Tag: Clinical-Nursing

Access and appraise culturally-sensitive, research-based interventions to prevent, improve, and bring comfort to your population group. Community health nurses are critical thinkers informed of all important research finding. Critical-thinking is key. Please read about evidenced-based research in your textbook. Please respond the following: In week 3 and 4, you identified strategies/interventions related to a population group’s heath problem, and categorized them according to the levels and prevention and intervention. Describe whether those interventions are ” evidenced based.” Why or why not? Share at least two strategies/prevention related to your population and it’s health problem that you feel confident are evidenced-based. Why do you think that? Think in terms of research outcomes. Identify one evidenced-based behavior change technique to promote or manage illness among your population group.

Consider the levels of intervention used in the community health setting. The three levels are community-level practice, systems-level practice, and individual-level practice. What do these terms mean? Read about the levels of intervention on page 192 to 193 of your textbook. To improve population health, the community nurse carries out her culturally-competent care sequentially and simultaneously at all levels of intervention. Also, consider community resources as they relate to your chosen population-based health problem. Services provided by others health care providers Lack of services Cultural/ beliefs of community Health/illness beliefs Values, attitudes, health behaviors and practices

Cultural Competence

Review the media presentations and Chapter 7 in the course textbook. Focus particularly on presentation on cultural competence and on pages 146–152 in the textbook which discusses cultural competence. Also, review the Douglas, et al. article on “Standards of Practice for Culturally Competent Nursing Care.” Then, select a major ethnic or religious group from your community. With this group in mind, respond to the following questions: What major ethnic or religious groups are present in your community whose culture is different from your own? Discuss your assumptions about this group. How might a nurse’s positive or negative assumptions influence the care provided, and thus health outcomes? Support your response with references from the professional nursing literature.

Community Assessment To prepare for this Application, review the media presentations for this week and Chapter 15 in the course textbook on community assessment. In addition, use Table 15-5 on page 355 in the textbook to guide your windshield assessment. Include your windshield assessment with your Application. Conduct an assessment of the community in which you live, including a windshield assessment. Then, write a 3- to 4-page paper that includes the following: Demographics Vital statistics Environmental issues Occupational health hazards Vulnerable populations Resources available in the community Other pertinent information about the community

Consider the levels of prevention used in the community health setting. The three levels are primary, secondary, and tertiary. What do these terms mean? Briefly stated, prevention is about taking action to prevent or minimize the occurrence of an event. Read about levels of prevention on page 192 of your textbook. To improve population health, the community nurse carries out her work sequentially and simultaneously at all levels of prevention. Also, as you continue to work on collecting health data. Consider contacting your local community health department this week to find out how they involved in addressing your problem. See what you can uncover. Also, collaborating with other health care professionals, including your team members, will assist you to gain a fuller understanding of both your issue and your chosen population. Please address the following: Think about the three levels of prevention and how they relate to your population group’s health problem. Provide three examples of health interventions, one for each level of prevention, that are appropriate actions to take regarding your population’s problem.

Purpose The student will read an assigned nursing article and write a critique related to a selected topic. Course Outcomes This assignment enables the student to meet the following course outcomes: CO #3: Utilize effective communication when performing a health assessment. (PO #3) CO #5: Explore the professional responsibilities involved in conducting a comprehensive health assessment and providing appropriate documentation. (PO #6) Points This assignment is worth a total of 100 points. 2. Post questions to the weekly Q & A Forum. Contact your instructor if you need additional assistance.See the Course Policies regarding late assignments. Failure to submit your paper to the Dropbox on time may result in a deduction of points. Directions 1. Download the following article. The APA formatted reference is below: Fawcett, T., & Rhynas, S. (2012) Taking a patient history: The role of the nurse. Nursing Standard, 26(24), 41-46. The elements of the reference are: Authors: Fawcett, T., & Rhynas, S. Date: 2012 Title: Taking a patient history: the role of the nurse. Journal: Nursing Standard, Volume 26, Issue 24, pages 41-46. 2. Read the article carefully and take notes. Highlight important points in the article that are helpful to you and other students. 3. Use Microsoft Word 2010 (or later) to type the paper. 4. The length of the paper is to be no longer than four (4) pages excluding title page and reference page. Extra pages will not be read and will not count toward your grade. 5. APA format is required. Include a title page and a reference page. The body of the paper should have four sections with these headings: a. Introduction b. Summary of the Article c. Evaluation of the Article d. Conclusion 6. Use scholarly writing including correct English grammar, syntax and sentence structure.

Grading Criteria Category Points % Description Introduction 3 3 The Introduction is the first part of the body of the paper. It should be one paragraph that include: · Author(s) full name, · Article title · Journal name · Date of publication Summary of the article 37 37 The Summary is the second part of the body of the paper. It should include: · Focus of the article · Health assessment procedure and rationales discussed · Health assessment tools and/or strategies discussed Evaluation of the Article 30 30 Evaluate the article. Include a FULL ONE-to-TWO page critique that answers all of the following questions: · What was done well and what could have been improved in the article? · Did this article interest you? If so, explain why. If not, explain this reaction. · Was the health assessment strategy beneficial? Could you adopt it in your practice? · Was the health assessment strategy explained clearly? · Should more research articles be written about this area of health assessment? · What population or individuals would benefit the most from information reported in this article? Conclusion 10 10 Identify the main ideas and major support points from the body of your report. Omit minor details. Summarize the benefits of proper assessment for the patient. Scholarly writing 15 15 Use standard English grammar and sentence structure. Make no spelling or typographical errors. Organize the paper according to the required components including the use of appropriate headers. APA format 5 5 Follow APA formatting according to the 6th edition of the Publication Manual of the American Psychological Association. Include a Title page and References page. Follow the APA rules for margins, font type, font size, etc. Create an in-text for all information mentioned that appears in another source, even if you summarize the information. The References list should include all sources mentioned in in-text citations. Likewise, your References should only list sources that are cited in the body of the paper. Total 100 100% A quality paper will meet or exceed all of the above requirements.

Assignment: Application: Using the Data/Information/Knowledge/Wisdom Continuum Have you ever gone online to search for a journal article on a specific topic? It is amazing to see the large number of journals that are available in the health care field. When you view the library in its entirety, you are viewing untapped data. Until you actually research for your particular topic, there is little structure. Once you have narrowed it down, you have information and once you apply the information, you have knowledge. Eventually, after thoughtful research and diligent practice, you reach the level of wisdom—knowledge applied in meaningful ways. Are there areas in your practice that you believe should be more fully explored? The central aims of nursing informatics are to manage and communicate data, information, knowledge, and wisdom. This continuum represents the overarching structure of nursing informatics. In this Assignment, you develop a research question relevant to your practice area and relate how you would work through the progression from data to information, knowledge, and wisdom. To prepare: 1. Review the information in Figure 6–2 in Nursing Informatics and the Foundation of Knowledge. 2. Develop a clinical question related to your area of practice that you would like to explore. 3. Consider what you currently know about this topic. What additional information would you need to answer the question? 4. Using the continuum of data, information, knowledge, and wisdom, determine how you would go about researching your question.

a. Explore the available databases in the Walden Library. Identify which of these databases you would use to find the information or data you need. b. Once you have identified useful databases, how would you go about finding the most relevant articles and information? c. Consider how you would extract the relevant information from the articles. d. How would you take the information and organize it in a way that was useful? How could you take the step from simply having useful knowledge to gaining wisdom?

Write a 3- to 4-page paper that addresses the following:

1. Summarize the question you developed, and then relate how you would work through the four steps of the data, information, knowledge, wisdom continuum. Be specific. a. Identify the databases and search words you would use. b. Relate how you would take the information gleaned and turn it into usable knowledge. 2. Can informatics be used to gain wisdom? Describe how you would progress from simply having useful knowledge to the wisdom to make decisions about the information you have found during your database search.

Your paper must also include a title page, an introduction, a summary, and a reference page.

Purpose This activity will be a continuation of the Milestone 1: Health History that you submitted in Week 4. In this part of the assignment you will take the information you gathered, analyze the data, and develop a nursing care plan. Course Outcomes This assignment enables the student to meet the following course outcomes: CO #3: Utilize effective communication when performing a health assessment. (PO #3) CO #4: Identify teaching/learning needs from the health history of an individual. (PO #2) CO #5: Explore the professional responsibilities involved in conducting a comprehensive health assessment and providing appropriate documentation. (PO #6) Points This assignment is worth a total of 250 points.

Grading Criteria Category Points % Description ANALYZE THE DATA Areas for focused assessment 30 12 Provide an overview of those areas of strength and weakness noted on the Health Assessment, Health History. Do not go into detail in this section. Client’s strengths 30 12 Expand on areas identified as strengths related to the person’s overall health. Support your conclusions with data from the textbook. Areas of concern 30 12 Expand on areas previously identified as abnormal and those that place the person at health risk. Support your observations with data from the textbook. Health teaching topics 30 12 What health education needs have you identified? Support your statements with facts from the Health History and information from your textbook. NURSING CARE PLAN Diagnosis 30 12 Write one nursing diagnosis that reflects a priority need for this person. Types of diagnoses include an illness, risk for illness or a wellness diagnosis. Plan 30 12 Write one goal and one measurable expected outcome related your nursing diagnosis. Explain why this goal and outcome is a priority. Include cultural consideration of the client. For example, African Americans are at higher risk for hypertension and any prehypertensive blood pressure readings should be addressed. Intervention 30 12 Write as many nursing orders or nursing interventions that you need in order to achieve the outcome. Provide the rationale for each intervention listed Evaluation 30 12 You won’t have an opportunity to carry out your care plan so you cannot evaluate the effectiveness of your nursing orders/interventions. Instead comment on what you would look for in order to evaluate your effectiveness CLARITY OF WRITING 10 4 Use proper grammar, spelling and medical language Total 250 pts 100% A quality paper will meet or exceed all of the above requirements.

Purpose The student will obtain a health history on a willing, non-related, adult participant in order to generate written documentation that is clear and accurate. Course Outcomes This assignment enables the student to meet the following course outcomes: CO #3: Utilize effective communication when performing a health assessment. (PO #3) CO #4: Identify teaching/learning needs from the health history of an individual. (PO #2) CO #5: Explore the professional responsibilities involved in conducting a comprehensive health assessment and providing appropriate documentation. (PO #6) Points This assignment is worth a total of 175 points. Due Date The Course Project Milestone 1: Health History assignment is to be submitted to the Dropbox by Sunday, 11:59 p.m. MT at the end of this Week 4. The guidelines and grading rubric may be found in Doc Sharing. Post questions to the Q&A Forum. Contact your instructor if you need additional assistance. Disclaimer The focus of this assignment is on communicating details within the written client record. When taking a health history on an actual client, it is essential that the information is accurate. Please inform the person you are interviewing that they do NOT need to disclose information that they wish to keep confidential. If the interviewee decides not to share information, please write, “Does not want to disclose.” Directions 1. Find an adult who is not related to you who is willing to let you take a health history. 2. Download the NR305_Milestone1_Form from Doc Sharing. You will type your answers directly into this Word document. Your paper does NOT need to follow APA formatting, however, you are expected to be clear in your communication by using correct medical terminology, grammar and spelling. 3. Review the examples in Chapter 10 of your textbook to gain insight into how to document the health history. Avoid words like frequently, improved, increased, decreased, good, poor, normal, or WNL as they may have different meanings for different people. Instead, document the specific data that led you to these conclusions, e.g., 3x/day instead of “frequently,” or consuming 4 servings of vegetables/day instead of “increased” vegetable servings.

Guidelines for Family Genetic History Assignment Purpose This assignment is to help you gain insight regarding the influence of genetics on an individual’s health and risk for disease. You are to obtain a family genetic history on a willing, non-related, adult participant. Course Outcomes This assignment enables the student to meet the following course outcomes: CO #3: Utilize effective communication when performing a health assessment. (PO #3) CO #5: Explore the professional responsibilities involved in conducting a comprehensive health assessment and providing appropriate documentation. (PO #6) Points This assignment is worth a total of 100 points. Due Date The Family Genetic History Assignment is to be submitted at the end of Week 3. There is a MS Word document form in Doc Sharing that you need to download, fill in, and submit to the Family Genetic History Dropbox by Sunday, 11:59 p.m. MT at the end of Week 3. Post questions to the weekly Q & A Forum. Contact your instructor if you need additional assistance.See the Course Policies regarding late assignments. Failure to submit your paper to the Dropbox on time may result in a deduction of points. Disclaimer When taking a family genetic history on an actual client, it is essential that the information is accurate. Please inform the person you are interviewing that they do NOT need to disclose information that they wish to keep confidential. If the adult participant decides not to share information, please write, “Does not want to disclose.” Directions 1. Refer to the examples in Chapter 10 of your textbook discusses development of a genogram. 2. You will document the adult participant’s family genetic history using this MS Word document. 3. Complete the family genetic history using the information that the adult participant is willing to share with you. The focus of this course is on the normal “healthy” individual so your paper does not need to contain much medical/nursing detail. Refer to your textbook or the internet to learn what impact the family’s health history may have on the adult participant’s personal state of wellness both now and in the future. This paper does not require APA formatting, but you are expected to write clearly and use proper grammar and spelling. Developing a pictorial genogram using symbols to identify certain relationships, e.g., divorced, sibling, deceased, etc., may provide more insight, however, drawing may be difficult to accomplish with MS Word, therefore you are not expected to use symbols, lines or other drawing elements. Instead, describe the relationships among the various people in the adult participant’s family’s genetic history. Remember, the goal is not to learn how to draw with Word, but to gather information about the family and recognize its significance to the adult participant and that person’s health.

Think about how you define health. Do you think your definition is universal, or is it specific to your culture and/or beliefs? How might another culture’s definition differ?