Discuss the role of translational research in advancing equitable access to health care and preventative services and policies based on population health.
Provide an example of a local health care policy that has been recently enacted and or is awaiting legislative passage that has been influenced by research. my local state is Tampa Florida use my local state for the example in this question.
Sarah 69 year old Discussion
Sarah is admitted to a general medical floor. You are the nurse assigned to Sarah.
1. What potential problems can occur based on the above findings?
2. How would you provide multidimensional care for Sarah?
3. Describe the roles of other departments in Sarah’s treatment plan.
Concept of Women’s and Men’s Health, Infections, and Hematologic Disorders
Description
42-year-old man presents to ED with 2-day history of dysuria, low back pain, inability to fully empty his bladder, severe perineal pain along with fevers and chills.
He says the pain is worse when he stands up and is somewhat relieved when he lies down.
Vital signs T 104.0 F, pulse 138, respirations 24. PaO2 96% on room air. Digital rectal exam (DRE) reveals the prostate to be enlarged, extremely tender, swollen, and warm to touch.
When reviewing the you will only addressed the portion of the that applies to your assigned case study. Be sure to include an introduction, conclusion
• Analyze concepts and principles of pathophysiology across the life span
• Analyze processes related to women’s and men’s health, infections, and hematologic disorders
• Identify racial/ethnic variables that may impact physiological functioning
• Evaluate the impact of patient characteristics on disorders and altered physiology
This assignment is a formal paper. This includes APA format, title page, headings, literature review, proper citation per APA, logical sequence, conclusions, clarity, understanding of the topic, and reference list.
The paper should be 3–5 pages in length excluding the title page and reference page.
The paper must demonstrate independent ideas and conclusions. At a minimum, the following topics must be well articulated in the paper.
Remember that discussion of each topic requires citations that are current (less than 5 years old) and relevant. Please refer to the grading rubric for how your paper will be graded.
Assignment Requirements:
Based upon current evidence-based research, explain how cultural competence improves health outcomes.
Identify the differences between cultural awareness, cultural sensitivity, and cultural competence.
Discuss why geographic regions, such as Appalachia, are often associated with a particular culture.
Below is a list of five cultural factors that can have a significant impact on health outcomes.
For each factor, give an example of how a particular culture My topic culture is (African Americans) may affect the health and development of a pediatric patient.
Health Beliefs
Health Customs
Religious Beliefs
Dietary Customs
Conduct a brief cultural self-assessment that includes:
What culture do you identify with?
How does your culture view diversity?
Explain the impact of your culture on healthcare decisions.
Explain how your culture views the dying process.
Are there any particular customs, foods, holidays, and beliefs that strongly represent your culture?
The Grief Process
Use your imagination or apply your personal experience to describe the grieving process for your chosen life stage in terms of the following:
The context of the loss; refer to risk factors, such as whether the death was expected.
Continuation of subjective meaning associated with loss, ranging from evaluations of everyday concerns to major questions about the meaning of life.
Changing representations of the lost relationship over time.
The role of coping and emotion regulation processes that cover all coping strategies used to deal with grief.
Describe Elisabeth Kübler-Ross’s five stages of dying and provide examples that illustrate each stage.
COMPETENCIES
726.10.2 : Manager of the Healing Environment
The graduate responds to unpredictable situations and events common in the healthcare environment with appropriate flexibility and creativity.
726.10.3 : The Nurse as Scientist
The graduate correctly interprets and applies scientific evidence when planning and providing safe, quality, and culturally sensitive care for patients and families.
726.10.4 : The Nurse as Detective
The graduate detects subtle changes and deviations from expected health patterns while managing the care of patients.
740.2.8 : Interprofessional Practices
The graduate analyzes the impact of new and diverse advanced nursing and care provider roles on interprofessional practice.
INTRODUCTION
Nursing is a practice discipline that includes direct and indirect care activities that affect health outcomes. As a baccalaureate nursing student, you are developing new competencies in leadership, and in order to achieve mastery, you must apply those competencies to live practice experiences and situations. This Leadership Learning Experience (LLE) is designed to allow you to choose a clinical focus (e.g., practice, policy, education, population) in which you apply your leadership problem–solving skills. The LLE requires engagement with other people within the setting to complete.
You will develop a project within a practice setting that allows you to develop these leadership skills. You will identify a problem area in a practice setting that you specifically want to address (e.g., practice, policy, population, education) that aligns with organizational priorities. Example sources for the problem area may include the following:
• Practice: joint commission standards, core measures as quality indicators, other data
• Policy: legislation, staffing ratio, regulations from state boards
• Population: children with diabetes, adult obesity
• Education: future of nursing, Benner’s recommendations about nursing education
You will focus on a real-life solution for the problem. You should choose a topic that is timely, manageable, and realistic to the current healthcare environment. An external resource person (i.e., manager, clinical leader, clinical educator, policy expert, or population expert) must confirm the relevance of the selected project and your engagement in the setting as part of project completion. As with all projects, you should think how you, as a nurse, function in the following roles: detective, scientist, and manager of the healing environment.
REQUIREMENTS
Your submission must be your original work. No more than a combined total of 30% of the submission and no more than a 10% match to any one individual source can be directly quoted or closely paraphrased from sources, even if cited correctly. An originality report is provided when you submit your task that can be used as a guide.
You must use the to direct the creation of your submission because it provides detailed criteria that will be used to evaluate your work. Each requirement below may be evaluated by more than one rubric aspect. The rubric aspect titles may contain hyperlinks to relevant portions of the course.
Note: Any information that would be considered confidential, proprietary, or personal in nature should not be included. Do not include the actual names of people, stakeholders, or other personally identifiable information. Fictional names should be used. Also, agency-specific data, including financial information, should not be included but should be addressed in a general fashion as appropriate.
Note: Your submission may be in a variety of formats (e.g., report, multimedia presentation).
A. Develop a written proposal by doing the following:
1. Identify a problem or issue related to practice, policy, population, or education that aligns with the organizational priorities you seek to solve.
Note: You may need to meet with your organization or practice setting, your manager, or your supervisor to help choose a current problem or issue.
a. Explain the problem or issue, including why it is applicable to the area of practice you chose and the healthcare environment.
2. Discuss your investigation of the problem or issue.
a. Provide evidence to substantiate the problem or issue (e.g., organizational assessment, national source documents, evidence from a stakeholder).
3. Analyze the state of the situation using current data.
a. Analyze areas that might be contributing to the problem or issue.
4. Propose a solution or innovation for the problem or issue.
a. Justify your proposed solution or innovation based on the results of your investigation and analysis.
5. Recommend resources to implement your proposed solution or innovation. Include a cost-benefit analysis of your proposed solution or innovation.
6. Provide a timeline for implementation based on your proposal.
7. Discuss why each key stakeholder or partner is important for the implementation of the solution or innovation.
a. Summarize your engagement with the key stakeholders or partners, including the input and feedback you received.
b. Discuss how you intend to work with those key stakeholders or partners in order to achieve success.
8. Discuss how your proposed solution or innovation could be implemented, including how the implementation could be evaluated for success.
B. Explain how you fulfilled the following roles during your process of investigation and proposal development:
1. scientist
2. detective
3. manager of the healing environment
C. Submit the completed attached “Professional Verification Form” from the organizational leader advising you in your leadership experience.
D. Acknowledge sources, using APA-formatted in-text citations and references, for content that is quoted, paraphrased, or summarized.
E. Demonstrate professional communication in the content and presentation of your submission.
File Restrictions
File name may contain only letters, numbers, spaces, and these symbols: ! – _ . * ‘ ( )
File size limit: 200 MB
File types allowed: doc, docx, rtf, xls, xlsx, ppt, pptx, odt, pdf, txt, qt, mov, mpg, avi, mp3, wav, mp4, wma, flv, asf, mpeg, wmv, m4v, svg, tif, tiff, jpeg, jpg, gif, png, zip, rar, tar, 7z
RUBRIC
A1:PROBLEM OR ISSUE
NOT EVIDENT
An identification of the problem or issue is not provided.
APPROACHING COMPETENCE
The identified problem or issue is not related to practice, policy, population, or education, or it does not align with organizational priorities that are in need of solving.
COMPETENT
The identified problem or issue is related to practice, policy, population, or education, and it aligns with organizational priorities that are in need of solving.
A1A:EXPLANATION OF PROBLEM OR ISSUE
NOT EVIDENT
An explanation of the problem or issue is not provided.
APPROACHING COMPETENCE
The explanation addresses the problem or issue, but it does not include an appropriate, logical rationale for why the problem or issue applies to the chosen area of practice and the healthcare environment.
COMPETENT
The explanation of the problem or issue includes an appropriate, logical rationale for why the problem or issue applies to the chosen area of practice and the healthcare environment.
A2:INVESTIGATION
NOT EVIDENT
A discussion of the investigation of the problem or issue is not provided.
APPROACHING COMPETENCE
The discussion of the investigation of the problem or issue is illogical or vague, or the discussion is trivial or missing key details. Or the discussion of the investigation is irrelevant to the problem or issue.
COMPETENT
The discussion of the investigation of the problem or issue is logical and sufficiently detailed. The discussion of the investigation is thorough and relates to the problem or issue.
A2A:EVIDENCE OF PROBLEM OR ISSUE
NOT EVIDENT
Evidence to substantiate the problem or issue is not provided.
APPROACHING COMPETENCE
The provided evidence fails to substantiate the problem or issue because it is not an appropriate form of evidence, or the evidence does not logically support the problem or issue.
COMPETENT
The provided evidence substantiates the problem or issue because it is an appropriate form of evidence (e.g., organizational assessment, national source documents, or evidence from a stakeholder), and it logically supports the problem or issue.
A3:ANALYSIS
NOT EVIDENT
An analysis is not provided.
APPROACHING COMPETENCE
The analysis addresses the state of the situation, but current data is not used to support the analysis. Or the analysis is implausible or is not supported by specific examples.
COMPETENT
The analysis addresses the state of the situation using current data, and it is plausible and well supported with specific examples.
A3A:CONTRIBUTORS TO PROBLEM OR ISSUE
NOT EVIDENT
An analysis is not provided.
APPROACHING COMPETENCE
The analysis is limited to addressing minor areas that contribute to the problem or issue, or the analysis is implausible or is not supported with specific examples.
COMPETENT
The analysis addresses all the areas that potentially contribute to the problem or issue. The analysis is plausible and well supported with specific examples.
A4:PROPOSED SOLUTION OR INNOVATION
NOT EVIDENT
A proposal for a solution or innovation for the problem or issue is not provided.
APPROACHING COMPETENCE
The proposal of a solution or innovation to the problem or issue is illogical, inappropriate, or missing significant components.
COMPETENT
An appropriate solution or innovation is proposed for the problem or issue. The solution or innovation is logical, well reasoned, and includes all significant components.
A4A:JUSTIFICATION OF PROPOSED SOLUTION OR INNOVATION
NOT EVIDENT
A justification of the proposed solution or innovation is not provided.
APPROACHING COMPETENCE
The justification of the proposed solution or innovation does not make logical connections between the problem and the solution, or it is not based on the results of the investigation or analysis.
COMPETENT
The justification of the proposed solution or innovation makes logical connections between the problem and the solution, and it is based on the results of the investigation and analysis.
A5:RESOURCES AND COST-BENEFIT ANALYSIS
NOT EVIDENT
A recommendation or a cost-benefit analysis is not provided.
APPROACHING COMPETENCE
The resources recommended for implementation of the proposed solution or innovation are inappropriate for the needs of the solution or innovation, or the recommendation is missing key resources. Or a cost-benefit analysis is not included, or the analysis is illogical or not an accurate representation of the needs of the proposed solution or innovation.
COMPETENT
The resources recommended for implementation of the proposed solution or innovation are appropriate for the needs of the solution or innovation.
The recommendation includes all essential resources. A cost-benefit analysis is included, and it is a logical and accurate representation of the needs of the proposed solution or innovation.
A6:TIMELINE
NOT EVIDENT
A timeline for implementation is not provided.
APPROACHING COMPETENCE
The timeline is not accurate or not achievable given the needs of the proposed solution or innovation.
COMPETENT
The timeline is accurate and achievable for the needs of the proposed solution or innovation.
A7:IMPORTANCE OF KEY STAKEHOLDERS OR PARTNERS
NOT EVIDENT
A discussion is not provided.
APPROACHING COMPETENCE
At least 1 of the stakeholders or partners that are identified in the discussion are inappropriate for the implementation of the solution or innovation, or essential stakeholders or partners are missing in the discussion, or the discussion does not address why each identified stakeholder or partner is important for the implementation of the solution or innovation.
COMPETENT
All of the key stakeholders or partners that are identified are appropriate for the implementation of the solution or innovation, and there are no missing essential stakeholders or partners.
The discussion also addresses why each identified stakeholder or partner is important for the implementation of the solution or innovation.
A7A:ENGAGEMENT WITH KEY STAKEHOLDERS OR PARTNERS
NOT EVIDENT
A summary is not provided.
APPROACHING COMPETENCE
The summary of the engagement with the key stakeholders or partners is vague or trivial, or the summary does not include the input and feedback received from them.
COMPETENT
The summary of the engagement with the key stakeholders or partners is sufficiently detailed and meaningful, and it includes the input and feedback received from them.
A7B:SUCCESS
NOT EVIDENT
A discussion is not provided.
APPROACHING COMPETENCE
The discussion ineffectively addresses how to work with the key stakeholders or partners discussed in part A7 in order to achieve success. The discussion is illogical or is missing supportive details.
COMPETENT
The discussion effectively addresses how to work with the key stakeholders or partners discussed in part A7 in order to achieve success. The discussion is logical and includes supportive details.
A8:IMPLEMENTATION
NOT EVIDENT
A discussion is not provided.
APPROACHING COMPETENCE
The discussion ineffectively addresses how the proposed solution or innovation could be implemented, or the plan for implementation is illogical or missing key details, or the discussion does not include an appropriate, well-supported, or well-reasoned plan for how the implementation could be evaluated for success.
COMPETENT
The discussion effectively addresses how the proposed solution or innovation could be implemented. The plan for implementation is logical and thorough.
The discussion includes an appropriate, well-supported, and well-reasoned plan for how the implementation could be evaluated for success.
B1:ROLE OF SCIENTIST
NOT EVIDENT
An explanation is not provided.
APPROACHING COMPETENCE
The explanation ineffectively addresses how the role of the scientist was fulfilled during the investigation process and proposal development, or the explanation is vague or lacks specific, relevant examples.
COMPETENT
The explanation effectively addresses how the role of the scientist was fulfilled during the investigation process and proposal development. The explanation is detailed and includes specific, relevant examples.
B2:ROLE OF DETECTIVE
NOT EVIDENT
An explanation is not provided.
APPROACHING COMPETENCE
The explanation ineffectively addresses how the role of the detective was fulfilled during the investigation process and proposal development. The explanation is vague or lacks specific, relevant examples.
COMPETENT
The explanation effectively addresses how the role of the detective was fulfilled during the investigation process and proposal development. The explanation is detailed and includes specific, relevant examples.
B3:ROLE OF MANAGER OF THE HEALING ENVIRONMENT
NOT EVIDENT
An explanation is not provided.
APPROACHING COMPETENCE
The explanation ineffectively addresses how the role of the manager of the healing environment was fulfilled during the investigation process and proposal development. The explanation is vague or lacks specific, relevant examples.
COMPETENT
The explanation effectively addresses how the role of the manager of the healing environment was fulfilled during the investigation process and proposal development. The explanation is detailed and includes specific, relevant examples.
C:VERIFICATION FORM
NOT EVIDENT
A submission is not provided.
APPROACHING COMPETENCE
The “Professional Verification Form” from the organizational leader advising leadership experience is submitted, but the submission is incomplete.
COMPETENT
The submission of the “Professional Verification Form” from the organizational leader advising leadership experience is complete.
D:APA SOURCES
NOT EVIDENT
The submission does not include in-text citations and references according to APA style for content that is quoted, paraphrased, or summarized.
APPROACHING COMPETENCE
The submission includes in-text citations and references for content that is quoted, paraphrased, or summarized but does not demonstrate a consistent application of APA style.
COMPETENT
The submission includes in-text citations and references for content that is quoted, paraphrased, or summarized and demonstrates a consistent application of APA style.
E:PROFESSIONAL COMMUNICATION
NOT EVIDENT
Content is unstructured, is disjointed, or contains pervasive errors in mechanics, usage, or grammar. Vocabulary or tone is unprofessional or distracts from the topic.
APPROACHING COMPETENCE
Content is poorly organized, is difficult to follow, or contains errors in mechanics, usage, or grammar that cause confusion. Terminology is misused or ineffective.
COMPETENT
Content reflects attention to detail, is organized, and focuses on the main ideas as prescribed in the task or chosen by the candidate.
Terminology is pertinent, is used correctly, and effectively conveys the intended meaning. Mechanics, usage, and grammar promote accurate interpretation and understanding.
SUPPORTING DOCUMENTS
Professional Verification Form.docx
Vulnerable individual or group
NURS 1423: Care and Support of Vulnerable Individuals and Groups
Essay plan – this is to help you to structure your work and address each essay component. As a plan, bullet points are sufficient, in the essay you turn it into academic writing.
Introduction –
what you’re going to do, the group (individual –discuss with marker) you’ve chosen and why you’ve chosen them.
You may also want to include a brief consideration of what vulnerability is:
Factors which contribute to the group being vulnerable ie what is it about that situation makes them vulnerable. Discuss briefly 3-8 different factors (in the essay a sentence or two on each factor)
1.
2.
3.
4.
5.
6.
7.
8.
Focus on 2 or 3 of these in more detail (in the essay a paragraph or two on each) and discuss an intervention which will specifically address that vulnerability.
1.
2.
3.
Discuss what you expect the outcomes of the interventions to be.
1.
2.
3.
At least one intervention should be multi-agency, briefly consider the implications of multi agency working
Conclusion –
Summarise what you have done (do not include new information).
References
You are asked to write a 2000 word essay which focuses on an individual or group who are seen as being vulnerable, analyse the factors which contribute to this and discuss the multi professional and /or multi agency interventions to help reduce these factors including the expected outcomes of such interventions.
1. Identify a vulnerable individual or group from your field of nursing / midwifery and analyse the factors which can contribute to this person or group being viewed as vulnerable
2. Discuss the multi professional and / or multi agency interventions which can be
implemented to try to reduce the identified vulnerability factors
3. Discuss the expected outcomes of these multi-professional and / or multi agency interventions.
COMPLETE ATTACHMENT
Select one of the following as the focus for the teaching plan:
1) Primary Prevention/Health Promotion
2) Secondary Prevention/Screenings for a Vulnerable Population
3) Bioterrorism/Disaster
4) Environmental Issues
Use the “Community Teaching Work Plan Proposal” resource to complete this assignment. This will help you organize your plan and create an outline for the written assignment.
After completing the teaching proposal, review the teaching plan proposal with a community health and public health provide in your local community.
Request feedback (strengths and opportunities for improvement) from the provider.
Community Preparedness and Response
Explore the Center for Preparedness and Response section from the CDC to learn about the resources available to public health officials in the event of emergency or disaster.
Read the Are We Prepared? page section from the CDC for national standards, reports, capabilities, and strategies for improvement in community preparedness and response.
Respond to the following in a minimum of 175 words:
How would/could you apply this information as a community health nurse?
A Care Plan
A 1,000 word care plan relating to the planning of healthcare needs and potential risks based on a patient scenario
Assessment brief:
You are required to write a care plan for a patient within your field of nursing (Adult Nursing), which meets the Nursing and Midwifery Council (NMC) code, point 10-keeping clear and accurate records relevant to your practice (2018) The care plan will be based around a patient scenario.
You will be provided with personal information about the patient, and an assessment of their current problem/s which you will use in planning their care.
The assessment information may be presented using a tool of assessment relevant to your field of nursing practice. A template for the care plan, using the nursing process (Toney-Butler & Thayer, 2020) will be provided.
You may need to choose a model of nursing in order to structure or arrange your plan of care, for example, the Activities of Daily Living (Roper, Logan and Tierney, 1996), the Self Care model (Orem, 2001) or another nursing model relevant to your field of clinical practice. If a model is chosen you should include referencing and a reason for choosing this model.
Using the patient information provided, assess the patient’s needs and plan their care, showing how you can communicate effectively with your patient, their family (if relevant), and other health and/or social care professionals.
Your care plan should be based on the best practice based evidence available and be referenced in order to provide reasoning for the care plan you have developed.
Students will be able to:
Explore the principles of assessing, planning, providing and evaluating people’s healthcare needs
. Explore the principles of communicating safely and prioritizing care in collaboration with other professionals, service users and service providers.
Student Guidance
Assess the information provided and Identify the patient’s care needs.
Plan person-centred and holistic care based on the identified needs.
Explain any use of a model of nursing to base the care plan on. If a model is chosen, use that framework of assessment to provide structure for the care plan.
Make sure that the care you plan is Specific, Measurable, Achievable, Relevant and Time specific (SMART).
Show how safe & effective communication with patients, their families and the wider multidisciplinary and social care team can be achieved during the process of care planning. This includes meeting NMC standards for written information contained in the care plan.
Identify any risks to patient safety relating to any planned care and show how you would plan evidence based care to minimize these risks.
Give a good, reliable rationale for your care plan using professional literature and referencing to show that the best evidence-based care has been planned for the patient.
Do not exceed the care plan word-limit of 1000 words (+10%) and make sure it meets the attached level 4. In addition:
Support your writing with evidence from a range of literature. This should be fully referenced in the
