Tag: Clinical-Nursing

  • Evidence Based Practice Paper – Cardiovascular Diseases Essay

    Evidence Based Practice Paper – Cardiovascular Diseases Essay

    Introduction

    The primary assessment of patients is an essential part of clinical care. It is advised that interventions options are discussed with the patient to reduce the risk incidences of the cardiovascular diseases and probable risk of other illnesses (diabetes). With knowledge of the combined risk factors, both the nurse and patient work to effective prevention and care of the cardiovascular disease.  Upon concurrence, choices about lifestyle, diet and exercises can be initiated.Family history is an important aspect when evaluating early risk for cardiovascular disease. The danger of early onset is common among persons whose relatives are affected (Alberti, &Zimmet, 2006).

    Plan of the Study

    David’s age of 56 years is a concern because research shows that individuals whose families develop cardiovascular conditions before attaining 60 of age years are at more risk of early onset of heart-related conditions(Alberti, &Zimmet, 2006). The early start is worsened by David’s social behavior associated with alcohol intake.

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    The clinical assessment approach is recommendable for individuals with the higher risk factor as this will help David in preventing further risks exposures. An apt lifestyle adjustments like the diet, body exercise and diabetic control is extensively discussed with the patient. Though David’s history indicates earlier family exposure to the heart condition, it is prudent to share that information as it will form guidance in knowing the level of exposure and age risk factors. Family risk factors identifiable are diabetes and coronary heart diseases for years below 65years among others. Besides other posing risk factors, the individual’s personal history is necessary to establish precipitants to cardiovascular-related conditions.

    The assessment is varied and includes evaluation of factors such as smoking habits and alcohol use, gestational diabetes, blood pressure levels and the heart beat (Szabov, 2012). Combined personal questions, laboratory examinations and physical assessments help in the diagnosis and critical care in David’s case. It is practical to correlate readings for blood pressure and non-fasting or fasting glucose logged during the previous years so as to compare with the ones during a visit. Evidence Based Practice Paper – Cardiovascular Diseases Essay.

    Absolute risk defines the individual chance of acquiring cardiovascular disease (diabetes, stroke and arterial diseases). In most cases, the symptoms are not very definite hence it is advisable to perform a routine test to ascertain the risk level and appreciate the available preventive measures that can improve individual’s body health. David’s case seems to present early symptoms, and initiation of a screening test and practical precautions is highly preferred.

    A higher variance depicts greater risk level and should be taken seriously with respect to the presenting symptoms. Frequent tests can be advised for David so as to check severity and progress, however, those who present higher risks need to be reassessed soon and as often as it is practicable (Braun, 2006). The care clinical nurse may have an interactive talk about his/her risk evaluations with the patient and discuss the risk level as this will help David benefit from an improved change in lifestyle.

    Considering the condition of David’s wife and the underlying responsibility he is likely to develop elevated pressure due to stress. Counseling is critical to bringing back hope and understanding of the situation at hand. The recommendations to avoid strenuous activities and to quit alcohol permanently are practices that will help David in managing both the pressure levels and diabetes.

    Case StudyAnalysis

    The chest tightness with sweating in David’s case is an indication of the advancement of a heart condition. Occasionally the heart attacks appear to be impulse and severe, but in a majority of instances, it starts out to be slow with moderate discomfort especially during strenuous exercise as in David’s case. The chest pain is related to coronary heart attack. The symptoms normally presented take the distinct form of uncomfortable pressure, ‘jamming’ and pain of the muscles (Braun, 2006).

    Regarding David’s case as narrated and observed during a face to face encounter with a clinician, it is advisable to undertake the following medical tests into consideration. Laboratory tests of the lipids and cholesterol (both HDL and LDL). These are used when calculating the ratios in cardiovascular risk assessment (CVDRA). The aggregate cholesterol and high-density lipoprotein (HDL) ratio measured is usually more sensitive to cardiovascular disease when compared to the total cholesterol (TC). During calculations, the total HDL and low-density lipid (LDL) in the blood are summed together to aggregate the overall quantity of cholesterol in the body.

    It is therefore, signifies that low levels of HDL accounts for higher levels of LDL. While ratios above 10 are considered to be precipitants of risk factors, the levels of HDL should be maintained to 2.5 and below (Hoffmann, 2003). Though other complications may be necessitous to manage, David’s condition requires screening of the arterial vessels because he probably may have developed a coronary heart disease. David’s pain while exercising can be a potential sign of coronary heart disease in the absence of initial tests as his family history also indicate that the father was a victim of the cardiovascular ailment.

    Interestingly not all chest pains can lead to coronary heart disease (CHD). Other conditions that can cause pain may be due to blocking of the arterial vessels in the lung, panic attack, infections of the arteries and inflammations in the vessels and the surrounding tissues of the heart.

    The anatomy of the heart comprises of arteries that handle the supply of oxygenated blood to the heart. When plaque in the form of a blockade builds up along the arteries, it compromises the flow of the blood. A medical condition called atherosclerosis ensues over time leading to narrowing of the arteries and thus reducing the flow of oxygenated blood into the vessels.

    A heart attack is experienced when the flow of oxygenated blood to a section of heart muscle is not sufficient for the body’s use. This leads to serious health issues that can result in early death (Couzin, 2007). Heart failure and arrhythmias are health problems that are frequently associated with heart failure. In David’s case, it is important to record the rate and rhythm of the heartbeat. Abnormal rates and rhythm signify failure in the arterial vessels.

    When the arterial endothelium comes into contact with bacterial infections and other risk substances (alcohol) as in David’s case, they increase the adhesion of molecules promoting the flow of blood to the inner arterial walls. Such an interaction triggers the chemoattractants cytokines and leads to clumping of these substances within the endothelium, thereby causing atherosclerosis. Protein mediators also cause inflammation of the endothelium.

    Due to a higher prevalence of coronary artery disease (CAD), it presents mixed onset in both young and old populations, therefore, the need to screen those who are at increased risk. Technological advances in the use of the noninvasive imaging techniques of CT and MRI, however, make it possible to view the heart while in both static and motion (Hoffmann, 2003). An evaluation can be done without the need of using invasive methods. This helps in identifying the exact region of the artery that is blocked. Early diagnosis and medical care of coronary artery disease contribute to limit its effect on other tissue parts.

    The risk of contracting cardiovascular medical conditions depends on many risk factors including the family history and precipitants (use of alcohol) that may aggravate the condition (Szabov, 2012).  For example individuals with family history of cardiac conditions and are habitual abusers of drugs (cigarettes and alcohol) are more prone to higher chances of cardiac arrests.  These individuals are advised to undergo noninvasive calcium screening so as to assist in preventive care (Hoffmann, 2003).

    David’s case is of interest and calcium screening (CT scan) is relevant in preventing further escalation. It is advisable for him to stop the use of alcohol. This high-risk profile can be managed by the early start of preventive therapy.However, it is necessary to test so as to reduce the customary risk factors through improved diet, body exercise, and alcohol intake cessation. All these should be aimed at improving cardiovascular health.

    David’s case requires early determination of what characterizes the endothelium lesions of his coronary artery. Noninvasive CT scan technique is used to obtain information such as the presence of a disease within the arterial vessels. In as much as it is advisable to go for a CT scan to determine the level of coronary artery calcification, its significance still lies on the blocking of the arterial endothelium (Couzin, 2007). Features such as the structure (size shape and configuration) with absolutely no motion of the arteries can be visualized and quantified. The CT scan technique serves ideally for David because it’s relatively simple and suitable for administering. The whole process takes about thirty minutes with minimal preparation and limited restrictions to medications before or after a test.

    Determination of calcification in the endothelium is essentially used to interpret presence and absence of calcium in the coronary arteries. Traces of calcium follows its presence in the coronary artery thereby destructive as it results in heart diseases.  The Subclinical Coronary Artery Disease occurs when calcification is detected when no apparent symptoms are evident. A test is considered to be positive if calcification is detected within the coronary arteries.

    The scores obtained are used to categorize the extent of calcification as minimal, moderate or extensive in individuals. These scores usually numbered 10, 11 to 99, and 100 to above 400 indicate the amount of atherosclerosis. A positive test is considered when calcification is identified within the coronary arteries and negative when there is an absence of calcification. Evidence Based Practice Paper – Cardiovascular Diseases Essay.

    Though this result might not project the early onset of the disease it guides a clinical care for heart condition patients (Hoffmann, 2003). A positive test commonly indicated in men of 55 years and above is detectable within the score ranges and indicates risk of myocardial infarction even when there are little or no symptoms. David’s condition is probably of a myocardial infarction in the early stages. A negative test, however, does not signify an absence of atherosclerosis in the coronary arteries.

    Management of David’s (case study) Condition.

    Although there is no known cure for coronary heart disease, (CHD) various interventions are used to help in the management of symptoms so as to reduce the associated risks.  The known combined approach to coronary heart disease includes surgery medicine and modification of various lifestyle habits. All these combinations are integral for reducing the symptoms while improving the functioning of the heart; however, some treatments have their disadvantages. The lifestyle habits that can help David manage his cardiovascular condition hence reduce future risk include quitting alcohol use, eating healthy diets and performing regular exercises (Usherwood, 2013).

    Foods that are likely to increase the level of cholesterol in the blood should be avoided. Foods that have high amounts of saturated fat (cholesterol) include meat pies, sausages, and cheese. Diets that trigger diabetes are also advisable to be avoided as this may lead to alteration of the levels of sugar in the body (Duprez, 2011). Counseling of the individual on how to live a healthy lifestyle is an equally important element in managing cardiovascular disease. A lot of stress is also associated with elevated blood pressure that might cause cardiac arrest.

     

    Conclusion.

    In summation, early diagnosis is very crucial in the management of cardiovascular diseases. Risk factors such as substance abuse and family history are crucial information needed while assessing an individual. While pharmacological therapy is not yet clear, other methods of intervention are proving to be more reliable forms of improving health in such cardiovascular conditions.

    The overall responsibility lies with an individual right from the point of seeking medical help to the available options for managing the disease and reducing its associated risk factors. It is, therefore, advisable to visit a medical doctor to help in checking the early indicators of the illness and practice on how to reduce and manage cardiovascular heart conditions.

     

     

    References:

    Alberti, K., &Zimmet, P. (2006).Metabolic Syndrome.
    Metabolic Syndrome and Cardiovascular Disease Epidemiology, Assessment, and Management, 1-15

    Braun, L. (2006). Cardiovascular Disease.
    The Journal of Cardiovascular Nursing, S20-S42

    Couzin, J. (2007). DRUG SAFETY:
    Heart Attack Risk Overshadows a Popular Diabetes Therapy. Science, 1550-1551.

    Duprez, D. (2011). Prevention of Coronary Artery Disease.
    Coronary Heart Disease, 497-508
    .

    Hoffmann, U. (2003).
    Use of New Imaging Techniques to Screen for Coronary Artery Disease.Circulation. Evidence Based Practice Paper – Cardiovascular Diseases Essay.

    Szabov, E. (2012). Individualized Cardiovascular Risk Assessment.
    Coronary Artery Disease – New Insights and Novel Approaches.

    Usherwood, T. (2013). National guidelines for the management of absolute cardiovascular disease risk.
    Med J AustThe Medical Journal of Australia, 243-244.

    Evidence Based Practice Paper – Cardiovascular Diseases Essay

  • Spiritual Assessment Interview Essay

    Spiritual Assessment Interview Essay

    Spiritual Assessment Tool

    In every country, there is opportunity to improve the quality and performance of the health-care system. In order for medical providers to deliver holistic care, thorough spiritual assessment should be examined during their care. Despite growing professional awareness of the importance of religion and spirituality in health, patients’ religious backgrounds and spirituality may be overlooked by physicians, nurses, psychologists, and other health care professionals (The Joint Commission, 2005). In this case, The Joint Commission requires health organizations to include a spiritual assessment to maintain accreditation so that medical providers will make an effort to seek spiritual impressions and insights about patients and their problems and how to assist them. The Joint Commission suggests some guidelines for creating spiritual assessment tools for evaluating the spiritual needs of patients. Ultimately, after using different resources I created my own tool for assessing the spiritual needs of patients while asking 5 questions that were answered by my observation.

    Spiritual Assessment Tool

    For many people spirituality and religion are two important dimensions of their existence and can be powerful resources in helping them achieve well-being and deal with life’s challenges. In this case, out of the six different spiritual assessment tool possibilities I decided to research the assessment F.A.C.T. I searched for a spiritual assessment tool that focused on remaining short and easy, versatile, and focused. Additionally, F.A.C.T is a great assessment tool as it allows me to obtain information on a person’s spiritual life, history, and practices and on how these affect their ability to cope with their present healthcare crisis (LaRocca-Pitts, 2012). In this case, many people use their faith or spirituality to help them cope with a health crisis. I picked FACT because it mentions a person’s faith or spiritual practice and how it affects their medical outcomes which are important in restoring spirituality back into American healthcare.

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    Interview

    I decided to choose a lady I interviewed recently about the affordable health care act. Her name is Anita Blackwell and she is a private consultant for ADHD and pediatric nurse Practitioner with a masters in counseling and education.  I chose Ms. Blackwell because she has tons of experience in health care and has been a administrator before. I wanted to interview her and get her perspective of her views on the spiritual assessment of FACT as she dealt with a medical issue that she is currently healing from.

     

    Question #1 Spiritual Assessment Interview Essay

    What is your Faith or belief? Do you consider yourself a person of Faith

    or a spiritual person? What things do you believe that give your life meaning and purpose?

     

    “My belief is Christianity and I consider myself a women of God. I believe in the life of Jesus and the bible. As those things show me direction in life, my family and friends is what gives me my meaning and purpose of life”

     

    Question #2   Spiritual Assessment Interview Essay

    Active (or Available, Accessible, Applicable): Are you currently Active in your faith

    community? Are you part of a religious or spiritual community? Is support for your faith

    Available to you? Do you have Access to what you need to Apply your faith (or your

    beliefs)? Is there a person or a group whose presence and support you value at a time like

    this?

    “I am very active in my faith community and I am familiar with a religious community. My friend, family and church are there for support regarding my faith. The bible is something that gives me access to what I need definitely. I am apart of several groups who support and value my needs. Bible studies and prayer partners are who I value as support”

    Question #3   Spiritual Assessment Interview Essay

    Coping (or Comfort); Conflicts (or Concerns): How are you Coping with your medical

    situation? Is your faith (your beliefs) helping you Cope? How is your faith (your beliefs)

    providing Comfort in light of your diagnosis? Do any of your religious beliefs or spiritual

    practices Conflict with medical treatment? Are there any particular Concerns you have for

    us as your medical team?

     

    “
    I am coping with my medical situation by remaining hopeful and continuing my life. Staying active in the church and maintaining my daily routine is really what motivates me to do better. My faith gives me hope which is helping me cope. My faith provides me comfort because it lets me put my hope in something greater than myself. Actually no beliefs conflict with my medical treatment and I currently have no concerns about getting better or anything”

    Question #4 Spiritual Assessment Interview Essay

    Do you think your treatment is responsible for your 100 percent recovery?

    “I think treatment and the medication has a lot to do with recovery but I also think without my faith I wouldn’t be able to make it. My faith gives me hope which motivates me to be stronger and do better. My health was a huge concern but I know god works in mysterious ways and I am getting better”

     

    Question #5   Spiritual Assessment Interview Essay

    If your medical provider wishes to use other methods in assisting with your treatment do you think your faith/religion will come in the way of that?

     

    “I don’t think my religion will come in the way of anything. Currently I am on the right path to recovery. I don’t think there would be any reasons for me to question whether or not the doctor’s treatments are appropriate. I trust my physicians as well as my faith. I know god will lead me into the right paths. Good things will follow. Spiritual Assessment Interview Essay.

     

    Analysis

    What went well?

    There were a lot of great outcomes of this interview. After speaking with Ms. Blackwell I discovered that this assessment wasn’t just questions toward healing but it can be used as a plan to help assist the patient. In this case, it is important to remember that when conducting spiritual assessment is not an end in itself. It is the first step in creating a Spiritual Care Plan (Galek et al 2005). Overall, she seemed comfortable discussing these personal questions about her religion. What made the interview go so well was to see how much her faith means to her and how she applies it to her everyday life.

    What to do differently in the future

    In the future if I ever have to do another assessment I think I would try and focus more on the patients experiences rather than their view on religion. I will make sure I answer the questions according to FACT but I think I would add additional questions regarding their experiences just so I can get a better understanding of what their faith means to them.

    Barriers and Challenges

    Time constraints were a challenge. Also, asking such personal questions about faith can be a challenge as the patient isn’t always comfortable talking about those concepts. Overall, a barrier in this assessment was myself. I am currently growing in my faith so it was difficult asking Ms. Blackwell questions I had no idea myself. I think its important to make sure on is familiar with the questions he/she is asking as well.

    How to address challenges and changes that are necessary

               
    In the future, I can address these challenges by continuing to utilize my resources and gain knowledge in my faith that way when it comes down to interviewing a patient or whomever I will be able to feel comfortable asking those questions. Also, making sure I have enough time and not conducting a last minute interview. Time constraints and be a challenge because the it doesn’t give the person who is being interviewed enough time to prepare.

    Spiritual experiences

    I remember going to church as a kid with Ms. Blackwell and praying every night before bed. She would say things like “your faith is what gives you hope” (Blackwell, personal communication, September 20, 2014). These experiences allowed me and her to feel more comfortable when conducting this interview.

    Tools ability to meet needs of the patient

    I think this was a successful tool because it provides a quick and accurate determination of whether or not a person’s current health crisis is affecting their spiritual well-being and then based on that determination. Ultimately this assessment suggest a treatment plan which could better the patients health.

                                                       

    Conclusion

    Any properly trained healthcare provider can use the FACT Spiritual Assessment Tool as it includes a short history with three questions that involve faith, availability and coping plus an outcome for treatment if needed. Though it is important that the person administering spiritual assessments is professional, the faith, availability and treatment is to be addressed enough to support that individual in their medical illnesses. Using different resources I was able to come up with questions that addressed Ms. Blackwell’s beliefs and how they are implemented throughout her life. These assessments improve quality in healthcare as it allows medical providers to become more familiar with their patients beliefs.  Restoring holistic care back into American health care has become big business. However, there is always an opportunity to improve the quality and performance of a health-care system and  in order for medical providers to deliver holistic care, these thorough spiritual assessment have be examined during patient care.

     

    References

    Galek, K., Flannelly, K.J., Vane, A., Galek, R.M. (2005) Assessing a patient’s spiritual needs: A

    comprehensive instrument. Holistic Nursing Practitioner, 19(2), 62-69.

    Implicit Spiritual Assessment: An Alternative Approach for Assessing Client Spirituality. (2013). Social Work, 58(3), 223-230. doi:10.1093/sw/swt019

    LaRocca-Pitts, M. (2012). FACT, A Chaplain’s Tool for Assessing Spiritual Needs in an Acute Care Setting. Chaplaincy Today, 28(1), 25-32.

    The Joint Commission. (2005). Evaluating your spiritualassessment process. Retrieved September 21, 2014, from   http://www.professionalchaplains.org/files/resources/reading_room/evaluating_your_spiritual_assessment_process.pdf

    Spiritual Assessment Interview Essay

     
    Benchmark Assignment – Spiritual Needs Assessment and Reflection – rubric

    1

    Unsatisfactory

    0.00%                                                 2

    Less Than Satisfactory

    65.00%                                                 3

    Satisfactory

    75.00%                                                 4

    Good

    85.00%                                                 5

    Excellent

    100.00%                         70.0 %Content 40.0 % Tool for Assessing the Spiritual Needs of Patients          CONHCP: 5.2                                                Tool for assessing the spiritual needs of patients show little to no relevance to the experiences of patients. A transcript of the interview is either missing or not relevant.                                                Tool for assessing the spiritual needs of patients is present but lacks focus on experiences of patients. A clear transcript of the interview is provided.                                                Tool for assessing the spiritual needs of patients is present and focuses on experiences of patients. A clear transcript of the interview is provided.                                                Tool for assessing the spiritual needs of patients is present and focuses on experiences of patient. The tool uses reliable methods for gathering data. A clear transcript of the interview is provided.                                                Tool for assessing the spiritual needs of patients is present and focuses on experiences of patients. The tool uses effective methods for gathering data that produces the results intended. A clear transcript of the interview is provided.30.0 % Analysis of Interview Experience                                                An analysis of the interview experience shows little to no relevance to the assignment instructions. Spiritual Assessment Interview Essay                                               An analysis of the interview experience is included but addresses a few of the points included in the assignment instructions.                                                An analysis of the interview experience is included and addresses most of the points included in the assignment instructions.                                                An analysis of the interview experience is included and addresses all of the points included in the assignment instructions.                                                An analysis of the interview experience is included and addresses all of the points included in the assignment instructions. The analysis shows a deep understanding of the connections.20.0 %Organization and Effectiveness 7.0 % Thesis Development and Purpose                                                Paper lacks any discernible overall purpose or organizing claim.                                                Thesis and/or main claim are insufficiently developed and/or vague; purpose is not clear.                                                Thesis and/or main claim are apparent and appropriate to purpose.                                                Thesis and/or main claim are clear and forecast the development of the paper. They are descriptive and reflective of the arguments and appropriate to the purpose.                                                Thesis and/or main claim are comprehensive. The essence of the paper is contained within the thesis. Thesis statement makes the purpose of the paper clear.8.0 % Argument Logic and Construction                                                Statement of purpose is not justified by the conclusion. The conclusion does not support the claim made. Argument is incoherent and uses noncredible sources.                                                Sufficient justification of claims is lacking. Argument lacks consistent unity. There are obvious flaws in the logic. Some sources have questionable credibility.                                                Argument is orderly, but may have a few inconsistencies. The argument presents minimal justification of claims. Argument logically, but not thoroughly, supports the purpose. Sources used are credible. Introduction and conclusion bracket the thesis.                                                Argument shows logical progression. Techniques of argumentation are evident. There is a smooth progression of claims from introduction to conclusion. Most sources are authoritative.                                                Clear and convincing argument presents a persuasive claim in a distinctive and compelling manner. All sources are authoritative.5.0 % Mechanics of Writing  (includes spelling, punctuation, grammar, language use)                                                Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice and/or sentence construction are used.                                                Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register) and/or word choice are present. Sentence structure is correct but not varied. Spiritual Assessment Interview Essay                                              Some mechanical errors or typos are present, but are not overly distracting to the reader. Correct and varied sentence structure and audience-appropriate language are employed.                                                Prose is largely free of mechanical errors, although a few may be present. The writer uses a variety of effective sentence structures and figures of speech.                                                Writer is clearly in command of standard, written, academic English.10.0 %Format 5.0 % Paper Format  (use of appropriate style for the major and assignment)                                                Template is not used appropriately, or documentation format is rarely followed correctly.                                                Appropriate template is used, but some elements are missing or mistaken. A lack of control with formatting is apparent.                                                Appropriate template is used. Formatting is correct, although some minor errors may be present.                                                Appropriate template is fully used. There are virtually no errors in formatting style.                                                All format elements are correct.5.0 % Documentation of Sources (citations, footnotes, references, bibliography, etc., as appropriate to assignment and style)                                                Sources are not documented.                                                Documentation of sources is inconsistent or incorrect, as appropriate to assignment and style, with numerous formatting errors.                                                Sources are documented, as appropriate to assignment and style, although some formatting errors may be present.                                                Sources are documented, as appropriate to assignment and style, and format is mostly correct.                                                Sources are completely and correctly documented, as appropriate to assignment and style, and format is free of error.100 % Total Weightage

    Spiritual Assessment Interview Essay

  • Literature Review – Evidence Based Practice Report: Motivational Interviewing

    Literature Review – Evidence Based Practice Report: Motivational Interviewing

    Introduction

    This report expansively reviews different literature regarding the use of motivational interviews and their effectiveness in enabling occupation in adults with chronic health conditions. The report majorly considers how motivational interviewing leads to increased physical activity and functional exercise capacity in adults with chronic health conditions.

    Formulated Research Question

    The research question below was formulated to help gather relevant information and compare relevant articles about how motivational interviewing leads to improved physical activity and functional exercise capacity in adults with chronic health conditions.

    Is motivational interviewing effective for enabling occupation in adults with chronic diseases?

    Justification of Research Question

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    Hospital Admission Risk Program (HARP) is a motivational interviewing (MI) program that is designed to help adults with chronic health conditions to achieve better quality of life (Rubak et al., 2005). HARP as an MI is an Occupational Therapy (OT) fourth year community-based fieldwork aimed at delivering community based services to people with chronic health conditions, psychosocial issues and complex needs (McGovern et al., 2004). HARP’s main objective is to decrease demand for hospitals by providing comprehensive assessment, care planning together with timely responsive specialist care in the community setting for individuals with complex needs. It is a multidisciplinary team made of community clinicians who provide case management / care coordination for HARP clients aimed at improving patient outcomes by redirecting clients away from unnecessary acute services and reducing length of stay. Similarly, it is a client-centered care based on needs identification, linking into more appropriate community services, and advocating where needed.

    The research question above was formulated to help acquire information regarding the generic role of a community clinician working in a multi-disciplinary team to provide care coordination and/or case management for HARP clients (Miller et al., 2006). The question was chosen due to that fact that some individuals with chronic health conditions have complex needs and through motivational interviewing they can attain commendable improvements. Consequently, they also need motivational interviewing in order to jump-start treatment, actively engaged through tough moments, and to help in sustaining therapeutic progress post-treatment (Madson, Andrew and Claire 2009). In addition, MI is also applicable to general mental health, eating disorders, substance use treatment, and medical compliance (Resnicow, Rachel, and Stephen 2006). Given this understanding, motivational interviewing can be used as occupational therapy (OT) intervention alternative as it helps in narrowing the clients’ disconnects to their goals and behaviors which is essential in resolving ambivalence (Rapp et al., 2008). Similarly, the question has the ability to develop a report with the client which on the other hand is essential in improving the results (Miller et al., 2005).

    For HARP to achieve excellent results across various therapies largely depend on the extent to which clients are engaged with their treatment and adherence to lifestyle changes recommended to them. By using MI intervention, the community clinicians are empowered to enhance clients’ motivation for behavior change among adults with chronic health conditions (Beidas and Philip 2010). They will be more focused on encouraging clients to participate in physical activities which will in turn improve their health thus preventing them to present to hospitals. Poor adherence to motivation is a key problem among clients and therefore, increasing emphasis on guiding and helping patients to be more responsible for their own care is highly required (Amodeo et al., 2011).

    Search Strategy

    Vast up to date material evidence was found relating to the research question; however, five peer-reviewed journal articles were located through Google scholar as well as Deakin online database (CINAHL complete and Academic Search complete). Some of the articles were sourced through a reference list from the CINAHL complete, MEDLINE, and EMBASE were key online databases where most of the articles were sourced (Tucker and David 2006). A search strategy was undertaken using keywords “adult with chronic disease” as patient group, “motivational interviewing” as the intervention, AND “enable occupation” OR “occupational therapy” as the outcome. The articles were all current with the oldest being 2006 and provided a good basis for stronger and more rigorous evidence to be undertaken on the research question.

    The articles were selected according to the following inclusion criteria.

    Inclusion Criteria:

    Peer reviewed articles published from 2006-2014,

    Participants diagnosed with chronic health condition,

    Human participants from the age of 18 above,

    Participants with experience of motivational interviewing as intervention,

    Participants were outpatients with chronic health conditions,

    Studies investigating motivational interviewing effectiveness in enabling occupation in adults with chronic health conditions,

    Studies published in English.

    Articles that never met the above described inclusion criteria were excluded due to the fact that their literature reviews, opinion pieces, editorials and studies had little or no rigorous evidence. This was done in order to come up with a strong conclusion from the articles.

    The articles were appraised using The McMasters Critiquing Tools (1998) which were found in by Law and Macdermid’s (2008) “Evidence Based Rehabilitation.” Similarly, the articles were characterized by a level of evidence (LOE) which use the Rosalind Franklin Qualitative Appraisal Tool (Henderson & Rheault, 2004) for qualitative articles and the Howick (2009) “Oxford Center for Evidence-Based Medicine Levels of experience” for the quantitative studies. The selected articles provided the best evidence regarding motivational interviewing.

     

    Summary of Literature’s Purpose and Findings

    Author & Date

    Purpose

    Design

    Sample

    Findings

    Level of evidence

    Limitations

    O’Halloran, Blackstock, Shields, Holland, Iles, Kingsley, Bernhardt, Lannin, Morris & Tylor (2014)

    – To determine if motivational interviewing leads to increased physical activity, cardiorespiratory fitness or functional exercise in people with chronic health conditions

    Systematic review and meta-analysis of randomized controlled experiments

    11 trials

    – 8 trials showed moderate evidence that motivational interviewing increased physical activity levels for people with chronic health conditions

    – one high quality and two moderate quality trials showed that motivational interviewing has high effect on cardiorespiratory fitness.

    – Motivational interviewing  has positive effect on functional exercise capacity of people with chronic health condition

    Level I

    – The number of included trials was restricted by the stringent criteria that was designed to assess the independence of motivational interviewing effects

    -physical activity findings were confined to self-report measures in six out of eight trials

     

    Sanders, Whited & Martino (2013)

    – To determine the effect of motivational interviewing in patients with chronic kidney disease

    Personal interviews through:

    – exchange of information

    – ask evocative questions

    Conducting decisional balance

    – use of confidence rulers

     

    –
    increase physical activity

    – better fluid management

    – improved exercise adherence

    -Better management of phosphorous and albumin levels

    – Improved treatment adherence and disease self-management

    Level I

    – it is time consuming. Literature Review – Evidence Based Practice Report: Motivational Interviewing

    Brodie, Inoue & Shaw (2006)

    To examine the effectiveness of motivational interviewing, compared with standard care, and both combined in a sample of elderly heart failure patients

    Questionnaire

     

    60

    – non-significant differences between groups at baseline for age, coronary risk factor, medication and social support.

    – improved self efficacy: motivational interview resulted into behavioral change.

    – improved quality of life

    – increased readiness for change across all groups

    3b

    The exclusion of patients with normal systolic function restricted the ability to generalize the findings

    No consensus exists regarding which approach is essential when assessing broader health status of elderly people with chronic health conditions.

    Linden, Butterworth, and Prochaska (2009)

    To evaluate the impact of motivational interviewing based health coaching on chronically ill group of participants compared with non-participants

    Quasi-experimental study

    2815

    -Improved self efficacy

    – Improved patient activation

    – patients changed their lifestyle

    – improved perceived health status

    Level IV

    The use of participants who were not chronically ill compromised the validity of the results.

    Tse, Vong & Tang (2012)

    To examine the effectiveness of an integrated motivational interviewing and physical exercise program on pain, physical and psychological function, quality of life, self efficacy, and compliance with exercise community – dwelling older persons with chronic pain

    Questionnaire

    56

    After motivational interviewing and physical exercise program significant improvement was exhibited in:

    -pain intensity,

    -pain self-efficacy,

    -Anxiety,

    – mobility

    Level IV

    – Chronic diseases and health-related quality of life are stable cannot be improved by MI counseling program

    8-week program is a short period of time for changing quality of life.

     

    Reviewing the Research

    Four quantitative and one qualitative articles were reviewed based on above set criteria. The reviewed articles above provide significant and up to date evidence that motivational interviewing has the ability of enabling occupation in adults with chronic health conditions. When comparing the findings from the reviewed articles it can be deduced that there is wide similarities; for instance, improvement of physical exercise, increased readiness for change, self-efficacy, willingness to self-manage diseases, and improved perceived health status. The studies were conducted for en extended period of time thus improving their validity. For instance, O’Halloran, Blackstock, Shields, Holland, Iles, Kingsley, Bernhardt, Lannin, Morris & Tylor (2014), used 11 study trials that were conducted over several years and using different approaches to motivational interviewing to come up with their conclusions. However, the trials selection was restricted by stringent criteria that compromised the results. Sanders, Whited & Martino (2013) used qualitative methodology in their research; they conducted personal interviews which increased the reliability of their results. Brodie, Inoue & Shaw (2006) used a questionnaire in determining the effectiveness of MI in comparison to standard interventions.

    Linden, Butterworth, and Prochaska (2009) evaluated the effect of motivational interviewing based on health coaching using quasi-experimental study, by using none-chronically ill participants lead to results that are not reliable and consistent with the study question. Tse, Vong & Tang (2012), used a questionnaire to examine the effectiveness of an integrated motivational interviewing and physical exercise program on pain, physical and psychological function, quality of life, self-efficacy, and compliance with exercise community. Although, they study provided significant results, the 8-week time period was too short to fully obtain exhaustive results.

    Implication to Field Practice

    HARP as discussed from the above is an excellent community based program using motivational interviewing intervention to help adults with chronic health conditions to achieve better quality of life. It is an essential program for instilling behavioral change in individuals with chronic health conditions. Planning for behavioral change particularly in individuals with chronic health conditions demands for participation of health providers with patients. When HARP is used in this scenario, it should be patient driven assisted by the health provider; motivational interviewing is key in maintaining a patient centered stance. The effects of motivational interviewing as observed from the above review can largely be improved by clinicians adhering to the core components of motivational interviewing. HARP ensures that clinicians work together with their clients to help them alleviate their chronic health conditions through physical exercise. Literature Review – Evidence Based Practice Report: Motivational Interviewing.

    HARP is an ideal program using motivational interviewing intervention in individuals with chronic health conditions helps in incorporating behavior change principles of promoting quality of life and physical activity. This approach should be embraced by health providers especially in matching individuals to treatment (Norcross and Bruce 2010). Accordingly, given the fact that motivational interviewing engenders focuses on ambivalence and other barriers preventing individuals from acting on treatment guidelines and making life changes; clinicians will find it as a potential tool for strengthening patients’ belief and perception about the importance of the change together with the ability to accomplish it successfully (Day and Kevin 2002). HARP provides success evidence in improving different chronic health conditions including physical mobility, psychological well-being, and self-efficacy in adults and thus enabling occupation in individuals with chronic health conditions.

    Conclusion

    This literature review indicates the motivational interviewing was instrumental in improving the physical functioning and self-efficacy in individuals with chronic health conditions. With regard to this it is highly recommended for clinicians to employ the use of motivational interviewing intervention to help improve or in enabling occupation of adults with chronic health conditions.

     

     

     

     

     

    References

    Amodeo, M., L. Lundgren, A. Cohen, D. Rose, D. Chassler, C. Beltrame, and M. D’Ippolito. “Barriers to implementing evidence-based practices in addiction treatment programs: comparing staff reports on motivational interviewing, adolescent community reinforcement approach, assertive community treatment, and cognitive-behavioral therapy.”
    Evaluation and Program Planning
    34, no. 4 (2011): 382-389. Literature Review – Evidence Based Practice Report: Motivational Interviewing.

    Beidas, Rinad S., and Philip C. Kendall. “Training therapists in evidence‐based practice: A critical review of studies from a systems‐contextual perspective.”
    Clinical Psychology: Science and Practice
    17, no. 1 (2010): 1-30.

    Day, Andrew, and Kevin Howells. “Psychological treatments for rehabilitating offenders: Evidence-based practice comes of age.”
    Australian Psychologist
    37, no. 1 (2002): 39-47.

    Madson, Michael B., Andrew C. Loignon, and Claire Lane. “Training in motivational interviewing: A systematic review.”
    Journal of Substance Abuse Treatment
    36, no. 1 (2009): 101-109.

    McGovern, Mark P., Thomas S. Fox, Haiyi Xie, and Robert E. Drake. “A survey of clinical practices and readiness to adopt evidence-based practices: Dissemination research in an addiction treatment system.”
    Journal of substance abuse treatment
    26, no. 4 (2004): 305-312.

    Miller, William R., James L. Sorensen, Jeffrey A. Selzer, and Gregory S. Brigham. “Disseminating evidence-based practices in substance abuse treatment: A review with suggestions.”
    Journal of substance abuse treatment
    31, no. 1 (2006): 25-39.

    Miller, William R., Joan Zweben, and Wendy R. Johnson. “Evidence-based treatment: Why, what, where, when, and how?.”
    Journal of Substance Abuse Treatment
    29, no. 4 (2005): 267-276.

    Norcross, John C., and Bruce E. Wampold. “Evidence-based therapy relationships: research conclusions and clinical practices.”
    Psychotherapy
    48, no. 1 (2011): 98.

    Rapp, Charles A., Diane Etzel-Wise, Doug Marty, Melinda Coffman, Linda Carlson, Dianne Asher, Jennifer Callaghan, and Rob Whitley. “Evidence-based practice implementation strategies: results of a qualitative study.”
    Community Mental Health Journal
    44, no. 3 (2008): 213-224.

    Resnicow, Ken, Rachel Davis, and Stephen Rollnick. “Motivational interviewing for pediatric obesity: Conceptual issues and evidence review.”
    Journal of the American Dietetic Association
    106, no. 12 (2006): 2024-2033. Literature Review – Evidence Based Practice Report: Motivational Interviewing.

    Rubak, Sune, Annelli Sandbæk, Torsten Lauritzen, and Bo Christensen. “Motivational interviewing: a systematic review and meta-analysis.”
    British Journal of General Practice
    55, no. 513 (2005): 305-312.

    Salyers, Michelle P., and Sam Tsemberis. “ACT and recovery: integrating evidence-based practice and recovery orientation on assertive community treatment teams.”
    Community Mental Health Journal
    43, no. 6 (2007): 619-641.

    Suarez, Mariann, and Sharon Mullins. “Motivational interviewing and pediatric health behavior interventions.”
    Journal of Developmental & Behavioral Pediatrics
    29, no. 5 (2008): 417-428.

    Tucker, Jalie A., and David L. Roth. “Extending the evidence hierarchy to enhance evidence‐based practice for substance use disorders.”
    Addiction
    101, no. 7 (2006): 918-932.

    Weisz, John R., Amanda Jensen-Doss, and Kristin M. Hawley. “Evidence-based youth psychotherapies versus usual clinical care: a meta-analysis of direct comparisons.”
    American Psychologist
    61, no. 7 (2006): 671.

    Literature Review – Evidence Based Practice Report: Motivational Interviewing

  • Balanced scorecard briefing presentation – Kaltura and PowerPoint

    Balanced scorecard briefing presentation – Kaltura and PowerPoint

    Create and record a 5–10-minute (10–12-slide) presentation of a balanced scorecard briefing for a CEO using Kaltura and PowerPoint.

    Note
    : The assessments in this course are presented in sequence and must be completed in order.

    Organizations are required to demonstrate outcomes as a condition of participation for government and some private payers. The balanced scorecard is a methodology used to complete an implementation plan for the strategy and as a method measure results against predetermined benchmarks. Balanced scorecard briefing presentation – Kaltura and PowerPoint.

    ORDER A PLAGIARISM-FREE PAPER NOW

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

    Competency 2: Develop a strategic organizational plan that provides human and financial resources to support targeted organizational outcomes.

    Present operational recommendations and strategic control mechanisms including goals, objectives, resources, and action steps.

    Define critical success indicators that allow an organization to measure success in implementing the strategy.

    Competency 3: Recommend an organizational structure and design to optimize a strategic plan.

    Propose a strategic plan to optimize outcomes and mitigate risks in an organization.

    Competency 4: Communicate in a manner that is scholarly, professional, and consistent with expectations for professionals in health care administration.

    Create a visually pleasing professional presentation tailored to a specific audience that uses charts and/or images that support the content.

    Communicate persuasively and clearly in a limited time frame.

     Balanced scorecard briefing presentation – Kaltura and PowerPoint

    Context

    Today, in health care management, there is an appropriate emphasis on outcomes and results. However, in the specific case of strategic management, we often say that the process of strategic thinking is more important than the product—the plan. In health care, the product is actually the service of care delivery.

     

    Strategic thinking is a challenging and exciting task for healthcare leaders. It requires experienced health care executives to think creatively and reserve judgment of new ideas. Balanced scorecard briefing presentation – Kaltura and PowerPoint.

    The
    Assessment 4 Context
    document contains important information about the following topics related to successful implementation of strategic plans:

    Decision making methodologies.

    Culture, structure, and value chain.

    Implementation strategies.

    Change strategies.

    Strategic control.

    Questions to Consider

    To deepen your understanding, you are encouraged to consider the questions below and discuss them with a fellow learner, a work associate, an interested friend, or a member of the business community.

    What role does a TOWS analysis play when looking for some strategic alternatives?

    What is a value differentiation strategy?

    How would you use it and why?

    If you were looking for a marketing strategy, how would you determine which market entry strategy would provide the quickest entry into the market?

    What advantages might the slowest strategy offer?

    What changes first: Strategy or structure?

    What role does consumerism play in marketing a service?

    Does your health organization operate as a consumerism-driven service? If so, how does this affect the organization?

    What issues do hospital leaders face in responding to a disaster from the perspective of human resources, legal, and financial issues?.

    What, if anything, is a local hospital required to do in response to a disaster?

    What are the primary differences in the human resources strategies needed for expansion, contraction, and maintenance of scope?

    Which type of adaptive strategy is the most difficult to implement from a human resources perspective? Why?

    What is the linkage between the internal environment and value-adding service delivery and support services.

    What would be a good example of this in your own health care organization?

     

    Required Resources

    The following resources are required to complete the assessment.

    Recording a Presentation

    This assessment requires you to record your presentation using Kaltura (or a similar tool capable of recording presentations).

    In preparation for your presentation, complete the following:

    If you have not already done so, set up and test your recording device (headset, webcam, computer, or tablet with an integrated microphone), using the installation instructions provided by the manufacturer.

    Practice using the recording device to ensure the audio and/or visual quality is sufficient.

    Refer to the
    Using Kaltura [PDF]
    tutorial for directions on recording and/or uploading your recording in the courseroom. Balanced scorecard briefing presentation – Kaltura and PowerPoint.

    Balanced scorecard briefing presentation – Kaltura and PowerPoint

    Suggested Resources

    The following optional resources are provided to support you in completing the assessment or to provide a helpful context. For additional resources, refer to the Research Resources and Supplemental Resources in the left navigation menu of your courseroom.

    Capella Resources

    Click the links provided to view the following resources:

    Assessment 4 Context
    .

    APA Paper Template
    .

    APA Paper Tutorial
    .

    Skillsoft Tutorials

    Capella offers a wide range of interactive tutorials. If you feel you need help using PowerPoint the following page will help you identify the correct self-paced tutorials to help expand your skills. Balanced scorecard briefing presentation – Kaltura and PowerPoint.

    Search
    Capella Tutorials
    for PowerPoint tutorials.

    Library Resources

    The following e-books or articles from the Capella University Library are linked directly in this course:

    Burton, D. A. (2015).
    6 predictions for health care and population health
    .
    Healthcare Financial Management,

    69
    (4), 58–63. Balanced scorecard briefing presentation – Kaltura and PowerPoint.

    Ginter, P. M., Duncan, W. J., & Swayne, L. E. (2013).
    Strategic management of health care organizations
    (7th ed.). San Francisco, CA: Jossey-Bass.

    Chapter 6, “Developing Strategic Alternatives,” pages 204–251.

    Chapter 9, “Value-Adding Support Strategies,” pages 345–381. Balanced scorecard briefing presentation – Kaltura and PowerPoint.

    Chapter 10, “Communicating the Strategy and Developing Action Plans,” pages 383–409.

    Kaplan, R. S., & Norton, D. P. (1996).
    Using the balanced scorecard as a strategic management system
    .
    Harvard Business Review,

    74
    (1), 75–85.

    Kaplan, R. S., & Norton, D. P. (2004).
    Measuring the strategic readiness of intangible assets
    .
    Harvard Business Review
    ,
    82
    (2), 52–63.

    Kun, K. E., Kassim, A., Howze, E., & MacDonald, G. (2013).
    Interviewing key informants: Strategic planning for a global public health management program
    .
    The Qualitative Report
    ,
    18
    (9), 1–17.

    Malof, L. C. (2013).
    The power of data—From data mining to consumer pricing and quality-of-care tools
    .
    Benefits Quarterly
    ,
    29
    (4), 20–23.

    Meyer, C. K., Clapham, S. E., & Lemke, A. (2014).
    Strategic planning at UnityTrust Hospital
    .
    Journal of Business and Behavioral Sciences,

    26
    (3), 112–126. Balanced scorecard briefing presentation – Kaltura and PowerPoint.

    Rosenberg, L. (2012).
    Are healthcare leaders ready for the real revolution?

    Journal of Behavioral Health Services & Research
    ,
    39
    (3), 215–219.

    Course Library Guide

    A Capella University library guide has been created specifically for your use in this course. You are encouraged to refer to the resources in the
    MHA-FP5010 Strategic Health Care Planning Library Guide
    to help direct your research. Balanced scorecard briefing presentation – Kaltura and PowerPoint.

    Internet Resources

    Access the following resources by clicking the links provided. Please note that URLs change frequently. Permissions for the following links have been either granted or deemed appropriate for educational use at the time of course publication.

    Balanced Scorecard Institute. (n.d.)
    What is strategic planning?
    Retrieved from https://balancedscorecard.org/Resources/Strategic-Planning-Basics. Balanced scorecard briefing presentation – Kaltura and PowerPoint

    Balanced Scorecard Institute. (n.d.)
    Creating organizational strategic alignment
    . Retrieved from https://balancedscorecard.org/Resources/Cascading-Creating-Alignment

    Balanced Scorecard Institute. (n.d.)
    What is a key performance indicator?
    Retrieved from https://balancedscorecard.org/Resources/Performance-Measures-KPIs. Balanced scorecard briefing presentation – Kaltura and PowerPoint

    Kovner, K. (2013).
    8 simple rules for stronger PowerPoint presentations
    .
    Clickz
    . Retrieved from http://www.clickz.com/clickz/column/2306763/8-simple-rules-for-stronger-powerpoint-presentations#

    Wang, C. (2015).
    7 design tips for effective, beautiful PowerPoint presentations
    .
    The Shutterstock Blog.
    Retrieved from http://www.shutterstock.com/blog/7-design-tips-for-effective-beautiful-powerpoint-presentations

    Assessment Instructions

    Note
    : Assessment 3, TOWS Matrix must be completed before beginning this assessment.

    Preparation

    Organize your thoughts. Use the balanced scorecard methodology to complete an implementation plan for the strategy you recommended for your corporation in Assessment 3. You are encouraged to strive for flow of logic, substance, and brevity. Balanced scorecard briefing presentation – Kaltura and PowerPoint

    Step One: Create PowerPoint Presentation

    When preparing the information for your presentation, focus on the conceptual level to make sure you are on target and aligned with strategic goals. Remember, CEOs expect presentations to be brief, substantive, and concise.

    Design for your Audience: If your organization has “branding standards,” use them. You are expected to follow generally recognized guidelines for professional presentations. Spare your audience from a “death by PowerPoint” experience. Consult the suggested resources to remind yourself of the do’s and don’ts of effective presentations. Balanced scorecard briefing presentation – Kaltura and PowerPoint.

    Address the following points in your briefing:

    Describe at least five objectives, with your corresponding metrics, targets, and initiatives, to help the organization achieve the strategic direction you have designed.

    Present your operational recommendations and strategic control mechanisms.

    Include the strategic goals, objectives, and action steps for reconfiguring and aligning the organization’s structure, systems, shared values, management style, staff, and skills.

    Include critical success indicators that the organization can use to measure its performance in implementing the strategy. Balanced scorecard briefing presentation – Kaltura and PowerPoint.

    Evaluate the effect of your strategy formulation, weighing factors of measurement against current measurement benchmarks in the organization.

    Presentation Structure

    In the real world, you can consider yourself lucky when you get 5–10 minutes of a CEOs time. You will need to limit your briefing to 10–12 slides or you will run out of time. Structure your briefing following the format below. Use the notes portion of each slide to write your script and practice your script to make sure you stay as close to the suggested time frames as possible. Balanced scorecard briefing presentation – Kaltura and PowerPoint.

    Slide 1: Cover (15 seconds).

    Slide 2: Vision/Mission/Values (30 seconds).

    Slide 3: External environment analysis tool applied (table) (1 min).

    Slide 4: Internal analysis tool applied (table or graphic) (1 minute).

    Slide 5: Gap analysis: desired position v. actual (1 min).

    Slide 6: Recommend directional strategy (1 minute). Balanced scorecard briefing presentation – Kaltura and PowerPoint

    Slide 7: Develop 3–4 key goals/objectives (1 minutes).

    Slide 8: Visual: Balanced Scorecard table with 1–3 performance indicators and associated metrics (1 min).

    Slide 9: Analysis (1 min).

    Slide 10: Recommendations/Conclusions (1 min).

    Slide 11: References.

    Step Two: Practice and Record Your Briefing

    Use Kaltura to practice and record your briefing. When you are satisfied with your recorded presentation, submit it along with your PowerPoint presentation and any relevant addendums. Balanced scorecard briefing presentation – Kaltura and PowerPoint

    Additional Requirements

    Time length:5–10 minute recorded presentation targeted to the CEO of your corporation.

    Number of slides: PowerPoint slide deck containing 10–12 slides.

    Addendum: Include all relevant supporting details, such as data, charts, and graphs as an addendum to the presentation. Indicate the slide associated with the relevant data set.

    APA formatting: Resources and citations are formatted according to current APA style and formatting.

    Number of Resources: Use a minimum of six authoritative contemporary sources to support your presentation.

    Balanced Scorecard Briefing Scoring Guide

    Create and record a 5–10-minute (10–12-slide) presentation of a balanced scorecard briefing for a CEO using Kaltura and PowerPoint.

    Assessment Balanced scorecard briefing presentation – Kaltura and PowerPoint Submit

  • Personal Philosophy of Nursing – Developing a Nursing Philosophy: A Personal Discovery and Reflection

    Personal Philosophy of Nursing – Developing a Nursing Philosophy: A Personal Discovery and Reflection

     
    Developing a Nursing Philosophy: A Personal Discovery and Reflection

    As I finish up my first year of undergraduate studies in nursing, this is a wonderful opportunity to reflect on my learning experiences and personal beliefs about the nursing profession. Throughout the nursing education and personal experiences I have had this past year, I have gained a deeper understanding of what nursing really is and why I chose to study it. In this paper I will explain the importance of the nursing sub concept of advocacy as it relates to nursing practice. Additionally, I will explore how my views of the nursing profession have changed as I begin to develop my own personal philosophy of nursing.

    Before entering the nursing program, I never fully understood the importance of advocacy in a nursing role. I had always assumed that in order to be a nurse you needed to simply care about people, and have decent people skills. The nurses role is so much more than just being nice to people and caring about them. Nurses need to advocate on behalf of their patients and provide them with the support they deserve. I have learned over the past year that advocacy plays a huge role in forming therapeutic relationships.

    The general definition of advocacy is the process of supporting a cause; however, the importance and expected use of advocacy when incorporated in nursing practice is not always understood (Selanders & Crane, 2012). The nurse should act as the patient’s main advocate (Goodman, 2014). Advocacy in nursing practice is crucial to enhance the caregiving environment (Selanders & Crane, 2012).  When nurses incorporate advocacy into their nursing practice, it allows the patient’s voice to be heard (Kristjándóttir, 2013).

    ORDER A CUSTOM-WRITTEN PAPER NOW

    Florence Nightingale believed that advocacy is important to provide excellent care in a safe, healing environment as well as promote patient well-being and optimal health (Selanders & Crane, 2012). Today, advocacy is understood as an essential component of ethical nursing in order to support the safety of the patient as well as to assist them in understanding their rights (Selanders & Crane, 2012). Advocacy can enhance future practice by allowing patients to feel safe at their time of need and have someone to rely on.  The nurse should show advocacy through assisting the client to choose decisions that benefit them as well as making them aware of their rights (Cole, Wellard, & Mummery, 2014).

    Patient advocacy is crucial in the case of patient vulnerability. Due to the power differential between doctors, nurses, and patients, clients often rely on nurses to speak on their behalf (Cole, Wellard, & Mummery, 2014). Clients tend to believe that nurses have a greater understanding of what decisions will best benefit them when it comes to achieving their optimal health (Cole, Wellard, & Mummery, 2014).

    I feel as though my perspective of nursing has changed greatly over this past year. I have developed a better understanding of what it is that nurses do and what their responsibilities are as professionals. At the beginning of the year when I first started the nursing program, I was given an assignment to describe why I wanted to be a nurse and why I think that the profession would suit me. On the scrub shirt (see Appendix A) I stated that nursing was a good fit for me because I love being knowledgeable about the human body and why people do the things that they do. Over this past year I have learned that nursing is much more than knowing the human body and why people do things – it is about forming relationships. My knowledge on collaborative relationships and strengths-based care has increased greatly over this past year. I now know the importance of recognizing the client as the expert of his or her own health applied this knowledge to know how to form a collaborative relationship with my client. Also on the scrub shirt, I stated that I chose nursing because I wanted to choose a profession where I could dedicate my life in order to enhance the value of another’s.  I believe that this is still the main reason why I want to be a nurse, and that my reasoning has not changed over the past year. The original reason why I chose nursing was because of my next door neighbour Alivia, who passed away at three years old from cancer. Her family spoke very highly of the nurses that cared for Alivia, and I was amazed to hear about the positive impact these nurses had on the family’s unimaginable health care experience. Since then, I have been inspired to have the same positive effect through my nursing career.

    At the start of second semester, I was given another assignment to discuss what I thought nursing was, what nurses do, and what I can bring to the profession. On the nursing hat (see Appendix B), I wrote fairly brief and typical answers. I said that nursing is the profession of providing care for people who are ill, nurses provide support for people in a time of need, and that I can bring my unique perspective and willingness to learn to the profession. After reflecting on my answer, I realized that my perspective has changed. Earlier on this year, I had always assumed that nurses were similar to doctors’ assistants. They did all of the things that the doctors were too busy to do such as take vital signs, do IVs, and assist patients with small tasks. After studying nursing over this past year, I have realized that nurses are well-respected professionals and are so much more than their stereotype as doctors’ assistants. I learned in class that registered nurses are ranked highest among all professionals for honesty and ethics. I think that this is an impressive fact, since it means that many patients feel that they can approach and trust a nurse over any other health professional. I believe that is one of many things that set nurses apart from other health professionals. From being involved in a nursing program this year, I can tell through my professors and other nursing students that nurses are very proud to be involved in such a rewarding profession. The pinning ceremony that was held for first year nursing students this year validated that fact for me. The ceremony truly made me see how much of an honour it was to be studying nursing at a time full of opportunities within the profession. Personal Philosophy of Nursing – Developing a Nursing Philosophy: A Personal Discovery and Reflection.

    Another new perspective that I have developed over this past year is on interprofessional relationships. I never fully understood the importance of an integrated health care team. I always assumed that nurses and doctors worked together because they both work in hospitals. I did not realize how many other health care professionals were involved in interprofessional collaborations. I was surprised to learn that the interprofessional health care team involved such a broad range of professionals, such as pastors and social workers. Learning about interprofessional relationships made me realize how much effort health care professionals put into making sure that the client has a fully developed health care plan that they feel comfortable with. It also made me see the value of the nurse’s role in an interprofessional health care team. They act as advocators and coordinators for the client, which I believe is a crucial component in order to ensure a trusting therapeutic relationship between the nurse and the client.

    Overall, I believe that I have discovered and reflected on my perspective of nursing this past year. Although my thoughts about nursing have developed and changed immensely, I believe it will continue to develop as I go forward in my nursing education through my experiences in the profession.

    Before September, whenever people asked me what I was studying in university and I said nursing, they would always say something along the lines of “wow good for you!” or “that’s amazing, I could never do that.” I never fully understood why so many people congratulated me for entering the nursing profession. I always knew that nursing was a respected profession but I never realized how respected it was until I became apart of it. After being enrolled in the nursing program, I believe I have conducted a personal philosophy of nursing through my personal and academic experiences this year.

    Having a personal philosophy is critical in order to guide our future actions and decisions (Alpers, Jarrell, & Wotring, 2013). Obtaining a philosophy requires extensive critical thinking and applying our thoughts to our beliefs and values (Alpers, Jarrell, & Wotring, 2013). The first step to piecing together my personal philosophy was when I completed the elevator speech in class. This assignment shifted my perspective on what I think nursing is and what nurses do.  I now believe that nurses not only support individuals, but also strive to advocate and assist them throughout their entire health care experience. They also incorporate health promotion and healing within their work as well as work collaboratively with other health professionals. I believe that nurses are powerful and fearless when it comes to advocating for their patients. Nurses need to have courage in order to be a successful partner in the nurse-client relationship, which means that they need to act on the patient’s behalf in order to make sure the patient’s needs are met. I also believe that nurses need to possess a certain self-confidence that cannot be taught through education, but rather attained through personal experience.  Working with other health care professionals as a part of the health care team can be intimidating especially since doctors and other professionals are known for looking down upon nurses. The nurse needs to know his or her own strengths and intelligence in order to be seen as a confident and well-respected health care professional.

    I think that my beliefs and values and very similar to the values of the nursing profession. Nursing encompasses caring, empathy, and respect in order to create a trusting relationship with the client (Regan & Colling, 2014).  I too believe in these values and apply them to my everyday life in order to create relationships. In order to have a healthy relationship, you need to treat people like you would like them to treat you. I grew up with this value and have applied it to every relationship I have created. I always try and respect and care for others while valuing their opinion and personal experiences. I believe that by bringing my similar values and beliefs to the profession I can enhance the value and reputation of nursing. I will also do my best to endlessly advocate on the behalf of my clients and promote health to my community and work environment.

    I believe nursing exists to create relationships with others in their time of need. When someone is sick and needs extra assistance, I believe that this person relies on someone to help advocate for him or her and make sure his or her needs are met. That is when I think that the nurse’s role is needed.  I also think that the role of the nurse is to act as a partner with the client. The nurse needs respect their clients’ wishes and see them as the experts of their own care.

    I think the future of the nursing role should continue to grow and develop into a role that further incorporates health promotion and advocacy. Nurses can reduce health risks, health problems, and health care costs just by increasing the level of health promotion in their practice.  I believe that all nurses should be aware of potential risk factors to health problems and promote prevention to their clients or anyone who needs health advice or assistance. Also, I believe a high level of advocacy is needed in order for nurses to create successful therapeutic relationships with their clients.

    In the future, I see nursing becoming more advanced through more nurses enrolling in graduate studies. This can develop the future of health care because there will be more nurse practitioners and future nursing educators to continue advancing and developing the nursing profession. I also see the future of nursing branching out to different environments. I believe there should be more opportunities for nurses to work in third world countries or in rural areas under extreme conditions.

    Over the past several months I have gained a new perspective on what nursing is. Through my education and personal discoveries, I have developed my own personal philosophy that I can apply to my future nursing practice. My views on nursing have changed significantly which allowed me to reflect on why I want to be involved in this profession. I am proud of my philosophy and I will continue to advance and reshape it throughout experiences in nursing.

    Personal Philosophy of Nursing – Developing a Nursing Philosophy: A Personal Discovery and Reflection

     

     

     

     

     

     

    References

    Alpers, R., Jarrell, K., Wotring, R. (2013). Developing a philosophy of nursing: A first step to becoming a professional.
    Teaching and Learning in Nursing, 8
    (4), 162-163. http://dx.doi.org/10.1016/j.teln.2013.07.001

    Cole, C., Wellard, S., Mummery, J. (2014).
    Problematising autonomy and advocacy in nursing. Nursing ethics, 21
    (5), 576-582.
    http://dx.doi.org/10.1177/0969733013511362

    Goodman, T. (2014). The future of nursing: an opportunity for advocacy.
    AORN Journal, 99
    (6), 668-671. http://dx.doi.org/10.1016/j.aorn.2014.03.004

    Kristjándóttir, G. (2013). Advocacy – a core element of nursing.
    Nordic Journal of Nursing Research, 33
    (2), 3. Retrieved from
    http://www.vardinorden.no/vin/english

    Regan, A., Colling, J. (2014). Caring for people who are dying: priorities at the end of life. Nursing Standard, 29(24), 51-58.
    http://dx.doi.org/10.7748/ns.29.24.51.e9710

    Selanders, L., Crane, P. (2012).
    The voice of Florence Nightingale on Advocacy. Journal of issues in nursing, 17
    (1), 10. Retrieved from http://www.nursingworld.org/ojin/. Personal Philosophy of Nursing – Developing a Nursing Philosophy: A Personal Discovery and Reflection.

  • Create An Integrated Strategic Management And Implementation Plan For A Health Care Organization That Incorporates Instructor And Real World Feedback Into A Final Balanced Scorecard Analysis And Strategic Plan.

    Create An Integrated Strategic Management And Implementation Plan For A Health Care Organization That Incorporates Instructor And Real World Feedback Into A Final Balanced Scorecard Analysis And Strategic Plan.

  • Nursing Theory Essays and Paper Assignments

    Nursing Theory Essays and Paper Assignments

    Nursing theory is like a road map

    Recognize what is familiar

    How to response in situation

    Confidence o try something different

    Anticipate what will happen

    Components of a theory

    Phenomenon- aspect of reality that can be conscious sensed

    Empirical – experience through senses

    Abstract – not observable (ex, hope)

    Concept – idea that are important to discipline

    Definition – convey meaning of concepts

    Assumption – can describe concepts or connect concepts, help to describe values, beliefs, goals

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    Theory In Action

    Define and enrich practice

    Give focus on important/ essential to care

    Create knowledge that is unique to nursing

    Role of nursing theory

    Explain, describe, predicts, prescribes care

    Theory will

    Assessment, planning implantation of care

    More research about practice with theory

    Look at client that is unique to that theory and then choose a theory to help guide treatment

    Informs practice

    Tanners clinical judgment

    What Is Meant By A Theoretical Perspective

    Gottlieb – image of a compass

    Like an internal compass for a nurse to use to guide his or her practice

    Nurses cannot practice without a theoretical perspective

    In absence of a well explained theory of nursing that nurses will create their own perspective or adopt dominant model in practice (usually medical model)

    Theory makes clear what is valued by profession (ex, wholeness, family centered care, etc.)

    Nursing theoretical orientation is result of selecting different bodies of knowledge that accurately affect values

    Types of Theories

    Systems

    Developmental

    Interactive

     

    Grand Theory

    Middle Range theory

    Descriptive theory

    Prescriptive theory

    The Nursing Metaparadigm

    Substantive work that was done in the 50’s

    Metaparadigm = model intended to define a very broad world of through (general)

    Meta = that which is behind (supports our thinking)

    Paradigm = theoretical framework

    Linked science, philosophy and theory and apply to profession

    In every nursing theory you can find definitions of these concepts from that theorists perspective

    Four concepts (what they all have in common) (important concepts)

    Person

    Health

    Environment

    Nursing

     

    Person

    Defined as individual with whom the nurse in interacting in a therapeutic manner

    Person may include more then one (families communities, populations)

    Can be referred to as patient or client but not in all setting

    Recipient of nursing care

    Unique and should be treated as such

    Subject is not just an object of professional care

    People we interact with are much more then the person who receives our care

     

    Health

    Focus of care

    Typically s defined as optimal level of ones potential in relating to environment

    Wellness- someone who has diagnosis of disease can also experience wellness

    Health is metaconcepts is a large and general concept

    Doesn’t deal with health in a strictly clinical way

    Not an absolute concepts

    Need to open mind to what the word health actually means

    Many factors that contribute to individuals perception of health

     

    Environment

    Where therapeutic interaction occurs

    Not only external environment but also inner thoughts and feelings and relationships with others that influences health

    Many factors that can influence environment

    Body, mind, health, social

    Includes culture, faith, attitude

     

    Nursing

    Assessment and planning intervention and evaluation

    Not only responsible for physical care but also involved in relationship with client

    Incorporate all aspect of person when developing care plan

    What are its purpose and goals

    Compassion

    Ethics

    Beyond task – more then what we do but how we choose to be with person

     

    Watson’s Theory of Caring

    Body, Mind, Spirit

     

    Jean Watson

    “maybe this one moment, with this one person, is the very reason we’re here on earth at this time”

    Theory of Human Caring

    Caring is a global ontology of relation

    Evolving ontology (way of being)

    Take commitment and intentionality and conscious awareness

    Take nursing away from doing to being

    Nursing is more then ‘just a job’

    Caring is important to the client and the nurse

    More important to client then nurse but should be important to all of us

    Major concepts

    Transpersonal caring relationship

    Focus is on relationship between nurse and person

    The caring occasion/caring moment

    Carative factors

    Watson Metaparadigm concepts

    Person

    Mindbodyspirit = embodied spirit

    Unity of m,b,s

    Unique individuals that have bio, phis, and social interpersonal need

    Support and care for person

    Highly value person

     

    Environment

    Internal and external aspects

    Healing space

    Energy in environment

    Field of vibration where person is

    Nurse is the environment

    Need for environment to be conducive to healing

    Expands environment to whole planet

    Aim for nursing is to create healing places/space for clients

     

    Health

    Harmony and unity within the mindbodyspirit

    One can have health despite disease

    Function mental, physical, social, spiritual, to full capacity

    Looks for degree of congruent that happen between perceiving and experiencing

    Good alimenting between self as perceived and lf as experienced

    How we think of ourselves and perceive our self is also how we experience our self, not aligned = not healthy

     

    Nursing

    Occurs in human to human transpersonal caring

    Promotes harmony in mindbodyspirit

    Nurse experiences positive from person receiving care

    Bond between 2 individuals in nursing

    Provide thoughtful interactions to promote holistic health

     

    Transpersonal Caring Relationship

    Moral commitment

    Protect and enhance patient dignity

    Caring consciousness

    Perceive and honor spirit of person

    Nurse believe in and stay in others frame of reference (unknowing)

    Respectful of believe system of others

    Potential for healing

    SBC

     

    Caring Moment/ Caring Occasion

    Human to human interaction

    Occurs when nurse and other come together an causes phenomenal interaction

    Each feels connection

    Both are changed

    Involves action and choice

    Negative thoughts lead to mental detrition

    Positive is light and soothing and healing

     

    Intentionality

    Believes nurse can choose his or her thoughts and by choosing you determine the effects you will have on others

    Prior to encounter with human that you have to pause to put yourself in that space to create healing space, needs to be intentional

    Power of intent is important as conventional treatments

    Barriers to Nursing Theory Development

    Nurses like to consider themselves as doers more then thinkers

    Theory demands some detached thinking

    Hard to connect to abstract thinking

    Come from within profession

    People want to help and assist but don’t have values of thinking on metaphysical issues

    Nurses hold more theory in their heads then they realize

    There is a lot of stress on doing, lots of pressure to get tasks done, makes it hard to appreciate amount thinking gone into doing

    Can sometime be reduced to application of medical techniques without appreciation for medical thinking application

    Knowledge based profession – need to be backed up by theory

    Can train monkey to do IV but cant train him to understand why you do IV and what are the risks and what is the treatment plan etc. Nursing Theory Essays and Paper Assignments

    Activity: Johnson

    person, health nursing and environment

    person – biological system – medicine focus and behavioural system nusng focus

    biophysical being who is a behavioral system with 7 subsystems of behaviors

    health – believes individual is attempting to maintain some balance or equilibrium

    efficient and effective functioning of system; behavioral system balance and stability

    nursing – primary goal is to foster equilibrium with the individual which allows for the practice with individuals at any point in the health – illness continuum

    external regulatory force that acts to preserve the organization and integrity of the patients behavior at an optimal level under those conditions in which the behavior constitute a threat to physical or social health or I which illness is found

    environment – relates to the environment in which the individual exists and

    influenced by all events in the environment

    Nursing Theory Essays and Paper Assignments

  • Essay Writing – Introduction, Thesis Statement, and Annotated Bibliography

    Essay Writing – Introduction, Thesis Statement, and Annotated Bibliography

    Prepare:
     To help with the preparation of your annotated bibliography, review the following tutorials and resources from the Ashford Writing Center:

    Introduction Paragraph Guide

    Thesis Statement tutorial

    Annotated Bibliography tutorial

    Sample Annotated Bibliography

    Evaluating Sources

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    Reflect:
     Reflect back on the Week Two Discussion in which you shared with the class the global societal issue that you would like to further address. Explore critical insights that were shared by your peers and/or your instructor on the topic chosen and begin your search for scholarly sources with those insights in mind.

    Write:
     For this assignment, review the 
    Annotated Bibliography Formatting Guidelines
     and address the following prompts:

    Introductory Paragraph to Topic: Refer to the Final Argumentative Essay guidelines for your topic selection. Write an introductory paragraph with at least 150 words, which clearly explains the topic, the importance of further research, and ethical implications.

    Thesis statement: Write a direct and concise thesis statement, which will become the solution to the problem that you will argue or prove in the Week Five Final Argumentative Essay. A thesis statement should be a declarative statement that makes one point in 25 words or less. The thesis statement must appear at the end of the introductory paragraph.

    Annotated Bibliography: Develop an annotated bibliography to indicate the quality of the sources you have read. For each annotation, you need to summarize in your own words how the source contributes to the solution of the global societal issue. Your annotation should be one to two paragraphs long (150 words or more) and fully address the purpose, content, evidence, and relation to other sources you found on this topic. The annotated bibliography must include no less than five scholarly sources that will be used to support the major points of the Final Argumentative Essay. Critical thinking skills need to be demonstrated by accurately interpreting evidence used to support various positions of the topic.

    Essay Writing – Introduction, Thesis Statement, and Annotated Bibliography

    Must be 1,000 – 1,250 words in length (excluding the title and reference pages) and formatted according to APA style

    Must include a separate title page with the following:

    Title of paper

    Student’s name

    Course name and number

    Instructor’s name

    Date submitted

    Must use at least five scholarly sources.

    Must document all sources in APA style as outlined in the Ashford Writing Center.

    I chose to consider researching on adult literacy as well as funding for general and STEM programs for my essay.

    I chose the two topics because they are concerned with the same thing, Education. As an individual who enjoys learning, I would like to reduce the level of illiteracy in the country. Students should be encouraged to learn things that they have a passion for, and this can be promoted through the STEM programs. I narrowed down to the STEM program because it can be used in our public school systems as well as in adult education.

    To analyze sources to determine if they are credible and scholarly, I first look at the year a publication was done and if it has been reviewed by anybody. Google scholar is also a reliable site where all the peer-reviewed scholarly articles, publications, and books can be found. Web pages that end with “org” or “net” usually provide credible information as opposed to those that end with “com” as they may be biased. I would also use the C.R.A.A.P method or just read through the entire information and determine if it is credible. If you chose to use Ashford Library, it can help you determine if it was a peer-review by making that selection when choosing a topic or subject in the library of Ashford University as well.

    From the Ashford Library, the first article I came about is 
    Basic Reading Skills and the Literacy of America’s Least Literate Adults
     written by White, Sabatini, and Kutner. This article is credible as it uses literacy tests to people who are sixteen years and older and explains its findings in detail (Baer et al., 2009). Also the article, 
    How Minority becomes Majority: exploring discursive and rationalized shifts in the adult literacy conversation
    explains how lives can change if people decided to go back to school (Ntiri, 2013).

    Scholarly articles should be used as support material because they provide information that is based on facts and researchers and case studies mostly back them. This ensures that the information provided can be trusted as the authors are named. Essay Writing – Introduction, Thesis Statement, and Annotated Bibliography.

    References

    Baer, J., Kutner, M., Sabatini, J., & White, S. (2009). Basic Reading Skills and the Literacy of America’s Least Literate Adults: Results from the 2003 National Assessment of Adult Literacy (NAAL) Supplemental Studies. NCES 2009-481. National Center for Education Statistic. Essay Writing – Introduction, Thesis Statement, and Annotated Bibliography.

    Ntiri, D. W. (2013). How Minority Becomes Majority: Exploring Discursive and Racialized Shifts in the Adult Literacy Conversation. 
    Western Journal Of Black Studies
    , 37(3), 159-168.

    (2006). Evaluating Information – Applying the CRAAP Test – CSU, Chico. Retrieved from
    https://www.csuchico.edu/lins/handouts/eval_websites.pdf

    Essay Writing – Introduction, Thesis Statement, and Annotated Bibliography

  • Pharmacology -Nursing Exam Questions & Answers

    Pharmacology -Nursing Exam Questions & Answers

    1.a. Describe the differences between local and systemic routes of drug administration, giving examples of each.    (7)

    Outline the actions a nurse can take to minimise the occurrence of side effects of drugs. (7)

    1a) Local routes of administration will result in an effect to the area where the drug has been administered, whereas systemic routes of administration result in absorption into the circulatory system and so can affect the entire body. For example, local routes of administration include eye drops and ear drops, these medications will only have an effect on the eyes and ears respectively and will not enter the circulatory system to have an effect elsewhere. Additionally, this is also true of drugs administered by inhalation (nebulisers, inhalers) as they well only have an effect on the respiratory system and not elsewhere. Conversely medication administered orally will be absorbed at some point in the digestive system and so enter the circulatory system, an example of systemic administration. A further example of this route of administration is injection, as the drug is injected directly into bodily tissue it can take an effect on the entire body as it will be absorbed into the circulatory system quickly (or immediately in the case of intravenous administration).

    b) One of the most important actions a nurse can take in order to minimise the effects of drugs is to take observations following administration, such as blood pressure, for example tricylic antidepressants can cause orthostatic hypotension. Observing respiratory rate can also be useful if a patient has been administered an opioid analgesic. A nurse can also ensure that the patient receives a drug to reduce the side effects of another drug, for example giving cyclazine to combat the nausea effects of morphine.

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    Compare and contrast the actions of agonist, partial agonist and antagonist drugs. You should illustrate your answer with examples. (14)

    2) When an agonist drug bonds to the receptor on a cell it may produce a range of effects, as the drug is able to bind to the receptor and cause an effect it is an agonist, for example when Morphine bonds to a neuronal cell in the brain it might cause nausea, respiratory distress or an analgesic effect dependant on what dose was administered, as the drug causes an effect from binding to a receptor it is an agonist.

    This in contrast to an antagonist drug which, while still binding to the same receptors, will not produce a response. An antagonist can be used as an ‘antidote’ to agonist drugs, in the case of morphine the antagonist would be Naloxone. Naloxone will bind to the same receptors that morphine would bond with but the Naloxone will not cause a response and will not allow morphine to bind to that receptor and so will inhibit the action of morphine.

    Finally there are partial agonist drugs, these drugs are similar to agonists but they do not have as many effects as agonists do as they cannot cause as much of a response from the receptors as agonists do. Still looking at opioid drugs, Buprenorphine is an example of a partial agonist. It has a similar analgesic effect to morphine but is less likely to cause respiratory distress and so doesn’t offer as many effects, and so is only a partial agonist. Partial agonists also have a ceiling effect in that unlike an agonist where the higher the dose, the more the effect. When an agonist is administered it binds to the receptor which causes the release of endorphins as do partial agonists, however when the dose is increased in an agonist the amount of endorphins released increases too, partial agonist do not have the same effect with regard to endorphins and so the drug effects are ‘capped’.

    A client who has severe chronic obstructive pulmonary disease is prescribed oxygen via a controlled-flow mask to provide a concentration of 24%, whereas another patient who has severe acute asthma is prescribed oxygen via a high-flow mask to provide a concentration of 60%.

    Explain the rationale for the differences in the oxygen prescriptions for these two clients. (14)

    4) Those with COPD will have damage to the alveoli of the lungs and so may have emphysema, as the alveoli are damaged the surface area in which O2 and CO2 are exchanged is greatly reduced, this results in a low blood oxygen concentration and a higher blood carbon dioxide level. If a patient with this condition is given high flow, high concentration oxygen the respiratory rate may drop and the alveoli will have difficulty in transferring the oxygen to the blood and so the levels of carbon dioxide will rise. This effect will result in a lack of oxygen in the brain cells and so the patient will become disorientated and eventually comatose. This can be avoided by giving oxygen at a lower concentration such as 24% because this will allow the damaged lungs to exhale CO2 rather than retain it, this should result in the alveoli having an improved gaseous exchange. This is also why a controlled-flow mask should be used, as the stream of oxygen is controlled the lungs will not be over-filled with oxygen that they cannot use which would again result in an increased CO2 concentration in the blood as the alveoli will still struggle with the exchange. However in a patient with acute asthma the problem is not that the alveoli cannot exchange oxygen or that CO2 is being retained, it is that insufficient oxygen is reaching the alveoli in the first place due to obstruction caused by inflammation or bronchospasm. In this case it is important that the amount of oxygen in the lungs is increased so that the alveoli can exchange the oxygen and in turn increase the saturation of oxygen in the blood. To do this quickly it is important that high-flow oxygen is used at a high concentration as this will increase the volume of oxygen quickly, allowing the gaseous exchange in the alveoli to return to normal.

    Laxatives are frequently administered by nurses.

    List the FOUR groups of laxative drugs. (4)

    Choose any TWO of these groups, explain their actions and side effects and provide at least one example from each group. (10)

    6a) Bulk laxatives, Stool Softners, Osmotic Laxatives, Stimulant laxatives.

    6b)  Osmotic – These laxatives make stools softer by increasing the amount of water in the bowels. They can be given in the form of liquid or dissolved powder. Lactulose for example achieves this by being broken down by bacteria in the bowel which results in the production of acids. These acids then cause the contents of the bowel to become more fluid, as a result the stools are softened, lactulose also has the effect of mildly irritating the bowel, when this is combined with its osmotic effect, a laxative effect is produced. This however does cause some side effects, because of the increase in fluid in the bowels diarrhoea can occur. It also takes a couple of days to have its full osmotic effect and so flatulence and distention are common side effects.

    Stimulant – These laxatives all contain anthraquinone emodin which is a purgative resin, this resin is released in the intestines and there it is absorbed into the bloodstream and begins to act on the large intestine causing muscle contraction (peristalsis), this peristalsis is what makes them stimulants. They are available in forms including tablets, suppositories, granules and syrups. The most commonly used example of a stimulant laxative is Senna, this works as has just been described and like osmotic laxatives may cause diarrhoea, further side effects of stimulant laxatives include griping pains and malabsorption.

    Explain the actions of selective and non-selective non-steroidal anti-inflammatory drugs (NSAIDs). You should include their mode of action, effects and side effects and give examples where appropriate. (14)

    7) Non-selective NSAIDs are used to reduce inflammation in rheumatoid arthritis and to reduce pain without causing sedative effects. Aspirin reduces the production of the lipid prostaglandin, this results in analgesia and the reduction of inflammation. Aspirin works by the inhibiting the ability of cyclooxygenase (both COX-1 and COX-2) to produce the prostaglandins in the first place, as these are responsible for the constriction and dilation of muscle cells and the sensitivity of spinal neurons to pain their removal will reduce both inflammation and pain. One problem with this action however is that the prostaglandins have a protective effect in the gastrointestinal tract and so their removal can result in gastric irritation as a side effect. Diclofenac is a good example of a non-selective NSAID as it is used to reduce inflammation in pain but causes irritation to the gastric tract which can ultimately lead to a gastric ulcer. More commonly it will result in indigestion, diarrhoea and headaches.

    Pharmacology -Nursing Exam Questions & Answers

  • Nursing Questions and Answers

    Nursing Questions and Answers

    To determine the severity of the symptoms for a patient with benign prostatic hyperplasia (BPH), the nurse will ask the patient about

    a. the presence of blood in the urine.

    b. any erectile dysfunction (ED).

    c. occurrence of a weak urinary stream.

    d. lower back and hip pain.

    Answer: C

    Rationale: The American Urological Association (AUA) Symptom Index for a patient with BPH asks questions about the force and frequency of urination, nocturia, etc. Blood in the urine, ED, and back or hip pain are not typical symptoms with BPH.

    Cognitive Level: Application Text Reference: pp. 1415-1416

    Nursing Process: Assessment NCLEX: Physiological Integrity

    A patient scheduled for a transurethral resection of the prostate (TURP) for BPH tells the nurse that he has delayed having surgery because he is afraid it will affect his sexual function. When responding to his concern, the nurse explains that

    a. with this type of surgery, erectile problems are rare, but retrograde ejaculation may occur.

    b. information about penile implants used for ED is available if he is interested.

    c. there are many methods of sexual expression that can be alternatives to sexual intercourse.

    d. sterility will not be a problem after surgery because sperm production will not be affected.

    Answer: A

    Rationale: Erectile problems are rare, but retrograde ejaculation may occur after TURP. Erectile function is not usually affected by a TURP, so the patient will not need information about penile implants or reassurance that other forms of sexual expression may be used. Because the patient has not asked about fertility, reassurance about sperm production does not address his concerns.

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    Cognitive Level: Application Text Reference: p. 1418

    Nursing Process: Implementation NCLEX: Physiological Integrity

    A 41-year-old man asks the nurse what he can do to decrease the risk of BPH. The nurse explains that

    a. riding a bicycle raises prostate specific antigen levels and may increase BPH risk.

    b. prevention is not possible because prostatic enlargement occurs with normal aging.

    c. decreasing butter and margarine and increasing fruits in the diet may help.

    d. taking a daily vitamin E supplement has reduced prostate size in some men.

    Answer: C

    Rationale: A diet high in saturated fats, found in foods like butter, is associated with an increased risk for BPH. Individuals who eat more fruits and vegetables may be at lower risk. Riding a bicycle does increase prostate-specific antigen (PSA) levels, but this is not associated with development of BPH. Dietary changes and increased exercise do appear to help prevent BPH. Vitamin E supplements do not decrease prostate size.

    Cognitive Level: Comprehension Text Reference: p. 1415

    Nursing Process: Implementation NCLEX: Physiological Integrity

    The health care provider prescribes finasteride (Proscar) for a 56-year-old male patient who has a BPH symptom score of 12 on the AUA Symptom Index. When teaching the patient about the drug, the nurse informs him that

    a. his interest in sexual activity may decrease while he is taking the medication.

    b. he should change position from lying to standing slowly to avoid dizziness.

    c. improvement in the obstructive symptoms should occur within about 2 weeks.

    d. he will need to monitor his blood pressure frequently to assess for hypertension.

    Answer: A

    Rationale: A decrease in libido is a side effect of finasteride because of the androgen suppression that occurs with the drug. Orthostatic hypotension is a side effect of the α-blocking agents. Improvement in symptoms of obstruction takes 3 to 6 months. The medication does not cause hypertension.

    Cognitive Level: Application Text Reference: p. 1417

    Nursing Process: Implementation NCLEX: Physiological Integrity

    A patient with irritative and obstructive bladder symptoms has an enlarged prostate on digital rectal examination (DRE) and an elevated PSA level. The nurse will anticipate that the patient will need teaching about

    a. uroflometry studies.

    b. cystourethroscopy.

    c. transrectal ultrasonography (TRUS).

    d. magnetic resonance imaging (MRI).

    Answer: C

    Rationale: In a patient with an abnormal DRE and elevated PSA, transrectal ultrasound is used to help differentiate BPH from prostatic cancer. Uroflowmetry studies will help determine the extent of urine blockage and treatment, but a differential diagnosis will be obtained first. Cystourethroscopy may be used after TRUS if the diagnosis is still uncertain. MRI is used to determine whether prostatic cancer has metastasized but would not be ordered at this stage of the diagnostic process.

    Cognitive Level: Application Text Reference: p. 1416

    Nursing Process: Planning NCLEX: Physiological Integrity

    A patient undergoing a TURP returns from surgery with a three-way urinary catheter with continuous bladder irrigation in place. The nurse observes that the urine output has decreased and the urine is clear red with multiple clots. The patient is complaining of painful bladder spasms. The most appropriate action by the nurse is to

    a. administer the ordered IV morphine sulfate, 4 mg.

    b. increase the flow rate of the continuous bladder irrigation.

    c. give the ordered the belladonna and opium suppository.

    d. manually instill 50 ml of saline and try to remove the clots.

    Answer: D

    Rationale: The assessment suggests that obstruction by a clot is causing the bladder spasms, and the nurse’s first action should be to irrigate the catheter manually and to try to remove the clots. IV morphine will not decrease the spasm, although pain may be reduced. Increasing the flow rate of the irrigation will further distend the bladder and may increase spasms. The belladonna and opium suppository will decrease bladder spasms but will not remove the obstructing blood clot.

    Cognitive Level: Application Text Reference: pp. 1420-1421

    Nursing Process: Implementation NCLEX: Physiological Integrity

    The wife of a patient who has undergone a TURP and has continuous bladder irrigation asks the nurse about the purpose of the continuous bladder irrigation. Which response by the nurse is appropriate?

    a. “The bladder irrigation is needed to stop the postoperative bleeding in the bladder.”

    b. “The irrigation is needed to keep the catheter from being occluded by blood clots.”

    c. “Normal production of urine is maintained with the irrigations until healing occurs.”

    d. “Antibiotics are being administered into the bladder with the irrigation solution.”

    Answer: B

    Rationale: The purpose of bladder irrigation is to remove clots from the bladder and to prevent obstruction of the catheter by clots. The irrigation does not decrease bleeding or maintain urine production. Antibiotics are given by the IV route, not through the bladder irrigation.

    Cognitive Level: Comprehension Text Reference: pp. 1420-1421

    Nursing Process: Implementation NCLEX: Physiological Integrity

    A patient with symptomatic BPH is scheduled for visual laser ablation of the prostate (VLAP) at an outpatient surgical center. The nurse will plan to teach the patient

    a. how to care for an indwelling urinary catheter.

    b. that the urine will appear bloody for several days.

    c. to expect an immediate improvement in urinary force.

    d. that an intraprostatic urethral stent will be placed.

    Answer: A

    Rationale: The patient will have indwelling catheter for up to a week and will need to be instructed on catheter care to avoid problems such as infection. There is minimal bleeding with this procedure. It will take several weeks before the full benefits of the procedure take effect. Stent placement is not included in the procedure.

    Cognitive Level: Application Text Reference: pp. 1420-1422

    Nursing Process: Planning NCLEX: Physiological Integrity

    The health care provider orders a blood test for prostate-specific antigen (PSA) when an enlarged prostate is palpated during a routine examination of a 56-year-old man. When the patient asks the nurse the purpose of the test, the nurse’s response is based on the knowledge that

    a. elevated levels of PSA are indicative of metastatic cancer of the prostate.

    b. PSA testing is the “gold standard” for making a diagnosis of prostate cancer.

    c. baseline PSA levels are necessary to determine whether treatment is effective.

    d. PSA levels are usually elevated in patients with cancer of the prostate.

    Answer: D

    Rationale: PSA levels are usually elevated above the normal in patients with prostate cancer. PSA testing does not determine whether metastasis has occurred. A biopsy of the prostate is needed for a definitive diagnosis of prostate cancer. Success of treatment is determined by a fall in PSA to an undetectable level; the patient’s baseline PSA is not needed to determine the success of treatment.

    Cognitive Level: Application Text Reference: p. 1423

    Nursing Process: Implementation NCLEX: Physiological Integrity

    A 64-year-old man undergoes a perineal radical prostatectomy for stage C prostatic cancer. Postoperatively, the nurse establishes the nursing diagnosis of risk for infection related to

    a. urinary stasis.

    b. urinary incontinence.

    c. possible fecal contamination of the surgical wound.

    d. placement of a suprapubic catheter into the bladder.

    Answer: C

    Rationale: The perineal approach increases the risk for infection because the incision is located close to the anus and contamination with feces is possible. Urinary stasis and incontinence do not occur because the patient has a retention catheter in place for 1 to 2 weeks. A urethral catheter is used after the surgery.

    Cognitive Level: Application Text Reference: p. 1425

    Nursing Process: Diagnosis NCLEX: Physiological Integrity

    Following a radical retropubic prostatectomy for prostate cancer, the patient is incontinent of urine. An appropriate nursing intervention for this patient is to teach the patient

    a. pelvic floor muscle training.

    b. the use of belladonna and opium suppositories.

    c. how to perform intermittent self-catheterization.

    d. to restrict oral fluid intake.

    Answer: A

    Rationale: Pelvic floor muscle training (Kegel) exercises are recommended to strengthen the pelvic floor muscles and improve urinary control. Belladonna and opium suppositories are used to reduce bladder spasms after surgery. Intermittent self-catheterization may be taught before surgery if the patient has urinary retention, but it will not be useful in reducing incontinence after surgery. The patient should have a daily oral intake of 2 to 3 L.

    Cognitive Level: Application Text Reference: p. 1428

    Nursing Process: Planning NCLEX: Physiological Integrity

    Following discharge teaching for a patient who has had a transurethral prostatectomy for benign prostatic hyperplasia (BPH), the nurse determines that additional instruction is needed when the patient says,

    a. “I will increase fiber and fluids in my diet to prevent constipation.”

    b. “I should call the doctor if I have any incontinence at home.”

    c. “I will avoid heavy lifting or driving until I get approval from my health care provider.”

    d. “I should continue to schedule yearly appointments for prostate exams.”

    Answer: B

    Rationale: Incontinence is common for several weeks after a TURP. The other patient statements indicate that the patient has a good understanding of post-TURP instructions.

    Cognitive Level: Application Text Reference: p. 1422

    Nursing Process: Evaluation NCLEX: Physiological Integrity

    Leuprolide (Lupron) and bicalutamide (Casodex) are prescribed for a patient with cancer of the prostate. In teaching the patient about these drugs, the nurse informs the patient that side effects may include

    a. low blood pressure.

    b. decreased sexual drive.

    c. urinary incontinence.

    d. frequent infections.

    Answer: B

    Rationale: Hormonal therapy blocks the effects of testosterone and decreases libido. Hypotension is associated with the α-blockers used for BPH. Urinary incontinence may occur after prostate surgery, but it is not an expected medication side effect. Risk for infection is increased in patients receiving chemotherapy.

    Cognitive Level: Comprehension Text Reference: p. 1426

    Nursing Process: Implementation NCLEX: Physiological Integrity

    The nurse will teach the patient with chronic bacterial prostatitis that

    a. PSA elevation indicates that he has concurrent prostate cancer.

    b. Nonsteroidal antiinflammatory drugs (NSAIDs) usually provide adequate pain control.

    c. sexual intercourse and masturbation will relieve symptoms.

    d. antibiotics should be taken for 7 to 10 days.

    Answer: C

    Rationale: Ejaculation helps drain the prostate and relieve pain. PSA elevation may be due to the prostatitis. NSAIDs are prescribed, but are often inadequate to control pain. Antibiotics should be continued for 4 to 16 weeks.

    Cognitive Level: Application Text Reference: p. 1429

    Nursing Process: Implementation NCLEX: Physiological Integrity

    A couple is seen at the infertility clinic because they have not been able to conceive. When performing a focused examination to determine any possible causes for infertility, the nurse will check the man for the presence of

    a. hydrocele.

    b. varicocele.

    c. epididymitis.

    d. paraphimosis.

    Answer: B

    Rationale: Persistent varicoceles are commonly associated with infertility. Hydrocele, epididymitis, and paraphimosis are not risk factors for infertility.

    Cognitive Level: Comprehension Text Reference: p. 1431

    Nursing Process: Assessment NCLEX: Physiological Integrity

    In teaching a male patient to perform testicular self-examination, the nurse includes the information that

    a. the only structure normally felt in the scrotal sac is the testis.

    b. the examination should be done when the scrotum is warm.

    c. an appointment with the health care provider is needed if one testis is larger than the other.

    d. an examination should be performed whenever the patient showers or bathes.

    Answer: B

    Rationale: The testes will hang lower in the scrotum when the temperature is warm, and it will be easier to palpate. The epididymis is also normally palpable in the scrotum. One testis is normally larger. The patient should perform testicular self-examination (TSE) monthly.

    Cognitive Level: Comprehension Text Reference: p. 1433

    Nursing Process: Implementation

    NCLEX: Health Promotion and Maintenance

    A 32-year-old man scheduled for a unilateral orchiectomy for testicular cancer is admitted to the hospital the morning of surgery. He is accompanied by his wife but does not talk to her and does not initiate interaction with the nurse. The most appropriate action by the nurse is to

    a. ask the patient if he has any questions or concerns about the diagnosis and treatment.

    b. tell the patient’s wife that concerns about sexual function are common with this diagnosis.

    c. teach the patient that impotence is rarely a problem after unilateral orchiectomy.

    d. document the patient’s lack of communication on the chart and continue preoperative care.

    Answer: A

    Rationale: The initial action by the nurse should be assessment for any anxiety or questions about the surgery or postoperative care. The nurse should address the patient, not the spouse, when discussing the diagnosis and any possible concerns. Without further assessment of patient concerns, it is inappropriate for the nurse to initiate teaching. It would be inappropriate for the nurse to provide patient teaching without further assessment of the patient’s teaching needs and concerns. Documentation of the patient’s lack of interaction is not an adequate nursing action in this situation.

    Cognitive Level: Application Text Reference: p. 1428

    Nursing Process: Implementation NCLEX: Psychosocial Integrity

    When performing discharge teaching for a patient who has undergone a vasectomy in the health care provider’s office, the nurse instructs the patient that

    a. he may have temporary erectile dysfunction (ED) because of postoperative swelling.

    b. he should not have sexual intercourse until his 6-week follow-up visit.

    c. he should continue the use of other methods of birth control for 6 weeks.

    d. he will notice a decrease in the appearance and volume of his ejaculate.

    Answer: C

    Rationale: Because it takes about 6 weeks to evacuate sperm that are distal to the vasectomy site, the patient should use contraception for 6 weeks. ED that occurs after vasectomy is psychologic in origin and not related to postoperative swelling. The patient does not need to abstain from intercourse. The appearance and volume of the ejaculate are not changed because sperm are a minor component of the ejaculate.

    Nursing Questions and Answers.

    Cognitive Level: Comprehension Text Reference: pp. 1433-1434

    Nursing Process: Implementation NCLEX: Physiological Integrity

    A 22-year-old man tells the nurse at the health clinic that he has recently become unable to achieve an erection. When assessing for possible etiologic factors, which question should the nurse ask first?

    a. “Have you been experiencing an unusual amount of stress?”

    b. “Do you have any history of an erection that lasted for 6 hours or more?”

    c. “Are you using any recreational drugs or drinking a lot of alcohol?”

    d. “Do you have any chronic diseases, such as diabetes mellitus?”

    Answer: C

    Rationale: A common etiologic factor for erectile dysfunction (ED) in younger men is use of recreational drugs or alcohol. Stress, priapism, and chronic illness also contribute to ED, but they are not common etiologic factors in younger men.

    Cognitive Level: Application Text Reference: p. 1434

    Nursing Process: Assessment NCLEX: Physiological Integrity

    A 53-year-old man tells the nurse he has not been able to function sexually for several years but is now interested in using Viagra (sildenafil). In responding to the patient’s interest, the nurse

    a. questions the patient about any prescription drugs he is taking.

    b. tells the patient that Viagra is an appropriate treatment for only a few types of ED.

    c. asks the patient about any previous treatment for hydrocele.

    d. reassures the patient that a gradual decline in erectile function is common with aging.

    Answer: A

    Rationale: Because some medications can cause ED and patients using nitrates should not take Viagra, the nurse should ask about prescription drug use. Viagra is a helpful therapy for most types of ED. Hydrocele is not a risk factor for ED or a contraindication to erectogenic drugs. Severe ED is not a normal consequence of aging in a 53-year-old patient.

    Cognitive Level: Application Text Reference: p. 1435

    Nursing Process: Implementation NCLEX: Physiological Integrity

    A 46-year-old man has had erectile dysfunction (ED) for about 3 years when he finally seeks help for the problem. He tells the nurse that he decided to seek help because his wife “is losing patience with the situation.” The most appropriate nursing diagnosis for the patient is

    a. risk for anxiety related to inability to perform sexually.

    b. situational low self-esteem related to loss of satisfying sexual activity.

    c. ineffective sexuality patterns related to ED.

    d. ineffective role performance related to effects of ED.

    Answer: D

    Rationale: The patient’s statement indicates that the relationship with his wife is his primary concern. Although anxiety, low self-esteem, and ineffective sexuality patterns may also be concerns, the data in the stem suggest that addressing the role performance problem will lead to the best outcome for this patient.

    Cognitive Level: Application Text Reference: p. 1436

    Nursing Process: Diagnosis NCLEX: Psychosocial Integrity

    The nurse working in a health clinic receives calls from all these patients. Which patient should be seen by the doctor first?

    a. A 23-year-old man who states he had difficulty maintaining an erection last night

    b. A 44-year-old man who has perineal pain and a temperature of 100.4° F

    c. A 62-year-old man who has light pink urine after having a TURP 3 days ago

    d. A 66-year-old man who has a painful erection that has lasted over 9 hours

    Answer: D

    Rationale: Priapism can cause complications such as necrosis or hydronephrosis, and this patient should be treated immediately. The other patients do not require immediate action to prevent serious complications.

    Cognitive Level: Analysis Text Reference: p. 1430

    Nursing Process: Assessment NCLEX: Physiological Integrity

    The doctor is considering whether to prescribe testosterone replacement therapy for a 62-year-old man who is concerned about a gradual decrease in sexual performance. Which information obtained by the nurse is most important to communicate to the doctor?

    a. The patient states that he has noticed a decrease in energy level for a few years.

    b. The patient has had a gradual decrease in the force of his urinary stream.

    c. The patient has been using sildenafil (Viagra) several times every week.

    d. The patient’s symptoms have increased steadily over the last few years.

    Answer: B

    Rationale: The decrease in urinary stream may indicate BPH or prostate cancer, which are contraindications to use of testosterone replacement therapy (TRT). The other patient data indicate that TRT may be a helpful therapy for the patient.

    Cognitive Level: Application Text Reference: p. 1437

    Nursing Process: Assessment NCLEX: Physiological Integrity

    A patient with benign prostatic hyperplasia (BPH) with mild obstruction tells the nurse, “My symptoms have gotten a lot worse this week.” Which response by the nurse is most appropriate?

    a. “The prostate gland normally changes slightly in size from day to day, and this may be making your symptoms worse.”

    b. “Have you been taking any over-the-counter (OTC) medications recently?”

    c. “Have you talked to the doctor about surgical procedures such as transurethral resection of the prostate?”

    d. “I will talk to the doctor about ordering a prostate specific antigen test.”

    Answer: B

    Rationale: Because the patient’s increase in symptoms has occurred abruptly, the nurse should ask about OTC medications that might cause contraction of the smooth muscle in the prostate and worsen obstruction. The prostate gland does not vary in size from day to day. A TURP may be needed, but more assessment about possible reasons for the sudden symptom change is a more appropriate first response by the nurse. PSA testing is done to differentiate BPH from prostatic cancer and is not indicated in this patient, who has already been diagnosed with BPH.

    Cognitive Level: Application Text Reference: p. 1421

    Nursing Process: Assessment NCLEX: Physiological Integrity

    When obtaining a focused health history for a patient with possible testicular cancer, the nurse will ask the patient about any history of

    a. testicular torsion.

    b. STD infection.

    c. undescended testicles.

    d. testicular trauma.

    Answer: C

    Rationale: Cryptorchidism is a risk factor for testicular cancer if it is not corrected before puberty. STD infection, testicular torsion, and testicular trauma are risk factors for other testicular conditions but not for testicular cancer.

    Cognitive Level: Comprehension Text Reference: pp. 1430-1431

    Nursing Process: Assessment NCLEX: Physiological Integrity

    When planning teaching for a patient who has had a unilateral orchiectomy and chemotherapy for testicular cancer, the nurse will include information about the need for

    a. regular follow-up appointments to detect other types of malignancies.

    b. aspiration of sperm from the remaining testis if infertility occurs.

    c. testosterone supplements to help maintain erectile function.

    d. application of ice to the scrotum to minimize pain and swelling.

    Answer: A

    Rationale: The patient will need regular follow-up to detect secondary malignancies that may occur as the result of the chemotherapy. Since infertility occurs as a result of damage to the remaining testis by chemotherapeutic drugs, aspiration of sperm is not used to treat infertility. The remaining testis will produce adequate testosterone. Application of ice will be used to reduce postoperative swelling immediately after surgery, but will not be needed at the time chemotherapy is complete.

    Cognitive Level: Application Text Reference: p. 1432

    Nursing Process: Planning NCLEX: Physiological Integrity

    A patient with acute urinary retention associated with BPH is admitted to the emergency department. The patient has had no urine output for 16 hours, and the laboratory work shows a blood urea nitrogen (BUN) level of 50 mg/dl and a creatinine of 3.0 mg/dl. The nurse will anticipate a health care provider order to

    a. schedule the patient for inpatient hemodialysis.

    b. insert a retention catheter.

    c. start an IV line for fluid administration.

    d. administer furosemide (Lasix).

    Answer: B

    Rationale: The patient data indicate that the patient may have hydronephrosis and acute renal failure caused by the BPH; the initial therapy will be to insert a catheter. Hemodialysis may be needed if the elevation in BUN and creatinine persists, but it will not be ordered initially. Fluid administration and furosemide administration will increase the bladder distension.

    Cognitive Level: Application Text Reference: p. 1415

    Nursing Process: Planning NCLEX: Physiological Integrity

    Nursing Questions and Answers