Week2 re

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#1

I will be appraising the article titled COVID-19 vaccine effectiveness of booster doses against delta and omicron variants over follow-up times using longitudinal meta-analysis. The study design is a longitudinal meta-analysis as it follows and analyzes data over a period of time. Introduction to quantitative research states, “Longitudinal designs gather data about subjects at more than one point in time” ( Galen College of Nursing, 2024). Researchers extracted data from eighty studies from multiple reliable databases. Analysis was performed on unvaccinated and vaccinated groups that had completed the two doses of the vaccine for delta and omicron. Eighty studies provide a large amount of data and an appropriate sampling size for a meaningful study. The Independent variable is the COVID-19 vaccine booster dose, and the dependent variable is vaccine effectiveness. The data that was surveyed came from reliable databases, and an analysis was performed by two independent researchers, with a third researcher who could be consulted if needed. The main result of the study showed a decreased effectiveness over time, as stated in COVID-19 vaccine effectiveness of booster doses against delta and omicron variants over follow-up times using longitudinal meta-analysis, “Our findings showed a tendency to decrease effectiveness over time based on outcomes and variants” (Mostafavi et al., 2024). After 20 weeks, effectiveness dropped to 93.3 percent for the delta variant. Omicron peak effectiveness was 90.8 percent by week four and dropped to 73.4 percent by week 25. I would use this study to educate patients, specifically immunocompromised patients, on the importance of yearly vaccine booster shots for protection against covid 19(Mostafavi et al., 2024). 

#2

A quantitative analysis of fidgeting in ADHD and its relation to performance and sustained attention on a cognitive task

The study employed a quantitative research design to investigate the relationship between fidgeting and cognitive performance in adults diagnosed with Attention-Deficit/Hyperactivity Disorder (ADHD). The sample size was adequate but not ideal for the research question. It allowed for a meaningful exploration of the relationship between fidgeting and cognitive performance in adults with ADHD. However, a larger sample would strengthen the study’s external validity. The study analyzed how the independent variable “fidgeting” related to task performance, attentional consistency, and ADHD symptom severity, which were the dependent variables. The study employed valid and reliable instruments to measure the outcomes. Actigraphy devices provide objective and reliable data on fidgeting. Structured interviews and ADHD rating scales are widely validated tools for assessing ADHD symptoms, though self-reports might introduce some bias. The study provides evidence supporting the hypothesis that physical movement during cognitive tasks may serve a functional role in helping individuals with ADHD maintain focus and cognitive control. The study reported statistical significance for its major findings, lending credibility to the relationships between fidgeting, attention regulation, cognitive performance, and ADHD symptom severity. Using the results of this study, I would apply the findings in nursing practice to improve outcomes for patients with ADHD by recognizing the potential benefits of fidgeting as a self-regulation mechanism.

Benchmark- Capstone Project Change Proposal Presentation for Faculty Review and Feedback

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The purpose of this assignment is to develop a presentation for your capstone project change proposal that you will present in Topic 10 to leaders and interprofessional stakeholders at your practicum site.

Prepare a presentation using as a guide the Topic 8 “Benchmark – Capstone Project Change Proposal” that was completed previously.

Students will disseminate this presentation to leadership at the practicum site in Topic 10. Reach out to your preceptor to collaborate on confirming a date and time to present this PowerPoint to an interprofessional audience of leaders and stakeholders at the practicum site.

Prepare a 10-15-slide PowerPoint presentation of your capstone project change proposal to include the following:

  1. Identify the clinical problem statement and explain the purpose of the evidence-based change proposal.
  2. Summarize the evidence/literature, including connection to the proposed plan.
  3. Propose an implementation plan with an intervention and outcome measures.
  4. Outline the roles and responsibilities of the various interprofessional stakeholders who will be needed in order to implement the plan. Roles and responsibilities discussed should be specific to the implementation of your proposed project.
  5. Describe the resources needed for project implementation.
  6. Discuss the evaluation plan for proposed nursing intervention.

Provide a minimum of three references to accompany in-text citations used throughout the PowerPoint presentation.

In preparing your presentation, consider the stakeholders who will be part of your audience and ensure you incorporate appropriate messaging and communication strategies for that audience. Submit the presentation in the digital classroom for feedback from the instructor.

Title slide and reference slide are not included in the slide count. Include speaker notes below each content-related slide that represent what would be said if giving the presentation in person. Expand upon the information included in the slide and do not simply restate it. Please ensure the speaker notes include a minimum of 50-100 words per slide.

Wk 8 pap ay

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  • Tell us about a healthcare program, within your practice. What are the costs and projected outcomes of this program?
  • Who is your target population?
  • What is the role of the nurse in providing input for the design of this healthcare program? Can you provide examples?
  • What is your role as an advocate for your target population for this healthcare program? Do you have input into design decisions? How else do you impact design?
  • What is the role of the nurse in healthcare program implementation? How does this role vary between design and implementation of healthcare programs? Can you provide examples?
  • Who are the members of a healthcare team that you believe are most needed to implement a program? Can you explain why?

Discussion NT W2 Reply 1

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The Uncertainty in Illness Theory (UIT) and its updated version, the Reconceptualized Uncertainty in Illness Theory (RUIT), focus on understanding how patients deal with the uncertainties when facing health challenges that arise during illness. Both theories explore how uncertainty can affect a patient’s emotional, mental, and physical well-being, especially when dealing with illness. These theories are particularly relevant in the context of caring for patients; for nurses and healthcare providers because they highlight the need to address and manage the psychological and emotional challenges faced by patients through compassionate care.

Uncertainty in Illness Theory (UIT)

The Uncertainty in Illness Theory, developed by Merle Mishel in 1981, focuses on the cognitive processes which individuals use to manage uncertainty during illness, emphasizing how uncertainty arises from the inability to determine the meaning of illness-related events and predict health outcomes (Mishel, 1988). Patients often feel anxious and stressed because they do not have enough information, or the information they do have is contradictory. This uncertainty can lead to negative physical and psychological consequences, such as fear, emotional distress, diminished quality of life, feeling of helplessness and confusion. The theory identifies four main components: antecedents generating uncertainty, appraisal of uncertainty, coping with uncertainty, and adaptation to illness.

Reconceptualized Uncertainty in Illness Theory (RUIT)

In 1990, Mishel modified the original theory to create the Reconceptualized Uncertainty in Illness Theory (RUIT), which expanded the concept of uncertainty and incorporated the concept of chronic uncertainty. It not only recognizes that uncertainty exists but also looks at how patients try to manage it. RUIT suggests that the way how people cope with uncertainty affects their health outcomes. The RUIT acknowledges that uncertainty is not only a cognitive stressor but also a constant presence in the lives of patients with chronic illnesses. This theory highlights the importance of ongoing adaptation and coping strategies to manage the persistent uncertainty associated with long-term health conditions, so patients’ perceptions of uncertainty can change over time, and interventions like effective communication and supportive care can help reduce the stress associated with uncertainty (Mishel, 2009).

Uncertainty in Caring

In caring for patients, understanding uncertainty is vital to provide effective support. In this context, both UIT and RUIT are essential for healthcare professionals to understand and address the emotional and psychological needs of patients. When patients are uncertain about their condition or prognosis, it is important for nurses and healthcare providers to acknowledge their feelings by recognizing the sources of uncertainty and providing appropriate interventions, clear and honest information, and offer emotional support. Nurses and other healthcare professionals can help patients by addressing their concerns and providing coping strategies to reduce anxiety. A caring response helps patients feel more in control and less overwhelmed by their uncertainty.

Examples in Practice

  1. Acute Health Situation: In an emergency room setting, a patient presented with severe lumbar and sciatic pain, unsure whether it was a discal hernia or something less serious. The uncertainty of the situation led to a lot of anxiety, and the patient kept asking if he was going to feel alleviation. In this case, uncertainty about diagnosis and outcome created significant distress. By providing clear, timely information, explaining the diagnostic process, and offering emotional support, we were able to help the patient feel more in control, even though the final diagnosis was still pending.
  2. Chronic Health Situation: A patient with chronic osteoarthritis expressed uncertainty about how their condition would progress, particularly as he was starting intra-articular injection therapy (visco-supplementation). This uncertainty was compounded by concerns about managing treatment and potential complications in the future. It was clear that the patient was overwhelmed, not only by the health condition but also by the long-term nature of the illness. By offering consistent reassurance, explaining the natural history of an osteoarthritis process, and involving the patient in decision-making, we were able to reduce some of their uncertainty and help them feel more empowered in managing their health.

In both examples, the application of the Uncertainty in Illness Theory (UIT) and the Reconceptualized Uncertainty in Illness Theory (RUIT) helped me understand how uncertainty impacts patients’ emotional and psychological well-being. A caring response, such as providing clear information, emotional support, and involving the patient in decisions, is essential in reducing uncertainty and improving the patient’s experience.

References

Mishel M. H. (1988). Uncertainty in illness. Image: Journal of Nursing Scholarship, 20(4), 225-232.

Mishel M. H. (2009). Reconceptualization of the Uncertainty in Illness Theory. Journal of Nursing Scholarship, 41(3), 235-242.

Discussion NT W2 Reply 2

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In 1988, researcher Merle Mishel developed the Uncertainty in Illness Theory (UIT), which focuses on the experience of uncertainty that patients face when managing an illness. What is uncertainty in this context? Well, it is defined as the inability to determine the meaning of health-related events, which generates stress and hinders decision-making (Reinken & Reed, 2021). UIT identifies factors such as lack of clear information, unpredictability of symptoms, and ambiguity of medical outcomes as uncertainty triggers (Reinken & Reed, 2021).

In 1990, Mishel reconceptualized the Theory above and thus emerged the Reconceptualized Uncertainty in Illness Theory (RUIT), which reframes uncertainty not only as a negative experience but also as an opportunity for adaptation (Eppel et al., 2024). In that way, uncertainty can be managed and accepted as an inherent part of the health experience, allowing patients to find new ways to cope with their conditions.

Both theories recognize that uncertainty affects patients’ understanding of their condition and ability to make decisions and cope with illness. The UIT, in defining uncertainty as a negative experience arising from ambiguity, inconsistency or lack of information about the disease, emphasizes the healthcare professional’s role in reducing this uncertainty. This is achieved by providing clear information, ensuring patients understand their diagnosis and treatment, and establishing open communication. This approach contributes to patients feeling more empowered and able to manage their health, promoting care that focuses more on their needs and concerns (Reinken & Reed, 2021).

RUIT reconceptualizes uncertainty as an experience that, although initially destabilizing, can also become an opportunity for personal growth and adaptation (Eppel et al., 2024). From this perspective, caregiving involves helping patients accept uncertainty as an inevitable part of the healthcare experience, especially in chronic or long-term illnesses (Eppel et al., 2024). Healthcare providers can encourage adaptive coping strategies, such as seeking social support, developing emotional resilience, and accepting uncertainty so that patients find a sense of control (Eppel et al., 2024).

In practice, I have seen the application of this Theory. In acute health cases, uncertainty is standard in patients facing sudden diagnoses such as a myocardial infarction or cerebral hemorrhage. For example, a patient arriving in the emergency room with chest pain may experience profound uncertainty about his or her diagnosis and prognosis. Therefore, our role should be to provide clear explanations of procedures, maintain constant communication, and empathize with their concerns. I have also observed that, in chronic health situations, uncertainty tends to be more prolonged and focused on the unpredictability of symptoms, disease progression, and its impact on quality of life. An example would be a patient with multiple sclerosis facing unpredictable relapses. His case involves encouraging patient education, establishing support networks, and promoting coping strategies that allow acceptance of the nature of his or her condition.

References

Eppel, J., Kobleder, A., & Mayer, H. (2024). Refining Mishel’s Reconceptualized Uncertainty in Illness Theory: Explaining the development of uncertainty in chronic illness. Research & Theory for Nursing Practice, 38(2). https://doi.org/10.1891/RTNP-2023-0068

Reinken, D. N., & Reed, S. M. (2023). Mishel’s uncertainty in illness theory: Informing nursing diagnoses and care planning. International Journal of Nursing Knowledge, 34(4), 316-324. https://doi.org/10.1111/2047-3095.12406 

SMART goals

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APRNs Transforming Healthcare

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please view attachment 

nurs 514 CL

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Create a discussion using APA 7 format, and scholarly references no older than 5 years

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Create a discussion of a minimum of 350 words with the following

Discussion Board Instructions: Evaluating Alterations of Hormonal Regulation.

This discussion board will explore the intricacies of hormonal regulation and its potential disruptions. A thorough understanding of these alterations is vital for effective patient assessment and care.

Use APA 7 format, and scholarly references no older than 5 years