Create a proposal for your Design for Change Capstone Project. Open the template in Doc Sharing. You will include the information from Milestone #1, your PICO question, and evidence appraisal, as you compose this proposal. Your plan is to convince your management team of a nursing problem you have uncovered and you feel is significant enough to change the way something is currently practiced.

Capstone Project Milestone #2:
Design for ChangeProposal Guidelines
PURPOSE
You are to create a Design for Changeproposal inclusive of your PICO and evidence appraisal information from your Capstone Project Milestone #1. Your plan is to convince your management team of a nursing problem you have uncovered and you feel is significant enough to change the way something is currently practiced. In the event you are not currently working as a nurse, please use a hypothetical clinical situation you experienced in nursing school, or nursing education issue you identified in your nursing program.
COURSE OUTCOMES
This assignment enables the student to meet the following course outcomes.
CO1:Applies the theories and principles of nursing and related disciplines to individuals, families, aggregates, and communities from entry to the healthcare system through long-term planning. (PO #1)
CO2:Proposes leadership and collaboration strategies for use with consumers and other healthcare providers in managing care and/or delegating responsibilities for health promotion, illness prevention, health restoration and maintenance, and rehabilitative activities. (PO #2)
DUE DATE
Milestone #2 consists of the proposal for your Design for Change Capstone Project. Submit this Milestone to the Dropbox by the end of Week 4.
POINTS
Milestone #2 is worth 225 points.
DIRECTIONS
1. Create a proposal for your Design for Change Capstone Project. Open the template in Doc Sharing. You will include the information from Milestone #1, your PICO question, and evidence appraisal, as you compose this proposal. Your plan is to convince your management team of a nursing problem you have uncovered and you feel is significant enough to change the way something is currently practiced.
2. The format for this proposal will be a paper following the Publication manual of APA 6th edition.
3. The paper is to be four- to six-pages excluding the Title page and Reference page.
4. As you organize your information and evidence, include the following topics.
a. Introduction:Write an introduction but do not use “Introduction” as a heading in accordance with the rules put forth in the Publication manual of the American Psychological Association (2010, p. 63). Introduce the reader to the plan with evidence-based problem identification and solution.
b. Change Plan:Write an overview using the John Hopkins Nursing EBP Model and Guidelines (2012)
i. Practice Question
ii. Evidence
iii. Translation
c. Summary
5. Citations and Referencesmust be included to support the information within each topic area. Refer to the APA manual, Chapter 7, for examples of proper reference format.In-text citations are to be noted for all information contained in your paper that is not your original idea or thought. Ask yourself, “How do I know this?” and then cite the source. Scholarly sources are expected, which means using peer-reviewed journals and credible websites.
6. Tables and Figures may be added as appropriate to the project. They should be embedded within the body of the paper (see your APA manual for how to format and cite). Creating tables and figures offers visual aids to the reader and enhances understanding of your literature review and design for change.
GRADING CRITERIA: DESIGN FOR CHANGE CAPSTONE PROJECT
Category Points % Description
Introduction 25 11% Introduction to the plan is nursing focused, with evidence-based problem identification and potential solutions clearly identified.
Change Plan; Practice Question (Steps 1–5) 50 22% Activities to achieve the first steps of change are fully described in detail and are based on the first five steps of the John Hopkins EBP Process; Practice Question.
Change Plan; Evidence (Steps 6–10) 50 22% Activities to achieve steps six through tenof the John Hopkins EBP Process are fully described in detail; Evidence.
Change Plan; Translation
(Steps 11–18) 50 22% Activities to achieve the final steps of change are fully described in detail and are based on steps11 through 18of the John Hopkins EBP Process; Practice Question.
Summary 25 11% Clear, solid summary summarizing the key points and steps of the change plan is included; ways to maintain the change plan are described.
APA Format 25 11% Minimal errors.
Total 225 points 100%

GRADING RUBRIC: CAPSTONE PROJECT MILESTONE #2
Assignment Criteria Outstanding or Highest Level of Performance
A (92–100%) Very Good or High Level of Performance
B (84–91%) Competent or Satisfactory Level of Performance
C (76–83%) Poor, Failing or Unsatisfactory Level of Performance
F (0–75%) Total
Introduction
25 points Introduction to the plan is nursing focused, with evidence-based problem identification and potential solutions clearly identified.
23–25 points Introduction to the plan is nursing focused, with evidence to support the problem and potential solution identified but convincing areas are missing.
21–22 points Introduction to the plan is provided; however, evidence to support the problem and potential solution is not convincing.
19–20 points Introduction lacks evidence to support need for change and/or potential solution is not realistic.
0–18 points /25
Change Plan Practice Question
(Steps 1–5)
50 points Activities to achieve the first five steps of change are fully described in detail and are based on the first section of the John Hopkins EBP Process:
*Practice question is identified.
*Scope of the problem discussed (including supportive statistics).
*Stakeholders identified.
*Team is identified.
46–50 points Activities to achieve the first five steps of change are fully described, not in detail but are based on the first section of the John Hopkins EBP Process:
*Practice question is identified.
*Scope of the problem discussed (including supportive statistics).
*Stakeholders identified.
*Team is identified.
42–45 points Activities to achieve the first five steps of change are vague. The first section of the John Hopkins EBP Processis not clearly identified.
*Practice question is identified.
*Scope of the problem does not contain statistics to support the problem.
*Stakeholders are identified but not appropriate or missing key members.
*Team members are identified but not appropriate or missing key members.
38–41 points Activities to address and support change are not specifically addressed. Portions of the first five steps are missing or absent.
0–37 points /50
Change Plan Evidence
(Steps 6–10)
50 points Activities to achieve steps six through tenof change are fully described in detail and are based on the first section of the John Hopkins EBP Process: Evidence is identified.
*At least four reliable sources are used, three of which are peer-reviewed.
*Summary of evidence is thorough and detailed.
*Strength of evidence is discussed.
*Recommendation for change is based on evidence and is thorough.
46–50 points Activities to achieve steps six through ten of change are vague and are based on the first section of the John Hopkins EBP Process: Evidence is identified.
*At least four reliable sources are used, three of which are peer-reviewed.
*Summary of evidence is vague.
*Strength of evidence is discussed.
*Recommendation for change is based on evidence but connection is vague.
42–45 points Activities to achieve steps six through ten of change are vague and are based on the first section of the John Hopkins EBP Process: Evidence is identified.
*At least four reliable sources are used but less than three are peer-reviewed. *Summary of evidence is vague.
*Strength of evidence is not discussed.
*Recommendation for change is present but not weak connection to the evidence.
38–41 points Activities to achieve steps six through ten of change may be missing or absent.
*Less than fourreliable sources are used.
*Summary of evidence is not present or missing important elements.
*Strength of evidence is missing.
*Recommendation for change lacks support from evidence.
0–37 points /50
Change Plan Translation
(Steps 11–18)
50 points Activities to achieve the last steps of change are fully described in detail and are based on the last steps of the John Hopkins EBP Process:
Translation. *Action plan is well-developed with specific timeline in place to include all elements of the plan.
*Measurable outcomes and way to report results are discussed in detail.
*Plan for implementation is thoroughly discussed.
*Ways to communicate findings (internally and externally) are discussed.
46–50 points Activities to achieve the last steps of change are described and are based on the last steps of the John Hopkins EBP Process:
Translation.
*Action plan is developed with specific timeline in but some elements of the timeline are missing.
*Outcomes are present but not measurable. Ways to report results are discussed in detail.
*Plan for implementation is discussed.
*Communication of findings is present but does not address both internal and external ways.
42–45 points Activities to achieve the last steps of change are vague.
*Action plan is developed but timeline is missing.
*Outcomes are vague and not measurable. Ways to report results are discussed but not in detail.
*Plan for implementation is vague.
*Communication of findings is missing.
38–41 points Activities to achieve the last steps of change are vague or missing.
*Action plan is not well-developed or missing.
*Outcomes are vague or not present.Ways to report results are discussed but not in detail.
*Plan for implementation is not present.
*Communication of findings is missing.
0–37 points /50
Summary
25 points Clear, solid summary of the key points and the change plan are included; ways to maintain the change plan are described.
23–25 points A clear summary of the key points and part of the change plan are provided; ways to maintain the change plan are mentioned, but not in detail.
21–22 points A summary is present but is vague; parts of the change plan are highlighted; ways to maintain the change plan are not clear.
19–20 points A summary is difficult to determine or absent. Key points of the change plan are not recapped or are absent.
0–18 points /25
APA formatting, scholarly writing
25 points APA format sixth edition: third person, grammar, sentence structure, punctuation, and spelling; sources correctly cited and referenced; title page, headers, and page numbers. No errors to one error.
23–25 points Two to three errors.
21–22 points Four to five errors.
19–20 points Multiple errors
0–18 points /25
Total Points /225

Reference:

Dearholt, S. L., & Dang, D. (2012).Johns Hopkins Nursing Evidence Based Practice: Model and Guidelines (2nd ed.).Indianapolis, IN: Sigma Theta Tau International.

 

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Unit outcomes addressed in this Assignment: • List the major factors that influence the recovery of a sick child. • Explain three methods of improving nutrient intake in a pediatric patient with a chronic disease.

Planning Nutrition Therapy for a Complex Pediatric Patient

Order Description
Unit outcomes addressed in this Assignment:
• List the major factors that influence the recovery of a sick child.
• Explain three methods of improving nutrient intake in a pediatric patient with a chronic disease.
Course outcomes addressed in this Assignment:
NS335-5: Design a realistic and therapeutic meal plan for a patient with a severe food allergy or disease that prohibits certain types of foods or nutrients.
GEL-8.3: Formulate a logical solution to a problem.
Kaplan University School of Health Sciences
NS335
Unit 8 Assignment
Unit 8 Assignment
Unit outcomes addressed in this Assignment:
• List the major factors that influence the recovery of a sick child.
• Explain three methods of improving nutrient intake in a pediatric patient with a chronic disease.
Course outcomes addressed in this Assignment:
NS335-5: Design a realistic and therapeutic meal plan for a patient with a severe food allergy or disease that prohibits certain types of foods or nutrients.
GEL-8.3: Formulate a logical solution to a problem.
Instructions:
Imagine that you are a nutrition assistant working at a pediatric rehabilitation center. This rehabilitation center provides care for pediatric patients who are recovering from recent hospitalizations. This facility is considered to be the bridge between hospitalization and home care.
The supervising dietitian has informed you that a new patient was admitted overnight from the nearby hospital and is recovering from a skin graft surgery due to a severe pressure ulcer (bed sore). Imagine that you are asked to review the patient’s chart notes and provide a nutrition assessment summary along with some ideas about what type of therapeutic diet or nutrition therapy she requires.
Patient information from the hospital medical chart:
Name: Cindy
Age: 6-year-old female
Height: 43 inches
Weight: 38 pounds
Admitting Diagnosis (Dx): Cerebral Palsy, bedridden, stage 3 pressure ulcer on sacrum, food allergy to eggs
Surgery: Skin graft performed to increase healing and reduce further infection risk.
Diet order: Thickened liquids and pureed foods with precautions due to dysphagia (swallowing deficiencies) associated with CP. No eggs: Severe Egg Allergy.
Kaplan University School of Health Sciences
NS335
Unit 8 Assignment
Speech/Cognitive: Patient receives speech and swallowing therapy due to CP. Her speech and cognitive abilities were reported to be around that of a 2-year-old.
Cindy normally resides at home with her family. She qualifies for state-funded home medical assistance due to the CP diagnosis. She is bedridden and relies on the home health nursing assistants for care. Her parents have three other children and involve her in as many family activities as possible, but the actual care is provided by the in-home medical team. Cindy has had a gastrostomy feeding tube (G-tube) since she was just a few months old. In recent years, it has only been used nocturnally if her oral intake of the pureed/soft diet foods fell below the 50% mark for two or more meals. She received a specialized enteral formula that did not have eggs as any source of the protein.
For many years, Cindy was cared for by the same team of nurses and nursing assistants, and she did not have any major medical or nutrition-related problems. However, about 6 months ago, the state funded program changed home care contract companies and a new company began to provide care. Cindy’s parents felt that the care was sub-standard and reported it numerous times, but without any improvements. It was not until Cindy’s quarterly check-up that these problems were identified. Her weight had dropped by 15% in just 3 months, her albumin was low, and her lean muscle mass and strength had decreased. Most alarmingly, she had developed a pressure ulcer on the sacrum. The MD immediately admitted Cindy into the hospital.
Upon further investigation, the new home health company had been administering nocturnal tube feedings with a formula that contained egg as one of the partial sources of protein. They thought that it was a comparable substitute for the previous brand. Additionally, they had misread the original nutrition order to only give night enteral feedings (via the G-tube) if her oral intake was insufficient. Until the issues were discovered, Cindy went several months receiving a full night of tube feedings that provided a feeling of fullness to her. She also was suffering from chronic diarrhea and associated malabsorption. Subsequently, she would not feel well enough to eat the next day and the cycle repeated itself daily. She also started having many more nasal and respiratory symptoms, which the new care providers explained away as being typical seasonal allergies. She was prescribed an antihistamine. Her parents were unaware of the nocturnal tube feedings because the nursing staff would run them about 8–10 hours while the patient was asleep.
Questions to address:
Kaplan University School of Health Sciences
NS335
Unit 8 Assignment
1. Why was Cindy at risk for a pressure ulcer? What were some of the contributing factors, and why?
2. What are the symptoms of an egg allergy? Why do you think her allergy was not ever life threatening when she was receiving the nightly tube feedings at home?
3. Take into consideration her multiple medical conditions of cerebral palsy, egg allergy, and recent pressure ulcer, and calculate her estimated calorie needs and protein needs.
4. Recommend an appropriate tube feeding formula brand name or type that has no albumin from egg protein (for the days that she does not have adequate oral intake of her meals).
5. Appendix: Design a full-day meal plan for Cindy that includes pureed/soft foods. This diet needs to fully address her CP-related chewing/swallowing challenges. Be sure to consider her protein needs for wound healing promotion and future prevention, but without foods containing eggs or egg by-products. Oral protein drink supplements can be considered. Include the total calories, carbohydrates, fats, protein, and any micronutrients that are important in this case.
Requirements: Please include the answers to questions 1–4 in an essay of at least 2 pages in length. Incorporate at least three references in APA style within the essay. Part 5/Appendix should be formatted as a well-organized 1-day sample meal plan with a detailed description of the food items and accurate serving size. The meal plan is in addition to the 2 pages for questions 1–4.
Submitting your work:
Submit your Assignment to the appropriate Dropbox. For instructions on submitting your work, view the Dropbox Guide located under Academic Tools at the top of your unit page.
Please be sure to download the file “Writing Center Resources” from Doc Sharing to assist you with meeting APA expectations for written Assignments.
To view your graded work, come back to the Dropbox or go to the Gradebook after your instructor has evaluated it. Make sure that you save a copy of your submitted work.
Kaplan University School of Health Sciences
NS335
Unit 8 Assignment
Unit 8 Assignment Grading Rubric = 150 points
Assignment Requirements
Points possible
Points earned by student
Student answers each of the following:
Why was Cindy at risk for a pressure ulcer? What were some of the contributing factors, and why?
0–25
What are the symptoms of an egg allergy? Why do you think her allergy was not ever life threatening when she was receiving the nightly tube feedings at home?
0–25
Take into consideration her multiple medical conditions of cerebral palsy, egg allergy, and recent pressure ulcer, and calculate her estimated calorie needs and protein needs.
0–25
Recommend an appropriate tube feeding formula brand name or type that has no albumin from egg protein (for the days that she does not have adequate oral intake of her meals).
0–25
Appendix: Design a full-day meal plan for Cindy that includes pureed/soft foods. This diet needs to fully address her CP-related chewing/swallowing challenges. Be sure to consider her protein needs for wound healing promotion and future prevention, but without foods containing eggs or egg by-products. Oral protein drink supplements can be considered. Include the total calories, carbohydrates, fats, protein, and any vitamins or minerals that are important in this case.
0–40
Required amount of APA style references are used within the paper to effectively support ideas.
0–10
Total (Sum of points earned)
0–150
Kaplan University School of Health Sciences
NS335
Unit 8 Assignment
The Proposal is written in the most current version of APA format with no grammatical, spelling, copyright, plagiarism, or proofreading errors.
Points deducted for spelling, grammar, and/or APA errors.
Adjusted total points earned
Instructor Feedback*:
*Instructor may also leave feedback comments within Assignment submission.

 

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Describe the role of the RN in diabetic education (supported with nursing journal (no online webpage) Prevention What prevention strategies should be taught to the patient to reduce the risk of type II Diabetes?

Diabetic Paper

Purpose: The diabetic paper will demonstrate the student’s ability to master critical content from the course and apply it to individualized client care, establish the knowledge base to become an effective diabetic client educator as well as demonstrate organization of the student’s critical thinking.
This paper is required in this course, for 40 points. Evaluation of these papers will be based on Rubric below. The paper must show good organization and mechanics (spelling, grammar, etc.). The body of each paper is to be approximately 8-12 pages in length, typed, and following the prescribed guidelines as stated.
Paper Requirements
I. Introduction- opening paragraph should state the topic of the paper, gain the attention of the reader and allow for a smooth transition into the body of the paper.
II. Body of Paper-use two to three word headings for the topic and the grading criteria to formulate headings and guide the body of your paper. Develop paragraphs in a logical, critical way.
III. Closing paragraph-tie it together and make final conclusion.
IV. References: will need three to five references the paper. Three must be Nursing Journals related and one may be your course text. NO INTERNET SOURCE (Mayo, National Diabetes Association) must be nursing journals. The reference page must be in APA format. (Note: published journal articles that are accessed via the online library resources are NOT considered “Internet” sources. Sources with a web address that have not been published in a journal are considered “Internet” sources.)
V. VI.
Paper will be written in APA format: a. one inch margins
b. cover page
c. page numbers at top right-hand corner
d. typed, double spaced
e. Check APA format handbook on the reference page format and citation of references in the text.
f. Exceptions to APA format: no abstract needed for this assignment since there is an introductory
Syllabus
Page 14 of 24
VII.
paragraph required. Please USE headings as outlined in the grading criteria.
Pay close attention to typing, spelling, and grammatical errors. Have a friend check over your paper to
help you correct errors. Tips:
a. This author recommends a nurse can use “I” when writing a professional paper.
b. A nurse ought never to use the word “you” in a professional paper.
c. Spell-check does knot no thee difference when they’re our words with the same sound that are spelled differently: watch out for “not/knot,” their/they’re/there,” “our/are/hour,” etc.
d. Y’all betcha boots ya need to avoid slang or conversational terms. T
e. PLEASE complete the paper early and PLEASE proofread your final copy at least five times! Historically, students tend to lose points most frequently for preventable errors.
Grading: Refer to Grading rubric located below: items to be addressed within this paper include the following topics:
Address all of the items below
Background
Description of both types of Diabetes as explained to patients by nursing staff (so they will understand limit 100 words per type I and type II).
Describe the role of the RN in diabetic education (supported with nursing journal (no online webpage) Prevention
What prevention strategies should be taught to the patient to reduce the risk of type II Diabetes?
Monitoring
What are the key points which should be described to patients in teaching them about self-monitoring of glucose for day to day living, during illness and during activity (support with nursing journal)
Medications
Describe the different insulins include all insulins listed in Table 49-3 of your course text, discuss whether available by pen or vial, how to be stored and administered, onset, peak, duration, and recommended treatment regimen. Finally discuss the problems associated with insulin therapy which include hypoglycemia, allergic reactions, lipodystrophy, and the Somogyi effect and Dawn Phenomenon (when should glucose levels be checked).
Oral agents discuss one drug from each of the following categories Dipeptidyl Peptidase-4 (DPP-4) Inhibitors , Thiazolidinediones, a-Glucosidase Inhibitors, Meglitinides, Sulfonylureas, and Biguanide, discuss its mechanism of action, which type of DM it is commonly used to treat and side effects. Complications
Acute complications, discuss the acute complications of hypoglycemia, DKA, and HHS, what are manifestations, what are the causes, interventions for each.
What are the Macro & Micro Vascular complications that can happen to Diabetics, what are the screening options to prevent these from occurring?
Life styles
What role does diet, activity and exercise play in the management of diabetes?
How does alcohol consumption affect the diabetic patient?
What ways can nurses teach diabetic patients to manage their stress?

Paper must contain 4 nursing journals and 1 scholarly journal.

 

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The main points in my guideline are: A. Identify fall risk factors associated in hospital, home healthcare, long-term and hospice facilities. B. Explore safety guidelines established to prevent falls. C. Create or identify a fall risk assessment which will properly alert staff to the patient’s risk for falls. a. Increase education and awareness in fall prevention.

EVALUATION OF PREVENTION AND EDUCATION FOR FALLS IN HOSPITALIZED PATIENTS

Order Description
I would like to use this information in my nursing research paper. It needs to be (APA) 10 pages, not including title and reference pages,
I. Introduction
The main points in my guideline are:
A. Identify fall risk factors associated in hospital, home healthcare, long-term and hospice facilities.
B. Explore safety guidelines established to prevent falls.
C. Create or identify a fall risk assessment which will properly alert staff to the patient’s risk for falls.
a. Increase education and awareness in fall prevention.
My guideline is Fall prevention. In: Evidence-based geriatric nursing protocols for best practice. This guideline was taken from the Hartford Institute for Geriatric Nursing- Academic Institution.
Having a family member fall and as a registered nurse in many diverse settings, I have come to realize the importance of assessing patients for fall risks. There are numerous aspects to consider including age, cognition, and medications. Consequences of falls should not be underestimated. Evidence-based research has improved our need to recognize the need for prevention and education. It is crucial to determine individualized risks for a falls in hospitalized and home healthcare patients.
II. Theoretical Foundation for the Topic
A. The theoretical foundation for the topic is based on Jean Watson?s Caring Theory. The caring moment is the focal point of time in which the nurse cares for another is where human interaction takes place. It consists of the goals and expectations of both the nurse and client or individual being cared for, and the consciousness involved in the caring situation. It requires above all else a conscious presence.
B. Watson emphasized that to be highly involved with caring, a nurse must first become conscious and aware of what is taking place in the immediate moment. Prevention and education of falls in hospitalized patients? encompasses greater wholeness in the community and can resonate from the energy established by such practices.
III. Review of Literature
I used the Jacksonville University Swisher Library database, Ovid, to search for related literature. The search terms I used were fall risks in hospitalized and non-hospitalized patients. The years of the articles were 2006 ? 2012.
Many risk factors can be changed or modified to help prevent falls. Research has identified many conditions that contribute to falling. These are the most common aspects that will be addressed:
A. Older adults who survive a fall experience significant morbidity.
a. Falls are the most common cause of traumatic brain injuries and wrist, arm, ankle, or hip fractures.
B. Certain medications, like blood thinners, can be a serious risk factor.
C. Many people who fall, even if they?re not injured, become afraid of falling.
D. Direct medical costs for fall injuries are costly
IV. Recommendations for Practice
Falls don’t “just happen.” Simple modifications can help reduce the risk of falling. A number of interventions targeted to individuals have been shown to work, but population-based strategies have not been properly evaluated. These points to the need for monitoring and further evaluation including:
A. Administering and providing a determination of risk for falling, based on gender, mental and emotional status, symptoms of dizziness, and known categories of medications increasing risk.
B. Addressing fall hazards, such as volunteering information such as information on their states? fall-prevention screenings, referrals, and programs.
C. Safety rounding, a nurse would check that all precautions to prevent falls were in place, including fall risk armbands, signs, and bed alarms.
D. Having a global electronic health record to alert hospitals, doctor?s offices and home care givers access to the patient?s risks for falls.
V. Conclusion
Fall risk warrants thorough assessment as well as prompt intervention and treatment. There are usually more than one underlying cause or risk factor is involved in a fall. Older adults who have already experienced a fall are at risk for more falls.
A. Fall prevention programs can be cost effective, although more research is required.
B. Electronic health records with targeted interventions that prompt and alert caregivers to modify and/or reduce specific risk factors present.
C. Health and community care organizations need to work together to prioritize fall prevention as part of their overall strategy for promoting a healthy standard of living of advanced years. This helps with post-fall assessments which are essential for evidenced-based approaches to fall risk factor reduction.

 

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Outline the nursing assessment that you would make of Mr Hopper over the next 1-2 days and discuss the significance of these observations, including nursing detection of complications related to an AMI (include subjective and objective data). (approx. 250words)

Mr Hopper develops signs of acute pulmonary oedema (APO). Investigations include arterial blood gases (ABG) which reveal: pH 7.25 PaO2 68 PaCO2 60. He is ordered oxygen and a diuretic (frusemide). Briefly explain the physiological process that occurs in acute pulmonary oedema and list 6 signs or symptoms. In your answer identify the type of acid/base imbalance Mr Hooper has and explain how oxygen and a diuretic will improve his respiratory and cardiac function
Order Description
Question 1: Mr Hopper develops signs of acute pulmonary oedema (APO). Investigations include arterial blood gases (ABG) which reveal: pH 7.25 PaO2 68 PaCO2 60. He is ordered oxygen and a diuretic (frusemide). Briefly explain the physiological process that occurs in acute pulmonary oedema and list 6 signs or symptoms. In your answer identify the type of acid/base imbalance Mr Hooper has and explain how oxygen and a diuretic will improve his respiratory and cardiac function (approx.250 words)
Information related to Acute pulmonary oedema a good source is the Mayo-clinic see link
below
http://www.mayoclinic.org/diseases-conditions/pulmonary-edema/basics/symptoms/con-20022485
? The ABG result of 7.25 is it acidosis or alkalosis this is all you need to outline
? Diuretic removes excess fluid
? Oxygen : why would we give oxygen to someone ?

Question 2: Outline the nursing assessment that you would make of Mr Hopper over the next 1-2 days and discuss the significance of these observations, including nursing detection of complications related to an AMI (include subjective and objective data). (approx. 250words)

Include nursing History (subjective)
The sort of information that you would obtain during an admission process including family
history.
? Nursing assessment ( objective data)
? only need to cover 3 points in total not from each system.
Look at the information from each body system CNS, CVS, Respiratory, GIT, Integumentary,
& musculoskeletal

Question 3: Mr Hopper has recovered well in hospital and discharge planning has commenced. Discuss 5 health services in Tasmania, that could assist Mr Hopper’s recovery. (approx 100words)

 

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1. Describe the relevance of the nursing research problem addressed in a SRR to practice. 2. Critique the levels of evidence of the studies used in the SRR, specifically the designs of the studies included.

Critique of Systematic Research Review

1. Describe the relevance of the nursing research problem addressed in a SRR to practice.

2. Critique the levels of evidence of the studies used in the SRR, specifically the designs of the studies included.

3. Critique the clarity with which the studies are presented and critiqued.

4. Describe the overall findings of the studies, as summarized in the SRR.

5. Critique the conclusions of the SRR, with implications for your current practice and future research.

6. Utilize the Cochrane Database of Systematic Reviews to locate a true SRR for this assignment.

7. Paper length should be between 4-6 pages.

 

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Describe a clinical topic/situation/issue/ problem that you are curious about. Describe what answer(s) you wanted to know and what you found. Append the abstract from the systematic review to your assignment and a copy of your search.

systematic review

Order Description
The purpose of this assignment is to learn how to locate, understand, and use synthesized evidence to answer research questions to guide nursing practice. conduct a search and choose one systematic review article. In 2-3 pages, double spaced (bullet points are acceptable):
Describe a clinical topic/situation/issue/ problem that you are curious about. Describe what answer(s) you wanted to know and what you found. Append the abstract from the systematic review to your assignment and a copy of your search.
Example/template.
In my practice, I am observing/ hearing ________choose any nursing topic____.
I am curious about __________.
I want to know/ find out who/what/how/why ______.
This is important to know because ___________. (To answer this, ask yourself what would happen if you never knew the answer? How/in what way does the answer support your nursing practice, which could ultimately lead to improvements in the health of the population with whom you are working)?
The key search terms I entered were ______________.
I found ______(enter number) systematic reviews. [If no systematic reviews were found revise your search terms or choose another topic.]
The systematic review (choose one only) I read for this assignment was (enter citation): _____________________.
__________(enter number) individuals studies/articles were included in the systematic review.
The systematic review’s research question/aim/objective/or purpose was ____________.
The key conclusion(s) from the systematic review was/were__________________.
My opinion of this review is _______ because ____________________.
Pls kindly use the template, this is systematic review assignment. choose any nursing topic that interest you or that you will like to know more about and base the systematic review on.

 

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Find a current (2009 or later) primary quantitative research report (report of one study; not a literature review) that is applicable to your specific area of practice and analyze the content of the report, specifically for : Purpose, method, importance, sampling, and data collection of the study.

ANALYSIS OF A QUANTITATIVE RESEARCH STUDY

Analysis of a Quantitative Research Study

Find a current (2009 or later) primary quantitative research report (report of one study; not a literature review) that is applicable to your specific area of practice and analyze the content of the report, specifically for :
Purpose, method, importance, sampling, and data collection of the study.
Data analysis procedures, specific findings, presentation, implications, and effects of the study.
Validity and applicability of the study
The assignment must include: a title page, an abstract, five to six pages of original double space text, and a reference page.
The course texts are to be used to support your analysis.
Use APA 6th edition formatting and correct grammar, spelling, and punctuation.

PLEASE USE THIS FOR REFERENCE IN COURSE TEXTS TO SUPPORT THE ANALYSIS:
Polit, D., & Beck, C. (2012). Nursing research: Generating and assessing
evidence for nursing practice (9th ed.). Lippincott Williams & Wilkins

 

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Develop a searchable question using the PICOT format. (The question is a single statement identifying the components of PICOT.)

LVAD

Order Description
PART I:

Develop a searchable question using the PICOT format. (The question is a single statement identifying the components of PICOT.)

The PICOT question must be based on LVAD patients with recurring line drive infections that lead to re-admissions to the ICU. (Or something regarding the readmission of LVAD patients to ICU.

Refer to “Developing a Question” and “Topic 1: Checklist.” (Documents attached)

Preview and utilize the “Topic 1 Checklist.” (ATTACHED) This resource will assist you in organizing your work and will provide additional information regarding the assignment.

PART II

Consider the clinical environment in which you are currently working or have recently worked (SURGICAL INTENSIVE CARE UNIT) Collaborate with a leader or educator in the clinical environment to identify a problem (READMISSIONS OF LVAD PATIENTS), issue, or educational deficit upon which to build a proposal for change.
In a paper of no more than 800 words, describe the nature of the problem, issue, or educational deficit. Include the following in your discussion:

1.The setting and/or context in which the problem, issue, or educational deficit can be observed.
2.Detailed description of the problem, issue, or educational deficit.
3. Impact of the problem, issue, or educational deficit on the work environment, the quality of care provided by staff, and patient outcomes.
4. Gravity of the problem, issue, or educational deficit and its significance to nursing.
5. Proposed solution to address the problem, issue, or educational deficit.

PART III:

Locate a minimum of 15 peer-reviewed articles that describe the problem or issue and that support the proposed solution. Eight of the 15 articles must be research-based (e.g., a study which is qualitative, quantitative, descriptive, or longitudinal).

Preview each of the 15 articles chosen by reading the article abstracts and summaries.

Hint: Article abstracts and summaries provide a concise description of the topic, research outcomes, and significance of findings.

Perform a rapid appraisal of each article by answering the following questions (one to two sentences are sufficient to answer each question):

1.How does each article describe the nature of the problem, issue, or deficit you have identified?
2.Does each article provide statistical information to demonstrate the gravity of the issue, problem, or deficit?
3.What are example(s) of morbidity, mortality, and rate of incidence or rate of occurrence in the general population?
4.Does each article support your proposed change?

Prepare this assignment according to the APA 6 guidelines!!!!!! PLEASE CITE REFERENCES AND PROVIDE REFERENCES IN APA 6. An abstract is not required.

MODULE 1 TEMPLATE IS AN EXAMPLE OF WHAT THE ENTIRE PAPER SHOULD LOOK LIKE.

 

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