Tag: Clinical-Nursing

Go to the Discussion Area and post responses to one discussion question as assigned by the facilitator. All responses should be posted to the appropriate topic in this Discussion Area. It is important to support what you say with relevant citations from both the course materials and outside resources. Include the South University Online Library in your research activities utilizing not only the nursing resource database, but also those pertaining to education, business, and human resources.

Discussion Questions:

Review the Centers for Medicare and Medicaid Innovation. Identfiy the massive innovation funded by the Affordable Care Act and discuss a model that relies on technology to promote optimal patient centered outcomes.

Review the National Quality Forum measures that can be accessed and used in the Electronic Health Record (EHR) to ensure quality metrics from an EHR endorsed by the Centers for Medicare and Medicaid Services.

By Wednesday, September 27, 2017, comment on at least two of your peers’ responses. You can ask technical questions or respond generally to the overall experience of attempting the question. Be objective, clear, and concise. Always use constructive language. All comments should be posted to the appropriate topic in this Discussion Area.

Kotter and Cohen’s Model of Change Discussion 

Thing to Remember:

Answer this discussion with opinions/ideas creatively and clearly. Supports post using several outside, peer-reviewed sources.

1 References, find resources that are 5 years or less

No errors with APA format 6 Edition

To Comment:

In order for change to be successfully accomplished, vision, belief, strategic planning, action, persistence, and patience must all be present.  According to Kotter and Cohen’s Model of Change, there are eight steps for successful change.  Those steps are:

1. Increase urgency

2. Build the guiding team

3. Get the vision right

4. Communicate for the “buy-in”

5. Empower action and remove barriers

6. Create short term wins

7. Don’t let up

8. Make change stick

The key to organizational change lies in help people feel differently.  People can change their behaviors less if they are given facts or analysis that change their ways of thinking when they are shown truths that influence the way that they feel (Melnyk and Fineout-Overholt, 2015).

Cardiopulmonary resuscitation (CPR) is a lifesaving technique which is useful in emergency situations, including heart attack or near drowning, in which someone’s breathing or heartbeat has stopped.    The American Heart Association recommends that everyone-untrained bystanders or medical personnel begin CPR with chest compressions.  When the heart stops beating, the lack of oxygenated blood can cause brain damage within eight to ten minutes.  CPR beginning with chest compressions can keep the oxygenated blood flowing to the brain and vital organs until a more definitive medical treatment is able to restore normal heart rhythm (Mayo Clinic, 2017).  As of 2005, the CPR guidelines emphasized the ABCD approach for acute cardiopulmonary arrest.  This emphasized that airway, breathing, circulation, and defibrillation were the recommended guidelines and the algorithm for CPR followed the following sequence:

· Call for help and an AED

· Open the airway, check for breathing and give two breathes if not breathing

· Start cycles of 30 compressions and two breaths (100 compressions/minute)

· Check for shockable rhythm upon arrival of AED

· Give one shock if indicated

· Resume CPR for another five cycles, or if no shock indicated continue CPR before rechecking rhythm (Cayley, 2006).

In 2015, the CPR guidelines were changed with emphasized the sequence for CPR to be CAB, or compressions, airway, breathing.  There should be a delay of no more than ten seconds when starting chest compressions, by simultaneously checking pulse and providing a breath for the patient (NREMT, 2015).  The guidelines for chest compressions also changed with the sequence change.  In 2005, is was advised to perform 100 compressions per minute.  When the sequence changed, the rate of compressions changed to 100-120 compressions per minute.  All of the eight steps as described above can be seen in this change in scenario.

 

Cardiopulmonary resuscitation (CPR): First aid. (2017, January 05). Retrieved September 21, 2017, from 
http://www.mayoclinic.org/first-aid/first-aid-cpr/basics/art-20056600

Melnyk, B. M., & Fineout-Overholt, E. (2015). Evidence-Based Practice in Nursing & Healthcare (3rd ed.). Philadelphia: Wolters Kluwer.

Nation Registry of EMTs Implementation of the 20154 AHA Guidelines for CPR and Emergency Cardiovascular Care. (2015). Retrieved September 21, 2017 from 
https://www.nremt.org/rwd/public/document/news-aha-8-22-16

This week you will submit the Literature Review section of your proposal. Each week you have been adding to your growing body of evidence to support your problem and proposed innovation to address the problem. The review of literature is a critical, analytical summary and synthesis of the current knowledge of your research topic. Thus it should compare and relate different theories, findings, etc., rather than just summarize them individually.

The following resources will help guide you (in addition to our course textbooks):

http://writing.wisc.edu/Handbook/ReviewofLiterature.html

http://www.duluth.umn.edu/~hrallis/guides/researching/litreview.html

http://writingcenter.unc.edu/handouts/literature-reviews/

Writing the Literature Review: Step-by-Step Tutorial for Graduate Students: 

Writing the Literature Review (Part Two): Step-by-Step Tutorial for Graduate Students: 

Assignment 2 Grading Criteria Maximum Points

Literature reviewed represents current scholarly literature.5

Literature reviewed represents a comprehensive review of the research topic.5

Review of the literature is a critical, analytical summary. 5

Review of the literature illustrates a synthesis of the current knowledge of research topic.10

Followed APA guidelines for writing style, spelling and grammar, and citation of sources.5

Distracted Driving Discussion 

For this discussion with opinions/ideas creatively and clearly. Supports post using several outside, peer-reviewed sources.

1 References, find resources that are 5 years or less

No errors with APA format 6 Edition

To Comment:

Our teenagers are our most valuable resource.  Although they are still children, they are our future.  A growing epidemic in the United States is distracted driving.  It is estimated that traveling at 55 miles per hour with your eyes off the road for 5 seconds, you travel a football field (CDC, 2017).  Every day there are more than 9 people killed and over 1000 injured in distracted driving accidents (CDC, 2017).  It is essential that our children have the education that involves the dangers of distracted driving (Adeola, Omorogbe, Johnson, 2016).

Teenagers are not experienced and hindered by their limited driving experiences (Adeola, Omorogbe, Johnson, 2016).

Cell phone use amongst teens is the highest than any other age group at a whopping 75%. (Adeola, Omorogbe, Johnson, 2016).  Although there have been many advances in driver and vehicle safety throughout the years, distracted drivers are still causing accidents (Overton, Rives, Hecht, Shafi, and Gandi, 2013).  An advanced practice nurse needs to have the knowledge on how to reach multiple age populations.  The NTSB reported in 2015, 5474 people were injured and 448,000 injured due to distracted driving accidents (Overton, Rives, Hecht, Shafi, and Gandi, 2013).

As an advanced practice nurse, you have to be able to reach all age groups.  For the teenage age group, visual references may be the best way to go.  To evaluate your program, you could have the students fill out a survey and then do a demonstration after the demonstration have the students take the same survey and see if their answers change.  The demonstration would consist of a staged car accident that involved students as the victims.  They would be moulaged up to look injured.  Have the fire department involved, maybe the local air ambulance, trauma center, nurses, and any other emergency services.  Record it and also have it as a live demonstration around an event like prom.  This event would include extricating a patient and a simulated death of a peer.  Where I am a flight nurse we do these programs every year and can see the impact that the demonstration has on the students.  Nothing gets the point across like pulling a fellow student out of a car with simulated injuries that appear lifeless and putting them in a body bag and the coroner’s van.

 

References

Adeola, R. (2016). Get the message: A teen distracted driving program.
 Journal of Trauma Nursing, 23
(6), 312-320. doi:10.1097/JTN.0000000000000240

Bergmark, R., Gliklich, E., Guo, R., & Gliklich, R. (2016). Texting while driving: The development and validation of the distracted driving survey and risk score among young adults.
 Injury Epidemiology, 3
(1), 1.

Centers for Disease Control and Prevention. (2017). 
Distracted Driving
. Retrieved from Centers for Disease Control and Prevention: https://www.cdc.gov/motorvehiclesafety/distracted_driving/index.html

Overton, T. L., Rives, T. E., Hecht, C., Shafi, S., & Gandhi, R. R. (2015). Distracted driving: Prevalence, problems, and prevention.
 International Journal of Injury Control & Safety Promotion, 22
(3), 187-192. doi:10.1080/17457300.2013.879482

Firearm safety education for children

To Comment:

Firearms are very prevalent here in South Dakota. We have some of the best pheasant hunting. Also, deer, elk and duck hunting are very popular. Because of this, a lot of households here have firearms. Gun safety is very important for children and adolescents. According to the Kids Count data center, (2015) there were 29 deaths in South Dakota in 2014 because of an accident, homicide, or suicide. In the Unites States, firearms were the instrument of death in 88% of teen homicides and 41% of teen suicides in 2014 (Child Trends, 2015). Decreasing access of firearms in children and teens is a very important public health issue.

In order to reduce the risk of injury from firearms, all family members should be knowledgeable about gun safety especially children and adolescents. A lot of children don’t understand the finality impact of guns.  Children need to be aware of the potential dangers of firearms and how deadly the consequences of using one is. Parents should also be aware that mood disorders like depression and anxiety emerge in adolescence which need to be cared for to help prevent potential suicides.

Firearm safety education should be provided at each well-child and adolescent checkup. The current recommendations on how to store guns properly should be told to parents which includes parents keeping all firearms unloaded with the safety lock in place and stored in a locked safe with the ammunition stored separately in a locked box (Carter, 2013). At the well-child checkup, the provider could ask the child if they know what to do if they come across a firearm while playing and inform them of what they should do. The goal of incorporating this education into well-child and adolescent checkups is to ensure that education is given to each child about firearm safety in hopes of reducing potential accidents, homicides, and suicides.

References

Carter, P. M. (2013). Keeping children safe: Preventing firearm injuries among America’s youth.

Pediatrics for Parents, 29
(9/10), 18-19.

Child Trends. (2015). Teen homicide, suicide, and firearm deaths. Retrieved from https://www.childtrends.org/indicators/teen-homicide-suicide-and-firearm-deaths/

Kids Count data center. (2015). Teen deaths by accident, homicide, and suicide. Retrieved from www.kidscount.datacenter.org

Purpose:
Comment
the Discussion(Class 505 Unit 8 Comment 2)Kelsey

 

Thing to Remember:

Answer this discussion with opinions/ideas creatively and clearly. Supports post using several outside, peer-reviewed sources.

1 References, find resources that are 5 years or less

No errors with APA format 6 Edition

Diverse Populations and Age

Read the required readings. Consider the influence of socioeconomic status (SES), culture, gender, ethnicity, and spirituality on mental and physical health for the individual in various health care settings, as it relates specifically to age in adulthood. Construct your post addressing young, middle and older adult related risks concerning a topic. (Young adults are 18–35, not adolescents). Consider physiological, psychological and iatrogenic risks

Be creative in how you address the discussion. You may choose a specific health topic, social health issue, a health condition or create a family scenario. Consider life transitions and role change. Be sure to include risks, addressing the issue across the adult lifespan. Integrate some social, spiritual and environmental influences on mental and physical health.

Please review the Discussion Board Participation grading rubric under Course Resources in the Grading Rubrics section.

This is important information that will ensure that you earn maximum points. Your postings should be qualitative and provide substantive depth that advances the discussion.

Please see the Kaplan Writing Center located in the student portal for assistance with writing, APA, and online communication.

 

Required Reading

In 
Health Promotion Throughout the Lifespan in Nursing Practice
, read:

Chapter 22: “Young Adult”

Chapter 23: “Middle-Aged Adult“

Chapter 24: “Older Adult”

Caldwell, J. T., Ford, C. L., Wallace, S. P., Wang, M. C., & Takahashi, L. M. (2016). Intersection of Living in a Rural Versus Urban Area and Race/Ethnicity in Explaining Access to Health Care in the United States. American Journal Of Public Health, 
106
(8), 1463-1469.

Emlet, C. A. (2016). Social, Economic, and Health Disparities Among LGBT Older Adults. Generations, 
40(
2), 16

Lee, K. H., & Hwang, M. J. (2014). Private religious practice, spiritual coping, social support, and health status among older Korean adult immigrants. Social Work In Public Health, 
29
(5), 428-443.

Course Web Resources

Agency for Healthcare Research and Quality [AHRQ]. (2014). Guide to clinical preventive services. Retrieved from
https://www.ahrq.gov/professionals/clinicians-providers/guidelines-recommendations/guide/index.html

Centers for Disease Control and Prevention [CDC]. (2014). Principles of epidemiology in public health practice. An Introduction to applied epidemiology and biostatistics. (3rd ed.). Glossary. Retrieved from
https://www.cdc.gov/OPHSS/CSELS/DSEPD/SS1978/Glossary.html

Department of Health and Human Services. (2014).
Leading health indicators
. Retrieved from 
http://healthypeople.gov/2020/LHI/default.aspx

Healthy People 2020. (2016).
Topics and objective
Retrieved from 
https://www.healthypeople.gov/2020/topics-objectives

Course PDF Web Resources

Centers for Disease control and Prevention [CDC]. (2014). Principles of epidemiology in public health practice. An Introduction to applied epidemiology and biostatistics. (3rd ed.). Retrieved from
https://www.cdc.gov/ophss/csels/dsepd/ss1978/ss1978.pdf

Guide to Clinical Preventive Services. (2014). Recommendations of the US preventive task force. Retrieved from
https://archive.ahrq.gov/professionals/clinicians-providers/guidelines-recommendations/guide2012/guide-clinical-preventive-services.pdf

Adult Life Span Health Promotion

After completing this unit, you should be able to:

Identify health disparities among diverse adult populations

Name psychosocial and spiritual changes that may occur during the adult life span.

Describe health patterns of young, middle and older adults.

Course Outcome(s) practiced in this unit:

MN505-5: 
Evaluate intradisciplinary health promotion resources.

Application of Health Promotion in the Young Adult, the Middle-Aged Adult, and the Older Adult

The master’s prepared registered nurse promotes health care measures and behaviors in a variety of places where young adults come into contact with the health care delivery system, such as community colleges, University settings, or community health clinics. Preventative care in young adults takes the form of screenings, counseling and education in methods of contraception. Health examinations that are recommended are crucial components of screening for potential health concerns and providing education in measures to avoid disease and disability.

The master’s prepared registered nurse assists the middle-aged adults in improving their quality of life, both in the present and futuristically, through identification of risk factors, as well as through health promotion. It is anticipated that the middle aged adult will need healthcare services several times before they reach into their sixties.

Life expectancy is now well beyond 75 years for both men and women, and the age group of 85 and older is one of the fastest-growing populations. With this longevity, the process of aging results in multiple physiological changes in many body functions. Older adults have a tendency to have a higher rate of illness than younger populations. The master’s prepared registered nurse who specializes in the care of the older adult population can promote their health and well-being through education, research, and practice. Education of the patient is equally important and begins with the master’s prepared registered nurse making an assessment of the individual level of understanding of health promotion activities. Major areas of focus are healthy weight and diet, activity, fall prevention, general safety, and medical appointments for screening.

Evaluating Organizational Change

Description:

This Assignment provides an overview of how to evaluate evidence-based practice quality improvement in a practice change.

Directions:

Introduce an overview of a healthcare system practice guideline, preferably where you work or have worked.

Discuss how different professionals in the healthcare system (nurses, pharmacists, technicians, etc.) are held to this guideline.

Identify the research/reference used by the system to adopt the guideline.

Define the evidence used to define the guideline.

Determine the level of evidence used in the EBP identified.

Provide an opinion on how well this guideline is followed by professionals in the system.

Conclude with a concise overview of the guideline and the discussion in the paper.

Write the paper in 8–10 pages, using APA format.

To view the Grading Rubric for this Assignment, please visit the Grading Rubrics section of the Course Resources.

Assignment 1 Requirements:

Before finalizing your work, you should:

be sure to 
read the Assignment description carefully
(as displayed above)

consult the Grading Rubric
(under the Course Resources) to make sure you have included everything necessary;

utilize 
spelling
and 
grammar check
 to minimize errors; and

Your writing Assignment should:

follow the conventions of 
Standard American English
(correct grammar, punctuation, etc.);

be 
well ordered
, 
logical,
and 
unified
, as well as 
original and insightful
;

display 
superior content, organization, style, 
and
mechanics
; and;

use 
APA 6th edition
format

How to Submit Assignment 1:

Submit your Assignment to the unit Dropbox before midnight on the last day of the unit.

When you are ready to submit your Assignment, submit to the unit Dropbox. Make sure to save a copy of your work and be sure to confirm that your file uploaded correctly.

Purpose: Conceptual-Theory-Empirical (C-T-E) structure Discussion

Things to remember:

Discussion post is at least 200 words.

Answers all questions with opinions/ideas creatively and clearly. Supports post using several outside, peer-reviewed sources.

3 References, try to find resources that are 5 years or less

No errors with APA format 6thEdition

 

To Discuss:

Discussion
Topic 1: Conceptual-Theory-Empirical

Writing in the voice of your chosen theorist from your
Unit 5 Assignment
, describe the Conceptual-Theory-Empirical (C-T-E) structure process you used in creating your theory?

Researchers often identify the research problem and then go in search of a theory. Discuss the disadvantages of doing this. What does the textbook recommend that researchers do to assure a true fit between theory and designing the study?