Discussion Ethical Issues With an Aging PopulationAccording to th.docxmickietanger
Discussion: Ethical Issues With an Aging Population
According to the CDC, “in the United States, the proportion of the population aged
>
65 years is projected to increase from 12.4% in 2000 to 19.6% in 2030,” (CDC, 2003, para. 2). Caring for this aging population is going to be one of the greatest challenges facing the health care industry. Not only will the number of individuals requiring care rise, but so will the cost. As poignantly stated by Crippen and Barnato, “unless we change the practice of medicine and reduce future costs, and explicitly address the ethical dilemmas we face, there may come a time when our kids simply cannot afford us” (2011, p. 128).
In this Discussion, you will examine the ethical issues that the United States and other nations must address when faced with the health care challenges of an aging population.
To prepare:
Consider the ethical aspects of health care and health policy for an aging population.
Review the Hayutin, Dietz, and Mitchell report presented in the Learning Resources. The authors pose the question, “What are the economic consequences, now and for future generations of taxpayers if we fail to adapt our policies to the changing reality of an older population?” (p. 21). Consider how you would respond to this question. In addition, reflect on the ethical decisions that arise when dispersing limited funds.
Contemplate the impact of failing to adjust policy in accordance with the changing reality of an older population.
Reflect on the ethical dilemmas that arise when determining expenditures on end-of-life health care.
By Day 3
Post
an explanation of the ethical standards you believe should be used in determining how resources should be allocated for an aging population and end-of-life care. Then, provide an analysis of the ethical challenges related to the preparation for the provision of such health care.
Milstead, J. A. (2013).
Health policy and politics: A nurse’s guide
(Laureate Education, Inc., custom ed.). Sudbury, MA: Jones and Bartlett Publishers.
Chapter 7, “Program Evaluation” (pp. 137–159)
In this chapter, the focus is on how nurses can participate in public policy or program evaluation. It includes a summary of the methodologies that can be used in evaluation and how to best communicate the results
Craig, H. D. (2010). Caring enough to provide healthcare: An organizational framework for the ethical delivery of healthcare among aging patients.
International Journal for Human Caring
,
14
(4), 27–30.
Retrieved from the Walden Library databases.
The author of this text investigates the ethical discussions surrounding health care resource allocation among aging patients. The article supplies an organizational decision-making model for health care resource allocation among the aging.
Crippen, D., & Barnato, A. E. (2011). The ethical implications of health spending: Death and other expensive conditions.
Journal of Law, Medicine & Ethics
,
39
(2), 121–129.
Retrieved from the Walden Librar.
Running head Nola Pender Health Promotion Model 1Nola Pend.docxtoltonkendal
Running head: Nola Pender: Health Promotion Model
1
Nola Pender: Health Promotion Model
8
Nola Pender: Health Promotion Model
Name
Institution
Nola Pender: “Health Promotion Model” (University of Michigan – Deep Blue, 2011) I am not sure writing/saying this here is right or correct? University of Michigan?
HEALTH PROMOTION MODEL
I. BACKGROUND: OVERVIEW
A. Nola Pender (born August 16, 1941) is a nursing theorist, author, and academic. She is a professor emeritus of nursing at the University of Michigan. Nola Pender developed a nursing theory called the Health Promotion Model. This theory is aimed at helping patients prevent illness through their behaviors and choices (Butts et al., 2013).
B. She earned her Ph.D. degree from Northwestern University in 1969. During her doctoral degree, she met a doctoral advisor by the name James Hall who studied human thoughts in relation to how they influenced and shaped their behavior and motivation. From her interaction with James, Nola developed a keen interest in health promotion, which culminated in her, coming up with the health promotion model after seeing that health personnel only intervene when a patient has developed an acute or chronic health condition (Butts et al., 2013).
C. She believed that preventing a health complication before it occurred could improve a person’s quality of life and save them money. Pender’s model was published in 1982.
D. Overview of the Theory
• The purpose of Nola Pender’s theory is to aid nurses in helping their patients identify health risk factors as well as beneficial practices in order to help the patients actively determine which behaviors will result in achieving optimum health (Pender, 2011).
• The Health Promotion Model is based on eight assessment-nursing beliefs, all of which can be determined as points of potential nursing intervention (Petiprin, 2016).
• The key nursing concepts captured in the model include a consideration of the:
· Person
· Environment
· Nursing
· Health
· Illness (Pender, 2011)
II. BACKGROUND: THEORY DESCRIPTION
A. Health Promotion Model
1. The Model:
· In1982, Dr. Pender published the Health Promotion Model in her first edition book, Health Promotion in Nursing Practice.
· The key components of this model include individual characteristics and experiences, behavior specific cognition and affects, and behavioral outcome health promoting behavior.
· The purpose of this model is to promote health promotion and illness prevention.
· It can aid nurses to help patients in altering their negative behaviors.
· Mid-range theory: A testable theory that contains a limited number of variables, and is limited in scope as well, yet is of sufficient in generality to be useful with a variety of clinical research questions (physical exercise, diet, smoking, stress management) (Brown, 2013).
2. Focus and Goal:
· In Pender’s perspective, health is a positive dynamic state, not just absence of disease. Thus, her theory focu ...
Discussion Ethical Issues With an Aging PopulationAccording to th.docxmickietanger
Discussion: Ethical Issues With an Aging Population
According to the CDC, “in the United States, the proportion of the population aged
>
65 years is projected to increase from 12.4% in 2000 to 19.6% in 2030,” (CDC, 2003, para. 2). Caring for this aging population is going to be one of the greatest challenges facing the health care industry. Not only will the number of individuals requiring care rise, but so will the cost. As poignantly stated by Crippen and Barnato, “unless we change the practice of medicine and reduce future costs, and explicitly address the ethical dilemmas we face, there may come a time when our kids simply cannot afford us” (2011, p. 128).
In this Discussion, you will examine the ethical issues that the United States and other nations must address when faced with the health care challenges of an aging population.
To prepare:
Consider the ethical aspects of health care and health policy for an aging population.
Review the Hayutin, Dietz, and Mitchell report presented in the Learning Resources. The authors pose the question, “What are the economic consequences, now and for future generations of taxpayers if we fail to adapt our policies to the changing reality of an older population?” (p. 21). Consider how you would respond to this question. In addition, reflect on the ethical decisions that arise when dispersing limited funds.
Contemplate the impact of failing to adjust policy in accordance with the changing reality of an older population.
Reflect on the ethical dilemmas that arise when determining expenditures on end-of-life health care.
By Day 3
Post
an explanation of the ethical standards you believe should be used in determining how resources should be allocated for an aging population and end-of-life care. Then, provide an analysis of the ethical challenges related to the preparation for the provision of such health care.
Milstead, J. A. (2013).
Health policy and politics: A nurse’s guide
(Laureate Education, Inc., custom ed.). Sudbury, MA: Jones and Bartlett Publishers.
Chapter 7, “Program Evaluation” (pp. 137–159)
In this chapter, the focus is on how nurses can participate in public policy or program evaluation. It includes a summary of the methodologies that can be used in evaluation and how to best communicate the results
Craig, H. D. (2010). Caring enough to provide healthcare: An organizational framework for the ethical delivery of healthcare among aging patients.
International Journal for Human Caring
,
14
(4), 27–30.
Retrieved from the Walden Library databases.
The author of this text investigates the ethical discussions surrounding health care resource allocation among aging patients. The article supplies an organizational decision-making model for health care resource allocation among the aging.
Crippen, D., & Barnato, A. E. (2011). The ethical implications of health spending: Death and other expensive conditions.
Journal of Law, Medicine & Ethics
,
39
(2), 121–129.
Retrieved from the Walden Librar.
Running head Nola Pender Health Promotion Model 1Nola Pend.docxtoltonkendal
Running head: Nola Pender: Health Promotion Model
1
Nola Pender: Health Promotion Model
8
Nola Pender: Health Promotion Model
Name
Institution
Nola Pender: “Health Promotion Model” (University of Michigan – Deep Blue, 2011) I am not sure writing/saying this here is right or correct? University of Michigan?
HEALTH PROMOTION MODEL
I. BACKGROUND: OVERVIEW
A. Nola Pender (born August 16, 1941) is a nursing theorist, author, and academic. She is a professor emeritus of nursing at the University of Michigan. Nola Pender developed a nursing theory called the Health Promotion Model. This theory is aimed at helping patients prevent illness through their behaviors and choices (Butts et al., 2013).
B. She earned her Ph.D. degree from Northwestern University in 1969. During her doctoral degree, she met a doctoral advisor by the name James Hall who studied human thoughts in relation to how they influenced and shaped their behavior and motivation. From her interaction with James, Nola developed a keen interest in health promotion, which culminated in her, coming up with the health promotion model after seeing that health personnel only intervene when a patient has developed an acute or chronic health condition (Butts et al., 2013).
C. She believed that preventing a health complication before it occurred could improve a person’s quality of life and save them money. Pender’s model was published in 1982.
D. Overview of the Theory
• The purpose of Nola Pender’s theory is to aid nurses in helping their patients identify health risk factors as well as beneficial practices in order to help the patients actively determine which behaviors will result in achieving optimum health (Pender, 2011).
• The Health Promotion Model is based on eight assessment-nursing beliefs, all of which can be determined as points of potential nursing intervention (Petiprin, 2016).
• The key nursing concepts captured in the model include a consideration of the:
· Person
· Environment
· Nursing
· Health
· Illness (Pender, 2011)
II. BACKGROUND: THEORY DESCRIPTION
A. Health Promotion Model
1. The Model:
· In1982, Dr. Pender published the Health Promotion Model in her first edition book, Health Promotion in Nursing Practice.
· The key components of this model include individual characteristics and experiences, behavior specific cognition and affects, and behavioral outcome health promoting behavior.
· The purpose of this model is to promote health promotion and illness prevention.
· It can aid nurses to help patients in altering their negative behaviors.
· Mid-range theory: A testable theory that contains a limited number of variables, and is limited in scope as well, yet is of sufficient in generality to be useful with a variety of clinical research questions (physical exercise, diet, smoking, stress management) (Brown, 2013).
2. Focus and Goal:
· In Pender’s perspective, health is a positive dynamic state, not just absence of disease. Thus, her theory focu ...
Running head ASSIGNMENT 4 ROLE AND SETTING1 ASSIGNMENT 4 ROL.docxsusanschei
Running head: ASSIGNMENT 4: ROLE AND SETTING 1
ASSIGNMENT 4: ROLE AND SETTING 5
Assignment 4: Role and Setting
Ricardo Gonzalez Diaz
November 22, 2016
NSG5000 S03 Role of the Advanced Practice Nurse
Faculty Esposito
I was admitted to South University to become Nurse Practitioner specialized in family practice. The role of Nurse Practitioner family practice is purely of clinical nature. It is mainly based on acquiring a sufficient or formal degree of knowledge and skills to do a task effectively, safely, and with competency. It is imperative for Nurse Practitioners to demonstrate that they are qualified with special attributes, skills, and knowledge to be able to deal with medical issues pertaining to disease and death, a situation traditionally carried out by physicians. Through the demonstration of these attributes, Nurse Practitioners elevate and separate them from the traditional nursing role, giving the opportunity to the physicians to corroborate their value in medicine, convincing them, the patients, and their families that Nurse Practitioners are trustworthy enough to carry out the patients’ clinical management at an advanced level. Rashotte, J. (2014).
Walsh, A., Moore, A., Barber, A., & Opsteen, J. (2014). Educational role of nurse practitioners in a family practice centre: Perspectives of learners and nurses. Canadian Family Physician Médecin De Famille Canadien, 60(6), e316, e318.
The authors of this article use a qualitative approach as a design to examine the role of nurse practitioners (NPs) as educators of family medicine residents in order to better understand the interprofessional dynamics in a clinical teaching setting in an urban area in southern Ontario, Canada.
In order to develop this research, first year (8 of 9) and second year (9 of 10) family medicine residents were used as participants and utilized audiotaped and transcribed semistructured interviews.
They were able to identify several points that served as the base for their study. These points included role clarification, professional identity formation, factors that enhance the educational role of NPs, and factors that limit the educational role of NPs. The function of NPs were recognized by the majority of the residents, but they were not sure about the NPs scope of practice. In fact, they responded differently to teaching by NPs. First year residents believed that nurse practitioner offer a better approach when teaching and they perceive a decreased sense of susceptibility when being taught by NPs. On the other hand, second year residents preferred being taught from physician teachers alleging that they needed to think like physicians. This created some discomfort among senior residents and did not appreciate the role of nurse practitioners in providing supervision of the day-to-day care of patients. It was evident the lack of an intentional orientation of the family medicine residents regarding the scope of practice of nurse practitioners ...
(
NR449_Skills_Module_Nutritio
n
®2022 Chamberlain University. All Rights Reserved
) (
1
)
Purpose
NR449 Evidence-Based Practice
Skills Module: Nutrition
To encourage critical thinking, problem solving, and collaboration through the use of evidence-based practice studies.
Course outcomes: This assignment enables the student to meet the following course outcomes. CO 1: Examine the sources of knowledge that contribute to professional nursing practice. (PO 7)
CO 2: Apply research principles to the interpretation of the content of published research studies. (POs 4 and 8) CO 3: Identify ethical issues common to research involving human subjects. (PO 6)
CO 4: Evaluate published nursing research for credibility and clinical significance related to evidence-based practice. (POs 4 and 8)
CO 5: Recognize the role of research findings in evidence-based practice. (POs 7 and 8)
Due date: Your faculty member will inform you when this assignment is due. The Late Assignment Policy applies to this assignment.
Total points possible: 100 points
Preparing the assignment
Follow these guidelines when completing this assignment. Speak with your faculty member if you have questions.
1. Computer with internet access.
2. Recommend using Firefox browser and clearing your cookies and cache if you are accessing ATI on laptop or desktop computer.
3. Log into ATI, “My ATI”, and select the “Apply” tab. Click on Skills Module 3.0 and title “
Nutrition.” Click on
the “Begin Lesson” tab. Open the “Evidence-Based Research” tab on the left side.
4. There is one (1) study under the Evidence-Based Practice tab. You may review the entire module, but this is not a priority for this assignment. Other main topics and accompanying studies are listed in the table below.
5.
Choose one of the main topics from the table and then choose one (1) article for review under that main topic.
Read the article chosen from the table below and answer one (1) of the topic questions listed.
a. What methods can be used to assess nutritional status?
b. What methods can be used to identify those at risk for malnutrition?
c. What specific health conditions increase the risk of malnutrition?
d. What associations exist between nutritional status and health outcomes?
e. What type of interventions improve adherence to recommendations on nutritional intake?
Create a 2-3 page scholarly paper which supports the topic question you selected. Search for a current research article (less than 5 years) to support the topic question selected. The 2-3 page limit does not include title and reference pages.
Main Topic: Person-centered feeding care.
Article for review:
· Bell, C., Lopez, R., Mahendra, N., Tamai, A., Davis, J., Amella, E., & Masaki, K. (2016). Person-centered feeding care: A protocol to re-introduce oral feeding for nursing home patients with tube feeding
. Journal of ...
TextCottrell, R. R., Girvan, J. T., McKenzie, J. F., & Seabert.docxtodd191
Text
Cottrell, R. R., Girvan, J. T., McKenzie, J. F., & Seabert, D. (2014). Principles and foundations of health promotion and education (6th ed.). Boston, MA: Pearson Education, Inc.
· Chapter 1: A Background for the Profession
· This chapter provides an overview of the health education profession.
· Chapter 4: Theories and Planning Models
· This chapter presents behavior change theories and models used to plan health education.
Multimedia
Society for Public Health Education [Sophie US]. (2010, December 22). The health education specialist: Promoting a healthy world [Video file]. Retrieved from http://www.youtube.com/watch?v=ErBECLCWNOk&feature=player_embedded
· This video provides a broad overview of what individuals with health education degrees are doing in healthcare and what careers are possible.
· This video only contains visual images and instrumental music
· This video is for public use and has no limited distribution beyond the terms of YouTube.
Recommended Resource
Article
United States Department of Labor: Bureau of Labor Statistics. (2012). Occupational employment statistics (Links to an external site.)Links to an external site.. Retrieved from http://www.bls.gov/oes/current/oes211091.htm
· This website will help students to see that health educators are in demand throughout the United States.
T
ext
Cottrell, R. R., Girvan, J. T., McKenzie, J. F., & Seabert, D. (2014).
Principles and foundations
of health promotion and education
(6th ed.). Boston, MA: Pearson Education, Inc.
·
Chapter 1: A Background for the Profe
ssion
o
This chapter provides an overview of the health education profession.
·
Chapter 4: Theories and Planning Models
o
This chapter presents behavior change theories and models used to plan health
education.
Multimedia
Society for Public Health Education [Sop
hie US].
(2010, December 22).
The health education
specialist: Promoting a healthy world
[Video file].
Retrieved from
http://www.youtube.com/watch?v=ErBECLCWNOk&feature=player_embedded
·
This video provides a broad overview of what individuals with health ed
ucation degrees
are doing in healthcare and what careers are possible.
·
This video only contains visual images and instrumental music
·
This video is for public use and has no limited distribution beyond the terms of YouTube.
Recommended Resource
Article
Un
ited States Department of Labor: Bureau of Labor Statistics.
(2012).
Occupational
employment statistics
(Links to an external site.)Links to an external site.
.
Retrieved from
http://w
ww.bls.gov/oes/current/oes211091.htm
·
This website will help students to see that health educators are in demand throughout the
United States.
Text
Cottrell, R. R., Girvan, J. T., McKenzie, J. F., & Seabert, D. (2014). Principles and foundations
of health promotion and education (6th ed.). Boston, MA: Pearson Education, Inc.
Chapter 1: A Background for the Profession
o This chapter provides an overview of the health ed.
TextCottrell, R. R., Girvan, J. T., McKenzie, J. F., & Seabert, .docxtodd191
Text
Cottrell, R. R., Girvan, J. T., McKenzie, J. F., & Seabert, D. (2014). Principles and foundations of health promotion and education (6th ed.). Boston, MA: Pearson Education, Inc.
· Chapter 1: A Background for the Profession
· This chapter provides an overview of the health education profession.
· Chapter 4: Theories and Planning Models
· This chapter presents behavior change theories and models used to plan health education.
Multimedia
Society for Public Health Education [Sophie US]. (2010, December 22). The health education specialist: Promoting a healthy world [Video file]. Retrieved from http://www.youtube.com/watch?v=ErBECLCWNOk&feature=player_embedded
· This video provides a broad overview of what individuals with health education degrees are doing in healthcare and what careers are possible.
· This video only contains visual images and instrumental music
· This video is for public use and has no limited distribution beyond the terms of YouTube.
Recommended Resource
Article
United States Department of Labor: Bureau of Labor Statistics. (2012). Occupational employment statistics (Links to an external site.)Links to an external site.. Retrieved from http://www.bls.gov/oes/current/oes211091.htm
· This website will help students to see that health educators are in demand throughout the United States.
T
ext
Cottrell, R. R., Girvan, J. T., McKenzie, J. F., & Seabert, D. (2014).
Principles and foundations
of health promotion and education
(6th ed.). Boston, MA: Pearson Education, Inc.
·
Chapter 1: A Background for the Profe
ssion
o
This chapter provides an overview of the health education profession.
·
Chapter 4: Theories and Planning Models
o
This chapter presents behavior change theories and models used to plan health
education.
Multimedia
Society for Public Health Education [Sop
hie US].
(2010, December 22).
The health education
specialist: Promoting a healthy world
[Video file].
Retrieved from
http://www.youtube.com/watch?v=ErBECLCWNOk&feature=player_embedded
·
This video provides a broad overview of what individuals with health ed
ucation degrees
are doing in healthcare and what careers are possible.
·
This video only contains visual images and instrumental music
·
This video is for public use and has no limited distribution beyond the terms of YouTube.
Recommended Resource
Article
Un
ited States Department of Labor: Bureau of Labor Statistics.
(2012).
Occupational
employment statistics
(Links to an external site.)Links to an external site.
.
Retrieved from
http://w
ww.bls.gov/oes/current/oes211091.htm
·
This website will help students to see that health educators are in demand throughout the
United States.
Text
Cottrell, R. R., Girvan, J. T., McKenzie, J. F., & Seabert, D. (2014). Principles and foundations
of health promotion and education (6th ed.). Boston, MA: Pearson Education, Inc.
Chapter 1: A Background for the Profession
o This chapter provides an overview of the health ed.
SOCW 04 wk 2 discussion 1 response to studentsLearning Resources.docxwhitneyleman54422
SOCW 04 wk 2 discussion 1 response to students
Learning Resources to be used as references to support your answer.
Note: To access this week’s required library resources, please click on the link to the Course Readings List, found in the Course Materials section of your Syllabus.
Required Readings
Centers for Medicare & Medicaid Services. (2012). Discharge planning. Retrieved from http://www.cms.gov/Outreach-and-Education/Medicare-Learning-Network-MLN/MLNProducts/Downloads/Discharge-Planning-Booklet-ICN908184.pdf
Discharge-Planning-Booklet-ICN908184.pdf
Beder, J. (2006). Hospital social work: The interface of medicine and caring. New York, NY: Routledge.
· Chapter 2, “General Medical Social Work” (pp. 9–20)
Craig, S. L., & Muskat, B. (2013). Bouncers, brokers, and glue: The self-described roles of social workers in urban hospitals. Health Social Work, 38(1), 7–16.
Note: Retrieved from Walden Library databases.
Gehlert, S., & Browne, T. (Eds). (2012). Handbook of health social work (2nd ed.). Hoboken, NJ: Wiley.
· Chapter 2, “Social Work Roles and Health-Care Settings” (pp. 20–40)
Judd, R. G., & Sheffield, S. (2010). Hospital social work: Contemporary roles and professional activities. Social Work in Health Care, 49(9), 856–871.
Note: Retrieved from Walden Library databases.
Fox, M. T., Persaud, M., Maimets, I., Brooks, D., O‘Brien, K., & Tregunno, D. (2013). Effectiveness of early discharge planning in acutely ill or injured hospitalized older adults: A systematic review and meta-analysis. BMC Geriatrics, 13, 70.
Note: Retrieved from Walden Library databases.
Marshall, J. W., Ruth, B. J., Sisco, S., Bethke, C., Piper, T. M., Cohen, M., & Bachman, S. (2011). Social work interest in prevention: A content analysis of the professional literature. Social Work, 56(3), 201–211.
Note: Retrieved from Walden Library databases.
Work #1 wanda kinchen (Title of work #1) Answer in APA format with 2 citations per paragraph treat each answer as a separate work or file and each work or file need separate references. Support your posts with specific references to the Learning Resources given in this work. Be sure to provide full APA citations for your references. Treat each work or answer as a separate work and each work needs separate references. Respond to at least two different colleagues’ postings in the following ways:
· Provide a constructive critique of your colleague’s post about the three specific roles.
· Suggest different perspectives of the interventions your colleagues described for the three specific issues.
· Support your post with specific references to the resources. Be sure to provide full APA citations for your references.
Work #1 wanda kinchen
Wanda Main Post
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Total views: 6 (Your views: 1)
The three primary roles of medical social workers that I find rewarding are Janitor (cleaning up the mess of others), Glue (adhesive that hold things together) and Challenger (advocating for social change and the well-being .
EMPIRICAL STUDYThe meaning of learning to live with medica.docxSALU18
EMPIRICAL STUDY
The meaning of learning to live with medically
unexplained symptoms as narrated by patients in primary
care: A phenomenological�hermeneutic study
EVA LIDÉN, PhD1, ELISABETH BJÖRK-BRÄMBERG, PhD2 &
STAFFAN SVENSSON, MD3
1Institute of Health and Care Sciences, The Sahlgrenska Academy, University of Gothenburg, Gothenburg, Sweden, 2Institute
of Environmental Medicine, Karolinska Institutet, Solna, Sweden, and 3Angered Family Medicine Unit, Angered, Sweden
Abstract
Background: Although research about medically unexplained symptoms (MUS) is extensive, problems still affect a
large group of primary care patients. Most research seems to address the topic from a problem-oriented, medical
perspective, and there is a lack of research addressing the topic from a perspective viewing the patient as a capable person
with potential and resources to manage daily life. The aim of the present study is to describe and interpret the experiences of
learning to live with MUS as narrated by patients in primary health-care settings.
Methods: A phenomenological�hermeneutic method was used. Narrative interviews were performed with ten patients
suffering from MUS aged 24�61 years. Data were analysed in three steps: naive reading, structural analysis, and
comprehensive understanding.
Findings: The findings revealed a learning process that is presented in two themes. The first, feeling that the symptoms
overwhelm life, involved becoming restricted and dependent in daily life and losing the sense of self. The second, gaining
insights and moving on, was based on subthemes describing the patients’ search for explanations, learning to take care of
oneself, as well as learning to accept and becoming mindful. The findings were reflected against Antonovsky’s theory of sense
of coherence and Kelly’s personal construct theory. Possibilities and obstacles, on an individual as well as a structural level,
for promoting patients’ capacity and learning were illuminated.
Conclusions: Patients suffering from MUS constantly engage in a reflective process involving reasoning about and
interpretation of their symptoms. Their efforts to describe their symptoms to healthcare professionals are part of this
reflection and search for meaning. The role of healthcare professionals in the interpretative process should be acknowledged
as a conventional and necessary care activity.
Key words: MUS, primary care, person centred care, phenomenological-hermeneutics
(Accepted: 19 March 2015; Published: 16 April 2015)
Medically unexplained symptoms (MUS) is a condi-
tion that affects a large but heterogeneous group
of people. The health services have so far been
unsuccessful in addressing the healthcare needs of
these people, partly because of outdated theories and
diagnostic systems that fail to encompass the com-
plexity of the patients’ health problems (Fink &
Rosendal, 2008). The lack of a medical explanation
and cure leaves patients and healthcare professionals
in a ...
Assignment topic Rapid Influenza Testing in Children and Adult.docxlynettearnold46882
Assignment topic : Rapid Influenza Testing in Children and Adults.
When seeking to identify a patient’s health condition, advanced practice nurses can use a diverse selection of diagnostic tests and assessment tools; however, different factors affect the validity and reliability of the results produced by these tests or tools. Nurses must be aware of these factors in order to select the most appropriate test or tool and to accurately interpret the results.
Not only do these diagnostic tests affect adults, body measurements can provide a general picture of whether a child is receiving adequate nutrition or is at risk for health issues. These data, however, are just one aspect to be considered. Lifestyle, family history, and culture—among other factors—are also relevant. That said, gathering and communicating this information can be a delicate process.
For this Assignment, you will consider the
validity
and
reliability
of different assessment tools and diagnostic tests. You will explore issues such as
sensitivity,
specificity,
and
positive
and
negative predictive values
. You will also consider examples of children with various weight issues. You will explore how you could effectively gather information and encourage parents and caregivers to be proactive about their children’s health and weight.
To Prepare
· Review this week’s Learning Resources and consider factors that impact the validity and reliability of various assessment tools and diagnostic tests. You also will review examples of pediatric patients and their families as it relates to BMI.
· Search the Library and credible sources for resources explaining the tool or test you were assigned. What is its purpose, how is it conducted, and what information does it gather?
· Also, as you search the library and credible sources, consider what the literature discusses regarding the validity, reliability, sensitivity, specificity, predictive values, ethical dilemmas, and controversies related to the test or tool.
Assignment
(3–4 pages, not including title and reference pages)
:
For the Adult Assessment Tools or Diagnostic Tests:
Include the following:
· A description of how the assessment tool or diagnostic test you were assigned is used in healthcare.
o What is its purpose?
o How is it conducted?
o What information does it gather?
· Based on your research, evaluate the test or the tool’s validity and reliability, and explain any issues with sensitivity, reliability, and predictive values. Include references in appropriate APA formatting.
For the Child :
Include the following:
· An explanation of the health issues and risks that are relevant to the child you were assigned.
· Describe additional information you would need in order to further assess his or her weight-related health.
· Identify and describe any risks and consider what further information you would need to gain a full understanding of the child’s health. Think about how you could gather this infor.
Ethical Issues With an Aging PopulationAccording to the CDC, in t.docxmodi11
Ethical Issues With an Aging Population
According to the CDC, “in the United States, the proportion of the population aged
>
65 years is projected to increase from 12.4% in 2000 to 19.6% in 2030,” (CDC, 2003, para. 2). Caring for this aging population is going to be one of the greatest challenges facing the health care industry. Not only will the number of individuals requiring care rise, but so will the cost. As poignantly stated by Crippen and Barnato, “unless we change the practice of medicine and reduce future costs, and explicitly address the ethical dilemmas we face, there may come a time when our kids simply cannot afford us” (2011, p. 128).
In this Discussion, you will examine the ethical issues that the United States and other nations must address when faced with the health care challenges of an aging population.
To prepare:
Consider the ethical aspects of health care and health policy for an aging population.
Review the Hayutin, Dietz, and Mitchell report presented in the Learning Resources. The authors pose the question, “What are the economic consequences, now and for future generations of taxpayers if we fail to adapt our policies to the changing reality of an older population?” (p. 21). Consider how you would respond to this question. In addition, reflect on the ethical decisions that arise when dispersing limited funds.
Contemplate the impact of failing to adjust policy in accordance with the changing reality of an older population.
Reflect on the ethical dilemmas that arise when determining expenditures on end-of-life health care.
Post by Day 3
an explanation of the ethical standards you believe should be used in determining how resources should be allocated for an aging population and end-of-life care. Then, provide an analysis of the ethical challenges related to the preparation for the provision of such health care.
References:
Crippen, D., & Barnato, A. E. (2011). The ethical implications of health spending: Death and other expensive conditions
. Journal of Law, Medicine & Ethics, 39
(2), 121–129. doi:10.1111/j.1748-720X.2011.00582.x
Public health and aging: Trends in aging—United States and worldwide
. Retrieved from:
http://www.cdc.gov/mmwr/preview/mmwrhtml/mm5206a2.htm
Readings
Milstead, J. A. (2013).
Health policy and politics: A nurse's guide
(Laureate Education, Inc., custom ed.). Sudbury, MA: Jones and Bartlett Publishers.
Chapter 7, “Program Evaluation” (pp. 137–159)
In this chapter, the focus is on how nurses can participate in public policy or program evaluation. It includes a summary of the methodologies that can be used in evaluation and how to best communicate the results
Craig, H. D. (2010). Caring enough to provide healthcare: An organizational framework for the ethical delivery of healthcare among aging patients.
International Journal for Human Caring
,
14
(4), 27–30.
Retrieved from the Walden Library databases.
The author of this text investigates the ethical discussions surrounding health car ...
Similar to Taylor mn 510 lesson plan assignment (20)
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2. UNIT OBJECTIVES
Describe the differences between hospice and
palliative care.
Integrate Hospice and Palliative Care into care plan
Identify listing of area hospice and palliative groups
Examine wishes of patients for hospice and
palliative care even when contrary to their own
views
2
3. LEARNER OBJECTIVES
By the end of class student will:
Know the qualifications for hospice care.
Know the qualifications for palliative care.
Communicate to families regarding resources available
for families and patients.
Appreciate the impact end of life issues have on the
family unit.
Integrate the ethical considerations of hospice and
palliative care
3
4. EVALUATION OF
INSTRUCTION
Palliative care requires education to enhance end of life
care.
Self-assessment of students prior to first class;
journaling to explore own end of life beliefs
Formative evaluation at regular intervals.
Revision of material as needed to fulfill learning goals
Summative evaluation at end of class to determine if
goals have been met
4
5. WEB RESOURCES FOR
STUDENTS
Compassion in Dying
http://www.thebody.com/cid/cidpage.html
Project on Death
http://www.soros.org/death
University of TX Medical Branch-CD interactive resources
http://www.multimediallab.com
Choice in Dying
http://www.choices.org
5
6. CONCLUSION
Hospice care for those very close to death
Requires DNR
All life prolonging care must be stopped
Palliative care not just for terminal illness
No DNR required
Life prolonging care may be continued
Chronic illness can benefit from palliative care
Ethical issues with end of life care
6
7. REFERENCES
American Nurse Association (2012) Code of Ethics for Nurses.
Retrieved from
http://www.nursingworld.org/mainmenucategories/ethicsstandards
/codes/ethicsfornurses.aspx
Bastable, S. B. & Doody, J. A. (2008). Behavioral objectives. In
S. B. Bastable Nurse s educator: Principles of teaching and
learning for nursing practice. (3rd ed., pp. 383-427).
Sudbury, MA: Jones and Bartlett.
Beauchamp, T. L. & Walters, L. (2008). Contemporary issues in
bioethics. (2nd ed.). Mason, OH: Cengage Learning.
7
8. REFERENCES-CONTINUED
Bookbinder, M., Kiss, M., & Matzo, M. L. (2005). Death and society.
In M. L. Matzo & D. W. Sherman Palliative care nursing: Quality care
to the end of life. (2nd ed., pp. 89-115) New York, NY: Springer.
Dempski, K. (2009). Advance directives and end-of-life decisions. In
S. J. Westrick & K. Dempski Essentials of nursing law and ethics (pp.
282-288), Sudbury, MA: Jones and Bartlett.
Eliopoulos, C. (2005) Gerontological nursing. Philadelphia, PA:
Lippincott Williams & Wilkins.
End of Life Nursing Education Consortium (2012). About ELNEC.
Retrieved from http://www.aacn.nche.edu/elnec
8
9. REFERENCES-CONTINUED
Hospice Foundation of America (2012). About Hospice Foundation.
Retrieved from http://www.hospicefoundation.org
Iwasiw, C. L., Goldenberg, D., & Andrusyszyn, M-A. (2009). Curriculum
development in nursing education. Sudbury, MA: Jones and Bartlett.
Kass-Bartelmas, B. L. & Huges, R. (n.d.). Advance care planning:
Preference for care at end of life. Retrieved from
http://www.ahrq.gov/research/endlifria/endria.htm
Lentz, J. & Sherman, D. W. (2005). Professional organizations and
certifications in hospice and palliative care. In M. L. Matzo & D. W.
Sherman Palliative care nursing: Quality care to the end of life (2nd ed., pp.
117-132). New York, NY: Springer.
9
10. REFERENCES-CONTINUED
Lowenstein, A. J. (2011). Role play. In M. J. Bradshaw & A. J.
Lowenstein (Eds). Innovative teaching strategies in nursing and related
health professions (5th ed., pp. 187-205). Sudbury, MA: Jones and
Bartlett.
McDonald, M. E. (2007). The nurse educator’s guide to assessing
learning outcomes (2nd ed.). Sudbury, MA: Jones and Bartlett.
National Hospice and Palliative Care Organization (2012). About
NHPCO Retrieved from http://www.nhpco.org
Nelson, J. E., & Hope, A. A. (2012). Integration of palliative care in
chronic critical illness management Respiratory Care, 57(6), 1004-1013.
doi:10.4187/respcare.01624
10
11. REFERENCES-CONTINUED
Nelson, M. J. (2008). Ethical, legal, and economic foundations of educational
process. In S. B. Bastable Nurse as educator: Principles of teaching and
learning for nursing practice (3rd ed., pp. 25-49). Sudbury, MA: Jones and
Bartlett.
Pere, K. (2012). Developing nursing expertise in caring for older advance
stage heart failure patients and their families in palliative and end of life care.
Canadian Journal of Cardiovascular Nursing, 22(3), 12-17 Retrieved from
http://www.ncbi.nlm.nih.gov/pubmed/22908522
Scheckel, M. (2012). Selecting learning experiences to achieve curriculum
outcomes. In D. M. Billings & J. A. Halstead Teaching in nursing: A guide for
faculty, (4th ed., pp. 170-187). St. Louis, MO: Elsevier/Saunders.
11
12. REFERENCES-CONTINUED
Stavropoulou, A. & Kelesi, M. (2012). Concepts and methods of
evaluation in nursing education-a methodological challenge.
Health Science Journal, 6(1), 11-23. Retrieved from
http://www.hsj.gr
Teeley, K. H. (2011). Multimedia in the classroom: Creating
learning experiences with technology. In M. J. Bradshaw & A. J.
Lowenstein Innovative teaching strategies in nursing and related
health professions (5th ed., pp. 293-308). Sudbury, MA: Jones
and Bartlett.
Westrick, S. J. (2009). Patient teaching and health counsuling.
In S. J. Westrick & K. Dempski Essentials of nursing law and
ethics. (pp. 91-95). Sudbury, MA: Jones and Bartlett.
12
Editor's Notes
For this lesson we will briefly discuss hospice and palliative care. While they both care for those that are terminally ill, palliative care is also meant for any life-limiting illness (ELNEC, 2012). This includes such conditions as respiratory failure, congestive heart failure and renal disease. There are ethical issues involved with those people who are under either hospice or palliative care (Beauchamp & Walters, 2008; Dempski, 2009; HFA, 2012; Westrick, 2009). Physician assisted suicide, terminal sedation and euthanasia are all topics that can be brought up by family when facing end of life issues. These are issues that students need to cover before entering the clinical setting (ANA, 2012; Bookbinder, Kiss, & Matzo, 2005; Nelson & Hope, 2012; Scheckel, 2012).This PowerPoint presentation will introduce the students to the concept of Hospice care and Palliative care. Included in the instruction will be such resources as whiteboard, overhead projector, case studies, role play, brainstorming, journalling, live interaction through Skype or Facebook video chat, and paper handouts (Teeley, 2011). Before each class the students will have assigned readings and web fieldtrips that will be covered in the next class period. At the end of this unit, a post-test will be given to the students with a passing grade of 75% necessary to successfully complete this section (Iwasiw, Goldenberg, & Andrusyszyn, 2009; Nelson & Hope, 2012; Teeley, 2011).
Describe the differences between hospice and palliative care. Explanation given to students regarding the differences between palliative care and hospice. Topics that will be covered are how hospice requires DNR, the patient have 6 months or less left to live, primarily used for terminal cancer and all life prolonging treatment must be stopped. Palliative care does not require all of those things and is best used for any life-limiting illness such as heart disease or renal failure (Bookbinder, Kiss, & Matzo, 2005; Eliopoulos, 2005; HFA, 2012; Kass-Bartelmes & Huges, n.d. ; NHPCO, 2012). White board, web sites prior to class, reading in text and handouts given at beginning of class will help provide students with this information. Integrate Hospice and Palliative Care into care plan. Will provide information to students via white board and PowerPoint slides to give them the tools to include aspects of end of life care to their patients who are facing these issues. This will include methods of approaching these issues with families through role playing and case studies (Beauchamp & Walters, 2008; McDonald, 2007; Westrick, 2009). Identify listing of area hospice and palliative groups. Utilizing web field trips prior to this class, will explore hospice and palliative care groups in the area the students live. To assist them with this task, will utilize either Skype or Facebook video chat to have spokesmen from a local hospice group and a local palliative group to address the class and answer questions afterward (Dempski, 2009; Iwasiw, Goldenberg, & Andrusyszyn, 2009; Lentz & Sherman, 2005; McDonald, 2007; Scheckel, 2012). Examine wishes of patients for hospice and palliative care even when contrary to their own views. In this section will explore the students own opinions about end of life issues. This will include covering ANA Code of Nursing Ethics, physician assisted suicide, euthanasia, and terminal sedation. It will also take a look at recent court cases that have dealt with end of life issues; Karen Quinlan, Nancy Cruzan, and Teri Schiavo (ANA, 2012; Beauchamp & Walters, 2008; Dempski, 2009). This material will be covered by white board, short paper written about court cases, brainstorming, and reading from text. Students will also be encouraged to journal their thoughts on end of life issues and how their point of view changes from beginning of class to the end.
Student outcomes. By the end of class, students should be able to explain the differences between hospice care and palliative care when asked by families or patients facing end of life issues (Eliopoulos, 2005; Kass-Bartelmas & Huges, n. d.; Nelson & Hope, 2012). By the end of class students should be able to find resources of both groups to provide information to families and patients. In addition they will be able to integrate this information into the care plan (Eliopoulos, 2005; Lentz & Sherman, 2005; NHPCO, 2012; Westrick, 2009). By the end of the class students will appreciate the impact end of life issues have on the family unit (Dempski, 2009; Eliopoulos, 2005). By the end of class students would be able to explore available resources in areas students come from. Resources used for instruction will be White board, overhead projector, handouts of hospice and palliative care groups. This will be accomplished by having live discussions with spokesmen from each of the two groups from the area (Teeley, 2011). Also will have students write a short paper about how they would seek out and share resources with family and patients (Dempski, 2009; HFA, 2012; Lentz & Sherman, 2005; Nelson, 2008; Westrick, 2009) . By the end of class students will be able to integrate ethical considerations of hospice and palliative care into their care of patients with these issues. To help with this will have class write a 3-5 page paper about one of the three legal cases that have provided guidelines for end of life care. The three cases will be Karen Quinlan, Nancy Cruzen, & Teri Schiavo (Beauchamp & Walters, 2008; Dempski, 2009; Kass-Bartelmes& Huges, n. d.). In addition the class will explore their place as a nurse in situations such as terminal sedation, euthanasia, and physician assisted suicide (ANA, 2012; Dempski, 2009). These skills will be taught using case studies, role playing and practice in the nursing lab (Lowenstein, 2011; Teeley, 2011).
The concept of palliative care is not widely known. Many doctors still feel that it is merely an extension of hospice. In addition, many doctors are reluctant to introduce end of life provisions as it requires them to acknowledge the patient has reach a point that treatment is no longer a viable option. Early integration of palliative care can actually enhance effectiveness of disease directed treatment for patients with serious and complex illnesses. It can also improve quality of life and provide support for families. Prior to beginning the instruction, a self-assessment will be provided for the students to take prior to the first class. This self-assessment will provide stepping off place for the nurse instructor and a place to begin instruction. Also, students will journal their own feelings about end of life issues and by the end of the class will include how their views have or have not changed (Bastable & Doody, 2008; Iwasiw, Goldenberg,& Andrusyszyn, 2009; Nelson, 2008; Worral, 2008). Formative evaluation consisting of quizzes, question and answer periods, and short focused papers will be provided at regular intervals in order to ascertain if students are understanding material as it is being taught. If there are discrepancies in what instructor has taught and the level the students show understanding in the formative evaluations, revision of timeline of material including re-instruction of the missed or misunderstood material if necessary (Iwasiw, Goldenberg, & Andrusyszyn, 2009). The purpose of formative evaluation is to make adjustments to the educational activity being done. Once the program has finished, a summative evaluation consisting of a comprehensive test and/or longer more focused paper to tie together all aspects of class will be conducted to ascertain information transmission effectiveness (Bastable & Doody, 2008; Stavropoulou, 2012).
These websites add more information and resources for nursing students. There are also a few that deal with dying. Philadelphia Inquirer: Seeking a Good Death. This has five real life scenarios that show how different families dealt with end of life issues. More information can be found at http://www.phillynews.com/packages/end_of_life And on euthanasia; Euthanasia Research and Guidance Organization, http://www.finalexit.org/more.html In addition to these sites, students will be required to view and critique one of the following movies for their application to end of life issues. The movies they can choose from are: Brian Song-the true story of Brian Piccalo, a football player and his fight against cancer. Terms of Endearment-story of a mother and daughter how they deal with death after the daughter is diagnosed with cancer. The Sea Inside-story of a quadriplegic man who explores euthanasia and right to die. Land Before Time and Bambi-both deal with death of a mother on a child's level. X-Men: The Last Stand-three main characters are killed yet the school and the team continue to help humanity. Rodan-while this is a Japanese monster movie, if the two main creatures are transformed into a married couple, the final scenes are even more heartbreaking. When one mate is hurt by the military and falls into the volcano, the other one, rather than live alone, joins it in the volcano. This leaves their offspring to be brought up by other monsters on Monster Island-home of Godzilla. By including these two different timespans for movies I have programs that both those students of my age group (35-50) and those of my daughters age group (18-22) to choose from.
To recap what we have discussed for this class, hospice and palliative care are both very important aspects of end of life care. Hospice is associated with terminally ill patients who have less than six months to live. It requires the patient to have a do not resuscitate (DNR) order in place and all life prolonging treatment must end. Palliative care is not just for terminally ill patients with some form of cancer. It can be utilized for those patients who suffer from chronic illness like renal failure or heart disease as well. No DNR is required and life prolonging treatment can be continued. Nursing takes in the prevention of illness, alleviate suffering and the protection promotion of healthcare. Nurses are to adhere to a tradition of self-reflective care enduring with a code of ethics primary to goals and obligations(Dempski, 2009; Westrick, 2009). The code of ethics serves the obligations and duties of every individual. It is non-negotiable ethical standard of the profession. Code of ethics is set as a guide for nurses now and the future. Nurses, no matter what the circumstances, respect the worth, dignity and rights of all human beings irrespective of nature of the health problem (ANA, 2012). End of life issues like physician assisted suicide or euthanasia are against our code of ethics. Terminal sedation-or the administration of medication to help the patient sleep then allowing nature to take its course is permissible but is generally handled by palliative care nurses and is part of the advance directive of the patient (ANA, 2012; Beauchamp & Walters, 2008; Dempski, 2009). Advance directives and healthcare power of attorney are two important legal forms to help direct the care of the patient when they are unable verbalize it (Pere, 2012; Westrick, 2009).
The references here come from texts and websites. The entire listing of references would be provided to students at the start of class. Also will encourage students to share websites and/or journals found with other students that apply to this class.