Category: Nursing

  • “Hypertension and the Role of the Master’s Prepared Nurse in Managing Mr. Jones’ Health” Hypertension and the Master’s Prepared Nurse: Educating and Managing Mr. Jones’ Health

    In this assignment, we’ll explore blood pressure, hypertension, and the role of the master’s prepared nurse in these situations.
    You meet Mr. Devon Jones, who is a 40-year-old African American male with a long-standing history of uncontrolled hypertension. Both of his parents died from hypertension, and his mother also had type II diabetes. Mr. Jones is a police officer in a high-crime neighborhood. He stopped smoking about 5 years ago when diagnosed with hypertension. He states that he drinks several beers every evening and does not pay much attention to his intake of sodium, fat, or carbohydrates. He does not exercise regularly, with the exception of required trainings for his job. His weight has increased by 20 pounds during the past year, and he reports some shortness of breath with activity, especially when climbing stairs.
    1. Read the scenario described in the overview section.
    2. To support your response, give your rationale and substantiate it with references, including your textbook and a minimum of 3 other credible, scholarly sources.
    * Explain to Mr. Jones in layman’s terms the pathophysiology of primary, secondary, and complicated hypertension.
    * Based on the data you have about Mr. Jones, explain to him the most clinically significant information related to HTN in his history and review of symptoms.
    * Choose one pathologic effect of sustained, complicated primary hypertension, and give Mr. Jones an understanding of its pathophysiology, as well as direction for improved self-care to avoid the complication.

  • “Promoting Ego Integrity in an Assisted Living Facility: Strategies for Group and Individual Activities” Slide 1: Title Slide – Promoting Ego Integrity in an Assisted Living Facility: Strategies for Group and Individual Activities Slide 2

    Imagine you are working as a charge nurse in an assisted living facility. Your unit houses twenty older adults. The residents of this unit are cognitively functional without evidence of cognitive decline. The residents are elderly and require varying degrees of physical assistance with ADLs. Create a PowerPoint outlining the following:
    Strategies to incorporate in the assisted living facility to promote ego integrity for the residents for group and individual activities to incorporate.
    Title Slide (1 slide)
    Objective Slide (1 slide)
    Strategies to Promote Ego Integrity
    Group Activities (2-3 slides)
    Individual Activities (2-3 slides)
    References (1 slide)

  • Title: Understanding Protocols, Standards of Care Delivery, and Policies in Healthcare: Perceptions and Challenges in Research and Practice.

    What is the difference between a protocol, standard of care delivery, and policy at the practice, state, and federal level? Briefly outline each. What are the perceptions of the health care delivery system from the perspectives of patients, providers, payers, and policy makers? Discuss at least one perception from one of the populations listed: patient, provider, payer, and policy maker. 
    Discuss the steps required to submit research to a professional journal, and what you feel will be the biggest obstacle? Why?
    Read the article on the impact of maternal prenatal smoking on the development of childhood overweight in school-aged childrenLinks to an external site. from the WCU library. Is the article quantitative, qualitative, or something else? State the study design, research question, and the strength and limitations of the study. Can the study results be generalized? Why or why not?
    https://web.p.ebscohost.com/ehost/pdfviewer/pdfviewer?vid=1&sid=c11b025d-b93a-461c-96ea-9b6e920bb839%40redis

  • Title: Postpartum Hemorrhage: Causes, Prevention, and Treatment

    Must construct an OB Nursing PowerPoint presentation concerning postpartum hemorrhage. 
    Presentation must include: 
    What it is/Histology
    Risk factors
    Presenting factors, 
    How it can be prevented 
    Course of Action and Treatments 

  • “Interprofessional Collaboration and Reflection: Strategies for Effective Healthcare Teams” “Improving Interprofessional Collaboration: Lessons Learned and Best Practices for Effective Teamwork” “Improving Interprofessional Collaboration for Health Promotion and Disease Prevention in a Community Health Center: A Reflection and Recommendations” “Overcoming Challenges in Culturally Tailored Health Promotion: Perspectives from a Multidisciplinary Healthcare Team” “Addressing Housing Issues Holistically: Coordinating Mental Health Services and Utilizing Epidemiological Data and Research Findings for Effective Interventions”

    I will be reading this for a video presentation. It will need to be 5-10 minutes long.
    Interprofessional collaboration is a critical aspect of a nurse’s work. Through interprofessional collaboration, practitioners and patients share information and consider each other’s perspectives to better understand and address the many factors that contribute to health and well-being (Sullivan et al., 2015). Essentially, by collaborating, health care practitioners and patients can have better health outcomes. Nurses, who are often at the frontlines of interacting with various groups and records, are full partners in this approach to health care.
    Reflection is a key part of building interprofessional competence, as it allows you to look critically at experiences and actions through specific lenses. From the standpoint of interprofessional collaboration, reflection can help you consider potential reasons for and causes of people’s actions and behaviors (Saunders et al., 2016). It also can provide opportunities to examine the roles team members adopted in a given situation as well as how the team could have worked more effectively.
    As you begin to prepare this assessment you are encouraged to complete the What is Reflective Practice? activity. The activity consists of five questions that will allow you the opportunity to practice self-reflection. The information gained from completing this formative will help with your success on the Collaboration and Leadership Reflection Video assessment. Completing formatives is also a way to demonstrate course engagement
    Note: The Example Kaltura Reflection demonstrates how to cite sources appropriately in an oral presentation/video. Your assessment will reflect on either a professional collaboration you experienced or a collaboration case study scenario that you imagine you experienced
    References
    Saunders, R., Singer, R., Dugmore, H., Seaman, K., & Lake, F. (2016). Nursing students’ reflections on an interprofessional placement in ambulatory care. Reflective Practice, 17(4), 393–402.
    Sullivan, M., Kiovsky, R., Mason, D., Hill, C., Duke, C. (2015). Interprofessional collaboration and education. American Journal of Nursing, 115(3), 47–54.
    Competency 1: Explain strategies for managing human and financial resources to promote organizational health.
    Identify how poor collaboration can result in inefficient management of human and financial resources supported by evidence from the literature.
    Competency 2: Explain how interdisciplinary collaboration can be used to achieve desired patient and systems outcomes.
    Reflect on an interdisciplinary collaboration experience noting ways in which it was successful and unsuccessful in achieving desired outcomes.
    Identify best-practice interdisciplinary collaboration strategies to help a team to achieve its goals and work more effectively together.
    Competency 4: Explain how change management theories and leadership strategies can enable interdisciplinary teams to achieve specific organizational goals.
    Identify best-practice leadership strategies from the literature, which would improve an interdisciplinary team’s ability to achieve its goals.
    Competency 5: Apply professional, scholarly, evidence-based communication strategies to impact patient, interdisciplinary team, and systems outcomes.
    Communicate via video with clear sound and light.
    The full reference list is from relevant and evidence-based (published within 5 years) sources, exhibiting nearly flawless adherence to APA format.
    This assessment will help you to become a reflective practitioner. By considering your own successes and shortcomings in interprofessional collaboration, you will increase awareness of your problem-solving abilities. You will create a Kaltura video of your reflections, including a discussion of best practices for interprofessional collaboration and leadership strategies, supported by references to the literature.
    You may choose to reflect on a collaborative interprofessional project you worked on in your current or former place of practice, or you may choose to imagine that you worked on the collaborative interprofessional scenario presented in the Assessment 01 Supplement: Collaboration and Leadership Reflection Video [PDF] resource.
    As part of an initiative to build effective collaboration at a site where you work as a nurse, you have been asked to:
    Reflect on an interprofessional collaborative project.
    Examine what happened during the collaboration.
    Identify positive aspects and areas for improvement.
    Research best practice for interprofessional collaboration.
    Use lessons learned from your research and experience to create a video reflection (5-10 minutes) that share suggestions for improving interprofessional collaboration that can be shared with leadership and colleagues.
    Using Kaltura, record a video (5–10 minutes) where you reflect on an interprofessional collaboration experience, proposing recommendations for how to improve interprofessional collaboration that can be shared with leadership and colleagues. Support these recommendations with references to the literature.
    The interprofessional project that you reflect on may be one that you collaborated on at your current or former place of practice, or you may choose to imagine you collaborated on the interprofessional project presented in the Assessment 01 Supplement: Collaboration and Leadership Reflection Video [PDF] Download Assessment 01 Supplement: Collaboration and Leadership Reflection Video [PDF]resource and reflect on that.
    Be sure that your assessment addresses the following criteria. Please study the scoring guide carefully so you will know what is needed for a distinguished score:
    Reflect on an interdisciplinary collaboration experience, noting ways in which it was successful and unsuccessful in achieving desired outcomes.
    Explain aspects of the collaboration that helped the team make progress toward relevant goals or outcomes.
    Explain aspects of the collaboration that could have been improved.
    Identify how poor collaboration can result in inefficient management of human and financial resources, citing supporting evidence from the literature.
    Discuss the ways in which the interdisciplinary team did not collaborate effectively.
    Discuss the negative implications for the human and financial resources of the interdisciplinary team and the organization as a whole.
    Cite the literature for support.
    Identify best-practice leadership strategies from the literature that would improve an interdisciplinary team’s ability to achieve its goals, citing at least one author from the literature.
    Identify at least one leadership best practice or strategy that you believe would improve the team’s ability to achieve their goals.
    Identify the strategy and its source or author and provide a brief rationale for your choice of strategy.
    Cite the literature for support.
    Identify best-practice interdisciplinary collaboration strategies to help a team achieve its goals and work together, citing the work of at least one author.
    Identify at least one best practice or strategy for interdisciplinary collaboration to help the team achieve its goals and work more effectively together.
    Identify the strategy, its source, and reasons why you think it will be effective.
    Communicate in a professional manner, is easily audible, and uses proper grammar. Format reference list in current APA style.
    Submit an APA-formatted reference list for any sources that you cited specifically in your video or used to inform your presentation.
    The Example Kaltura Reflection will show you how to cite scholarly sources in the context of an oral presentation.
    References: Cite at least 3 professional or scholarly sources of evidence to support the assertions you make in your video. Include additional properly cited references as necessary to support your statements.
    APA Reference Page: Submit a correctly formatted APA reference page that shows all the sources you used to create and deliver your video.
    You may wish to refer to the Campus APA Module for more information on applying APA style.
    For this assessment you will use Kaltura to create a 5–10 minute video reflection that addresses
    either an interprofessional collaboration you experienced or the case study on interprofessional
    collaboration presented below.
    If you choose to reflect on the interprofessional case study presented below, imagine that you
    are a nurse on the team and you have been assigned to talk to members of the team prior to
    making the video reflection that you will share with the team and leadership where you will make
    recommendations to improve interprofessional collaboration.
    After you have thoroughly reviewed the case study below, return to the detailed instructions in
    the courseroom to complete your assessment. Feel free to refer back to this case study as you
    complete your assessment.
    Case Study:
    Interprofessional Collaboration for Health Promotion
    and Disease Prevention in a Community Health Center
    Health promotion and disease prevention are essential components of primary care that require
    a coordinated and collaborative approach from healthcare professionals. Interprofessional
    collaboration is essential to ensure that patients receive comprehensive and coordinated care
    that addresses the social determinants of health and promotes health equity. This case study
    explores the interprofessional collaboration experience for health promotion and disease
    prevention in a community health center.
    The community health center in this case study serves a diverse population of patients with a
    range of health needs. The interprofessional team includes public health officials, nurses,
    physicians, community health workers, and social workers who work together to develop and
    implement health promotion programs. The team provides ongoing care to patients, including
    health education, screening, and referrals to community resources.
    The following are the responses when you asked each provider where the team could improve
    its interprofessional collaboration.
    DR. SAMUEL ORTIZ, Public Health Official. Dr. Ortiz coordinates public health initiatives and
    liaises between the community health center and external health agencies. He offers guidance on public health advisories, manages disease prevention programs, and ensures the health
    center’s protocols align with broader public health strategies.
    “I’m so glad you’re looking into what we can do to work together more efficiently and
    offer our patients more support. Working in a community setting certainly has its unique
    set of challenges.
    “One of the primary issues I’ve observed is the integration of health promotion strategies
    with clinical care. For instance, we recently rolled out a new diabetes prevention
    program that emphasizes diet and exercise. But I noticed not all the physicians were
    referring patients to the program, maybe due to a lack of awareness or understanding of
    the benefits. Many patients who could benefit from preventive strategies have been
    missing out.
    “Another challenge is the coordination with external community resources. We often
    refer patients to local gyms, nutritionists, or support groups. But sometimes, there’s a
    disconnect. I remember referring a patient to a local fitness center, only to find out later
    that they had shut down. We need a more updated and dynamic system to keep track of
    these community resources to ensure our patients get the support they need.”
    NURSE LILY TOMSKI, Community Health Nurse. Nurse Tomski provides direct nursing care
    to patients in the community health center and engages in health promotion activities.
    She administers treatments, monitors patients’ health, provides health education, and offers
    support to both patients and their families.
    “You always have a way of asking the tough questions, don’t you? But I’m glad you’re
    bringing this up. We’ve been through a lot together, and I think it’s essential to address
    these challenges head-on. “The diversity of our patient population can be both a blessing and a challenge. I had a
    patient, Mrs. Cha, who needed dietary advice for managing her hypertension. I gave her
    our standard dietary guidelines, but she struggled because they didn’t align with her
    cultural food preferences—and sometimes she seemed to accept the recommendations
    but I wondered if there had been a language barrier that prevented me from
    communicating the importance of these dietary changes. We need more culturally
    tailored health promotion materials to serve our diverse community.
    “And don’t even get me started on the logistical challenges of our health education
    sessions. Remember the breast cancer screening workshop we organized last month?
    We had a great turnout, but the room was so cramped, and we ran out of materials. It’s
    frustrating when you want to provide the best care and education, but logistical issues
    get in the way. We need to plan better and maybe even allocate more funds for these essential programs. But challenges aside, I know we’re making an impact in the
    community every day, and I love our team. Want to grab some coffee this weekend?”
    DR. AISHA PATEL, Primary Care Physician. Dr. Patel offers medical care to patients,
    focusing on both treatment and preventive measures. She diagnoses, prescribes treatments,
    and provides health education, ensuring patients receive comprehensive primary care.
    “From a physician’s perspective, one of the challenges I often face is the time constraint
    during patient consultations. With the number of patients we see daily, it’s tough to
    spend adequate time discussing preventive measures. I had an asthma patient just a
    few days ago and I wanted to spend more time discussing the details of smoking
    cessation with him, but with back-to-back appointments, all I could was tell him his
    asthma would be a lot better if he quit and hand him a pamphlet.
    “Another issue is the consistency in health promotion messages across the team. I
    remember prescribing a specific dietary plan for a diabetic patient, only to find out later
    that she received a different set of guidelines during a health education session. We
    need to be sure our messages are consistent to avoid confusing our patients and
    damaging our team’s credibility with patients when there’s inconsistency.”
    MARIA GONZALES, Community Health Worker. Ms. Gonzales engages directly with the
    community, offering health education and gathering insights on community health needs.
    She conducts home visits, organizes health talks, and acts as a bridge between the community
    and the health center. “On the ground, one of the challenges I face almost every day is a lack of real-time
    communication with the health center. When I’m out in the community, conducting home
    visits or health talks, I often come across new health concerns or issues. But relaying
    this information back to the center and getting timely feedback can be a hurdle.
    “Additionally, there’s the challenge of building trust within the community. Many residents
    are wary of new health initiatives, probably due to cultural beliefs or previous negative
    experiences. I tried to introduce a new vaccination program in a particular neighborhood
    a year or two ago and the resistance was palpable. It took multiple sessions and
    collaborations with local leaders to gain their trust.”
    JAMES KIM, Social Worker. Mr. Kim addresses the psychosocial needs of patients and
    connects them with relevant resources. He offers counseling, assists with social determinants of
    health, and connects patients with both internal and external resources.
    “From my end, the big challenge often lies in addressing the social determinants of
    health. Many of our patients face issues like unemployment, housing instability, or
    domestic violence. These factors significantly impact their health, but our current system isn’t fully equipped to address them. Several patients of mine over the years repeatedly
    miss their appointments because they don’t have stable housing. We need more
    integrated services to address housing issues holistically.
    “Another challenge is coordinating with mental health services. Many of our patients
    require immediate psychological support, but the wait times for counseling and therapy
    are so long that it’s hard to keep a patient motivated to get the help they need. Just last
    week, a patient with severe depression reached out and the earliest appointment I could
    get for her was a month out. The same thing happened to her last time she reached out
    and she disappeared for almost a year and she sounded worse this time. We need to
    bolster our mental health services and make sure patients can access them when they
    need them.”
    DR. ELEANOR McHUGH, Staff Epidemiologist. Dr. McHugh monitors and analyzes health
    data to guide the center’s health promotion and disease prevention strategies. She collects and
    analyzes community health data, conducts research studies, and makes sure that research
    findings are integrated into health promotion programs.
    “This is a great conversation you’re starting—I’m glad you’re doing it. We really need to
    be keeping better tabs on gaps in service and performance so that we can address them
    properly. “From an epidemiological standpoint, one of the big challenges I face is the timely
    collection and analysis of health data from the community. For effective health promotion
    and disease prevention, we need up-to-the-minute data on disease prevalence,
    vaccination rates, and other health indicators, but there are often delays in data
    reporting, which impacts our interventions. During the flu season last year, transmission
    had already blown up by the time we realized the severity of the outbreak on the north
    side of the county. That data failure means more people get sick and our job is harder
    when we’re trying to protect their families and neighbors, because there’s already more
    stress on the health care system.
    “Another issue is integrating research findings into practice. We conduct studies and
    surveys every year to understand health behaviors and determinants in our community.
    But there’s often a gap between those findings and their implementation in our health
    promotion programs. We did a study a couple years ago on barriers to prenatal care in
    young mothers. The insights were valuable, but it took months before they were
    incorporated into our maternal health programs. We need a more streamlined approach
    to make sure that our research benefits the community as quickly as possible.”

  • “Patient Teaching Aid for Over-the-Counter Treatments for Constipation” Grading Rubric: Total Points Possible: 125 Component | Points Possible | Points Earned — | — | — General Instructions | 10 | Format

    Total Points Possible
    This assignment is worth 125 points.
    Preparing the Assignment
    Follow these guidelines when completing each component of the assignment. Contact your course faculty if you have questions.
    General instructions
    Use Canva.com or other infographic development tool of your choice to create a patient teaching aid about over-the-counter treatments for constipation.
    Include the following sections/headings. You do not have to use these exact words for headings, but they should be labeled in a way that is very clear to your instructor of which topic you are addressing.
    When should a laxative be used?
    Classification/Types (Bulk, Osmotic, Stimulant, Surfactant)
    How each type works
    Examples of each
    When should each laxative type be considered?
    When would each laxative type be contraindicated?
    Caution of laxative overuse
    Symptoms of laxative overuse
    Long-term health risks of laxative overuse
    Who is at risk?
    Possible referrals
    Format
    Readability
    Lay language for patients
    Creativity
    The format should not match the layout shown in the example image. Be creative.
    Reference(s)
    References used should be noted at the bottom of your infographic in a smaller font as not to distract from information provided but also validating the information came from a reliable source.
    References should be from either your textbook or a professional source such as American Gastroenterological Association, Prescriber′s Digital Reference, etc. References should not be from sources such as MayoClinic, WebMD, etc. Additionally, avoid use of journal articles for this assignment as you are looking for a more global consensus than that of one journal article.
    Screen shot
    Provide a screen shot of your infographic in Canva or other platform of your choice. Make sure to highlight in some manner the day and time your infographic was created like the image below. The infographic you submit should match the screen shot you submit with your assignment. Of course, the date your infographic is created should also coincide with the session of your submission.

  • Title: Evaluating Data Collection and Analysis in a Research Article

    Please answer the following questions using the article included and make powerpoint slides with speaker notes. 
    Method of Data Collection 1. Evaluate whether the type of approach (interview, questionnaire, observation, biophysiological) was appropriately used to collect data.   2. What specifically were the data collected?  3. What information was provided about how, where, and under what circumstances data were collected? 4. Who collected the data and were they adequately trained? 5. Was the approach appropriate and adequate for the data needed?
    /5
    Data Quality 1. How were each of the variables in the study operationalized? (What instruments or measures were used to obtain the data?) 2. Were the instruments adequately and clearly described? 3. Were the measurements of major variables reliable and valid? 4.  Did the authors name specific kinds of reliability and validity of measures used?  Do you agree with the kinds and adequacy of reliability that they identified? 5. Did the researchers address issues or concerns about validity and reliability of the instruments in the study?  
    /10
    Data Analysis/Results 1. What were the data collected and what levels of measurement used?  2. What descriptive statistics were used and what was their purpose?    3. What inferential statistics were used and what was their purpose? 4. Based on the article, were the appropriate statistics used? Explain. 5. From the article, clearly indicate the details of the major results of the study.

  • Title: “Utilizing PICOT to Formulate a Focused Clinical Question: A Review of a Research Article on Pressure Ulcer Prevention in Hospitalized Patients” Research Article: “Effectiveness of a Pressure Ulcer Prevention Protocol in Hospitalized Patients

    Choose a research article that contains the elements of PICOT.
    a. Identify and discuss the elements of PICOT based on the article.
    b. Provide an example of a focused clinical question (based on the chosen article) formulated using the elements of PICOT.

  • “The Impact of Social Media on Mental Health: A Critical Analysis of Current Research”

    https://www.proquest.com/docview/2596972757?parentSessionId=9V0cIT32niz8g5lNbGO5ONYw1ywQGslqx%2F288gMOwJQ%3D&pq-origsite=primo&accountid=147674&sourcetype=Scholarly%20Journals 

  • “Exploring Elder Care: A Site Visit and Presentation on Service Delivery Programs for Older Adults”

    4)       
    Site Visit to Elder Care Agency and Presentation (Total 30%) – 
    Site
    Visit to Elder Care Agency (10%)     
    A.   Conduct at
    least a 1-2 hour site visit of a service delivery program that benefits older
    adults and an interview with an elderly person, provider, advocate, or policy
    maker.
    B.    The
    visit/interview must be planned, focused, and explore an area that is
    unfamiliar to the student (See assignment #2 below to help you in your
    planning).
    Site
    Visit Presentation (20%)
    A.   Develop a
    15-minute presentation on the site visit made to a service delivery program
    that benefits older adults and an interview you conducted with an elderly
    person, provider, advocate, or policy maker.
    B.    The
    presentation should be organized as follows:
    i.     Name of program
    and person(s) interviewed. Describe the service and role(s) that they play in
    caring for the older person(s). Please also include details of the site (name,
    services provided, location, etc.)
    ii.     What are the 5
    specific and relevant question(s) you asked during the visit/interview and
    Description of content / answer the question
    iii.     (e.g., What
    services are available for the older adults? how do these services get funded?
    How is adult day care individualized? How does an older adult compensate for
    limited function, etc? These questions are just examples. Come up with your own
    questions based on the particular agency or person you are visiting)
    iv.     Conclude with a
    new question and future plan to improve the care of older adults in that agency
    or environment (e.g., what is the cost of individualized care? what happens
    when compensatory mechanisms fail?)
    C.    Slides, posters, short films or other visual
    materials may be used.
    D.    Presentations should not exceed 15
    minutes in duration.