. Management as a discipline for educational purposes began in the United States in 1881. In that
year, Joseph Wharton created the Wharton School, offering college courses in business management at the University of Pennsylvania. It was the only such school until 1898,
when the Universities of Chicago and California established
their business schools. Thirteen years later, in 1911, 30 such
schools were in operation in the United States.2
Over the long span of history, managers have all sought
how to make organizations work more effectively. Financial
management is a vital part of organizational effectiveness.
This text’s goal is to provide the keys to unlock the secrets
of financial management for nonfinancial managers. Health Care Finance

THE CONCEPT
A Method of Getting Money in and out of the Business
One of our colleagues, a nurse, talks about the area of healthcare finance as “a method of getting money in and out of the business.” It is not a bad description. As we shall see, revenues represent inflow and expenses represent outflow. Thus, “getting money in” represents the inflow
(revenues), whereas “getting money out” (expenses) represents the outflow. The successful
manager, through planning, organizing, controlling, and decision making, is able to adjust the
inflow and outflow to achieve the most beneficial outcome for the organization.
HOW DOES FINANCE WORK IN THE HEALTHCARE BUSINESS?
The purpose of this text is to show how the various elements of finance fit together: in other
words, how finance works in the healthcare business. The real key to understanding finance is
understanding the various pieces and their relationship to each other. If you, the manager, truly
see how the elements work, then they are yours. They become your tools to achieve management success.
The healthcare industry is a service industry. It is not in the business of manufacturing, say,
widgets. Instead, its essential business is the delivery of healthcare services. It may have inventories of medical supplies and drugs, but those inventories are necessary to service delivery, not
to manufacturing functions. Because the business of health care is service, the explanations
and illustrations within this book focus on the practice of financial management in the service Health Care Finance
industries.
VIEWPOINTS
The managers within a healthcare organization will generally have one of three views: (1) financial, (2) process, or (3) clinical. The way they manage will be influenced by which view they
hold.
1. The financial view. These managers generally work with finance on a daily basis. The reporting function is part of their responsibility. They usually perform much of the strategic
planning for the organization.
2. The process view. These managers generally work with the system of the organization.
They may be responsible for data accumulation. They are often affiliated with the information system hierarchy in the organization.
3. The clinical view. These managers generally are responsible for service delivery. They
have direct interaction with the patients and are responsible for clinical outcomes of the Health Care Finance
organization.
Managers must, of necessity, interact with one another. Thus, managers holding different views
will be required to work together. Their concerns will intersect to some degree, as illustrated by
Figure 1–1. The nonfinancial manager who understands healthcare finance will be able to interpret and negotiate successfully such interactions between and among viewpoints. Health Care Finance

The Role Of A Nurse Leader As A Knowledge Worker

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The Role Of A Nurse Leader As A Knowledge Worker

Reflect on the concepts of informatics and knowledge work as presented in the Resources. Consider a hypothetical scenario based on your own healthcare practice or organization that would require or benefit from the access/collection and application of data. Your scenario may involve a patient, staff, or management problem or gap.

NURS 6051N

  1. In this Discussion, you will consider a scenario that would benefit from access to data and how such access could facilitate both problem-solving and knowledge formation.

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To Prepare:

Reflect on the concepts of informatics and knowledge work as presented in the Resources.

Consider a hypothetical scenario based on your own healthcare practice or organization that would require or benefit from the access/collection and application of data. Your scenario may involve a patient, staff, or management problem or gap. The Role Of A Nurse Leader As A Knowledge Worker

Part 2:  

Assignment: The Nurse Leader as Knowledge Worker

The term “knowledge worker” was first coined by management consultant and author Peter Drucker in his book, The Landmarks of Tomorrow (1959). Drucker defined knowledge workers as high-level workers who apply theoretical and analytical knowledge, acquired through formal training, to develop products and services. Does this sound familiar?

Nurses are very much knowledge workers. What has changed since Drucker’s time are the ways that knowledge can be acquired. The volume of data that can now be generated and the tools used to access this data have evolved significantly in recent years and helped healthcare professionals (among many others) to assume the role of knowledge worker in new and powerful ways.

In this Assignment, you will consider the evolving role of the nurse leader and how this evolution has led nurse leaders to assume the role of knowledge worker. You will prepare a presentation with an info graphic  to educate others on the role of nurse as knowledge worker. The Role Of A Nurse Leader As A Knowledge Worker

 

Reference: Drucker, P. (1959). The landmarks of tomorrow. New York, NY: HarperCollins Publishers.

 

To Prepare:

 

Review the concepts of informatics as presented in the Resources.

Reflect on the role of a nurse leader as a knowledge worker.

Consider how knowledge may be informed by data that is collected/accessed.

The Assignment: The Role Of A Nurse Leader As A Knowledge Worker

 

Explain the concept of a knowledge worker.

Define and explain nursing informatics and highlight the role of a nurse leader as a knowledge worker.

Develop a simple infographic to help explain these concepts.

 

NOTE: For guidance on infographics, including how to create one in PowerPoint, see “How to Make an Infographic in PowerPoint” as presented in the Resources.

 

Present the hypothetical scenario you originally shared in the Discussion Forum. Include your examination of the data that you could use, how the data might be accessed/collected, and what knowledge might be derived from that data. Be sure to incorporate feedback received from your colleagues’ replies. The Role Of A Nurse Leader As A Knowledge Worker

 

 

 

 

 

Family Focused Assessment

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Family Focused Assessment

Develop an interview questionnaire to be used in a family-focused functional assessment. The questionnaire must include three open-ended, family-focused questions to assess functional health patterns for each of the following:

  1. Values/Health Perception
  2. Nutrition
  3. Sleep/Rest
  4. Elimination
  5. Activity/Exercise
  6. Cognitive
  7. Sensory-Perception
  8. Self-Perception
  9. Role Relationship
  10. Sexuality
  11. Coping

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Select a family, other than your own, and seek permission from the family to conduct an interview. Utilize the interview questions complied in your interview questionnaire to conduct a family-focused functional assessment. Document the responses as you conduct the interview. Family Focused Assessment

Upon completion of the interview, write a 1000- 1250 word paper. Analyze your assessment findings. Submit your questionnaire as an appendix with your assignment.

Include the following in your paper:

  1. Describe the family structure. Include individuals and any relevant attributes defining the family composition, race/ethnicity, social class, spirituality, and environment.
  2. Summarize the overall health behaviors of the family. Describe the current health of the family.
  3. Based on your findings, describe at least two of the functional health pattern strengths noted in the findings. Discuss three areas in which health problems or barriers to health were identified.
  4. Describe how family systems theory can be applied to solicit changes in family members that, in turn, initiate positive changes to the overall family functions over time. Family Focused Assessment

Cite at least three peer-reviewed or scholarly sources to complete this assignment. Sources should be published within the last 5 years and appropriate for the assignment criteria.

Prepare this assignment according to the APA , NO PLAGIARISM PLEASE Family Focused Assessment

Organizational Systems and Quality Leadership

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Organizational Systems and Quality Leadership

I will be providing a comparison of the United States Healthcare System to that of the German Healthcare system.

Germans residents have access to free public healthcare, which means medically necessary.   Social security contributions fund the medically essential healthcare. Citizens are required to have state or private health insurance.  To include procedures such as immunizations, prescriptions, and dental checks. All salaried workers in Germany have to have public health insurance, are not allowed private insurance. And if you are eligible for private insurance, you can choose one or the other, but you cannot have both. (German Insurance: Costs &Coverage, 2019) Organizational Systems and Quality Leadership

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In the US, public health care is offered, but individuals need to meet a particular set of criteria to receive free public healthcare.    Medicaid is government-financed insurance that assists many whose household income falls under a certain level to be covered by Medicaid. Similar to social medicine in Germany where if an individual is employed, the family is covered as long as their income falls below a level.  You make more; you pay more. (Healthcare in Germany, 2015) Those who are over the age of 65 or who have disabilities can be covered under Medicare.  Medicare is a program offered in the US as a federally funded healthcare system.  Children are either covered under their parents plan until the age of 26 if needed, and there are also government programs such as the Children’s Health Insurance Program (CHIP) to provide health coverage through Medicaid and other programs.  These are funded jointly by state and federal government. (CHIP, 2019) Organizational Systems and Quality Leadership

When an individual is unemployed in the US, they may not be eligible to receive government assistance.  Unlike coverage in the US, when a person in Germany becomes unemployed, they may receive transient coverage until employed again or otherwise directed.

In the US upon retirement at the age of 65, you will become eligible for Medicare, which will cover a lot of your medical expenses, but not all.  You will be able to get private Medigap coverage to shorten the gap between those expenses.  If unable to afford and upon further stipulations in regards to income, you may still qualify for Medicaid services also.

Germany has a social security system and statutory pension insurance: contributory, noncontributory social compensation program, and social welfare program. The contributory plan protects those who pay into them. The noncontributory social compensation program provides a program for those in the military or public service — the social welfare program aid to those who are not eligible under the other two programs.  (Healthcare in Germany, 2015) Organizational Systems and Quality Leadership

In regards to medication coverage for the US and Germany, the medications are costly for both when health insurance is not in the picture. The US and Germany have a system in place cost-effective medication alternatives in many cases. There are cost effective medications for many diseases, but there are many very expensive medications to treat a variety of illness that are costly even with adequate coverage.  In the US, many use lower cost alternatives or generic to keep costs lower, or choose to forego the medication due to cost.  In Germany, in accordance with the many new drugs on the market, the more expensive medications have to prove they are actually better than the older counterpart, and if you choose to use the more expensive medication you will be responsible for the cost. (Khazan, 2014) Organizational Systems and Quality Leadership

In the US, referrals to specialists are based upon the individual plan’s requirements.  Some don’t require a referral, and others do.  In Germany, the social plans must receive a referral from their PCP; whereas, private insurers may allow participants to choose any physician of their choosing. (Healthcare in Germany, 2015)

In the US, coverage for pre-existing conditions, according to the Affordable Care Act, can not infringe upon one’s right to access healthcare.  In Germany, pre-existing conditions are waived with universal coverage.  Private plans can deny coverage and charge higher premiums for elective treatments and accommodations.

In Germany, the financial implications are more taxes to fund the social sickness funds.  They are told that it is a duty to take care of one another, but many would argue that more taxes will cause hardship on families already expected to pay a high rate of taxes.  Similar is the US, a penalty is charged for those who choose to forego health insurance. If you do not qualify for government assistance and are employed, you may not be able to afford health coverage. Organizational Systems and Quality Leadership

References

(ASPA), H. S. (2017, January 31). www.hhs.gov. Retrieved from Pre-existing Conditions: https://www.hhs.gov/healthcare/about-the-aca/pre-existing-conditions/index.html

CHIP. (2019, 26 July). Retrieved from www.Medicaid.gov: https://www.medicaid.gov/chip/index.html

German Insurance: Costs &Coverage. (2019, July 5). Retrieved from www.internations.org: https://www.internations.org/germany-expats/guide/15986-health-insurance/health-insurance-in-germany-15998/german-insurance-costs-coverage-2

Healthcare in Germany. (2015, May 6). Retrieved from www.ncbi.nlm.nih.gov: https://www.ncbi.nlm.nih.gov/pubmedhealth/PMH0078017/

Khazan, O. (2014). Why Medicine is Cheaper in Germany. The Atlantic. Organizational Systems and Quality Leadership

 

 

 

 

 

 

Assignment: Middle Range or Interdisciplinary Theory Evaluation

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Assignment: Middle Range or Interdisciplinary Theory Evaluation

As addressed this week, middle range theories are frequently used as a framework for exploring nursing practice problems. In addition, theories from other sciences, such as sociology and environmental science, have relevance for nursing practice. For the next few weeks you will explore the use of interdisciplinary theories in nursing.

This Assignment asks you to evaluate two middle range or interdisciplinary theories and apply those theories to a clinical practice problem. You will also create a hypothesis based upon each theory for an evidence-based practice project to resolve a clinical problem. Assignment: Middle Range or Interdisciplinary Theory Evaluation

Note: This Assignment will serve as your Major Assessment for this course.

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To prepare:

  • Review strategies for evaluating theory presented by Fawcett and Garity in this week’s Learning Resources (see under list of Required Readings and attached pdf file)
  • Select a clinical practice problem that can be addressed through an evidence-based practice project. Note: You may continue to use the same practice problem you have been addressing in earlier Discussions and in Week 7 Assignment 1.
  • Consider the middle range theories presented this week, and determine if one of those theories could provide a framework for exploring your clinical practice problem. If one or two middle range theories seem appropriate, begin evaluating the theory from the context of your practice problem.
  • Formulate a preliminary clinical/practice research question that addresses your practice problem. If appropriate, you may use the same research question you formulated for  Assignment: Middle Range or Interdisciplinary Theory Evaluation

Write a 10- to 12-page paper (including references) in APA format and a minimum of 8 references or more, using material presented in the list of required readings to consider interdisciplinary theories that may be appropriate for exploring your practice problem and research question (refer to the sample paper attached as “Assignment example”). Include the level one headings as numbered below:

1)       Introduction with a purpose statement (e.g. The purpose of this paper is…)

2)       Briefly describe your selected clinical practice problem.

3)       Summarize the two selected theories. Both may be middle range theories or interdisciplinary theories, or you may select one from each category.

4)       Evaluate both theories using the evaluation criteria provided in the Learning Resources.

5)       Determine which theory is most appropriate for addressing your clinical practice problem. Summarize why you selected the theory. Using the propositions of that theory, refine your clinical / practice research question Assignment: Middle Range or Interdisciplinary Theory Evaluation

6)       conclusion

MY PRACTICE PROBLEM IS AS FOLLOWED

 

P: Patients suffering from Type 2 Diabetes Mellitus

 

I:  Who are involved in diabetic self-care programs

 

C: Compared to those who do not participate in self-care programs

 

O: Are more likely to achieve improved glycemic control

THE THEORIES USED FOR THIS MODEL ARE:

Dorothea Orem Self-Care Theory and The Self-Efficacity in nursing Theory by Lenz & Shortridge-Baggett, or the Health Promotion Model by Pender, Murdaugh & Parson (Pick 2)

Required Readings

McEwin, M., & Wills, E.M. (2014). Theoretical basis for nursing. (4th ed.). Philadelphia, PA: Wolters Kluwer Health.

  • Chapter 10, “Introduction to Middle Range Nursing Theories”

Chapter 10 begins the exploration of middle range theories and discusses their development, refinement, and use in research.

  • Chapter 11, “Overview of Selected Middle Range Nursing Theories”

Chapter 11 continues the examination of middle range theories and provides an in-depth examination of a select set of theories

·         Chapter 15, “Theories from the Biomedical Sciences”

Chapter 15 highlights some of the most commonly used theories and principles from the biomedical sciences and illustrates how they are applied to studies conducted by nurses and in nursing practice.

·         Chapter 16, “Theories, Models, and Frameworks from Administration and Management”

Chapter 16 presents leadership and management theories utilized in advanced nursing practice.

·         Chapter 18, “Application of Theory in Nursing Practice”

Chapter 18 examines the relationship between theory and nursing practice. It discusses how evidence-based practice provides an opportunity to utilize research and theory to improve patient outcomes, health care, and nursing practice Assignment: Middle Range or Interdisciplinary Theory Evaluation.

Gray, J.R., Grove, S.K., & Sutherland, S. (2017). Burns and Grove’s the practice of nursing research: Appraisal, synthesis, and generation of evidence (8th ed.). St. Louis, MO: Saunders Elsevier.

  • Chapter 6, “Objectives, Questions, Variables, and Hypotheses”

Chapter 6 guides nurses through the process of identifying research objectives, developing research questions, and creating research hypotheses.

·         Review Chapter 2, “Evolution of Research in Building Evidence-Based Nursing Practice”

·         Chapter 19, “Evidence Synthesis and Strategies for Evidence-Based Practice”

This section of Chapter 19 examines the implementation of the best research evidence to practice Assignment: Middle Range or Interdisciplinary Theory Evaluation

Fawcett, J., & Garity, J. (2009). Chapter 6: Evaluation of middle-range theories. Evaluating Research for Evidence-Based Nursing. Philadelphia, Pennsylvania: F. A. Davis.

Note: You will access this article from the Walden Library databases.

This book chapter evaluates the use and significance of middle-range theories in nursing research and clinical practice.

 

DeSanto-Madeya, S., & Fawcett, J. (2009). Toward Understanding and Measuring Adaptation Level in the Context of the Roy Adaptation Model. Nursing Science Quarterly, 22(4), 355–359.

Note: You will access this article from the Walden Library databases.

This article describes how the Roy Adaptation Model (RAM) is used to guide nursing practice, research, and education in many different countries.

Jacelon, C., Furman, E., Rea, A., Macdonald, B., & Donoghue, L. (2011). Creating a professional practice model for postacute care: Adapting the Chronic Care Model for long-term care. Journal of Gerontological Nursing, 37(3), 53–60 Assignment: Middle Range or Interdisciplinary Theory Evaluation

Note: You will access this article from the Walden Library databases.

This article addresses the need to redesign health care delivery to better meet the needs of individuals with chronic illness and health problems.

 

Murrock, C. J., & Higgins, P. A. (2009). The theory of music, mood and movement to improve health outcomes. Journal of Advanced Nursing, 65 (10), 2249–2257. doi:10.1111/j.1365-2648.2009.05108.x

Note: You will access this article from the Walden Library databases.

This article discusses the development of a middle-range nursing theory on the effects of music on physical activity and improved health outcomes.

Amella, E. J., & Aselage, M. B. (2010). An evolutionary analysis of mealtime difficulties in older adults with dementia. Journal of Clinical Nursing, 19(1/2), 33–41. doi:10.1111/j.1365-2702.2009.02969.x

Note: You will access this article from the Walden Library databases.

This article presents findings from a meta-analysis of 48 research studies that examined mealtime difficulties in older adults with dementia Assignment: Middle Range or Interdisciplinary Theory Evaluation

 

Frazier, L., Wung, S., Sparks, E., & Eastwood, C. (2009). Cardiovascular nursing on human genomics: What do cardiovascular nurses need to know about congestive heart failure? Progress in Cardiovascular Nursing, 24(3), 80–85.

Note: You will access this article from the Walden Library databases.

This article discusses current genetics research on the main causes of heart failure.

 

Mahon, S. M. (2009). Cancer Genomics: Cancer genomics: Advocating for competent care for families. Clinical Journal of Oncology Nursing, 13(4), 373–3 76.

Note: You will access this article from the Walden Library databases.

This article advocates for nurses to stay abreast of the rapid changes in cancer prevention research and its application to clinical practice Assignment: Middle Range or Interdisciplinary Theory Evaluation

 

Mayer, K. H., Venkatesh, K. K. (2010). Antiretroviral therapy as HIV prevention: Status and prospects. American Journal of Public Health, 100(10), 1867–1 876. doi: 10.2105/AJPH.2009.184796

Note: You will access this article from the Walden Library databases.

This article provides an in-depth examination of potential HIV transmission prevention.

 

Pestka, E. L., Burbank, K. F., & Junglen, L. M. (2010). Improving nursing practice with genomics. Nursing Management, 41(3), 40–44. doi: 10.1097/01.NUMA.0000369499.99852.c3

Note: You will access this article from the Walden Library databases.

This article provides an overview of genomics and how nurses can apply it in practice.

 

Yao, L., & Algase, D. (2008). Emotional intervention strategies for dementia-related behavior: A theory synthesis. The Journal of Neuroscience Nursing, 40(2), 106–115.

Note: You will access this article from the Walden Library databases.

This article discusses a new model that was developed from empirical and theoretical evidence to examine intervention strategies for patients with dementia.

 

Fineout-Overholt, E., Williamson, K., Gallagher-Ford, L., Melnyk, B., & Stillwell, S. (2011). Following the evidence: Planning for sustainable change. The American Journal Of Nursing, 111(1), 54–60.

This article outlines the efforts made as a result of evidence-based practice to develop rapid response teams and reduce unplanned ICU admissions.

 

Kleinpell, R. (2010). Evidence-based review and discussion points. American Journal of Critical Care, 19(6), 530–531.

This report provides a review of an evidence-based study conducted on patients with aneurismal subarachnoid hemorrhage and analyzes the validity and quality of the research.

 

Koh, H. (2010). A 2020 vision for healthy people. The New England Journal Of Medicine, 362(18), 1653–1656.

This article identifies emerging public health priorities and helps to align health-promotion resources, strategies, and research.

 

Moore, Z. (2010). Bridging the theory-practice gap in pressure ulcer prevention. British Journal of Nursing, 19(15), S15–S18.

This article discusses the largely preventable problem of pressure ulcers and the importance of nurses being well-informed of current prevention strategies.

 

Musker, K. (2011). Nursing theory-based independent nursing practice: A personal experience of closing the theory-practice gap. Advances In Nursing Science, 34(1), 67–77.

This article discusses how personal and professional knowledge can be used in concert with health theories to positively influence nursing practice.

 

Roby, D., Kominski, G., & Pourat, N. (2008). Assessing the barriers to engaging challenging populations in disease management programs: The Medicaid experience. Disease Management & Health Outcomes, 16(6), 421–428.

This article explores the barriers associated with chronic illness care and other factors faced by disease management programs for Medicaid populations.

 

Sobczak, J. (2009). Managing high-acuity-depressed adults in primary care. Journal of the American Academy of Nurse Practitioners, 21(7), 362–370. doi: 10.1111/j.1745-7599.2009.00422.x

This article discusses a method found which positively impacts patient outcomes used with highly-acuity-depressed patients. Assignment: Middle Range or Interdisciplinary Theory Evaluation

 

Thorne, S. (2009). The role of qualitative research within an evidence-based context: Can metasynthesis be the answer? International Journal of Nursing Studies, 46(4), 569–575. doi: 10.1016/j.ijnurstu.2008.05.001

The article explores the use of qualitative research methodology with the current evidence-based practice movement.

 

 

 

Optional Resources

 

McCurry, M., Revell, S., & Roy, S. (2010). Knowledge for the good of the individual and society: Linking philosophy, disciplinary goals, theory, and practice. Nursing Philosophy, 11(1), 42–52.

 

Calzone, K. A., Cashion, A., Feetham, S., Jenkins, J., Prows, C. A., Williams, J. K., & Wung, S. (2010). Nurses transforming health care using genetics and genomics. Nursing Outlook, 58(1), 26–35. doi: 10.1016/j.outlook.2009.05.001

 

McCurry, M., Revell, S., & Roy, S. (2010). Knowledge for the good of the individual and society: Linking philosophy, disciplinary goals, theory, and practice. Nursing Philosophy, 11(1), 42–52. Assignment: Middle Range or Interdisciplinary Theory Evaluation

Developing And Evaluating New Practice Approaches

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Developing And Evaluating New Practice Approaches

One of the exciting aspects of participating in the health care field is the discovery of new techniques, treatments, and technologies that improve the quality of care and improve health outcomes. As someone engaged in advanced nursing practice, you have the opportunity to search for new solutions to issues in your specialty area. What tools can you use to guide the discovery process? What needs to be considered as you determine new practice approaches to address issues in health care? This week, you consider new ways to address the EBP Project issue you identified in Week 2 see attached file). Developing And Evaluating New Practice Approaches

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To prepare:

  • Reflect on your analysis of the evidence base that addresses your selected issue from the EBP Project (identified during      Week 2 [see attached file]).
  • Using methods articulated in the Learning Resources, formulate new evidence-based practice strategies to address the issue and improve health care quality.
  • What are the theoretical bases for your proposed strategies?
  • What might be the economic impact of implementing your proposed strategies?

By tomorrow  Wednesday day 10/03/18 10:00 am, write an essay of a minimum of 550 words in APA format, and at least 3 scholarly references from the list of required readings below. Include all level one headers as numbered below: Developing And Evaluating New Practice Approaches

Post a cohesive response that addresses the following:

1) Briefly summarize your selected issue (see my PIICOT question below & attached file) and propose new evidence-based practice strategies. Describe the theoretical basis for your strategies.

2) Discuss the potential economic impact of your suggested strategies.

3) How could the new practice strategies improve health care quality?

Required Readings

White, K. M., Dudley-Brown, S., & Terharr, M. F. (2016). Translation of evidence into nursing and health care practice (2nd ed.). New York, NY: Springer.

  • Chapter 6, “Translation of Evidence for Leadership”

Balakas, K., Sparks, L., Steurer, L., & Bryant, T. (2013). An outcome of evidence-based practiced education: Sustained clinical decision-making among bedside nurses. Journal of Pediatric Nursing, 28, 479-485.

Brown, D.S. (2012). Interview with quality leaders: Dr. Donna E. Shalala and Dr. Linda Burnes Bolton on the committee on the Robert Wood Johnson Foundation initiative on the future of nursing at the Institute of Medicine. Journal for Healthcare Quality, 24(4), 40-44.

Brandt, B., Lutfiyya, M.N., King, J.A., & Chioresco, C. ( 2014). A scoping review of interprofessional collaborative practice and education using the lens of the Triple Aim. Journal of Interprofessional Care, 28(5), 393-399. Developing And Evaluating New Practice Approaches

Grindel, C.G. (2016). Clinical leadership: A call to action. Med-Surg Nursing, 25(1), 9-16.

Mannix, J., Wilkes, L, & Daly, J. (2015). Grace under fire: Aesthetic leadership in clinical nursing, Journal of Clinical Nursing, 24, 2649-2658.

Stetler, C.B., Ritchie, J.A., Rycroft-Malone, J., & Charns, M.P. (2014). Leadership for evidence-based practice: Strategic and functional behaviors for institutionalizing EBP. Worldviews on Evidence-Based Nursing, 11(4), 219-226.

Schaffer, M.A., Sandau, K.E., & Diedrick, L. (2013). Evidence-based practice models for organizational change: overview and practical applications. Journal of Advanced Nursing, 69(5), 1197-1209 (see attached file)Developing And Evaluating New Practice Approaches.

PIICOT Question

In patients in extended intensive care within an urban acute care facility in Eastern United States, how does early mobilization as recommended by National Institute of Health and Care Excellence clinical guidelines on rehabilitation of patients after critical illness impact early transfers from intensive care as measured 6 months post-implementation when compared to the current standard of care including minimal mobilization of patients?

P: Adult patients

I: in extended intensive care within an urban acute care facility

I: increased mobilization of the patients

C: minimal mobilization of the patients

O: early transfers of the patients from intensive care

T: 6 months Developing And Evaluating New Practice Approaches

Clinical Worksheet Plan

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Clinical Worksheet Plan

Patient Introduction

Olivia Jones is a 23-year-old African-American female, G1P0 at 36 weeks of gestation. She has been diagnosed with severe preeclampsia and is admitted to the labor and delivery unit for assessment and surveillance.

Pregnancy has been unremarkable until routine prenatal visit at 30 weeks with elevated blood pressure at 146/92 mm Hg, proteinuria, and developing mild preeclampsia. She has been on bed rest at home until prenatal visit today with increasing symptoms, resulting in admission.

She has gained 3 pounds since prenatal visit 1 week ago. Protein dipstick is +4, negative ketones, negative glucose, +2 dependent edema, and facial puffiness.

Ms. Jones is complaining of a headache that is not resolved with acetaminophen. She presents with nausea and fatigue and complaining of epigastric pain, visual changes, and chest tightness. The fetus is active; however, patient states that it is a bit quieter than normal. There is a possibility of premature  rupture of membranes. An IV with lactated Ringer’s is running at 125 mL/hr. Labs were obtained. Clinical Worksheet Plan

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Medication: Magnesium sulfate (injection)

 

2 Patient Introduction

Brenda Patton is an 18-year-old Caucasian female, G1P0 at 38 2/7 weeks of gestation admitted to the labor and birthing unit for labor assessment.

The patient states that her water may have broken earlier this morning and she thinks she is in labor. AmniSure was positive. Vaginal exam reveals 50% effacement of cervix, cervical dilation 4 cm, and fetus at -2 station.

The patient’s boyfriend is present, and she has phoned her mother to inform her of her admission. The provider has been notified, and prenatal records have been pulled.

The lab report indicates that the patient’s group B strep vaginorectal culture taken at 36 weeks was positive. The patient wishes to have a natural birth without medication. Admission intrapartum orders have been initiated, initial labs have been drawn, and a saline lock has been placed in her forearm. Clinical Worksheet Plan

Medication: Promethazine hydrochloride

 

3 Patient Introduction

Amelia Sung is a 36-year-old Filipino female, G2P1 (L1) at 39 weeks of gestation, who was admitted 24 hours ago for induction of labor.

First-born male delivered vaginally 3 years and 3 months ago. Weight: 3,345 g (7 lb 6 oz). Length 55 cm (22 in).

She was started on oxytocin at 1 mL/1 mU, and the infusion was increased throughout the day per protocol. A mainline IV of lactated Ringer’s is running at 125 mL/hr, and oxytocin (30 units in 500 mL normal saline) is running at 20 mU/min (20 mL/hr).

Her cervical exam at admission was 2 cm dilation, 80% effaced, at -1 station, with fetus in vertex position. At 0100 hours, dilation was 4 cm, 100% effaced, still at -1 station and fetus in vertex position. She received an epidural shortly after that, and 1 hour later, her membranes ruptured; the fluid was clear.

Three hours ago, she was fully dilated and started pushing. The fetal heart rate has been stable with a baseline of 120/min, moderate variability, and early decelerations since she started pushing. She is getting tired from pushing, and the descent of the fetal head has been slow.

During the past few contractions, the baby has started to crown. The provider has been called and has arrived, so Amelia may continue pushing. Clinical Worksheet Plan

Medication:  Oxytocin

 

4 Patient Introduction

Carla Hernandez is a 32-year-old Hispanic female, G2P1 (L1), at 39 5/7 weeks of gestation. She was admitted to labor and delivery in active labor at 0600 hours today, accompanied by her husband Earl.

To progress the delivery, artificial rupture of membranes was performed by the provider a few minutes ago. The provider has just left the room to make rounds.

Suddenly, the fetal heart rate drops dramatically, and you discover that the umbilical cord is prolapsed. You are ready to handle this situation with another nurse who is also present in the room. Clinical Worksheet Plan

Medication: Terbutaline sulfate

 Patient Introduction

Fatime Sanogo is a 23-year-old primiparous female from Mali in her first hour after vaginal delivery. The patient was admitted yesterday at 0600 hours for oxytocin induction of labor secondary to postdates (41 4/7 weeks). She declined all pain medication during labor.

Following a prolonged second stage, she delivered a vigorous female infant at 0605 hours with Apgar scores of 9 and 9 and weight of 4,082 g (9 lb 0 oz). The patient contracted a second-degree perineal laceration during delivery; this has been repaired.

Placenta was delivered manually at 0635 hours via Dr. Schultz. Bleeding was controlled by fundal massage and infusion of remaining oxytocin induction bag, which is still running at 20 mL/hr (20 mU/min); approximately 100 mL left in the bag.

The patient was just up to the bathroom and couldn’t void. She is now dozing, and the father of the baby is at the bedside, holding the baby and sending text messages from the phone. Fatime does not speak English fluently, as she has only been in the country for 7 months. You enter the room to assume care of the patient and to perform the second of four assessments every 15 minutes. Clinical Worksheet Plan

Medication: Misoprostol

 

 

RECOGNISE HEALTHY BODY SYSTEMS

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RECOGNISE HEALTHY BODY SYSTEMS

Throughout your training we are committed to your learning by providing a training and assessment framework that ensures the knowledge gained through training is translated into practical on the job improvements.

You are going to be assessed for:

  • Your skills and knowledge using written and observation activities that apply to your workplace.
  • Your ability to apply your learning.
  • Your ability to recognise common principles and actively use these on the job.

All of your assessment and training is provided as a positive learning tool. Your assessor will guide your learning and provide feedback on your responses to the assessment materials until you have been deemed competent in this unit. RECOGNISE HEALTHY BODY SYSTEMS

How you will be assessed

The process we follow is known as competency-based assessment. This means that evidence of your current skills and knowledge will be measured against national standards of best practice, not against the learning you have undertaken either recently or in the past. Some of the assessment will be concerned with how you apply your skills and knowledge in your workplace, and some in the training room as required by each unit.

The assessment tasks have been designed to enable you to demonstrate the required skills and knowledge and produce the critical evidence to successfully demonstrate competency at the required standard.

Your assessor will ensure that you are ready for assessment and will explain the assessment process.  Your assessment tasks will outline the evidence to be collected and how it will be collected, for example; a written activity, case study, or demonstration and observation.

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The assessor will also have determined if you have any special needs to be considered during assessment. Changes can be made to the way assessment is undertaken to account for special needs and this is called making Reasonable Adjustment. RECOGNISE HEALTHY BODY SYSTEMS

 

What happens if your result is ‘Not Yet Competent’ for one or more assessment tasks?

Our assessment process is designed to answer the question “has the desired learning outcome been achieved yet?” If the answer is “Not yet”, then we work with you to see how we can get there.

In the case that one or more of your assessments has been marked ‘NYC’, your trainer will provide you with the necessary feedback and guidance, in order for you to resubmit your responses.

 

What if you disagree on the assessment outcome?

You can appeal against a decision made in regards to your assessment.   An appeal should only be made if you have been assessed as ‘Not Yet Competent’ against a specific unit and you feel you have sufficient grounds to believe that you are entitled to be assessed as competent. You must be able to adequately demonstrate that you have the skills and experience to be able to meet the requirements of units you are appealing the assessment of.

Your trainer will outline the appeals process, which is available to the student. You can request a form to make an appeal and submit it to your trainer, the course coordinator, or the administration officer. The RTO will examine the appeal and you will be advised of the outcome within 14 days. Any additional information you wish to provide may be attached to the appeal form. RECOGNISE HEALTHY BODY SYSTEMS

What if I believe I am already competent before training?

If you believe you already have the knowledge and skills to be able to demonstrate competence in this unit, speak with your trainer, as you may be able to apply for Recognition of Prior Learning (RPL).

Assessor Responsibilities

Assessors need to be aware of their responsibilities and carry them out appropriately.  To do this they need to:

  • Ensure that participants are assessed fairly based on the outcome of the language, literacy and numeracy review completed at enrolment.
  • Ensure that all documentation is signed by the student, trainer, workplace supervisor and assessor when units and certificates are complete, to ensure that there is no follow-up required from an administration perspective.
  • Ensure that their own qualifications are current.
  • When required, request the manager or supervisor to determine that the student is ‘satisfactorily’ demonstrating the requirements for each unit. ‘Satisfactorily’ means consistently meeting the standard expected from an experienced operator.
  • When required, ensure supervisors and students sign off on third party assessment forms or third party report.
  • Follow the recommendations from moderation and validation meetings. RECOGNISE HEALTHY BODY SYSTEMS

How should I format my assessments?

Your assessments should be typed in a 11 or 12 size font for ease of reading. You must include a footer on each page with the student name, unit code and date. Your assessment needs to be submitted as a hardcopy or electronic copy as requested by your trainer.

 How long should my answers be?

The length of your answers will be guided by the description in each assessment, for example: RECOGNISE HEALTHY BODY SYSTEMS

Type of Answer Answer Guidelines

 
Short Answer 4 typed lines = 50 words, or

5 lines of handwritten text
Long Answer 8 typed lines = 100 words, or

10 lines of handwritten text =   of a foolscap page
Brief Report 500 words = 1 page typed report, or

50 lines of handwritten text = 1 foolscap handwritten pages
Mid Report 1,000 words = 2 page typed report

100 lines of handwritten text = 3 foolscap handwritten pages
Long Report 2,000 words = 4 page typed report

200 lines of handwritten text = 6 foolscap handwritten pages

 

How should I reference the sources of information I use in my assessments?

Include a reference list at the end of your work on a separate page. You should reference the sources you have used in your assessments in the Harvard Style. For example:

Website Name – Page or Document Name, Retrieved insert the date. Webpage link.

For a book: Author surname, author initial Year of publication, Title of book, Publisher, City, State RECOGNISE HEALTHY BODY SYSTEMS

assessment guide

The following table shows you how to achieve a satisfactory result against the criteria for each type of assessment task.

Assessment Method Satisfactory Result Non-Satisfactory Result
You will receive an overall result of Competent or Not Yet Competent for the unit. The assessment process is made up of a number of assessment methods. You are required to achieve a satisfactory result in each of these to be deemed competent overall. Your assessment may include the following assessment types.
Questions All questions answered correctly Incorrect answers for one or more questions
Answers address the question in full; referring to appropriate sources from your workbook and/or workplace Answers do not address the question in full. Does not refer to appropriate or correct sources.
Third Party Report Supervisor or manager observes work performance and confirms that you consistently meet the standards expected from an experienced operator Could not demonstrate consistency. Could not demonstrate the ability to achieve the required standard
Written Activity The assessor will mark the activity against the detailed guidelines/instructions Does not follow guidelines/instructions
Attachments if requested are attached Requested supplementary items are not attached
All requirements of the written activity are addressed/covered. Response does not address the requirements in full; is missing a response for one or more areas.
Responses must refer to appropriate sources from your workbook and/or workplace One or more of the requirements are answered incorrectly.

Does not refer to or utilise appropriate or correct sources of information
Observation All elements, criteria, knowledge and performance evidence and critical aspects of evidence, are demonstrated at the appropriate AQF level Could not demonstrate elements, criteria, knowledge and performance evidence and/or critical aspects of evidence, at the appropriate AQF level
Case Study All comprehension questions answered correctly; demonstrating an application of knowledge of the topic case study. Lack of demonstrated comprehension of the underpinning knowledge (remove) required to complete the case study questions correctly.  One or more questions are answered incorrectly.
Answers address the question in full; referring to appropriate sources from your workbook and/or workplace Answers do not address the question in full; do not refer to appropriate sources.

 

 

Assessment cover sheet

Assessment Cover Sheet
Student’s name:  
Assessors Name:   Date:
Is the Student ready for assessment? Yes No
Has the assessment process been explained? Yes No
Does the Student understand which evidence is to be collected and how? Yes No
Have the Student’s rights and the appeal system been fully explained? Yes No
Have you discussed any special needs to be considered during assessment? Yes No
The following documents must be completed and attached
o  Written Activity Checklist

The student will complete the written activity provided to them by the assessor.

The Written Activity Checklist will be completed by the assessor.

 S NYS
o  Observation / Demonstration

The student will demonstrate a range of skills and the assessor will observe where appropriate to the unit.

The Observation Checklist will be completed by the assessor.

 S NYS
o  Questioning Checklist

The student will answer a range of questions either verbally or written.

The Questioning Checklist will be completed by the assessor.

 S NYS
I agree to undertake assessment in the knowledge that information gathered will only be used for professional development purposes and can only be accessed by the RTO:
Overall Outcome                                          oCompetent                   oNot yet Competent
Student Signature: Date:
Assessor Signature: Date:

written activity

For this assessment, you will need to perform the following tasks. These tasks will need to be completed and submitted in a professional, word processed, format. Each task must be 500 words minimum in length.

  1. List the major body systems and then, using the correct terminology; describe the normal structure, function and location and interrelationships of each of the major body systems. Also evaluate how the relationships between different body systems affect and support healthy functioning. This should include:
    1. Body regulation including:
      1. Maintenance of body temperature
      2. Fluid and electrolyte (including PH) balance
  • Elimination of wastes from the body
  1. Maintenance of blood pressure RECOGNISE HEALTHY BODY SYSTEMS
i.        Maintenance of body temperature

Skin protects the body, helps to hold it together and helps regulate temperature – so too does the skeleton which contributes, along with muscles and ligaments, to movement and to the manufacture of the blood cells essential for life. The cardiovascular system includes the heart, blood vessels that run through the body and the blood. This system also maintains body temperature. Blood vessels help maintain a stable body temperature by controlling the blood flow to the surface of the skin. Blood vessels near the skin’s surface open during times of overheating to allow hot blood to dump its heat into the body’s surroundings. In the case of hypothermia, these blood vessels constrict to keep blood flowing only to vital organs in the body’s core.

 

 

  1. Protection from infection
The immune system is a network of cells, tissues and organs that work together to attack any pathogens that try to enter your body. The human body is a perfect host for bacteria, parasites and fungi, which cause infection. If any of these organisms gain entry to the body, the immune system works to destroy them and rid your body of illness. Personal health depends partially on the active, passive, and assisted cues people observe and adopt about their own health.

These include personal actions for preventing or minimizing the effects of a disease, usually a chronic condition, through integrative care. They also include personal hygiene practices to prevent infection and illness, such as bathing and washing hands with soap; brushing and flossing teeth; storing, preparing and handling food safely; and many others.

This means washing your hands, especially, but also your body. It means being careful not to cough or sneeze on others, cleaning things that you touch if you are unwell, putting items such as tissues (that may have germs) into a bin and using protection (like gloves or condoms) when you might be at risk of catching an infection.

Most infections, especially colds and gastroenteritis, are caught when we put our unwashed hands, which have germs on them, to our mouth. Some infections are caught when other people’s dirty hands touch the food we eat. Hands and wrists should be washed with clean soap and water, using a brush if your fingernails are dirty. Dry your hands with something clean, such as paper towels or hot air dryers. You should always wash hands: RECOGNISE HEALTHY BODY SYSTEMS

After using the toilet

 Before making or eating food

 After handling dogs or other animals

 If you have been around someone who is coughing or has a cold.

 

  1. Physical activity – active and passive
Developed by Enhance Your Future Pty Ltd 56

HLTAAP001 Recognise healthy body systems Version 1.1

Course code and name

TOPIC 2 – RECOGNISE AND PROMOTE WAYS TO SUPPORT HEALTHY FUNCTIONING OF THE BODY

REVIEW FACTORS THAT CONTRIBUTE TO MAINTENANCE OF A HEALTHY BODY

Achieving and maintaining health is an ongoing process, shaped by both the evolution of health care knowledge and practices as well as personal strategies and organized interventions for staying healthy known as Lifestyle Management.39

PERSONAL HEALTH

Personal health depends partially on the active, passive, and assisted cues people observe and adopt about their own health. These include personal actions for preventing or minimizing the effects of a disease, usually a chronic condition, through integrative care. They also include personal hygiene practices to prevent infection and illness, such as bathing and washing hands with soap; brushing and flossing teeth; storing, preparing and handling food safely; and many others.

The information gleaned from personal observations of daily living – such as about sleep patterns, exercise behaviour, nutritional intake, and environmental features – may be used to inform personal decisions and actions (e.g., “I feel tired in the morning so I am going to try sleeping on a different pillow”), as well as clinical decisions and treatment plans (e.g., a patient who notices his or her shoes are tighter than usual may be having exacerbation of left-sided heart failure, and may require diuretic medication to reduce fluid overload).

Personal health also depends partially on the social structure of a person’s life. The maintenance of strong social relationships, volunteering, and other social activities have been linked to positive mental health and even increased longevity. One American study among seniors over age 70, found that frequent volunteering was associated with reduced risk of dying compared with older persons who did not volunteer, regardless of physical health status. Another study from Singapore reported that volunteering retirees had significantly better cognitive performance scores, fewer depressive symptoms, and better mental well-being and life satisfaction than non-volunteering retirees.

Prolonged psychological stress may negatively impact health, and has been cited as a factor in cognitive impairment with aging, depressive illness, and expression of disease. Stress management is the application of methods to either reduce stress or increase tolerance to stress. Relaxation techniques are physical methods used to relieve stress. RECOGNISE HEALTHY BODY SYSTEMS

39 http://healthiswealthworld.blogspot.com.au/p/role-of-science-in-health.html

 

 

  1. Create a “Healthy Body Maintenance” fact sheet or handout that would be appropriate to put in the waiting room at a local health service. This fact sheet/handout should be a minimum single sided, or maximum a double sided A4 information sheet. It should include information on:
    1. Body regulation
Body regulation including:

 Maintenance of body temperature:

Regulation: The cardiovascular system is instrumental in the body’s ability to maintain homeostatic control of several internal conditions. Blood vessels help maintain a stable body temperature by controlling the blood flow to the surface of the skin. Blood vessels near the skin’s surface open during times of overheating to allow hot blood to dump its heat into the body’s surroundings. In the case of hypothermia, these blood vessels constrict to keep blood flowing only to vital organs in the body’s core.

 Fluid and electrolyte (including PH) balance:

Blood also helps balance the body’s pH due to the presence of bicarbonate ions, which act as a buffer solution. Finally, the albumins in blood plasma help to balance the osmotic concentration of the body’s cells by maintaining an isotonic environment

 Elimination of wastes from the body:

The digestive system is responsible for transforming food into energy. The food enters the digestive system; absorption takes place, and the food is transformed into enzymes, glucose and nutrients that the body uses as energy. The excretory system includes the kidneys, which filter wastes and purify the blood. This waste is transformed into urine and flows down two tubes, called ureters, which deliver the urine to the bladder. The urinary bladder is a large structure, similar to a sack, which collects the urine and then releases when full. The urine travels out of the body through a hole called the urethra.

 Maintenance of blood pressure: RECOGNISE HEALTHY BODY SYSTEMS

 

 

  1. Protection from infection
Good personal hygiene one of the most effective ways we have to protect ourselves and others from illness is good personal hygiene. This means washing your hands, especially, but also your body. It means being careful not to cough or sneeze on others, cleaning things that you touch if you are unwell, putting items such as tissues (that may have germs) into a bin and using protection (like gloves or condoms) when you might be at risk of catching an infection. Personal hygiene, such as bathing, is very much dependent on the culture in which you live. In some cultures, it is expected that you will wash your body at least every day and use deodorants to stop body smells. Other cultures have different expectations

Most infections, especially colds and gastroenteritis, are caught when we put our unwashed hands, which have germs on them, to our mouth. Some infections are caught when other people’s dirty hands touch the food we eat. Hands and wrists should be washed with clean soap and water, using a brush if your fingernails are dirty. Dry your hands with something clean, such as paper towels or hot air dryers. You should always wash your hands:

 After using the toilet

 Before making or eating food

 After handling dogs or other animals

 If you have been around someone who is coughing or has a cold

Personal health depends partially on the active, passive, and assisted cues people observe and adopt about their own health. These include personal actions for preventing or minimizing the effects of a disease, usually a chronic condition, through integrative care. They also include personal hygiene practices to prevent infection and illness, such as bathing and washing hands with soap; brushing and flossing teeth; storing, preparing and handling food safely; and many others. RECOGNISE HEALTHY BODY SYSTEMS

 

  1. Active and passive exercise (the benefits of both)
‘Active exercise’ is a term commonly used by medical, rehabilitation and fitness centres. ‘Exercise’ is that which an individual does using one’s own strength or energy. Active exercises involve conditioning, strengthening, flexibility and functional training. Passive range of motion exercises help keep a person’s joints flexible. Range of motion is how far the person’s joints can be moved in different directions. The exercises help you move all the person’s joints through their full range of motion. Passive exercise: Movement of the body, usually of the limbs, without effort by the patient. The patient is passive. https://en.m.wikipedia.org/wiki/Range_of_motion

Passive exercises are also known as passive range of motion (ROM) exercises; and your range of motion includes how far you can move your joints in different directions. These exercises are considered passive because you don’t exert any effort. Instead, someone helps you move your muscles and joints through their full range of motion for you.

Active exercises involve your physical effort exerted into muscular activity. These exercises can include active range of motion, like self-stretching, or general stroke rehabilitation exercises where you move your muscles through therapeutic movements. As long as you’re doing the exercises yourself, it’s active exercise.

 

During stroke recovery, active rehab exercises help strengthen the neural pathways in your brain that enable you to perform the movement.

https://www.flintrehab.com/2015/active-vs-passive-exercises-during-rehab/ RECOGNISE HEALTHY BODY SYSTEMS

 

written/verbal QUESTIONS

The following questions may be answered verbally with your assessor or you may write down your answers. Please discuss this with your assessor before you commence. These answers should be written as a brief report of 500 words = 1 page typed report, or 50 lines of handwritten text = 11⁄2 foolscap handwritten pages.

Your assessor will take down dot points as a minimum if you choose to answer them verbally.

Answer the following questions either verbally with your assessor or in writing.

  1. Why is it necessary for health workers to use and understand accepted health terminology to describe the normal structure, function and location of the major body systems? RECOGNISE HEALTHY BODY SYSTEMS
As health workers you need to be able to use accepted terminology for several reasons:

 Nurses, doctors, and pharmacists went to different schools and need to be able to effectively communicate with each other without ambiguity and confusion

 Imprecise terminology can lead to confusion or incorrect assumptions. Many specialists and members of the health care team will process the paperwork of a single patient during a single hospital stay. It is imperative that they all understand what the true situation is.

 Some terms are simply not acceptable anymore. For example, it is not correct to refer to someone as “mentally retarded” anymore. It is not acceptable to refer to homosexuality as a “disease” anymore. This has important implications for patient perceptions and treatment options.

As health care workers, you work to improve, support or benefit the physical and psychological wellbeing of the clients you work for and meet their needs.

Health care workers can, therefore, be: RECOGNISE HEALTHY BODY SYSTEMS

 Nurses

 Nutritionists or dietitians

 Community service workers

 Medical practitioners/ advisers

 Leisure and recreational activity providers

 Councilors

 Psychologists

 Therapists

 Physical trainers

They might work in the following fields:

 Disability

 Ageing

 Alcohol and other drugs

 Education

 Palliative care

 Fitness

 Leisure and recreation

 Therapy service areas, e.g., physiotherapy, podiatry, etc.

 Children’s services

 Youth services

In most roles it is necessary for the health care worker to have at least a rudimentary understanding of a range of medical and health terminology and an understanding of the problems or issues that can impact on people’s physical and psychological health. They should understand anatomy and physiology so they can recognise body systems and their components. This will aid in identifying healthy body systems and those systems that are not functioning well.

It is necessary that health workers have a basic understanding of the fundamental principles of maintaining a healthy body, because by knowing that, they will be able to continue working and at same time keep a healthy body throughout their lives. But that basic information is valid not only to workers but also to everyone, from teens to elderly people RECOGNISE HEALTHY BODY SYSTEMS

 

  1. What are the 10 human body systems and what do they include?
Health care workers will need to have basic knowledge of the human body systems:

It is important that health care workers also have an understanding of the human bodies special senses, these are – smell, taste, vision, equilibrium and hearing.

 

 

  1. What are 8 things that should be considered in maintaining a healthy body?
Health workers who provide advice and care for clients/ patients must have a clear understanding of what comprises a healthy body and of the measures that need to be taken to ensure that the body remains healthy. In essence, good health can be maintained through healthy eating, reasonable amounts and types of exercise, a good balance between work and recreation activities, moderation with regard to drinking alcohol, not smoking cigarettes or consuming illicit drugs, participation in appropriate leisure activities, maintaining good psychological health, managing effective hygiene and cleanliness RECOGNISE HEALTHY BODY SYSTEMS

 

  1. What are the 3 functions of the cardiovascular system?
The cardiovascular system’s central organ is the heart, which pumps blood to the different parts of your body. The blood travels from the heart to the lungs, where the respiratory system supplies the blood with oxygen. You inhale air through your nose or mouth; it passes through your pharynx, larynx, trachea and finally to the lungs, where it diffuses in the blood through the alveoli. The cardiovascular system includes the heart, blood vessels that run through the body and the blood. This system has many functions that include the removal of waste products, transport of nutrients, help fight against diseases, maintain body temperature and responsible for the circulation of the blood throughout the body. The cardiovascular systems stabilises the body and maintains health, it is the most system in the body, and it keeps the rest of the systems running smoothly RECOGNISE HEALTHY BODY SYSTEMS

 

  1. Discuss four ways to keep healthy.
Exercise:

Hygiene:

Healthy  eating

Psychological wellness:

 

 

  1. How do the Skeletal, Muscular, Cardiovascular and Respiratory system co-operate to allow the body to function properly and enable movement?
All body systems work together in a delicate balance to maintain the body in optimal health. The Skeletal, Muscular, Cardiovascular and Respiratory system have their own job in the body however they co-operate together to allow the body to function properly and enable movement.

The Skeletal System provides support and creates a framework for the body, without the structure of bones our body would collapse. The bones protect internal organs of the cardiovascular and respiratory systems as well as fragile body tissues. The Respiratory system benefits bone marrow which produces red blood cells for the body.

The muscular system has many different functions; the system protects the body’s internal organs, maintains posture and ensures the production of heat. The muscles provide the forces that enable the body to move. The skeletal system provides a bone structure for the muscles to attach tendons and ligaments, allowing movement of the body.

The cardiovascular system includes the heart, blood vessels that run through the body and the blood. This system has many functions that include the removal of waste products, transport of nutrients, help fight against diseases, maintain body temperature and responsible for the circulation of the blood throughout the body. The cardiovascular systems stabilise the body and maintains health, it is the most system in the body, and it keeps the rest of the systems running smoothly.

Although each body system has its own function, they all interrelate with each other and help sustain a healthy body. RECOGNISE HEALTHY BODY SYSTEMS