Category: Nursing

  • NURS 6501 Week 3 Discussion Acute, Chronic, and Referred Pain

    NURS 6501 Week 3 Discussion Acute, Chronic, and Referred Pain

    NURS 6501 Week 3 Discussion Pain

    Pain: NURS 6501 Week 3 Discussion examines pain as related to the neurological system. Our expert writers will examine the pathophysiology of acute, chronic, and referred pain as well as their differences and similarities. Further, the impact of genetics, gender, ethnicity, age, or behavior on the the pathophysiology, diagnosis, and prescription of treatment for acute, chronic, and referred pain will also form part of the discussion.So, ORDER NOW for our erudite writers to produce a paper that comprehensively captures the instructions below!

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    Pain: NURS 6501 Week 3 Discussion

    The neurological system affects all parts and functions of the body through nerve stimulation. Nerves also control the sensation and perception of pain.While pain can be described in a variety of ways, it is essentially labeled according to its duration and source. As an advanced practice nurse evaluating a patient, you need to consider the following questions: Does the pain quickly come and go, or is it persistent and ongoing? Does the pain arise at the source of injury or in another location? In this Discussion, you compare three common types of pain—acute, chronic, and referred. NURS 6501 Week 3 Discussion Acute, Chronic, and Referred Pain

    To prepare for Pain: NURS 6501 Week 3 Discussion:

    Review this week’s media presentation on the neurological system, as well as Chapter 13 in the Huether and McCance text.

    Identify the pathophysiology of acute, chronic, and referred pain. Consider the similarities and differences between these three types of pain.

    Select two of the following patient factors: genetics, gender, ethnicity, age, or behavior. Reflect on how the factors you selected might impact the pathophysiology, diagnosis, and prescription of treatment for acute, chronic, and referred pain.

    By Day 3  of Pain: NURS 6501 Week 3 Discussion

    Post a description of the pathophysiology of acute, chronic, and referred pain, including similarities and differences between them. Then, explain how the factors you selected might impact the pathophysiology, diagnosis, and prescription of treatment for acute, chronic, and referred pain.

    Read a selection of your colleagues’ responses.

    By Day 6 of Pain: NURS 6501 Week 3 Discussion

    Respond to at least two of your colleagues on two different days who selected different factors than you, in the following ways:

    Share insights on how your colleague’s factors impact the pathophysiology of pain.

    Suggest alternative diagnoses and treatment options for acute, chronic, and referred pain.

    Click on the Reply button below to reveal the textbox for entering your message. Then click on the Submit button to post your message. NURS 6501 Week 3 Discussion Acute, Chronic, and Referred Pain

    NURS 6501 Week 6 Discussion

    Respiratory Alterations

    In clinical settings, patients often present with various respiratory symptoms such as congestion, coughing, and wheezing. While identifying a symptom’s underlying illness can be challenging, it is essential because even basic symptoms such as persistent coughing can be a sign of a more severe disorder.Advanced practice nurses must be able to differentiate between moderate and severe respiratory disorders, as well as properly diagnose and prescribe treatment for their patients. For this reason, you must have an understanding of the pathophysiology of respiratory disorders.

    Consider the following three scenarios:

    Scenario 1:

    Ms. Teel brings in her 7-month-old infant for evaluation. She is afraid that the baby might have respiratory syncytial virus (RSV) because she seems to be coughing a lot, and Ms. Teel heard that RSV is a common condition for infants. A detailed patient history reveals that the infant has been coughing consistently for several months. It’s never seemed all that bad. Ms. Teel thought it was just a normal thing, but then she read about RSV. Closer evaluation indicates that the infant coughs mostly at night; and, in fact, most nights the baby coughs to some extent. Additionally, Ms. Teel confirms that the infant seems to cough more when she cries. Physical examination reveals an apparently healthy age- and weight-appropriate, 7-month-old infant with breath sounds that are clear to auscultation. The infant’s medical history is significant only for eczema that was actually quite bad a few months back. Otherwise, the only remarkable history is an allergic reaction to amoxicillin that she experienced 3 months ago when she had an ear infection. NURS 6501 Week 3 Discussion Acute, Chronic, and Referred Pain

    Scenario 2:

    Kevin is a 6-year-old boy who is brought in for evaluation by his parents. The parents are concerned that he has a really deep cough that he just can’t seem to get over. The history reveals that he was in his usual state of good health until approximately 1 week ago when he developed a profound cough.His parents say that it is deep and sounds like he is barking. He coughs so hard that sometimes he actually vomits. The cough is productive for mucus, but there is no blood in it. Kevin has had a low-grade temperature but nothing really high. His parents do not have a thermometer and don’t know for sure how high it got. His past medical history is negative. He has never had childhood asthma or RSV. His mother says that they moved around a lot in his first 2 years and she is not sure that his immunizations are up to date. She does not have a current vaccination record.

    Scenario 3:

    Maria is a 36-year-old who presents for evaluation of a cough. She is normally a healthy young lady with no significant medical history. She takes no medications and does not smoke. She reports that she was in her usual state of good health until approximately 3 weeks ago when she developed a “really bad cold.” The cold is characterized by a profound, deep, mucus-producing cough. She denies any rhinorrhea or rhinitis—the primary problem is the cough.She develops these coughing fits that are prolonged, very deep, and productive of a lot of green sputum. She hasn’t had any fever but does have a scratchy throat. Maria has tried over-the-counter cough medicines but has not had much relief. NURS 6501 Week 3 Discussion Acute, Chronic, and Referred Pain. The cough keeps her awake at night and sometimes gets so bad that she gags and dry heaves.

    To prepare:

    Review the three scenarios, as well as Chapter 26 and Chapter 27 in the Huether and McCance text.

    Select one of the scenarios and consider the respiratory disorder and underlying alteration associated with the type of cough described.

    Identify the pathophysiology of the alteration that you associated with the cough.

    Select two of the following factors: genetics, gender, ethnicity, age, or behavior. Reflect on how the factors you selected might impact the disorder.

    By Day 3

    Post a description of the disorder and underlying respiratory alteration associated with the type of cough in your selected scenario. Then, explain the pathophysiology of the respiratory alteration. Finally, explain how the factors you selected might impact the disorder.

    Read a selection of your colleagues’ responses.

    By Day 6

    Respond to at least two of your colleagues on two different days who selected a different scenario than you, in one or more of the following ways:

    Share insights on how the factor you selected impacts the disorder your colleague identified.

    Ask a probing question regarding the disorder that your colleague identified.

    Suggest an alternative disorder for the scenario your colleague selected.

    Click on the Reply button below to reveal the textbox for entering your message. Then click on the Submit button to post your message.

    NURS 6501 Week 3 Quiz (2018): Advanced Pathophysiology -Walden University (Verified answers, Scored A)

    NURS 6501 Week 3 Quiz (2018): Advanced Pathophysiology -Walden University • Question 1 A 65-year-old male recently suffered a cerebral vascular accident. He is now unable to recognize and identify objects by touch because of injury to the sensory cortex. How should the nurse document this finding? 
    • Question 2 A 15-year-old male is brought to the ER for treatment of injuries received in a motor vehicle accident. An MRI reveals spinal cord injury, and his body temperature fluctuates markedly. The most accurate explanation of this phenomenon is that: • Question 3 A 60-year-old female with a recent history of head trauma and a long-term history of hypertension presents to the ER for changes in mental status. MRI reveals that she had a hemorrhagic stroke. What does the nurse suspect caused this type of stroke? • Question 4 A nurse should document on the chart that chronic pain is occurring when the patient reports the pain has lasted longer than: • Question 5 A 40-year-old male complains of uncontrolled excessive movement and progressive dysfunction of intellectual and thought processes. He is experiencing movement problems that begin in the face and arms that eventually affect the entire body. The most likely diagnosis is: • Question 6 A patient has memory loss of events that occurred before a head injury. What cognitive disorder does the nurse suspect the patient is experiencing? • Question 7 Parents of a 3-month-old infant bring him to the emergency room (ER) after he has had a seizure. He has muscle rigidity, and the parents report they are of Jewish ancestry. For what genetic disease should this infant be screened? • Question 8 When a patient has a fever, which of the following thermoregulatory mechanisms is activated? • Question 9 A 50-year-old male suffers a severe head injury when his motorcycle hits a tree. His breathing becomes deep and rapid but with normal pattern. What term should the nurse use for this condition? • Question 10 A 20-year-old male was at the supermarket when he fell to the ground. NURS 6501 Week 3 Discussion Acute, Chronic, and Referred Pain. Bystanders reported that he lost consciousness and his body tensed up then relaxed, then tensed and relaxed several times. He most likely was experiencing a(n): • Question 11 A teenage boy sustains a severe closed head injury following an all-terrain vehicle (ATV) accident. He is in a state of deep sleep that requires vigorous stimulation to elicit eye opening. How should the nurse document this in the chart? • Question 12 A 15-month-old child from Pennsylvania was brought to the ER for fever, seizure activity, cranial palsies, and paralysis. Which of the following diagnosis will be documented in the chart? • Question 13 A 33-year-old male is brought to the ER for treatment of injuries received in a motor vehicle accident. An MRI reveals an injury of the cervical cord. Cord swelling in this region may be life threatening because: • Question 14 A 72-year-old male demonstrates left-sided weakness of upper and lower extremities. The symptoms lasted 24 hours and resolve with no evidence of infarction. The patient most likely experienced a(n): • Question 15 Which finding indicates the patient is having complications from heat stroke? • Question 16 A 20-year-old male was brought to the emergency room (ER) for severe burns. He requested something for the excruciating pain he was experiencing. Blocking which of the following neurotransmitters would reduce his pain? • Question 17 A nurse thinks a patient may be experiencing dementia. Which assessment finding will most help support this diagnosis? • Question 18 An initial assessment finding associated with acute spinal cord injury is _____ the injury. • Question 19 The nursing student would correctly identify the most common symptom of brain abscess as: • Question 20 An older adult is admitted to the ER following a fall. The patient complains of pain in the back. The patient has a history of osteoporosis. The nurse would expect the patient’s injury and subsequent pain is most likely due to: • Question 21 A 16-year-old male took a recreational drug that altered his level of arousal. Physical exam revealed a negative Babinski sign, equal and reactive pupils, and roving eye movements. Which of the following diagnosis will the nurse most likely see on the chart? • Question 22 A 20-year-old male suffers a severe closed head injury in a motor vehicle accident. He remains in a vegetative state (VS) 1 month after the accident. Which of the following structures is most likely keeping the patient alive? • Question 23 A 23-year-old female begins having problems with tiredness, weakness, and visual changes. Her diagnosis is multiple sclerosis (MS). What is occurring in the patient’s body? • Question 24 A 69-year-old male with a history of alcohol abuse presents to the emergency room (ER) after a month-long episode of headaches and confusion. Based on his alcoholism, a likely cause of his neurologic symptoms is: • Question 25 When planning care for a child in pain, which principle should the nurse remember? The pain threshold in children is _____ that of adults. NURS 6501 Week 3 Discussion Acute, Chronic, and Referred Pain

  • NURS 6501 – Advanced Pathophysiology Week 1 Quiz

    NURS 6501 – Advanced Pathophysiology Week 1 Quiz

    A 12-year-old male is diagnosed with Klinefelter syndrome. His karyotype would reveal which of the following?

    XXY

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    The nurse is teaching staff about the most common cause of Down syndrome. What is the nurse describing?

    Maternal nondisjunction

     

    A nurse is discussing the movement of fluid across the arterial end of capillary membranes into the interstitial fluid surrounding the capillary. Which process of fluid movement is the nurse describing?

    Hydrostatic pressure

     

    What principle should the nurse remember when trying to distinguish aging from disease?

    It is difficult to tell the difference because both processes are believed to result from cell injury.

     

    What causes the rapid change in the resting membrane potential that initiates an action potential?

    Sodium gates open, and sodium rushes into the cell, changing the membrane potential from negative to positive.

     

    During childhood, the thymus decreases in size, and this is referred to as _____ atrophy.

    Physiologic NURS 6501 – Advanced Pathophysiology Week 1 Quiz

     

    Sodium and water accumulation in an injured cell are a direct result of:

    Decreased ATP production

     

    A 50-year-old male was recently diagnosed with Huntington disease. Transmission of this disease is associated with:

    Delayed age of onset

     

     

    What is the diagnosis of a 13-year-old female who has a karyotype that reveals an absent homologous X chromosome with only a single X chromosome? Her features include a short stature, widely spaced nipples, reduced carrying angle at the elbow, and sparse body hair.

    Turner Syndrome

     

    What is the role of cytokines in cell production?

    Provide growth factor for tissue growth and development

     

    A eukaryotic cell is undergoing DNA replication. In which region of the cell would most of the genetic information be contained?

    Nucleolus

     

    A patient has severe mental retardation caused by a deletion of part of chromosome 5. What genetic disorder will the nurse see documented in the chart?

    Cri du chat syndrome NURS 6501 – Advanced Pathophysiology Week 1 Quiz

     

    The student is reviewing functions of the cell. The student would be correct in identifying the primary function of the nerve cell as:

    Communication

     

    How are potassium and sodium transported across plasma membranes?

    By adenosine triphosphate enzyme (ATPase)

     

    After a geneticist talks to the patient about being a chromosomal mosaic, the patient as the nurse what that means. How should the nurse respond?  You may ____ genetic disease(s).

    Have a mild form of the

     

    A runner has depleted all the oxygen available for muscle energy. Which of the following will facilitate his continued muscle performance? NURS 6501 – Advanced Pathophysiology Week 1 Quiz

    Anaerobic glycolysis

     

    A patient who has diarrhea receives a hypertonic saline solution intravenously to replace the sodium and chloride lost in the stool. What effect will this fluid replacement have on cells?

    Cells will shrink

     

    A patient has a heart attack that leads to progressive cell injury that causes cell death with severe cell swelling and breakdown of organelles. What term would the nurse use to define this process?

    Necrosis

     

    A nurse reading the chart and sees the term oncotic pressure. The nurse recalls that oncotic pressure (colloid osmotic pressure) is determined by:

    Plasma proteins

     

    An aide asks the nurse why people who have neurofibromatosis will show varying degrees of the disease. Which genetic principle should the nurse explain to the aide?

    Expressivity

     

    A cell is isolated, and electrophysiology studies reveal that the resting membrane potential is -70 millivolts. The predominant intracellular ion is Na+, and the predominant extracellular ion is K+.  With voltage change, which of the following would result in an action potential?

    Na+ rushing into the cell

     

    A 13-year-old girl has a karyotype that reveals an absent homologous X chromosome with only a single X chromosome present. What medical diagnosis will the nurse observe in the chart?

    Turner syndrome

     

    A 15-year-old female is diagnosed with Prader-Willi syndrome. This condition is an example of:

    Gene imprinting

     

    A 55-year-old male with a 30-year history of smoking is examined for respiratory disturbance. Examination of his airway (bronchial) reveals that stratified squamous epithelial cells have replaced the normal columnar ciliated cells.  This type of cellular adaptation is called:

    Metaplasia

     

    A group of prison inmates developed tuberculosis following exposure to an infected inmate. On examination, tissues were soft and granular (like clumped cheese).  Which of the following is the most likely cause?

    Caseous necrosis NURS 6501 – Advanced Pathophysiology Week 1 Quiz

  • Histrionic and Schizotypal Personality Disorders

    Histrionic and Schizotypal Personality Disorders

    Week 3: Personality Disorders

    Discussion: Treatment of Personality Disorders – Histrionic Personality Disorder

    Explain the diagnostic criteria for your assigned personality disorder.

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    Explain the evidenced-based psychotherapy and psychopharmacologic treatment for your assigned personality disorder.

    Describe clinical features from a client that led you to believe this client had this disorder. Align the clinical features with the DSM-5 criteria.

    References

    American Nurses Association. (2014).
     Psychiatric-mental health nursing: Scope and standards of practice (2nd ed.)
    . Washington, DC: Author.

    · Standard 12 “Leadership” (pages 76-77)

    Sadock, B. J., Sadock, V. A., & Ruiz, P. (2014). 
    Kaplan & Sadock’s synopsis of psychiatry: Behavioral sciences/clinical psychiatry
    (11th ed.). Philadelphia, PA: Wolters Kluwer. Histrionic and Schizotypal Personality Disorders

    · Chapter 4, “Theories of Personality and Psychopathology” (pp. 151–191)

    · Chapter 22, “Personality Disorders” (pp. 742–762)

    · Chapter 13, “Psychosomatic Medicine” (pp. 451–464)

    Gabbard, G. O. (2014). 
    Gabbard’s treatment of psychiatric disorders 
    (5th ed.). Washington, DC: American Psychiatric Publications.

    · Chapter 68, “Paranoid, Schizotypal, and Schizoid Personality Disorders”

    · Chapter 69, “Antisocial Personality Disorder”

    · Chapter 70, “Borderline Personality Disorder”

    · Chapter 71, “Histrionic Personality Disorder”

    · Chapter 72, “Narcissistic Personality Disorder”

    · Chapter 73, “Cluster C Personality Disorders

    Note:
     You will access this book from Walden Library databases.

    American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). Washington, DC: Author. Histrionic and Schizotypal Personality Disorders

    · “Personality Disorders”

    Note:
     You will access this book from Walden Library databases.

    Perry, J. C., Presniak, M. D., & Olson, T. R. (2013). Defense mechanisms in schizotypal, borderline, antisocial, and narcissistic personality disorders. 
    Psychiatry: Interpersonal & Biological Processes, 76
    (1), 32–52. doi:10.1521/psyc.2013.76.1.32

    Note:
     You will access this article from Walden Library databases.

    Rees, C. S., & Pritchard, R. (2015). 
    Brief cognitive therapy for avoidant personality disorder. Psychotherapy, 52
    (1), 45–55. doi:10.1037/a0035158

    Note:
     You will access this article from Walden Library databases.

    Laureate Education. (2017a). 
    A woman with personality disorder
     [Interactive media file]. Baltimore, MD: Author.

    Kernberg, O. (n.d.). 
    Psychoanalytic psychotherapy for personality disorders: An Interview with Otto Kernberg
    , MD. [Video file]. Mill Valley, CA: Psychotherapy.net

    Note:
     This video is approximately 94 minutes of length. You will access this article from Walden Library databases

     

    Week 3: Personality Disorders

    Discussion: Treatment of Personality Disorders – Schizotypal Personality Disorder

    Explain the diagnostic criteria for your assigned personality disorder.

    Explain the evidenced-based psychotherapy and psychopharmacologic treatment for your assigned personality disorder.

    Describe clinical features from a client that led you to believe this client had this disorder. Align the clinical features with the DSM-5 criteria.

    References

    American Nurses Association. (2014).
     Psychiatric-mental health nursing: Scope and standards of practice (2nd ed.)
    . Washington, DC: Author.

    · Standard 12 “Leadership” (pages 76-77)

    Sadock, B. J., Sadock, V. A., & Ruiz, P. (2014). 
    Kaplan & Sadock’s synopsis of psychiatry: Behavioral sciences/clinical psychiatry
     (11th ed.). Philadelphia, PA: Wolters Kluwer.

    · Chapter 4, “Theories of Personality and Psychopathology” (pp. 151–191)

    · Chapter 22, “Personality Disorders” (pp. 742–762)

    · Chapter 13, “Psychosomatic Medicine” (pp. 451–464)

    Gabbard, G. O. (2014). 
    Gabbard’s treatment of psychiatric disorders 
    (5th ed.). Washington, DC: American Psychiatric Publications.

    · Chapter 68, “Paranoid, Schizotypal, and Schizoid Personality Disorders”

    · Chapter 69, “Antisocial Personality Disorder”

    · Chapter 70, “Borderline Personality Disorder”

    · Chapter 71, “Histrionic Personality Disorder”

    · Chapter 72, “Narcissistic Personality Disorder”

    · Chapter 73, “Cluster C Personality Disorders

    Note:
     You will access this book from Walden Library databases.

    American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). Washington, DC: Author.

    · “Personality Disorders”

    Note:
     You will access this book from Walden Library databases.

    Perry, J. C., Presniak, M. D., & Olson, T. R. (2013). Defense mechanisms in schizotypal, borderline, antisocial, and narcissistic personality disorders. 
    Psychiatry: Interpersonal & Biological Processes, 76
    (1), 32–52. doi:10.1521/psyc.2013.76.1.32

    Note:
    You will access this article from Walden Library databases. Histrionic and Schizotypal Personality Disorders

    Rees, C. S., & Pritchard, R. (2015). 
    Brief cognitive therapy for avoidant personality disorder. Psychotherapy, 52
    (1), 45–55. doi:10.1037/a0035158

    Note:
     You will access this article from Walden Library databases.

    Laureate Education. (2017a). 
    A woman with personality disorder
     [Interactive media file]. Baltimore, MD: Author.

    Kernberg, O. (n.d.). 
    Psychoanalytic psychotherapy for personality disorders: An Interview with Otto Kernberg
    , MD. [Video file]. Mill Valley, CA: Psychotherapy.net

    Note:
    This video is approximately 94 minutes of length. You will access this article from Walden Library databases Histrionic and Schizotypal Personality Disorders

  • Week 7: Assignment 1: “Captain of the Ship” Project Essay Example– Obsessive-Compulsive Disorders

    Week 7: Assignment 1: “Captain of the Ship” Project Essay Example– Obsessive-Compulsive Disorders

    Week 7: Assignment 1: “Captain of the Ship” Project – Obsessive-Compulsive Disorders

    In 4 pages, write a treatment plan for your client in which you do the following:

    Overview of Obsessive-Compulsive Disorders

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    Describe the HPI and clinical impression for the client.

    Recommend psychopharmacologic treatments and describe specific and therapeutic endpoints for your psychopharmacologic agent. (This should relate to HPI and clinical impression.)

    Recommend psychotherapy choices (individual, family, and group) and specific therapeutic endpoints for your choices.

    Identify medical management needs, including primary care needs, specific to this client.

    Identify community support resources (housing, socioeconomic needs, etc.) and community agencies that are available to assist the client. Week 7: Assignment 1: “Captain of the Ship” Project Essay Example– Obsessive-Compulsive Disorders

    Recommend a plan for follow-up intensity and frequency and collaboration with other providers.

    Learning Resources

    Required Readings

    American Nurses Association. (2014).
     Psychiatric-mental health nursing: Scope and standards of practice (2nd ed.)
    . Washington, DC: Author.

    · Standard 14 “Professional Practice Evaluation” (pages 80-81)

    Sadock, B. J., Sadock, V. A., & Ruiz, P. (2014). 
    Kaplan & Sadock’s synopsis of psychiatry: Behavioral sciences/clinical psychiatry
     (11th ed.). Philadelphia, PA: Wolters Kluwer.

    · Chapter 10, “Obsessive-Compulsive and Related Disorders” (pp. 418–436)

    Gabbard, G. O. (2014). 
    Gabbard’s treatment of psychiatric disorders
    (5th ed.). Washington, DC: American Psychiatric Publications. Week 7: Assignment 1: “Captain of the Ship” Project Essay Example– Obsessive-Compulsive Disorders

    · Chapter 21, “Obsessive-Compulsive Disorder”

    Note:
     You will access this textbook from the Walden Library databases.

    American Psychiatric Association. (2013). 
    Diagnostic and statistical manual of mental disorders
     (5th ed.). Washington, DC: Author.

    · “Obsessive-Compulsive and Related Disorders”

    Note:
     You will access this book from the Walden Library databases.

    Stahl, S. M. (2014). 
    Prescriber’s Guide: Stahl’s Essential Psychopharmacology
    (5th ed.). New York, NY: Cambridge University Press. Week 7: Assignment 1: “Captain of the Ship” Project Essay Example– Obsessive-Compulsive Disorders

     

    Note:
     All Stahl resources can be accessed through the Walden Library using the link below. This link will take you to a login page for the Walden Library. Once you log in to the library, the Stahl website will appear. http://ezp.waldenulibrary.org/login?url=http://stahlonline.cambridge.org/

     

    To access information on specific medications, click on 
    The Prescriber’s Guide, 5th Ed
    . tab on the Stahl Online website and select the appropriate medication. Week 7: Assignment 1: “Captain of the Ship” Project Essay Example– Obsessive-Compulsive Disorders

     

    Obsessive-compulsive disorder

    citalopram clomipramine escitalopram fluoxetine fluvoxamine paroxetine sertraline venlafaxine vilazodone

    Thompson-Hollands, J., Edson, A., Tompson, M. C., & Comer, J. S. (2014). Family involvement in the psychological treatment of obsessive-compulsive disorder: A meta-analysis. 
    Journal of Family Psychology, 28
    (3), 287–298. doi:10.1037/a0036709

     

    Note:
     You will access this article from the Walden Library databases.

    Required Media

    Bruce, T. & Jongsma, A. (Producers). (n.d.) 
    Evidence-based treatment planning for obsessive compulsive disorder
     [Video file]. Mill Valley, CA: Psychotherapy.net.

     

    Note:
     The approximate length of this media piece is 64 minutes. You will access this video from the Walden Library databases.

    Optional Resources

    Himle, J. A., Chatters, L. M., Taylor, R. J., & Nguyen, A. (2013). The relationship between obsessive-compulsive disorder and religious faith: Clinical characteristics and implications for treatment. 
    Spirituality in Clinical Practice, 1
    (S), 53–70. doi:10.1037/2326-4500.1.S.53 Week 7: Assignment 1: “Captain of the Ship” Project Essay Example– Obsessive-Compulsive Disorders

    Wheaton, M. G., Rosenfield, D., Foa, E. B., & Simpson, H. B. (2015). Augmenting serotonin reuptake inhibitors in obsessive–compulsive disorder: 
    What moderates improvement? Journal of Consulting and Clinical Psychology, 83
    (5), 926–937. doi:10.1037/ccp0000025

    Obsessive Compulsive Disorder (OCD) is represented by a diverse group of symptoms that include intrusive thoughts, rituals, preoccupations, and compulsions (Sadock, Sadock, & Ruiz, 2014).  These recurring obsessions or compulsions cause severe distress to the person.  An obsession is a recurrent and intrusive thought while a compulsion is a conscious, standardized, recurrent behavior.  The purpose of this paper is to explore management strategies of OCD in adult clients. As the PMHNP, I will discuss a case and recommend treatment modalities, medical management, follow-up plan and collaboration in the care of a client with OCD.

    History of present illness (HPI) and Clinical Impression

    HPI:  K. K. a 22 yo CF referred for a psychiatric evaluation by her PCP.  Karen reports a complaint of “I need help, I can’t keep a job because of these rituals I have.”  She reports that she cannot maintain a job because of her rituals of checking locks.  Karen has recurrent thoughts that she had left the door of her apartment and car unlocked.  She reports leaving work several times daily to check the locks on both her car and apartment.  Additionally, because she often had the thought that she had not locked the door to the car, it was difficult for her to leave the car or apartment until she had repeatedly checked that it was secured causing her to be late for work.  She has been fired several times for tardiness and poor attendance however checking the locks decreases her anxiety about security.  Karen denies any medical issues and is not currently taking any medications.  She also denies the use of any alcohol, tobacco or illicit drugs.  Reports a family history of depression in both maternal and paternal grandmothers.   Karen recognizes that she is needs help and is eager to begin treatment.

    Assessment:  A healthy, well-groomed 22yo CF in no acute distress.  A, A&Ox4, pleasant and appropriately dressed.  Makes good eye contact however mood is depressed with a flat affect; recent and remoter memory are intact.  Karen’s thoughts are circumstantial and preoccupied with obsessions and compulsions.  Her insight and judgment are fair.  Denies SI/HI/AVH. Week 7: Assignment 1: “Captain of the Ship” Project Essay Example– Obsessive-Compulsive Disorders

    Clinical Impression:  Based on the diagnostic criteria in APA (2013), a diagnosis of OCD is made.

    Psychopharmacology

    If the patient’s symptoms cause a significant impairment in function or distress, treatment is recommended (Fenske and Petersen, 2015).  Based on Karen’s report of losing several jobs because of tardiness and attendance, there is a significant impairment in social and home functionality.  Karen also reports that her rituals cause her significant distress.  The standard approach is to start treatment with an SSRI or clomipramine and then move to other pharmacological strategies if the SSRI is not effective (Sadock, Sadock, & Ruiz, 2014).  I will initiate Prozac 40mg oral daily as it is Food and Drug Administration (FDA) approved  for treatment of OCD (Stahl, 2014).  I will have the patient return to clinic in week to assess for tolerability and increase to the suggested 80mg oral daily.  Higher dosages have often been necessary for a beneficial effect (Stahl, 2014).  I prefer to initiate with an SSRI (Prozac) as opposed to tricyclic (Clomipramine) for the less troubling adverse effects associated with Clomipramine.  Karen will be informed that she might experience sleep disturbances, nausea, diarrhea, headache and anxiety which are all adverse effects of SSRIs.  The desired outcome of pharmacotherapy is to reduce the patient’s intrusive thoughts that cause the compulsions that interfere with her home and work life.  Well controlled studies have found that pharmacotherapy, behavior therapy, or combination of both is effective in significantly reducing the symptoms of patients with OCD  (Fenske and Petersen, 2015).

     

    Psychotherapy

    Some studies indicate that behavior therapy is as effective as pharmacotherapies in OCD and some indicate that the beneficial effects are longer lasting with behavior therapy (Sadock, Sadock, & Ruiz, 2014).  Many clinicians consider behavior therapy the treatment of choice for OCD and also because it can be conducted in both outpatient and inpatient settings.  With the prinicpal behavioral approaches being exposure and response prevention, patients must be committed to improvement as Karen is.  Behavior therapy will be initiated the same week as pharmacotherapy.  The goal of therapy is to change the client’s behavior to reduce dysfunction and to improve her quality of life.  A psychotherapist will be consulted to intiate and manage therapy sessions. Week 7: Assignment 1: “Captain of the Ship” Project Essay Example– Obsessive-Compulsive Disorders

    Medical Management

    I will consult with Karen’s PCP for updates and additional concerns.  Since she has been with her PCP for more than 5 years, he has good insight into her life.  We will discuss baseline labs such as CBC, CMP, TSH, hepatic panel.  Since with SSRIs, nausea, headache dry mouth and diarrhea are common side effects, monitoring the patient’s electrolytes is important.  I would also recommend an EKG for baseline and follow up after medication initiation as SSRIs can lengthen the OT interval in otherwise health people (Sadock, Sadock, & Ruiz, 2014).  Community resources such as the local chapter of the OCD Foundation will be provided to Karen for support services.

    Follow -up Plan and Collaboration

    Karen was instructed to follow up in 1 week to monitor tolerability and compliance of medicaiton and dose adjustment.  Subsequently, she will return every 4 weeks for medication management.  She is also instructed to begin behavior therapy the same week as medication are initiated and to follow up weekly for therapy sessions.  I will consult with the therapist weekly for updates and any concerns or questions.  I will reiterate and reinforce to both the PCP and therapist the importance of monitoring for suicidal ideations as the patient is taking an antidepressant and abuptly stopping will increase risk of suicide.  About one-third of patients with OCD have major depressive disorder, and suicide is a risk for all patients with OCD (Sadock, Sadock, & Ruiz, 2014).

    Conclusion

    A poor prognosis is indicated by Karen yielding to rather than resisting compulsion or the need for hospitalization.  A good prognosis for Karen is indicated by good home, social and occupational adjustment.  The importance of an interdisciplinary team including PCP, therapist and other ancillaries will benefit the client for a better quality of life. Week 7: Assignment 1: “Captain of the Ship” Project Essay Example– Obsessive-Compulsive Disorders

     

    References

    American Psychiatric Association. (2013).
    Diagnostic and statistical manual of mental disorders
    (5th ed.). Washington, DC: Author.

    Fenske, N. & Petersen, K. (2015). Obsessive-Compulsive Disorder: Diagnosis and Management.
    American Family Physician, 92
    (10): 896-903. Retrieved from http://www.aafp.org.afp

    /2015/1115/p896.html

    Sadock, B. J., Sadock, V. A., & Ruiz, P. (2014).
    Kaplan & Sadock’s synopsis of psychiatry: Behavioral sciences/clinical psychiatry
    (11th ed.). Philadelphia, PA: Wolters Kluwer

    Stahl, S.M. (2014). Prescriber’s Guide: Stahl’s Essential Psychopharmacology (5th ed.). New York, NY: Cambridge University Press. Week 7: Assignment 1: “Captain of the Ship” Project Essay Example– Obsessive-Compulsive Disorders

  • Nurs 6660 Week 2: Working With Children and Adolescents versus Adults

    Nurs 6660 Week 2: Working With Children and Adolescents versus Adults

    Week 2: Working With Children and Adolescents versus Adults

    Post your answers to the following:

    Explain why a developmental assessment of children and adolescents is important.

    Describe two assessment instruments and explain why they are used for children and adolescents but not adults.

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    Describe two treatment options for children and adolescents that may not be used when treating adults.

    Explain the role parents play in assessment and treatment. Nurs 6660 Week 2: Working With Children and Adolescents versus Adults

    Required Readings

    Sadock, B. J., Sadock, V. A., & Ruiz, P. (2014). 
    Kaplan & Sadock’s synopsis of psychiatry: Behavioral sciences/clinical psychiatry 
    (11th ed.). Philadelphia, PA: Wolters Kluwer.

    · Chapter 2, “Contributions of the Psychosocial Sciences” (pp. 93–130)

    · Chapter 6, “Classification in Psychiatry” (pp. 290–299)

    · Chapter 31, “Child Psychiatry” (pp. 1107–1152)

    American Psychiatric Association. (2013). 
    Diagnostic and statistical manual of mental disorders
     (5th ed.). Washington, DC: Author.

    · “Neurodevelopmental Disorders”

    · “Intellectual Disabilities”

    · “Communication Disorders”

    Thapar, A., Pine, D. S., Leckman, J. F., Scott, S., Snowling, M. J., & Taylor, E. A. (2015). 
    Rutter’s child and adolescent psychiatry
     (6th ed.). Hoboken, NJ: Wiley Blackwell.

    · Chapter 2, “Diagnosis, Diagnostic Formulations, and Classification” (pp. 17–30) Nurs 6660 Week 2: Working With Children and Adolescents versus Adults

  • NURS 6521: Advanced Pharmacology Mid-Term Exam Summary & Study Guide

    NURS 6521: Advanced Pharmacology Mid-Term Exam Summary & Study Guide

    © 2019 Walden University Page 1 of 3

    Mid-Term Summary & Study Guide

    NURS-6521

    o
    100-question Exam
    which will assess your knowledge on the Learning Resources from Weeks 1-6.

    o Time limit of 2 hours.

    o Multiple choice or multiple selection.

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    Pharmacokinetics:

    • Understand the implications of changing renal function on creatinine and drug dosing.

    • What is the impact of the following on drug levels and dosing:

    o Cirrhosis

    o Protein binding

    o Drug interactions

    o Half-life . NURS 6521: Advanced Pharmacology Mid-Term Exam Summary & Study Guide

    Routes of Administration and Dosage Forms:

    • Understand the different routes of administration and dosage forms and some of the challenges

    and benefits associated with these routes and forms.

    • Understand when it is OK to crush (or not crush) certain dosage forms and why.

    • Which routes of administration have the fastest and slowest rates of absorption?

    • Know the relative onset, monitoring and appropriate use of various dosage forms including:

    o Patches (ie; fentanyl, rivastigmine)

    o Suppositories (ie; acetaminophen)

    o Sublingual tablets

    o Tablets

    o Liquid (know common measures)

    o Injectables

    o Sublingual

    o Nasogastric

    o Elixir (contains alcohol)

    © 2019 Walden University Page 2 of 3

    Therapeutics: Gastrointestinal, Cardiac, Respiratory, Pscyh, Neurology, Musculoskeletal

    Understand the mechanism of action, side effects, appropriate use and contraindications for the classes

    of drugs and individual drugs listed below. Also, know the key patient education points including

    cautions, expected effects, and appropriate use (with food, empty stomach, etc.).

    • Anti-diarrheals (diphenoxylate HCl with atropine sulfate, loperamide, bismuth subsalicylate)

    • Laxatives (fiber, osmotics, stimulants, other)
    NURS 6521: Advanced Pharmacology
    Mid-Term Exam Summary & Study Guide

    • Therapy for various gastrointestinal disorders including antiemetics, ulcers, irritable bowel

    syndrome, Crohn’s ulcerative colitis (ie; alosetron, PPIs like omeprazole, Mesalamine, ranitidine,

    etc.)

    • Cough, cold, and sinus therapies including antihistamines and cough suppressants (ie;

    dextromethorphan, loratadine, fexofenadine, nasal decongestants)

    • Cardiac Medications – Digoxin (understand toxicity, dosing, use), Statins, Colestipol,

    Nitroglycerin

    • Blood pressure medications (calcium channel blockers, ACE Inhibitors, diuretics, beta-blockers,

    nitroprusside, others)

    • Diuretics (spironolactone, furosemide, hydrochlorothiazide)

    • Benzodiazepines, sedatives, anxiolytics (buspirone) and agents for insomnia (zaleplon, zolpidem)

    • Inhalers (albuterol, ICS, LABA, anticholinergics)

    • Asthma – Theophylline, zafikurlast, steriods

    • Gout and arthritis therapies (allopurinol, etanercept, sulfinpyraxone, methotrexate)

    • Antipsychotics (olanzapine, risperidone, haloperidol, others) – What is neuroleptic malignant

    syndrome?

    • Antineoplastics (etoposide, 5FU, cisplatin, bicalutamide, others)

    • Agents for thyroid disease (Levothyroxine, methimazole)

    • Antidepressants – SSRIs

    • Multiple sclerosis therapies (Dantrium, Glatirimer, Baclofen, Tizanidine, others)

    • Substance abuse treatment (disulfuram, buprenorphine, nicotine products, others)

    • Antiepileptics (phenytoin, ethosuximide, diazepam, others)

    • Osteoporosis (calcitonin, others)

    • Hypoglycemics (glyburide, glipizide, metformin, insulin, etc.)

    • Pain (opioids, muscle relaxants, NSAIDs, acetaminophen, topical lidocaine, etc.)

    • Orlistat

    • Adrenergic agonists

    • Dextroamphetamines

    • Lithium

    Terminology:

    • Efficacy

    • Pharmacokinetics

    • Pharmacodynamics

    • Drug tolerance

    © 2019 Walden University Page 3 of 3

    • Addiction

    • Dependence

    • Withdrawal

    • First pass effect

    • Idiosyncratic response

    • Medication Reconciliation

    Other Topics:

    o Which drug classes produce withdrawal if stopped abruptly? When is withdrawal life threatening?

    o Understand the appropriate use of herbal therapies

    o Understand components of cultural competence

    o How can adverse drug events be minimized?

    o Why do drugs require clinical study and FDA approval?

    o Know common teaspoon, tablespoon, and milliliter conversions

    o Know DEA schedules and examples of therapies in each scheduled class (1-5). What are the special

    prescribing restrictions for these various classes?

    o Which medications should be taken with food? Which on an empty stomach?

    o What is the purpose of the MedWatch Program? NURS 6521: Advanced Pharmacology Mid-Term Exam Summary & Study Guide

    o Symptoms and treatment of drug intoxication from cocaine, opioids, marijuana

    o Appropriate use of reversal agents for digoxin, opioids, etc.

    NURS 6521 Advanced Pharmacology Mid-Term Exam Summary & Study Guide

    NURS 6521: Advanced Pharmacology Mid-Term Exam Summary & Study Guide

  • Iowa Model of Evidence Based Practice to Promote Quality Care heart failure Research Proposal

    Iowa Model of Evidence Based Practice to Promote Quality Care heart failure Research Proposal

    Abstract

    A research proposal will be conducted to determine if implementing a heart failure program within the hospital will reduce 30-day readmission rates. Medicare is cutting reimbursements to the hospital for readmissions that occur within 30 days.  Implementing an intervention to reduce readmissions using the Iowa model of evidence based practice to promote quality care will be done.  A literature review determined that many organizations implemented a strategy to reduce 30 day readmissions and were successful.  A pilot study will be implemented within the organization to see if enrollment in a heart failure program reduces 30-day readmission rates.  A retrospective analysis will be compared to the pilot study to determine the outcome. Iowa Model of Evidence Based Practice to Promote Quality Care heart failure Research Proposal
     

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    Research Proposal

    The purpose of this paper is to conduct a research proposal using the Iowa Model of Evidence Based Practice to Promote Quality Care.  My research question is “Do heart failure patients that participate in heart failure programs see a reduced rate of 30-day readmissions?”  Pending the results of the research question, the change will take place at an organizational level.  The Iowa Model of Evidence Based Practice to Promote Quality Care is the change model that will be used to implement this research question.  “The Iowa Model has been revised to focus on implementation of evidence based practice at the organizational level” (Schaffer, Sandau, & Diedrick, 2012, p. 1202).  According to White and Spruce (2015), “Nurses find the Iowa Model intuitively understandable and it has been used in numerous academic settings and health care organizations” (p. 52).  There are multiple steps in the Iowa Model that a team must address to fully implement their research question.  This paper will propose a research to be conducted to determine if finding an intervention to prevent heart failure 30-day readmissions provides higher quality of care and decreased costs for the hospital as an organization.

    Statement of the Problem

    President Obama passed the Affordable Care Act in March 2010.  “This act penalizes hospitals with a high rate of patient readmission within 30 days of discharge with heart failure as the diagnosis” (Hobbs, Escutia, Harrison, Moore, & Sarpong, 2016, p. 145).  “Estimated costs of these 30-day readmissions in Medicare beneficiaries are in excess of $1 billion each year” (Banoff, Milner, Rimar, Greer, & Canavan, 2016, p. 172).  What can be done to help reduce the rates of readmissions?  “Heart failure is the most frequent reason for rehospitalization among cardiac patients; the current readmission rate for patients with heart failure is 40%” (Hobbs, Escutia, Harrison, Moore, & Sarpong, 2016, p. 145).  For Medicare patients alone, the 30-day readmission rate ranges between 22%-25%.  By 2030, it is estimated that heart failure will annually cost health care $70 billion (Hobbs et al., 2016).  If a hospital has a heart failure readmission rate above the national average, Medicare reduces reimbursement by 1% but it will gradually increase to reducing reimbursement by 3%.  This may appear to be a small percentage but annually heart failure readmissions can cost Medicare about $2 billion (Centrella-Nigro et al., 2016).  If the hospital is able to reduce the readmission rates of heart failure by implementing an intervention such as higher quality post discharge education or a heart failure program, then they can save money by reducing the rate of readmissions.   A heart failure program would be able to offer a range of services that would help the heart failure population avoid preventable readmissions by ensuring health care continuity and promoting the safe transfer of patients from hospital to home.  “One of the most effective methods to reduce costs caused by readmission is for healthcare providers to contact patients after discharge by telephone” (Hobbs, Escutia, Harrison, Moore, & Sarpong, 2016, p. 146).  A study was done that showed a lower rate of readmissions within 30 days just by telephoning the patient post discharge (Hobbs et al., 2016).  This telephone call to the patient could reiterate heart failure discharge education, evaluation of signs and symptoms, medication compliance, diet, weight control and support reassurance (Hobbs et al., 2016).   A nurse in the cardiology clinic or in the cardiac rehabilitation center can place the phone call to the patient.  Every day, the nurse can receive a computerized print out of recent heart failure discharges and then place phone calls out to the patients to see if they have any questions since discharge or if they are experiencing any symptoms.  The heart failure program would start at time of discharge by having the Pharmacist or medication technician review the discharge medication reconciliation to ensure that the patient is on the correct heart failure medications as determined by the guidelines of the Heart Failure Society of America.  Hospitals that implemented a higher quality discharge education with heart failure patients showed a reduced 30-day readmission rate.  A study done using heart failure discharge resources showed a 30-readmission rate of 5% when compared to 13% when using usual discharge protocol (House, Stephens, Whiteman, Swanson-Biearman, & Printz, 2016).  Another study that implemented core measures upon discharge showed an improvement in 30-day heart failure readmission rates by 2% (Gunadi et al., 2015).  Implementing a heart failure program that uses healthcare providers to contact the patients early on post discharge prior to any hospital follow up will help reduce heart failure readmissions and should be implemented.  This will financially affect the hospital if an intervention isn’t put into place.  Since the topic is financial data driven and a process improvement, it is considered to be a problem-focused trigger (White & Spruce, 2015).  This is important information to know on why a possible heart failure program would be a great intervention to reduce heart failure 30-day readmissions.  Not implementing an intervention to reduce the number of heart failure patients can affect the organization as a whole and associated with a cost factor so it would be considered a higher priority. Iowa Model of Evidence Based Practice to Promote Quality Care heart failure Research Proposal

    Forming a Team

    An organization is composed of hundreds and sometimes thousands of employees.  Finding the right members for a research team is important because the research team is responsible for finding the best solution for that specific research proposal.  The members should have some type of relevance to the research.  “The composition of the team should be directed by the chosen topic and include all interested stakeholders” (Doody & Doody, 2011, p.662).  Since this research is focused on heart failure readmissions, possible team members would be the following: cardiologist, cardiac rehabilitation nurses, cardiac rehabilitation aide, pharmacist, telemetry nurse manager, cardiac step down nurses, dietitian, primary care physician, and/or social workers.  All these team members have direct contact with heart failure patients prior to admission, during admission, or post discharge.  Having a wide range of specialty areas will give the research different points of view.  “It is important to remember that including representatives for all personnel involved is the most successful approach to implementing evidence based practice because change is more successful when initiated by the personnel affected, rather than imposed by management personnel” (White & Spruce, 2015, p.55). Iowa Model of Evidence Based Practice to Promote Quality Care heart failure Research Proposal

    Evidence Retrieval

    Gathering evidence and research is the next step in the Iowa Model.  “The most important portion of this step is to form a good question (using the PICOT method) and then conduct a literature search for actual research studies that pertain to the question at hand” (Brown, 2014, p. 157-158).  A medical librarian can assist in the search, as well as using electronic databases like Medline, Cochrane, and/or Cinahl.  Clinical practice guidelines can also be used to search for the best available evidence.  The American Heart Association may have guidelines related to heart failure practice standards that should be implemented into the intervention as well.

    Literature Review

                Methodology.

    An electronic literature search was done using various databases to find pertinent journal articles, case studies, and/or reports that shed light on preventing heart failure readmission.  Proquest and CINAHL databases were used to search English, full-text, United States sources.  Key terms used to guide the search were heart failure, heart failure readmission rates, preventing heart failure readmissions, and heart failure programs.  The search provided over 10,000 journal articles.  Titles and abstracts were first reviewed to determine the significance to the topic being searched.  Articles that were published between 2010-2016 were included in search criteria.  The search didn’t produce much research pertaining to heart failure programs itself so the search was widened to include any type of professional interventions with heart failure patients done to reduce heart failure readmissions using the key words heart failure readmission prevention strategies.  The final sources were chosen based on if they discussed implementation of some of intervention that helped reduced heart failure readmission rates.

    Grading the Evidence

    All studies will have to be critiqued to ensure that the study is scientifically sound.  “Quantitative data is based on the process of deduction, hypothesis testing and objective methods in order to control phenomena with its focus on theory testing and prediction” (Doody & Doody, 2011, p. 662).  The research team will have to grade each article on its strength, weaknesses, sample size, region research was conducted, reliability, & validity, and risk-benefit ratio.  The team can decide for themselves how they want to go about grading the evidence (teams, singles, or together). With this particular research proposal, there aren’t many risks to the patients because chart review and implementation of an intervention that will possibly benefit their health will be conducted which will not cause harm to the patient. Iowa Model of Evidence Based Practice to Promote Quality Care heart failure Research Proposal

    Discussion.

    A total of six sources were collected for the literature review that discussed reducing heart failure readmission and different strategies used and implemented within that study.  The literature review came up with many different strategies and techniques that are used to help prevent heart failure readmissions.  Two sources are systematic reviews (Hines et al., 2010; Hobbs et al., 2016) that examined multiple interventions that were done at various sites to prevent heart failure hospital readmissions.  One source is a national cross-sectional study that examined 594 hospitals that reported implementing key practices to reduce readmission rates (McClintock, Mose, & Smith, 2014). The fourth is a case study (Gunadi et al., 2015) that examined a pharmacy led intervention to reduce the heart failure readmission rate.  A quality improvement design (Kreifels & Tracy, 2016) was used to implement a heart failure management program to reduce heart failure readmission and the final source is a multi-site descriptive retrospective study (Centrella-Nigro et al., 2016) that examined six Magnet-designated hospitals and their methods implemented at reducing heart failure readmissions.

    Multi-disciplinary intervention.

    A multi-disciplinary approach was used in multiple sources (Hines et al., 2010; Hobbs et al., 2016; McClintock et al., 2014) that focused on telephone follow up calls, timely follow up appointments, and/or transitioning the patient from discharge to home and ensuring that home health care needs were addressed prior to discharge.  Hines et al. (2010) “Ideal transition to the home environment for patient with heart failure reduced 30-day readmission rates from 15% to 6%.  This consisted of identifying the patient’s needs and communicating and educating the family and patient on the patient’s care plan and making sure that the patient had a hospital follow up appointment made prior to being discharged.  According to McClintock et al. (2014) hospital readmissions were decreased by “14%-87% by incorporating outpatient interventions such as case management, tele-monitoring, home health, or heart failure clinics” (p. 431).  Patients in this study “Reported receiving education about salt restriction and exercise and adhering to the low-salt diet for a mean of 4.9 days and exercising for a mean off 2.2 of 7 days” (McClintock et al., 2014, p. 431) so it’s “critical to have a follow up appointment within days after hospital discharge”.  Iowa Model of Evidence Based Practice to Promote Quality Care heart failure Research Proposal .However, given this data McClintock et al. (2014) didn’t report any statistical data that would confirm their findings that an early follow up reduces hospital readmission rates for heart failure patients.  Hobbs et al. (2016) evaluated reviews of heart failure patients by telephone follow up calls with five of their sources and all found a decrease in hospital readmissions.  A small sample study was done in a rural Midwest location that utilized a heart failure management program (Kreifels & Tracy, 2016).  The program followed the American Heart Association and Institute for Health Care Improvement guidelines for heart failure management and nurses gave educational sessions to patients, explained the heart failure program, and scheduled hospital follow up within 72 hours to 7 days of discharge (Kreifels & Tracy, 2016).  There were no heart failure readmissions during the 12-week implementation of this program.

    Pharmacy led intervention.

    A pharmacy led intervention was done to see if there was improvement in heart failure readmission rates by revising a patient’s medication list and assuring that the patient was being discharged on the correct medications.  Gunadi et al. (2015) did a case study by having a pharmacist and two medication reconciliation technicians review a patient’s medications within 48 hours of admission and then again at discharge to assure “medication appropriateness and dosing, therapeutic duplications, omissions, and drug-drug interactions” (p. 1150).  Each patient was given a readmission complexity score that was based off of the following criteria: previous hospital readmission in past 6 months, ED visit within last 30 days, serum creatinine consistently above 1.5mg/dL, glucose consistently above 200mg/dL, change in functional status, presence of co-morbidities, and use of 7 or more medications (Gunadi et al., 2015). Iowa Model of Evidence Based Practice to Promote Quality Care heart failure Research Proposal. One point was given for each criteria met and the pharmacist would prioritize their patients based off the patients with the highest score.  The study showed a decrease in readmission rates from 17% to 15% but the hospital also increased their core measures compliance.  There was no statistical analysis done to determine validity or reliability.

    Retrospective analysis.

    A retrospective analysis was done to determine if physiologic, demographic, and/or psychosocial factors were associated with 30-day readmission rates for heart failure patients by examining electronic charts (Hobbs et al., 2016).  Thirty-seven different variables were examined against 30-day hospital readmission rates among six hospitals.  “Kendall’s Tau-b correlational statistic was used to compare the data” (Hobbs et al., 2016, p165).   This study resulted in that determining demographic, physiologic, and psychologic factors weren’t beneficial in determining which interventions are best to prevent heart failure readmissions.

    Conclusion of literature review.

    Limitations in this particular study were that not all resources used showed validity or reliability in their findings. Further research can determine if one specific intervention has a greater impact on reducing heart failure readmission rates.  More research can be reviewed when using a larger team.

    Implementing the Evidence

    This is the step where the team will have to decide if they are going to implement the change into practice.  Doody and Doody (2014) stated “The following criteria should be considered when determining whether research can be implemented into practice: (a) consistent findings exist from numerous studies to support the change, (b) the type and quality of the studies, (c) the clinical relevance of the findings, (d) the number of studies with similar sample characteristics, (e) the feasibility of the findings in practice, and (f) the risk-benefit ratio” (p.158).  If the majority of the criteria is met, then the team should plan to implement the change using a pilot practice.  The team will develop standards for their research question that will be used when implementing their pilot practice.  The studies that were reviewed for this proposal were consistent in the aspect that implementing some form of intervention for heart failure patients upon admission and/or discharge did prove to have a reduction in 30-day readmissions.  Not all resources reviewed were high quality because the majority of studies did not provide validity and reliability factors regarding their research.  The evidence provided by these studies is relevant for our research proposal because it’s guiding the team with various strategies that could possibly be implemented as an intervention to reduce heart failure readmissions.  All studies had similar sample characteristics because all the studies reviewed used heart failure admission/discharge patients as their participants.

    Pilot Practice

    In this step, the study question will be implemented into a pilot practice.  It shouldn’t involve the entire organization but for the sake of this specific research question on heart failure it will end up involving the organization because it isn’t possible to just implement the study in one unit or one department.  To see a change, the team will have to conduct an organizational pilot practice.  “The Iowa Model’s Implementation Guide suggests the following implementation strategies: create awareness, build knowledge and commitment, promote action and adoption, and pursue integration and sustained use” (White & Spruce, 2015, p. 55).  It’s important to gain acceptance across the entire organization. “This can be done through in-service education, audit, and feedback provided by team members.  The evidence needs to be diffused and should focus on its strengths and perceived benefits” (Doody & Doody, 2011, p. 663).  Patients that are going to be admitted with heart failure can be placed on one specific unit (cardiac step down or telemetry).  The pilot study can use the pharmacist on that unit to review medications on admission and on discharge to ensure that all heart failure patients are on the correct medications.  The primary care provider can ensure that the correct diagnostics lab work and tests have been ordered and if they are unsure than a cardiologist should be consulted.  A social worker should also evaluate the patient’s homecare needs upon discharge to see if home assistance or supplies will be needed after discharge. An example would be that a patient needs assistance with their mediations because they are noncompliant or needs transportation to their hospital follow up appointment.   Upon discharge, the unit secretary can all the patient’s primary care provider and/or the patient’s established cardiologist to make a hospital follow up appointment for the patient within seven days of discharge. The discharge nurse will also supply educational heart failure handouts and educate the patient and family member on heart failure symptoms to watch for, importance of medication compliance, special diet, daily weights, smoking cessation, and when to call the doctor or report to the emergency department.  Each day, the cardiac rehabilitation nurse will receive a computerized print out that will give the previous day’s heart failure patient discharge list.  This list can be generated by narrowing the patients that were discharged by their ICD 10 code for heart failure.  The cardiac rehabilitation nurse can make a phone call out to the patient to see how they are feeling since they’ve been discharge.  If the patient has any questions this is the time when the nurse will be able to assist them.  If the nurse is questioning the patient’s symptoms or doesn’t know the best solution for the patient’s problem she can contact the patient’s primary physician or their cardiologist and see what they recommend. Iowa Model of Evidence Based Practice to Promote Quality Care heart failure Research Proposal

    Ethical Consideration

    Risks 

    “The principle of minimizing risks and balancing risks and benefits is one of the most important components of the protection of research subjects and is included in all the major international research ethics guidelines” (Gufenas, 2006).  There won’t be any risks to patients directly because the research won’t directly affect patients.  The patient’s right to self-determination won’t come into effect because the patient isn’t actively participating in the study.  There will be a suggestion for participation in the heart failure program but it’s completely voluntary and will be part of the physician’s orders for better health care.  One could say that it’s a type of coercion because the role a physician plays over a patient.  The physician will order the heart failure program for the patient upon discharge just like a physician would order physical therapy or other rehabilitation.  No coercion is used.  There is a possibility that some of the participants may be of a vulnerable population.  Pregnant women, persons with cognitive impairment, and persons confined to institutions are all possible participants.  According to Grove, Gray, & Burns (2015), “The use of persons with diminished autonomy as research subjects is more acceptable if the following are true: (1) the research is therapeutic—that is, the subjects might benefit from the experimental process; (2) researchers are willing to use vulnerable and nonvulnerable people as subjects; (3) the risk is minimized in the study; and (4) the consent process is strictly followed to ensure the rights of the prospective subjects”.  In this specific research, the retrospective review of charts will be done (this will not harm or violate any patient rights) and also current medical record review Iowa Model of Evidence Based Practice to Promote Quality Care heart failure Research Proposal.  Patients will have the right to participate in the heart failure program and it will be ordered by their physician but strictly voluntary.  There won’t be any risk of permanent damage, unusual levels of discomfort, or even temporary discomfort.

    HIPAA Concerns

    This research will be done within a health care organization.  All researchers that are participating in the research will be bound by HIPAA regulations within the hospital setting.  Initially deidentification measures were going to be used which but researchers will need the admission and discharge dates which eliminates this option.  “De-identification is a helpful concept, but de-identifying is difficult, because HIPAA requires the elimination of 18 separate elements that could be used to identify the individual-including name, address, social security number, birth date, admission and discharge dates, and zip code” (Lebowitz, 2005).  However, upon every admission the hospital does have the patient sign a consent and authorization to disclose health information with the hospital setting.  Since the researchers will be within the hospital setting a HIPAA should not be violated.  HIPAA will also not be violated with the results of the research because patient’s identification won’t ever be disclosed.  The only disclosure from this research will be the relationship of heart failure readmissions without enrollment in a heart failure program and heart failure readmissions with enrollment in a heart failure program. Patient identity will never be disclosed. Iowa Model of Evidence Based Practice to Promote Quality Care heart failure Research Proposal.

    Informed Consent Components

    “Informed consent is a process that protects human subjects and allows for voluntary, autonomous authorization by individuals who participate in clinical research” (Judkins-Cohn, Kielwasser-Withrow, Owen, & Ward, 2014, p.36).  The patients aren’t actively participating in this research and their identity will never be disclosed so informed consent won’t be needed.  The research is strictly a chart review that is examining data reports generated from those chart reviews. Iowa Model of Evidence Based Practice to Promote Quality Care heart failure Research Proposal According to Kaczorowski, Sellors, Lemelin, & Hogg (2001), informed consent is not needed for chart reviews.

    Evaluation

    Once the research has been implemented and is in action there has to be constant evaluation.  Staff members should feel comfortable on giving their feedback on the pilot practice.  “The team members should be watching for deviation in practice or a decrease in the patient outcomes” (Brown, 2014, p. 158-159.)  Team members should compare baseline data with data after the implementation took effect to see if there is a significant change and to see if evidence contributed to positive patient outcomes (Spruce & White, 2015).  Barriers in the use of the implementation will have to be addressed to ensure that all staff feel confident with the change.  Since this research is looking at a 30-day readmission rate it may have the sleep effect; “benefits may only become apparent after a considerable period of time” (Doody & Doody, 2011, p. 664).  Various interventions were done with heart failure patients post hospital discharge.  Heart failure programs weren’t identified specifically but incorporating an intervention with heart failure patients between admission, discharge, or outpatient proved to show success rates in reducing 30-day heart failure readmission rates. Iowa Model of Evidence Based Practice to Promote Quality Care heart failure Research Proposal.  When the intervention is in place, any heart failure patient that is admitted to be tagged to determine if they are a 30-day readmission.  If they are a 30-day readmission, then their chart will be reviewed to determine what failed.  Maybe the patient never answered when their discharge follow-up call was placed and the nurse never was able to assess the situation, the patient didn’t make their hospital follow up appointment with their doctor, or all discharge needs weren’t met.  The patient will also be interviewed in a non-interrogation way during the admission process to find out more of their health history to see if their readmission could have been prevented and then the team can brainstorm solutions on how to fix that problem for the future.  The intervention can be ongoing with critiques and alterations made by the research team to that best meet patient and healthcare needs.  Employees can be made aware of this new process by way of email, reiterated in departmental meetings, and also a competency to determine they understand why it’s being implemented.  It’s important that all staff is made aware of these changes because staff float from unit to unit and there needs to be a consistency of care in case nurses are floated to the pilot unit.

    Conclusion

    A heart failure discharge intervention does need to be implemented to help reduce 30-day readmissions.  From the studies that were reviewed there are different strategies that can be implemented within an organization to reduce the readmission rate.  The research team will use the Iowa model to implement this change.  The Iowa Model of Evidence-Based Practice to Promote Quality Care is a great change model to implement a change within an organization.  “The model considers input from the entire organizational system, including patient, providers, and organizational infrastructure, and involves nurses in each of the steps and also allows a practice change before final implementation” (Schaeffer et al., 2012, p. 1202).  There is a sequence of steps that make it easy for all team members to follow.  The Iowa Model will be able to help the organization implement clinical practice guidelines.  With the help of the entire research team, employees being made aware of the change and reasons behind the change, a successful intervention can take place.

     

    References

    Banoff, K. M., Milner, K., Rimar, J., Greer, A. E., & Canavan, M. (2016, July-August). Assessment of a novel tool for identifying hospitalized patients with heart failure at risk for 30-day readmission, high cost, and longer length of stay.
    Nursing Economic
    $,
    34
    (4), 172-181. Iowa Model of Evidence Based Practice to Promote Quality Care heart failure Research Proposal

    Brown, C. (2014, April). The iowa model of evidence-based practice to promote quality care: An illustrated example in oncology nursing.
    Clinical Journal of Oncology Nursing
    ,
    18
    (2), 157-159.

    Centrella-Nigro, A., Bognar, L., Burke, K., Faber, K., Flynn, V., Laforgia, M., & Wiklinski, B. (2016, May-June). The readmitted patient with heart failure.
    Medsurg Nursing
    ,
    25
    , 163-167.

    Doody, C. M., & Doody, O. (20
    11
    ). Introducing evidence into nursing practice: using the iowa model.
    British Journal of Nursing
    , 11, 661-664.

    Grove, S. K., Gray, J. R., & Burns, N. (2015).
    Understanding nursing research: Building an evidenced-based practice
    (6 ed.). St. Louis, MO: Elsevier Saunders.

    Gefenas, E. (2006). The concept of risk and responsible conduct of research.
    Science and Engineering Ethics
    ,
    12
    , 75-83.

    Gunadi, S., Upfield, S., Pham, N., Yea, J., Schmiedeberg, M. B., & Stahmer, G. D. (2015, July 1). Development of a collaborative transitions-of-care program for heart failure patients.
    American Society of Health-System Pharmacists, Inc
    ,
    72
    , 1147-1152.

    Hines, P. A., Yu, K., & Randall, M. (2010, March-April). Preventing heart failure readmissions: Is your organization prepared?
    Nursing Economics
    ,
    28
    , 74-86.

    Hobbs, J. K., Escutia, D., Harrison, H., Moore, A., & Sarpong, E. (2016, May-June). Reducing hospital readmission rates in patients with heart failure.
    Medsurg Nursing
    ,
    25
    , 145-152.

    Judkins-Cohn, T. M., Kielwasser-Withrow, K., Owen, M., & Ward, J. (2014). Ethical principles of informed consent: Exploring nurses’ dual role of care provider and researcher.
    The Journal of Continuing Education in Nursing
    ,
    45
    , 35-42.

    Kaczorowski, J., Sellors, J., Lemelin, J., & Hogg, W. (2001, August 21). The ethics of anonymous chart reviews/The authors respond.
    Canadian Medical Association Journal
    ,
    165
    , 399-401.

    Kreifels, E., & Tracy, M. (2016). Chronic heart failure management in rural primary care.
    Journal of Doctoral Nursing Practice
    ,
    9
    , 20-28.

    Lebowitz, P. (2005, June 2005). Protecting privacy and encouraging research.
    Pharmaceutical Executive, suppl. Successful Clinical Trials Management
    ,
    10
    , 12-15.

    McClintock, S., Mose, R., & Smith, L. F. (2014, June). Strategies for reducing the hospital readmission rates of heart failure patients.
    The Journal for Nurse Practitioners
    ,
    10
    , 430-433.

    Schaffer, M. A., Sandau, K. E., & Diedrick, L. (2012, July). Evidence-based practice models for organizational change: Overview and practical applications.
    Journal of Advanced Nursing
    , 69, 1197-1209.

    White, S., & Spruce, L. (2015). Perioperative nursing leaders implement clinical practice guidelines using the iowa model of evidence-based practice.
    AORN Journal
    , 50-56. Iowa Model of Evidence Based Practice to Promote Quality Care heart failure Research Proposal

  • NURS 6521 Final Exam Study Guide

    NURS 6521 Final Exam Study Guide

    Final Review for NURS 6521

    For all classes of medications, you will need to understand the mechanism of action,

    side effects, appropriate use and contraindications for the classes of drugs and

    individual drugs listed below. Also, know the key patient education points including

    cautions, expected effects, and appropriate use (with food, empty stomach, etc.).

    Week 8: Pharmacology for Psychological Disorders

    Review for the different classes: How they will affect the patient, side effects (major

    side effects), when to use vs when not to use for the following:

    • Antipsychotics

    • Bipolar medications

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    • Sedatives

    • Anxiety Medications

    • Stimulants like: methylphenidate, dextroamphetamine, Adderall, etc.

    Week 9: Women’s and Men’s Health

    Women’s heath:

    • Pregnancy: How does it affect pharmacokinetics, what to stay away from, how do

    different trimesters affect the medications, medications to get pregnant,

    medications to prevent pregnancy, what is the purpose of oxytocin, bethanechol,

    magnesium sulfate in pregnancy and how the effects of these medications during

    breast feedings? NURS 6521 Final Exam Study Guide

    • Oral contraceptives, benefits of using one vs another.

    • Estrogen/Progesterone Therapy

    • Bisphosphonates, alendronate, tests to diagnosis need for these.

    • Review following meds:

    o cyclophosphamide

    o Meridia

    o Terbutaline

    o oxybutynin

    o tolterodine

    o radiotherapy

    Men’s Health

    • Testosterone therapy, different types, when to use, when not use, when to stop

    • erectile dysfunction (ED), different medications, when to use one agent over

    another, what not to mix with them.

    Week 10: Infections and Hematologic Systems

    Lots of information to review, want to focus on side effects, use, when to use, when not

    to use, difference in treating ethnicities, allergies with antibiotics, which antibiotics to use

    with different infections. Infections and treating a diabetic patient, what to watch for.

    • Success or failure of a patient’s chemotherapy / targeted therapies /

    thrombophlebitis and thromboembolism

    • epoetin alfa

    • Casodex

    • Dronabinol for cancer side effects

    • permethrin

    • oprelvekin

    • silver sulfadiazine

    • Neupogen

    • quinine

    • Infectious Disease:

    • Narrow-spectrum antibiotic vs a broad-spectrum drug, what’s the difference?

    • Each class of antibiotics and how they are used.

    • Antibiotics vs antivirals

    • What characteristic of the drug makes it a conjugated drug?

    • Antibiotics and antivirals for STI treatment/prevention

    • Resistant strains of microbes

    • MTX

    • Sulconazole

    • MRSA

    • Permethrin

    Week 11: Pediatrics

    • What is the effect on children who are prescribed adult medications

    • Teaching medication use to parents, kids, etc.

    • Medication administration to an infant, children, and adolescents best practiceswhat not to do

    • Best ways to reducing drug errors and how to prevent them

    • What is the difference between adult and children dosing? NURS 6521 Final Exam Study Guide

    Terminology:

    • Efficacy

    • Pharmacokinetics

    • Pharmacodynamics

    • Drug tolerance

    • Addiction

    • Dependence

    • Withdrawal

    • First pass effect

    • Idiosyncratic response

    • Medication Reconciliation

    Other Topics:

    • Which drug classes produce withdrawal if stopped abruptly? When is withdrawal

    life threatening? NURS 6521 Final Exam Study Guide

    • How can adverse drug events be minimized?

    • Why do drugs require clinical study and FDA approval?

    Final Review for NURS 6521

    NURS 6521 Final Exam Study Guide

  • Building a Health History

    Building a Health History

    Effective communication is vital to constructing an accurate and detailed patient history. A patient’s health or illness is influenced by many factors, including age, gender, ethnicity, and environmental setting. As an advanced practice nurse, you must be aware of these factors and tailor your communication techniques accordingly. Doing so will not only help you establish rapport with your patients, but it will also enable you to more effectively gather the information needed to assess your patients’ health risks.

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    For this Discussion, you will take on the role of a clinician who is building a health history for one of the following new patients:

    ·        76-year-old Black/African-American male with disabilities living in an urban setting

    ·        Adolescent Hispanic/Latino boy living in a middle-class suburb

    ·        55-year-old Asian female living in a high-density poverty housing complex

    ·        Pre-school aged white female living in a rural community Building a Health History

    ·        16-year-old white pregnant teenager living in an inner-city neighborhood

    To prepare:

    With the information presented in Chapter 1 in mind, consider the following:

    ·        How would your communication and interview techniques for building a health history differ with each patient?

    ·        How might you target your questions for building a health history based on the patient’s age, gender, ethnicity, or environment?

    ·        What risk assessment instruments would be appropriate to use with each patient?

    ·        What questions would you ask each patient to assess his or her health risks?

    ·        Select 
    one
     patient from the list above on which to focus for this Discussion.

    ·        Identify any potential health-related risks based upon the patient’s age, gender, ethnicity, or environmental setting that should be taken into consideration. Building a Health History.

    ·        Select 
    one
     of the risk assessment instruments presented in Chapter 1 or Chapter 26 of the course text, or another tool with which you are familiar, related to your selected patient.

    ·        Develop 
    at least five
     targeted questions you would ask your selected patient to assess his or her health risks and begin building a health history.

    Post a 1 page paper APA format
     1.
    a description of the interview and communication techniques you would use with your selected patient.

    2.
    Explain why you would use these techniques.

    3
    Identify the risk assessment instrument you selected, and justify why it would be applicable to the selected patient.

    4
    Provide at least five targeted questions you would ask the patient. Building a Health History

    Readings

    ·        Ball, J. W., Dains, J. E., Flynn, J. A., Solomon, B. S., & Stewart, R. W. (2015). 
    Seidel’s guide to physical examination
     (8th ed.). St. Louis, MO: Elsevier Mosby.

    o   Chapter 1, “The History and Interviewing Process” (pp. 1–21)

    This chapter explains the process of developing relationships with patients in order to build an effective health history. The authors offer suggestions for adapting the creation of a health history according to age, gender, and disability.

    o   Chapter 26, “Recording Information” (pp. 616–631)

    This chapter provides rationale and methods for maintaining clear and accurate records. The authors also explore the legal aspects of patient records.

    ·        Sullivan, D. D. (2012). 
    Guide to clinical documentation
     (2nd ed.). Philadelphia, PA: F. A. Davis.

    o   Chapter 1, “Medicolegal Principles of Documentation” (pp. 1–12 and abbreviations, pp. 18)

    o   Chapter 2, “The Comprehensive History and Physical Exam” (pp. 19–36) Building a Health History

    ·        Deeks, A., Lombard, C., Michelmore, J., & Teede, H. (2009). The effects of gender and age on health related behaviors. 
    BMC Public Health
    ,
     
    9
    , 213–220.

    Retrieved from the Walden Library databases.

    This article describes a study that sought to determine the effects of gender and age on health-related behaviors. In the study, the authors also investigated the effects of screening practices, health beliefs, and perceived future health needs.

    ·        Delpierre, C., Lauwers-Cances, V., Datta, G. D., Berkman, L., & Lang, T. (2009). Impact of social position on the effect of cardiovascular risk factors on self-rated health. 
    American Journal of Public Health
    , 
    99
    (7), 1278–1284.

    Retrieved from the Walden Library databases.

    This study assessed the influence of education level on the association between self-rated health and cardiovascular risk factors. The authors explain their methods and results, and they provide recommendations for similar studies in different countries and cultures.

    ·        Lee, D. W., Neumann, P. J., & Rizzo, J. A. (2010). Understanding the medical and nonmedical value of diagnostic testing. 
    Value in Health
    , 
    13
    (2), 310–314.

    Retrieved from the Walden Library databases.

    The authors of this article detail their attempts to develop a framework for defining the potential value of diagnostic testing. The authors also discuss the implications of their framework for health care delivery systems.

    ·        University of Michigan Medical School. (2003). 
    Geriatric functional assessment
    .

    Retrieved from 
    http://www.med.umich.edu/lrc/coursepages/m1/HGD/GeriatricFunctionalAssess.pdf

    This article provides an exercise that emphasizes accurate functional status assessments and effective communication with older patients. The authors recommend tools and techniques to be used when caring for older patients.

    Note about Uploading Media:

    Please refer to the 
    Kaltura Media Uploader
     page located in the course navigation menu.. The documents on this page provide guidance on how to upload media for your Health Assessment Videos assignments for this course.

    Optional Resources

    ·        LeBlond, R. F., Brown, D. D., & DeGowin, R. L. (2009). 
    DeGowin’s diagnostic examination
    (9th ed.). New York, NY: McGraw- Hill Medical. Building a Health History

    o   Chapter 2, “History Taking and the Medical Record” (pp. 15–33)

  • OUMH1203 ENGLISH FOR WRITTEN COMMUNICATION SAMPLE ESSAY

    OUMH1203 ENGLISH FOR WRITTEN COMMUNICATION SAMPLE ESSAY

     

    FACULTY OF SCIENCE AND TECHNOLOGY

     

    BACHELOR OCCUPATIONAL HEALTH AND SAFETY MANAGEMENT (BOHSM) (HONS)

     

    ENGLISH FOR WRITTEN COMMUNICATION

     
     

    MATRICULATION NO  :      

    IDENTITY CARD NO    :      

    BUY A PLAGIARISM-FREE PAPER HERE

    TELEPHONE NO          :      

    E-MAIL                            :     

    LEARNING CENTRE :        

     

    Table of Contents

    Question 1 : The rising levels of congestion and air pollution found in most of the world cities is due to the rapidly increasing number of private cars in use. Do you think the use of public transport can encourage people to use their car less? Discuss possible ways to encourage public to use the public transport.                 2

     

    Question 2 : Today our community is composed of people of diverse backgrounds.  Write an essay explaining how people of diverse backgrounds can get along better.                                                                           4

     

    Question 3 : Recently in the media, the Deputy Prime Minister, Tan Sri Muhyidin Yassin talked about the use of textbooks in electronic form in schools in order to prepare Malaysian students for the 21st century. Do you think Malaysia is ready to change students’ textbooks to electronic medium? State your opinions.            6

     

    Question 4 : Do you think technology is making communication easier in today’s world? Discuss.               8

     

    Question 5 : Based on your life experiences, do share what is the most memorable moment you have ever faced? Write your story.                                                                                                                                                  10

     

     

    Question 1 : The rising levels of congestion and air pollution found in most of the world cities is due to the rapidly increasing number of private cars in use. Do you think the use of public transport can encourage people to use their car less? Discuss possible ways to encourage public to use the public transport. OUMH1203 ENGLISH FOR WRITTEN COMMUNICATION SAMPLE ESSAY

     

    It is a well known fact that air pollution and congestion is rising at an alarming level not only in Malaysia but in many countries due to globalization and not to forget the affordability of locally assembled cars at this point in time. It is now a norm for almost every working adult to own a car. It has become a necessity rather than a luxury.

    One of the ways to encourage the use of public transports is to have a system that is cheap, on time, and reliable. For most working adults, the reliability of public transport is crucial in ensuring punctuality. Reliability here means that the bus, train, shuttles are regular and on time. If one breaks down, there is always a backup plan. Government should set dedicated bus route and increase the number of bus stops in the most of communities, business centre’s, office buildings, warehouses,  and shopping malls.

    Besides bus stops and bus routes, the train system should also be efficient in timing and comfort. Having an overload in a train is definitely not wise when it comes to safety and also encourages theft. Frequent trains during peak hours will ease the congestion in a train. Security system in train stations and bus station will definitely help gain confidence of the public to use public transport more frequently.

    Another way to encourage the use of public transport would be for the government to come up with attractive monthly packages for the use of busses and trains. The packages can vary based on locations or the type of transport one uses. The government can play a role in media advertising to help the people realize, how much they save in terms of parking, toll, petrol and vehicle maintenance. A simple calculation will show that they save up to hundreds in a month. Besides educating the public on cost saving methods, it would also go well to talk about environment and how they are helping by reducing carbon emissions.

    One other crucial need in encouraging the use of public transport is definitely the need for parking space at bus stations or train stations. As much as we want people to use public transport, we have to acknowledge the fact that not every housing area has that made available to them. For people in this situation, they definitely need to be able to reach the nearest station, park and then hop on to a public transport. This could be one way to get more people to hop on to public transport mid way rather than drive all the way to work.

    To conclude, only when there is more convenience in logistic, more responsiveness in delivering service and more punctuation in schedule, the people will give up their old habit of going by their own vehicle. Though it might be tough to get people to start taking public transport, there are many ways to convince them. Education and the availability of safe and reliable method is available, it certainly helps to get more and more people to take trains and busses.

    Q1 total words : 511 words

    References

    Suruhanjaya Pengangkutan Awam Darat

    www.spad.gov.my

    Question 2 : Today our community is composed of people of diverse backgrounds.  Write an essay explaining how people of diverse backgrounds can get along better.

     

    Malaysia is a country where its population is made of people from diverse ethnic groups and religion. The people of Malaysia live in a unique situation where people every ethnicity have about their own culture, traditions, food, traditional costume and language. Most people are usually comfortable or have accepted the traditions or the language of the others. But to some who are new to certain parts of the country, this could be uncomfortable or even challenging to adapt. It is very important, to get everyone get along well with one another, whether it is at home or at work.

     

    One of the simplest way to get along well with people of different race, culture, ethnic, and religious beliefs is to treat one another without any bias, being colorblind and most importantly, equality. One can always start a relationship/friendship by talking about common ground like hobbies, movies, music, traveling, and other interests. All these topics are door openers to bigger conversations and forging relationships. This is a great way to becoming close to a person without being afraid to have insulted them. Common topics are great ways to learn about how another person thinks and their likes and dislikes. From there, it will be much easier to get into conversations that are a little bit more personal like traditions, language and customs. OUMH1203 ENGLISH FOR WRITTEN COMMUNICATION SAMPLE ESSAY

     

    One should not be too afraid of the other person from a different background. Once a friendship is formed, one should not be afraid to ask questions. A lot can be learned by asking questions, though one should thread lightly on this. There are also other ways to gain information, like asking others in the community to understand better or even the internet. In some places, there are tourist centres/information centres that provides information on the locals from the food to eat, belief system and traditions. However, one should know exactly what they are looking for before embarking on a fact finding journey. Example, in Melaka, there are folks from the Baba Nyonya and also Peranakan clan. You do not just go and search information on Chinese folks in Melaka.

     

    In learning about one’s culture, you may come across many surprises or things that cant fathom to be true. There will be a lot of things that you find hard to belief or understand as they are way different from what you are exposed to or what you are brought up to belief in. What you just learned or understood is not something that can be easily erased, or to be denied. So its important that we come to respect what others belief in for the very purpose of forging a friendship. Its crucial to remember that as much as we find certain customs and belief of others to be surprising or unbelievable, people from other culture might feel the same of us. And they too, for the sake of friendship will refrain to argue with us about our culture. Sometimes, it is helpful to just ask them, how certain beliefs come about. Perhaps with their explanation, then it will help us understand.

     

    Malaysia, the land of many beautiful customs, religions and beliefs, has so much of diversity among its citizens. It is very important that everyone starts with the basics, which is forging a friendship among its people and to learn and understand their beliefs and customs. With respect for each other in terms of culture and customs, people will get along well and live in harmony. Much can be achieved with something as simple as respect and understanding. We might differ as person with different skin color and race, but in the end, we are all of human race.

     

    Q2 total words : 612

    References

    Countries and their cultures

    www.everyculture.com/Ja-Ma/Malaysia.html

     

     

    Question 3 : Recently in the media, the Deputy Prime Minister, Tan Sri Muhyidin Yassin talked about the use of textbooks in electronic form in schools in order to prepare Malaysian students for the 21st century. Do you think Malaysia is ready to change students’ textbooks to electronic medium? State your opinions.

     

    An electronic textbook (e-Textbook) is a digitized or also known as electronic form of textbook, which normally needs an endorsement by the national or state government when it is used in the K-12 education system. This system has been envisioned to take the place of the current paper-based textbooks in school curriculum. It is currently the preferred way and common choice of teaching and learning tool for the future. In UK, USA and Australia, schools have started pilot testing using technological devices like Apple®’s iPad and Amazon®’s Kindle® to convert the content of paper-based textbooks to e-Textbooks. As much as this seems like the way to the future learning, its introduction in Malaysian system will still be a challenge.

    The shift from paper-based textbooks to e-textbooks is something that will incur a large amount of investment and this itself is a major concern. For example, the ability to have software’s and hardwares installed to be able to work on the existing computer platforms in the respective schools. Besides that, there is also the concern of network infrastructure, and supporting equipments and the investment of installation and testing all this thing to ensure the final product is in good working condition. We need to bear in mind, the cost that would incur for maintenance, updates and the most important, the access to internet. OUMH1203 ENGLISH FOR WRITTEN COMMUNICATION SAMPLE ESSAY

    When we talk about upgrade, its not just limited to the software, the hardware too will need upgrading as the software depends on the hardware to work. Both hardware and software have to be able to work seamlessly for students to be able to have access to their materials. This is called reliability and when there is lack of reliability, it often results in inconvenience and that means students are not being able to learn as they no longer have access to learning materials/tools. This does not just happen when there is incompatibility. It also happens when there is device failure, operating system glitch, no strong internet connection as well as power interruption. Both the teacher and student will not be able to function without access to their materials. Depending on internet services in rural areas would also be challenge due to slow internet upload/download speed because of the bandwidth consumption.

    Another important element that may cause worry among parents will the prolonged exposure to radiation and its long term effects to health. Another concern among parents would be the devices having a small screen size. There are some research that is being conducted on the effect of using ipads/kindle that causes eye fatigue. Studies also show that paper-based textbooks are easier to browse and read. A research by Nielsen and Krug shows that the reading process can be 25% – 40% slower from a screen compared to on printed page  (Robinson, 2011). Another study (Mercieca, 2004)  shows that students have reluctance to use e-textbooks as they perceive it to be difficult in reading electronic text.

    As much as e-textbooks is the future of learning both in Malaysia and other countries, there has to be more studies done and proper project planning to ensure this transition takes place smoothly and is seamless upon execution. Bear in mind, its not only the students who need to embrace the change, we need to remember that the teachers too play a big role in this and they too need to be ready and be able to handle the technology when the time comes.

    Q3 total words : 575 words

    References

    https://researchbank.rmit.edu.au/eserv/rmit:3208/n2004002718.pdf

    files.eric.ed.gov/fulltext/EJ1008864.pdf

     

     

    Question 4 : Do you think technology is making communication easier in today’s world? Discuss.

     

     

    In today’s world, technology has advanced a lot, that everywhere you go, you will not fail to see tablets and smart phones in use. With communication technology, people are connected around the world through computer, smart phones and tablets. It has made communications to be simple, easy and fast with someone on the other side of the world. The communication methods that is available right now varies from emails, instant messengers, video conferencing, group messaging and voice chats. OUMH1203 ENGLISH FOR WRITTEN COMMUNICATION SAMPLE ESSAY

     

     

    One may ask, how has technology made communication easier? The most obvious one would be the speed and cost. The existence of Internet has brought about all possibilities as mentioned earlier. Previously, a document has to be typed on a type writer before the final version is approved (in terms of official documents). Sending the letter across required a fax service or a visit to the post office which would need us to get an envelope and buy stamps. This are all cost and delivery takes perhaps a day or two depending on the distance. With emails, it just takes a matter or seconds to have a letter emailed across.

     

    Technology has also help improve the quality of communication. Translation of a text of a foreign language, looking up meaning of words, checking appointments on calendars, converting currencies and research for information can be done with a click of a mouse. Access to information is so easy, simple and fast. Also, technology allows easy storage and retrieval of communication when needed as compared to looking up for data in a huge metal cabinet filled with folders.

     

    Advancement in technology has also made communication easier by allowing people to communicate from anywhere as long as they have connection with a network. Existence of high quality communication over phones, video conferencing has eliminated the need of face-to-face communications and this leads to a huge amount of savings in terns of traveling and most importantly it saves time. Accessibility to information is also fast now. Memo’s, updates and privileged information gets to be accessed faster now as compared to before.

     

    Another significant area where technology has made communication easier and has helped organizations a lot is in the area of customer service. Clients no longer have to que long hours or wait very long for getting questions answered or to even lodge a complaint. Most organizations has made it easy by offering online feedback forums, emails for after service/after sales or some even have live chats. Most organizations even have software’s to keep track of customer information and being able to communicate with clients fast and efficiently.

     

     

    Technology has brought much changes to the way we communicate. It has made communication much easier, faster, cheaper when one can cut down the cost of traveling for meetings, increased resource and good quality which allows quick correction if mistakes are made. To certain extent, technology has also allowed humans to be able to maintain working/personal relationships with the existence of social media, group messaging systems and video conferencing.

     

    Q4 total words : 502 words

     

    References

    http://dictionary.reference.com/browse/technology

    http://www.english-test.net/forum/ftopic90402.html

    http://science.opposingviews.com/technology-made-communication-better-1926.html OUMH1203 ENGLISH FOR WRITTEN COMMUNICATION SAMPLE ESSAY

     

     

     

     

     

    Question 5 : Based on your life experiences, do share what is the most memorable moment you have ever faced? Write your story.

     

     

    In 2009, I had the opportunity to attend a program called MAPS National Convention organized by an NGO called Malaysian Association of Professional Speakers. It was at this event that I had the chance to see AirAsia CEO, Tony Fernandez up-close and hear him speak of his life experiences. It was this event that I had an eye opener and my life changed for the better. To date, that is my most memorable moment as it helped me become a positive person.

     

    In the talk, Tony Fernandes spoke about his life experiences. He described his life journey with his education and then his work experience. One of the job that he did that gave him the confidence later on was the fact that he did work with Virgin Records in London that is owned by Richard Branson. He came from a finance/accounting background. Back in Malaysia, he was with Warner Music for a little way before embarking the journey with AirAsia towards the end of 2001. OUMH1203 ENGLISH FOR WRITTEN COMMUNICATION SAMPLE ESSAY

     

    When he bought over AirAsia, this airline was struggling and heavily indebted subsidiary of the Malaysian Government owned DRB-Hicom. He had to start out by mortgaging his own and used up his own personal savings in the buy over. About a year after taking over he managed to settle the debts and AirAsia started to grow and expand. About 5 years after kick starting AirAsia to new heights, he then started off the hotel chain Tune Hotels based on the no frills concept.

     

    Tony emphasizes, that what got him going was his dream. He knew that this was something that he could do though it sounded extremely crazy and impossible before he started off AirAsia. He said being able to achieve his dreams was because he had the courage to start and see it through. Determination and hard work kept it going. It was then that it struck me, that with limited resources and bleak future, one can still turn things around and make a success out of it. It’s all about whether looking at it positively or giving up because thinking its impossible.

     

    I remember, in his speech, Tony said, everyone should pursue their passion. Because when you are passionate about what you do, chances are that you will do it extremely well and achieve great success out of it. Even if you are at a spot where you are not able to pursue your dreams and passion yet, one should not give up on it. Opportunity comes out of a sudden without warning. Tony insists that one should always find ways to look at things positively no matter how tough the situation is. He lived with this belief ‘You have only one life; live out your dream!’. He was asked by someone in the audience, what happens when something goes wrong? And he answered, ‘just change what is wrong – focus on survival and keep growing’.

    Lastly, he left the audience with his powerful quote that I remind myself everyday that nothing is impossible ‘Dream the Impossible, Believe the Unbelievable, and Never take No for an Answer’. To date, its his words that has changed me to have a positive outlook in life and to dream big and to never give up.

    Q5 total words : 562 words  OUMH1203 ENGLISH FOR WRITTEN COMMUNICATION SAMPLE ESSAY