Tag: Clinical-Nursing

Assignment: Assessing a Healthcare Program/Policy Evaluation

Program/policy evaluation is a valuable tool that can help strengthen the quality of programs/policies and improve outcomes for the populations they serve. Program/policy evaluation answers basic questions about program/policy effectiveness. It involves collecting and analyzing information about program/policy activities, characteristics, and outcomes. This information can be used to ultimately improve program services or policy initiatives.

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Nurses can play a very important role assessing program/policy evaluation for the same reasons that they can be so important to program/policy design. Nurses bring expertise and patient advocacy that can add significant insight and impact. In this Assignment, you will practice applying this expertise and insight by selecting an existing healthcare program or policy evaluation and reflecting on the criteria used to measure the effectiveness of the program/policy. Assignment: Assessing a Healthcare Program/Policy Evaluation.

 

To Prepare:

 

Review the Healthcare Program/Policy Evaluation Analysis Template provided in the Resources.

Select an existing healthcare program or policy evaluation or choose one of interest to you and get approval to use it from your Instructor. (The topic is about The Affordable Care Act and its impact on preventing and controlling diabetes). Assignment: Assessing a Healthcare Program/Policy Evaluation.

 

Review the healthcare program or policy evaluation and reflect on the criteria used to measure the effectiveness of the program or policy described.

 

The Assignment: (2–3 pages)

 

Based on the program or policy evaluation you selected, complete the Healthcare Program/Policy Evaluation Analysis Template. Be sure to address the following:

 

Describe the healthcare program or policy outcomes.

How was the success of the program or policy measured?

How many people were reached by the program or policy selected?

How much of an impact was realized with the program or policy selected?

At what point in program implementation was the program or policy evaluation conducted?

What data was used to conduct the program or policy evaluation?

What specific information on unintended consequences was identified?

What stakeholders were identified in the evaluation of the program or policy? Who would benefit most from the results and reporting of the program or policy evaluation? Be specific and provide examples.

Did the program or policy meet the original intent and objectives? Why or why not?

Would you recommend implementing this program or policy in your place of work? Why or why not?

Identify at least two ways that you, as a nurse advocate, could become involved in evaluating a program or policy after 1 year of implementation. Assignment: Assessing a Healthcare Program/Policy Evaluation.

PLEASE FOLLOW BULLETS OF WHAT IS NEEDED FOR PAPER AND WHAT IS EXPECTED.

USE APA FORMAT

USE IN CITATION AT ALL TIMES

USE RESOURCE PROVIDED WHEN NEEDED

https://class.waldenu.edu/bbcswebdav/institution/USW1/201970_27/MS_NURS/NURS_6050/artifacts/USW1_NURS_6050_Shiramizu_et_al._2016.pdf

 

Healthcare Program/Policy Evaluation Analysis  

Template

Healthcare Program/Policy Evaluation Analysis Template

 

Use this document to complete the Module 6 Assessment
Global Healthcare Comparison Matrix and Narrative Statement

 

 

Healthcare Program/Policy Evaluation

 

 

Description

 

 

 

How was the success of the program or policy measured?

 

 

Assignment: Assessing a Healthcare Program/Policy Evaluation

 

 

 

 

 

 

 

How many people were reached by the program or policy selected? How much of an impact was realized with the program or policy selected?

 

 

 

 

 

 

 

 

 

 

 

What data was used to conduct the program or policy evaluation?

 

 

 

 

 

 

 

 

 

 

 

 

What specific
information
on unintended consequences were identified?

 

What stakeholders were identified in the evaluation of the program or policy? Who would benefit most from the results and reporting of the program or policy evaluation? Be specific and provide examples.

 

 

 

 

 

 

 

 

 

 

 

 

Did the program or policy meet the original intent and objectives? Why or why not?

 

 

 

Assignment: Assessing a Healthcare Program/Policy Evaluation

 

 

 

 

 

 

 

Would you recommend implementing this program or policy in your place of work? Why or why not?

 

 

 

 

 

 

 

 

 

 

 

Identify at least two ways that you, as a nurse advocate, could become involved in evaluating a program or policy after one year of implementation.

 

 

 

 

 

 

 

 

 

 

 

 

 

General Notes/Comments

 

 

 

 

 

 

 

 

 

NURS6050-GridTemplateWeek10

 

 

Assignment: Assessing a Healthcare Program/Policy Evaluation

Analysis of Current Evidence Based Practice Guidelines for the Treatment of Otitis Media Assignment

Assignment: Analysis of Current Evidence Based Practice Guidelines for the Treatment of Otitis Media

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This Assignment requires a current, evidence based practice guideline that is specific to the child in the following scenario. Once you find the appropriate guideline, you will be ready for analysis and evaluation.

First, carefully review the case. Then, using the Internet, find a current (no older than 4 years old 2014-2018) relevant evidence based practice guideline for the treatment of otitis media for this particular pediatric patient.

There should be a minimum of three current (within the last 5 years) peer-reviewed references including the authors of the guideline.

Make sure to address the following in your paper:

Use below headings while answering questions

Briefly explain your search strategy. For example, how did you find the correct guideline?

Who developed the guideline?

Is this a revision of a previous guideline or an original? What is the date of publication?

Explain the concept of “systematic review of current best evidence.”

How was conflict of interest managed in the development of these guidelines?

How is quality of evidence defined?

Explain differences among strong recommendation, recommendation, and option

What are “key Action statements?”

Analysis of Current Evidence Based Practice Guidelines for the Treatment of Otitis Media Assignment

For this particular child, what are the specific treatment recommendations including any diagnostics, medications (include exact dosage, frequency, length of treatment), follow-up, referral, prevention, and pain control.

Case:

A 5-year-old male is brought to the primary care clinic by his mother with a chief complaint of bilateral ear pain for the last three days. The mother states that the child has been crying frequently due to the pain. Ibuprofen has provided minimal relief. This morning, the child refused breakfast and appeared to be “getting worse.”

Vital signs at the clinic reveal HR 110 bpm, 28 respiratory rate, and tympanic temperature of 103.2 degrees F. The mother reports no known allergies. The child has not been on antibiotics for the last year. The child does not have history of OM. The child is otherwise healthy without any other known health problems.

After your questioning and examination, you diagnose this child with bilateral
Acute Otitis Media. Analysis of Current Evidence Based Practice Guidelines for the Treatment of Otitis Media Assignment.

Agenda Comparison Grid and Fact Sheet or Talking Points Brief Assignment Template for Part 1 and Part 2

NURS 6050: Policy and Advocacy for Improving Population Health

Assignment: Agenda Comparison Grid and Fact Sheet or Talking Points Brief

 

TOPIC CHOICES:  1.  OPIOD CRISIS, 2.  LIMITED ADDICTION RESOURCES FOR RECOVERY, 3.  AFFORDABLE CARE ACT.

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It may seem to you that healthcare has been a national topic of debate among political leaders for as long as you can remember.

Healthcare has been a policy item and a topic of debate not only in recent times but as far back as the administration of the second U.S. president, John Adams. In 1798, Adams signed legislation requiring that 20 cents per month of a sailor’s paycheck be set aside for covering their medical bills. This represented the first major piece of U.S. healthcare legislation, and the topic of healthcare has been woven into presidential agendas and political debate ever since. Agenda Comparison Grid and Fact Sheet or Talking Points Brief Assignment Template for Part 1 and Part 2.

As a healthcare professional, you may be called upon to provide expertise, guidance and/or opinions on healthcare matters as they are debated for inclusion into new policy. You may also be involved in planning new organizational policy and responses to changes in legislation. For all of these reasons you should be prepared to speak to national healthcare issues making the news. Agenda Comparison Grid and Fact Sheet or Talking Points Brief Assignment Template for Part 1 and Part 2.

In this Assignment, you will analyze recent presidential healthcare agendas. You also will prepare a fact sheet to communicate the importance of a healthcare issue and the impact on this issue of recent or proposed policy.

To Prepare:

Review the agenda priorities of the current/sitting U.S. president and the two previous presidential administrations.

Select an issue related to healthcare that was addressed by each of the last three U.S. presidential administrations.

Reflect on the focus of their respective agendas, including the allocation of financial resources for addressing the healthcare issue you selected.

Consider how you would communicate the importance of a healthcare issue to a legislator/policymaker or a member of their staff for inclusion on an agenda.

The Assignment: (1- to 2-page Comparison Grid, 1-Page Analysis, and 1-page Fact Sheet)

Part 1: Agenda Comparison Grid

Use the Agenda Comparison Grid Template found in the Learning Resources and complete the Part 1: Agenda Comparison Grid based on the current/sitting U.S. president and the two previous presidential administrations and their agendas related to the public health concern you selected. Be sure to address the following:

Identify and provide a brief description of the population health concern you selected and the factors that contribute to it.

Describe the administrative agenda focus related to the issue you selected.

Identify the allocations of financial and other resources that the current and two previous presidents dedicated to this issue. Agenda Comparison Grid and Fact Sheet or Talking Points Brief Assignment Template for Part 1 and Part 2.

Explain how each of the presidential administrations approached the issue.

(A draft of Part 1: Agenda Comparison Grid should be posted to the Module 1 Discussion Board by Day 3 of Week 1.)

Part 2: Agenda Comparison Grid Analysis

Using the information you recorded in Part 1: Agenda Comparison Grid on the template, complete the Part 2: Agenda Comparison Grid Analysis portion of the template, by addressing the following:

Which administrative agency would most likely be responsible for helping you address the healthcare issue you selected?

How do you think your selected healthcare issue might get on the agenda for the current and two previous presidents? How does it stay there?

Who would you choose to be the entrepreneur/ champion/sponsor of the healthcare issue you selected for the current and two previous presidents? Agenda Comparison Grid and Fact Sheet or Talking Points Brief Assignment Template for Part 1 and Part 2.

Part 3: Fact Sheet or Talking Points Brief

Based on the feedback that you received from your colleagues in the Discussion, revise Part 1: Agenda Comparison Grid and Part 2: Agenda Comparison Grid Analysis.

Then, using the information recorded on the template in Parts 1 and 2, develop a 1-page Fact Sheet or Talking Points Brief that you could use to communicate with a policymaker/legislator or a member of their staff for this healthcare issue. You can use Microsoft Word or PowerPoint to create your Fact Sheet or Talking Point Brief. Be sure to address the following:

Summarize why this healthcare issue is important and should be included in the agenda for legislation.

Justify the role of the nurse in agenda setting for healthcare issues.

By Day 3 of Week 1

Submit a draft of Part 1: Agenda Comparison Grid to the Module 1 Discussion Board

Considering the feedback you received in the Module 1 Discussion on Part 1: Agenda Comparison Grid, revise and further develop Part 1: Agenda Comparison Grid and Part 2: Agenda Comparison Grid Analysis. Consider how the feedback you received might influence your Fact Sheet or Talking Points and revise as necessary. Agenda Comparison Grid and Fact Sheet or Talking Points Brief Assignment Template for Part 1 and Part 2.

By Day 7 of Week 2

 

Submit your final version of Part 1: Agenda Comparison Grid, Part 2: Agenda Comparison Grid Analysis, and Part 3: Fact Sheet or Talking Points Brief.

 

Rubric Grid

Part 1: Agenda Comparison Grid-

-Identify a population health concern

-Describe the Population Health concern you selected and the factors that contribute to it.

Levels of Achievement:

Excellent 5 (5%) – 5 (5%)

The response clearly and accurately identifies and describes a population health concern..

Good 4 (4%) – 4 (4%)

The response vaguely identifies and describes a population health concern..

Fair 3.5 (3.5%) – 3.5 (3.5%)

The response inaccurately identifies and describes a population health concern..

Poor 0 (0%) – 3 (3%)

Identification and description of a population health concern is missing or incomplete..

Part 1: Agenda Comparison Grid
–

– Describe the administrative agenda focus related to this issue for the current and two previous presidents.

 

– Identify the allocations of financial and other resources that the current and two previous presidents dedicated to this issue.

– Explain how each of the presidential administrations approached the issue. Agenda Comparison Grid and Fact Sheet or Talking Points Brief Assignment Template for Part 1 and Part 2.

Levels of Achievement:

Excellent 18 (18%) – 20 (20%)

The response clearly and accurately describes the presidential administrations’ focus related to the concern, the financial and resource allocation dedicated to the concern, and explains how each of the presidential administrations approached the issue..

 

Good 16 (16%) – 17 (17%)

The response vaguely describes the presidential administrations’ focus related to the concern, the financial and resource allocation dedicated to the concern, and explains how each of the presidential administrations approached the issue..

Fair 14 (14%) – 15 (15%)

The response inaccurately describes the presidential administrations’ focus related to the concern, the financial and resource allocation dedicated to the concern, and how each of the presidential administrations approached the issue..

Poor 0 (0%) – 13 (13%)

The description of the presidential administrations’ focus related to the concern, financial and resource allocation dedicated to the concern, and explanation for how each of the presidential administrations approached the issue is missing..

Part 2: Agenda Comparison Grid Analysis- Address the following
:

-Which administrative agency would most likely be responsible for helping you address the healthcare issue you selected?

-How do you think your selected healthcare issue might get on the agenda? How does it stay there?

-Who would you choose to be the entrepreneur/ champion/sponsor of the healthcare issue you selected for the current and two previous presidents? Agenda Comparison Grid and Fact Sheet or Talking Points Brief Assignment Template for Part 1 and Part 2.

Levels of Achievement:

Excellent 23 (23%) – 25 (25%)

-The response clearly and accurately identifies an administrative agency most likely to be responsible for addressing the selected healthcare issue.

-Response clearly and accurately explains how the healthcare issue gets on the agenda and remains there.

– The response clearly and accurately identifies the entrepreneur/champion/sponsor of the healthcare issue selected..

Good 20 (20%) – 22 (22%)

-The response vaguely identifies an administrative agency which may be responsible for addressing the selected healthcare issue.

-Response adequately explains how the healthcare issue gets on the agenda and remains there.

-Identification of the entrepreneur/ champion/sponsor of the healthcare issue selected is vague..

Fair 18 (18%) – 19 (19%)

-Identification of an administrative agency responsible for addressing the selected health care issue is inaccurate.

-Explanation of how the healthcare issue gets on the agenda and remains there is vague or inaccurate.

 

-Identification of the entrepreneur/ champion/sponsor of the healthcare issue selected is inaccurate or does not align with the healthcare issue. Agenda Comparison Grid and Fact Sheet or Talking Points Brief Assignment Template for Part 1 and Part 2.

Poor 0 (0%) – 17 (17%)

-Identification of an administrative agency responsible for addressing the selected healthcare issue is missing.

-Explanation of how the healthcare issue gets on the agenda and remains there is vague and inaccurate or is missing.

-Identification of the entrepreneur/ champion/sponsor of the healthcare issue selected is vague and inaccurate or is missing..

Fact Sheet or Talking Points Brief – Promoting Agenda Setting for Healthcare Issues:

Based on your Agenda Comparison Grid for the healthcare issue you selected, develop a 1-page Fact Sheet or Talking Points Brief that you could use to communicate with a policy-maker/legislator or a member of their staff for this healthcare issue.

-Summarize why this healthcare issue is important and should be included in the agenda for legislation.

-Justify the role of the nurse in agenda setting for healthcare issues–

Levels of Achievement:

Excellent 32 (32%) – 35 (35%)

Creates a well-developed, accurate, and thorough Fact Sheet or Talking Points Brief.

The response provides a complete, detailed, and specific synthesis of two outside resources reviewed on why this healthcare issue is important and should be included in the agenda for legislation. The response fully integrates at least 2 outside resources and 2-3 course specific resources that fully supports the summary provided.

Responses accurately and thoroughly justify in detail the role of the nurse in agenda setting for healthcare issues.

Good 28 (28%) – 31 (31%)

Creates an accurate and thorough Fact Sheet or Talking Points Brief.

The response provides an accurate synthesis of at least one outside resource reviewed on why this healthcare issue is important and should be included in the agenda for legislation. The response integrates at least 1 outside resource and 2-3 course specific resources that may support the summary provided. Agenda Comparison Grid and Fact Sheet or Talking Points Brief Assignment Template for Part 1 and Part 2.

Responses accurately justify the role of the nurse in agenda setting for healthcare issues.

Fair 25 (25%) – 27 (27%)

Creates a Fact Sheet or Talking Points Brief. that is partially accurate or incomplete.

The response provides a vague or inaccurate summary of outside resources reviewed on why this healthcare issue is important and should be included in the agenda for legislation. The response minimally integrates resources that may support the summary provided.

he responses partially justifies the role of the nurse in agenda setting for healthcare issues.

Poor 0 (0%) – 24 (24%)

Creates a poor Fact Sheet or Talking Points Brief. that in inaccurate and incomplete or is missing.

The response provides a vague and inaccurate summary of no outside resources reviewed on why this healthcare issue is important and should be included in the agenda for legislation, or is missing. The response fails to integrate any resources to support the summary provided.

Responses justifying the role of the nurse in agenda setting for healthcare issues is inaccurate and incomplete or is missing.

Written Expression and
Formatting
– Paragraph Development and Organization:

Paragraphs make clear points that support well developed ideas, flow logically, and demonstrate continuity of ideas. Sentences are carefully focused–neither long and rambling nor short and lacking substance. A clear and comprehensive purpose statement and introduction is provided which delineates all required criteria. Agenda Comparison Grid and Fact Sheet or Talking Points Brief Assignment Template for Part 1 and Part 2.

Levels of Achievement:

Excellent 5 (5%) – 5 (5%)

Paragraphs and sentences follow writing standards for flow, continuity, and clarity.

A clear and comprehensive purpose statement, introduction, and conclusion is provided which delineates all required criteria.

Good 4 (4%) – 4 (4%)

Paragraphs and sentences follow writing standards for flow, continuity, and clarity 80% of the time.

Purpose, introduction, and conclusion of the assignment is stated, yet is brief and not descriptive.

Fair 3.5 (3.5%) – 3.5 (3.5%)

Paragraphs and sentences follow writing standards for flow, continuity, and clarity 60%- 79% of the time.

Purpose, introduction, and conclusion of the assignment is vague or off topic.

Poor 0 (0%) – 3 (3%)

Paragraphs and sentences follow writing standards for flow, continuity, and clarity < 60% of the time. No purpose statement, introduction, or conclusion was provided. Written Expression and Formatting – English writing standards : Correct grammar, mechanics, and proper punctuation Levels of Achievement: Excellent 5 (5%) – 5 (5%) Uses correct grammar, spelling, and punctuation with no errors.. Good 4 (4%) – 4 (4%) Contains a few (1-2) grammar, spelling, and punctuation errors.. Fair 3.5 (3.5%) – 3.5 (3.5%) Contains several (3-4) grammar, spelling, and punctuation errors.. Poor 0 (0%) – 3 (3%) Contains many (≥ 5) grammar, spelling, and punctuation errors that interfere with the reader’s understanding.. Written Expression and Formatting – The paper follows correct APA format for title page, headings, font, spacing, margins, indentations, page numbers, parenthetical/in-text citations, and reference list. Agenda Comparison Grid and Fact Sheet or Talking Points Brief Assignment Template for Part 1 and Part 2. Levels of Achievement: Excellent 5 (5%) – 5 (5%) Uses correct APA format with no errors.. Good 4 (4%) – 4 (4%) Contains a few (1-2) APA format errors.. Fair 3.5 (3.5%) – 3.5 (3.5%) Contains several (3-4) APA format errors.. Poor 0 (0%) – 3 (3%) Contains many (≥ 5) APA format errors.. Total Points: 100 Name: NURS_6050_Module01_Week02_Assignment_Rubric POSSIBLE RESOURCES: Milstead, J. A., & Short, N. M. (2019). Health policy and politics: A nurse’s guide (6th ed.). Burlington, MA: Jones & Bartlett Learning. Chapter 1, “Informing Public Policy: An Important Role for Registered Nurses” (pp. 11–13 only) Chapter 2, “Agenda Setting: What Rises to a Policymaker’s Attention?” (pp. 17–36) Chapter 10, “Overview: The Economics and Finance of Health Care” (pp. 171–180) Agenda Comparison Grid and Fact Sheet or Talking Points Brief Assignment Template for Part 1 and Part 2 Chapter 12, “An Insider’s Guide to Engaging in Policy Activities” •“Creating a Fact Sheet” (pp. 217-221) DeMarco, R., & Tufts, K. A. (2014). The mechanics of writing a policy brief. Nursing Outlook, 62(3), 219–224. doi:10.1016/j.outlook.2014.04.002 Note: You will access this article from the Walden Library databases. Kingdon, J. W. (2001). A model of agenda-setting, with applications. Law Review, M.S.U.-D.C.L., 2(331). Retrieved from https://cursos.campusvirtualsp.org/mod/resource/view.php?id=16070 Lamb, G., Newhouse, R., Beverly, C., Toney, D. A., Cropley, S., Weaver, C. A., Kurtzman, E., … Peterson, C. (2015). Policy agenda for nurse-led care coordination. Nursing Outlook, 63(4), 521–530. doi:10.1016/j.outlook.2015.06.003 Note: You will access this article from the Walden Library databases. O’Rourke, N. C., Crawford, S. L., Morris, N. S., & Pulcini, J. (2017). Political efficacy and participation of nurse practitioners. Policy, Politics, and Nursing Practice, 18(3), 135–148. doi:10.1177/1527154417728514 Note: You will access this article from the Walden Library databases. Institute of Medicine (US) Committee on Enhancing Environmental Health Content in Nursing Practice, Pope, A. M., Snyder, M. A., & Mood, L. H. (Eds.). (n.d.). Nursing health, & environment: Strengthening the relationship to improve the public’s health. Retrieved September 20, 2018. Note: You will access this article from the Walden Library databases. USA.gov. (n.d.). A-Z index of U.S. government departments and agencies. Retrieved September 20, 2018, from https://www.usa.gov/federal-agencies/a Agenda Comparison Grid and Fact Sheet or Talking Points Brief Assignment Template for Part 1 and Part 2 USA.gov. (n.d.). Executive departments. Retrieved September 20, 2018, from https://www.usa.gov/executive-departments The White House. (n.d.). The cabinet. Retrieved September 20, 2018, from https://www.whitehouse.gov/the-trump-administration/the-cabinet/     Agenda Comparison Grid and Fact Sheet or Talking Points Brief Assignment Template for Part 1 and Part 2   Part 1: Agenda Comparison Grid   Use this Agenda Comparison Grid to document information about the population health/healthcare issue your selected and the presidential agendas. By completing this grid, you will develop a more in depth understanding of your selected issue and how you might position it politically based on the presidential agendas.   You will use the information in the Part 1: Agenda Comparison Grid to complete the remaining Part 2 and Part 3 of your Agenda Comparison Grid and Fact Sheet or Talking Points Brief Assignment Template for Part 1 and Part 2 Assignment.     Identify the Population Health concern you selected.     Describe the Population Health concern you selected and the factors that contribute to it.       Administration (President Name) (Current President) (Previous President) (Previous President) Describe the administrative agenda focus related to this issue for the current and two previous presidents.                     Identify the allocations of financial and other resources that the current and two previous presidents dedicated to this issue.                   Agenda Comparison Grid and Fact Sheet or Talking Points Brief Assignment Template for Part 1 and Part 2 Explain how each of the presidential administrations approached the issue.                       Part 2: Agenda Comparison Grid Analysis   Using the information you recorded in Part 1: Agenda Comparison Grid , complete the following to document information about the population health/healthcare issue your selected Agenda Comparison Grid and Fact Sheet or Talking Points Brief Assignment Template for Part 1 and Part 2   Administration (President Name) (Current President) (Previous President) (Previous President) Which administrative agency would most likely be responsible for helping you address the healthcare issue you selected?               How do you think your selected healthcare issue might get on the agenda for the current and two previous presidents? How does it stay there? Who would you choose to be the entrepreneur/ champion/sponsor of the healthcare issue you selected for the current and two previous presidents?   Note: Part 3: of the Module 1: Assignment: Agenda Comparison Grid and Fact Sheet or Talking Points Brief is a 1-page Fact Sheet or Talking Points Brief the you will create in a separate document. USW1_NURS_6050_Agenda_Comparison_Grid_Template Agenda Comparison Grid and Fact Sheet or Talking Points Brief Assignment Template for Part 1 and Part 2

Theory Testing in Nursing Research

Lyneham, Parkinson and Denholm (2008) presents the results of a study to describe Benner’s practice development theory within the nursing context, with focus being on the expert level. It notes that the expert level is characterized by intuition and can be presented in three phases. The first phase begins with cognitive intuition in which the expert nurse uses subconscious thought processes that can be rationalized in hindsight. The second phase is transitional intuition whereby the expert nurses incorporates subconscious behavior into professional awareness. The final phase is embodied intuition, whereby the expert nurse no longer questions his or her intuition and trusts it to present the best possible decision. Theory Testing in Nursing Research These sentiments validate the presence of expert level nurses as well as their characterization through their use of intuition to guide decision making within clinical practice (Lyneham, Parkinson & Denholm, 2008; Smith & Parker, 2015). Wheeler (2014) expresses similar sentiments in noting that intuition is a logical step that supports practice development from a novice to an expert, fostering clinical curiosity, research and reflection as factors of practice development. As a result, it can be argued that nursing practitioners undergo a time-based practice development progression that includes an expert level of practice characterized by the use of intuition in clinical decision-making. Theory Testing in Nursing Research.

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The research question is: Does intuition characterize expert level nursing practitioners’ decision-making approaches within the practice environment? (Lyneham, Parkinson & Denholm, 2008).

The aim of the study is to: explore the experience of intuition in emergency nursing in relation to Benner’s fifth stage of practice development, ‘the expert practitioner’ (Lyneham, Parkinson & Denholm, 2008).

The research recruited fourteen participants with emergency nursing experience from Australia. Each of the participants had a minimum of five years’ experience providing emergency nursing services (Lyneham, Parkinson & Denholm, 2008). Theory Testing in Nursing Research.

The results of the study noted that the expert level of nursing as identified by Benner should be further divided into three distinct stages based on use of intuition. The three stages are cognitive intuition, transitional intuition and embodied intuition (Lyneham, Parkinson & Denholm, 2008).

The theory is significant in validating nursing professional development through progressive stages that are based on experience, knowledge and skills. The specific concept of the theory applied in the research study is that with extensive practice and knowledge, routine decisions become common practice among emergency nurses so that they become more trusting of their first impression when making decisions. Theory Testing in Nursing Research. The theory can be linked to the research when showing how the use of intuition becomes more prevalent through increased practice among expert nurses. Besides that, it validates the existence of experts among nursing practitioners through linking the stage to experience (Lyneham, Parkinson & Denholm, 2008).

References

Lyneham, J., Parkinson, C. & Denholm, C. (2008). Explicating Benner’s concept of expert practice: intuition in emergency nursing.
Journal of Advanced Nursing
, 64(4), 380–387.

Smith, M. & Parker, M. (2015).
Nursing theories and nursing practice
(4
th
ed.). Philadelphia, PA: F. A. Davis Company.

Wheeler, K. (Eds.). (2014).
Psychotherapy for the advanced practice psychiatric nurse: a how-to guide for evidence-based practice
(2
nd
ed.). New York, NY: Springer Publishing Company. Theory Testing in Nursing Research.

Nursing knowledge in the 21st century essay

The current state of nursing knowledge in the 21
st
century

Nursing knowledge along with necessary proficiencies has dramatically increased. Latest exploration on the current state of nursing knowledge hypothesizes that increase in knowledge in the past ten years is equivalent to that attained in the last 100 years. It has now become necessary for nurses to be life-long and active learners. Hein (2015) argues that nursing knowledge base has increased and also the process of teaching and learning has changed. Presently, nurses might enroll in an ongoing education at nearly all levels of advanced online education. Nursing knowledge in the 21st century essay.

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The immense increase in nursing knowledge at the start of 21
st
century was manifested by better comprehension of conceptual nurse knowledge along with ways of creating knowledge for practice.  Roy and Jones (2014) claim that in doctoral education, professional conferences and nursing literature, there is maturing of the discipline, especially in philosophical perspectives, conceptual focus, sociopolitical commitments and methodological inquiry.

Five major challenges facing the future advancement of nursing knowledge

The first challenge facing the future advancement of nursing knowledge is shortage of qualified faculty to train the skills needed to educate future nurses. Nursing knowledge in the 21st century essay. According to Cowen and Moorhead (2014), majority of nursing   training institutions are facing a severe shortage of faculty with the essential credentials for appointments into the faculty. Additionally, training nursing learners in wide range of healthcare settings may be challenging.  Factors such limited number of healthcare facilities and registered nurses’ workload demands make it hard to educate and mentor students.

The use of healthcare technology is a major challenge facing the future advancement of nursing knowledge. The use of technology might help with safer care, but it will demand synthesis, monitoring and management of huge volumes of patient information Nursing knowledge in the 21st century essay.  Yoost and Crawford (2019) argue that there are numerous challenges to progress in information technology,incuding cost of equipment, time needed to document  patient information, safeguarding of patient privacy and health care providers’  resistance to new technology.

Curriculum enhancement is another major challenge. According to Fawaz et al (2018), nursing pedagogues try to expose learners to numerous learning experiences so as to ensure they get information via several channels and are able to get the best evidence.  This approach is challenging because requires a lot of energy and time from nurse educators. Economic challenges pose barriers to prospective candidates who want to attain nursing knowledge.  Economic depression and regression in monetary aid programs have transformed the study plans of students. Additionally, there are less nursing programs in rural regions regardless of the crucial and increased necessity of these programs in these regions (Fawaz et al, 2018). Nursing knowledge in the 21st century essay.

References

Cowen, P., & Moorhead, S.  (2014).
Current issues in Nursing- E- Book
.  New York:  Elsevier Health Sciences.

Fawaz, M., Hamdan-Mansour, A., & Tassi, A. (2018). Challenges facing nurse education in the advanced healthcare environment.
International Journal of Africa Nursing Sciences
, 9(1): 105-110.

Hein, E.  (2015).
Nursing Issues in the 21
st
Century: Perspectives from the Literature
. Philadelphia, PA: Wolters Kluwer Health.

Roy, S., & Jones, D.  (2014).
Nursing Knowledge Development and Clinical Practice: Opportunities and Directions
. New York: Springer Publishing Company.

Yoost, B., & Crawford, L. (2019).
Fundamentals of Nursing E-Book: Active Learning for Collaborative Practice
.  New York: Elsevier Health Sciences. Nursing knowledge in the 21st century essay.

MN576 NP I—PRIMARY CARE OF WOMEN’S HEALTH

Course Syllabus

MN576 NP I—PRIMARY CARE OF WOMEN’S HEALTH

COURSE INFORMATION

Course Title: NP I—PRIMARY CARE OF WOMEN’S HEALTH

Credit Hours: 5

Prerequisites: MN 566; course may also be taken as a corequisite

COURSE DESCRIPTION

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This course will focus on primary health care specific to female clients. Focus will be on

reproductive health maintenance, pregnancy prevention and management, care of the

menopausal woman, and the assessment, diagnosis, and management of conditions specific to

the female. Contemporary trends and issues that impact women’s health status will be

discussed. MN576 NP I—PRIMARY CARE OF WOMEN’S HEALTH.

LEARNING OUTCOMES

By the end of this course, you should be able to:

MN576-1: Demonstrate a consistent approach to the evaluation and management of

illnesses and conditions for female patients presenting in the primary care

setting.

MN576-2: Interpret diagnostic testing based on the history and physical assessment form

female patients presenting with acute, episodic, and chronic illness in the primary

care setting.

MN576-3: Formulate an evidence-based management plan for female patients in the

primary care setting with acute, episodic, and chronic illnesses, taking

consideration of gender, culture and ethnicity.

MN576-4: Design age appropriate health maintenance and screening plans for female

patients across the lifespan.

MN576-5: Form a collaborative relationship with the female patient, family, and other health

care providers.

MN576-6: Apply principles of informatics to primary care setting.

COURSE MATERIALS

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For courses with Digital Books, click on the module titled Digital Book in the Table of

Contents. For more information on how to access your book, select the VitalSource

Bookshelf Video Tutorial Site from within the Digital Book area.

For Graduate courses — if your course has materials that need to be purchased and

you have not done so, please order the necessary materials. MN576 NP I—PRIMARY CARE OF WOMEN’S HEALTH

TEXTBOOK INFORMATION

Title: I-Human

Edition:

Author:

Publisher:

Book ISBN:

Ebook ISBN:

Title: Red Book 2015: Report of the Committee on Infectious Diseases

Edition: 30th (2015)

Author: Brady, Michael/ Jackson, Mary Anne/ Kimberlin, David/ Long, Sarah

Publisher: American Academy of Pediatrics

Book ISBN: 978-1-58110-926-9

Ebook ISBN:

Title: Primary Care – With Access

Edition: 4th (2015)

Author: Dunphy

Publisher: Elsevier

Book ISBN: 9780803638013

Ebook ISBN:

Title: Ferri’s Clinical Advisor 2019: 5 Books in 1

Edition: 1st (2018)

Author: Ferri, Fred

Publisher: Elsevier

Book ISBN: 978-0-323-53042-2

Ebook ISBN:

Page 3

Title: Physical Examination and Health Assessment

Edition: 7th (2015)

Author: Carolyn Jarvis PhD APN CNP

Publisher: Elsevier Science

Book ISBN: 978-0-323-39491-8

Ebook ISBN:

Title: Bakerman’s ABCs of Interpretive Laboratory Data

Edition: 5th (2014)

Author: Bakerman, Paul / Strausbauch, Paul / Bakerman, Seymour

Publisher: Interpretive Laboratory Data

Book ISBN: 9780945577034

Ebook ISBN:

Title: Clinical Guidelines for Advanced Practice Nursing

Edition: 3rd (2017)

Author: Saxe, JoAnne M.

Publisher: Jones & Bartlett

Book ISBN: 9781284093131

Ebook ISBN:

Title: Fitzpatrick’s Color Atlas and Synopsis of Clinical Dermatology

Edition: 8th (2017)

Author: Wolff

Publisher: McGraw Hill

Book ISBN: 978-1259642197

Ebook ISBN:

Title: Women’s Health

Edition: 4th (2012)

Author: Youngkin

Publisher: Pearson

Book ISBN: 978-0-13-257673-4

Ebook ISBN:

Page 4

Title: Epidemiology and Prevention of Vaccine-Preventable Diseases

Edition: 13th (2015)

Author: CDC

Publisher: Public Health Foundation

Book ISBN: 978-0990449119

Ebook ISBN:

SOFTWARE REQUIREMENTS

The following software requirements are required in this course beyond the ones listed in the

catalog:

No additional technology requirements beyond those in the Purdue Global Catalog.

GRADING CRITERIA/COURSE EVALUATION

Gradebook Unit 1 Unit 2 Unit 3 Unit 4 Unit 5 Unit 6 Unit 7 Unit 8 Unit 9 Unit 10 Total

Discussion 25 25 25 25 25 25 25 25 25 25 250

Assignments 50 100 100 100 90 440

Seminar 20 20 20 60

Midterm 100 100

Final 150 150

Total 45 75 125 25 125 125 45 125 135 175 1000

PURDUE UNIVERSITY GLOBAL GRADING SCALE

Grade Points Percent Grade Point

A 900-1000 90-100% 4.0

B 800-899 80-89% 3.0

C 700-799 70-79% 2.0

F 0-699 0-69% 0.0

Page 5

INSTRUCTOR’S GRADING CRITERIA/TIMETABLE

All course assignments submitted on time will be graded within 5 days of their due date (the

Sunday of the following unit). Late work will be graded within 5 days of the submission date.

Discussion Board grades will be updated each week no later than Sunday of the week following

the unit’s completion.

POLICIES

Students who wish to review current policies (academic appeals, attendance/tardiness,

plagiarism, etc.) should refer to the current Purdue University Global Catalog.

COURSE SPECIFIC POLICIES

Seminar Quiz

This course has a Seminar Quiz in lieu of the Alternative Assignment. After attending the live

Seminar or listening to the transcript, you must complete the Seminar Quiz to earn points for the

Seminar. The quiz must be completed by the last day of the Unit. The Seminar Quiz will consist

of questions based on the topics that were covered in the Live Seminar. You will have 30

minutes to take the Quiz and one attempt. Access the Seminar Quiz in the left navigation bar.

Note: Even if you attend the live Seminar or listen to the transcript you MUST complete the

Seminar Quiz to earn points.

i-Human Late Policy

i-Human assignments are not subject to the late policy and must be completed by the end of the

unit in which they are assigned.

Page 6

LATE POLICY

You are expected to submit all assignments and projects by the end of the Unit.

Students may turn in late work up to two weeks after the due date. After that, a zero will

be assigned for each assignment. Ten percent of the assignment value will be deducted

after the assignment is graded for each week that an assignment is late. For example, if

your assignment worth 100 points is due on Tuesday and you submit it on Wednesday,

10 points will be deducted after it is graded. If you submit it two weeks late, there will be

a reduction of 20% of the original assignment value after the assignment is graded.

All late work must be submitted by Sunday of the last unit. No late work will be accepted

after this without an Incomplete Grade approval.n MN576 NP I—PRIMARY CARE OF WOMEN’S HEALTH

Certain course activities may not be eligible for late submission. These include, but are

not limited to discussions, seminars, quizzes, labs, exams, and clinical activities.

We know that extenuating circumstances can interfere with timely submission of your

work. Be sure to tell your professor and your Education Advisor right away if you are

going to be late with a submission.

Your professor will determine whether an exception to the Purdue Global Late Policy is

appropriate. S/he may also require you to provide documentation of the reason. If your

professor determines that an extension is warranted, s/he will provide you with the

expectations for your submission or assignment in writing.

Extenuating circumstances include, but are not limited to, personal/family member

hospitalization, family member death, a severe weather event, a natural disaster, and

an active military assignment that prevents internet connectivity. Computer-related

issues, Internet connectivity, and account blocks are generally not considered

extenuating circumstances.

TUTORING

Page 7

Tutoring and many other resources are available in the Academic Support Center

section of the My Studies tab on the Purdue Global Campus home page.

For writing help and APA resources, visit the Writing Center.

For math help and resources, visit the Math Center.

For help in business courses, visit the Business Center.

For science help and resources, visit the Science Center.

For technology help, webinars, and resources, visit the Technology Center.

For disability help and resources, visit the Center for Disability Services.

ASSIGNMENTS MN576 NP I—PRIMARY CARE OF WOMEN’S HEALTH

Assignments typically require you to submit coursework via the Dropbox. Coursework

will be graded according to rubrics found in the Grading Rubrics content item under

Course Resources. Assignments are due by 11:59 p.m. ET of Tuesday of the unit for

which they are assigned, with the exception of Unit 10 dropbox submitted work and

discussion boards. If a dropbox submission or discussion board assignment is due in

Unit 10 it will be due at 11:59 ET on Sunday. All Assignments must be submitted via the

Dropbox to ensure credit.

Exams/Quizzes

Many courses require Quizzes and/or Exams. In some cases, a course may also

include a Midterm and/or Final Exam. Exams/Quizzes are due EOD Tuesday of their

assigned unit. All Exams/Quizzes must be submitted via the exam tool to ensure credit.

SEMINARS

Attending live Seminars is important to your academic success, and attendance is

highly recommended. The Seminar allows you to review the important concepts

presented in each unit, discuss work issues in your lives that pertain to these concepts,

ask your instructor questions, and allow you to come together in real time with your

Page 8

fellow classmates. If Seminar is graded, you must either attend the live Seminar or you

must complete the Seminar alternative assignment (Option 2) in order to earn points for

this part of the class. If Seminars is not graded, you are still encouraged to attend in

order to ask questions, learn about upcoming Assignments, and to interact with your

instructor and classmates.

A description of all Seminars to be held can be found under each of the units in the

course.

Option 1: Attend Live Seminar

Live Seminar lasts for one hour. Seminars will be held using the Seminar tool. You will

be provided with instructions on how to access a recording of the Seminar if you are not

able to attend live. If Seminar is graded, your attendance and participation during live

Seminar will be assessed using the rubric found in the Course Home.

Option 2: Seminar Alternative Assignment

If Seminar is graded and you are unable to attend the live Seminar, then be sure to

complete the Seminar Alternative Assignment for each unit. Your responses will be

assessed using the rubric found in the Course Home.

DISCUSSION BOARDS

Discussion topics provide a forum for students to seek clarification and answer important

questions about the course material. The Discussion also allows students to receive feedback

from the instructor and other students in the class. A Discussion Board grade will be posted to

the Gradebook for each unit using the following grading criteria.

The Discussion Board Requirement:

• Post a minimum of three posts per Discussion topic. One initial response and two replies

to your classmates. MN576 NP I—PRIMARY CARE OF WOMEN’S HEALTH

• Posting on a minimum of 3 different days, for example: Wednesday, Friday, and Monday

• The first post must be made by Saturday, 11:59 p.m. EST.

Participating in Discussion Boards

You will communicate with your professor and classmates using the Discussion Board areas.

This is where you post your responses to Discussion topics and share your experiences in

Page 9

completing exercises and applying the content of the course.

Participation in Discussions is required and will help determine your grade. You are expected to

contribute to each of the Discussion topics in each unit. You should read all responses of other

students and add your own.

During Discussions Boards, you must demonstrate not only that you understand the subject

matter but also that you can apply what you have learned, analyze it, integrate it with knowledge

you already have, and evaluate it critically. Your postings should be appropriate and timely

contributions that add value to the Discussion.

Your instructor will provide you more detailed information about requirements and grading

related to participation in Discussions.

Discussion Guidelines

To ensure your success as a contributor to Discussions and as a student in this class, we

suggest the following guidelines for posting:

• Be clear about which message you are responding to. Refer to specific passages or

ideas in the course or text that have sparked your interest.

• Make sure your contribution adds something new to the Discussion. A simple “I agree”

may be your initial response, but think about how you can take the conversation to the

next level.

• Make your posting clear and easy to follow by dividing longer messages into

paragraphs.

• Address classmates by name or user name, and sign your own messages.

• Feel free to pose new questions to your classmates within your own message.

• Use correct spelling, capitalization, grammar, syntax, and punctuation.

• If you plan to post a lengthy response, it is a good idea to type your response in Word or

Notepad™, then copy and paste it into the Discussion area. This way you will always

have a record of your communication if for some reason you lose your connection to the

course.

• If you have any questions on these procedures, please contact Student Services.

Sample Question and Answers

The following are some examples of acceptable and unacceptable responses to Discussion

topics: MN576 NP I—PRIMARY CARE OF WOMEN’S HEALTH

Page 10

Unacceptable: “I agree.”

Unacceptable: “I think the author is off her rocker on this point. I can’t stand it when techies try

to write about education.”

Acceptable: “I agree with Becky W’s basic point — that is, I think she’s right that the advent of

the Internet means dramatic changes in how we teach. But I think she’s so concerned with

whether technology is going to replace teachers that she misses an essential point. Teachers

must change themselves to use the Internet effectively. The Internet will never replace teachers

and it will never be a successful tool unless teachers make it one.”

Acceptable: “I disagree with Becky W. The Internet has not changed teaching any more than

the printing press changed teaching, or modern instructional design has changed teaching. New

ideas about teaching and new technologies help us deliver good teaching more effectively. They

may help us understand more fully what we’re delivering. They may help us reach more

students. But the essence of good teaching remains the same.”

RUBRICS

A rubric is a tool used by your instructor to determine your performance on assessments

(Assignments, Discussions, Seminars, etc.) throughout your course. The rubric lists the criteria

for the assessment on which you will be graded. You should follow the rubric so you understand

exactly what is expected of you in each assignment. Following the rubric will help make sure

you do not lose points unnecessarily on any graded item. The rubrics for this course are

contained in the Grading Rubrics content item on the left navigation menu in the course.

NETIQUETTE

Interactions in an online classroom are in written form. Your comfort level with

expressing ideas and feelings in writing will add to your success in an online course.

The ability to write is necessary, but you also need to understand what is considered

appropriate when communicating online. MN576 NP I—PRIMARY CARE OF WOMEN’S HEALTH

The word “netiquette” is short for “Internet etiquette.” Rules of netiquette have grown

organically with the growth of the Internet to help users act responsibly when they

access or transmit information online. As a student, you should be aware of the

Page 11

common rules of netiquette for the Web and employ a communication style that follows

these guidelines.

• Wait to respond to a message that upsets you and be careful of what you say and how

you say it.

• Be considerate. Rude or threatening language, inflammatory assertions (often referred

to as “flaming”), personal attacks, and other inappropriate communication will not be

tolerated.

• Never post a message that is in all capital letters — it comes across to the reader as

SHOUTING! Use boldface and italics sparingly, as they can denote sarcasm.

• Keep messages short and to the point.

• Always practice good grammar, punctuation, and composition. This shows that you have

taken the time to craft your response and that you respect your classmates’ work.

• Keep in mind that Discussion Boards are meant to be constructive exchanges.

• Be respectful and treat everyone as you would want to be treated yourself.

• Use spell check!

You should also review and refer to the Electronic Communications Policy contained in

the most recent Purdue Global Catalog.

OTHER POLICIES

Not applicable

Note: This syllabus is subject to change during this term or in future terms. This syllabus was

published for course content as of 1901A.

MN576 NP I—PRIMARY CARE OF WOMEN’S HEALTH

MN576 NP I—PRIMARY CARE OF WOMEN’S HEALTH

MN576 Primary care-focused visit Discussion Responses: Primary Care And Disease Affecting Women

Will need minimum of 150 words for each response, APA Style, double spaced, times new roman, font 12, and and Include: (1 reference for each response within years 2015-2018) with intext citations.

Discuss a primary care-focused visit devoted to wellness and or disease affecting women and health-enhancing strategies that you would include in the visit.

ORDER A PLAGIARISM-FREE PAPER HERE

Peer 1 Response

One primary care-focused visit devoted to wellness is the annual wellness visit (AWV). Components of this visit should include updating immunizations and suggesting needed immunizations, blood pressure checks to screen for hypertension, obesity counseling if needed, and any counseling for tobacco and alcohol use. Also important is doing a functional status review, screening for fall risk and cognitive abilities for seniors (Adler, 2017). If the patient were a senior with a chronic problem it would be good to do problem-focused physical exam and explore any patient concerns, if any. The Medicare Annual Wellness Visit is still an underutilized benefit for seniors, even though it can offer many benefits to increase a person’s preventive care. According to (Harvard Men’s Health Watch, 2017), this visit does not focus on a physical exam, but is instead a conversation with your health care provider about important health issues. MN576 Primary care-focused visit Discussion Responses: Primary Care And Disease Affecting Women This visit provides time for the patient to plan with their health care provider a healthy future. Other health-enhancing strategies focused on in this visit are a vision test, to detect if the patient needs glasses, a stronger prescription, or have signs of an eye disease. A balance test will be done to help gauge the risk for falls, as well as a hearing evaluation to see if the patient would benefit from a formal hearing test.

Another part of the AWV is developing a personalized plan to address ways the patient can stay active and maintain their current health. One primary care assessment that should be done at every visit is a depression screening. This doesn’t have to be a long questionnaire, the Patient Health Questionnaire (PHQ-2) is a good screening tool. It consists of just 2 questions from the PHQ-9. If the patient screens positive with the PHQ-2, the full PHQ-9 can be completed. According (Fuchs, Haradhvala, & Uebelacker, 2015), the PHQ-2 has demonstrated strong validity and high sensitivity for detecting major depression in primary care MN576 Primary care-focused visit Discussion Responses: Primary Care And Disease Affecting Women.

Peer 2 Response

Women’s health care is a detailed visit that is focused on many different aspects of care. For example, women need education on special topics at all ages of life. One of the major concerns for aging women is osteoporosis. Osteoporosis is a disease of the bones that occurs when there is bone loss, or the body makes too little bone, or both loss and decreased production (NOF, 2018). This conditon causes bones to become extremely fragile, which increases the risk of fracture. Fractures can occur following a fall or injury, or in severe cases even from a minor bump to the area (NOF, 2018). MN576 Primary care-focused visit Discussion Responses: Primary Care And Disease Affecting Women. Osteoporotic bones have a honeycomb appears due to the loss in bone density. For women over 50, the risk of osteoporosis increases and the provider should order a bone density scan to monitor the structure of the bone. Bone density scans are the only diagnostic testing for osteoporosis prior to a broken bone (NOF, 2018). The diagnostic test for bone density is done through x-ray called a Dexa Scan. Dexa stands for dual energy x-ray absorptiometry. (NOF, 2018). Dexa scans should be conducted every 1-2 years depending on patient history and risk factors. The Dexa scan results are determined by a T-score. Normal T-score results are -1.0 and anything above -1.0 are mild to severe osteoporosis (NOF, 2018). One of the medications used to treat osteoporosis is Actonel. Actonel is an oral medication that is taken daily. The mediation is designed to slow bone loss and even help to prevent fractures. (Actonel, 2017). One of the side effects that needs to be discussed with patients is that is can cause GI upset, so it the patient has a history of GI issues, another medication is most likely the better option. MN576 Primary care-focused visit Discussion Responses: Primary Care And Disease Affecting Women.

Statistics and the impact of homeless women on women’s health mn576 essay

Homeless Women

Women play an integral role in society and are essentially the backbone to most families. Caring out the duty as the care giver, nurturer, companion, mother and wife, women have a large role to take on. Unfortunately, things occur like poverty, abuse, low paying jobs, lack of access to healthcare and family planning causing these women and their families to resort to a shelter to prevent living in their car or the woods. According to &&&& the majority of homeless people are simply ordinary families who have fallen on difficult times, forced into homelessness, resulting in resuming their normal daily activities out of a shelter.  Homelessness especially in women is a growing unfortunate issue in the United States.  Homelessness is defined as not having an adequate, regular, nighttime residence (**). According to ** women and families are the fastest growing homeless population to date. Homelessness patient are seen every day in hospitals throughout the United States making these patients more vulnerable to developing health problems and increased barriers to care in the community. Homeless women are unlikely to receive medical attention when needed due to  poverty, limited social support, low literacy, fragmented systems, mode of transportation, lack of funds,  and more than likely have suffered from mental health issues, substance abuse, victimization, sexual abuse and homeless histories. Statistics and the impact of homeless women on women’s health mn576 essay.

ORDER A PLAGIARISM-FREE PAPER HERE

I chose homeless women as my vulnerable population because I feel there is a lack of awareness with this population. As of 2017, 554,000 people were homeless and 88% of those were females (**).There needs to be more awareness about homeless women because not only is it them, it’s usually their kids they have with them and our involved with this disparity. These patients need reliable care, regular source of health care and social support. Homelessness erodes human spirits and wellbeing causing individuals to become entrapped in feelings of diminished self- worth and hopelessness. Statistics and the impact of homeless women on women’s health mn576 essay.

Statistics and the impact of homeless women on women’s health.

Currently, women are the fastest growing population of the homeless community. *4 % of homeless people are women, and 53% of those homeless women are mothers without a high school education (**). As for Florida, 32,190 people were homeless in 2017 and 2,846 of those were women with children (**).

Lack of access to appropriate health care in homeless women impact women’s health in more ways than other including mental, maternal, prenatal, and preventive Statistics and the impact of homeless women on women’s health mn576 essay. Homeless women are at an increasing risk of poor health outcomes and are less likely to access health care including routine visits or preventive care like mammograms, pap smears, prenatal care, appropriate ambulatory care, and specialty care which can cause further issues down the road. Menstruation occurs every month and access to menstruation products is often limited in homeless women therefore, women who are homeless are more prone to infections caused by unsanitary pads and care during that time. Missing annual pap smears or not having access to health care when a patient may have a sexually transmitted disease (STI) can impact women’s health by causing the patient to potentially infect other people, increase their risk for HIV, increase risk for infertility, and or may become severely systemic leading to death. Statistics and the impact of homeless women on women’s health mn576 essay.

Another impact is access to comprehensive maternal health care can be difficult for homeless women and because of that lack of prenatal care and or unintended pregnancies are higher among homeless women and should be taken into consideration as an impact on women’s health. Prenatal care is not only vital for the baby but also the mother’s wellbeing as it heightens the risk for adverse pregnancy outcomes which can be linked to poor physical health and unmet healthcare needs (**). The path to motherhood is expensive for every mom therefore being homeless only puts more strains and stress on mother causing them to miss out on doctor’s appointment and medications. Missing out on prenatal care can also lead to premature babies, low gestational weight, neural tube defects from lack of folic acid and unforeseen complications during labor. Statistics and the impact of homeless women on women’s health mn576 essay.  Women also lack access to care for chronic illnesses that may include hypertension, asthma, anemia, or hyperlipidemia leading to cardiovascular conditions. Not only do these patients physical health need to be monitored, but these patients need to be screened and monitored for psychosocial needs like depression, emotional support, anxiety, and low socio economic status.

 Psychosocial Needs

Psychosocial needs are essentially meeting the needs of an individual’s mental health and social well-being. Evaluating the patient’s mental health, functional ability, cognition/ knowledge, developmental history, social history, suicidal ideations, drug/ alcohol history, and family history are all vital. Homelessness unfortunately affects ones psychosocial well-being and ultimately effects their ability to cope with adversity on a daily basis. Major mental health ailments like depression, anxiety, suicide, schizophrenia are all among the homeless population. Ultimately analyzing the psychosocial needs in this population helps assess the perception of self and the individual’s ability to function in the community. Specifically for the women homeless community, some important psychosocial needs that would need to be analyzed are emotional and mental needs, self- respect, feelings of worthlessness and lack of control over one’s life.  Severe mental illnesses are found among the homeless people especially women not being able to cope with the reality of being homeless. Analyzing these patients and making sure they are coping with their living situation, socio economical status, adjusting to these changes in their lives. Women go through hormonal changes including menopause so assessing depression is vital. Research has proven that suicide and self-harm are prevailing among the homeless population which makes evaluating depression levels and making sure there are no suicidal ideations vital. According to ** Greater than one in four people (26.8%) had considered suicide in the past year. 7.8% had actually attempted suicide in the same period.  Ensuring these patients remain hopeful and optimistic about their future and moving on from being homeless. Statistics and the impact of homeless women on women’s health mn576 essay.

Guilt is an appropriate psychosocial need to analyze, especially if a mother has taken her children and left the father because the relationship was abusive. Making sure these homeless patients still meet their basic needs in order to cope with daily living including emotional and well- being. Evaluating their anxiety level goes with mental status. According to *** deterioration of physical health is closely linked to the psychosocial wellbeing.

Culturally competent care delivery

Homelessness poses many clinical challenges to healthcare providers who provide health services to this population including delivering culturally competent care. As a healthcare provider, it is critical that we are culturally sensitive to our patient but especially to homeless patients and respect their diversity. Being cultural competent applies to knowledge about the population, attitude, and the skills needed to provide the competent care (**).  Unfortunately, when socio-economic status differs from the people we serve its imperative that we learn and take into considerations the challenges they may endure and face living in poverty and being homeless. By being culturally sensitive, it allows us as healthcare providers to build safety and establish the tone for open dialogue. Statistics and the impact of homeless women on women’s health mn576 essay.
 

Culturally and ethically competent care methods

Every healthcare provider has the ability to improve delivering culturally and ethically competent care. It all begins with determining our own strengths and weaknesses in being culturally competent.  As a healthcare provider, some different methods I would use would include not unintentionally stereotyping the patients, labeling the patients, or making assumptions or judgement on these patients. Research and collect relevant cultural data about homelessness, poverty, low literacy and socio economical status would be done prior to delivering care to this population. Taking my time explaining care to these patients avoiding the use of medical terminology and more jargon. Becoming more aware of the different resources in the community which may be beneficial to the patient and seek to understand the social factors that might affect the individual’s health and why they are in this predicament. Statistics and the impact of homeless women on women’s health mn576 essay.

Conclusion

Homelessness in America is a growing epidemic that unfortunately affects the lives of many people including women. People seem to think when people are homeless it just affects them not having a steady to sleep at night, but that is not the case. Homelessness in women affect their psychosocial needs, healthcare needs, prenatal needs, and postpartum needs making them at higher risk of injury and illness and less likely to get appropriate  health care they need . As health care providers that we take the time and care for this vulnerable female population, understand and prevent the risk these patients pose on their health by being homeless all while delivering culturally competent care. Statistics and the impact of homeless women on women’s health mn576 essay.

Intra uterine device (Mirena) vs Depo-Provera Contraception MN 576 Essay.

Many elements need to be considered individually by a woman, man, or couple when choosing the most appropriate contraceptive method. Some of these elements include safety, effectiveness, availability (including accessibility and affordability), and acceptability. Although most contraceptive methods are safe for use by most women, U.S. MEC provides recommendations on the safety of specific contraceptive methods for women with certain characteristics and medical conditions.

Compare and contrast two forms of contraception including indications, contraindications, side effects, US Medical Eligibility Criteria (USMRC), US Selected Practice Recommendations for Contraceptive Use (USSPR), affordability, and mechanisms of action. Intra uterine device (Mirena) vs Depo-Provera Contraception MN 576 Essay.

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Intra uterine device (Mirena)

Intra uterine devices (IUD) are considered long-acting, reversible contraception (LARC). These types of contraceptives are highly effective since they do not depend on patient’s compliance on a daily basis. Most LARC methods of contraception are appropriate for the majority of women, including adolescents and nulliparous women.

Mechanisms of action: There are two different type of IUD’s, those with hormones and those without hormones. The Mirena is an IUD that contains synthetic hormones that is 99.9% effective and can stay in for up to 5 years (Mirena, 2018). The ParaGard is also an IUD and is 98% effective with no hormone release and can stay in for up to 10 years. For the sake of this review the author will talk about the Mirena. The Mirena is placed in the uterus by a provider. Mirena has several ways of working, it thickening of the cervical mucus and thins out the lining of the uterus due to the hormone release. The actual device itself sperm movement which reducing sperm survival (Patient Information Mirena, 2017).

Indication: Mirena release hormones that prevents pregnancy for up to 5 years. It is also indicated for treatment of heavy menstrual cycles in women who are also choosing to use a contraceptive (Curtis et al., 2016).

Contraindications: The U.S Medical Eligibility Criteria for Contraception Use advises that an IUD is contraindicated in women with distorted uterine cavity, current breast cancer the LNG- IUD the copper T is safe, endometrial cancer, gestational trophoblastic disease, current pelvic inflammatory disease, immediate post-septic abortion, postpartum sepsis, STD’s, pelvic tuberculosis, and unexplained vaginal bleeding (Summary Chart of U.S. Medical Eligibility Criteria for Contraceptive Use, 2017). Intra uterine device (Mirena) vs Depo-Provera Contraception MN 576 Essay.

Side effects: Side effects include but are not limited to bleeding, and pain after insertion. Possible expulsion after insertion. Changes in menstrual cycle that include spotting between cycles especially during the first 3- 6 months and menstruation may be heavier the first 3 months as well. About 12% of women develop ovaria cysts (Curtis et al., 2016).

USSPR: When a woman has not had her cervix dilatate it can become difficult to insert the Mirena, therefore some providers use Misoprostol to dilatate the cervix for insertion. However, this is noS longer the recommended. It is only indicated who have failed previous insertion (Curtis et al., 2016). Intra uterine device (Mirena) vs Depo-Provera Contraception MN 576 Essay.

Affordability: The manufacturing company is Liletta’s who has strived to make it affordable or all income levels. Unlike a daily contraception method, the Mirena is a onetime cost that includes the providers services. The price to the patient may range depending on their insurance yet an estimated price is about $1000 (Mirena, 2018).

Depo-Provera

Mechanisms of action: Depo-Provera is an injection that is administered every 3 months. It contains medroxyprogesterone acetate that inhibits the secretion of gonadotropins that prevents follicular maturation and ovulation. It thins the endometrial lining; these are the contraceptive effects. It is 94% effective (Highlights of Prescribing Information, 2018). Intra uterine device (Mirena) vs Depo-Provera Contraception MN 576 Essay.

Indications: Depo-Provera clinical indication is to prevent pregnancy. However, it is also used for women who suffer from dysmenorrhea. Since Depo-prover thin the lining of the uterus I can eventually result in amenorrhea (Highlights of Prescribing Information, 2018).

Contraindications: The U.S Medical Eligibility Criteria for Contraceptives Use states that contraindications of the use of Depo-Provera is a current diagnosis of breast cancer. Depo-Provera theoretically or proven risks usually outweigh the advantages in patients who have had past and no evidence of current breast disease for 5 years, severe cirrhosis, nephropathy, retinopathy, neuropathy, other vascular disease or diabetes longer the years, history of stroke, systemic lupus erythematous, unexplained vaginal bleeding (Summary Chart of U.S. Medical Eligibility Criteria for Contraceptive Use, 2017).

Side effects: More the 5% of women reported having side effects that include headache, abdominal pain, increased weight gain of more than 10 lb. at 24 months, nervousness, dizziness, decreased libido, irregularities with menstruation. About 1-5% of women reported fatigue, backache, dysmenorrhea, hot flashes, nausea, bloating, edema, leg cramps, depression, insomnia, acne, alopecia, rash, leukorrhea, breast pain and vaginitis (Highlights of Prescribing Information, 2018). Intra uterine device (Mirena) vs Depo-Provera Contraception MN 576 Essay.

USSPR: Depo-Provera can be given at any reasonable time if she meets the criteria of administration. If the injection is given within the 7 first days of menstruation no additional contraceptive is needed. If it is started more then 7 days since menstruation a patient should abstain from sexual intercourse or use another form of contraception (Curtis et al., 2016).

Affordability: Depo Provera starts at about $100 and be as affordable as $40.13 with Good RX. Since the injection is given every 3 months this can be an affordable choice for patients. The administration can be done by the provider medical assistant staff. Just like the Mirena, a patient’s insurance may cover all or some of these costs (Depro Provera, 2018). Intra uterine device (Mirena) vs Depo-Provera Contraception MN 576 Essay.

References

Curtis, K. M., Jatlaoui, T. C., Tepper, N. K., Zapata, L. B., Horton, L. G., Jamieson, D. J., & Whiteman, M. K. (2016). U.S. Selected Practice Recommendations for Contraceptive Use, 2016. MMWR. Recommendations And Reports: Morbidity And Mortality Weekly Report. Recommendations And Reports, 65(4), 1-66. doi:10.15585/mmwr.rr6504a1 ttps://www.cdc.gov/mmwr/volumes/65/rr/rr6504a1.htm?s_cid=rr6504a1_w

Depo Provera. (2018). Good Rx. Retrieved from
https://www.goodrx.com/depo-provera?drug-name=depo+provera

Highlights of Prescribing Information. (2018). Food and Drug Administration. Retrieved from https://www.accessdata.fda.gov/drugsatfda_docs/label/2010/020246s036lbl.pdf Intra uterine device (Mirena) vs Depo-Provera Contraception MN 576 Essay

Summary Chart of U.S. Medical Eligibility Criteria for Contraceptive Use. (2017). Centers for Disease Control and Prevention. Retrieved from
https://www.cdc.gov/reproductivehealth/contraception/pdf/summary-chart-us-medical-eligibility-criteria_508tagged.pdf

Patient Information Mirena (June, 2017). Food and Drug Administration. Retrieved from
https://labeling.bayerhealthcare.com/html/products/pi/Mirena_PPI.pdf

Mirena. (2018). Good Rx. Retrieved at
https://www.goodrx.com/mirena?drug-name=mirena

 

Response

Miriah, thank you for your insightful response to this week’s discussion board. I chose to read and respond to your post because I spent my time researching Mirena and Depo-Provera. I found it intriguing the exact since behind why combined oral contraception (COC) is contraindicated for patients with dyslipidemia. The study was done on women who were taking COC, 665 hypertensive women and 665 normotensive women. In general, women who have hypertensive have a higher risk of mixed hyperlipidemia or dyslipidemia than those that are normotensive. The study results show that dyslipidemia and the long-term use of COC increase the risk of hypertension, which we know leads to stroke. Results also reviled that patients that took COC longer than 15 years and have dyslipidemia had an increased higher risk of hypertension. The study also offered a solution; if the patient stopped taking the COC then this can be considered an effective antihypertensive measure (Wei et al., 2011). Intra uterine device (Mirena) vs Depo-Provera Contraception MN 576 Essay.

Reference

Wei, W., Li, Y., Chen, F., Chen, C., Sun, T., Sun, Z., & … Ba, L. (2011). Dyslipidaemia, combined oral contraceptives use and their interaction on the risk of hypertension in Chinese women.
Journal of Human Hypertension,
25(6), 364-371. doi:10.1038/jhh.2010.67 Intra uterine device (Mirena) vs Depo-Provera Contraception MN 576 Essay

 

Responses

Debbie, thank you for your response of this week’s discussion. I am glad that you chose to write about the Nexplanon. I don’t know about your clinical rotation but during contraception counseling my provider seems to shy away from having women opt to have this implanted due to the issue. One of the biggest concerns that woman worry about and that they have heard through other friends and family is that the Nexplanon travels. I came across this very interesting case study of a 17 year old female that had the Nexplanon implanted by her general practitioner. She was having irregular bleeding, so the plan was for her to have it removed. Once they went in to remove it the implant was no where to be found. Intra uterine device (Mirena) vs Depo-Provera Contraception MN 576 Essay. The provider contacted the manufacturer who suggested that she have a CT done of her thorax. The CT thorax reviled that the implant had traveled to the left lower lobe of the pulmonary artery branch occluding the pulmonary vessel with no necrosis or infection. The options for removal of the device came with high risk and included a lobectomy. The providers and patient opted to leave the implant in place since it was suspected that the implant had been in her left lower lobe for the last 2 years, since the patient felt it was missing. This is an extreme case yet one that we as new nurse practitioner should take into consideration if we ever implant this device (Barlow-Evans, Jaffer, & Balogun, 2017).

Reference

Barlow-Evans, R., Jaffer, K., & Balogun, M. (2017). Migration of a Nexplanon contraceptive implant to the pulmonary artery. BMJ Case Reports, 2017doi:10.1136/bcr-2017-219259 Intra uterine device (Mirena) vs Depo-Provera Contraception MN 576 Essay

MN 576 – Cervical Cancer Essay

Cervical cancer affects the cells in the cervix and the T zone of the cervix (in between the ectocervix and endocervix)

Cervical cancer at one time was the most common cancers affecting women, until 1950s when papanicolaor (pap) smears were introduced. George Papanikolaou was the founder of the pap smear in 1928 after months of observing his wife’s cervical cells under a microscope.

One of the most preventable types of cancer, if found early it is highly treatable

HPV is about 99% of the cause of cervical cancer MN 576 – Cervical Cancer Essay

Cervical cancer is ranked 14
th
in cancer frequency

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Cervical Cancer Screening

Cervical cancer screening is recommended for women between the ages of 21- 65 years old and is done to detect abnormal cells (precancerous cells) which can turn into cancerous cells

All women are at risk for cervical cancer but it occurs more often in women over the age of 30 years old.

Cervical cancer affects not only women but their family as well

Since the pap smear was introduced in the 1950s death rates as a result of cervical cancer have reduced by 70%, saving thousands of women from death MN 576 – Cervical Cancer Essay

Cervical cancer screening has declined in the last 10 years and there needs to be more awareness

Cervical Cancer Screening Methods

Liquid based cytology- Cervix cells are scraped and preserved in liquid before sent to lab to be analyzed

Pap smear- Cervical cells are scraped and analyzed under a microscope (Microscope picture)

Cervical Cancer Screening Guidelines

Ages 21- 29

Ages 30-65

Age 65- older

Routine pap Q 3 years if results are normal

Routine pap with HPV reflex Q 5 years.  IF HPV positive then screening is done Q 12 months.

Not recommended if hysterectomy was done with removal of cervix and no history of high risk cervical cancer.

If abnormal cells are detected, pap with HPV reflex is done every 12 months until 2 consecutive negative results.

 

Or pap test alone Q 3 years or HPV alone Q 5 years.

MN 576 – Cervical Cancer Essay

 

General Statistics US

53.8% of screening eligible women ages 21-29 was current with their cervical screening in 2016

64.6 % of screening eligible women ages 30-65 years old was current with their cervical screening in 2016

A little of half of women ages 21-29 in the US were up- to-date with cervical screenings MN 576 – Cervical Cancer Essay

2/3 of women ages 30-65 in the US were up-to-date with cervical screening

Steady decrease in the amount of cervical screenings in the last 15 years in the younger age group (25-49), where the incidence rate of cervical cancer cases is highest.

 

 

Racial Disparities Statistics

African American women are 50% less likely to be up to date with cervical screening compared to white women

Asian women are 30 % less likely to be up to date with cervical screening compared to white women

Ethnic minority women are less likely to get cervical screening MN 576 – Cervical Cancer Essay

 

Impact on Women

In the US, 4,000 women die from cervical cancer a year

Ages 35-64 years old with regular screening have a 67% reduction in stage 1 A cancer and a 95% reduction in stage 3 cancer or worse

Cervical cancer currently prevents 70% of cervical cancer related death if done regularly

Cervical screening is responsible for the reduction of 492,000 cases of cervical cancer over the past 3 decades

When screened and detected at an early stage, the 5 year survival rate for invasive cervical cancer is 92%

Issues Impacting Screenings

Cost-
Women without health insurance, living in poverty, or low income are less likely to get cervical cancer screening MN 576 – Cervical Cancer Essay

Cervical cancer screening tests is mandated by the Affordable Care Act as of 2010, but anything prior is not required

Lack of knowledge/ Awareness-
Patients are not aware of the importance of screening for cervical cancer and the risk of not getting screened.

Awareness about cervical cancer and its screenings are lower amongst women from Black, Asian and Minority Ethnic backgrounds

More awareness in the school system or at the health clinics, primary care offices and work places would be beneficial.

Patients think that the HPV vaccines cover them for developing cervical cancer so they opt out of screening.

Fear
– Women are afraid to get screened because of the perceived pain, anxiety or the fear of knowing they have a cancer or abnormal cell growth, so they rather just not know.

Body Image –
35 % of women are opting out of cervical screening because they are embarrassed of their bodies, 38% because of what their vulva looked like and 31% were opting out over smelling ‘normally’. MN 576 – Cervical Cancer Essay

Lack of access to screenings –
Lack of gynecologists in rural areas impaired access to cervical cancer screening. Patients are not willing to travel a few hours to get the care they need.

In order to improve cervical cancer screening rates in clinical settings, sufficient resources for cervical cancer screening need to be allocated in each municipality

Time-
Difficult for women to get off of work, find care for their children, a lot of clinics are not open late or on weekends. MN 576 – Cervical Cancer Essay