Category: Nursing

Pathophysiology Research Term Paper

Pathophysiology
                           Pathophysiology

Pathophysiology

Order Instructions:

Students are to choose one (1) of the case studies available (see LEO) and answer the associated questions. The assignment is to be presented in a question/answer format, and not as an essay (i.e. no introduction or conclusion). Each answer has a word limit; each answer must be supported with citations. Students should follow the recommended formatting for academic papers http://students.acu.edu.au/308971 Students must provide in-text referencing and a reference list must be provided at the end of the assignment.

SAMPLE ANSWER

  1. 1 In relation to your chosen patient, discuss the pathophysiology of their condition and using evidence based practice explore current treatment options for your patient’s condition, include any pharmacological and non-pharmacological considerations.

 

This is a common operation procedure performed in the U.S. Though practiced for along period of time, the procedure faces numerous controversies especially on post-surgery complications. Tonsillectomy refers to the surgical removal of palatine tonsils. It is among the most common surgical procedures performed (McCance Et al., 2014)

Pathophysiology of the disease; tonsils are 3 tissue masses namely the lingual tonsil, pharyngeal tonsil and the palatine tonsil. These tonsils ate lymphoid tissues which are covered by cryptic invagination respiratory epithelium. Tonsils play an important role in immunity process. They produce lymphocytes and synthesize immune-globins. However, diseased tonsils are usually less effective because they are associated with reduced transportation of antigen, reduced production of the antibody and recurrent bacterial infection. This normally causes the tonsils to enlarge resulting to systems complication such as Difficulty in breathing, difficulty swallowing and disrupted breathing especially when the patient is sleeping.  In some cases, there could be cancerous tissue on one or all tonsils. This could lead to recurrent bleeding from the blood vessels neighboring the tonsils surface (Tollefson, 2012).

Tonsillectomy is normally recommended especially if there are frequent episodes of tonsillitis such as more than seven episodes per year, or more than three episodes per year. It is also recommended if the bacterial infection does not improve with antibiotic therapy. However the process is not usually smooth sailing but also associated with risks and complications like other surgeries. For instance, some patients may react to anesthetics. Anesthesia is used to make the patient relax during the surgery, but some studies have reported minor complications such as headache, nausea and soreness of the muscle. Swelling of the tongue and the soft palate could cause breathing difficulty. Bleeding may occur during the process and may also occur during healing processes. This implies that further treatment is required and the patient longer hospital stays (McCance Et al., 2014).

For patients presenting airway obstruction or hemolytic anemia, they are treated using corticosteroids. This pharmacological therapy has been indicated to be effective in reducing fever, pharyngitis and mononucleosis (MN) which could be infectious. Antibiotic treatments are normally used for secondary bacterial infection. Ampicillin and related compounds should be avoided where MN is suspected because it causes generalized popular rash. Cephalexin reacts similarly. The evidence based recommended antibiotic is the antistreptococcal antibiotics e.g. erythromycin. Antibiotics should only be administered is there is an indication of bacterial etiology. The etiology is presented by presence of tonsillar exudates, fever, leukocytosis and GABHS. The bacterial infections are indistinguishable and may require culturing of the bacteria. Administering of penicillin for 10 days is recommended (Martini, Nath & Bartholomew, 2014).

The non-pharmacological therapy entails patient education; patient is requested to complete medications even where the symptoms have been relieved. It is also important for the patient to take a lot of fluids, particularly water and ice pops. Patient is advised to take foods which are easy to swallow. The patient should avoid crunchy and over spiced food. The patient is also required to take ample rest. They should avoid strenuous activity until one is able to resumes normal diet and pain is relieved (Jarvis, Forbes & Watt, 2012).

 

Q. 2 Critically discuss four (4) components of the PACU discharge criteria outlined in the Aldrete Scale. Utilize the scale provided on LEO as a resource in your case study. 

The main goal for postoperative care is to mitigate complications and to promote rapid healing for surgical incision. The care involves assessment, diagnosis of the post-surgery events, intervention and evaluation of the patient’s outcome. The extent of PACU is highly influenced by the type of surgery and the patients’ health status at that time. Where post anesthesia complications are identified, patients must be retained in the hospital until their conditions stabilizes (Smedley, 2012). After tonsillectomy and any other type of surgery, the patient is transferred to PACU where anesthesia reversal and other processes are conducted. The amount spend in this care unit depends on the length of surgery, status of the regional anesthesia and the status of the patients consciousness. In PACU, the nurse reports on the patient’s condition when performing an assessment for post-surgery complications (Tamura Et al., 2012).

The patient is only discharged from PACU after she meets the standard discaharge criteria as indicated by Aldrete Scale. This is scales provides scores on patients vital components. Muscle activity must be scored. This includes the ability for the patient to move jaws and muscle extremities with ease either on command or spontaneously. Where all muscle in question move, the item is scored as one, where none muscle extremities moves, then it is scored as 0.  It is important to evaluate because nerves and blood vessels could be accidently injured during the process. The earlier the condition is identified the better. The second component is the respiration efficiency (Estes, 2013).  In this case study, the patient was assessed if they could breathe deeply with ease, where a score of 2 is given. If the respiratory system is limited or cases of dyspnea are observed, then it is scored as 1, the 0 score is given if there is no spontaneous respiratory activity observed. Postoperative patients are characterized with poor ventilation. The aim is to identify airway obstruction and changes in oxygenation in order to correct it as fast as possible.

The third component is the circulation system. This entails checking the systolic and diastolic systems. This is monitored through the anesthetic state. If the systolic and diastolic pressure seems to be +/- 20% is normal, then a score of 2 is given. BP of +/- 20 % to 50%, the scoring is 1; and if there is   alteration of the pressure is more than 50%, the score is zero. Some patients may experience hypoxemia and may require supplementary oxygen. This situation may alter the blood pressure which could result to stroke and ischemic heart attack. Lastly, Consciousness is the most important component of Aldrete assessment (Lopez Et al., 2013; Wilding Et al., 2010). The patient full alertness is indicated by their ability to answer give questions vividly and attentively. Where the patient is considered to be awake, then a score of two is given, if the  patient  are aroused only  their names are called, then they get a score of 1, and score of zero where the auditory stimulation elicit reduced response. This is important to identify conscious complicated and uncomplicated conditions due to reactions to anesthesia medication which could change the patients’ blood pressure, respirations and heart rates (Atlas Et al., 2014).

 

  1. 3 Discharge plan

Amy is 20 year old female.   She was admitted on October 23rd, 2014. She was suffering from difficulty in breathing and swallowing, fever and insomnia which was diagnosed as tonsillitis. Tonsillectomy was recommended, which she undertook three days ago. Depending with the patient’s condition and the type of surgery, the patient is discharged from PACU to in for an extended stay or to day surgery before a person is discharged to home. According to evidence based practice discharge depends on the patient’s recovery from anesthesia. Before the discharge, the patient must be conscious and mental state is fully returned. The patient should manifest stable vital symptoms including respiratory, cardiovascular system, excessive bleeding have stopped and the muscular systems. The pain should remain under control, the baseline temperature at normal level. Patient could stay longer at the PACU if there is nausea and vomiting. Additionally the patient must score nine out of possible ten PAS. If patients PAS score is below the standardized care, the chief anestheologists can be consulted. Before discharge, the RN must obtain verbal or written order from the physician; the orders must be recorded (Atlas Et al., 2014).

Preparation for discharge is an ongoing process even throughout the surgical processes. At the time of discharge, the nurse should ensure that the care providers know how to care for would sites and dressing systems including recommendations for vital daily activities during bathing. The reaction to the medication provides should be avoided and alternative drugs described or enhanced (Lewis Et al., 2013). The patient is prohibited to take physical activities such as returning to work, driving and exercises. Other important restrictions and modification should be supported. The instructions should be written instructions. Increasingly people are discharged from the ospital with many care demands, the care provider who receives the nurse should take care to protect the wounds drains, the wound dressing and other necessary traction apparatus (Tamura et al, 2011).

Social workers contact the family to inform them on discharge plan, Provides transportation to home and arranges medical supplies. Nurses ensure that patients care givers are informed on date of discharge. Provides the care giver and patient discharge list which contain treatment instructions, nutrition plan, physical activity recommended and scheduled appointment. Nurse should ask the patient care giver to verbalize the information to evaluate if they understand the instructions (Davis Et al., 2011). Documentation of the transfer is done and the patient is discharged from PACU. Sign and date the discharge form and discharge summary is documented. Pharmacist provides drug regime and the dosage. Family care giver advised on dietary modification. Family must make arrangement for care services at home. Family must ensure that the transition is smooth and peaceful. There is need to understand that the patient health is still undergoing recovery and thus need massive support (Atlas Et al., 2014).

References

Atlas, S., Matthews, J. R., Fritsvold, E., & Vinall, P. E. (2014). Social implications of chronic illness & disability. San Diego, CA: Bridgepoint Education, Inc.

Estes, M.E.Z. (2013). Health assessment & physical examination (5th ed.). Clifton Park, NY: Delmar.

Davis, G., Cox, E., Wolfe, R., & Becker, C. (2011). Cutaneous Capnography in the PACU: Immediate Assessment of Respiratory Status Emerging From Anesthesia. Journal Of Vascular Nursing, 29(2), 93. doi:10.1016/j.jvn.2011.04.009

Jarvis, C., Forbes, H., & Watt, E. (2012). Jarvis’s Physical Examination & Health Assessment (Australian and New Zealand ed.).St. Louis, Missouri: Elsevier Saunders.

Lewis, E., Craig, M., & Johnson, L. (2013). Use of the Pain Assessment Behavioral Scale (PABS) in PACU. Journal Of Perianesthesia Nursing, 28(3), e47-e48. doi:10.1016/j.jopan.2013.04.137

Lopez, M., Bellarmino, G., & Viellette, E. (2014). Early Assessment and Prevention of Skin Breakdown in the Post Anesthesia Care Unit (PACU). Journal Of Perianesthesia Nursing, 29(5), e34. doi:10.1016/j.jopan.2014.08.114

Martini, F. H., Nath, J. L., & Bartholomew, E. F. (2014). Fundamentals or Anatomy & Physiology (9th ed.). California: Pearson.

McCance, K., Heuther, S., Brashers, V., & Rote, N. (Eds.). (2014). Pathophysiology: The biologic basis for disease in adults and children (7th ed.). St. Louis: Mosby Elsevier

Smedley, P. (2012). Patient Risk Assessment in the PACU: An Essential Element in Clinical Decision Making and Planning Care. British Journal Of Anaesthetic And Recovery Nursing, 13(1-2), 21-29. doi:10.1017/s1742645612000174

Tollefson, J. (2012). Clinical psychomotor skills: Assessment tools for nursing students (5th ed.). South Melbourne: Cengage Learning.

Tomura, H., Yamamoto-Mitani, N., Nagata, S., Murashima, S., & Suzuki, S. (2011). Creating an agreed discharge: Discharge planning for clients with high care needs. Journal of Clinical Nursing, 20(3/4), 444-453.

Wilding, J., Manias, E., & McCoy, D. (2010). Pain Assessment and Management in Patients After Abdominal Surgery From PACU to the Postoperative Unit. Journal Of Perianesthesia Nursing, 24(4), 233-240. doi:10.1016/j.jopan.2009.03.013

We can write this or a similar paper for you! Simply fill the order form!

Professional Role Socialization Paper

Professional Role Socialization
                 Professional Role Socialization

Professional Role Socialization

Order Instructions:

Read the following and then compose your paper:

Chapter 4: Role Transition (Reprinted with permission from: Lora Claywell (2009) LPN to RN Transitions 2nd ed.) St. Louis, MO: Elsevier.)
Ellis & Hartley (10th ed), Nursing in Today’s World. Chapter 1, pp. 26-28, Characteristics of a Profession.
The paper consists of five (5) parts and must be submitted by the close of week six.

Part I: Define professional socialization. Using the criteria for a profession described in the assigned readings, discuss three (3) criteria of the nursing profession which support professional socialization.

Part II: Refer to the Four Stages of Role Transition listed at the end of the Module Notes for this module. Read and summarize each stage. Then, identify the one stage which you are currently experiencing and support your decision.

Part III: Identify two barriers which may interfere with accomplishing Claywell’s FOURTH stage of role transition. For each barrier, describe two (2) resources to overcome each one. (total of 4 resources).

Part IV: Claywell (2009) discusses 8 areas of differences between the LPN and RN roles: Assessment skills, Patient teaching skills; Communication skills; Educational preparation; Intravenous Therapy; Legal responsibilities; Nursing care planning; Thinking skills. Choose three (3) differences and provide supporting evidence how the differences you selected are implemented AND why they are such an integral part of the RN role.
Part V: Conclusion. Describe your plan for socialization into the role of the professional nurse.

Compose your work using a word processor (or other software as appropriate) and save it frequently to your computer. Use a 12 font size, double space your work and use APA format for citations, references, and overall format

SAMPLE ANSWER

Professional Role Socialization Paper

Professional socialization is the whereby an individual acquire knowledge, skills, and values that are key for one to start a successful career which requires advanced skills and knowledge. It has a great influence on one’s professional development, it is therefore important to understand socialization because it enables one to be able to strategize on the kind of recruitment to carry out (Masters, 2014). Professional socialization is influenced by several factors while the student is still in school and when in their working environment trying to develop their careers. Definition of professional socialization is mostly derived from the learning norms, attitudes, behaviors, skills, roles and values of a particular profession. For an individual to become socialized in a profession, he/she has to become conversant with values and norms of that profession by changing his/her behavior and personality (Lai, & Pek, 2012).

The nursing profession is never that easy, actually its part of socialization whereby an individual has to internalize and develop so as to build professional identity. Nursing involves dealing with patients who are not easy to handle, and this is quite challenging because they have to find ways on how to handle them no matter what.  Some studies have shown that in nursing, sense of belonging, and professional identity contributes to professional socialization. For a nurse to develop in his/her career it involves a sense of becoming, personal commitment and internalization of values. For one to gain professional identity one should be able to view him/herself as a nurse and be able to perform job responsibilities skillfully. Nursing socialization is whereby the nurse as an individual is able to have a sense of belonging, and be knowledgeable (Zarshenas, Sharif, Molazem, Khayyer, Zare, & Ebadi, 2014).

Also, it is necessary that the nurse acquires the necessary values for the position change his/her behavior and attitudes which are important to achieve the professional role. The period taken by the students to study nursing is quite long and greatly interferes with their values, norms and behaviors. Socialization is very important in the medical field because nurses, doctors and all other parties in the medical field have to be able to develop, their norms, behaviors and values in line with their profession. For nurses to be able to perform their duties professionally, they have to develop a sense of belonging to that career. By developing a sense of belonging they will be able to accept their career as nurses, this means that one is able to respect his/her profession as a nurse, which makes them to be able to commit, and improve on the career and on themselves (Zarshenas,  Sharif, Molazem, Khayyer,  Zare, & Ebadi, 2014).

Transition is when an individual passes from one stage to another.  The movements are considered to have great impact on the person’s life and other people close to them. They greatly affect their wellbeing and their health. The first stage in role transition is transition shock. This is the stage whereby new nursing students graduate and are registered as nurses. When starting career one is filled with anxiety, how to behave professionally and get used to practice and practical application of class work. This greatly impacts the new graduate’s life and those close to the student in different ways. This is because the graduate has to first get acquainted with what happens in his/her profession, adapt to work environment and forget about class environment which causes a lot of shock to them and takes time for them to stabilize and perform their duties well  (Duchscher, 2009). Transition stages enable employers to be able to understand their new employees better. The four stages of role transition include:

  1. Doing

In this stage, students are not completely prepared for the new environment and the new responsibilities. The new employees are filled with anxiety and expectations about the new roles. They are faced with challenges of understanding what is expected of them and meeting their required tasks on time. In this stage graduates feel stressed because they are not quite familiar with the practical environment and also they don’t want to be seen as incompetent. Due to these pressures of the new job, new environment you find that the new nurse personality is changing so as to adopt to the changing norms, values and behaviors  of the new profession. In this stage the new employee is not able to perform many tasks compared to the other employees. Therefore, it is the duty of the new graduate to work hard to try and balance his values, behaviors, and norms with those of his/her new profession (Duchscher, 2009).

  1. Being

This stage is after 4 to 5 months of working in the nursing profession.  In this stage their thinking, knowledge level and skills improves compared to the first stage. The new nurses start criticizing the practice and the in competences of the health care systems. The shock that these new graduates had is already gone and they are able to handle tasks more professionally compared to the initial stage. Though these new nurses have not absorbed their new responsibility completely a great change is seen I n them. In this stage they are able to be given leadership positions and they are able to offer better medical services in a better way (Duchscher, 2009).

  1. Knowing

The new graduates have achieved separateness which differentiates   them from the other medical practitioners. In addition, they are able to re unite with the community as professionals. In this stage, some of the new nurses are still recovering while others have completely recovered from the shocks and anxieties of joining the profession. In this, stage Relationships between the nursing graduates and other medical practitioner’s advances to different levels.  In addition, their values, norms and behavior change to conform to the nursing profession values, norms and behavior. Their confidence and comfort improves to a higher level and they are able to interact freely with the other employees in the organization (Duchscher, 2009).

  1. Mastery

In this stage the new nurse is now aware of what he/she is required to do and is more confident in his/her job. Though not easy to master everything in the nursing field because it keeps advancing and changing every now and then the new nurses have a lot of knowledge about their career. Accomplishing this final stage in role transition is faced with several challenges such as, the new researches being carried about medicine which make them to have to keep on gaining more and more knowledge about the career every now and then. In addition, the emerging sicknesses which are not easy to handle make it hard for the nurses to be able to achieve this stage completely.

Dealing with patients is not that easy this is because, patients come from different cultures and the pain that comes with sickness makes them hard to handle. To overcome some of the challenges in this stage, the nurse should ensure that: he/she is updated with all the information about the new trends in the medical field and how to handle them. In addition, one should ensure that his relationship with the other medical practitioners is good so that they can be able to share their experiences in the field and how they have been able to deal with their challenges. In addition, one can also decide to go back to school to gain more knowledge and skills in the field. Finally, one can join nursing association so as to be able to be able to interact with nurses all over the country and share ideas and gain new ideas about nursing.

The stage which am currently experiencing in my nursing career is the being stage.

This is because am now able to do my job well and meet deadline, am also able to handle a large number of clients and I have improved on my service delivery. Also, the other day I was given the responsibility of heading the prenatal unit. I also feel more confident compared to when I was new in the organization.

RN and LPN roles are very important in the medical environment and should be clearly defined so as to avoid confusion and conflicts in the hospital. RN roles are about directing LPN functions. LPN’S is concerned with providing direct medical care to patients, operate as members of the healthcare team, evaluates the nursing care, and implementing of  care plan under RN’S  instructions( Greenwood, 2015). It is therefore very important for an organization to ensure that these roles are clearly stated and there is teamwork between RN’S and LPN’S to ensure efficiency and effectiveness in the hospitals. Also, the relationship between the RN’S and LPN’S should be good so that there are no conflicts between the two groups because conflicts lead to poor delivery of services  and this is not good for the healthcare organization and the patients too. Role clarification is very important in the nursing field (Shaffer, Johnson, & Guinn, 2010).

Communication is very important in all professions. In the nursing profession to avoid conflicts RN’S and LPN’S it is very important that communication is ensured between the medical practitioners. Poor communication skills in the nursing environment can lead to inefficiency of services to the patients.  The reason for choosing communication skills is because, if there is poor communication between registered nurses and licensed nurses in the hospital, probability of attending to the patients effectively is low.  The licensed nurses will also not be able to gain more knowledge in the field. Also proper instructions need to be given to licensed nurse by registered nurse for them to carry out their job and with poor communication cannot be possible. Finally to make work easier for both groups communication is paramount.

The other differences are legal responsibilities and thinking skills (Stream companies, 2015).

The registered nurses have more legal responsibilities compared licensed nurses this makes them more responsible for the services given to patients by the licensed nurses.  An RN should have better thinking skills because they enable him/her to be able to know how to deal certain situations in the medical environment.  The three differences are implemented by ensuring that the nurse’s roles are clear to them and they have the necessary qualifications to do their defined roles. They are very critical to RN’S roles because if they lack the three there will difficult in service deliver by the LPN’S. Also, a registered nurse is expected to be more knowledgeable compared to the licensed nurse because of his/her experience in the field.

Socialization in the nursing profession is very important because one has to integrate his personal values, norms and behaviors with those of nursing so that he/she can be able to gain career development and identity. Also, it enables a nurse to be able to love his/her job and feel motivated and be able to deliver the best services to the patients. My socialization plan into the role of nursing profession will involve the following steps:  I will first accept the responsibilities that come with the nursing profession and find ways to adapt to the new changes in my life. Secondly, I will seek advice from other experienced nurses on how they handled their first times in the profession and ask them to help me through the stages. Thirdly, I will ensure that I don’t take I have a role model in the nursing profession. Finally, I would ensure positive attitude towards my job and set goals to achieve so that in future I will be able to measure my progress in the career. To improve my services I will ask my workmates to be rating monthly. Also, if am not following my career goals I would also ask them to remind me and help me achieve them.

References

Duchscher J. E.B. (2009). Transition shock: the initial stage of role adaptation for newly graduated registered nurses. Journal of Advanced Nursing. 65(5), 1103-1113.

Duchscher. J. B, (2009). A process of becoming: The Stages of New Nursing Graduate Professional Role Transition, the Journal of Continuing Education in Nursing. 39(10), 441-447

Greenwood. B. (2015).  RN duties VS LPN duties. Retrieved, March 25/2015, from: Work. Chrone.com/ rn- duties-vs-lpn-duties-9254.html.

Lai, P. K., & Pek, H. L. (2012). Concept of professional socialization in nursing. Int EJ of Sci Med Edu, 6(1), 31-5.

Masters, K. (2014). Role development in professional nursing practice. Burlington, MA: Jones & Bartlett Learning.

Shaffer. L.M, Johnson.K, & Guinn. C, (2010).  Remedying role confusion: Differentiating RN and LPN roles, American nurse today. 5 (3).

Stream companies, (2015).what are the differences between a RN and a LPN. Retrieved march25/2015, from: www.pit.edu/blog/2015…/what-is-the-difference-between-a-rn-and -lpn/

Zarshenas.L, Sharif. F, Molazem. Z, Khayyer. M, Zare. N, & Ebadi.A. (2014). Professional Socialization in Nursing: A qualitative content analysis, Iranian Journal of Nursing and Midwifery Research. 19(4): 432-438.

We can write this or a similar paper for you! Simply fill the order form!

Professional Role Socialization Paper

Professional Role Socialization Paper
   Professional Role Socialization Paper

Professional Role Socialization Paper

Order Instructions:

M6A3: Professional Role Socialization Paper
The Associate Degree in NURSING program at Excelsior College is designed for individuals with significant clinical health care experience. This means that all students have provided some aspect of health care for patients. Transitioning to the role of the Professional Nurse requires development of a new framework in your approach to patient care. The process of role transition requires you to reflect on what knowledge and skills you bring as a student and how you transform into the role of the professional nurse. While not all students in the program are licensed PRACTICAL NURSES similarities exist in the evolution of your current position to a new role.

Using APA format, write a six (6) to ten (10) page paper (excludes cover and reference page). A minimum of three (3) current professional references must be provided. Current references include professional publications or valid and current websites dated within five (5) years. Additionally, a textbook that is no more than one (1) edition older than current textbook may be used.

Read the following and then compose your paper:

Chapter 4: Role Transition (Reprinted with permission from: Lora Claywell (2009) LPN to RN Transitions 2nd ed.) St. Louis, MO: Elsevier.)
Ellis & Hartley (10th ed), Nursing in Today’s World. Chapter 1, pp. 26-28, Characteristics of a Profession.
The paper consists of five (5) parts and must be submitted by the close of week six.

Part I: Define professional socialization. Using the criteria for a profession described in the assigned readings, discuss three (3) criteria of the NURSING profession which support professional socialization.
Part II: Refer to the Four Stages of Role Transition listed at the end of the Module Notes for this module. Read and summarize each stage. Then, identify the one stage which you are currently experiencing and support your decision.
Part III: Identify two barriers which may interfere with accomplishing Claywell’s FOURTH stage of role transition. For each barrier, describe two (2) resources to overcome each one. (total of 4 resources).
Part IV: Claywell (2009) discusses 8 areas of differences between the LPN and RN roles: Assessment skills, Patient teaching skills; Communication skills; Educational preparation; Intravenous Therapy; Legal responsibilities; NURSING care planning; Thinking skills. Choose three (3) differences and provide supporting evidence how the differences you selected are implemented AND why they are such an integral part of the RN role.
Part V: Conclusion. Describe your plan for socialization into the role of the professional nurse.

Compose your work using a word processor (or other software as appropriate) and SAVE it frequently to your COMPUTER. Use a 12 font size, double space your work and use APA format for citations, references, and overall format
SAMPLE ANSWER

Professional Role Socialization Paper

Professional socialization is process which a LPN must undergo so that she/he becomes a registered nurse. There are two processes. Formal socialization which entails  process of  planned educative experiences. These include physical assessment, diagnoses, developing patient care plan and patient education. On the other hand, informal socialization entails experiences  from the process of learning such as evaluation of laboratory reports before medication administering. For a person to progress to RN, these two types of socialization are necessary. As RN, one is required to do routine exercises. This requires the ability to separate thinking processes from of practicing nurses. The person needs to visualize themselves as a nurse who has the capacity to provide quality care and patient centered care of patients and   not just basic care. Therefore, socialization into registered nursing will entail formal and informal lessons, and a change in the process of thinking (Ares, 2014).

Transition from LPN to RN involves role socialization. Role is defined as set of expectations which are defined by the society as ethical or unethical in patient care. Each set of behaviors facilitate the formulation of performance checklist which is used to meet the expectations of the society. The roles of RN are having many elements which bring forth brilliant quality care to patients. Without each of the criteria and the elements, the role of nurses would not be very appealing. One of the most recognized criteria is that RN is a care provider. This entails functions such as screening of the patient, health promotion and establishing effective interventions which will facilitate restoration of the health. This is important because the RN is more frequently exposed to joys or sorrows which are experienced by the family members during the illness. In this case, the RN acts as a counselor. They usually have a scientific educational background which would assist them to adequately identify and promote patients demands (Goodfellow, 2014).

In the increased dynamic healthcare sector, patients are becoming more involved in the healthcare today more than before. This implies that they have to be informed adequately about the health care aspects and those affecting the general republic. The RN has a functional role as an educator. The RN is expected to provide quality care on nutritional, treatments and other information pertinent to healthcare information. This includes community teaching, CPR courses, answering questions on maternal mothers. Again, the nurse acts as a manager. The role of RN includes supervision of the healthcare, planning, and coordination of patients, families and other members of the community. To be effective for this function, one should possess capacity for decision making purposes and ability to solve problems. These are all vital aspects for professional socialization (Claywell, 2009).

Transitional stages

RN professional socialization pathway takes a person through four transition stages before one becomes fully acknowledged as a full Registered nurse. During the program, the student is expected to face some obstacles and challenges; depending on the student’s character about nursing, one may move from one stage to another faster than the peers.  The first LPN/LVN to RN stage begins when a nurse enters a completion program for RN i.e. the instant when the nurse considered making an application. This point is characterized by various emotions including joy and fulfillment for facing a new challenge and career progress and worries of failure and not meeting the demands required by the program. At this stage, the student seems to be a bit anxious. At the beginning, the student seems to be skeptical as to actually there is much to be taught about, especially because most have practiced nursing for a long period of time. Some have an attitude because they are overconfident of their abilities and experiences as nurses; thereby challenging the fact that there is much more to learn in nursing (Ares, 2014).

Later in the program, the student enters stage two. This stage is characterized by mixed feelings especially those related to the dissonance of the students’ abilities. As more education material is presented to them, they start viewing nursing education in a new way, a way which they were unfamiliar earlier on.  The grading systems changes completely as compared to practical nursing programs. The grading system and requirements are strict and very demanding, this may discourage the student and may feel incapable to successfully complete the program; which may make a student frustrated and very anxious.   For instance, when nurse student is on clinical rotations, it is possible to find most of students tend to offer LPN/LVN patient care, and feel inadequate when challenged with ethical dilemma issues (Claywell, 2009).

As a result, the patient possesses self-doubt and high insecurity at this stage of professional socialization. The third stage entails the attitude of letting go the previous ways of thinking; and the acceptance of new way of thinking and behaviors. The nurse students develop new insights into learning needs of a person, and may display willingness to adopt new knowledge in nursing and skills. In this stage, the student seems happy and satisfied in the manner in which they managed to meet the challenge. They also enjoy the new information gained. The students in this stage are less frustrated or getting anxious about their failures, but rather seem to focus on their goal. The student in this stage is more relaxed. Stage Four is the final stage; this stage is described by completely adopting attitudes and incorporates behaviors of a registered nurse in their daily activities.  Most students feel more knowledgeable, and often find more pleasure in achieving higher education level. The students at this stage are more prepared to find comprehensive care (Goodfellow, 2014).

Currently, I am in stage three of transition. Though challenging, I have learnt to let go the practical nurse thinking process. For instance, I have learnt that comprehensive care requires critical thinking processes. This is especially when it comes to care planning. As a practical nurse, I was required to only identify common health issues and to participate in helping the patient have better healthcare outcome.  However, through the learning process, I have learnt to use the healthcare problems and complications to solve problems by formulating healthcare plan; through establishing mutual benefit with the family, patient and other healthcare teams. Also, as a registered nurse, I have learnt to supervise the implementation of the care plan and to reflect on the outcomes.  In this stage, I have learnt that as a RN, I am more oriented to designing, implementation and evaluation of the plan of care, for quality outcome (Ares, 2014).

Fourth transitional stage barrier

Some of the barriers faced by RN during the transition stages include segregation by the peers. This is because the programs teaches one to perceive problems and issues which peers may not perceive. The peers could fell overwhelmed by the immense knowledge the nurse have, and the well-articulated decision making processes. The best resource to address this problem is RN to teach skills taught during the program. This will enhance quality of care in the healthcare facility and also make other LPN/LVN get interested in following the pursuit, consequently, an enhanced care process. The health care facility can also organize nurse empowerment programs, whereby the best LPN nurses are partially sponsored to enroll to the RN program (Goodfellow, 2014).

Secondly, the RN may feel frustrated and overwhelmed due to the over expectations. This is especially when they are assigned the RN roles at place of work such as leadership. Managing interpersonal relationship with other LPN/LVN peers is an issue. Balancing between work attributes and as well lead as a servant could be one barrier. In this case, the program must prepare the student adequately to manage their psychosocial stability. This will ensure that the student does not suffer from emotional outburst. The work environment should be observed to ensure that the nurses advancing their studies are not bullied, sidelined or laid off for unnecessary reasons such as prolonged leave to attend to their program schedules such as practicum (Price, 2009).

Differences in LPN/LVN roles as compared to RN roles

Care planning is among one of the differences between the roles. The process is very important during patient care. Whereas the The practicing nurse role in care planning entails identifying of common  patient  problems, and helping patients  meet their demand; the registered nurses use these challenges to  formulate care plans and to empower the patient so as a mutual goal is attained. The RN programs teach on nursing diagnosis process in broader context than in practicing program. The RN tends to be more oriented in designing and implementation process as well as the outcome evaluation and care plan reflection process (Dinmohammadi, Peyrovi, & Mehrdad, 2013).

Legal responsibilities are also roles which LP/LVN and RN differ significantly. In some cases, the practicing nurse could be put in charged in areas where RNs roles are required, including long term healthcare facility. The practicing nurse is able to meet this challenge because they do have little preparation and background in management theory.  Roles such as team leader, managerial tasks, nurse administrator and charge nurse are often accorded to registered nurses because their experiences and education background have prepared them sufficiently for such tasks. In other word, the situations which demand higher level of thinking processes and judgment are given to RN (Kramer, Et al., 2011).

Communication skills are necessary for all nurses, irrespective of their level i.e. registered or practicing nurses. Therapeutic communication is normally introduced at LPN/LVN level with the aim of preparing the students to effectively interact the healthcare team and the patients. However, due to the limited time, the topic is not taught extensively. On the other hand, the registered nurses are taught on how to handle abnormal and normal communication processes, especially when making   patient physical assessment.  The RN are also given chance to interact with patients with behavioral issues and complications.  To ensure that the nurses complete courses in communication, the RN is also required to complete psychology courses as well as sociology courses. This ensures that they have a better understanding of behavioral cues which might communicate important clues to communication (Farrell, Payne, & Heye, 2015).

These three aspects indicate how RN and LPN/LN are differently prepared to deal with the patient. This does not imply that some nurses are equal than others. No, practicing nurse is equal to RN, irrespective of the licensure. However, it is important for a practicing nurse who is undergoing transition to  registered nurse differentiate roles between the two nursing concepts, and be in a position  to adopt the new ways of thinking on nursing care. This will involve the nurse developing eagerness attitude and be willing to assume new roles and responsibilities; this also ensures that the nurse sees the real benefits for advancing their education level (Ares, 2014).

Conclusion

Given these implications, the student should honor the feelings of legitimacy developed during the transition process. The student should ensure that they use any opportunities available to interact with the instructors and RN at work place in order to understand the experiences. The student should strive to evaluate their progress; they should feel different about themselves. The student should also strive to achieve the learning goals and integrate the new experiences in their day to day activities. Although challenging, the student should be trained to be make critical decision making and process. This makes them reason before acting on something, making the person evaluate the best intervention as evidenced by research. As a nurse student, it is their responsibility to continue researching and to continue to gain as much knowledge as possible through the guidance of RN seniors and the RN professors in the university.

We can write this or a similar paper for you! Simply fill the order form!

Comprehensive nursing Case Study Paper

Comprehensive nursing
   Comprehensive nursing

Comprehensive nursing

Order Instructions:

This is the case study of the subject comprehensive nursing, which is due on 18th of march

Scenario is Mrs Alright is a 77 years old lady who has been brought in by ambulance after being found on the floor by her carer this morning.
She had a fall last night while mobilizing to the toilet
and mechanism of falls looks like she tripped on the corner of a mat in the hallway. found in the hallway on the floorboards.
Pre medical history (from carer)
Type 1 diabetic on insulin Hypertension Hyperlipidaemia Osteoporosis
Recent UTI on ABS ( EColi) AMI 2007
CABGs 2008
CCF
O/E
Obvious facial lacerations above R) eyebrow and across bridge of nose
Left wrist deformity from FOOSH
LHS hip pain, leg shortened and internally rotated? # NOF Bruising to LHS of leg and face
Patient confused and complaining of nausea
Small bedside patient
Pain assessment _ not able to ascertain but vocalizes on movement Diaphoretic
Fruity odour to breathe noted
BASELINE OBSERVATIONS Temperature 35.2 C
Bp 100/55
RR 25 bpm deep and rapid breathing BSL 15 mm
HR 130 bpm
Capillary refill 4 secs/ sluggish
Questions to answer for the case study are
1. list two most likely nursing diagnosis for Mrs Alright and list one reason from the clinical information that leads you to believe this?
2. Due to Mrs Aright’s PMH, identify two potential complications of her fall
3. List two clinical interventions that you would prioritize for Mrs Alright and list one physiological reason each intervention?
4. List two chronic conditions of Mrs Alright that may have caused her fall and list one pathophysiological reason that leads you to believe this?
5. List two reasons why a 77 year old lady is more risk of sustaining a fracture after a fall?
Scenario
MRS Alright is now stable enough for surgery and goes to theatre at 0700 for an ORIF of her right hip. She RTW at 1100 after being stabilized in recovery. You are the nurse looking after her for the rest of your shift. Mrs Alright is complaining of sever pain in RHS
6. List two questions you would ask when assessing this patient’s pain levels?
7. List two ways in which a cognitively impaired patient who is unable to communicate, express that they were in pain?
Scenario
Post operatively the patient has a PCA for pain management
with morphine. This is set at an infusion rate of 2 ml/hr. the infusion has been made up with 100 mg of morphine in 50 ml. Ms Alright is complaining of severe pain in her RHS and the anesthetist has ordered a 5 mg bolus to be given.
8. list two benefits and two risk factors for Mrs Alright caused by the pharmacological actions of morphine?
9. Identify two degenerative changes that occur in the elderly and explain how those changes may cause a pathophysiological response to morphine?
10. state two clinical interventions as your priority for Mrs Alright while on her PCA?
THE FIRST ASSIGNMENT, WHICH IS CASE SCENARIO IS
1 TO 5 QUESTIONS ARE FOR 200 WORDS
6 TO 10 QUESTIONS ARE 200 WORDS
APA style
THE LINK TO THE WEBSITE F0R MORE INFORMATION IS federation university library only for referencing
THREE REFERENCES REQUIRED
ONE OF THEM SHOULD BE FROM BOOK medical surgical nursing (LEMONE AND BURKE )

SAMPLE ANSWER

  1. The two possible diagnoses for Alright may be acute pain and fluid volume deficit. The patient is suffering from osteoporosis since she fell, she may be experiencing pain (Buffum et al., 2007, p. 325). Additionally the patient may be experiencing fluid volume deficit since she has low blood pressure, rapid and deep breathing, and she is also nauseated (Whitney and Rolfes, 2011, p. 45).
  2. From her past medical history, she was found to have suffered from osteoporosis. Patients suffering from osteoporosis normally have problems with their skeleton due to weakening of bones. This condition is characterized by low bone mass, and bone tissue is known to undergo microarchitectural deterioration. The fragility of the bone increases and the bones fail to bear weight. As such, the victim may fall with a small trip since the legs cannot support the weight (Buffum et al., 2007, p. 325). Mrs. Alright may also have fallen due to lack of energy. The level of hydration may be low and thus prevent generation of enough energy (Whitney and Rolfes, 2011, p. 65).
  3. I would prioritize oral rehydration for the patient using oral rehydration salts (Whitney and Rolfes, 2011, p. 67). Due to the pain that Mrs. Alright may be experiencing, I would consider the administration of naproxen. This drug is a pain reliever and will be effecting in easing the pain experienced by the patient (Burke and LeMOne, 2013, p. 65).
  4. One of the chronic conditions is type 1 diabetes under which the patient is on treatment using The patient may risk suffering from insulin shock. The level of blood glucose may drop causing a consequent reduction in energy produced in the cells. Muscle cells weaken and thus fail to support the body to regain its upright position in the event of tripping (Whitney and Rolfes, 2011, p. 49). Osteoporosis is also another chronic condition that may be attributed to the patients` fall. This condition is associated with thinning and weakening of bones. Bone fractures may also occur with initial falling. The patient may have fallen because the thin and weak bones failed to support her weight during tripping (Buffum et al., 2007, p. 325).
  5. Women aged 77 years may sustain fractures after a fall because the weakening of their bones, which is associated with increased Additionally, at this age, such women do not exercise a lot to strengthen their bones. Therefore, their bones become fragile and thus can fracture easily (Dagenais and Haldeman, 2012, p. 234).
  6. The two questions are:
  7. Where is your pain?
  8. What makes your pain worse?
  9. The common pain behavior for cognitively impaired include:
  10. Facial expressions like frowning
  11. Verbal expressions like sighing (Buffum et al., 2007, p. 316).
  12. The use of morphine may be associated with benefits like:
  13. The patient may experience a faster relief of pain
  14. The chances of being dependent on morphine are reduced

The risks may include:

  1. Heightened feeling of nausea
  2. She may also experience increased sweating
  3. The process of degeneration of the inter-vertebral disc is common among the elderly. Degeneration of the inter-vertebral disc is associated with problems in the spine resulting in the development of back pain, which is known to spread to the buttocks, as well as the thigh region. Morphine is generally used as medication for easing this pain. Pain is experienced daily as degeneration of discs occurs due to repeated daily stresses. The regular use of morphine to ease pain results in morphine dependence. Osteoporosis is also another example of degeneration of bones among the elderly. Continued use of morphine containing drugs may lead to morphine dependence (Dagenais and Haldeman, 2012, p. 234).
  4. While Alright is on PCA for management of postoperative pain, I would prioritize administration of morphine at 5 mL/hr infusion rate. The infusion will contain 50 mg of morphine in 25 ml of fluid. I will also consider administration of paracetamol currently with infusion of morphine via PCA (Burke and LeMOne, 2013, p. 78).

References

Buffum, M. D., Hutt, E., Chang, V. T., Craine, M. H., & Snow, A. L. (2007). Cognitive impairment and pain management: review of issues and challenges. Journal of Rehabilitation Research and Development, 44, 2, 315-330.

Burke, L., & LeMOne, P. (2013). Medical-Surgical Nursing. New York: Pearson Higher Education AU.

Dagenais, S., & Haldeman, S. (2012). Evidence-based management of low back pain. St Louis, Missouri: Elsevier Mosby.

Whitney, E. N., & Rolfes, S. R. (2011). Understanding nutrition. Australia: Wadsworth, Cengage Learning.

We can write this or a similar paper for you! Simply fill the order form!

Concepts of privacy and dignity found in outcome 3.6 in nursing

Concepts of privacy and dignity
            Concepts of privacy and dignity

Concepts of privacy and dignity found in outcome 3.6 in nursing

Order Instructions:

This assignment is from the subject health and ageing Essay topic is
The Australian aged care quality agency identifies 44 expected outcomes across four standards. The third standard outlines ten outcomes in regard to the care recipient’s life style.
Discuss the concepts of privacy and dignity found in outcome 3.6 using the scholarly literature to support your conclusions. Identify the ways in which the registered nurse can safeguard these rights and why it is essential that this occur?
Length is 2000 words
Require minimum 20 relevant references from variety of resources.
APA style
THE LINK TO THE WEBSITE FOR MORE INFORMATION IS federation university library only for referencing

SAMPLE ANSWER

Concepts of privacy and dignity

Introduction

The Australian agency for aged care acknowledges the need for privacy and dignity in order to improve the patient outcomes. The agency’s insists that patient dignity must be respected. However, findings indicate that patients (the elderly in particular) are increasingly vulnerable in care settings. The studies also illustrates that the lack of privacy in healthcare settings threaten patients dignity. Healthcare staffs who are curt or authoritative threaten patient’s dignity (Lyttle &Ryan, 2010).

Studies indicate that good healthcare environments, one which promotes patient’s privacy and dignity culture would make patients feel more comfortable and improve their health outcomes. This is because patients –healthcare provider relationships and care settings environs influence the patients’ healthcare (Hesse, 2012). For these reasons, this paper evaluates the importance of maintaining privacy and dignity for the aged, in improving their quality of life.   The paper will explore the topic by examining the pieces of literature available of impact of privacy and dignity in improving patient’s outcomes; legislation and professional regulations particularly for the elderly; explore the role of nurses in ensuring that privacy and dignity are sustainably practiced.

Privacy and dignity concepts

Privacy and confidentiality include all the relevant duties in ensuring that patient’s information including health diagnosis, prognosis, family history and drug use are protected. The patient’s cultural contexts values, decisions and information must be treated with respect. The regulations require that the patient’s information must not be disclosed without the patient’s consent. Privacy also refers that the patients autonomy. The patient should be in a position to make decisions with minimal interference or coerced to make decision by the healthcare provider or the relatives. It is supposed to ensure that patients must have the right to exert full control of their healthcare decisions (Gaffney, Johnston, & Buchanan, 2014). It includes deciding on who should access their health information. The Australian agency concepts on privacy regulate the distribution of electronic data. These rights should never be over looked. However, most healthcare providers and relatives often disregard the importance of this for the elderly. Privacy and confidentiality really affects the patients; by keeping their information in privacy makes the elderly feel that they are appreciated. The healthcare provider should not assume that the elderly patients want their healthcare information shared with his/her relatives. The desire to keep healthcare information private does not decrease with age (Lin, Tsai & Chen, 2011).

Again, the Australian healthcare policy has much rhetoric on concepts of dignity.  There   have been increased reports on ageism, indignity and care deficits in healthcare services. Nevertheless, the importance of dignity when dealing with the aged people cannot be overlooked.  Dignity in care provision is not a new aspect. It can be traced back to the great philosophers such as the Aristotle.  The first statement which integrated dignity in healthcare was in 1948 during the Declaration of Human rights in the U.S. Since then, there has been increased attention to dignity in care settings particularly in the health care settings. Diverging approaches to the concept of dignity results to varying understanding of the concept. Philosophically, dignity refers to the feeling of worth or valued. Aristotle’s definition of dignity refers to the virtue which results to human eudemonia (happiness). In this case, if the person have little self-worth they may not be happy. Kant defined dignity as an intrinsic value which is priceless. In both Kant and Aristotle definition, dignity is a human virtue which is associated with rationality or autonomy (Hughes, 2011).

Dignity can be subcategorized into three sections. The first dignity is the dignity of merit. This includes respect and value held for people who have higher status in the society. A status is a position that is highly valued by others such as a governor, bishop etc. The next dignity is that of moral status. It entails moral autonomy and integrity. This implies that if a person lives according to their moral principles, then they develop a sense of self-respect and self-worth (Taylor &Brian, 2014). The last dignity is that of identity. This paper focuses on this dignity which reflects self-respect and identity to people. This is violated via physical interference which negatively impacts emotional and psychological values. In this framework, dignity is an inherent characteristic which should be present in everyone.  Nurses are expected to serve the elderly with uniqueness and autonomy. It is associated with concepts of honor and respect.  Care for the elderly presents unique challenge in the promotion and sustenance of dignity in the daily care provision to the patient (Baillie, 2009).

The older people are vulnerable. Some may have health issues which put them to higher risks of death. The dignity challenges experienced by the elderly in care settings includes under treatment of people suffering from chronic illness. In other cases, the patients are over treated that can be difficult to identify, thereby highlighting the need to integrate a family centered care approach.  By totally dependent on the nurses, the elderly patients can experience shame and indignity.  They often feel like they have totally lost control of their lives which could result to deterioration. This causes the elderly feels like they have lost hope. There is increased threat to their personal integrity (Fischer & Schenkman, 2011).

Role of the nurse in maintain dignity

The healthcare staff attitudes and behavior are key elements towards maintaining positive relations to the elderly patients and to empower their feelings of self-worth. The key elements of providing the care includes attentive care which results to respectful patient- nurse relations. Integrating elderly when making health care decisions is important because it makes them have sense of control over their lives (Neir, 2013). The nurse providing care should listen attentively to the older people desires, value and respect them. This includes preserving their privacy during personal care and other health care services. Individualized care and acknowledgement of the good memories would increase patient’s dignity considerably (Brennan, 2014). Providing quality care when sustaining dignity in elderly people could be challenging. Old age is frequently associated with memory loss. This threatens sense of personal integrity making the patient more confused. This loss of cognitive function makes the patients more irritable which manifests themselves as reduced cooperation and stubbornness. This is because they feel as a burden and embarrassment to the family.  However, coherent communication with the patients can take the negative emotions way.

In terms of sustaining dignity in the elderly, the nurses have a big role to play. The first step in sustaining dignity is by understanding the patient as a unique entity. The nurse should understand the patient’s cultural contexts which could impede delivery of quality care (Venturato, 2010). Valuing the patient’s attributes and beliefs will make the patient feel appreciated; thereby enhance their dignity. This improves the connection between elderly patients and the staff. Helping the patient retain the reduced sense of autonomy enhances the patient’s sense of dignity.  The patients should be supported and encouraged to participate in group activities, this enhances the patient’s sense of autonomy (Oeffner Et al, 2011). The staff attitudes and behavior concerns the elderly person perception about dignity. If the nurse shows reduced or lack of respect, intolerance or increasingly impatient can reduce the elderly persons sense of identity. Staff attitudes influence the patient’s outcome considerably. One survey indicated that use of endearments are patronizing and demeaning to the patient. Use of proper names and language indicates empathy and respect, indicating that the nurse knows the individual she is dealing with (Morris, 2012).

Despite the decreased cognitive function, the nurse’s goals should be heightening the patient’s sense of purpose. This could be achieved by setting goals and achievements within their social group. Such approaches makes the elderly patients retain their sense of independence. Consequently, the maintaining of the functional status ensures that self-esteem is improved. In cases where the patients have completely lost sense of dependence, providing treatment in pleasant environs and constant presence of friendly healthcare providers can enhance the patient’s dignity.  The friendly environment bestows the feeling of safety, belonging and continuity (Pirhonen, 2014). Environmental set up of the healthcare facility influences patient’s perception of dignity and self-worth. This mainly pertains to the physical environment. For example, how accessible is the lavatory, does the facilities have mixed sex wards or are the wards separated and hygiene well kept. Unsatisfactory environment is associated with reduced recognition of the patient value. For instance, if physical evaluations are conducted in public, a shabby ward facility, unhygienic lavatory among others reduces identity dignity. This is because it violates personal space and humiliates the elderly persons. In such type of environments, the hospitalized patient falls reports are considerably high which increases chances of emergency visits (Tadd, Vanlaere, & Gastmans, 2010).

Importance of privacy and dignity in healthcare

In one study entitled dignity and older people indicated that people of all ages have needs for dignity. Dignity is importance across all health care settings including the acute care and long term health care settings.  Most studies indicate that where there is loss of privacy and dignity, the older patients are negatively affected. The impacts results to increased psychosocial disorders such as anxiety and distress (Vorster, 2012).  Dignity is one of the virtues used by patients in rating the health care facilities. A survey conducted in U.S. on 27, 414 patients after discharge indicated that their confidence and trust in health care professionals was influenced by respect and dignity accorded during care. Approximately, 85% patients from the study reported that being treated with dignity was associated with patient satisfaction. Another study assessed nurse’s experiences in promoting patient’s dignity. The study found that nurses provided quality care by defending patient’s quality had increased career satisfaction. Dignity is connected to self-esteem. How a person is treated results to a more profound effect (Papastavrou, 2012).

Evidently, dignity promotion in elderly care is fundamental. Four attributes have been identified as the driving force towards dignity including; individualized care, respect, sensitive listening and advocacy. Nurses should identify each patient’s unique needs and demands (Welford Et al, 2012). This implies making the patient to actively be involved in decision making processes. Individuality is also enhanced through listening of the patient’s life experiences and views about their healthcare. One intervention that has been found to be effective intervention is reminiscence. This encourages the elderly patient to discuss about their real life experiences. This attribute is also very important when relating to the wide range of specific activities (Gallagher Et al., 2008). These activities include when doing regular activities such as bathing, dressing toileting among others. Where patients are left to soil their beds, not assisted during feeding or are put in areas where there is limited privacy reduces elderly perception on dignity. Nurses should learn to attend even to small details of care or patients preferences. Showing respect to the elderly preserves patient’s dignity. This includes respecting the communicated traditional values and believes. This can be enhanced by providing small space where the patient can bring cultural symbols. This makes the elderly person feel appreciated and at home. It is the nurse’s role to ensure that the patient’s rights are protected. This is especially if the patient mental capacity is reduced (Sauchaud Et al, 2013).

Conclusion

The challenges attributed to providing privacy and dignified care to the elderly patients has been discussed.  The empirical data supporting the findings have been indicated. The increased debates and raised concerns by the patients about health care service delivery have raised attention in health care organizations. This paper has highlighted the role of nurses in ensuring that privacy and dignity is sustained during care provision of the elderly. To integrate dignity and privacy in the daily nursing practice, the healthcare provider must focus on the aforementioned attributes including; healthcare environment, staff behavior and attitude, cultural competence and special care activities. However, where an elderly person chooses to disregard the convectional standard such as hygiene, and efforts to persuade them to bath are futile; then the nurse is permitted to act according to the patent’s best interests. This calls for reaching equilibrium between autonomy and potential health risks due to self-neglect.

References

Baillie, L. (2009). Patient dignity in an acute hospital setting: A case study. International Journal Of Nursing Studies, 46(1), 23-37. https://www.doi:10.1016/j.ijnurstu.2008.08.003

Brennan, F. (2014). Dignity: A unifying concept for Palliative Care and human rights. Progress In Palliative Care, 22(2), 88-96.                                                                               https://www.doi:10.1179/1743291x13y.0000000064

Fisher, B., & Schenkman, M. (2011). Functional Recovery of a Patient With Anorexia Nervosa: Physical Therapist Management in the Acute Care Hospital Setting. Physical Therapy, 92(4), 595-604.       https://www.doi:10.2522/ptj.20110187

Gaffney, M., Johnston, B., & Buchanan, D. (2014). Using the “patient dignity question” as a person-centred intervention for patients with palliative care needs in an acute hospital setting. BMJ Supportive & Palliative Care, 4(Suppl 1), A13-A14.                                      https://www.doi:10.1136/bmjspcare-2014-000654.36

Gallagher, A., Li, S., Wainwright, P., Jones, I., & Lee, D. (2008). Dignity in the care of older people – a review of the theoretical and empirical literature. BMC Nurs, 7(1), 11. doi:10.1186/1472-6955-7-11

Hesse, L. (2012). Education and Communication: Improving Patient Safety and Increasing Employee Knowledge in an Acute Hospital Setting. American Journal Of Infection Control, 40(5), e103. doi:10.1016/j.ajic.2012.04.177

Hughes, G. (2011). The concept of dignity in the universal declaration of human rights. Journal Of Religious Ethics, 39(1), 1-24. doi:10.1111/j.1467-9795.2010.00463.x

Lin, Y., Tsai, Y., & Chen, H. (2011). Dignity in care in the hospital setting from patients perspectives in Taiwan: a descriptive qualitative study. Journal Of Clinical Nursing, 20(5-6), 794-801. doi:10.1111/j.1365-2702.2010.03499.x

Lyttle, D., & Ryan, A. (2010). Factors influencing older patients participation in care: a review of the literature. International Journal Of Older People Nursing, 5(4), 274-282. doi:10.1111/j.1748-3743.2010.00245.x

Morris, J. (2012). Ensuring dignity in the care of older people. BMJ, 344(jan26 2), e533-e533. doi:10.1136/bmj.e533

Neier, A. (2013). Between Dignity and Human Rights. Dissent, 60(2), 60-65. doi:10.1353/dss.2013.0031

Oeffner, J., Aker, K., Brillhart, D., & Natale, J. (2011). A Medically Complex Patient after Quadruple Amputation: A Case Study Examining the Provision of Acute Rehabilitation in the Acute Hospital Setting. Journal Of Acute Care Physical Therapy, 2(3), 122. doi:10.1097/01592394-201102030-00014

Papastavrou, E. (2012). Respecting Human Dignity through Individualized Care. J Nursing Care, 01(04). doi:10.4172/2167-1168.1000e104

Pirhonen, J. (2014). Dignity and the capabilities approach in long-term care for older people. Nursing Philosophy, 16(1), 29-39. doi:10.1111/nup.12057

Sauchaud, L., Goulet, C., Morin, D., & Mazzocato, C. (2013). Advance care planning for institutionalised older people: an integrative review of the literature. International Journal Of Older People Nursing, 9(2), 159-168. doi:10.1111/opn.12033

Tadd, W., Vanlaere, L., & Gastmans, C. (2010). Clarifying the Concept of Human Dignity in the Care of the Elderly. Ethical Perspectives, 17(2), 253-281. doi:10.2143/ep.17.2.2049266

Taylor, H., & Bryan, K. (2014). Palliative cancer patients in the acute hospital setting – Physiotherapists attitudes and beliefs towards this patient group. Progress In Palliative Care, 22(6), 334-341. doi:10.1179/1743291x14y.0000000105

Venturato, L. (2010). Dignity, dining and dialogue: reviewing the literature on quality of life for people with dementia. International Journal Of Older People Nursing, 5(3), 228-234. doi:10.1111/j.1748-3743.2010.00236.x

Vorster, N. (2012). The relationship between human and non-human dignity. Scriptura, 104(0), 406. doi:10.7833/104-0-180

Welford, C., Murphy, K., Rodgers, V., & Frauenlob, T. (2012). Autonomy for older people in residential care: a selective literature review. International Journal Of Older People Nursing, 7(1), 65-69. doi:10.1111/j.1748-3743.2012.00311.x

We can write this or a similar paper for you! Simply fill the order form!

Nursing Research Paper Available Here

Nursing Research Paper
Nursing Research Paper

Nursing Research Paper

Nursing Research Paper

Order Instructions:

Topic 1

Seasoned nurse educators possess wisdom about teaching (a kind of “with-it-ness”), which they have developed through practical experience over the years. As a person new to nursing education, you have a great deal to learn from a seasoned mentor. In order to gain access to that knowledge, you will conduct an interview with an experienced nurse educator either in a hospital or college setting. Your interview may be conducted face-to-face, online, or by telephone.

For this assignment, you are to:
•Generate a list of questions you will ask during the interview such as teaching strategies, theories, technology, and evaluation techniques.
•Conduct the interview.
•Your discussion post should include: ?The setting.
How the interview was conducted.
The questions asked and the responses given.
Anything else you think to be important.

Topic 2

Thinking back to Week 3 when you discussed a topic you would like to teach to a friend or family member, create a formative and summative assessment for that hypothetical educational encounter. The instructional methods can be traditional or nontraditional. Explain how you can communicate the results of the evaluation to the learner.

SAMPLE ANSWER

Topic 1

The interview was conducted at the nurse educator mentor’s office. It was brief and took about 15 minutes. The discussion included:

Student: What the challenges are of experienced during transition from nurse practitioner to nurse educator?

Mentor: There are no challenges at all. It is a very easy process.

Student: What is the key role of the nurse educator?

Mentor: The key role is to nurture future nurses. It involves setting of tailor made curriculum which is abreast with the new trends. One is also required to teach leadership skills in nursing.

Student: What are the rewards of becoming a nurse educator?

Mentor: The increased knowledge through research, and contributions form one own research is just so fulfilling. Also being in a position to nature future nurses is overwhelming.

Student: What level of programs are nurse educators permitted to teach?

Mentor: One is allowed to teach at every professional level ranging from ADN, LPN/LVN and BSN. As experience increase, one is allowed to teach the advanced level.

Student: What attributes are required for one to become a nurse educator?

Mentor: You need to be humble, empathetic and open minded. As an educator, you interact with students who view their teacher as their role model. One must increase nursing knowledge through research and reading widely.

 

Topic 2: Assessment on Congestive Heart Failure, (Edmonson, 2010)

Formative assessment

 Define CHF and associated signs and symptoms

Identify possible risk factors for CHF

Describe pathophysiology

Relates to the CHF treatment and management

 Summative assessment

Level Understanding

 

 Strategies, Reasoning, & Procedures

 

 Communication
The learner understands that

  • CHF is a multiple  step
  • It’s main factor  are behavioral lifestyle
  • The disease is manageable

 

 

 
  • The learner uses effective reasoning strategy to describe CHF processes
  • The learner effectively correlates with the  CHF process

 

 
  • The learner communication is great
  • The learner verbalizes the answers to each  questions

 

 References

Edmonson, C. (2010).  Moral courage and the Nurse leader. Journal of Issues in Nursing 15(3);1-13 [Ebscohost]

 We can write this or a similar paper for you! Simply fill the order form!

Personal essay of my life experience

Personal essay of my life experience
Personal essay of my life experience

Personal essay of my life experience

Order Instructions:

In the personal essay you will write your life experience, why you chose to come back to school which is the assoc RN PROGRAM. Im now a LPN. and what you expect to get from your education.In this essay, you will analyze and evaluate your personal beliefs, goals and expectations including educational and professional outlook,business and personal encounters and career transformation. this paper cannot be plagiarized

SAMPLE ANSWER

Growing up, I could never picture myself doing anything else but becoming a nurse. My mother was a nurse and my grandmother before that. I would listen to their touching and inspiring moments that happened to them daily, as well as, the heartbreaking experiences that they faced. This real human connection made me fall in love with the idea of becoming a nurse. I would like to use my skills to help patients in the recovery process.

My first opportunity to personal interact with patients came when I was in high school where I worked as a volunteer at a skilled nursing facility. When I first stepped onto the floor, the smells and sights of deterioration caused by aging overwhelmed me, at that moment I started doubting whether I was meant for this line of work. However, my perceptive started changing as I interacted with the patients. Whether attending to their needs or transporting them, I realized that most elderly people avoid having eye contact and never spoke unless when it was really necessary. This became my biggest challenge, because how would I know what they wanted, how they felt if they did not speak. I visited the patients on a weekly basis over the next year. This helped me to gain experience and learn to approach the elderly patients. Surprisingly, many of them found me to be so friendly and began looking forward to seeing me.

As I worked in the facility, I came across several experiences that have had an impact on my career as a nurse. I remember there was this day that I saw a certain nurse speak and treat the elderly in a dehumanizing manner. This enormously disturbed me. That day I left and began crying. For heaven’s sake, these were old people and all they needed was proper care and concern. Nurses should just view their work as a calling not as a job.  Through my exposure, I recognized that compassion and sensitivity are as integral to healthcare delivery as is medical knowledge.

In response to my desire to acquire knowledge about the medical profession, I spend my college breaks standing side by side with operating physicians. The intense and critical nature of the medical atmosphere has broadened my perspective to the qualifications and characteristics that nurses mostly possess. For example, I realized that most decisions made by the doctors are critical to the life of the patients. The decisiveness and intensity with which the physicians must respond to medical cases is not only appealing to me, but also part of my core characteristics. I like responding quickly to challenges.

I decided to join the school to continue my involvement in research in nursing-related activities so that I can enrich and fuel my desire to succeed in my goal of becoming an asset to my country. I never want to stop learning. I always want to be well equipped to help anyone who needs me.  Furthermore, nursing is a profession where one never stops learning. When practicing, I learned a lot of things that made me feel incompetent as a nurse. I challenged myself on what I knew and found out that it was not enough to help me attended to the patients confidently. Joining school happened to be the best choice. This is one of the best decisions I have ever made in my life.

I am grateful for the experiences that I have had so far. I cannot imagine pursuing any other career path at this time.

I believe in motivation as a key for a successful career as a nurse. I consider myself to be an extremely motivated individual.  My parents instilled in me values of strong work ethic and responsibilities that one should incur to enhance their goals, motivations, and dreams. Therefore, when I have a goal to achieve, I dedicate myself until I attain the task. This extends my aspirations as a nurse. I feel that as an emotional and intellectually capable individual, I have a calling to dedicate myself to helping others.

I intend to establish a Skilled Nursing Care Facility where residents staying in the facility will receive necessary medication, administered by the nursing staff, and overseen by a Medical Director. The patients will be encouraged to take part in physically non-demanding activities to improve their sense of connection and speed up their recovery (Oermann& Gaberson, 2014, P.57). My facility will focus on offering respectful and nurturing care. We also offer a more humane, but still a medically-qualified, option to ensure that we provide standard medical procedures.

All I would like now is to graduate to get to the point where I can always have the skills and knowledge to be there for people. I just want to see my childhood dreams come true. I cannot wait to show my gratitude to all those who have been there for me throughout this journey. I believe with care, understanding, determination and inspiration I will be one of the greatest nurses our country has ever seen.

References

Oermann, M. H., & Gaberson, K. B. (2014).  Evaluation and testing in nursing education.

We can write this or a similar paper for you! Simply fill the order form!

Perceptions of health, disability, illness and behavior

Perceptions of health, disability, illness and behavior
Perceptions of health, disability, illness and                                    behavior

Understanding perceptions of health, disability, illness and behavior

Order Instructions:

LO1. Understanding perceptions of health, disability, illness and behavior:

1.1 Analyse concepts of disability, illness and behaviour in relation to
Health and social care service users.
1.2 Assess how perceptions of specific needs have changed over time.

1.3 Analyse the impact of legislation, social policy, society and
culture on the ways that services are made available for
individuals with specific needs.

LO2. Understand how health and social care services and systems support individuals with specific needs
2.1 Analyse the care needs of individuals with specific needs.
2.2 Explain current systems for supporting individuals with specific
needs.
2.3 Analyse the impact of legislation, social policy, society and
culture on the ways that services are made available for
individuals with specific needs.

LO3. Understand approaches and intervention strategies that support individuals with
specific needs
3.1 Explain the approaches and interventions available to support
individuals with specific needs.
3.2 Evaluate the effectiveness of intervention strategies for an
individual with specific need(s)
3.3 Discuss the potential impact of emerging developments on
support for individuals with specific needs.

LO4. Understand strategies for coping with challenging behaviours
associated with specific needs.

4.1 Explain different concepts of challenging behaviour.
4.2 Describe the potential impact of challenging behavior on health
and social care organizations.
4.3 Analyse strategies for working with challenging behaviours.

Case Study 1
Baby Peter ‘was failed by all agencies’
Peter Connelly (also known as “Baby P”) was a 17-month-old English boy who died in London after suffering more than fifty injuries over an eight-month period, during which he was repeatedly seen by Haringey Children’s services and NHS health professionals.
Peter Connelly was born to Tracey Connelly on 1 March 2006. In November, Connelly’s new boyfriend, Steven Barker, moved in with her. In December, a GP noticed bruises on Peter’s face and chest. His mother was arrested and Peter was put into the care of a family friend, but returned home to his mother’s care in January 2007. Over the next few months, Peter was admitted to hospital on two occasions suffering from injuries including bruising, scratches and swelling on the side of the head. Connelly was arrested again in May 2007.

In June 2007, a social worker observed marks on Peter and informed the police. A medical examination concluded that the bruising was due to abuse. On 4 June, the baby was placed with a friend for safeguarding. Over a month later, on 25 July, Haringey Council’s Children & Young People’s Service obtained legal advice which indicated that the “threshold for initiating Care Proceedings…was not met.
On 1 August 2007, Baby Peter was seen at St. Ann’s Hospital in North London by locum paediatrician Dr. Sabah Al-Zayyat. Serious injuries, including a broken back and broken ribs, very likely went undetected.
The next day, an ambulance was called and Peter was found in his cot, blue and clad only in a nappy. After attempts at resuscitation, he was taken to North Middlesex hospital with his mother but was pronounced dead at 12:20 pm. A post-mortem revealed he had swallowed a tooth after being punched. Other injuries included a broken back, broken ribs, mutilated fingertips and fingernails missing.
The police immediately began a murder investigation and Baby P’s mother was arrested. So too were Barker, his brother Jason Owen and his 15-year old girlfriend, who had fled to and were hiding in a campsite in Epping Forest.
Baby P’s real first name was revealed as “Peter” on the conclusion of a subsequent trial of Peter’s mother’s boyfriend on a charge of raping a two-year-old.
The case caused shock and concern among the public and in Parliament, partly because of the magnitude of Peter’s injuries, and partly because Peter had lived in the London Borough of Haringey, North London, under the same child care authorities that had already failed ten years earlier.
Peter’s mother Tracey Connelly, her boyfriend Steven Barker, and Jason Owen (later revealed to be the brother of Barker) were all convicted of causing or allowing the death of a child, the mother having pleaded guilty to the charge.
The child protection services of Haringey and other agencies were widely criticised. Following the conviction, three inquiries and a nationwide review of social service care were launched, and the Head of Children’s Services at Haringey was removed by direction of the government minister.
A report by Graham Badman suggested that Baby Peter’s “horrifying death” was down to the incompetence of almost every member of staff who came into contact with him.
The report stated that “the practice of the majority, both individually and collectively was incompetent.”
“Their approach was completely inadequate and did not meet the challenge of the case,” it argued.
Source: http://www.bbc.co.uk/news/education

Case study Two:
The Bournewood Case
Rights for vulnerable people in the care system
Mr. and Mrs. E live in a picturesque cottage in a quiet Surrey Village. Inside, the house is buzzing with activity: three Old English sheepdogs, rescued from a home for abandoned animals, roam about the kitchen and patio. Photos of family outings cover the walls. Footsteps on the stairs signal the entrance of HL, the autistic man for whom Mr. and Mrs. E are carers. He pauses for a silent greeting before making his way swiftly to the fridge. “He knows exactly where we keep his favourite juice,” laughs Mrs. E.
Mr. and Mrs. E, are remarkable people, whose struggle for HL’s human rights has changed the way vulnerable people are treated under British law.

HL came to live with Mr. and Mrs. E in 1994, under a resettlement scheme from Bournewood hospital where he had lived for 32 years. With their children grown up, the couple had decided to open their home to someone who needed it. Looking after HL was no easy task: he cannot talk, and needs help with basic tasks like washing and dressing himself. Mrs. E says: “It’s fair to say that it was a challenge – but it was rewarding to see how much HL benefited from living in a family setting. At first he was very institutionalised, but he gradually became more confident and progressed beyond all expectations.”
A requirement of his placement was that HL would attend a day centre once a week, to which he travelled by the centre’s transport. On July 22nd 1997, three years after he had come to live with Mr. and Mrs. E, it was not the usual driver who collected from their home. Rather than taking him straight to the day centre as normal, the driver took a different route, collecting others on the way. HL became increasingly agitated.
The next thing Mr. and Mrs. E knew was that HL had been taken back into Bournewood hospital and detained there. He had been admitted informally, using a clause in the Mental Health Act 1983 under which the hospital simply had to argue that it was in his “best interests” – and as HL cannot speak, he was unable to object. Mr. and Mrs. E were not allowed to visit him, apparently in case he wanted to leave with them. “They sent us a letter thanking us for agreeing not to visit,” says Mrs. E. “We hadn’t agreed anything – they had decided, without any consultation.”
When Mr. and Mrs. E realised that HL was not going to be allowed home, they engaged a solicitor on his behalf and took a case for unlawful detention to the High Court, which ruled against him. The Appeal Court overturned the decision in October 1997, and the hospital chose to section HL, although he did not meet the criteria, and in December that year he was finally discharged by the hospital managers. “When he got home he was in a terrible state,” says Mrs. E. The couple has a video showing the abuses to which HL had been subjected in the hospital: he looks half-starved, with blackened toenails and scabs on his face. “When he came home he just ate and slept for three weeks.”
Meanwhile, the hospital trust, supported by the Department of Health, appealed to the House of Lords over the ruling. The Mental Health Act Commission suggested that 22,000 people being detained informally would have to be detained formally under the Mental Health Act if the ruling were upheld. In 1998, the House of Lords overturned the ruling that HL’s detention had been illegal. Mr. and Mrs. E decided to take the case to the European Court of Human Rights, which in October 2004 ruled in HL’s favour. As a result the government introduced the new Deprivation of Liberty Safeguards, which came into force in April 2009.

Source:http://www.equalityhumanrights.com/human-rights/our-human-rights-work/human-rights-inquiries/our-human-rights-inquiry/case-studies/the-bournewood-case/

Description of problem to be solved
As a Health and Social Care Practitioner, your responsibilities include, among others, assessing specific needs of people with disabilities, analyzing their care needs and also, evaluating strategies for giving support to people with challenging behaviours. You are therefore required in this assignment to demonstrate your understanding of Specific needs in Health and Social Care

Learning Outcome 1
The first part of your essay requires you to analyse concepts of disability, illness and behaviour in relation to Health and Social Care service users and give your assessment of how perceptions of specific needs have changed over time.
You are to examine the impact of legislation, social policy, society and culture on the ways that services are made available for individuals with specific needs.

Learning Outcome 2
Use the Bournewood case below to support this part of your essay, refer to stponline for further reading materials and learning resources.
This section of your essay requires you to describe the specific need of the individual, informing your audience about his condition and how it affects well-being and capacity. Discuss the systems available to support such individuals and link this to the case study. Build your arguments for and against and include your final decision in relation to the assessment criteria.

Learning Outcome 3
Explain the approaches and interventions available to support individuals with specific needs. Use both case studies as benchmarks and evaluate the effectiveness of the interventions strategies use. Discuss the potential impact of emerging developments on support for people with specific needs.

Learning Outcome 4

The last part of the assignment concerns your understanding of the strategies for coping with challenging behaviours associated with specific needs. Students are expected to explain the approaches and interventions available to support individuals with specific needs

Furthermore, students must describe the potential impact of challenging behaviour on health and social care organizations and analyse strategies for working with challenging behaviours.

*Please see the Merit and Distinction criteria below

SAMPLE ANSWER

People who require social and health care services have the right to treatment with respect, dignity, and compassion by practitioners with expertise and time to attend to their needs. This is a requirement that is guided by law. These individuals require a type of care that is patient-centered and takes into account the needs, and wishes and of the individuals` without any reservation. Many social barriers should be removed or reduced for the victims. Teams of caregivers are required to emphasize on effective models. For instance, adherence and self-management are crucial to migrant populations, who may receive care in different locations, while community linkages are relevant for homeless individuals in order to ensure a fully supported care. A good health for these persons is vital for their engagement with the community, learning, as well as working (Pratt, 2010).

Individual suffering from autism while have lifelong encounters related to the developmental disability. The exact cause of autism has not yet been uncovered, but studies reveal the involvement of genetic factors. The spectrum of conditions associated with autism cover wide range. The spectrum varies from intense severity in some patients t subtle difficulties in understanding in those of average or above average intelligence. Autism is also associated with difficulties in learning. The disability of autistic people is characterized by a triad of impairments. These include absence or impaired two-way social interaction, absence or impaired comprehension, use of language and non-verbal communication. With reference to the Bournewood case, Mr. HL`s greetings involved staring at people in silence, then went his way. Autistic individuals may encounter episodes of high or low sensitivity that leads to unexpected reactions to the environment. When Mr. HL was introduced to a new drive and a new route, he became highly agitated, and this caused him to be detained back in the hospital. Day care center services have been established for autistic individuals. Patients in resettlement schemes may also benefit from the services offered at the day centers. As exemplified by the Bournewood case, resettlement schemes, where patients are assigned to homes of caregivers yield best results, especially when the patients adapt to the respective settings. Mr. HL had lived well for three years before his environment was changed, something he did not like (The Bournewood Case (n.d); Edwards, 2008).

Taking care of individuals with particular needs can be quite challenging. Various interventions are available, which have proved to yield better results in terms of caring for individuals with particular needs. The interventions include adoption of a person-centered approach, where the needs and aspirations of the patient are considered. Individual and comprehensive patient-oriented support plans can also be into account. Provision of a setting that is appropriate for the individuals in also vital. For Mr. HL, a home, where he could live with his caregivers was the correct option for him. He could have his plans of coming home, and take his drink among other stuff. Mr. HL enjoyed the home setting, where he could interact with his caregivers often. Changing his environment, a little-caused problems that caused him trouble. Regarding baby Peter`s case, it is clearly shown that general practitioners must learn to be advocates for their patients. Peter`s condition was noticed while he was still living with the guardians, but no action was taken. This negligence resulted in the death of Peter (Sellgren, 2010).

Establishment of detailed and concrete approaches in order to achieve a healthy social interaction, communication, and development of independent skills is the best strategy of helping individuals with particular needs. Patient activities should be structured effectively to make sure that the patient is comfortable. The surrounding environment must also be considered since the patient must be comfortable. A change in this environment must be considered with extreme care. Additionally, caregivers must be carefully monitored by individuals, health organizations, and human rights organizations to make sure the progress of the victims is satisfactory. This strategy can minimize the development of unexpected outcomes.

Reference

The Bournewood Case. (n.d) Case Study Two: Rights for Vulnerable People in the Care System. Retrieved from http://www.equalityhumanrights.com/about-us/our-work/human-rights/human-rights-inquiries/our-human-rights-inquiry/case-studies/the-bournewood-case on 15/2/2015.

Edwards, D. (2008). Providing practical support for people with autism spectrum disorder: supported living in the community. London: Jessica Kingsley

Pratt, J. R. (2010). Long-term care: Managing across the continuum. Sudbury, Mass: Jones and Bartlett Publishers.

Sellgren, K. (2010, October 26). Baby Peter ‘was failed by all agencies. BBC: News Education and Family. Retrieved from http://www.bbc.com/news/education-11621391 on 15/2/2015.

We can write this or a similar paper for you! Simply fill the order form!

Nursing Experience and Application to Practice

Nursing Experience and Application to Practice Order Instructions: Topic 1 Identify an experience where you had to assess the needs, interests, and goals of a patient with an ethical background, different from yours, that resulted in a positive learning experience.

Nursing Experience and Application to Practice
Nursing Experience and Application to Practice

Topic 2

Discuss a clinical experience in which you had to incorporate one or more learning styles such as visual, kinesthetic, and auditory. Explain the outcomes and how you created an effective learning experience.

Nursing Experience and Application to Practice Sample Answer

It is common knowledge in health care that not all patients from specific cultural populations conform to the popularly known behaviors, actions, and beliefs that are culture-specific(Galanti, 2008). For this reason, it is vital for a nurse attending to a patient to know the patient and his or her family on an individual level. Recently, I was part of a team that was assigned to follow up on a few diabetic patients registered in our unit. The patient was a 62-year-old male African-American. As a sign of respect, while gathering his personal and medical details, I used “Mr.” as his salutation in the first instances. Later, I noticed that he had a respectable position in one of the humanitarian organizations, the United Nations (UN), and I changed the salutation to “Sir.” He noticed that, and he appreciated it by giving more vivid explanations than before. He even put a smile on his face and made the sessions more interactive. He agreed to quit alcohol consumption and concentrate on eating lean meat and vegetables. He had registered for physical exercise classes already, and he was never a fun of fast foods.

Various styles of learning can be used to learn and practice better in medical practice (Utley, 2011). During my practicum sessions, I had the best learning experience in using visual and kinesthetic learning. While visiting the pediatrics unit, I was required to draw blood from some of the toddlers who visited the unit. I was not experienced in drawing blood from toddlers, and somehow it was challenging for me at first. I watched some of my peers do closely and notice the way and where the child was held. At first, I could help the phlebotomist in holding the child, and watched how the vein was located, and finally, how blood was withdrawn. After four days, I could do draw blood from a toddler via a heel prick.

Nursing Experience and Application to Practice Reference

Galanti, G. A. (2008). Caring for patients from different cultures. Philadelphia: University of Pennsylvania Press.

Utley, R. A. (2011). Theory and research for academic nurse educators: Application to practice. Sudbury, Mass: Jones and Bartlett Publishers.

 

Context of Nursing Research Paper

Context of Nursing
Context of Nursing

Context of Nursing – Ethic Acute Care Nurse Contextobesityal, Social, Cultural

1. Apply ethical, social and cultural competency to acute care Registered Nurse dealing with health care obesity in this context in Australia.
2 – demonstrate use of the electronic library databases (see pdf at the end of the page)
– report what is in the literature related to obesity and nursing in Australia. In particular

its impact on the role of the registered nurse

its impact on the scope of nursing practice

its impact on the scope of nursing practice, legal, regulatory, professional, organisational and individual factors that shape nursing practice Acute

Care in Australia, ANMC, strong emphasis will be placed on applying the Australian Nursing and Midwifery Council (ANMC) Competency Standards for the Registered Nurse, Codes of Ethics and Professional Conduct in Australia, Scope of Practice Decision Making tools, and legislation in relation to the Nurses Act for the NSW State Territory in which you work, but also legislation relevant to your specific setting.

READ WEBSITES BEFORE STARTING ASSIGNMENT
Obesity has been identified as a major health issue of the 21st Century. It is an Australian Government priority area. See the following websites:
http://www.health.gov.au/internet/main/publishing.nsf/Content/obesityguidelines-index.htm

http://www.obesityaustralia.org/

http://www.health.gov.au/internet/main/publishing.nsf/content/health-pubhlth-strateg-hlthwt-obesity.htm

3.You are required to write a report related to the impact of overweight and obesity on nursing practice in the acute care registered nurse context. You will
relate this to information you have gained in either one or both of the first two topics in this course.
1: The Role of the Registered Nurse
2: The Scope of Nursing Practice
3. 4 refereed journal articles (one must be a research article) in the assessment folder. Complete a report on the most prominent issue you have found (eg.,
managing heavy patients/ increased length of hypodermic needles/ size of coffins/ body image depression / concern over hospital nutrition).
must have 4 peer reviewed jhournal articles
USE libraries such as
Please use this files only:
Attitudes_of_undergraduate_student_nurses_and_registered_nurses.pdf
Being_fat_in_todays_worlds.pdf
Healthcare_professionals_attitude_towards_obesity.pdf

We can write this or a similar paper for you! Simply fill the order form!