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Quite often, nurse leaders are faced with ethical dilemmas, such as those associated with choices between competing needs and limited resources. Resources are finite, and competition for those resources occurs daily in all organizations.
For example, the use of 12-hour shifts has been a strategy to retain nurses. However, evidence suggests that as nurses work more hours in a shift, they commit more errors. How do effective leaders find a balance between the needs of the organization and the needs of ensuring quality, effective, and safe patient care?
In this Discussion, you will reflect on a national healthcare issue and examine how competing needs may impact the development of polices to address that issue.
To Prepare:
Post an explanation of how competing needs, such as the needs of the workforce, resources, and patients, may impact the development of policy. Then, describe any specific competing needs that may impact the national healthcare issue/stressor you selected. What are the impacts, and how might policy address these competing needs? Be specific and provide examples.
Respond to at least two of your colleagues on two different days by providing additional thoughts about competing needs that may impact your colleagues’ selected issues, or additional ideas for applying policy to address the impacts described.
Click on the Reply button below to reveal the textbox for entering your message. Then click on the Submit button to post your message.
The main discussion will need at least 3 references and also in APA 7 format
The two discussions below will need at least three references all in APA 7 format each
Thomas discussion
Competing needs in the world of healthcare exist on a number of levels including the national level and also at the most local levels. I normally work on a COVID free orthopedic unit that focuses mostly on diabetic amputations, elective joint replacements and surgeries following orthopedic trauma. Initially during the pandemic, we halted our elective surgeries which was consistent with national guidelines (Diaz et al., 2020). As numbers stabilized, we began elective surgeries again, but recently we have seen numbers of COVID cases increase locally. In the past few weeks, we have started taking on more medical/surgical patients in order to make room for COVID patients on other medical surgical floors. The competing needs in this situation include the needs of the hospital in terms of freeing up beds for COVID patients, staffing needs on my unit as we are taking on more patients, and also resources that we need in order to care for this new group of patients. The competing needs of the hospital in this case with regard to caring for COVID patients and also caring for other medical surgical patients resulted in a policy change on my unit. The policy change in this case was our switch from a unit that cared for orthopedic patients only to one that was more inclusive of other medical/surgical patients.
The stressor that I selected for the previous discussion was care of the elderly. One area of conflict that I constantly see is the desire of family members to provide care for patients in the home when they are unable to fully meet the needs of the patient. Some patients require 24 hour care and unfortunately many families are not able to fully provide that care. Caring for the frail elderly in the home is often preferred. However, informal care providers are often presented with the challenges of self-care, educating themselves about how to provide care, finding additional support, and a lack of societal recognition for the role that they play in healthcare (Plöthner et al., 2019). Despite the best efforts of family members and assistance from home care services, the level of care is still lacking, which places the patient at risk for declining health status. The competing need in this instance is the medical needs of the patient, competing with the ability of the family to provide those services or at least set up home care. A review by Hirschman and Hodgson (2018) identified several evidence-based approaches that may help to delay transition of care to skilled nursing facilities among patients with dementia. Programs such as the New York University Care Giver Intervention, Goals of Care intervention, MIND at home and Partners in Dementia Care help families to obtain the skills and resources required to provide adequate care to the dementia population in the home setting. The overarching theme is that while competing needs do exist in this area, education can help to reduce the burden on families and possibly help them to achieve the goal of home care for their loved ones.
Fortunately, policies are in place that prevent elderly patients from living at home when they are unable to receive adequate care. Recently I worked with at patient that suffered from severe dementia and his wife and children were working very hard to get approval to have him stay at home as opposed to being discharged to a skilled nursing facility. The patient is still on our unit, but it is questionable how the scenario will play out. At this point, a hearing is pending to determine if the patient requires a conservator. In the state of Connecticut, a conservator of the person is assigned to individuals determined to be unable to competently care for themselves. The conservator of the person is responsible for all matters including those related to finances and healthcare (“Conservatorships,” n.d.). Policy in this case will overrule the desires of the family to keep the patient at home and ultimately, the patient will be placed in the appropriate care environment.
Conservatorships. (n.d.). Retrieved from https://www.ctprobate.gov/Pages/Conservatorships.aspx.
Diaz, A., Sarac, B. A., Schoenbrunner, A. R., Janis, J. E., & Pawlik, T. M. (2020). Elective surgery in the time of COVID-19. The American Journal of Surgery, 220(2), 300-302. Retrieved from https://www.americanjournalofsurgery.com/article/S0002-9610(20)30218-X/pdf.
Hirschman, K. B., & Hodgson, N. A. (2018). Evidence-based interventions for transitions in care for individuals living with dementia. The Gerontologist, 58(suppl_1), S129-S140. https://doi.org/10.1093/geront/gnx152.
Plöthner, M., Schmidt, K., De Jong, L., Zeidler, J., & Damm, K. (2019). Needs and preferences of informal caregivers regarding outpatient care for the elderly: A systematic literature review. BMC geriatrics, 19(1), 82. https://doi.org/10.1186/s12877-019-1068-4.
Bill’s discussion
Organizational Policies and Practices to Support Healthcare Issues
Competing Needs
Competing needs can have a significant impact on the development of policy. This is mainly because the policy’s primary objective is to align with the needs (Tinetti et al. 2019). Therefore, in cases where there are competing needs, such as the needs of the patients, workforce, and resources, policy development can be challenging. For example, a policy to ensure the efficiency of service needs to consider the issue of nurses’ workload, stress, and burnout. Therefore, the policy would be required to address burnout, anxiety, and workload before proposing efficient health care strategies.
Specific Competing Need
Quality is a specific competing need in health care that affects nurse burnout. In health care organizations, nurses are expected to provide high-quality service that ensures the client’s safety and satisfaction (Saban et al. 2019). However, the issue of nurse burnouts in different health organizations affects this need. Thus, despite being expected to deliver high-quality services, the nurses could be limited to various problems such as stress and lack of motivation due to burnout.
The significant impacts of the competing needs include medical errors, nurse turnover, depletion of organization resources, and patient dissatisfaction. A high nurse turnover would require the organization to invest in new hires, which often require comprehensive training before adapting to the organization’s culture. Due to the stress and exhaustion associated with burnouts, the nurses will deliver lo quality services, which can result in increased errors and patient dissatisfaction.
How Policy Address the Issue
A policy can address these issues by ensuring that the nurses and the patient’s needs are addressed. In most cases, the nurses’ needs are a prerequisite to meeting patients’ needs. Nurses satisfied with their work will often be motivated, thus delivering high-quality work as observed by De Simone et al. (2018). In this case, the policy should address the nurse’s issues, such as reduced workload and shift hours to reduce burnout cases. This will, in turn, reduce the turnover rates as well as improve patient satisfaction rates.
References
De Simone, S., Planta, A., & Cicotto, G. (2018). The role of job satisfaction, work engagement, self-efficacy and agentic capacities on nurses’ turnover intention and patient satisfaction. Applied Nursing Research, 39, 130-140.
Saban, M., Dagan, E., & Drach-Zahavy, A. (2019). The relationship between mindfulness, triage accuracy, and patient satisfaction in the emergency department: A moderation-mediation model. Journal of Emergency Nursing, 45(6), 644-660.
Tinetti, M. E., Naik, A. D., Dindo, L., Costello, D. M., Esterson, J., Geda, M., … & Kang, G. (2019). Association of patient priorities–aligned decision-making with patient outcomes and ambulatory health care burden among older adults with multiple chronic conditions: a nonrandomized clinical trial. JAMA Internal Medicine, 179(12), 1688-1697.
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: Topic 2 DQ 1
Family is defined as 2 or more persons. There are different structures of families. The traditional family contains parents and children. Single parent family is one parent raising a child or children. The extended family is more than 2 adults with children. A childless family is a couple with no children. The step family is a couple bringing in their children from previous marriages and combining into one. A nontraditional family is of parents that are adolscents and or gay/lesbian couples that adopt. It is important to acknowledge all structural types of families and how the children are raised in those families. A traditional family does not mean the child will be raised best. It is about the bond between guardian and child. In today’s time, we cannot be surprised by what kind of family structure someone is living in. The best way to approach this possibility is to avoid making assumptions by being careful with your language, letting them know that you’re welcoming of difference, being open and honest in seeking more knowledge, recognizing when your questions are encouraged or resented, and responding appropriately (everyday feminism, 2020). A family systems theory looks at a certain family structure emotionally. It is important to use the family systems theory to determine if a child of a specific family has anxiety or any other psych disorders due to their upbringing. It helps an individual to learn to cope or adapt. Family systems therapy is a form of psychotherapy that supports people in resolving conflicts with their family or problems that exist within a family unit (better help, 2021). All members of the family contribute to the dynamic of whether the family is functioning in a healthy or dysfunctional way (better help, 2021).
everyday feminism (2020). Retrieved from https://everydayfeminism.com/2014/05/talk-about-nontraditional-family/
better help (2021). Retrieved from https://www.betterhelp.com/advice/therapy/what-is-family-
Respond to the above student’s post using 200-300 words APA format with references supporting with discussions
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Your cover letter should be:
SEE ATTACHED ASSIGNMENT TO FOLLOW BUT IT HAS TO BE DIFFERENT. THANK YOU.
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Initial Post Instructions
This week you will read about architecture. The lesson includes information on Roman architecture, which was greatly influenced by the Greeks and Etruscans.
Locate at least two architectural works that were influenced by Greco-Roman architecture. These can be from any time period after the Greco-Roman period but should be from different periods themselves (e.g., one from Renaissance and one from Baroque). Then address the following:
Use examples from the text, the lesson, and the library to help support your answer. Please remember to provide images and citations to help illustrate your points.
Follow-Up Post Instructions
Respond to at least one peer. Further the dialogue by providing more information and clarification.
YesterdayMay 16 at 4:59pm Manage Discussion Entry
This week we are reading about architecture. This is vastly different from other forms of art that we have learned about thus far. Our book describes how architects have a special and respected relationship in respects to space and function of that space. Some of the most unique and well known buildings have been created with this foundation in architecture in mind. As stated in our book, “Architecture generally creates a strengthened hierarchy in the positioned interrelationships of earth and sky and what is in between” (Jacobus & Martin, 2018). The influences of Greco-Roman architecture are seen throughout the creation of buildings all over the world. These structures are renowned for their magnificence, huge columns, and iconic beauty. This style is also known for its symmetry, archways, vaults, and domes. These structures are constructed using marble, limestone, and concrete.
St. Peter’s Square was built from 1656-1667 in the Vatican City, during the Renaissance time period. Designed by Gian Lorenzo Bernini, it functions as a gathering place for the public upwards of 300,000 to see the Pope give his blessings. It is named after Saint Peter, an apostle of Jesus and exhibits symmetry throughout its construction. This structure exhibits the Greco-Roman period by its design. For example, there is a trapezoidal entrance as one enters the elliptical viewing area. Looking straight into the open area, one can see straight to the Papal Basilica of Saint Peter, known to be the headquarters of the Catholic church. There is an Egyptian obelisk (a tall, four-sided narrow tapering monument that ends in a pyramid-like shape on top) located in the center of the viewing area. Matching curved colonnades (long sequences of columns) flank each side of the obelisk with 284 columns, 88 pilasters, and 140 statues of saints (Civitatis Tours SL., n.d.). In addition, there are two fountains on each side of the obelisk contribute to St. Peter’s square beauty and relaxing atmosphere after being constructed from 1667 to 1677 (Città Del Vaticano, n.d.). The construction of St. Peter’s square embodies both Greek and Roman Architecture during the Renaissance era.
The Low Memorial Library located on the Columbia University campus in New York City is another example influenced by Greco-Roman architecture. This structure was the first major building of Columbia University’s new campus built in 1895 – 1897 in the Late Modern Period. It is located in New York City’s Morningside Heights neighborhood. “Modeled after the Pantheon in Rome, Low (Memorial) Library was conceived as the visual and academic focal point of the campus plan” (National Park Service, n.d.). There are several flights of steps with two landings that lead to the entrance of the building. Its entrance faces the campus courtyard with several columns and a rising, central dome. There are balconies along the base of the dome, with the north balcony featuring four statues of Euripides, Demosthenes, Sophocles and Augustus Caesar. The two massive columns of green marble at the entrance lead to the octagonal reading room. This interior space is surrounded by sixteen columns of green granite from Vermont (University Archives, 2020). This structure embodies both Greek and Roman architecture.
Low Memorial Library:
Pantheon in Rome Italy:
Taking the role of the evaluative critic and the three parts to being that, the insight to St. Peter’s Square is that this structure is a vast outdoor space where individuals can witness the pope give his blessing. This background knowledge allows for understanding of the intent behind this structure. In my opinion, this structure is a work of perfection as the beautiful symmetry of the oval shape with its colonnades comes together to form an open area for people to gather. This structure is the ideal definition of inexhaustibility as it has infinite beauty and meaning behind each form and shape. St. Peter’s Square can be intimidating, beautiful, mysterious among so many other personal interpretations. The Low Memorial Library has great insight behind it’s design. Modeled after the Pantheon in Rome, this structure was built to be a library and has since become partly occupied with administrative offices. The massive columns in the front of the library give an onlooker the impression as if they are about to enter a great building, with thousands of books on display. This structure embodies perfection and inexhaustibility shows in what appears to be an endless flight of stairs approaching the library doors.
References:
Città Del Vaticano. (n.d.). St. Peter’s Square Fountains. Retrieved May 16, 2021, from https://vatican.com/St-Peters-Square-Fountains/
Civitatis Tours SL. (n.d.). St. Peter’s Square – Vatican City. Civitatis Rome. Retrieved May 16, 2021, from https://www.rome.net/st-peters-square#:%7E:text=The%20most%20impressive%20part%20of,by%20the%20disciples%20of%20Bernini.
Jacobus, L., & Martin, D. F. (2018). Humanities through the Arts (10th ed.). McGraw-Hill Education.
National Park Service. (n.d.). Low Memorial Library, Columbia University, New York. National Park Service, U.S. Department of the Interior. Retrieved May 16, 2021, from https://www.nps.gov/places/low-memorial-library.htm
University Archives. (2020, April 20). Low and Gould Memorial Libraries: Contemporaries and Counterparts – News from Columbia’s Rare Book & Manuscript Library. News from Columbia’s Rare Book & Manuscript Library. https://blogs.cul.columbia.edu/rbml/2020/04/20/low-and-gould-memorial-libraries/
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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:
Selection of Community Setting
These are considered appropriate community settings. Choose one of the following:
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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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.
|
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
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:
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.
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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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.
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
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 | ||
| 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: |
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/ |
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
|
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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