Describe The Fundamental Idea That The Communicable Disease Chain Model Is Designed To Represent.

Describe The Fundamental Idea That The Communicable

Describe The Fundamental Idea That The Communicable

2 DQ 1

Social determinants of health (SDOH) are the conditions of the environment where people are born, live, learn, work, play, worship, and age that can contribute or hinder a person’s well-being and health. SDOH have a direct impact on health disparities, which are the impairments specifically related to social, economic, and environmental disadvantages. Conditions such as poverty, poor housing, social exclusion, bad sanitation, contaminated water, inability to access healthy food sources, poor health care access, and inadequate health systems contribute to disease and risk of illness (Grand Canyon University, 2018).

The communicable disease chain model is used to describe how an infection spreads within a community. There are six links to this chain that include infectious agents, reservoir, portal of exit, mode of transmission, portal of entry, and susceptible host. Infectious agents are the bacteria, viruses, fungi, and parasites that can be spread and lead to disease. Reservoir is where the infectious agent lives and multiplies, to include people, animals, arthropods, plants, and soil. Portal of exit is the means by which a pathogen exits from a reservoir. From humans, the portal of exit can include blood, respiratory secretions, and anything leaving the GI and urinary tract. Mode of transmission is how the infectious agent can be passed which include direct contact, ingestion, or inhalation. Portal of entry is the way the agent enters a new host, which includes broken skin, respiratory tract, mucous membranes, catheters, and lines. A susceptible host is anyone who is already a carrier of the infection and those at risk (Help Break the Chain of Infection, 2021).

Nurses and other healthcare professionals can help ‘break the chain’ of communicable diseases by practicing proper hand hygiene, being up to date on vaccines, covering coughs and sneezes, and staying home when sick (Help Break the Chain of Infection, 2021). Other ways nurses can affect the spread of disease and infections is by practicing aseptic techniques and ensuring sterility during certain procedures. When observing others’ actions that may contribute to the spread of disease, nurses can educate them. In the healthcare setting, amongst many things, can include proper handwashing and use of PPE.

Using 200-300 words APA format with references in supporting the discussion.

What are social determinants of health?  Explain how social determinants of health contribute to the development of disease.  Describe the fundamental idea that the communicable disease chain model is designed to represent. Give an example of the steps a nurse can take to break the link within the communicable disease chain.

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Nursing Standardized Simulation

Nursing Standardized Simulation

Nursing Standardized Simulation

                          SCENARIO OVERVIEW

David Montanari is a 19-year-old male who suffered a T4-T5 burst fracture and a right scapula fracture as a result of a motorcycle accident on Sunday. He underwent spinal fusion on Sunday evening and has had an uneventful recovery period. David has no sensation or movement below the nipple line and is bedbound. He is frustrated and anxious about his condition and is refusing postoperative interventions, including pain medication and use of the incentive spirometer.

REVIEW AND COMPLETE PRIOR TO THE START OF PRE-BRIEFING:

In order to prepare for the simulation, you are required to complete the pre-briefing questions below and submit to the faculty facilitating the simulation prior to the start of pre-briefing. If you do not complete the pre-briefing questions below and submit to faculty facilitating the simulation prior to the start of pre-briefing, you will not be permitted to participate in the simulation. 

Please keep in mind you will also be required to recognize a variety of signs and symptoms linked to abnormalities in these skills.

Questions

1. What are three nursing interventions for a post-operative patient?

2. What patient findings might you notice for a patient with immobility issues?

3. Describe complications that can occur as a result of immobility for all body systems.

PLEASE USE APA FORMAT AND INCLUDE REFERENCES LESS THAN 5 YEARS OLD

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Workplace Environment Assessment

Workplace Environment Assessment

Workplace Environment Assessment

Workplace Environment Assessment

Workplace Environment Assessment

Clearly, diagnosis is a critical aspect of healthcare. However, the ultimate purpose of a diagnosis is the development and application of a series of treatments or protocols. Isolated recognition of a health issue does little to resolve it.

In this module’s Discussion, you applied the Clark Healthy Workplace Inventory to diagnose potential problems with the civility of your organization. In this Portfolio Assignment, you will continue to analyze the results and apply published research to the development of a proposed treatment for any issues uncovered by the assessment.

To Prepare:

· Review the Resources and examine the Clark Healthy Workplace Inventory, found on page 20 of Clark (2015).

· Review the Work Environment Assessment Template.

· Reflect on the output of your Discussion post regarding your evaluation of workplace civility and the feedback received from colleagues.

· Select and review one or more of the following articles found in the Resources:

o Clark, Olender, Cardoni, and Kenski (2011)

o Clark (2018)

o Clark (2015)

o Griffin and Clark (2014)

The Assignment (3-6 pages total):

Part 1: Work Environment Assessment (1-2 pages)

· Review the Work Environment Assessment Template you completed for this Module’s Discussion.

· Describe the results of the Work Environment Assessment you completed on your workplace.

· Identify two things that surprised you about the results and one idea you believed prior to conducting the Assessment that was confirmed.

· Explain what the results of the Assessment suggest about the health and civility of your workplace.

Part 2: Reviewing the Literature (1-2 pages)

· Briefly describe the theory or concept presented in the article(s) you selected.

· Explain how the theory or concept presented in the article(s) relates to the results of your Work Environment Assessment.

· Explain how your organization could apply the theory highlighted in your selected article(s) to improve organizational health and/or create stronger work teams. Be specific and provide examples.

Part 3: Evidence-Based Strategies to Create High-Performance Interprofessional Teams (1–2 pages)

· Recommend at least two strategies, supported in the literature, that can be implemented to address any shortcomings revealed in your Work Environment Assessment.

· Recommend at least two strategies that can be implemented to bolster successful practices revealed in your Work Environment Assessment.

Required Readings

Marshall, E., & Broome, M. (2017). Transformational leadership in nursing: From expert clinician to influential leader (2nd ed.). New York, NY: Springer.

· Chapter 5, “Collaborative Leadership Contexts: Networks, Communication, Decision Making, and Motivation” (pp. 121–144)

· Chapter 9, “Creating and Shaping the Organizational Environment and Culture to Support Practice Excellence” (pp. 247–278)

· Chapter 10, “Building Cohesive and Effective Teams” (pp. 279–298)

Select at least ONE of the following:

Clark, C. M., Olender, L., Cardoni, C., & Kenski, D. (2011). Fostering civility in nursing education and practice: Nurse leader perspectives. Journal of Nursing Administration, 41(7/8), 324–330. doi:10.1097/NNA.0b013e31822509c4

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

Clark, C. M. (2018). Combining cognitive rehearsal, simulation, and evidence-based scripting to address incivility. Nurse Educator. doi:10.1097/NNE.0000000000000563

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

Clark, C. M. (2015). Conversations to inspire and promote a more civil workplace. American Nurse Today, 10(11), 18–23. Retrieved from /orders/www.americannursetoday.com/wp-content/uploads/2015/11/ant11-CE-Civility-1023.pdf 

Griffin, M., & Clark, C. M. (2014). Revisiting cognitive rehearsal as an intervention against incivility and lateral violence in nursing: 10 years later. Journal of Continuing Education in Nursing, 45(12), 535–542. doi:10.3928/00220124-20141122-02

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

Essentials Of Maternity

Maternity

Maternity

Chapter 14: Nursing Management During Labor and Birth

1.  Desiree, a 28-year-old G2P1, is admitted to the labor and birth unit. Her birth plan indicates that she is planning natural childbirth without pharmacological interventions. She has attended childbirth education classes. Desiree is considered low risk based on her personal and family health history and physical exam. Her pregnancy has progressed without complications. She is approximately 38 weeks pregnant. Vaginal assessment reveals cervical dilation at 10 cm, 100% effaced, and +1 station. Position of the fetus is LOA. The external fetal monitor indicates a reassuring fetal heart rate at 130 beats per minute. Maternal status is stable. (Learning Objectives 1, 2, 6, and 9)

1. Based on the vaginal assessment, identify the stage of labor and appropriate nursing interventions for this stage of labor.
2. Explain how the nurse determined that the external fetal monitor would be appropriate for Desiree. What factors would necessitate a change to internal fetal monitoring during labor?
3. Desiree says, “I’m not sure I can cope with the pain much longer.” How would you respond, considering her birth plan, stage of labor, and assessment data?

2.  Emily, a 26-year-old G3P2, has been in labor for 5 hours and is 7 cm, 90% effaced and +2 station.  She has external fetal monitoring in place, which reveals a baseline fetal heart rate of 120 bpm, minimal variability, and occasional variable decelerations.  Suddenly, as a contraction is beginning to subside, the fetal heart rate drops to a low of 80 bpm and has a slow return to the baseline 1 minute after the contraction has ended.  (Learning Objectives 4 and 5)

A.  What is happening to Emily’s baby at this point in time?  What does this mean?

B.  What role do you, as the nurse, play regarding fetal assessment and what interventions do you need to implement/recommend at this point in time?

Chapter 15: Postpartum Adaptations

1.     You are caring for Linda, who has just delivered her first baby. You are responsible for assessing Linda’s condition during recovery and for doing patient teaching when the opportunity arises. (Learning Objectives 2 and 3)

1. While she is recovering, you keep checking her fundal height. Linda asks you how her uterus will go back to the way it was before she had the baby. How would you explain this physiologic process? What could impede the process?
2. Linda wants to know how long she should expect to bleed. What would you tell her?
3. The next day Linda appears very passive and you have overheard her telling everyone who will listen about her labor experience. What phase of adjustment is Linda going through? What other stages should she go through while adjusting to her new role?

2.     Gretta and Sam just had their first child. Gretta is excited and talkative about her birth experience and wants to keep her baby with her constantly. She tells you his name is Joseph and they will call him “Joey” for short. Gretta is breast-feeding and is attentive to Joey’s needs. You observe that Sam does not initiate contact with the baby but when Gretta insists that he hold Joey, he picks him up slowly and awkwardly and stares at his face for a long period of time. When Joey cries, he immediately returns him to Gretta’s arms. (Learning Objective 4)

A.   Based on your observations of Sam’s interactions with Joey, relate where Sam is developmentally in the process of paternal attachment and bonding.

B.    What nursing interventions could you implement that would assist Sam in the transition to fatherhood?

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Critical Reasoning Week 3

Critical Reasoning Week 3

Critical Reasoning Week 3

Response To A Discussion Post

Response To A Discussion Post

Response To A Discussion Post

3 citations APA format 7TH Edition.

Question

A 27-year-old patient with a history of substance abuse is found unresponsive by emergency medical services (EMS) after being called by the patient’s roommate. The roommate states that he does not know how long the patient had been lying there. Patient received naloxone in the field and has become responsive. He complains of burning pain over his left hip and forearm. Evaluation in the ED revealed a large amount of necrotic tissue over the greater trochanter as well as the forearm. EKG demonstrated prolonged PR interval and peaked T waves. Serum potassium level 6.9 mEq/L.

Post an explanation of the disease highlighted in the scenario you were provided. Include the following in your explanation:

· The role genetics plays in the disease.

· Why the patient is presenting with the specific symptoms described.

· The physiologic response to the stimulus presented in the scenario and why you think this response occurred.

· The cells that are involved in this process.

· How another characteristic (e.g.  gender, genetics) would change your response.

·

Response to Discussion PostTop of Form

Meg

Rhabdomyolysis

This patient is presenting with rhabdomyolysis from decreased blood supply to the area that is causing autolysis.  Narcan is an antagonist that knocks opioids out of the way within minutes to allow breathing to normalize (U.S. National Library of Medicine, 2019). At first, I was not certain where the importance of the recreational drug use came into play. With further investigation I was able to find that recreation drug use is a contributing factor of ATP production interruption (Cabral et al., 2020). Rhabdomyolysis is indicated by the necrotic tissue and increased serum potassium level results. One of the most serious complications from rhabdomyolysis is hyperkalemia due to release of potassium into the ECF (McCance et al., 2019 p. 1430).

Decreased blood supply to the greater trochanter and forearm caused a decrease in ATP production.  The decreased ATP caused increase intracellular calcium (McCance et al., 2019 p.117) As calcium increases, potassium is exchanged, and serum K+ levels rise. With rhabdomyolysis the sodium and calcium pump become dysfunctional and no longer regulates the exchanges correctly.  The dysfunctional K+ and Ca++ pump lead to hypokalemia and hypercalcemia within the cell, resulting in hyperkalemia and hypocalcemia in the ECF. As potassium levels continue to rise, velocity of impulse conduction is depressed resulting in prolonged PR interval and peaked T-waves (Rafique et al., 2020).

Hyperkalemia is defined as ECF greater than 5.0mEq/L and severe hyperkalemia is defined as serum levels greater than or equal to 6.0mEq/L (McCance et al., 2019 p.117). Genetics, in my opinion, did not play a role in the development of rhabdomyolysis. Nor would my response change if the case involved a female patient. According to the American Heart Association (2016), hyperkalemia can interfere with proper electric signals in that heart muscle and result in abnormal ECG results.

References

American Heart Association. (2016, October 31). Hyperkalemia (High Potassium). www.heart.org. /orders/www.heart.org/en/health-topics/heart-failure/treatment-options-for-heart-failure/hyperkalemia-high-potassium.

Cabral, B. M. I., Edding, S. N., Portocarrero, J. P., & Lerma, E. V. (2020). Rhabdomyolysis. Disease-a-Month, 66(8), 101015. /orders/doi.org/10.1016/j.disamonth.2020.101015

McCance, K. L., Huether, S. E., Brashers, V. L., & Rote, N. S. (2019). Pathophysiology: the biologic basis for disease in adults and children (8th ed.). Elsevier.

Rafique, Z., Aceves, J., Espina, I., Peacock, F., Sheikh-Hamad, D., & Kuo, D. (2020). Can physicians detect hyperkalemiabased on the electrocardiogram? The American Journal of Emergency Medicine, 38(1), 105–108. /orders/doi.org/10.1016/j.ajem.2019.04.036

U.S. National Library of Medicine. (2019, January 15). How Naloxone Saves Lives in Opioid Overdose. Medline            

        Plus. /orders/www.bing.com/videos/search?q=pathophysiology of

&&view=detail&mid=E604A1E45A1B6B2EC14DE604A1E45A1B6B2EC14D&&FORM=V

Bottom of Form

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Nursing Ethics Principle Of Justice

Nursing Ethics Principle Of Justice

ED ETHICAL LOG Criteria: Select and analyze an ethical clinical incident of interest. Format the log as follows:

Part 1 – description of event (3 points).

Part 2 – thought processes during incident. Recall: What were you thinking? What did you think afterwards? (3 points).

Part 3 – supportive evidence citing the ANA Code of Ethics for Nursing. Include the moral principle involved in the situation, i.e. justice, autonomy, beneficence, nonmaleficence, fidelity, or veracity in your analysis. How was the code breached or maintained in the particular situation you are describing? (4 points).

Part 4 – evaluation of your thought process after the event. Is your thought process supported by the ANA Code of Ethics for Nursing? Your thought process may not have been accurate, which is OK, as long as this is documented in the entry with identification of corrected thought processes. Make recommendations for future practice (4 points).

References and citations should be in APA format with reference listed at end of text (1 point). The logs are confidential.

A woman brought in to resuscitation was weak and had slurred speech. It was suspected that she had a seizure and in post-ictal state. She was brought in for CT scan. There was another patient already on the CT scan table but she was told she will be excused because the resus patient takes priority According to justice in the nursing code all patient should be given equal right. As long as they both require to get the same service

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Humanities Credit By Assessment 03 – Analyzing The Humanities

Humanities Credit By Assessment 03 –

Humanities Credit By Assessment 03 –

Part 1

Competency
Formulate, express, and support individual perspectives on diverse works and issues.

For this assessment task, you are asked to act as a critic for one of the various subjects under the umbrella of the subject Humanities. Through a series of critiques, you will be demonstrating your background knowledge on these subjects and the themes studied in the Humanities. In general, a critic evaluates a work or piece based on a common language of a subject. For example, certain terminology is used in the film industry for aesthetic, whereas other terminology is used in architecture. Aside from a common language of art, each subject usually includes a history of influence-how a work was influenced by other works and how a work influence aspects of today’s art and culture. Critics use this common body of history and aesthetic to offer critiques, or judgements on the validity of the importance of aesthetic (it’s representation of beauty).

Please watch the video below (02:33 – 16:32) as a refresher on this deliverable’s content. The video will not tell you everything you need to know to pass this test-out, but it should serve as a refresher.

/orders/rasmussen-kanopystreaming-

com.ezproxy.rasmussen.edu/video/humanities-approach-living-modern-world

part 2

Deliverable 03 – Humanities (Test-Out Sophia Replacement)

Competency

Formulate, express, and support individual perspectives on diverse works and issues.

Instructions

You will act as a critic for some of the main subjects covered in the humanities. You will conduct a series of short, evaluative critiques of film, philosophy, literature, music, and myth. You will respond to five different prompts, and each response should include an analysis of the topics using terminology unique to that subject area and should include an evaluation as to why the topic stands the test of time. The five prompts are as follows:

1. Choose a film and offer an analysis of why it is an important film, and discuss it in terms of film as art. Your response should be more than a summary of the film.
2. Imagine you had known Plato and Aristotle and you had a conversation about how we fall in love. Provide an overview of how Plato would explain falling in love, and then provide an overview of how Aristotle might explain falling in love.
3. Compare and contrast the two poems below:

LOVE’S INCONSISTENCY

I find no peace, and all my war is done;
I fear and hope, I burn and freeze likewise
I fly above the wind, yet cannot rise;
And nought I have, yet all the world I seize on;
That looseth, nor locketh, holdeth me in prison, And holds me not, yet can I ’scape no wise;
Nor lets me live, nor die, at my devise,
And yet of death it giveth none occasion.
Without eyes I see, and without tongue I plain;
I wish to perish, yet I ask for health;
I love another, and yet I hate myself;
I feed in sorrow, and laugh in all my pain;
Lo, thus displeaseth me both death and life,
And my delight is causer of my grief.

Petrarch

After great pain a formal feeling comes—
The nerves sit ceremonious like tombs;
The stiff Heart questions—was it He that bore?
And yesterday—or centuries before?

The feet mechanical go round
A wooden way
Of ground or air or ought
Regardless grown,
A quartz contentment like a stone.

This is the hour of lead
Remembered if outlived
As freezing persons recollect
The snow—
First chill, then stupor, then
The letting go

Emily Dickinson.

4. Compare and contrast these two pieces of music:
Beethoven’s Violin Romance No. 2
Scott Joplin’s Maple Leaf Rag

5. Explain in classical terms why a modern character is a hero. Choose from either Luke Skywalker, Indiana Jones, Bilbo Baggins, Harry Potter, Katniss Everdeen, or Ender Wiggins.

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Week 3 Discussion Advance Practice

Week 3 Discussion Advance Practice

Week 3 Discussion Advance Practice

Apply information from the Aquifer Case Study to answer the following discussion questions:

• Discuss the Mr. Rodriquez’s history that would be pertinent to his gastrointestinal problem. Include chief complaint, HPI, Social, Family and Past medical history that would be important to know.
• Describe the physical exam and diagnostic tools to be used for Mr. Rodriguez. Are there any additional you would have liked to be included that were not? 
• Please list 3 differential diagnoses for Mr. Rodriguez and explain why you chose them.  What was your final diagnosis and how did you make the determination?
• What plan of care will Mr. Rodriquez be given at this visit, include drug therapy and treatments; what is the patient education and follow-up?

Do 2 pages

Provide references.

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Topic: Nursing Case Study

Topic: Nursing Case Study

1. Suzanne Jones, 76-year-old patient with COPD is admitted to the ICU. Mrs. Jones is placed on mechanical ventilation to assist with her breathing. After 2 days on the ventilator, Mrs. Jones is extubated and then transferred to a medical-surgical unit. The medication regimen is adjusted during the hospitalization. Mrs. Jones is discharged home after 6 days. She and her family are pleased with the care she receive in the hospital. (Learning Objectives 3 and 6)

a. Describe the quality performance tools that may be used to demonstrate that the care and treatment rendered are both cost-efficient and of high quality.

b. Describe the quality performance tools that may be used to demonstrate that the nursing care utilized is evidence-based care and high quality, resulting in patient satisfaction and good patient outcomes.

2. The registered nurse working in the cardiac care clinic is tasked with implementing quality improvement measures. To educate the clinic staff, the nurse plans an in-service program to introduce concepts of quality improvement and evidence-based practice. Additionally, the role of the case manager will be included in the presentation. The nurse plans on using care of the patient with Congestive Heart Failure as a template, and prepares sample clinical pathways, care maps, and multidisciplinary action plans. (Learning Objective 3)

a. Describe how clinical pathways are used to coordinate care of caseloads of patients.

b. What is the role of the case manager in evaluating a patient’s progress?

c. What are examples of evidence-based practice tools used for planning patient care?

. Mr. Jones, who is 74 years of age, is being discharged home after having a right knee replacement. The discharge orders from the orthopedic surgeon include: continuous passive motion (CPM) at the current setting of 0-degrees extension worn when walking with crutches (nonweight-bearing postdischarge day 1, and may begin weight-bearing postdischarge day 2); and home nurse visits, as needed. Physical therapy should begin the day after discharge at an orthopedic center. The orders will be faxed to the center. The following medications with prescriptions attached include: Lovenox (enoxaparin) 70 mg subcutaneously once daily for 7 days, Vicodin (hydrocodone bitartrate) 10 mg every 4 hours PRN, and Colace (docusate sodium) 100 mg every day. The patient is to follow up with the orthopedic surgeon in 3 weeks. His daughter plans to stay with him for several weeks to assist him with meals and household chores, and take him to physical therapy and the orthopedic surgeon for follow-up. Mr. Jones has three other children who live in other states. He is a widower and attends a local church. (Learning Objective 4)

a. What preparations should the nurse make in advance before attaining necessary community resources and referrals before the patient is discharged?

1. What necessary community resources and referrals will the patient need?

2. Mrs. Johnson, a 67-year-old female patient, has recently been discharged from the hospital following an admission for COPD. She has a past medical history of a colon resection related to acute diverticulitis. She developed a surgical wound infection that requires daily wet to dry wound packing and IV Zosyn. Mrs. Johnson was discharged with home oxygen. To manage her care at home, home care visits were ordered. (Learning Objective 5)

a. What would be involved in setting up the first home care visit?

1. Describe the nursing assessments and management that would occur during the visit.

1. Mrs. Elle, 80 years of age, is a female patient who is diagnosed with end-stage cancer of the small intestine. She is currently receiving comfort measures only in hospice. She has gangrene of her right foot and has a history of diabetes controlled with oral agents. She is confused and the physician has determined that she is unable to make her own informed decisions. The hospice nurse, not realizing that the weekly order for CBC and renal profile had been discontinued, obtained the labs and sent them to the nearby laboratory for processing. The abnormal lab results obtained later that day revealed that the patient needed a blood transfusion. The hospice nurse updated the patient’s medical power of attorney who was distressed at the report. The patient’s wishes were to die peacefully and to not have to undergo an amputation of her right foot. But if the patient receives the blood transfusion, she may live long enough to need the amputation. The patient’s physician had previously informed the medical power of attorney that the patient would most likely not be able to survive the amputation. The patient’s medical power of attorney had made the request to cease all labs so that the patient would receive comfort measures until she died. The patient has no complaint of shortness of breath or discomfort. (Learning Objective 4)

a. What ethical dilemma exists?

1. Who are the stakeholders and what gains or losses do each have?

1. What strategies should the hospice nurse take to resolve the ethical dilemma?

2. The nurse receives a 12-year-old girl from the operating room after an emergent appendectomy due to ruptured appendix. Upon arrival to the postanesthesia care unit, the patient is drowsy, but arousable to voice; she was extubated in the operating room and is receiving oxygen by facemask at 40%. She has two peripheral IVs in her left arm that are infusing Lactated Ringers solution at 100 mL/hr. A nasogastric tube is attached to low constant suction, and a small amount of aspirate is noted. She has a urinary catheter that is draining clear, yellow urine. Her abdominal dressing is dry and intact. Upon arousal, she complains of abdominal pain. (Learning Objective 5)

a. What NANDA-approved nursing diagnoses may be relevant to this patient?

1. Once the nursing diagnoses are determined, what steps does the nurse take to complete the Planning Phase of the Nursing Process?

1. What is the difference between nursing diagnoses and collaborative problems?

Case Study, Chapter 4, Health Education and Health Promotion

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