Discussion Questions

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After reading Chapter 14 respond to the following prompts;

What questions should the nurse ask about collective bargaining and labor relations?

What does signing a card mean, and what questions should Addison ask before signing?

How can Addison establish good relationships with both nurse managers and staff nurses in an atmosphere in which collective bargaining has put these two groups in adversarial positions?

What skills and information will Addison need to navigate and make effective decisions in this hospital?

What provisions in a union contract are in a patient’s best interest as well as a nurse’s?

What resources are available to Addison to help her learn more about labor and management issues occurring in the hospital?

question

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the  ROLE OF THE RN/APRN IN POLICY-MAKING

Word cloud generators have become popular tools for meetings and team-building events. Groups or teams are asked to use these applications to input words they feel best describe their team or their role. A “word cloud” is generated by the application that makes prominent the most-used terms, offering an image of the common thinking among participants of that role.

What types of words would you use to build a nursing word cloud? Empathetic, organized, hard-working, or advocate would all certainly apply. Would you add policy-maker to your list? Do you think it would be a very prominent component of the word cloud?

Nursing has become one of the largest professions in the world, and as such, nurses have the potential to influence policy and politics on a global scale. When nurses influence the politics that improve the delivery of healthcare, they are ultimately advocating for their patients. Hence, policy-making has become an increasingly popular term among nurses as they recognize a moral and professional obligation to be engaged in healthcare legislation.

RESOURCES

Be sure to review the Learning Resources before completing this activity.
Click the weekly resources link to access the resources. 

WEEKLY RESOURCES

To Prepare:

  • Revisit the Congress.gov website provided in the Resources and consider the role of RNs and APRNs in policy-making.
  • Reflect on potential opportunities that may exist for RNs and APRNs to participate in the policy-making process.

BY DAY 3 OF WEEK 8

Post an explanation of at least two opportunities that exist for RNs and APRNs to actively participate in policy-making. Explain some of the challenges that these opportunities may present and describe how you might overcome these challenges. Finally, recommend two strategies you might make to better advocate for or communicate the existence of these opportunities to participate in policy-making. Be specific and provide examples.

BY DAY 6 OF WEEK 8

Respond to at least two of your colleagues’* posts by suggesting additional opportunities or recommendations for overcoming the challenges described by your colleagues.

DEVELOPING A CULTURE OF EVIDENCE-BASED PRACTICE

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DEVELOPING A CULTURE OF EVIDENCE-BASED PRACTICE

As your EBP skills grow, you may be called upon to share your expertise with others. While EBP practice is often conducted with unique outcomes in mind, EBP practitioners who share their results can both add to the general body of knowledge and serve as an advocate for the application of EBP.

In this Discussion, you will explore strategies for disseminating EBP within your organization, community, or industry. 

To Prepare:

· Review the Resources and reflect on the various strategies presented throughout the course that may be helpful in disseminating effective and widely cited EBP.

· This may include: unit-level or organizational-level presentations, poster presentations, and podium presentations at organizational, local, regional, state, and national levels, as well as publication in peer-reviewed journals.

· Reflect on which type of dissemination strategy you might use to communicate EBP.

Post at least two dissemination strategies you would be most inclined to use and explain why. Explain which dissemination strategies you would be least inclined to use and explain why. Identify at least two barriers you might encounter when using the dissemination strategies you are most inclined to use. Be specific and provide examples. Explain how you might overcome the barriers you identified.

LEARNING RESOURCES

Required Readings

· Melnyk, B. M., & Fineout-Overholt, E. (2023). 
Evidence-based practice in nursing & healthcare: A guide to best practice (5th ed.). Wolters Kluwer.

· Chapter 10, “The Role of Quality Improvement and Evidence-Based Quality Improvement in Practice Change” (pp. 365–393)

· Chapter 12, “Leadership Strategies for Creating and Sustaining Evidence-based Practice Organizations” (pp. 410–427)

· Chapter 14, “Models to Guide Implementation and Sustainability of Evidence-based Practice” (pp. 466–518)

· Gallagher-Ford, L., Fineout-Overhold, E., Melnyk, B.M. &  Stillwell, S.B. (2011). 
Evidence-based practice step-by-step:  Implementing an evidence-based practice changeLinks to an external site.. 
American Journal of Nursing, 111(3), 54-60.

· Newhouse, R. P., Dearholt, S., Poe, S., Pugh, L. C., & White, K. M. (2007). 
Organizational change strategies for evidence-based practiceLinks to an external site. 
Journal of Nursing Administration, 37(12), 552–557. doi:0.1097/01.NNA.0000302384.91366.8f

· Melnyk, B. M. (2012). 
Achieving a high-reliability organization through implementation of the ARCC model for systemwide sustainability of evidence-based practice.Links to an external site. 
Nursing Administration Quarterly, 36(2), 127–135. doi:10.1097/NAQ.0b013e318249fb6a

· Melnyk, B. M., Fineout-Overholt, E., Gallagher-Ford, L., & Stillwell, S. B. (2011). 
Evidence-based practice, step by step: Sustaining evidence-based practice through organizational policies and an innovative model.Links to an external site. 
American Journal of Nursing, 111(9), 57–60. doi:10.1097/01.NAJ.0000405063.97774.0e

· Melnyk, B. M., Fineout-Overholt, E., Giggleman, M., & Choy, K. (2017). 
A test of the ARCC© model improves implementation of evidence-based practice, healthcare culture, and patient outcomesLinks to an external site.. 
Worldviews on Evidence-Based Nursing, 14(1), 5–9. doi:10.1111/wvn.12188

Hypertension in a 15 years old adolescent

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Discusion topic: SOAP note about hypertension in a 15 years old adolescent

Requirements

Ø The discussion must address the topic

Ø Rationale must be provided

Ø Use at least 600 words (no included 1st page or references in the 600 words)

Ø May use examples from your nursing practice

Ø Formatted and cited in current APA 7

Ø Use 3 academic sources, not older than 5 years. Not Websites are allowed.

Ø Plagiarism is NOT permitted

I have attached the template, the rubric and a sample.

s4,2

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Write 2-3 pages applicable to your capstone project. Identify the stakeholders (use fictitious names for stakeholders) that will play a major part with your study and integrate with your project.

Topics to include:

  1. Roles of stakeholders
  2. Identify your stakeholders – are they supportive to your project?
  3. List of stakeholders who will be interested in the results of your project
  4. Promoting stakeholder participation
  5. Possible concerns/barriers from stakeholders
  6. Strategies that you will use to gain support and assistance from your stakeholders

Expectations

  • US sources and topic is (nurse retention).
  • Length: 2-3  pages
  • Format: APA 7th ed.
  • Research: At least one peer reviewed reference within the last 5 years

pn 2 m7 project

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describes the clinical problem and the following:

  • Reason for choosing this topic
  • The PICOT question
  • Possible integration of the evidenced that you found in clinical practice
  • Methods to evaluate the effectiveness of implementation

Nutritional Principles in Nursing

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Tom Lee

he/him/his

10/26/23, 9:26 PM NEW

Maintaining appropriate nutrition levels is crucial for older adults as it promotes overall health and well-being. However, there are various dietary concerns and barriers that older adults may encounter, which can lead to inadequate nutrition. Reduced physical mobility can make grocery shopping and meal preparation challenging. Older adults live longer, which means ailing health status and increased immobility as they try to maintain their autonomy and self-sufficiency. Access to nutritious foods may be limited, leading to reliance on convenience or processed foods, which are often less healthy. Loneliness or living alone can contribute to poor dietary choices and meal skipping. Eating alone can also reduce the enjoyment of meals. Limited income may lead to difficulty affording nutritious foods, forcing older adults to make compromises on food quality.

Educate the older adult and their caregivers about meal planning and preparation. Encourage them to plan balanced meals and provide assistance or resources for grocery shopping. Meal planning can mitigate some of the limiting factors associated with decreased mobility. Connect the older adult with community resources such as Meals on Wheels or senior meal programs that provide adequate meals. Encourage older adults to increase their social circle if possible. Integrating peers can reduce loneliness and encourage physical and mental activity. Provide them with resources to community centers and assist with activity searches. These teachings and collaborative efforts from the client can improve nutritional health.

Angela Antonczak

10/24/23, 11:24 PM

Top of Form

Nutrition is essential for the body so when older adults have dietary problems and barriers it is very difficult to maintain a healthy diet. The dietary concerns and barriers for an older adult to maintain appropriate nutrition levels are physical difficulties and medical conditions are two examples that are extremely difficult for older adults. Elderly people age and so does the immune system so when it weakens they get more prone to health issues. Obesity is a big problem for elderly people with diabetes type 2 because they are overweight. They might have to limit their sugar intake so they don’t have to take insulin shots. Another is osteoporosis when an older person has calcium deficiency or low calcium levels in their diet. My aunt had this disease and it hurt when she walked. She was told to take a calcium supplement, but she refused to take anything. Maintaining an healthy diet in general is extremely difficult for elderly people because they might be set in their own ways of eating which is a difficult thing like my family was. If older patients do not take consideration for their health and nutrition then they are at risk for many health related complications like heart disease from high fat content consumption. The two client teaching and nursing interventions for prevention of nutritional deficits as well as the consequences of inadequate nutrition and hydration are for nurses to teach the patient about their nutritional needs as far as a strict diet if they are suffering high blood pressure or eating way too much sugar. They should promote physical activity in their ADLs or some form of exercise to help maintain a healthy weight balance. The fluid intake should be limited if a person is suffering from pneumonia or edema which can result to more fluid intake especially if they are having renal failure. The kidneys are at risk because they can’t function normally and filter the blood properly and maintain normal urine. Staying hydrated is essential for the body but for some elderly they must reduce their fluids due to complications. When an older person has inadequate food they are can be at risk for malnutrition which is harmful for the body since an elderly can find it difficult to eat food properly or skip meals due to lack of appetite or no flavor in their meals. 

Bottom of Form

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Nursing

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Week 3 Module 3: Health Promotion, Risk Reduction, and Community Assessment

Module Overview

During week three, you will study risk reduction in population health and community assessment. You will complete course activities related to the process of completing a community assessment. A community assessment helps the nurse to:

· Identify the needs of a community,

· Clarify and prioritize problems, and

· Know what community strengths and resources are available to help solve those problems • Promote entry-level competencies in practicing public health nursing at the systems and community levels of nursing practice

Overall Topics

· Health Promotion

· Risk Reduction

· Community Assessment

Module Learning Objectives

By the end of this week, students will:

· Analyze the importance of risk reduction in population health.

· Examine the process and purpose of a community assessment.

· Identify the key components in a community assessment.

· During this course, complete and document a community assessment.

Learning Assignments

1. Read Nies and McEwen, Chapters 4 & 6 (including Table 6.2 – Community Assessment Parameters

2. Refer to Nies & McEwen PowerPoints in module

3. Read article: Caring in the Margins

4. Read 1939 Public Health article

5. Depending on your chosen community, you may do a walking or windshield survey that you will use as part of your data in your community assessment. There is a video example of a Windshield Survey. This is valuable data to include in your Community Assessment! Please note: Do not drive while completing the survey–have another driver when doing the windshield survey or you may also do it on foot, if able.

6. Review: Mustang Library NURS 400 Data Guide:

http://libguides.smsu.edu/nurs40


0

. The data guide is set up for NURS 400 at the Mustang Library. It has a menu at the top that includes databases for many of the items you need for your Community Assessment assignment! It also provides a nice overview of data resources available for assessing a community. Please take advantage of this excellent resource for your community assessment assignment.

7. Review: Community Assessment Windshield Survey:


https://www.youtube.com/watch?v=TGXMoQjXbUk

8. View: Sample video of a Windshield Survey:


https://www.youtube.com/watch?v=tG9YBqywhiE

9. See course module for all activities

Items Due

1. Synthesis and Application #2 initial posting due on 9/11/23 at 11:59 pm and
two replies to peers due on 9/17/23 by 11:59 pm (discussion is not self-graded) – Caring in the Margins

Discussion Topic

Task: Reply to this topic

Please read the article – Caring in the Margins by Enestvedt et al. (2018). The article discusses essential skills in transcultural nursing around issues of equity and social justice. Consider 'aha' takeaways while/after you read the article. The synthesis and application post focuses on getting you to think a bit deeper on this topic, specific to your own profession and public health nursing. There are three questions for you to answer:

1. Consider your own profession. What do you see as opportunities for adopting pieces of what you read in this article within your current professions and/in public health nursing?

2. Consider your own profession. Are there pieces of what you read in this article that you are struggling with and/or feel are not a fit regarding your profession and/or in public health nursing?

3. What is something you want to know more about, as it relates to this article?

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Discussion 3-5550

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Visit http://www.aha.org/advocacy-issues/communicatingpts/pt-care-partnership.shtml and review the American Hospital Association’s Patients’ Bill of Rights. Discuss how health care professionals can ensure that patients’ rights are upheld and protected. Please make sure to provide citations and references (in APA, 7th ed. format) for your work.  Limit is 500 words