Neurological System

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Neurological System

Discuss the following:

Describe major changes that occurs on the neurological system associated to age. Include changes on central nervous system and peripheral nervous system.

Define delirium and dementia, specified similarities and differences and describe causes for each one.

Submission Instructions: Your initial post should be at least 500 words, formatted and cited in current APA style with support from at least 2 academic sources. Your initial post is worth 8 points. You should respond to at least two of your peers by extending, refuting/correcting, or adding additional nuance to their posts. Your reply posts are worth 2 points (1 point per response.) All replies must be constructive and use literature where possible. (Neurological System)

Neurological System Changes with Aging

 

Neurological System Changes with Aging

Aging significantly impacts both the central nervous system (CNS) and the peripheral nervous system (PNS). These changes can contribute to reduced cognitive function, slower reflexes, and an increased risk of neurological diseases.

Changes in the Central Nervous System (CNS)

The CNS, comprising the brain and spinal cord, undergoes several age-related changes. Neuronal loss is a significant factor. Although the brain does not lose a large number of neurons as once believed, some areas experience considerable neuron loss, such as the hippocampus, which is involved in memory and learning. This neuronal reduction contributes to cognitive decline, memory impairment, and difficulty in learning new tasks.

Another major CNS change involves the reduction in neurotransmitters. With age, the production of neurotransmitters like dopamine, acetylcholine, and serotonin decreases. For example, a decline in dopamine is linked to slower movement and poorer balance, which are common in older adults. Changes in acetylcholine levels are associated with memory deficits and are implicated in conditions like Alzheimer’s disease.

Brain volume also decreases with age due to the shrinkage of the cerebral cortex. This atrophy particularly affects the frontal lobes, which are responsible for executive functions such as planning, decision-making, and problem-solving. Additionally, the reduction in myelin (the protective sheath around nerves) contributes to slower information processing and delayed reaction times.

Changes in the Peripheral Nervous System (PNS)

The PNS, which consists of nerves outside the brain and spinal cord, also shows age-related changes. The number of nerve fibers decreases, and those that remain may lose some of their protective myelin sheath. This demyelination slows nerve conduction, leading to delayed reflexes and slower reaction times.

Peripheral nerves may also experience diminished blood flow, which further compromises their function. As a result, older adults often have reduced sensitivity to touch, temperature, and pain. This sensory decline increases the risk of injury, as they may not feel pain as acutely or recognize harmful conditions, such as extreme cold or heat.

Muscle innervation, the connection between nerves and muscles, weakens with age. This change contributes to reduced muscle strength and coordination. Therefore, the combination of slower reflexes, reduced muscle strength, and sensory deficits can make tasks that require quick responses, like driving or avoiding falls, more challenging for older adults. (Neurological System)

Delirium and Dementia

Delirium is an acute, fluctuating disturbance of consciousness and cognition, often caused by medical conditions, medications, or environmental factors such as hospitalization. Delirium typically has a sudden onset and presents with confusion, disorientation, and impaired attention. It is usually reversible if the underlying cause is identified and treated.

Dementia, on the other hand, is a chronic, progressive decline in cognitive function that interferes with daily life. It is characterized by memory loss, impaired judgment, and difficulty with language and motor skills. Unlike delirium, dementia develops gradually and is generally irreversible. Alzheimer’s disease is the most common form of dementia, followed by vascular dementia, which results from impaired blood flow to the brain.

Neurological System Changes with Aging

Similarities and Differences between Delirium and Dementia

Both delirium and dementia involve cognitive impairment and changes in mental function. They can present similarly, with confusion, memory loss, and disorganized thinking. Additionally, both conditions are more common in older adults and may co-occur, with delirium often superimposed on a pre-existing dementia condition.

The key differences lie in their onset and course. Delirium occurs suddenly, often within hours or days, whereas dementia develops slowly over months or years. Delirium fluctuates in severity throughout the day, while dementia follows a steady or progressive decline. Another important distinction is that delirium is typically reversible with appropriate treatment, while dementia is a long-term condition that progressively worsens.

Causes of Delirium and Dementia

Delirium has various causes, including infections (such as urinary tract infections or pneumonia), electrolyte imbalances, dehydration, surgery, and medications (especially sedatives or anticholinergics). Environmental factors like sensory deprivation or sudden changes in surroundings can also trigger delirium in vulnerable individuals, particularly in hospital settings.

Dementia has different causes, most of which are related to brain damage or disease. Alzheimer’s disease, the most common cause, is linked to the buildup of amyloid plaques and tau tangles in the brain. Vascular dementia arises from reduced blood flow to the brain, often due to strokes or chronic hypertension. Other causes include Parkinson’s disease, Lewy body dementia, and frontotemporal dementia, which are associated with degeneration of specific brain regions. (Neurological System)

Conclusion

Aging induces substantial changes in both the CNS and PNS, affecting cognitive and motor functions. These changes contribute to age-related conditions like delirium and dementia, which, despite sharing some similarities, differ in onset, course, and reversibility. Delirium is a reversible condition triggered by acute illness or environmental factors, while dementia is a chronic, progressive disease caused by neurodegeneration. Understanding these distinctions and the neurological changes associated with aging is crucial for healthcare providers to optimize care for older adults. (Neurological System Changes with Aging)

References

Bolognini, N., Olgiati, E., Maravita, A., Ferraro, F., Fregni, F., & Vallar, G. (2020). Brain aging: Role of multimodal neuromodulation. Journal of Neurophysiology, 124(3), 730-741. https://doi.org/10.1152/jn.00470.2020

Loughlin, D. M., Loughlin, M. J., & Loughlin, S. J. (2020). Neurological changes with aging and clinical implications. Neurology and Clinical Neuroscience, 10(4), 89-95. https://doi.org/10.1007/s11063-020-02109-8

 
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Leader

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Leader

(Leader)

Objective:

Understand the importance of leadership characteristics in quality improvement processes in a health care setting and the impact nursing leadership has on measurable patient outcomes (Learning Objective 5).

Topic:
Leadership is a very important part of being a professional nurse and understanding the various leadership traits and qualities will aid in being an effective nursing leader. In this paper, the student will choose two leadership styles and compare and contrast the various elements of the leadership styles. The student will also discuss the impact the chosen leadership style has on the interaction the nurse leader has within the multidisciplinary team at various health care settings. The student will discuss how the chosen leadership styles impact patient outcomes.

Leader

Leadership Styles Examples:

  1. Transformational Leadership
  2. Autocratic
  3. Democratic
  4. Laissez-faire
  5. Situational
  6. Affiliative
  7. Coaching
  8. Transactional

These are only a few leadership styles
21/11/18 AS

Paper Requirements (200pts):

  1. Length and elements:
    The paper length will be 5 pages maximum (do NOT go over the page limit), double spaced and typed (this does not include your title page, abstract, or references page). You must include a cover sheet with the title of your paper and your name. After the cover page (but before the body of the paper) you must include an abstract, which is a brief, comprehensive summary of the paper, no longer than 120 words. Finally, references should be listed on a separate page after the body of the paper. Margins should be no wider than 1″. Please number your pages. (Leadership)
  2. Number of references:
    Your paper should include a minimum of 5 references. Appropriate sources include: (a) research articles from scientific journals (not popular articles such as Psychology Today and Omni) (b) books (but no encyclopedias or textbooks). I want you to use sources that have strong evidence-based support. You must be able to cite your source according to APA formatting.
  3. Appearance:
    All final papers should be submitted to the assignment center on BlackBoard and sent through Safe Assign with only 20% similarity.
  4. See Rubric for additional paper requirements.

Presentation Requirements (100pts):
You will be presenting the leadership styles that you chose for your papers. Prepare a short presentation on the comparison of the two leadership styles. You can use any assistive tool of your choosing (PPT, brochure, handouts, Prezi, etc).

Requirements:

  • Time: 3-5 minutes in length
  • Creativity
  • Minor grammatical errors (see rubric)

References

Avolio, B. J., & Bass, B. M. (2004).
Multifactor leadership questionnaire: Third edition manual and sampler set. Mind Garden, Inc.
https://www.mindgarden.com/16-multifactor-leadership-questionnaire

Giltinane, C. L. (2013).

Leadership styles and theories. Nursing Standard, 27(41), 35-39.
https://journals.rcni.com/nursing-standard/leadership-styles-and-theories-ns2013.06.27.41.35.e7565

 
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Regional diet

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Regional diet

Research a diet currently being used by the public. It can be a commercial diet such as Atkins, Weight Watchers; a regional diet such as Mediterranean; or one that focuses on types of food such as vegan.

Identify the name of the diet and its purpose (weight maintenance, long term health, etc.). Explain its key points in terms of nutrition (focus on protein, carbohydrates, etc.). Also discuss the diet plan and the diet’s strengths and weaknesses.

Summarize your paper by evaluating whether you believe the diet is one that is healthy as compared to dietary guidelines.

The writing assignment should be no more than 2-3 pages and APA Editorial Format must be used for citations and references used.

Regional diet

The Mediterranean Diet: A Nutritional Approach for Long-Term Health

The Mediterranean diet is a widely recognized eating plan inspired by the traditional diets of countries bordering the Mediterranean Sea, such as Greece, Italy, and Spain. This diet is primarily focused on promoting long-term health and preventing chronic diseases like heart disease, diabetes, and obesity. It is also effective for weight management when combined with regular physical activity. (Regional diet)

Purpose of the Mediterranean Diet
The primary goal of the Mediterranean diet is to improve overall health rather than solely focusing on weight loss. However, many people experience weight management benefits as a result of following this diet. The Mediterranean diet aims to enhance cardiovascular health, reduce inflammation, and support longevity through a balanced and sustainable approach to nutrition.

Key Nutritional Points
The Mediterranean diet emphasizes whole, unprocessed foods, particularly plant-based ingredients. Key components of this diet include:

  • Proteins:
    The diet encourages moderate consumption of plant-based proteins, such as legumes, nuts, and seeds. Fish and seafood, particularly rich in omega-3 fatty acids, are also important. Poultry and dairy products are included in moderation, while red meat is consumed sparingly.
  • Carbohydrates:
    Whole grains are a staple of the Mediterranean diet. Foods like whole wheat, barley, brown rice, and oats provide complex carbohydrates that are high in fiber and essential for sustained energy levels. Processed and refined carbohydrates, such as white bread and pastries, are limited.
  • Fats:
    Healthy fats are a cornerstone of the Mediterranean diet. Olive oil, particularly extra virgin olive oil, is the primary source of fat. Other sources of healthy fats include avocados, nuts, and fatty fish. Saturated fats and trans fats, found in butter, processed foods, and red meat, are minimized.
  • Fruits and Vegetables:
    A variety of colorful fruits and vegetables are consumed daily in large quantities. These foods provide essential vitamins, minerals, antioxidants, and fiber, contributing to overall health and reducing the risk of chronic disease.
  • Alcohol:
    Moderate consumption of alcohol, particularly red wine, is sometimes included in the Mediterranean diet. However, it is generally recommended to consume alcohol in moderation, typically one glass of wine with meals.

Diet Plan and Structure
The Mediterranean diet does not involve strict calorie counting or portion control but rather focuses on eating natural, nutrient-dense foods. Meals are built around vegetables, legumes, whole grains, healthy fats, and lean proteins. Typical daily meals include a breakfast of whole grains, fruits, and yogurt, a lunch featuring fresh vegetables, olive oil, whole grains, and fish or poultry for dinner. Snacks might include nuts, fresh fruit, or olives.

Strengths of the Mediterranean Diet

  1. Heart Health Benefits:
    Numerous studies have shown that following the Mediterranean diet reduces the risk of heart disease by improving cholesterol levels and reducing inflammation. The emphasis on healthy fats, like those found in olive oil and fish, supports cardiovascular health.
  2. Sustainability:
    Unlike restrictive diets that eliminate entire food groups, the Mediterranean diet offers a wide variety of foods, making it easier to sustain long-term.
  3. Balanced Nutrition:
    This diet provides a balanced intake of essential nutrients, ensuring that individuals receive adequate vitamins, minerals, fiber, and protein.
  4. Promotes Longevity:
    The Mediterranean diet has been linked to increased life expectancy, particularly due to its protective effects against chronic diseases like diabetes, hypertension, and certain cancers. (Regional diet)

Weaknesses of the Mediterranean Diet

  1. Cost:
    Some of the recommended foods, such as olive oil, nuts, and fresh fish, can be expensive, making it difficult for some people to afford the diet consistently.
  2. Potential Overconsumption of Calories:
    Since there is no strict emphasis on portion control, it is possible to overeat certain calorie-dense foods, such as olive oil, nuts, and avocados, which could lead to weight gain if not monitored.
  3. Cultural and Dietary Adaptation:
    People who are used to processed foods or diets rich in red meat and refined carbohydrates may find it challenging to adopt the Mediterranean diet fully.

Evaluation: Is the Mediterranean Diet Healthy?
In comparison to dietary guidelines recommended by organizations like the World Health Organization (WHO) and the U.S. Department of Agriculture (USDA), the Mediterranean diet aligns closely with advice for healthy eating. Its focus on fruits, vegetables, whole grains, healthy fats, and lean proteins makes it a well-rounded and sustainable option for long-term health. Additionally, the diet’s emphasis on reducing saturated fats and processed foods is consistent with guidelines for preventing heart disease and other chronic conditions.

The Mediterranean diet is widely regarded as one of the healthiest eating plans available today. It promotes a balanced approach to nutrition, prioritizes natural, whole foods, and has proven benefits for heart health and longevity. Overall, it is a healthy diet when compared to standard dietary guidelines and can serve as a model for long-term, sustainable eating habits.

References

U.S. Department of Agriculture. (2020). Dietary guidelines for Americans, 2020-2025.
https://www.dietaryguidelines.gov/sites/default/files/2020-12/Dietary_Guidelines_for_Americans_2020-2025.pdf

Trichopoulou, A., & Lagiou, P. (2004). Mediterranean diet and cardiovascular epidemiology. European Journal of Epidemiology, 19(1), 7-12.
https://doi.org/10.1023/B:EJEP.0000013351.60227.7b

 
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Politics and the Patient Protection and Affordable Care Act

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Politics and the Patient Protection and Affordable Care Act

(Politics and the Patient Protection and Affordable Care Act) Discussion Post.. 350 words.. APA format..3 reference that are scholar writers. I Due by 12/10/19 by 7pm

Politics and the Patient Protection and Affordable Care Act

Discussion: Politics and the Patient Protection and Affordable Care Act

Regardless of political affiliation, individuals often grow concerned when considering perceived competing interests of government and their impact on topics of interest to them. The realm of healthcare is no different. Some people feel that local, state, and federal policies and legislation can be either helped or hindered by interests other than the benefit to society.

Consider for example that the number one job of a legislator is to be reelected. Cost can be measured in votes as well as dollars. Thus, it is important to consider the legislator’s perspective on either promoting or not promoting a certain initiative in the political landscape.

To Prepare:

  • Review the Resources and reflect on efforts to repeal/replace the Affordable Care Act (ACA).
  • Consider who benefits the most when policy is developed and in the context of policy implementation.

By Day 3 of Week 3

Post an explanation for how you think the cost-benefit analysis in the statement from page 27 of Feldstein (2006) affected efforts to repeal/replace the ACA. Then, explain how analyses such as the one portrayed by the Feldstein statement may affect decisions by legislative leaders in recommending or positioning national policies (e.g., Congress’ decisions impacting Medicare or Medicaid).

Resources

Please Ask a Librarian if you have any questions about the links.

Bosse, J., Simmonds, K., Hanson, C., Pulcini, J., Dunphy, L., Vanhook, P., & Poghosyan, L. (2017). Position statement: Full practice authority for advanced practice registered nurses is necessary to transform primary care. Nursing Outlook, 65(6), 761–765. https://doi.org/10.1016/j.outlook.2017.10.002.

Corless, I. B., Nardi, D., Milstead, J. A., Larson, E., Nokes, K. M., Orsega, S., Kurth, A. E., … Woith, W. (2018). Expanding nursing’s role in responding to global pandemics. Nursing Outlook, 66(4), 412–415. https://doi.org/10.1016/j.outlook.2018.06.003.

DeMarco, R., & Tufts, K. A. (2014). The mechanics of writing a policy brief. Nursing Outlook, 62(3), 219–224. https://doi.org/10.1016/j.outlook.2014.04.002.

Donkin, A., Goldblatt, P., Allen, J., Nathanson, V., & Marmot, M. (2017). Global action on the social determinants of health. BMJ Global Health, 3(1). https://doi.org/10.1136/bmjgh-2017-000603.

Glasgow, R. E., Lichtenstein, E., & Marcus, A. C. (2003). Why don’t we see more translation of health promotion research to practice? Rethinking the efficacy-to-effectiveness transition. American Journal of Public Health, 93(8), 1261–1267.

Institute of Medicine (US) Committee on Enhancing Environmental Health Content in Nursing Practice, Pope, A. M., Snyder, M. A., & Mood, L. H. (Eds.). (n.d.). Nursing health, & environment: Strengthening the relationship to improve the public’s health.

Kingdon, J. W. (2001). A model of agenda-setting with applications. Law Review M.S.U.-D.C.L., 2(331).

Klein, K. J., & Sorra, J. S. (1996). The challenge of innovation implementation. Academy of Management Review, 21(4), 1055–1080. https://doi.org/10.5465/AMR.1996.9704071863.

Neff, D. F., Yoon, S. H., Steiner, R. L., Bumbach, M. D., Everhart, D., & Harman, J. S. (2018). The impact of nurse practitioner regulations on population access to care. Nursing Outlook, 66(4), 379–385. https://doi.org/10.1016/j.outlook.2018.03.001.

O’Rourke, N. C., Crawford, S. L., Morris, N. S., & Pulcini, J. (2017). Political efficacy and participation of nurse practitioners. Policy, Politics, and Nursing Practice, 18(3), 135–148. https://doi.org/10.1177/1527154417728514.

Peterson, C., Adams, S. A., & DeMuro, P. R. (2015). mHealth: Don’t forget all the stakeholders in the business case. Medicine 2.0, 4(2), e4. https://doi.org/10.2196/med20.4349.

Sacristán, J., & Dilla, T. D. (2015). No big data without small data: Learning health care systems begin and end with the individual patient. Journal of Evaluation in Clinical Practice, 21(6), 1014–1017.https://doi.org/10.1111/jep.12350.

Sandoval-Almazana, R., & Gil-Garcia, J. R. (2011). Are government internet portals evolving towards more interaction, participation, and collaboration? Revisiting the rhetoric of e-government among municipalities. Government Information Quarterly, 29(Suppl. 1), S72–S81. https://doi.org/10.1016/j.giq.2011.09.004

Shiramizu, B., Shambaugh, V., Petrovich, H., Seto, T. B., Ho, T., Mokuau, N., & Hedges, J. R. (2016). Leading by success: Impact of a clinical and translational research infrastructure program to address health inequities. Journal of Racial and Ethnic Health Disparities, 4(5), 983–991. https://doi.org/10.1007/s40615-016-0302-4.

Taylor, D., Olshansky, E., Fugate-Woods, N., Johnson-Mallard, V., Safriet, B. J., & Hagan, T. (2017). Corrigendum to position statement: Political interference in sexual and reproductive health research and health professional education. Nursing Outlook, 65(2), 346–350. https://doi.org/10.1016/j.outlook.2017.05.003.

Tummers, L., & Bekkers, V. (2014). Policy implementation, street level bureaucracy, and the importance of discretion. Public Management Review, 16(4), 527–547. https://doi.org/10.1080/14719037.2013.841978.

Williams, J. K., & Anderson, C. M. (2018). Omics research ethics considerations. Nursing Outlook, 66(4), 386–393. https://doi.org/10.1016/j.outlook.2018.05.003.

 
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Family Assessment and Care Plan

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Family Assessment and Care Plan

Today the assignment will be a PowerPoint presentation on Family Assessment and Care Plan.

You will discuss the steps of assessing a family and also write the different types of dynamics.

For example, single parent, blended family (where an adult remarries and becomes a stepdad or stepmom with kids from a previous marriage).

15 slides are due today at 6 PM.
Family Assessment and Care Plan

Introduction to Family Assessment

Family assessment is a comprehensive process that aims to understand the dynamics, strengths, and needs of a family unit. It involves gathering information about family members, their interactions, and the overall environment in which they live. A well-conducted family assessment can guide the development of a tailored care plan that addresses the unique challenges faced by the family.

Steps in Assessing a Family

  1. Engagement: Building rapport with family members is crucial. Establishing trust encourages open communication and sharing of information.
  2. Gathering Information: This involves collecting data on family structure, history, and dynamics. Tools such as interviews, questionnaires, and observations can be utilized.
  3. Identifying Strengths and Weaknesses: It is important to recognize the family’s strengths, resources, and areas needing improvement. This can help in creating an effective care plan.
  4. Analyzing Family Dynamics: Understanding the relationships and interactions among family members is essential. Factors such as communication patterns, roles, and decision-making processes should be explored.
  5. Developing a Care Plan: Based on the assessment, a care plan should be formulated that addresses the identified needs and leverages the family’s strengths.
  6. Implementation: This involves putting the care plan into action. Family members may need support, education, or resources to help them achieve their goals.
  7. Evaluation: Regularly reviewing the care plan’s effectiveness is important. Adjustments may be needed based on the family’s changing circumstances or progress.

Types of Family Dynamics

  1. Nuclear Family: This consists of two parents and their biological or adopted children. The dynamics often center around parental roles and responsibilities.
  2. Single-Parent Family: This family type is led by one parent, which can result from divorce, separation, or the choice to raise children independently. The dynamics may involve shared responsibilities and external support systems.
  3. Blended Family: This occurs when one or both partners in a relationship have children from previous relationships. Dynamics include managing relationships between stepparents and stepchildren, which can be complex.
  4. Extended Family: This includes relatives beyond the nuclear family, such as grandparents, aunts, uncles, and cousins. The dynamics can involve shared caregiving and support.
  5. Cohabiting Family: Unmarried couples living together with or without children. The dynamics often revolve around shared responsibilities and partnership roles.
  6. Childless Family: Couples who choose not to have children. Their dynamics may focus on career, leisure, and personal interests.
  7. Same-Sex Family: Families led by same-sex partners, which may include children from previous relationships or those conceived through alternative methods. The dynamics may involve navigating societal perceptions and parenting roles.

Conclusion

Assessing a family’s needs and dynamics is essential in developing an effective care plan. By understanding the various family types and their unique characteristics, healthcare professionals can tailor interventions that promote the well-being of all family members.

 

References

Friedman, M. M., Bowden, V. R., & Jones, E. G. (2017). Family nursing: Research, theory, and practice. Pearson.
https://www.pearson.com/store/p/family-nursing-research-theory-and-practice/P100000712360

Wright, L. M., & Leahey, M. (2013). Nurses and families: A guide to family assessment and intervention. Jones & Bartlett Learning.
https://www.jblearning.com/catalog/productdetails/9781284032918

McGoldrick, M., Gerson, R., & Petry, S. (2008). Genograms in family assessment. Norton & Company.
https://wwnorton.com/books/Genograms-in-Family-Assessment/

Rogers, C. (2016). The importance of family dynamics in health care. Journal of Family Nursing, 22(4), 482-487.
https://journals.sagepub.com/doi/abs/10.1177/1074840716668687

Kurtz, S. P., & Surratt, H. L. (2017). Understanding family dynamics in health care settings: An overview. American Journal of Family Therapy, 45(3), 183-193.
https://www.tandfonline.com/doi/abs/10.1080/01926187.2017.1300940

 
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PICOT

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PICOT

The focus of this assignment is for you to write a PICOT using the PICOT template. You will also identify articles that relate to your PICOT. Further, you will have an opportunity to do a basic critique of one of the quantitative articles that is included in your identified articles.

PICOT

By now you should realize that research is ongoing and there is often new or more information available. We realize you developed a PICOT question in MSN 600 and did part of this assignment. Now it is time to take it to another step and look at your subject deeper. If you liked your question, you may use it again here. It is now time to improve your question, do so now.

If you do not like your question, start afresh. Researchers typically modify their research question many times before they finalize it. Choose a problem or issue that you anticipate within your future advanced nursing role. Describe this problem in 5 sentences or less. You will be able to use it in the next assignment and in future courses.

Formulate your question using the PICOT format. For those of you in clinical concentrations (NPs), your question needs to be a clinical question. The NEL and NED students may develop a question within their concentration’s focus. This question will drive the literature search for your issue.

To support and assist in choosing and writing your PICOT in question 1 of this discussion board, you should have reviewed a minimum of 6-10 articles with at least one being a quantitative design. List the 6-10 articles here as a response to this #3 question. The articles should be in alphabetical order and each article should be listed as a full citation using the APA format.

Choose one of those articles cited in #3 above that is a quantitative article and use Polit and Beck (2020), Box 4.3 – Guidelines for Critically Appraising Research Problems, Research Questions, and Hypotheses on page 65. Answer each of the 8 questions and discuss the relationship of this article to your PICOT.

References

Polit, D. F., & Beck, C. T. (2020). Nursing research: Generating and assessing evidence for nursing practice (10th ed.). Lippincott Williams & Wilkins.
https://www.amazon.com/Nursing-Research-Generating-Assessing-Evidence/dp/1496326175

 
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CASE STUDY DISCUSSION

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CASE STUDY DISCUSSION

(CASE STUDY DISCUSSION) BK is a 16-year-old Caucasian female who comes in with her grandmother for an annual exam. The grandmother reports BK has been “acting strange, staying in her room all the time and refusing to do all the things she used to enjoy like singing in the youth choir”.

Grandmother shares that BK’s mother is a drug addict and is currently incarcerated, so she is worried BK is using drugs and wants her tested for drugs. BK is not on any medications. She is obese and does not make eye contact when you enter the room.

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.
CASE STUDY DISCUSSION

Socioeconomic, Spiritual, Lifestyle, and Cultural Factors

In assessing BK, several socioeconomic factors may contribute to her current situation. Being a 16-year-old female with a mother in prison indicates potential financial instability and lack of parental support. Such an environment can lead to feelings of abandonment, insecurity, and emotional distress. This may explain her withdrawal from activities she previously enjoyed, like singing in the youth choir. Furthermore, obesity could be linked to limited access to nutritious food and opportunities for physical activity, common in lower socioeconomic neighborhoods.

Spiritual Factors:
Spirituality can play a significant role in BK’s life, especially considering her background. Participation in the youth choir suggests some level of engagement with a religious or spiritual community, which may provide emotional support. Understanding her beliefs could help healthcare providers support her mental and emotional well-being. (CASE STUDY DISCUSSION)

Lifestyle Factors:
BK’s lifestyle choices, particularly her current isolation and lack of engagement in previous activities, are concerning. This behavior may reflect underlying issues such as depression or anxiety. Additionally, the potential for substance use, given her mother’s addiction, should be addressed. It is crucial to approach these topics sensitively, as they can evoke feelings of shame or defensiveness.

Cultural Factors:
Cultural influences, including family dynamics and societal expectations, may impact BK’s perceptions of health and well-being. The stigma surrounding drug use and incarceration may also affect her willingness to engage openly during the assessment. Recognizing these cultural factors is essential to building rapport and trust with BK.

Sensitivity Issues

When interacting with BK, healthcare providers must be sensitive to the following issues:

  1. Family Dynamics: BK’s family situation is complex, and she may have feelings of resentment or sadness regarding her mother’s incarceration. Understanding this background is vital for compassionate communication.
  2. Emotional State: Given her withdrawal from activities and lack of eye contact, BK may be experiencing depression or anxiety. It is important to approach her gently and avoid pressuring her to share more than she is comfortable with.
  3. Stigma of Drug Use: BK may feel judged due to her mother’s drug addiction, making it crucial to approach questions about substance use with care to avoid increasing her discomfort.
  4. Cultural Sensitivity: Acknowledging BK’s cultural background and personal beliefs will help tailor the conversation in a way that respects her identity and values.
  5. Physical Health Concerns: Given her obesity, it is important to discuss lifestyle choices in a non-judgmental way, focusing on health rather than appearance. (CASE STUDY DISCUSSION)

Targeted Questions

To build BK’s health history and assess her health risks, the following targeted questions could be asked:

  1. “Can you tell me about your typical day, including meals and activities you enjoy?”
    This question helps to understand her lifestyle and eating habits, which may contribute to her obesity.
  2. “How have you been feeling lately, both physically and emotionally?”
    This encourages BK to express any emotional distress or health concerns she may be experiencing.
  3. “What are your thoughts about drug use, given your family background?”
    This question addresses potential substance use and allows her to share her perspective in a non-confrontational manner.
  4. “Have you experienced any changes in your sleep patterns or energy levels?”
    Understanding her sleep and energy levels can provide insight into her mental health status.
  5. “Is there someone you can talk to about how you’re feeling, like friends or family?”
    This question assesses her support system and whether she has someone to turn to in difficult times.

These questions can facilitate an open dialogue, allowing BK to share her experiences and health risks while fostering a supportive environment for her assessment.

 

References

American Academy of Pediatrics. (2018). Adolescent health care: A resource for clinicians.
https://pediatrics.aappublications.org/content/142/6/e20183417

U.S. Department of Health and Human Services. (2017). Substance use and mental health issues among youth.
https://www.samhsa.gov/youth-substance-use

 
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The Affordable Care Act (ACA)

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The Affordable Care Act (ACA)

(The Affordable Care Act (ACA)) Regardless of political affiliation, individuals often grow concerned when considering perceived competing interests of government and their impact on topics of interest to them. The realm of healthcare is no different. Some people feel that local, state, and federal policies and legislation can be either helped or hindered by interests other than the benefit to society.

The Affordable Care Act (ACA)

Consider for example that the number one job of a legislator is to be reelected. Cost can be measured in votes as well as dollars. Thus, it is important to consider the legislator’s perspective on either promoting or not promoting a certain initiative in the political landscape.

To Prepare: Review the Resources and reflect on efforts to repeal/replace the Affordable Care Act (ACA). Consider who benefits the most when policy is developed and in the context of policy implementation.

By Day 3 of Week 3 Post an explanation for how you think the cost-benefit analysis in terms of legislators being reelected affected efforts to repeal/replace the ACA. Then, explain how analyses of the voters’ views may affect decisions by legislative leaders in recommending or positioning national policies (e.g., Congress’ decisions impacting Medicare or Medicaid). Remember, the number one job of a legislator is to be re-elected.

Please check your discussion grading rubric to ensure your responses meet the criteria.

Main Posting–45 (45%) – 50 (50%) Answers all parts of the discussion question(s) expectations with reflective critical analysis and synthesis of knowledge gained from the course readings for the module and current credible sources. Supported by at least three current, credible sources. Written clearly and concisely with no grammatical or spelling errors and fully adheres to current APA manual writing rules and style.

40 (40%) – 44 (44%) Responds to the discussion question(s) and is reflective with critical analysis and synthesis of knowledge gained from the course readings for the module. At least 75% of post has exceptional depth and breadth. Supported by at least three credible sources. Written clearly and concisely with one or no grammatical or spelling errors and fully adheres to current APA manual writing rules and style.

35 (35%) – 39 (39%) Responds to some of the discussion question(s). One or two criteria are not addressed or are superficially addressed. Is somewhat lacking reflection and critical analysis and synthesis. Somewhat represents knowledge gained from the course readings for the module. Post is cited with two credible sources. Written somewhat concisely; may contain more than two spelling or grammatical errors. Contains some APA formatting errors.

0 (0%) – 34 (34%) Does not respond to the discussion question(s) adequately. Lacks depth or superficially addresses criteria. Lacks reflection and critical analysis and synthesis. Does not represent knowledge gained from the course readings for the module. Contains only one or no credible sources. Not written clearly or concisely. Contains more than two spelling or grammatical errors. Does not adhere to current APA manual writing rules and style.

Feedback: Main Post: Timeliness–10 (10%) – 10 (10%) Posts main post by day 3. 0 (0%) – 0 (0%) 0 (0%) – 0 (0%) 0 (0%) – 0 (0%) Does not post by day 3.

Feedback: First Response–17 (17%) – 18 (18%) Response exhibits synthesis, critical thinking, and application to practice settings. Communication is professional and respectful to colleagues. Responses to faculty questions are fully answered, if posed. Provides clear, concise opinions and ideas that are supported by at least two scholarly sources. Demonstrates synthesis and understanding of learning objectives. Response is effectively written in standard, edited English.

15 (15%) – 16 (16%) Response exhibits critical thinking and application to practice settings. Communication is professional and respectful to colleagues. Responses to faculty questions are answered, if posed. Provides clear, concise opinions and ideas that are supported by two or more credible sources. Response is effectively written in standard, edited English.

13 (13%) – 14 (14%) Response is on topic and may have some depth. Responses posted in the discussion may lack effective professional communication. Responses to faculty questions are somewhat answered, if posed. Response may lack clear, concise opinions and ideas, and a few or no credible sources are cited.

0 (0%) – 12 (12%) Response may not be on topic and lacks depth. Responses posted in the discussion lack effective professional communication. Responses to faculty questions are missing. No credible sources are cited.

Feedback: Second Response–16 (16%) – 17 (17%) Response exhibits synthesis, critical thinking, and application to practice settings. Communication is professional and respectful to colleagues. Responses to faculty questions are fully answered, if posed. Provides clear, concise opinions and ideas that are supported by at least two scholarly sources. Demonstrates synthesis and understanding of learning objectives. Response is effectively written in standard, edited English.

14 (14%) – 15 (15%) Response exhibits critical thinking and application to practice settings. Communication is professional and respectful to colleagues. Responses to faculty questions are answered, if posed. Provides clear, concise opinions and ideas that are supported by two or more credible sources. Response is effectively written in standard, edited English.

12 (12%) – 13 (13%) Response is on topic and may have some depth. Responses posted in the discussion may lack effective professional communication. Responses to faculty questions are somewhat answered, if posed. Response may lack clear, concise opinions and ideas, and a few or no credible sources are cited.

0 (0%) – 11 (11%) Response may not be on topic and lacks depth. Responses posted in the discussion lack effective professional communication. Responses to faculty questions are missing. No credible sources are cited.

Feedback: Participation–5 (5%) – 5 (5%) Meets requirements for participation by posting on three different days. 0 (0%) – 0 (0%) 0 (0%) – 0 (0%) 0 (0%) – 0 (0%) Does not meet requirements for participation by posting on 3 different days.

Feedback: Total Points: 100

References

Lichtenstein, R. L., & Whelan, E. (2019). The impact of public policy on health care access and outcomes. American Journal of Public Health, 109(7), 935-940.
https://ajph.aphapublications.org/doi/full/10.2105/AJPH.2019.305016

Karpman, M., & Zuckerman, S. (2019). The effects of the Affordable Care Act on health care access and coverage. Health Affairs, 38(1), 104-110.
https://www.healthaffairs.org/doi/10.1377/hlthaff.2018.04893

 
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Interaction Between Nurse Informaticists and Other Specialists

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Interaction Between Nurse Informaticists and Other Specialists

(Interaction Between Nurse Informaticists and Other Specialists)

Nature offers many examples of specialization and collaboration. Ant colonies and bee hives are but two examples of nature’s sophisticated organizations. Each thrives because their members specialize by tasks, divide labor, and collaborate to ensure food, safety, and general well-being of the colony or hive.

Of course, humans don’t fare too badly in this regard either. Healthcare is a great example. As specialists in the collection, access, and application of data, nurse informaticists collaborate with specialists regularly to ensure that appropriate data is available to make decisions and take actions to ensure the general well-being of patients.

In this Discussion, you will reflect on your own observations of and/or experiences with informaticist collaboration. You will also propose strategies for how these collaborative experiences might be improved.

To Prepare: Review the Resources and reflect on the evolution of nursing informatics from a science to a nursing specialty. Consider your experiences with nurse informaticists or technology specialists within your healthcare organization.

Describe how nurse informaticists and/or data or technology specialists interact with other professionals within your healthcare organization. Suggest at least one strategy on how these interactions might be improved. Be specific and provide examples.

Then, explain the impact you believe the continued evolution of nursing informatics as a specialty and/or the continued emergence of new technologies might have on professional interactions.

Interaction Between Nurse Informaticists and Other Specialists

Collaboration of Nurse Informaticists with Other Professionals in Healthcare

In healthcare organizations, nurse informaticists play a critical role by interacting with various professionals, including physicians, nurses, pharmacists, and administrative staff. These specialists ensure that health data is effectively collected, accessed, and utilized for better decision-making. For instance, a nurse informaticist might work closely with a physician to design an electronic health record (EHR) system that streamlines patient documentation. Similarly, they collaborate with nurses by training them on new health technologies or troubleshooting data entry issues. Their technical expertise is crucial in bridging the gap between clinical workflows and technology systems, ensuring that health IT aligns with clinical needs.

Strategies for Improvement in Interactions

Although nurse informaticists are already integral to healthcare collaboration, one key strategy for improving interactions would be to foster more interdisciplinary training and workshops. For example, creating regular cross-departmental workshops where healthcare providers and nurse informaticists can co-learn about emerging technologies could enhance understanding between teams. Such training would also provide nurse informaticists with deeper insights into the clinical challenges that practitioners face, enabling them to tailor data solutions more effectively. Another strategy is implementing regular feedback loops where clinicians can provide input on the user experience of technology systems. This can foster an environment where nurse informaticists can continuously refine their solutions based on real-time feedback from users.

Impact of the Evolution of Nursing Informatics

The continued evolution of nursing informatics as a specialty will likely have a profound impact on professional interactions in healthcare. As nurse informaticists become more specialized in data analytics, health information exchange, and systems integration, their role in facilitating better communication among professionals will grow. For example, the introduction of predictive analytics tools, managed by nurse informaticists, could enhance collaboration between clinicians and IT staff, allowing more informed, data-driven decision-making for patient care. The emergence of new technologies like artificial intelligence (AI) and telehealth platforms will also make nurse informaticists even more pivotal in helping healthcare teams navigate these innovations.

With the rise of AI, nurse informaticists could serve as key players in training clinicians on how to effectively use AI-driven diagnostic tools while ensuring the ethical use of data. This evolution will likely strengthen interdisciplinary teamwork, as nurse informaticists will bridge the technological and clinical aspects of care more seamlessly. The increasing integration of health technologies will necessitate even more robust collaboration, making the role of nurse informaticists indispensable in healthcare settings.

References

(5th ed.). Jones & Bartlett Learning.
https://www.jblearning.com/catalog/productdetails/9781284220469

Sipes, C. (2016). Project management for the advanced practice nurse. The Journal for Nurse Practitioners, 12(2), e35-e40.
https://www.sciencedirect.com/science/article/abs/pii/S1555415515006254

 
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520 Module 3 Case – HEALTH POLICY

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520 Module 3 Case – HEALTH POLICY

520 Module 3 Case - HEALTH POLICY

READING REQUIREMENTS

(520 Module 3 Case – HEALTH POLICY ) American College of Healthcare Executives. (2018). Healthcare executives’ role in emergency preparedness. Retrieved from Link: https://www.ache.org/about-ache/our-story/our-commitments/policy-statements/healthcare-executives-role-in-emergency-management

Boccuti, C. & Casillas, G. (2017, March). Aiming for fewer hospital u-turns: The Medicare Hospital Readmission Reduction Program. Kaiser Family Foundation Issue Brief. Retrieved from Link: http://files.kff.org/attachment/Issue-Brief-Fewer-Hospital-U-turns-The-Medicare-Hospital-Readmission-Reduction-Program

Cascardo, D. (2017). Preparing to meet the CMS Emergency Preparedness Rule. The Journal of Medical Practice Management, 32(5), 301-303. Available in the Trident Online Library.

Ellison, A. (2019, October 1). CMS penalizes 2,583 hospitals for high readmission: 5 things to know. Becker Hospital Review. Retrieved from Link: https://www.beckershospitalreview.com/finance/cms-penalizes-2-583-hospitals-for-high-readmissions-5-things-to-know.html

Finklestein, M. M. (2017). Redefining the “Legal medical record” and how to be prepared to respond to legal requests for a patient’s medical record. The Journal of Medical Practice Management, 33(1), 11-14. Available in the Trident Online Library.

Lye, C. T., Forman, H. P., Gao, R., Daniel, J. G., Hsiao, A. L., Mann, M. K., … Krumholz, H. M. (2018). Assessment of US hospitals’ compliance with regulations for patients’ requests for medical records. JAMA Network Open, 1(6). Retrieved from Link: https://jamanetwork.com/journals/jamanetworkopen/fullarticle/2705850

Sorenson, R., Paull, G., Magann, L., & Davis, J. (2013). Managing between the agendas: Implementing health care reform in an acute care hospital. Journal of Health Organization and Management, 27(6), 698-713. Available in the Trident Online Library.

HOMEWORK ASSIGNMENT

IMPLEMENTING HEALTH POLICY WITHIN HEALTHCARE ORGANIZATIONS

Assignment Overview

As a healthcare administrator, one of the challenges can be ensuring that federal, state, and local policies are effectively implemented within one’s healthcare organization, and they become part of internal policy. The background readings have highlighted three such policies:

  • The requirement of certain healthcare facilities who participate in Medicare and Medicaid to strengthen their emergency preparedness.
  • The requirement to reduce hospital readmissions.
  • The requirement that hospitals comply with regulations surrounding the release of patients’ healthcare records.

 

Case Assignment

You are an assistant administrator in a nonprofit hospital that receives Medicare and Medicaid funding. Your boss has asked you to make a presentation to other leadership about one of the above policies. She would like for you to provide an overview of the policy, the implications for your organization for non-compliance, as well as recommendations about what you should be doing to ensure compliance.

After reviewing the background readings and doing additional necessary research, choose one of the regulations above. You must locate and review the legislation in question as part of your research and include the correct citation to the federal legislation in your reference list. This must be for the actual legislation and not for a secondary source.

Create a 10- to 15-slide PowerPoint presentation that covers all of the expectations of your boss. Be sure to provide speaker’s notes that extrapolate on the information within your slides and cite your sources in your slides and speaker’s notes. You should also include a reference slide.

 

Assignment Expectations

Conduct additional research to gather sufficient information to justify/support your analysis.

Support your paper with peer-reviewed articles, with at least 3 references. Use the following link for additional information on how to recognize peer-reviewed journals:

Angelo State University Library. (n.d.). Library guides: How to recognize peer-reviewed (refereed) journals. Retrieved from https://www.angelo.edu/services/library/handouts/peerrev.php

You may use the following source to assist in formatting your assignment:
Purdue Online Writing Lab. (n.d.). General APA guidelines. Retrieved from https://owl.english.purdue.edu/owl/resource/560/01/

For additional information on reliability of sources, review the following source:
Georgetown University Library. (n.d.). Evaluating internet resources. Retrieved from https://www.library.georgetown.edu/tutorials/research-guides/evaluating-internet-content

This assignment will be graded based on the content in the rubric.

 
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