Tag Archive for: nursing

healthcare programs.

/0 Comments/in /by

To Prepare:

  • Review the Resources and reflect on your thinking regarding the role of the nurse in the design and implementation of new healthcare programs.
  • Select a healthcare program within your practice and consider the design and implementation of this program.
  • Reflect on advocacy efforts and the role of the nurse in relation to healthcare program design and implementation.

The Assignment: (2–3 pages)

In a 2- to 3-page paper, create an interview transcript of your responses to the following interview questions:

  • Tell us about a healthcare program, within your practice. What are the costs and projected outcomes of this program?
  • Who is your target population?
  • What is the role of the nurse in providing input for the design of this healthcare program? Can you provide examples?
  • What is your role as an advocate for your target population for this healthcare program? Do you have input into design decisions? How else do you impact design?
  • What is the role of the nurse in healthcare program implementation? How does this role vary between design and implementation of healthcare programs? Can you provide examples?
  • Who are the members of a healthcare team that you believe are most needed to implement a program? Can you explain why?

public health informatician

/0 Comments/in /by

Instructions

In Week 4, you will continue to assume the role of the public health informatician and use your pre-intervention asthma surveillance data set from the CDC to calculate risk/odds ratios and prevalence/incidence rates. Review the data set from a population perspective and calculate various population ratios and rates for the asthma data in your Excel spreadsheet. You will then answer the following questions in a short application paper of 3–4-pages, explaining your results. You may refer to the suggested readings for this week.

Ratios and Rate Questions

[Note: School populations: Asthma elementary student count in this study is 800 for this school year. School’s population (A + B + C + D) = 7,200 students for this school year.]

  • Does one school have a higher number of students with asthma?
  • Which school has the highest number of students with wheezing?
  • How many students had both asthma and wheezing?
  • If you have asthma, what are the odds that you also have wheezing?
  • Is the odds ratio for bronchitis and RAD lower or higher than asthma and wheezing?
  • How many children with wheezing were prescribed medication? From those results, what is the risk ratio?
  • Is the risk ratio for being prescribed medication for asthma higher or lower than being prescribed medication for wheezing?
  • Are the risk ratios for asthma and wheezing higher for children under the age of 10 than they are for the survey population as a whole?
  • What is the student asthma prevalence for the school district, i.e., A, B, C, D based on total student population as shown above?
  • What is the student asthma incident rate for the school district, i.e., A, B, C, D based on total student population as shown above?

In a summary, provide your interpretation of what your statistical ratio and rate calculations results demonstrate about this grade school population of students’ asthma risk and odds ratios, prevalence, and incidence rates. Explain how you may use this data in supporting the need and development of a public health asthma prevention program. You may use the prevalence resources in the links provided for your summary response.

Submission Details:

  • Give reasons and examples in support of your responses. Cite all sources using APA format.
  • Submit a 3–4-page paper in a Microsoft Word document to the Submissions Area by the due date assigned.
  • Name your document SU_PHE6203_W4_A2_LastName_FirstInitial.doc.

Attachments

Submissions

No submissions yet. Drag and drop to upload your assignment below.Upload SubmissionDrop files here, or click below!UploadRecordChoose Existin

childhood obesity. 

/0 Comments/in /by

Details:
My Capstone Practicum topic is childhood obesity. 

In collaboration with your approved course mentor, you will identify a specific evidence-based practice proposal topic for the capstone project. Consider the clinical environment in which you are currently working or have recently worked. The capstone project topic can be a clinical practice problem, an organizational issue, a quality improvement suggestion, a leadership initiative, or an educational need appropriate to your area of interest as well as your practice immersion (practicum) setting. Examples of the integration of community health, leadership, and an EBP can be found on the “Educational and Community-Based Programs” page of the Healthy People 2020 website.

Write a 500-750-word description of your proposed capstone project topic. Make sure to include the following:

1. The problem, issue, suggestion, initiative, or educational need that will be the focus of the project

2. The setting or context in which the problem, issue, suggestion, initiative, or educational need can be observed.

3. A description providing a high level of detail regarding the problem, issue, suggestion, initiative, or educational need.

4. Impact of the problem, issue, suggestion, initiative, or educational need on the work environment, the quality of care provided by staff, and patient outcomes.

5. Significance of the problem, issue, suggestion, initiative, or educational need and its implications to nursing.

6. A proposed solution to the identified project topic

You are required to retrieve and assess a minimum of 8 peer-reviewed articles.  An abstract is not required.

This is also a useful website, navigate for each scholar article: http://library.gcu.edu/Database/Subject?subject=Nursing_And_Health_Sciences

 Practicum Learning Objectives

/0 Comments/in /by

 Practicum Learning Objectives

Life is a succession of lessons which must be lived to be understood.

—Ralph Waldo Emerson

The practicum experience provides a significant hands-on opportunity to cultivate your professional growth and development. This course includes a 216-hour practicum as part of the 1,000 clinical hours that are required for the DNP credential.

During your practicum experience for this course, you will cultivate effective interactions to promote the implementation, evaluation, and dissemination of an evidence-based project. In addition, you should pay close attention to the role of leadership in such endeavors and reflect on your own development of leadership competencies, including skillful communication. As you do this, also think about how you may meaningfully contribute to the organization during your remaining time in the setting.

This week you prepare for the practicum experience by developing a plan, including learning objectives and activities. (This is addressed in this week’s Discussion as well).

To prepare:

  • Think      about learning objectives that will guide your practicum hours, as well as      the activities you will undertake to achieve those objectives. Draft three      learning objectives that are related to the AACN Essentials, your practice area specialty competencies,      and the focus of this course (see course outcomes below).
  • Develop      a timeline for your practicum experience.

Complete by Friday May 31, 2019 before 10 pm America/New York time

Write a 2-page paper in APA format with at least 3 scholarly references that includes the level one headers as numbered below: (refer to the DNP Essential IV in the attached file named “AACN 2006 DNP Essential” to write the objectives).

1) Three learning objectives for your practicum hours that are aligned to the AACN Essentials, your specialty area competencies, and the focus of this course (i.e., implementation, evaluation, and dissemination of an evidence-based project).

2) Key leadership and other activities you will undertake to fulfill your identified learning objectives

3) A proposed timeline for accomplishing your practicum hours (please divide 216 hours over a ten weeks period).

Required Readings

The Learning Management Corporation. (n.d.). Developing clear learning outcomes and objectives. Retrieved from http://www.thelearningmanager.com/pubdownloads/developing_clear_learning_outcomes_and_objectives.pdf

Osters, S., & Tiu, F. S. (n. d.). Writing measurable learning outcomes. Retrieved from http://www.gavilan.edu/research/spd/Writing-Measurable-Learning-Outcomes.pdf

Course Outcomes

By the conclusion of this course, you should be able to:

  • Synthesize      principles of evidence-based practice and appropriate theoretical      frameworks in order to evaluate the interventions utilized to address a      health care problem at the aggregate, systems, or organizational level
  • Evaluate      the planning and implementation of evidence-based interventions used to      address a health care issue
  • Appraise      the evaluation process of implemented evidence-based interventions to      address health care issues at the aggregate, systems, or organizational      level
  • Engage      in the scholarly dissemination of evidence-based practice activities that      promote quality and improved health outcomes
  • Demonstrate      leadership skills during the practicum experience that demonstrate      advanced nursing practice knowledge

building a health history for patients

/0 Comments/in /by

APA format 2 pages 3 peer review references Due 9/3/2018 at 5pm EST.  MSN degree Will  pay 15$

 

n this Discussion, you will consider different socioeconomic, spiritual, lifestyle, and other cultural factors that should be taken into considerations when building a health history for patients with diverse backgrounds.

Case 1

JC, an at-risk 86-year-old Asian male is physically and financially dependent on his daughter, a single mother who has little time or money for her father’s health needs. He has a hx of hypertension (HTN), gastroesophageal reflux disease (GERD), b12 deficiency, and chronic prostatitis. He currently takes Lisinopril 10mg QD, Prilosec 20mg QD, B12 injections monthly, and Cipro 100mg QD. He comes to you for an annual exam and states “I came for my annual physical exam, but do not want to be a burden to my daughter.”

 

To prepare:

  • Reflect on your experiences as a nurse and on the information provided in this week’s Learning Resources on diversity issues in health assessments.
  • Select one of the three case studies. Reflect on the provided patient information.
  • Reflect on the specific socioeconomic, spiritual, lifestyle, and other cultural factors related to the health of the patient you selected.
  • Consider how you would build a health history for the patient. What questions would you ask, and how would you frame them to be sensitive to the patient’s background, lifestyle, and culture? Develop five targeted questions you would ask the patient to build his or her health history and to assess his or her health risks.
  • Think about the challenges associated with communicating with patients from a variety of specific populations. What strategies can you as a nurse employ to be sensitive to different cultural factors while gathering the pertinent information?

Group Management for Just Culture

/0 Comments/in /by

Discu

Discussion: Making the Case for Capital

Discussion: Group Management for Just Culture

The concept of a fair and just culture refers to the way an organization handles safety issues. Humans are fallible; they make mistakes. In a just culture, ‘hazardous’ human behavior such as staff errors, near–misses and risky actions are identified and discussed openly in hopes of finding ways to improve processes and systems—not to identify and punish the individual.
—Pepe & Caltado, 2011

This Discussion examines the opportunities of managers in working with groups to promote change that facilitates the delivery of safe, high–quality care.

To Prepare

  • Review the information on just culture presented in the Learning Resources.
  • For this discussion, you will use the Regulatory Decision Pathway found in Russell, K. A. & Radtke, B. K. (2014).
  • Examine an adverse event at the unit level in your organization or one with which you are familiar and apply the Regulatory Decision Pathway.
  • Compare the findings of the Regulatory Decision Pathway  to what actually happened at the unit in your organization. Was the event deemed: bad intent, reckless, at risk, or human error? According to the pathway, do you now think it was the correct action?
  • Think about how a nurse leader–manager may use just culture as a framework to create or maintain a focus on accountability and outcomes throughout a group. What actions could be taken if a systems–related error was made or if an error resulted from risky behavior?
  • How might role conflict and/or ambiguity have contributed to the situation?
By Day 3

Post a description of an adverse event in your organization and your analysis of the issue using the Regulatory Decision Pathway. Explain how role conflict or ambiguity might have influenced this situation. Apply the principles of just culture as you explain how you, as the group’s manager, would handle the situation.

Read a selection of your colleagues’ responses.

By Day 6

Respond to at least two of your colleagues on two different days using one or more of the following approaches:

  • Share an insight from having read your colleagues’ postings, synthesizing the information to provide new perspectives.
  • Offer and support an alternative perspective using readings from the classroom or from your own research in the Walden Library.
  • Validate an idea with your own experience and additional research.
  • Make a suggestion based on additional evidence drawn from readings or after synthesizing multiple postings.

Reference
Pepe, J., & Cataldo, P. J. (2011). Manage risk, build a just culture. Health Progress. Retrieved from http://www.outcome–eng.com/wp–content/uploads/2012/01/manage–risk.pdf
Russell, K. A. & Radtke, B. K. (2014). An evidence–based tool for regulatory decision–making: regulatory decision pathway. Journal of Nursing Regulation, 5(2), 5–9.

Marquis & Huston, Leadership roles and management functions in nursing, 2015

Nursing Management During the Postpartum Period

/0 Comments/in /by

Chapter 16: Nursing Management During the Postpartum Period

1. You are caring for Bonnie, age 42, who has just undergone a cesarean birth for her first baby. You are responsible for monitoring her condition during recovery and for teaching her how to take care of herself and her baby. (Learning Objectives 2, 3, 4, 5, and 7)

1A. You note that Bonnie has a positive Homans’ sign in the left leg. What are the risk factors for thromboembolic disorders, and how will you determine if she has a DVT? If Bonnie has a DVT, what else is she at risk for?

1B. Bonnie is ready for discharge and asks you about bleeding, perineal care, and what she should eat while breast-feeding. What are you going to teach her?

1C. Bonnie, the baby, and Bonnie’s husband are following up for newborn care. What nursing interventions should be included to promote parental role adaptation and parent–newborn attachment?

2. You have just received report on the following patient. Hannah G1P1 gave birth vaginally two days ago to a baby girl. She had a midline episiotomy and has protruding hemorrhoids. Hannah is rubella negative and has A– blood type and her daughter is O+. Hannah is breast-feeding her daughter. Hannah is expected to be discharged to home later this afternoon. (Learning Objectives 6 and 8)

2A. Describe the nursing management for Hannah and her family during the postpartum time period.

2B. Hannah and Justin are preparing for discharge. What areas of health education are needed for discharge planning, home care, and follow-up visits for Hannah and her baby girl?

Chapter 17: Newborn Transitioning

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

Vital signs: axillary temperature 37.0° C, heart rate 145, respiratory rate 75
Observations: color pink, respirations rapid and unlabored, good muscle tone, good arm and leg movement
Auscultation: breath sounds clear and equal bilaterally, strong heart sounds with a soft murmur, active bowel sounds in all four quadrants
Physical assessment: fontanels soft and flat, eyes clear with red reflex in both, ears normal shape and placement, soft and hard palate intact, strong suck, both nares patent, capillary refill less than 2 seconds, both testes descended
Measurements: weight 8 pounds 6 ounces, length 20 inches, head circumference 36.2 cm, chest circumference 36.0 cm
As Sarah is charting her findings, Lindsay asks Sarah if everything is OK with her baby. (Learning Objectives 2, 3, and 4)

Which assessment findings for this newborn are abnormal? What is the most likely cause of these abnormal findings?
How would Sarah explain these abnormal findings to Lindsay?
Describe the nursing interventions that Sarah would implement based on these findings.
2. Baby girl Destiny was born by cesarean delivery 2 days ago. Destiny weighed 7 pounds 3 ounces, length 19 inches, head circumference 34 cm, chest circumference 34 cm. Her newborn course has been unremarkable. You observe that when held, Destiny appears alert and stares into her caregiver’s face. Destiny appears to be a content baby and cries only when she is hungry or when she needs a diaper change. When hungry, you observe that she brings her hand to her mouth and starts sucking on her fist and then begins to cry. Destiny falls asleep immediately after the feeding. The telephone, which is next to Destiny on her mother’s bed, rings loudly and Destiny does not appear to respond to the loud sound by moving her extremities or awakening briefly. (Learning Objective 5)

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

health care consumers

/0 Comments/in /by

As health care consumers, we all expect quality care and positive outcomes. It is important as professionals that we meet these demands of health care consumers. Consider the work of the major theorists you examined in this week’s Resources, and think about how these theories apply to your own experience as a health care customer and/or practitioner.

By Day 3

Post your definition of quality, and apply it to the work of one major quality theorist (e.g., Donabedian, Juran, Deming, Triple Aim (IHI) – Berwick). Identify a practice problem that you have had some experience with as a customer or as a practitioner, and explain how eliminating wasteful practices could have improved the experience. Include how your definition of quality applies to that experience.

Support your response with references from the professional nursing literature. Your posts need to be written at the capstone level (see checklist).

Notes Initial Post: This should be a 3-paragraph (at least 350 words) response. Be sure to use evidence from the readings and include in-text citations. Utilize essay-level writing practice and skills, including the use of transitional material and organizational frames. Avoid quotes; paraphrase to incorporate evidence into your own writing. A reference list is required. Use the most current evidence (usually ≤ 5 years old). (Refer to AWE Checklist, Capstone)

health history

/0 Comments/in /by

Conduct a health history on a family member or friend. Be sure they give you permission. Using the interviewing techniques learned in Module 2, gather the following information. Use your textbook as your guide.

  • Present Health
  • Past Health
  • Family History

While this is only a partial health history, summarize in 3 -5 pages the information you gathered. Also, answer the following questions:

  1. Was the person willing to share the information? If they were not, what did you do to encourage them?
  2. Was there any part of the interview that was more challenging? If so, what part and how did you deal with it?
  3. How comfortable were you taking a health history?
  4. What interviewing techniques did you use? Were there any that were difficult and if so, how did you overcome the difficulty?
  5. Now that you have taken a health history discuss how this information can assist the nurse in determining the health status of a client.

Your assignment must have accurate spelling and grammar.

professional nurse-defendants

/0 Comments/in /by
  • Describe the kinds of evidence that a plaintiff can present in order to establish a negligent act. What defenses can a defendant present in order to refute a plaintiff’s evidence?
  • How do statutes of limitations protect professional nurse-defendants? Do they also protect the injured parties?
  • What can staff nurses do to protect patients from quasi-intentional torts? Does this differ from the nurse manager’s role in preventing quasi-intentional torts?
  • Read the case study presented at the end of Chapter 5 (Guido, p. 67).
    • Does the failure to document an admission nursing assessment equate with the fact that this nurse did no admission nursing assessment?
    • What might the patient’s attorney further allege in his supplemental report?
    • How would one decide the standard of care for this patient?
    • How would you decide the outcome of this case?
  • Read the case study presented at the end of Chapter 6 (Guido, p. 96)
    • Was there negligence in tprofessional nurse-defendantshis case and who should be liable for the negligence?
    • What type of damages should be assessed and how would you begin to determine the amount to assess?
    • Given that there were multiple individuals involved in this case as well as the institution that employed these individuals, how would you determine the percentage of liability for the multiple defendants, assuming that more than one defendant should be assessed with damages?
    • How would you decide this case?
  • Read the case study presented at the end of Chapter 7(Guido, p. 115)
    • Were there damages that should be paid to this patient for negligence?
    • Who should be the individuals responsible for these damages? For example, is the surgeon the individual most liable for the damages owed to the patient?
    • Should the Bovie manufacturer also have been included in the lawsuit?
    • Are there any defenses that the defendants could cite that would mitigate their liability to this patient?
    • How should the court decide the damage awards in this instance?