Nursing Care Plans for Pregnancy Essay

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Nursing Care Plans for Pregnancy Essay

Nursing Care Plans for Pregnancy Essay Discussion: Care Plans for Pregnancy. After confirming and dating a pregnancy, you must collaborate with patients to develop a personalized care plan. These pregnancy care plans are integral to prenatal care as they help to ensure the mother and child’s well-being throughout the entire pregnancy. Pregnancy can be a wonderful, yet difficult time for women as a woman’s body goes through many physical, mental, and emotional changes that might be challenging or even overwhelming for some. Whether or not these women share their concerns, as the advanced practice nurse, you must routinely watch for signs and symptoms of any developing physical or mental health issues. By collaborating with patients and discussing concerns, you can modify care plans and often address potential issues before they become a significant health problem. For this Discussion, consider pregnancy care plans for the women in the following case studies:Case Study 1:On 1-15-13, you are seeing a 25-year-old Caucasian female in the clinic because she believes she’s pregnant. Her LMP was 12-1-12. Her home pregnancy test was positive, and she has been having nausea and breast tenderness. Nursing Care Plans for Pregnancy Essay

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Nursing Care Plans for Pregnancy Essay

To prepare:

  • Review Chapter 30 of the Schuiling and Likis text and Chapter 2 of the Tharpe et al. text.
  • Review and select one of the two provided case studies. Analyze the patient information.
  • Consider how to date the pregnancy and estimate the date of delivery for the patient in the case study you selected.
  • Based on the dating of the pregnancy, reflect on the appropriate clinical guidelines for procedures and screenings. Think about the implications of any missed procedures or screenings.
  • Determine a plan of care for the patient. Identify procedures, screenings, diagnostic testing, pharmacologic and nonpharmacologic treatments (if appropriate), management strategies, and patient education.

Post the estimated date of delivery for the patient (EDD), in the case study. Include an explanation of how you dated a pregnancy and which of the patient’s factors led to your estimated date of delivery.

Then, based on the dating of the patient’s pregnancy, explain the appropriate clinical guidelines for procedures and screenings. Nursing Care Plans for Pregnancy Essay

Explain implications of any missed procedures and/or screenings.

Finally, explain a plan of care for the patient, including procedures, screenings, diagnostic testing, pharmacologic and nonpharmacologic treatments, management strategies, and patient education.

Here are some recommended references for Nursing Care Plans for Pregnancy Essay:

1.Schuiling, K. D., & Likis, F. E. (2017). Women’s gynecologic health (3rd ed.). Burlington, MA: Jones and Bartlett Publishers.

2.Tharpe, N. L., Farley, C., & Jordan, R. G. (2017). Clinical practice guidelines for midwifery & women’s health (5th ed.). Burlington, MA: Jones & Bartlett Publishers.

3. Centers for Disease Control and Prevention. (2012b). Women’s health. Retrieved from http://www.cdc.gov/women/

National Institutes of Health. (2012). Office of Research on Women’s Health (ORWH). Retrieved from http://orwh.od.nih.gov/

U.S. Department of Health and Human Services. (2012a). Womenshealth.gov. Retrieved from http://www.womenshealth.gov/

Nursing Care Plans for Pregnancy Essay

 

Application of the Pearson Correlation Coefficient and the Chi-Square Test in nursing

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Application of the Pearson Correlation Coefficient and the Chi-Square Test in nursing

Application of the Pearson Correlation Coefficient and the Chi-Square Test in nursing

PUB-550: Application and Interpretation of Public Health Data

Topic 7: Correlation and Nonparemetric Tests

Objectives:

  1. Evaluate the application of the Pearson correlation coefficient.
  2. Evaluate the application of nonparametric statistical tests such as the chi-square test.
  3. Explain the differences between parametric and nonparametric tests.

Application of the Pearson Correlation Coefficient and the Chi-Square Test

The purpose of this assignment is to practice calculating and interpreting the Pearson correlation coefficient and a chi-square test of independence.

For this assignment, complete Problems 13.132 and 15.88 in the textbook. Include your process for conducting the calculations. You can complete the calculations by hand or using Excel or SPSS. If you use Excel or SPSS, copy and paste your output results into a Word document. Application of the Pearson Correlation Coefficient and the Chi-Square Test in nursing.

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When addressing each textbook problem, provide a response for each of the six steps of hypothesis testing listed below.

  1. Pick a test.
  2. Check the assumptions.
  3. List the hypotheses.
  4. Set the decision rule.
  5. Calculate the test statistic.
  6. Interpret the results. (What was done? What was found? What does it mean? What suggestions exist for future research?)

Submit a Word document with your problem answers to each of the six steps. If Excel or SPSS was used to complete the assignment, submit the second Word document containing the screenshots to the instructor.

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

You are not required to submit this assignment to LopesWrite. Application of the Pearson Correlation Coefficient and the Chi-Square Test in nursing

Nursing Engagement

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Nursing Engagement

Rationale:

Nursing engagement is linked to critical safety, quality, and patient experience outcomes.Nurses and the medical profession must understand the intricacies of engagement to improve patient care and move the practice to higher levels of professional interaction. Nursing Engagement

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Proposed Topic:

The proposed qualitativeresearch topic examines and analyzesemergency room nurseburnout and retention. Burnout is a problem in most professions.  This is especially true with the rigors of nursing.Career aspirations and dreams represent the motivation to enter the profession. These are present at the beginning of a career and present an anticipatory set of ideal working conditions.  The actual experiences of day-to-day working conditions, workload, expectations, treatment, management, and environment represent a reality which determines the level of possible burnout or satisfaction for the nurses. The relationship of anticipated aspirations and dreams versus experience can lead to exhaustion and burnout as described by Aiken, Clarke, Sloan, Sochalski, and Silber (2002).The study will sample 25 emergency room nurses with one to five years of experience, who will be administered a survey to collect data. The survey will have respondents answer Likert Scale items indicating the level of satisfaction with various aspects of their current position, along with their career dreams and aspirations at the beginning of their career. The survey will also ask respondents to respond to a series of items which will indicate levels of burnout and likelihood to be retained within the profession. In addition to the survey, ten separate nurses will be interviewed to better assess their engagement and opinions on the practice

Independent Variable-Career dreams/aspirations and job satisfaction elements

Dependent Variables- Level of burnout/engagement, and the likely retention of emergency room nurses.

Research Question:

  • What are the key differences between emergency room nurse career dreams/aspirations and their actual experience in the practice?
  • What are the key factors leading to emergency room nurse burnout and possible exit from the nursing practice?

Nursing Engagement

 

PUB-550 Benchmark – Analyzing and Reporting Data in Nursing

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PUB-550 Benchmark – Analyzing and Reporting Data in Nursing

The purpose of this PUB-550 Benchmark – Analyzing and Reporting Data in Nursing assignment is analyze a dataset and report findings to relevant stakeholders.

Read the Topic Material “Analyzing and Reporting Data – Overview” prior to beginning the assignment.

For this assignment, you will use IBM SPSS Statistics and one of the three datasets to conduct a basic statistical analysis and report the results by creating a scientific poster. MPH students can use this assignment as an introduction to the option of a larger secondary data analysis for their capstone project.

Select a public health topic that is of interest to you and complete the following using the “GCU MPH Poster Template.”

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  1. Review the three datasets provided in the Topic Materials and brainstorm at least one potential research question that could be answered by one of the datasets. The question should be based on a topic that is of interest to you and is supported by existing literature. PUB-550 Benchmark – Analyzing and Reporting Data in Nursing
  2. Select the dataset and organize the data to complete the analysis.
  3. Provide descriptive statistics that summarize the sample.
  4. Select an appropriate statistical test and conduct the analysis.
  5. Interpret the results of your analysis.
  6. Prepare your poster presentation putting the results in the context of the larger story surrounding the purpose for the analysis. Consider the data source, assumptions, hypotheses, decision rule, and interpretation.

In addition to the poster, write a 1,000-word summary of the analysis that addresses the questions below. The summary should include additional discussion notes you would include for each section if you were presenting your poster at a professional conference. Typically, a poster presentation involves presenting your poster to small groups and providing an oral explanation as the audience reviews your poster.

  1. Summary of the data source.
  2. Variables used in the analysis.
  3. The six steps of hypothesis testing.

Prepare and submit the PowerPoint poster and summary as two separate documents.

Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required. PUB-550 Benchmark – Analyzing and Reporting Data in Nursing

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

You are required to submit this assignment to LopesWrite. Refer to the LopesWrite Technical Support articles for assistance.

Attachments

PUB-550-RS-National-Health-Interview-Survey-Dataset.sav
PUB-550-RS-Analyzing-and-Reporting-Data-Overview.docx
PUT-550-RS-Demographhic-and-Health-Survey-Dataset.sav
PUB-550-RS-Youth-Risk-Behavior-Surveillance-System-Dataset.sav
PUB-550-RS-GCU-MPH-Poster-Template.pptx

Analyzing and Reporting Data – Overview

The purpose of this assignment is to give you experience conducting a basic secondary data analysis using real-world surveillance data. Secondary data analysis is faster and cheaper to conduct compared to primary data collection. However, there are also significant limitations. The data were likely collected for a different purpose, and may not include the specific variables required to answer your question. The sampling strategy might not be random and may not be representative of your target population. These are examples of such limitations you should be aware of as you work with existing data. PUB-550 Benchmark – Analyzing and Reporting Data in Nursing.

A key question is whether the data should determine the research question, or if the research question should determine the type of data you use. In practice, you would want your research question or hypothesis to determine the dataset you select. In this assignment, you are limited to three datasets and may need to adjust your initial research question to accommodate one of the three datasets. Avoid “mining” for significant results and stick to your initial research question as much as possible. PUB-550 Benchmark – Analyzing and Reporting Data in Nursing. For this project, you will select one of the three example datasets to complete a basic analysis and communicate your findings through a scientific poster presentation.

These steps will help you get started:

  1. Review the websites for each of the three datasets listed below. Be sure to understand the purpose of the survey, the sample used in the survey, and the main focus areas of each survey. Review the documentation provided on the websites to get to know the story behind the data and understand the population before reviewing the data.
  2. Select the dataset that is most appropriate for your interest area.
  3. Open the data in SPSS and get to know the data by reviewing the variables in “Variable View” mode. This view will allow you to read the variable labels and response labels for each variable.
  4. Based on your research interest and question, select variables that will help increase your understanding about that topic.
  5. Arrange the data as needed to organize and clean data, allowing you to focus on your specific question. Remember to save your analytic data file as a new file in case you need to go back to the original file. It is good practice to continually save new versions of the data file as you work with and manipulate the data.
  6. Follow the hypothesis testing steps to carry out your secondary data analysis. PUB-550 Benchmark – Analyzing and Reporting Data in Nursing.

For additional information on conducting a secondary data analysis, read the Topic Material, “Conducting High-Value Secondary Dataset Analysis: An Introductory Guide and Resources.”

Dataset Documents

  1. Demographic and Health Survey

The Demographic and Health Survey is a global monitoring survey administered by USAID. The sample dataset is the model data set put together by USAID to explore DHS data. The sample data is not from a specific country or year, but it gives you an idea of what can be obtained from various countries through these datasets. The datasets are free and publically available once you register with USAID to access the DHS data. For the purpose of this assignment, treat this dataset as coming from a country of your choice. Access to the Model Questionnaire, Recode Manual, and Data Video Tutorials, including a video on the sampling strategy, is found at http://dhsprogram.com/data/model-datasets.cfm.

Note: You do not need to worry about weighting strategies for this PUB-550 Benchmark – Analyzing and Reporting Data in Nursing assignment.

Use the http://dhsprogram.com/data/Using-DataSets-for-Analysis.cfm link to review the “Step-by-Step Introduction to Analyzing DHS Data” for tips on how to access your own dataset for future use and to see what resources are available to help you navigate the model dataset for this assignment:

  1. Youth Risk Behavior Surveillance System (YRBSS)

The Youth Risk Behavior Survey is a national survey monitoring health behaviors among youth and young adults. It is administered by the Centers for Disease Control and Prevention. The example dataset for this assignment comes from the National Survey (not combined) dataset for 2015. General information about the survey is found at https://www.cdc.gov/healthyYouth/data/yrbs/index.htm.

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Documentation and questionnaires can be found by accessing the “YRBSS Data and Documentation: website at https://www.cdc.gov/healthyyouth/data/yrbs/data.htm.

Please read the 2015 YRBS Data User’s Guide, listed in the “National YRBS Datasets and Documentation” page at https://www.cdc.gov/healthyyouth/data/yrbs/pdf/2015/2015_yrbs-data-users_guide_smy_combined.pdf.

The dataset includes calculated variables not found in the questionnaire that you might find helpful in determining your analysis for this assignment. PUB-550 Benchmark – Analyzing and Reporting Data in Nursing. The crosswalk to match the questions with the dataset can be found by viewing the “YRBS Questionnaire Content – 1991-2017” found at https://www.cdc.gov/healthyyouth/data/yrbs/pdf/2017/yrbs_questionnaire_content_1991-2017.pdf.

  1. National Health Interview Survey (NHIS)

The NHIS began in 1957, and has been used to monitor the health of the United States ever since. It is a household-level survey administered by the U.S. Census Bureau. Key topics in the survey include doctor’s visits, medical conditions, health insurance, and health behaviors. General information about the survey, including the sample design and data collection procedures, can be found at https://www.cdc.gov/nchs/nhis/about_nhis.htm.

A Survey Description of the 2015 National Health Interview Survey can be found at ftp://ftp.cdc.gov/pub/Health_Statistics/NCHS/Dataset_Documentation/NHIS/2015/srvydesc.pdf.

The sample dataset is from the 2015 adult survey at https://www.cdc.gov/nchs/nhis/nhis_2015_data_release.htm.

Some of the variables have been deleted to decrease the size of the file, but none of the observations have been dropped. Please review the “2015 National Health Interview Survey (NHIS) Public Use Data Release” document at ftp://ftp.cdc.gov/pub/Health_Statistics/NCHS/Dataset_Documentation/NHIS/2015/readme.pdf.

Review the “2015 NHIS Public Use Variable Summary” at ftp://ftp.cdc.gov/pub/Health_Statistics/NCHS/Dataset_Documentation/NHIS/2015/samadult_summary.pdf.

After you identify a few variables you are interested in, review the complete description of the variable in the variable layout document at ftp://ftp.cdc.gov/pub/Health_Statistics/NCHS/Dataset_Documentation/NHIS/2015/samadult_layout.pdf.

Checking the variable frequencies will help you determine the range of answers for each variable of interest, including the number of missing observations. If the number missing is high, consider using another variable. Variable frequencies can be found at ftp://ftp.cdc.gov/pub/Health_Statistics/NCHS/Dataset_Documentation/NHIS/2015/samadult_freq.pdf.  PUB-550 Benchmark – Analyzing and Reporting Data in Nursing

Arthritis Assignment Discussion

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Arthritis Assignment Discussion

MP is a sixty-five-year-old male who has recently retired. He is coming in today for a complaint about pain in his back, knees, and hips. He reports that he has been experiencing this pain for the past six months, and he has been able to control the symptoms with OTC Advil. He describes the pain as stiffness and occasional shooting and aching pains radiating all over. He denies any swelling of his joints. However, the OTC medications are not working well, and he is here to see whether there are any other options he might try. On physical exam, he has tenderness on palpation on the right and left hips and both knees are positive for crepitus. All blood work is within normal limits. Answer the following questions in a 2 pages Word document:

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• What additional information would ask him? Does MP need any additional testing?

• What possible issues could contribute to his symptoms? (arthritis) What would your treatment plan be? For medications, include dosages and schedules

• He asks about injections to both knees to increase his comfort. How would you respond to that?

• Include highlights of patient teaching and/or lifestyle alterations. Support your decisions with at least one reference to a published clinical guideline and one peer-reviewed publication Arthritis Assignment Discussion

 

 

Health Statistics Case

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Health Statistics Case

Respond by classifying each of the following variables as either: nominal, ordinal, interval, or ratio. Provide a brief explanation where indicated.

  1. A researcher studying lifespan categorizes individuals into single, married, divorced, or widowed. What type of variable measurement is this?
  2. A cognitive scientist places her subjects into categories based on how anxious they tell her that they are feeling: “not anxious,” “mildly anxious,” “moderately anxious,” and “severely anxious,” and she uses the numbers 0, 1, 2 and 3 to label categories where lower numbers indicate less anxiety. What type of variable measurement is this? Are the categories mutually exclusive? Health Statistics Case

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  3. A Physician diagnoses the presence or absence of disease (i.e., yes or no). What type of variable measurement is this?
  4. A person weighing 200 lbs. is considered to be twice as heavy as a person weighing 100 lbs. In this case, what type of measurement is body weight?
  5. A nurse takes measurements of body temperature on patients and reports them in units of degrees Farenheit as part of a study. What type of variable measurement is this?
  6. Patients rate their experience in the emergency room on a five point scale from poor to excellent (1 = very poor, 2 = not very good, 3 = neither good nor bad, 4 = quite good, and 5 = excellent). What type of variable measurement is this? Is the difference between a 1 and a 2 necessarily the same as the difference between a 3 and a 4? Explain briefly.

Part II: Statistics (1/2 page)

Given what you’ve learned in this Health Statistics Case module about the meaning of “statistics,” choose one of the examples from Part I (1-6), and raise a relevant question of your own that could be answered by a statistician. Then without answering your own question, explain how a pattern could be studied or a useful prediction made based on data that are to be collected.

Part III: Quantitative vs. Qualitative Data (approximately 1–1½ pages)

A health scientist wishes to measure how well participants diagnosed with Post Traumatic Stress Disorder are coping. Explain how a variable such as coping could be measured quantitatively or qualitatively. Health Statistics Case

 

Health of people and the country

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Health of people and the country

We are constantly looking for information on the health of people and the country. According to one site, health statistics provide key indicators that help us know about the conditions of life in a country (Importance, n.d.). The author goes on to say these statistics help us understand the impact of health on people and work for their betterment. As we monitor the health of a population, we enhance our understanding of strategies to promote its health (Importance, n.d.).

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Discuss whether or not you feel health planners, government officials, and healthcare organizations are using social issues/pressures or health statistics to determine strategies? Which is more reliable?

Reference:

Importance. (n.d.). Retrieved from http://www.nlm.nih.gov/nichsr/usestats/importance.html

Uses. (n.d.). Retrieved from http://www.nlm.nih.gov/nichsr/usestats/uses.html

Health of people and the country

 

ANTIBIOTIC STUDY GUIDE

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LEIK FNP review

ANTIBIOTIC STUDY GUIDE

CEPHALOSPORINS (Category B)

1st Generation: cephalexin (Keflex)

2nd Generation: cefprozil (Cefzil), cefuroxime (Ceftin), cefaclor (Ceclor).

3rd Generation: IM ceftriaxone (Rocephin),

cefdinir (Omnicef), cefixime (Suprax)

 

NOTE:Penicillin-allergic patients may be allergic to cephs. (cross-sensitivity). All antibiotics can cause Clostridium difficile overgrowth, pseudomembranous colitis,CDAD. Used for: strep throat, cellulitis, pneumonia, sinusitis, otitis media, secondary infection COPD, GC (Suprax, Rocephin)

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PENICILLINS (Category B)

1st Generation: po penicillin V (Veetids), IM benzathine penicillin (Bicillin L-A). 2nd Generation: dicloxacillin (Dynapen)

NOTE: Penicillin-allergic, can use macrolides, cephalosporins, newer quinolones (age >18 years), preferred for strep throat. Also cellulitis, AOM, sinusitis

 

MACROLIDES (most are Cat. B and two are Cat. C)

*There are 2 macrolides that should be avoided during pregnancy (both are Cat. C)

  1. erythromycin estolate (Ilosone) 2. clarithromycin

Category B macrolides:

Erythromycin (Ery-Tab, E-mycin), azithromycin (Zithromax, Z-Pack), clarithromycin (Biaxin)

Macrolides may: Increased risk of arrythmias, prolong the QT interval, nausea/GI upset, diarrhea, etc.

 

NOTE: This drug class has more drug-drug interactions compared with the other classes of antibiotics.

 

Warfarin (Coumadin – increase risk bleeding), theophylline, carbamezapine (Tegretol), benzodiazepines (alprazolam, midazolam – slows down clearance so last longer), cisapride (risk extrasystoles, prolongs QT interval), HMG-CoA reductase inhibitors (lovastatin, simvastatin -increased risk rhabdomyolysis ,quinidine (risk arrythymias) LEIK FNP review

 

Tetracyclines (Category D)

Tetracycline, doxycycline, minocycline (Minocin)

Stains actively growing tooth enamel. Used for: chlamydia STDs, atypical pneumonia, UTIs, otitis media, PCP in AIDs, Lyme disease

 

SULFONAMIDES (Cat. C 1st & 3rd trimester)

Trimethoprim-sulfamethazole (Bactrim, Septra),

sulfadiazine, sulfisoxazole. Nitrofurantoin also has sulfa and should be avoided in the last month of pregnancy (hyperbilirubinemia). Avoid sulfas with G6PD anemia (hemolysis/jaundice).

 

NOTE: Avoid combining sulfas with warfarin (increases INR).

Avoid sulfas in pregnant women in the 1st trimester (folate antagonist) and 3rd trimester (hyperbilirubinemia).

G6PD anemia (hemolysis). Rash (Stevens-Johnson syndrome). Monitor INR if on warfarin (bleeds). Used for: UTIs, pyelonephritis, toxoplasmosis, AOM, etc.

 

FLOUROQUINOLONES (Category D)

Older forms: ciprofloxacin (Cipro), ofloxacin (Floxin). For gram-negatives, pseudomonas, some atypical bacteria. Best antipseudomonal antibiotic is ciprofloxacin.

Newer forms: levofloxacin (Levaquin), gemifloxacin (Factive), gatifloxacin (Tequin).

 

NOTE: Careful, this drug class has a lot of drug interactions and causes prolongation of QT interval.

 

Warning: Achilles & other types of tendon rupture. Interacts with theophylline, phenytoin, anticoagulants.

Avoid using in pregnancy, lactation, & children <18 years (affects cartilage development) .

If on Coumadin (Cat. X), monitor INR.

 

Used for: UTIs, pyelonephritis, pneumonia, sinusitis, otitis media (newer forms), anthrax, bone infections, joint infections, GI, prostatitis, epididymitis

 

Stimulant/Sympathomimetic Contraindications

Examples: decongestants (Sudafe), cold meds, amphetamines (Ritalin, Adderall), cocaine

 

Avoid stimulants/sympathomimetics with:

Avoid with hypertension, arrhythmias, post-MI, etc.

Avoid with stroke/CVA or TIAs

Avoid if hx of seizures

LEIK FNP review

 

Caffeine will increase the effects of stimulants

Phenylephrine eye drops (mydriatic): avoid in

acute narrow- angle glaucoma

Be careful: BPH since may cause urinary retention

 

SAMPLE EXAM QUESTIONS

 

1) The Advisory Committee on Immunization Practices (ACIP) recommends routine vaccination with meningococcal conjugate vaccine (Menactra) to all of the following groups except:

  1. Entering college freshman who plan on residing in dormitories
  2. Pre-teen to teenagers aged 11 and 18 years
  3. Persons with sickle cell disease or splenectomy
  4. Adults aged 65 years or older who reside in nursing homes

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2) The cones of the retina are responsible for what type of vision:

  1. peripheral vision and night vision
  2. central vision and 20/20 vision
  3. peripheral vision
  4. night vision
  5. LEIK FNP review

 

3) All of the following are correct statements about G6PD anemia except:

  1. It is classified as a hemolytic anemia
  2. The intake of sulfa-containing drugs should be avoided
  3. These patients are at higher risk of autoimmune disorders
  4. Foods such as fava beans can precipitate hemolysis in these patients.

 

4) A 35 year old male with a BMI of 28 is seen for a routine PE. Vital signs are: BP 134/80, Pulse 80/min., Resp. 20/min. The lipid profile results are: HDL 35, LDL 120. FBS is 120 mg/dL. What is the best initial treatment plan to follow for this patient:

1) Advise the patient that he needs to loose 40 pounds

2) Recommend moderate exercise for at least 30 minutes for most days of the week

3) Initiate a prescription of Zocor 20 mg daily

4) Refer the patient to a cardiologist for a stress test

 

Answer Key: (1) 4; (2) 2; (3) 3; (4) 2

 

EXAM TIPS: Non-Clinical Topics

 

Licensure:

According to the U.S. Department of Health, Education

and Welfare (1971), what is the definition of licensure?

It is a process by which an agency of the state government grants permission to individuals accountable for the practice of a profession to engage in the practice of that profession and prohibits all others from legally doing so.

 

Certification:

Voluntary process by which a professional or

non-governmental agency (ie: ANCC, AANP) certifies that a practitioner has met predetermined standards specified by that profession. LEIK FNP review.

 

Per the ANCC – what is the value of certification?

Certification protects the public by enabling anyone to

identify competent people more readily

aids the profession by encouraging and recognizing professional achievement and enhances professionalism.

(http://www.nursecredentialing.org/Certification/Policies

Services accessed 9/1/10)

 

HIPAA

There will be several questions that address HIPAA on the ANCC exam. The questions will assess whether you

know how HIPAA rules are “applied” in the real world.

 

Updated/New Notes

Hospice 

Expected lifespan of 6 months or less. If patient does not want to participate in hospice care, can’t force. Patient does not fit criteria if refuses (even if terminally ill). LEIK FNP review.

 

Palliative Care

Follows palliative care model (quality of life is goal). Pain management, physical and psychological counseling if needed. Patient must agree not to pursue curative treatment

 

LEIK review

 

Health Care Case

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Health Care Case

Create a presentation of 10- to 12-slides in Microsoft PowerPoint that addresses any one of the following topics of Healthy People 2020. Explain how it benefits the individual and the community.

Please select any one topic from the given list: Health Care Case

• Access to health services

• Educational and community based programs

• Environmental health

• Maternal, infant and child health

• Mental health and mental disorders

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• Older adults

Note: The title slide and reference slide will be in addition to the twelve slides required.

You are asked to deliver a twenty minute keynote address to an audience consisting of health care, managed care, and government health professionals. You will focus on one topic of the Healthy People 2020 and address the interests of each audience members. Include the actual speech in the speaker notes below the actual slides of the above presentation.

Also, address the following in your presentation:

• Provide the outlook of the chosen subject and how the health will be affected if requirements are not met by 2020.

• What current public and private agencies provide assistance to the consumer to help

them make health changes to meet the requirements of the chosen subject’s objectives?

• What current issues are perceived or real barriers to attain the objectives of 2020?

• What roles do health care professionals from all areas (healthcare, managed care, and government) need to provide to the consumer to help reach specific objectives in 2020?

• What role does public health contribute to meeting one or two objectives?

• What specific health promotion or wellness program will you suggest to help reach the 2020 objectives? If no programs are available, what type of program will you develop?

• How can communities help reduce issues and risks so objectives can be achieved? Health Care Case

• What types of financial support is needed by organizations to make the objectives

attainable? Who should support the program financially and if the government is involved, what other program should be cut to be able to meet the needs of this program?

• What health risks will continue to develop if the objectives are not achieved by 2020?

• How will technology advancement help track data, provide resources for individuals, or monitor progress to stay on task for successful implementation?

• What disparities for minorities are apparent to impede progress and not achieve the objectives? Does socioeconomic status factor in to a successful result?

• Conclusion slide: Summarize findings and prediction if the objective(s) are on track to meet the 2020 timeline.

Note: Please add additional content in the Notes section. Provide title slide and reference slide (reference slide should include three scholarly references) in the presentation.

Support your responses with examples.

Cite any sources in APA format.  Health Care Case

 

Diverse Populations and Age

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Diverse Populations and Age

Comment on the following Diverse Populations and Age paper;

Thing to Remember:

  • Answer this discussion with opinions/ideas creatively and clearly. Supports post using several outside, peer-reviewed sources.
  • 1 References, find resources that are 5 years or less
  • No errors with APA format 6 Edition Diverse Populations and Age

 Diverse Populations and Age

Socioeconomic status, culture, gender, ethnicity and spirituality all affect both mental and physical health. These effects can change throughout the young, middle, and older adult life time.  Young adults (ages 18-35) can be affected by many different circumstances. Physical and emotional changes are occurring which presents both opportunities to learn and grow, but also for negative issues to impede on health ( (Edelman, Kudzma, & Mandle, 2014, p. 536). Young adult is generally the healthiest period for people. Their bodies are nearly fully grown, and the physical capabilities are in the topmost condition. (Edelman, Kudzma, & Mandle, 2014). However, many issues have detrimental effects on the health of young adults. Going out into the “real world” has its disadvantages. Ethnic minorities can encounter prejudice at any age, however, young adults are not sheltered by school rules and the comforts of home and parent lives. Prejudices and discrimination can occur for all of the afore mentioned reasons, SES, culture, gender, ethnicity and spirituality. Young adults must learn how to effective deal with these prejudices to prevent negative self-views, poor self-esteem, and excessive stress. Generalized anxiety disorder, depression and substance abuse problems often stem from not knowing how to effectively deal with these stressors.

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An additional stressor for young adults is created by the person not living at home, and becoming autonomous. The person may want to choose a different religion, or may have questions about their sexual orientation or preferences. This can create stress for the person when these new values go against his or her parent’s values. The parents may not want their child to date outside of their religion, SES or ethnicity. Again, these strenuous situations can lead to self-harming behaviors such as alcohol, drugs, unsafe sex, and unsafe actions such as staying out all night, or going to dangerous situations.

Middle-aged adults (35-64) have different responsibilities, different health concerns, and different stressors. Stress from death, caring for parents and children, jobs and careers, divorce, and declining health are major issues in middle adults mental and physical health. These stressors can increase diseases such as high blood pressure, and other heart diseases, anxiety and depression, and increase the chance of substance abuse.  They may be caring for a young or older child, in grade school or college. Dealing with the financial stressors of a less than perfect body, children, parents, and themselves can all place a lot of stress on a middle-aged person, Diverse Populations and Age

Lastly, the older adult. After age 65, its all downhill. At least that is what some think. Some people enjoy retirement, are free from being the caregiver to their children and/or their parents. They have their house and cars paid off, and can enjoy more from life. Others however, have to deal with little or no income, inability to buy medications, an aging and ill body, and more of the stress of death.

Let’s examine a fictional family, the Lopez’s. Mrs. Lopez’s parents immigrated from Cuba to America when she was three years old. She never went to college. She married George Lopez and had two children. Her father and his mother live nearby and they are called upon to care for them from time to time. George works in a factory. Angie has been a stay at home mom most of her young adult life, and now must go out and find a job. They are dealing with the financial constraints of college, and caring for their parents on a low-income budget. The constant stress of this life can be a bit over whelming and the temptation to drink alcohol is constant. They cannot afford a vacation and have little free time, or together time. Moreover, their daughter has just announced she is bisexual, which is a sin in their religion, and they are worried about her spiritual life, but don’t want to ruin their relationship with their daughter. They are needing to take care of their parents more and more frequently now and while many generations have had to care for both parents and children at the same time is hardly a new concept, improvements in geriatric care, and all health care and preventative care are resulting in people living longer. This means that this age group often carries this burden decades longer than their parents or grandparents did (Vitelli, 2015).

The children are young adults, going to college as first generation high school graduates. Carmen, the oldest daughter feels she is bisexual. This goes against her parents and grandparent’s beliefs. She is learning how to navigate the world, as a Hispanic American in a low socio-economic class. Her sexual preference makes everyday life harder, especially when she is at home. She feels stress when approaching the subject with her parents and prefers to avoid the situation which further strains her relationship. Max has found himself in dangerous relationships, drinking excessive alcohol on several occasions, and his grades are suffering. The college he goes to has very few Hispanic people attending so he feels like an outsider more than when he lived at home. Not having a great deal of money makes matters worse as he cannot afford a car as do most of his peers. Diverse Populations and Age

The grandparents are still working. They never had the chance to save for retirement or have a 401k because they were never employed in a place that offered these types of benefits. They have failing health, especially Benita, the grandmother who smokes and drinks nearly every day. They worry about being a burden to their children, so they do not ask for assistance when they need it which has led to not taking medications at the right time, or at all when they cannot afford to buy them.

Being able to deal with these stressors is important to both mental and physical health. All ages have unique stressors and events that may or may not affect them.

References

Edelman, C. L., Kudzma, E. C., & Mandle, C. L. (2014). Health Promotion Through the LIfeSpan(Eighth ed.). St. Louis: Elsevier.

Vitelli, R. (2015, January 26). Being in the Sandwich Generation. Retrieved from Psychology Today: https://www.psychologytoday.com/blog/media-spotlight/201501/being-in-the-sandwich-generation Diverse Populations and Age