Archive for month: August, 2019

Topic : Nightingale’s Environmental Theory

1. Describe the background of the theorist, description of the theory, assumptions of the theory, the application of the theory to nursing practice, and the compatibility of the theory to your personal philosophy of nursing.

The student will select a nurse theorist and prepare a PowerPoint presentation describing the background of the theorist, description of the theory, assumptions of the theory, the application of the theory to nursing practice, and the compatibility of the theory to your personal philosophy of nursing. Below you will see the criteria for each slide:

The Grading Criteria for the Nurses Theorist Presentation:

Background of the theorist 20%

Description of the theory 20%

Assumptions of the theorist 20%

Comparison to your personal philosophy of nursing 10%

Application to a clinical situation 20%

Presentation style and creativity 10%

Total 100%

As faculty members, you have been asked to design a 4-hour Leadership Strategies course that would accommodate the learning styles for a selected 10 students. The students have all completed a learning style inventory in which three of the students are determined visual learners, four are kinesthetic learners, and the rest are auditory learners. Note: The intended audience for the course can be either newly graduated nurses or experienced staff nurses as you choose. Compose a 1,000-1,250-word paper which describes your plan to accommodate the learning styles of each student. This plan starts with defining course objectives; use the “A-B-C-D Method of Writing Objectives” resource as a guide. The objectives should incorporate Bloom’s taxonomy, be written at the appropriate level for the audience, and include at least two learning domains (cognitive, psychomotor, and affective). Make sure to include the following: 1. An outline of the course content and agenda that will be covered. 2. Descriptions of the learning activities and the rationale for the learning activities selected 3. Strategies to assess learning, based on the learner objectives 4. Use at least three scholarly, peer-reviewed sources less than 5 years old in addition to the course materials. Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is required. Refer to “Learning Styles Rubric,” prior to beginning the assignment to become familiar with the expectations for successful completion. You are required to submit this assignment to Turnitin. Please refer to the directions in the Student Success Center. Please use the -A-B-C-D Approach to Objective provided. SEE A-B-C-D APPROACH BELOW.

A-B-C-D Approach to Objective Writing

Writing objectives is much like writing outcomes in the nursing process. Objectives must be measurable, contain action verbs, be specific, include timelines, and indicate the degree to which you expect the learner to achieve. A helpful formula to write objectives is the A-B-C-D approach: Audience: Who is the audience for the class? Is it a student nurse? A staff nurse? A participant in a class? Behavior: What do I want the audience to accomplish by the end of the class? An example of a behavior is being able to identify the signs and symptoms of infection. Condition: How will students demonstrate mastery and be assessed in their learning? An example could be that students will demonstrate their knowledge of a lab or clinical area by taking a written test. Degree: How well will students perform their new knowledge? Should students be able to identify all signs and symptoms of infection, or would it be satisfactory if they identified only two symptoms? A sample objective that illustrates these points is: “After reading this lecture (condition), the graduate student in the nurse educator track (audience) will be able to write an objective (behavior) using the A-B-C-D approach (degree).” The above objective dictates that the student will be able to write an objective, as opposed to discussing or identifying it. Since the objective says “write,” the student must write an objective to meet this objective. If the objective instead said: “List the components of a complete learner objective,” the appropriate evaluation would require that the student list the A-B-C-D; whereas the objective “describe the components” would have students describe the meaning of each A-B-C-D step. Well-written objectives will dictate the evaluation process.

Posted: 2 Years AgoDue: 11/02/2018Budget: $40

In a 1,350-1,600-word paper, discuss the following:

Obtain a complete health history.

Obtain a complete medication history, including prescription and over-the-counter drugs or supplements.

Analyze the client’s current knowledge level of medications and compliance with the prescribed dosing and administration.

For each medication, identify the pharmacokinetics, pharmacodynamics, dose, route of administration, side effects, adverse reactions, any drug interactions, potential safety issues, and the impact on the client’s health status.

Formulate possible interventions related to lack of drug efficacy, lack of client knowledge, or client compliance issues as identified during the interview.

Prepare this assignment according to the APA guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required. # references

Health as a Human Right

Article 25 of the 1948 UDHR and the Constitution of WHO are examples of positive expressions of health as a human right.

Using South University Online Library or the Internet, search for “health as a human right, a perspective from the WHO,” put forth in the UDHR. Conduct a research on this topic. Your research should include key features of the decisions, investigations, and laws you analyzed during the research.

Your research should also include answers to the following questions:

Analyze the purpose of Article 25 of the 1948 UDHR and the Constitution of the WHO.

In your opinion, do these two positive laws contradict the no-duty principle in the United States? Why or why not?

The term “the right to make informed health care decisions” is an important health care right of patients that have the right to make informed decisions about the direction of their care, including refusing treatment. Give your views on this statement and support your answer using relevant references.

Compare and contrast the terms “the right to make informed health care decisions” and “the right to health.”

In your opinion on life or death situations, do you think individuals should be allowed to refuse treatment? Why or why not?

After answering the above questions, read the following statement:

The Emergency Medical Treatment and Active Labor Act (EMTALA) protects the rights of the poor and uninsured by stating that a hospital cannot refuse emergency treatment because of the patient’s inability to pay (patient dumping). Based on this statement, answer the following questions:

Explain and analyze two key duties of hospitals under EMTALA.

What do you think would happen if a hospital administrator directed an ambulance to take a patient to another hospital because the individual is uninsured?

Explain what impact this act might have on private hospitals. How does this act impact other publicly funded programs in the state?