Power Point Nursing

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Guidelines and Grading Rubric

Purpose

The purpose of this assignment is to demonstrate the skills of the professional nurse as an educator. You are to prepare a guide that will serve as a handout to assist a specific patient that you identify. Your guide or handout should help this patient find and evaluate a reliable mobile health, or mHealth application (app) that is already developed. This may be related to his or her disease process or diagnosis, or may be an app that can help a patient maintain or improve good health, and prevent illness.

You will develop the guide using Microsoft PowerPoint. PowerPoint is a versatile application that lets you design slideshows and handouts. For this assignment, you will be using PowerPoint to create a guide or handout that you may print and give to patients and families. You will be submitting this PowerPoint file to the Dropbox.

Course Outcomes

This assignment enables the student to meet the following Course Outcome.

CO#1: Describe patient-care technologies as appropriate to address the needs of a diverse patient population. (PO#1)

CO#5: Identify patient care technologies, information systems, and communication devices that support safe nursing practice. (PO#5)

Points

This assignment is worth a total of 175 points.

Due Date

The Patient Education Technology Guide to a Mobile Health Application PowerPoint assignment is due at the end of Week 2. Submit your completed assignment to the Dropbox by Sunday; 11:59 p.m. MT. You may consult the Policies, under the Course Home tab, for details regarding late assignments. Late assignments will result in loss of points. Post questions about this assignment in the Q & A discussion.

Directions

Use Microsoft PowerPoint to create slides, which will be the basis of the guide or handout. You are required to cite your source(s) as it relates to your application slide. Other citations are permitted, but this is not a requirement for the assignment.

·       Title slide (first slide): Include a title slide with your name and title of the presentation.

·       Scenario Slide (one slide): This slide should include a brief scenario, then identify a patient who is experiencing a specific disease process or diagnosis who would benefit from an already developed and reliable mHealth app. Or, identify a person is currently healthy and would like to maintain or improve health and prevent illness. Be sure to include the nurse’s assessment of the patient’s learning needs and readiness to learn. Be specific.

Example:

Scenario for Ms. Ellis

Jane Doe (your name here)

·       Jennifer Ellis, a 62-year-old African American who has been recently diagnosed with chronic kidney disease (CKD). She has been prescribed several medications she must take every day.

·       The nephrologist has stressed the importance of leading a healthy life style to slow or stop the progression of CKD.

·       She is interested in ways in which she can better track her health and make healthier choices.

·       She is a high school graduate and iPhone user, mostly to send text messages to family and friends.

·       She is eager to learn how to use an app that can help her manager her CKD.

Prepare the following slides as if you are presenting them to the patient.

·       mHealth Application Slide (one to three slides): Identify a developed and reliable mHealth app that could benefit the patient. Describe the app including its:

·       Name

·       Purpose

·       Intended audience

·       Mobile device(s) upon which it will operate

·       Where to download or obtain it. Include a working link if it is to be downloaded from a website.

·       And any other information you believe would be pertinent to this situation.

·       Sources that are used are cited.

 

·       Teaching Slides (one to three slides): Prepare slides that contain important points about the app that you want to teach to the patient such as: how to use the app safely and effectively including how to interpret and act on the information that is provided.

 

·       Evaluation Slide (one to three slides): Describe how you would determine the success of the patient’s use of this app. For example, include ways to evaluate the effectiveness of the teaching plan that are a good fit for the type of app or focus on specific ways that this app benefits the patient’s health and wellness.

 

·       References (last slide): List any references for sources that were used or cited in the presentation.

Writing and Design: There should be no spelling or grammatical errors. Writing is concise and clear. Avoid words that the patient may not understand. Slides are visually appealing incorporating graphics, photographs, colors, and themes.

Review the section on Academic Integrity Policy found in the RNBSN Policies. All work must be original (in your own words) unless properly cited.

Best Practices in Preparing PowerPoint Slideshows

·       Be creative, but realistic.

·       Incorporate graphics, color, themes, or photographs to increase interest.

·       Make easy to read with short bullet points and large font.

·       Review directions thoroughly.

·       Cite all sources within the slides with (author, year) as well as on the Reference slide.

·       Proofread prior to final submission.

·       Spell check for spelling and grammar errors prior to final submission.

·       Abide by the Chamberlain academic integrity policy.

·       Tutorial: For those not familiar with the development of a PowerPoint slideshow, the following link to the Microsoft website may be helpful. http://office.microsoft.com/en-us/support/training-FX101782702.aspx The Chamberlain Student Success Strategies (CCSSS) offers a module on Computer Literacy that contains a section on PowerPoint. The link to SSP CCSSS may be found under the Special Courses list in Canvas.

Grading Criteria

 

CategoryPoints%Description
Scenario Slide4023%Scenario is clear and concise, including a disease process or diagnosis, or identify a patient with a desire to maintain good health and prevent illness. Include the nurse’s assessment of learning needs and readiness to learn.
mHealth Application Slide5028%Identify a mHealth app that could benefit the patient. Describe the app including its:

·       Name

·       Purpose

·       Intended audience

·       Mobile device(s) upon which it will operate

·       Where to download or obtain it. Include a working link if it is to be downloaded from a website.

·       And any other information you believe would be pertinent to this situation.

·       Citation

Teaching Slides4023%Information on slides to be taught to patient about the mHealth app including any safety guidelines, and how to interpret and act on the information that is provided.
Evaluation Slide2012%Describe how you would determine the success of the patient’s use of the mHealth app.
Writing and Design2514%Writing contains no spelling or grammatical errors. Bullets should be used instead of long sentences or paragraphs. Reading level is appropriate for patient described. Slides are visually appealing incorporating graphics, photographs, colors and themes. Sources that are used are cited.
Total175 points100%A quality assignment will meet or exceed all of the above requirements.

Question 1 An older patient recalls family members using garlic for medicine. What purpose does garlic serve as a health care practice?

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Question 1 An older patient recalls family members using garlic for medicine. What purpose does garlic serve as a health care practice?

Select all that apply.

1. Forces other people to stay away
2. Belief that garlic keeps the evil spirits away
3. Cures a sore throat
4. Helps indigestion

Question 2 A group of nurses is talking about different ethnocultural practices regarding health that are followed within each of the nurses’ families. What purpose will this discussion serve?

Select all that apply.

1. Reawaken the types of HEALTH practices within each nurse’s family
2. Make known the similarities and differences across ethnic and religious groups
3. Help to realize that all people practice a certain amount of traditional medicine
4. Understand that nurses often delay in seeking professional healthcare

Question 3 A patient of the Austrian-American Jewish tradition tells the nurse how to treat boils. What will this patient most likely explain to the nurse?

1. Apply a fried chopped onion compress to the area.

2. Press cold tea bags to the area.

3. Apply a flaxseed poultice to the area.

4. Place hot Epsom salts on the area.

Question 4 Which dietary practice is followed by individuals of Swedish-American Protestant heritage to treat feeling run-down and tired?

eating a whole head of lettuce

Question 5 A patient recalls being told about various childhood illnesses by his mother. Why is heritage exploration often done through women?

1. Women are the guardians of the family’s health/HEALTH and nurturance.
2. Women live longer than men and can remember events better.
3. Women have a better recall of events within a family context.
4. Women are the authority figures within families.

Question 6 Which health restoration practice for a cold would the nurse assess in a patient of English Catholic heritage?

1. Rubbing the chest with Vicks

2. Drinking honey and vinegar

3. Gargling with water and vinegar

4. Drinking warm milk

Question 7 Which heritage group boils a beef bone, breaks up toast in the broth, and drinks as a HEALTH restoration practice for a headache?

1. German-Americans
2. Polish-Americans
3. Irish-Americans
4. Canadians

Question 8 Which actions are considered to be health restoration practices for individuals of Eastern European Jewish heritage?

Select all that apply.

1. Chicken soup

2. Glass of wine

3. Alcohol massage

4. All of the above

Question 9 Which action would a patient from Italian-American Catholic heritage perform to protect health?

1. Never washing hair before going outdoors
2. Keeping a kitchen warm
3. Drinking water with meals
4. Taking regular vitamin tonics

Question 10 Through a health history, the nurse learns that a patient’s parents were of Austrian Jewish heritage. Which health practices would the nurse most likely assess in this patient?

Select all that apply.

1. Baking bread
2. Eating homegrown fruits and vegetables
3. Wearing camphor around the neck
4. Gargling with salt water

Question 11 Which health protection activity would a patient of Iranian-American Moslem heritage practice?

Keep feet from getting wet inthe rain

Question 12 Which action is a birth belief among Shintos?

1. Saving the umbilical cord as a lasting bond between mother and child
2. Never setting up a crib for an infant until after the birth
3. Wearing white and blue bead charms on the wrist as a protection from evil
4. Hoping that a newborn is not a female baby because it will decrease the mother’s looks

Question 13 A patient who is of Greek Orthodox heritage is a new widow. What will the patient do after the death of her spouse?

1. Wear black and remain in mourning for the remainder of her life.
2. Hire a professional mourner to cry for the deceased.
3. Wash the body and prepare it for the wake.
4. Pray the Rosary aloud as part of the burial ritual.

Question 14 How would a patient of French-Canadian Catholic heritage use a HEALTH restoration practice to treat a rash?

Take an oatmeal bath

Question 15 An older patient talks about being given preparations as a child that were considered patent medications. The nurse recalls that these medications included which items?

Select all that apply.

1. Alcohol
2. Opium
3. Cocaine
4. Aspirin

Question 16 A patient tells the nurse about using cod liver oil every day. Which heritages utilize cod liver oil as a health maintenance practice?

Select all that apply.

1. English
2. French
3. Norwegian
4. Polish

Question 17 Why is it important to examine individual familial health/HEALTH practices?

1. Helps a person become knowledgeable about the role that ethnocultural and religious heritage has played within a family
2. Identifies what HEALING practices need to be used when one is ill
3. Rejects those health/HEALTH traditions if they differ from those of the same ethnocultural group
4. Generalizes to all members of the same ethnocultural group the various health/HEALTH practices that are implemented.

Question 18 For which heritage is applying a red scarf around the chest performed for a cold or a sore throat?

1. English tradition
2. Norwegian tradition
3. Polish tradition
4. Eastern European tradition

Question 19 The nurse asks a patient of Italian-American Catholic heritage to describe health protection activities. What will this patient most likely reply to the nurse?

Select all that apply.

1. Keeping feet warm
2. Keeping warm in cold weather
3. Never washing hair at night
4. Staying out of drafts

Question 20 What would a patient of Irish Catholic heritage use to treat menstrual cramps?

Select all that apply.

1. Hot milk sprinkled with ginger

2. Shot of whiskey

3. Glass of warm wine

4. All of the above.

Literature Evaluation Table

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In nursing practice, accurate identification and application of research is essential to achieving successful outcomes. Being able to articulate the information and successfully summarize relevant peer-reviewed articles in a scholarly fashion helps to support the student’s ability and confidence to further develop and synthesize the progressively more complex assignments that constitute the components of the course change proposal capstone project.

In nursing practice, accurate identification and application of research is essential

For this assignment, the student will provide a synopsis of eight peer-reviewed articles from nursing journals using an evaluation table that determines the level and strength of evidence for each of the eight articles. The articles should be current within the last 5 years and closely relate to the PICOT statement developed earlier in this course. The articles may include quantitative research, descriptive analyses, longitudinal studies, or meta-analysis articles. A systematic review may be used to provide background information for the purpose or problem identified in the proposed capstone project. Use the “Literature Evaluation Table” resource to complete this assignment.

While APA style is not required for the body of this assignment, solid academic writing is expected, and in-text citations and references should be presented using APA documentation guidelines, which can be found in the APA Style Guide, located in the Student Success Center.

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

The Interrelationship Between Theory, Knowledge, and Research and Evidence-Based Practice

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The Interrelationship Between Theory, Knowledge, and Research and Evidence-Based Practice

Fawcett and Garity (2009) present an overview of the relationship between theory, knowledge, research, nursing research, and evidence-based practice (see attached file). As you prepare for this Discussion, reflect on your own specialty area and consider how the authors’ definitions of evidence-based practice and of research align with your understanding of these concepts based on your professional experiences and your experiences as a doctoral student embarking on your EBP Project.

To prepare:

  • Reflect on Fawcett and Garity’s definitions      of knowledge, theory, research and evidence-based      practice presented in the Learning Resources. How do these      definitions align with your understanding of the concepts?
  • How does this interrelationship support or      guide your EBP Project?

By Wednesday 9/19/18 by 1:00 am please write a minimum of 550 words essay in APA format with at least 3 scholarly references from the list of required resources below. Include the level 1 headings as numbered below:

Post a cohesive scholarly response that addresses the following:

1) How do Fawcett and Garity’s (see attached file)definitions align with your understanding of knowledge, theory, research and evidence-based practice? Support your response with evidence from the literature (quote the literature below in the required readings).

2) Discuss the interrelationship between theory, knowledge, research and evidence-based practice.

3) How does this interrelationship support or guide your EBP Project?

Required Readings

Terry, A. J. (2018). Clinical research for the Doctor of Nursing practice (3rd ed.). Burlington, MA: Jones & Bartlett Learning.

With your EBP project in mind, select and read the chapter that best fits your proposed methodologies: (I can attach the following chapters, let me know if you don’t have them and need me to attach them)

  • Chapter      6, “Designing a Clinically-Based Quantitative Capstone Research Project”
  • Chapter      7, “Designing a Clinically-Based Qualitative Capstone Research Project”
  • Chapter      8, “Designing a Clinically-Based Mixed Method Capstone Research Project”

Fawcett, J., & Garity, J. (2009). Chapter 1: Research and evidence-based nursing practice. In Evaluating Research for Evidence-Based Nursing, (pp. 3-20). Philadelphia, PA: F. A. Davis.

Adams, J.M., & Natarajan, S. (2016). Understanding influence within the context of nursing: Development of the Adams influence model using practice, research, and theory. Advances in Nursing Science, 39(3), E40-E56.

Djulbergovic, B. (2014). A framework to bridge the gaps between evidence-based medicine, health outcomes, and improvement and implementation science. Journal of Oncology Practice, 10(3), 200-202.

Hutchinson, A.M., Bioeth, M., Wilkinson, J.E., Kent, B., & Harrison, M.B. (2012). Using the promoting action on research implementation in health services framework to guide research use in the practice setting. Worldviews on Evidence-Based Nursing, First Quarter, 59-61.

Leung, K., Trevena, L., & Waters, D. (2014). Systematic review of instruments for measuring nurses’ knowledge, skills and attitudes for evidence-based practice. Journal of Advanced Nursing 70(10), 2181–2195.

Leung, K., Trevena, L., & Waters, D. (2016). Development of a competency framework for evidence-based practice in nursing. Nurse Education Today, 39, 189-196.

PIICOT Question

In patients in extended intensive care within an urban acute care facility in Eastern United States, how does early mobilization as recommended by National Institute of Health and Care Excellence clinical guidelines on rehabilitation of patients after critical illness impact early transfers from intensive care as measured 6 months post-implementation when compared to the current standard of care including minimal mobilization of patients?

P: Adult patients

I: in extended intensive care within an urban acute care facility

I: increased mobilization of the patients

C: minimal mobilization of the patients

O: early transfers of the patients from intensive care

T: 6 months

Due tomorrow 09/19/18 by 1:00 am. Thanks!

Discuss the direct influence the IOM report has on nursing education and nursing leadership. Describe the benefits and opportunities for BSN-prepared nurses.

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Review the Institute of Medicine’s 2010 report “The Future of Nursing: Leading Change, Advancing Health.” Write a 750-1500 word paper discussing the influence of the IOM report on nursing practice. Include the following:

  1. Summarize the four messages outlined in the IOM report and explain why these are significant to nursing practice.
  2. Discuss the direct influence the IOM report has on nursing education and nursing leadership. Describe the benefits and opportunities for BSN-prepared nurses.
  3. Explain why it is important that a nurse’s role and education evolve to meet the needs of an aging and increasingly diverse population.
  4. Discuss the significance of professional development, or lifelong learning, and its relevance in caring for diverse populations across the life span and within the health-illness continuum.
  5. Discuss how nurses can assist in effectively managing patient care within an evolving health care system.

Prepare this assignment according to the guidelines found in the APA Style Guide

NO PLAGIARISM, 4 REFERENCE IN APA FORMAT

Assignment: Windshield Survey/Community Assessment

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Conduct a “Windshield Survey” in a section of your community. Instructions for the survey can be found in Stanhope and Lancaster (2016) on page 416, Table 18-6. As you notice, conducting a Windshield Survey requires that you either walk around or drive around a particular section of the community and take notes about what you observe. A Windshield Survey cannot be conducted by reviewing websites or Google Earth only. It requires actually taking a look at the selected area of the community. This survey should be focused on the problem and population you have selected for your practicum project. If you choose, for example, obesity among Hispanic schoolchildren, you might want to locate a section of the community where many Hispanic children live, or you might want to conduct the Windshield Survey around where Hispanic children attend school. If Hispanic children are not found in a specific section of your community (e.g., Chinatown in San Francisco or Harlem in New York), then you may select the section of the community where you live or work but pay particular attention to your practicum population and practicum problem as you conduct a survey of the community as viewed through the eyes of the public health nurse.

By Day 7 of Week 3

Submit a 3- to 4-page paper including:

  • Introduction to the community, including the name of the community and any interesting or historical facts you would like to add about where you live
  • Photographs of the selected area of the community that serve as evidence of your observations and hypotheses
  • Windshield Survey findings, including a description of the section of your community that you chose to survey
  • Description of the Vulnerable Population and Available Resources
    • Demographics of the vulnerable population
    • What social determinants create their vulnerable status?
    • What community strengths exist to assist this population?
  • Conclusions based on Nursing Assessment of the Community
    • Based on what you have found, what conclusions can you draw about your community and your selected population for your practicum?
  • Select at least 5 scholarly resources to support your assessment. Websites may be included but the paper must include scholarly resources in its development.

For this Assignment, review the following:

  • AWE Checklist (Level 4000)
  • BSN Program Top Ten Citations and References
  • Walden paper template (no abstract or running head required)

Description of the standard administrative steps and processes in a typical health care organization’s risk management program compared to the administrative steps and processes you identify in your selected example plan. (Note: For standard risk management policies and procedures, look up the MIPPA-approved accrediting body that regulates the risk management standards in your chosen health care sector, and consider federal, state, and local statutes as well.)

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The purpose of this assignment is to analyze a health care risk management program.

Conduct research on approaches to risk management processes, policies, and concerns in your current or anticipated professional arena to find an example of a risk management plan. Look for a plan with sufficient content to be able to complete this assignment successfully. In a 1,000‐1,250-word paper, provide an analysis of the risk management plan that includes the following:

  1. Summary of the type of risk management plan you selected (new employee, specific audience, community‐focused, etc.) and your rationale for selecting that example. Describe the health care organization to which the plan applies and the role risk management plays in that setting.
  2. Description of the standard administrative steps and processes in a typical health care organization’s risk management program compared to the administrative steps and processes you identify in your selected example plan. (Note: For standard risk management policies and procedures, look up the MIPPA-approved accrediting body that regulates the risk management standards in your chosen health care sector, and consider federal, state, and local statutes as well.)
  3. Analysis of the key agencies and organizations that regulate the administration of safe health care in your area of concentration and an evaluation of the roles each one plays in the risk management oversight process.
  4. Evaluation of your selected risk management plan’s compliance with the standards of its corresponding MIPPA-approved accrediting body relevant to privacy, health care worker safety, and patient safety.
  5. Proposed recommendations or changes you would implement in your risk management program example to enhance, improve, or secure the aforementioned compliance standards.

In addition to your textbook, you are required to support your analysis with a minimum of three peer‐reviewed references.

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 LopesWrite. Refer to the LopesWrite Technical Support articles for assistance.

Benchmark Information

This benchmark assignment assesses the following programmatic competency:

BS Health Sciences

3.2 Discuss compliance with risk management protocol.

Assessment 4 Instructions: Final Care Coordination Plan Content

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For this assessment, you will implement the preliminary care coordination plan you developed in Assessment 1. Present the plan to the patient in a face-to-face clinical learning session and collaborate with the patient in evaluating session outcomes and addressing possible revisions to the plan.

NOTE: You are required to complete this assessment after Assessment 1 is successfully completed.

Care coordination is the process of providing a smooth and seamless transition of care as part of the health continuum. Nurses must be aware of community resources, ethical considerations, policy issues, cultural norms, safety, and the physiological needs of patients. Nurses play a key role in providing the necessary knowledge and communication to ensure seamless transitions of care. They draw upon evidence-based practices to promote health and disease prevention to create a safe environment conducive to improving and maintaining the health of individuals, families, or aggregates within a community. When provided with a plan and the resources to achieve and maintain optimal health, patients benefit from a safe environment conducive to healing and a better quality of life.

This assessment provides an opportunity for you to apply communication, teaching, and learning best practices to the presentation of a care coordination plan to the patient.

You are encouraged to complete the Vila Health: Cultural Competence activity prior to completing this assessment. Completing course activities before submitting your first attempt has been shown to make the difference between basic and proficient assessment.

Demonstration of Proficiency

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

  • Competency 1: Adapt care based on patient-centered and person-focused factors.
    • Design patient-centered health interventions and timelines for care delivered through direct clinical interaction that is logged in the CORE ELMS system.
  • Competency 2: Collaborate with patients and family to achieve desired outcomes.
    • Evaluate learning session outcomes and the attainment of mutually agreed-upon health goals, in collaboration with a patient.
  • Competency 3: Create a satisfying patient experience.
    • Evaluate patient satisfaction with the care coordination plan and progress made toward Healthy People 2020 goals and leading health indicators.
  • Competency 4: Defend decisions based on the code of ethics for nursing.
    • Make ethical decisions in designing patient-centered health interventions.
  • Competency 5: Explain how health care policies affect patient-centered care.
    • Identify relevant health policy implications for the coordination and continuum of care.

Preparation

In this assessment, you will implement the preliminary care coordination plan you developed in Assessment 1 and communicate the plan to the patient in a professional, culturally sensitive, and ethical manner.

To prepare for the assessment, consider the patient experience and how you will present the plan. Make sure you schedule time accordingly.

Note: Remember that you can submit all, or a portion of, your plan to Smarthinking Tutoring for feedback, before you submit the final version for this assessment. If you plan on using this free service, be mindful of the turnaround time of 24–48 hours for receiving feedback.

Instructions

Note: You are required to complete Assessment 1 before this assessment.

For this assessment:

  • Complete the preliminary care coordination plan you developed in Assessment 1.
  • Present the plan to the patient in a face-to-face clinical learning session. Communicate in a professional, culturally sensitive, and ethical manner.
  • Collaborate with the patient in evaluating session outcomes and addressing possible revisions to the plan.

Reminder: The time you spend presenting your final care coordination plan must be logged in the CORE ELMS system. The total time spent in securing individual participation in this activity in Assessment 1 and presenting your plan in this assessment must be at least three hours. The CORE ELMS link is located in the courseroom navigation menu.

Please be advised that the Volunteer Experience form requires that you provide the name and contact information for at least one individual with whom you worked as part of your direct clinical activity. Your faculty may reach out to this individual to verify that you have accurately documented and completed your clinical hours.

Document Format and Length

Build on the preliminary plan document you created in Assessment 1. Your final plan should be 5–7 pages in length.

Supporting Evidence

Support your care coordination plan with peer-reviewed articles, course study resources, and Healthy People 2020 resources. Cite at least three credible sources.

Grading Requirements

The requirements, outlined below, correspond to the grading criteria in the Final Care Coordination Plan Scoring Guide, so be sure to address each point. Read the performance-level descriptions for each criterion to see how your work will be assessed.

  • Design patient-centered health interventions and timelines for care delivered through direct clinical interaction that is logged in the CORE ELMS system.
    • Address three patient health issues.
    • Design an intervention for each health issue.
    • Identify three community resources for each health intervention, so the patient may make an informed decision about what resources to use.
  • Make ethical decisions in designing patient-centered health interventions.
    • Consider the practical effects of specific decisions.
    • Include the ethical questions that generate uncertainty about the decisions you have made.
  • Identify relevant health policy implications for the coordination and continuum of care.
    • Cite specific health policy provisions.
  • Evaluate learning session outcomes and the attainment of mutually agreed-upon health goals, in collaboration with the patient.
    • What aspects of the session would you change?
    • How might revisions to the plan improve future outcomes?
  • Evaluate patient satisfaction with the care coordination plan and progress made toward Healthy People 2020 goals and leading health indicators.
    • What changes would you recommend to improve patient satisfaction and better align the session with Healthy People 2020 goals and leading health indicators?
Additional Requirements

Before submitting your assessment, proofread your final care coordination plan to minimize errors that could distract readers and make it more difficult for them to focus on the substance of your plan.

You must submit your hours to the CORE ELMS system before you can complete this assessment and course.

Portfolio Prompt: Save your presentation to your ePortfolio. Submissions to the ePortfolio will be part of your final Capstone course.

Health History and Medical Information

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It is necessary for an RN-BSN-prepared nurse to demonstrate an enhanced understanding of the pathophysiological processes of disease, the clinical manifestations and treatment protocols, and how they affect clients across the life span.

Evaluate the Health History and Medical Information for Mrs. J., presented below.

Based on this information, formulate a conclusion based on your evaluation, and complete the Critical Thinking Essay assignment, as instructed below.

Health History and Medical Information

Health History

Mrs. J. is a 63-year-old married woman who has a history of hypertension, chronic heart failure, and chronic obstructive pulmonary disease (COPD). Despite requiring 2L of oxygen/nasal cannula at home during activity, she continues to smoke two packs of cigarettes a day and has done so for 40 years. Three days ago, she had sudden onset of flu-like symptoms including fever, productive cough, nausea, and malaise. Over the past 3 days, she has been unable to perform ADLs and has required assistance in walking short distances. She has not taken her antihypertensive medications or medications to control her heart failure for 3 days. Today, she has been admitted to the hospital ICU with acute decompensated heart failure and acute exacerbation of COPD.

Subjective Data

  1. Is very anxious and asks whether she is going to die.
  2. Denies pain but says she feels like she cannot get enough air.
  3. Says her heart feels like it is “running away.”
  4. Reports that she is exhausted and cannot eat or drink by herself.

Objective Data

  1. Height 175 cm; Weight 95.5kg.
  2. Vital signs: T 37.6C, HR 118 and irregular, RR 34, BP 90/58.
  3. Cardiovascular: Distant S1, S2, S3 present; PMI at sixth ICS and faint: all peripheral pulses are 1+; bilateral jugular vein distention; initial cardiac monitoring indicates a ventricular rate of 132 and atrial fibrillation.
  4. Respiratory: Pulmonary crackles; decreased breath sounds right lower lobe; coughing frothy blood-tinged sputum; SpO2 82%.
  5. Gastrointestinal: BS present: hepatomegaly 4cm below costal margin.

Intervention

The following medications administered through drug therapy control her symptoms:

  1. IV furosemide (Lasix)
  2. Enalapril (Vasotec)
  3. Metoprolol (Lopressor)
  4. IV morphine sulphate (Morphine)
  5. Inhaled short-acting bronchodilator (ProAir HFA)
  6. Inhaled corticosteroid (Flovent HFA)
  7. Oxygen delivered at 2L/ NC

Critical Thinking Essay

In 750-1,000 words, critically evaluate Mrs. J.’s situation. Include the following:

  1. Describe the clinical manifestations present in Mrs. J.
  2. Discuss whether the nursing interventions at the time of her admissions were appropriate for Mrs. J. and explain the rationale for each of the medications listed.
  3. 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.
  4. 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 a rationale for each of the interventions you recommend.
  5. Provide a health promotion and restoration teaching plan for Mrs. J., including multidisciplinary resources for rehabilitation and any modifications that may be needed. Explain how the rehabilitation resources and modifications will assist the patients’ transition to independence.
  6. Describe a method for providing education for Mrs. J. regarding medications that need to be maintained to prevent future hospital admission. Provide rationale.
  7. Outline COPD triggers that can increase exacerbation frequency, resulting in return visits. Considering Mrs. J.’s current and long-term tobacco use, discuss what options for smoking cessation should be offered.

You are required to cite to a minimum of two sources to complete this assignment. Sources must be published within the last 5 years and appropriate for the assignment criteria and relevant to nursing practice.

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.

PLEASE FOLLOW RUBRICS

Subjective and objective clinical manifestations are detailed. The clinical manifestations are accurate and clearly report the observed and perceived  Evaluation of appropriateness of nursing interventions at the time of admission is thoroughly discussed. A well-supported explanation for each of the medications listed is presented. Strong and compelling rationale is provided. signs and symptoms.

Four cardiovascular conditions that may lead to heart failure are clearly described. Medical and nursing interventions to prevent the development of heart failure in each condition are discussed. Overall, the discussion demonstrates insight into medical and nursing interventions used to prevent heart failure.

Four nursing interventions that can help prevent problems caused by multiple drug interactions in older patients are discussed. The discussion fulfills the assignment criteria and strong rationale for the interventions is provided.

A well-developed health promotion and restoration teaching plan for the patient is presented. Multidisciplinary resources for rehabilitation and any modifications that may be needed are clearly discussed. An strong explanation for how rehabilitation resources and modifications assist patient transition to independence is presented. The overall discussion is well-supported.

A method for providing education to the patient for the maintenance of prescribed medications that prevents future hospital admissions is thoroughly described. The method is clearly appropriate for the client and prevents readmission. Strong rationale is provided for support.

All appropriate COPD triggers exacerbating return visits are clearly outlined. Strong options for smoking cessation are detailed and are highly relevant to the patient.

All appropriate COPD triggers exacerbating return visits are clearly outlined. Strong options for smoking cessation are detailed and are highly relevant to the patient.

Thesis is comprehensive and contains the essence of the paper. Thesis statement makes the purpose of the paper clear.

Clear and convincing argument presents a persuasive claim in a distinctive and compelling manner. All sources are authoritative.

Question 1 Statistics for 2008 to 2009 indicated that 20.7% of children lived in poverty. What health implications can be drawn from this statistic?

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Question 1 Statistics for 2008 to 2009 indicated that 20.7% of children lived in poverty. What health implications can be drawn from this statistic?

Select all that apply.

1. These children run a higher risk of poor overall health status.

2. Public health clinics can provide preventive care.

3. Medicaid assistance can enable these children to receive health care.

4. Increased funding for children’s health has resulted from these statistics.

Question 2 Which criterion limits access to health care?

1. No public transportation

2. Employment opportunities

3. Transition programs for newly arrived legal residents

4. Advocacy groups for immigrants

Question 3 A patient in the Emergency Department is concerned about the cost of treatment because of no financial income. What areas would the nurse include when assessing this patient?

Select all that apply.

1. Preventive care

2. Nutritional status

3. Number of accidents

4. Shelter

5. Status of current immunizations

Question 4 While taking the health history, a Black Hispanic patient tells the nurse about having difficulty finding employment. The nurse realizes that which is a factor that causes income disparity within this segment of the population?

1. Shift to labor requiring higher technological skills

2. Increase in the real minimum wage potential

3. Increase in traditional labor skills for these groups

4. Shift of skilled jobs to unskilled labor

Question 5 The nurse notes that a larger number of foreign-born patients are being seen in the hospital. From which countries are the majority of foreign-born legal permanent residents?

Select all that apply.

1. Mexico

2. China

3. India

4. Europe

5. South America

Question 6 A patient explains how a former job has been outsourced to another country. What impact has globalization had on the economy?

1. Increased income inequality for some groups in the United States

2. Improved income for all minority groups in the United States

3. Increased membership in labor unions

4. Decreased immigration

Question 7 Legal permanent residents tend to initially settle in urban areas. What can be inferred from this?

1. Employment may be found but will probably be in lesser-paying jobs.

2. Unemployment will not be a concern.

3. Employment is easy to obtain in urban areas.

4. Income earning potential is higher.

Question 8 A foreign-born patient tells the nurse about preparing for the naturalization exam. What kinds of questions will be on this exam?

Select all that apply.

1. Questions about the Constitution

2. Parts of the US government

3. Who makes federal laws

4. The number of justices on the Supreme Court

5. Words of the US national anthem

Question 9 While shifts in the population profile are occurring, what is an important consideration to address in health care?

1. Cultural health needs of varying groups must be considered.

2. Health care needs to be streamlined for consistent care delivery.

3. More physicians need to be trained to deliver health care.

4. Health care providers need to be younger to care for an aging population.

Question 10 According to the 2010 Census, the percentage of the 65+ population of White non-Hispanics is at 13%. How will health planning needs be affected by this percentage?

1. This population will have greater demands on the health care system as it ages.

2. Planning needs for other segments of the population can be revised downwards.

3. There is no need to increase manufacture of childhood immunizations.

4. Cultural accommodations for other minority groups can be decreased.

Question 11 A patient tells the nurse that she lives in Section 8 housing. The nurse realizes that eligibility for this program is determined by:

1. Low-income guidelines

2. Family size

3. Geographic address

4. Employment history

Question 12 A patient, an immigrant from another country, is waiting to be seen in the Emergency Department. What difficulties is this patient dealing with since coming to a new country?

Select all that apply.

1. Learning a new language

2. Adapting to a new climate

3. Eating new foods

4. Fitting in with the new culture

5. Rejecting old customs in favor of new ones

Question 13 The nurse is comparing the patient population at a health care organization with the US Bureau of the Census population statistics. Which statement would the nurse use to make this comparison?

1. The percentage of US citizens who were people of color in 2010 was 36.3% of the population.

2. The percentage of Black Americans dropped considerably between 2000 and 2010.

3. People of color are the majority population within the United States.

4. People of color as a percentage of the overall US population are decreasing.

Question 14 Prior to completing an admission assessment, a foreign-born patient provides the nurse with a green card. What does this green card represent?

Select all that apply.

1. Proof of legal permanent residency

2. All rights of a US citizen with exceptions

3. Inability to vote

4. Restrictions to become a citizen

5. Automatic US citizenship

Question 15 When determining health care needs for a patient population, the health care organization analyzes the percentage of races represented within the organization with those of the US Census. What was the change in the White population between the 2000 and 2010 censuses?

1. 2.7%

2. 1.2%

3. 0.3%

4. 3.8%

Question 16 While completing demographics for a new admission, the nurse notes that there are separate categories for race and Hispanic origin.What influenced this change to occur in demographic data  reporting?

1. Federal guidelines written in 1997 separated race and Hispanic origin as two separate concepts.

2. The number of people identified as non-White was increasing out of proportion to the population.

3. Identifies which health plans the patient is eligible to enroll in

4. Better differentiates categories within the African-American group

Question 17 How might immigration contribute to income inequality in the United States?

1. Many immigrants’ willingness to do jobs for less money than native-born residents

2. Being the primary income earners in the family

3. Advocating for higher minimum wages

4. A willingness to join labor unions as in previous immigrant trends

Question 18 Which characteristic would the nurse assess in a family experiencing multi-generational poverty?

1. Repeated cycles of decreased educational opportunities leading to poorer income potential and poorer health outcomes

2. Members not wishing to improve their life circumstances

3. Decreased interest by lawmakers in reducing poverty circumstances

4. Increased government efforts to provide money to improve incomes

Question 19 The health care administrator is comparing the 2000 Census Bureau data with patient demographic data. Which cultural group represented 12.5% of the population in 2000?

1. Hispanic or Latino

2. Asian

3. African American

4. American Indian and Alaskan Native

Question 20 What does the nurse identify as reasons why income influences health?

Select all that apply.

1. Increases access to health care

2. Enables people to live in better neighborhoods

3. Enables people to afford better housing

4. Enables people to live in areas without environmental hazards

5. Reduces despair