This document contains the script for a nurse-patient interaction as part of a health assessment. The nurse, Sarah, conducts an assessment of a patient, David Flores, who has come in for a checkup due to joint pain. Sarah takes David's medical history and vital signs, discusses his general health, diet, social activities and sun protection habits. She notes he is overweight and advises changes to his diet and alcohol intake. Sarah also schedules a skin check and refers David to resources on heart health. They discuss his joint pain symptoms to help determine the cause.
Running Head 9Assessing and Planning Care for My El.docxtoddr4
Running Head: 9
Assessing and Planning Care for My Elderly Mom
NSG4067: Gerontological Nursing
My subject
I chose my …… as my subject. She is a 68-year-old woman, who is still working full-time as the Vice President of a bank in the small community that she lives in. She is still married to my Dad, with whom she just celebrated her 47th wedding anniversary and, in my opinion, is quite healthy. She has a solid group of friends that regularly eat lunch together as well as take trips together a couple of times a year. She does not take any medications, nor has been diagnosed with any chronic health issues. Although, exercise has never been something she has indulged in, she is still leisurely active around the house and likes to take walks with her dog. Mom loves wine, but has never smoked cigarettes. She agreed to be the subject of my gerontological assessment. Since my subject is not frail but rather very robust for her age, I focused my assessments by using tools that were meant to help gain a better understanding of my subject’s health status and where improvements can be made for optimal health management and disease prevention. In combination with a comprehensive questionnaire, I utilized the Tinetti Balance Assessment Tool to assess gait, and the Katz Index to assess how well subject does with ADLs.
Subject questionnaire
It seems that my subject is very healthy in contrast to other people her age. She feels strong mentally and physically, and has a great attitude towards the way one should live life. She should concentrate on weight management, exercising more regularly, and preventing osteoporosis by including enough calcium in her diet. She should also be sure to have regular, annual checkups such as vision and hearing checks, in addition to her normal blood work.
Subject is not happy with the way she thinks the older generation is treated by younger people or doctors even.
It would seem that the subject’s family has been predisposed to living longer lives, with the exception of her father, who was a heavy, lifelong smoker that died of cancer. So far, subject’s genetics are working in her favor. See Appendix A.
Tinetti Balance Assessment Tool
The Tinetti Gait and Balance Instrument is designed to determine an elders risk for falls within the next year. The higher the score, the better the performance. In performing the balance and gait assessment for my subject, it was found that subject scored as high in points as possible and therefore, has no issues with either balance or gait and is a low risk for falls.
Katz Index
The Katz Index is a tool that assesses functional status as a measure of the patient’s ability to perform activities of daily living (ADLs) on a daily basis. “One of the best ways to evaluate the health status of older adults is through functional assessment which provides objective data that may indicate future decline or improvement in health status, allowing the nurse to intervene appropriately” (K.
Running Head 9Assessing and Planning Care for My El.docxtoddr4
Running Head: 9
Assessing and Planning Care for My Elderly Mom
NSG4067: Gerontological Nursing
My subject
I chose my …… as my subject. She is a 68-year-old woman, who is still working full-time as the Vice President of a bank in the small community that she lives in. She is still married to my Dad, with whom she just celebrated her 47th wedding anniversary and, in my opinion, is quite healthy. She has a solid group of friends that regularly eat lunch together as well as take trips together a couple of times a year. She does not take any medications, nor has been diagnosed with any chronic health issues. Although, exercise has never been something she has indulged in, she is still leisurely active around the house and likes to take walks with her dog. Mom loves wine, but has never smoked cigarettes. She agreed to be the subject of my gerontological assessment. Since my subject is not frail but rather very robust for her age, I focused my assessments by using tools that were meant to help gain a better understanding of my subject’s health status and where improvements can be made for optimal health management and disease prevention. In combination with a comprehensive questionnaire, I utilized the Tinetti Balance Assessment Tool to assess gait, and the Katz Index to assess how well subject does with ADLs.
Subject questionnaire
It seems that my subject is very healthy in contrast to other people her age. She feels strong mentally and physically, and has a great attitude towards the way one should live life. She should concentrate on weight management, exercising more regularly, and preventing osteoporosis by including enough calcium in her diet. She should also be sure to have regular, annual checkups such as vision and hearing checks, in addition to her normal blood work.
Subject is not happy with the way she thinks the older generation is treated by younger people or doctors even.
It would seem that the subject’s family has been predisposed to living longer lives, with the exception of her father, who was a heavy, lifelong smoker that died of cancer. So far, subject’s genetics are working in her favor. See Appendix A.
Tinetti Balance Assessment Tool
The Tinetti Gait and Balance Instrument is designed to determine an elders risk for falls within the next year. The higher the score, the better the performance. In performing the balance and gait assessment for my subject, it was found that subject scored as high in points as possible and therefore, has no issues with either balance or gait and is a low risk for falls.
Katz Index
The Katz Index is a tool that assesses functional status as a measure of the patient’s ability to perform activities of daily living (ADLs) on a daily basis. “One of the best ways to evaluate the health status of older adults is through functional assessment which provides objective data that may indicate future decline or improvement in health status, allowing the nurse to intervene appropriately” (K.
Self advocacy is about taking a proactive approach to all stages of health and illness: prevention, diagnosis, treatment, and recovery. When people take an active role in their care, research shows they fare better both in satisfaction and in how well treatments work. In this talk you will learn how to develop the skills to be a good self-advocate, communicate effectively with your doctors, evaluate the latest health news headlines and find the best health information online.
The doctor -patient relationship is complex one. A lot of factors come into play. These are to do with doctor's own personality, family background, workload, work environment etc. Also matter the patient's background, education, etc
Mostly it is to do with workload and to some extent the patient's repeated silly questions which needs common sense and not medical knowledge to answer. When confronted with such situations just nod your head rather then give a rude reply. In my opinion rudeness should be avoided at all cost.
Kingdom of Saudi ArabiaMinistry of EducationUniversity of Ha.docxcroysierkathey
Kingdom of Saudi Arabia
Ministry of Education
University of Hail
College of Nursing
المملكة العربية السعودية
وزارة التعليم
جامـعـة حـائل
كلية التمريض
Master of Science in Nursing / Emergency
Advanced Health Assessment Theory (NURS 511)
Final Open Book Exam
Second Semester 2019-2020
Questions Sheet
Dear Student, find the attached case study, read it carefully and answer related questions using attached “Students Answer Sheet” and upload completed answer sheet on blackboard, you have 48 hours to complete this exam and submit your answers.
Case Study
Henry Brusca is a 68-year-old, married father of 7 who was in relatively good health until 3 weeks ago. At that time, he visited the emergency room with the complaint of “just not feeling right.” His BP on admission was 170/118, so he was admitted to the coronary care unit with the diagnosis of uncontrolled HTN. His BP was controlled with medication, and he was discharged several days later. He is now being seen for follow-up care and management of HTN. Because Mr. Brusca is newly diagnosed with HTN, you will need to complete a history and thorough cardiovascular examination.
Case Study Findings
Biographical data:
· 68-year-old white male.
· Married, father of seven grown children.
· Self-employed entrepreneur; BS degree in engineering.
· Born and raised in the United States, Italian descent, Catholic religion.
· Blue Cross/Blue Shield medical insurance plan.
· Referral: Follow-up by primary care physician.
· Source: Self, reliable.
Current health status:
· No chest pain, dyspnea, palpitations, or edema.
· Complains of fatigue, loss of energy, and occasional dizzy spells.
Past health history:
· No rheumatic fever or heart murmurs.
· No history of injuries.
· Inguinal hernia repair.
· Left ventricular hypertrophy revealed by electrocardiogram (ECG).
· Hospitalized 3 weeks ago for HTN.
· No known food, drug, or environmental allergies.
· No other previous medical problems.
· Immunizations up to date.
· No prescribed medications except Vasotec 5 mg bid and weekly use of antacid for indigestion.
Family history:
· Positive family history of HTN and stroke.
· Mother had HTN and died at age 78 of a stroke.
· Paternal uncle died at age 79 of MI.
Review of systems:
· General Health Survey: Fatigue, weight gain of 60 lb over past 3 years.
· Integumentary: Feet cold, thick nails, tight shoes.
· Head, Eyes, Ears, Nose, and Throat (HEENT): Two dizzy spells over past 6 months.
· Eyes: Wears glasses, no visual complaints, yearly eye examination.
· Respiratory: “Short winded” with activity.
· Gastrointestinal: Indigestion on weekly basis.
· Genitourinary: Awakens at least once a night to go to bathroom.
· Musculoskeletal/Neurological: General weakness, cramps in legs with walking.
· Lymphatic: No reported problems.
· Endocrine: No reported problems.
Psychosocial profile:
· States that he does not have time for routine checkups. “I only go to the doctor’s when I’m sick. “Typical day consists of arising at 7 A.M. ...
A.S.
November 26, 2008
Geriatric Interview
The geriatric person I interviewed is my father. His name is Danny and he is currently 66 years old. This assignment gave me an opportunity to discuss things we have never touched on before. The life history portion of the interview was very interesting because it allowed me to realize how different we both are, because the life styles have changed tremendously fifty to sixty years ago. My father was the oldest of four children so he spent most of his childhood taking care of his younger siblings. Some responsibilities were to cook and make sure they ate on time, clean the house, do laundry, and water his father’s plants. His mother, my grandmother, was not home much because she was a gambler so he had to pretty much take her place at home. This, however, was beneficial to him because he was able to learn how to cook delicious Thai food during this period and used it to make a living later on in life. Despite all the work he did around the house, he did not receive an allowance so he had to take little jobs outside the house to be able to save up for toys and school supplies.
As the interview moved on into the portion about his school days, I could see his eyes sparkle with excitement reliving the memories. Both his elementary and high schools were close to home so he had the luxury of going home for lunch breaks. On other days, when his friends bought him lunch, he would stay on campus and play a round of soccer or spent time in the school’s library. He read a lot more than other children at his age and was seen as a nerd to his peers. He did exceptionally well in math and science and continued to go on to receive his Associates in Science degree from Himadon Jarern University of Bangkok in Thailand.
Life was tough for the teenage Danny because in Thailand, funds such as grants or financial aids were not available to students, so he was not able to continue on to get his Bachelor’s degree. He then decided to find a good job, something that did not require a high degree, and landed a spot as a waiter in a restaurant within the Siam Intercontinental Hotel, a five-star hotel located in the heart of Bangkok, Thailand. Here, he developed his English speaking skills because he had to deal with foreigners and tourists. Life took a huge turn when one of his friends asked him to come to New York to work in a restaurant he was opening and my father made the decision that he was going to leave Thailand for a while and give America a try. He came to America at age twenty-three when gas was only a quarter per gallon, lived and worked in New York until his early forties, and has made Florida his new home since 1993.
He met his wife in Queens, New York, and after dating for four years, married her in 1981 and started his family there. He did not want children but his wife desperately loved kids so they agreed to have one child. They both went on to have three children in total, all of wh ...
Running Head Annotated Bibliography on diabetes care3Annotat.docxhealdkathaleen
Running Head: Annotated Bibliography on diabetes care 3
Annotated Bibliography- patient recommendation Plan
Introduction
Just like any other patient e.g. the cancer patients, diabetic patients require a lot of care and support not only from medical personals but also their families and the community at large. Recent studies have shown that diabetic cases are increasing in the country, this mean that a lot of attention has to be focused on how the patient can get maximum care and control measure. This paper present scholarly articles that can help in developing SMART care plan for diabetic patients.
Castro, E. M., Van Regenmortel, T., Vanhaecht, K., Sermeus, W., & Van Hecke, A. (2016). Patient empowerment, patient participation and patient-centeredness in hospital care: a concept analysis based on a literature review. Patient education and counseling, 99(12), the article evaluates the basis of patient care basing on three concept which revolve around effective patient care which are the concept of patient care as being patient centered, patient participation and patient empowerment.. According to the authors, this three concept despite being introduced within the medical field, their precise meaning and understanding remains unclear. The article concludes that concept of empowering patients is more important and wide more than participation and being centered.
Chen, L., Pei, J. H., Kuang, J., Chen, H. M., Chen, Z., Li, Z. W., & Yang, H. Z. (2015). Effect of lifestyle intervention in patients with type 2 diabetes: a meta-analysis. Metabolism, 64(2), 338-347. The authors look at the factors associated with the current life and how they relate directly or indirectly to patients suffering from diabetes. They also analyze the impacts of changing life on clinical aspect as far as diabetic care is concerned. The articles through Meta -analysis concludes that intervention on life has important benefit in controlling factors that are associated diabetic and other cardiovascular diseases.
American Diabetes Association. (2015). 4. Foundations of care: education, nutrition, physical activity, smoking cessation, psychosocial care, and immunization. Diabetes care, 38(Supplement 1), S20-S30.: the website outlines key factors that are important in successful care for patient with diabetic issues, the association focuses on self-care, support and education on diabetes. According to the website, diabetes self-care (management) education, (DSME), together with DSMS (diabetes self- management support) should be given to diabetic patients.
Simmons, L. A., Wolever, R. Q., Bechard, E. M., & Snyderman, R. (2014). Patient engagement as a risk factor in personalized health care: a systematic review of the literature on chronic disease. Genome medicine, 6(2), 16. The article thoroughly reviews the connection that is between the engagement of patients and results on health care in relation to chronic issues, the authors try to understand if there is need for patient’s ...
Assessment 4 Instructions Health Promotion Plan Presentation.docxgalerussel59292
Assessment 4 Instructions: Health Promotion Plan Presentation
*** note, this assignment is meant to tie into assignment 1***
Build a slide presentation (PowerPoint preferred) of the hypothetical health promotion plan you developed in the first assessment. Then, implement your health promotion plan by conducting a hypothetical face-to-face educational session addressing the health concern and health goals of your selected group. How would you set goals for the session, evaluate session outcomes, and suggest possible revisions to improve future sessions?
As you begin to prepare this assessment, you are encouraged to complete the Vila Health: Conducting an Effective Educational Session activity. The information gained from completing this activity will help you succeed with the assessment as you consider key issues in conducting an effective educational session for a selected audience. Completing activities is also a way to demonstrate engagement.
Note:
All assignments in the course are based upon hypothetical individuals or groups.
Professional Context
Health education
is any combination of learning experiences designed to help community individuals, families, and aggregates improve their health by increasing knowledge or influencing attitudes (WHO, 2018). Education is key to health promotion, disease prevention, and disaster preparedness. The health indicator framework identified in Healthy People 2020 helps motivate action in such areas as health service access, clinical preventive services, environmental quality, injury or violence, maternal, infant and child health, mental health, nutrition, substance abuse, and tobacco use.
Nurses provide accurate evidence-based information and education in various formal and informal settings. They draw upon evidence-based practice to provide health promotion and disease prevention activities to create social and physical environments conducive to improving and maintaining community health. When provided with the tools to be successful, people demonstrate lifestyle changes (self-care) that promote health and help reduce readmissions. They are better able to tolerate stressors, including environmental changes, and enjoy a better quality of life. In times of crisis, a resilient community is a safer community (ODPHP, n.d.; Flanders, 2018).
This assessment provides an opportunity for you to apply teaching and learning concepts to the presentation of a health promotion plan.
Demonstration of Proficiency
By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:
Competency 3: Evaluate health policies, based on their ability to achieve desired outcomes.
Evaluate educational session outcomes in terms of progress made toward Healthy People 2020 goals and leading health indicators.
Competency 4: Integrate principles of social justice in community health interventions.
Evaluate educational ses.
Assessment 4 Instructions Remote Collaboration and Evidence-Based C.docxgalerussel59292
Assessment 4 Instructions: Remote Collaboration and Evidence-Based Care
*NEED A SCRIPT FOR THIS, THANK YOU*
Create a 5–10 minute video of yourself, as a presenter, in which you will propose an evidence-based plan to improve the outcomes for a patient and examine how remote collaboration provided benefits or challenges to designing and delivering the care.
As technologies and the health care industry continue to evolve, remote care, diagnosis, and collaboration are becoming increasingly more regular methods by which nurses are expected to work. Learning the ways in which evidence-based models and care can help remote work produce better outcomes will become critical for success. Additionally, understanding how to leverage EBP principles in collaboration will be important in the success of institutions delivering quality, safe, and cost-effective care. It could also lead to better job satisfaction for those engaging in remote collaboration.
Demonstration of Proficiency
By successfully completing this assessment, you will demonstrate your proficiency in the course competencies through the following assessment scoring guide criteria:
Competency 2: Analyze the relevance and potential effectiveness of evidence when making a decision.
Reflect on which evidence was most relevant and useful when making decisions regarding the care plan.
Competency 3: Apply an evidence-based practice model to address a practice issue.
Explain the ways in which an EBP model was used to help develop the care plan.
Competency 4: Plan care based on the best available evidence.
Propose an evidence-based care plan to improve the safety and outcomes for a patient.
Competency 5: Apply professional, scholarly communication strategies to lead practice changes based on evidence.
Identify benefits and strategies to mitigate the challenges of interdisciplinary collaboration to plan care within the context of a remote team.
Communicate in a professional manner that is easily audible and uses proper grammar, including a reference list formatted in current APA style.
Professional Context
Remote care and diagnosis is a continuing and increasingly important method for nurses to help deliver care to patients to promote safety and enhance health outcomes. Understanding best EBPs and building competence in delivering nursing care to remote patients is a key competency for all nurses. Additionally, in some scenarios, while you may be delivering care in person you may be collaborating with a physician or other team members who are remote. Understanding the benefits and challenges of interdisciplinary collaboration is vital to developing effective communication strategies when coordinating care. So, being proficient at communicating and working with remote health care team members is also critical to delivering quality, evidence-base care.
Scenario
The Vila Health: Remote Collaboration on Evidence-Based Care simu.
More Related Content
Similar to Assessment 3 Health Assessment ProfessionalCommunication.docx
Self advocacy is about taking a proactive approach to all stages of health and illness: prevention, diagnosis, treatment, and recovery. When people take an active role in their care, research shows they fare better both in satisfaction and in how well treatments work. In this talk you will learn how to develop the skills to be a good self-advocate, communicate effectively with your doctors, evaluate the latest health news headlines and find the best health information online.
The doctor -patient relationship is complex one. A lot of factors come into play. These are to do with doctor's own personality, family background, workload, work environment etc. Also matter the patient's background, education, etc
Mostly it is to do with workload and to some extent the patient's repeated silly questions which needs common sense and not medical knowledge to answer. When confronted with such situations just nod your head rather then give a rude reply. In my opinion rudeness should be avoided at all cost.
Kingdom of Saudi ArabiaMinistry of EducationUniversity of Ha.docxcroysierkathey
Kingdom of Saudi Arabia
Ministry of Education
University of Hail
College of Nursing
المملكة العربية السعودية
وزارة التعليم
جامـعـة حـائل
كلية التمريض
Master of Science in Nursing / Emergency
Advanced Health Assessment Theory (NURS 511)
Final Open Book Exam
Second Semester 2019-2020
Questions Sheet
Dear Student, find the attached case study, read it carefully and answer related questions using attached “Students Answer Sheet” and upload completed answer sheet on blackboard, you have 48 hours to complete this exam and submit your answers.
Case Study
Henry Brusca is a 68-year-old, married father of 7 who was in relatively good health until 3 weeks ago. At that time, he visited the emergency room with the complaint of “just not feeling right.” His BP on admission was 170/118, so he was admitted to the coronary care unit with the diagnosis of uncontrolled HTN. His BP was controlled with medication, and he was discharged several days later. He is now being seen for follow-up care and management of HTN. Because Mr. Brusca is newly diagnosed with HTN, you will need to complete a history and thorough cardiovascular examination.
Case Study Findings
Biographical data:
· 68-year-old white male.
· Married, father of seven grown children.
· Self-employed entrepreneur; BS degree in engineering.
· Born and raised in the United States, Italian descent, Catholic religion.
· Blue Cross/Blue Shield medical insurance plan.
· Referral: Follow-up by primary care physician.
· Source: Self, reliable.
Current health status:
· No chest pain, dyspnea, palpitations, or edema.
· Complains of fatigue, loss of energy, and occasional dizzy spells.
Past health history:
· No rheumatic fever or heart murmurs.
· No history of injuries.
· Inguinal hernia repair.
· Left ventricular hypertrophy revealed by electrocardiogram (ECG).
· Hospitalized 3 weeks ago for HTN.
· No known food, drug, or environmental allergies.
· No other previous medical problems.
· Immunizations up to date.
· No prescribed medications except Vasotec 5 mg bid and weekly use of antacid for indigestion.
Family history:
· Positive family history of HTN and stroke.
· Mother had HTN and died at age 78 of a stroke.
· Paternal uncle died at age 79 of MI.
Review of systems:
· General Health Survey: Fatigue, weight gain of 60 lb over past 3 years.
· Integumentary: Feet cold, thick nails, tight shoes.
· Head, Eyes, Ears, Nose, and Throat (HEENT): Two dizzy spells over past 6 months.
· Eyes: Wears glasses, no visual complaints, yearly eye examination.
· Respiratory: “Short winded” with activity.
· Gastrointestinal: Indigestion on weekly basis.
· Genitourinary: Awakens at least once a night to go to bathroom.
· Musculoskeletal/Neurological: General weakness, cramps in legs with walking.
· Lymphatic: No reported problems.
· Endocrine: No reported problems.
Psychosocial profile:
· States that he does not have time for routine checkups. “I only go to the doctor’s when I’m sick. “Typical day consists of arising at 7 A.M. ...
A.S.
November 26, 2008
Geriatric Interview
The geriatric person I interviewed is my father. His name is Danny and he is currently 66 years old. This assignment gave me an opportunity to discuss things we have never touched on before. The life history portion of the interview was very interesting because it allowed me to realize how different we both are, because the life styles have changed tremendously fifty to sixty years ago. My father was the oldest of four children so he spent most of his childhood taking care of his younger siblings. Some responsibilities were to cook and make sure they ate on time, clean the house, do laundry, and water his father’s plants. His mother, my grandmother, was not home much because she was a gambler so he had to pretty much take her place at home. This, however, was beneficial to him because he was able to learn how to cook delicious Thai food during this period and used it to make a living later on in life. Despite all the work he did around the house, he did not receive an allowance so he had to take little jobs outside the house to be able to save up for toys and school supplies.
As the interview moved on into the portion about his school days, I could see his eyes sparkle with excitement reliving the memories. Both his elementary and high schools were close to home so he had the luxury of going home for lunch breaks. On other days, when his friends bought him lunch, he would stay on campus and play a round of soccer or spent time in the school’s library. He read a lot more than other children at his age and was seen as a nerd to his peers. He did exceptionally well in math and science and continued to go on to receive his Associates in Science degree from Himadon Jarern University of Bangkok in Thailand.
Life was tough for the teenage Danny because in Thailand, funds such as grants or financial aids were not available to students, so he was not able to continue on to get his Bachelor’s degree. He then decided to find a good job, something that did not require a high degree, and landed a spot as a waiter in a restaurant within the Siam Intercontinental Hotel, a five-star hotel located in the heart of Bangkok, Thailand. Here, he developed his English speaking skills because he had to deal with foreigners and tourists. Life took a huge turn when one of his friends asked him to come to New York to work in a restaurant he was opening and my father made the decision that he was going to leave Thailand for a while and give America a try. He came to America at age twenty-three when gas was only a quarter per gallon, lived and worked in New York until his early forties, and has made Florida his new home since 1993.
He met his wife in Queens, New York, and after dating for four years, married her in 1981 and started his family there. He did not want children but his wife desperately loved kids so they agreed to have one child. They both went on to have three children in total, all of wh ...
Running Head Annotated Bibliography on diabetes care3Annotat.docxhealdkathaleen
Running Head: Annotated Bibliography on diabetes care 3
Annotated Bibliography- patient recommendation Plan
Introduction
Just like any other patient e.g. the cancer patients, diabetic patients require a lot of care and support not only from medical personals but also their families and the community at large. Recent studies have shown that diabetic cases are increasing in the country, this mean that a lot of attention has to be focused on how the patient can get maximum care and control measure. This paper present scholarly articles that can help in developing SMART care plan for diabetic patients.
Castro, E. M., Van Regenmortel, T., Vanhaecht, K., Sermeus, W., & Van Hecke, A. (2016). Patient empowerment, patient participation and patient-centeredness in hospital care: a concept analysis based on a literature review. Patient education and counseling, 99(12), the article evaluates the basis of patient care basing on three concept which revolve around effective patient care which are the concept of patient care as being patient centered, patient participation and patient empowerment.. According to the authors, this three concept despite being introduced within the medical field, their precise meaning and understanding remains unclear. The article concludes that concept of empowering patients is more important and wide more than participation and being centered.
Chen, L., Pei, J. H., Kuang, J., Chen, H. M., Chen, Z., Li, Z. W., & Yang, H. Z. (2015). Effect of lifestyle intervention in patients with type 2 diabetes: a meta-analysis. Metabolism, 64(2), 338-347. The authors look at the factors associated with the current life and how they relate directly or indirectly to patients suffering from diabetes. They also analyze the impacts of changing life on clinical aspect as far as diabetic care is concerned. The articles through Meta -analysis concludes that intervention on life has important benefit in controlling factors that are associated diabetic and other cardiovascular diseases.
American Diabetes Association. (2015). 4. Foundations of care: education, nutrition, physical activity, smoking cessation, psychosocial care, and immunization. Diabetes care, 38(Supplement 1), S20-S30.: the website outlines key factors that are important in successful care for patient with diabetic issues, the association focuses on self-care, support and education on diabetes. According to the website, diabetes self-care (management) education, (DSME), together with DSMS (diabetes self- management support) should be given to diabetic patients.
Simmons, L. A., Wolever, R. Q., Bechard, E. M., & Snyderman, R. (2014). Patient engagement as a risk factor in personalized health care: a systematic review of the literature on chronic disease. Genome medicine, 6(2), 16. The article thoroughly reviews the connection that is between the engagement of patients and results on health care in relation to chronic issues, the authors try to understand if there is need for patient’s ...
Similar to Assessment 3 Health Assessment ProfessionalCommunication.docx (20)
Assessment 4 Instructions Health Promotion Plan Presentation.docxgalerussel59292
Assessment 4 Instructions: Health Promotion Plan Presentation
*** note, this assignment is meant to tie into assignment 1***
Build a slide presentation (PowerPoint preferred) of the hypothetical health promotion plan you developed in the first assessment. Then, implement your health promotion plan by conducting a hypothetical face-to-face educational session addressing the health concern and health goals of your selected group. How would you set goals for the session, evaluate session outcomes, and suggest possible revisions to improve future sessions?
As you begin to prepare this assessment, you are encouraged to complete the Vila Health: Conducting an Effective Educational Session activity. The information gained from completing this activity will help you succeed with the assessment as you consider key issues in conducting an effective educational session for a selected audience. Completing activities is also a way to demonstrate engagement.
Note:
All assignments in the course are based upon hypothetical individuals or groups.
Professional Context
Health education
is any combination of learning experiences designed to help community individuals, families, and aggregates improve their health by increasing knowledge or influencing attitudes (WHO, 2018). Education is key to health promotion, disease prevention, and disaster preparedness. The health indicator framework identified in Healthy People 2020 helps motivate action in such areas as health service access, clinical preventive services, environmental quality, injury or violence, maternal, infant and child health, mental health, nutrition, substance abuse, and tobacco use.
Nurses provide accurate evidence-based information and education in various formal and informal settings. They draw upon evidence-based practice to provide health promotion and disease prevention activities to create social and physical environments conducive to improving and maintaining community health. When provided with the tools to be successful, people demonstrate lifestyle changes (self-care) that promote health and help reduce readmissions. They are better able to tolerate stressors, including environmental changes, and enjoy a better quality of life. In times of crisis, a resilient community is a safer community (ODPHP, n.d.; Flanders, 2018).
This assessment provides an opportunity for you to apply teaching and learning concepts to the presentation of a health promotion plan.
Demonstration of Proficiency
By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:
Competency 3: Evaluate health policies, based on their ability to achieve desired outcomes.
Evaluate educational session outcomes in terms of progress made toward Healthy People 2020 goals and leading health indicators.
Competency 4: Integrate principles of social justice in community health interventions.
Evaluate educational ses.
Assessment 4 Instructions Remote Collaboration and Evidence-Based C.docxgalerussel59292
Assessment 4 Instructions: Remote Collaboration and Evidence-Based Care
*NEED A SCRIPT FOR THIS, THANK YOU*
Create a 5–10 minute video of yourself, as a presenter, in which you will propose an evidence-based plan to improve the outcomes for a patient and examine how remote collaboration provided benefits or challenges to designing and delivering the care.
As technologies and the health care industry continue to evolve, remote care, diagnosis, and collaboration are becoming increasingly more regular methods by which nurses are expected to work. Learning the ways in which evidence-based models and care can help remote work produce better outcomes will become critical for success. Additionally, understanding how to leverage EBP principles in collaboration will be important in the success of institutions delivering quality, safe, and cost-effective care. It could also lead to better job satisfaction for those engaging in remote collaboration.
Demonstration of Proficiency
By successfully completing this assessment, you will demonstrate your proficiency in the course competencies through the following assessment scoring guide criteria:
Competency 2: Analyze the relevance and potential effectiveness of evidence when making a decision.
Reflect on which evidence was most relevant and useful when making decisions regarding the care plan.
Competency 3: Apply an evidence-based practice model to address a practice issue.
Explain the ways in which an EBP model was used to help develop the care plan.
Competency 4: Plan care based on the best available evidence.
Propose an evidence-based care plan to improve the safety and outcomes for a patient.
Competency 5: Apply professional, scholarly communication strategies to lead practice changes based on evidence.
Identify benefits and strategies to mitigate the challenges of interdisciplinary collaboration to plan care within the context of a remote team.
Communicate in a professional manner that is easily audible and uses proper grammar, including a reference list formatted in current APA style.
Professional Context
Remote care and diagnosis is a continuing and increasingly important method for nurses to help deliver care to patients to promote safety and enhance health outcomes. Understanding best EBPs and building competence in delivering nursing care to remote patients is a key competency for all nurses. Additionally, in some scenarios, while you may be delivering care in person you may be collaborating with a physician or other team members who are remote. Understanding the benefits and challenges of interdisciplinary collaboration is vital to developing effective communication strategies when coordinating care. So, being proficient at communicating and working with remote health care team members is also critical to delivering quality, evidence-base care.
Scenario
The Vila Health: Remote Collaboration on Evidence-Based Care simu.
Assessment 4Cost Savings AnalysisOverviewPrepare a spreads.docxgalerussel59292
Assessment 4
Cost Savings Analysis
OverviewPrepare a spreadsheet of cost savings data showing efficiency gains attributable to care coordination over the course of one fiscal year, and report your key findings in an executive summary, 4–5 pages in length.
Information plays a fundamental role in health care. Providers such as physicians and hospitals create and process information as they deliver care to patients. However, managing that information and using it productively poses an ongoing challenge, particularly in light of the complexity of the U.S. health care sector, with its many diverse settings for care and types of providers and services. Health information technology (HIT) has the potential to considerably increase the productivity of the health sector by assisting providers in managing information. Furthermore, HIT can improve the quality of health care and, ultimately, the outcomes of that care for patients.
The use of HIT has been upheld as having remarkable promise in improving the efficiency, quality, cost-effectiveness, and safety of medical care delivery in our nation's health care system. This assessment provides an opportunity for you to examine how utilizing HIT can positively affect the financial health of an organization, improve patient health, and create better health outcomes.
By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:
Competency 1: Apply care coordination models to improve the patient experience, promote population health, and reduce costs.
Describe ways in which care coordination can generate cost savings.
Competency 2: Explain the relationship between care coordination and evidence-based data.
Describe ways in which care coordination efforts can enhance the collection of evidence-based data and improve quality through the application of an emerging health care model.
Competency 3: Use health information technology to guide care coordination and organizational practice.
Explain how care coordination can promote improved health consumerism and effect positive health outcomes.
Competency 4: Communicate effectively with diverse audiences, in an appropriate form and style, consistent with applicable organizational, professional, and scholarly standards.
Present cost savings data and information clearly and accurately.
Support main points, claims, and conclusions with relevant and credible evidence, correctly formatting citations and references using APA style.
Competency Map
CHECK YOUR PROGRESS
Use this online tool to track your performance and progress through your course.
APA Module
.
Academic Honesty & APA Style and Formatting
.
APA Style Paper Tutorial [DOCX]
.
Capella Resources
ePortfolio
.
Research Resources
You may use other resources of your choice to prepare for this assessment; however, you will need to ensure that they are appropriat.
Assessment 4 Instructions Final Care Coordination Plan .docxgalerussel59292
Assessment 4 Instructions: Final Care Coordination Plan
For this assessment, you will simulate implementation of the preliminary care coordination plan you developed in Assessment 1. The presentation would be structured for the hypothetical patient.
NOTE
: You are required to complete this assessment after Assessment 1 is successfully completed.
Care coordination is the process of providing a smooth and seamless transition of care as part of the health continuum. Nurses must be aware of community resources, ethical considerations, policy issues, cultural norms, safety, and the physiological needs of patients. Nurses play a key role in providing the necessary knowledge and communication to ensure seamless transitions of care. They draw upon evidence-based practices to promote health and disease prevention to create a safe environment conducive to improving and maintaining the health of individuals, families, or aggregates within a community. When provided with a plan and the resources to achieve and maintain optimal health, patients benefit from a safe environment conducive to healing and a better quality of life.
This assessment provides an opportunity to research the literature and apply evidence to support what communication, teaching, and learning best practices are needed for a hypothetical patient with a selected health care problem.
You are encouraged to complete the Vila Health: Cultural Competence activity prior to completing this assessment. Completing course activities before submitting your first attempt has been shown to make the difference between basic and proficient assessment.
Demonstration of Proficiency
By successfully completing this assessment, you will demonstrate your proficiency in the course competencies through the following assessment scoring guide criteria:
Competency 1: Adapt care based on patient-centered and person-focused factors.
Design patient-centered health interventions and timelines for care delivered through direct clinical interaction that is logged in the CORE ELMS system.
Competency 2: Collaborate with patients and family to achieve desired outcomes.
Use the literature on evaluation as a guide to compare learning session content with best practices.
Competency 3: Create a satisfying patient experience.
Describe what the literature says about effective care coordination and patient satisfaction verses experience, including how to align teaching sessions to the Healthy people 2020 document..
Competency 4: Defend decisions based on the code of ethics for nursing.
Make ethical decisions in designing patient-centered health interventions.
Competency 5: Explain how health care policies affect patient-centered care.
Identify relevant health policy implications for the coordination and continuum of care.
Preparation
In this assessment, you will implement the preliminary care coordination plan yo.
Assessment 3PRINTPatient Discharge Care Planning .docxgalerussel59292
Assessment 3
PRINT
Patient Discharge Care Planning
prepare a written analysis of key issues, 6–7 pages in length, applicable to the development of an effective patient discharge care plan.
The Institute of Medicine's 2000 report
To Err Is Human
:
Building a Safer Health System
identified health information technology (HIT) as one avenue to explore to reduce avoidable medical errors. As a result of the IOM report and suggestions for patient advocacy groups, health care organizations are encouraged to act by utilizing HIT to improve patient quality and safety.
SHOW LESS
Health care organizations determine outcomes by how patient information is collected, analyzed, and presented, and nurse leaders are taking the lead in using HIT to bridge the gaps in care coordination. This assessment provides an opportunity for you to analyze the effects of HIT support, data reporting, and EHR data collection on effective care planning.
By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:
Competency 1: Apply care coordination models to improve the patient experience, promote population health, and reduce costs.
Explain how HIT can be used to provide a longitudinal, patient-centered care plan across the continuum of care.
Competency 2: Explain the relationship between care coordination and evidence-based data.
Describe ways in which data reporting specific to client behaviors can shape care coordination, care management, clinical efficiency, and interprofessional idea development.
Competency 3: Use health information technology to guide care coordination and organizational practice.
Explain how information collected from client records can be used to positively influence health outcomes.
Competency 4: Communicate effectively with diverse audiences, in an appropriate form and style, consistent with applicable organizational, professional, and scholarly standards.
Write clearly and concisely, using correct grammar and mechanics.
Support main points, claims, and conclusions with relevant and credible evidence, correctly formatting citations and references using APA style.
Reference
Institute of Medicine. (2000).
To err is human: Building a safer health system
. Washington, DC: National Academies Press.
Competency Map
CHECK YOUR PROGRESS
Use this online tool to track your performance and progress through your course.
Toggle Drawer
ResourcesHealth Informatics
Mosier, S., & Englebright, J. (2019).
The first step toward reducing documentation: Defining ideal workflows.
CIN: Computers, Informatics, Nursing, 37
(2), 57–59.
Yang, Y., Bass, E. J., Bowles, K. H., & Sockolow, P. S. (2019).
Impact of home care admission nurses' goals on electronic health record documentation strategies at the point of care.
CIN: Computers, Informatics, Nursing, 37
(1), 39–46.
SHOW LESS
Writing Resources
You are encou.
Assessment 4 ContextRecall that null hypothesis tests are of.docxgalerussel59292
Assessment 4 Context
Recall that null hypothesis tests are of two types: (1) differences between group means and (2) association between variables. In both cases there is a null hypothesis and an alternative hypothesis. In the group means test, the null hypothesis is that the two groups have equal means, and the alternative hypothesis is that the two groups do not have equal means. In the association between variables type of test, the null hypothesis is that the correlation coefficient between the two variables is zero, and the alternative hypothesis is that the correlation coefficient is not zero.
Notice in each case that the hypotheses are mutually exclusive. If the null is false, the alternative must be true. The purpose of null hypothesis statistical tests is generally to show that the null has a low probability of being true (the p value is less than .05) – low enough that the researcher can legitimately claim it is false. The reason this is done is to support the allegation that the alternative hypothesis is true.
In this context you will be studying the details of the first type of test again, with the added capability of comparing the means among more than two group at a time. This is the same type of test of difference between group means. In variations on this model, the groups can actually be the same people under different conditions. The main idea is that several group mean values are being compared. The groups each have an average score or mean on some variable. The null hypothesis is that the difference between all the group means is zero. The alternative hypothesis is that the difference between the means is not zero. Notice that if the null is false, the alternative must be true. It is first instructive to consider some of the details of groups.
One might ask why we would not use multiple t tests in this situation. For instance, with three groups, why would I not compare groups one and two with a t test, then compare groups one and three, and then compare groups two and three?
The answer can be found in our basic probability review. We are concerned with the probability of a TYPE I error (rejecting a true null hypothesis). We generally set an alpha level of .05, which is the probability of making a TYPE I error. Now consider what happens when we do three t tests. There is .05 probability of making a TYPE I error on the first test, .05 probability of the same error on the second test, and .05 probability on the third test. What happens is that these errors are essentially additive, in that the chances of at least one TYPE I error among the three tests much greater than .05. It is like the increased probability of drawing an ace from a deck of cards when we can make multiple draws.
ANOVA allows us do an "overall" test of multiple groups to determine if there are any differences among groups within the set. Notice that ANOVA does not tell us which groups among the three groups are different from each other. The primary test.
Assessment 3PRINTLetter to the Editor Population Health P.docxgalerussel59292
Assessment 3
PRINT
Letter to the Editor: Population Health Policy Advocacy
Write a 3–5 page letter to the editor of an academic or professional journal. Your submission should be succinct yet substantive.
Note: Each assessment in this course builds on the work you completed in the previous assessment. Therefore, you must complete the assessments in this course in the order in which they are presented.
Advocating for new policies is an important aspect of the master’s-prepared nurse. For new policies to be compelling they need to be supported by evidence. Supporting data can be used to illustrate why new policies and interventions are needed to help address a specific health issue. Compelling data can help sway the stakeholders and gain support for your policy.
SHOW LESS
Another aspect of advocacy is disseminating new policies and interventions outside of the immediate care environment. This can be done by reaching out to professional organizations as well as academic and professional journals. A letter to the editor is one strategy for disseminating information to a wider audience, and to potentially enlist support throughout the wider professional community.
By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:
Competency 1: Design evidence-based advanced nursing care for achieving high-quality population outcomes.
Evaluate the current state of the quality of care and outcomes for a specific issue in a target population.
Justify why a developed policy will be vital in improving the quality of care and outcomes for a specific issue in a target population.
Competency 2: Evaluate the efficiency and effectiveness of interprofessional interventions in achieving desired population health outcomes.
Analyze the ways in which interprofessional aspects of a developed policy will support efficient and effective achievement of desired outcomes for the target population.
Competency 3: Analyze population health outcomes in terms of their implications for health policy advocacy.
Analyze how the current state of the quality of care and outcomes for a specific issue in a target population necessitates health policy development and advocacy.
Advocate for policy development in other care settings with regard to a specific issue in a target population.
Competency 4: Communicate effectively with diverse audiences, in an appropriate form and style, consistent with organizational, professional, and scholarly standards.
Communicate in a professional and persuasive manner, writing content clearly and logically with correct use of grammar, punctuation, and spelling.
Integrate relevant sources to support assertions, correctly formatting citations and references using APA style.
Competency Map
CHECK YOUR PROGRESS
Use this online tool to track your performance and progress through your course.
Toggle Drawer
C.
Assessment 3 Instructions Disaster Recovery PlanDevelop a d.docxgalerussel59292
Assessment 3 Instructions: Disaster Recovery Plan
Develop a disaster recovery plan to lessen health disparities and improve access to community services after a disaster. Then, develop and record an 8-10 slide presentation (PowerPoint preferred) of the plan with audio for the Vila Health system, city officials, and the disaster relief team.
As you begin to prepare this assessment, you are encouraged to complete the Disaster Preparedness and Management activity. The information gained from completing this activity will help you succeed with the assessment as you think through key issues in disaster preparedness and management in the community or workplace. Completing activities is also a way to demonstrate engagement.
Professional Context
Nurses fulfill a variety of roles, and their diverse responsibilities as health care providers extend to the community. The decisions we make daily and in times of crisis often involve the balancing of human rights with medical necessities, equitable access to services, legal and ethical mandates, and financial constraints. When an unanticipated event occurs, such as an accident or natural disaster, issues can arise that complicate decisions about meeting the needs of an individual or group, including understanding and upholding their rights and desires, mediating conflict, and applying established ethical and legal standards of nursing care. As a nurse, you must be knowledgeable about disaster preparedness to safeguard those in your care. You are also accountable for promoting equitable quality of care for community residents.
This assessment provides an opportunity for you to apply the concepts of emergency preparedness, public health assessment, triage, management, and surveillance after a disaster. You will also focus on hospital evacuation and extended displacement periods.
Demonstration of Proficiency
By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:
Competency 1: Analyze health risks and health care needs among distinct populations.
Describe the determinants of health and the cultural, social, and economic barriers that impact safety, health, and disaster recovery efforts in a community.
Competency 2: Propose health promotion strategies to improve the health of populations.
Present specific, evidence-based strategies to overcome communication barriers and enhance interprofessional collaboration to improve disaster recovery efforts.
Competency 3: Evaluate health policies, based on their ability to achieve desired outcomes.
Explain how health and governmental policy affect disaster recovery efforts.
Competency 4: Integrate principles of social justice in community health interventions.
Explain how a proposed disaster recovery plan will lessen health disparities and improve access to community services.
Competency 5: Apply professional, scholarly .
Assessment 3 Instructions Professional Product Develop a .docxgalerussel59292
Assessment 3 Instructions: Professional Product
Develop a professional product to improve care or the patient experience related to the identified health problem with a 2-4 page summary of intervention findings, evidence, and best-practice basis for the professional product.
Important:
You must complete all of the assessments in order for this course.
For this assessment, you will develop and deliver a professional product to address the health problem defined in your first assessment to improve care and the patient experience. This will be delivered remotely rather than face-to-face to the individual or group (who can be friends and family) that you have identified. Appropriate examples include development of a community education program focused on a particular health issue or a handout to help the elderly and their families understand their Medicare and Medicaid options.
The product must be useful in a practice setting, relevant to your project, and designed to improve some aspect of care or the patient experience.
A brief summary of the findings of your intervention and evidence-based support for your professional product should accompany your product.
Reminder:
For this assessment, you are required to log in
CORE ELMS
the hours that you spend in remote contact with a patient (who could be a friend or family member).
Three hours of remote contact is the minimum
total amount of time required in this course. Planning time is not included and need not be logged.
As a baccalaureate nurse, you can enhance the experience, health, and lives of patients, families, and community members through personal interactions as well as by developing products to educate or improve the care experience. The ability to identify an appropriate product for improving the quality, safety, cost, and experience of care is an important skill. It also allows a BSN-prepared nurse to demonstrate mastery of patient-centered care delivery. These skills are critical as medicine becomes more personalized and nurses advance in their career and practice leadership.
Demonstration of Proficiency
By successfully completing this assessment, you will demonstrate your proficiency in the course competencies through the following assessment scoring guide criteria:
Competency 1: Lead people and processes to improve patient, systems, and population outcomes.
Explain ways in which leadership of people and processes was utilized while designing an intervention and implementation plan.
Competency 2: Make clinical and operational decisions based upon the best available evidence.
Justify decisions related to developing a professional product with relevant research, evidence, and best practices.
Competency 3: Transform processes to improve quality, enhance patient safety, and reduce the cost of care.
Demonstrate process improvements in the quality, safety, or cost of care as a result of a direct clinical intervention and a d.
Assessment 3 Instructions Care Coordination Presentation to Colleag.docxgalerussel59292
Assessment 3 Instructions: Care Coordination Presentation to Colleagues
Develop a 20-minute presentation for nursing colleagues highlighting the fundamental principles of care coordination. Create a detailed narrative script for your presentation, approximately 4–5 pages in length, and record a video of your presentation.
Nurses have a powerful role in the coordination and continuum of care. All nurses must be cognizant of the care coordination process and how safety, ethics, policy, physiological, and cultural needs affect care and patient outcomes. As a nurse, care coordination is something that should always be considered. Nurses must be aware of factors that impact care coordination and of a continuum of care that utilizes community resources effectively and is part of an ethical framework that represents the professionalism of nurses. Understanding policy elements helps nurses coordinate care effectively.
This assessment provides an opportunity for you to educate your peers on the care coordination process. The assessment also requires you to address change management issues. You are encouraged to complete the Managing Change activity.
Completing course activities before submitting your first attempt has been shown to make the difference between basic and proficient assessment.
Demonstration of Proficiency
By successfully completing this assessment, you will demonstrate your proficiency in the course competencies through the following assessment scoring guide criteria:
Competency 2: Collaborate with patients and family to achieve desired outcomes.
Outline effective strategies for collaborating with patients and their families to achieve desired health outcomes.
Competency 3: Create a satisfying patient experience.
Identify the aspects of change management that directly affect elements of the patient experience essential to the provision of high-quality, patient-centered care.
Competency 4: Defend decisions based on the code of ethics for nursing.
Explain the rationale for coordinated care plans based on ethical decision making.
Competency 5: Explain how health care policies affect patient-centered care.
Identify the potential impact of specific health care policy provisions on outcomes and patient experiences.
Competency 6: Apply professional, scholarly communication strategies to lead patient-centered care.
Raise awareness of the nurse's vital role in the coordination and continuum of care in a video-recorded presentation. Script and reference list are not submitted.
Preparation
Your nurse manager has been observing your effectiveness as a care coordinator and recognizes the importance of educating other staff nurses in care coordination. Consequently, she has asked you to develop a presentation for your colleagues on care coordination basics. By providing them with basic information about the care coordination process, yo.
Assessment 3Essay TIPSSWK405 The taskEssayWhen.docxgalerussel59292
Assessment 3
Essay TIPS
SWK405
The task
Essay
When preparing to write an essay be sure to read the question. It is helpful to break it down as demonstrated below.
PART 1
Critically analyse the strengths and weaknesses in the delivery of services to remote communities via face to face and virtual service models.
PART 2
Identify within each approach (FACE TO FACE AND VIRTUAL) the challenges for the human services worker and professional development strategies for improving regional and remote skills
In considering each approach select one of the following population groups or service needs.
Essay Structure
My suggestion is to start by identifying the group/population/issue you have selected to work with. You may think about the agency interview and report you have completed in Assessment 2 to inform your choice of service.
In considering each approach select one of the following population groups or service needs.
Your population/issue
Step 1:
Select your population or issue and the type of service to be offered.
Disaster recovery within Australia
Domestic Violence Services for women in remote and regional Australia
Mental Health Services for remote Aboriginal community
Other
What is the service you are providing?
Step 2:
Consider what part/s of the service is suited to face to face or virtual service delivery?
e.g.
Critically Analyse
Step 3: It is important to consider carefully the strengths and weaknesses of each type of service delivery model to remote areas.
When you think about these strengths and weaknesses, some will relate to client outcomes and some will relate to the service provider (logistics, cost, personnel).
Not simply a description but your own critique.
The following questions will help you to focus your reading and develop a critical lens.
Critical Reading
Step 4:
What have some authors written about the advantages and disadvantages of each type of service model?
What do you think about their positions?
Does this fit with the service you have selected for the essay?
Has technology come further since the article was written?
Is there a research that supports the arguments proposed in the literature? Critique the research that supports the author’s argument.
What position do you take in relation to ideas raised in the literature?
Is there a bias in the readings in favour of one type of service delivery over another?
Step 5: Shaping your argument
Consider the following focus questions to shape your argument
Strengths and weakness of face to face service delivery
What is face to face service delivery?
e.g. this could be where staff live and work within the community or where staff undertake remote community visits to deliver services.
What are the benefits of delivering services face to face?
To the client, for the worker
What are the challenges of delivering face to face services to remote areas?
e.g. Cost, staff recruitment and retention, staff skills and resilience, .
Assessment 3Disaster Plan With Guidelines for Implementation .docxgalerussel59292
Assessment 3
Disaster Plan With Guidelines for Implementation: Tool Kit for the Team
Overview: Develop a disaster preparedness tool kit for a community or population. Then, develop a 5-slide presentation for your care coordination team to prepare them to use the tool kit to execute a disaster preparedness plan.
Note: The assessments in this course build upon the work you completed in previous assessments. Therefore, complete the assessments in the order in which they are presented.
Disaster planning is vital to ensuring effective and seamless coordination, throughout the recovery period, among those affected by the disaster and an extensive array of health care providers and services. Care coordination, as part of an overall disaster response effort, helps ensure that victims receive needed care as access to providers and services are gradually restored over time.
SHOW LESS
This assessment provides an opportunity for you to develop a disaster preparedness tool kit for a community or population of your choice, and prepare your care coordination team to use the tool kit to execute that plan.
By successfully completing this assessment, you will demonstrate proficiency in the following course competencies and assessment criteria:
Competency 1: Propose a project for change, for a community or population, within a care coordination setting.
Identify the key elements of a disaster preparedness tool kit for providing effective care coordination to a community or population.
Competency 2: Align care coordination resources with community health care needs.
Assess the care coordination needs of a community or population in a disaster situation.
Identify the personnel and material resources needed in an emergency to provide the necessary coordinated care.
Competency 3: Apply project management best practices to affect ethical practice and support positive health outcomes in the delivery of safe, culturally competent care in compliance with applicable regulatory requirements.
Describe standards and best practice methods for safeguarding the provision of ethical, culturally-competent care in challenging circumstances.
Identify applicable local, national, or international regulatory requirements governing disaster relief that influence coordinated care.
Competency 4: Identify ways in which the care coordinator leader supports collaboration between key stakeholders in the care coordination process.
Analyze the interagency and interprofessional relationships essential to coordinated care in a disaster.
Competency 5: Communicate effectively with diverse audiences, in an appropriate form and style, consistent with applicable organizational, professional, and scholarly standards.
Prepare a care coordination team to use a disaster preparedness tool kit for implementing a disaster preparedness project plan.
Support main points, arguments, and conclusions with relevant and credible ev.
Assessment 3 ContextYou will review the theory, logic, and a.docxgalerussel59292
Assessment 3 Context
You will review the theory, logic, and application of t-tests. The t-test is a basic inferential statistic often reported in psychological research. You will discover that t-tests, as well as analysis of variance (ANOVA), compare group means on some quantitative outcome variable.
Recall that null hypothesis tests are of two types: (1) differences between group means and (2) association between variables. In both cases there is a null hypothesis and an alternative hypothesis. In the group means test, the null hypothesis is that the two groups have equal means, and the alternative hypothesis is that the two groups do not have equal means. In the association between variables type of test, the null hypothesis is that the correlation coefficient between the two variables is zero, and the alternative hypothesis is that the correlation coefficient is not zero.
Notice in each case that the hypotheses are mutually exclusive. If the null is false, the alternative must be true. The purpose of null hypothesis statistical tests is generally to show that the null has a low probability of being true (the p value is less than .05) – low enough that the researcher can legitimately claim it is false. The reason this is done is to support the allegation that the alternative hypothesis is true.
In this context you will be studying the details of the first type of test. This is the test of difference between group means. In variations on this model, the two groups can actually be the same people under different conditions, or one of the groups may be assigned a fixed theoretical value. The main idea is that two mean values are being compared. The two groups each have an average score or mean on some variable. The null hypothesis is that the difference between the means is zero. The alternative hypothesis is that the difference between the means is not zero. Notice that if the null is false, the alternative must be true. It is first instructive to consider some of the details of groups. Means, and difference between them.
Null Hypothesis Significance Test
The most common forms of the Null Hypothesis Significance Test (NHST) are three types of t tests, and the test of significance of a correlation. The NHST also extends to more complex tests, such as ANOVA, which will be discussed separately. Below, the null hypothesis and the alternative hypothesis are given for each of the following tests. It would be a valuable use of your time to commit the information below to memory. Once this is done, then when we refer to the tests later, you will have some structure to make sense of the more detailed explanations.
1. One-sample t test: The question in this test is whether a single sample group mean is significantly different from some stated or fixed theoretical value - the fixed value is called a parameter.
· Null Hypothesis: The difference between the sample group mean and the fixed value is zero in the population.
· Alternative hypothesis: T.
Assessment 2
Quality Improvement Proposal
Overview:
Write a quality improvement proposal, 5–7 pages in length, that provides your recommendations for expanding a hospital's HIT to include quality metrics that will help the organization qualify as an accountable care organization.
Health care has undergone a transformation since the release of the Institute of Medicine's 2000 report
To Err Is Human: Building a Safer Health System.
The report highlighted medical errors as a contributing factor leading to poor patient outcomes. The Institute of Medicine challenged organizations to implement evidence-based performance improvement strategies in order to improve patient quality and safety. Multiple governmental and regulatory agencies, such as the Centers for Medicare and Medicaid Services (CMS) and the Agency for Healthcare Quality and Research (AHRQ), vowed to strengthen and improve incentives for participation, safety, quality, and efficiency in accountable care organizations (ACOs).
Health information technology (HIT) performs an essential role in improving health outcomes of individuals, the community, and populations. Health organizations, consumer advocacy groups, and regulatory committees have made a commitment to explore current and future opportunities that HIT offers to continue momentum to meet the Institute of Medicine's goal of improving safety and quality.
Understanding HIT is important to improving individual, community, and population access to health care and health information. HIT enables quick and easy access to information for both patients and providers. Accessible information has been shown to improve the patient care experience and reduce redundancies, thereby reducing health care costs.
This assessment provides an opportunity for you to make recommendations for expanding a hospital's HIT in ways that will help the hospital qualify as an ACO.
By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:
Competency 2: Explain the relationship between care coordination and evidence-based data.
Recommend ways to expand an organization's HIT to include quality metrics.
Identify potential problems that can arise with data gathering systems and outputs.
Competency 3: Use health information technology to guide care coordination and organizational practice.
Describe the main focus of information gathering in health care and how it contributes to guiding the development of organizational practice.
Competency 4: Communicate effectively with diverse audiences, in an appropriate form and style, consistent with applicable organizational, professional, and scholarly standards.
Write clearly and concisely, using correct grammar and mechanics.
Support main points, claims, and conclusions with relevant and credible evidence, correctly formatting citations and references using APA style.
Reference
.
Assessment 2by Jaquetta StevensSubmission dat e 14 - O.docxgalerussel59292
Assessment 2
by Jaquetta Stevens
Submission dat e : 14 - Oct- 2018 03:06PM (UT C- 0500)
Submission ID: 101964 1991
File name : Stevens_J_Assessment_2.do c (66K)
Word count : 1894
Charact e r count : 134 64
53%
SIMILARIT Y INDEX
28%
INT ERNET SOURCES
21%
PUBLICAT IONS
46%
ST UDENT PAPERS
1 35%
2 2%
3 2%
4 1%
5 1%
6 1%
7 1%
Assessment 2
ORIGINALITY REPORT
PRIMARY SOURCES
Submitted to Capella Education Company
St udent Paper
www.nivel.nl
Int ernet Source
Submitted to EDMC
St udent Paper
Submitted to University of Abertay Dundee
St udent Paper
uncch.pure.elsevier.com
Int ernet Source
Matthew A. Jarrett, Anna Van Meter, Eric A.
Youngstrom, Dane C. Hilton, Thomas H.
Ollendick. "Evidence-Based Assessment of
ADHD in Youth Using a Receiver Operating
Characteristic Approach", Journal of Clinical
Child & Adolescent Psychology, 2016
Publicat ion
eprints.bbk.ac.uk
Int ernet Source
8 1%
9 1%
10 1%
11 1%
12 1%
13 1%
14 1%
15 1%
16 1%
17 <1%
18 <1%
pesquisa.bvsalud.org
Int ernet Source
www.ncbi.nlm.nih.gov
Int ernet Source
journal.f rontiersin.org
Int ernet Source
www.redalyc.org
Int ernet Source
www.jove.com
Int ernet Source
"Handbook of Childhood Psychopathology and
Developmental Disabilities Assessment",
Springer Nature America, Inc, 2018
Publicat ion
espace.library.uq.edu.au
Int ernet Source
Submitted to Marist College
St udent Paper
openaccess.city.ac.uk
Int ernet Source
www.raikesf oundation.org
Int ernet Source
www.medicalnewstoday.com
Int ernet Source
19 <1%
20 <1%
21 <1%
22 <1%
23 <1%
Exclude quo tes Of f
Exclude biblio graphy Of f
Exclude matches < 8 wo rds
journals.plos.org
Int ernet Source
etheses.bham.ac.uk
Int ernet Source
commons.pacif icu.edu
Int ernet Source
tigerprints.clemson.edu
Int ernet Source
www.livestrong.com
Int ernet Source
Assessment 2by Jaquetta StevensAssessment 2ORIGINALITY REPORTPRIMARY SOURCES
Running head: EVALUATION OF TECHNICAL QUALITY 8
Assessment 2: Evaluation of Technical Quality
This worksheet contains three sections:
· Section One: Purpose and Intended Population of Selected Test.
· Section Two: Technical Review - Reliability of Selected Test.
· Section Three: Technical Review - Validity of Selected Test.
· Section Four: Synthesis and Conclusion about Selected Test’s Psychometrics.
· Section Five: Resources (APA Style).
Section One: Purpose and Intended Population of Selected Test
Use the Mental Measurements Yearbook reviews, publisher Web sites, and peer-reviewed journal articles to obtain information about your one selected test*.
Selected Test
Achenbach System of Empirically Based Assessment
Purpose of Test
The purpose of ASEBA is to measure mental capabilities, the ability to function, and to target specific issues (Achenbach, 2014).
Intended Population
18 mos.- 90 years old
* in some cases, you may find limited published work on the most recent version of a.
Assessment 2PRINTBiopsychosocial Population Health Policy .docxgalerussel59292
Assessment 2
PRINT
Biopsychosocial Population Health Policy Proposal
Develop a 2–4-page proposal for a policy that should help to improve health care and outcomes for your target population.
Note: Each assessment in this course builds on the work you completed in the previous assessment. Therefore, you must complete the assessments in this course in the order in which they are presented.
Cost and access to care continue to be main concerns for patients and providers. As technology improves our ability to care for and improve outcomes in patients with chronic and complex illnesses, questions of cost and access become increasingly important. As a master’s-prepared nurse, you must be able to develop policies that will ensure the delivery of care that is effective and can be provided in an ethical and equitable manner.
SHOW LESS
By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:
Competency 1: Design evidence-based advanced nursing care for achieving high-quality population outcomes.
Propose a policy and guidelines that will lead to improved outcomes and quality of care for a specific issue in a target population.
Competency 2: Evaluate the efficiency and effectiveness of interprofessional interventions in achieving desired population health outcomes.
Analyze the potential for an interprofessional approach to implementing a proposed policy to increase the efficiency or effectiveness of the care setting to achieve high quality outcomes.
Competency 3: Analyze population health outcomes in terms of their implications for health policy advocacy.
Advocate the need for a proposed policy in the context of current outcomes and quality of care for a specific issue in a target population.
Competency 4: Communicate effectively with diverse audiences, in an appropriate form and style, consistent with organizational, professional, and scholarly standards.
Communicate proposal in a professional and persuasive manner, writing content clearly and logically with correct use of grammar, punctuation, and spelling.
Integrate relevant sources to support assertions, correctly formatting citations and references using APA style.
Competency Map
CHECK YOUR PROGRESS
Use this online tool to track your performance and progress through your course.
Toggle Drawer
ContextAs a master's-prepared nurse, you have a valuable viewpoint and voice with which to advocate for policy developments. As a nurse leader and health care practitioner, often on the front lines of helping individuals and populations, you are able to articulate and advocate for the patient more than any other professional group in health care. This is especially true of populations that may be underserved, underrepresented, or are otherwise lacking a voice. By advocating for and developing policies, you are able to help drive improvements in outcomes for .
Assessment 2 Instructions Ethical and Policy Factors in Care Coordi.docxgalerussel59292
Assessment 2 Instructions: Ethical and Policy Factors in Care Coordination
Select a community organization or group that you feel would be interested in learning about ethical and policy issues that affect the coordination of care. Then, develop and record a 10-12-slide, 20-minute presentation, with audio, intended for that audience. Create a detailed narrative script for your presentation, 4-5 pages in length.
As coordinators of care, nurses must be aware of the code of ethics for nurses and health policy issues that affect the coordination of care within the context of the community. To help patients navigate the continuum of care, nurses must be proficient at interpreting and applying the code of ethics for nurses and health policy, specifically, the Affordable Care Act (ACA). Being knowledgeable about ethical and policy issues helps ensure that care coordinators are upholding ethical standards and navigating policy issues that affect patient care.
This assessment provides an opportunity for you to develop a presentation for a local community organization of your choice, which provides an overview of ethical standards and relevant policy issues that affect the coordination of care. Completing this assessment will strengthen your understanding of ethical issues and policies related to the coordination and continuum of care, and will empower you to be a stronger advocate and nursing professional.
It would be an excellent choice to complete the Vila Health: Ethical Decision Making activity prior to developing the presentation. The activity provides a helpful update on the ethical principles that will help with success in this assessment.
Demonstration of Proficiency
By successfully completing this assessment, you will demonstrate your proficiency in the course competencies through the following assessment scoring guide criteria:
Competency 4: Defend decisions based on the code of ethics for nursing.
Assess the impact of the code of ethics for nurses on the coordination and continuum of care.
Competency 5: Explain how health care policies affect patient-centered care.
Explain how governmental policies related to the health and/or safety of a community affect the coordination of care.
Identify national, state, and local policy provisions that raise ethical questions or dilemmas for care coordination.
Competency 6: Apply professional, scholarly communication strategies to lead patient-centered care.
Communicate key ethical and policy issues in a presentation affecting the coordination and continuum of care for a selected community organization or support group. Either speaker notes or audio voice-over are included.
Preparation
Your nurse manager at the community care center is well connected and frequently speaks to a variety of community organizations and groups. She has noticed the good work you are doing in your new care coordination role and respects your speaki.
Assessment 2-Analysing factual texts This assignment re.docxgalerussel59292
Assessment 2
-Analysing factual texts
This assignment requires students to assess and critically analyse one or two of the key issues, concepts, keywords or themes raised across the module in some detail. The assignment must address the above by paying specific reference to examples drawn from one of the following factual formats listed below.
Students must apply a concept to a textual example
:-Broadcast news (eg The Channel 4 News, PM)
-Political discussion show (eg Question Time, Any Questions)-
Current affairs (eg Newsnight, Today)-
The talk show (eg The Jeremy Kyle Show)-
Documentary (eg Dispatches, The Report)-
Reality television (eg The X-Factor)-
Lifestyle television (eg How to Look Good Naked)
The essay should focus principally on one concept. It can refer to others in passing if there is significant overlap -eg if discussing impartiality in broadcast news it may be appropriate to briefly mention balance or objectivity. •Similarly, the essay should focus principally on one television, radio example.•Students are encouraged to engage with critical debates that may take place around their chosen example (eg a newspaper’s reaction to a broadcast).•If your analysis refers to specific episodes, you must ensure you reference the text in full (eg original date of airing, URL for online viewing, channel name, etc).•Be careful not to dilute your analysis by trying to cover lots of areas superficially.•The essay requires students to be critical rather than descriptive. Describing the narrative of a text achieves very little in isolation other than to pad out the word count inefficiently.•Similarly, long general historiographies of concepts or formats are seldom conducive to critical analysis. Significant moments or developments are acceptable providing they pertain to the selected example.•The best work will demonstrate knowledge of the subjects, contextualising relevant themes and issues in relation to historical shifts and the contemporary television landscape.•The assignment should consist of your own analysis of a media text rather than paraphrasing an article by an established author. Higher grades will be awarded to work that is able to apply an argument/framework from one area and apply it to a different example –eg taking the work of Lunt and Stenner on The Jerry Springer Show and applying it to The Jeremy Kyle Show or Higgins’ work on newspapers and applying it to television news.•The essay should be 2500 words. It can go 10% either side of this target without penalty. grades can be penalised for failing to adhere to this target.Your essays must include critical reference to definitions of your chosen concepts from legitimate academic sources, either from within the recommended course reading or from your own independent research. Your assignments must be written entirely in your own words (except for properly acknowledged quotations). A bibliography must be appended. We remind you about, and emphasise the importance of.
Assessment 2:
Description/Focus
Essay
Value
50%
Due Date
Midnight Sunday 2 (Week 12)
Length
2500 words
Task: Human services practitioners work across many domains of practice including direct work with individuals, groups and communities.
1. Critically examine the policy or policies that you consider impact upon a client group and suggest ways that policy could be changed to improve the life outcomes for those with whom you are working.
2. Develop a framework that you would adopt for influencing policy change that aligns with your professional values, standards and ethics.
Presentation: The document will be typed in a word document, 12 pt. Font, 1½ or Double spacing
Assessment criteria:
· Critical analysis of social policy
· Application of theory to practice
· Adherence to academic conventions of writing
(eg referencing; writing style)
· At least 8 references. Format APA 6th referencing.
Running head: NETWORK AND WORKFLOW FOR A DATA ANALYTICS COMPANY 1
NETWORK AND WORKFLOW FOR A DATA ANALYTICS COMPANY 2
Network and Workflow for a Data Analytics Company on Ssports
Student Name Nezar Al Massad
Institution Name Dr. Mark O'Connell
Network and Workflow for a Ddata Analytics Company on Ssports.
A company’s network and workflow play a major roles in its performance and growth. Different companies consist of rely on different networks and workflows depending on the services/tasks they are providing and the number of workers and members of staff. A network tends to connect workers and members of staff at different levels of the company. This network tends to create a good and effective workflow within the company, hence a company network and workflow go hand in hand. When creating a network and a workflow of a company, the workers and members of staff working duration must be considered in order to achieve a company objective (Moretti, 2017).Also, the mode of employment which may be permanent or temporary/laying down of workers within a short period of time, to a large extent determines a company’s network and workflow. The change of an organizational requirement due to growth and expansion creates a need for a company to adapt a new network and workflow. A network in company plays a vital role of guiding how the company should run its operations. Comment by Mark O'Connell: Duration?? Comment by Mark O'Connell: What? Laying down?? Comment by Mark O'Connell: OK so stop educating us about the factors that determine a company’s network and tell us about YOUR network Comment by Mark O'Connell: Too obvious
My company in the world requires data analysts for to perform analysisdata analysis allowing them to and make important strategic decisions and identify opportunities in the market, and therefore data analysts are becoming very important vital to our company. Despite this, there are many companies coming u.
Assessment 2 Instructions Determining the Credibility of Evidence a.docxgalerussel59292
Assessment 2 Instructions: Determining the Credibility of Evidence and Resources
Develop a 2-4-page scholarly paper in which you describe a quality or safety issue, or a chosen diagnosis, and then identify and analyze credible evidence that could be used as the basis for applying EBP to the issue.
The goal of using evidence-based research findings is to enhance safety and quality of patient care and ensure optimal outcomes are achieved. It is not uncommon to hear a nurse say, "why change it as we’ve always done it this way." However, this is no longer acceptable in today's practice environment. The profession of nursing has evolved, and the expectation is that the professional nurse has a scientific foundation to support the care that is provided. As the profession of nursing continues to evolve and engage in health care transformation, baccalaureate-prepared nurses are expanding taking on leadership roles that include incorporating EBPs. To be able to do this, the nurse needs to understand the criteria and makes a resource credible, as this is crucial when deciding if the research is valid and reliable for implementation into health care settings.
It would be an excellent choice to complete the Vila Health Determining the Credibility of Evidence activity prior to developing the report. The activity is a media simulation that offers an opportunity to review a scenario and work on determining the credibility of presented evidence. These skills will be necessary to complete Assessment 2 successfully. This media simulation is one potential source of context on which to base your assessment submission. This will take just a few minutes of your time and is not graded.
Demonstration of Proficiency
By successfully completing this assessment, you will demonstrate your proficiency in the course competencies through the following assessment scoring guide criteria:
Competency 2: Analyze the relevance and potential effectiveness of evidence when making a decision.
Explain criteria that should be considered when determining credibility of resources such as journal articles and websites.
Analyze the credibility and relevance of evidence and resources within the context of a quality or safety issue, or a chosen diagnosis.
Competency 3: Apply an evidence-based practice model to address a practice issue.
Explain the importance of incorporating credible evidence into an EBP model used to address a quality or safety issue, or a chosen diagnosis.
Competency 4: Plan care based on the best available evidence.
Describe a quality or safety issue, or a chosen diagnosis, that could benefit from an evidence-based approach.
Competency 5: Apply professional, scholarly communication strategies to lead practice changes based on evidence.
Communicate using writing that is clear, logical, and professional with correct grammar and spelling using current APA style.
Professional Context
As a baccalaur.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Assessment 3 Health Assessment ProfessionalCommunication.docx
1. Assessment 3: Health Assessment
Professional Communication in Nursing 2019:
History for Nurse and Patient Interaction –
Health Assessment
Scenario 3
Patient 3: History for Nurse and Patient Interaction – Health
Assessment
Student (Community – Registered Nurse): Use professional
nursing communication
with the patient to conduct a 10 minute health assessment video
interview taking into
account the following:
• Introduction – nurse and patient
• Situation – reasons for assessment, allergies, and relevant
personal details
• Background – health history, general health and psychosocial
status
• Assessment – observations, nutrition/diet, exercise, lifestyle,
health beliefs and
values, and cultural/spiritual/religious practices
• Recommendation – confirm health assessment information and
implications for
well-being, recommend changes to manage and improve health
and suggest
timeframes for any plans
2. Assessor (Patient – Chester Abioye): You are cooperative, alert
and orientated. You
are willing to provide all requested information. You like to ask
general questions of the
nurse related to the health assessment and like to know your
observations and if they are
within normal limits. You are open to discuss ways to improve
your health through
possible changes to your diet, exercise, daily habits, and
lifestyle choices.
STUDENT (General Practitioner’s Office – REGISTERED
NURSE)
Scenario 3: Patient- Chester Abioye
Chester has come to see a Registered Nurse at his General
Practitioner’s Office for
a health assessment. Chester is not very active and feels stress
and lonely living
Australia without his family. He has suffered from depression in
the past and wants
to improve his health through regular exercise, eating well and
by making positive
changes to his lifestyle.
Chester Abioye: Male, height 187 cm; weight 73kg (BMI =
20.9). BP 118/ 70,
HR 86, RR 22, temperature 37.0 C, SaO2 99% on room air.
Assessment 3: Health Assessment
Professional Communication in Nursing 2019:
History for Nurse and Patient Interaction –
Health Assessment
3. ASSESSOR (PATIENT )
Scenario 3 Patient 3- Chester Abioye
Biodata
• Chester is a 19 year old man (DOB-14th January 2000) and
lives at 97 Leafy
Avenue, Broadfields, 2173 in a share house with 4 other people.
• Chester has a girlfriend that lives in Melbourne who is
planning to move to
Broadfields later in the year to be closer to him.
• Chester regularly smokes about a packet (30 cigarettes per
day).
• Chester often drinks up to 6 to 10 standard drinks (beer and
spirits) when he
catches up with two of his friends once a month.
• Chester was born in Zambia and came to Australia to
commence a law degree
but only did 1 year of the degree because he did not enjoy the
course. He is now
working at Aldi in the storeroom. He often volunteers to work
overtime to save
money to send back to his family.
• Chester mostly stays at home watching television. He rarely
exercises because he
finds it boring. He does enjoy emailing and talking to his
girlfriend and family on
the computer when he can.
• Chester says he is no good in the kitchen. He mainly eats rice,
4. bread and meat.
Sometimes he buys vegetables to include in a meal.
• Chester doesn’t like wearing a hat or using sun block when he
does go outside.
• Chester does not follow any religion.
Assessment 3: Health Assessment
Professional Communication in Nursing 2019:
History for Nurse and Patient Interaction –
Health Assessment
Scenario 3
Patient 3: History for Nurse and Patient Interaction – Health
Assessment
Student (Community – Registered Nurse): Use professional
nursing communication
with the patient to conduct a 10 minute health assessment video
interview taking into
account the following:
• Introduction – nurse and patient
• Situation – reasons for assessment, allergies, and relevant
personal details
• Background – health history, general health and psychosocial
status
• Assessment – observations, nutrition/diet, exercise, lifestyle,
health beliefs and
5. values, and cultural/spiritual/religious practices
• Recommendation – confirm health assessment information and
implications for
well-being, recommend changes to manage and improve health
and suggest
timeframes for any plans
Assessor (Patient – Chester Abioye): You are cooperative, alert
and orientated. You
are willing to provide all requested information. You like to ask
general questions of the
nurse related to the health assessment and like to know your
observations and if they are
within normal limits. You are open to discuss ways to improve
your health through
possible changes to your diet, exercise, daily habits, and
lifestyle choices.
STUDENT (General Practitioner’s Office – REGISTERED
NURSE)
Scenario 3: Patient- Chester Abioye
Chester has come to see a Registered Nurse at his General
Practitioner’s Office for
a health assessment. Chester is not very active and feels stress
and lonely living
Australia without his family. He has suffered from depression in
the past and wants
to improve his health through regular exercise, eating well and
by making positive
changes to his lifestyle.
Chester Abioye: Male, height 187 cm; weight 73kg (BMI =
20.9). BP 118/ 70,
HR 86, RR 22, temperature 37.0 C, SaO2 99% on room air.
6. Assessment 3: Health Assessment
Professional Communication in Nursing 2019:
History for Nurse and Patient Interaction –
Health Assessment
ASSESSOR (PATIENT )
Scenario 3 Patient 3- Chester Abioye
Biodata
• Chester is a 19 year old man (DOB-14th January 2000) and
lives at 97 Leafy
Avenue, Broadfields, 2173 in a share house with 4 other people.
• Chester has a girlfriend that lives in Melbourne who is
planning to move to
Broadfields later in the year to be closer to him.
• Chester regularly smokes about a packet (30 cigarettes per
day).
• Chester often drinks up to 6 to 10 standard drinks (beer and
spirits) when he
catches up with two of his friends once a month.
• Chester was born in Zambia and came to Australia to
commence a law degree
but only did 1 year of the degree because he did not enjoy the
course. He is now
working at Aldi in the storeroom. He often volunteers to work
overtime to save
money to send back to his family.
7. • Chester mostly stays at home watching television. He rarely
exercises because he
finds it boring. He does enjoy emailing and talking to his
girlfriend and family on
the computer when he can.
• Chester says he is no good in the kitchen. He mainly eats rice,
bread and meat.
Sometimes he buys vegetables to include in a meal.
• Chester doesn’t like wearing a hat or using sun block when he
does go outside.
• Chester does not follow any religion.
Nurse-patient interaction script
Use the following script to guide your interaction with your
patient for Assignment 3. Note that the
items within [square brackets] indicate where non-verbal
communication is being used.
You may also refer to Table 2.3 (p. 19) in Critical
Conversations for Patient Safety (Levett-Jones,
2014) which provides verbal and nonverbal communication
techniques as well as contextual
examples. Try to incorporate some of these techniques, as
appropriate, into your patient
interview.
The interview
8. Nurse Sarah Percy: Good morning Mr Flores my name is Sarah
and I’ll be the nurse doing your
health assessment today. How are you?
[Sarah is smiling and looking at Mr Flores]
Mr Flores: Hi, Sarah, nice to meet you. I’m doing well, thank
you.
Nurse Sarah Percy: That’s great! Are you ready to get started?
Mr Flores: Sure. Let’s go.
Nurse Sarah Percy: Let’s go into this office, it’s nice and quiet.
Please have a seat.
[Sarah indicates the chair nearby]
Nurse Sarah Percy: Is the chair comfortable?
Mr Flores: Yes. Thank you.
Nurse Sarah Percy: I have to ask you some personal details and
record them for our files. We keep
them confidential. Is that ok with you?
Mr Flores: Yes. No problems.
Nurse Sarah Percy: Great. Are you ready to begin the
assessment?
Mr Flores: Yes.
Nurse Sarah Percy: Good. Thank you. Let’s get started. Can
you please tell me your full name and
date of birth?
9. Mr Flores: David Flores, the 4th September 1952.
Nurse Sarah Percy: [Repeats details] And your address please?
Mr Flores: Flat 20/ 541 Pacific Highway, Morningside, New
South Wales 2098
Nurse Sarah Percy: [Repeats details] Do you have a phone
number?
Mr Flores: Yes, just a mobile. The number is 04788960123.
Nurse Sarah Percy: Do you have any allergies?
Mr Flores: I’m allergic to strawberries. They give me an itchy
rash. No strawberry ice cream for me.
https://online.vitalsource.com/books/9781488617690/pageid/37
[Mr Flores laughs]
Nurse Sarah Percy: Oh dear that sounds nasty. So you have to
stick to chocolate. That’s not so bad.
[Sarah smiles at Mr Flores] That’s great information thank you.
I see that you have come in today for
a check-up because of joint pain?
Mr Flores: Yes, I am not as young as I once was. And I have to
admit I’m a bit overweight and I’m
having some pain in my joints. I play a lot of golf and like to
stay active. So I thought I’d have a health
check-up.
Nurse Sarah Percy: It is a good idea to have a check-up. Now
10. you are getting older may be think
about having a check-up once a year. But let’s see what we can
help with today. I see that your
observations have been taken and that your temperature is
normal, at 36.7 Celsius. Your pulse is in
the acceptable range, at 78 beats per minute, and your oxygen
saturation in your blood is very good,
at 98%. You mentioned that you are worried about your weight
and this joint pain?
Mr Flores: That’s right.
Nurse Sarah Percy: Are you generally happy with your well-
being otherwise?
Mr Flores: I’m a pretty happy person with a great family and
lots of friends so my retirement from
work is going great.
Nurse Sarah Percy: So you play golf? How many times a week?
Mr Flores: I love golf. It keeps me active now I’m retired. I
play competition with my friends. We
usually have a lunch and a few drinks after the game. I practice
every day for about an hour –
walking the course and hitting around. I play competition on
Monday and Saturday. I’m quite good
[Mr Flores smiles] and win a prize most weeks.
Nurse Sarah Percy: Wow you do play a lot. [Sarah smiles] So it
keeps you in contact with your friends
and you have a good time together?
Mr Flores: Yes, there is always something on at the club and I
take my wife along most Fridays for
the Bistro and some dancing. We do that if we aren’t minding
11. the grandchildren.
Nurse Sarah Percy: That sounds lovely. So you live with your
wife?
Mr Flores: Yes, we own our own home in Morningside. We’ve
been married for 40 years now, and
have two children and two grandchildren. They all come to visit
us once a month and stay the night.
Our place is big enough to fit them all.
Nurse Sarah Percy: What a nice way to keep the family
together. Do you need help around the
house at all?
Mr Flores: We have a cleaner once a week and a gardener once
a week. We’ll probably down size to
a retirement village in the next couple of years.
Nurse Sarah Percy: Okay, so you live with your wife in a pretty
large house but have help with the
chores, and the family all come to visit once a month? Have I
understood that right?
Mr Flores: Yes, that’s right.
Nurse Sarah Percy: Sounds like you are pretty active and social.
Are you religious? Do you attend a
church?
Mr Flores: No, we don’t go to church any more. We are
Catholic and go to Mass at Christmas time
but that’s all. We go mostly for the grandchildren they have live
animals and do the Christmas story.
12. [Mr Flores smiles]
Nurse Sarah Percy: Christmas is a good time of year to go to
church. Apart from the joint pain you
are experiencing do you have any other health concerns? Do you
smoke or drink?
Mr Flores: I’m a little overweight but I don’t smoke. I do have a
couple of beers after I play golf and I
sneak some hot chips in as well. I look forward to that.
Nurse Sarah Percy: So how may beers would you drink a day?
Mr Flores: Probably three to four
Nurse Sarah Percy: And the hot chips?
Mr Flores: Well, I might get two serves after golf if I’m hungry
Nurse Sarah Percy: Do you eat a lot of fried food?
Mr Flores: Come to think of it, we probably fry a lot of our
meals: steak, fish, and chicken.
Nurse Sarah Percy: Do you eat fruit and vegetables as well?
Mr Flores: I like mashed potato and peas. I like bananas but not
much other fruit.
Nurse Sarah Percy: So you have mashed potato and peas every
night because you like it?
Mr Flores: Yes. I suppose its habit now.
Nurse Sarah Percy: Okay. I’ve had a look at your Body Mass
Index and for your height (180
13. centimetres) and weight (90 kilograms), your BMI is 27.8 which
means that you are overweight. At
this stage you blood pressure is within the acceptable range of
135/70; however, we should
probably look at a healthier diet for you to lessen your chances
of heart problems or diabetes. How
does that sound to you?
Mr Flores: That sounds good.
Nurse Sarah Percy: Okay. In regards to your diet, you should try
to eliminate, or lessen, the amount
of fried foods. Can you grill or BBQ meat, fish and chicken?
Also, you should eat some salads and
different vegetables rather than mashed potato each night.
Potato has a lot of carbohydrates and
when you add butter and milk the calories are very high.
Tomatoes and cucumber are great in a
salad do you like the sound of that?
Mr Flores: That sounds fine.
Nurse Sarah Percy: Your alcohol intake adds calories as well
and the amount you are drinking is over
the recommended daily intake of two standard drinks a day.
That could affect your liver function
over time and add to your weight. A standard drink of beer has
10 grams of alcohol for beer. A
middy is 1.1 standard drinks. Do you think you could try light
beer or quenching your thirst with cold
water before having a beer?
Mr Flores: That sounds reasonable. I’d not thought about how
thirsty I am after golf. I try cutting
back to one light beer per day.
14. Nurse Sarah Percy: As to your snack after golf, you could try a
small handful of nuts or bringing a
piece of fruit from home. Maybe an apple or an orange? Would
that work for you?
Mr Flores: I can certainly try. Maybe I could freeze the orange
in summer, so it’s cold. Thanks for
that information.
Nurse Sarah Percy: My pleasure. The Heart Foundation web site
has some good and helpful
suggestions and I also have a brochure for you if you would like
one.
Mr Flores: Great! Can l have the brochure and the web address
please?
Nurse Sarah Percy: The other thing I’m worried about is: do you
wear sunscreen or a hat when you
are out playing golf?
Mr Flores: I don’t wear sun screen but I probably should.
Nurse Sarah Percy: Well to protect yourself from developing
skin cancer you really should and also
wear a long sleeve SPF shirt and sun glasses. Have you had a
skin check?
Mr Flores: I have sunglasses and I’ll get some sunscreen. The
golf shop does has some hats that look
good. I’ll try some on this afternoon. I have never had my skin
checked though, Sarah.
Nurse Sarah Percy: We should make an appointment with the
15. skin clinic for a skin check. Is this
afternoon okay with you?
Mr Flores: Yes. I am free this afternoon.
Nurse Sarah Percy: Okay, let’s get back to that joint pain. What
joints do you feel it in?
Mr Flores: in the shoulders and knees mostly. Sometimes I can’t
straighten my legs and I have
trouble getting into the car.
Nurse Sarah Percy: So you experience pain in shoulders and
knees and you have difficulty
straightening your leg and getting into the car sometimes?
Mr Flores: That’s right.
Nurse Sarah Percy: Have you been assessed by your doctor and
do you take anything for the pain?
Mr Flores: Yes. The doctor said I have some age-related
arthritis. I take Panadol sometimes.
Nurse Sarah Percy: So you only take the Panadol sometimes?
Mr Flores: Yes, I don’t like taking tablets if I don’t have to.
Nurse Sarah Percy: Does anything else you have tried help with
the pain?
Mr Flores: I have a hot pack I heat up in the microwave that I
use every day.
Nurse Sarah Percy: So it must be quite painful if you use the
heat pack daily. Is it restrictive for your
16. movement as well?
Mr Flores: I can’t run after the grand children as fast as I used
to anymore.
Nurse Sarah Percy: If you address your diet and happen to lose
a few kilos and get back to a healthy
weight it might ease the pain for you. Also you could try some
cream for joint pain. You can get
some from the local pharmacy. Also, some stretching and warm-
up exercises before you play golf
might help. Have you thought of yoga? I believe it is good for
golfers. I have a web site that has some
good information I can give to you if you like.
Mr Flores: That would be great. I’ll try those things, Sarah.
Nurse Sarah Percy: Okay, Mr Flores, sounds like you will be on
the right track soon. Let’s go over
what we have discussed today. In terms of your alcohol intake:
currently it is over the current
recommendations of two standard drinks per day. You’re going
to try drinking water after golf and
having one light beer only. This will also help address your
BMI as it is in the overweight range.
You’re also going to try not to fry your food and add in some
salads and more fruit to your diet.
Protecting your skin is important and we have discussed using
sun screen, a hat, sunglasses and sun-
protective clothing. Finally your joint pain; we have discussed
the possibility of yoga, warm-up
exercises and applying some joint cream from the pharmacy.
That sounds like quite a lot, to do
17. doesn’t it?
Mr Flores: I’m sure I can get started today, Sarah.
Nurse Sarah Percy: Terrific Mr Flores. I’d like to see you in two
weeks to check how it’s all going. Is
that ok for you?
Mr Flores: No worries. I’ll be here then!
Nurse Sarah Percy: Excellent. Here is the information I
promised you. [Sarah hands him the leaflets].
I’ll see you in two weeks, okay. Thanks for your time, Mr
Flores. Bye for now.
Mr Flores: Bye, Sarah, thanks for your help.
Nurse-patient interaction scriptThe interview
Nurse-patient interaction script
Use the following script to guide your interaction with your
patient for Assignment 3. Note that the
items within [square brackets] indicate where non-verbal
communication is being used.
You may also refer to Table 2.3 (p. 19) in Critical
Conversations for Patient Safety (Levett-Jones,
2014) which provides verbal and nonverbal communication
techniques as well as contextual
examples. Try to incorporate some of these techniques, as
appropriate, into your patient
interview.
18. The interview
Nurse Sarah Percy: Good morning Mr Flores my name is Sarah
and I’ll be the nurse doing your
health assessment today. How are you?
[Sarah is smiling and looking at Mr Flores]
Mr Flores: Hi, Sarah, nice to meet you. I’m doing well, thank
you.
Nurse Sarah Percy: That’s great! Are you ready to get started?
Mr Flores: Sure. Let’s go.
Nurse Sarah Percy: Let’s go into this office, it’s nice and quiet.
Please have a seat.
[Sarah indicates the chair nearby]
Nurse Sarah Percy: Is the chair comfortable?
Mr Flores: Yes. Thank you.
Nurse Sarah Percy: I have to ask you some personal details and
record them for our files. We keep
them confidential. Is that ok with you?
Mr Flores: Yes. No problems.
Nurse Sarah Percy: Great. Are you ready to begin the
assessment?
Mr Flores: Yes.
Nurse Sarah Percy: Good. Thank you. Let’s get started. Can
you please tell me your full name and
19. date of birth?
Mr Flores: David Flores, the 4th September 1952.
Nurse Sarah Percy: [Repeats details] And your address please?
Mr Flores: Flat 20/ 541 Pacific Highway, Morningside, New
South Wales 2098
Nurse Sarah Percy: [Repeats details] Do you have a phone
number?
Mr Flores: Yes, just a mobile. The number is 04788960123.
Nurse Sarah Percy: Do you have any allergies?
Mr Flores: I’m allergic to strawberries. They give me an itchy
rash. No strawberry ice cream for me.
https://online.vitalsource.com/books/9781488617690/pageid/37
[Mr Flores laughs]
Nurse Sarah Percy: Oh dear that sounds nasty. So you have to
stick to chocolate. That’s not so bad.
[Sarah smiles at Mr Flores] That’s great information thank you.
I see that you have come in today for
a check-up because of joint pain?
Mr Flores: Yes, I am not as young as I once was. And I have to
admit I’m a bit overweight and I’m
having some pain in my joints. I play a lot of golf and like to
stay active. So I thought I’d have a health
check-up.
20. Nurse Sarah Percy: It is a good idea to have a check-up. Now
you are getting older may be think
about having a check-up once a year. But let’s see what we can
help with today. I see that your
observations have been taken and that your temperature is
normal, at 36.7 Celsius. Your pulse is in
the acceptable range, at 78 beats per minute, and your oxygen
saturation in your blood is very good,
at 98%. You mentioned that you are worried about your weight
and this joint pain?
Mr Flores: That’s right.
Nurse Sarah Percy: Are you generally happy with your well-
being otherwise?
Mr Flores: I’m a pretty happy person with a great family and
lots of friends so my retirement from
work is going great.
Nurse Sarah Percy: So you play golf? How many times a week?
Mr Flores: I love golf. It keeps me active now I’m retired. I
play competition with my friends. We
usually have a lunch and a few drinks after the game. I practice
every day for about an hour –
walking the course and hitting around. I play competition on
Monday and Saturday. I’m quite good
[Mr Flores smiles] and win a prize most weeks.
Nurse Sarah Percy: Wow you do play a lot. [Sarah smiles] So it
keeps you in contact with your friends
and you have a good time together?
Mr Flores: Yes, there is always something on at the club and I
take my wife along most Fridays for
21. the Bistro and some dancing. We do that if we aren’t minding
the grandchildren.
Nurse Sarah Percy: That sounds lovely. So you live with your
wife?
Mr Flores: Yes, we own our own home in Morningside. We’ve
been married for 40 years now, and
have two children and two grandchildren. They all come to visit
us once a month and stay the night.
Our place is big enough to fit them all.
Nurse Sarah Percy: What a nice way to keep the family
together. Do you need help around the
house at all?
Mr Flores: We have a cleaner once a week and a gardener once
a week. We’ll probably down size to
a retirement village in the next couple of years.
Nurse Sarah Percy: Okay, so you live with your wife in a pretty
large house but have help with the
chores, and the family all come to visit once a month? Have I
understood that right?
Mr Flores: Yes, that’s right.
Nurse Sarah Percy: Sounds like you are pretty active and social.
Are you religious? Do you attend a
church?
Mr Flores: No, we don’t go to church any more. We are
Catholic and go to Mass at Christmas time
but that’s all. We go mostly for the grandchildren they have live
22. animals and do the Christmas story.
[Mr Flores smiles]
Nurse Sarah Percy: Christmas is a good time of year to go to
church. Apart from the joint pain you
are experiencing do you have any other health concerns? Do you
smoke or drink?
Mr Flores: I’m a little overweight but I don’t smoke. I do have a
couple of beers after I play golf and I
sneak some hot chips in as well. I look forward to that.
Nurse Sarah Percy: So how may beers would you drink a day?
Mr Flores: Probably three to four
Nurse Sarah Percy: And the hot chips?
Mr Flores: Well, I might get two serves after golf if I’m hungry
Nurse Sarah Percy: Do you eat a lot of fried food?
Mr Flores: Come to think of it, we probably fry a lot of our
meals: steak, fish, and chicken.
Nurse Sarah Percy: Do you eat fruit and vegetables as well?
Mr Flores: I like mashed potato and peas. I like bananas but not
much other fruit.
Nurse Sarah Percy: So you have mashed potato and peas every
night because you like it?
Mr Flores: Yes. I suppose its habit now.
Nurse Sarah Percy: Okay. I’ve had a look at your Body Mass
23. Index and for your height (180
centimetres) and weight (90 kilograms), your BMI is 27.8 which
means that you are overweight. At
this stage you blood pressure is within the acceptable range of
135/70; however, we should
probably look at a healthier diet for you to lessen your chances
of heart problems or diabetes. How
does that sound to you?
Mr Flores: That sounds good.
Nurse Sarah Percy: Okay. In regards to your diet, you should try
to eliminate, or lessen, the amount
of fried foods. Can you grill or BBQ meat, fish and chicken?
Also, you should eat some salads and
different vegetables rather than mashed potato each night.
Potato has a lot of carbohydrates and
when you add butter and milk the calories are very high.
Tomatoes and cucumber are great in a
salad do you like the sound of that?
Mr Flores: That sounds fine.
Nurse Sarah Percy: Your alcohol intake adds calories as well
and the amount you are drinking is over
the recommended daily intake of two standard drinks a day.
That could affect your liver function
over time and add to your weight. A standard drink of beer has
10 grams of alcohol for beer. A
middy is 1.1 standard drinks. Do you think you could try light
beer or quenching your thirst with cold
water before having a beer?
Mr Flores: That sounds reasonable. I’d not thought about how
thirsty I am after golf. I try cutting
back to one light beer per day.
24. Nurse Sarah Percy: As to your snack after golf, you could try a
small handful of nuts or bringing a
piece of fruit from home. Maybe an apple or an orange? Would
that work for you?
Mr Flores: I can certainly try. Maybe I could freeze the orange
in summer, so it’s cold. Thanks for
that information.
Nurse Sarah Percy: My pleasure. The Heart Foundation web site
has some good and helpful
suggestions and I also have a brochure for you if you would like
one.
Mr Flores: Great! Can l have the brochure and the web address
please?
Nurse Sarah Percy: The other thing I’m worried about is: do you
wear sunscreen or a hat when you
are out playing golf?
Mr Flores: I don’t wear sun screen but I probably should.
Nurse Sarah Percy: Well to protect yourself from developing
skin cancer you really should and also
wear a long sleeve SPF shirt and sun glasses. Have you had a
skin check?
Mr Flores: I have sunglasses and I’ll get some sunscreen. The
golf shop does has some hats that look
good. I’ll try some on this afternoon. I have never had my skin
checked though, Sarah.
25. Nurse Sarah Percy: We should make an appointment with the
skin clinic for a skin check. Is this
afternoon okay with you?
Mr Flores: Yes. I am free this afternoon.
Nurse Sarah Percy: Okay, let’s get back to that joint pain. What
joints do you feel it in?
Mr Flores: in the shoulders and knees mostly. Sometimes I can’t
straighten my legs and I have
trouble getting into the car.
Nurse Sarah Percy: So you experience pain in shoulders and
knees and you have difficulty
straightening your leg and getting into the car sometimes?
Mr Flores: That’s right.
Nurse Sarah Percy: Have you been assessed by your doctor and
do you take anything for the pain?
Mr Flores: Yes. The doctor said I have some age-related
arthritis. I take Panadol sometimes.
Nurse Sarah Percy: So you only take the Panadol sometimes?
Mr Flores: Yes, I don’t like taking tablets if I don’t have to.
Nurse Sarah Percy: Does anything else you have tried help with
the pain?
Mr Flores: I have a hot pack I heat up in the microwave that I
use every day.
Nurse Sarah Percy: So it must be quite painful if you use the
26. heat pack daily. Is it restrictive for your
movement as well?
Mr Flores: I can’t run after the grand children as fast as I used
to anymore.
Nurse Sarah Percy: If you address your diet and happen to lose
a few kilos and get back to a healthy
weight it might ease the pain for you. Also you could try some
cream for joint pain. You can get
some from the local pharmacy. Also, some stretching and warm-
up exercises before you play golf
might help. Have you thought of yoga? I believe it is good for
golfers. I have a web site that has some
good information I can give to you if you like.
Mr Flores: That would be great. I’ll try those things, Sarah.
Nurse Sarah Percy: Okay, Mr Flores, sounds like you will be on
the right track soon. Let’s go over
what we have discussed today. In terms of your alcohol intake:
currently it is over the current
recommendations of two standard drinks per day. You’re going
to try drinking water after golf and
having one light beer only. This will also help address your
BMI as it is in the overweight range.
You’re also going to try not to fry your food and add in some
salads and more fruit to your diet.
Protecting your skin is important and we have discussed using
sun screen, a hat, sunglasses and sun-
protective clothing. Finally your joint pain; we have discussed
the possibility of yoga, warm-up
exercises and applying some joint cream from the pharmacy.
27. That sounds like quite a lot, to do
doesn’t it?
Mr Flores: I’m sure I can get started today, Sarah.
Nurse Sarah Percy: Terrific Mr Flores. I’d like to see you in two
weeks to check how it’s all going. Is
that ok for you?
Mr Flores: No worries. I’ll be here then!
Nurse Sarah Percy: Excellent. Here is the information I
promised you. [Sarah hands him the leaflets].
I’ll see you in two weeks, okay. Thanks for your time, Mr
Flores. Bye for now.
Mr Flores: Bye, Sarah, thanks for your help.
Nurse-patient interaction scriptThe interview