Nursing homework help

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Respond to this post with a positive response :

Ask a probing question, substantiated with additional background information, evidence or research.

Share an insight from having read your colleagues’ postings, synthesizing the information to provide new perspectives.

Offer and support an alternative perspective using readings from the classroom or from your own research in the Walden Library.

Validate an idea with your own experience and additional research.

Make a suggestion based on additional evidence drawn from readings or after synthesizing multiple postings.

Expand on your colleagues’ postings by providing additional insights or contrasting perspectives based on readings and evidence.

Use  references

INITIAL POST

Diet and Overweight in Tennessee

A significant behavioral risk factor affecting our nation’s population is unhealthy diet resulting in obesity (Knickman & Kovner, 2015).  Unfortunately, this health issue significantly influenced the great state of Tennessee.  Tennessee is ranked 15th out of all the states for highest obesity rates in adults and ranked 20th for ages 10-17 (The State of Obesity, 2018). Tennessee’s obesity rate has increased dramatically in the past few decades.  In 1990, the obesity rate for the state was 11.1%, rose to 20.9% in 2000, and 32.8% in 2017 (The State of Obesity, 2018).  This obesity has affected a rise in health conditions such as diabetes with a current rate of 13.1%, hypertension with a current rate of 38.7%, and heart disease with a current rate of 38.7% (The State of Obesity, 2018).  If the trend of obesity continues at this rate, disease is going to increase substantially in Tennessee.  To stop the trend of poor diet and obesity in Tennessee, drastic interventions are needed.

Population-Based Intervention Model Examples

According to the Population-Based Intervention Model, effective interventions include downstream, midstream, and upstream (Knickman & Kovner, 2015).  Downstream interventions include interventions based on an individual.  Providers in my community should focus on BMI at well-visits with individuals.  As part of the well-visit, the provider needs to provide education on the individual’s BMI.  Specifically, discussion regarding what it means and how to decrease it or prevent it from elevation is imperative.  The provider should review the patient’s regular diet, make suggestions on improvements, and provide resources related to healthy eating.  In small southern Tennessee towns, education on healthy nutrition is lacking.  However, people seem to trust their doctors in the rural community.  Individual focus on diet by the providers would be beneficial.

Midstream interventions of the Population-Based Intervention Model are interventions focused on communities (Knickman & Kovner, 2015).  When traveling through Tennessee, the importance of southern cooking and fast food is announced all over the interstate billboards.  Manchester, TN is no exception as Interstate 24 runs straight through it creating the nickname, Interstate Town.  Manchester is the main town in Coffee County with even smaller towns surrounding it.  This is the community in which I live, full of fast food and very limited healthy restaurant options.   The United States Department of Agriculture (2017) reported 38 fast food restaurants in 2014, making 0.71 fast food restaurants for every 1,000 people.  Restaurants with healthy options in Manchester, TN are nearly non-existent.  An example of an effective midstream intervention in Manchester would be to bring in healthier restaurants.  This busy, working-class community full of families eats out a lot while focusing on church events, sports, and volunteering.   Having quick, healthy restaurant options would be helpful in improving health and decreasing obesity in this area.

Upstream interventions of the Population-Based Intervention Model are interventions made by policies at the state and national levels (Knickman and Kovner, 2015).  According to The State of Obesity (2018), Tennessee has yet to make any laws concerning the requirement of posting caloric information in restaurants.  Perhaps, if individuals saw this information on their regularly eaten food options, they would get accustomed to choosing the lesser calorie options.  Also, this policy may help to inform community members as to why eating at home or having healthier restaurants would be beneficial to their health.

Summary

Poor diet and obesity are huge concerns in Tennessee as the increasing trends will only worsen disease rates in the future.  Ideas such as one-on-one nutritional attention by providers, healthier restaurant choices, and policies requiring posted nutritional information could increase the health of the Tennessee population.

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Respond to this post with a positive response :

/in /by

Ask a probing question, substantiated with additional background information, evidence or research.

Share an insight from having read your colleagues’ postings, synthesizing the information to provide new perspectives.

Offer and support an alternative perspective using readings from the classroom or from your own research in the Walden Library.

Validate an idea with your own experience and additional research.

Make a suggestion based on additional evidence drawn from readings or after synthesizing multiple postings.

Expand on your colleagues’ postings by providing additional insights or contrasting perspectives based on readings and evidence.

Use  references

Main Post

Throughout my years as an ICU nurse, critical thinking has become a skill that I utilize on a daily basis in my clinical practice. Not only are critical thinking skills a part of my daily practice, but I also observe my colleagues putting their critical thinking skills to use in their every day clinical practice. One example of critical thinking skills being used in ICU clinical practice is when multiple drips are being titrated on a patient that is extremely ill. As an ICU nurse, it is essential and vital that you utilize critical thinking skills when choosing which drip to titrate up or down or which drip to start or stop. Another instance where I have observed critical thinking skills being used in the ICU is when I would attend a rapid response on one of the medical floors. As the critical care nurse, I must use my critical thinking skills to choose the right lab tests to run, determine what might be going on with the patient that is in distress, and choose the right treatment pathway.

 

I try to improve my clinical competence in every way I can, especially by employing my critical thinking strategies. Some of the strategies I use most often include listening, continuing to learn every chance I get, and explaining to my colleagues why I came to a specific conclusion. I use the strategy of listening to improve my clinical competence because it helps me find new solutions to everyday problems that I might face in the ICU. Learning helps improve my clinical competence because it makes me a better ICU nurse. The more I learn, the more proficient I can become. I like to explain my rationale for the conclusion I came to because another colleague might have something important to add that would aid in solving the problem at hand.

 

Clinical scholarship is defined as an approach that enables evidence-based nursing and the development of best practices to meet the needs of clients efficiently and effectively (Stanley et al., 1999).

Critical thinking is defined as the objective analysis and evaluation of an issue in order to form a judgment (Benner, Hughes, & Stuphen, 2008, p. [Page 120]).

Clinical practice is defined as either the field of principal professional clinical activity (Wilkes, Mannix, & Jackson, 2013).

 

After reviewing the definitions of clinical scholarship, critical thinking, and clinical practice I was able to see how each term is interconnected. In order to have a clinical scholarship like approach in clinical practice, it is essential that critical thinking tools be utilized. The development of the best practices in clinical nursing practice will not occur if there is no critical thinking involved in the process (Wilkes, Mannix, & Jackson, 2013).

These three terms should be looked at as a single unit; one cannot exist without the other.

 

 

 

Benner, P., Hughes, R. G., & Stuphen, M. (2008). Patient Safety and Quality: An

 

Evidence-Based Handbook for Nurses.Rockville, MD.

 

Stanley, J., PhD, Keating, S. B., EdD, Edwardson, S., PhD, Easley, C. E., PhD, Alichnie,

 

C., PhD, & Edwards, J., PhD. (1999, March 15). Defining Scholarship for the

 

Discipline of Nursing. Retrieved December 31, 2018, from

 

https://www.aacnnursing.org/News-Information/Position-Statements-White-

 

Papers/Defining-Scholarship

 

Wilkes, L., Mannix, J., & Jackson, D. (2013). Practicing nurses perspectives of clinical

 

scholarship: a qualitative study. BMC nursing, 12(1), 21. doi:10.1186/1472-6955-

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Nursing-Quality Indicators

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Week 1: Integration of Nursing Informatics Skills and Competencies

66 unread replies.66 replies.

Reflect on your own practice. Discuss how informatics is used in your practice. What is your primary area where you would use informatics? From completing the Pre-TANIC TIGER assessment for this week, what do you plan to achieve in this course? How did you feel your competency level was compared to the assessment?

please just answer these two question  Discuss how informatics is used in your practice. What is your primary area where you would use informatics?

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Nursing

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Choose one recent (within last 2 years) news story about genetic or genomic technology. Describe the issue presented. From the perspective as an RN or APRN, describe the ethical, cultural, religious, legal, fiscal, and societal implication.

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Cognitive Behavioral Therapy: Group Settings versus Family Settings

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Post an explanation of how the use of CBT in groups compares to its use in family settings.

Provide specific examples from your own practicum experiences.

Then, explain at least two challenges counselors might encounter when using CBT in the group setting. Support your response with specific examples from this week’s media.

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discussion 2

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Benefits of qualitative versus quantitative research

450 word minimum,APA format, at least 1 reference

Must address topic

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A1C13

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Overview

Compose 2–3 pages in which you respond to a medical ethics dilemma.

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

· Competency 1: Explain the nature of ethical issues.

1. Explain the ethical issue in the scenario.

. Competency 2: Critically examine the contributions of key thinkers from the history of ethics.

2. Apply the three traditional theories of normative ethics to the situation.

. Competency 3: Engage in ethical debate.

3. Describe the advantages and disadvantages of the three theories as they relate to this situation.

. Competency 4: Develop a position on a contemporary ethical issue.

4. Apply ethical theory to justify your ethical position on this issue.

. Competency 5: Communicate effectively in the context of personal and professional moral discourse.

5. Communicate in a manner that is scholarly, professional, and consistent with expectations for members of professional communities.

Context

Context

Ethics is about doing what is right. Traditional normative theories express this goal in one of three ways:

. Virtue Ethics

6. Seek personal excellence by cultivating virtuous habits.

6. Aristotle: Achieve self-sufficiency through moderation.

. Deontological Ethics

7. Do your duty by following the rules.

7. Kant: Act as any rational agent is bound by universal law.

. Consequentialist Ethics

8. Try to make the world a better place by producing good outcomes.

8. Mill: Generate more pleasure and less pain for everyone.

Applying ethical theories to everyday life is not easy, as we consider virtues, duties, and results:

. Virtue Ethics

9. Strengths: Respect for people, moral education, continuing progress.

9. Problems: No direct advice for specific situations, excuse for self-serving.

. Deontological Ethics

10. Strengths: Simple application of rules, avoid personal responsibility.

10. Problems: Rigidly strict, conflicting rules, sometimes bad consequences.

. Consequentialist Ethics

11. Strengths: Flexibility in circumstances, outcomes publicly discernible.

11. Problems: Hard to predict results accurately, especially over the long run.

Using all three is fine, but we need to think through how they cohere or diverge.

· Toggle Drawer

Questions to Consider

To deepen your understanding, you are encouraged to consider the questions below and discuss them with a fellow learner, a work associate, an interested friend, or a member of the business community.

As you think about applying ethical theory, consider addressing one of the following questions:

. Which of the three approaches to ethical theory makes the most sense, and why?

. When might Aristotle, Kant, and Mill disagree about how to handle a specific case?

. What theoretical approach are you most likely to employ in particular situations?

· Toggle Drawer

Resources

Suggested Resources

The following optional resources are provided to support you in completing the assessment or to provide a helpful context. For additional resources, refer to the Research Resources and Supplemental Resources in the left navigation menu of your courseroom.

Three Approaches

. Fieser, J. (n.d.). Ethics. Internet Encyclopedia of Philosophy. Retrieved from http://www.iep.utm.edu/ethics/

1. Pages 1–15.

. Hinman, L. M. (2016). Ethical theories. Ethics Updates?. Retrieved from http://ethicsupdates.net/theories/index.shtml

2. Pages 1–2

Virtue Ethics

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Unit 6 assignment – Tuberculosis

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Tuberculosis

M. tuberculosis can be transmitted in virtually any setting. Clinicians should be aware that transmission has been documented in healthcare settings where healthcare workers and patients come in contact with persons with infection.

• Describe the factors that determine the infectiousness of a tuberculosis (TB) patient;

• Explain the main goals of a TB infection control program;

• Discuss the three levels of an effective TB infection control program;

• Explain the purpose and the characteristics of a TB airborne infection isolation room; and

• Describe the circumstances when respirators and surgical masks should be used.

2 pages not including title and reference page

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Personal Essay

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Personal Essay: In 500 words, address desired track of interest for practice in the BSN to DNP Psych-Mental Health program at Florida International University, and why you should be accepted.

Moreover, you should address desired focus and areas of interest for practice in the DNP program.

I have a Bachelor of Science in Nursing (BSN), and I want to continue my education and become a Psychiatric-Mental Health Nurse Practitioner.

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Nursing Project– Power point presentation

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Conflict Resolution Power Point Presentation

 

The nurse practitioner must assess and implement an action plan for management. The nurse practitioner will discuss how to initiate a plan of action in resolving the clinical issue and present a PowerPoint presentation.

No more than 10 slides should be used with group participants of 5 to 6 students per group.

 

CASE/CONFLIT

The nurse has been working in a medical surgical unit for years as a unit ADVANCE NURSE PRACTTIONER for 5 years. She is very smart and savvy when it comes to her job. She constantly gets feedback from the patients as being one of the kindest, most thorough ADVANCE NURSE PRACTIONERs. The physician involved on this case scenario unbelievably thorough and great with patients.

The unit ADVANCE NURSE PRACTTIONER was approached by a physician wondering why the blood pressure medications of a certain patient were being held over the past few days and he was not notified. This ANP, being very diplomatic, offered a response to the physician, “I’m not sure, I didn’t even know that happened, let me look into it for you and get back to you.”

Unrelenting, the physician pressed farther: “There’s no need for you to look into it further, I’ve been sitting her for 20 minutes looking at the blood pressures and medications given–and makes no sense.” Getting louder with each word.

Knowing she could offer nothing useful in this conversation with it escalating, she simply walked away saying, “I don’t know, I’ve literally taken care of this patient today for the first time.”

 

https://www.ahrq.gov/professionals/education/curriculum-tools/cusptoolkit/toolkit/contentcalls/conflict_resolution-slides/conflictresslides.html#slide17

 

INSTRUCTION

 

The power plan will not have more than 10 slides

 

(1) introduction,

(2) case scenario,

(3) identify the specific conflict of your case ,

(4) discuss the individuals involved in the conflict and  its resolution,

(5) discuss the plan of action,

(6) results expected with your plan of action referent case conflict,

(7) accountability partner (who will be the responsible to implement the action plan and follow the progress ?),

(8) references in APA format.

The power plan will not have more than 10 slides.

Here I m providing you with some advices to prepare your slides and keep them professionals:

– Use only one message per slide. Each slide should address a single concept. Slides should follow a logical progression, with each building upon the other.

– Use brevity: Your presentation should contain no more than 10 slides. In general, using a few powerful slides is the aim.

– Use contrast: Light on dark background or dark on light, and be consistent. Colors appear lighter when projected so look at on a projection screen ahead of time.

– Use as few numbers as possible.

– If you use statistics, use the same scale for numbers on a slide. Cite your source on the same slide as the statistic, using a smaller size font.

– Maintain professionalism, do not use animations or “cute” templates in your presentation.

– Number each of your slides and give them a title.

 

 

Assignment 1: Conflict Resolution Group Case Scenario PowerPoint Presentation

Slides Topic Grade

1 Introduction 10

2 Case scenario 10

3 Discuss the specific conflict 15

4 Discuss individuals involved 10

5 Discussed the plan of action 15

6 Results expected 15

7 Accountability partner 10

8 References 15

Presentation Total 100%

 

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