Safety and infection control measures

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Safety and infection control measures

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Safety and infection control measures

This first reflection should be about observed safety and infection control measures: the nurse recapped needles correctly when giving Heparin I witnessed. Every room he was hands before and after pt even when we left the room he would hand sanitize. Wore gloves when appropriate. He passed medications correctly following the 6 patients’ rights. I followed an PCA (Patient Care Assistant) she followed great hand hygiene. Especially when handing urine specimens and cleaning fecal from a pt who had dementia and alzhmiers.

Steps taken for preservation of human dignity: when the nurse I was shadowing when to check on his pts he would make sure to have the peri area covered to show dignity to the pt. would close the door or bring the curtain around for privacy.

Expectations addressed in orientation related to safety, infection control and human dignity.

How does what you saw and learned compare with what you are learning in your other nursing courses?

Healthcare facilities, whether hospitals or primary care clinics are an area with an elevated risk of disease transmission due to the presence and relative ratio of susceptible individuals. One in ten patients get an infection whilst receiving care[9] yet effective infection prevention and control reduces health care-associated infections by at least 30%[9]. In a healthcare setting, the three components required for infection spread are the following[10]:

Source – places where infectious agents survive (e.g. sinks, hospital equipment, countertops, medical devices).
Environment – patient care areas, sinks, hospital equipment, countertops, medical devices.
People – patients, healthcare workers, or visitors.

Susceptible Person – Someone (Patient, Healthcare Worker, or Visitor) who is not vaccinated or immune to a particular infectious

Safety and infection control measures

disease, or an individual with a compromised immune system / immunodeficient [10].
In addition, susceptibility can be heightened in individuals due to underlying medical conditions, medications, and necessary treatments and procedures that increase the risk of infection (For Example; Surgery).

Transmission – The way in which germs are moved to the susceptible person
Touch, including via medical equipment or a susceptible person (For Example; MRSA or VRE)
Sprays or splashes (For Example; Pertussis)
Inhalation of aerosolised particles (For Example; TB or Measles)
Sharps injuries introducing blood-borne pathogens (For Example; HIV, HBV, HCV)
Controlling Infectious Diseases Within Communities
Infection control and prevention is a global issue and there are many protocols and guidelines that can be followed to minimise the spread of infection between people, within a population and globally[2]. Identifying at-risk groups such as children, older people and those with chronic conditions can also help guide relevant strategies to protect these vulnerable groups. The first step when looking at infection control can start at the community level by changing behaviour, including:

Regular hand washing
Appropriate use of Face-masks (Protect from and Prevent spread of Respiratory Infections)
Using insect repellents
Ensuring up-to-date routine vaccinations and participating in immunisation programmes
Taking prescribed medications, such as antibiotics, as directed by health professionals
Social Distancing – avoiding contact with others
Using condoms when having sex, especially with a new partner

Other steps that can be taken to control the spread within communities include environmental measures such as:

Modifying Environments
Surveillance of Diseases
Food Safety
Air Quality
Medical Interventions
As well as simple steps to prevent and control infections, there are biochemical interventions that can be implemented to speed up the recovery process and in some cases prevent viral infections completely.[11] The development of antibiotics, antivirals and vaccinations have been shown to speed up recovery, slow down the progression and in some cases eradicate infectious diseases from entire populations.

Antibiotics
Antibiotics are prescribed for bacterial infections and support the body’s natural defence system to eliminate the disease-causing bacterial agent. They are designed to either kill bacteria or stop them from reproducing, however poor use of antibiotics, over-prescribing and the mutation of bacteria has led the development of resistant bacteria[12]. In these cases, either stronger doses are required or the combination of one or more antibiotics.

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

NSG 6435: Infectious Diseases in Children

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NSG 6435: Infectious Diseases in Children

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NSG 6435: Infectious Diseases in Children

NSG6435 Practicum III Family Health – Pediatrics

Week 9 Discussion

Infectious Diseases in Children

The discussion assignment provides a forum for discussing relevant topics for this week on the basis of the course competencies covered.

Discussion: NSG 6435 Infectious Diseases in ChildrenFor this assignment, make sure you post your initial response to the Discussion Area by the due date assigned.

To support your work, use your course and textbook readings and the South University Online Library. As in all assignments, cite your sources in your work and provide references for the citations in APA format.

Start reviewing and responding to the postings of your classmates as early in the week as possible. Respond to at least two of your classmates’ initial postings. Participate in the discussion by asking a question, providing a statement of clarification, providing a point of view with a rationale, challenging an aspect of the discussion, or indicating a relationship between two or more lines of reasoning in the discussion. Cite sources in your responses to your classmates. Complete your participation for this assignment by the end of the week.

Discussion: NSG 6435 Infectious Diseases in ChildrenClinical Case Scenario:

An eighteen-month-old child, well-known to your practice, presents with a seven-day history of fever ranging from 101 to 104.7 degrees Fahrenheit. On the fourth day of the fever, the emergency department had performed the following tests:

A blood and urine culture

A complete blood count

A comprehensive metabolic panel

Discussion: NSG 6435 Infectious Diseases in ChildrenThe culture reports were found to be negative.

Today, the vitals of the child are the following:

Temperature: 101.5 degrees Fahrenheit

Heart rate: 120 beats/minute

Respiratory rate: 20 breaths/minute

Blood pressure: 90/40

Discussion: NSG 6435 Infectious Diseases in Children

Discussion: NSG 6435 Infectious Diseases in ChildrenPhysical examination of the child indicates the following positive findings:

Injected conjunctiva

Palmar redness

Magenta-colored lips

Red macula

Excoriating rashes in the diaper area

On the basis of the above information, respond to the following:

What is the CC, VITALS, HPI, ROS, and PE findings of this case?

What labs were order or do you want to order? Why do you want to order those labs?

What are 3 differential diagnoses for this clinical case? Why? What clinical data support your differentials?

What is the most likely diagnosis? Identify the clinical data that supports why you believe this is true and provide a rationale for your answer.

Discussion: NSG 6435 Infectious Diseases in ChildrenAs the Nurse Practitioner caring for the patient, what is the next step in this evaluation? What is your treatment recommendation and education for the patient/family? Why? Anticipatory guidance?

The answers to the questions are to be posted in following the SOAP NOTE FORMAT below. You are to include the headings and subheadings below in your answer:

SUBJECTIVE

CC:

HPI:

ROS:

MEDICAL HISTORY (if available)

OBJECTIVE

VITALS

PHYSICAL EXAM

LABS & DIAGNOSTIC RESULTS

ASSESSMENT

PRIMARY DIAGNOSIS

2 DIFFERENTIAL DIAGNOSIS

PLAN

TREATMENT

EDUCATION

ANTICIPATORY GUIDANCE

NURS 601B

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NURS 601B

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NURS 601B

Please respond to the discussion prompt.

Discuss the differences and similarities between the adult and pediatric preventative care visits. What are the goals of patient education and counseling related to preventive care? Give examples.

NURS 601B Week 6 Discussion APRN Bridge course

Use at least one scholarly source other than your textbook to connect your response to national guidelines and evidence-based research in support of your ideas. This is required. In addition, you may also provide an example case, either from personal experience or from the media, which illustrates and supports your ideas.  All sources must be referenced and cited using correct APA (including a link to the source).

The process of transition of care of adolescents with special health care needs has been recognized as a priority in the past years, especially with the new advances in medical technology that has improved the lives of children with chronic conditions. The prevalence of adolescents between 12 and 18 years with special health care need is 18.4%, a double that of young children.

Health care transition is the process of changing from a pediatric to an adult model of health care. There are significant differences between adult and pediatric health care model, which may affect adherence by young adults with chronic diseases. Pediatric care is family oriented and relies on significant parental involvement in decision making; however, adult care is patient-specific and requires autonomous, independent skills of patients, without many interdisciplinary resources. Health care transition is important for all youth, even if they do not have special needs in order to maximize lifelong functioning and well-being. Although several models have been proposed, it is widely accepted that a well-timed transition from child-oriented to adult-oriented health care is specific to each person, and ideally should occur between the ages of 18 and 21 years.

Position statements by the leading primary care organizations, including the American Academy of Pediatrics in 2002 and 2011, are a step toward addressing this need. In 2002, a consensus statement coauthored by the American Academy of Pediatrics, the American Academy of Family Physicians, and the American College of Physicians-American Society of Internal Medicine was published, stating the importance of supporting and facilitating the transition of adolescents with special health care needs into adulthood. The consensus statement articulated 6 “critical first steps” to ensuring the successful transition to adult-oriented care:

  1. Ensure that all young people with special health care needs have an identified health care professional who attends to the unique challenges of transition and assumes responsibility for current health care, care coordination, and future health care planning.

  2. Identify the core knowledge and skills required to provide developmentally appropriate health care transition services to young people with special health care needs; and to make them part of training and certification requirements for primary care residents and physicians in practice.

  3. Prepare and maintain an up-to-date medical summary that is portable and accessible, providing a common knowledge base for collaboration among health care professionals.

  4. Development of up-to-date and detailed written transition plans, in collaboration with young people and their families.

  5. Ensure that the same standards for primary and preventive health care are applied to adolescents.

  6. Ensure that affordable, comprehensive, and continuous health insurance is available to young people with chronic health conditions throughout adolescence and into adulthood.

After more than a decade of effort, widespread implementation of health care transition systems has not been realized. A recent review revealed that more than half of the adolescents with chronic health conditions report inadequate support and services during their transition to adult health care. Many factors have been recognized as obstacles to a proper transition of care including inadequate planning, poor service coordination, lack of resources, and gaps in education and training. A survey revealed that majority of general internists and pediatricians are not comfortable providing primary care for young adults with chronic illnesses of childhood origin, such as cystic fibrosis and sickle cell disease. Other factors identified are the physical and psychosocial developmental changes that accompany adolescence, some of which adult doctors may not be used to. Together, these challenges contribute to potentially serious health-related consequences including patient disengagement, poor treatment adherence, increased hospitalization rates, and overall detrimental health outcomes.

The role of pediatricians in the process of transition of care is especially important, since we are in frequent contact with the adolescents and build a close relationship with their families. The process begins with the development of a transition policy and its dissemination to all families, to ensure they can understand that transition planning will be part of chronic care management. This plan should be developed with the adolescents and family members, and should be updated in subsequent visits until the patient is ready for implementation in early adulthood. It is important to document the steps to be conducted to meet the identified needs, as well as identifying appropriate adult care resources. Tools we can implement in our practice are the “Transition Youth Registry” to track the progress of each patient in the transition process, and a “Longitudinal Readiness Checklist” to assess the adolescent’s ability for independence and self-management. Other tools can also be found online as part of the “Got Transition” program from the National Health Care Transition Center. Finally, we should ensure an appropriate coordination between pediatric and adult specialties and subspecialties involved in the transition process.

Transition of care should also be part of the didactic curriculum in residency programs. There is lack of training in transition of care at many levels including undergraduate/graduate medical education and maintenance of certification. One third of the programs have not provided any education about transition of care. Recent graduates of pediatric residency programs have also recognized gaps in training to deal with children with chronic illnesses.

NURS 601B

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NURS 601B

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NURS 601B

 

You will select (2) Core objectives to enable EHRs to support healthcare from Stage 1. You will select (2) Menu objectives that provide flexibility for providers to choose from Stage 1 or Stage 2.

Table 17-1 (Sewell text, chapter 17-1, p. 274).

NURS 601B Week 4 Assignment Meaningful Use for Nurses Paper

To earn full credit, your paper must include the following components:

A. Introduction and overview of the Meaningful Use Program – provide an overview of the Meaningful Use Program. Describe its significance to advanced practice registered nursing and the impact it has on the nursing profession.

What is it?

When did it originate? Why is it needed?

What are the relationships between EMR, EHR, and ePHR to clinical information systems?

What is the significance to the nursing profession, especially to the PCP?

B. Discussion and analysis of the Meaningful Use Program (MUP) – describe and analyze the goals and objectives of meaningful use as well as its implications for nurses, nursing, national health policy, patient outcomes, and population health associated with the collection and use of meaningful use core criteria.

Review the goals and objectives and discuss them. Is this something you see or deal with in your workplace?

Discuss the implications – is the program effective? Is it affordable? Does it work? Does it really improve quality and efficiency of care?

What are the strengths and weaknesses of MUP?

Support your ideas with evidence-based practice.

C. Core Requirements of the Meaningful Use Program – analyze how the core requirements are beneficial for advanced nurses, nursing, monitoring population health, setting national health policies, and/or improvements in patient outcomes or population health.

Patients – discuss impact of MUP on the use of patient reminders, ePrescribing, electronic access, etc.

Providers – does MUP assist providers in making more informed decisions, deliver better care, and create greater efficiencies?

Nursing – does MUP help to prevent duplicative testing, eliminate adverse drug reactions, and enhance provider collaboration?

Population health – does MUP encourage providers to send data to immunization registries and public health agencies?

D. Challenges and recommendations – discuss current challenges with meaningful use seen in practice today and provide recommendations using evidence-based rationale.

Challenges – lack of clear plan, cost, lack of oversight, privacy risks, concerns about sustainability

Recommendations – realistic, scalable, and flexible starting point for adopting EHR, allow reasonable time for robust EHR use, ensure adequate training, better communication with physicians and providers

E. Conclusion – summarize your findings and conclude by providing insights gained from your analysis.

Do not introduce new concepts

Summarize the highlights of your findings

Offer your insights

A minimum of 2 scholarly resources are required not including your texts.

Your paper should be 2-3 pages, not including title and reference pages.

Use current APA format to style your paper and to cite your sources. Your source(s) should be integrated into the paragraphs. Use internal citations pointing to evidence in the literature and supporting your ideas. Include a title page and a reference page listing the sources you used.

Adolescent Development Case

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Adolescent Development Case

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Adolescent Development Case

 

Question Description
Adolescence

Adolescence is such a crucial time in overall development.It acts as the gateway between childhood to early adulthood.Typically, qualities and characteristics observed during this time can either be a passing fancy or an indicator of things to come.Many theories have been constructed over the years to help us figure out what to expect at this stage but as usual none of them ever address all observed factors.Stanley Hall believed this period of time is called the “storm and stress years” because his observations showed him that teenagers were difficult and unruly to get along with (some of us may still believe that Embarrassed). Whereas Margaret Mead believed adolescent difficulties are not the norm and that it is perfectly normal for them to pass this stage with little to no trouble at all.As you read this week’s material think about where you stand on these theories and how it would apply to the unique issues commonly faced at this stage.

THE OVERVIEW

At the micro level, social workers engage in quite a bit of work with individuals to help them address usually immediate and sometimes long-term issues.Oftentimes, we can’t fix all problems but with using a strengths perspective we can be very successful with assisting our clients in sorting out the issues in their lives that result in them finding solutions and improve their well being.Since we are focusing on adolescence, you will consider many of the situations and factors that are reported to regularly impact adolescents.You will also consider prominent adolescent stage theorists that help us think about development at this point.

THE DISCUSSION

This week you will create a short case study.Using the information you read in your textbook/lecture/online, you will create a fictional character that is facing a challenge/barrier and apply theory to help you understand their development as well as identify a potential intervention.The intervention you propose can be a combination of what you read in the text and your imagination :)The citation and reference rules still apply here!

To complete this assignment:

1) Identify one critical issue/life event (communication/homelessness/suicide/eating disorders/crime/delinquency/gangs/sexuality) and one major influence (peer/rebellion) to focus on.*The critical issue/life events and major influences identified here are in your textbook.For those still without a book just choose one of the critical issues/life events you see in the parentheses and one major influence in the second set of parenthesis to construct your case study.

2) Choose one of the traditional identity theories (Erickson/Marcia/Racial-Cultural Identity Model).*Only use one of these identity theories.

3) Choose one of the traditional moral identity theories (Kohlberg/Gilligan/Bandura/Fowler). *Only use one of these moral identity theories.

4) Present your fictional case study by explaining who your character is, how their immediate critical issue/life event and major influence is affecting them, and how your character is developing their identity and morals based on the theories you have chosen.

5) If you were your character’s social worker what do you believe is the best course of action in addressing this problem and why? *This is where you discuss your intervention and why you think it is best.Be sure to support your intervention with credible information as to the potentiality of its effectiveness.

Structure your post using this format:

1) Introduction

Character Name: Raymond

Critical Issue/Life Event: Homelessness

Major Influence: Rebellion

2)Traditional Identity Theory: Racial-Cultural Identity Model

3)Moral Identity Theory: Fowler

Begin your discussion here… This is where you discuss points 4 and 5 as based on what you identified in your introduction.You must demonstrate knowledge of the two theories you selected as you present your case study.

You must proofread your paper. But do not strictly rely on your computer’s spell-checker and grammar-checker; failure to do so indicates a lack of effort on your part and you can expect your grade to suffer accordingly. Papers with numerous misspelled words and grammatical mistakes will be penalized. Read over your paper – in silence and then aloud – before handing it in and make corrections as necessary. Often it is advantageous to have a friend proofread your paper for obvious errors. Handwritten corrections are preferable to uncorrected mistakes.

Use a standard 10 to 12 point (10 to 12 characters per inch) typeface. Smaller or compressed type and papers with small margins or single-spacing are hard to read. It is better to let your essay run over the recommended number of pages than to try to compress it into fewer pages.

Likewise, large type, large margins, large indentations, triple-spacing, increased leading (space between lines), increased kerning (space between letters), and any other such attempts at “padding” to increase the length of a paper are unacceptable, wasteful of trees, and will not fool your professor.

The paper must be neatly formatted, double-spaced with a one-inch margin on the top, bottom, and sides of each page. When submitting hard copy, be sure to use white paper and print out using dark ink. If it is hard to read your essay, it will also be hard to follow your argument.

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.

LopesWrite Policy

  • For assignments that need to be submitted to LopesWrite, 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.

Discussion: Adolescent Development Case

Discussion: Adolescent Development Case

HSA 3383

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HSA 3383

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HSA 3383

Description

Competency

Evaluate the role and importance of the patient experience.

Course Scenario

Chaparral Regional Hospital is a small, urban hospital of approximately 60 beds, and offers the following:

  • Emergency room services
  • Intensive care
  • Surgical care
  • Obstetrics
  • Diagnostic services
  • Some rehabilitation therapies
  • Inpatient pharmacy services
  • Geriatric services and
  • Consumer physician referral services

Recently, the CEO has been hearing complaints from both patients and staff. You have been hired to design and implement a Quality Improvement Plan to help uncover quality problems and satisfactorily resolve them.

Scenario Continued

The Public Information Officer for Chaparral Regional Hospital as contacted you requesting information for the employee newsletter. In particular, she would like you to write a short article with an accompanying infographic detailing the role and importance of the patient experience when working towards quality improvement.

Instructions

The article should address the role and importance of the patient experience in healthcare when working towards quality improvement. Both the article and the infographic should include appropriate information and graphics.

The goal of the article is to provide the reader with valuable information and enlighten them about the subject. Therefore, your article should be more persuasive than academic. In the article, you will address the role of the patient experience in healthcare and its importance. APA standards would still apply.

APA formatting for the article, and proper grammar, punctuation, and form are required.

You will highlight the major ideas from your article in the infographic. An infographic is a visual representation of ideas, and you are free to be as creative as you want when creating your infographic.

PSY362

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PSY362

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PSY 362
Details:

Use the “Stanford Prison Experiment” document, located under the assignment tab, to successfully complete this assignment.
APA format is required for essays only. Solid academic writing is always expected. For all assignment delivery options, 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.
You are required to submit this assignment to Turnitin. Refer to the directions in the Student Success Center.
PSY-362 Social Psychology and Cultural Applications
Stanford Prison Experiment
Directions: Answer each of the questions below with a minimum of 200-words. Use scholarly research to support your answers. Include APA in-text citations in your answers where necessary and list your reference at the end of the document.

Do you think that kids from an urban working-class environment would have broken down emotionally in the same way as did the middle-class prisoners? Why? What do you suppose the outcome would have been if women were used a prisoners and guards instead of men? Explain.
While the Stanford Prison experiment is considered unethical, what usefulness has come from the experimental outcomes? Was it right to trade the suffering experienced by participants for the knowledge gained by the research? Explain how the experiment and consequently the suffering has added to current research in the field of social psychology.
Knowing what this research says about the power of prison situations to have a corrosive effect on human nature, what recommendations would you make about changing the correctional system in your country?

References

NU 650 Assignment

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NU 650 Assignment

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In the initial entry of my clinical skills journal, I intend to analyze my clinical skill practice while also analyzing the fundamental principles behind physical assessment and clinical reasoning and identifying specific areas in which I aspire to augment my clinical reasoning abilities. Additionally, I shall expound upon the domains in which I have developed my clinical skills.

Experience with the Physical Assessment:

Throughout my professional experience as a nurse, I have been allowed to engage in diverse facets of physical examinations. I have developed proficiency in the routine assessment of vital signs, evaluation of overall physical appearance, and execution of comprehensive head-to-toe examinations. Consequently, I have gained a sense of assurance in my aptitude to do these tasks. The author expresses a high level of assurance in their proficiency in conducting diagnostic techniques, specifically palpation, auscultation, and observation (Manske et al.; D. J., 2020). However, my familiarity with more specialized examinations, such as those on the nervous or cardiovascular systems, could be improved. Because I have worked with patients of many ages, including children, adults, and senior citizens, I have been able to modify my evaluation methods to be more accurate for each specific patient population.

Clinical Reasoning:

Clinical reasoning refers to the mental process registered nurses go through to analyze patient data, identify problems, formulate clinical judgments, and develop appropriate treatment plans (Mohammadi‐Shahboulaghi et al., 2021). The procedure comprises the collection of data, the examination and interpretation of findings, the recognition of patterns, and the development of conclusions based on experiential knowledge and empirical evidence. The usage of one’s clinical knowledge and expertise, along with the integration of critical thinking and problem-solving skills, are all factors that contribute to the success of this procedure(Mohammadi‐Shahboulaghi et al., 2021).

Relevance of Current Practice and Past Experiences:

My prior experiences and ongoing clinical work are the foundation for my effective clinical reasoning. My experience with a wide variety of patient demographics has helped me develop a heightened awareness of any discrepancies in the findings of evaluations. As I have carried out more evaluations, I have improved my ability to recognize subtle shifts in a patient’s state that may indicate a change in the patient’s status. My ability to take into account a variety of perspectives while making clinical judgments has been enhanced as a result of my exposure to a variety of unexpected circumstances, as well as my work with multidisciplinary teams.

Areas for Growth in Clinical Reasoning:

Although I have improved my clinical reasoning in a few distinct domains, there are still some domains in which I would like to develop my skills further. My capacity to recognize complex clinical presentations is the first skill I want to develop in the coming months. This includes keeping an eye out for unique conditions or scenarios that have a lot of moving pieces and a variety of various factors coming into play. Second, one of the things I want to improve this year is my ability to classify and prioritize the different aspects of my life. Because treating patients frequently involves juggling multiple issues simultaneously, cultivating the skill to do so will be of utmost importance (Daniel et al., 2019). My third objective is to strengthen my intuitive capabilities by building them upon a firm basis of clinical acumen and experience. I have been laboring over this particular topic for some time now.

In conclusion, this initial entry in my notebook has allowed me to reflect on my experience conducting a physical assessment, comprehend the core of clinical reasoning, and sketch out areas in which I intend to advance my knowledge. When I first started this class, I expected that it would teach me useful information and techniques that would help me improve my capacity for clinical reasoning, which would ultimately contribute to my development into a competent and self-assured nurse.

References

Daniel, M., Rencic, J., Durning, S. J., Holmboe, E., Santen, S. A., Lang, V., Ratcliffe, T., Gordon, D., Heist, B., Lubarsky, S., Estrada, C. A., Ballard, T., Artino, A. R., Sergio Da Silva, A., Cleary, T., Stojan, J., & Gruppen, L. D. (2019). Clinical reasoning assessment methods: A scoping review and practical guidance. Academic Medicine, 94(6), 902–912. https://doi.org/10.1097/acm.0000000000002618

Manske, R. C.,, & Magee, D. J. (2020). Orthopedic Physical Assessment-E-Book. Elsevier Health Sciences.

Mohammadi‐Shahboulaghi, F., Khankeh, H., & HosseinZadeh, T. (2021). Clinical reasoning in nursing students: A concept analysis. Nursing Forum, 56(4), 1008-1014. https://doi.org/10.1111/nuf.12628

NU 650 Assignment

Week 1: Initial Journal Entry

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Completion requirements

 Done: View

Value: 100 points

Due: Day 7

Grading Category: Assignments: Discussions/Journal

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

Reflect on your clinical skill practice by writing your response to the following prompts:

  • Describe your experience with physical assessment in your nursing role to date. (What components of the exam have you completed? With what aspects of assessment are you most familiar and confident? With what aspects of assessment are you least familiar and confident? What experience have you had with pediatric, adult, and geriatric patients? If you are not currently in a clinical setting, when was the last time you performed a hands-on assessment?)
  • Describe what is meant by clinical reasoning and the process by which it occurs.
  • Reflect on how your current practice and past experiences will help you in your clinical reasoning.
  • What are areas in which you are hoping to grown in terms of clinical reasoning?

Posting Your Journal Entry:

  1. Select Start or Edit My Journal Entry.
  2. Create your journal entry.
  3. Make sure to date your journal entry and title the entry with the system we focused on the previous week (e.g., “Lungs and Thorax”).
  4. Select Save Changes.

Week 1: Initial Journal Entry

Value: 100 points

Due: Day 7

Grading Category: Assignments: Discussions/Journal

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

Reflect on your clinical skill practice by writing your response to the following prompts:

  • Describe your experience with physical assessment in your nursing role to date. (What components of the exam have you completed? With what aspects of assessment are you most familiar and confident? With what aspects of assessment are you least familiar and confident? What experience have you had with pediatric, adult, and geriatric patients? If you are not currently in a clinical setting, when was the last time you performed a hands-on assessment?)
  • Describe what is meant by clinical reasoning and the process by which it occurs.
  • Reflect on how your current practice and past experiences will help you in your clinical reasoning.
  • What are areas in which you are hoping to grown in terms of clinical reasoning?

Posting Your Journal Entry:

  1. Select Start or Edit My Journal Entry.
  2. Create your journal entry.
  3. Make sure to date your journal entry and title the entry with the system we focused on the previous week (e.g., “Lungs and Thorax”).
  4. Select Save Changes.

 

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Nursing Process Performance N545

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Nursing Process Performance N545

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Nursing Process Performance N545

DQ2 How could you use the Nursing Process to address a staff member’s performance shortcomings?

Nursing Process Performance?

The acuity of patient care in the hospital setting has grown significantly over the last 10 years. For the nurse who works on an acute medical-surgical unit, it can be challenging to address the demands of post-operative assessment and care, as well as common medical challenges such as advanced age, obesity, and co-morbid disease.

Nursing Process Performance N545

The 79-year-old female who has just had a hip fracture repair is not just “a hip” patient, but may also be an individual with diabetes, osteoporosis, hypertension, alcohol use disorder, asthma, obstructive sleep apnea, or early-stage dementia. This article outlines how the nursing process must be embedded in patient care to ensure optimal outcomes for acute and complex patients.

Nursing students are introduced to the nursing process during academic preparation. The nursing process is a stepped approach to assess and care for patients. It is a tool for both students and nurses to help ensure a consistent and strategic approach to patient care. The steps of the nursing process include assessment, nursing diagnosis, planning, intervention, and evaluation. These five steps are used cyclically and repeatedly during patient care. The sequence must be followed from start to finish to ensure that the needs of the patient are addressed (Morris, 2006).

Step 1—Assessment

In the first step of the nursing process, the nurse gathers key information in completing a comprehensive patient assessment. This can be viewed as the most important step of the nursing process, as it determines the direction of care by judging how the patient is responding to and compensating for a surgical event, anesthesia, and increased physiologic demands. Some of the components of a post-operative assessment include obtaining vital signs, pain score, assessing breath sounds, fluid intake and output, level of consciousness, the surgical site, and more (see List 1 below).

NURS 4455 Style of Leadership

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NURS 4455 Style of Leadership

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NURS 4455 Style of Leadership Assignment

For Maximum points, you must respond to all 3 questions.

What style of leadership do you work best under?

What leadership style best describes your present or former managers?

Why is it important for nurse managers to have a clear understanding of their predominant leadership style?

NURS 4455 Style of Leadership

What style of leadership do you work best under?

Overview: Organizational Analysis – The Nurse Leader

The major assignment for this course is analysis of your organization. In this assignment, you will analyze your nurse leader’s characteristics and behaviors regarding others in managing, leading, and communicating. By respectfully, but critically, critiquing these attributes of the nurse leader you have been “shadowing,” you can identify the attributes that you consider most and least effective, and most and least similar to the way you see yourself managing, leading, and communicating.

Complete this document to record your analysis of your nurse leader.

Objectives

Explain how organizations function.

Compare and contrast characteristics of leadership and management.

Apply trends, issues, theories, and evidence as guidelines for management decisions.

Evaluate effectiveness of communication patterns using specific management situations

Expected elements of scholarly writing:

Ensure correct grammar and spelling

Assignment should be submitted as an APA Paper, including title page and references.

Title page is required for this Assignment and the UTACON version is expected format.

1-inch margins, 12 size Times New Roman font.

Please provide all references used to support your opinions and clarify positions in the paper. The reference list begins on a separate page from the content.

Headings are expected and must be connected to the assignment criteria following APA style. An introduction is expected providing a brief look at what is planned within the body of the paper. However, no heading is used over the introduction in APA format. A Summary is used and should have a heading over it.

For all other style questions refer to the American Psychological Association. (2010). Publication manual of the American Psychological Association (6th ed.) Washington, DC: Author.

Rubric

Use this rubric to guide your work on the Week 4 Organizational Analysis-The Nurse Leader.

Tasks

Target

Acceptable

Unacceptable

Use correct grammar, punctuation, and American Psychological Association (APA) format in writing professional papers.

(max 10 points)

(9-10 points)

APA format and style are correct and clear. Areas of focus include syntax, appearance, organization, and grammatical correctness. References and literature citations are correct. (0-2 errors)

(5-8 points)

APA format and style are mostly correct. Areas of focus include syntax, appearance, organization, and grammatical correctness. References and literature citations are correct. (3-5 errors)

(0-4 points)

APA format and style are minimally correct. Areas of focus include syntax, appearance, organization, and grammatical correctness. References and literature are cited but contain mistakes. (>5)

Nurse Manager

(max 30 points)

(21-30 points)

Specific, well-organized description of credentials, position, responsibilities, experience, etc.

(11-20 points)

General description of credentials, position, and responsibilities or experience

(0-10 Points)

Important information unclear or missing

Specific references to professional organizations, journals, other professional development

List of professional organizations or journals

Little or no reference to professional development

Nurse Leader

(max 30 points)

(21-30 points)

Clear identification and description of leadership style with references cited

(11-20 points)

General description of leadership style

(0-10 points)

Vague or missing description of leadership style

At least three specific examples of how nurse leader handles responsibilities with detailed evaluation of effectiveness of each

At least two examples of how manager handles responsibilities with evaluation of effectiveness

Poorly-worded or missing examples of how manager handles responsibilities or no evaluation of effectiveness

At least two specific examples of leadership skills with detailed critique of effectiveness of each

At least one example of leadership skills with critique of effectiveness

Poorly-worded or missing example of leadership skills or no critique of effectiveness

Communication

(max 30 points)

(21-30 points)

At least three specific examples of identified types of communication

(11-20 points)

At least two examples of identified types of communication

(0-10 points)

One or no examples of identified types of communication

Well-written evaluation of effectiveness of communication for each example

General evaluation of effectiveness of communication

Statement of effectiveness of communication or no mention of effectiveness

Specific, pertinent recommendations for better communication in each example

General recommendations for better communication

Minimal or missing recommendations for better communication