Category: Nursing

HEALTH ASSESSMENT COURSE

This course prepares RN to BSN students to synthesize the comprehensive health assessment. Emphasis is placed on the acquisition, processing, and interpretation of data collected from clients of all ages. A physical, psychological, sociocultural, and spiritual approach supported evidence-based practices is used to assess the client and to incorporate consideration of the client’s needs, state of wellness, developmental level, and response to life experiences. Students also evaluate current health policy and technology to support health assessment to improve community health.

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COURSE DESIGN

This course prepares RN-BSN students to synthesize comprehensive health assessment through reading and processing a range of media covering topics including the lifespan, special groups, and body systems. The methods of learning include participation in threaded discussions, completion of written assignments, and undertaking virtual health assessments using Shadow Health, an integrative, interactive tool that allows student to access and communicate with a virtual patient and provides feedback reports to enhance assessment skills. Activities progress through assessments of various systems to a full assessment of an individual.

COURSE LEARNING OUTCOMES

Upon successful completion of this course, students will be able to

1. Identify physical, social, economic, and environmental factors that influence the health status of clients and families.

2. Describe the effectiveness of health assessment techniques for collecting age-appropriate data.

3. Apply evidence-based practices to support and educate variants of a health assessment that address wellness beliefs, values, and practices within a community.

4. Evaluate current health policy and technology to support health assessment and improve community health.

COURSE MATERIALS

REQUIRED TEXT

Weber, J. R., & Kelley, J. H. (2014). Health assessment in nursing (5th ed.). Philadelphia, PA: Wolters Kluwer Health | Lippincott William & Wilkins.

REQUIRED RESOURCES

Articles

Ahacic, J. A. (2016). A look at eating disorders. Nursing Made Incredibly Easy! 14(2), 28-37. doi:10.1097/01.NME.0000479864.48566.ad

Arritt, T. (2014). Caring for patients of different religions. Nursing Made Incredibly Easy! 12(6), 38-45. doi:10.1097/01.NME.0000454746.87959.46

Barr, E. M., Goldfarb, E. S., Russell, S., Seabert, D., Wallen, M., & Wilson, K. L. (2014). Improving sexuality education: The development of teacher-preparation standards. Journal of School Health, 84(6), 396-415. doi:10.1111/josh.12156

Gavin, V. R., Seeholzer, E. L., Leon, J. B., Chappelle, S. B., & Sehgal, A. R. (2015). If we build it, we will come: A model for community-led change to transform neighborhood conditions to support healthy eating and active living. American Journal of Public Health, 105(6). pp. 1072-1077. doi:10.2105/AJPH.2015.302599

Hood, W. A., & Kate, V. (2015). Nutritional status assessment in adults. Medscape. Retrieved from http://emedicine.medscape.com

Maher, R. L., Hanlon, J. T., & Hajjar, E. R. (2014). Clinical consequences of polypharmacy in elderly. Expert Opinion on Drug Safety, 13(1). doi:10.1517/14740338.2013.827660

Murphy, K. (2015, March/April). Getting to the bottom of PTSD. Nursing Made Incredibly Easy! 13(2), 34-43. doi:10.1517/14740338.2013.827660

Glassman, P. (n.d.). Health literacy. Retrieved from http://nnlm.gov

Province of British Columbia Ministry of Health. (2009). A guide for collaborative structured communication. Retrieved from http://www2.gov.bc.ca/gov/content/health/conducting-health-research-evaluation/health-and-human-services-library

Pullen, R. (2014). Communicating with patients from different cultures. Nursing Made Incredibly Easy! 12(6), 6-8. doi:10.1097/01.NME.0000454772.77545.13

Multimedia

BuzzFeedYellow. (2015, November 17). 13 Heartbreaking confessions of domestic violence survivors [Video file]. Retrieved from https://www.youtube.com/watch?v=N1K_tx4pJ2A&feature=youtu.be

Centers for Disease Control and Prevention. (2008, August 7). Break the silence: Stop the violence [Video file]. Retrieved from https://youtu.be/3wDeLX0vQMI

Nevco Educational Video Inc. (Producer). (2003). Improving your observation and documentation skills in nursing [Video file]. Retrieved from https://fod.infobase.com/OnDemandEmbed.aspx?token=43827&wID=100753&plt=FOD&loid=0&w=640&h=480&fWidth=660&fHeight=530

Shadow Health [Web application]. (2016). Retrieved from http://www.shadowhealth.com

Web Pages

Centers for Disease Control and Prevention. (2016). Sexually transmitted diseases (STDs). Retrieved from http://www.cdc.gov/std/healthcomm/fact_sheets.htm

Centers for Disease Control and Prevention. (2014, April 8). Preventing pregnancies in younger teens. Retrieved from http://www.cdc.gov/vitalsigns

Websites

National Association of Anorexia Nervosa and Associated Disorders. (http://www.anad.org/)

Rhode Island Coalition Against Domestic Violence. (http://www.ricadv.org/en/)

RECOMMENDED RESOURCES

Articles

Cichminski, L., & Bellomo, T. (2012). Why me? Bullying and the answer to an age-old problem. Nursing Made Incredibly Easy! 10(3), 5-9. doi:10.1097/01.NME.0000413351.28682.bc

Davis, C., Shuss, S., & Lockhart, L. (2014). Assessing suicide risk. Nursing Made Incredibly Easy! 12(1), 22-29. doi:10.1097/01.NME.0000438409.07755.e3

Rogers, T. (2009). Hospice myths: What is hospice really about? Pennsylvania Nurse, 64(4), 4-8. Retrieved from http://www.worldcat.org/title/pennsylvania-nurse/oclc/2449507

Multimedia

Cheerbabyxo118. (2013, November 21). Pain assessment [Video file]. Retrieved from https://www.youtube.com/watch?v=OwKkWKUJc5Q&feature=youtu.be

Gonsher Vinik, D. (Writer & Producer), & Vinik, D. (Director). (2014). I believe in you: Faiths’ response to intimate partner violence [Video file]. Retrieved from https://fod.infobase.com/OnDemandEmbed.aspx?token=55230&wID=100753&plt=FOD&loid=0&w=640&h=360&fWidth=660&fHeight=410

Mayo Clinic. (2013, June 5). Teen suicide prevention [Video file]. Retrieved from https://youtu.be/3BByqa7bhto

The StayWell Company (Producer). (2010). Vital signs: Know your numbers [Video file]. Retrieved from https://fod.infobase.com/OnDemandEmbed.aspx?token=52802&wID=100753&plt=FOD&loid=0&w=640&h=360&fWidth=660&fHeight=410

Web Pages

Hunger in America. (2016). Retrieved from http://www.feedingamerica.org/hunger-in-america/

National Pressure Ulcer Advisory Panel (NPUAP) announces a change in terminology from pressure ulcer to pressure injury and updates the stages of pressure injury. (2016, April 13). Retrieved from http://www.npuap.org

WebMD. (2014). Substance abuse and addiction heath center: Substance abuse. Retrieved from http://www.webmd.com/mental-health/addiction/substance-abuse

a. Read The chapter 4: pages 79 to 111,: 1. Answer questions 1,2,3,4,5 in your textbook page 108 Note: Please Clarify, describe and explain carefully your answers.

b. Read The chapter 5: pages 113 to 136:

1. Answer questions 1 in your textbook page 62. Note: Please Clarify, describe and explain carefully your answers.

c. Read The Chapter 6: Pages 135 to 156 : 1. Answer the questions 1, 2, 3,4,5, 7, in your textbook page 154. Note: Please Clarify, describe and explain carefully your answers.

Learning Outcomes and Activity

1. Explain the importance of nursing communication for diverse patient populations in nursing practice.

 Assessing Cultural Needs – Discussion

 Levels of Care – Discussion

 Week One Quiz

 Personal Bias – Discussion

 PPACA – Discussion

 Week Two Quiz

 Medical Case Study – Assignment

 Barriers to Equitable Care – Discussion

 Week Three Quiz

 Purnell’s Model – Discussion

 Cultural Influences – Discussion

 Week Four Quiz

 Cultural Case Study – Assignment

 Health Beliefs and Traditions – Discussion

 Cultures in Your Community – Discussion

 Week Five Final Exam

2. Synthesize nursing care based on unique cultural needs’ assessment(s) and nursing scope of practice.

 Post Your Introduction – Discussion

 Assessing Cultural Needs – Discussion

 Levels of Care – Discussion

 Week One Quiz

 Personal Bias – Discussion

 PPACA – Discussion

 Week Two Quiz

 Medical Case Study – Assignment

 Barriers to Equitable Care – Discussion

 Week Three Quiz

 Purnell’s Model – Discussion

 Cultural Influences – Discussion

 Week Four Quiz

 Cultural Case Study – Assignment

 Health Beliefs and Traditions– Discussion

 Cultures in Your Community – Discussion

 Week Five Final Exam

3. Apply the concept of quality care for specific group(s) based on cultural preferences.

 Assessing Cultural Needs – Discussion

 Levels of Care – Discussion

 Week One Quiz

 Personal Bias – Discussion

 PPACA – Discussion

 Week Two Quiz

 Medical Case Study – Assignment

 Barriers to Equitable Care – Discussion

 Week Three Quiz

 Purnell’s Model – Discussion

 Cultural Influences – Discussion

 Week Four Quiz

 Cultural Case Study – Assignment

 Cultures in Your Community – Discussion

 Week Five Final Exam

4. Articulate specific similarities and differences in nursing care amongst different cultural groups.

 Post Your Introduction – Discussion

 Assessing Cultural Needs – Discussion

 Week One Quiz

 Personal Bias – Discussion

 PPACA – Discussion

 Week Two Quiz

 Medical Case Study – Assignment

 Barriers to Equitable Care – Discussion

 Week Three Quiz

 Purnell’s Model – Discussion

 Cultural Influences – Discussion

 Week Four Quiz

 Cultural Case Study – Assignment

 Health Beliefs and Traditions – Discussion

 Cultures in Your Community – Discussion

 Week Five Final Exam

Name and describe 3 similarities and 3 differences between inpatient and outpatient medical records.

Cultures in Your Community. 1st Post Due by Day 3. Choose one of the cultures studied in this class that is prevalent in your community.

• Describe a plan of care for a hospice patient that includes considerations of two of the following: religion, spirituality, folk remedies, Complementary and Alternative medicine (CAM), family, or other cultural influences.

• Explain the implications for nursing practice.

Your initial post should be 250-300 words and utilize at least one scholarly source from the University Library, cited in APA format, to justify your choices.

Guided Response: Choose two of your classmates’ posts that reflect on a different culture than your initial post. Address how the factors presented in your peer’s work effect health care decision-making from the patient’s perspective. Address how these factors influence nursing practice.

Provide a substantive response (minimum of 100 words) for each of your replies. List at least one scholarly source, cited in APA format, to support your rationale.

Assignment: Disorders of the Veins and Arteries Advanced practice nurses often treat patients with vein and artery disorders such as chronic venous insufficiency (CVI) and deep venous thrombosis (DVT). While the symptoms of both disorders are noticeable, these symptoms are sometimes mistaken for signs of other conditions, making the disorders difficult to diagnose. Nurses must examine all symptoms and rule out other potential disorders before diagnosing and prescribing treatment for patients. In this Assignment, you explore the epidemiology, pathophysiology, and clinical presentation of CVI and DVT. To Prepare

1. Review the section “Diseases of the Veins” (pp. 598-599) in Chapter 23 of the Huether and McCance text. Identify the pathophysiology of chronic venous insufficiency and deep venous thrombosis. Consider the similarities and differences between these disorders. 2. Select a patient factor different from the one you selected in this week’s Discussion: genetics, gender, ethnicity, or behavior. Think about how the factor you selected might impact the pathophysiology of CVI and DVT. Reflect on how you would diagnose and prescribe treatment of these disorders for a patient based on the factor you selected. 3. Review the “Mind Maps—Dementia, Endocarditis, and Gastro-oesophageal Reflux Disease (GERD)” media in the Week 2 Learning Resources. Use the examples in the media as a guide to construct two mind maps—one for chronic venous insufficiency and one for venous thrombosis. Consider the epidemiology and clinical presentation of both chronic venous insufficiency and deep venous thrombosis. To Complete Write a 3- to 4-page paper that addresses the following:

1. Compare the pathophysiology of chronic venous insufficiency and deep venous thrombosis. Describe how venous thrombosis is different from arterial thrombosis. 2. Explain how the patient factor you selected might impact the pathophysiology of CVI and DVT. Describe how you would diagnose and prescribe treatment of these disorders for a patient based on the factor you selected. 3. Construct two mind maps—one for chronic venous insufficiency and one for deep venous thrombosis. Include the epidemiology, pathophysiology, and clinical presentation, as well as the diagnosis and treatment you explained in your paper.

Health Beliefs and Traditions of White/Non-Hispanic Subcultures Post

Review Chapter 2 of the course textbook to refresh your understanding of the primary and secondary characteristics of a culture as well as subcultures. Using the White (Non-Hispanic) or Native American/Alaska Native cultures as a primary culture, choose a subculture from that primary culture. Examples of subculture characteristics are education, gender, income level, living environment, occupation, parent, political views, sexual orientation, and single/married or you may choose your own subculture characteristic as stated in our text for this discussion.

• Compare and contrast the chosen subculture’s viewpoint on health care versus the viewpoint of the primary culture.

• Include nursing considerations associated with delivering care for the needs of the chosen subculture.

Your initial post should be 250-300 words and utilize at least one scholarly source from the University Library, cited in APA format, to justify your choices.

Guided Response: Respond to two of your peer’s posts that address a subculture different from your own initial post. Assess community factors that influence the health of the subculture identified by your peer. For example, what kind of community support is available to improve the health of the chosen group?

Provide a substantive response (minimum of 100 words) for each of your replies. List at least one scholarly source, cited in APA format, to support your rationale.

Assignment: Application: Planned Change in a Department or Unit

For this Assignment, you propose a change at the department or unit level and develop a plan for guiding the change effort. Book required: Marquis, B. L., & Huston, C. J. (2015). Leadership roles and management functions in nursing: Theory and application (8th ed.). Philadelphia, PA: Lippincott, Williams & Wilkins. To prepare:

1. Review Chapter 8 in the course text. Focus on Kurt Lewin’s change theory, and contrast it with other classic change models and strategies. 2. Reflect on problems, inefficiencies, and critical issues within a specific department, unit, or area in your organization or one with which you are familiar. Select one issue as a focal point for this assignment, and consider a change that could be made to address the issue. 3. Think about how the change would align with the organization’s mission, vision, and values as well as relevant professional standards. 4. Using one of the change models or strategies discussed in Chapter 8, begin formulating a plan for implementing the change within the department/unit. Outline the steps that you and/or others should follow to facilitate the change effort. Align these steps to the change model or strategy you selected. 5. Determine who should be involved in initiating and managing the change. Consider the skills and characteristics that are necessary to facilitate this change effort. To complete: Write a 3- to 5-page paper (page count does not include title and reference page) that addresses the following:

1. Identify a problem, inefficiency, or issue within a specific department/unit. 2. Describe a specific, realistic change that could be made to address the issue. 3. Summarize how the change would align with the organization’s mission, vision, and values as well as relevant professional standards. 4. Identify a change model or strategy to guide your planning for implementing the change. Provide a rationale for your selection. 5. Outline the steps that you and/or others would follow to facilitate the change. Align these steps to your selected change model or strategy. 6. Explain who would be involved in initiating and managing this change. Describe the skills and characteristics that would be necessary to facilitate the change effort.

Health Beliefs and Traditions of White/Non-Hispanic Subcultures Post. Review Chapter 2 of the course textbook to refresh your understanding of the primary and secondary characteristics of a culture as well as subcultures. Using the White (Non-Hispanic) or Native American/Alaska Native cultures as a primary culture, choose a subculture from that primary culture. Examples of subculture characteristics are education, gender, income level, living environment, occupation, parent, political views, sexual orientation, and single/married or you may choose your own subculture characteristic as stated in our text for this discussion.

• Compare and contrast the chosen subculture’s viewpoint on health care versus the viewpoint of the primary culture.

• Include nursing considerations associated with delivering care for the needs of the chosen subculture.

Your initial post should be 250-300 words and utilize at least one scholarly source from the University Library, cited in APA format, to justify your choices.

Guided Response: Respond to two of your peer’s posts that address a subculture different from your own initial post. Assess community factors that influence the health of the subculture identified by your peer. For example, what kind of community support is available to improve the health of the chosen group?

Provide a substantive response (minimum of 100 words) for each of your replies. List at least one scholarly source, cited in APA format, to support your rationale.

Epidemiological Designs. For this question, read the assigned research article, linked below, which represents an epidemiological research design. Then, conduct a critical analysis of this article, analyzing the strengths, limitations, and tendencies of epidemiological method.

Descriptive Epidemiology of Chronic Hypertension, Gestational Hypertension, and Preeclampsia in New York State, 1995-2004.

In your response, respond to the items below.

• Identify and define the epidemiologic design used.

• Identify the data collection and analysis techniques used in the study.

• Discuss the strengths and weaknesses of this report.

• Identify ethical concerns you discerned in the article.

• Discuss how epidemiologic designs can be used to evaluate health outcomes and services in an EBP.

Discussion Guidelines: Support your responses with credible or scholarly academic references, using proper APA style citations. The Scholarly, Peer Reviewed, and Other Credible Sources table offers additional guidance on appropriate source types, and the In-Text Citation Helper: A Guide to Making APA In-Text Citations tutorial can clarify further questions you might have on APA. Assigned course readings and Ashford University Library resources are preferred. In your first post, provide a substantive exposition that illustrates a well-reasoned and thoughtful response to the topic, is factually correct, provides examples, and demonstrates a clear connection to the readings.

Guided Response: In your responses to at least two of your peers, provide constructive feedback adding to the critical analysis of the article reviewed. Your response must display reflective thought that illustrates an understanding of the topic under discussion and be supported with relevant evidence.