Category: Healthcare

Consultation with a physical therapist

Consultation with a physical therapist
Consultation with a physical therapist

Consultation with a physical therapist

Order Instructions:

Assignment #2: Consultation
Interview a physical therapist who provides client-related consultative services. Submit a 2-3 page summary of the interview, including but not limited to: name and title of person interviewed, date and type of interview (in-person, phone, electronic), the type of consultative activity, how they got involved in the activity, expertise required to serve as a consultant for that activity, reimbursement for consultative services (if any), any legal or risk related factors. NOTE: Consultation is not regular clinical physical therapy. All PTs provide patient-related consultation. Client-related consultation is when a PT has expertise in a particular area and provides expert opinion regarding situations that do not directly involve patient care. Examples of client-related consultation include but are not limited to: Ergonomic workplace assessment, Rules and Regulations compliance, ADA compliance recommendations, Court testimony as an expert witness, Development of clinical or academic programs, Insurance claim reviewer, etc.

ALTERNATE ASSIGNMENT: If you are unable to find a consulting PT to interview, you may write a paper about client-related consultation activities that a PT might engage in. Your paper should include the type of consultative activity, how a PT would get involved in the activity, education or expertise required to serve as a consultant for that activity, reimbursement for consultative services (if any), and any legal or risk related factors related to consultation work in that area. The emphasis of the paper should be on the role of a PT as a consultant. For example, the paper should not be about ergonomics, but about how a PT would serve as an ergonomic consultant.

Assignment requirement-
Instructions:All assignments are to be word processed; 12 point font and double spaced are preferred. Other than the forms for Assignment #1, handwritten assignments will not be accepted. Do not use color, pictures, etc. in your documents. Use only black text. Number the pages and make sure your name is on every page.

In this assignment since first option is not possible to interview a Physical Therapist, I would like to use alternate assignment and write the paper. The reference book for this course is Guide TO Physical Therapist Practice 2nd edition. The name of this course is Consultation, Screening and Delegation. I would like to complete this assignment within 7 days. Also when I chatted with your representative he gave me the price as $48.96/ assignment if I take more than 1 assignment. I intend to take more than 1 assignment, but would like to see the outcome of this assignment first.

NB

We will have the task ready by 3rd December 2014; 2300 hrs

SAMPLE ANSWER

Physical therapists are licensed or certified health care professionals who provide services to aid in restoring function, mobility, prevent physical disabilities, and relieve pain of patients with certain injuries or diseases. They work closely with clients and patients to promote and maintain their overall physical fitness for healthy living. Patients may include people who have been involved in an accident and others who may have disabling conditions such as head injuries, fractures, heart disease, back pain, and arthritis among others. Usually, physical therapists work in various settings such as private offices, hospitals, outpatient clinics, sports facilities, and schools. Their work, depending on what they are assigned to do, can be physically demanding as they have to lift, stand for long, and kneel. They also lift patients or help them stand as well as move heavy machineries. Typically, as part of their roles, physical therapists take client’s history and perform tests that help them to identify potential and inherent problems. Based on their analysis, they are able to determine a client’s diagnosis and prognosis, which they use to set goals for rehabilitation and habilitation (Dreeben-Irimia, 2011).

Physical therapists act as consultants through whom they share their advice and opinion with patients, schools, health care providers, businesses, and organizations. Consultations occur upon client’s request. It may also occur when other health care professionals seek advice about physical therapy of their patients. Likewise, schools and business may consult physical therapists on injury prevention and ergonomics. For instance, in school setting, physical therapists may be consulted to perform therapeutic interventions such as prevention strategies and adaptations, and focusing on mobility and safe participation in routines and activities in the learning environments. In school settings, they gather information from stakeholders that help them to plan for their interventions. They collaborate with teachers and parents to promote students’ inclusion in the intervention activities. In this case, they offer education on safe transportation of students, safe play grounds, and how to promote their physical fitness (Scott, Petrosino & Cooperman, 2008).

Dreeben-Irimia (2011) stipulates that physical therapist consultants may also be contacted by businesses to offers their advice and opinions on ergonomics. Ergonomics refers to adapting people’s environment, equipments, and activities to fit their physical capacities and needs. Therapists offer people ergonomic guidelines that should be incorporated in people’s daily activities. In this case, physical therapist assesses the ergonomic needs and determines how to make people more comfortable in their environment while at the same time reducing the risk of injury. To achieve this, physical therapists educate workers on the tips such as exercise and guidelines and back injury prevention.

Physical therapy consultants educate workers on ways of exercising to improve their physical fitness and minimize the likelihood of work place injury. They teach the employees on the benefits of exercising and safe ways to do the same. In such cases, they demonstrate to their employees how to exercise safely. These exercises are majorly concerned in reducing back pain and keeping the body fit to perform various tasks throughout the day. Further, physical therapy consultants also emphasize on workplace stretching. This is in response to the fact that most work place spinal and musculoskeletal disorders culminate from back strains and trauma injuries. As such, physical therapists educate employees Concentra’s warm up and stretching. All these are tailored to specific workplaces where therapists provide approximately one hour training (Dreeben-Irimia, 2011). It is notable that back injuries are as a result of poor posture, repetitive motion, and decreased physical conditioning. Therefore, physical therapists must have this in mind when educating people how to exercise.

Physical therapists also educate schools and workplace how to manipulate their physical environments to make them accessible by people with disabilities. In case a person has a disability or a spinal injury, physic al therapists may advice families on how to modify the environment to accommodate the named victims. These modifications may include ensuring that physical disabled individuals can access bathrooms and dressing areas with ease. Physical therapy consultants are also asked to offer their rehabilitation knowledge by serving as witnesses in legal cases.

Typically, physical therapists are allowed to practice upon completion of graduate degree from accredited academic programs. Students in this field may be required to study topics such as biomechanics, human anatomy, neurological dysfunction management, and musculoskeletal system pathology. They should also participate in internships programs where they provide training in screening, patient care, assessments, and intervention. After completion of the necessary prerequisites, therapists acquire their certificates that allow them to work in various programs related to their field of study. While in practice, physical therapists are governed by code of ethics established by professional organizations.

All physical therapy consultants must acquire a physical therapist degree from accredited physical therapist program and pass the exam, after which they are licensed to practice under a doctor. The degree in physical therapy usually takes approximately 2 -3 years to complete. Upon completion and practicing for one year or more, therapists may enroll for doctor of physical therapy after which they may be allowed to work on their own as consultants in various institutions. They can work independently as ergonomic consultants in work places or schools.

The average salary of physical therapists is about 85,000 dollars depending on the years of experience and position. They are included in the Medicare and Medicaid programs to afford their health care. There are also other reimbursements for physical therapy consultants considering that they work a risky environment. They are at a great risk of acquiring infectious diseases while working with their patients in various ways. It should also be noted that there are legal and ethical considerations that must be put in place when practicing. Consultants are responsible for making professional judgments about their patients while at the same time fulfilling their professional and legal obligations. They should respect their patients and dignity in their work as consultants.

Evidently, physical therapists play a great role in habilitation and rehabilitation. They offer their professional trainings and advices on proper lifestyles in a myriad of settings. In work place and schools, they offer advices on ways of minimizing physical injuries by demonstrating ways of ensuring comfort through exercises. They also offer their professional advice in workplaces, schools, and homes with physically disabled victims. Their main goal is to ensure that they keep the body of their patients and clients physically fit and able to perform various tasks in a variety of settings (Swisher & Page, 2005).

References

Dreeben-Irimia, O. (2011). Introduction to physical therapy for physical therapist assistants. Sudbury, MA: Jones & Bartlett Learning.

Scott, R. W., Petrosino, C., & Cooperman, J. (2008). Physical therapy management. St. Louis, Mo: Mosby/Elsevier.

Swisher, L. L., & Page, C. G. (2005). Professionalism in physical therapy: History, practice & development. St. Louis, Mo: Elsevier Saunders.

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NPs and the Integral Knowledge Base

NPs and the Integral Knowledge Base
NPs and the Integral Knowledge Base

NPs and the Integral Knowledge Base

Order Instructions:

For this paper, the writer will use the template as a guide in completing the paper. APA 6th edition is Key to this paper that’s why it is critical to follow the sample paper when completing this paper. The writer must also address all the key requirements mentioned in the questions and give very responses.

Write a 6 page paper (excluding title and reference pages) evaluating the necessity of a more comprehensive understanding of pathophysiology, pharmacology, and physical assessment skills for the role NP in contrast to the role of the RN.
Analyze and integrate the impact of cultural competence and ethical decision making models on clinical reasoning, health policy and practice in regard to this more comprehensive understanding in the role of the NP.

Resources

• ANA – Code of Ethics for Nurses

• NCCAM, National Institutes of Health

• The Role of Ethnicity in Variability in Response to Drugs: Focus on Clinical Pharmacology Studies (2008)

• U.S. Department of Health and Human Services – National Advisory Council on Nurse Education and Practice

• U.S. Department of Health and Human Services – The Data Bank: National Practitioner Healthcare Integrity and Protection (n.d.)

• U.S. Department of Health and Human Services – Office of Minority Health

• MayoClinic Proceedings – Religious Involvement, Spirituality, and Medicine: Implications for Clinical Practice

• HealthCare.gov – National Prevention, Health Promotion and Public Health Council – The National Prevention Strategy: America’s Plan for Better Health and Wellness

• U.S. DHHS, Office of Disease Prevention and Health Promotion, Healthy People

• Dossey, B. (2008). Theory of Integral Nursing. Advances in Nursing Science. 31 (1),pp. E52–E73 Wolters Kluwer Health.

SAMPLE ANSWER

NPs and the Integral Knowledge Base

Introduction

Nursing is a vital profession in the healthcare field. There are different level of nurses based on experience, training and educational qualifications. This can be registered nurse or nurse practitioners. The scope of practice and authority of these nurses differ from one state to another. Cultural competence is an important aspect of nursing profession given that practice in a culturally diverse setting is inevitable in nursing profession. This paper will look into the difference in the roles of registered nurses and nurse practitioners assess the justification nurse practitioners to have advanced knowledge of pathophysiology, pharmacology and physical assessment. It will also examine the importance of cultural competency in nursing care.

Registered nurse and Nurse Practitioner

A registered nurse is a healthcare practitioner whose main job is educating and treating patients as they assist doctors. In many instances, they also help patients to put up care plan. Some of their responsibilities include administration of medication and therapy, maintaining IV lines for fluids as well as monitoring and recording patient’s condition for doctor’s assessment. The level of education is basically a bachelor’s degree in nursing or a collage diploma. They must work under a physician and are not authorized to prescribe medication and diagnose diseases.

A nurse practitioner often abbreviated as NP is a graduate nurse who has specialized in advanced practice nursing. They are licensed to offer a wide range of care services which include performing physical exam and taking patients history. Unlike registered nurses, nurse practitioners are allowed to order laboratory tests, diagnose, treat and manage diseases. They can also perform certain procedures like lumber puncture and bone marrow biopsy, coordinate referrals, write prescriptions and give hand outs concerning healthy lifestyles and disease prevention. They do work in diverse settings such as neonatology, primary care, women’s health, oncology, school health, pediatrics, nephrology, cardiology, family practice and emergency care among others. Some nurse practitioners are able to work in clinics under no supervision of a doctor while others work together with doctors in a team of public health care professionals. They have two levels of regulation and the scope of practice as well as their authority is highly influenced by the state laws. First they are licensed under the state law, and then obtain certification through national organizations that have consistent professional practice and standards in all states. The laws that govern NP licensing are different in different states, many states nowadays require that NP obtain national certification and a masters degree, other states require that a NP to work with a medical doctor while others have no recognition for nurse practitioners (Iglehart, 2013).

Nurse practitioners are to a greater extent well prepared to give primary care. They have undergone training in managing health problems of many kinds as well as in health promotion. Due to the current challenge that exist in patient care; the role of nurse practitioner can only increase than to reduce. Nurse practitioners are able to work independently in acute care settings and in primary care, their effort can help modulate the cost of healthcare through patient’s education and provision of frontline primary care (An Expanding Role for Nurse Practitioners. (n.d.). In the present day, nurse practitioners are commonly used by Americans in a lot of healthcare needs and they are fully recorgnised by many providers and most healthcare consumers as a vital component of latest healthcare system. For at least fifty years nurse practitioners have given a lot of services in both chronic, acute and community settings, hence they are very important in the healthcare system. It is also expected that NPs are likely to become even more essential as American obtain broader services due to the healthcare reforms (Nurse Practitioners: Shaping the Future of Health Care (n.d.).

Educational pathway

The IOM report acknowledges the fact that nursing has had definitional issues throughout its history, especially in regards to the educational pathways. There are three pathways which are required for initial licensing. First is an associate degrees offered by nursing schools and community collages which takes a period of between two to three years for completion. Secondly is a diploma that is offered by hospitals and take three years. Lastly is a four year degree in nursing usually offered by schools of nursing as well as in universities. The curriculum contains preparatory courses, focus on sciences, public health, nursing research and clinical training. A nurse with a bachelors degree need an additional between 500 to 700 clinical hours that is supervised and a masters degree to qualify as a nurse practitioner (Garcia, 2011).

Increased demand for healthcare

According to Institute of Medicine report of 2010, it is expected that millions of patients will access health services as per the affordable care act by the federal government. Practicing nurse should therefore be well equipped and take the lead in giving that care. Because the roles they play and their ability to take charge of a clinic without the supervision of a doctor. This IOM report of 2010 also serves as the direction that guides nursing profession. The foundation by Robert Wood Johnson indicates that nurse need to have a more strong educational base in order to advance their case for more clinical authority. Nurse practitioners need proper understanding of pathophysiology, physical assessment as well as pharmacology. This will be of great help to them as they diagnose diseases and prescribe drugs especially with the current shortage of physicians to take part in primary care and treat the growing population of newly insured persons. In addition to the current population growth characterized with more aging patients, finding a practitioner has been challenge.

Research has revealed that only close to 25% of graduates from medical schools join careers in primary care as physicians. The state laws governing scope of practice have also placed limits in regard to the clinical boundaries for nurse practitioners; most of them provide primary care in a number of settings. American Medical Association has shown full support for the law on scope of practice indicating the need to promote patient safety and ensure APRNs always provide primary care under the supervision of a physician. Nursing advocates however, are greatly opposed to these restrictions especially in regards to the limit on drug prescription. This is consistent with the IOM report which recommends that nurses need to be given freedom to practice to the extent of their training and education (Iglehart, 2013).

American medical association indicates that some states including District of Colombia permit APRNS to diagnose and treat patients. They are also authorized to prescribe medication and refer patients even without supervision by a physician, some states require that physicians are involved when the nurses diagnose, prescribe and treat patients. Many nurse practitioners view lack of permission to prescribe drugs as the main impediment that bar them from efficient care delivery. The truth is that for a healthcare professional to safely prescribe and administer drug, it is important that one fully understand disease pathophysiology, drug pharmacology and possess physical assessment skills for proper clinical diagnosis. Despite the rapid growth of physicians than the  population in the U.S  for over 30m years ago, it has been estimated that the nation is likely to face a shortage of close to 62,100, physicians, 33100 Primary care providers and 29000 of other specialist. Nurse practitioners are scarce in a number of areas, an issue that has been influenced by that fact that there is an equal distribution of nurse practitioners and physicians who are mainly concentrated in sub urban and urban areas thus leaving rural areas remain with a few practitioners yet these are the places that most often need medical help (Tornyay, 2008).

Cultural competence in nursing

Cultural competency in care is a nursing practice that is keen to issues that relate to culture, gender, race and sexual orientation. In this process the nurse aims to achieve the capability to effectively provide service in an environment with diverse cultural background. A cultural competence model as proposed by Camphinha-Bacote encompasses cultural knowledge, cultural encounters, cultural skills and awareness. In cultural awareness, the nurse recognizes, and develops interest on beliefs, values, life practices as well as problem solving modalities of other cultures. Cultural awareness helps the nurse to recognize the disparity between their culture and that of their patient’s hence devising appropriate approach to patient diagnosis and care. Cultural knowledge on the other hand is the process of seeking and obtaining education concerning various world views on different cultures (Chaloner, 2003).

This knowledge can help nurses to familiarize with ethnically diverse groups, practices, belief, world views and the strategies for problem solving. This knowledge can be obtained by reading literature on different cultures and participation in continuing education courses about cultural competence as well as attending conferences on the same. Cultural skill also a crucial part of the model helps a nurse to perform a better cultural assessment. This may help a nurse to adequately assess patient’s cultural values. Cultural encounter is concerned with participation within cross-cultural interactions with people who have different cultural backgrounds. These cultural encounters become important when dealing with patients for it helps to avoid stereotyping (A model of care for cultural competence. (n.d.).

Conclusion

Currently, Nurse practitioners have shown the ability to effectively deliver high quality healthcare services at low cost. Base on their high level of training and skills, and their ability to take charge of a clinic without supervision by a physician, Nurse practitioners need to have deep understanding of pathophysiology, physical assessment as well as pharmacology in order to enable them deliver services in a safer manner. This knowledge will enhance their diagnosis, prescription and patient care competence. This is unlike registered nurses who have to work under a physician mainly in patient care and education; they don’t need to have a deep understand of pharmacology, physical assessment and pathophysiology. It is also important to point out the important of cultural competence for proper service delivery in healthcare.

References

Iglehart, J. (2013). Expanding the Role of Advanced Nurse Practitioners — Risks and Rewards. New England Journal of Medicine, 1935-1941.

Nurse Practitioners: Shaping the Future of Health Care. (n.d.). Retrieved November 24, 2014, from http://www.nursing.upenn.edu/nhhc/Pages/Nurse-Practitioners.aspx

Bottom of Form

Tornyay, R. (2008). Making Room in the Clinic: Nurse Practitioners and the Evolution of Modern Health Care. Archives of Pediatrics and Adolescent Medicine, 1093-1093.

An Expanding Role for Nurse Practitioners. (n.d.). Retrieved November 24, 2014, from http://today.uconn.edu/blog/2014/02/an-expanding-role-for-nurse-practitioners/

A model of care for cultural competence. (n.d.). Retrieved November 24, 2014, from http://www.euromedinfo.eu/a-model-of-care-for-cultural-competence.html/

Chaloner, C. (2003). Ethics, Power and Policy The Future of Nursing in the NHS Ethics, Power and Policy The Future of Nursing in the NHS. Nursing Standard, 29-29.

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Garcia, A. (2011). The Future of Nursing: An Introduction to the Institute of Medicine’s 2010 Report. NASN School Nurse, 116-120.

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Diet and Disease Essay Assignment Paper

Diet and Disease
Diet and Disease

Diet and Disease

Order Instructions:

Cartoon description: Man ordering at a restaurant: “I’ll have the monster triple burger with cheese and giant fries…oh..and a diet cola. I’ve got to watch my weight!”

Please make every effort to complete your primary post by Wednesday night. In addition to your post, you’re required to make at least two substantive replies to your classmates’ posts that show you’ve engaged with the post to which your are replying.

PART 1: Look at the above cartoon. What is this saying about how we eat? I’d like you to discuss the typical diet of people in the U.S. or another MDC compared to a less developed country (LDC) you choose (for example, U.S. compared to Haiti). How does diet differ among regions (i.e. urban-to-rural, south-north-east-west, poor-to-wealthy communities, etc)? Why does it differ? Are there “S.P.E.E.C.H. reasons? Use material from Chapter 6, web research, life experience and other information to back your position.

PART 2: Do diseases only impact an individual – or can they impact a community or population? Give an example and some details about a disease outbreak in your area, past or present, real or potential. How can local policies or local public health systems reduce risk to their community? Use material from Chapter 7, web research, life experience and other information to back your position.

SAMPLE ANSWER

Diet and Disease

Part 1

The description of carton clearly demonstrates the kind of foods that we eat. Most of us eat fast foods and foods that have lots of fats and cholesterol. Cheese, burgers, giant fries and cola are processed foods and this makes a larger percentage of our diet.  The diet of people in different countries or social economic status differs (Yaktine & Murphy, 2013). For instance, the diet of people in the U.S. is different with that of majority of people that comes from less developed countries such as Haiti. For instance, the typical diets of  a person in US will include  fries, processed foods such as chicken, cookies with less vegetables whereas diets of a person from Haiti will consist of more local foods such as carbohydrates, and vegetables.

Diets therefore will differ in terms of the regions where people are living. The diet in urban center is different from that of rural areas.  In urban centers, people are busy and therefore tend to take more of fast and processed foods as opposed to rural areas where they consume raw food products from their farms. Wealthy communities as well take different kinds of diets from those people from poor communities. Rich people have the capability to choose the foods they want depending on their own interests while poor people are forced to eat diets within their reach. I think there are no S.P.E.E.C.H reasons explaining this.

Part 2

Diseases not only impact an individual but they impact on the community and can as well impact on the entire population. An outbreak in a region will affect individuals as well as entire community. For instance, the outbreak of Ebola in West African countries such as Liberia impacted on individuals, community and population at large. Individual succumbed to death as communities were forced to stay indoors and avoid coming in contact with people.

People were restricted to exchange handshakes as a mechanism to avoid spread. People therefore failed to attend to the workstations and this made many of them to face challenges in providing for their family. The government as well incurred huge costs in its interventions.

Public policies or public health systems are essential and can help to reduce risk to their communities. They do this by creating awareness about such outbreaks to the community to ensure that they take appropriate measure to prevent further infections and spread of the diseases.

Reference

Yaktine, A., & Murphy, S. (2013). Aligning nutrition assistance programs with the Dietary          Guidelines for Americans. Nutrition Reviews, 71( 9): 622-630.

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Emphasizing Common Roles Paper

Emphasizing Common Roles
Emphasizing Common Roles

Advanced Practice Nursing:Emphasizing Common Roles

Order Instructions:

For this paper, I have provided a template that will be use to complete the assignment. The writer have to use the resources provided below the questions to research and complete the assignment , and take note to read the instructions carefully before completing the assignment. The instructions indicate that the writer will respond in the right hand column of each box, so its important to pay attention to details and get it right. APA is critical and the writer must also provide a reference page at the end,

For this assignment, you will research state (Washington DC) specific and national licensing and credentialing mechanisms specific to nurse practitioners. All of the links you will need have been provided under resources below. Research each mechanism and provide a description of the process in the right hand column next to the appropriate mechanism.

Resources

From your textbooks, read the following:

Advanced Practice Nursing:

Emphasizing Common Roles

• Chapters 2, 6

Please review the following web resources:

Drug Enforcement Administration (DEA)

American Nurses Credentialing Center

National Council of State Boards of Nursing

Centers for Medicare and Medicaid – National Provider
Identification Standard (NPI)

Nurses Service Organization (NSO)

SAMPLE ANSWER

Emphasizing Common Roles

Student Name
State of Residence
Licensure/Credentialing Mechanism Description of Licensure/Credentialing Mechanism and Process
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 A nurse practitioner in order to get licensure must firstget education from a nationally education standard institution to show competencies for programs to help them in their role. NPs must also attend to the education process, of whichhas to graduate with master’s degree or postgraduate certificate that are accredited by the Washington Department of Education and/or The Council of Higher Education Accreditation. The third process is passing professional nursing certification program that is psychometrically sound, legally defensible, and which meets the overall nationally recognized accreditation standards for certification programs.

Washington DC’s State Board of Nursing requirements for NP Licensure are that all NPs are supposed to hold state licenses as RNs. In addition, NPs should have masters’ degrees. Moreover, NPs are required to get national certification. In Washington DC, a NP should have a completion of a formal advanced nursing education meeting the Washington Administrative CODE 246-839-305 (Institute of Medicine (U.S.) & Robert Wood Johnson Foundation, 2011).The other description is that, for licensure, there should a documentation of initial certification credential granted by the national certifying body recognized by the commission, approved ARNP specialty whose certification program is approved by the commission and subsequently maintain currency and competency as defined by a certifying body.
Special state requirements for prescriptive authority

 

 Prescriptive authority in Washington DC requires APRN to have an initial thirty hours of contact of education in pharma therapeutics within the applicant’s SOP obtained within the two years period immediately prior to the application. An advanced pharmacology course taken as a part of the graduation program meets the requirement if application is made within the two years of graduation (Lentz, 2013). The other requirement is that there should be renewal of Rx authority every two years that requires 15 hours of pharmaco-therapeutic education within the area of practice. ARPNs are legally authorized to request, receive, and dispense pharmaceuticals samples. Prescriptions are labeled within the ARPNs name.
State Board of Nursing variations between CNS and NP scope of practice (e.g. diagnosing, prescribing therapeutic treatments, etc.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 NPs in Washington undergo the first process of completing a preceptorship that is at least one year long to be allowed to function as a NP.The process of becoming CNS in Washington DC is by first completing at least 3 credit hours or 30 m contacts of pharmacology and clinical management of drug therapy or pharmacotherapeutics within 5 years of applying for APRN certification. This course must relate accordingly with the scope of practice. CNS must also complete a preceptorship that is at least one year long. This is because, In Washington DC, NPs’ scope of practice includes family care, diagnosis, psychiatric care, pediatric care, pharmacology primary health care, and adult care. On the other hand, CNS in Washington have a scope of practice that comprises the management of health and psychiatric problems, therapeutic methods band techniques, and involvement in innovation in the specialty area(Houck & Siegel, (2010).

 

 
Process for obtaining DEA number for prescriptive authority

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 General authority in Washington DC is to prescribe evidence of prescriptive authority by inclusion on the prescription of the prescriber’s title and state-issued Rx#. For an APRN to obtain DEA number in Washington DC, he or she must first fill an online DEA form that allows payment using VISA and MasterCard. Thisis mainly registration of an APRN. The second process is that the applicant is asked information about schedules of drugs. The third process is that the applicant is asked to mark the drugs schedules (Schedule III narcotic, Schedule III Nin Narcotic, Schedule IV and Schedule V). Thefourth process is that the applicant to have the Washington DC’s licensenumber(In Stanhope & In Lancaster, 2014).
Process for obtaining an NPI number

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 The applicant APRN in Washington DC submit a paper to Health and Human Services, a National Provider Services with data on name, mailing address, one practice address, license number, and gender. The National provider Services will check the information for consistency as well as standardizing the addresses. It also validates social security numbers and validates dates of birth. Upon passing this process, the applicant will receive permanent identifiers(Maurer & Smith, 2013).
ANCC certification title and description of requirements and process for acquiring certification

 

 

 

 

 

  

One of the requirements to obtain ANCC certification is that APRNs should first hold an active RN in Washington DC. An APRN should hold a master’s degree, postgraduate or doctoral degree from a practitioner program accredited by the Commission Nursing Education (CCNE), or Accreditation Commission for education in Nursing (ACEN). The program must not limit 500 faculty-supervised clinical hours.

APRN may apply for this computer-based test year round and test during a 90-day window at a time and location convenient to him or her. The exam allows 4 hours to answer 200 questions (175 scored plus 25 pretest questions that are not scored(Rapini, 2012)
Professional Liability Insurance (Insurance provider, description of policy and annual cost to NP)

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 In order for an APRN to obtain professional liability insurance, he or she must first become an APRN by profession. He or she must have a license based on Washington DC. On top of that, APRN will have to present his or her NPI and DEA numbers. In emphasis, the insurance cover will depend on the scope of practice of the APRN. The mechanism can be that the NP can obtain professional liability insurance for the nurse practitioner through the employing clinic, personally. Costs for professional liability insurance policies differ depending on the NPs scope of practice, the type of coverage, and the policy limits. Annual premium costs range from $600 to over $5,000 depending on the location of the practitioner, policy limits, and the NPs scope of practice(In Cherry& In Jacob, 2014).

References

Houck, M. M., & Siegel, J. A. (2010). Fundamentals of Forensic Science.Burlington: Elsevier  Science.

Institute of Medicine (U.S.).,& Robert Wood Johnson Foundation. (2011). The future of   nursing: Leading change, advancing health. Washington, D.C: National Academies  Press.

In Cherry, B., & In Jacob, S. R. (2014). Contemporary nursing: Issues, trends, & management.

In Stanhope, M., & In Lancaster, J. (2014). Public health nursing: Population-centered health care in the community.

Lentz, Sydney. (2013). Advanced Practice Nursing: Setting a New Paradigm for Care in the 21st Century. Authorhouse.

Maurer, F. A., & Smith, C. M. (2013). Community/public health nursing practice: Health for  families and populations.St. Louis, Mo: Elsevier/Saunders.

Rapini, R. P. (2012). Practical dermatopathology.Edinburgh: Elsevier/Saunders.

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MRSA Infections Research Assignments

MRSA Infections
MRSA Infections

MRSA Infections

Order Instructions:

Combine all elements completed in previous weeks (Topics 1-4) into one cohesive evidence-based proposal and share the proposal with a leader in your organization. (Appropriate individuals include unit managers, department directors, clinical supervisors, charge nurses, and clinical educators.)

Obtain feedback from the leader you have selected and request verification using the Capstone Review Form. Submit the signed Capstone Review Form to CONHCPfield@gcu.edu

For information on how to complete the assignment, refer to “Writing Guidelines” and the “Exemplar of Evidence-Based Practice Capstone Paper.”

Include a title page, abstract, problem statement, conclusion, reference section, and appendices (if tables, graphs, surveys, diagrams, etc. are created from tools required in Topic 4).

Prepare this assignment according to the APA 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 Turnitin. Please refer to the directions in the Student Success Center.

Note:  All Capstone Projects are to be submitted to the College. Please submit an electronic copy to this e-mail address:  CapstoneRNBSN@gcu.edu
7 NRS 441v.10R. Writing guidelines.docx 8 NRS 441v.10R.Exemplar of Evidenced-Based Practice.docx NRS441V.R.CapstoneReviewForm_1-27-14.docx

SAMPLE ANSWER

Abstract

The frequency of people with MRSA infections has increased considerably in recent years. In 2006, over 50% of all cases of skin infections because of MRSA happened in healthy persons living in the community. The 3 types of MRSA include healthcare-associated MRSA, hospital-associated MRSA, and community-associated MRSA. In the year 2008, MRSA resulted in about 89,786 cases of invasive disease leading to nearly 15,300 deaths in America. In the year 2008, roughly 27 percent of hospital-acquired MRSA infections were because of USA300 strains. MRSA is a major threat to communities and to patients in healthcare facilities. An MRSA infection can actually be more severe compared to other bacterial infections and can be life threatening. In America, studies indicate that MRSA is actually responsible for about 60 percent of community acquired infections with S Aureus presenting to healthcare facilities. The rates of MRSA is increasing rapidly in many regions and there is a dynamic spread of strains all over the world. At present, healthcare associated/acquired MRSA (HA-MRSA) is endemic in hospitals. The proposed solution for the prevention of MRSA is to provide education to individuals and communities on the ways to prevent the spread as well as transmission of the difficult-to-treat MRSA. The main reason for providing education to communities and individuals is essentially to promote health and prevent disease.

Problem Statement

MRSA is defined as an oxacillin minimal inhibitory concentration of at least 4 µg/mL (Raygada & Levine, 2010). The rates of MRSA keep on increasing in many countries around the world. Romano, Lu and Holtom (2011) stated that MRSA infections occur in 3 particular groupings of people: (i) those with recent hospitalization or continuing contact with dialysis units, medical clinics, or those who are going through intricate outpatient treatments, for instance chemotherapy. They are exposed to healthcare-associated MRSA. (ii) Those who are presently within the hospital setting, and these are exposed to hospital-associated MRSA. (iii) Those in the community and these are exposed to community-associated MRSA (Green et al., 2012). A person can become colonized, meaning to be infected with MRSA, by touching a surface which is contaminated, for instance a phone, a door handle, or a counter top; and by touching the skin of an individual colonized with MRSA (Raygada & Levine, 2009).

Mascitti et al. (2010) stated that Staphylococcus is a significant public health issue, and is known to be associated with infections that are difficult to treat. It is also linked to high incidences of mortality and morbidity, as well as increased costs of health care. Staphylococcus is essentially a bacterium which is carried on the nasal lining or skin of about 30% of healthy people (Stefani et al., 2012). In such settings, the bacteria usually does not cause any symptoms, and in such instances the individual is colonized with MRSA. Nonetheless, when the skin of that person is damaged, for instance is cut or scratched, this bacterium can bring about various problems ranging from severe illness to a mild pimple, particularly in elderly persons, children, and persons whose immune system is weakened (Koydemir et al., 2011). Methicillin-resistant staphylococcus aureus is a serious threat to the community and to patients in healthcare facilities. It is particularly difficult and expensive to treat because of its resistance to common antibiotics.

In the year 2006 in America, there were roughly 94,350 invasive MRSA infections, resulting in over 17,900 deaths annually (Green et al., 2012). In America, the proportion of hospital-acquired MRSA infections is high. From 2009 to 2010, 58.7 percent of S.aureus catheter-associated urinary tract infections, 54.6 percent of S. aureus central line associated bloodstream infections, 43.7 percent of S. aureus surgical site infections, and 48.4 percent of S. aureus ventilator-associated pneumonia episodes were caused by MRSA (Calfee et al., 2014). In the year 2008, MRSA resulted in about 89,786 cases of invasive disease leading to nearly 15,300 deaths in America (Prosperi et al., 2013). In the year 2008, roughly 27 percent of hospital-acquired MRSA infections were because of USA300 strains.

Community-associated MRSA was initially seen as a cause of infection in community-based people without any health care contact. The emergence of Community Acquired-MRSA as a cause of hospital acquired infections places many patients, health workers, as well as their community contacts possibly at risk of getting an MRSA infection (Otter & French, 2011). The emergence of community-associated MRSA also serves to expose its strains to the selective pressure of antibiotic usage in hospitals possibly leading to increased anti-biotic resistance. Different strains of CA-MRSA have invaded healthcare settings. In the year 2008, roughly 27 percent of hospital-acquired MRSA infections were because of USA300 strains. Currently, MRSA strains are resistant to the available β-lactam antibiotics, such as cephalosporins and penicillins. Gray (2014) pointed out that Methicillin-Resistant Staphylococcus Aureus are commonly not just resistant to methicillin and other β-lactam antibiotics, but they are also resistant to other classes of antibiotics.

MRSA is a major threat to communities and to patients in healthcare facilities. An MRSA infection can actually be more severe compared to other bacterial infections and can be life threatening. There is a growing occurrence of health care associated infections with MRSA in youngsters with underlying conditions predisposing to infection with S aureus. In America, studies indicate that MRSA is actually responsible for about 60 percent of community acquired infections with S. Aureus presenting to healthcare facilities (Gray, 2014). According to Stefani et al. (2012), the rates of MRSA is increasing rapidly in many regions and there is a dynamic spread of strains all over the world. At present, healthcare associated/acquired MRSA (HA-MRSA) is endemic in hospitals. The proposed solution for the prevention of MRSA is to provide education to individuals and communities on the ways to prevent the spread as well as transmission of the difficult-to-treat MRSA. The main reason for providing education to communities and individuals is essentially to promote health and prevent disease. The education activities would be targeted at healthcare workers and the community members in order to prevent community-associated MRSA, healthcare-associated MRSA, and hospital-associated MRSA. One of the most important ways of protecting community members, healthcare workers, and patients is by providing education both to patients and community members.

Conclusion

Methicillin-resistant staphylococcus aureus is a serious threat to the community and to patients in healthcare facilities. It is particularly difficult and expensive to treat because of its resistance to common antibiotics. In the year 2006 in America, there were roughly 94,350 invasive MRSA infections, resulting in over 17,900 deaths annually. There is a worldwide epidemic of CA-MRSA and different strains of CA-MRSA are emerging as a cause of healthcare-associated infections and hospital outbreaks have taken place all over the world. As an emerging cause of hospital-acquired infections, CA-MRSA puts many healthcare workers and patients potentially at risk of developing MRSA infection.

References

Calfee, D. P., Salgado, C.D., Milestone, A.M., Harris, A.D., Kuhar, D.T., Moody, J…Yokoe, D.S.  (2014). Strategies to prevent Methicillin-resistant staphylococcus aureus transmission and infection in acute care hospitals: 2014 Update. Infection Control and Hospital Epidemiology, 35(7), 52-9. Retrieved from http://www.jstor.org/stable/10.1086/676534

Gray, J. W. (2014). MRSA: The problem reaches pediatrics. Archives of Disease in Childhood; 89: 297-298. Retrieved from http://adc.bmj.com/content/89/4/297.full

Green, B. N., Johnson, C. D., Egan, J. T., Rosenthal, M., Griffith, E. A., & Evans, M. W. (2012). Methicillin-resistant Staphylococcus aureus: An Overview for Manual Therapists. Journal of Chiropractic Medicine, 11(1), 64-76. Retrieved from http://www.ncbi.nlm.nih.gov/pmc/articles/PMC3315869/

Koydemir, C., Kulah, H., Ozgen, C., & Hascelik, G. (2011). Methicillin-resistant staphylococcus aureus biosensors for detection of Methicillin-resistant staphylococcus aureus. Biosensors and Bioelectronics, 29(1), 1-12. Retrieved from http://www.ncbi.nlm.nih.gov/pubmed/21856144

Mascitti, K. B., Gerber, J. S., Zaoutis, T., Baron, T. D., & Lautenbach, E. (2010). Preferred treatment and prevention strategies for recurrent community-associated Methicillin-resistant staphylococcus aureus skin and soft-tissue infections: a survey of adult and pediatric providers. American Journal of Infection Control, 38(4), 324-328. Retrieved from http://www.ajicjournal.org/article/S0196-6553%2810%2900063-5/abstract

Otter, J. A., & French, G. L. (2011). Community-associated Methicillin-resistant staphylococcus aureus strains as a cause of healthcare-associate infection. Journal of Hospital Infection, 79(3), 189-193. Retrieved from http://www.journalofhospitalinfection.com/article/S0195-6701%2811%2900227-1/abstract

Prosperi, M., Veras, N., Azarian, T., Rathore, M., Nolan, D., Rand, K., Cook, R. L., Johnson, J., Morris, G. L., & Salemi, M. (2013). Molecular epidemiology of community-Associated Methicillin-resistant staphylococcus aureus in genomic era: A cross-sectional study. Science Reports, 3(1902), 1-7. Retrieved from www.ncbi.nlm.nih.gov/pmc/articles/PMC3664956/

Raygada, J. L., & Levine, D. P. (2009). Managing community associated- Methicillin resistant staphylococcus aureus infections: current and emerging options. Infections in Medicine, 12(4), 31-9. Retrieved from http://www.rheumatologynetwork.com/articles/managing-ca-mrsa-infections-current-and-emerging-options

Romano, R., Lu, D., & Holtom, P. (2010). Outbreak of community-acquired Methicillin -resistant staphylococcus aureus skin infections among a collegiate football team. Journal of Athletic Training, 41(2), 141-145.

Stefani, S., Chung, D. R., Lindsay, J. A., Friedrich, A. W., Kearns, A. M., Westh, H., & Mackenzie, F. M. (2012). Methicillin-resistant staphylococcus aureus (MRSA): global epidemiology and harmonization of typing methods. International Journal of Antimicrobial Agents, 39(4), 273-82. Retrieved from http://www.researchgate.net/publication/221733946_Meticillin-resistant_Staphylococcus_aureus_%28MRSA%29_global_epidemiology_and_harmonisation_of_typing_methods

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CHILDHOOD OBESITY ESSAY PAPER

Childhood Obesity
Childhood Obesity

Childhood Obesity

Order Instructions:

plagiarism is strictly prohibited because my school evaluates it

and again u guys should write according to the instruction given in the paper blc the marking of the paper is based from the instructions

linked item M6A3: Obesity and the Professional Nurse’s Role Paper
Using the information from this course, your assigned readings, and the article and websites linked below you will develop a 6-10 page paper (excludes cover and reference page) addressing obesity and the role of the professional nurse in addressing teaching and learning needs of patient and families.

A minimum of three (3) current, professional references must be provided. Current references include professional publications or valid and current websites (such as those listed below) dated within 5 years.  Additionally, a textbook that is no more than one edition old may be used.

Article: You “Teach” BUT Does Your Patient REALLY Learn? Basic Principles to Promote Safer Outcomes

Websites:

  • Centers for Disease Control and Prevention – Division of Nutrition, Physical Activity, and Obesity
  • Centers for Disease Control and Prevention – Adolescent and School Health
  • United States Department of Health and Human Services – Dietary Guidelines.gov
  • United States Department of Health and Human Services – Healthy People.gov (select information from the 2020 topics and objectives)

The paper consists of two (2) parts and must be submitted by the close of week six. Each part must be a minimum of three (3) pages in length.

Part 1

Select either adult obesity or childhood obesity and:

  • Explain the health problem specific to the selected population. Be sure to provide supporting evidence, including statistics.
  • Examine the causative factors (include physical, social, and psychological factors).
  • Elaborate on the consequences of obesity in the population you selected. Consider the consequences in terms of physical, social and psychological effects.
  • Discuss whether the effect would be classified as short term or long term.

Part 2

Develop a teaching plan to support the needs of a specific individual from the patient population you selected. Refer to the “Teacher and Counselor” chapter in Taylor et al Fundamentals of Nursing textbook and the article “You teach but does your patient really learn? Basic principles to promote safer outcomes” in order to address the following points:

  • How will you assess the patient’s or learning needs? Be sure to consider barriers in your response.
  • What are the expected outcomes? Include realistic time frames.
  • What information will you teach the patient and why are you selecting this information? Be sure to consider age, gender, culture, religious preferences and learning style.
  • How will you evaluate the effectiveness of the teaching?

SAMPLE ANSWER

CHILDHOOD OBESITY

Childhood obesity is a major health problem in the 21st century. Recently, its prevalence rate has risen tremendously. The number of children in the US suffering from this monster is beyond proportion. These rates are alarming. If this trend is not addressed by parents, health organization and the governments, our children will continue to suffer innocently. Young children and adolescents are already suffering a great deal. Due to their tender age, it would be totally out of order to blame their food intake capacities and lifestyle in general. (Liebert, 2011, p.161).

Before we dig deep into the basics of obesity and its consequences, we first need to understand what childhood obesity is? By definition, childhood obesity can be defined as a serious medical or health condition that occurs in children and adolescents. Its most observable symptoms/characteristics are excess fats and hyper-gain in weight. The child weighs above the normal weight for his/her height and age. Children obesity is blowing out the US childhood population. Recent statistics indicate that the epidemic is affecting nearly more than 1/3 of the children population in the United States. This directly infers that childhood obesity is the most common chronic disorder in children. The numbers are growing day by day; in fact, it has tripled since 1980. Children of this generation are really suffering. Day in day out, children are admitted in hospitals and health clinics diagnosed with hypertension, diabetes and other morbid obesity associated conditions. (Liebert, 2011, p.162).

Measuring childhood obesity

Body mass index (BMI) is the most effective criterion of monitoring a child’s weight. Calculating the BMI is very simple; it is the square of one’s height divided by his/her weight in relation to specific age brackets. (Scerri, 2012,p.26). As simple as it is, it should be left to the physicians. They are the one trained to properly diagnose and determine the weight of children. The BMI tool approach has become very popular lately. To improve its accuracy in measuring obesity in adolescents and children, the BMI kit is attached with a BMI-for-age percentile chart.

Childhood obesity is a ticking time bomb to the health of affected children. That one extra pound gained sets an innocent child on a path to health complications and problems that were once identified with adults. You can imagine diabetes, high cholesterol or high blood pressure on a 5-year-old boy or girl. Being obese is very challenging to children. Its lowers their self esteem and depresses them during their entire childhood. (Scerri, 2012, p.26).

Various strategies of combating these conditions have been proposed by medics. The best way of inhibiting obesity in children is to improve/check their diet and exercise routines. Regular exercising and healthy eating helps in securing the future of children. It is the responsibility of the entire family to protect children because they are the leaders of tomorrow.

Consequences of childhood obesity

It is a proven fact that ¾ of obese children will continue being obese in their adulthood. (Cdc.gov, 2014). These poor kids are also exposed to serious medical risks such as;

  • High cholesterol
  • Heart disease and heart failure
  • Diabetes
  • High blood pressure
  • Cancer and
  • Sleep apnea

Psychological effects

Away from the medical angle, obese children are stigmatized and discriminated socially, in school and other social settings. This damages their self-esteem and personal value. (Cdc.gov,2014).

 Causative factors (causes of obesity among children)

Causes of Obesity are so broad; however they can be classified to fit in 5 major categories. They include;

  1. Environmental factors
  2. Heredity and family genetics
  3. Lack of physical activities
  4. Socioeconomic factors
  5. Dietary issues

 Environmental factor

The environment shapes people. Every positive or negative character observed in humans is majorly influenced by his environment. The environment that the child grows up in molds his/her habit way from infancy to adulthood. Talk about television commercials that advocate unhealthy habits and junk eating. This same society is the one demoting the significance of physical activities. In the US, about 40% to 50% of the household’s income meant for food is spent on take -away meals from restaurants, supermarkets, sporting events and cafeterias. Most people in the 21st century do not have time for the kitchen. It is believed that when people eat outside their homes, they usually tend to eat a lot. Juice boxes and sodas taken outdoors also contribute a great extent to the obese menace in children. A 32-ounce bottle of soda contains approximately 400 calories. Scientists have recorded a 60% increased risk of obesity for one soda consumed a day. Boxed drinks, fruit drinks, sport drinks and juice are obesity harbors. In fact 20% of all the obese children are overweight because of excessive intakes of caloric beverages. (Cdc.gov,2014).

 Heredity and family genetics

Genetics play a huge role in obesity. Obese parents have obese children. Statistical estimates argue that heredity and family contributes between 6% to 27% of obesity cases. Genes alone do not always dictate obesity in children, but when blended with behaviors learned from parents, obesity becomes inevitable. Therefore, it is the duty of parents to promote healthy lifestyles in their households to reduce the risk of obesity to their kids. (Cdc.gov,2014).

 Diet

Dietary patterns are changing almost every day in all corners of the world. This trend is disappointing because the average numbers of calories taken on daily basis is dramatically increasing. This increase has translated to a drastic fall in the consumption of healthy nutrients in diets. Trending promotions in eateries and modern restaurants like buffets have created overeating cultures in today’s rich urban and middles class population. Children are eating more than they can burn. (Cdc.gov,2014).

Socioeconomic status

Adolescents and children from low-income backgrounds are most vulnerable to obesity than uptown rich kids. Children of the have-nots cannot afford engaging in extra-curricular activities because their parents have more important bills to take care of. This reduces their physical activities involvement. Education also plays a big role; the level of education of the parents determines the amount of information about health and healthy living that is at their disposal. Parents with high levels of education will obviously values the importance of checking diets and workouts. These values are then implanted in their children who will in the years to come pass the same traits to their children’s children.

Physical activities

Children of today’s generation are anti-physical. The decrease in the field activities in children is majorly due to technological advances. Computer games, movies, TV, social media and the internet are the order of the day. Physical education has also been neglected in institutions of learning. All these factors have lead adolescents to sedentary lifestyles. The education system is also to blame; the physical education lesson is not taken seriously like other subjects. It is fixed some few minutes once a week and very few high schools and elementary schools in the US have daily physical education classes. (Cdc.gov,2014).

Facts on childhood obesity

  1. In the last 30 years obesity in children has doubled while in adolescents it has increased by 400%.
  2. Obese Children aged between 6-11 years in the US increased from 7% (1980) to almost 18%(2012).On the other hand obese adolescents between 12 to 19 years amplified from 5 %to 21%in the same era. (Cdc.gov,2014).
  3. In the year 2012, over 1/3 of adolescents and children were obese/overweight.
  4. Obesity is basically bearing excess fat.
  5. “Caloric imbalance” is the cause of obesity/overweight.

Health implications of obesity in children

Obesity in children and adolescents has both short-term and long-term implication on the health and social life of the patient. High blood pressure and high cholesterol are immediate effects. Pre-diabetes conditions in obese adolescents are also prevalent. Joint and bone problems, Sleep apnea, stigma, low-esteem and other social and psychological problems are short-term too. Adult obesity, stroke, cancer, diabetes, osteoarthritis and other adult health complications are long-term implications. (Cdc.gov,2014).

PART 2

 Developing a teaching/counseling plan for obese children

Taylor and her compatriots in their book, Fundamentals of Nursing, developed a plan that parents and teachers could use to transform/change the behaviors of obese adolescents and children. She begins her approach by identifying the needs of children suffering from obesity. The book advocates healthy eating and the importance of physical activities. It critically evaluates the impact of teaching healthy living. (Taylor et al,1997,p. 100).

In the book she argues that obesity increases as children advance in age. She stresses on the importance of checking children behavior early in their life. As discussed above, most obesity is caused by unhealthy eating habits and minute physical involvement. These two issues cannot be engaged directly. It is very wrong when parents put their kids on diet simply because they are overweight. Changing the behaviors of youngsters is very tricky; it is a multifaceted course of action that demands a lot of serenity and forecast. (Taylor et al,1997,p. 101).

Children at these tender ages cannot comprehend the importance of staying in shape or eating healthy. They will not understand why their parents are denying them sodas and other sweet high calorie delicacies. Their minds are very young hence the phrase “you teach them but do patients really learn.” (Taylor et al,1997,p. 103).

 A teaching plan that supports the needs of obese children and adolescents/primary care

Basics of the counseling/teaching plan

1.Team work; parents, teachers and nurses collaborate and work together.

  1. Cost to the child; 10 to 20 minutes to a primary care office. During the visit, the provider tracks the development and growth of the child while diagnosing nutritional and physical activity guidance to the child/patient.
  2. Sufficient time; the parent/child should provide ample time to the counselor.

Basic principle that promote safe outcomes

  1. Obese children should not be dieted unless a medical practitioner prescribes so for medical reasons.
  2. Maintaining the Child’s current weight should be prioritized in young children as they grow in height normally.
  3. Regular workouts, physical activities and school co-curricular activities.
  4. Reduced video tapes, computer games, ps3 and TV.

These principles are part and parcel of a healthy lifestyle that should be implemented in children early in their life. (Christopher,2014, p. 163).

 How to access and learn the needs of obese children

An obese child is not different from any other child. According to psychology every child undergoes 5 development stages in their childhood that cannot be skipped whatsoever. As the child goes through the 5 stages, he/she satisfies some deep inborn cravings. According to a famous psychologist, Erikson; Obese children must meet the two basic development needs/stages.

  1. Industry vs. Inferiority (6 to 12 years); here, industrious kids acquire pride in accomplished activities and challenges unlike obese children who unfortunately cannot administer simple tasks. This makes them feel inferior.
  2. Identity vs. role confusion (12 to 18 years); at these stage adolescents develop a sense of self worth and personal identity.

The two stages are very vital in the development of any child whether underweight or overweight. Parents and teachers should make sure that obese children undergo the two stages like other normal children in the society. Stigmatization in schools and other social gatherings should the shunned with the strongest terms possible. (Christopher,2014, p. 163).

Expected outcomes after counseling

  1. Decreased weight

A six-month period after the initial visit to the counselor will indicate a great drop in the weight of the child if the recommended prescriptions are followed to the letter. (Christopher,2014, p. 163).

  1. Increased knowledge of nutrition

The child and his family become conscious on their health. They reduce calorie intakes and beverages to ensure healthy living standards. The entire family adopts a healthy lifestyle.

  1. Increased activity;

To burn excess fats, the child engages in more outdoor activities with other children in the surrounding neighborhood.

Information taught to the patient/Obese child and his/her family

Counselor/teacher should give the following advice to the parents/caregivers of obese children;

  • Prioritize good health in the family. Good health does not necessarily mean meeting certain weight goals, it is teaching the family healthy living models and positive attitudes towards physical activities and food without necessary putting any emphasis on body weight. (Benjamin,2013,p.162).
  • Focus on the unity of the family. Obese children should not be sidelined in the running of family chores. Every family member must be engaged towards changing family’s eating habits and physical activities. (Benjamin,2013,p.162).
  • Establish daily snack and meal timetable and dine together frequently. Provide a variety of healthy foods based on young children food guide pyramid.
  • Plan reasonable portions per plate in the dining table.
  • Discourage eating snacks/meals while at the same time watching T.V, these encourages overeating.
  • Limit TV time for the kids, 2hrs a day are enough.
  • Encourage family physical activities such as; bike rides, hike, walks, mountain climbing, skating etc on regular basis. Provide a safe back yard for playing.
  • Make the most of fruits, snacks and vegetables while cutting on beverages like juice and soda.
  • Involves your kids in shopping, planning and preparation of meals in the kitchen.

Evaluation of the effectiveness of the lesson

Whether a counseling plan is fruitful or not, depends on documentations of the counselor during the visits of his patients. The counselor gives the obese child/client targets that she/he must work on within a specific period of time. When the child accompanied with his/her family comes for second and subsequent visits, the targets are reviewed. The teacher is able to evaluate the effectiveness of his teaching plan through such follow-ups. (Ogden et al,2014,p. 806

References

Benjamin, R. (2013). Childhood Obesity: Envisioning a Healthy and Fit Nation. Childhood Obesity (Formerly Obesity and Weight Management), 162-162. (Benjamin,2013,p.162).

Cdc.gov,. (2014). CDC – Obesity – Facts – Adolescent and School Health. Retrieved 16 November 2014,

from http://www.cdc.gov/healthyyouth/obesity/facts.htm

Christopher, G. (2014). A New Voice Emerges in the Fight Against Childhood Obesity. Childhood Obesity (Formerly Obesity and Weight Management), 163-163. (Christopher,2014, p. 163).

Global Childhood Obesity Update. (2010). Childhood Obesity (Formerly Obesity and Weight Management), 255-258.

Liebert, M. (2011). Reversing the Epidemic of Childhood Obesity: The Time Is Now! Childhood Obesity  (Formerly Obesity and Weight Management), 161-161.

Ogden ,L. Carroll,D,.Kit ,K,.Flegal,.M. (2014). Prevalence of childhood and adult obesity in the United States, 2011-2012. Journal of the American Medical Association;311(8):806-814.

Sherri, C., & Savona-Ventura, C. (2012). Lifestyle Risk Factors for Childhood Obesity. Childhood Obesity (Formerly Obesity and Weight Management), 25-29. (Scerri,2012,p.26).

Taylor, C., Lillis, C., & Lemon, P. (1997). Fundamentals of nursing: The art and science of nursing care. Philadelphia, PA: Lippincott-Raven. (Taylor et al,1997,p. 100).

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Health Threat is Global and not National in Nature.

Health threat is global and not national in nature
Health threat is global and not national in nature

Health threat is global and not national in nature.

Order Instructions:

The international human right to health has been established through various international agreements and other documents, as depicted in “Table 12: Sources for the human right to health” (pp. 279–280). Among the principles that are asserted as human rights are the availability, accessibility, acceptability, and quality of public health and health care services.
In this Application Assignment you are asked to analyze a global public health problem using the international human right to health as a framework. In what ways would a human rights approach to the problem help to provide solutions to the health threat?

Begin by examining a global health problem, such as a particular infectious or chronic disease or type of injury. Alternatively, choose specific public health problems such as lack of access to medical or dental care, war, or a natural disaster. Research your topic by locating and reading at least three primary research articles.

Then, write a 3- to 5-page paper in which you address the following:

•Explain why your selected health threat is global and not national in nature.
•Using the international human right to health as a framework, describe the severity of this problem. Focus particularly on the availability, accessibility, acceptability, and quality of public health and health-care services related to your chosen global health threat. (Refer to Box 17, p. 281.)
•Do you think that a human rights approach is an appropriate and effective method for addressing this particular health issue? Take a stand and justify your position.
Your paper must provide APA-formatted references for all resources used and adhere to APA style and format.

References
Course Text: Public Health Law: Power, Duty, Restraint by Gostin (2008) Chapter 7, “Global Health Law”

This chapter explores public health law on a global scale. It identifies the major intergovernmental organizations working on global health issues. It also examines how decisions are made to determine international public health emergencies with the global spread of disease.

Optional Resources
The O’Neill Institute for National and Global Health Law. (n.d.). Retrieved October 7, 2008, from http://www.law.georgetown.edu/oneillinstitute/index.cfm
World Health Organization: Trade, Foreign Policy, Diplomacy, and Health. (2008). Retrieved October 7, 2008, from http://www.who.int/trade/en/

World Health Organization: Health and Human Rights. (2008). Retrieved October 7, 2008, from http://www.who.int/hhr/en/
APHA: Global Health. (2008). Retrieved October 7, 2008, from http://www.apha.org/programs/globalhealth/

SAMPLE ANSWER

Introduction

In today’s world, accountability of the health centers has drastically increased where the services provided by the healthcare providers is carefully monitored by all rights guiding human rights. As a result, most of the health care systems have greatly worked in the expectation of human rights in the provision of their services. To avoid being held responsible of any adverse health situation of any individual, the government has ensured that there is availability of health services, safe and healthy working conditions of these systems. This is done in an attempt of coordinating well with human rights to health that have been protected by national and international bodies across the world. As such, this essay focuses on the human rights to health in regard to chronic diseases and how human rights can be used to control all health complications associated with chronic disease.

Chronic disease is a continuous health condition that cannot be cured but can only be controlled. According to the Center of Managing Chronic Disease (2011), chronic disease affects the largest population globally and being the leading cause of disability and deaths in the United States where it constitutes to the 70% of deaths in U.S. In addition, chronic disease is the leading cause of premature deaths across the world even where infectious disease are flourishing. However, despite these serious issues associated with chronic disease they are preventable as most of causes of this disease can be avoided as most of them are nutrition related causes. Consequently, this means that this disease is manageable and, thus, all the health organization bodies aiming at controlling this disease focuses on assisting patients in managing the disease by themselves.

Nevertheless, human rights to health can be used to prevent and reduce the rampancy of this disease. Human rights to health use several principles to evaluate the performance of a health care institution as well as the services they are providing. These rights argue that it is a right of every human being to achieve highest standards of mental and physical health that incorporates the ease of accessibility of medical services, health working condition, sanitation and a clean environment (Hunnicutt, 2010). According to human rights to health, there should be a universal way of accessing health care for everyone and it should be done on an equal basis. The accessibility right cuts across all forms of openness needed in a health facility. This includes the physical, information and economic accessibility (Hunnicutt, 2010). Chronic diseases can be prevented or contained whenever there is availability of healthcare services. It is through the availability of these services that will ensure that the bills associated in maintaining the sick people is reduced. Also, accessibility of these services will ease the availability of health education to the patients on how to manage their health conditions.

In addition, human rights stress that health care services should always be available. This right insists on the availability of enough health care infrastructures such as hospitals and trained health care professionals, services such as mental health and goods like drugs (Hunnicutt, 2010). Through the availability of services, chronic disease can be easily prevented as patients will be visiting these institutions severally and be attended to leading to early detection of this disease which is a key factor of controlling this disease. Moreover, the human right to health ensures that the health care providers and institutions are recognizing and respecting the dignity of human through the right of acceptability and dignity (Wolff, 2012). This right ensures that the appropriate services are offered by these institutions are taking into account the culture of the patient, gender and age. Through this right, chronic disease can be prevented amongst the old age as they are prone to these diseases. This right will ensure that the service providers extend their health education to the old age in an attempt of guiding them on the dietary issues. More so, the disparity of chronic disease is based upon the diversification of the ethnicity, education level and socioeconomic of different people. As such, this power governs the provision of health services to all the people equally while abiding with the code of ethics governing healthcare operations.

Correspondingly, human right to health uses the principle of quality to evaluate the quality of healthcare services provided in these institutions and their impact on the attended patients (Wolff, 2012). This principle argues that all health care must be of good quality and suitable to the serving of the patients. The right continues to argue that these services must be provided in time and in a safe manner. The right goes on and insists of the appropriateness of the of quality scientific and medical application in healthcare (Wolff, 2012). This can help reduce chronic liver disease that is an example of chronic disease by reducing the usage of the antibiotics by the patients.

All these rights combined can help reduce and prevent chronic diseases as they govern how the health care facility and providers handle patients. Similarly, these rights ensure that there is accessibility of the available healthcare services that in turn help in early identification of the chronic disease. Equally, the rights evaluate the quality of the services provided by clinicians while attending to patients affected by this disease as well as acceptability of all the patients without any biasness in basis of age, gender, ethnic and education level.

Conclusion

In a conclusive voice, therefore, human rights to health are a crucial issue in evaluating the performance of a healthcare institution and in enhancing provision of better services by these institutions. Additionally, these rights can help in preventing and managing chronic diseases in that they ensure equal servicing of these patients as well as provision of high-quality service. Lastly, these rights ensure that health care services are enough and easily accessible anywhere, anytime by all patients.

References

The Center for Managing Chronic Disease, (2011). What is Chronic Disease? [Web at] <http://cmcd.sph.umich.edu/what-is-chronic-disease.html > Retrieved 6th, November 2014.

Wolff, J. (2012). The human right to health. New York: W.W. Norton & Co.

Hunnicutt, S. (2010). Universal health care. Detroit: Greenhaven Press.

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Is Wealthier Healthier? Essay Assignment Help

Is Wealthier Healthier?
Is Wealthier Healthier?

Is Wealthier Healthier?

Is Wealthier Healthier? Essay Paper

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Is Wealthier Healthier?

African nations tend not to have lower health outcomes, experiencing epidemics of infectious and non-communicable diseases across the continent. There is substantial health inequality among and within many nations in Africa. Similar disparities in health also exist in Latin America. Cuba, Costa Rica, and Chile have health outcomes comparable to the United States, while Haiti’s health outcomes are comparable to the less healthy parts of Africa.

A variety of arguments can be made for the reasons why there is great health inequity in these regions. Some relate to the different colonial histories since health is transmitted inter-generationally. Colonization, neoliberal globalization, including free market, free trade, and the unrestricted flow of capital with little government influence, has resulted in large wealth inequalities. Some countries have cut their government spending on health programs, which has led to devastating health outcomes.

For this Discussion, examine countries and their health problems.

Select two countries with different per-capita income levels such that one could be classified as a “high income” nation and the other would not be classified in the same income category. Note: You may use The World Bank website in your Learning Resources to identify countries and their income levels.

By Day 4, post a brief summary comparing the two countries and their health problems. Also, compare how the economic level and income inequality in each country influenced other social determinants (social dynamics, the status of women, education, or violence/homicide, etc.) for each country. Then, explain the impact of the determinants on the health outcome in each country.

SAMPLE ANSWER

Week 11 GloDQ

Health outcomes in different countries varies due to various reasons such as policies, economic, social, cultural political, colonization, neoliberal globalization, including free trade free market, and the unrestricted flow of capital among many others.  The paper compares two countries health problems and impacts of determinants on health outcomes.

USA and Kenya are example of two countries that have different health problems. USA is categorized as a developed country. The country has a well and organized health system. It is classified as high-income economy. The country has population of 316.1 million people with a GDP of 16.80 trillion (The World Bank, 2013).  Therefore, the health outcomes in USA are at high level as evidenced with their child life expectancy of 79 years (The World Bank, 2013).  On the other hand, Kenya is categorized as developing country with middle-income economy. The country has population of 44.35 million with a GDP of $ 44.10 billion. The poverty headcount ratio at national poverty level line is 45.9% (The World Bank, 2013). The country therefore experiences a lot of health problems relating to socioeconomic such as communicable diseases such as malaria, typhoid and child mortality rates. The life expectancy at birth is 61 years.

Economic level and income levels of these two countries influence other social determinants such as status of women, violence/homicide and education. In Kenya, the gender disparity has decreased with empowerment of women. Education is provided to all the gender. However many women and children are at higher risks of death due to lack of accessibility to better quality healthcare. Initiate such as ‘beyond zero campaigns’ aims at reversing the trend (UNAIDS, 2014).  The rate of violence is also experienced in families. Situation in USA is different as rates of mortality among woman and children are lower because of better healthcare systems (Marotta, 2014).  The education levels are also higher and women have equal status in society because of economic empowerment.

Determinants of health outcomes such as the level of income/wealth, the education level, the cultural ideologies impacts on these countries in different measure. In USA, for instance income levels have enabled accessibility to quality and affordable healthcare reducing the level of mortality. On contrary, in Kenya the level income has also affected the quality of healthcare (Mugo, 2012). People suffer from communicable diseases and face challanges accessing quality healthcare. Cultural practices as well impact on the quality of healthcare as higher people still use traditional medical practices.

References

Marotta, D.  (2014). U.S. Health-Care Costs versus Health Outcomes.  Business Journal (Central New),  28(35): 4-7.

Mugo, M. (2012). Impact of Parental Socioeconomic Status on Child, African Development Review 24(4): 342-357

The World Bank. (2013). Kenya. Retrieved from: http://data.worldbank.org/country/kenya

The World Bank. (2013).  USA. Retrieved from: http://data.worldbank.org/country/united-states

UNAIDS. (2014). New ‘Beyond zero campaign’ to improve maternal and child helath outcomes in Kenya. Retrieved from: http://www.unaids.org/en/resources/presscentre/featurestories/2014/january/20140130beyondzer   ocampaign/

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Nursing Leaders as Change Agents

Nursing Leaders as Change Agents
Nursing Leaders as Change Agents

Nursing Leaders as Change Agents at the Public Policy Table

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This paper is basically the conclusion of the policy change proposal paper so it is important that writer respond to the question below base on that assumption that she is an advance nurse practitioner. follow the question carefully and respond to the questions below detaily.

Throughout the policy change proposal paper, you have had many opportunities to debate public policy related to health reform. As an advance practicing nurse, explain how you see your role as a public policy change agent. Has your thinking changed since you started written your policy change paper from the first week, and if so, how?

SAMPLE ANSWER

Nursing Leaders as Change Agents at the Public Policy Table

Reforms are part of the public policy initiatives aimed at improving provision of healthcare. As an Advance Nurse Practitioner, I can say that my role as a public policy change agent has been beyond approach. I have participated in the reforms by providing information and suggestions on the best decisions to ensure that reforms benefit the target members of the society (Benton, 2012).  Most of the time I have, depended on evidence based research to gather information about the need for reforms and the best strategies to inform the same.

My role as a policy change agent has been as a leader. I took a leading role in guiding the team members and providing a conducive environment for the team to deliberate on the best options and decisions.  This opportunity to me has opened my scope of thinking and understanding about public policy and the need to championing reforms in healthcare to ensure that quality care is accessed by all the people (Lockett et al., 2014).

This opportunity to write a policy paper has not only allowed me to explore on the public health challenges but it has changed my thinking in many ways. From the onset of the paper from the first week, I must attest that it has been a fulfilling experience. The opportunity has enabled me to think deeper and to analyze more information on the topic. This analysis allowed me widened my scope of thinking.  Through brainstorming and closer interrogation of various literatures, it was possible to come up with different strategies that allowed me to come up with appropriate tactics and strategies to formulate and institute policy change at manageable cost (Jadelhack, 2012).

This experience has therefore, to greater magnitude helped me to have a deeper understanding of reforms in public policy and the appropriate strategies to implement the reforms to ensure success.

References

Benton, D. (2012). Advocating Globally to Shape Policy and Strengthen Nursing’s Influence.      Online Journal of Issues in Nursing, 17(1): 1-1.

Jadelhack, R. (2012). Health promotion in nursing and cost-effectiveness.  Journal of Cultural      Diversity, 19(2): 65-68

Lockett, A. et al., (2014). The influence of social position on sensemaking about organizational     change.  Academy of Management Journal, 57(4): 1102-1129.

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Ethics of Screening Essay Assignment

Ethics of Screening
Ethics of Screening

Ethics of Screening

Ethics of Screening;Genetic Screening for Breast or Prostate Cancer

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Ethics of Screening

The decision about whether or not to screen for a condition can be quite controversial. However, even in the case of noncontroversial screening programs, such as blood pressure screening, there will always be factors that argue for and against the implementation of the screening program.

In preparation for this week’s Discussion, consider the following controversial screenings: genetic screening for breast or prostate cancer, mandatory HIV screening, and obesity screening of school-aged children. Consider the pros and cons of screening for each of these health issues.

Post by Day 4 a response to the following:

Please describe the topic you selected and give some background about factors that contribute to a decision whether or not to implement the screening program within the population at large or within a subgroup of the population.

Choose and “claim” a side to argue-either pro or con-and provide an argument, supported by scholarly evidence and properly referenced, for the side you chose.

SAMPLE ANSWER

Genetic Screening for Breast or Prostate Cancer

Factors that contribute to a decision of whether or not to implement the genetic screening for breast or prostate cancer within a population of adult patients are varied. One of the factors is the history of breast or prostate cancer. According to (Caltabiano & Ricciardell  (2013), breast or prostate cancer have a history of how they are transmitted and how long it takes for the bacteria to cause symptoms in the body, what happens if treatment is given, and what happens if treatment is not dispensed. Another factor that can make the disease to be screened is because it has preclinical or asymptomatic stage, whereby, the individual is diseased but is not showing symptoms (Caltabiano & Ricciardell, 2013). Breast or prostate cancer takes many years to begin to develop and, therefore, screening is recommended. The other important factor that could lead to screening of breast or prostate cancer is because the treatment that could be provided at an early stage would result in a more favorable outcome for the individual, than if the treatments were administered after symptoms appear.

Miller, Ashar, Sisson and Johns Hopkins University (2010) attest that medical practitioners may not recommend genetic screening for breast or prostate cancer because of its respective cons. One of the cons is that normal screening results do not guarantee healthy genes in that, if a patient tests negative for the breast or prostate mutations, but the presence of mutation is not confirmed in a family member with the respective cancer, the patient is still considered high risk. Another con is that close monitoring with regular tests does not always succeed in detecting breast or prostate cancer (Miller, Ashar, Sisson & Johns Hopkins University, 2010). Some patients end-up being diagnosed with later-stage disease despite the best screening techniques. Another reason why a medical practitioner would argue against genetic screening for breast and prostate cancer is that for some patients, abnormal tests can trigger anxiety, depression, or even anger, which can complicate the disorder further.

References

Caltabiano, M. L., & Ricciardelli, L. (2013). Applied topics in health psychology. Chichester,West Sussex, UK: Wiley-Blackwell.

Miller, R. G., Ashar, B. H., Sisson, S. D., & Johns Hopkins University. (2010). The Johns Hopkins internal medicine board review 2010-2011: Certification and recertification. Philadelphia, PA: Mosby/Elsevier.

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