Tag: Clinical-Nursing

VARK Analysis

Provide a summary of your learning style according the VARK questionnaire.

Human beings start learning from birth and continue to learn until they die. Each individual’s learning styles are different, making it essential for every human being to find the learning style that is better for him or her (Husmann & O’Loughlin, 2019). People can recognize their learning style using visual, aural, read/write and kinesthetic (VARK), a unique analysis tool used in the education process. A scientist named Neil Fleming in the year 1987 as sixteen question assessment scores too designed this special. The tool work by tallying results and finally showing where specific people fall. Five strategies are used to place each individual where they belong using VARK. Knowing individuals’ learning styles makes it easy to teach them. This paper aims to discuss the VARK question scores for the nurse, compare the learning styles identified with the rest, and address the changes required to improve individual learning behavior.

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Describe your preferred learning strategies. Compare your current preferred learning strategies to the identified strategies for your preferred learning style.

The modes that are used to collect, process, interpret, and reflect on educational materials are the learning styles. Learning preferences are those learning modes that a person naturally prefers. It is essential for educators to successfully provide knowledge in accordance with the demands of the students because kids have varied learning preferences. Learners comprehend concepts effectively when teaching strategies incorporate many activities that excite and improve the visual, aural, read/write, and kinesthetic learning modalities. According to the scores I tallied, I am a multimodal learner with a mix of read/write and kinesthetic. A combination of at least two learning styles is referred to as multimodal. This is why I am flexible in delivering information to different people, as described by Fleming. However, Idrizi & Filiposka(2018) say that people like me require sensory input and output in all modes to be satisfied with the teachings or what they have learned. Honestly, these results did not meet be of guards as a nurse because those are the modalities I intended to apply.

Describe how individual learning styles affect the degree to which a learner can understand or perform educational activities.

According to the questionnaire results I analyzed, kinesthetic had the highest score. I agree with the results because doing things and on helps me understand the educational material better. I familiarize myself better with certain things after doing them, especially during my clinical rotations. The insertion of catheters is one instance. I perform well by combining the two learning modalities while using visual aids, a hands-on approach, dictionaries, and handouts. I believe that reading textbooks and other written materials are crucial while preparing for tests and quizzes. I am partial to gaining knowledge through exposure and practice as a kinesthetic learner. As per my understanding, knowledge acquisition is associated with reality. I can use all senses to gain a hearing, smelling, touching, tasting, and seeing knowledge. Mainly, working in the medical lab, going on field trips, listening to lectures about real-life situations, working hands-on, and looking at recipes have the ability to solve a problem. Lessening the number of notes and utilizing visuals to clarify ideas improve memory retention.

Visual and aural modalities occupied the third and fourth spots, respectively. The fact that graphic graphs and coloration capture my attention and help me remember the material given shows my predisposition for visual learning. I use the aural modality in particular by participating in class discussions since doing so helps me understand the material better. I noted that my preferred method is visual and kinesthetic during the comparison. However, it was surprising that the visual modality did not come in the first place. The most popular modality was kinesthetic, and I thought it was strange that learning by doing and visual modality correlated.

I performed well in all four modalities, demonstrating my usefulness and flexibility in various educational contexts. However, I believe that the aural learning method leaves room for inaccuracy. Learning the necessary information is essential, as is understanding it rather than constantly going over it in your head. Reading and writing both help with memorization. Nurses should learn in the profession of nursing through understanding rather than memorization of information that may be examined as a broader subject in the future.

Discuss why understanding the learning styles of individuals participating in health promotion is important to achieving the desired outcome. How do learning styles ultimately affect the possibility for a behavioral change? How would different learning styles be accommodated in health promotion?

After analyzing the various learning types, it is crucial to note that some adjustments are necessary to enhance my learning abilities. There have been significant adjustments, such as adding more diagrams and books. It is also crucial to explain statistics to people who do not understand what they are learning and use a tape recorder to record brainstorming sessions for ideas. Since one effectively understands themselves through collecting knowledge about general learning theories, information about learning styles will be of great value. Using various tactics, I will strengthen my study habits, education, and grades, increasing my overall contentment with my work and studies.

To accommodate the interests of each learner, educators ought to diversity their teaching methods, claim Khongpit et al. (2018). To enable education to shift from a traditionally teacher-centric approach to a student-centric reciprocal process, it is vital to know preferred learning styles for various learners. In order to effectively shape students’ educational preferences, a variety of information modalities are essential. To effectively comprehend educational materials, people with multimodal educational preferences need similar objectives delivered in many modalities. Previous research has found that teachers who adapt their instruction to students’ preferred learning styles achieve higher test results (Mozaffari et al., 2020). Additionally, it facilitates and enhances learning.

In conclusion, VARK allows individuals to understand their preferred learning styles. Using the tools created especially for a person helps them study and understand different educational content. My learning style was multifocal, with a strong propensity for kinesthetic learning. VARK also emphasized additional learning modalities that may be used to strengthen one’s study habits.

References

Husmann, P. R., & O’Loughlin, V. D. (2019). Another nail in the coffin for learning styles? Disparities among undergraduate anatomy students’ study strategies, class performance, and reported VARK learning styles. Anatomical sciences education, 12(1), 6-19.

Idrizi, E., & Filiposka, S. (2018). VARK learning styles and online education: Case Study. learning, 5-6.

Khongpit, V., Sintanakul, K., & Nomphonkrang, T. (2018). The VARK learning style of the university student in computer course. International Journal of Learning and Teaching, 4(2), 102-106.

Mozaffari, H. R., Janatolmakan, M., Sharifi, R., Ghandinejad, F., Andayeshgar, B., & Khatony, A. (2020). The relationship between the VARK learning styles and academic achievement in Dental Students. Advances in medical education and practice, 11, 15.

 

VARK Analysis

Complete “The VARK Questionnaire: How Do I Learn Best?”

The VARK Questionnaire

Click “OK” to receive your questionnaire scores.

Once you have determined your preferred learning style, review the corresponding link to view your learning preference. (MY LEARNING STYLE IS MULTIMODAL)

Review the other learning styles: visual, aural, read/write, kinesthetic, and multimodal (listed on the VARK Questionnaire Results page).

Compare your preferred learning strategies to the identified strategies for your preferred learning style.

Appraise how this awareness of learning attributes influences your perceptions of teaching and learning.

In a paper (750-1,000 words), summarize your analysis of this exercise. Include the following:

Provide a summary of your learning style.

List your preferred learning strategies.

Compare your preferred learning strategies to the identified strategies for your preferred learning style.

Discuss how the awareness of individual learning styles, preferences and strategies influence teaching (those who are in a position to teach) and learning (those who are in a position to learn).

Cite a minimum of three references in the paper.

Although the topic of this assignment refers to your individual learning style, avoid the use of first person voice (words such as, “I, we, our”) in your essay.

Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to Turnitin.

Approaches of nursing leaders and managers to issues in practice

In this assignment, you will be writing a 1,000-1,250-word essay describing the differing approaches of nursing leaders and managers to issues in practice. To complete this assignment, do the following:

Select an issue from the following list: nursing shortage and nurse turn-over, nurse staffing ratios, unit closures and restructuring, use of contract employees (i.e., registry and travel nurses), continuous quality improvement and patient satisfaction, and magnet designation.

Compare and contrast how you would expect nursing leaders and managers to approach your selected issue. Support your rationale by using the theories, principles, skills, and roles of the leader versus manager described in your readings.

Identify the approach that best fits your personal and professional philosophy of nursing and explain why the approach is suited to your personal leadership style.

Use at least two references other than your text and those provided in the course.

Prepare this assignment according to the APA guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.

This assignment uses a grading rubric. Instructors will be using the rubric to grade the assignment; therefore, students should review the rubric prior to beginning the assignment to become familiar with the assignment criteria and expectations for successful completion of the assignment.

Health Care Access Paper Rubric

1

Unsatisfactory

0.00% 2

Less Than Satisfactory

65.00% 3

Satisfactory

75.00% 4

Good

85.00% 5

Excellent

100.00%

80.0 %Content

80.0 %Content (80%) Content is incomplete and omits most of the requirements stated in the assignment’s criteria. Major points are irrelevant to the assignment. No outside sources were used to support major points. Content is incomplete or omits some requirements stated in the assignment’s criteria. Major points are not clear and/or not persuasive. No outside sources were used to support major points. Content is adequate and meets most of the requirements stated in the assignment’s criteria. Major points are addressed. Research is evident. Content is comprehensive and accurate, definitions are clearly stated. Major points are stated clearly and are supported. Research is adequate, up to date, relevant, and addresses all of the issues stated in the assignment’s criteria. At least two relevant academic sources were cited. Content is comprehensive and accurate; definitions are clearly stated. Major points are stated clearly and are well supported. Research is adequate, up to date, relevant, and addresses all of the issues stated in the assignment’s criteria. Three or more relevant academic sources were cited.

17.0 %Organization and Effectiveness

6.0 %Paper 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. It is descriptive and reflective of the arguments and appropriate to the purpose. Thesis and/or main claim are comprehensive; contained within the thesis is the essence of the paper. Thesis statement makes the purpose of the paper clear.

6.0 %Paragraph Development and Transitions Paragraphs and transitions consistently lack unity and coherence. No apparent connections between paragraphs are established. Transitions are inappropriate to purpose and scope. Organization is disjointed. Some paragraphs and transitions may lack logical progression of ideas, unity, coherence, and/or cohesiveness. Some degree of organization is evident. Paragraphs are generally competent, but ideas may show some inconsistency in organization and/or in their relationships to each other. A logical progression of ideas between paragraphs is apparent. Paragraphs exhibit a unity, coherence, and cohesiveness. Topic sentences and concluding remarks are appropriate to purpose. There is a sophisticated construction of paragraphs and transitions. Ideas progress and relate to each other. Paragraph and transition construction guide the reader. Paragraph structure is seamless.

5.0 %Mechanics of Writing (includes spelling, punctuation, grammar, and 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), sentence structure, and/or word choice are present. Some mechanical errors or typos are present, but are not overly distracting to the reader. Correct sentence structure and audience-appropriate language are used. Prose is largely free of mechanical errors, although a few may be present. A variety of sentence structures and effective figures of speech are used. Writer is clearly in command of standard, written, academic English.

3.0 %Format

1.0 %Paper Format (use of appropriate style for the major and assignment) GCU template is not used appropriately or documentation format is rarely followed correctly. GCU template is used, but some elements are missing or mistaken; lack of control with formatting is apparent. GCU template is used, and formatting is correct, although some minor errors may be present. GCU template is fully used; There are virtually no errors in formatting style. All format elements are correct.

2.0 %Research Citations (In-text citations for paraphrasing and direct quotes, and reference page listing and formatting, as appropriate to assignment) No reference page is included. No citations are used. Reference page is present. Citations are inconsistently used. Reference page is included and lists sources used in the paper. Sources are appropriately documented, although some errors may be present. Reference page is present and fully inclusive of all cited sources. Documentation is appropriate and GCU style is usually correct. In-text citations and a reference page are complete. The documentation of cited sources is free of error.

100 %Total Weightage

Menorrhagia and dysmenorrheal Case Study

Ms. A. is an apparently healthy 26-year-old white woman. Since the beginning of the current golf season, Ms. A has noted increased shortness of breath and low levels of energy and enthusiasm. These symptoms seem worse during her menses. Today, while playing in a golf tournament at a high, mountainous course, she became light-headed and was taken by her golfing partner to the emergency clinic. The attending physician’s notes indicated a temperature of 98 degrees F, an elevated heart rate and respiratory rate, and low blood pressure. Ms. A states, “Menorrhagia and dysmenorrheal have been a problem for 10-12 years, and I take 1,000 mg of aspirin every 3 to 4 hours for 6 days during menstruation.” During the summer months, while playing golf, she also takes aspirin to avoid “stiffness in my joints.”

Laboratory values are as follows:

Hemoglobin = 8 g/dl

Hematocrit = 32%

Erythrocyte count = 3.1 x 10/mm

RBC smear showed microcytic and hypochromic cells

Reticulocyte count = 1.5%

Other laboratory values were within normal limits.

Question

Considering the circumstances and the preliminary workup, what type of anemia does Ms. A most likely have? In an essay of 500-750 words, explain your answer and include rationale.

Nursing Interventions and Medication Rationale 

What nursing interventions are appropriate for Mrs. J. at the time of her admission?

Mrs.  J. is being admitted to the ICU due to acute decompensated heart failure. The subjective and objective data obtained is the following: Mrs. J is overweight based on her height and weight (5 feet 9 inches and weighs 210.5 pounds). For three days she has been experiencing a low grade fever (99.68), pharyngitis, and malaise. She denies pain but feels that she cannot breathe due to dyspnea. She claims that her heart is running away which indicates tachycardia (HR 118 and irregular). Her heart rate is working harder to compensate for the low blood pressure of 90/58. Her peripheral pulses are +1, demonstrating jugular distention, and ventricular rate of 132 with atrial fibrillation. She has crackles at auscultation, decreased breath sounds on right lower lobe, coughing frothy blood-tinged sputum, with and a very low oxygen saturation level of 82%. This patient is having left sided heart failure based on the subjective and objective data obtained.

Intervention: 
Place patient on continuous oxygen 2-4 LPM via n/c.

Rationale:
 To alleviate dyspnea symptoms and allow patient not to work as hard breathing

Intervention: 
Establish guidelines and goals of daily activity.

Rationale:
 Patient will most likely be more willing to cooperate if she is included in the goals being set.

Intervention: 
 Assess patient’s mentation regularly.

Rationale:
 This is to determine if the patient is becoming more severe. Anxiety and confusion are late signs when a patient is having decreased cardiac output.

Intervention:
 Keep patient semi to high-fowlers position.

Rationale:
 This will help alleviate some of the shortness of breath.

Intervention:
 Asses heart rate and blood pressure frequently.

Rationale:
 Sinus tachycardia and increased arterial blood pressure are in the early stages and the blood pressure decreases as the condition worsens.

Intervention: 
Assess peripheral pulses frequently.

Rationale: 
weak pulses are indicators of low cardiac output.

Intervention: 
Assess skin color and temperature.

Rationale:
 Cold and clammy skin is an indicator of low cardiac output and desaturation.

Intervention:
 Assess fluid balance and weight gain.

Rationale:
 A compromised regulatory system can result in sodium and fluid retention.

Intervention:
 Continuous assessment of lung sounds.

Rationale:
  Crackles are indicative of fluid accumulation and secondary to left ventricular failure.

Intervention: 
Asses urine input and output.

Rationale: 
Decreased urine output is an indicator of lack of renal perfusion.

Intervention:
 Assess for chest pain.

Rationale:
 Indicates lack of oxygen supply. (Ackley & Ladwig, 2011).

 

What is the rationale for the administration of each of the following medications?

IV furosemide (Lasix) – Furosemide is a loop diuretic and used to decrease fluid volume (pre-load). Patient is demonstrating. It is also used as an adjunct therapy. Mrs. J has crackles and coughing frothy blood-tinged sputum that is indicative of pulmonary edema. Nurse must check patient’s urine input and output and electrolytes due to possible dehydration, depletion of potassium, and metabolic alkalosis.

Enalapril (Vasotec) – is an angiotensin-converting enzyme (ACE) inhibitor. Enalapril is used for congestive heart failure which is a weakness of the heart that leads to buildup of fluid in the lungs and the surrounding tissues. Patient has crackles, and she is coughing frothy blood-tinged sputum (McKenry, 2006).

Metoprolol (Lopressor) – Lopressor is a beta blocker and the standard use for heart failure. Beta blockers are used in patients with heart failure because it helps improve the hearts ability to relax, decrease the production of harmful substances produced by the body in response to heart failure, and slows down the heart rate. Mrs. J has a ventricular rate of 132 and atrial fibrillation (WebMD, 2015).

IV morphine sulphate (Morphine)- Morphine is an opioid and it is used to alleviate Mrs. J’s dyspnea. Morphine lowers the breathing rate in the brains respiratory center. This will help Mrs. J’s heart not work so hard. Morphine does this by widening the blood vessels in the extremities which will allow the heart not to work hard and use less oxygen. It is also great use for anxiety. Mrs. J is experiencing anxiety due to dyspnea and fear of complications (McKenry, 2006).

Lasix

According to American Heart Association when “the heart does not circulate blood normally, the kidneys receive less blood and filter less fluid out of the circulation into the urine. The extra fluid in the circulation builds up in the lungs, the liver, around the eyes, and sometimes in the legs (American Heart Association, 2017).

Since edema and crackles in the lungs were noted patient should be started on diuretics to get rid of the extra fluid in the body.

Myocarditis Interventions

Myocarditis –
 inflammation of the heart muscle, this can lead to left-sided heart failure.

Interventions:
 Medications and surgical interventions can be done to help reduce the risk of heart failure. Some medications that can be used include ACE inhibitors, beta-blockers and aldosterone receptor antagonists. In some cases immunosuppressants or immunoadsorption therapies are used. Defibrillators, intra-aortic balloon pumps, transplants, and left ventricular assistive devices can also be used.

Nursing Interventions

What nursing interventions are appropriate for Mrs. J. at the time of her admission?

Getting orders to stabilize MRS. J is priority.

According to ABCs. Putting oxygen on (Mrs. J’s O2 sats are 82%).

Keeping head up to prevent aspiration. Mrs. J is coughing frothy blood-tinged sputum. Additionaly, she has pulmonary cracles and decreased lung sounds.

Decrease anxiety and respiratory rate.

Monitor vital signs and heart function closely.

Administer medications as ordered.

Weight, strict I&O’s and fluid restriction. Mrs J. is retaining fluid. As nurses we need to know she is producing urine and measure her kidney function as well.

Monitor labs (electrolytes, kidney function, liver function).

Follow up on hepatomegaly.

 

What is the rationale for the administration of each of the following medications during Nursing Interventions?

Lasix
 –  According to American Heart Association when “the heart does not circulate blood normally, the kidneys receive less blood and filter less fluid out of the circulation into the urine. The extra fluid in the circulation builds up in the lungs, the liver, around the eyes, and sometimes in the legs (American Heart Association, 2017).

Since edema and crackles in the lungs were noted patient should be started on diuretics to get rid of the extra fluid in the body.

Vasotec
 – is angiotensin converting enzyme (ACE) inhibitor class of medication. By blocking this enzyme it lets vessels to relax and pump more blood, more efficiently into the body (Mayo Clinic, 2017).

Metoprolol
 – is a beta blocker. Beta blockers prevent norepinephrine (adrenalin) from acting on beta receptors in blood vessels and in the heart. This causes blood vessels to relax. By relaxing the vessels, beta blockers help to lower blood pressure and reduce chest pain (Mayo Clinic, 2017). Metoprolol tends to lower heart rate and is used for arrhythmias. Additionally, blood pressure medications will help control the blood pressure, reduce the cardiac workload and increase the supply of blood and oxygen to the heart (American Heart Association, 2017).

IV morphine sulphate
– is an opiod. Usually indicator for its use is a pain. However it works for brain respiratory center, lowering breathing rate and anxiety.

 

Describe four cardiovascular conditions that may lead to heart failure and what can be done in the form of medical/nursing interventions to prevent the development of heart failure in each condition (Nursing Interventions)

According to Mayo Clinic the best way to prevent heart failure is to control risk factors such as obesity, coronary artery disease, high blood pressure, high cholesterol and diabetes (2017) .

Coronary artery disease
 – with certain risk factors overtime blood flow in vessels becomes restricted because of plaque buildup. Compromised blood flow depletes heart of oxygen and nutrients leading to weakening of the heart muscle and congestive heart failure. Heart is not able to pump efficiently enough to meet body’s needs. Body starts to retain fluid and that is called “congestion” (Mayo Clinic, 2017).

Interventions: getting heart educator to talk to the patient, nutrition consult. Making sure patient understands medications purpose, schedule and taking them as prescribed. Assessing patient’s home situation to make sure Mrs J. has appropriate living conditions to be able to follow diet, medication plan and dr’s appointments.

High blood pressure
 – according to American Heart Association (AHA) HTN is when force of the blood flowing through blood vessels is constantly too high (AHA, 2017).

Interventions: part of a heart education would be ways to control blood pressure (measuring it every day, diet, follow up appointments with cardiologist). Smoking cessation program (support program will be needed since patient is not willing to quit)

Obesity
 – obesity puts stress on entire body including cardiac system. Heart has to work harder to pump blood. According to American College of Cardiology (AAC) left ventricular hypertrophy is very common in people who are obese (2015).

Interventions: Nutrition consult, patient needs encouragement and support to be able to implement changes of her habits. Working with patient, finding support programs for mental and physical support. In Mrs J.’s case weight loss could help with her sleep apnea as well.

High cholesterol
 – too much cholesterol in the blood causes build up on the walls of the arteries. Overtime blood flow gets compromised and might lead to negative consequences like heart disease, blood clots, high blood pressure etc (AHA, 2017).

Interventions: Nutrition consult (education about right food choices is crucial), follow up labs measuring LDL and LHL. Take medications as prescribed.

Taking into consideration the fact that most mature adults take at least six prescription medications, discuss four nursing interventions that can help prevent problems caused by multiple drug interactions in older patients. Provide rationale for each of the interventions you recommend.

Make sure medication reconciliation is complete and accurate. Having complete list of medications that patient is taking at home is the base for physicians to see if anything needs to be adjusted.

Assessing patient’s compliance. Mrs J. on admission admitted that she did not take her medications for the last four days. In her condition compliance will be extremely important. Knowing patient compliance nurse can create appropriate education plan.

Medication education. Education about patient’s medications including purpose, doses, frequency etc. Additionally, it will be important to discuss which medication to take at what time of the day and indicating if it is taken with, before or after meal.

Assessing patient’s home situation. Understanding if patient is able to fill out her prescriptions and monitor her own, correct medication intake. Possibly, home health for cardiac assessment will be needed.

 

 

References:

American College of Cardiology. (2015). The Obesity Paradox in Heart Failure: Why Does It Clinically Matter? Retrieved from:
http://www.acc.org/latest-in-cardiology/articles/2015/05/06/10/22/the-obesity-paradox-in-heart-failure

American Heart Association. (2017 
The Facts About High Blood Pressure.
 Retrieved from
https://www.heart.org/HEARTORG/Conditions/HighBloodPressure/GettheFactsAboutHighBloodPressure/The-Facts-About-High-Blood-Pressure_UCM_002050_Article.jsp

Mayo Clinic. (2017). 
Heart failure
. Retrieved from

http://www.mayoclinic.com/health/heart-failure/DS00061

Arrhythmias Interventions

Arrhythmias –
 These can cause the heart to beat too fast which causes extra work for the heart and can cause weakness in the muscle. When the heart rate is slow it can cause the heart to no pump enough blood out of the body and can cause heart failure.

Interventions:
 medications, medical procedures, and surgery are options for treatment of arrhythmias. Beta-blockers, digoxin, calcium channel blockers, warfarin, heparin, aspirin, and amiodarone are some medications that can be used. Pacemakers, cardioversion, and defibrillation are some procedures that can be done to correct arrhythmias. Surgical repair of the heart valve can be done if necessary.

Hypertension Interventions

Hypertension  –
 When your blood pressure is high your heart has to work harder to pump the blood throughout the body, over time this can cause the muscle to become thicker and the muscle will eventually become weak and not pump effectively.

Interventions: 
depending on the stage of hypertension the patient can treat with lifestyle changes (exercise, diet), ACE inhibitor, calcium channel blocker, or angiotensin receptor blockers