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Read and watch the lecture resources & materials below early in the week to help you respond to the discussion questions and to complete your assignment(s).

(Note: The citations below are provided for your research convenience. You should always cross reference the current APA guide for correct styling of citations and references in your academic work.)

Read


Watch

Assignment below:

Goal:

To conduct an assessment of health promotion while applying the nursing process and evidence-based research to disseminate findings to course colleagues.

Case:

Jessica is a 32 y/old math teacher who presents to the ER with a friend for evaluation of sudden decrease of vision in the left eye. She denies any trauma or injury. It started this morning when she woke up and has progressively worsened over the past few hours. She had some blurring of her vision 1 month ago and thinks that may have been related to getting overheated, since it improved when she was able to get in a cool, air-conditioned environment. She has some pain if she tries to move her eye, but none when she just rests. She is also unable to determine colors. She denies tearing or redness or exposure to any chemicals. Nothing has made it better or worse.

She denies fever, chills, night sweats, weight loss, fatigue, headache, changes in hearing, sore throat, nasal or sinus congestion, neck pain or stiffness, chest pain or palpitations, shortness of breath or cough, abdominal pain, diarrhea, constipation, dysuria, vaginal discharge, swelling in the legs, polyuria, polydipsia, and polyphagia.

Patient is alert; she appears anxious. BP 135/85 mm Hg; HR 64bpm and regular, RR 16 per minute, T: 98.5F. Visual acuity 20/200 in the left eye and 20/30 in the right eye. Sclera white, conjunctivae clear. Unable to assess visual fields in the left side; visual fields on the right eye are intact. Pupil response to light is diminished in the left eye and brisk in the right eye. The optic disc is swollen. Full range of motions; no swelling or deformity. Mental status: Oriented x 3. Cranial nerves: I-XII intact; horizontal nystagmus is present. Muscles with normal bulk and tone; Normal finger to nose, negative Romberg. Intact to temperature, vibration, and two-point discrimination in upper and lower extremities. Reflexes: 2+ and symmetric in biceps, triceps, brachioradialis, patellar, and Achiles tendons; no Babinski.

Submission Instructions:

  • Complete a comprehensive history and Physical Examination.
  • What physical findings are you looking for to help determine a presumptive nursing diagnosis?
  • Support your findings with peer reviewed articles.
  • Presentation is original work and logically organized in current APA style. Incorporate a minimum of 4 current (published WITHIN THE LAST FIVE YEARS) scholarly journal articles or primary legal sources (statutes, court opinions) within your work.
  • Power point presentation with 8 -10 slides, excluding the tile slide and the reference slide.
    The presentation is clear and concise and students will lose points for improper grammar, punctuation, APA and misspelling.
  • Speaker notes expanded upon and clarified content on the slides.
  • Your presentation will be shared with class colleagues during the ZOOM meeting.

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Grading Rubric


Your assignment will be graded according to the grading rubric.

Presentation Rubric
Presentation Rubric
Criteria Ratings Pts
Identification of Main Issues/Problems

20 pts

Distinguished

Identify and demonstrate a sophisticated understanding of the issues/problems.

18 pts

Excellent

Identifies and demonstrate an accomplished understanding of most of issues/problems.

16 pts

Fair

Identifies and demonstrate an an acceptable understanding of most of issues/problems.

10 pts

Poor

Identifies and demonstrate an unacceptable understanding of most of issues/problems.

/ 20 pts

Analysis and Evaluation of Issues/Probelms

20 pts

Distinguished

Presents an insightful, thorough analysis and evaluation of issues/problems.

18 pts

Excellent

Presents a thorough analysis and evaluation of most of the issues/problems.

16 pts

Fair

Presents a superficial or incomplete analysis and evaluation of issues/problems.

10 pts

Poor

Presents unacceptable analysis and evaluation of issues/problems.

/ 20 pts

Demonstrates a Conceptual Understanding

20 pts

Distinguished

Provides a thorough, competent and interpretive responses to all issues/problems, and shows a high level of conceptual understanding.

18 pts

Excellent

Provides a competent and interpretive responses to all issues/problems, and shows a moderate level of conceptual understanding.

16 pts

Fair

Provides a competent responses to all issues/problems, but lacks interpretation and a moderate level of conceptual understanding.

10 pts

Poor

Provides an unacceptable response to all issues/problems, and lacks interpretation and a moderate level of conceptual understanding.

/ 20 pts

Use of Citations to Course Readings and Additional Research/Literature

20 pts

Distinguished

Effectively uses the literature and other resources to inform their work. Exceptional use of citations and extended referencing.

18 pts

Excellent

Effectively uses the literature and other resources to inform their work. Moderate use of citations and extended referencing.

16 pts

Fair

Ineffectively uses the literature and other resources to inform their work. Moderate use of citations and extended referencing.

10 pts

Poor

Ineffectively uses the literature and other resources to inform their work. An unacceptable use of citations and extended referencing.

/ 20 pts

Writing Mechanics and APA Formatting Guidelines

20 pts

Full Marks

Demonstrate a high level of clarity, precision, and attention to detail. APA style is correct and writing is free of grammar and spelling errors.

18 pts

Excellent

Demonstrate a high level of clarity. APA style and writing mechanics need more precision and attention to detail.

16 pts

Fair

Demonstrate a moderate level of clarity. APA style and writing mechanics need more precision and attention to detail.

10 pts

Poor

Demonstrates issues in writing and communicating clearly. APA style and writing mechanics need serious attention.

/ 20 pts

Total Points: 0

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Similarities

There are definite similarities between the research process and the evidence-based practice Process. Both Evidence based practice (EBP) and the research process are launched too seek benefits for communities. However, EBP’s benefits are primarily for patients, their families, staff and organizations. EBP processes involve life long, problem based learning. EBP is an activity and a mindset that can be applied to all aspects of health sciences With the research process, at that point the benefits are seen for clinicians and  the scientific community. Occasionally, the subjects themselves will benefit. With EBP, the scope of interest is specific to units or patient populations within an organization. For the research process, the scope of interest is much wider, and the intent is to generalize the research findings to larger populations that extend beyond an organization. Research process involves finding support for research questions.

Differences

       Research processes apply methodologies (qualitative or quantitative) to develop new knowledge. EBP on the other hand will search for and then apply the best clinical evidence, often taken from research and apply it toward decisions for patient care. According to Bolick et al. (2020), other areas of difference include how each process requires IRB approval. EBP and nursing practice processes do not require IRB approval unless their specific organization’s policy mandates it. For the research process however, IRB approval is required.

            In this comparison EBP utilizes more systematic approaches and uses data in projects to lead to improved outcomes, and better performances, along with professional development. Research is focused on experimentation and finding answers. EBP seeks to determine actions that can result in measurable improvements for the healthcare industry. EBP can utilize teams that do not require great expertise. Black et al. (2016) explain that a benefit that distinguishes EBP from the research process is that it takes less time to translate EBP from research. EBP has fewer time constraints than the research process. EBP is able to operate with small convenience samples, as long as they are still large enough to observe changes. They can still be used for data collection. The same applies for the nursing process. However, for research, more planning is required. Sample sizes for research are preferably larger, and randomized.

To conclude, the nursing process also serves as a systematic guide for how to proceed in patient centered care, often using sequential processes. These processes also involve assessments diagnosis, panning, implementation and evaluation.  Evidence based practice thrives on continuous learning, and is essential due to the increased complexity of care, as our populations become more diverse, and people are living longer than they did 50 years ago, creating a larger population of older Americans with age related health concerns. EBP and the nursing process are intertwined as nurses learn the importance of patient centered care, interprofessional teams, application of Quality Improvement initiatives, and how to use informatics in their process. The nursing processes can be understood as the methodology practitioners take in caring for their patients, to ensure quality care and delivery. The end purpose is the same as EBP. Research is more concerned with investigating research questions and discovery, than in following best practices. Research will use tests and experiments. However, the knowledge gained from research may be integrated into health care practices, and thus nurse practices. All three are essential to thriving and evolving healthcare industries.

References

Black, A. (2016). Promoting Evidence-Based Practice Through a Research Training Program for Point-of-Care Clinicians. JONA: The Journal of Nursing Administration, 46(10), 14-20. doi:10.1097/01.nna.0000499766.29737.15

Bolick, B. N., Reuter-Rice, K., Madden, M. A., & Severin, P. N. (Eds.). (2020). Pediatric Acute Care E-Book: A Guide to Interprofessional Practice. Elsevier Health Sciences.

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Below I have 2 posts please provide a response for both. 150 words each with reference.

Part 1

Your response to your peers by extending, refuting/correcting, or adding additional nuance to their posts.

Nurses are healthcare providers with a wide range of responsibilities in the health sector or facility. Their role does range from making acute or an effective treatment decision to providing appropriate inoculations in schools. With the current dynamic health systems, the role of nurses has significantly gotten impacted by certain factors such as the introduction and use of modern technology that has enhanced better health information systems. With the introduction of modern technology, various health information systems developed to assist in storing and sharing different patient health-related information.

Technology has a significant impact or influence on the education and role of nurses by enhancing the need for information technology in all aspects of the nursing profession. Nurses, therefore, play a significant role in the decision-making process concerning selecting the suitable information systems for a given task or function. There are various types of health information systems like Electronic Medical Record (EMR) and Electronic Health Record (HER) used in storing patient information (Wager, Lee, & Glaser, 2017). Others include practice management software, master patient index (MPI), and clinical decision support.

Zadvinskis, Smith, & Yen (2018) stated that nurses play a significant role in the decision-making process by coming up with a relevant or appropriate intervention to enhance better service delivery. That depends on the health condition of the patient, which also includes their medical history. With the introduction and use of modern technology, that kind of role has significantly gotten impacted since they need to have relevant computer-related skills to decide the most appropriate information system and use them.

Those information systems are very significant to nurses since they assist in storing relevant information that nurses can use in making the right decision through their various roles or in all aspects of nursing. That includes clinical areas, education, management, and even researching health matters (Dobrow et al., 2019). Electronic information systems carry different kinds of information, all of which are very significant to health care providers. As a result, nurses have to make the right decision of choosing which information systems to use or apply while carrying out a given role or function. That is sometimes most effective with the assistance of nurse informaticists, specialized in organizing patient care software and electronic medical records through their clinical nursing knowledge.

Nurses, therefore, play a significant role in the decision-making process to determine which kind of information system to use depending on the most appropriate one for their current position at that particular time. For example, they will require or opt to use EMR or HER when referring or storing patient health information, treatment information, and even doctor and specialist visits (Dobrow et al., 2019). They can also use telehealth in monitoring certain medical events like stroke or heart attack. Nurses can also use clinical decision support in making informed clinical decisions. As a result, nurses have the critical role of deciding on the kind of information system to use depending on its relevance to their particular job or position. They have to apply the most effective Health information system to gain relevant information for their clinical or nursing intervention.

Generally, nurses play a significant role in enhancing better healthcare service to patients. As primary care providers, nurses’ role requires various health information systems in making the right decision regarding their nursing interventions. There are different health information systems like EHR, EMR, practice management software, and patient portals. Therefore, nurses have to decide on the right information system based on its relevance regarding their current role. As a result, nurses need to have relevant knowledge in information technology to make good decisions or effectively apply those tools.

References

Dobrow, M. J., Bytautas, J. P., Tharmalingam, S., & Hagens, S. (2019). Interoperable electronic health records and health information exchanges: systematic review. JMIR medical informatics, 7(2), e12607.

Wager, K. A., Lee, F. W., & Glaser, J. P. (2017). Health care information systems: a practical approach for health care management. John Wiley & Sons.

Zadvinskis, I. M., Smith, J. G., & Yen, P. Y. (2018). Nurses’ experience with health information technology: Longitudinal qualitative study. JMIR medical informatics, 6(2), e38.

Part 2

Your response to your peers by extending, refuting/correcting, or adding additional nuance to their posts.

New responsibilities and roles keep on emerging in nursing as they become aware of information systems and computer benefits as a tool for managing them effectively. The application of new technology significantly challenges the nurses to do greater than they learn to operate the new machinery. The cost and complexity of different computer systems and rapid changes in hospital technologies call for the nurse’s leaders to understand various critical issues. This requires a broad knowledge of information systems in the hospital setting that enables nurses to acquire the necessary tools. This paper will review the role of nurses in decision-making when selecting information systems.

The significance of applying information technology in different nursing aspects involves the clinical education, management, and research areas that impact healthcare. The decision of selecting an information system and the medical systems of diagnostic is linked to the collection of patient information. Increasing the safety of patients results in nursing evidence-based where information systems improve the quality of nursing. The competence of nurses in this field is significant as it improves the patient’s care (Eyikara & Baykara, 2017).

Further, the nurse managers could also apply information systems to improve performance and efficiency while applying the new technology. The significance of planning and efficient shift management on the work of a nurse could improve health care quality. Information security is applied as the source of greater management activities. Care in nursing can be considered as an industry service where the product is care for patients. Application of information technology could be applied in promoting the outcomes of management in nursing. This leads to internet-based scheduling depending on the manager’s need and model refining, overviewing a significant distribution. This results in uniformity in resource allocation while increasing and scheduling patients to care directly.

Implementation of the information system also could better evidence access impacting the quality of patient care in nursing while supporting the evidence-based practice. Software tools used in facilitating research are within different medical fields and are available. Information system in nursing comprises clinical patterns and a decreased nursing time spent during indirect care cases. This system is critical mostly in professional health care tools applied in the age of information (Shrestha et al., 2019).

Although the application of information systems could result in better care, it might impair their critical thinking. On the other hand, the urgency of excess working time might result in various nursing delays and might decrease health care quality. Systems in decision support help the physicians solve problems that require certain decisions and should be integrated to help determine quality plans for treatment. The application of easy guides and access to up-to-date clinical information could decrease duplication of tests while decreasing any medical mistakes that improve patient care quality.

Today, the potential for communication and information technology use is improving to enhance nursing quality outcomes. Nurses often hold the highest communication with patients while interacting more often with technology. The application of technology creates a better and positive nursing productivity, and is important to apply in systems that could improve health care quality while enhancing their culture. Considering the various outcomes in nursing applies information technology systems and is recommended in setting long-terms and short-term courses that focus on the target groups.

References

Eyikara, E., & Baykara, Z. G. (2017). The importance of simulation in nursing education. World Journal on Educational Technology: Current Issues, 9(1), 1-6. https://doi.org/10.18844/wjet.v9i1.543

Shrestha, Y. R., Ben-Menahem, S. M., & Von Krogh, G. (2019). Organizational decision-making structures in the age of artificial intelligence. California Management Review, 61(4), 66-83. https://doi.org/10.1177/0008125619862257

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Please READ AND FOLLOW ALL THE INSTRUCTIONS. The assignment is also attached below as a document if you’re unable to download from the link.

Read and watch the lecture resources & materials below early in the week to help you respond to the discussion questions and to complete your assignment(s).

(Note: The citations below are provided for your research convenience. You should always cross reference the current APA guide for correct styling of citations and references in your academic work.)

Read

Mauer, F.A. & Smith, C. M. (2013).

Chapters 11-14

Watch

Community and Aggregate Assessment (9:00)
NursingEducationRes. (2009, October 29). Community and aggregate assessment [Video]. YouTube.
Community Aggregate Assessment (Links to an external site.)

This learning activity aims for a full understanding and unbiased view of the family—not just its problems, but also its strengths, values, and goals.

Understanding family structure and style is essential to caring for a family in the community setting. Conducting a family interview and needs assessment gathers information to identify strengths, as well as potential barriers to health. This information ultimately helps develop family-centered strategies for support and guidance.

  • See the Interview Questionnaire in the attached document below.

Family assessment assignment- community.docx Download Family assessment assignment- community.docx

  • Upon completion of the interview, write a 750-1,000-word paper.

Analyze your assessment findings and the family’s answers to your questions. 

This family health assessment is a two-part assignment. The information you gather in the first part of the assignment will be utilized for the second part of the assignment.  

Select a family, other than your own, and seek permission from the family to conduct an interview. Utilize the interview questions complied in your interview questionnaire to conduct a family-focused functional assessment.

  • Document the responses as you conduct the interview. Do not put the family’s name, but utilize initials, the gender of each family member, and their age.

Your paper must include the following:

Describe the family structure. Include individuals and any relevant attributes defining the family composition, race/ethnicity, social class, spirituality, and environment.

Summarize the overall health behaviors of the family. Describe the current health of the family.

Based on your findings, describe at least two of the functional health pattern strengths noted in the findings.

Discuss three areas in which health problems or barriers to health were identified?

Your assignment must include an eco-map and a genogram – as shown in the required textbook. 

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