Critical Appraisal

/in /by

[removed]

CRITICAL CARE WK 6

/in /by

 

MY NUMBER ASSIGNED WAS 7 WHICH IS:  Tension hemo/pneumothorax – when does this occur, s/s, treatment, and complication 

Each student will be assigned a number randomly.  Whatever your number is, select the corresponding topic below, then post a minimum of 5 bullet points about the topic.  

Your bullet points should address key components of the topic, such as what, how, who, & why.  This information should not be basic things you learned in Med/Surg, but rather advanced critical care based.  

Think about this as a group effort to create a study guide. Use ONLY your textbook, but do not cut & paste from the book.  

Then create, find, or borrow a test style question about your topic & post at the bottom of your bullet points. The format needs to be multiple choice or select all that apply. Think NCLEX style. 

PART 2:

Take a few minutes and ask 2 people about their personal coping mechanisms for dealing with the stress of working in healthcare during this unique time of Covid. Stress can be physical, emotional, spiritual, or any combination of triggers. Ask a diverse variety of people, don’t forget those in other departs at different points of hierarchy. For example, ask your unit manager, environmental services, volunteers, patients, fellow nurses, etc.  Write 2-3 paragraphs on your findings and impressions while respecting the person’s identity. 

FOCUSED SOAP NOTE AND PATIENT CASE PRESENTATION,5

/in /by

  

How would you address the Caregiver role strain that the spouse is likely to undergo?

What are some important factors to consider when treating elderly patients?

nursing

/in /by

Week 4 Module 4: A Deeper Look at Prevention and Aggregates

Module Overview

During week four, you will complete course activities related to prevention and aggregates while taking a deeper dive when looking at aggregates and prevention.

Overall Topics

· Aggregates

· Primary, Secondary, and Tertiary Levels of Prevention – you do read about this during Weeks 1 & 2 and in Nies & McEwen’s text, Chapter 1, however this week you will add to your knowledge level about population health prevention levels. SMSU Nursing uses the four levels of prevention: primary, secondary, tertiary, and quaternary. Be aware that some sources use three levels of prevention, and some sources use four levels of prevention!

Module Learning Objectives

By the end of this week, students will:

· Describe what an aggregate population means.

· Describe an aggregate population.

· Describe the meanings of primary, secondary, tertiary prevention, and quaternary prevention.

· Explain examples of primary, secondary, tertiary, and quaternary prevention.

Learning Assignments

1. Complete Aggregate and Prevention Worksheet

2. View Virtual Module: Leibold (2021) Levels of Prevention at

https://softchalkcloud.com/lesson/serve/SVWNzCadZevUMA/html

3. Read: Minnesota Department of Health. (2019). Public health interventions (PopulationBased).


https://www.health.state.mn.us/communities/practice/research/phncouncil/docs/PHInterv


entionsHandout.pdf

4. Read: Minnesota Department of Health. Population-Based Practice at

https://www.health.state.mn.us/communities/practice/ta/phnconsultants/docs/0303phn_po


pbasedpractice.pdf

5. Complete items in the Module 4 content folder

Items Due

1. Complete Aggregate and Population worksheet assignment due to assignment drop box on //23 by 9/17/23 by 11:59 pm

2. **Start thinking about your community assessment project. This is a time to start conducting your windshield/walking survey and setting up your key informant interview (refer to Week 6 module instructions as well as the course syllabus)

image1.jpg

week 3

/in /by

 

Creating the Optimal Clinical Environment

Nurse educators are responsible for both didactic and clinical education. Much thought and planning goes into determining clinical content and clinical placements.  Before you can negotiate clinical partnerships, you must decide on the type of clinical experiences students need and where they can get them.  After completing this week’s reading, and reflecting on your experiences as a student, consider how an educator should go about making these kinds of decisions. 

Initial Post: Use these prompts to think about the topic and share your ideas.

  • How would things like active learning, action and reflection, and higher level thinking influence your decisions about student placement (i.e. where would you place new students vs. senior students and why)?
  • Scheduling students on the same floor for longer periods of time allows students to adjust and feel comfortable in the learning environment.  On the other hand, more frequent changes may provide a greater variety of clinical experiences.  As an educator, how do you choose?  Which do you prefer? Which do you think students prefer? Support your answers with information about best practices.
  • What balance of clinical observation vs. hands on care is optimal and why?
  • Who should have the greater role in guiding and supervising students on a clinical floor, the instructor or staff nurses/preceptors? How might this be negotiated/configured.

Evaluation 6

/in /by

please follow all directions

discussion

/in /by

 

  1. After studying the lesson “Nursing Leadership” in Chapter 21 of the textbook (eBook), open a discussion forum by answering the following questions:
  2. What is leadership?
  3. What is a leader?
  4. How does a nurse demonstrate leadership characteristics? Explain.
  5. Do you think Florence Nightingale was a leader in the nursing profession? Why?          Explain.
  6. Describe the following types of leadership: autocratic, democratic, and Laissez-Faire. Give an example of each one within the nursing field.
  7. This topic will be part of class discussion this week (Module 7).
  8. In addition to the eBook, you are required to use at least two more primary references.
  9. Remember APA style when use references “in-text” citation and in the References at the final of your publication.
  10. Submission Instructions:
  • Submit your discussion post by 5:59 PM Eastern on Thursday, October 5th, 2023. 
  • Your initial post should include at least 2 academic sources, formatted and cited in APA.
  • Respond to your classmates’ discussion posts by 11:59 PM Eastern on Saturday, October 7th, 2023. Ask a question, and provide a different viewpoint.

How health care professionals can ensure that patient's rights are upheld and protected

/in /by

Visit and review Americal Hospital Association’s Patient’s bill of rights. Discuss how health care professionals can ensure that patient’s rights are upheld and protected . Using APAP 7 format.Minimun 500 words citation at least 5 years old, and use at least 2 or more references.

assist wk 1

/in /by

Assignment: Articulate the Development of Quality Models and Associated Theoretical Frameworks

Using your reading assignments in your textbook as a starting point, you will conduct additional research on the early aspects of quality assessment, improvement, and management. Your Research Report must include an
introduction, body of discussion, and a summary. You will discuss the following quality models in-depth and the experts responsible for developing the models and frameworks for quality improvement and management. 

1. PDSA Cycle

2. Total Quality Management model

3. Lean Six Sigma model

4. Toyota Production System Lean Manufacturing

5. Donabedian Quality Framework 

In your summary paragraph, you will discuss the connection between the development of the Donabedian Quality Framework and its application in healthcare quality measurement.

In addition to your narrative, you will create a table that contains a timeline in chronological order for the introduction of the quality models you discussed in your research paper. Your table will be an
appendix to your research report and the entries will include the name of the quality model, the year it was introduced, and its purpose. The purpose will be a synopsis from your findings and may be presented using bullet points. Be sure to follow APA standards for the use of appendices.

Here is an example of the table. Add rows to complete your timeline. Download the table from your Weekly Resources.   

Year

Quality Model Name

Quality Model Purpose

 

 

 

 

 

 

 

 

 

Length: A minimum of 3 pages, not including the title page, reference page, and Appendix page.

End of Life Care

/in /by

 Mr. Rivera is a 72-year-old patient with end stage COPD who is in the care of Hospice. He has a history of smoking, hypertension, obesity, and type 2 Diabetes. He is on Oxygen 2L per nasal cannula around the clock. His wife and 2 adult children help with his care. Develop a concept map for Mr. Rivera. Consider the patients Ethnic background (he and his family are from Mexico) and family dynamics. Please use the concept map form provided.