Industrial action in healthcare system

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Industrial action in healthcare system

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Industrial action in healthcare system

Assignment: You work as a staff nurse in the intensive care unit of one of your city’s two hospitals. You’ve been with this hospital for five years and were transferred to the ICU two years ago. You enjoy nursing but are occasionally frustrated by a shortage of nurses, excessive overtime demands, and the stress of working with such critically ill patients.

Because the hospital is a closed shop, union dues are deducted from your pay even if you are not a member of the union. The current union contract is up for renewal, and the union and management have been unable to reach an agreement on many issues. The nurses rejected the new contract when management made its final offer. Now that the previous contract has expired, nurses can strike if they vote to do so.

You voted to accept the management offer because you have two children to support and it would be devastating to be out of work for an extended period of time. The nurses voted last night on whether to return to the bargaining table and try to renegotiate with management, or to go on strike. You voted again for no strike. You just found out from a friend that the strike vote was successful. You must now decide whether to support your striking coworkers or cross the picket line and return to work tomorrow. Your friends are putting pressure on you to back their cause. You are aware that the union will provide some financial compensation during the strike, but you believe it will be insufficient to support yourself and your children. You agree with the union’s claims that the organization overworked and underpaid you and was generally unresponsive to nursing needs. On the other hand, you believe that your primary responsibility is to your children.

Outline how you would approach solving this difficult decision using a problem-solving and decision-making skills model discussed in class. Describe your decision-making process. How many alternatives did you come up with? Would you have made the same decision if you were financially secure without a family? I

Important information for writing discussion questions and participation

Welcome to class

Hello class and welcome to the class and I will be your instructor for this course. This is a -week course and requires a lot of time commitment, organization, and a high level of dedication. Please use the class syllabus to guide you through all the assignments required for the course. I have also attached the classroom policies to this announcement to know your expectations for this course. Please review this document carefully and ask me any questions if you do. You could email me at any time or send me a message via the “message” icon in halo if you need to contact me. I check my email regularly, so you should get a response within 24 hours. If you have not heard from me within 24 hours and need to contact me urgently, please send a follow up text to

I strongly encourage that you do not wait until the very last minute to complete your assignments. Your assignments in weeks 4 and 5 require early planning as you would need to present a teaching plan and interview a community health provider. I advise you look at the requirements for these assignments at the beginning of the course and plan accordingly. I have posted the YouTube link that explains all the class assignments in detail. It is required that you watch this 32-minute video as the assignments from week 3 through 5 require that you follow the instructions to the letter to succeed. Failure to complete these assignments according to instructions might lead to a zero. After watching the video, please schedule a one-on-one with me to discuss your topic for your project by the second week of class. Use this link to schedule a 15-minute session. Please, call me at the time of your appointment on my number. Please note that I will NOT call you.

Please, be advised I do NOT accept any assignments by email. If you are having technical issues with uploading an assignment, contact the technical department and inform me of the issue. If you have any issues that would prevent you from getting your assignments to me by the deadline, please inform me to request a possible extension. Note that working fulltime or overtime is no excuse for late assignments. There is a 5%-point deduction for every day your assignment is late. This only applies to approved extensions. Late assignments will not be accepted.

If you think you would be needing accommodations due to any reasons, please contact the appropriate department to request accommodations.

Plagiarism is highly prohibited. Please ensure you are citing your sources correctly using APA 7th edition. All assignments including discussion posts should be formatted in APA with the appropriate spacing, font, margin, and indents. Any papers not well formatted would be returned back to you, hence, I advise you review APA formatting style. I have attached a sample paper in APA format and will also post sample discussion responses in subsequent announcements.

Your initial discussion post should be a minimum of 200 words and response posts should be a minimum of 150 words. Be advised that I grade based on quality and not necessarily the number of words you post. A minimum of TWO references should be used for your initial post. For your response post, you do not need references as personal experiences would count as response posts. If you however cite anything from the literature for your response post, it is required that you cite your reference. You should include a minimum of THREE references for papers in this course. Please note that references should be no more than 5 years old except recommended as a resource for the class. Furthermore, for each discussion board question, you need ONE initial substantive response and TWO substantive responses to either your classmates or your instructor for a total of THREE responses. There are TWO discussion questions each week, hence, you need a total minimum of SIX discussion posts for each week. I usually post a discussion question each week. You could also respond to these as it would count towards your required SIX discussion posts for the week.

I understand this is a lot of information to cover in 5 weeks, however, the Bible says in Philippians 4:13 that we can do all things through Christ that strengthens us. Even in times like this, we are encouraged by God’s word that we have that ability in us to succeed with His strength. I pray that each and every one of you receives strength for this course and life generally as we navigate through this pandemic that is shaking our world today. Relax and enjoy the course!

Hi Class,

Please read through the following information on writing a Discussion question response and participation posts.

Contact me if you have any questions.

Important information on Writing a Discussion Question

  • Your response needs to be a minimum of 150 words (not including your list of references)
  • There needs to be at least TWO references with ONE being a peer reviewed professional journal article.
  • Include in-text citations in your response
  • Do not include quotes—instead summarize and paraphrase the information
  • Follow APA-7th edition
  • Points will be deducted if the above is not followed

Participation –replies to your classmates or instructor

  • A minimum of 6 responses per week, on at least 3 days of the week.
  • Each response needs at least ONE reference with citations—best if it is a peer reviewed journal article
  • Each response needs to be at least 75 words in length (does not include your list of references)
  • Responses need to be substantive by bringing information to the discussion or further enhance the discussion. Responses of “I agree” or “great post” does not count for the word count.
  • Follow APA 7th edition
  • Points will be deducted if the above is not followed
  • Remember to use and follow APA-7th edition for all weekly assignments, discussion questions, and participation points.
  • Here are some helpful links
  • The is a great resource

NU 650 Week 4 Assignment 1

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NU 650 Week 4 Assignment 1

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Subjective

Patient name: E.N

 Race/Ethnicity: American

DOB: 2/10/1995

Age: 28y

Marital Status: Not Married

Chief Complaint (CC): “Over the past three days, my wheezing and shortness of breath have gotten worse, and I believe it may be due to allergens in the zoo.”

History of Present Illness (HPI): A 28-year-old patient with a medical background of asthma has presented with a progressive worsening of wheezing and dyspnea over three days. During the summer months, she works at the local zoo to financially support her educational expenditures. The individual refers to encountering two recent episodes of asthma attacks. According to the patient’s account, she was engaged in a motor vehicle collision around two months prior, followed by a post-traumatic seizure approximately two weeks later. The cessation of seizures was observed after the initiation of anticonvulsant phenytoin therapy. The worsening of symptoms occurs when the patient is subjected to severe cold during both morning and evening periods. The symptoms are exacerbated by touching the animal’s fur in the zoo.

Review of Systems (ROS):

  • General: Positive for breathing difficulties, wheezing, coughing, and inability to exercise. Denies headaches, swollen extremities, or seizures.
  •  Skin: The skin has normal pigmentation, is adequately hydrated, and lacks visible scars.
  •  Hair/nails: The head appears normal without any observed spots. Nails have typical appearance characteristics.
  • HEENT: The patient exhibits PERRLA, TM without signs of inflammation, absence of oral cavity lesions, and no presence of nystagmus
  •  Respiratory: Confirms the presence of symptoms such as positive shortness of breath, coughing, and wheezing, indicating a potential respiratory condition.
  •  Cardiovascular: The individual does not report experiencing palpitations, pressure, or chest pain. The individual exhibits a heightened pulse rate.
  • Peripheral Vascular: Sensing is average—normal temperature sensitivity.
  •  Musculoskeletal system: Opposes the existence of fractures. As the patient goes to and from the zoo, their gait is normal, and their movement is also expected.
  •  Neuro: Cranial nerves are not damaged. Hence, speech is unimpaired. Denies changes in memory, sleep, or mood.Refutes the existence of numbness, feeling dizzy, and weakness.
  • Gastrointestinal: Denies having loose stool, abdominal pain, vomiting, nausea, burning sensations, and Constipation.
  •  Urinary:  Confirms the absence of nocturia, polyuria, scorching, sense of urgency, hesitancy, or striving genital information records.
  • LMP: Not applicable; denies sore drainage.
  • Hematologic: The patient denies having ever suffered from anemia. The patient reports never being injured, wounded, or receiving a blood transfusion.
  • Endocrine: The patient denies a history of diabetes, increased appetite, thirst, or urination.
  •  Past Medical History (PMH):

Chronic illness: The patient experienced the onset of asthma at 20 and has since been managing the disease for two years. At age 21, she was additionally diagnosed with mild congestive heart failure (CHF). The physician implemented a dietary regimen for the patient that limited their sodium intake. Enalapril was administered to the patient to mitigate exacerbating symptoms associated with congestive heart failure (CHF).

 Social History: The patient is currently unmarried and resides in the same household as her two sisters, a living arrangement that has persisted since the passing of their parents. The patient reports abstaining from the consumption of alcohol, refraining from smoking and abstaining from the use of illicit substances. The individual consumes a total of seven caffeinated beverages daily. The individual is fond of participating in low-intensity physical activities within their residence and attends a fitness facility during diminished symptoms. The individual under consideration identifies as a Christian and intermittently attends religious services at a church. The individual in question asserts a lack of adherence to religious convictions that may influence the prescribed medical intervention.

Past Surgical History: None

 Family History: The father succumbed to renal disease at 60. The mother died from congestive heart failure (CHF) at 58. The patient’s siblings exhibit good health and have no documented history of childhood diseases.

Medications: The patient takes 5 milligrams of enalapril, an albuterol inhaler as needed, 300 milligrams of theophylline capsules twice daily, and 300 milligrams of phenytoin sustained-release capsules.

Immunizations: All vaccines have been thoroughly updated.

 Allergies:  She has no documented evidence of any allergies that she may have towards medications, foods, latex, environmental factors, or herbal therapies.

Functional Assessment: Health Maintenance Practices

  • Activity/exercise:Confirms engaging in mild exercise in the house and sometimes visits the gym.
  • Sleep/rest: On average, she sleeps more than seven hours and feels refreshed whenever she wakes up.
  • Nutrition/elimination:Eats healthy, No elimination.
  • Relationships/resources: She is not married. Has a good relationship with her siblings and friends.
  • Spirituality: She claims to be a Christian and attends church occasionally.
  • Coping and stress management:The patient says she has moderate stress regularly but does not require therapy or medicine because she can manage her anxiety.
  • Safety: She reports being very safe at home
  • Screenings: No reports for screening.

Objective

  • General:The individual exhibits signs of adequate physical growth, a pale complexion, and heightened anxiety levels.
  • Vital signs: Temp: 97, B.P.: 160/86, H.R.: 122 /min, R.R.: 21, O2: 93% RA
  • Height:66 inches Weight: 130 BMI: 20
  • Examination:
  • HEENT: The head is shaped typically. The head has thick hair that is evenly spaced out. Eyes: Symmetric, full EOM, PERRLA. There were no signs of tears, ocular discharge, conjunctival/scleral injection, or palpebral ptosis. Ears: Symmetric, bilateral T.M.s appear pearly grey and are free of redness, release, or wax from the ear obstruction. According to Weber and Rinne’s test results, there is no hearing loss. Healthy teeth, a midline septum, and pink mucosa in the nose and mouth. No uvula abnormalities, ulcers, glossitis, or mouth blisters. There is no oropharyngeal redness, tonsils that are enlarged or without white patches, exudate, or exudate itself. Pharynx and tonsils in the throat, usual for the fossa. Tonsils: A soft palate instead of tonsils. N.L.
  • Lymph Nodes: There are no nodules, goiter, torticollis, neck pain, swollen lymph nodes, or limitations on movement.
  • Respiratory: There are 22 breaths each minute—easy, symmetrical breathing with no cyanosis. The thorax is symmetrical, pain-free, and has good fremitus and expansion. The lungs are resonating loudly. The breath sounds vesicular, without any crackles or rhonchi. A slight wheeze could be heard during forced expiration. Wheezing cannot be stopped by causing a cough. Even though the bilateral diaphragms have shrunk by 3 cm, no unintended noises exist.
  • Cardiovascular:Typical sinus rhythm with standard S1 and S2.
  • Abdomen: No lumps or bumps; not bloated; not overly tender; smooth.
  • Peripheral Vascular System: The extremities are warm, symmetrical, and edema-free. Both the stasis and the varicosities remained unchanged. The knee lacks both a strong sense of pain and extreme flexibility. There were no discernible femoral or abdominal bruits. Palpation can reveal the axilla and epitrochlear lymph nodes in a healthy person.
  • Cranial nerves: Complete WNL from CNII to C.N. Coordination: No unneeded movements occur. The posture works. Normal steps, a solid foundation, an arm swing, and turning are all parts of gait. Many people walk on their toes. Muscle size and tone are normal. Bilateral strength in its entirety. They use 5/5 of their muscle power to flex the R/L arm against the stiffest resistance. The fingers and toes of the hands and feet feel lightly touched and pinched.
  • Assessment:
  • Chronic Obstructive Pulmonary Disease

A medical illness known as chronic obstructive pulmonary disease ( COPD) is characterized by continuous airflow restriction within the lungs (Stolz et al., 2022). Given that the patient exhibits wheezing symptoms, there is a possibility that they are suffering from the specific condition in question. The presence of a potential indication indicates this. However, the emergence of the illness might be ascribed to extended exposure to irritants, such as animal fur, inside the limits of a zoological habitat. This is because animal fur can cause an allergic reaction. As a result, there is no longer any risk of the patient contracting the disease due to the short time (two years) they have been employed (Bhurane et al., 2019).

  • Congestive heart failure (CHF)

This medical condition hinders the heart’s ability to pump blood effectively, resulting in compromised circulation throughout the body (Naik et al., 2021). This commonly arises from underlying conditions such as coronary artery disease, hypertension, or cardiac valve abnormalities. Symptoms such as dyspnea, fatigue, and edoema in the lower extremities may arise due to fluid accumulation in the tissues as cardiac function declines. Congestive heart failure (CHF) can be effectively managed with pharmacological interventions, modifications in lifestyle, and, in some instances, surgical interventions. The enhancement of quality of life and prognosis for individuals with congestive heart failure (CHF) is significantly influenced by timely detection and ongoing medical treatment. The individual exhibits wheezing considered one of the indicative symptoms of congestive heart failure (CHF). Additionally, the patient has a medical background of congestive heart failure (CHF). Based on the patient’s administration of medicine for congestive heart failure (CHF), it can be concluded that it is not a contributing factor (Naik et al., 2021).

  • Gastroesophageal reflux disease (GERD)

This is a persistent gastrointestinal condition characterized by the recurrent retrograde movement of gastric acid into the esophagus, resulting in irritation and the manifestation of symptoms such as heartburn, regurgitation, and chest discomfort. (Katzka & Kahrilas, 2020) The etiology of this illness frequently involves a compromised lower esophageal sphincter, obesity, or nutritional influences. There is evidence suggesting that gastroesophageal reflux disease (GERD) contributes to the exacerbation of asthma symptoms, including wheezing. This can be attributed to stomach acid reflux into the tracheal tract. (Khan et al., 2021)

Primary Diagnosis

The patient’s primary diagnosis is asthma, contributing to the heightened symptoms observed over the previous three days. The patient further reports an escalation in the frequency of asthma exacerbations within the recent months.

PLAN

  • Plan:  Please confirm the diagnosis. In the event of a deterioration, seeking further consultation with a specialist in asthma and allergies is advisable.
  • Diagnostics: Tachycardia and nonspecific ST-T wave alterations are typical ECG findings during an asthma attack.
  • Labs:  Chest X-ray; right and left costophrenic angles blunting
  •  Pharmacologic intervention: Peak flow was 76 m3/min, and following albuterol administration, the FEV-FEV1/FVC was 60%, the FVC was 3.0 l, and the 1.8 l. Inhaler for albuterol as needed for coughing, two puffs every two hours.
  •  Non-pharmacologic intervention: Encourage her to keep up her regular exercise, weight loss, avoidance of irritants, and reduction/management of emotional stress (Ramírez-Venegas & Robles, 2022).
  •  Referrals: None
  • Education: Nebulizer technique instructions, reminders to rinse your mouth after taking your medication, attack alerts, and an asthma action plan are all meant to help you follow your treatment plan correctly. Furthermore, they are advised to reduce triggers and irritants because they can exacerbate symptoms.
  • Follow up: Come back in 2 weeks to assess the level of asthma control and make any necessary medication adjustments since the asthma is now under control.

References

Bhurane, A. A., Sharma, M., San-Tan, R., & Acharya, U. R. (2019). Efficient detection of congestive heart failure using frequency localized filter banks for the diagnosis with ECG signals. Cognitive Systems Research, pp. 55, 82–94. https://doi.org/10.1016/j.cogsys.2018.12.017

Katzka, D. A., & Kahrilas, P. J. (2020). Advances in the diagnosis and management of gastroesophageal reflux disease. BMJ, m3786. https://doi.org/10.1136/bmj.m3786

Khan, M., Singh, G. K., Abrar, S., Ganeshan, R., Morgan, K., & Harky, A. (2021). Pharmacotherapeutic agents for the management of COVID-19 patients with preexisting cardiovascular disease. Expert Opinion on Pharmacotherapy, 22(18), 2455–2474. https://doi.org/10.1080/14656566.2021.1960311

Naik, M. S., Pancholi, T. K., & Achary, R. (2021). Prediction of congestive heart failure (CHF) ECG data using machine learning. Intelligent Data Communication Technologies and Internet of Things, pp. 325–333. https://doi.org/10.1007/978-981-15-9509-7_28

Ramírez-Venegas, A., & Robles, R. E. (2022). Faculty opinions recommendation of the global, regional, and national prevalence of, and risk factors for, chronic obstructive pulmonary disease (COPD) in 2019: A systematic review and modeling analysis. Faculty Opinions – Post-Publication Peer Review of the Biomedical Literature. https://doi.org/10.3410/f.741814534.793593237

Stolz, D., Mkorombindo, T., Schumann, D. M., Agusti, A., Ash, S. Y., Bafadhel, M., Bai, C., Chalmers, J. D., Criner, G. J., Dharmage, S. C., Franssen, F. M., Frey, U., Han, M., Hansel, N. N., Hawkins, N. M., Kalhan, R., Konigshoff, M., Ko, F. W., Parekh, T. M., … Dransfield, M. T. (2022). Towards the elimination of chronic obstructive pulmonary disease: A Lancet commission. The Lancet, 400(10356), 921-972. https://doi.org/10.1016/s0140-6736(22)01273-9

NU 650 Week 4 Assignment 1

Please carefully review and follow the SOAP grading rubric and Samples and (1-S, 2-O, 3-A and 4-P) when completing this assignment. Please write six pages with six or more scholarly sources which are not more than five years old.

Due:  Thursday 11PM

Value: 100 points

Due: Day 7

Gradebook Category: Assignments: SOAPs

Overview

The goal of this assignment is to practice writing a SOAP note for a sick or episodic visit related to the focus system(s) reviewed in this week’s learning materials. Review the SOAP Note Rubric.

Instructions

Choose an abnormal finding related to the content that was covered this week. Examples from this week would include: hair loss, thickening of the nails, rash, skin lesion, fatigue, malaise, etc.

Develop a focused SOAP note for the abnormal finding. You do not need to find a patient to match this finding. The point is for you to think about what the HPI would be, what the rest of the history may look like, what the objective findings will be, the potential differential diagnoses, and the plan. In other words, you are creating the patient scenario and documenting it in SOAP format. Please be sure to include all relevant information and not just the system the abnormal finding is in.

Refer to the Grading Rubric Refer to the Grading Rubric to see how your work will be assessed.

 

 

Readings

Required

Bickley, L. (2021). Bates’ guide to physical examination and history taking (13th ed.). Lippincott, Williams, & Wilkins.

  • Chapter 10: Skin, Hair, and Nails
  • Chapter 25: Assessing Children: Infancy Through Adolescence
  • Chapter 26: The Pregnant Woman
  • Chapter 27: The Older Adult

Dains, J.E., Baumann, L.C., & Scheibel, P. (2020). Advanced health assessment and clinical diagnosis in primary care (6th ed.). Elsevier.

  • Chapter 28: Rashes and Skin Lesions

Bates Videos Lectures

Please view the mini-videos below to learn more about the specific components of the physical exam. We have listed each mini-video here so that students can better manage their time as well as have a quick access to revisit a specific component of the exam. However, when students enter the Bates Physical Exam website, they will be able to choose a “play all” option that allows all videos to be viewed in succession by each system.

Skin and Abdomen:

Vol 1: Head-to-Toe Assessment: Adult

Vol 2: Head-to-Toe Assessment: Infant

Vol 3: Head-to-Toe Assessment: Child

Vol 4: Head-to-Toe Assessment: Older Adult

Vol 6: Skin

Instructor Video Mini-Lectures

Subjective Skin (0:51 minutes)

Subjective Skin Video Transcript

Objective Skin (0:59 minutes)

Objective Skin Video Transcript

Skin Lesions (1:20 minutes)

Skin Lesions Video Transcript

Nail and Hair (0:40 minutes)

Nail and Hair Video Transcript

Location Distribution (0:14 minutes)

Location Distribution Video Transcript

Shape and Pattern (0:42 minutes)

Shape and Pattern Video Transcript

Associated Changes (1:00 minutes)

Associated Changes Video Transcript

Pediatric Skin Consideration (2:00 minutes)

Pediatric Skin Consideration Video Transcript

Laboratory Tests (1:15 minutes)

Laboratory Tests Video Transcript

Primary Lesions (2:33 minutes)

Primary Lesions Video Transcript

Secondary Skin Lesions (3:02 minutes)

 

 

NURS-FPX4000-Assessment 5

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NURS-FPX4000-Assessment 5

NURS-FPX4000-Assessment 5

Write a 4–6 page analysis of your previously selected current problem or issue in healthcare, including a proposed solution and possible ethical implications.

Introduction

In your healthcare career, you will be confronted with many problems that demand a solution. By using research skills, you can learn what others are doing and saying about similar problems. Then, you can analyze the problem and the people and systems it affects. You can also examine potential solutions and their ramifications. This assessment allows you to practice this approach with the real-world problem you’ve selected.

Prepare

For this assessment, you will analyze the same current healthcare problem or issue topic area you selected for Assessments 2 and 3. To explore the chosen topic, use the first four topics of the Socratic Problem-Solving Approach for critical thinking.

  1. Start by defining the healthcare problem or issue based on the selected healthcare topic.
  2. Provide details about the problems or issues that are part of the chosen topic, and identify causes for the problems or issues.
  3. Identify at least three scholarly or academic peer-reviewed journal articles about the topic you are discussing by using articles you found for Assessment 2 or by searching the Capella library using the BSN Program Library Research Guide.

Write Your Paper

  1. Use scholarly information to explain a healthcare problem or issue related to your selected topic.
    • Cite credible, relevant sources to validate and reinforce the information used to explain the healthcare topic.
  2. Analyze the problem or issue.
    • Describe the setting or context for the problem or issue.
    • Describe the reasons that make the problem or issue important to you.
    • Identify groups of people affected by the problem or issue.
  3. Compare and contrast potential solutions for the problem or issue.
    • Describe potential solutions.
    • Compare and contrast your opinion with other opinions you find in sources from the Capella library.
    • Provide the pros and cons for one of the solutions you are proposing.
  4. Explain how the ethical principles (beneficence, nonmaleficence, autonomy, and justice) apply if your potential solution were implemented.
    • Describe what would be necessary to implement the proposed solution.
    • Explain what ethical principles need to be considered (beneficence, nonmaleficence, autonomy, and justice) and how they apply if your potential solution were implemented. How would bias need to be considered?
    • Provide examples from the literature to support the points you are making.
  5. Explain how the solution you present will benefit or help to improve your selected topic as it relates to at least one of the Four Spheres of Care:
  1. Wellness, Disease Prevention.
  2. Chronic Disease Management.
  3. Regenerative/Restorative Care.
  4. Hospice and Palliative Care.

Organize your paper using the following structure and headings:

  • Title page. (A separate page.)
  • Introduction. (A one-paragraph statement about the purpose of the paper.)
  • Identify the elements of the problem, issue, or question.
  • Analyze, define, and frame the problem, issue, or question.
  • Consider solutions, responses, or answers.
  • Choose a solution, response, or answer.
  • Implementation of the potential solution.
  • Conclusion. (One paragraph.)

Academic Requirements

Your paper should meet the following requirements:

  • Length: Include at least 3–5 typed, double-spaced pages, in addition to the title page and reference page.
  • Font and font size: Use Times New Roman, 12 point.
  • Writing: Produce text with minimal grammar, usage, spelling, and mechanical errors.
  • Sources: Integrate into text appropriate use of scholarly sources, evidence, and citation style.
  • References: Use at least three scholarly or academic peer-reviewed journal articles and three in-text citations within the paper. Visit Evidence and APA if needed. Use scholarly or academic peer-reviewed journal articles published during the past 3–5 years that relate to your topic. Visit BSN Program Library Research Guide for help with research.

Example assessment: You may use the Assessment 5 Example [PDF] to give you an idea of what a Proficient or higher rating on the scoring guide would look like.

Competencies Measured

By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and scoring guide criteria:

  • Competency 1: Apply information literacy and library research skills to obtain scholarly information in the field of healthcare.
    • Use scholarly information to explain a healthcare problem or issue.
  • Competency 2: Apply scholarly information through critical thinking to solve problems in the field of healthcare.
    • Analyze a healthcare problem or issue.
    • Compare and contrast potential solutions for a problem or issue.
    • Explain how a presented solution will benefit or help to improve a selected healthcare topic or issue as it relates to at least one of the Four Spheres of Care.
  • Competency 3: Apply ethical principles and academic standards to the study of healthcare.
    • Explain the ethical principles (beneficence, nonmaleficence, autonomy, and justice) that need to be considered if a potential solution were implemented.
  • Competency 5: Write for a specific audience, in an appropriate tone and style, in accordance with Capella writing standards.
    • Produce text with minimal grammatical, usage, spelling, and mechanical errors.
    • Integrate into text appropriate use of scholarly sources, evidence, and citation style.

NU 606

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NU 606

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NU 606

Initial Post

Using the Week 11 Discussion: Choice Question, choose your topic for this week’s discussion. You may use the textbook as one reference as well as the learning materials posted within the course. However, additional references should be scholarly based and be a new source that you are introducing to your peers.

Research and present the pathophysiology of the chosen disorder in a clear, well referenced manner.

Your initial post should also include the following:

The most common presenting symptoms

The manner in which your disorder is routinely diagnosed

A standard treatment plan

Link(s) to routine screening and treatment guidelines

If national screening and treatment guidelines do not exist for your disorder, choose a set of guidelines related to disorders that have been discussed in previous weeks. This is a great way for everyone to build a library of guidelines to help with their academic journey.

There is an abundance of information available on these disorders; in your research, look for the nuggets of information that are not common knowledge, or something specific that surprised you when you were researching your topic.

ADDITIONAL INSTRUCTIONS FOR THE CLASS

Discussion Questions (DQ)

Initial responses to the DQ should address all components of the questions asked, include a minimum of one scholarly source, and be at least 250 words.

Successful responses are substantive (i.e., add something new to the discussion, engage others in the discussion, well-developed idea) and include at least one scholarly source.

One or two sentence responses, simple statements of agreement or “good post,” and responses that are off-topic will not count as substantive. Substantive responses should be at least 150 words.

I encourage you to incorporate the readings from the week (as applicable) into your responses.

Weekly Participation

Your initial responses to the mandatory DQ do not count toward participation and are graded separately.

In addition to the DQ responses, you must post at least one reply to peers (or me) on three separate days, for a total of three replies.

Participation posts do not require a scholarly source/citation (unless you cite someone else’s work).

Part of your weekly participation includes viewing the weekly announcement and attesting to watching it in the comments. These announcements are made to ensure you understand everything that is due during the week.

APA Format and Writing Quality

Familiarize yourself with APA format and practice using it correctly. It is used for most writing assignments for your degree. Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for APA paper templates, citation examples, tips, etc. Points will be deducted for poor use of APA format or absence of APA format (if required).

Cite all sources of information! When in doubt, cite the source. Paraphrasing also requires a citation.

I highly recommend using the APA Publication Manual, 6th edition.

Use of Direct Quotes

I discourage overutilization of direct quotes in DQs and assignments at the Masters’ level and deduct points accordingly.

As Masters’ level students, it is important that you be able to critically analyze and interpret information from journal articles and other resources. Simply restating someone else’s words does not demonstrate an understanding of the content or critical analysis of the content.

It is best to paraphrase content and cite your source.

Lopes Write Policy

For assignments that need to be submitted to Lopes Write, please be sure you have received your report and Similarity Index (SI) percentage BEFORE you do a “final submit” to me.

Once you have received your report, please review it. This report will show you grammatical, punctuation, and spelling errors that can easily be fixed. Take the extra few minutes to review instead of getting counted off for these mistakes.

Review your similarities. Did you forget to cite something? Did you not paraphrase well enough? Is your paper made up of someone else’s thoughts more than your own?

Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for tips on improving your paper and SI score.

Late Policy

The university’s policy on late assignments is 10% penalty PER DAY LATE. This also applies to late DQ replies.

Please communicate with me if you anticipate having to submit an assignment late. I am happy to be flexible, with advance notice. We may be able to work out an extension based on extenuating circumstances.

If you do not communicate with me before submitting an assignment late, the GCU late policy will be in effect.

I do not accept assignments that are two or more weeks late unless we have worked out an extension.

As per policy, no assignments are accepted after the last day of class. Any assignment submitted after midnight on the last day of class will not be accepted for grading.

Communication

Communication is so very important. There are multiple ways to communicate with me:

Questions to Instructor Forum: This is a great place to ask course content or assignment questions. If you have a question, there is a good chance one of your peers does as well. This is a public forum for the class.

Individual Forum: This is a private forum to ask me questions or send me messages. This will be checked at least once every 24 hours.

NU 606 Advanced Pathophysiology

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NU 606 Advanced Pathophysiology

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NU 606 Advanced Pathophysiology

Food addiction is a somewhat controversial term. When considering that obesity is a significant issue in any field of practice, the Advanced Practice Nurse must be aware of current research and treatment discussions. Watch the video in Week 8: Learning Materials from Dr. Mark Gold, who is a world-renowned expert on addiction-related diseases, and Ashley Gearhardt, PhD., a food addiction expert. Read the article in Week 8: Learning Materials that discusses Food Addiction in general and then locate a second article that deals with your population specific program, i.e. family, pediatrics, women, psychiatric, geriatric, acute care, etc.

In your one-two page journal submission, discuss the concept of Food Addiction and possible scenarios or patients that you are likely to encounter in your practice as an APRN.

Finally, discuss your personal thoughts on food addiction – is this real or junk science? Why or why not? How do you intend to address obesity in your own practice?

The paper submission should be 500-750 words in length and in APA format.

Please refer to the Grading Rubric for details on how this activity will be graded.

ADDITIONAL INSTRUCTIONS FOR THE CLASS

Discussion Questions (DQ)

Initial responses to the DQ should address all components of the questions asked, include a minimum of one scholarly source, and be at least 250 words.

Successful responses are substantive (i.e., add something new to the discussion, engage others in the discussion, well-developed idea) and include at least one scholarly source.

One or two sentence responses, simple statements of agreement or “good post,” and responses that are off-topic will not count as substantive. Substantive responses should be at least 150 words.

I encourage you to incorporate the readings from the week (as applicable) into your responses.

Weekly Participation

Your initial responses to the mandatory DQ do not count toward participation and are graded separately.

In addition to the DQ responses, you must post at least one reply to peers (or me) on three separate days, for a total of three replies.

Participation posts do not require a scholarly source/citation (unless you cite someone else’s work).

Part of your weekly participation includes viewing the weekly announcement and attesting to watching it in the comments. These announcements are made to ensure you understand everything that is due during the week.

APA Format and Writing Quality

Familiarize yourself with APA format and practice using it correctly. It is used for most writing assignments for your degree. Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for APA paper templates, citation examples, tips, etc. Points will be deducted for poor use of APA format or absence of APA format (if required).

Cite all sources of information! When in doubt, cite the source. Paraphrasing also requires a citation.

I highly recommend using the APA Publication Manual, 6th edition.

Use of Direct Quotes

I discourage overutilization of direct quotes in DQs and assignments at the Masters’ level and deduct points accordingly.

As Masters’ level students, it is important that you be able to critically analyze and interpret information from journal articles and other resources. Simply restating someone else’s words does not demonstrate an understanding of the content or critical analysis of the content.

It is best to paraphrase content and cite your source.

Lopes Write Policy

For assignments that need to be submitted to Lopes Write, please be sure you have received your report and Similarity Index (SI) percentage BEFORE you do a “final submit” to me.

Once you have received your report, please review it. This report will show you grammatical, punctuation, and spelling errors that can easily be fixed. Take the extra few minutes to review instead of getting counted off for these mistakes.

Review your similarities. Did you forget to cite something? Did you not paraphrase well enough? Is your paper made up of someone else’s thoughts more than your own?

Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for tips on improving your paper and SI score.

Late Policy

The university’s policy on late assignments is 10% penalty PER DAY LATE. This also applies to late DQ replies.

Please communicate with me if you anticipate having to submit an assignment late. I am happy to be flexible, with advance notice. We may be able to work out an extension based on extenuating circumstances.

If you do not communicate with me before submitting an assignment late, the GCU late policy will be in effect.

I do not accept assignments that are two or more weeks late unless we have worked out an extension.

As per policy, no assignments are accepted after the last day of class. Any assignment submitted after midnight on the last day of class will not be accepted for grading.

Communication

Communication is so very important. There are multiple ways to communicate with me:

Questions to Instructor Forum: This is a great place to ask course content or assignment questions. If you have a question, there is a good chance one of your peers does as well. This is a public forum for the class.

Individual Forum: This is a private forum to ask me questions or send me messages. This will be checked at least once every 24 hours.

NUR-550-RS2

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NUR-550-RS2

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Translational Research Graphic Organizer

Nursing Practice Problem: Among individuals over the age of 65 who are undergoing fracture treatment (P), Is the application of fall prevention programs developed by nurses (I) compared to the routine fall prevention program(C) more effective in preventing and reducing falls and associated injuries (O) within three months of intervention(T)

Qualitative Article

Criteria Peer-Reviewed Translational Article and Permalink/Working Link

 

 
Methodology This article provides a qualitative analysis of nonpharmacological treatments that are targeted at reducing the risk of falls among older people. In the realm of elder care, it is of the utmost importance to recognize that medication alone cannot fully address the whole problem of falls, particularly among those who have osteoporosis. This is especially true in the case of those individuals. This essay makes a significant contribution toward understanding the larger context in which fall prevention activities are situated by providing a deeper insight into that context.

The article followed a methodological approach that was consistent with the qualitative character of the research being conducted. The researchers were influential in including material from a wide variety of sources in their study through the utilization of a scoping review (Peraza-Delgado et al., 2020). These sources included both existing literature and clinical evidence. Because it makes it easier to incorporate a wide variety of resources and points of view, using this method is of the utmost relevance in the process of acquiring a comprehensive understanding of nonpharmacological solutions for reducing the risk of falls. This is one of the reasons why its application is considered of the utmost importance.
Goals

 

 Research objectives are clearly stated. The authors sought to research better and understand nonpharmacological therapies designed to prevent the triad of osteoporosis, fall risk, and hip fractures in people 65 years of age and older (Peraza-Delgado et al., 2020). This area of ​​research is of significant importance because it focuses on the critical issue of preventing falls in older adults, which often lead to hip fractures and related injuries.
Data Collection

 

 Qualitative research uses data collection methods that require the integration of information gathered from a variety of sources. This is a quality that contributes to the certainty of the scope assessment. The researchers ensured a comprehensive analysis of nonpharmacological treatments by collecting data from a  variety of studies and using these studies to synthesize their results. Including a comprehensive approach would expand the scope of fall prevention programs and make them more comprehensive (Peraza-Delgado et al., 2020).

 

 

Quantitative Article

Criteria Peer-Reviewed Translational Article and Permalink/Working Link

 

 
Methodology

 

 This quantitative investigation uses a methodology that includes a meta-analysis or comprehensive review of previous relevant research. The authors of this article needed to do a meta-analysis and survey of the past investigations that had been done in the field of wellness programs for older people to decrease the number of times that these people encounter falls (Campani et al., 2021). The investigation included doing an in-depth analysis of several different workout regimens to recognize the adequacy, practicality over the long term, and applicability of these treatments within the setting of preventing falls among the older populace.
Goals

 

 The Research goals can be separated into three fundamental categories. The essential objective of this article was to decide the extent to which diverse workout programs decrease the chance of falls in older adults. Furthermore, the main point of this study was to see how well these interventions would work in the long term (Campani et al., 2021). This recognizes the value of stocks that may last longer. The main goal of this research is to determine how effective these interventions are in different situations and with different types of people. The primary goal is to provide data-based recommendations for developing effective, long-lasting, and modifiable exercise programs to meet the needs of other groups of older adults.
Data Collection

 

 Empirical research procedures, known to be very rigorous and reliable means of data collection, were used as the data collection strategy for this quantitative investigation. This study shows empirical results supporting the effectiveness of exercise treatments in preventing falls by performing a direct analysis of the effects of these interventions (Campani et al., 2021). An analysis of the direct effects of these treatments supports these results.

 

Comparison

Both qualitative and quantitative articles provide relevant information on fall prevention strategies for older adults. A qualitative scoping review provides a comprehensive understanding of nonpharmacological interventions, including a variety of tactics such as education, environmental modification, and assistive devices. These non-drug treatments are essential because they address complex issues that go beyond drug treatment of symptoms, such as Lifestyle and environmental factors needed to prevent falls. On the other hand, sports interventions have been the focus of quantitative research. This strategy is essential because it provides real-world data showing how exercise affects fall prevention. This study highlights the importance of sustainability and transferability and suggests that successful interventions should be able to be broadly implemented and suitable for a variety of healthcare settings.

Nurses are essential in program development and implementation. Understanding the wide range of nonpharmacological approaches highlighted within the qualitative investigation will offer assistance in creating individualized intervention methodologies that address the unique needs and dangers of elderly fracture patients. Quantitative research shows that medical practitioners can increase the viability and sustainability of fall prevention programs by utilizing evidence-based workout treatment. A multidisciplinary group for fall prevention and management can be encouraged by making a difference in patients by actualizing a workout program, observing their progress, and offering support to the patients.

Nonpharmaceutical medicines and wellness regimens are standard components of comprehensive fall avoidance efforts. Medical caretakers, as suppliers of essential care, are in a prime position to lead the creation, administration, and dissemination of such programs. Two research discoveries point to the possibility of a technique that is bound together to handle the multifaceted issue of elderly fall risk. Both findings emphasize the significance of multidisciplinary groups comprised of medical attendants, physical specialists, and other well-being experts working together to supply ideal care. Medical caretakers can effortlessly join nonpharmacological treatment and wellness schedules into care plans by empowering collaboration amongst diverse disciplines. This is often great for avoiding falls and advancing patient care. Working together, we can make more effective interventions to deal with the risk of falls among older adults by enhancing their strength, balance, coordination, and versatility.

References

Campani, D., Caristia, S., Amariglio, A., Piscone, S., Ferrara, L. I., Bortoluzzi, S., Faggiano, F., & Dal Molin, A. (2021). Effective, sustainable, and transferable physical exercise interventions for fall prevention among older people. Public Health Nursing, 38(6), 1140-1176. https://doi.org/10.1111/phn.12949

Peraza-Delgado, A., Sánchez-Gómez, M. B., Gómez-Salgado, J., Romero-Martín, M., Novo-Muñoz, M., & Duarte-Clíments, G. (2020). Nonpharmacological interventions towards preventing the triad osteoporosis-falls risk-hip fracture in population older than 65. Scoping review. Journal of Clinical Medicine, 9(8), 2329. https://doi.org/10.3390/jcm9082329

NUR-550-RS2

Assessment Description

The purpose of this assignment is to conduct a comparison on different research designs to better understand their design and application. Understanding the different types of research design is important so that nurses can effectively apply evidence-based research into practice to address issues and offer better patient care.

You will utilize your approved nursing practice problem to complete the evidence-based practice project proposal assignments for this course and NUR-590, during which you will synthesize all of the sections into a final written paper detailing your evidence-based practice project proposal.

Review feedback from your instructor on the Evidence-Based Practice Project Proposal: Identification of Nursing Practice Problem assignment submitted in Topic 1. If your original proposed nursing problem was outside the scope of nursing practice or not conducive to an evidence-based practice project proposal, work with your instructor to identify a new topic prior to beginning this assignment. If your proposed topic requires revision, complete this prior to beginning this assignment.

Conduct a literature search on your approved nursing practice problem. Select one qualitative translational research article and one quantitative translational research article for this assignment. Using the “Translational Research Graphic Organizer,” present your proposed topic and complete the tables.

Refer to “Evidence-Based Practice Project Proposal – Assignment Overview,” located in Class Resources, for an overview of the evidence-based practice project proposal assignments.

You are required to cite two peer-reviewed sources to complete this assignment. Sources must be published within the last 5 years and appropriate for the assignment criteria and nursing content.

While APA style is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting guidelines, which can be found in the APA Style Guide, located in the Student Success Center.

 

This is my PICOT question. Among individuals over the age of 65 who are undergoing fracture treatment (P), Is the application of fall prevention programs developed by nurses (I) compared to the routine fall prevention program(C) more effective in preventing and reducing falls and associated injuries (O) within three monthhs of intervention(T)

NU 629

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NU 629

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NU 629

Initial Post

Watch the Motivational Interview of a woman who is pregnant and continuing to drink alcohol.

Motivational Interviewing: Discussing Alcohol Use in Pregnancy (17:37 minutes)

Motivational Interviewing: Discussing Alcohol Use in Pregnancy Video Transcript

Consider what you learned from the video, along with other content that has been discussed in this course. For your initial post, choose one of the three scenarios presented below and answer the following questions. (Please include at least three scholarly sources within your initial post):

Questions:

As an APRN, how could you positively affect the health of the woman in the scenario you chose?

What would be the pros and cons of utilizing the technique of Motivational Interviewing with the woman in the scenario.

Trial the techniques you have read about over the previous few weeks related to Motivational Interviewing with a coworker, family or friend. What was this experience like? Do you see benefits to becoming more comfortable with this technique? Why or why not?

Note: As you are choosing a topic, please try to make sure that all topics are chosen at least by one person. You can see this by noting if anyone has posted to the topic within the corresponding threads

Scenarios:

A 34-year-old female who is 36 weeks pregnant – G2P1AB0 – presents to your office complaining of shortness of breath and ankle swelling. She states she has had “the flu” for several days and is insistent that this is why she can’t stop coughing. She is obviously short of breath when talking. In reviewing her chart, you can see she has a history of hypertension. She states she “”officially” stopped her blood pressure medications when she found out she was pregnant but admits that she rarely took her pills anyway, so “no big deal.”

Sumar has just found out she is pregnant and presents to the local free clinic. She is a 26-year-old G2P0AB1, and her first OB appointment is in two weeks. Sumar thinks she is about 12 to 14 weeks pregnant. She has come to the clinic complaining of indigestion. You notice the strong smell of cigarette smoke, and she admits she smokes one pack of cigarettes a day but states she is smoking less now since she started vaping.

You are seeing a 19-year-old female for STI screening. When reviewing her health and sexual history to determine her risk, she indicates she has had several new partners over the past six months and that she has not been using condoms but does have an IUD. She has started smoking marijuana and has dabbled with some other prescription medications over the previous two months. She is worried about having contracted an STI because she has noticed some “cauliflower” type bumps “down there” and would like to be tested.

ADDITIONAL INSTRUCTIONS FOR THE CLASS

Discussion Questions (DQ)

Initial responses to the DQ should address all components of the questions asked, include a minimum of one scholarly source, and be at least 250 words.

Successful responses are substantive (i.e., add something new to the discussion, engage others in the discussion, well-developed idea) and include at least one scholarly source.

One or two sentence responses, simple statements of agreement or “good post,” and responses that are off-topic will not count as substantive. Substantive responses should be at least 150 words.

I encourage you to incorporate the readings from the week (as applicable) into your responses.

Weekly Participation

Your initial responses to the mandatory DQ do not count toward participation and are graded separately.

In addition to the DQ responses, you must post at least one reply to peers (or me) on three separate days, for a total of three replies.

Participation posts do not require a scholarly source/citation (unless you cite someone else’s work).

Part of your weekly participation includes viewing the weekly announcement and attesting to watching it in the comments. These announcements are made to ensure you understand everything that is due during the week.

APA Format and Writing Quality

Familiarize yourself with APA format and practice using it correctly. It is used for most writing assignments for your degree. Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for APA paper templates, citation examples, tips, etc. Points will be deducted for poor use of APA format or absence of APA format (if required).

Cite all sources of information! When in doubt, cite the source. Paraphrasing also requires a citation.

I highly recommend using the APA Publication Manual, 6th edition.

Use of Direct Quotes

I discourage overutilization of direct quotes in DQs and assignments at the Masters’ level and deduct points accordingly.

As Masters’ level students, it is important that you be able to critically analyze and interpret information from journal articles and other resources. Simply restating someone else’s words does not demonstrate an understanding of the content or critical analysis of the content.

It is best to paraphrase content and cite your source.

Lopes Write Policy

For assignments that need to be submitted to Lopes Write, please be sure you have received your report and Similarity Index (SI) percentage BEFORE you do a “final submit” to me.

Once you have received your report, please review it. This report will show you grammatical, punctuation, and spelling errors that can easily be fixed. Take the extra few minutes to review instead of getting counted off for these mistakes.

Review your similarities. Did you forget to cite something? Did you not paraphrase well enough? Is your paper made up of someone else’s thoughts more than your own?

Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for tips on improving your paper and SI score.

Late Policy

The university’s policy on late assignments is 10% penalty PER DAY LATE. This also applies to late DQ replies.

Please communicate with me if you anticipate having to submit an assignment late. I am happy to be flexible, with advance notice. We may be able to work out an extension based on extenuating circumstances.

If you do not communicate with me before submitting an assignment late, the GCU late policy will be in effect.

I do not accept assignments that are two or more weeks late unless we have worked out an extension.

As per policy, no assignments are accepted after the last day of class. Any assignment submitted after midnight on the last day of class will not be accepted for grading.

Communication

Communication is so very important. There are multiple ways to communicate with me:

Questions to Instructor Forum: This is a great place to ask course content or assignment questions. If you have a question, there is a good chance one of your peers does as well. This is a public forum for the class.

Individual Forum: This is a private forum to ask me questions or send me messages. This will be checked at least once every 24 hours.

NU 601 Nursing Theory

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NU 601 Nursing Theory

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NU 601 Nursing Theory 

The syllabus is a detailed document that outlines the course expectations for students. By carefully reviewing the syllabus during your first week, you will ensure that you don’t miss any essential activities or information that will be helpful over the term.

Reply to this discussion board by Day 7, stating that you have read the syllabus and listing one item that you learned “new” after reading the syllabus.

ADDITIONAL INSTRUCTIONS FOR THE CLASS

Discussion Questions (DQ)

Initial responses to the DQ should address all components of the questions asked, include a minimum of one scholarly source, and be at least 250 words.

Successful responses are substantive (i.e., add something new to the discussion, engage others in the discussion, well-developed idea) and include at least one scholarly source.

One or two sentence responses, simple statements of agreement or “good post,” and responses that are off-topic will not count as substantive. Substantive responses should be at least 150 words.

I encourage you to incorporate the readings from the week (as applicable) into your responses.

Weekly Participation

Your initial responses to the mandatory DQ do not count toward participation and are graded separately.

In addition to the DQ responses, you must post at least one reply to peers (or me) on three separate days, for a total of three replies.

Participation posts do not require a scholarly source/citation (unless you cite someone else’s work).

Part of your weekly participation includes viewing the weekly announcement and attesting to watching it in the comments. These announcements are made to ensure you understand everything that is due during the week.

APA Format and Writing Quality

Familiarize yourself with APA format and practice using it correctly. It is used for most writing assignments for your degree. Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for APA paper templates, citation examples, tips, etc. Points will be deducted for poor use of APA format or absence of APA format (if required).

Cite all sources of information! When in doubt, cite the source. Paraphrasing also requires a citation.

I highly recommend using the APA Publication Manual, 6th edition.

Use of Direct Quotes

I discourage overutilization of direct quotes in DQs and assignments at the Masters’ level and deduct points accordingly.

As Masters’ level students, it is important that you be able to critically analyze and interpret information from journal articles and other resources. Simply restating someone else’s words does not demonstrate an understanding of the content or critical analysis of the content.

It is best to paraphrase content and cite your source.

Lopes Write Policy

For assignments that need to be submitted to Lopes Write, please be sure you have received your report and Similarity Index (SI) percentage BEFORE you do a “final submit” to me.

Once you have received your report, please review it. This report will show you grammatical, punctuation, and spelling errors that can easily be fixed. Take the extra few minutes to review instead of getting counted off for these mistakes.

Review your similarities. Did you forget to cite something? Did you not paraphrase well enough? Is your paper made up of someone else’s thoughts more than your own?

Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for tips on improving your paper and SI score.

Late Policy

The university’s policy on late assignments is 10% penalty PER DAY LATE. This also applies to late DQ replies.

Please communicate with me if you anticipate having to submit an assignment late. I am happy to be flexible, with advance notice. We may be able to work out an extension based on extenuating circumstances.

If you do not communicate with me before submitting an assignment late, the GCU late policy will be in effect.

I do not accept assignments that are two or more weeks late unless we have worked out an extension.

As per policy, no assignments are accepted after the last day of class. Any assignment submitted after midnight on the last day of class will not be accepted for grading.

Communication

Communication is so very important. There are multiple ways to communicate with me:

Questions to Instructor Forum: This is a great place to ask course content or assignment questions. If you have a question, there is a good chance one of your peers does as well. This is a public forum for the class.

Individual Forum: This is a private forum to ask me questions or send me messages. This will be checked at least once every 24 hours.

NURS3335 Environmental and Occupational Health/Human Factors

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NURS3335 Environmental and Occupational Health/Human Factors

NURS3335 Environmental and Occupational Health/Human Factors

The role of Human Factors in healthcare cannot be overstated.
Review the videos you watched this week on the subject and think about your own experiences and what you learned from them.
Daughter LDI Louise Batz speaks about her mother’s belief that patients and their families should be an integral part of the healthcare team in the video below.

Preventable medical errors are made more likely by a lack of collaboration, a lack of knowledge, and a lack of technology, all of which are discussed in the LDI Louise Batz video.

Healthcare errors can be attributed to human factors.
In either your professional or personal life, describe what you have seen.

In order to improve healthcare, how can patients and their families be included in the healthcare team?

Please answer the following three questions in your original post with a well-written response of at least three to four sentences for each prompt.

This discussion board DOES NOT necessitate any citations.
These topics will be discussed solely for the purpose of getting your thoughts on paper.

NURS3335 Environmental and Occupational Health/Human Factors

Hospitalized for pneumonia in June 2011 was Alvin, an end-stage fibrosis patient with terminal illness.
In addition to powerful antibiotics and steroids, Alvin’s doctor, a lung disease specialist at a prestigious academic medical center, gave him 100% oxygen, but his condition quickly worsened.
Alvin decided to forego life support and spend his final days at home with his family rather than undergo intubation and a mechanical ventilator.
Morphine was prescribed to his family, but they were given no instructions on how to administer it, and several pharmacies refused to fill the prescription.
Alvin’s family discovered that despite the hospital’s orders, the oxygen supply was insufficient for his needs.
To get Alvin back to the hospital, the EMTs who took Alvin home had only one suggestion:
The family, attempting to honor his wishes, refused.
A few hours after leaving the hospital, Alvin was in excruciating pain and struggling for air.
Alvin’s family had to hire a private-duty nurse to help them care for him in his final hours because hospice workers were off duty on a Saturday night.
After he died, a hospice nurse arrived, apologized, and instructed his family on how to properly dispose of the remaining morphine vial.
When it comes to patient-centered care, Alvin’s case serves as a reminder of the importance of a patient-centered care team that includes family members, clinicians, and other healthcare providers working together to overcome system complexity and poorly aligned incentives (Winakur, 2012).

Care for patients is a full-time job for health care professionals in an increasingly complex, sluggish, and stressful environment.
Patients’ well-being is their primary concern, but this is not always supported by the structure, incentives, and culture in which they work.
As a patient-centered health care system, a learning health care system puts patients and their families at the center and empowers them to design and implement the learning process.
It is possible to significantly improve health, the quality of care received by patients and their families, as well as the satisfaction with the system as a whole and the economy as a whole, when all parties involved are fully engaged and actively involved.

In order to cross the Quality Chasm, the health care system must put patients first, but this goal is often not met (IOM, 2001).
There has been little progress in patient-centered care since the Quality Chasm’s call to action was issued more than a decade ago, and patients still have a difficult time navigating the health care system.
Because of the increasing complexity of the system, patient engagement becomes increasingly important as a means of making sure that patients can find the right care for their individual characteristics, needs and preferences.

Patients and clinicians must be involved in order to provide the best possible care in these situations.
Expertise in treatment and intervention options, as well as possible outcomes, is provided by clinicians.
With the help of patients’ loved ones, doctors can determine which treatments are best suited for a patient’s unique situation and preferences.
Both sources of information are necessary to make an informed decision about a patient’s care.
A patient-centered approach to healthcare does not mean simply agreeing to every request from the patients.
As a result, it requires a patient-centered approach in which the clinician and patient work together to understand each other’s needs and establish a dialogue about the evidence and decisions in play (Epstein et al., 2010).
In order to provide patient-centered care, it is necessary for the patient, family, and care team to be involved in the decision-making process and to consider all aspects of the patient’s care.

Learned health care systems can help fill in some of the voids in the US healthcare system’s focus on the needs of patients.
A vision for how the health care system could be improved in this regard is laid out in the first chapter, and the chapter sums up the benefits of moving toward that vision.
Finally, the chapter examines the ways in which this knowledge can be applied at various levels of health care systems.
There is now a discussion of community-based health care and how it can be used to include stakeholders that are not traditionally part of the health care system.
Final recommendations are made for achieving an inclusive health care system that includes patients and their families and their communities.
As a learning health care system incorporates patients, families, and the general public, the discussion focuses on ways to improve health and health care.

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