Response to Letter of Analysis by Durfee

Response to Letter of Analysis by Durfee

Response to Letter of Analysis by Durfee

(Response to Letter of Analysis by Durfee)

Hello, Durfee.

Thank you for this analysis, and I appreciate the insights you have provided into my first draft of the classical argument. You have raised relevant concerns regarding my classical argument, and I seek to adopt the recommendations and strategies to make my essay better and friendlier to the reader. My essay addressed healthcare-promoting self-care behavior or strategies in response to the growing concern about poor nurses’ health and well-being. I have had experience with nurse burnout, compassion fatigue, and an overwhelming work environment which limited my ability and capacity to care for myself adequately. Consequently, I gained weight and began developing depressive symptoms, limiting my capacity to care for others. It is true for many other nurses, considering their pressing and highly demanding workplace and patient needs. Self-care is a responsibility nurses bare to themselves as per the ANA provisions, without which nurses are unable to adequately care for their patients and extend compassionate care to clients. (Response to Letter of Analysis by Durfee)

Regarding paraphrasing and avoiding direct quotations in my work, I have practiced over time and improved my ability to read and understand materials and demonstrate understanding in my own words. Paraphrasing is a vital essay writing skill that helps make the work authentic, valid, and reliable. I paraphrase and cite the source to show appreciation for the author. Some tips to improve your paraphrasing ability include reading the source, including each sentence and paragraph several times to understand the piece fully, and writing in your own words without referring to or looking at the original text. Next, you should compare the paraphrase with the original text to ensure the sentence structures and wording differ considerably. Integrate your understanding of course concepts and experience into the paraphrase to bolster authenticity and show your understanding of the course concepts. Finally, you should ensure proper citation and referencing of the original text to show the reader where you obtained the information. I have nurtured my writing skills, literature search being a part of it. I have learned to search for relevant and reliable evidence that directly supports my argument or research topic. I would advise developing a search strategy before writing your paper. (Response to Letter of Analysis by Durfee)

Your recommendations are specific and justifiable. I went through the opposition and refutation sections and realized I would have made it easier for the reader to understand by being straightforward or selecting a more straightforward barrier. With the opposition, I wanted to address research findings that disregard the effectiveness of addressing workplace factors that humper self-care behavior because they argue that without considering intrinsic factors like attitudes toward self-care, it is impossible to promote self-care behavior. For instance, an individual has a negative attitude towards working out or engaging in other physical activities. As such, it would only be effective to, for instance, minimize workload as a measure to enhance health-promoting self-care behavior by first addressing the negative attitude. I refuted this by providing evidence that workplace factors also impact intrinsic motivation to self-care. Managing a healthy and caring work environment is the epitome of promoting self-care behavior. (Response to Letter of Analysis by Durfee)

Thank you for sharing the revision strategies you perceive would help improve my essay. I will adopt the devil’s advocate to review the opposition and refutation sections and make them as simple and understandable as possible. I will consider your insights when revising my draft and ensure it is better the next time you read it. (Response to Letter of Analysis by Durfee)

References

https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8994939/

 
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 Comprehensive Psychiatric Evaluation

 Comprehensive Psychiatric Evaluation

(Comprehensive Psychiatric Evaluation of a Patient with Conduct Disorder)

 Comprehensive Psychiatric Evaluation

Patient Initials: H.F.

Gender: Male

SUBJECTIVE:

CC: “He has been suspended from school, and I cannot contain him anymore.”

HPI: The patient (H.F), a 16-year-old male, presents at the clinic with his mother, concerned about his increased aggressive behavior and dislike for people, especially schoolmates and older neighbors. The mother reports that H.F. is suspended from school after engaging in pervasive aggressive behavior, bullying, breaking school furniture, drawing on the wall, and picking fights with fellow students and teachers. The mother states that since he turned 15, he has been a different person, does not like to be around people, and locks himself in his room. He is also accused of stealing things in school, and before his suspension, he had carried a knife, which he used to threaten a teacher. The mother reports that she cannot leave her purse or the husband cannot leave his wallet unattended because H.F. has developed a tendency to take money without asking. She also reports that H.F. spent three nights away from home in the last month without giving notice or asking for permission. Until now, his parents do not know where he was. It also happened once when he was 12, but he was punished and promised not to do it again. The mother fears that he is also engaging in risky sexual behavior, as he has been seen with multiple girls, often older than him, and alcohol and substance use because the mother found a bottle in his room. She reports that he is also aggressive towards their cat and fears he will hurt it.  (Comprehensive Psychiatric Evaluation of a Patient with Conduct Disorder)

Social History: H.F. lives with his parents. He has an older brother, who lives away from home, and a younger sister, who is in Grade 6.

Education and Occupation History: H.F. is in high school.

Substance Current Use and History: The reports using alcohol occasionally.

Legal History: The client denies any legal history, but he has been punished multiple times in school and at home. 

Family Psychiatric/Substance Use History: The mother denies family mental health. She reports that her husband uses alcohol occasionally.

Past Psychiatric History:

Hospitalization: Denies hospitalization history.

Medication trials: Denies history of medical trials.

Psychotherapy or Previous Psychiatric Diagnosis: Was previously evaluated for ADHD, but a diagnosis was not established.

Medical History: None.

  • Current Medications:Denies using any medications currently.
  • Allergies:
  • Reproductive Hx:Sexually active. H.F. states using protection.

ROS:   

General: The patient is well-nourished, normal activity levels. Denies fever or fatigue.

HEENT: Eyes: Patient denies visual loss, blurred vision, double vision, or yellow sclerae. Ears, Nose, Throat: No hearing loss, sneezing, congestion, runny nose, or sore throat.

Skin: No rash or itching.

Cardiovascular: Denies chest pain, chest pressure, or chest discomfort. No palpitations or edema.

Respiratory: Denies wheezes, shortness of breath, consistent coughs, and breathing difficulties while resting.

Gastrointestinal: Patient denies diet changes, feelings of nausea and vomiting. Denies diarrhea. No abdominal pain or blood. Denies constipation. History of GERD.

Genitourinary: Denies burning on urination, urgency, hesitancy, odor, odd color

Neurological: The patient denies dizziness, syncope, paralysis, ataxia, numbness, or tingling in the extremities. No change in bowel or bladder control. Reports concentration and attention problems.

Musculoskeletal: The patient denies muscle pain and weakness. Denies back pain and muscle or joint stiffness. Moves all extremities well.  (Comprehensive Psychiatric Evaluation of a Patient with Conduct Disorder)

Psychiatric: History of behavior problems. Recent complaints of ill conduct. 

Hematologic: Denies anemia, bleeding, or bruising.

Lymphatics: Denies enlarged nodes. No history of splenectomy.

Endocrinologic: Denies sweating. No reports of cold or heat intolerance. No polyuria or polydipsia.

OBJECTIVE:

Vital signs: Stable

Temp: 97.8F

B.P.: 110/70

P: 85

R.R.: 19

O2: Room air

Pain: 0/10

Ht: 5’9 feet

Wt: 170 lbs

BMI: 25.1

BMI Range: Overweight

LABS:

Lab findings WNL

Tox screen: Positive

Alcohol: Positive  (Comprehensive Psychiatric Evaluation of a Patient with Conduct Disorder)

Physical Exam:

General appearance: The patient is awake, healthy-appearing, well-developed, and well-nourished.

HEENT: Normocephalic and atraumatic. Sclera anicteric, No conjunctival erythema, PERRLA, oropharynx red, moist mucous membranes.

Neck: Supple. No JVD. Trachea midline. No pain, swelling, or palpable nodules.

Heart/Peripheral Vascular: Regular rate and rhythm noted. No murmurs. No palpitation. No peripheral edema to palpation bilaterally.

Cardiovascular: The patient’s heartbeat and rhythm are normal. The patient’s heart rate is normal, and capillaries refill within two seconds.

Musculoskeletal: Normal range of motion. Normal motor strength and tone.

Respiratory: No wheezes, and respirations are easy and regular.

Neurological: Balance is stable, gait is normal, posture is erect, the tone is good, and speech is clear. The patient has frequent headaches.

Psychiatric: The patient is easily distracted and is uncooperative in some instances.

Neuropsychological testing: Social-emotional functioning is impaired.

Behavior/motor activity: The patient was uncooperative in some instances.

Gait/station: Stable.

Mood: Good.

Affect: Good.  (Comprehensive Psychiatric Evaluation of a Patient with Conduct Disorder)

Thought process/associations: Comparatively linear and goal-directed.

Thought content: Thought content was appropriate.

Attitude: The patient was uncooperative at times

Orientation: Oriented to self, place, situation, and general timeframe.

Attention/concentration: Impaired

Insight: Good

Judgment: Good.

Remote memory: Good

Short-term memory: Good

Intellectual /cognitive function: Good

Language: Clear speech, with a tone assessed to be normal

Fund of knowledge: Good.

Suicidal ideation: Negative.

Homicide ideation: Negative.

ASSESSMENT:

Mental Status Examination:

The 16-year-old male patient presents with complaints of ill and ungovernable behavior and conduct from the mother. The patient is uncooperative, aggressive, bullied, and easily agitated. The patient demonstrated impaired concentration and attention, making building rapport challenging. His mood and affect were good, but he had impaired attention and focus, was apathetic, and was easily irritated. He denies any thoughts of suicide or homicide. The mother fears that if the ill behavior and conduct continue, her son will end up in jail.

Differential Diagnosis:

  1. 9 Conduct Disorder

Disruptive behavioral disorders include conduct disorder (CD) and oppositional defiant disorder (ODD). In some circumstances, ODD appears before CD. The CD is characterized by a series of behaviors, including showing hostility and violating other people’s rights. Conduct disorder frequently co-occurs with psychiatric diseases such as depression, attention deficit hyperactivity disorder, and learning problems (Mohan et al., 2023). It is vital to remember that occasional rebellious conduct and a propensity to disrespect and disobey authority figures can be seen frequently during childhood and adolescence. The signs and symptoms of CD show a pervasive and recurrent pattern of hostility towards people and animals, as well as the destruction of property and breaking of regulations (Sagar et al., 2019). Per the DMS-5 criteria, an individual must exhibit behaviours that violate other people’s rights and disregard acceptable conduct. The individuals should also demonstrate dysfunction in various areas, including aggression toward other people and animals such as initiating fights, carrying and using weapons, bullying, threatening, and being cruel towards people and animals, deliberate property destruction, stealing and lying, and significant violation of rules like running away from home and staying out late (Zhang et al., 2018). H.F. presents with all these dysfunctions, confirming the diagnosis.  (Comprehensive Psychiatric Evaluation of a Patient with Conduct Disorder)

  1. 3 Oppositional Defiant Disorder

Opposition defiant disorder is also a disruptive behavioral disorder that often precedes CD. Due in part to the overlapping normative conflict between children and their parents, ODD is rarely recognized in older children and teenagers. Males are more likely than females to have ODD in preadolescence (1.4:1), but neither adolescents nor adults exhibit this male predominance (Aggarwal & Marwaha, 2022). Symptoms are believed to be generally stable between the ages of five and ten, and after that, they start to decline. It mainly entails issues with the restraint of emotions and actions. According to the DSM-5 criteria, the fundamental characteristic of ODD is a recurring pattern of anger or irritability, argumentative or defiant behavior, or retaliation against others (Aggarwal & Marwaha, 2022). This diagnosis was refuted because the patient presented with ODD and additional symptoms that fit CD criteria.  (Comprehensive Psychiatric Evaluation of a Patient with Conduct Disorder)

  1. 9 Attention Deficit Hyperactivity Disorder

Attention deficit Disorder often co-occurs with CD and impairs an individual’s ability to function. People with this illness exhibit tendencies of inattentiveness, hyperactivity, or impulsivity at developmentally inappropriate levels. Young children with ADHD typically exhibit inattentiveness, lack of concentration, disorganization, difficulty finishing chores, forgetfulness, and losing items (Magnus et al., 2023). To qualify as having “ADHD,” a person’s symptoms must start before age 12, endure for six months, and interfere with daily activities. It must be present in multiple environments, such as at home, school, or after-school activities (Magnus et al., 2023). Large-scale repercussions may include problematic social interactions, a rise in risky conduct, job losses, and difficulties in the classroom. The diagnosis was refuted because ADHD was not established before age 12, and the student does not present with functioning difficulties but only inattentiveness.  (Comprehensive Psychiatric Evaluation of a Patient with Conduct Disorder)

PLAN:

The patient would benefit from a combination of pharmacotherapy and psychotherapy.

Safety Risk/Plan:

H.F. has no desire to harm himself or others and has no current plans. The patient has no suicidal or homicidal thoughts. Admission is not necessary.

Pharmacological Interventions:

Pharmacotherapy aims to treat mental co-morbidities with the proper medications, such as stimulants and non-stimulants for treating ADHD, antidepressants for addressing depression, and mood stabilizers for treating aggression and mood dysregulation (Mohan et al., 2023). Antiepileptic medications (AEDs) and second-generation antipsychotics are traditional mood stabilizers that can improve mood.

Psychotherapy:

Parent management training, which aims to teach parents how to discipline their children consistently, reward positive behavior appropriately, and encourage prosocial behavior in kids, multisystemic therapy, which targets family, school, and individual issues; and anger management training are all part of the psychosocial treatment that can help address conduct disorder in H.F. Moreover, individual psychotherapy focusing on problem-solving abilities builds connections by resolving interpersonal problems and teaches assertiveness to decline harmful influences in the community, which is useful in treating CD (Mohan et al., 2023). The development of therapeutic school environments that can offer a structured program to lessen disruptive behaviors in the future will be the focus of community-based treatment.  (Comprehensive Psychiatric Evaluation of a Patient with Conduct Disorder)

Education:

  1. Advise the client of the necessity for drug adherence, possible adverse effects, and potential complications from taking the medication.
  2. Advise the client that additional therapy sessions are necessary.
  3. Monitor withdrawal symptoms frequently to prevent relapse.
  4. Inform the client regarding healthy behaviors and attitudes.
  5. Encourage the patient to cooperate with the medical staff and to seek assistance at any time.
  6. Encourage the client to participate in group therapy or a support group to develop social skills.

Consultation/follow-up: Follow-up is in two weeks for further assessment.

Reflection

Dealing with H.F. was challenging because the patient was problematic and uncooperative in some instances, sometimes extending his aggression toward the practitioner, raising the risk of harm. However, the process is more effective when professionals, parents, and teachers work together. If given another opportunity with the client, I would seek information from the teacher and the school’s disciplinary members to develop a more comprehensive evaluation and treatment plan. I would involve parents’ and teachers’ perspectives in developing this patient’s care plan and strategies to ensure quick recovery and sustainability of acceptable conduct.

Healthcare access and quality are social determinants of health, significantly impacting health quality and patient outcomes. Healthy People 2030 seeks to enhance health by helping people receive timely, high-quality healthcare services. In line with mental health and corresponding to this particular case, Healthy People 2030 seeks to increase the proportion of children and adolescents with significant emotional and mental health conditions receiving treatment (Healthy People 2030, 2022). This goal is a priority because mental health in children and adolescents is increasingly becoming a serious public health issue. Increasing treatment availability would help people like H.F. receive the care they need and lead a quality life.  

Regarding health promotion, parent and parent-child sessions focusing on coping skills and parental advice on dealing with CD can help address this problem. This activity will help the parent and the patient build a healthy relationship, enhance cooperation, and bolster parent management skills (Mohan et al., 2023). Regarding patient education, family therapy focusing on the need for treatment and professional intervention can help the clients appreciate the treatment and embrace professional advice in line with healthcare access and quality. Improved relationships between family members are needed to promote positive behavior.  (Comprehensive Psychiatric Evaluation of a Patient with Conduct Disorder)

References

Aggarwal, A., & Marwaha, R. (2022). Oppositional Defiant Disorder. In StatPearls [Internet]. StatPearls Publishing.

Healthy People 2030. (2022). Increase the number of children and adolescents with serious emotional disturbance who get treatment — MHMDD01https://health.gov/healthypeople/objectives-and-data/browse-objectives/mental-health-and-mental-disorders/increase-number-children-and-adolescents-serious-emotional-disturbance-who-get-treatment-mhmd-d01

Magnus, W., Nazir, S., & Anilkumar, A.C. (2023). Attention Deficit Hyperactivity Disorder. In: StatPearls [Internet]. StatPearls Publishing. https://www.ncbi.nlm.nih.gov/books/NBK441838/

Mohan, L., Yilanli, M., & Ray, S. (2023). Conduct disorder. In: StatPearls [Internet]. StatPearls Publishing.

Sagar, R., Patra, B. N., & Patil, V. (2019). Clinical Practice Guidelines for the management of conduct disorder. Indian journal of psychiatry61(Suppl 2), 270–276. https://doi.org/10.4103/psychiatry.IndianJPsychiatry_539_18

Zhang, J., Liu, W., Zhang, J., Wu, Q., Gao, Y., Jiang, Y., Gao, J., Yao, S., & Huang, B. (2018). Distinguishing Adolescents With Conduct Disorder From Typically Developing Youngsters Based on Pattern Classification of Brain Structural MRI. Frontiers in human neuroscience12, 152. https://doi.org/10.3389/fnhum.2018.00152

 
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 Lesson Plan for Diabetes Mellitus

 Lesson Plan for Diabetes Mellitus

(Lesson Plan for Diabetes Mellitus)

Individuals with diabetes mellitus have high blood sugar levels, attributed to the body’s inadequacies in regulating blood sugar. It is considered a significant public health concern in the United States, primarily affecting low-income earners and racial and ethnic minorities. Different types of diabetes mellitus exist, including type 1 diabetes mellitus, accounting for between 5% and 10% of all diabetes cases and marked by autoimmune pancreatic beta cells destruction; type 2 diabetes mellitus, accounting for 90-95% of all diabetes cases and marked by insulin resistance and insulin deficiency, and gestational diabetes, which accounts for 1-14% of all pregnancies and typically begins in the second or third trimester (Banday et al., 2020). Risk factors include a sedentary lifestyle, unhealthy eating habits, alcohol and cigarette, age, family history of diabetes, and genetics. This paper aims to evaluate a teaching/learning theory and its application in education provision on diabetes mellitus and provide measurable objectives for a patient teaching plan.

 Lesson Plan for Diabetes Mellitus

Teaching/Learning Theory

The teaching plan will adopt cognitive learning theory to guide the teaching and learning strategies. The theory emphasizes information and memory’s internal processes. Per Piaget, people build knowledge over time; therefore, it is imperative to comprehend learning’s cognitive orientation to ensure quality learning (McSparron et al., 2019). Educators should understand their students and their learning needs; cognitive learning theory can aid in this process. Teachers can integrate the theory, which provides principles to help understand how the mind functions, into their teaching knowledge and experience to optimize the learning process. Practitioners can adopt the theory in patient education to foster the retention and translation of medical knowledge.  (Lesson Plan for Diabetes Mellitus)

Cognitive learning theory is employed to help learners achieve mastery and an in-depth understanding of the topic selected for the teaching plan. The theory’s principles will enhance comprehension, memory, and application of the topic concepts. The educator will first elaborate and help the learner understand the reason for learning about diabetes mellitus. The educator will emphasize the need to avoid cramming and embrace the understanding of the subject to improve their ability to associate the acquired knowledge with their lived experiences or current information (Winn et al., 2019). The educator will proceed to guide and help learners apply the acquired knowledge in life situations and encourage learners to continue developing competencies and acquiring new knowledge for problem-solving purposes.  (Lesson Plan for Diabetes Mellitus)

The cognitive teaching strategies adopted in the teaching plan will emphasize meaningful learning, employing the fundamentals of lifelong learning to help learners acquire skills, including critical thinking and problem-solving. The educator will engage learners by asking them to reflect on their experiences, find new solutions to current problems, engage in discussions with peers on the learning subject, explore and understand the connection between concepts and ideas, justify and describe their reasoning, and adopt visualization to enhance understanding and memory (McSparron et al., 2019). The educator will borrow from the learning styles of different students and integrate the learning needs and the cognitive learning theory principles to enhance the effectiveness of the learning process and help learners understand, retain, and apply acquired knowledge successfully. Additionally, the educator will adopt the evaluating principle of cognitive learning to encourage learners to look at the bigger picture and how their small thoughts and ideas can fit into larger ideas like new interventions to address diabetes mellitus. Successfully adapting this theory into the teaching plan will make the learning process more in-depth and focused on the long term.  (Lesson Plan for Diabetes Mellitus)

Measurable Objectives

By the end of the learning process, learners should:

  1. Identify the signs and symptoms of diabetes mellitus.
  2. Identify and describe risk factors and etiology of diabetes mellitus.
  3. Describe the pathophysiology of diabetes mellitus and identify populations at increased risk of developing diabetes.
  4. Demonstrate ability to connect concepts and apply knowledge in life situations.
  5. Identify interventions to preventing, treating, and managing diabetes mellitus and constructing plans to implement these interventions in life situations.

(Lesson Plan for Diabetes Mellitus)

Resources to help teach about Diabetes Mellitus

  1. Alsous, M., Abdel Jalil, M., Odeh, M., Al Kurdi, R., & Alnan, M. (2019). Public knowledge, attitudes and practices toward diabetes mellitus: a cross-sectional study from Jordan. PloS one14(3), e0214479.
  2. Cole, J. B., & Florez, J. C. (2020). Genetics of diabetes mellitus and diabetes complications. Nature reviews nephrology16(7), 377-390.
  3. Glovaci, D., Fan, W., & Wong, N. D. (2019). Epidemiology of diabetes mellitus and cardiovascular disease. Current cardiology reports21, 1-8.
  4. Goyal, R., & Jialal, I. (2018). Diabetes mellitus type 2.
  5. Gromada, J., Chabosseau, P., & Rutter, G. A. (2018). The α-cell in diabetes mellitus. Nature Reviews Endocrinology14(12), 694-704.
  6. Lucier, J., & Weinstock, R. S. (2018). Diabetes mellitus type 1.
  7. Oguntibeju, O. O. (2019). Type 2 diabetes mellitus, oxidative stress and inflammation: examining the links. International journal of physiology, pathophysiology and pharmacology11(3), 45.
  8. Szmuilowicz, E. D., Josefson, J. L., & Metzger, B. E. (2019). Gestational diabetes mellitus. Endocrinology and Metabolism Clinics48(3), 479-493.
  9. Tomic, D., Shaw, J. E., & Magliano, D. J. (2022). The burden and risks of emerging complications of diabetes mellitus. Nature Reviews Endocrinology18(9), 525-539.
  10. World Health Organization. (2019). Classification of diabetes mellitus.

References

Banday, M. Z., Sameer, A. S., & Nissar, S. (2020). Pathophysiology of diabetes: An overview. Avicenna journal of medicine10(4), 174–188. https://doi.org/10.4103/ajm.ajm_53_20

McSparron, J. I., Vanka, A., & Smith, C. C. (2019). Cognitive learning theory for clinical teaching. The Clinical Teacher16(2), 96-100.

Winn, A. S., DelSignore, L., Marcus, C., Chiel, L., Freiman, E., Stafford, D., & Newman, L. (2019). Applying Cognitive Learning Strategies to Enhance Learning and Retention in Clinical Teaching Settings. MedEdPORTAL : the journal of teaching and learning resources15, 10850. https://doi.org/10.15766/mep_2374-8265.10850

 
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Letter of Analysis

Letter of Analysis

(Letter of Analysis)

Dear Royce,

I went through your classical argument and identified the following:

  1. REFLECTION:

You have written a paper on the importance of communication in clinical practice, the consequences of poor communication, and strategies that can be adopted to enhance communication among interdisciplinary teams. First, you highlighted that communication is critical in care coordination and general healthcare delivery and is integral to accomplishing patient care objectives. Second, you added that there is a direct link between communication and healthcare outcomes, increasing the need to adopt evidence-based strategies, including a standardized checklist, participating in simulation-based training, and providing education on the communication process you shared to improve the effectiveness of interdisciplinary teams. (Letter of Analysis)

Letter of Analysis

  1. PRAISE, PERIOD:

THESIS/FOCUS: Your thesis is focused and well developed throughout the paper. The essay focuses on the importance of communication in the clinical environment and the consequence of communication failure. The thesis highlights the problem statement indicating that not all members are involved in communication currently, the interventions to enhance communication, including using a standardized checklist, participating in simulation-based training, and providing education on the communication process to every member, and the outcome, which is improved communication among interdisciplinary team members. These thesis elements are sustained throughout the paper, with supported information from current, peer-reviewed studies. You did well in this section, and you achieved your stated purpose. (Letter of Analysis)

DEVELOPMENT: I was also impressed with your idea development corresponding to the thesis. Your reasoning is clear and logical, and every statement and point developed or argument brought forward is well-thought and convincing. Regarding idea development, I am convinced you did a proper job, which helped sustain the thesis elements throughout the paper and deliver a compelling argument.

  1. RECOMMENDATIONS: However, I have concerns about some elements of writing that you need to improve to become a better academic writer. You have a proper idea development, but your rhetorical arrangement, paragraph organization, and transitions within the paragraphs need improvement.

STRUCTURE: Although the ideas are well developed, the organization is flawed and sometimes fails to support the focus and unify the ideas in your essay. The organization contains gaps that, if addressed, would make the essay more aesthetic and free-flowing. Notably, the heading levels do not follow the APA style. The level one headings in a classical argument are the introduction, background, body (argument), opposition, refutation, and conclusion. I am more interested in the body section of the paper. Based on your thesis and main ideas, the interventions shared are subtopics within the body section and should be developed as level two headings rather than level one. Also, it is vital to use heading levels provided in word to specify level one and level two headers.

PARAGRAPH ORGANIZATION: Additionally, your paragraph organization and transition within the paragraphs are a major concern. Often, a paragraph has a topic sentence, evidence, critical thinking, and a transition, meaning that a paragraph requires at least four sentences. Some paragraphs have less than four sentences and do not follow the basic paragraph model. For instance, paragraphs one and two have three sentences. Paragraph four has two sentences, while paragraph nine has three sentences. Your paragraphs should follow the basic model to be more convincing and make your essay more robust. Also, you mention research studies in some paragraphs without in-text citations, such as in paragraphs one, three, and five. Your refutation paragraph is not evidence supported. Notably, most of your citations are indicated at the end of the paragraph instead of within the paragraph and at the end of the evidence sentence (s). Proper citations would make your work more credible and reliable. (Letter of Analysis)

  1. STRATEGIES FOR IMPROVEMENT: Based on these concerns, I would advise that your review essay structuring or rhetoric organization and paragraph structuring and transition notes provided by the instructors.

STRUCTURE: To improve essay structure:

  1. The Paragraph Shuffle: Create a set of index cards, with one card for each paragraph in your essay. Write one idea per index card. If you have multiple ideas in each paragraph, write the second (and third, etc.) idea on a separate card. Now, shuffle the cards. Inspect the order. Try rearranging the cards to deliver your focus, ideas, and overall message more effectively.
  2. Color the Categories: Use a highlighter to separate your ideas into categories. Use one color highlighter to mark all your sentences within one category in your essay. Use a different color to code the second category, etc. Now organize your essay into matching colors/categories (Letter of Analysis)

PARAGRAPH ORGANIZATION: To improve paragraph structuring and transition within paragraphs, I recommend:

  1. Basic Paragraph Model: Use this paragraph model to ensure your body paragraphs are developed and organized so that readers can clearly understand the relationship between your ideas and the progression of your thoughts.
    1. Topic Sentence:  States the main idea of this paragraph and shows how it supports the thesis
    2. Evidence: Expert opinion, example, fact, statistical, or logical argument
    3. Critical Thinking:  Analyzes, synthesizes, and/or evaluates the evidence
    4. Transition: Make a connection between the main idea of this paragraph, the paper’s thesis statement, and the next paragraph’s main point.
  2. Transition Test:  Q & A
  3. Look at the last sentence of your body paragraph.
  4. Write three questions about your main idea. Begin each question with how, why, or what.
  5. Now look at the first sentence of the following paragraph–does it answer or respond to any of those implied questions? If not…
  6. Write the answer to the question…
  7. That answer may fit the first sentence of your paragraph that already exists.
  8. OR! You may need to create another new paragraph.
  9. WRAP UP: Generally, the argument is thought-provoking and encouraging and puts forward a genuine concern in the healthcare environment, impacting the effectiveness of interdisciplinary teams and patient health outcomes. Your essay/academic writing level is recommendable regarding thesis development, sustaining the thesis throughout the paper, and idea development. (Letter of Analysis)

References

https://www.ncbi.nlm.nih.gov/books/NBK591817/#:~:text=Strong%20communication%20skills%20are%20essential,concerns%20and%20needs%20are%20addressed.

 
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Bipolar Disorder Depressed

Bipolar Disorder Depressed

Depression in people with bipolar illness (BD) poses significant clinical difficulties. Depression, the most common psychopathology even in BD that has been treated, is linked to excess morbidity, mortality from co-occurring general medical illnesses, and a high risk of suicide. Risks for cardiovascular disease, metabolic syndrome, diabetes, and other medical conditions, as well as the accompanying mortality rates, are many times higher in BD than in the general population or those with other psychiatric conditions (Baldessarini et al., 2020). The likelihood of suicide among people with BD is 20 times higher than the rate for the general population and is higher than the rate for those with other severe psychiatric conditions. In BD, hospitalization, time spent depressed, and mixed and depressive phases are all highly linked to suicide. (Bipolar Disorder Depressed)

Bipolar Disorder Depressed

Signs And Symptoms

Patients with BD frequently fear, try to avoid, report, and seek therapeutic assistance for depression. On the other hand, they might not regard little improvements in mood, vigor, activity, or libido as clinically significant hypomanic symptoms and might even enjoy such states (Barney, 2022). Diagnostic ambiguity is pervasive early in the illness and the absence of corroborating information from a family member or close friend. Initially undiagnosed, bipolar disorder (BD) is characterized by recurrent bouts of mania or hypomania that alternate with depressive episodes (Barney, 2022). Bipolar disorder’s depression phase can cause people to feel down, anxious, or empty, have little to no energy, feel like they cannot enjoy anything, sleep too little or too much, struggle to get out of bed, eat too little or too much, struggle to concentrate or remember things, struggle to make decisions, and even consider suicide or death. People may experience some or all of these symptoms. Bipolar disorder patients can experience extreme sadness and high energy levels (Barney, 2022). Those who experience depression for an extended period, often at least two weeks, are more likely to be in the depressive phase of BD. Patients may experience these episodes infrequently or frequently each year. (Bipolar Disorder Depressed)

Bipolar Disorder Depressed

Pharmacological Treatments

Pharmacological treatment for bipolar disorder depressed includes FDA-approved drugs such as olanzapine and fluoxetine (OFC), quetiapine, lurasidone, cariprazine, and lumateperone. Other common BD-D treatments include classic mood stabilizers and antipsychotics (Yalin & Young, 2020). The first medication that the US FDA expressly approved to treat BD-D was OFC. While treating BD-D, lurasidone is taken alone or in conjunction with lithium or valproate. Cariprazine lessens the symptoms of depression. Recently, lumateperone was licensed for treating depression in either BD-I or BD-II disorder as a monotherapy or as an additional therapy with lithium or valproate. Lithium is beneficial in the short-term management of mood and prevention of mania, and it may be especially effective in a subset of patients (Yalin & Young, 2020). Asenapine, risperidone, clozapine, aripiprazole, and ziprasidone have not received FDA approval.

Nonpharmacological Treatments

Common nonpharmacological treatments for BD-D are electroconvulsive therapy and cognitive-behavioral therapy. Electroconvulsive therapy (ECT) delivers a rapid clinical reaction and can be utilized in urgent clinical conditions, including suicidal behaviors, severe psychosis or catatonia (Levenberg & Cordner, 2022). Patients with BD-D typically notice improvement after seven ECT sessions, while the number of sessions required varies considerably. There is a relatively minimal probability of negative side effects with psychotherapy. Pharmaceutical therapy is supplemented by cognitive behavioral therapy (CBT). CBT has been linked to decreased BD-D relapse rates and improved depressive symptoms. (Bipolar Disorder Depressed)

Appropriate Community Resources and Referrals

NAMI and NAMI Affiliates provide people with information about various community resources and support on an individual and family level. For questions concerning bipolar disorder and available resources, contact the NAMI HelpLine at 1-800-950-NAMI (6264) or info@nami.org. The Depression and Bipolar Support Alliance (DBSA) is a national nonprofit that assists people with depression and bipolar mood disorders. The group also provides a support system for parents of kids who have pediatric mood disorders. Assistance is provided through local chapter meetings and online tools like educational videos, discussion forums, and support groups. The American Academy of Child and Adolescent Psychiatry (AACAP) is a prestigious nonprofit group of doctors and other mental health specialists committed to assisting kids, teenagers, and families experiencing mental, behavioral, or developmental issues. The AACAP offers information for parents on its website, including a link to a local pediatric and adolescent psychiatrist. (Bipolar Disorder Depressed)

References

Baldessarini, R. J., Vázquez, G. H., & Tondo, L. (2020). Bipolar depression: a major unsolved challenge. International journal of bipolar disorders8(1), 1. https://doi.org/10.1186/s40345-019-0160-1

Barney, A. (2022). Depression in Bipolar Disorder: What You Can Do. https://www.webmd.com/bipolar-disorder/guide/depression-symptoms

Levenberg, K., & Cordner, Z. A. (2022). Bipolar depression: a review of treatment options. General Psychiatry35(4).

Yalin, N., & Young, A. H. (2020). Pharmacological Treatment of Bipolar Depression: What are the Current and Emerging Options?. Neuropsychiatric disease and treatment16, 1459–1472. https://doi.org/10.2147/NDT.S245166

 
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250314 Benchmark

Benchmark – Human Experience Across the Health-Illness Continuum

Benchmark - Human Experience Across the Health-Illness Continuum

(250314 Benchmark – Human Experience Across the Health-Illness Continuum)

Introduction

  1. Examine the health-illness continuum and discuss why this perspective is important to consider in relation to health and the human experience when caring for patients.
  2. Explain how understanding the health-illness continuum enables you, as a health care provider, to better promote the value and dignity of individuals or groups and to serve others in ways that promote human flourishing and are consistent with the Christian worldview.
  3. Reflect on your overall state of health. Discuss what behaviors support or detract from your health and well-being. Explain where you currently fall on the health-illness continuum.
  4. Discuss the options and resources available to you to help you move toward wellness on the health-illness spectrum. Describe how these would assist in moving you toward wellness (managing a chronic disease, recovering from an illness, self-actualization, etc.).

(250314 Benchmark – Human Experience Across the Health-Illness Continuum)

Question2:

Understanding the complexities of the health-illness continuum in healthcare is like gaining a deep insight into human experiences, values, and dignity. For a healthcare provider with Christian beliefs, this understanding guides actions towards helping people thrive and respecting their value and dignity.

Empathy and Compassionate Care

At the heart of the health-illness continuum lies the human experience, replete with joys, struggles, and vulnerabilities. By appreciating the dynamic nature of this continuum, healthcare providers are equipped with a lens of empathy through which they perceive the unique journeys of patients. This empathetic understanding fosters compassionate care, affirming the dignity of individuals irrespective of their health status. In the Christian worldview, each person is regarded as inherently valuable, deserving of respect and dignified care, regardless of their position on the continuum. (250314 Benchmark – Human Experience Across the Health-Illness Continuum)

Holistic Approach to Well-being

Understanding the health-illness continuum extends beyond the physical realm to encompass the holistic well-being of individuals—body, mind, and spirit. As a healthcare provider, this holistic perspective aligns with the Christian worldview’s emphasis on the interconnectedness of human beings and the importance of nurturing all dimensions of life. By addressing not only the symptoms of illness but also the emotional, social, and spiritual needs of patients, healthcare providers promote human flourishing in its truest sense, facilitating healing and wholeness. (250314 Benchmark – Human Experience Across the Health-Illness Continuum)

Advocacy for Justice and Equity

The health-illness continuum illuminates disparities in access to healthcare and social determinants of health, underscoring the need for advocacy and action to promote justice and equity. In the Christian worldview, the call to serve the marginalized and vulnerable resonates deeply, prompting healthcare providers to advocate for policies and practices that address systemic barriers to health. By striving for equitable healthcare delivery and advocating for the rights of all individuals, healthcare providers uphold the dignity of each person, reflecting the principles of justice and compassion central to the Christian faith. (250314 Benchmark – Human Experience Across the Health-Illness Continuum)

Promotion of Human Flourishing

Central to the Christian worldview is the concept of human flourishing—a state in which individuals thrive in their relationships, pursuits, and overall well-being. Understanding the health-illness continuum enables healthcare providers to tailor interventions that support individuals along their unique journeys towards flourishing. Whether it involves preventive care, rehabilitative services, or end-of-life support, healthcare providers play a vital role in facilitating opportunities for individuals to realize their full potential and experience abundant life, consistent with the Christian belief in the sanctity of human existence. (250314 Benchmark – Human Experience Across the Health-Illness Continuum)

Conclusion

In essence, understanding the health-illness continuum empowers healthcare providers to embody values of compassion, justice, and human dignity inherent in the Christian worldview. By acknowledging the complexity of human experiences and promoting holistic well-being, healthcare providers contribute to the flourishing of individuals and communities, reflecting the profound love and care exemplified in the teachings of Christ. As stewards of health and healing, they embrace the call to serve others with humility, grace, and unwavering dedication, embodying the essence of Christian compassion in the realm of healthcare provision. (250314 Benchmark – Human Experience Across the Health-Illness Continuum)

References

https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5418826/

 
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Choosing a Professional Journal for Manuscript Submission

Choosing a Professional Journal for Manuscript Submission

Choosing a Professional Journal for Manuscript Submission

(Choosing a Professional Journal for Manuscript Submission)

The article explores identifying mTBI after a concussive event among athletes. Early identification of mTBI is critical to avoid progression to persistent post-concussion systems and long-term disability by intervening early. Athletes often experience concussive events like knocking heads against each other during a tackle, falling to the ground, hitting sporting equipment like goalposts, and other scenarios. A symptom-based procedure is often undertaken after a knock on the head, but it is primarily based on subjective data. Most athletes also fail to report in case of progression and often perceive it as a mere headache. This paper explores strategies to enhance mTBI identification after a concussive event to help with early intervention and treatment and avoid disease progression into severe states. The Journal of Academic of Pas (JAAPA) and the Clinical Advisor are selected to publish this article and share it with the wider health fraternity. (Choosing a Professional Journal for Manuscript Submission)

Journal of the Academy of PAs (JAAPA)

JAAPA is peer-reviewed and belongs to the American Academy of Physician Associates (AAPA). It has existed for over 25 years, guided by the primary mission of supporting physician associates/physician assistants’ ongoing learning and advancement by offering current information and evidence-based research on clinical, health policy, and professional problems (JAAPA, n.d.). With JAAPA, providers can obtain editorials on clinical review articles, case reports, clinical departments, original health service research, and articles that address professional issues of interest to PAs (JAAPA, n.d.). Pas can also obtain other online resources shared through blogs and links in the journal website, including instructions for authors, drug information, currently active CME, and current medical news. However, the information and full articles are available only to registered users and members of AAPA.

The article is well-known, widely used, and available to over 131,000 certified Pas in the US, making it suitable for publishing this article. One of my writing goals is to publish in JAAPA to address the wider PA audience (JAAPA, n.d.). Another factor considered is the high relative impact factor, which would help raise the article’s profile if published. The journal is also known for its social capital and acknowledged and respected for high quality and authority, with the ability to impact a wider audience and a wide range of articles that extend beyond clinical research topics (JAAPA, n.d.). To publish an article, an individual needs to be an AAPA member or a registered user and write an article that fits the journal, including the scope and audience. Recommendations on strategies and procedures for identifying mTBI after a concussive event fall within the journal’s scope and is of interest to Pas, making the journal suitable for the topic. The specific article is submitted using the Editorial Manager, a portal that handles submission that requires the creation of an account if not a member or registered before. (Choosing a Professional Journal for Manuscript Submission)

The Clinical Advisor

The Clinical Advisor addresses therapeutic areas of general medicine, nursing, and primary care, with the primary readership consisting of clinicians, family practice physicians, general practitioners, nurse practitioners, nurse practitioners/physician assistants, nurses, physician assistants, physicians, physicians – medicine, and primary care physicians. It is a bimonthly journal for nurse practitioners (NPs) and physician assistants (PAs) operating in primary care (Clinical Advisor, n.d.). It is guided by the primary mission of keeping practitioners updated with current information regarding diagnosing, treating, managing, and preventing medical or health conditions observed in a normal office-based primary-care setting. NPs and PAs can also access web-only content, including interactive polls, quizzes, contests, exclusive news updates, medical slideshows, expert commentary, live clinical meeting coverage, comprehensive information on particular medical conditions, and career resources (Clinical Advisor, n.d.). Haymarket Media is the publisher, offering practitioners a broad range of authoritative publications and services. One has to register with the Clinical Advisor to publish and access premium features. This journal has a wide audience of over 70,000 NPs and 30,000 Pas in the US, making it suitable for publishing the article (Clinical Advisor, n.d.). The editorial content or clinical question is submitted on the Submissions page on the Clinical Advisor website. (Choosing a Professional Journal for Manuscript Submission)

References

Clinical Advisor. (n.d.). About Us. https://www.clinicaladvisor.com/home/about/

JAAPA. (n.d.). About the Journal. https://journals.lww.com/jaapa/pages/aboutthejournal.aspx

 
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Literature Review 5

Literature Review 5

(Literature Review 5)

Literature Review 5

Introduction

Falls are common in older adults, leading to serious injuries, including fractures and head injuries, and death in worst-case scenarios. Falls are also associated with disability and significant morbidity and mortality among older adults. Old age leads to overall poor physical and mental or cognitive status, which makes older adults prone to falls that cause physical injury and, in some instances, fear and psychological trauma. Statistically, a third of older adults experience at least one fall annually, while 10% fall multiple times yearly (Lloyd, 2021). Medical conditions increase the risk of falls, jeopardizing an older adult’s independence, and associated socioeconomic and personal consequences. Falls can occur at home or in any healthcare setting, including nursing homes. Hospitals are responsible for adopting interventions to minimize or prevent falls in older adults. Many interventions are adopted to prevent falls, including improving the environment and the terrain to make walking easy, providing non-slippery footwear, patient education, adequate lighting, installing handrails in hallways and bathrooms, and raising the bed to a comfortable height. This paper focuses on the role of hourly rounding in reducing the risk of falls among older adults. The paper explores literature offering evidence on the effectiveness of hourly rounding in preventing falls. (Literature Review 5)

Background

Falls among older adults are one of the most prevalent and dangerous issues causing disabilities, physical injury, and cognitive impairment. Falls are directly correlated with mortality, morbidity, and decreased functionality. Falls are widespread among the elderly, kids, and athletes. Studies have indicated that a higher tendency to fall and, thus, a higher risk of injury is connected with medical comorbidities in the elderly (Appeadu & Bordoni, 2022). Falls are also linked to socioeconomic and personal effects, including direct and indirect healthcare costs such as paying for fall-related injury treatment and financial loss from the patient’s or the caregiver’s work absence to attend to the injury or impaired functionality. According to Appeadu & Bordoni (2022), the US incurs over $31 billion, which could rise to 74 billion by 2030, associated with falls among older adults 65 years and over. Conclusively, falls impact the patient and the healthcare system in multiple ways, including increasing healthcare costs, contributing to medical conditions, financial loss, and impaired functionality. Therefore, it is critical to prevent falls and reduce the risk of falls for hospitalized patients to promote their quality of care.

Falls lead to different injuries, including minor and major fractures and head injuries. Approximately 30%-50% are minor, 10% major injuries, and 1% hip fractures, with the last one increasing post-fall morbidity and mortality risk. Approximately 20% lead to serious injuries, including fractures in other body parts or head injuries. Studies have shown that, annually, fall-related injuries lead to over 800,000 hospitalizations, with 300,000 requiring hip fracture treatment (Vaishya & Vaish, 2020). Falls are estimated to be the leading cause of traumatic brain injury and associated deaths among older people aged 65 years and above. Repeated falls increase the risk of severe injury, hospitalization, and death because of frail body structures (Vaishya & Vaish, 2020). About half of the falls lead to an injury, with major ones including head injuries and fractures. Frailty rather than age determines the severity of an injury and associated consequences. In conclusion, falls cause different types of injuries that can lead to morbidity, disability, loss of function, and mortality among older adults. Therefore, preventing falls and their associated injuries is critical to promote patient safety and experience during their hospital stay. (Literature Review 5)

PICOT Question

Among older patients, does patient education and hourly rounding reduce the risk of falls compared with normal nursing care?

Factors Most Frequently Associated with Falls in Elderly Patients

Inpatient falls, and fall-related injuries can be caused by various factors, including physical or cognitive impairments, environmental hazards, inadequate staff supervision, and age-related, such as hearing and vision impairment, vibration sensation and proprioceptive reduction, altered gait, and declining positional control. Age-related factors and changes do not cause falls directly but significantly contribute to most falls. Research shows that falls in older adults are also associated with physical diseases, medication side effects, cognitive deterioration, and environmental hazards (Vaishya & Vaish, 2020). According to Vaishya and Vaish (2020), environmental factors increase the risk of falling and can occur independently or interact with other factors, especially when postural control and mobility are needed, like walking on slippery and uneven surfaces. Maintaining balance becomes a problem as people age because of an impaired nervous system, which makes recovering balance challenging (Cuevas-Trisan, 2019). Furthermore, older age causes muscle weaknesses that make balancing and positioning difficult, leading to increased fall risk. Also, inadequate staffing or insufficient staff supervision can mean potential fall risks are not identified and addressed quickly enough (Vaishya & Vaish, 2020). In conclusion, inpatient falls, and fall-related injuries can be caused by a variety of factors, including physical or cognitive impairments, environmental hazards, and inadequate staff supervision. It is important to identify these potential causes to reduce the risk of falls and fall-related injuries. (Literature Review 5)

Impact of Fall Prevention Programs on Number of Falls Experienced by Elderly Patients

Falls prevention programs are implemented to reduce the risk of falls and fall-related injuries among hospitalized patients, especially older patients. There are many fall prevention programs, including reorganizing the Falls Committee, flagging high-risk patients, improving fall reports, increasing falls scrutiny, adopting hourly nursing rounds, reorganizing leadership systems, standardizing fall prevention equipment, adapting to new hospital buildings, investigating root causes, educating patients, and helping nurses think critically regarding risk. Additionally, falls prevention interventions can include alarms, fall risk identification, sitters, intentional rounding, patient education, physical restraints, environmental modifications, and non-slip socks. Studies indicate that fall prevention programs have varying effectiveness, but using several interventions at once increases the efficacy of fall prevention efforts. Based on research, hourly rounding generates consistent fall prevention results and reduces risk factors associated with falls among older adults. According to Daniels (2016), purposeful and timely hourly rounding is one of the effective nursing interventions to meet patient needs consistently, ensuring patient safety, lowering preventable events, and proactively addressing patient problems. According to the Institute for Healthcare Improvement (IHI), hourly rounding is the best approach to prevent and minimize call lights and fall injuries, increasing care quality and patient satisfaction. The study recommends increasing nurse knowledge on purposeful hourly rounding and facilitating infrastructure to ensure consistency with this intervention. Mant et al. (2016) also found that implementing hourly rounding effectively prevents fall-related incidents among older patients in acute care settings. Goldsack (2015) found that the effectiveness of hourly rounding in preventing patient falls depends on multiple factors, such as staff training, interdisciplinary teams, and leadership. Goldsack (2015) found that the unit that engaged staff and leadership in the project achieved a 3.9 falls/1000 patient days, with the pilot period fall rate being considerably lower, at 1.3 falls/1,000 patient days. In the second unit, the fall rate was 2.6 falls per 1000 patient days and 2.5 falls per 1000 patient days during the pilot period. These findings indicate that adopting an interdisciplinary team that includes leadership and unit champions can enhance the effectiveness of a patient-centered proactive hourly rounding program, leading to significant fall rate reduction. Therefore, leadership and front-line staff should be actively involved in developing and implementing hourly rounding programs. Walsh et al. (2018) explored the effectiveness of reorganizing the Falls Committee, flagging high-risk patients, improving fall reports, increasing falls scrutiny, adopting hourly nursing rounds, reorganizing leadership systems, standardizing fall prevention equipment, adapting to the new hospital building, investigating root causes, educating patients, and helping nurses think critically regarding risk in reducing patient falls. These interventions reduced the fall rate from 3.07 to 2.22 per 1000 patient days and injury reduction from 0.77 to 0.65 per 1000 patient days. When nurses began addressing fall risk during hourly rounds, the fall rate significantly declined, implying hourly rounds’ effectiveness in reducing the fall risk among inpatients. Heng et al. (2020) explored the effectiveness of patient education in preventing falls among older adults. Findings indicate that direct face-to-face patient education, educational materials like handouts, pamphlets, brochures, hospital policies, procedures, and systems can help reduce falls and associated injuries. Fall prevention programs incorporating patient education reduce the risk of falling because patients are empowered and more aware of themselves and their surroundings. Heng et al. (2021) also explored patient education’s impact on fall rate and found that consistent, patient-centered education and small interactive groups helped prevent falls among hospitalized patients. LeLaurin & Shorr (2019) investigated the effectiveness of alarms, fall risk identification, sitters, intentional rounding, patient education, physical restraints, environmental modifications, and non-slip socks. LeLaurin & Shorr (2019) found that intentional rounding enhances patient satisfaction and minimizes patient harm. It is a proactive method that helps meet patient needs, involving bedside checks and schedule intervals, typically one hour during the day and after two hours during the night. However, inadequate education, workload, lack of staff adherence, competing priorities, and poor documentation can be barriers to intentional hourly rounding. Consistently, Manges et al. (2020) found that hourly rounding improved care quality, patient satisfaction, and patient empowerment and helped decrease patient fall rates. In conclusion, multiple fall prevention programs are implemented in hospitals, but research shows most fall prevention programs have moderate effects on fall prevention. However, hourly rounding and patient education significantly reduce the risk of falls and associated injuries. Therefore, hospitals should consider adopting purposeful and intentional hourly rounding and patient education to prevent falls among older patients. Falls prevention patient education can be incorporated during hourly rounding to increase the effectiveness of fall prevention efforts. (Literature Review 5)

Impact of Medication Management on Fall Prevention in Elderly Patients

Hospitalized patients, particularly older adults, are under several medications, which increases the risk of medication-induced falls. Medication side effects that increase the risk of falling are often ignored, and fall-risk-increasing drugs should be considered a significant risk factor during fall risk assessment in healthcare settings. Research shows that about 47% of active substances used by inpatients increase the risk of falling because most affect the nervous and cardiovascular systems (Michalcova et al., 2020). The findings recommend adopting medication management programs such as preliminary categorizing fall-risk-increasing drugs (FRIDs) based on adverse drug effects to reduce fall risk. Ming et al. (2021) report medication review as an effective approach to managing adverse drug reactions and enhancing drug safety among older patients. According to Ming et al. (2021), medication review effectively prevents falls and fall-related injuries among older adults. Medication review also helped reduce the severity of injuries and fall-related fractures. In conclusion, there are different medication management programs, including risk categorization of drugs according to their adverse effects and medication review of drugs that can help prevent medication-induced falls. Therefore, hospitals should increase awareness of medication-induced falls and adopt medication management programs to prevent falls and fall-related injuries. (Literature Review 5)

Conclusion

Patient falls are a significant problem in US hospitals, especially among older adults at increased risk of falling due to age-related factors, environmental factors, medical conditions, and frail bodies. Falls lead to injuries and contribute considerably to subsequent morbidity and mortality among hospitalized patients. Many interventions currently used to prevent falls indicate moderate benefits and unknown sustainability. Reviewed articles provide consistent results showing patient education and hourly rounding as effective in reducing the risk of patient falls, promoting patient safety, and improving patient experience, outcome, and satisfaction. (Literature Review 5)

References

Appeadu, M. K., & Bordoni, B. (2022). Falls and fall prevention in the elderly. In StatPearls [Internet]. StatPearls Publishing.

Cuevas-Trisan, R. (2019). Balance problems and fall risks in the elderly. Clinics in geriatric medicine35(2), 173-183.

Daniels J. F. (2016). Purposeful and timely nursing rounds: a best practice implementation project. JBI database of systematic reviews and implementation reports, 14(1), 248–267. https://doi.org/10.11124/jbisrir-2016-2537

Goldsack, J., Bergey, M., Mascioli, S., & Cunningham, J. (2015). Hourly rounding and patient falls: what factors boost success?. Nursing45(2), 25–30. https://doi.org/10.1097/01.NURSE.0000459798.79840.95

Heng, H., Jazayeri, D., Shaw, L., Kiegaldie, D., Hill, A. M., & Morris, M. E. (2020). Hospital falls prevention with patient education: a scoping review. BMC geriatrics20(1), 140. https://doi.org/10.1186/s12877-020-01515-w

Heng, H., Slade, S. C., Jazayeri, D., Jones, C., Hill, A. M., Kiegaldie, D., Shorr, R. I., & Morris, M. E. (2021). Patient Perspectives on Hospital Falls Prevention Education. Frontiers in public health9, 592440. https://doi.org/10.3389/fpubh.2021.592440

LeLaurin, J. H., & Shorr, R. I. (2019). Preventing Falls in Hospitalized Patients: State of the Science. Clinics in geriatric medicine35(2), 273–283. https://doi.org/10.1016/j.cger.2019.01.007

Lloyd, S. L. (2021). Hourly rounding to reduce patient falls – A quality improvement project. University of Texas.

Manges, M. E., Zuver, M. C., Mack, K., & Abraham, S. P. (2020). hourly rounding and medical-surgical patient falls: A review of the literature. International Journal of Science and Research Methodology.

Mant, T., Dunning, T., & Hutchinson, A. (2016). The clinical effectiveness of hourly rounding on fall-related incidents involving adult patients in an acute care setting: a systematic review. JBI Evidence Synthesis10(56), 1-12.

Michalcova, J., Vasut, K., Airaksinen, M., & Bielakova, K. (2020). Inclusion of medication-related fall risk in fall risk assessment tool in geriatric care units. BMC geriatrics20(1), 1-11.

Ming, Y., Zecevic, A. A., Hunter, S. W., Miao, W., & Tirona, R. G. (2021). Medication Review in Preventing Older Adults’ Fall-Related Injury: a Systematic Review & Meta-Analysis. Canadian geriatrics journal : CGJ24(3), 237–250. https://doi.org/10.5770/cgj.24.478

Vaishya, R., & Vaish, A. (2020). Falls in Older Adults are Serious. Indian journal of orthopaedics54(1), 69–74. https://doi.org/10.1007/s43465-019-00037-x

Walsh, C. M., Liang, L. J., Grogan, T., Coles, C., McNair, N., & Nuckols, T. K. (2018). Temporal Trends in Fall Rates with the Implementation of a Multifaceted Fall Prevention Program: Persistence Pays Off. Joint Commission journal on quality and patient safety44(2), 75–83. https://doi.org/10.1016/j.jcjq.2017.08.009

(Literature Review 5)

 
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Discussion Board Rebuttal 3

Discussion Board Rebuttal 3

(Discussion Board Rebuttal 3)

Discussion Board Rebuttal 3

The author offers a compelling argument and a description of the different forms of power, including legitimate, referent, coercive, reward, and expert power. Legitimate power is associated with an individual’s formal right to lead, make demands, expecting others to obey and comply. Legitimate powers include formal organizational positions, political positions, and acceptance of social structure and culture.1 Reward power is associated with an individual’s ability to compensate another for compliance or obedience. Most managers in an organization can exercise reward power towards their subordinates because they are more influential. Referent power is linked to an individual’s perceived attractiveness, worthiness, or respect by others.1 Anyone can exercise coercive power, but mostly those in leadership positions, with common approaches being threats of malice and other forms of punishments for noncompliance. Every expert has expert power, but the approach to applying it differs because most tend to limit knowledge sharing to avoid diminishing power.(Discussion Board Rebuttal 3)

In the specific case study, I agree that Joe, the manager has legitimate power attributed to his position in the company. However, I would like to differ that Joe has coercive and reward power because no evidence is provided to support this argument. Although Joe is the manager, he is good at helping people and wants what is best for everyone and the company, implying that he is not coercive. Also, no information is provided to indicate Joe’s reward or promise of reward for compliance or behavior. Despite the lack of information demonstrating coercive and reward powers, Joe’s position gives him the ability to exercise these forms of power. However, Betty demonstrates expert power to the full extent by limiting knowledge sharing regarding the complex electronic health records software, which she has the highest level of knowledge about at the company. Betty demonstrates expert power over everyone, including Joe, knowing that she is talented and Joe has minimal power over her. Joe also understands that Betty is crucial to the company, and he can do little to convince Betty to train the three new employees. Betty also knows that sharing knowledge with everyone regarding the software would diminish her power, although it would be bad for the company. Conclusively, existence of power is felt or recognized when exercised. (Discussion Board Rebuttal 3)

References

  1. Kovach M. Leader Influence: A Research Leader Influence: A Research Review of Fview of French & Raench & Raven’s (1959) s (1959) Power Dynamics. The Journal of values_Based leadership, 2020;13. https://scholar.valpo.edu/jvbl/vol13/iss2/15/
 
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Responses 5

Responses 5

Response to Classmate 1

Hello, (Responses 5)

Thank you for the great post. I agree that the current healthcare environment is extremely diverse, and nurses must learn about other cultures to effectively meet the diverse patient populations’ needs. Nurses should recognize and respond appropriately to a client’s cultural perspective and background, including preferences, language, values, cultural traditions, and socioeconomic conditions (Stubbe, 2020). I like the culture you selected for this discussion because Hindu culture is unique and rich. Nurses need to engage family members and the patient to understand how to approach patient care, including treatment and home care. In addition to the factors you have pointed out, the nurse would discuss with the patient about role of prayer and meditation, dietary needs, bathing and cleanliness, and astrological beliefs, which are extremely important in the Hindu culture. (Responses 5)

Responses 3

References

Stubbe D. E. (2020). Practicing Cultural Competence and Cultural Humility in the Care of Diverse Patients. Focus (American Psychiatric Publishing)18(1), 49–51. https://doi.org/10.1176/appi.focus.20190041

Response to Classmate 2

Hi,

Your discussion is thoughtful and elaborative. I enjoyed reading it and learned some important concepts in the process. Nurses should develop cultural competence and sensitivity to recognize and respond appropriately to a patient’s needs based on the patient’s perspectives and backgrounds. Cultural competence allows nurses to offer patient-centered care and improve the quality of health care because nurses understand and consider the patients’ diversity regarding lifestyles, experiences, and worldviews (Nair & Adetayo, 2019). I agree that Mexicans are considered a minority culture in the US, and most are immigrants. Mexicans face multiple health disparities, including the disease burden of obesity, diabetes, hypertension, and other chronic illnesses. There are also direct aspects of Mexican culture, including respect and health beliefs nurses should respond to to ensure patient-centered care. (Responses 5)

References

Nair, L., & Adetayo, O. A. (2019). Cultural Competence and Ethnic Diversity in Healthcare. Plastic and reconstructive surgery. Global open7(5), e2219. https://doi.org/10.1097/GOX.0000000000002219

Response to Classmate 3

Hi,

Thank you for an insightful and informative discussion. Indeed the United States is culturally diverse, and nurses should adapt to this diversity to offer appropriate and patient-specific care. You have selected a unique culture I would also like to learn more about. Bosnia is culturally rich and practices Islam. The mix of Bosnian culture and Islam beliefs places a higher moral responsibility on the people, including sustaining their cultural beliefs in different environments. Additionally, nurses should be aware of Bosnia cultural activities like enjoying leisure strolls or korza and chatting with people over coffee or another drink. Bosnians are social but have stern public etiquette; for instance, they do not appreciate shouting in public and consider it rude (Aebischer Perone et al., 2018). Understanding these cultural aspects would help enhance the patient’s experience. (Responses 5)

References

Aebischer Perone, S., Nikolic, R., Lazic, R., Dropic, E., Vogel, T., Lab, B., Lachat, S., Hudelson, P., Matis, C., Pautex, S., & Chappuis, F. (2018). Addressing the needs of terminally-ill patients in Bosnia-Herzegovina: patients’ perceptions and expectations. BMC palliative care17(1), 123. https://doi.org/10.1186/s12904-018-0377-2

 
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