Apply the concepts of health promotion and illness prevention in the laboratory setting. Explain the rationale for selected nursing interventions based upon current nursing literature.

Safety Goal Guidelines

This assignment increases the students’ awareness of the National Patient Safety Goals developed by The Joint
Commission. Specifically, this assignment will introduce the Speak Up Initiatives, an award-winning patient safety program designed to help patients promote their own safety by proactively taking charge of their healthcare.
Course outcomes: This assignment enables the student to meet the following course outcomes:
Apply the concepts of health promotion and illness prevention in the laboratory setting.
Explain the rationale for selected nursing interventions based upon current nursing literature.

How should you handle a parent who refuses to follow-up with a referral? What students should be screened first? Discuss the pros and cons of doing all screenings on each child at one time vs. all hearing, vision, etc.

Screenings are performed on all students. The purpose is to detect a problem at its earliest stage, make the correction quickly thereby allowing every child to learn to his/her fullest potential.

This assignment is in preparation for the in-class equipment demonstration.

What level of prevention are screenings considered?

Which screenings are you required to perform annually?

List all the routine screenings done in schools.

How can you eliminate embarrassment for students during weight and scoliosis checks?

Identify three recommended short cuts so screenings can be done efficiently.

How often should equipment be calibrated?

Should notices be sent out prior to screening?

How should you handle a parent who refuses to follow-up with a referral?

What students should be screened first?

Discuss the pros and cons of doing all screenings on each child at one time vs. all hearing, vision, etc.

 

Discuss possible outcomes of the con position.Present resources available in the community to resolve the dilemma .

NR328 Pediatric Nursing
Ethical Dilemma Assignment Guidelines

Outcomes and Plan ‐ 20 points/20%
• Discuss possible outcomes of the pro position.
• Discuss possible outcomes of the con position.
• Present resources available in the community to resolve the dilemma .
• Explain how resources could help in resolving the dilemma.
• Present a plan for resolving the dilemma .

Provide a plan of how a nurse practitioner will address this chronic health condition after graduation. Provide three specific interventions that are based on the evidence and include how you will measure outcomes .

Epidemiological Analysis: COPD

Integrating evidence, provide a plan of how a nurse practitioner will address this chronic health condition after graduation. Provide three specific interventions that are based on the evidence and include how you will measure outcomes .

Consider primary, secondary, and tertiary interventions as well as the integration of health policy advocacy efforts. All interventions should be based on evidence – connected to a resource such as a scholarly piece of research.
Summary/Conclusion: Conclude in a clear manner with a brief overview of the keys points from each section of the paper utilizing integration of resources.
The paper should be formatted and organized into the following sections which focus on the chosen chronic health condition.

How would the results be used to make a diagnosis? Identify at least five possible conditions that may be considered in a differential diagnosis for the patient.

A male went to the emergency room for severe midepigastric abdominal pain. He was diagnosed with AAA ; however, as a precaution, the doctor ordered a CTA scan.
Because of a high potential for misdiagnosis, determining the precise cause of abdominal pain can be time consuming and challenging. By analyzing case studies of abnormal abdominal findings, nurses can prepare themselves to better diagnose conditions in the abdomen.
With regard to the Episodic note case study provided:
Review this week’s Learning Resources, and consider the insights they provide about the case study.
Consider what history would be necessary to collect from the patient in the case study.
Consider what physical exams and diagnostic tests would be appropriate to gather more information about the patient’s condition. How would the results be used to make a diagnosis?
Identify at least five possible conditions that may be considered in a differential diagnosis for the patient.

Why is the theory of Culture Care Diversity important in the delivery of nursing care for all patients?

Leininger and Watson

Write a 1500-1750 word APA paper addressing each of the following points. Be sure to completely answer all the questions for each bullet point. Separate each section in your paper with a clear heading that allows your professor to know which bullet you are addressing in that section of your paper.Review the rubric criteria for this assignment.
• Using Leininger’s Culture Care Model, what factors in the story shared by Mrs. Franklin-Jones should be considered by Nurse Hernandez when planning for the patient’s discharge?
• Why is the theory of Culture Care Diversity important in the delivery of nursing care for all patients?
• Using Leininger’s Theory of Culture Care Diversity and Universality, develop a plan of care for Mrs. Franklin-Jones.
• Discuss the strengths and limits to Leininger’s Theory.
• Discuss assumptions of the Transpersonal Caring relationship. What is the nurse’s role?
• How is love, as defined by Watson, evident in this caring moment?
• How can the nurse creatively use self to create a healing environment?
• Discuss the strengths and limits to Watson’s Theory.
The following specifications are required for this assignment:

What were you thinking and feeling? What was good and bad about the experience?  What else can you make of the situation?

Complete the week 10 student reflection/ comment section for each question. the answers will be tailored to the labor and delivery unit and nursery. teachers instructions:
Students will deeply reflect on their on-site clinical experiences to provide evidence of critical thinking, analysis, application, and evaluation of their learning as they progress toward meeting the course learning outcomes. This is the first of two reflections throughout the course, using the clinical evaluation tool found in the left-hand menu of this course. This is not only a recounting of events, nor a “venting” of negatives, but a thoughtful reflection of individual students’ experiences, research, evidence, and reading.
When reflecting on occurrences in the clinical setting students should consider the concepts and stages of Gibbs’ Reflective Model  for the writing structure if guidance is needed:
What happened?
What were you thinking and feeling?
What was good and bad about the experience?
What else can you make of the situation?
– What else could you have done?
– If it happens again what would you do?