Nursing strategies to prevent falls in the older adult

/0 Comments/in /by

Required

3-4 literature review about nursing strategies to prevent falls in the older
adult (2-3 sources, APA style).

Nursing Professional Practice Project

/0 Comments/in /by

Please confirm if you have access to CINHAL, MedLine to research the articles and that you can
provide an outline of the presentation prior to the due date of 2/20.
This is a 7 – 10 page powerpoint, articles must be summarized in a separate doc and speaker
notes must be added.
Please provide estimate.
Here are additional details
PROFESSIONAL PRACTICE PROJECT

NARRATED POWERPOINTS
Research and select 3 current articles written from 2006-2016, about a current professional
practice topic (NOT a clinical topic), these can include the following subjects (but not limited to):
• Case Management
• Advance Nursing Practice
• Education Preparation of Nurses
• Health Care Delivery Systems
• Legality in Nursing
• Communication in Nursing
• Professionalism in Nursing (ie. Uniforms, organizational involvement)
• Leadership and impact on working environment
• Patient Care Delivery systems
• Financial impact and cost containment issues
• Quality Initiatives
• Staffing Ratios
• Ethical Issues affecting nursing
• Other topic may be considered after consultation and approval by instructor
Introduce the topic then, for each article, summarize the key points in no more than 2 paragraphs
for each article. Then describe the significance of these articles (why is this important). Finally,
summarize the implications these articles in current nursing practice (what affect does this topic
have on nursing).

Researching should be conducted in such data bases as CINHAL, MedLine etc.
Student will develop narrated PowerPoints and post on Blackboard. Each student will comment
on 2 student presentations.
GRADING
Reference Page APA (including grammar, punctuation, etc)
Summarization of articles (avoid long quotes)
Narrated PowerPoints:
*Include information needed to give a thorough understanding of topic, Narrative and notes to
explain each slide, PP presentation completed before deadline, meets or exceeds required
length (7-10 slides)Significance of articles /Implication to practice
Posted comment on
Discussion board respond to 2 fellow student presentations.

Opiod Abuse in Native Americans

/0 Comments/in /by

Required:

Definition of key concepts and review of the literature

Manica, Biplor Disorder and Cyclthymia

/0 Comments/in /by

Required:

Discussion on Mania, Bipolar Disorder and Cyclothymia
1. What is the difference between mania and hypomania?
2. Today, many youth who are psychiatrically hospitalized or assessed by a psychiatrist are being
given the diagnosis of bipolar disorder. Review the diagnostic criteria for this diagnosis,
particularly the text that indicates how this disorder may appear in children and adolescents.
Explain why you think this diagnosis is so prevalent currently.
3. Explain the difference between Bipolar disorder and cyclothymia.

[1,200 words; 6-9 sources APA style]

Personal Ethical Action Plan

/0 Comments/in /by

Instructions

OVERVIEW

One of the core assumptions regarding ethics in this course is that it is not a matter of if you will face an ethical dilemma, but when.  Moreover, it is easier to respond the way you want in such a situation if you are prepared ahead of time.

Therefore, the purpose of this assignment is to help you prepare yourself by developing a “personal ethical action plan.” This plan is based on your self-analysis of core concepts associated with ethics, and how they associate with your ability to choose an ethical course of action when faced with an ethical dilemma.

Your assignment is to write a paper that incorporates your self-assessment into a personal ethical action plan (i.e., how you will prepare yourself for responding in the face of an ethical dilemma).  Please observes the following guidelines:

  1. Do not include a cover page or table of contents, just put your name at top of first page.
  2. Make sure to include an introduction and conclusion.
  3. Be sure to include transitions between the parts of the Personal Ethical Action Plan so that it reads as one cohesive paper rather than six independent assignment
  4. Follow the conventions of good writing.  See the WRITER’S TOOLBOX module in our Canvas page for guidance.
  5. You are required to cite at least two outside sources in addition to the Giving Voice to Values book.
    1. All sources should be cited in-text and a full reference provided at the end of the document per APA 6th format.
    2. Be sure to follow appropriate rules regarding quotation and citation (see Academic Dishonesty section of the course syllabus).
  6. Single space your document and use 12-point font.

CONTENT RESOURCES

You should draw the material for your analysis from topics and issues covered in class.  You will need to supplement your writing with additional research/resources such as the Giving Voice to Values (GVV) book. This and other sources must be cited in-text and then a full reference provided at the end of the paper using APA format. Below I provide a recommended reading schedule for the GVV book so that it will best help you to complete this assignment.

ELEMENTS OF THE PAPER

The final paper consists of six parts, which will be turned in at two points in time during the term. Each of the six parts must be at least 500 words minimum. The first time you submit the assignment you will submit parts one through four. The second and final time you submit the assignment you will submit revised versions of parts one through four and then add parts five and six.  The six parts are detailed on the following pages.

PART 1: My Core Values

In this part, you will list and discuss your core values.  Be sure to:

  • Complete the assignments “Funeral Exercise” and “5 People 5 Attributes” from the video presentation from Week 2. Include these completed exercises in an appendix (at the very end of the assignment)
  • Read chapters 1 and 2 from Giving Voice to Values.
  • Drawing from what you learned during these assignments and readings about what you value most in life, and what you hope to accomplish in it, describe your core values in detail. Dedicate at least one paragraph to each of the core values describe how you came to identify each core value and its importance to you (refer to the “Funeral Exercise” and “5 people 5 attributes” exercises as appropriate) and how you envision them helping you in future ethical dilemmas.

PART 2: A Tale of Two Stories

In this part you will tell two stories – one where you acted in accordance with your values and one where you did not.  Be sure to:

  • Read Chapters 3 and 4 from GVV in order to complete this part of the assignment
  • Complete the exercise entitled “Tale of Two Stories” (available in PDF format in the Personal Ethical Action Plan module of Canvas).
  • Write up each of the two stories into a one paragraph summary (you can include a longer-form version of the stories in the appendix if you would like) and include in your Personal Ethical Action Plan.
  • Answer the questions asked in the “Tale of Two Stories” exercise and include them after the stories in essay (paragraph) format.

PART 3: Your Professional Purpose

In this part you will describe your professional purpose.  Be sure to:

  • Review and answer each of the questions from the Personal Purpose section of the Key Self-Assessment Questions in the Giving Voice to Values book (pgs. 116-117). You do not need to answer them individually, you will address them in the last bullet below.
  • Craft a statement of professional purpose: 1 to 2 sentences
  • Expand upon this overall statement of professional purpose by addressing each of the self-assessment questions in essay (paragraph) format (not in Q&A format)

PART 4: Your Self Story

Write a self-story that allows you to align what you think is right with who you already think you are. These self-stories should be broad enough that they could be used in a variety of situations where your morality or ethics are challenged. Think of a way of explaining why your values and morals are important to you and why it would be difficult for you to go against them in the workplace. Unlike the Tale of Two Stories, this section is intended to be used in actual ethical dilemmas in the future.

A successful self-story typically takes one of two forms:

  1. A description of a particularly vivid past experience that cemented within you a firm desire to follow your values or taught you the importance of your own values.
  2. An origin story of your values that helps explain why they are so important to you.

Either of these options could be utilized to successfully create a self-story that can be used in the workplace to defend your values-based choices

When doing this part be sure to:

  • Read chapter 6 from GVV.
  • Start the section with a discussion of the types of ethical dilemmas you can expect to face given your professional purpose.
    • Remember transitions: “Building off of my professional purpose…here are some of the types of ethical dilemmas I might face…”
  • Then lead into your discussion of a story that you could use when faced with these ethical dilemmas
    • “It’s important to have a script for how to respond when your values are questions, so I’ve come up with the following…”
  • Write the story out exactly how you could envision yourself saying it to a boss or coworker in a memo or formal email.

PART 5: Self Assessment Regarding Voice

This exercise builds on what you learned in Part 2 (A Tale of Two Stories) but asks you to speak more broadly to the tendencies you have shown in terms of voicing up.

When doing this part be sure to:

  • Read chapter 7 of GVV
  • Revisit the personal communication style questions from the Key Self-Assessment Questions in the Giving Voice to Values book (pgs. 116-117)
  • Ask yourself: When do you take a stand?
    • What are the issues that you just can’t stay silent on?
    • What is the ideal context for your to voice your views?
  • Ask yourself: How do you usually speak up?
    • What’s your style when speaking up?
    • Who do you speak to? The group? One on one?
    • Which method of communication best suits your style?

PART 6: Reasons and Rationalizations

This section is all about foreseeing the various reasons and rationalizations you might be tempted to not voice your values. This is an important step in the development of your Personal Ethical Action Plan because oftentimes our own thoughts are what keep us from speaking up. We can increase the likelihood of our speaking up by foreseeing the potential reasons and rationalizations we might use and plan ahead of time how we will overcome these potentially silencing thoughts.

When doing this part be sure to:

  • Read chapter 8 of GVV.
  • Identify specific rationalizations you use. What are those you hear others around you use? Think of specific examples.
  • How do you intend to counteract those rationalizations listed above?.
  • Give some serious thought to this, it is actually very difficult to overcome our human tendency to rationalize inaction. How will you overcome it?
    • Name specific biases and rationalizations that might come into play.

 

Reflective Journal: Exploring Diversity

/0 Comments/in /by

Visit the United States Census Bureau at https://www.census.gov/quickfacts/FL (Links to an
external site.). Select a city or town in the state of Florida. Define the population demographics
(race, median income, per capita income, gender, age, persons per square mile, educational
level and any other pertinent statistic). Select one race from this demographic and define how
you would tailor an educational program. Be sure to list what morals and values of the population
would impact the program. List at least two references in APA format. Your entry should be at
least three paragraphs.

Journal Entry: Experiences and Observations in Practicum

/0 Comments/in /by

Reflection of Experiences and Observations in Practicum

Submit a journal entry in which you reflect on the following:
1.Your experiences and observations in practicum.
2.A self-assessment of your professional strengths and challenges.
3.The application of course material and research to your online teaching experience.

Your paper should be 8-10 pages an formatted in APA style. Inlcude 5-7 scholarly sources.

Regulatory environment: quality improvement, risk  management, and learning guidelines

/0 Comments/in /by

Instructions

Create a 4–5-page executive summary of tools and best practices for quality improvement, risk  management, and learning guidelines.

Include a summary table that describes the status of an organization’s compliance with regulatory requirements.

(350-450 words).

Early detection of hypertension in the elderly

/0 Comments/in /by

Required: 

Respond to the following questions in 250-300 words.

  • How can free blood pressure screening help the elderly?
  • How does early detection help save major medical cost?

Therapeutic Communication

/0 Comments/in /by

Therapeutic Communication

Student nurses are learning how to use therapeutic communication as they progress through nursing school.  Although a “Process Recording” is another name for “Therapeutic Communication,” a “Process Recording” is generally used exclusively in the psychiatric setting. Since you will be doing this assignment in more than one setting, they will be called Therapeutic Communications. A Therapeutic Communication is based on a health related goal that is therapeutic, and not a social conversation.

 

The purpose of this exercise is for the student to receive feedback from the instructor on how to enhance one’s therapeutic communication and have it become more effective. It is important for the student to document the verbatim conversation that occurred between the client and the student.  Do not hesitate to document conversations in which you later realized a mistake was made. This is a valuable part of the learning process. The instructor will be able to give you feedback on what might have been said differently to evoke a more meaningful response. Difficult conversations in which the student is at a loss for what to say can be the most valuable learning experiences.  Grades are given on progress made and insights gained into effective therapeutic communication. Be sure to include the setting, your positioning, and the other requested details. This also gives the instructor valuable information to enhance feedback.

Why must student nurses practice this skill?

  • Nurses will have the opportunity to communicate with clients in many different settings for many different reasons. This is an important time to help clients learn about themselves, their health and what they can do to help themselves. The nurse uses therapeutic communication purposefully in order to implement therapeutic interventions related to health care.

How do I learn to have Therapeutic Communications with my clients?

  • By practicing! You will be studying about Therapeutic Communication in your other courses and you will be applying what you learn in the clinical area. Remember, each patient encounter is an opportunity to teach them about health promotion and disease prevention. In the psychiatric setting, it is an opportunity for the student nurse to use “therapeutic self” to help the patient discover what they think, learn to make decisions, learn how to relate to others, etc.

Reading Assignment:

  • In your current psychiatric textbook there is a section or chapter related to this subject. This is required reading before attempting therapeutic communication.

What is a Therapeutic Communication?

  • Therapeutic communication is a health-related interaction with a client. The nurse must identify the goal of the interaction- either prior to the communication or sometimes after it has begun. It is not a social communication. The nurse will use certain communication skills that will enable a client to express him or herself. Remember, that you are learning to make each encounter with a client a learning experience by using therapeutic communication.

Purpose of Process Recording:

  1. To guide the student in the development of self-awareness of the impact of their own behaviors–verbal or non-verbal, on a patient
  2. To encourage the student to explore a variety of strategies to accomplish stated communication goal and objective(s)
  3. To enable the student to become more objective in the processing of patient messages To create opportunities for students to propose alternative responses to patient messages for faculty feedback
  4. To provide the student with a comparative record of own progress in the development of effective therapeutic communication skills
  5. To assist the faculty in gaining an understanding of the student’s ability to communicate therapeutically with patients and families and provide concrete examples and remediation

Components of a Process Recording:

  • Client’s name– use initials for confidentiality. Include some descriptive information about the patient including age and diagnosis (this is under background information). If this is done in a psychiatric setting, the DSM Axis I-V should be noted. There should also be a nursing diagnosis.

Obtaining DSM diagnoses may require accessing on site on-line information; ask your instructor.

  • Nursing Goal for the TC. This is what you hope to achieve by this Therapeutic Communication. The goal is a general, broad statement. Goals are specific and usually limited to one topic area. Conversation remains focused on the goal.

Examples of goals:

  1. a) Medication management and use of prn medication
  2. b) Symptom management
  3. c) Discharge plan
  4. d) Crisis intervention
  • Write two objectives to reach the goal. Begin objectives with an action verb. You have been given lists of these verbs or they can be found in textbooks and on the Internet. An objective is also called an outcome and is measurable. Use the S.M.A.R.T. acronym as a guide.

      Example of objectives:

By the end of the therapeutic communication, the patient will:

    1. Describe one or two symptoms that indicate the need for prn medication
    2. Identify one or two factors that lead to increased anxiety
  • Student’s thoughts and feelings prior to the interaction- is this the first time you ever tried to talk to a patient who has a mental illness? Are you anxious?
  • Setting– state where the interaction occurs, i.e. hospital room, activity room, etc. Describe noise level, staff interruptions, and proximity of other patients. This is the “milieu”. Is it calm, tense, etc?  If there is a change in the milieu, how does it affect your patient? How does it affect you?
  • Verbatim interaction:
  • Therapeutic Communications are not for conducting assessments (i.e. pain), or psychotherapy.
  • Therapeutic Communications are to help the patient express feelings and problems, solve a current issue or concern, etc.
  •  Review the handout on safety and boundaries for nursing students in the psychiatric setting.

Remember, your role is not to fix the patient or solve their problems.  Your role is to actively listen, gain trust, and help the patient gain insight to solve their own problems.

What is recorded and how is it recorded:

  • Notes are not taken while having a TC. This would be detrimental to the process.
  • Student Nurse’s verbal communication verbatim (as much as possible)
  • Student Nurse’s non-verbal communication; remember, 70% of communication is non-verbal.
  • Patient’s verbal communication verbatim (as much as possible).
  • Patient’s non-verbal communication – ie. body position, facial expression, eye contact, etc.
  • An analysis of what and why the nurse said and did (body language–non-verbal language) and an analysis of the patient’s verbal and non-verbal communication. Were they congruent, do they match, i.e. was the patient crying while she described the death of her child or smiling?
  • Line up the patient’s non-verbal communication with patient’s verbal communication.
  • Line up nurse’s non-verbal communication with nurse’s verbal communication.
  • READ & FOLLOW ALL THE INSTRUCTIONS AT THE TOP OF EACH COLUMN on the Process Recording Chart in this syllabus.

Evaluation of Patient Communication:      

  1. a) Evaluate verbal and non- verbal communication. Are they congruent (i.e. do they match?)
  2. b) State what you think is going on, i.e. patient’s interest level, trust, ability to focus, feelings.

Evaluation of Nurse Communication:

  1. Label technique as “Therapeutic” or “Non-therapeutic”.
  2. Identify and state techniques used; ex. Validation,  Silence,  Probing,
  3. If a non-therapeutic technique is used, identify the therapeutic technique that should have been used and give an example of what you could have said. State alternative responses you could have made to facilitate interaction or to promote more open expression of thoughts and feelings by client. Do not be afraid of making a mistake.  Progress, not perfection, is the goal.
  4. Evaluate both your verbal and non-verbal communication. Are they congruent?

HINTS:

Learn as much as you can about the patient before you try to begin a conversation.

Consult with unit staff or your instructor for guidance on goals and objectives for your TC.

Keep your TC goal and objectives as simple as possible

Keep a small notebook with you on the unit, or folded process recording forms,

so that you can record conversations verbatim (including nonverbal) as soon

after the interaction as possible, but out of sight of the patient.

Type the Process Recording based on your notes within 24 hours or sooner to aid your memory.