Community Teaching Plan|2025

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Based on the feedback offered by the provider, identify the best approach for teaching. Prepare a presentation based on the Teaching Work Plan and present the information to your community.

Options for Delivery

Select one of the following options for delivery and prepare the applicable presentation:

  1. PowerPoint presentation – no more than 30 minutes
  2. Pamphlet presentation – 1 to 2 pages
  3. Poster presentation

Selection of Community Setting

These are considered appropriate community settings. Choose one of the following:

  1. Public health clinic
  2. Community health center
  3. Long-term care facility
  4. Transitional care facility
  5. Home health center
  6. University/School health center
  7. Church community
  8. Adult/Child care center

Community Teaching Experience Approval Form

Before presenting information to the community, seek approval from an agency administrator or representative using the “Community Teaching Experience Approval Form.” Submit this form as directed in the Community Teaching Experience Approval assignment drop box.

General Requirements

While APA style is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting guidelines, which can be found in the APA Style Guide.

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

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Topic 6 DQ 1

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Literature Evaluation Table

Student Name:

Change Topic: Nursing shortage

 

Criteria Article 1 Article 2 Article 3 Article 4
Author, Journal (Peer-Reviewed), and

Permalink or Working Link to Access Article

 

 Bridges, J., Griffiths, P., Oliver, E., & Pickering, R. M. (2019). Hospital nurse staffing and staff–patient interactions: an observational study. BMJ quality & safety, 28(9), 706-713.

https://qualitysafety.bmj.com/content/qhc/28/9/706.full.pdf

 

 Glette, M. K., Aase, K., & Wiig, S. (2017). The relationship between understaffing of nurses and patient safety in hospitals-A literature review with thematic analysis.

https://uis.brage.unit.no/uis-xmlui/bitstream/handle/11250/2484383/OJN_2017121214354394.pdf?sequence=1&isAllowed=y

 

 He, J., Staggs, V. S., Bergquist-Beringer, S., & Dunton, N. (2016). Nurse staffing and patient outcomes: a longitudinal study on trend and seasonality. BMC nursing, 15(1), 60.

https://link.springer.com/content/pdf/10.1186/s12912-016-0181-3.pdf

 

 Manesh, M. H., Singh, J. S. K., & Hussain, I. A. B. (2018). Transformational leadership and contextual performance: A quantitative study among nursing staff in kuala lumpur. International Journal of Management and Sustainability, 7(2), 101-112.

https://www.researchgate.net/profile/Jugindar_Singh2/publication/327397656_Transformational_Leadership_and_Contextual_Performance_A_Quantitative_Study_among_Nursing_Staff_in_Kuala_Lumpur/links/5b987f49299bf14ad4d0a658/Transformational-Leadership-and-Contextual-Performance-A-Quantitative-Study-among-Nursing-Staff-in-Kuala-Lumpur.pdf

 
Article Title and Year Published

 

 The title of the article is “Hospital nurse staffing and staff–patient interactions: an observational study.”

It was published in 2019.

 The title of the article is “The relationship between understaffing of nurses and patient safety in hospitals-A literature review with thematic analysis.”

It was published in 2017.

 The title of the article is “Nurse staffing and patient outcomes: a longitudinal study on trend and seasonality.”

It was published in 2016.

 The title of the article is “Transformational leadership and contextual performance: A quantitative study among nursing staff in kuala lumpur.”

It was published in 2018.
Research Questions (Qualitative)/Hypothesis (Quantitative)

 

 What is the association between nurse staffing levels, skill mix, and the quality and quantity of daytime interactions with patients in hospital wards? How can understaffing amongst nurses in hospitals affect patient safety? What is the longitudinal association between nurse staffing and patient outcomes? What influence does transformational leadership have on employee’s contextual performance in the nursing sector in Kuala Lumpur?
Purposes/Aim of the Study To examine the relationship between nurse staffing levels, skill mix and the quality and quantity of daytime interactions with patients in hospital wards The aim is to increase the knowledge of understaffing of hospital nurses, and the consequences that understaffing may have on patient safety To explore longitudinal association that exists between nurse staffing and patient outcome To fill the gap that exists by determining the influence of intellectual stimulation, individualized consideration, inspirational motivation, and idealized influence have on contextual performance.
Design (Type of Quantitative, or Type of Qualitative)

 

 This is a quantitative study that used an observational study. This is a quantitative study that used thematic analysis. This is a quantitative study that used a longitudinal study This is a quantitative study.
Setting/Sample

 

 Six wards at two English National Health Service hospitals a literature search of the databases Chinal, Medline, Cochrane library, Isi Web of Science and Academic Search premiere was undertaken Quarterly unit-level nursing data from 2004-2012 from the NDNQL Healthcare setting in Kuala Lumpur
Methods: Intervention/Instruments

 

 Secondary analysis of observational data Literature review Used 2004-2012 data obtained from NDNQL Self-administered questionnaires
Analysis

 

 Data were analyzed from 119-2 hour sessions in which care of 270 patients was observed Thematic analysis was used. A grouped mechanism was developed in the analysis Descriptive and inferential statics was used for the analysis of data.
Key Findings

 

 Low registered nurse staffing levels results in poorer quality interactions between patients and staff

 

Low nursing staffing results in a wider negative effect with adverse consequences for patient experience and quality of care.

 The nursing shortage affects patient safety negatively directly and indirectly

 

 

 Changes in nurse staffing are associated with changes in rates of falls and pressure ulcers

 

Seasonal nursing shortage contributes to seasonality in patient outcomes

 Nurse leaders should adopt a transformational leadership style to influence and motivate nurses in managing stress, adapting changes and working towards organizational vision and goals

 

Leaders with individualized consideration can improve the performance of nurses
Recommendations

 

 Policies and practices should focus on improving the retention and supply of registered nurses Further research is required on the topic as articles in this study mentioned a lack of research, most especially in Nordic countries More research is needed to study the underlying mechanisms of associations between nurse staffing and patient outcomes Further research should include factors such as culture, age differences, ethnic differences, and religiosity. This will provide a better understanding of the factors that impact transformational leadership and performance.
Explanation of How the Article Supports EBP/Capstone Project

 

 This article supports my EBP/capstone project as it has provided the effects of low registered nurse staffing levels in hospitals and different aspects such as quality interactions This article supports my EBP/capstone project as it has discussed the issue of nurse understaffing and how it affects patient safety negatively. This article supports my EBP/capstone project as the findings can be used in discussing the issue of nurse staffing and its effect on patients This article supports my EBP/capstone project as it has provided theoretical and practical implications for the performance of nurses in the healthcare industry

 

 

 

Criteria Article 5 Article 6 Article 7 Article 8
Author, Journal (Peer-Reviewed), and

Permalink or Working Link to Access Article

 

 Aiken, L. H., Cerón, C., Simonetti, M., Lake, E. T., Galiano, A., Garbarini, A., … & Smith, H. L. (2018). Hospital nurse staffing and patient outcomes. Revista Médica Clínica Las Condes, 29(3), 322-327.

https://www.sciencedirect.com/science/article/pii/S0716864018300609

 

 Rivaz, M., Momennasab, M., Yektatalab, S., & Ebadi, A. (2017). Adequate resources as essential component in the nursing practice environment: a qualitative study. Journal of clinical and diagnostic research: JCDR, 11(6), IC01. http://europepmc.org/article/PMC/5535389 Gan, I. (2020). How do nurse managers describe clinical nurses’ work arrangements? A qualitative study. Nursing Open, 7(1), 160-169.

https://onlinelibrary.wiley.com/doi/full/10.1002/nop2.374

 Griffiths, P., Dall’ora, C., & Ball, J. (2017). Nurse staffing levels, quality and outcomes of care in NHS hospital wards: what does the evidence say?. Health Work: Evidence Briefs, 1(1).

https://eprints.soton.ac.uk/412518/1/staffing_levels_submitted.pdf

 
Article Title and Year Published

 

 The title of the article is “Hospital nurse staffing and patient outcomes.”

It was published in 2018.

 The title of the article is “Adequate resources as essential component in the nursing practice environment: a qualitative study.”

It was published in 2017.

 The title of the article is “How do nurse managers describe clinical nurses’ work arrangements? A qualitative study.”

It was published in 2020.

 The title of the article is “Nurse staffing levels, quality and outcomes of care in NHS hospital wards: what does the evidence say?”

It was published in 2017.
Research Questions (Qualitative)/Hypothesis (Quantitative)

 

 What are the association of nursing staff, nurse skill mix, and nurse work environment with patient outcomes? What is the Iranian nurses’ perceptions of the key constituent of the nursing practice environment How do nurse managers describe nurses in different work arrangements? What are the levels of staffing on wards associated with reported outcomes?
Purposes/Aim of the Study

 To ascertain the relationship between nursing staff, nurse skill mix and nurse work environment with patient outcomes To examine the perception of Iranian nurses on key constituents of the nursing practice environment To understand how nurse managers describe nurses in alternative work arrangements To examine the safe staffing levels in general wards.
Design (Type of Quantitative, or Type of Qualitative)

 

 This is a qualitative study that used a cross-sectional dataset. This is a qualitative study that used qualitative design. This is a qualitative study that used exploratory study. This is a qualitative study.
Setting/Sample

 

 Healthcare setting in Chile Twelve staff nurses, supervisors, and head nurses from different wards of five teaching hospitals 26 baccalaureate‐pre‐pared nurse managers located across the United States MEDLINE, CINAHL, EMBASE, the Cochrane Library, and other databases
Methods: Intervention/Instruments

 

 Same protocols and measures used in RN4CAST A qualitative design with a conventional content analysis approach Semi-structured interviews Used MEDLINE, CINAHL, EMBASE, the Cochrane Library, and other databases
Analysis

 

 The cross-sectional dataset was used for looking at some staffing and work environment measures, patient outcomes and hospital outcomes Data analysis was undertaken using MAXQDA Software with a conventional qualitative content analysis method. The constant comparative method was used for the analysis of the data collection phase. The studies selected were from the UK that estimates the associations between nurse staffing levels on general wards and any quality or outcome measures
Key Findings

 

 The nursing work environment is the hospital property Practice environment plays a vital role in attracting and retaining skilled and experienced human resource

 

 

 Nurses share common work identities, appreciate each others’ personalities and foster workplace relationships Lower nurse staffing levels are associated with worse outcomes in general acute wards or patient groups
Recommendations

 

 Adjusting severity at the patient level can ensure that variation between hospitals can be explained by nursing factors. There is a need to undertake this research in a different practice environment and context as the results may be different. There is a need for further study which should seek to explore alternative work arrangement’s impact on nurse career. There is a need to have the required levels of HCA staffing to better analyze the problem.
Explanation of How the Article Supports EBP/Capstone

 

 This article supports my EBP/capstone project as it discusses the importance of the nursing work environment in relation to the nursing shortage. This article supports my EBP/capstone project as it discusses the importance of environment on attracting and retaining skills and human resources and how this can help deal with the nursing shortage. This article supports my EBP/capstone project as it provides how nurse managers describe nurse alternative work arrangement and how it impacts future employment This article supports my EBP/capstone project as it has discussed the issue of lower nursing staffing levels and how it impacts the patient outcome.

 

 

References

Aiken, L. H., Cerón, C., Simonetti, M., Lake, E. T., Galiano, A., Garbarini, A., … & Smith, H. L. (2018). Hospital nurse staffing and patient outcomes. Revista Médica Clínica Las Condes, 29(3), 322-327.

Bridges, J., Griffiths, P., Oliver, E., & Pickering, R. M. (2019). Hospital nurse staffing and staff–patient interactions: an observational study. BMJ quality & safety, 28(9), 706-713.

Gan, I. (2020). How do nurse managers describe clinical nurses’ work arrangements? A qualitative study. Nursing Open, 7(1), 160-169.

Glette, M. K., Aase, K., & Wiig, S. (2017). The relationship between understaffing of nurses and patient safety in hospitals-A literature review with thematic analysis.

Griffiths, P., Dall’ora, C., & Ball, J. (2017). Nurse staffing levels, quality and outcomes of care in NHS hospital wards: what does the evidence say?. Health Work: Evidence Briefs, 1(1).

He, J., Staggs, V. S., Bergquist-Beringer, S., & Dunton, N. (2016). Nurse staffing and patient outcomes: a longitudinal study on trend and seasonality. BMC nursing, 15(1), 60.

Manesh, M. H., Singh, J. S. K., & Hussain, I. A. B. (2018). Transformational leadership and contextual performance: A quantitative study among nursing staff in kuala lumpur. International Journal of Management and Sustainability, 7(2), 101-112.

Rivaz, M., Momennasab, M., Yektatalab, S., & Ebadi, A. (2017). Adequate resources as essential component in the nursing practice environment: a qualitative study. Journal of clinical and diagnostic research: JCDR, 11(6), IC01.

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Developing and Evaluating New Practice Approaches|2025

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Developing and Evaluating New Practice Approaches

One of the exciting aspects of participating in the health care field is the discovery of new techniques, treatments, and technologies that improve the quality of care and improve health outcomes. As someone engaged in advanced nursing practice, you have the opportunity to search for new solutions to issues in your specialty area. What tools can you use to guide the discovery process? What needs to be considered as you determine new practice approaches to address issues in health care? This week, you consider new ways to address the EBP Project issue you identified in Week 2 see attached file).

To prepare:

  • Reflect on your analysis of the evidence base that addresses your selected issue from the EBP Project (identified during      Week 2 [see attached file]).
  • Using methods articulated in the Learning Resources, formulate new evidence-based practice strategies to address the issue and improve health care quality.
  • What are the theoretical bases for your proposed strategies?
  • What might be the economic impact of implementing your proposed strategies?

By tomorrow  Wednesday day 10/03/18 10:00 am, write an essay of a minimum of 550 words in APA format, and at least 3 scholarly references from the list of required readings below. Include all level one headers as numbered below:

Post a cohesive response that addresses the following:

1) Briefly summarize your selected issue (see my PIICOT question below & attached file) and propose new evidence-based practice strategies. Describe the theoretical basis for your strategies.

2) Discuss the potential economic impact of your suggested strategies.

3) How could the new practice strategies improve health care quality?

Required Readings

White, K. M., Dudley-Brown, S., & Terharr, M. F. (2016). Translation of evidence into nursing and health care practice (2nd ed.). New York, NY: Springer.

  • Chapter 6, “Translation of Evidence for Leadership”

Balakas, K., Sparks, L., Steurer, L., & Bryant, T. (2013). An outcome of evidence-based practiced education: Sustained clinical decision-making among bedside nurses. Journal of Pediatric Nursing, 28, 479-485.

Brown, D.S. (2012). Interview with quality leaders: Dr. Donna E. Shalala and Dr. Linda Burnes Bolton on the committee on the Robert Wood Johnson Foundation initiative on the future of nursing at the Institute of Medicine. Journal for Healthcare Quality, 24(4), 40-44.

Brandt, B., Lutfiyya, M.N., King, J.A., & Chioresco, C. ( 2014). A scoping review of interprofessional collaborative practice and education using the lens of the Triple Aim. Journal of Interprofessional Care, 28(5), 393-399.

Grindel, C.G. (2016). Clinical leadership: A call to action. Med-Surg Nursing, 25(1), 9-16.

Mannix, J., Wilkes, L, & Daly, J. (2015). Grace under fire: Aesthetic leadership in clinical nursing, Journal of Clinical Nursing, 24, 2649-2658.

Stetler, C.B., Ritchie, J.A., Rycroft-Malone, J., & Charns, M.P. (2014). Leadership for evidence-based practice: Strategic and functional behaviors for institutionalizing EBP. Worldviews on Evidence-Based Nursing, 11(4), 219-226.

Schaffer, M.A., Sandau, K.E., & Diedrick, L. (2013). Evidence-based practice models for organizational change: overview and practical applications. Journal of Advanced Nursing, 69(5), 1197-1209 (see attached file).

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

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RECOGNISE HEALTHY BODY SYSTEMS ASSESSMENT|2025

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ASSESSMENT INFORMATION for students

Throughout your training we are committed to your learning by providing a training and assessment framework that ensures the knowledge gained through training is translated into practical on the job improvements.

You are going to be assessed for:

Your skills and knowledge using written and observation activities that apply to your workplace.

Your ability to apply your learning.

Your ability to recognise common principles and actively use these on the job.

All of your assessment and training is provided as a positive learning tool. Your assessor will guide your learning and provide feedback on your responses to the assessment materials until you have been deemed competent in this unit.

How you will be assessed

The process we follow is known as competency-based assessment. This means that evidence of your current skills and knowledge will be measured against national standards of best practice, not against the learning you have undertaken either recently or in the past. Some of the assessment will be concerned with how you apply your skills and knowledge in your workplace, and some in the training room as required by each unit.

The assessment tasks have been designed to enable you to demonstrate the required skills and knowledge and produce the critical evidence to successfully demonstrate competency at the required standard.

Your assessor will ensure that you are ready for assessment and will explain the assessment process. Your assessment tasks will outline the evidence to be collected and how it will be collected, for example; a written activity, case study, or demonstration and observation.

The assessor will also have determined if you have any special needs to be considered during assessment. Changes can be made to the way assessment is undertaken to account for special needs and this is called making Reasonable Adjustment.

 

What happens if your result is ‘Not Yet Competent’ for one or more assessment tasks?

Our assessment process is designed to answer the question “has the desired learning outcome been achieved yet?” If the answer is “Not yet”, then we work with you to see how we can get there.

In the case that one or more of your assessments has been marked ‘NYC’, your trainer will provide you with the necessary feedback and guidance, in order for you to resubmit your responses.

 

What if you disagree on the assessment outcome?

You can appeal against a decision made in regards to your assessment. An appeal should only be made if you have been assessed as ‘Not Yet Competent’ against a specific unit and you feel you have sufficient grounds to believe that you are entitled to be assessed as competent. You must be able to adequately demonstrate that you have the skills and experience to be able to meet the requirements of units you are appealing the assessment of.

Your trainer will outline the appeals process, which is available to the student. You can request a form to make an appeal and submit it to your trainer, the course coordinator, or the administration officer. The RTO will examine the appeal and you will be advised of the outcome within 14 days. Any additional information you wish to provide may be attached to the appeal form.

 

What if I believe I am already competent before training?

If you believe you already have the knowledge and skills to be able to demonstrate competence in this unit, speak with your trainer, as you may be able to apply for Recognition of Prior Learning (RPL).

 

Assessor Responsibilities

Assessors need to be aware of their responsibilities and carry them out appropriately. To do this they need to:

Ensure that participants are assessed fairly based on the outcome of the language, literacy and numeracy review completed at enrolment.

Ensure that all documentation is signed by the student, trainer, workplace supervisor and assessor when units and certificates are complete, to ensure that there is no follow-up required from an administration perspective.

Ensure that their own qualifications are current.

When required, request the manager or supervisor to determine that the student is ‘satisfactorily’ demonstrating the requirements for each unit. ‘Satisfactorily’ means consistently meeting the standard expected from an experienced operator.

When required, ensure supervisors and students sign off on third party assessment forms or third party report.

Follow the recommendations from moderation and validation meetings.

How should I format my assessments?

Your assessments should be typed in a 11 or 12 size font for ease of reading. You must include a footer on each page with the student name, unit code and date. Your assessment needs to be submitted as a hardcopy or electronic copy as requested by your trainer.

 

How long should my answers be?

The length of your answers will be guided by the description in each assessment, for example:

Type of Answer Answer Guidelines

 
Short Answer 4 typed lines = 50 words, or

5 lines of handwritten text
Long Answer 8 typed lines = 100 words, or

10 lines of handwritten text = of a foolscap page
Brief Report 500 words = 1 page typed report, or

50 lines of handwritten text = 1foolscap handwritten pages
Mid Report 1,000 words = 2 page typed report

100 lines of handwritten text = 3 foolscap handwritten pages
Long Report 2,000 words = 4 page typed report

200 lines of handwritten text = 6 foolscap handwritten pages

 

How should I reference the sources of information I use in my assessments?

Include a reference list at the end of your work on a separate page. You should reference the sources you have used in your assessments in the Harvard Style. For example:

Website Name – Page or Document Name, Retrieved insert the date. Webpage link.

For a book: Author surname, author initial Year of publication, Title of book, Publisher, City, State

assessment guide

The following table shows you how to achieve a satisfactory result against the criteria for each type of assessment task.

Assessment Method Satisfactory Result Non-Satisfactory Result
You will receive an overall result of Competent or Not Yet Competent for the unit. The assessment process is made up of a number of assessment methods. You are required to achieve a satisfactory result in each of these to be deemed competent overall. Your assessment may include the following assessment types.
Questions All questions answered correctly Incorrect answers for one or more questions
  Answers address the question in full; referring to appropriate sources from your workbook and/or workplace Answers do not address the question in full. Does not refer to appropriate or correct sources.
Third Party Report Supervisor or manager observes work performance and confirms that you consistently meet the standards expected from an experienced operator Could not demonstrate consistency. Could not demonstrate the ability to achieve the required standard
Written Activity The assessor will mark the activity against the detailed guidelines/instructions Does not follow guidelines/instructions
  Attachments if requested are attached Requested supplementary items are not attached
  All requirements of the written activity are addressed/covered. Response does not address the requirements in full; is missing a response for one or more areas.
  Responses must refer to appropriate sources from your workbook and/or workplace One or more of the requirements are answered incorrectly.

Does not refer to or utilise appropriate or correct sources of information
Observation All elements, criteria, knowledge and performance evidence and critical aspects of evidence, are demonstrated at the appropriate AQF level Could not demonstrate elements, criteria, knowledge and performance evidence and/or critical aspects of evidence, at the appropriate AQF level
Case Study All comprehension questions answered correctly; demonstrating an application of knowledge of the topic case study. Lack of demonstrated comprehension of the underpinning knowledge (remove) required to complete the case study questions correctly. One or more questions are answered incorrectly.
  Answers address the question in full; referring to appropriate sources from your workbook and/or workplace Answers do not address the question in full; do not refer to appropriate sources.

 

Assessment cover sheet

Assessment Cover Sheet
Student’s name:  
Assessors Name:   Date:
Is the Student ready for assessment? Yes No
Has the assessment process been explained? Yes No
Does the Student understand which evidence is to be collected and how? Yes No
Have the Student’s rights and the appeal system been fully explained? Yes No
Have you discussed any special needs to be considered during assessment? Yes No
The following documents must be completed and attached
Written Activity Checklist

The student will complete the written activity provided to them by the assessor.

The Written Activity Checklist will be completed by the assessor.

 S NYS
Observation / Demonstration

The student will demonstrate a range of skills and the assessor will observe where appropriate to the unit.

The Observation Checklist will be completed by the assessor.

 S NYS
Questioning Checklist

The student will answer a range of questions either verbally or written.

The Questioning Checklist will be completed by the assessor.

 S NYS
I agree to undertake assessment in the knowledge that information gathered will only be used for professional development purposes and can only be accessed by the RTO:
Overall Outcome Competent Not yet Competent
Student Signature: Date:
Assessor Signature: Date:

 

 

 

written activity

For this assessment, you will need to perform the following tasks. These tasks will need to be completed and submitted in a professional, word processed, format. Each task must be 500 words minimum in length.

1. List the major body systems and then, using the correct terminology; describe the normal structure, function and location and interrelationships of each of the major body systems. Also evaluate how the relationships between different body systems affect and support healthy functioning. This should include:

a. Body regulation including:

i. Maintenance of body temperature

ii. Fluid and electrolyte (including PH) balance

iii. Elimination of wastes from the body

iv. Maintenance of blood pressure

i. Maintenance of body temperature

Skin protects the body, helps to hold it together and helps regulate temperature – so too does the skeleton which contributes, along with muscles and ligaments, to movement and to the manufacture of the blood cells essential for life. The cardiovascular system includes the heart, blood vessels that run through the body and the blood. This system also maintains body temperature. Blood vessels help maintain a stable body temperature by controlling the blood flow to the surface of the skin. Blood vessels near the skin’s surface open during times of overheating to allow hot blood to dump its heat into the body’s surroundings. In the case of hypothermia, these blood vessels constrict to keep blood flowing only to vital organs in the body’s core.

 

 

b. Protection from infection

The immune system is a network of cells, tissues and organs that work together to attack any pathogens that try to enter your body. The human body is a perfect host for bacteria, parasites and fungi, which cause infection. If any of these organisms gain entry to the body, the immune system works to destroy them and rid your body of illness. Personal health depends partially on the active, passive, and assisted cues people observe and adopt about their own health.

These include personal actions for preventing or minimizing the effects of a disease, usually a chronic condition, through integrative care. They also include personal hygiene practices to prevent infection and illness, such as bathing and washing hands with soap; brushing and flossing teeth; storing, preparing and handling food safely; and many others.

This means washing your hands, especially, but also your body. It means being careful not to cough or sneeze on others, cleaning things that you touch if you are unwell, putting items such as tissues (that may have germs) into a bin and using protection (like gloves or condoms) when you might be at risk of catching an infection.

Most infections, especially colds and gastroenteritis, are caught when we put our unwashed hands, which have germs on them, to our mouth. Some infections are caught when other people’s dirty hands touch the food we eat. Hands and wrists should be washed with clean soap and water, using a brush if your fingernails are dirty. Dry your hands with something clean, such as paper towels or hot air dryers. You should always wash hands:

After using the toilet

 Before making or eating food

 After handling dogs or other animals

 If you have been around someone who is coughing or has a cold.

 

c. Physical activity – active and passive

Developed by Enhance Your Future Pty Ltd 56

HLTAAP001 Recognise healthy body systems Version 1.1

Course code and name

TOPIC 2 – RECOGNISE AND PROMOTE WAYS TO SUPPORT HEALTHY FUNCTIONING OF THE BODY

REVIEW FACTORS THAT CONTRIBUTE TO MAINTENANCE OF A HEALTHY BODY

Achieving and maintaining health is an ongoing process, shaped by both the evolution of health care knowledge and practices as well as personal strategies and organized interventions for staying healthy known as Lifestyle Management.39

PERSONAL HEALTH

Personal health depends partially on the active, passive, and assisted cues people observe and adopt about their own health. These include personal actions for preventing or minimizing the effects of a disease, usually a chronic condition, through integrative care. They also include personal hygiene practices to prevent infection and illness, such as bathing and washing hands with soap; brushing and flossing teeth; storing, preparing and handling food safely; and many others.

The information gleaned from personal observations of daily living – such as about sleep patterns, exercise behaviour, nutritional intake, and environmental features – may be used to inform personal decisions and actions (e.g., “I feel tired in the morning so I am going to try sleeping on a different pillow”), as well as clinical decisions and treatment plans (e.g., a patient who notices his or her shoes are tighter than usual may be having exacerbation of left-sided heart failure, and may require diuretic medication to reduce fluid overload).

Personal health also depends partially on the social structure of a person’s life. The maintenance of strong social relationships, volunteering, and other social activities have been linked to positive mental health and even increased longevity. One American study among seniors over age 70, found that frequent volunteering was associated with reduced risk of dying compared with older persons who did not volunteer, regardless of physical health status. Another study from Singapore reported that volunteering retirees had significantly better cognitive performance scores, fewer depressive symptoms, and better mental well-being and life satisfaction than non-volunteering retirees.

Prolonged psychological stress may negatively impact health, and has been cited as a factor in cognitive impairment with aging, depressive illness, and expression of disease. Stress management is the application of methods to either reduce stress or increase tolerance to stress. Relaxation techniques are physical methods used to relieve stress.

39 http://healthiswealthworld.blogspot.com.au/p/role-of-science-in-health.html

 

 

2. Create a “Healthy Body Maintenance” fact sheet or handout that would be appropriate to put in the waiting room at a local health service. This fact sheet/handout should be a minimum single sided, or maximum a double sided A4 information sheet. It should include information on:

a. Body regulation

Body regulation including:

 Maintenance of body temperature:

Regulation: The cardiovascular system is instrumental in the body’s ability to maintain homeostatic control of several internal conditions. Blood vessels help maintain a stable body temperature by controlling the blood flow to the surface of the skin. Blood vessels near the skin’s surface open during times of overheating to allow hot blood to dump its heat into the body’s surroundings. In the case of hypothermia, these blood vessels constrict to keep blood flowing only to vital organs in the body’s core.

 Fluid and electrolyte (including PH) balance:

Blood also helps balance the body’s pH due to the presence of bicarbonate ions, which act as a buffer solution. Finally, the albumins in blood plasma help to balance the osmotic concentration of the body’s cells by maintaining an isotonic environment

 Elimination of wastes from the body:

The digestive system is responsible for transforming food into energy. The food enters the digestive system; absorption takes place, and the food is transformed into enzymes, glucose and nutrients that the body uses as energy. The excretory system includes the kidneys, which filter wastes and purify the blood. This waste is transformed into urine and flows down two tubes, called ureters, which deliver the urine to the bladder. The urinary bladder is a large structure, similar to a sack, which collects the urine and then releases when full. The urine travels out of the body through a hole called the urethra.

 Maintenance of blood pressure:

 

 

b. Protection from infection

Good personal hygiene one of the most effective ways we have to protect ourselves and others from illness is good personal hygiene. This means washing your hands, especially, but also your body. It means being careful not to cough or sneeze on others, cleaning things that you touch if you are unwell, putting items such as tissues (that may have germs) into a bin and using protection (like gloves or condoms) when you might be at risk of catching an infection. Personal hygiene, such as bathing, is very much dependent on the culture in which you live. In some cultures, it is expected that you will wash your body at least every day and use deodorants to stop body smells. Other cultures have different expectations

Most infections, especially colds and gastroenteritis, are caught when we put our unwashed hands, which have germs on them, to our mouth. Some infections are caught when other people’s dirty hands touch the food we eat. Hands and wrists should be washed with clean soap and water, using a brush if your fingernails are dirty. Dry your hands with something clean, such as paper towels or hot air dryers. You should always wash your hands:

 After using the toilet

 Before making or eating food

 After handling dogs or other animals

 If you have been around someone who is coughing or has a cold

Personal health depends partially on the active, passive, and assisted cues people observe and adopt about their own health. These include personal actions for preventing or minimizing the effects of a disease, usually a chronic condition, through integrative care. They also include personal hygiene practices to prevent infection and illness, such as bathing and washing hands with soap; brushing and flossing teeth; storing, preparing and handling food safely; and many others.

 

c. Active and passive exercise (the benefits of both)

‘Active exercise’ is a term commonly used by medical, rehabilitation and fitness centres. ‘Exercise’ is that which an individual does using one’s own strength or energy. Active exercises involve conditioning, strengthening, flexibility and functional training. Passive range of motion exercises help keep a person’s joints flexible. Range of motion is how far the person’s joints can be moved in different directions. The exercises help you move all the person’s joints through their full range of motion. Passive exercise: Movement of the body, usually of the limbs, without effort by the patient. The patient is passive. https://en.m.wikipedia.org/wiki/Range_of_motion

Passive exercises are also known as passive range of motion (ROM) exercises; and your range of motion includes how far you can move your joints in different directions. These exercises are considered passive because you don’t exert any effort. Instead, someone helps you move your muscles and joints through their full range of motion for you.

Active exercises involve your physical effort exerted into muscular activity. These exercises can include active range of motion, like self-stretching, or general stroke rehabilitation exercises where you move your muscles through therapeutic movements. As long as you’re doing the exercises yourself, it’s active exercise.

 

During stroke recovery, active rehab exercises help strengthen the neural pathways in your brain that enable you to perform the movement.

https://www.flintrehab.com/2015/active-vs-passive-exercises-during-rehab/

 

 

 

 

 

 

 

 

written/verbal QUESTIONS

The following questions may be answered verbally with your assessor or you may write down your answers. Please discuss this with your assessor before you commence. These answers should be written as a brief report of 500 words = 1 page typed report, or 50 lines of handwritten text = 11⁄2 foolscap handwritten pages.

Your assessor will take down dot points as a minimum if you choose to answer them verbally.

Answer the following questions either verbally with your assessor or in writing.

1. Why is it necessary for health workers to use and understand accepted health terminology to describe the normal structure, function and location of the major body systems?

As health workers you need to be able to use accepted terminology for several reasons:

 Nurses, doctors, and pharmacists went to different schools and need to be able to effectively communicate with each other without ambiguity and confusion

 Imprecise terminology can lead to confusion or incorrect assumptions. Many specialists and members of the health care team will process the paperwork of a single patient during a single hospital stay. It is imperative that they all understand what the true situation is.

 Some terms are simply not acceptable anymore. For example, it is not correct to refer to someone as “mentally retarded” anymore. It is not acceptable to refer to homosexuality as a “disease” anymore. This has important implications for patient perceptions and treatment options.

As health care workers, you work to improve, support or benefit the physical and psychological wellbeing of the clients you work for and meet their needs.

Health care workers can, therefore, be:

 Nurses

 Nutritionists or dietitians

 Community service workers

 Medical practitioners/ advisers

 Leisure and recreational activity providers

 Councilors

 Psychologists

 Therapists

 Physical trainers

They might work in the following fields:

 Disability

 Ageing

 Alcohol and other drugs

 Education

 Palliative care

 Fitness

 Leisure and recreation

 Therapy service areas, e.g., physiotherapy, podiatry, etc.

 Children’s services

 Youth services

In most roles it is necessary for the health care worker to have at least a rudimentary understanding of a range of medical and health terminology and an understanding of the problems or issues that can impact on people’s physical and psychological health. They should understand anatomy and physiology so they can recognise body systems and their components. This will aid in identifying healthy body systems and those systems that are not functioning well.

It is necessary that health workers have a basic understanding of the fundamental principles of maintaining a healthy body, because by knowing that, they will be able to continue working and at same time keep a healthy body throughout their lives. But that basic information is valid not only to workers but also to everyone, from teens to elderly people

 

2. What are the 10 human body systems and what do they include?

Health care workers will need to have basic knowledge of the human body systems:

It is important that health care workers also have an understanding of the human bodies special senses, these are – smell, taste, vision, equilibrium and hearing.

 

 

3. What are 8 things that should be considered in maintaining a healthy body?

Health workers who provide advice and care for clients/ patients must have a clear understanding of what comprises a healthy body and of the measures that need to be taken to ensure that the body remains healthy. In essence, good health can be maintained through healthy eating, reasonable amounts and types of exercise, a good balance between work and recreation activities, moderation with regard to drinking alcohol, not smoking cigarettes or consuming illicit drugs, participation in appropriate leisure activities, maintaining good psychological health, managing effective hygiene and cleanliness

 

4. What are the 3 functions of the cardiovascular system?

The cardiovascular system’s central organ is the heart, which pumps blood to the different parts of your body. The blood travels from the heart to the lungs, where the respiratory system supplies the blood with oxygen. You inhale air through your nose or mouth; it passes through your pharynx, larynx, trachea and finally to the lungs, where it diffuses in the blood through the alveoli. The cardiovascular system includes the heart, blood vessels that run through the body and the blood. This system has many functions that include the removal of waste products, transport of nutrients, help fight against diseases, maintain body temperature and responsible for the circulation of the blood throughout the body. The cardiovascular systems stabilises the body and maintains health, it is the most system in the body, and it keeps the rest of the systems running smoothly

 

5. Discuss four ways to keep healthy.

Exercise:

Hygiene:

Healthy eating

Psychological wellness:

 

 

6. How do the Skeletal, Muscular, Cardiovascular and Respiratory system co-operate to allow the body to function properly and enable movement?

All body systems work together in a delicate balance to maintain the body in optimal health. The Skeletal, Muscular, Cardiovascular and Respiratory system have their own job in the body however they co-operate together to allow the body to function properly and enable movement.

The Skeletal System provides support and creates a framework for the body, without the structure of bones our body would collapse. The bones protect internal organs of the cardiovascular and respiratory systems as well as fragile body tissues. The Respiratory system benefits bone marrow which produces red blood cells for the body.

The muscular system has many different functions; the system protects the body’s internal organs, maintains posture and ensures the production of heat. The muscles provide the forces that enable the body to move. The skeletal system provides a bone structure for the muscles to attach tendons and ligaments, allowing movement of the body.

The cardiovascular system includes the heart, blood vessels that run through the body and the blood. This system has many functions that include the removal of waste products, transport of nutrients, help fight against diseases, maintain body temperature and responsible for the circulation of the blood throughout the body. The cardiovascular systems stabilise the body and maintains health, it is the most system in the body, and it keeps the rest of the systems running smoothly.

Although each body system has its own function, they all interrelate with each other and help sustain a healthy body.

 

 

 

 

 

 

 

 

Developed by Enhance Your Future Pty Ltd 8 HLTAAP001 Recognise healthy body systems Version 2 Course code and name

 

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 Reply amanda

Question #2

There are so many health indicators and concerns for a teen or woman who is a victim of sexual exploitation.  “In a systematic review of the impact of IPV on sexual health, IPV was consistently associated with sexual risk taking, inconsistent condom use, partner non-monogamy, unplanned pregnancies, induced abortions, sexually transmitted infections and sexual dysfunction”(Chamberlin & Levenson, 2011)  These are just some of the physical health concerns they may have.  There are so many emotional concerns that would be linked to sexual exploitation also.   Post-traumatic stress disorder (PTSD), including flashbacks, nightmares, severe anxiety, and uncontrollable thoughts, Depression, including prolonged sadness, feelings of hopelessness, unexplained crying, weight loss or gain, loss of energy or interest in activities previously enjoyed”(Joyful Heart Foundation, 2019).

Georgia specifically has a state wide domestic violence hotline. “Educational videos on temporary protective orders were distributed to Nurse Mangers in all 159 Georgia Counties and 19 Health Districts to utilize in trainings and seminars.  The tapes, obtained from the Georgia Commission on Family Violence, were designed to increase the nurses’ knowledge of services available to victims of domestic and sexual assault, and to enable them to direct these women to alternatives that can help reduce their exposure to violence.  Designed and developed a tri-fold pocket card (in English (Links to an external site.)Links to an external site. and Spanish (Links to an external site.)Links to an external site.), in collaboration with the Georgia Coalition Against Domestic Violence (GCADV),  that contains information on the signs of domestic violence, safety plans, options available to survivors of domestic violence, and a list community organizations that work with survivors of domestic violence”(DPH, 2018).

In my county specifically I know there is an organization called Community Welcome House, Inc.  This organization helps domestic violence victims.  It provides, “Emergency housing sanctuary in the time of crisis Residents receive assistance with medical care, child care, counseling, financial assistance, vocational training, employment and permanent housing”(Domesticshelters.org, 2019).

Chamberlin, Linda & Levenson, Rebecca. (2011). Guidelines for Addressing Intimate Partner Violence Reproductive and Sexual Coercion For Obstetric, Gynecologic, Reproductive Health Care Settings. American College of Obstetrics and Gynecology. Retrieved on March 17, 2019 from https://www.acog.org/-/media/Departments/Violence-Against-Women/Guidelines-for-Addressing-Intimate-Partner-Violence.pdf?dmc=1&ts=20190317T1155502488

Joyful Heart Foundation. (2019). Effects of Sexual Assault and Rape.  Retrieved on March 17, 2019 from http://www.joyfulheartfoundation.org/learn/sexual-assault-rape/effects-sexual-assault-and-rape

Department of Public Health. (2018). Violence against Women Prevention. Retrieved on March 17, 2019 from https://dph.georgia.gov/violence-against-women-prevention

Domestic Shelters, (2019). Retrieved on March 17, 2019 from https://www.domesticshelters.org/help/ga/newnan/30263/community-welcome-house

Reply hollie

Question 1—Domestic Violence

Domestic violence can come in many shapes and forms. In some cases, physical injury can occur, while in other cases psychological abuse, deprivation, intimidation or other types of harm can occur (ACOG, 2012). The American College of Obstetricians and Gynecologists (ACOG) recognizes that routine visits and prenatal visits are an ideal time to assess for domestic violence (ACOG, 2012). Assessing for domestic violence can be done by using simple screening questions. These questions should not be asked in front of the abuser or other individuals. ACOG (2012) recommends using a framing statement and confidentiality statement before asking any questions. The framing statement lets the patient know that questions are being asked because relationships play a large role in health and the confidentiality statement lets the patient know that what she states today will not be told to anyone else unless reporting is required (ACOG, 2012).

Risk Factors

Two risk factors for domestic violence include: low education levels and drug and/or alcohol abuse (Huecker & Smock, 2018). Studies have shown that there is an inverse relationship between education levels and rates of domestic violence (Huecker & Smock, 2018). Men are more likely to perpetrate violence if they have low education and women are more likely to experience intimate partner violence (IPV) if they have a low education level (WHO, 2017). Alcohol and drug use are also risk factors for IPV. Alcohol and drug abuse is associated with an increase in the incidence of domestic violence, likely due to the inability of an impaired person to control violent impulses (Huecker & Smock, 2018).

Clinical Signs

Obtaining a history, screening for IPV, and performing a physical exam can help point to IPV. Huecker and Smock (2018) state the most common injuries involved in IPV are on the head, neck, and face. Defensive injuries may also be present on the forearms (Huecker & Smock, 2018). A full physical exam should also evaluate the skin in areas covered by clothing (Huecker & Smock, 2018). Sexual abuse may be harder to identify physically, depending on the nature of the abuse (Huecker & Smock, 2018). Psychological complaints may include: anxiety, depression, and fatigue (Huecker & Smock, 2018). The patient may also have vague complaints, such as chronic pain, headaches, or chest pain (Huecker & Smock, 2018).

References

ACOG. (2012). Intimate Partner Violence. The American College of Obstetricians and Gynecologists, 518(1), 1-6. Retrieved from https://www.acog.org/-/media/Committee-Opinions/Committee-on-Health-Care-for-Underserved-Women/co518.pdf?dmc=1&ts=20190318T0127216097

Huecker, M., & Smock, W. (2018). Domestic violence. Treasure Island, FL: StatPearls Publishing. Retrieved from https://www.ncbi.nlm.nih.gov/books/NBK499891/

WHO. (2017). Violence against women. Retrieved from https://www.who.int/news-room/fact-sheets/detail/violence-against-women

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Assignment: Evidence-Based Project, Part 3: Advanced Levels of Clinical Inquiry and Systematic Reviews

Your quest to purchase a new car begins with an identification of the factors important to you. As you conduct a search of cars that rate high on those factors, you collect evidence and try to understand the extent of that evidence. A report that suggests a certain make and model of automobile has high mileage is encouraging. But who produced that report? How valid is it? How was the data collected, and what was the sample size?

In this Assignment, you will delve deeper into clinical inquiry by closely examining your PICO(T) question. You also begin to analyze the evidence you have collected.

To Prepare:

· Review the Resources and identify a clinical issue of interest that can form the basis of a clinical inquiry.

· Develop a PICO(T) question to address the clinical issue of interest for the Assignment.

· Use the key words from the PICO(T) question you developed and search at least four different databases in the Walden Library to identify at least four relevant peer-reviewed articles at the systematic-reviews level related to your research question.

· Reflect on the process of creating a PICO(T) question and searching for peer-reviewed research.

The Assignment (Evidence-Based Project)

Part 3: Advanced Levels of Clinical Inquiry and Systematic Reviews

Create a 6- to 7-slide PowerPoint presentation in which you do the following:

· Identify and briefly describe your chosen clinical issue of interest.

· Describe how you developed a PICO(T) question focused on your chosen clinical issue of interest.

· Identify the four research databases that you used to conduct your search for the peer-reviewed articles you selected.

· Provide APA citations of the four peer-reviewed articles you selected.

· Describe the levels of evidence in each of the four peer-reviewed articles you selected, including an explanation of the strengths of using systematic reviews for clinical research. Be specific and provide examples.

 

RESOURCES

https://catalog.loc.gov/vwebv/ui/en_US/htdocs/help/searchBoolean.html

Davies, K. S. (2011). Formulating the evidence based practice question: A review of the frameworks for LIS professionals. Evidence Based Library and Information Practice, 6(2), 75–80. https://doi.org/10.18438/B8WS5N.

 

Stillwell, S. B., Fineout-Overholt, E., Melnyk, B. M., & Williamson, K. M. (2010a). Evidence-based practice, step by step: Asking the clinical question: A key step in evidence-based practice. American Journal of Nursing, 110(3), 58–61. doi:10.1097/01.NAJ.0000368959.11129.79.

 

Melnyk, B. M., Fineout-Overholt, E., Stillwell, S. B., & Williamson, K. M. (2009). Evidence-based practice: Step by step: Igniting a spirit of inquiry. American Journal of Nursing, 109(11), 49–52. doi:10.1097/01.NAJ.0000363354.53883.58. Retrieved from https://journals.lww.com/ajnonline/fulltext/2009/11000/Evidence_Based_Practice__Step_by_Step__Igniting_a.28.aspx

 

Stillwell, S. B., Fineout-Overholt, E., Melnyk, B. M., & Williamson, K. M. (2010b). Evidence-based practice, step by step: Searching for the evidence. American Journal of Nursing, 110(5), 41–47. doi:10.1097/01.NAJ.0000372071.24134.7e. Retrieved from https://journals.lww.com/ajnonline/Fulltext/2010/05000/Evidence_Based_Practice,_Step_by_Step__Searching.24.aspx

 

 

DISCUSSION POST WITH MY ORIGINAL PICOT QUESTION .

A PICOt question will yield the most relevant and best evidence from a search of existing literature (Melnyk & Fineout-Overholt, 2019, p. 17). PICOt stand for the following;

P- Population, Problem, or patient

I- Intervention/Exposure

C- Comparative Intervention/Exposure

O- Outcome

t- Time

PICOt approach will provide an initial basis for mutual understanding, communication, and direction to help answer clinical study questions(Riva, Malik, Burnie, Endicott, & Busse, 2012).

When formulating my PICOt question, I first wrote down my general question Does music therapy help with outbursts on the Senior Behavioral Health Unit. Then by using the PICOt formula, I was able to rewrite my question to:

In Geriatric patients over 50 years old with Dementia and behavioral outbursts (P) does music therapy (I) reduce behavioral outbursts (O) compared to no music therapy (C) in two weeks (t)?

For my question, I decided to use PsycArticles and PsycINFO since my questions are psych related. My results were the following:

PsycINFO

Behavioral Outbursts & Music Therapy – 0 results

Dementia & Music Therapy- 281 results

Dementia & Music Therapy & 2 weeks- 9 results

Geriatric & Music Therapy- 153 results

Geriatric & Music Therapy & Behavioral outbursts- 0 results

Geriatric & Dementia & Music Therapy- 67 results

Geriatric & Dementia & Outbursts- 0 results

 

PsycARTICLES

Behavioral Outbursts & Music Therapy- 0 results

Dementia & Music Therapy- 4 results

Dementia & Music Therapy & 2 weeks- 0 results

Geriatric & Music Therapy- 3 results

Geriatric & Music Therapy & Behavioral outbursts- 0 results

Geriatric & Dementia & Music Therapy- 3 results

Geriatric & Dementia & Outbursts- 0 results

The number of results decreased after I added more words and interchanged words. I had better results with PsycINFO than I did with PsycARTICLES. To increase the rigor and effectiveness, one needs to consider all areas of the PICOt question. One can also relook at their PICOt question to make sure it is correctly worded, does it need to be reworded, and are you missing a part of the question. Once you relook at your question a new search can be completed. This is something I will be utilizing throughout my nursing career now.

 

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Assignment 2: Middle Range or Interdisciplinary Theory Evaluation

 

As addressed this week, middle range theories are frequently used as a framework for exploring nursing practice problems. In addition, theories from other sciences, such as sociology and environmental science, have relevance for nursing practice. For the next few weeks you will explore the use of interdisciplinary theories in nursing.

This Assignment asks you to evaluate two middle range or interdisciplinary theories and apply those theories to a clinical practice problem. You will also create a hypothesis based upon each theory for an evidence-based practice project to resolve a clinical problem.

Note: This Assignment will serve as your Major Assessment for this course.

 

To prepare:

 

  • Review strategies for evaluating theory presented by Fawcett and Garity in this week’s Learning Resources (see under list of Required Readings and attached pdf file)
  • Select a clinical practice problem that can be addressed through an evidence-based practice project. Note: You may continue to use the same practice problem you have been addressing in earlier Discussions and in Week 7 Assignment 1.
  • Consider the middle range theories presented this week, and determine if one of those theories could provide a framework for exploring your clinical practice problem. If one or two middle range theories seem appropriate, begin evaluating the theory from the context of your practice problem.
  • Formulate a preliminary clinical/practice research question that addresses your practice problem. If appropriate, you may use the same research question you formulated for Assignment #4.

Write a 10- to 12-page paper (including references) in APA format and a minimum of 8 references or more, using material presented in the list of required readings to consider interdisciplinary theories that may be appropriate for exploring your practice problem and research question (refer to the sample paper attached as “Assignment example”). Include the level one headings as numbered below:

1)       Introduction with a purpose statement (e.g. The purpose of this paper is…)

2)       Briefly describe your selected clinical practice problem.

3)       Summarize the two selected theories. Both may be middle range theories or interdisciplinary theories, or you may select one from each category.

4)       Evaluate both theories using the evaluation criteria provided in the Learning Resources.

5)       Determine which theory is most appropriate for addressing your clinical practice problem. Summarize why you selected the theory. Using the propositions of that theory, refine your clinical / practice research question.

6)       conclusion

MY PRACTICE PROBLEM IS AS FOLLOWED:

 

P: Patients suffering from Type 2 Diabetes Mellitus

 

I:  Who are involved in diabetic self-care programs

 

C: Compared to those who do not participate in self-care programs

 

O: Are more likely to achieve improved glycemic control

 

THE THEORIES USED FOR THIS MODEL ARE:

Dorothea Orem Self-Care Theory and The Self-Efficacity in nursing Theory by Lenz & Shortridge-Baggett, or the Health Promotion Model by Pender, Murdaugh & Parson (Pick 2)

 

Required Readings

 

McEwin, M., & Wills, E.M. (2014). Theoretical basis for nursing. (4th ed.). Philadelphia, PA: Wolters Kluwer Health.

  • Chapter 10, “Introduction to Middle Range Nursing Theories”

Chapter 10 begins the exploration of middle range theories and discusses their development, refinement, and use in research.

  • Chapter 11, “Overview of Selected Middle Range Nursing Theories”

Chapter 11 continues the examination of middle range theories and provides an in-depth examination of a select set of theories

·         Chapter 15, “Theories from the Biomedical Sciences”

Chapter 15 highlights some of the most commonly used theories and principles from the biomedical sciences and illustrates how they are applied to studies conducted by nurses and in nursing practice.

·         Chapter 16, “Theories, Models, and Frameworks from Administration and Management”

Chapter 16 presents leadership and management theories utilized in advanced nursing practice.

·         Chapter 18, “Application of Theory in Nursing Practice”

Chapter 18 examines the relationship between theory and nursing practice. It discusses how evidence-based practice provides an opportunity to utilize research and theory to improve patient outcomes, health care, and nursing practice.

 

 

 

 

Gray, J.R., Grove, S.K., & Sutherland, S. (2017). Burns and Grove’s the practice of nursing research: Appraisal, synthesis, and generation of evidence (8th ed.). St. Louis, MO: Saunders Elsevier.

  • Chapter 6, “Objectives, Questions, Variables, and Hypotheses”

Chapter 6 guides nurses through the process of identifying research objectives, developing research questions, and creating research hypotheses.

·         Review Chapter 2, “Evolution of Research in Building Evidence-Based Nursing Practice”

·         Chapter 19, “Evidence Synthesis and Strategies for Evidence-Based Practice”

This section of Chapter 19 examines the implementation of the best research evidence to practice.

 

 

 

Fawcett, J., & Garity, J. (2009). Chapter 6: Evaluation of middle-range theories. Evaluating Research for Evidence-Based Nursing. Philadelphia, Pennsylvania: F. A. Davis.

Note: You will access this article from the Walden Library databases.

This book chapter evaluates the use and significance of middle-range theories in nursing research and clinical practice.

 

DeSanto-Madeya, S., & Fawcett, J. (2009). Toward Understanding and Measuring Adaptation Level in the Context of the Roy Adaptation Model. Nursing Science Quarterly, 22(4), 355–359.

Note: You will access this article from the Walden Library databases.

This article describes how the Roy Adaptation Model (RAM) is used to guide nursing practice, research, and education in many different countries.

Jacelon, C., Furman, E., Rea, A., Macdonald, B., & Donoghue, L. (2011). Creating a professional practice model for postacute care: Adapting the Chronic Care Model for long-term care. Journal of Gerontological Nursing, 37(3), 53–60.

Note: You will access this article from the Walden Library databases.

This article addresses the need to redesign health care delivery to better meet the needs of individuals with chronic illness and health problems.

 

Murrock, C. J., & Higgins, P. A. (2009). The theory of music, mood and movement to improve health outcomes. Journal of Advanced Nursing, 65 (10), 2249–2257. doi:10.1111/j.1365-2648.2009.05108.x

Note: You will access this article from the Walden Library databases.

This article discusses the development of a middle-range nursing theory on the effects of music on physical activity and improved health outcomes.

 

 

Amella, E. J., & Aselage, M. B. (2010). An evolutionary analysis of mealtime difficulties in older adults with dementia. Journal of Clinical Nursing, 19(1/2), 33–41. doi:10.1111/j.1365-2702.2009.02969.x

Note: You will access this article from the Walden Library databases.

This article presents findings from a meta-analysis of 48 research studies that examined mealtime difficulties in older adults with dementia.

 

Frazier, L., Wung, S., Sparks, E., & Eastwood, C. (2009). Cardiovascular nursing on human genomics: What do cardiovascular nurses need to know about congestive heart failure? Progress in Cardiovascular Nursing, 24(3), 80–85.

Note: You will access this article from the Walden Library databases.

This article discusses current genetics research on the main causes of heart failure.

 

Mahon, S. M. (2009). Cancer Genomics: Cancer genomics: Advocating for competent care for families. Clinical Journal of Oncology Nursing, 13(4), 373–3 76.

Note: You will access this article from the Walden Library databases.

This article advocates for nurses to stay abreast of the rapid changes in cancer prevention research and its application to clinical practice.

 

Mayer, K. H., Venkatesh, K. K. (2010). Antiretroviral therapy as HIV prevention: Status and prospects. American Journal of Public Health, 100(10), 1867–1 876. doi: 10.2105/AJPH.2009.184796

Note: You will access this article from the Walden Library databases.

This article provides an in-depth examination of potential HIV transmission prevention.

 

Pestka, E. L., Burbank, K. F., & Junglen, L. M. (2010). Improving nursing practice with genomics. Nursing Management, 41(3), 40–44. doi: 10.1097/01.NUMA.0000369499.99852.c3

Note: You will access this article from the Walden Library databases.

This article provides an overview of genomics and how nurses can apply it in practice.

 

Yao, L., & Algase, D. (2008). Emotional intervention strategies for dementia-related behavior: A theory synthesis. The Journal of Neuroscience Nursing, 40(2), 106–115.

Note: You will access this article from the Walden Library databases.

This article discusses a new model that was developed from empirical and theoretical evidence to examine intervention strategies for patients with dementia.

 

Fineout-Overholt, E., Williamson, K., Gallagher-Ford, L., Melnyk, B., & Stillwell, S. (2011). Following the evidence: Planning for sustainable change. The American Journal Of Nursing, 111(1), 54–60.

This article outlines the efforts made as a result of evidence-based practice to develop rapid response teams and reduce unplanned ICU admissions.

 

Kleinpell, R. (2010). Evidence-based review and discussion points. American Journal of Critical Care, 19(6), 530–531.

This report provides a review of an evidence-based study conducted on patients with aneurismal subarachnoid hemorrhage and analyzes the validity and quality of the research.

 

Koh, H. (2010). A 2020 vision for healthy people. The New England Journal Of Medicine, 362(18), 1653–1656.

This article identifies emerging public health priorities and helps to align health-promotion resources, strategies, and research.

 

Moore, Z. (2010). Bridging the theory-practice gap in pressure ulcer prevention. British Journal of Nursing, 19(15), S15–S18.

This article discusses the largely preventable problem of pressure ulcers and the importance of nurses being well-informed of current prevention strategies.

 

Musker, K. (2011). Nursing theory-based independent nursing practice: A personal experience of closing the theory-practice gap. Advances In Nursing Science, 34(1), 67–77.

This article discusses how personal and professional knowledge can be used in concert with health theories to positively influence nursing practice.

 

Roby, D., Kominski, G., & Pourat, N. (2008). Assessing the barriers to engaging challenging populations in disease management programs: The Medicaid experience. Disease Management & Health Outcomes, 16(6), 421–428.

This article explores the barriers associated with chronic illness care and other factors faced by disease management programs for Medicaid populations.

 

Sobczak, J. (2009). Managing high-acuity-depressed adults in primary care. Journal of the American Academy of Nurse Practitioners, 21(7), 362–370. doi: 10.1111/j.1745-7599.2009.00422.x

This article discusses a method found which positively impacts patient outcomes used with highly-acuity-depressed patients.

 

Thorne, S. (2009). The role of qualitative research within an evidence-based context: Can metasynthesis be the answer? International Journal of Nursing Studies, 46(4), 569–575. doi: 10.1016/j.ijnurstu.2008.05.001

The article explores the use of qualitative research methodology with the current evidence-based practice movement.

 

 

 

Optional Resources

 

McCurry, M., Revell, S., & Roy, S. (2010). Knowledge for the good of the individual and society: Linking philosophy, disciplinary goals, theory, and practice. Nursing Philosophy, 11(1), 42–52.

 

Calzone, K. A., Cashion, A., Feetham, S., Jenkins, J., Prows, C. A., Williams, J. K., & Wung, S. (2010). Nurses transforming health care using genetics and genomics. Nursing Outlook, 58(1), 26–35. doi: 10.1016/j.outlook.2009.05.001

 

McCurry, M., Revell, S., & Roy, S. (2010). Knowledge for the good of the individual and society: Linking philosophy, disciplinary goals, theory, and practice. Nursing Philosophy, 11(1), 42–52.

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the public perception of nursing|2025

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Discuss factors that influence the public’s perception of nursing? Describe ways to educate the general public on the professional nurse’s role and scope of nursing within a changing health care

The general public has different perceptions and opinions about nursing as a profession. Some of these views are stereotypical and are tainted with misinformation. However, many people perceive nursing as a noble profession that involves a high level of selflessness. They believe that a nurse’s primary role is to provide care to persons who need it without discrimination. On the other hand, people assume that nursing is a field specifically designed for women, not knowing that male nurses contribute significantly to medical practice (Dickerson, 2015).

Several factors influence how the public views nursing. Firstly, the media portrays nurses’ image and their line of work that is far from reality. Nurses are usually depicted in a flirtatious manner with pictures showing slim figures and flashy dressing. This creates a flawed expectation of how a typical nurse should appear and behave. Past experiences with nursing also inform public perception. Experience is the best teacher, and it is only through this that people can form accurate opinions. The public can be educated about a nurse’s role and the scope of nursing in numerous ways. The media can be an instrumental tool to conduct mass education about who a nurse is, the educational credentials and level of training required to qualify an individual as a nurse, and the extent of practice (Yvonne ten Hoeve, 2014).

References

Dickerson, P. (2015). Changing Views: Influencing How the Public Sees Nursing. ALD Publishing, From https://www.nursingald.com/articles/13112-changing-views-influencing-how-the-public-sees-nursing.

Yvonne ten Hoeve, G. J. (2014). The nursing profession: public image, self‐concept, and professional identity. A discussion paper. Journal of Advanced Nursing, https://doi.org/10.1111/jan.12177.

system.

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Clinical Worksheet Plan of Care Concept Map|2025

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1) Patient Introduction

Olivia Jones is a 23-year-old African-American female, G1P0 at 36 weeks of gestation. She has been diagnosed with severe preeclampsia and is admitted to the labor and delivery unit for assessment and surveillance.

Pregnancy has been unremarkable until routine prenatal visit at 30 weeks with elevated blood pressure at 146/92 mm Hg, proteinuria, and developing mild preeclampsia. She has been on bed rest at home until prenatal visit today with increasing symptoms, resulting in admission.

She has gained 3 pounds since prenatal visit 1 week ago. Protein dipstick is +4, negative ketones, negative glucose, +2 dependent edema, and facial puffiness.

Ms. Jones is complaining of a headache that is not resolved with acetaminophen. She presents with nausea and fatigue and complaining of epigastric pain, visual changes, and chest tightness. The fetus is active; however, patient states that it is a bit quieter than normal. There is a possibility of premature rupture of membranes. An IV with lactated Ringer’s is running at 125 mL/hr. Labs were obtained.

Medication: Magnesium sulfate (injection)

 

2 Patient Introduction

Brenda Patton is an 18-year-old Caucasian female, G1P0 at 38 2/7 weeks of gestation admitted to the labor and birthing unit for labor assessment.

The patient states that her water may have broken earlier this morning and she thinks she is in labor. AmniSure was positive. Vaginal exam reveals 50% effacement of cervix, cervical dilation 4 cm, and fetus at -2 station.

The patient’s boyfriend is present, and she has phoned her mother to inform her of her admission. The provider has been notified, and prenatal records have been pulled.

The lab report indicates that the patient’s group B strep vaginorectal culture taken at 36 weeks was positive. The patient wishes to have a natural birth without medication. Admission intrapartum orders have been initiated, initial labs have been drawn, and a saline lock has been placed in her forearm.

Medication: Promethazine hydrochloride

 

3 Patient Introduction

Amelia Sung is a 36-year-old Filipino female, G2P1 (L1) at 39 weeks of gestation, who was admitted 24 hours ago for induction of labor.

First-born male delivered vaginally 3 years and 3 months ago. Weight: 3,345 g (7 lb 6 oz). Length 55 cm (22 in).

She was started on oxytocin at 1 mL/1 mU, and the infusion was increased throughout the day per protocol. A mainline IV of lactated Ringer’s is running at 125 mL/hr, and oxytocin (30 units in 500 mL normal saline) is running at 20 mU/min (20 mL/hr).

Her cervical exam at admission was 2 cm dilation, 80% effaced, at -1 station, with fetus in vertex position. At 0100 hours, dilation was 4 cm, 100% effaced, still at -1 station and fetus in vertex position. She received an epidural shortly after that, and 1 hour later, her membranes ruptured; the fluid was clear.

Three hours ago, she was fully dilated and started pushing. The fetal heart rate has been stable with a baseline of 120/min, moderate variability, and early decelerations since she started pushing. She is getting tired from pushing, and the descent of the fetal head has been slow.

During the past few contractions, the baby has started to crown. The provider has been called and has arrived, so Amelia may continue pushing.

Medication: Oxytocin

 

4 Patient Introduction

Carla Hernandez is a 32-year-old Hispanic female, G2P1 (L1), at 39 5/7 weeks of gestation. She was admitted to labor and delivery in active labor at 0600 hours today, accompanied by her husband Earl.

To progress the delivery, artificial rupture of membranes was performed by the provider a few minutes ago. The provider has just left the room to make rounds.

Suddenly, the fetal heart rate drops dramatically, and you discover that the umbilical cord is prolapsed. You are ready to handle this situation with another nurse who is also present in the room.

Medication: Terbutaline sulfate

 

 

5 Patient Introduction

Fatime Sanogo is a 23-year-old primiparous female from Mali in her first hour after vaginal delivery. The patient was admitted yesterday at 0600 hours for oxytocin induction of labor secondary to postdates (41 4/7 weeks). She declined all pain medication during labor.

Following a prolonged second stage, she delivered a vigorous female infant at 0605 hours with Apgar scores of 9 and 9 and weight of 4,082 g (9 lb 0 oz). The patient contracted a second-degree perineal laceration during delivery; this has been repaired.

Placenta was delivered manually at 0635 hours via Dr. Schultz. Bleeding was controlled by fundal massage and infusion of remaining oxytocin induction bag, which is still running at 20 mL/hr (20 mU/min); approximately 100 mL left in the bag.

The patient was just up to the bathroom and couldn’t void. She is now dozing, and the father of the baby is at the bedside, holding the baby and sending text messages from the phone. Fatime does not speak English fluently, as she has only been in the country for 7 months. You enter the room to assume care of the patient and to perform the second of four assessments every 15 minutes.

Medication: Misoprostol

 

 

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Soap Note 2 topic|2025

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Soap notes will be uploaded to Moodle and put through TURN-It-In (anti-Plagiarism program)
Follow the MRU Soap Note Rubric as a guide

Turn it in Score must be less than 15% or will not be accepted for credit, must be your own work and in your own words. You can resubmit, Final submission will be accepted if less than 15%. Copy paste from websites or textbooks will not be accepted or tolerated. Please see College Handbook with reference to Academic Misconduct Statement

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