Diversity and Health Assessments

Diversity and Health Assessments

Diversity and Health Assessments

TJ, a 32-year-old pregnant lesbian, is being seen for an annual physical exam and has been having vaginal discharge. Her pregnancy has been without complication thus far. She has been receiving prenatal care from an obstetrician. She received sperm from a local sperm bank. She is currently taking prenatal vitamins and takes over the counter Tylenol for aches and pains on occasion. She has a strong family history of diabetes. Gravida 1; Para 0; Abortions 0.

May 2012, Alice Randall wrote an article for The New York Times on the cultural factors that encouraged black women to maintain a weight above what is considered healthy. Randall explained—from her observations and her personal experience as a black woman—that many African-American communities and cultures consider women who are overweight to be more beautiful and desirable than women at a healthier weight. As she put it, “Many black women are fat because we want to be” (Randall, 2012).

Photo Credit: Getty Images

Randall’s statements sparked a great deal of controversy and debate; however, they emphasize an underlying reality in the healthcare field: different populations, cultures, and groups have diverse beliefs and practices that impact their health. Nurses and healthcare professionals should be aware of this reality and adapt their health assessment techniques and recommendations to accommodate diversity.

In this Discussion, you will consider different socioeconomic, spiritual, lifestyle, and other cultural factors that should be taken into consideration when building a health history for patients with diverse backgrounds. Your Instructor will assign a case study to you for this Discussion.

To prepare: Reflect on your experiences as a nurse and on the information provided in this week’s Learning Resources on diversity issues in health assessments. By Day 1 of this week, you will be assigned a case study by your Instructor. Note: Please see the “Course Announcements” section of the classroom for your case study assignment.

Reflect on the specific socioeconomic, spiritual, lifestyle, and other cultural factors related to the health of the patient assigned to you. Consider how you would build a health history for the patient. What questions would you ask, and how would you frame them to be sensitive to the patient’s background, lifestyle, and culture? Develop five targeted questions you would ask the patient to build his or her health history and to assess his or her health risks.

Think about the challenges associated with communicating with patients from a variety of specific populations. What strategies can you as a nurse employ to be sensitive to different cultural factors while gathering the pertinent information?

By Day 3 of Week 2 Post an explanation of the specific socioeconomic, spiritual, lifestyle, and other cultural factors associated with the patient you were assigned. Explain the issues that you would need to be sensitive to when interacting with the patient, and why. Provide at least five targeted questions you would ask the patient to build his or her health history and to assess his or her health risks.

References.

 
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Patient Preferences & Decision Making

Patient Preferences & Decision Making

(Patient Preferences & Decision Making)

Discussion: Patient Preferences & Decision Making

Evidence – based project

Changes in culture and technology have resulted in patient populations that are often well informed and educated, even before consulting or considering a healthcare need delivered by a health professional. Fueled by this, health professionals are increasingly involving patients in treatment decisions. However, this often comes with challenges, as illnesses and treatments can become complex.

What has your experience been with patient involvement in treatment or healthcare decisions? In this Discussion, you will share your experiences and consider the impact of patient involvement (or lack of involvement). You will also consider the use of a patient decision aid to inform best practices for patient care and healthcare decision making.

To Prepare:

  • Review the Resources and reflect on a time when you experienced a patient being brought into (or not being brought into) a decision regarding their treatment plan.
  • Review the Ottawa Hospital Research Institute’s Decision Aids Inventory at https://decisionaid.ohri.ca/.
    • Choose “For Specific Conditions,” then Browse an alphabetical listing of decision aids by health topic.

NOTE: To ensure compliance with HIPAA rules, please DO NOT use the patient’s real name or any information that might identify the patient or organization/practice.

By Day 3 of Week 8

Post a brief description of the situation you experienced and explain how incorporating or not incorporating patient preferences and values impacted the outcome of their treatment plan. Be specific and provide examples. Then, explain how including patient preferences and values might impact the trajectory of the situation and how these were reflected in the treatment plan. Finally, explain the value of the patient decision aid you selected and how it might contribute to effective decision making, both in general and in the experience you described. Describe how you might use this decision aid inventory in your professional practice or personal life.

Assignment: Evidence-Based Project, Part 5: Recommending an Evidence-Based Practice Change

The collection of evidence is an activity that occurs with an endgame in mind. For example, law enforcement professionals collect evidence to support a decision to charge those accused of criminal activity. Similarly, evidence-based healthcare practitioners collect evidence to support decisions in pursuit of specific healthcare outcomes.

In this Assignment, you will identify an issue or opportunity for change within your healthcare organization and propose an idea for a change in practice supported by an EBP approach.

To Prepare:

  • Reflect on the four peer-reviewed articles you critically appraised in Module 4.
  • Reflect on your current healthcare organization and think about potential opportunities for evidence-based change.

The Assignment: (Evidence-Based Project) Part 5: Recommending an Evidence-Based Practice Change

Create an 8- to 9-slide PowerPoint presentation in which you do the following:

  • Briefly describe your healthcare organization, including its culture and readiness for change. (You may opt to keep various elements of this anonymous, such as your company name.)
  • Describe the current problem or opportunity for change. Include in this description the circumstances surrounding the need for change, the scope of the issue, the stakeholders involved, and the risks associated with change implementation in general.
  • Propose an evidence-based idea for a change in practice using an EBP approach to decision making. Note that you may find further research needs to be conducted if sufficient evidence is not discovered.
  • Describe your plan for knowledge transfer of this change, including knowledge creation, dissemination, and organizational adoption and implementation.
  • Describe the measurable outcomes you hope to achieve with the implementation of this evidence-based change.
  • Be sure to provide APA citations of the supporting evidence-based peer-reviewed articles you selected to support your thinking.
  • Add a lessons learned section that includes the following:
    • A summary of the critical appraisal of the peer-reviewed articles you previously submitted.
    • An explanation about what you learned from completing the evaluation table (1 slide).
    • An explanation about what you learned from completing the levels of evidence table (1 slide).
    • An explanation about what you learned from completing the outcomes synthesis table (1 slide).

Required Readings

Melnyk, B. M., & Fineout-Overholt, E. (2018). Evidence-based practice in nursing & healthcare: A guide to best practice (4th ed.). Philadelphia, PA: Wolters Kluwer. Chapter 7, “Patient Concerns, Choices and Clinical Judgement in Evidence-Based Practice” (pp. 219–232).

Hoffman, T. C., Montori, V. M., & Del Mar, C. (2014). The connection between evidence-based medicine and shared decision making. Journal of the American Medical Association, 312(13), 1295–1296. doi:10.1001/jama.2014.10186. Retrieved from https://jamanetwork.com/journals/jama/article-abstract/1910118 Note: You will access this article from the Walden Library databases.

Kon, A. A., Davidson, J. E., Morrison, W., Danis, M., & White, D. B. (2016). Shared decision making in intensive care units: An American College of Critical Care Medicine and American Thoracic Society policy statement. Critical Care Medicine, 44(1), 188–201. doi:10.1097/CCM.0000000000001396. Retrieved from https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4788386/ Note: You will access this article from the Walden Library databases.

Opperman, C., Liebig, D., Bowling, J., & Johnson, C. S., & Harper, M. (2016). Measuring return on investment for professional development activities: Implications for practice. Journal for Nurses in Professional Development, 32(4), 176–184. doi:10.1097/NND.0000000000000483 Note: You will access this article from the Walden Library databases.

Schroy, P. C., Mylvaganam, S., & Davidson, P. (2014). Provider perspectives on the utility of a colorectal cancer screening decision aid for facilitating shared decision making. Health Expectations, 17(1), 27–35. doi:10.1111/j.1369-7625.2011.00730.x Note: You will access this article from the Walden Library databases.

 
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Poverty’s Impact on Aging

Poverty’s Impact on Aging

(Poverty’s Impact on Aging)

Poverty significantly impacts the aging process, influencing both physical and mental health. Older adults living in poverty often experience limited access to essential resources such as nutritious food, medical care, and safe housing. This deprivation exacerbates health issues, leading to higher incidences of chronic illnesses like diabetes, cardiovascular disease, and hypertension. The lack of adequate healthcare can result in delayed or insufficient treatment, worsening overall health outcomes.

Children in poverty | PPT

Social isolation is another consequence of poverty that affects older adults. Limited financial resources often restrict social interactions and access to community programs, fostering feelings of loneliness and depression. Mental health issues are compounded by the stress of financial insecurity, contributing to cognitive decline and reduced quality of life.

Additionally, older adults in poverty face barriers in accessing preventive services and medications that could mitigate age-related issues. This can accelerate physical deterioration and increase dependence on caregivers, who are often equally burdened by financial strain. The interplay of these factors not only reduces life expectancy but also the years spent in good health.

Addressing these challenges requires targeted public health initiatives and policies that focus on improving access to healthcare, nutrition, and social support to promote healthy aging and reduce the disparities faced by older adults living in poverty.

 

Discussion:Healthy aging is an important public health issue, both nationally and internationally. The World Health Organization (WHO) recognizes healthy aging as a process whereby all people of all ages are able to live a healthy, safe and socially inclusive lifestyle.

Discuss how social determinants of health for the older adult are impacted for those living in poverty.

Instructions:Word limit 500 words.  Support your answers with the literature and provide citations and references in APA format.

Reference.

World Health Organization (WHO) – Healthy Aging:

Centers for Disease Control and Prevention (CDC) – Social Determinants of Health:

 
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Crisis Management in Daycare Disaster

Crisis Management in Daycare Disaster

(Crisis Management in Daycare Disaster)

Crisis management in a daycare setting requires a strategic plan focused on ensuring the safety and well-being of children, staff, and families during a disaster. An effective crisis plan should include clear procedures for evacuation, shelter-in-place, communication, and emergency supplies. Staff training is crucial so that everyone knows their roles in a crisis and can act quickly to protect children. Regular drills, such as fire and tornado drills, help reinforce these procedures and reduce panic in real situations.

Communication with parents is also essential. Daycares should maintain up-to-date contact information and have a communication plan to keep families informed during and after a crisis, whether through texts, calls, or an emergency notification system. Establishing a safe reunification process ensures that children are safely returned to their guardians.

Post-disaster, it’s important to provide emotional support and counseling for children and staff, as disasters can be traumatic. A review of the crisis response should follow to identify lessons learned and improve the plan for future incidents. By prioritizing preparedness, training, and communication, daycares can effectively manage crises and maintain a safe environment for all involved.

(Crisis Management in Daycare Disaster)

Comprehensive AssessmentViewÿthis breaking news announcement.Disaster Report: Healthcare Learning InnovationsYou have arrived at the scene of a hostile situation at ABC Daycare in Sentinel City?.

Little detail of the situation is known.ÿ Enter Sentinel City?, visit the area near ABC Day care.

Observe the services, routes and populations that may be involved as a result of this situation.As the lead healthcare provider, you will oversee the situation outside of the daycare.ÿ You need to organize and contain the situation and may be working with unknown and potential critical situations.Observe and assess the scene and surrounding areas? How are you going to address the scenario?

Explain the leadership skills you will use.

Using your knowledge of community health, explain the potential public health effects or environmental hazards from this situation. For example, if disease or illness results from the release of an infectious agent.

Who are the members of the emergency management team?Assess what services and resources that might be needed.

Explain how you would address family members or the media arriving at the scene.Additional Instructions:All submissions should have a title page and reference page.Utilize a minimum of two scholarly resources.Adhere to grammar, spelling and punctuation criteria.Adhere to APA compliance guidelines.Adhere to the chosen Submission Option for Delivery of Activity guidelines.Submission Option:Instruction:Paper9 to 10-page paper. Include title and reference pages.Attachments areaPreview YouTube video Disaster Report: Healthcare Learning InnovationsDisaster Report: Healthcare Learning Innovations

 
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Spiritual Support in Disasters

Spiritual Support in Disasters

(Spiritual Support in Disasters)

How can a community health nurse assist in the spiritual care of the individual, community, self, and colleagues?

A disaster is a sudden calamity that occurs in an environment and causes huge destruction and loss (Falkner, 2018). The cause of a disaster can be natural or man-made. Either way, the impact of disasters can last a lifetime, and this includes the spiritual, physical, and mental health aspects of victims and their families. Public health nurses must learn to assess and identify the strengths and weaknesses of the coping mechanisms of victims experiencing or suffering from the impact of a disaster. During assessment, it is important to acknowledge the need for spiritual support, notify the family and victim that arrangements can always be made for a chaplain to visit, comfort, and pray with the victims as required and requested (Falkner, 2018). Cultural diversities need to be acknowledged too because people express their pain and grieve differently. Nurses should take time to be there to listen to victims because sometimes they just need a listening ear and someone by them, since they might not have the opportunity to have a support system.When a disaster occurs, lives are lost, businesses and infrastructure are lost, putting individuals in a long-lasting grieving process, some people lose their homes and jobs, making them jobless, and poverty makes them become homeless. This affects the individual’s ability to care for themselves and talk less about their family responsibilities. These are devastating attributes that make victims vulnerable to mental impairments and affect the wellbeing of individuals. In such times, nurses must spiritually support each other and the public by providing and advocating for spiritual care. Evidence has shown that spiritual care may serve as a coping resource, enhance pain management, reduce the risk of depression, and reduce the risk of substance abuse and suicide (Elk, Hall, DeGregory, Graham, Hughes, 2017).It is very important for nurses to be versed in spiritual care to provide quality care in case of disasters. The spiritual care can be provided by screening the victim’s religious to identify spiritual preferences, supporting and respecting the victim’s religion, providing individualized patient care, and referring patients to chaplains and churches around the community, which is a good resource for victims in need of emotional and mental disabilities from a disaster (Elk et al., 2017).Respond using 200-300 words in APA format with references to support this discussion.What spiritual considerations surrounding a disaster can arise for individuals, communities, and health care providers? Explain your answer in the context of a natural or manmade disaster. How can a community health nurse assist in the spiritual care of the individual, community, self, and colleagues?

 
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Reaction paper Assignment

Reaction paper Assignment
Reaction paper Assignment

REACTION PAPER INSTRUCTIONS:
READ these instructions FIRST AND EARLY IN THE SEMESTER – before submitting the Reaction Paper or Reaction Paper Discussion Assignments..
After reading this in its entirety, to submit the Reaction Paper and Reaction Paper Discussion Assignments – scroll down.

Your Reaction Paper must include a minimum of 500 words.

TO BE GRADED, you must submit your Reaction Paper by 6/10/18 TO BOTH the Reaction Paper Drop Box AND the Reaction Paper Discussion Board.

 

You will self-select each topic for your reaction papers from topics covered in course material and / or the course text.

All material paraphrased and / or quoted within the Reaction paper and Reaction Paper Discussion Forums (including material from the online course components and / or the course text) must be properly cited and referenced following APA 6.0. A Reference listing must be included at the end of the submitted Reaction Paper / Reaction Paper Discussion Submission that includes APA 6.0 references for all sources discussed in the submission (including the course text / online course material). NO MORE THAN 1 QUOTE MAY BE INCLUDED IN THIS REACTION PAPER. Paraphrase appropriately and cite / reference any source material discussed following APA 6.0 Guidelines. Use of any other formatting guideline (e.g., MLA, Chicago) will result in substantial GRADE REDUCTIONS! Detected cheating and / or plagiarism on assignments will result in grades of “F” per assignment and may result in further disciplinary action as identified within the Student Code of Conduct.

To complete the Reaction Paper, fully address how a particular topic that you have learned about through course material / the course text can be related to / help you discuss / explain / understand a personally relevant life experience of your own / another person personally, socially, professionally, with community activities, etc. As you write your Reaction Paper, be sure to name and describe, in your own words, the topic that you selected from course material / the text, being sure to include citations and related references for your paraphrased description of the topic. Next, summarize the personally relevant life experience, and fully explain how and why this personal experience is an example of and / or can be explained by the course topic.

Reaction papers ARE NOT “research papers.” “Research papers” fully address the scholarly research about a particular topic. “Reaction Papers” very quickly summarize a topic (e.g., in one paragraph) and then, throughout the bulk of the remainder of the paper, demonstrate how and why the topic applies to personally relevant, “real-life” experience.

To submit the Reaction Paper Assignment:

  1. Access the Reaction Paper Dropbox by clicking on the title below OR by clicking on the “Reaction Paper and Research Project Assignments” link in the left hand column of the course home screen
  2. Submit your Reaction Paper within the text box provided by no later than the Reaction Paper assignment due date / time.
  3. ALSO, access the Reaction Paper Discussion Forum by clicking on the title above and click “post” to submit the Reaction Paper to the respective Reaction Paper Discussion Board by no later than the Reaction Paper assignment due date / time.
    1. DO BOTH – post the paper within the submission dropbox AND post the paper to the appropriate Discussion Forum by the Reaction Paper Due Date so that other students can read / reply to your reaction paper assignment.
    2. Do NOT submit Reaction Papers in either the Dropbox or the Discussion Forum as “attachments” – also, DO NOT email Reaction Papers to me. Attachments / emailed Reaction Papers will not be graded.

By the date on which the Reaction Paper is due (6/10/18), submit 1 copy of the Reaction Paper into Reaction Paper 1 Dropbox. Submit 2nd copy of the Reaction Paper into the Reaction Paper 1 Discussion Board by clicking “Create Thread,” copying your Reaction Paper into the text box displayed for “Message,” and clicking the “Submit” button. Do NOT submit your paper as an attachment.

By the date on which the Reaction Paper Discussion Board is due (6/17/18) read at least two other students’ reaction papers by clicking on each student’s name within the Discussion Board. Then, click “reply” and post responses (minimum 150 word each – APA formatting for in-text citations / references) to two different students regarding their reaction papers.

 
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Chronic Disease:Rheumatoid Arthritis

Chronic Disease: Rheumatoid Arthritis

MN610 Advanced Practice Nurse

No plagiarism will be checked with turnitin.

APA style formatting, font 12, double spaced with headers.

Will need Title page, content 2 – 3 paper in length, plus a minimum of 3 peered reviewed references in the Reference page.

 

Chronic Disease Health Promotion and Maintenance/for adults age 35–65

Chronic Disease

Write a 2–3-page paper discussing the concepts of health promotion, health maintenance, health restoration and health teaching to an adult patient with this chronic disease (Rheumatoid Arthritis). Be sure to integrate Evidence Based Practice into your discussion.

Please use headings for:

Health promotion

Health maintenance

Health restoration and education

(Chronic Disease: Rheumatoid Arthritis)

Chronic Disease/Rheumatoid Arthritis

Chronic Disease Health Promotion and Maintenance for Adults Age 35–65: Rheumatoid Arthritis

Rheumatoid arthritis (RA) is a chronic autoimmune disease affecting millions globally, especially adults aged 35 to 65. This condition triggers joint inflammation, causing pain, stiffness, and loss of function. Managing RA in adults requires comprehensive care strategies, including health promotion, maintenance, restoration, and education. These strategies should be evidence-based, aiming to improve the quality of life for patients while mitigating disease progression. This paper will explore the application of these strategies in RA management and how evidence-based practice can be integrated. (Chronic Disease: Rheumatoid Arthritis)

Health Promotion

Health promotion for adults with rheumatoid arthritis aims to prevent exacerbations, promote joint health, and enhance overall well-being. Encouraging physical activity is a key health promotion strategy, as studies show that low-impact exercises can help improve joint function and reduce stiffness in RA patients. Regular exercise, such as walking, swimming, and yoga, has been proven to reduce inflammation and improve physical endurance (Cooney et al., 2017). Alongside physical activity, a well-balanced diet rich in anti-inflammatory foods is essential. Foods such as fish rich in omega-3 fatty acids, fruits, vegetables, and whole grains can help reduce joint inflammation (Bergeron et al., 2019).

Health promotion efforts should also focus on smoking cessation, as smoking is linked to an increased risk of developing RA and can worsen symptoms in existing patients. According to Scott et al. (2018), smoking cessation programs and support groups can be integrated into care plans to help patients manage their risk. Promoting regular check-ups and screening for cardiovascular health is crucial because RA increases the risk of heart disease.

Health Maintenance

Health maintenance for individuals with RA involves continuous monitoring and intervention to control symptoms, prevent joint damage, and manage disease progression. Key aspects include medication adherence, lifestyle modifications, and regular monitoring. Medications such as disease-modifying antirheumatic drugs (DMARDs) and biologics are essential for controlling inflammation and slowing disease progression (Smolen et al., 2020). Nurses play a vital role in educating patients on the importance of medication adherence to prevent flares and irreversible joint damage.

Ongoing self-management programs are beneficial in maintaining health, as they teach patients to recognize early symptoms of flare-ups and the necessary steps to mitigate them. Engaging patients in joint-protection techniques and energy-conservation methods can also help prevent overuse and injury to affected joints. Additionally, ensuring that patients are educated about managing fatigue through adequate rest and sleep hygiene practices is important for long-term maintenance (Shen et al., 2021).

Regular consultations with rheumatologists, physical therapists, and occupational therapists are necessary to monitor disease activity and adjust treatment plans as needed. Health maintenance also requires vigilant screening for comorbid conditions such as osteoporosis, cardiovascular disease, and depression, all of which are more prevalent in RA patients.

Health Restoration and Education

Health restoration aims to optimize function, reduce disability, and manage pain in patients experiencing exacerbations or advanced stages of RA. Early intervention and rehabilitation programs can help restore joint function and minimize disability. Physical therapy is an integral part of health restoration, as it helps patients regain strength, flexibility, and range of motion in affected joints. Assistive devices such as splints or braces may also be recommended to support weakened joints and promote mobility (Smolen et al., 2020).

Patient education is central to RA management, ensuring that patients understand their disease, treatment options, and self-care practices. Teaching patients about medication management, potential side effects, and the importance of early intervention during flare-ups empowers them to take control of their health. Nurses should also educate patients on the importance of maintaining a balanced lifestyle, including stress management techniques. Studies show that stress can exacerbate RA symptoms, and techniques such as mindfulness and relaxation therapy can improve outcomes (Crowley et al., 2019).

Incorporating evidence-based strategies in health restoration ensures that patients receive the most up-to-date care tailored to their needs. For instance, the use of biologics for patients unresponsive to traditional DMARDs has been supported by research as an effective treatment to prevent further joint destruction (Smolen et al., 2020).

Conclusion

Managing rheumatoid arthritis in adults requires a multifaceted approach focusing on health promotion, maintenance, restoration, and education. Nurses play an integral role in promoting healthy behaviors, ensuring medication adherence, restoring joint function, and educating patients on disease management. By incorporating evidence-based practices, healthcare providers can optimize care and improve long-term outcomes for RA patients. This holistic approach not only improves physical health but also enhances the overall quality of life for individuals living with this chronic condition. (Chronic Disease: Rheumatoid Arthritis)

References

Bergeron, C., Bernatsky, S., Drouin, J., Clarke, A. E., & Pineau, C. A. (2019). Diet and rheumatoid arthritis: Food habits of patients in a large cohort compared to healthy controls. Journal of Clinical Rheumatology, 25(4), 169–174. https://doi.org/10.1097/RHU.0000000000000824

Cooney, J. K., Law, R. J., Matschke, V., Lemmey, A. B., Moore, J. P., Ahmad, Y., Maddison, P., & Thom, J. M. (2017). Benefits of exercise in rheumatoid arthritis. Journal of Aging Research, 2017, Article 4183841. https://doi.org/10.1155/2017/4183841

Crowley, S., Liddicoat, H., & Marlowe, A. (2019). Managing stress in rheumatoid arthritis: Patient and provider perspectives. Arthritis Care & Research, 71(12), 1503–1510. https://doi.org/10.1002/acr.24092

Smolen, J. S., Landewé, R., Bijlsma, J., Burmester, G., Dougados, M., Kerschbaumer, A., … & Aletaha, D. (2020). EULAR recommendations for the management of rheumatoid arthritis with synthetic and biological disease-modifying antirheumatic drugs: 2019 update. Annals of the Rheumatic Diseases, 79(6), 685–699. https://doi.org/10.1136/annrheumdis-2019-216655

Shen, B., Feng, X., & Zhang, A. (2021). Sleep quality in rheumatoid arthritis patients: A systematic review and meta-analysis. Frontiers in Medicine, 8, 715941. https://doi.org/10.3389/fmed.2021.715941

 
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Discussion2: Bereavement & Client Diagnosis

Discussion2: Bereavement & Client Diagnosis

(Discussion2: Bereavement & Client Diagnosis)

·         Although grief may be painful, for many individuals, it is a temporary journey of sadness. Yet, for others, grief may be a painful, unending road into despair. With grief there is usually a period of bereavement, more commonly known as a mourning period or sadness experienced from death or separation. Bereavement may result in temporary psychological distress or despair, or it may manifest into severe and/or reoccurring psychological disorders, such as depression, posttraumatic stress disorder, and other anxiety disorders. Additionally, the effects of bereavement may complicate client diagnosis, especially for clients that you may already be treating for other disorders.

·         For this Discussion, review the week’s Learning Resources and current literature to examine how unremitting effects of bereavement may complicate client diagnosis. Select an example from the current literature and Learning Resources where bereavement might present an issue for an existing client. Consider if a psychologist might have to change the original client diagnosis.

·         With these thoughts in mind:

·         Post by Day 4 a brief description the example you selected. Then explain how bereavement might complicate a client’s diagnosis. Finally, post your position on whether a psychologist must change the client’s diagnosis in the example you selected and explain why or why not.

·         Be sure to support your postings and responses with specific references to the Learning Resources and current literature.

·         American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). Arlington, VA: American Psychiatric Publishing.

o    Conditions that May be a Focus of Clinical Attention

o    Sleep-Wake Disorders

o    Other Mental Disorders

·         Paris, J. (2015). The intelligent clinician’s guide to the DSM-5 (2nd ed.). New York, NY: Oxford University Press.

o    Chapter 15, Other Diagnostic Groupings

·         Fox, J., & Jones, K. (2013). DSM-5 and bereavement: The loss of normal grief? Journal of Counseling & Development91(1), 113–119. Retrieved from the Walden Library databases.

·         Larson, D. G., & Hoyt, W. T. (2007). What has become of grief counseling? An evaluation of the empirical foundations of the new pessimism. Professional Psychology: Research and Practice, 38(4), 347–355. Retrieved from the Walden Library databases.

·         Lorber, W., & Garcia, H. A. (2010). Not supposed to feel this: Traditional masculinity in psychotherapy with male veterans returning from Afghanistan and Iraq. Psychotherapy: Theory, Research & Practice, 47(3), 296–305. Retrieved from the Walden Library databases.

·         Sayer, N. A., Noorbaloochi, S., Frazier, P., Carlson, K., Gravely, A., & Murdoch, M. (2010). Reintegration problems and treatment interests among Iraq and Afghanistan combat veterans receiving VA medical care. Psychiatric Services, 61(6), 589–597. Retrieved from the Walden Library databases.

·         Zisook, S., Corruble, E., Duan, N., Iglewicz, A., Karam, E., Lanuoette, N., & … Young, I. (2012). The bereavement exclusion and DSM-5. Depression & Anxiety (10914269)29(5), 425-443. Retrieved from the Walden Library databases.

  • Britton, W. B., Bootzin, R. R., Cousins, J. C., Hasler, B. P., et al. (2010). The contribution of mindfulness practice to a multicomponent behavioral sleep intervention following substance abuse treatment in adolescents: A treatment-development study. Substance Abuse, 31(2), 86–97. Retrieved from the Walden Library databases.
  • Bussolari, C. J., & Goodell, J. A. (2009). Chaos theory as a model for life transitions counseling: Nonlinear dynamics and life’s changes. Journal of Counseling & Development, 87(1), 98–107. Retrieved from the Walden Library databases.
  • Sasaki, M., & Yamasaki, K. (2007). Stress coping and the adjustment process among university freshmen. Counselling Psychology Quarterly, 20(1), 51–67. Retrieved from the Walden Library databases.
  • Servaty-Seib, H. L., & Taub, D. J. (2010). Bereavement and college students: The role of counseling psychology. The Counseling Psychologist, 38(7), 947–975. Retrieved from the Walden Library databases.

 

 
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Gastrointestinal Nursing Care Scenarios

Gastrointestinal Nursing Care Scenarios

(Gastrointestinal Nursing Care Scenarios)

Question 1 A 42-year-old man is being treated for a peptic ulcer with ranitidine (Zantac) taken PO at bedtime. Even though few adverse effects are associated with this drug, one common adverse effect that can be severe is

A) headache
B) irritability
C) dry mouth
D) heart palpitations

Question 2 A patient on 5-FU calls the clinic and reports that he has between five and seven loose bowel movements daily. The nurse will instruct the patient to

A) treat the diarrhea with OTC medications
B) avoid protein-rich foods
C) avoid grapefruit and grapefruit juice
D) notify the clinic if the stools are black or if there is evidence of blood

Question 3 A patient has been prescribed a histamine-2 (H2) receptor antagonist for the treatment of GERD. Why are H2RAs more effective than H1 receptor antagonists in the treatment of diseases of the upper GI tract?

A) H2RAs have a longer duration of action and fewer adverse effects than H1RAs
B) The parietal cells of the stomach have H2 receptors but not H1 receptors
C) H2RAs may be administered orally and in an outpatient environment but H1RAs require intravenous administration
D) H2 receptors in the upper GI tract outnumber H1 receptors by a factor of 2:1

Question 4 To maximize the therapeutic effect of diphenoxylate HCl with atropine sulfate, the nurse will instruct the patient to take the medication

A) once a day
B) twice a day
C) every 2 hours
D) four times a day

(Gastrointestinal Nursing Care Scenarios)

Question 5 A 22-year-old male college senior has lived with a diagnosis of Crohn’s disease for several years and has undergone several courses of treatment with limited benefit. Which of the following targeted therapies has the potential to alleviate the symptoms of Crohn’s disease?

A) Tositumomab plus 131I (Bexxar)
B) Muromonab-CD3 (Orthoclone OKT3)
C) Infliximab (Remicade)
D) Eculizumab (Soliris)

Question 6 A patient has been prescribed rabeprazole (Aciphex). It will be important for the nurse to assess the patient’s drug history to determine if the patient is taking which of the following drugs?

A) Levodopa
B) Morphine
C) Digoxin
D) Dicyclomine hydrochloride

Question 7 An adult patient who has been diagnosed with a rectal tumor is scheduled to begin treatment with cisplatin. The nurse has conducted patient teaching about the possibility of nausea and vomiting. In order to reduce the patient’s risk of severe nausea, the nurse should

A) place the patient on a low-residue diet
B) ensure that the patient is NPO from midnight prior to receiving the drug
C) administer a combination of antiemetics prior to the administration of the drug
D) encourage the patient to request antiemetics if the nausea becomes unbearable

Question 8 It is determined that a patient, who is in a hepatic coma, needs a laxative. Lactulose is prescribed. Which of the following should the nurse monitor to assess the efficacy of the lactulose therapy?

A) Water levels in the colon
B) Oncotic pressure in the colon
C) Blood ammonia levels
D) Relief from symptoms

(Gastrointestinal Nursing Care Scenarios)

Question 9 A 60-year-old man has scheduled a follow-up appointment with his primary care provider stating that the omeprazole (Prilosec) which he was recently prescribed is ineffective. The patient states,“I take it as soon as I feel heartburn coming on, but it doesn’t seem to help at all.” How should the nurse best respond to this patient’s statement?

A) “It could be that Prilosec isn’t the right drug for you, so it would be best to talk this over with your care provider.”
B) “Prilosec won’t really decrease the sensation of heartburn, but it is still minimizing the damage to your throat and stomach that can be caused by the problem.”
C) “Prilosec will help your heartburn but it’s not designed to provide immediate relief of specific episodes of heartburn.”
D) “A better strategy is to take a dose of Prilosec 15 to 30 minutes before meals or drinks that cause you to get heartburn.”

Question 10 A 33-year-old woman has irritable bowel syndrome (IBS). The physician has prescribed simethicone (Mylicon) for her discomfort.Which of the following will the nurse monitor most closely during the patient’s drug therapy?

A) Drug toxicity
B) Anorexia
C) Increased abdominal pain and vomiting
D) Increased urine output

Question 11 Mr. Tan is a 69-year-old man who prides himself in maintaining an active lifestyle and a healthy diet that includes adequate fluid intake. However, Mr. Tan states that he has experienced occasional constipation in recent months. What remedy should be the nurse’s first suggestion?

A) Bismuth subsalicylate
B) A bulk-forming (fiber) laxative
C) A stimulant laxative
D) A hyperosmotic laxative

Question 12 A 29-year-old woman has been prescribed alosetron (Lotronex) for irritable bowel syndrome. Before starting the drug therapy, the nurse will advise the patient about which of the following adverse effect(s)?

A) Constipation
B) Breathlessness and hypotension
C) Hyperthyroidism
D) Impaired cardiac function

(Gastrointestinal Nursing Care Scenarios)

Question 13 A 29-year-old female patient has been prescribed orlistat (Xenical) for morbid obesity. The nurse is providing patient education concerning the drug. An important instruction to the patient would be to

A) omit the dose if the meal does not contain fat
B) take orlistat and multivitamins together
C) take orlistat in one dose at breakfast
D) omit the dose if the meal does not contain protein

Question 14 Prior to administering a dose of 5-FU to a patient with pancreatic cancer, the nurse is conducting the necessary drug research. The nurse is aware that 5-FU is a cell cycle–specific chemotherapeutic agent. Which of the following statements best describes cell cycle–specific drugs?

A) They follow a specific sequence of cytotoxic events in order to achieve cell death
B) They affect cancerous cells during a particular phase of cellular reproduction
C) They achieve a synergistic effect when administered in combination with cell cycle–nonspecific drugs
D) They affect cancerous cells and normal body cells in a similar manner

Question 15 A patient with a long history of alcohol abuse has been admitted to an acute medical unit with signs and symptoms of hepatic encephalopathy. His current medication orders include QID doses of oral lactulose. What desired outcomes should the nurse associate with this drug order?

A) Patient will have three to four loose bowel movements each day
B) Patient will express relief from constipation
C) Patient will have formed bowel movements that do not contain frank or occult blood
D) Patient will express an understanding of his current bowel regimen

Question 16 A nurse is assessing a female patient who is taking diphenoxylate HCl with atropine sulfate. Which of the following would lead the nurse to suspect that she is experiencing an allergic reaction?

A) Numbness of extremities
B) Headache and lethargy
C) Toxic megacolon
D) Urticaria

(Gastrointestinal Nursing Care Scenarios)

Question 17 A 73-year-old woman has scheduled an appointment with her nurse practitioner to discuss her recurrent constipation. The woman states that she experiences constipation despite the fact that she takes docusate on a daily basis and performs cleansing enemas several times weekly.How should the nurse best respond to this patient’s statements?

A) “Because we become more prone to constipation as we age, you’ll likely need to increase the number of stool softeners you take.”
B) “I’ll refer you to a specialist because it could be that you have a disease affecting your bowels or stomach.”
C) “Taking too many laxatives can make your bowels dependent on them, making you more susceptible to constipation.”
D) “Try using a different over-the-counter laxative and see that if you resolves your problem.”

Question 18 A patient develops diarrhea secondary to antibiotic therapy. He is to receive two tablets of diphenoxylate HCl with atropine sulfate (Lomotil) orally as needed for each loose stool. The nurse should inform him that he may experience

A) dizziness
B) bradycardia
C) muscle aches
D) increase in appetite

Question 19 A patient who takes aluminum hydroxide with magnesium hydroxide (Mylanta) frequently for upset stomach, heartburn, and sour stomach is seen regularly in the clinic. The nurse should assess which of the following?

A) Blood glucose level
B) Serum phosphate level
C) Urine specific gravity
D) Aspartate transaminase levels

Question 20 A teenage boy has undergone a diagnostic workup following several months of persistent, bloody diarrhea that appears to lack an infectious etiology. The boy has also experienced intermittent abdominal pain and has lost almost 15 pounds this year. Which of the following medications is most likely to treat this boy’s diagnosis?

A) Lubiprostone
B) Mesalamine
C) Docusate
D) Bismuth subsalicylate

Question 21 Mesalamine (Asacol) is prescribed for a 22-year-old woman with Crohn disease. The nurse will discuss with the patient the possibility for which of the following adverse effects related to the new drug therapy?

A) Hair loss
B) Metallic taste
C) Fatigue
D) Increased appetite

(Gastrointestinal Nursing Care Scenarios)

Question 22 A 58-year-old man is prescribed dicyclomine (Bentyl) for irritable bowel syndrome. In which of the following conditions is dicyclomine therapy contraindicated?

A) Hypertension
B) Diabetes mellitus
C) Glaucoma
D) Rheumatoid arthritis

Question 23 A nurse is planning care for a 59-year-old woman who is on ranitidine therapy. The nurse is concerned for the patient’s safety.Which of the following would be an appropriate nursing diagnosis?

A) Diarrhea related to adverse effects of drug therapy
B) Acute Pain related to adverse drug effects, headache
C) Risk for Injury related to drug-induced somnolence, dizziness, confusion, or hallucinations
D) Potential Complication: Electrolyte Imbalance related to hypophosphatemia, secondary to drug therapy

Question 24 A 57-year-old man is to begin 5-FU therapy for colon cancer. It will be most important for the nurse to monitor which of the following during the first 72 hours of the initial treatment cycle?

A) Myelosuppression
B) Cardiac events
C) White blood cell nadir
D) Nausea and vomiting

Question 25 A patient is taking cholestyramine. The nurse will assess for which of the following common adverse effects of the drug?

A) Abdominal pain
B) Headache
C) Constipation
D) Indigestion

Question 26 A patient comes to the clinic asking for help to quit drinking alcohol. She has a 21-year history of heavy drinking and is worried about developing cirrhosis of the liver. The patient agrees to take disulfiram (Antabuse). The nurse will teach the patient that the combination of alcohol and Antabuse will cause which of the following?

A) Bradycardia
B) Diarrhea
C) Nausea
D) Slight headache

Question 27 A 52-year-old man is suffering from a deficiency of exocrine pancreatic secretions and is prescribed pancrelipase (Pancrease MT). Before the medication therapy begins, the nurse will assess for allergies related to

A) ragweed
B) pollen
C) pork
D) shellfish

(Gastrointestinal Nursing Care Scenarios)

Question 28 A nurse is providing discharge instructions to a patient who will be taking fludrocortisone at home. The nurse will encourage the patient to eat a diet that is

A) low in sodium and potassium
B) low in sodium, high in potassium
C) high in iron
D) low in proteins

Question 29 A nurse is aware that diphenoxylate HCl with atropine sulfate is an effective adjunct in the treatment of diarrhea. For which of the following patients could the administration of this drug be potentially harmful?

A) An 80-year-old man who has diarrhea secondary to Clostridium difficile infection
B) A woman who has experienced severe diarrhea associated with influenza
C) A man who has experienced diarrhea shortly after beginning tube feeding through a nasogastric tube
D) A 60-year-old woman who tends to get diarrhea during periods of intense stress

Question 30 A clinic nurse is planning care for a 68-year-old man who has been on omeprazole (Prilosec) therapy for heartburn for some time. Regarding the patient’s safety, which of the following would be a priority nursing action?

A) Teach the patient to take omeprazole 1 hour before meals
B) Emphasize that the drug should not be crushed or chewed
C) Coordinate bone density testing for the patient
D) Monitor the patient for the development of diarrhea

Question 31 A nurse is overseeing the care of a young man whose ulcerative colitis is being treated with oral prednisone. Which of the following actions should the nurse take in order to minimize the potential for adverse drug effects and risks associated with prednisone treatment?

A) Avoid OTC antacids for the duration of treatment
B) Advocate for intravenous, rather than oral, administration
C) Teach the patient strategies for dealing with headaches
D) Carefully assess the patient for infections

Question 32 A woman with numerous chronic health problems has been diagnosed with a benign gastric ulcer has begun treatment with ranitidine (Zantac). Which of the following teaching points should the nurse provide to this patient?

A) “Quitting smoking will significantly increase the chance that this drug will heal your ulcer.”
B) “This drug will help to eliminate the bacteria in your stomach that caused your ulcer.”
C) “You should eat several small meals each day rather than three larger meals.”
D) “Take each dose of ranitidine with an antacid of your choice.”

(Gastrointestinal Nursing Care Scenarios)

Question 33 A patient has GERD and is taking ranitidine (Zantac). She continues to have gastric discomfort and asks whether she can take an antacid. Which of the following is an appropriate response by the nurse?

A) “Sure, you may take an antacid with ranitidine.”
B) “No, the two drugs will work against each other.”
C) “Yes, but be sure to wait at least 2 hours to take the antacid after you take the ranitidine.”
D) “I wouldn’t advise it. You may experience severe constipation.”

Question 34 A woman with an inflammatory skin disorder has begun taking prednisone in an effort to control the signs and symptoms of her disease. The nurse who is providing care for this patient should prioritize which of the following potential nursing diagnoses in the organization of the patient’s care?

A) Fluid Volume Excess
B) Constipation
C) Acute Confusion
D) Impaired Gas Exchange

Question 35 Following an endoscopy, a 66-year-old man has been diagnosed with a duodenal ulcer resulting from Helicobacter pylori infection. Which of the following medications will likely be used in an attempt to eradicate the patient’s H. pylori infection? (Select all that apply.)is situation?

A) A PPI
B) Antibiotics
C) Cisapride (Propulsid)
D) Aluminum hydroxide

 
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Managing Conflict & Behavior Issues

Managing Conflict & Behavior Issues

(Managing Conflict & Behavior Issues)

Isaac has worked as a staff nurse on the telemetry floor for over 15 years. He holds seniority in the unit. His patient care is satisfactory; however, his interpersonal behaviors are becoming an increasing issue for his coworkers. He throws papers around the unit, gives short answers to questions, and seems generally miserable. He tells the staff that they are lazy and stupid. He is constantly questioning their decisions. You have come from another local hospital in the role of the assistant nurse manager. Based on your observations, you have met with Isaac informally and discussed his behaviors, but they have not changed. Now three new nurses have already come to you saying that this unit is a great match for them, except for one problem. Although they have not identified Isaac by name, they have told you that one of the nurses is extremely abusive verbally, and they have been calling in sick on the days they are scheduled to work with this person.

1. What are your responsibilities as an assistant nurse manager in regard to Isaac’s behavior problem?

2. What is the next step in dealing with Isaac’s behaviors?

3. How will you, as the manager, have Isaac develop more effective people skills?

This is your first position as a nurse manager. The holidays are rapidly approaching, and the hospital policy states that each unit will negotiate holiday coverage individually. You are already getting requests via e-mail and on Post-it notes for holiday time. Several staff members have come to you stating that they “never” seem to get their requests for holidays. Discussion among the staff members is creating dissension and conflict.

1. Discuss the potential impact of this problem on you and the unit staff.

2. Describe a minimum of one positive consequence and one negative consequence of this conflict.

3. Select a model of conflict resolution and explain how you, as a nurse manager, might resolve this conflict.

APA Format.

-Introduction or abstract page

-Summary or Conclusion page

Four Pages Minimum, not included Introduction or abstract, Conclusion or Summary , and Bibliographic pages.

Completely unacceptable Copy and Paste from Internet, or other resources.

Bibliographic have to be in APA Format, minimum 3 references citations with 3 years old  or less.

 
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