Tag: Clinical-Nursing

  • Oppositional defiant vs Conduct disorder and post traumatic stress vs Adjustment disorder essays

    Oppositional defiant vs Conduct disorder and post traumatic stress vs Adjustment disorder essays

    DISCUSSION 1

    Discuss and answer questions related to the case presentation.

    Please include the time consideration for differentiating adjustment disorders from PTSD.

    According to the American Psychiatric Association (2013), posttraumatic stress disorder is when the duration of the disturbance last more than one month. Adjustment disorder is when the person has developed emotional or behavioral symptoms that occur within three months of the start of the stressor (American Psychiatric Association, 2013) Oppositional defiant vs Conduct disorder and post traumatic stress vs Adjustment disorder essays.

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    What is the difference between an Oppositional defiant disorder and Conduct disorder?

    According to the American Psychiatric Association (2013), oppositional defiant disorder is when the patient meets at least four of the symptoms lasting at least six months and the interaction occurs with at least one individual who is not a sibling. The symptoms are under the categories of angry/irritable mood, argumentative/defiant behavior, and vindictiveness (American Psychiatric Association, 2013). Conduct disorder is when the patient meets three of the 15 criteria within the past 12 months and at least one criterion present in the past six months (American Psychiatric Association, 2013). With conduct disorder, the patient is physically destructing property or committing theft and bullying/physical fights (American Psychiatric Association, 2013). Oppositional defiant vs Conduct disorder and post traumatic stress vs Adjustment disorder essays On the other hand, oppositional defiant disorder the patient isn’t destroying anything but is just displaying acts of defiance (American Psychiatric Association, 2013). Oppositional defiant disorder patients aren’t physically defiant just verbally (American Psychiatric Association, 2013).

    For the discussion boards this term please include:

    Any differential diagnoses

    Acute stress disorder is a differential diagnosis for this patient due the stress she was under during the event but, acute stress disorder only last from 3 days to 1 month following the exposure to the traumatic event therefore if her symptoms don’t resolve in one month then the diagnosis couldn’t be acute stress disorder (American Psychiatric Association, 2013).

    Other posttraumatic disorders and conditions could be a differential diagnosis for the patient depending on her symptoms in the days following the traumatic event (American Psychiatric Association, 2013). The patient does have symptoms at this time due to the traumatic event but, if her symptoms resolve then her diagnosis could be another mental disorder and not PTSD (American Psychiatric Association, (2013).

    Your diagnosis and reasoning

    The diagnosis for the patient is posttraumatic stress disorder. According to the American Psychiatric Association (2013), to diagnose this patient with posttraumatic stress disorder, the patient does meet the criteria A which is exposure to actual or threatened death, serious injury, or sexual violence in one or more ways. The patient meets criteria A1: directly experiencing the traumatic event (American Psychiatric Association, 2013).

    Any additional questions you would have asked

    I would ask the patient if she were having any flashbacks or nightmares of the incident. Is there anything that triggers memories of the traumatic event? Have you told anyone else about the traumatic event? Are you able to sleep and are you eating? Have you been able to maintain your cleanliness?

    Medication recommendations along with your rationale. Note possible side effects or issues to address if attempting to obtain consent.

    For this patient I would start her out on sertraline (Zoloft) 25 mg po daily for her PTSD. The notable side effects for Zoloft are gastrointestinal such as decreased appetite, nausea, diarrhea, constipation, or dry mouth (Stahl, 2021). Zoloft can often affect the central nervous system with insomnia, sedation, agitation, tremors, headache, or dizziness (Stahl, 2021). Other rare side effects are hyponatremia, hypotension, and seizures (Stahl, 2021). The black box warning for Zoloft is that it could cause suicidal ideation in children and young adults (Stahl, 2021) Oppositional defiant vs Conduct disorder and post traumatic stress vs Adjustment disorder essays.

    Any labs and why they may be indicated

    There are no labs that need to be started to start on Zoloft. Getting a baseline CBC, and urine tox screen would be good for this patient. Checking the patients’ labs for electrolyte imbalances because Zoloft can cause hyponatremia. Also, a urine tox screen to make sure the patient isn’t using any other substances before starting on Zoloft.

    Screener scales or diagnostic tools that may be beneficial

    There are numerous scales and questionnaires that can be conducted to diagnose PSTD. Those scales and questionnaires are the brief trauma questionnaire, trauma assessment for adults-self report, and traumatic life events questionnaire (Lancaster et al., 2016). There are other scales that can be used for symptom severity which are PTSD checklist for DSNM-5 and posttraumatic diagnostic scale for DSM-5 (Lancaster et al., 2016).

    Additional resources to give (Therapy modalities, support groups, activities, etc.)

    Psychotherapeutic interventions for PTSD are behavior therapy, cognitive therapy, and hypnosis (Sadock et al., 2017). Other types of therapy that is relatively novel and somewhat controversial is eye movement desensitization and reprocessing (EMDR) (Sadock et al., 2017) Oppositional defiant vs Conduct disorder and post traumatic stress vs Adjustment disorder essays. Group and family therapy have proven to be effective in cases of PTSD as well (Sadock et al., 2017). Therapists need to overcome the patient’s denial of the traumatic event, encourage them to relax, and remove them from the source of the stress (Sadock et al., 20170.

     

    DISCUSSION 2

    Please include the time consideration for differentiating adjustment disorders from PTSD.

    Adjustment disorder symptoms rarely last longer than 6 months and the symptoms start within 3 months while post-traumatic stress disorder (PTSD) symptoms last longer than how long adjustment disorder symptoms last. PTSD is usually not diagnosed until six months after the trauma even though the symptoms may begin immediately after the trauma.

    According to the DSM-5, by definition, the disturbance in adjustment disorders begins within 3 months of the onset of a stressor and lasts no longer than 6 months after the stressor or its consequences have ceased (American Psychiatric Association, 2013, p. 287).

    According to Kaplan and Sadock (2017, p. 137), for PTSD, “by definition, the symptoms must begin within 3 months of the stressor”.

    What is the difference between an Oppositional defiant disorder and Conduct disorder?

    The oppositional defiant disorder is seen in children and adolescents with enduring patterns of negativistic, disobedient, and hostile behavior toward authority figures, as well as an inability to take responsibility for mistakes, leading to placing blame on others (Kaplan and Sadock, 2017, p. 814).

    Conduct disorder is an enduring set of behaviors in a child or adolescent that evolves over time, usually characterized by aggression and violation of the rights of others (Kaplan and Sadock, 2017, p. 816).

    The difference between the two is with conduct disorder, individuals violate other people’s rights or what is considered a norm by the society while in oppositional defiant disorder, people with this disorder may have irritable or angry moods, may have argumentative or defiant behavior, and may be vindictive. Oppositional defiant vs Conduct disorder and post traumatic stress vs Adjustment disorder essays

     

    References

    American Psychiatric Association. (2013). Adjustment Disorder. In
    Diagnostic and Statistical Manual of Mental Disorders DSM-5
    (5th ed., pp. 287). American Psychiatric Publishing.

    Sadock, B. J., Sadock, V. A., & Ruiz, P. (2017).
    Kaplan & Sadock’s Concise Textbook of Clinical Psychiatry
    (Fourth ed.). Wolters Kluwer.

     

    Module 5 case study

    Brief Summary:
    The patient is a 33year old male who was brought into the psychiatric hospital by police after he attacked a man in the bar after he saw the man putting his arm around his girlfriend. He wrapped his hands around his throat and threatened to rip his throat out. The patient admitted to a history of similar episodes multiple times a year since he was in his late adolescence. He was arrested two months prior for road rage and had been fired from several jobs in his late 20s due to being hot-tempered. According to his girlfriend apart from his outbursts and anger which leads to destroying things, he is fun-loving and charming. The patient stated that he regrets the episodes, and they usually subside within a half-hour, and he feels an instant sense of relief. The patient denies any past psychiatric history or prescription drug use and denies current use of illicit or recreational drug use but admitted to marijuana experimentation in his late teens.

    His physical examination and all of his diagnostic testing, and labs were all normal.

    Any differential diagnoses

    Disruptive mood dysregulation (DMD):
    I did not choose this because his outbursts are intermittent while DMD requires that he has a persistent negative mood state most of the day and nearly every day between the outbursts (American Psychiatric Association, 2013, p. 468).

    Antisocial personality disorder or borderline personality disorder:
    I did not pick this because his outbursts and aggression are much higher than the outbursts seen with antisocial and borderline personality disorder which are much lower (American Psychiatric Association, 2013, p. 468).

    Delirium, major neurocognitive disorder, and personality change due to another medical condition, aggressive type
    : I did not pick this because based on his physical examination, imaging, and lab testing, there were no medical conditions noted (American Psychiatric Association, 2013. p. 468).

    Substance intoxication or substance withdrawal:
    I did not pick this because his drug and alcohol screening were negative (American Psychiatric Association, 2013, p. 469).

    Attention-deficit/hyperactivity disorder, conduct disorder, oppositional defiant disorder, or autism spectrum disorder:
    I did not pick this because the patient did not have any childhood diagnosis of any of these disorders (American Psychiatric Association, 2013, p. 469). v

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    Your diagnosis and reasoning

    My diagnosis for this patient is Intermittent Explosive Disorder 312.34 (F63.81) (American Psychiatric Association, 2013, p. 466-469).

    My reasoning is he has had multiple similar episodes since his late adolescent years. He clearly meets the diagnostic criteria as listed in the DSM-5. The patient meets the following diagnostic criteria:

    A: He has had recurrent behavioral outbursts and an inability to control his aggressive impulses as manifested by three behavioral outbursts involving damage or destruction of property and or physical assault involving an injury to an individual (American Psychiatric Association, 2013, p. 466).

    B: The magnitude of aggressiveness expressed during the recurrent outbursts is grossly out of proportion to the provocation or to any precipitating psychosocial stressors (American Psychiatric Association, 2013, p. 466).

    C: His recurrent aggressive outbursts were not premeditated (APA, 2013, p. 466).

    D: His outburst caused marked distress in the individuals involved and he’s been fired from multiple jobs (American Psychiatric Association 2013, p. 466).

    E: His chronological age meets his developmental level (American Psychiatric Association, 2013. P. 466).

    F: His recurrent aggressive outburst is not due to any other mental disorder (American Psychiatric Association, 2013, p. 466).

    Any additional questions you would have asked

    Any family history of intermittent explosive disorder or mental health disorder?

    Any stressors or precursors that trigger the violence?

    I will ask about the patient’s sleep pattern to determine if he is getting enough sleep because not getting enough may be a trigger of his symptoms.

    I will ask the patient if he exercises and encourage this as this may help relieve some of his stress and aggressions.

    Medication recommendations along with your rationale. Note possible side effects or issues to address if attempting to obtain consent.

    Consent for treatment obtained from the patient prior to prescribing the medications. The medications I recommend are Sertraline and Buspirone. SSRI combined with Buspar has been proven to be effective for the treatment of intermittent explosive disorder particularly in reducing impulsivity and aggression (Sadock et al., 2017).

    Sertraline 25mg one by mouth every day with food or milk.

    Side effects of the medication such as headache, nausea, diarrhea, drowsiness, dry mouth, anxiety, nervousness, vomiting, constipation, and sexual dysfunction discussed with the patient. Adverse effects of sertraline such as serotonin syndrome (seizures, arrhythmias, high fever), neuroleptic malignant syndrome (muscle rigidity, cognitive changes), and suicidal ideation were discussed with the patient (Kizior and Hodgson, 2019, p. 2378).

    The patient was told that the dry mouth may be relieved by drinking sips of water and chewing sugarless gum and should avoid alcohol while taking sertraline. Should report any worsening depression or suicide ideation immediately (Kizior and Hodgson, 2019, p. 2379).

    Buspirone 5mg one by mouth twice a day (Kizior and Hodgson, 2019, p. 518).

    The side effect of the medication such as dizziness, drowsiness, nervousness, fatigue, insomnia, dry mouth, and diarrhea were discussed with the patient, and also made aware that in rare cases muscle pain/stiffness, chest pain, and involuntary movements can occur (Kizior and Hodgson, 2019, p. 518). The patient was told to avoid tasks that requires alertness, and motor skills until the effect of the medication is established (Kizior and Hodgson, 2019, p, 518). The patient was also told to avoid alcohol, and grapefruit products and be consistent if taking it with food (Kizior and Hodgson, 2019, p. 518).

    Any labs and why they may be indicated

    Baseline labs complete blood count (CBC), renal function, and liver function tests (LFT) will be obtained prior to starting Sertraline and periodically for both medications if the patient remains on the medications long-term (Kizior and Hodgson, 2019, pp. 518 and 2379) Oppositional defiant vs Conduct disorder and post traumatic stress vs Adjustment disorder essays.

    Screener scales or diagnostic tools that may be beneficial

    The intermittent explosive disorder screening questionnaire (IED-SQ) was used.

    According to Coccaro et al., (2017), “a study was designed to develop and test a screening approach to identify individuals with DSM-5 Intermittent Explosive Disorder (IED), a disorder of recurrent, problematic, impulsive aggression and a screening approach to diagnose DSM-5 IED (IED-SQ) was developed by combining items related to life history of aggression and items related to the DSM-5 diagnostic criteria for IED”.  Based on the result of their study, the data suggested that the IED-SQ is a useful screening tool that can quickly identify the presence of IED by DSM-5 criteria in adults (Coccaro et al., 2017).

    Additional resources to give (Therapy modalities, support groups, activities, etc.)

    The patient was referred to therapy for cognitive behavioral therapy to help with cognitive restructuring to help him identify his triggers and learn how to deal with and manage difficult situations he finds himself in (Mayo Clinic, 2018).

    Group therapy and family therapy were also recommended to help him learn coping skills and mechanisms from other people who are dealing with the same diagnosis and to help his family learn how to deal and cope with his diagnosis (Sadock et al., 2017, p. 254).

    Diversionary activities and relaxation techniques such as deep breathing exercises and yoga were also discussed with the patient (Mayo Clinic, 2018).

    The patient was told that the medications may take several weeks before the effect is felt (Stahl, 2021).

    The patient was told to return for a follow-up in four weeks for medication assessment.

    The patient was told to report any suicidal thoughts or ideations immediately.

    The patient was told to call 911 or go to the emergency room if any increased suicidal thoughts, ideations, or plans. Patient given information on Delaware Suicide & Crisis Hotlines 1(800) 345-6785, 1(800) 262-9800 or 1(800)-SUICIDE (1-800-784-2433) and 1-800-273-TALK (1-800-273-8255) for USA National Suicide Hotlines if any suicidal ideations/plans or thoughts Oppositional defiant vs Conduct disorder and post traumatic stress vs Adjustment disorder essays.

  • Capstone Change Project Evaluation Plan

    NRS-493 Topic 7: Capstone Change Project Evaluation Plan

    Jul 25
    –
    31, 2022

    Max Points:
    50

    Students must develop skills related to systematic evaluation for intervention effectiveness. The content covered this week prepares students to evaluate the effectiveness of interventions and develop communication plans for the dissemination of information related to project outcomes. Synthesis of information from the process of evaluating outcomes (whether outcomes were met or not) generates new knowledge and adds to the body of knowledge for nursing practice Capstone Change Project Evaluation Plan.

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    Objectives:

    Determine how the capstone project change proposal could be disseminated to leadership.

    Create a plan for evaluating outcomes of the proposed nursing practice intervention used in the change proposal.

    Integrate reflective practice into the practicum reflective journal.

    Assessments

    Collapse All Assessments
    Collapse All

    Topic 7 DQ 1

    GO TO DISCUSSION

    Start Date

    Jul 25, 2022, 12:00 AM

    Due Date

    Jul 27, 2022, 11:59 PM

    Points

    5

    Status

    Upcoming

    Assessment Description

    Describe one internal and one external method for the dissemination of your evidence-based change proposal. For example, an internal method may be the hospital board, and an external method may be a professional nursing organization. Discuss why it is important to report your change proposal to both of these groups. How will your communication strategies change for each group?

    Topic 7 DQ 2

    GO TO DISCUSSION

    Start Date

    Jul 25, 2022, 12:00 AM

    Due Date

    Jul 29, 2022, 11:59 PM

    Points

    5

    Status

    Upcoming

    Assessment Description

    In order to evaluate an evidence-based practice project, it is important to be able to determine the effectiveness of your change. Discuss one way you will be able to evaluate whether your project made a difference in practice.

    Capstone Change Project Evaluation Plan

    SUBMIT ASSIGNMENT

    Start Date

    Jul 25, 2022, 12:00 AM

    Due Date

    Jul 31, 2022, 11:59 PM

    Points

    5

    Status

    Upcoming

    Assessment Description

    The assignment will be used to develop a written implementation plan.

    Step 1)
     Review your strategic plan to implement the change proposal, the objectives, the outcomes, and listed resources.

    Step 2)
     Develop a process to evaluate the intervention if it were implemented.

    Step 3)
     Write a 150-250 word summary of the evaluation plan that will be used to evaluate your intervention.

    Address the following in your summary:

    What data was collected?

    What tool will be used to collect the data?

    Who will be responsible for collecting data?

    How will this data be communicated to the team?

    APA style is not required, but solid academic writing is expected.

    You are not required to submit this assignment to LopesWrite.

     

    Lopes Activity Tracker

    SUBMIT ASSIGNMENT

    Start Date

    Jul 25, 2022, 12:00 AM

    Due Date

    Jul 31, 2022, 11:59 PM

    Points

    10

    Status

    Upcoming

    Assessment Description

    Document your clinical practice hours using the Lopes Activity Tracker (LAT) in your student portal. Once you have opened the app, click on the link for your class to record your hours. Clinical practice hours should be documented and submitted within 48 hours of the clinical experience. After the hours have been submitted, the preceptor will verify the hours, which are then reviewed by the faculty. Students need to meet the required clinical hours in both leadership and community categories. As such, each category will have an hours maximum of 50 hours Capstone Change Project Evaluation Plan. Students will not be able to document in excess of 50 hours per category. The clinical requirements remain unchanged.

    Download the electronic summary of your practicum experience from the Lopes Activity Tracker. Save the file and submit it though the assignment dropbox for faculty approval.

    This report is to be submitted in every topic.

    Professional Capstone and Practicum Reflective Journal- Topic 7

    SUBMIT ASSIGNMENT

    Start Date

    Jul 25, 2022, 12:00 AM

    Due Date

    Jul 31, 2022, 11:59 PM

    Points

    10

    Rubric

    View Rubric

    Status

    Upcoming

    Assessment Traits

    Requires Lopeswrite

    Assessment Description

    Students are required to submit weekly journal entries throughout the course. These reflective narratives help students identify important learning events that happen throughout the course and the practicum. In each week’s entry, students should reflect on the personal knowledge and skills gained.

    Write a  reflection journal (250-300 words) to outline what has been discovered about your professional practice, personal strengths and weaknesses, and additional resources that could be introduced in a given situation to influence optimal outcomes. Each week there will be a specific focus to use in your reflection. Integrate leadership and inquiry into the current practice. Please make sure to address all areas in your writing.

    Topic Focus: The Role of Technology in Improving Health Care Outcomes

    While APA style is not required for the body of this assignment, solid academic writing is expected.

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

    You are required to submit this assignment to LopesWrite. A link to the LopesWrite technical support articles is located in Class Resources if you need assistance Capstone Change Project Evaluation Plan.

    Topic 7 Participation

    GO TO DISCUSSION

    Start Date

    Jul 25, 2022, 12:00 AM

    Due Date

    Jul 31, 2022, 11:59 PM

    Points

    15

    Status

    Upcoming

    Assessment Description

    There is no description for this assessment.

  • NRS-493 Capstone Change Project Implementation Plan II

    NRS-493 Capstone Change Project Implementation Plan II

    Topic 6: Capstone Change Project Implementation Plan II

    Jul 18
    –
    24, 2022

    Max Points:
    90

    In this topic, students will synthesize discovered evidence-based research that supports the intervention for the capstone project change proposal into a literature review. The strategic plan will be reviewed to determine what resources would be required if the intervention were to be implemented.

    Objectives:

    Create a list of resources from the evaluation of your strategic plan that would be needed to implement the change proposal with collaboration from the preceptor.

    Synthesize discovered evidence-based research that supports the capstone project change proposal.

    Integrate reflective practice into the practicum reflective journal. NRS-493 Capstone Change Project Implementation Plan II

    Assessments

    Collapse All Assessments
    Collapse All

    ORDER YOUR PAPER NOW
     

    Topic 6 DQ 1

    GO TO DISCUSSION

    Start Date

    Jul 18, 2022, 12:00 AM

    Due Date

    Jul 20, 2022, 11:59 PM

    Points

    5

    Status

    Upcoming

    Assessment Description

    After discussion with your preceptor discuss how leadership and economic models of a healthcare facility, optimize EBP to improve patient outcomes.

     

    Topic 6 DQ 2

    GO TO DISCUSSION

    Start Date

    Jul 18, 2022, 12:00 AM

    Due Date

    Jul 22, 2022, 11:59 PM

    Points

    5

    Status

    Upcoming

    Assessment Description

    Discuss the highlights of your strategic plan and any modifications that need to be made.

    What additional information do you need to complete your capstone project paper what is your plan to attain that?

     

    Capstone Change Project Resources

    SUBMIT ASSIGNMENT

    Start Date

    Jul 18, 2022, 12:00 AM

    Due Date

    Jul 24, 2022, 11:59 PM

    Points

    5

    Status

    Upcoming

    Assessment Description

    Work with your preceptor to assess the organization for required resources needed for the strategic plan if the change proposal were to be implemented. Review your strategic plan and determine what resources would be needed if the change proposal were to be implemented. Write a list of at least four resources you will need in order to implement your change proposal.

    The assignment will be used to develop a written implementation plan.

    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, located in the Student Success Center.

    You are not required to submit this assignment to LopesWrite.

     

    Literature Review

    SUBMIT ASSIGNMENT

    Start Date

    Jul 18, 2022, 12:00 AM

    Due Date

    Jul 24, 2022, 11:59 PM

    Points

    40

    Rubric

    View Rubric

    Status

    Upcoming

    Assessment Traits

    Requires Lopeswrite

    Assessment Description

    While the implementation plan prepares students to apply their research to the problem or issue they have identified for their capstone project change proposal, the literature review enables students to map out and move into the active planning and development stages of the project.

    A literature review analyzes how current research supports the PICOT, as well as identifies what is known and what is not known in the evidence. Students will use the information from the earlier PICOT Question Paper and Literature Evaluation Table assignments to develop a review (750-1,000 words) that includes the following sections:

    Title page

    Introduction section

    A comparison of research questions

    A comparison of sample populations

    A comparison of the limitations of the study

    A conclusion section, incorporating recommendations for further research

    Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center.

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

    You are required to submit this assignment to LopesWrite. A link to the LopesWrite technical support articles is located in Class Resources if you need assistance.

     

    Lopes Activity Tracker

    SUBMIT ASSIGNMENT

    Start Date

    Jul 18, 2022, 12:00 AM

    Due Date

    Jul 24, 2022, 11:59 PM

    Points

    10

    Status

    Upcoming

    Assessment Description

    Document your clinical practice hours using the Lopes Activity Tracker (LAT) in your student portal. Once you have opened the app, click on the link for your class to record your hours. Clinical practice hours should be documented and submitted within 48 hours of the clinical experience. After the hours have been submitted, the preceptor will verify the hours, which are then reviewed by the faculty. Students need to meet the required clinical hours in both leadership and community categories. As such, each category will have an hours maximum of 50 hours. Students will not be able to document in excess of 50 hours per category. The clinical requirements remain unchanged.

    Download the electronic summary of your practicum experience from the Lopes Activity Tracker. Save the file and submit it though the assignment dropbox for faculty approval.

    This report is to be submitted in every topic NRS-493 Capstone Change Project Implementation Plan II.

     

    Professional Capstone and Practicum Reflective Journal- Topic 6

    SUBMIT ASSIGNMENT

    Start Date

    Jul 18, 2022, 12:00 AM

    Due Date

    Jul 24, 2022, 11:59 PM

    Points

    10

    Rubric

    View Rubric

    Status

    Upcoming

    Assessment Traits

    Requires Lopeswrite

    Assessment Description

    Students are required to submit weekly journal entries throughout the course. These reflective narratives help students identify important learning events that happen throughout the course and the practicum. In each week’s entry, students should reflect on the personal knowledge and skills gained.

    Write a reflection journal (250-300 words) to outline what has been discovered about your professional practice, personal strengths and weaknesses, and additional resources that could be introduced in a given situation to influence optimal outcomes. Each week there will be a specific focus to use in your reflection. Integrate leadership and inquiry into the current practice. Please make sure to address all areas in your writing.

    Topic Focus: Population health concerns

    While APA style is not required for the body of this assignment, solid academic writing is expected.

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

    You are required to submit this assignment to LopesWrite. A link to the LopesWrite technical support articles is located in Class Resources if you need assistance.

    You are required to submit this assignment to LopesWrite. A link to the LopesWrite technical support articles is located in Class Resources if you need assistance

     

    Topic 6 Participation

    GO TO DISCUSSION

    Start Date

    Jul 18, 2022, 12:00 AM

    Due Date

    Jul 24, 2022, 11:59 PM

    Points

    15

    Status

    Upcoming

    Assessment Description

    There is no description for this assessment. NRS-493 Capstone Change Project Implementation Plan II

  • NUR 550 RS5 Literature Evaluation Table

    NUR 550 RS5 Literature Evaluation Table

     

    Literature Evaluation Table

    Learner Name:

    PICOT:

    benefits of continuous training for the employee in long-term care facilities to provide adequate care for the elderly

     

    ORDER YOUR PAPER HERE

    Author, Journal (Peer-Reviewed), and Permalink or Working Link to Access Article
     

    Article Title and Year Published

     

    Research Questions/ Hypothesis, and Purpose/Aim of Study

     

    Design (Quantitative, Qualitative, or other)

     

    Setting/Sample

     

    Methods: Intervention/ Instruments

     

    Analysis/Data Collection

     

    Outcomes/Key Findings

     

    Recommendations

     

    Explanation of How the Article Supports Your Proposed EBP Practice Project Proposal

    Chu, C. H., McGilton, K. S., Spilsbury, K., Le, K. N., Boscart, V., Backman, A., Fagertun, A., Devi, R., & Zúñiga, F.
    Gerontology and Geriatric Medicine
    .
    https://doi.org/10.1177/2333721421999312

    Strengthening International Research in Long-Term Care: Recommended Common Data Elements to Support Clinical Staff Training, 2021. NUR 550 RS5 Literature Evaluation Table

     

    The aim of the study was to develop a training program that supports international research for medical personnel in long-term care facilities.

    Qualitative design that applied a literature review approach that explored available current literature on the research topic.

    Literature search conducted in Medline, Embase, CINAHL, HAPI, and Google Scholar.

    Literature search conducted.

    Analysis of search results based on completeness of literature and suitable common data elements.

    Staff training required on facilitating international research, assisting in policy, and decision-making regarding long-term care.

    Capacity of medical personnel in long-term care facilities can be improved by subjecting them to training on facilitating international research, assisting in policy, and decision-making regarding long-term care.

    The article supports the proposed EBP practice project proposal by highlighting the need for personnel in long-term care facilities to be subjected to continuous training.

    Wang, L., Chen, H., Yang, L., Qian, C., Sun, D., & Sun, Y.
    Medicine
    ,
    https://doi.org/10.1097/MD.0000000000020559

    Systematic training program for nursing home staff based on the concept of combination of medicine and care, 2020.

    The aim of the study was to a training program for medical personnel in nursing homes.

    Quantitative design, experimental approach that had an experimental and control group with the results subjected to statistical analysis.

    34 nursing staff working in nursing homes in Qiqihar City.

    Experimental group subjected to systematic training at three levels for 4 months.

    Competence scores compared for experimental and control groups.

    Living quality of the elderly in nursing home.

    Satisfaction levels of the elderly in nursing home.

    Experimental group reported significantly higher competence scores when compared to the control group. Also, living quality and satisfaction levels of elderly were higher for nursing staff in experimental group when compared to the nursing staff in the control group.

    Nursing staff should be routinely subjected to systematic training based on concept of combination of medicine and care.

    The article supports the proposed EBP practice project proposal by presenting evidence to show that training personnel improves their capacity to provide adequate care to elderly in long-term care facilities.

    Lamppu, P. J., Laakkonen, M-L., Finne-Soveri, H., Kautianen, H., Laurila, J. V., & Pitkala, K. H.
    Journal of Pain and Symptom Management
    .
    https://doi.org/10.1016/j.jpainsymman.2021.03.020

    Training Staff in Long-Term Care Facilities–Effects on Residents’ Symptoms, Psychological Well-Being, and Proxy Satisfaction, 2021.

    The aim of the study was to conduct an investigation on how training affects medical staff management of pain symptoms, psychological wellbeing, and satisfaction in long-term care facilities.

    Quantitative design, cluster randomized controlled trial.

    324 residents in with end-of-life care needs in 20 long-term care facilities wards in Helsinki.

    Training intervention including four 4-hour educational workshop on palliative care principles.

    Residents assessed for symptoms, pain, psychological well-being, and proxies’ satisfaction.

    Intervention group had better symptoms management results at 6 months, although the effects were diluted 12 months. Pain management, psychological wellbeing and proxies’ satisfaction scores were not affected by the intervention.

    Nursing staff be subjected to palliative care training intervention to help improve the symptoms of residents.

    The article supports the proposed EBP practice project proposal by highlighting that training intervention helps to improve the capacity of nurses to provide adequate care to elderly in long-term care facilities.

    Tak, Y. R., Woo, H. Y., Yi, L. H., & Kim, A. R.
    International Journal of Qualitative Studies on Health and Well-being
    .
    https://doi.org/10.1080/17482631.2019.1565238

    Useful lessons for the provision of services in long-term care facilities in South Korea: operators’ experiences illuminate the phenomenon of working with the elderly in the field, 2019.

    The aim of the study was to collect insights of facility operators on elderly long-term care facilities.

    Qualitative design, phenomenological study with 10 participants.

    10 participants who operate nursing home businesses.

    Interviews with the participants.

    Thematic analysis of the interview responses.

    Four themes identified: obtaining hope by providing care, struggling desperately in practice, ream of an ideal long-term care facility, and starting as a facility operator.

    There are diverse barriers and hardships that operators face in offering person-centered health care services. There is a need to address these barriers.

    The article supports the proposed EBP practice project proposal by highlighting that there are significant shortcomings in the capacity of long-term care facilities to meet the needs of their elderly patients/residents.

    Wu, C-S., & Rong, J-R.
    BMC Geriatrics
    ,
    https://doi.org/10.1186/s12877-020-01679-5

    Relocation experiences of the elderly to a long-term care facility in Taiwan: a qualitative study, 2020.

    The aim of the study was to explore the experiences of elderly residents in a long-term care facility NUR 550 RS5 Literature Evaluation Table.

    Qualitative design.

    16 elderly patients who relocated to and lived in long-term care facility in Taiwan for up to 12 months.

    Semi-structured in-depth interviews with participants.

    Thematic analysis of interview responses.

    Four themes identified: acceptance and engagement, value tailored care, perceived barriers to adaptation, and stay connected with family and wish to while minimizing burden.

    Relocating elderly persons to a long-term care facility is a dynamic process that involves a range of experiences, feelings and emotions. Planning the relocation with provisions for individually tailored care helps to maximize the adaptation.

    The article supports the proposed EBP practice project proposal by highlighting that individually tailored care is required for residents in long-term care facilities. The identified shortcomings show that standard training does not prepare facility personnel well to meet the needs of patients.

    Yen, M-Y., Schwartz, J., King, C-C., Lee, C-M., & Hsueh, P-R.
    Journal of Microbiology, Immunology and Infection
    ,
    https://doi.org/10.1016/j.jmii.2020.04.003

    Recommendations for protecting against and mitigating the COVID-19 pandemic in long-term care facilities, 2020.

    The aim of the study was to highlight the relative lack of attention to Covid-19 outbreak concern facing the vulnerable elderly community residing in long-term care facilities.

    Qualitative design.

    Literature review.

    Searched for literature relevant to the research topic.

    Synthesis of the secondary literature.

    Long-term care facilities are highly dynamic, a situation that the vulnerable community of elderly contributes to.

    Medical personnel in long-term care facilities must be ready to meet the dynamic needs of the residents.

    Although the article talks of Covid-19 and need for enhanced traffic control bundling to protect the residents and staff against the virus, it shows that the long-term care facility environment keeps changing, and that staff must be ready to apply innovative approaches in addressing the changes. Routine training would equip medical personnel with the tools to provide better care by anticipating and addressing the dynamic changes as they occur.

    Lan, S-H., Lu, L-C., Lan, S-J., & Chen, J.
    The Kaohsiung Journal of Medical Sciences
    ,
    https://doi.org/10.1016/j.kjms.2017.05.012

    Educational intervention on physical restraint use in long-term care facilities – Systematic review and meta-analysis, 2017.

    The aim of the study was to determine of education programs among medical personnel in long-term care facilities are effective in reducing the use of physical restraints.

    Qualitative design. NUR 550 RS5 Literature Evaluation Table

    Systematic review.

    Literature search in databases: Physiotherapy Evidence Database, Ovid Medline, Web of Science, EBSCO, EMBASE, ProQuest, and Cochrane Library.

    Meta-analysis of literature.

    Education group used physical restraints less often when compared to control group. Also, period of post education decreases the effect of the restraint education. Longer education period and more times of education have stronger effect of reducing use of physical restraint.

    Medical personnel in long-term care facilities be subjected to continuous training to improve their ability to provide adequate care.

    The article supports the proposed EBP practice project proposal by highlighting that continuous training improve the ability of medical personnel in long-term care facilities to provide adequate care.

    Chen, H., Feng, H., Liao, L., Wu, X., Zhao, Y., Hu, M., Li, H., Hu, H., & Yang, X.
    Journal of Clinical Nursing
    ,
    https://doi.org/10.1111/jocn.15289

     

     

     

    ORDER YOUR PAPER HERE

    Evaluation of quality improvement intervention with nurse training in nursing homes: A systematic review, 2020.

    The aim of the study was to evaluate quality improvement intervention designs, and present training programs that support the design for nurses.

    Qualitative design.

    Systematic review.

    Literature search in CINAHL, Cochrane Library, EMBASE, and Medline.

    Meta-analysis of literature.

    Care quality is affected by provision of advanced training, available training resources, feedback process, building quality improvement teams, setting up mentors, nursing leadership training, external cooperation, and leadership empowerment.

    Adapting measures that are compatible with nurse training may ensure a successful implementation of quality improvement programs that are conducive to the effective improvement of service quality.

    The article supports the proposed EBP practice project proposal by highlighting the need for training to improve the capacity of medical personnel to provide adequate care.

    Liu, Q., Luo, D., Haase, J. E., Guo, Q., Wang, X. Q., Liu, S., Xia, L., Liu, Z., Yang, J., & Yang, B. X.
    The Lancet
    ,
    https://doi.org/10.1016/S2214-109X(20)30204-7

    The experiences of health-care providers during the COVID-19 crisis in China: a qualitative study, 2020.

    The aim of the study was to describe the experiences of medical personnel during the early stages of Covid-19 outbreak.

    Qualitative design, empirical phenomenological approach.

    9 nurses and 4 physicians in 5 Covid-19 designated hospitals in Hubei Province, China.

    Semi-structured, in-depth interviews by telephone.

    Thematic analysis using Haase’s adaptation of Colaizzi’s phenomenological method.

    Three themes: resilience amid challenges, challenges of working on Covid-19 wards, and the duty of being fully responsible for the wellbeing of patients.

    Regular and intensive training for all health-care providers is necessary to promote preparedness and efficacy in crisis management.

    The article supports the proposed EBP practice project proposal by highlighting the need for routine training to prepare medical personnel to meet existing and emerging needs.

    Fulmer, T., Reuben, D. B., Aurbach, J., Fick, D. M., Galambos, C., & Johnson, K. S.
    Health Affairs
    ,
    https://doi.org/10.1377/hlthaff.2020.01470

    Actualizing Better Health And Health Care For Older Adults, 2021. NUR 550 RS5 Literature Evaluation Table

    The aim of the study was to explore that approaches that can be applied to improve the quality of life and care of elderly persons.

    Qualitative design NUR 550 RS5 Literature Evaluation Table.

    Systematic review.

    Searched for literature relevant to the research topic.

    Synthesis of the secondary literature.

    Six vital directions to improve the quality of life and care of elderly persons: create an adequately prepared workforce; strengthen the role of public health; remediate disparities and inequities; develop, evaluate, and implement new approaches to care delivery; allocate resources to achieve patient-centered care and outcomes, including palliative and end-of-life care; and redesign the structure and financing of long-term services and supports.

    Medical staff must be well prepared to meet the care needs of older Americans. In addition, they must be allocated resources.

    The article supports the proposed EBP practice project proposal by indicating that medical personnel should be prepared and allocated resources, and routine training helps to keep them prepared even as it allocated the resources they need.

  • NRS-493 Literature Evaluation Table

    NRS-493 Literature Evaluation Table

    Literature Evaluation Table

    Student Name:

    Change Topic (2-3 sentences):
    Diabetes management is the topic of interest. This capstone project aims to identify and synthesize evidence about the effectiveness of patient, provider, and health system interventions to improve diabetes care among socially disadvantaged populations especially but not exclusive in-home health setting NRS-493 Literature Evaluation Table.

     

    ORDER YOUR PAPER NOW
     

    Criteria

    Article 1

    Article 2

    Article 3

    Article 4

    Author, Journal (Peer-Reviewed), and

    Permalink or Working Link to Access Article

     

     

    Dehnabi, A., Navipour, H., Radsepehr, H., & Al- Reza Tadayonfar, M. https://doi.org/10.32598/jccnc.3.4.251

    White, R et al.

    https://doi.org/10.1007/s11606-019-05617-z)

    Azami, G et al. https://doi.org/10.1155/2018/4930157

    Hildebrand et al.
    https://doi.org/10.1016/j.pec.2019.09.009

    Article Title and Year Published

     

    2017 – Effect of discharge planning on metabolic factors in type 2 diabetic patients

    2019 – The partnership to improve diabetes education trial: A cluster randomized trial addressing health

    communication in diabetes care

    2017-Effect of a nurse-led diabetes self-management education program and glycosylated hemoglobin among adults with type 2 diabetes

    2020- Effect of diabetes self-management education on glycemic control in Latino adults with type 2 diabetes: A systematic review and meta-analysis

    Research Questions (Qualitative)/Hypothesis (Quantitative)

     

    What is the effect of discharge planning program on metabolic factors in type 2 diabetic patient?

     

    Discharge planning is an important principle in patients’ need analysis during hospitalization in order to determine the continuity of care after discharge

     

    No defined research question but comparison/evaluation of two distinct approaches to improve care for vulnerable patients.

    Nurse-led diabetes self-management education intervention compared with usual care would result in improvement in hemoglobin A1C

     

    The nurse lit diabetes self-management education intervention will improve lipid profile blood pressure, body weight, self-management behavior self-efficiency quality of life, depression, and social support

    In Latino adults with T2DM, does DSME improve glycemic control?

    Purposes/Aim of Study

    Evaluating the effect of a nursing process based proposed discharge program on controlling the metabolic factors of patients with type 2 diabetes

    Translating prior health communication research to the community level and inform models of care

    targeting glycemic control in vulnerable populations

    To investigate the effectiveness of a nurse-led diabetes self-management education on glycosylated hemoglobin

    A systematic review and meta-analysis to evaluate the evidence of the effectiveness of DSME interventions on glycemic control and research gaps in the adult Latino population with T2DM across all settings

    An appraisal of systematic reviews and meta-analyses literature to assess the effects of DSME in adults with T2DM

    Design (Type of Quantitative, or Type of Qualitative)

     

    Quasi- experimental research

    Cluster randomized controlled trial NRS-493 Literature Evaluation Table

    Randomized controlled trial

    Randomized controlled trial and Quasi- experimental research

    Setting/Sample

     

    70 participants with diabetes type II, ages 40-60 years, both male and female who were patients at Vasei Hospital, Sabzevar-Iran

    410 enrolled type II diabetic patients, 364 included in analysis across 10 unblinded, randomly assigned safety net clinics in Middle TN. Median age was 51

    Randomized 142 type II diabetic patients in hospital-based clinic located within a teaching hospital in Ilam city, Iran

    23 studies used

    Methods: Intervention/Instruments

     

     

    Check list, training/education sessions, medical measurement devices, sphygmomanometer, and blood test to

    measure metabolic factors such as glycosylated hemoglobin, triglyceride, high- density lipoprotein,

    systolic and diastolic blood pressure and waist circumference

    A literacy-sensitive, provider-focused,

    health communication intervention (PRIDE; 5 clinics)

     

    Standard diabetes education (5 clinics)

     

    Diabetes Numeracy Test, Short Test of

    Functional Health Literacy in Adults, Summary of Diabetes Self-Care Activities, Personal Diabetes Questionnaire, Adherence to Refills and Medication Scale, Diabetes Treatment Satisfaction Questionnaire, Perceived Diabetes Self-

    Management Scale

     

    Clinical measures such as A1c, blood pressure, and BMI

    Booklet consisting of education on diet, physical activity, medication, monitoring of blood glucose, foot care, healthy living with diabetes, weekly group based educational session, follow up telephone call, viewing four 10-minute movie clips, questionnaire

     

    Blood samples for fasting hemoglobin A1C, total triglyceride, total cholesterol, high density lipoprotein, low density lipoprotein, blood pressure, quality of life, depression social support

    A systematic search was conducted of Medline, Cumulative Index to Nursing and Allied Health Literature, PsycINFO, Cochrane Library and Web of Science

     

    Cochrane risk of bias tool was utilized to assess the methodological quality of studies

    Analysis

     

    Data was analyzed by pair t test,

    independent t-test, and chi-square using SPSS-PC (V.20) NRS-493 Literature Evaluation Table

    Adjusted mixed effects regression models were used to examine the comparative effectiveness of each approach to care

     

    Linear mixed models for the continuous outcome measures

    Categorical variables with frequencies and proportions

    are used for summaries

     

    χ2 tests for unadjusted comparison

     

    All analyses were

    conducted with R software version 3.3.0

     

    All data were analyzed using SPSS Software

    Statistical significance was reported at the 0.05 alpha level, with two-tailed P values. Values are expressed as mean ± SD

    or n (%).

    Comparisons of baseline data between two experimental groups were made using Student’s t-test or Mann–Whitney

     

    U test for continuous variables based on their normality, and the Chi-square or Fisher exact test for categorical variables

     

    Main analyses were made on an intention to treat basis using repeated measures ANOVA.

    Data were analyzed using the Comprehensive Meta-Analysis, version 3.1 software

     

    Sandard deviations were calculated for studies where a change in A1C was presented with confidence intervals or standard errors

     

    Random-effects model was utilized to estimate the effect size of DSME on A1C due to the moderate heterogeneity between the studies

    Key Findings

     

    Statistically significant difference in the mean systolic blood pressure,

    glycosylated hemoglobin and triglyceride between the intervention and control groups.Reduction of hemoglobin glycosylated levels in type II diabetic patients.

     

    No difference in Mean diastolic blood pressure or waist size

    Adequate health literacy was seen in 83% but numeracy deficits were common

     

    The PRIDE trial failed to demonstrate superiority at lowering A1C relative to a rigorously delivered standard national diabetes-based education

     

    Both programs had significant impact on glycemic control and behavioral outcomes

     

    The PRIDE intervention

    appeared to have modest evidence for greater sustainability of within-group impact on glycemic control than the other at 24 months

     

    Participants in the intervention group showed

    significant improvements in glycemic control, blood pressure, body weight, efficacy expectation, outcome expectation,

    self-management behaviors, and social support compared

    with patients in the control group

     

    These improvements were

    sustained over a 24-week follow-up period.

     

    There were no significant differences between groups in their lipid profiles

    Culturally tailored DSME programs reduce A1C levels in adult Latinos

     

    On average, people assigned to DSME experienced 0.24 standard deviations lower in A1C value compared to those in usual care

     

    Duration of DSME intervention was evaluated by the length of time; studies that were less than six months demonstrated the most improvement

     

    Integrating ongoing support to the educational format may boost and maintain self-management behaviors that improve glycemic control

     

    Integration of culturally tailored interventions for Latinos must be considered cautiously given the variation in tradition in each subculture

    Recommendations

     

    There is positive impact of discharge planning on the outcomes of post- discharge illness and the need to apply it in practice

     

    Further studies are recommended according to the limitations

    Continued translational work to improve care delivery is needed

    Implementation of a program that emphasizes collaborative learning

     

    Further research, with extended contact time and longer follow-up, to show if our intervention has long-term effects

    Further studies to identify Latino subcultures to determine unique intervention that positively effect glycemic control across diverse population

    Explanation of How the Article Supports EBP/Capstone Project

     

    This article presents healthcare intervention inform of discharge planning to improve diabetic care

    This article presents evidenced based method of community health intervention program that could be at improving glycemic control and behavioral outcome in diabetic patient

    This article presents evidence that nurse lead diabetic education is effective which is one of the goals for this capstone project

    This articles present evidence that culturally tailored diabetes self-management education program is also necessary for this project

     

     

    Criteria

    Article 5

    Article 6

    Article 7

    Article 8

    Author, Journal (Peer-Reviewed), and

    Permalink or Working Link to Access Article

     

    Whitehouse et al.
    10.3928/19404921-20180223-02

    McElfish et al.

    doi: 
    10.2337/dc18-1985

    Chakraborty et al.

    https://doi.org/10.1016/j.diabres.2020.108363

    Robbins, T et al.

    https://doi.org/10.1016/j.jdiacomp.2019.01.004

    Article Title and Year Published

     

    2018- Supporting transitions in care for older adults with type 2 diabetes mellitus and obesity

    2019 – Comparative effectiveness and maintenance of diabetes self-management education intervention for Marshallese patients with type 2 diabetes: Arandomized controlled trial

    2021 – The effectiveness of in-hospital interventions on reducing hospital length of stay and readmission of patients with Type 2 Diabetes Mellitus: A systematic review

    2019 – Risk factors for readmission of inpatients with diabetes: A systematic review

    Research Questions (Qualitative)/Hypothesis (Quantitative)

     

    Does inpatient diabetes education and homecare helps improve rates of rehospitalization and hemoglobin A1C during care transitions from hospital to home

    Adapted DSME intervention would result in greater reductions of HbA1c than would the standard DSME intervention.

    Is hospital-based multidisciplinary interventions for managing patients diagnosed with type 2 diabetes mellitus effective?

    What are the currently understood risk factors for readmission of people with diabetes?

    Purposes/Aim of Study

    The aim of the study was to compare the effects of inpatient diabetes self-management education (DSME) plus home care, inpatient DSM only, usual care on hospital, readmission rates and glycemic control for hospitalized older adults with type 2 diabetes mellitus and obesity

    The aim of the study was to assess the effectiveness of a culturally adapted family-model DSME intervention (adapted DSME) compared with that of a standard DSME intervention among Marshallese with type 2 diabetes in Arkansas NRS-493 Literature Evaluation Table

    NRS-493 Literature Evaluation TableThis aimed to assess the effectiveness of multifaceted in-hospital interventions for patients with type 2 diabetes mellitus on hospital readmission, hospital length of stay (LOS), and glycated hemoglobin (HbA1c)

    The aim is to identify, systematically, known risk factors for readmission to hospital, amongst people with diabetes. The intention of the study is to cast a ‘broad net’, ascertaining all known risk factors, irrespective of whether identified for a specific subset of patients (such as emergency admissions only) or generalized populations of all inpatients with diabetes

    Design (Type of Quantitative, or Type of Qualitative)

     

    Longitudinal study

    Randomized controlled trial

    Randomized controlled trial, non-randomized quasi-experimental studies

    in a systematic review

    Prospective pilot studies; Prospective cohort studies;

    Case control study; Qualitative study; Systematic review; Narrative review

    Setting/Sample

     

    A total of 180 individuals 60 or older were evaluated and enrolled based on convenience sampling n 3 different groups; on medical unit or emergency department unit, inpatient education alone, inpatient+ home care education, and usual patient without diabetic education. Patient were recruited during any medical admission to urban academic medical center in the mid-Atlantic U. S

    Randomized 240 participant with type 2 diabetes status in Washington County and Benton County in northwest Arkansas

    Adapted DSME delivered in participants homes

    Standard DSME delivered at a community center near Marshallese community

    Nine studies. Most studies comprised of a wide range of intervention components and outcome measure

    Diabetic patient 18 years or older admitted to hospital

    Studies were mostly Asia, America, and Europe

    83 studies were selected for inclusion, predominantly from the United States

     

    This research topic was identified as an area of priority for people with diabetes. This was both through the Diabetes Voices Programme, operated by Diabetes UK

     

    Methods: Intervention/Instruments

     

    Two APRNs who were also certified diabetes educators provided patient-centered, individualized inpatient diabetes education

    follow-up phone call within 24 to 48 hours of hospital discharge and again at 30 days following hospital discharge by a project manager

    baseline enrollment questions

    Standard DSME included 10 h of content delivered over a 6-week period and covered eight core elements: healthy eating, being active, glucose monitoring, understanding blood glucose and taking medications, problem solving, reducing risks and healthy coping, mitigating complications of diabetes, and goal setting

     

    Adapted DSME included 10 h of content delivered over an 8-week period and covered the same eight core elements of DSME. NRS-493 Literature Evaluation Table

    Use of MEDLINE, EMBASE, Emcare, Web of Science, PsycINFO and Google Scholar search database from 2007 to current date and restricted to English

     

    Use of PICOS (
    P
    opulation,
    I
    ntervention,
    C
    omparison,
    O
    utcome, and
    S
    tudy design) framework

     

    JBI Critical Appraisal Instruments relevant to RCTs, and quasi-experimental studies

    Systematic review was conducted according to the PRISMA standards

     

    Literature search was performed using PubMed, EMBASE & SCOPUS databases

     

    Quality assessment for each of the selected papers was performed against pre-determined standards

     

     

    Analysis

     

    Statistical analyses were performed using SPSS version 23

    Power calculations accounted for model covariates by specifying the assumed R2 between the main independent variable and preplanned adjustment variables. Power was calculated by using PASS 15

     

    0.5% (5.5 mmol/mol) change in HbA
    1c
    is considered to be a clinically important difference

    Findings are reported in narrative form, supported by figures and tables. Raw data as reported in the studies and contextual information are included

    A narrative summary of risk factors identified was extracted, with subsequent thematic grouping of the risk factors

     

     

    Key Findings

     

    Content of DSME programs needs to be adapted to older adults with different degrees of independence and comorbidity

     

    It is important for health care providers to ensure that their patients understand key points for diabetes care during their hospital admission regardless of the length of time from diagnosis with diabetes

    provide support for the development of recommendations for the type and site of effective educational interventions for older adults with T2DM and obesity

    The overall benefits of patient education are clear

    Participants receiving the adapted DSME showed significantly greater reductions in mean HbA1c than did those receiving the standard DSME immediately after and 12 months after the intervention

     

    finding supports the hypothesis that adapted DSME would produce greater reductions in mean HbA
    1c
    than occur with standard DSME

     

    This study points to the potential effectiveness of mobilizing family members and cultural context in education about chronic disease self-management.

    An in-hospital intervention for patients diagnosed with type 2 diabetes can contribute to improvements in hospital LOS and HbA1c concentration

     

    The reduction in hospital LOS ranged from half a day (0.5) to 0.8 of a day. Improvements in HbA1c concentration levels across studies were clinically significant, ranging from a mean reduction of −1.1 (±2.2) mmol/L to −2.8 (±2.7) mmol/L

     

    here was no overt benefit for hospital readmission and no evidence of the impact of HbA1c on hospital LOS and readmission

     

    Common strategies towards the success of multidisciplinary interventions in reducing hospital LOS and HbA1c were a dedicated care team, hospital wide approach, quality improvement focus, insulin therapy, early short-term intensive program, transition to primary care physicians, and on-going outpatient follow-up for at least 6–12 months.

    48 studies identified statistically significant risk factors for readmission

     

    20 studies identified risk factors in generalized populations of patients with diabetes

     

    28 studies identified risk factors for specific sub-populations of patients with diabetes

     

    Most commonly identified risk factors being co-morbidities, age, race, insurance type, sex.

     

    A requirement for insulin was a widely reported risk factor either before admission, during admission or subsequent to discharge

     

    This study identifies a number of key research priorities to better sup-port patients at discharge from hospital with diabetes

     

    This is a valuable resource to patients, clinicians and academics looking to improve the process of inpatient discharge from hospital

    Recommendations

     

    Determined type of education and setting that is most beneficial for hospitalized older adults with T2DM and obesity and if improvements in patient-centered outcomes can be measured over time.

    Further study to examine contributions of culturally adapted educational curriculum

    Enrollment of First Nations and ethnically diverse populations in these types of studies and addressing the social determinants of health

    Further work that will lead to introducing targeted personalized interventions, in order to improve the quality of care for provided for people with diabetes

    Explanation of How the Article Supports EBP/Capstone

     

    This article highlights the need to incorporate age-appropriate educational material within this project NRS-493 Literature Evaluation Table

     

    The article emphasized the importance of diabetic education in the home and supporting the primary setting this capstone

    This article is a level 1 research that presents intervention to reduce readmission and hospital LOS among DMT2 patients which a question posed to be addressed in in this project

    It is critical to identify risk factors that increases DMT2 morbidity/mortality in order to execute a secondary or tertiary intervention for these individuals and prevent readmission to the hospital

  • HOW TO WRITE A PROCESS ESSAY GUIDE

    You could be wondering how as a student, you can write a process essay that will capture your reader’s attention. Writing a process essay can sound easy though some rules and steps must be followed to write a successful well-structured essay. At
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    , you will find experts that will take you through a step-by-step process on how to write a process analysis essay.

    We offer a range of services concerning the essay writing process. That includes nursing, finance, accounting, and others. We can help you describe your process, create a picture in your instructor’s mind, impress him and get a high score on your assignment. If you need topics, samples, examples, ideas, and process essays, reach us via our customer care staff. We will be glad to offer our professional assistance.

    What is a process essay?

    In the nursing course, you are expected to write different kinds of essays before completion. A process essay is one of them. You write a process essay to teach the reader how to do something (e.g., make better financial decisions). This kind of essay describes every step necessary to complete the process. Many college students find the process of essay writing stressful and exhausting. Aware that it contributes to your final grade, you will want to present a well-written
    nursing essay
    to your professor for you to score good grades.

    A process essay explains step-by-step instructions and guidelines for conducting a given procedure or task. This could be a simple process of handling a patient with a certain disorder or a complex one like making a
    nursing report
    with many experiments. The aim is to give the reader an exact guideline and direction on how to do something.

    This essay requires a high accuracy level. As you explain your process, give a glimpse of the history of what you are working on. You will have to make the reader intrigued by it. Give them a hint of the time reading your process essay will take. That will enable them to schedule their activities and read your process analysis essay at their convenient time. That way, they can schedule the time they dig deep and understand the whole process without disruption.

    Steps for writing a process essay

    Writing can be hard work, and many students wonder where to start. Understanding the basic elements of the essay writing process can make your job easier and your written product better. How you use the writing process is determined by: the task, available resources, how conversant you are with the topic, and the time. Think about the process of essay writing as a very fluid, spiraling cycle. You should use the essay writing process flexibly.

    1.      Prewriting

    It involves anything you do before you begin the actual writing. It is the initial stage of generating process essay ideas. It’s the most crucial part. You need to understand the process of essay writing in terms of the task given. If there are specific rules that you need to follow, abide by them. Talk to the instructor if you require clarification. That way, you can develop process essay topics and choose a focus for your process analysis essay.

    If you have to choose your topic, brainstorming will help you generate many ideas. After that, you can do extensive research and narrow down the list of ideas generated, make an action plan and proceed to outline.

    2.      Drafting

    This is the phase where the actual essay writing process occurs. You are expected to define your process essay and give the scope, arrange the content in chronological order, as you present every step and explain it in detail. Make the content as eye-catching as possible when drafting a process essay. To break the monotony, add a few exciting incidents that are likely to happen when performing the task.

    It is easier for many students to begin drafting the body paragraphs before drafting the introduction and conclusion paragraphs. This can be a good writing strategy for your process essay because the introduction and conclusion are based on what you write in the body paragraphs. Make sure you stick to the process essay outline to stay focused on the main idea.

    3.      Revising

    When done writing your process analysis essay, you want to check whether the grammar, formats, main idea, and paragraph organization are done well. If not, make changes to improve it. A process analysis essay writing will have you do revisions in your prewriting and writing stage to add or remove words, sentences, or paragraphs for improvement.

    4.       Editing and Proofreading

    You only proofread your draft after revising to make changes to improve the clarity of your ideas and organization and edit to check for mechanical errors like spelling, punctuation, formats, omitted and repeated words, spacing, etc. Once you have proofread your process analysis essay, you are ready to present it to the reader. This is why it is the final stage of the essay writing process.

    Structure of Process Essay

    The goal of writing a process essay is to explain a process. So, you will break it down into several steps for the reader to follow. A process essay should be structured as follows;

    Introduction

    Write an engaging introduction to the process. The introduction part will determine whether the reader will proceed with reading your process essay. Clearly and precisely present a thesis statement after the introduction and identify the process. State the warnings and safety precautions. Let the reader know under what circumstances where the process will be performed.

    Essay body

    Write every step in its paragraph. Be straightforward and give a narration of each step. Here you are speaking to the reader. Use the past or present tense depending on whether the process occurs regularly or has occurred in the past. Give supporting details like process analysis essay examples, scenarios, or facts.

    Conclusion

    Summarize the main stages and show the reader the final result. Do not forget to reinstate your thesis statement and give any remarks concerning the whole process.

    Process Essay Topics

    Getting process analysis essay topics can be challenging for most college students. We advise you to think about your audience. Choose process essay topics that are specific and straightforward. Choosing a complicated topic might give you difficulty presenting the main idea, transitioning content from one paragraph to another, and organizing your content.

    Learners should have a well-framed thesis statement, make a brief process essay outline, and draft two or three topic sentences. To write a relevant process essay topic, you can perfect your topic sentence from the evidence you collected during your prewriting stage. If you are limited to topics you have little knowledge about, among the researched topics, choose the one that will impress you the most and focus on it.

    The choice of your process essay topic will be determined by the amount of research you have conducted. A good essay topic aligns with your passion, appeals to the audience, and coordinates with the assignment purpose. If it is general, narrow it down to better focus on a specific point of discussion.

    General tips for writing process essay

    Is it your first time writing a process essay? Are you searching for “How to Write a Process Essay?” Follow the process analysis essay ideas and your instructor’s guidelines. Your question will have been answered.

    1.      Research

    Before writing, look for a process analysis essay sample and check the formats and the word choice. Then keep on researching and selecting good process essay topics. Narrow down the topics and choose one that will interest your reader. In case it’s a how-to essay for your friends, use simple but informative language. For a professional reader, use more sophisticated and informative terminologies.

    2.      Introduce your essay

    Do not make assumptions that the reader understands the basis for your writing. Give them a background history of why you chose the topic. Clearly state your motivation for the process essay ideas you came up with. Do not forget to mention the thesis of the process essay you are introducing.

    3.      Quality

    Make sure you write a process essay that is not too complex. Use simple words to explain the main points in detail. Arrange your writing in a logical order and let it flow naturally. Ensure that you broadly explain each step and mention its purpose. Do not leave the reader in suspense. Warn the reader of possible challenges they may encounter during the whole process.

    4.      Definitions

    Explaining the new terms you use during your essay writing process is crucial. Avoid ambiguity. Ensure that the unpopular terms used are understandable and competent depending on your reader’s skill level.

    5.      Use transitions

    Transitions like: When you have finished, first, second, next, at the same time, meanwhile, after this, then, and finally are very useful for establishing sequential and logical relationships between each step in a process.

    6.      Uniqueness

    Let your process essay be your own masterpiece. Do not copy-paste another person’s piece of work. If you go on the internet for your assignment, beware that your coursemates can access the same platform. To impress your reader, you need to write a unique essay. Write a process analysis paper that will score you high grades.

    7.      Accuracy

    As you write your process analysis essay, pay attention to every detail. Write a paper that satisfies your reader’s desires 100%. Before you begin writing, you can ask questions to ensure that you follow every detail. An accurate process analysis essay will capture every detail of each step of your process.

    What is a process analysis essay outline?

    A process analysis essay outline provides the foundation in which research and writing can be organized and presented thoughtfully. It connects the data and supports the point of discussion and the thesis of a process essay. This way, you can focus on the most interesting part of the process analysis essay and avoid losing relevance.

    As you write your process essay outline, ensure that it conforms to the rules and guidelines given by the instructor. Avoid mixing points as they will get the whole essay mixed up. Confusing the reader. Online resources like text-based guidance will help you identify the purpose of your process essay, identify and list the key points, add other supporting details, and write your introduction and conclusion chronologically.

    The thesis of a process essay

    A thesis statement is a sentence that appears in the first paragraph of your essay that informs the reader of the purpose of the essay paper. Learning how to write a thesis statement about how to do something and how something works is very crucial.

    The thesis of the how-to process essay is about informing the reader of the results they will get if they follow the instructions keenly. It’s like a recipe. Include the advantages of following the directions in the given order and the downside of not. Let the reader know the precautions they need to take. The outcome of the directional essay should be a result.

    An informational process analysis thesis tells how a process works without giving directions. Most of the 5 paragraph process essay examples you find online are informational essays. They include an introduction, three main steps in the main body that are broken down into small stages, and a formal conclusion. This kind of essay does not necessarily give an outcome.

    What is the difference between a process essay and a process analysis essay?

    What is a process analysis essay? A process analysis essay clearly describes how to do something or how it works. The essay writing process of this kind of essay involves explaining every stage in chronological order and analyzing them in depth. What’s unique about a process analysis essay is that in every step, you must give details about the causes and effects and present the steps in chronological order.

    What is a process essay? It is an essay explaining a procedure to the reader by giving directions or describing how a process works. When writing a process essay, you do not have to go deep into explaining every step of your process.

    Process analysis essay ideas

    You can look for process analysis essay ideas by brainstorming, reading, talking to your peers, or studying the environment around you. Without generating and organizing ideas first, you often lose the sense of direction. So, when looking for ideas, ensure that you go for process analysis essay topics that are not too obvious and note them down. Go through them and choose a topic that is not too simple or too complex as you might lose the reader’s interest.

    You can think of an idea and make a topic out of it. Regardless of how much or little detail is as the process guarantees. For instance, if you are writing a process essay for your coursemates, you will be sure to go for an engaging, funny, and informative idea.

    In nursing, you can generate process essay ideas from things like diet, medication, pregnancy, hygiene, diagnosis, therapy, etc. So, you can come up with your process analysis essay, for example, topics like how to lose weight, cope with depression, etc. Make sure you follow through with the chosen topic so that you don’t end up finishing your process essay in another direction other than the intended one.

    Process Essay Example

    HOW TO LIVE A HEALTHY LIFESTYLE

    Healthy living to most people means physical and mental stability. Life has become so busy that people rarely find time to engage in physical activities like long-distance walking. Others do not have time to make homemade food, they consume processed and junk food and still want to live healthy lives. When you come to the search engine, you will find many searches on “how to live a healthy lifestyle.”

    The first thing people should do is monitor their eating habits to prevent overeating. Overeating can affect your cholesterol and potentially impact your blood sugar management, putting you at risk for developing type 2 diabetes and heart disease. To control overfeeding, ensure that you consume meals rich in fiber. Soluble fiber meals help you reduce your appetite as they keep your stomach full.

    If you have a busy schedule, create thirty minutes to an hour to exercise. You can do an evening run, aerobics, or low-intensity cardio five days a week. This exercise suppresses appetite and helps you eat less. Ensure that you drink plenty of water and consume fruits. They provide carbohydrates, vitamins, minerals, water, and antioxidants which work together to protect you against cancer, diabetes, and heart disease. Slowly your body will be fit and in good health.

    Skipping meals makes the body reduce the amount of energy it requires to function. This causes the body to burn fewer calories leading to weight gain when the usual food portion is consumed.
    Meal planning
    will allow you to see and control how much you’re eating. If you need to snack between meals, eat high protein and high fiber snacks.

    Living a healthy life means monitoring eating habits, exercising, and meal planning to avoid making unhealthy options. The earlier you adopt these habits better it is for your health. At the early stage of adult life, people are eager to try new things like alcohol and cigarettes and skip nights of sleep and meals. This affects their health status in their 30s, 40s, and 50s. Living a healthy lifestyle is not complicated. It is a choice you make that helps you live happily.

    Are you feeling overwhelmed writing a process essay on your own?

    Generating process essay ideas can be time-consuming for students. You could spend a couple of days looking for process essay topics that match the instructions and guidelines given by your instructor and end up getting none. You are not alone. A lot of students experience the same feeling.

    At
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    process essay for you. You don’t have to go through the hassle of researching, drafting, editing, and proofreading a process essay, as it will drain your energy.

    Writing a process essay may sound simple and all fun until you miss a single step or the reader fails to understand the purpose of your process. That might give you lower grades. Reach out if you have any concerns about your process analysis essay. We will help you find a solution.

    Our affordable process Essay writing services 

    We focus on providing help with topics, essay examples, outlines, essay topics, and essay samples to students across the world. Our services are unique and affordable. We exist to relieve the students of the burden of researching, drafting, revising, editing, and proofreading. Process essay writing is time-consuming.

    When the deadline is fast approaching, you will write your process paper in a hurry. It is easy to mistakenly skip a step, which leads you to score a low grade in your process analysis paper. Talk to our customer care staff for assistance regardless of how many hours you got before the deadline. We will custom-make your process essay at a low cost.

    Order a custom-made process essay from us

    You can conveniently get a unique process analysis essay sample from our website that you can use to practice before you write your own draft. When it comes to processing analysis essay topics, we don’t disappoint the clients because our writers have qualifications in different disciplines. Call us if you have trouble writing a process essay regardless of location.

    We hope that the above-given practical tips will help you write a unique and quality process essay. Our experts provide custom essay paper services across the board. If you have other projects, talk to us. We will write you a custom-made process paper at a low cost. We are reliable and available around the clock. Let us write your process essay today.

  • Eric Ford Schizophrenia Shadow health

    Eric Ford Schizophrenia Shadow health

    Transcript

    Started:
    Jun 04, 2022 |
    Total Time:
     294 min

    All Lines (97)
    Interview Questions (65)
    Statements (12)
    Exam Actions (20)

    Hello. My name is xxx. I will interview and examine you

    Greet

    07/02/22 4:36 AM EDT

    Hey there.

    While this question is open-ended, it lacks empathy and may be perceived as confrontational. Try again. Eric Ford Schizophrenia Shadow health

    Great job! This question is open-ended enough to allow the patient to respond flexibly about the symptoms bothering them and their reason for being in the hospital.

    What brings you to the hospital today?

    Question

    07/02/22 4:41 AM EDT

    Look. I’m not crazy, OK. I’ve got some problems, I know, but I’m not crazy. It’s these voices I get. They’re everywhere and everyone and they just kept getting louder. They kept getting harsher… just awful.

    Great job! This question seeks further clarification about what the patient has said without outright rejecting or validating what they are experiencing.

    Can I ask who is telling you that your life is almost over?

    Question

    07/02/22 4:44 AM EDT

    I mean these voices I keep hearing, they keep telling me my life is almost over and I can’t get them to stop. Do you hear them?

    Great job! This empathetic response acknowledges the potentially frightening nature of auditory hallucinations and presents reality in way that does not diminish the patient’s experience.

    I don’t hear anything. That sounds frightening, but please know you are safe here in the hospital.

    Question

    07/02/22 4:45 AM EDT

    Thanks. I know I have had issues in the past with hallucinations, but sometimes they feel so real.

    Great job! This educational response casts doubt on the patient’s delusion, and gives reassurance about the safety, and information about the therapeutic effects of his medication.

    I don’t see any evidence of that. Taking your medication may lower the frequency of voices you hear.

    Question

    07/02/22 4:46 AM EDT

    I guess that’s true. Not everything these voices tell me is true and maybe the medication would help get rid of them.

    .

    Educate

    07/02/22 4:48 AM EDT

    That’s an interesting way of putting it, but yeah, I agree.

    .

    Educate

    07/02/22 4:48 AM EDT

    OK, I’m following.

    .

    Educate

    07/02/22 4:48 AM EDT

    Yeah. I think that should be good.

    .

    Educate

    07/02/22 4:48 AM EDT

    Let’s do it.

    hello

    Greet

    07/02/22 5:01 AM EDT

    Hey there.

    Great job! This question is open-ended enough to allow the patient to respond flexibly about the symptoms bothering them and their reason for being in the hospital.

    What brings you to the hospital today?

    Question

    07/02/22 5:12 AM EDT

    Look. I’m not crazy, OK. I’ve got some problems, I know, but I’m not crazy. It’s these voices I get. They’re everywhere and everyone and they just kept getting louder. They kept getting harsher… just awful.

    Great job! This question seeks further clarification about what the patient has said without outright rejecting or validating what they are experiencing.

    Can I ask who is telling you that your life is almost over?

    Question

    07/02/22 5:24 AM EDT

    I mean these voices I keep hearing, they keep telling me my life is almost over and I can’t get them to stop. Do you hear them?

    Great job! This empathetic response acknowledges the potentially frightening nature of auditory hallucinations and presents reality in way that does not diminish the patient’s experience.

    I don’t hear anything. That sounds frightening, but please know you are safe here in the hospital.

    Question

    07/02/22 5:26 AM EDT

    Thanks. I know I have had issues in the past with hallucinations, but sometimes they feel so real.

    Great job! This educational response casts doubt on the patient’s delusion, and gives reassurance about the safety, and information about the therapeutic effects of his medication.

    I don’t see any evidence of that. Taking your medication may lower the frequency of voices you hear.

    Question

    07/02/22 5:27 AM EDT

    I guess that’s true. Not everything these voices tell me is true and maybe the medication would help get rid of them.

    When did your symptoms begin?

    Question

    07/02/22 5:32 AM EDT

    This week they’ve been loud, and harsh. They kept telling me to do things I didn’t want to. I just wanted to make them stop so badly, it’s scary when it’s your own head, you know? I just wanted to make them stop… I got help before and the voices quieted down. But they got worse over this past week.

    Can you describe your symptoms??

    Question

    07/02/22 5:33 AM EDT

    I hear voices, like people talking to me and whispering at me. They were under control for a while, really, but they got louder and louder so my mom brought me in here to get some help, that’s all I really want.

    What makes your symptoms worse?

    Question

    07/02/22 5:37 AM EDT

    Solitude. Being alone in my brain train.

    What are your coping strategies?

     

    How often do you drink?

    Question

    07/02/22 9:07 AM EDT

    Not regularly, and only if I’m with my friends.

     Assessed vitals

    Exam Action

    07/02/22 9:08 AM EDT

     Auscultated breath sounds

    Exam Action

    07/02/22 9:09 AM EDT

     Auscultated heart sounds
    Eric Ford Schizophrenia Shadow health

    Exam Action

    07/02/22 9:09 AM EDT

     Inspected interior of arms and wrists: no visible abnormalities

    Exam Action

    07/02/22 9:16 AM EDT

     Inspected facial and oral movements: normal

    Exam Action

    07/02/22 9:48 AM EDT

     Inspected upper extremities for involuntary movement: normal

    Exam Action

    07/02/22 9:48 AM EDT

     Inspected lower extremities for involuntary movement: normal

    Exam Action

    07/02/22 9:49 AM EDT

     Inspected torso for involuntary movement: normal

    Exam Action

    07/02/22 9:50 AM EDT

     Assessed general appearance: clothing is disheveled, signs indicating lack of grooming or self-care

    Exam Action

    07/02/22 12:23 PM EDT

     Assessed attitude: suspicious, guarded, or evasive

    Exam Action

    07/02/22 12:23 PM EDT

     Assessed speech: expected rate of speech, appropriate volume, and no issues with articulation

    Exam Action

    07/02/22 12:23 PM EDT

     Assessed mood and affect: stable mood, but affect is blunted or flat

    Exam Action

    07/02/22 12:24 PM EDT

     Assessed thought process: “word salad” or clanging associations present

    Exam Action

    07/02/22 12:24 PM EDT

     Assessed thought content: presence of suicidal ideation and auditory hallucinations

    Exam Action

    07/02/22 12:24 PM EDT

     Confirmed orientation

    Exam Action

    07/02/22 12:24 PM EDT

    What is your name and date of birth?

    Question

    07/02/22 12:26 PM EDT

    My name is Eric Ford and my date of birth is . . . [Mr. Ford reports his correct date of birth.]

    What building are you in now? Eric Ford Schizophrenia Shadow health

    Question

    07/02/22 12:27 PM EDT

    We’re in the hospital.

    What is the date and year?

    Question

    07/02/22 12:28 PM EDT

    It’s . . . [Mr. Ford reports the correct date and year.]

     Assessed cognition

    Exam Action

    07/02/22 12:31 PM EDT

    Count backwards from 100 by 7 until you get to the 60s.

    Question

    07/02/22 12:31 PM EDT

    100, 93, 86, uh… 79… (Mr. Ford finishes the sequence)

     Assessed cognition

    Exam Action

    07/02/22 12:32 PM EDT

    How are apples and oranges alike?

    Question

    07/02/22 12:36 PM EDT

    Uh, they both grow on trees. Eric Ford Schizophrenia Shadow health

    How are a lake and an ocean alike?

    Question

    07/02/22 12:36 PM EDT

    You can swim in both of them.

    How are a trumpet and a flute alike?

    Question

    07/02/22 12:37 PM EDT

    You have to blow into both of them.

     Assessed cognition

    Exam Action

    07/02/22 12:37 PM EDT

    Repeat and remember burger, tulip, nose, and tea.

    Question

    07/02/22 12:39 PM EDT

    Burger, tulip, nose and tea.

    How did you celebrate your last birthday?

    Question

    07/02/22 12:41 PM EDT

    I went to a concert with some friends.

    Repeat the four words from before.

    Question

    07/02/22 12:41 PM EDT

    Burger, tulip, nose, and tea.

    Copy the shapes exactly as you see them.

    Question

    07/02/22 12:42 PM EDT

    OK . . .

     Assessed insight: demonstrates awareness of illness and willingness to seek treatment

    Exam Action

    07/02/22 12:42 PM EDT

     Assessed judgment: demonstrates good judgment

    Exam Action

    07/02/22 12:43 PM EDT

    What would you do if you found a stamped envelope on your sidewalk?

    Question

    07/02/22 12:44 PM EDT

    I would put it in the mail box.

    It is evident that you have trouble coping with schizophrenia

    Educate

    07/02/22 1:38 PM EDT

    That’s an interesting way of putting it, but yeah, I agree.

    We will discuss the resources you can use to better your mental health

    Educate

    07/02/22 1:40 PM EDT

    OK, I’m following.
    Eric Ford Schizophrenia
    Shadow health

  • DNP 815A Connecting Nursing Theory and Evidence Template

    DNP 815A Connecting Nursing Theory and Evidence Template

    Connecting Nursing Theory and Evidence-based Change Models

     

    Submitted by

     

    Insert Your Full Legal Name  (No Titles, Degrees, or Academic Credentials)

     

    Equal  Spacing

    ~2.0” – 2.5”

    ORDER NOW

    Grand Canyon University

     

    Phoenix, Arizona

     

    [Insert Current Date

    Provide a brief overview of what this paper will outline.  Tell the reader about the project and what they will be reading about. DNP 815A Connecting Nursing Theory and Evidence Template Have a transition statement that introduces the next section of the paper.  Please keep the heading the same as outlined in this template.

    Theoretical Foundations

    In three to five sentences, introduce this section.

    Nursing Theory

    Start with an introduction to the nursing theory.

               
    Theory (Use name).
    This section identifies and describes the chosen nursing theory and the steps/factors that are included in the theory. Connect those steps/factors and describe how they are being used, implemented, and/or supported in the project. This section identifies and describes the seminal source (original/empirical) for the nursing theory.

                 
    Clinical Question.
    This section discusses how the clinical question aligns with the respective nursing theory. Please use the following format for your clinical question based from your PICOT question:

    To what degree does the implementation of _______________ (intervention) impacts __________________ (what) when compared to _____________ among _____________ (population) patients in a ______ (setting) in _______ (state)?

                 
    Synthesis of Theory.
    This section synthesizes how the nursing theory has been applied in at least three other evidence-based articles, research, or peer-reviewed projects.

    Summary

    Please provide a summary of the section and a transition into the next.

    Evidence-based Change Model

    Start with an introduction to the change model.

    Change Model (Use name).

    This section identifies and describes the chosen change model and the steps/factors that are included in the model. Connect those steps/factors and describe how they are being used, implemented, and/or supported in the project. This section identifies and describes the seminal source for the change model

               
    Clinical Question.
    This section discusses how the clinical question aligns with the respective change model.

               
    Synthesis of Evidence-based Change Model.
    This section synthesizes how the change model has been applied in at least three other evidence-based articles, research, or peer-reviewed projects.

    Summary

    Please provide a summary of the section and a transition into the next.

    Linking Nursing Theory, Change, Model, to the Direct Practice Improvement Project

    The first sentence or two outlines the problem; why is this being addressed? Do not make statements that require a citation. The second statement discusses the gap at the site and the evidence found. Therefore, the purpose of this quantitative quasi-experimental project was to determine if or to what degree the implementation of _________________ (intervention) would impact ______________(what) when compared to current practice among ___________(population) in a ________ (setting i.e.: primary care clinic, ER, OR) in ________ (state) over four-weeks DNP 815A Connecting Nursing Theory and Evidence Template.

    Conclusion

    This section links the chosen nursing theory and evidence-based change model to the DPI projects purpose. Provide supporting evidence of why the nursing theory and evidence-based change model support the purpose of the DPI project. How does the nursing theory support the change model, how the change model supports the nursing theory, and how both support the purpose of the project. Prove no less than three examples.and how they identifies the theory or model upon which the project is built DNP 815A Connecting Nursing Theory and Evidence Template.

    References

  • Schizophrenia Eric Ford Shadow health Objective data

    Schizophrenia Eric Ford Shadow health Objective data

    Objective Data Collection: 21 of 21 (100%)

     Correct

     Partially correct

     Incorrect

     Missed

     Assessed Vitals

    1 of 1 point

    Temperature 
    (1/5 point)

     Normothermic

     Hyperthermic

     Hypothermic

    Blood Pressure 
    (1/5 point)

     Normotensive

     Hypertensive

     Hypotensive

    Heart Rate 
    (1/5 point)

     Normal

     Tachycardic

     Bradycardic

    Respiratory Rate 
    (1/5 point)

     Normal

     Tachypnea

     Bradypnea

    O2 Saturation 
    (1/5 point)

     Normal

     Hypoxemia

     Auscultated Breath Sounds

    1 of 1 point

    Breath Sounds 
    (1/2 point)

     Clear in all areas

     Diminished in some areas

     Absent in some areas

    Adventitious Sounds 
    (1/2 point)

     No adventitious sounds

     Wheezing

     Fine crackles

     Stridor

     Rhonchi

     Rales

     Auscultated Heart Sounds

    1 of 1 point

    Heart Sounds 
    (1/3 point)

     S1 and S2 audible

     S1, S2, and S3 audible

     S1, S2, and S4 audible

     S1, S2, S3, and S4 audible

    Extra Heart Sounds 
    (1/3 point)

     No extra sounds

     Gallops

     Murmur

     Friction rub

     Valve clicks

    Rate And Rhythm 
    (1/3 point)

     Regular rate and rhythm

     Arrhythmia

     Inspected Upper Extremities for Self-harm or Abuse

    1 of 1 point

    Observations 
    (1/3 point)

     No visible evidence of self-harm or abuse

     Evidence of self-harm

     Evidence of abuse

    Wounds Or Scars 
    (1/3 point)

     No visible wounds or scars

     Wound visible

     Scar visible

    Location Of Visible Abnormality 
    (1/3 point)

     No visible abnormality

     Right upper arm

     Right lower arm

     Right wrist

     Right hand

     Left upper arm

     Left lower arm

     Left wrist

     Left hand

     Inspected Involuntary Facial and Oral Movements

    1 of 1 point

    Observations Of Involuntary Movement 
    (1/1 point)

     Normal

     Frowning, smiling, or grimacing

     Clenching or biting

     Puckering or smacking lips

     Lateral oral movement

     Excessive blinking

     Periorbital movement

     Inspected Involuntary Movements of Upper Extremities

    1 of 1 point

    Observations 
    (1/1 point)

     Normal

     Choreic movements (rapid, irregular movements)

     Athetoid movements (repetitive, rhythmic movements)

     Inspected Involuntary Movements of Lower Extremities

    1 of 1 point

    Observations 
    (1/1 point)

     Normal

     Lateral knee movement

     Foot tapping

     Heel dropping

     Foot squirming

     Inversion and eversion of foot

    Schizophrenia Eric Ford Shadow health Objective data

     Inspected Involuntary Movements of Torso

    1 of 1 point

    Observations 
    (1/1 point)

     Normal

     Rocking

     Twisting

     Squirming

     Pelvic gyration

     Assessed General Appearance

    1 of 1 point

    Eye Contact 
    (1/4 point)

     Direct eye contact

     Indirect or no eye contact

    Posture 
    (1/4 point)

     Upright posture without tension or rigidity

     Bent or hunched posture, tension, or rigidity

    Schizophrenia Eric Ford Shadow health Objective data

    Clothing 
    (1/4 point)

     Clean clothing, appropriate to age, fit, season and occasion

     Dirty, disheveled, or inappropriate to age, fit, season, or occasion

    Schizophrenia Eric Ford Shadow health Objective data

    Grooming 
    (1/4 point)

     Demonstrates an appropriate level of grooming

     Signs indicating lack of grooming or self-care

     Assessed Attitude Toward Medical Staff

    1 of 1 point

    Attitude Toward Medical Staff 
    (1/1 point)

     Generally open and cooperative

     Generally suspicious, guarded, or evasive

     Assessed Speech

    1 of 1 point

    Rate 
    (1/3 point)

     Demonstrates appropriate or expected rate of speech

     Excessively slow or rapid rate of speech

    Volume 
    (1/3 point)

     Demonstrates appropriate or expected speech volume

     Excessively loud or soft speech volume

    Articulation 
    (1/3 point)

     No appreciable issues with articulation

     Issues with articulation, slurring, or stutters

     Assessed Mood and Affect

    1 of 1 point

    Mood 
    (1/2 point)

     Stable mood with little or no fluctuation throughout the interview

     Frequent and appreciable mood changes throughout the interview

    Affect 
    (1/2 point)

     Expansive affect (excessively cheerful affect characterized by contagious laughter or smiling)

     Blunted or flat affect (little to no variation of expression regardless of conversation topic)

    Schizophrenia Eric Ford
    Shadow health
    Objective data

     Assessed Thought Process

    1 of 1 point

    Thought Process 
    (1/1 point)

     No presence of thought process disturbances

     Presence of rapid thinking, disorganized or illogical flow of thought, “word salad,” neologisms, echolalia, or clanging associations

     Assessed Thought Content

    1 of 1 point

    Thought Content 
    (1/2 point)

     No presence of thought content disturbances

     Presence of delusions, obsessive or intrusive thoughts, or suicidal or homicidal ideation

    Perceptual Disturbances 
    (1/2 point)

     No presence of perceptual disturbances

     Presence of auditory or visual hallucinations

     Confirmed Orientation

    1 of 1 point

    To Person 
    (1/4 point)

     Oriented to person

     Not oriented to person

    To Place 
    (1/4 point)

     Oriented to place

     Not oriented to place

    To Time 
    (1/4 point)

     Oriented to time

     Not oriented to time

    To Situation 
    (1/4 point)

     Oriented to situation

     Not oriented to situation

     Assessed Serial Sevens

    1 of 1 point

    Serial Sevens 
    (1/1 point)

     Able to complete the series

     Unable to complete the series

     Assessed Abstract Thinking

    1 of 1 point

    Abstract Thinking 
    (1/1 point)

     Demonstrates abstract thinking with similarities test

     Demonstrates concrete thinking with similarities test

     Assessed Memory

    1 of 1 point

    Memory 
    (1/1 point)

     Remote and immediate memory intact

     Remote or immediate memory not intact

     Assessed Visuospatial Ability

    1 of 1 point

    Visuospatial Ability 
    (1/1 point)

     Visuospatial ability intact for interlocking shapes test

     Visuospatial ability impaired with interlocking shapes test

     Assessed Insight

    1 of 1 point

    Insight 
    (1/1 point)

     Demonstrates full awareness of illness and willingness to seek treatment

     Demonstrates limited or no awareness of illness and/or is unwilling to seek treatment

    Schizophrenia Eric Ford Shadow health Objective data

     Assessed Judgment

    1 of 1 point

    Judgment 
    (1/1 point)

     Demonstrates good judgment

     Judgment poor or impaired judgment

    Schizophrenia Eric Ford Shadow health Objective data

  • HCBN7106 Transition to Registered Nurse Practice

    CRITERIA A+ A AExemplary (80-100%) B+ B B- Proficient (65-79%) C+ C C- Developing (50-64%) D E Unsatisfactory (0-49%)

    Client Profile (5%) Comprehensive

    discussion of client

    profile. All areas

    addressed.

    Full discussion of client profile,

    areas addressed with a few

    gaps.

    Broad discussion of the client,

    some areas vague and/or with

    gaps.

    Client profile lacks clarity. Significant

    gaps in information about the client

    Definition, epidemiology, &

    pathophysiology of diagnosed

    condition/s (10%)

    Comprehensive

    discussion with

    comprehensive critique

    Well discussed. Includes

    appropriate epidemiological

    data.

    Broad discussion. Includes

    appropriate epidemiological

    data.

    Lacks clarity. Some elements missing.

    Investigative procedures and

    medication (5%)

    Comprehensive and

    critical use of relevant

    information sources.

    Well developed, logical and

    coherent.

    All the required elements

    present. Broad discussion.

    Lacks all the required elements. Not

    related to the actual client.

    Comprehensive nursing

    assessment and identification

    of salient issues (40%)

    Comprehensive

    assessment with

    identification of issues.

    Full assessment. Welldeveloped with identification of

    issues.

    Assessment brief with some

    areas not addressed. Some

    issues not identified.

    Lacks clarity.

    Some required elements missing.

    Nursing

    Management (including care

    planning [NCP]) (25%)

    Comprehensive

    discussion and analysis

    of nursing issues; NCP

    comprehensive and

    includes all elements.

    Well-developed discussion of

    nursing issues; NCP well

    developed and includes all

    elements.

    Minimal discussion of key

    issues; NCP has minimal

    evidence of planning,

    intervention, rationale &

    evaluation.

    Significant gaps in the required

    elements. NCP shows minimal/no

    evidence of planning, intervention,

    rationale & evaluation. Not related to

    assessment and/or significant gaps.

    Ability to integrate literature

    ORDER NOW

    and reference appropriately

    (10%)

    Extensive range of

    literature (including

    research) used and

    skilfully applied and

    integrated throughout

    the assignment.

    Excellent referencing as

    per APA (7th), in-text

    and/or reference list.

    Evidence of good literature

    searching skills and an ability

    to integrate a range of literature

    (including research) throughout

    the assignment. Very few

    errors in referencing as per

    APA (7th), in-text and/or

    reference list.

    Limited range of literature

    (including research) used and

    integrated throughout the

    assignment. Some errors in

    referencing as per APA (7th),

    in-text and/or reference list.

    Integration of literature poor. Many

    sources not cited and/or errors in

    referencing (in-text and/or reference

    list).

    Presentation and clarity of

    expression. (5%)

    Excellent assignment

    that draws together all

    components in a logical

    and reasoned way. No

    grammar, syntax or

    spelling errors.

    Points and ideas are clear and

    fluently expressed and lead to

    a reasoned and supported

    conclusion. No or minor

    grammar, syntax and/or

    spelling errors. Formatting at

    expected standard.

    Points are generally clear and

    fluently expressed. Limited

    analysis. Few or minor

    grammar, syntax and/or

    spelling errors. Some

    formatting errors.

    Structure lacks clear direction or

    argument. No analysis. Many grammar

    and/or spelling errors. Poor sentence

    structure and/or use of paragraphs.

    Poor formatting, e.g. no page numbers,

    no wide margin (left or right side), over

    or undersized font, spacing issues.

    Comments:

    Marker: Grade: Date:

    Student ID: ______________________

    Name: _________________________

    Bachelor of Nursing

    HCBN7106 Transition to Registered Nurse Practice

    Case Study
    Assignment
    – written component 50% of grade

    Weighting: 100%