Important of advocacy
Important of advocacy as it pertain to patient care,nurse's role in patient advocacy
Because animals share many physiological and genetic similarities with humans
Because animals share many physiological and genetic similarities with humans, medical research that uses animal testing can be tremendously helpful for furthering medical science, but do we have the right to subject animals to the imprisonment, pain, and suffering that this research often entails?
As opinions range from agreeing with all research, the topic is tricky as it currently stands to completely outlawing any kind of animal research as unnecessary and unethical. The truth and possibly a reasonable solution may lie somewhere between the poles.
What are your thoughts or how do you feel about the issue presented?
which opinion do you think is the most ethical and why?
1. Support your conclusions with evidence including a minimum of one THEORY OF ETHICS to defend your stance.
Cite sources"
It is correct to perceive that the ethical question related to animal use in research is rather difficult and complex. Animal experiments have undoubtedly been instrumental in achieving major clinical breakthroughs and, in creating cures and therapies for people and animals’ uses. However, it also stimulates essential ethical problems concerning the use of animals in such research and their subsequent wellbeing. Here is a brief on the matter and following a theory of ethics, a rational conclusion to the ethical approach that should be taken.
It will hence be helpful to note my own considerations on the matter now as a way of establishing flow into the ensuing discussion:
Balancing Scientific Progress and Ethical Treatment:Balancing Scientific Progress and Ethical Treatment:
The choice of animals for experiments is partly explained by the potential results in terms of medicine and population’s health. For instance, in vaccines, cancer cures or treatments and even the knowledge of various diseases have been enhanced through animal tests. However, this has to be done with certain regard to the principle of ethics, specifically as regards to animals. The question of the hour is, do the gains of human health exceed the pains caused on animals?
Most Ethical Opinion
The Principle of Minimizing Harm (Utilitarian Ethics):The Principle of Minimizing Harm (Utilitarian Ethics):
The major ethical theory that can be used for analysis of animal experimentation is the Utilitarian principals formulated by John Stuart Mill and Jeremy Bentham. Since utilitarianism is a teleological ethical theory which holds that it is right to act in the way that will provide that maximized utility, the best interest should be done to make the largest number of individuals happy. In the context of animal research it translates into the principle that research should be done if it produces a significant increase of the human good, as long as the suffering of animals is kept to a minimum and justified.
Application of Utilitarian Ethics:
Justification of Research:
Animal research thus should only be done when the potential gain, that is the lives that will be saved, the suffering relieved, or the advancement in medical science outweighs the suffering of animals. This entails the complete evaluation of the likely consequence and adequate check to ensure that the research study has high probability of success in contributing to the achievement of significant finding.
Minimizing Harm:
Thus, ethical guidelines and regulations should help to regulate and minimize possible harm to animals. This includes implementing the 3Rs principle—Replacement, Reduction, and Refinement:This includes implementing the 3Rs principle—Replacement, Reduction, and Refinement:
Replacement: As a last resort if possible, resorting to something as crude as computer models or cell cultures.
Reduction: Averting exploiting the animals by redesigning their experiments in such a way that the least number of them is used but yields the most credible outcome.
Refinement: Improving methods of reducing suffering and suffering on the aggrandizing animals’ welfare in the process of research.
Oversight and Regulation:
Animal studies must also be regulated by strict ethical committees and laws so as to agree with set ethical practices. These are routine check up, ensuring that the researchers follow humane treatment and standard in dealing with animals and evaluating the reasons that make the research ethical.
Supporting Evidence and Theory
Utilitarian Ethics:
Consequentialism judges actions by their outcome; this being the case, Utilitarianism is a type of consequentialism. The claim being made in this theory is that medical research on animals is acceptable if human lives are to be saved, or improved and if the animals are not suffering unduly. However, this justification needs to be explained afresh all the time in order to continue justifying the implementation of the various projects in a way that adheres to the precepts of ‘doing no wrong’ and ‘doing a lot of right’.
Supporting Evidence:
Scientific Advancements: Many medical discoveries such as polio vaccine and some of the developments with regards to cancer have been made through the use of animals (National Institutes of Health, 2021).
Regulations and Welfare: All ethical regulations like Animal Welfare Act as well as guidelines provided by the Institutional Animal Care and Use Committees exist for the purpose of animal protection and usage that is as humane as possible (National Research Council, 2011).
References:
National Institutes of Health. (2021). The Discussion of Animals in Research. Retrieved from NIH Website.
National Research Council. (2011). Guide for the care and use of Laboratory Animals. 8th Edition. Washington, D. C. : NAP.
Therefore, the final ethical course of action would be the reasonable stand to take is to endorse animal testing in as many cases as possible only when there clearly are high benefits for humans and should this be done while hardly causing any harm to the animals and strictly observing the ethical points of view. It necessary to note that the utilitarian ethics provide a practical tool to balance these considerations, trying to provide the maximum utility while making references to animal suffering.
1. one (1) way in which Australia's diverse population has influenced and changed practices in Australia.
2.For each of the following areas, specify one (1) law (national, state or international) that protects workers from discrimination in the workplace and one (1) implication for people who breach that law: a. Age b. Disability c. Race d. Gender
3.Identify two (2) policies/frameworks/tools/codes that are used in the workplace to ensure that human rights are maintained and respected
can you also please provide reference."
1. Impact of population diversity of Australia on practices
Multiculturalism and Workplace Inclusion:
Diversity plays a very critical role in the Australian workplace especially because of the multicultural populace, and their practices on issues to do with inclusion and equality are exemplary. For instance, the private enterprises and organizations have recently adopted the diversity and inclusion training to enable them to support and encourage employees with different cultural differences. It has created awareness of Diversity-Impactful-Hiring, multicultural-sensitivity, and other policies that focus on respect of diversity. The idea of multiculturalism serves to make workplaces more welcoming, and this can mean that people will be happier at work and in general, which translates to increased productivity.
Reference:
Australian Human Rights Commission. (2023). Diversity and inclusion. Accessed on Australian Human Rights Commission
2. Discrimination at the Workplace and Legal Framework as Well as Consequences of Breach
a. Age:
Law: Age Discrimination Act 2004 (National).
Implication: Anyone or any firm or company found operating contrary to the provisions set down under this act is liable to legal consequences such as compensation claims where; and penalties. Employers may be also ordered to change the policies that have been the root of discriminations in future.
b. Disability:
Law: National: Disability Discrimination Act 1992
Implication: The infringement of this law provides the legal ground for taking legal proceedings against the party that violates the law and seeking for compensation by the affected individual. There may also be legal specifications that employers are required to provide the reasonable changes and alterations for employees with disabilities.
c. Race:
Law: National: Racial Discrimination Act 1975
Implication: There is the likelihood of legal consequences such as; monetary compensation to the offended party and individual complainants, costs ranging from fines to compensation, and institutional and organizational changes that will eliminate racially discriminative policies and or practices in the future.
d. Gender:
Law: ; Sex Discrimination Act 1984 or the SDA 1984 is a national legislation.
Implication: Violations of this law can results to legal tussle, including the payment of damages by the offended individuals. Organization may also be mandated through legislation to correct the practices and provide measures to address the issues of gender inequality.
References:
Department of Foreign Affairs & Trade, Australian Human Rights Commission. (2023). Age Discrimination Act 2004. Available from the Australian Human Rights Commission
Australian Government, Australian Human Rights Commission. (2023). Disability Discrimination Act 1992. Accessed 5 March 2015 from Australian Human Rights Commission
Government of Australian, Australian Institute of Human Rights. (2023). Racial Discrimination Act 1975. Originally obtained from the Australian Human Rights Commission
Government Of Australia, Australian Human Rights Commission. (2023). Sex Discrimination Act 1984. Accessed on the website of Australian Human Rights Commission
3. Policies/Frameworks/Tools/Codes for Human Rights in the Workplace
a. Human Rights Framework:
Framework: On some level of abstraction, the United Nations Guiding Principles on Business and Human Rights (UNGPs)
Purpose: These principles set common rules for business to conduct operations in a manner that is consistent with human rights while featuring rights of workers, equality and non-sDiscrimination.
Reference: United Nations. (2011). The new United Nations’ Guiding Principles on Business and Human Rights. Retrieved from United Nations
b. Workplace Health and Safety Policy:b. Workplace Health and Safety Policy:
Policy: National: Workplace Health and Safety Act 2011
Purpose: This legislation provides that employers shall create workplace free from workplace discrimination and harassment.
Reference: Safe Work Australia. (2023). Work Health and Safety Act 2011, WHS Act Working Safely Handbook & The Model Code of Practice for Work Health & Safety. Accessed on 24th September 2008 from the website of the Safety Institute of Australia < Safe Work Australia
c. Code of Conduct:
Code: The Australian Human Rights Commission uplifts this code of conduct.
Purpose: This code defines expected ethical and professional practices at the workplace in matters including respect to human rights and non discrimination.
Reference: High Court of Australia, Australian Human Rights Commission. (2023). Code of Conduct. Accessed 22nd October 2010 from Australian Human Rights Commission
As a Third year student nurse you are placed at Community B for Primary Health Care Re-engineering services.
During assessment, you came across Miss X a 16-year-old Grade 8 learner who reported that her peers are constantly mocking her for wearing old uniform including shoes. On physical examination, you noticed bruises all over her body due to negligence and abuse of her parents. She was expelled from school two weeks back due to bullying a fellow learner after being suspended numerous times for the same misconduct. Immediately after been suspended, her parents imposed stricter rules that restrict her for getting out of the yard without their permission. Suddenly, she become ill and go to the clinic for consultation. The investigations revealed that she is pregnant and experiences difficulty in coping, the boyfriend left her immediately after expulsion, she does not have anyone to share her problems with and thinks of committing suicide.
2.1 Apply the phases of crisis by utilizing Miss X's case scenario. (1x11=11)
Discuss how you could have prevented bullying in Miss X's case scenario"
Putting this into Practice: Patient Miss X and the Phases of Crisis
1. Precipitating Event:
Miss X case involved incessant teasing and harassment by her fellow students over a worn out school uniform and shoes thus resulting in enhanced levels of stress and emotions. This bullying was then worsened by her dismissal from school due to several cases of misbehaviour. The direct trigger was her pregnancy and the situation with her boyfriend which added to it.
2. Exposure to Stressor:
The other source of multiple stressors entails, bullying, physical child abuse, school suspension, restriction at home, teenage pregnancy, lack of boyfriend and family support. These stressors put immense psychological and emotional pressure as is depicted below.
3. Response to Stressor:
In many cases, where other characters are overwhelmed with pathetic emotions, Miss X jumps from feeling lonely to depressed and even experiencing suicidal thoughts. She is clearly unable to work and maintain her present status; she is also mentally ill to the maximum point.
4. Crisis Resolution or Adaptation:
In this phase, the focus would be to assist her to access functional solutions for dealing with her current requirements such as; counseling services, shelters and parenting services. The outcome could comprise of counseling, support groups and a safety plan not to harm the self.
Prevention of Bullying in a Classroom: The Case of Miss X
1. School-Based Interventions:
Anti-Bullying Programs: Insist on the enforcement and procedural integration of complete stamping out of bullying campaigns that inform children on the impacts of the vice and resources for the affected children. Periodic awareness creation and by holding workshops and group discussions may foster the right attitude.
Support Systems: Ensure there is proper counseling services within the school could be in form of peer counseling services also the school should come up with a reporting center that the students could report incidences of bullying within the school.
2. Parental Involvement:
Parent Education: Inform parents how to recognize bullying behaviour and how to maintain a open and friendly relationship with their children. Offer educational materials and clinic performances that encompass child management techniques and alternative strategy.
Engagement: Advise parents to be very much keen on their children’s activities both in school and all other other related activities such as meetings and engagements.
3. Community Resources:
Support Networks: Refer families to organizations which provide counseling and mentorship as well as support groups for families. Of these resources see to it that they are available and made known easily within the community.
Safe Spaces: There should be other sources and forums for young people to get assistance other than teachers and schools includes center for youth and helpline.
4. Policy and Enforcement:
School Policies: Cultivate and educate your staff and students on your school’s anti-bullying policies with precise penalties for bullying activity. Ensure that all the staff in the institution is trained so that they may be able to identify cases of bullying or bullying behavior.
Reporting Mechanisms: Students should be allowed to report bullying incidences in anonymity, this should be done to allow the student to report it to school authorities as soon as possible.
If these areas could be addressed then and only then the possibility of bullying can be minimized thus improving the learning environment for a students like Miss X.
Chapter 11 Preparing and Delivering Business Presentations
The Educational Experience Why do teachers need this trip? Today's Itinerary � Expand teachers' cultural knowledge base The Educational Experience Trip Overview Trip Logistics and Costs About JourneyFree, LLC Q&A � Spark creativity . Inspire new courses � Refresh aging culinary school curriculum The ""Educational Vacation"" Experience Today's Itinerary Seminars Cooking sessions with professionals The Educational Experience Trip Overview Trip Logistics and Costs About Journey Free, LLC Q&A � Restaurant visits and discussions with chefs . Rich, insightful culinary experiences Why France? An Overview of the Trip � The cooking capital of the world � Each region offers new culinary wonders � Less costly than one might think ""A journey through France is a journey of discovery, The French are passionate about food, and the cuisine of each province has its own distinctive style and its own unique pleasures."" -Laurent Duquette
Case scenario 435 CASE SCENARIO Culinary Adventure Tour Presentation This case scenario will help you review the chapter material by applying Thirty culinary arts teachers have invited Rachel to give a pre- it to a specific situation sentation next week, so she needs a slide presentation fast. She asks Stephanie to design and develop a draft of the presentation. Together Planning a Presentation they work out the following outline: Stephanie Lo graduated from college with a major in French and a mi- � The Educational Experience nor in communication. She was very happy to get a job with Journey � Trip Overview Free, LLC, a company that specializes in organizing educational tours � Trip Logistics and Costs for students, professionals, and other groups. Ultimately, Stephanie � About Journey Free, LLC would like to become a tour leader, but for now she is the assistant to � Q&A the Vice President of Tour Operations, Rachel Jones. Stephanie's role is to work on marketing communications. Rachel and Stephanie also discuss the audience and key selling Stephanie's first project required that she use all her strengths points to make in the presentation. The next day. Stephanie puts to developing communications to market JourneyFree's newest product, gether a draft of presentation slides. She is planning to meet Rachel to a culinary tour of France, specifically designed for culinary arts and review the slides and to discuss the talking points that will go with the nutrition teachers in high schools and trade schools. In addition to slides. advertising online and sending brochures to high schools, Stephanie's Stephanie would like your help in analyzing the audience, evaluat- supervisor, Rachel, plans to visit school districts in major cities and ing the presentation, and composing the content for the presentation. present the program to superintendents, principals, department chairs, After the slides, you will find questions designed to help you think sys and teachers. She will give a brief and colorful slide presentation and tematically about the presentation, using the ACE approach. Answer offer samplings of the French food that culinary arts teachers will ex the questions to review the key concepts in the chapter. perience on the tour Why this tour will help culinary teachers France: A Seven-Day Culinary Adventure Tour � Explore range of French culinary arts over a fun- filled seven-day journey through France � Diversify and expand knowledge of culinary teachers in your vocational high schools � Foster a stronger connection between teachers and French gastronomic culture REGRE JOURNEYFREELIC elevator pitch Aconcise statement designed to communicate the value of an idea, product, or job candidate intrigue the audience, and initiate a deeper conversation
438 Chapter 11 Preparing and Delivering Business Presentations Financing the Journey Cost Efficiency at Its Best Cost Breakdown 30 Tour and Education 8% � Tours and educational events. Over $500 in discounts for group tours Over $200 in educational tour discounts � Travel to the country: Round-trip from JFK to Charles de Gaulle Travel within the country: Coaches, shuttles, and Europass Lodging: B&B, low-cost hotels Total cost: Approx. $3,000 per teacher Grund Air Fare 28 20% Total Cost: 83.000 per eacher. About JourneyFree Why us? Today's Itinerary The Educational Experience Trip Overview Trip Logistics and Costs About Journey Free, LLC Q&A � Solid reputation, strong financials 24 years in the industry $46 million in annual revenue last year Publicly traded, privately run . A wide array of travel experiences Many destinations served Partnerships with local touring agencies � A personal touch The Corporate Rewards program Private agencies around the world Questions? Questions for Reviewing the Culinary Adventure Tour Presentation Analyzing Purpose and Audience 1. What is the purpose of this presentationIs it primarily informa- tive or persuasive? 2. The ideal outcome of the presentation is that teachers sign up for the trip-or schools fund teachers for the trip. Should the slides end by asking for a ""sale ? Or should the presenter do that orally? Or should the presenter leave the audience to think about the con- tent and follow up later to sign up? 3. Imagine yourself as the target audience: high school teachers and administrators. What questions do you think they will have? Does this presentation leave any important questions unanswered?
Case scenario Reviewing the Structure and Composing Oral Content 4. The slides themselves do not begin with a compelling opening designed to capture the audience's attention. Brainstorm what Rachel could say as she begins her presentation. 5. The presentation is divided into five parts. Do you think this is an effective structure? If so, why? If not, why not? 6. Between each section of the presentation, a transition slide appears to indicate the new section. Are the transition slides effective? 7. The end of the presentation simply asks for questions and an- swers. Consider the advice for endings given in this chapter: � Summarize your main message. � Visualize the outcome for the audience. � Ask for what you want. � Make next steps clear. Brainstorm what Rachel could say at the end of the presentation in all four of these categories. What do you recommend that she say? Evaluating the Presentation Slides 8. This presentation is not designed to stand alone. It needs a pre- senter. In this case, would a stand-alone presentation be a good or bad idea? Explain your answer. Should Rachel bring handouts, brochures, or other written material to leave behind? 9. This presentation uses a consistent visual style and template. In your opinion, does it work well with this presentation? If so, why? If not, why not? 10. This presentation includes a number of bullet-point slides. Are the bullets parallel? Are any slides too crowded? Are there any slides you would recommend revising? 11. This presentation includes only one data graphic the pie chart on slide 16. Is that pie chart appropriate and easy to read? If so, what makes it effective? If not, how would you revise it? 12. Slides 9 through 13 present attractive pictures of the areas of France the tour will visit. To be effective, the pictures should be similar. All the headlines mention some food- or beverage-related term- except for one headline. How could you revise that headline? 13. The final slide asking for questions features a picture of pastry Assume that you'd like a picture that will help spark interesting questions. What picture(s) or text could the slide contain, instead of a picture of pastry? 14. As Stephanie evaluates whether the slides will be easy to present, she considers using animation on various slides. Perhaps the bullets should come up one by one. Perhaps the pictures of the French regions should appear gradually, instead of all at once. Identify which slides--if any-would be effective if they revealed content gradually rather than all at once. 15. As a final step in reviewing, Stephanie should proofread all slides for correctness and consistency. Consider typing errors, spelling, font size, consistent punctuation, consistent heading sizes, and consistent bullet points. Do you see anything that needs to be changed? Delivering the Presentation 16. Slides 9 through 13 include no text. Rachel will need to talk through the key points on these slides. What kinds of information should she provide when she projects these slides? 17. Rachel intends to serve regional food at this presentation. Should she serve it at the beginning of the presentation? At the end? Or as she discusses each region? What is the rationale for your answer? Handling Questions and Answers 18. Should Rachel plan to take questions throughout the presentation or just at the end? What is the rationale for your answer? 19. What questions should Rachel anticipate? Should she address any of those questions in the presentation itself?"
Analyzing Purpose and Audience
Purpose of the Presentation:
This presentation has the main goal of persuading. The imagined audience for the speech is the teachers in culinary arts and nutrition who teach in a school such as Rachel’s who aims at persuading them to take their students on a culinary tour in France. The intention is to explain what kind of a learning experience and what kind of a tour it is in order to make it possible to attract teachers or schools to it.
Call to Action:
The slides should not be provocative at the end and seem to be trying to sell something. At the conclusion of the presentation, Rachel should verbally request for a commitment. This may be done after responding to any questions and explaining all the advantages that were earlier mentioned. However, it is essential also to pause and step back to allow the audience to digest the proposed idea and think of a way in which they can sign up after some time.
Audience Considerations:
As a high school teacher or administrator, questions may include:As a high school teacher or administrator, questions may include:
What is the total you have to pay for the services; do they have other forms of charges included?
In which ways will the trip have an impact on students in a way that may be unnoticed?
Some questions i relative to safety are;nThe presence and nature of safety measures put in place?
Can one have a number of options in the plan of the journey?
It may have to address more of the ‘where, when and how’ questions and be more explicit about the ways in which education is going to be beneficial for both the teachers and the learners.
Looking at the Structure and Creating Oral Material
Compelling Opening:
She could use an illustration of her childhood or a kind of description on the French cuisine, the foods and the tastes. This would at once create the interest of the audience and provide the rationale for the desired trip.
Effectiveness of the Structure:
The five-part structure is effective as it logically breaks down the information into digestible sections: This paper comprises of sections that include Educational Experience, Trip Overview, TP Logistics and Costs, JourneyFree, LLC, and Questions and Answers. This structure makes sure that all the aspects regarding the trip are tackled without burdening the audience.
Transition Slides:
As explained above, the use of transition slides can be appropriate in a situation where the transitions help to indicate to those in the audience areas of change in the topic under discussion. But they should be brief where necessary and should not dilute the flow of the presentation.
Ending the Presentation:
As for the essence of the movie, Rachel, for example, could come up with the following statement: ‘As it has been seen, the trip contributes to the educational process and is also enriches children’s cultural experience.
In this context, it is possible to divide the outcome for the audience into two subcategories: the trip and rejuvenation of teaching methods.
Ask for what you want: Rachel should make the teachers to either register or show interest in the program today.
Make next steps clear: List down necessary contact information and give steps on how to get registered.
Evaluating the Presentation Slides
Stand-Alone Presentation:
This is actually a situation that will not allow the use of a standalone presentation. Rachel has to be there simply to explain details, answer questions and be actively involved with the viewers. But leaving behind handouts or brochures would be useful for follow-up in a way business cards are not.
Visual Style and Template:
As long as the style is solid and in synch with the material of the presentation it will probably hold. Consistency is important because it gives the audience the confidence of a professional and keeps them on track.
Bullet Points:
The bullet points should basically have the same structure so that one item in one list ties in with one item in another. The only concern would be if the content in one of these slides is too cramped; one should resolve to having more subtopics in a separate slide or declining the quality of data.
Pie Chart on Slide 16:
If the pie chart is easier for the audience to decipher and moreover if the chart has something to do with the context then it is good. If it is messy and complicated in its appearance, it should be rewritten for the clarity’s sake.
Headlines Revision:
It is crucial that all headlines should be food or beverage related since the newsletter is in this context. If one headline does not work, modify the headline in order to fit the topic of other slides.
Final Slide Imagery:
Don’t use a pastry as your main image, it is better to place any picture connected with the culinary area like the French market or chefs at work. This can create questions about the type of content that one is producing on the trip.
Animation on Slides:
One phrase about animation is that, if used to frequently, it becomes a distraction, and its use should thus be limited in the presentation. Use complex slides where the teacher sequentially wants to highlight bullet points, and contemplate the slow unveiling of the pictures of the regions in France.
Proofreading:
Make sure there are no typographical mistakes in any of the slides and make sure that font, bullet points and headings are uniform. This is a very important step in order to remain as professional as possible.
Delivering the Presentation
Slides with No Text:
Rachel should explain the gastronomical adventures, ethnographic perspectives, and the learning benefits of every region. She could bring in narratives or cases to explain the images so as to be more meaningful to the audience.
Serving Regional Food:
It would be most preferable if feeding was to be done towards the end. It enables the audience to concentrate on presentation without distractions and gives a memorable ending which is connected with the content discussed.
Handling Questions and Answers
When to Take Questions:
Rachel could answer questions during the presentation to keep the audience’s attention; however, it should be done in a way as not to interrupt the presentation. Or she could provide the time at the end to answer all the questions and concerns of the participants.
Anticipating Questions:
The questions that Rachel should expect include; How much will it cost, Is it safe to travel to; The arrangement of the trip and What is the educational value of the trip. It could be useful to avoid unclarity and actually eliminate the majority of the above mentioned questions by including responses to them in the presentation itself.
It will assist her to do her home work well and execute the presentation, so that her aims and objectives are met as she acknowledges the feelings of her audience.
Review the Alexander Hamilton quotation at the beginning of this chapter.
. Based upon the material you have just read, list the questions that come to mind regarding the phrase ""punctual performance of contracts.""
2. Give examples of implied and express consent to medical treatment in a hospital emergency room situation.
3. A patient has just been informed by the physician that she must have a hysterectomy and that there is a question of malignancy. As she leaves the office and you schedule her for hospital admission, she comments: ""The doctor makes me feel so good about this. She says that I will be out of the hospital in four days and on my own within a week. Isn't she a wonderful person? She says that I will be completely cured following my surgery."" How would you handle this situation?
4. A 16-year-old male comes to the office without an appointment and asks to see the physician because he thinks that he has AIDS. He does not wish to give you his name, parents' names, or address. You have seen him around town and know that he is a local resident. The physician is not available, but you expect her within an hour. As the agent of the physician, what is your responsibility in this situation?
5. A 15-year-old girl comes to the office with a diagnosis of first- trimester pregnancy. A year ago, she visited the physician twice, and then miscarried. There is an outstanding fee to be collected from the patient. Her parents are also patients of the physician but do not know that their daughter is pregnant. It is your job to collect the fees from patients. What would you do as an agent of the physician in this situation?
6. A woman and a 15-year-old minor present at your office for medical care. The woman declares she is the minor's conservator, and she shows you a court document that confirms this. Can she consent to medical treatment on behalf of the minor? How would you handle this situation?"\
1. Alexander Hamilton Quotation: However, most of the time, Economists use the term ‘Gains from Trade’. The ‘official’ technical term for the result of perfectly matched contractual obligations by both the buyer and the seller is called Punctual Performance of Contracts’.
Questions that Come to Mind:Some of our remaining questions are as follows:
How the legal system has attempted to define the concept of ‘punctual performance’, more so in the contractual performance theme?
That is; what are the implications of sections 72 and 74 of English law when one party to a contract delays the performance of his/her obligations?
This present writing aims to expound to as to how the principle of punctuality affects the matter of legal enforceability of a contract.
What legal actions may interest parties take where one of the interest parties has been in breach of the punctual performance requirements?
The following are some of the circumstances which are considered as legal enough to enable one party to delay in the performance of the contracted obligation;
2. Examples of Implied and Express Consent in a Hospital Emergency Room:Implied consent can applied in the following scenario:
Implied Consent:
A patient is in a state of unconscious and the family brings the patient to the ER after the car accident. The medical team is obliged to treat the patient with a view of ventilating him or her and rescuing him or her from the close death even without the authorization of the patient since the law expects the patient to agree to the treatment and also understands that the treatment may kill him/her.
Express Consent:
This case presents a patient that presented to ER with anemias mixed with an acute severe abdominal pain. According to the physician he needs to do a CT scan to diagnose the issue. Through the patient’s verbal response given here the patient has allowed for the above CT scan hence the informed consent.
3. Handling the Patient's Comments About Hysterectomy:Dealing with the response of the patient to the hysterectomy.
Action to Take:
The consent should therefore be done effectively in order to satisfy the patient need as concerns surgery. An explanation of the surgery should be offered to the patient and then this question should be posed to her: ‘Let me ask you this, in your own words, what is it that you understand of the planned surgery?’. In case of any ambiguity regarding the procedure, the disparity of her understanding compared to the overall procedure requires the doctor’s call to bless her with more details.
Issues Involved:
Informed Consent: In regard to the patient, he has to be informed about the possible complications, the benefits, and the possibilities of the surgical operation.
Legal Ramifications: Malpractices in informed consent puts the physician and the hospital under legal liability since the law disapproves any wrong information that a patient is given over his/her treatment.
4. Responsibility for the 16-Year-Old Male Suspecting AIDS:Liability for the 16-Year-Old Male Suspecting AIDS:
Responsibilities:
The patient should be given a chance to wait in a private and a confidential place before attending to the physician.
Give him some morale and inform the patient that all his questions will be answered as soonest possible.
Pation confidentiality, which to a certain extent prescribes the anonymity of a patient within the healthcare setting while agreeing on bringing in medical help as soon possible.
Include the intervention which was the interaction with the physician in the collection and documentation of the experience.
5. Handling the 15-Year-Old Girl with First-Trimester Pregnancy and Outstanding Fee:Managing First-Trimester Pregnancy of a 15-Year-Old Girl and Overdue Fee
Action to Take:
It should not be about the outstanding fee, but what the patient needs mainly due to the state of imperativity of her condition.
There is need for discretion; if she has not disclosed her pregnancy do not go informing her parents.
I should then bring the patient to one side and tell her that the balance is outstanding and she can bargain on the payment or instalment but they should be aware that their medical care won’t be stopped because of the said balance.
6. Woman Claiming to Be Conservator for 15-Year-Old Minor:Conducting Business on Behalf of a 15-Year Old Minor As Her Conservator
Action to Take:
Verify the authenticity of that document from the court which the woman presents to back her allegations. Ensure that it has been prepared in a manner that it clearly authorizes her to make medical decisions for the minor.
If the document is indeed valid, then try to get permission from the conservator of the protected person to consent for the medical treatment of the protected individual.
Should there be any doubt or where there are questions which one is unable to address, seek the service of a lawyer or the hospital’s legal counsel
You are caring for Liam. He is a 35-year-old man who is diabetic.
He was in the hospital for pneumonia but then acquired a MRSA infection in an open sore on his toe. The sore will not heal. He has had to undergo painful treatments to get rid of the dead tissue in the sore. He has now been in the hospital for 12 days. He is in pain and angry. Liam tells staff that it is their fault he has this MRSA infection. a) What precautions would you need to take when caring for Liam? b) What PPE would you need to use? c) How could he have gotten the MRSA infection? d) Is it the staff's fault he acquired this infection? Why or why not? e) What makes him more susceptible than others to acquiring a MRSA infection? f) What are the consequerdhes to Liam of the MRSA infection? 2. You work with your friend Juanita at a local nursing home. She has never been vaccinated because her parents did not believe in vaccination. She asks you if you are vaccinated against hepatitis B and then goes on to explain that the facility wants her to get the vaccine. She is undecided about receiving the vaccine and asks your advice. a) Would you encourage Juanita to get this vaccine? If so, why? If not, why not? b) What specifically would you tell her about the vaccine?
3). Dylan has been in the hospital for 4 days and is on contact isolation due to a MRSA infection. He is sad that he hasn't been able to see his friends or play football. He feels bad that whenever his parents are there to stay with him, they must wear special masks. He cannot see if they are smiling or not. He is scared because he is not sure when he will be able to leave and if he will be okay. When you come in to help him get ready for bed, you notice that Dylan is distant, will not make eye contact, and only gives one-word answers to your questions. a) What is Dylan feeling? Is this normal? b) How can you, as his nursing assistant, make him feel better? c) Can you tell his parents to take off their masks when they are visiting?
4). A nursing assistant has not been vaccinated for influenza. She works on the oncology unit of the local hospital. One day, she cares for a woman with breast cancer who has four young children. When the nursing assistant gets home from work that day, she does not feel well. That night, she has a 103 fever and severe body aches. When she goes to the doctor, she finds out that she has influenza and is given an antiviral drug. Within several days the nursing assistant feels well enough to return to work. Upon her return, she learns that the mother with breast cancer has died from influenza. a) Did the nursing assistant transmit this illness to the mother? b) How would she know for sure? c) Is it the responsibility of the nursing assistant to be vaccinated? d) How do you think this nursing assistant feels? e) Is there an ethical and moral component associated with healthcare workers agreeing to vaccination?
5)Rearrange these action items in the order they should be in. (example 1,2, 3 and 4.) Handwashing 1) Turn on the faucet with a clean paper towel and discard into wastebasket. 2) Check the temperature of the water. 3) Remove any rings and push your watch up your arm about 2 inches. 4) Apply a quarter-sized amount of soap to the palm of one hand. 5) Vigorously lather all surfaces of the hands and wrists, between fingers, and under nails for at least 20 seconds. 6) Wet both hands with fingertips pointing downward. 7) Turn off the faucet with a clean paper towel and discard into wastebasket. 8) Rinse soap off, starting at the wrists and keeping the fingertips pointed downward. 9) Dry hands thoroughly with a clean paper towel and discard into wastebasket.
MENI X as instructure.com/courses/2448646/assignments/19090489 ORISE Suap On Starting at me wrists and keepmg the Tigerups pomie downwaru. 9) Dry hands thoroughly with a clean paper towel and discard into wastebasket. 6)Rearrange these action items in the order they should be in. (example 1,2, 3 and 4.) 1) Hold the removed glove in your gloved dominant hand. 2) Pull and peel the glove away from the hand. The glove should now be inside out with the contaminated side contained. 3) Perform hand hygiene. 4) Slide one or two fingers of your ungloved hand under the wrist area of the remaining glove. 5) With your dominant hand, grab the glove at the palm/wrist area of your non dominant hand. 6) Peel this glove off from the inside, creating a bag of both gloves. 7) Discard the bagged gloves into the wastebasket. 7) Name the six links in the chain of infection and give an example of how to break each link. 8). Explain how a resident may acquire a Clostridium difficile infection. What are the potential complications of C. Diff?"
1. Taking care of Liam with MRSA Infection
List of Measures to be Taken when Caring for Liam
Contact Precautions: As MRSA is an infectious bacteria, patient care attendants should isolate Liam by maintaining a physical barrier, they should also ensure that Liam has its own stethoscopes and any other piece of equipment that could come into contact with him.
Hand Hygiene: Wash hand with Pumice and water before and after coming in contact with Liam regardless of the use of gloves.
Isolation Measures: Devise the restricted mobility and transport of Liam to places that are very relevant and should avoid sending him out of his room without a mask in addition to a gown over his cloth.
b) PPE Needed
Gloves: Take the following precaution measures Put on gloves while handling the patient or touching objects that may have got in contact with the infected body.
Gown: Wear a gown when a risk exists of having body contact with the patient, the patient’s excreta or contaminated articles.
Mask and Eye Protection: Where there is likelihood of splashes or sprays of infective agent.
c) Ways In Which Liam Could Have Contracted the MRSA Infection
Transmission: MRSA is usually acquire from contact with infected hands, fomites or contaminated surfaces or medical devices.
Hospital Environment: He might have got the infection from the contaminated objects/ excreta or from the healthcare personnel which has not been adhering to the infectious control measures.
d) Could It Be That The Staff Brought This Infection In He?
Not Necessarily: Methicillin-resistant Staphylococcus aureus is one of the most prevalent hospital-born pathogens particularly in patients with dermal defects or those with compromised immune systems. If the staff complied with generally acceptable infection control measures, one could hardly say that the infection could be their own making. Presumably, if there were failures in hygiene or infection control the level of shared responsibility may be high.
f) With regards to the reasons why I think Liam is more vulnerable to contracting MRSA //= Mental mapping of the text to be included into the final work =//ainen Liam is a health-conscious individual and seldom misses his meals:
Diabetes: Yearly, 7. 7 million diabetics die, and because of their condition, diabetics have a weak immune system that is vulnerable to infections.
Open Sore: An open sore on the toe is another thing; the bacteria such as MRSA can gain access to his toe due to this.
The other observed consequence of the MRSA infection for Liam is
Delayed Healing: It can hinder the healing of the sore on his toe taking a longer time as a result of the infection.
Potential for Serious Complications: It is also worth adding that left without intervention, MRSA can migrate to other tissues and organs; thereby causing such invasive forms of infection as sepsis.
Extended Hospital Stay: Such infection can cause the lengthening of Liam’s stay in the hospital, and his time to healing will also be long.
2. Input on the Vaccine for Juanita of Hepatitis B
John Rodriguez Would You Encourage Juanita to Get the Vaccine
Yes: The Hepatitis B vaccine is recommended for all care givers because it helps avoid a severe liver disease. Based on the medical research and theory, the vaccine is safe, effective and it can protect Juanita from getting Hepatitis B or transmit the disease in a healthcare setting.
b) Details of the Hepatitis B Vaccination
Effectiveness: This vaccine has a rate of efficacy of 95% in relation to prevention of Hepatitis B.
Safety: However, it hardly has any risk of side effects which if present can be mild such as pain at the point of injection or mild fever.
Protection: It also shields Juanita from a severe disease as well as her patients, counterparts and relatives.
3. The Story of Dylan and MRSA Infection as well as Isolation
a) Dylan’s Feeling Is This Normal?
Feelings: Dylan is probably lonely, afraid and might be sad given the fact that he is unable to see his friends, and cannot see his parents’ expressions among other symptoms of depression.
Normalcy: Yes, of course, such feelings are absolutely normal for a man standing in his shoes especially if the man is a child suffering from isolation and illness.
b) Ways of cheering up Dylan
Communication: If you are a friend or family member who wants to help: speak to Dylan about his hobbies, and offer reassurance.
Activities: Try to present games, books or something else that can take his mind of the anxiety.
Reassurance: Comfort him that he is not alone, his parents are present and still he is seeing them wearing a mask.
c) Can Parents Strip Their Faces Off?
No: This is because, the masks are required in order to help avoid the spreading of MRSA. As for this deficit, the only thing is that you can persuade parents to use more of speaking and gestural response to make Dylan feel as if he is not separated from them.
4. Transmission of Influenza in Healthcare and Vaccination
a) Was the illness transmitted by the Nursing Assistant?
Possibly: It is believed that if she was already infected with influenza, she could have transmitted the infection to the mother.
c) How Would She Make Sure?
Testing: A viral culture or PCR test on both the nursing assistant and the patient would reveal if the obtained strain of influenza was the same.
c) Responsibility for Vaccination
Yes: The nursing assistant is expected to get vaccinated because it wishes and safety of the nursing assistant herself and her patients that she comes across, especially when taking care of the immunocompromised or other Patients who would otherwise be vulnerable to such diseases as influenza.
d) Possible Feelings of the Nursing Assistant
Guilt and Remorse: This may be so especially where she feels that she in some way caused the death of the patient by failing to attend to certain important signs.
Ethical and Moral aspects of vaccination and immunization e
Yes: Healthcare workers have their moral duty on not harming their patients, and the best way to achieve this is by getting vaccinated.
5. Travel through contaminated waters and touch contaminated objects: Handwashing and Glove Removal
The sequence of proper washing of the hands
Take of any ring you might be wearing and then drag your watch above your wrist about 2 inches.
Open the tap and rinse with a piece of clean paper and let this drop into the dustbin.
Look at the water temperature.
In this state wet both the hands while the fingers are bent downward with the fingertips touching the palm.
Rub a quarter in the palm of one hand and spread the soap on it.
Rub the palm and forearm in a circular manner interlinking the fingers between and under the nail area for a period of least 20 seconds.
Wash off the soap starting at the wrists, and while doing this, the fingertips should be facing the downwards position.
This way you will ensure that your hands are thoroughly free of water which you will dry using a clean paper towel that you will throw into the wastebasket.
Thai off the faucet with a clean paper towel and then dispose of towel in the wastebasket.
Glove Removal Steps Taken in Reverse order
With you dominant hand, open the glove and place the palm of your non-dentant hand inside the glove and grasp the open part of the glove at the palm/wrist area of your non-dominant hand.
Peel the glove from the hand in the opposite direction you pulled it to. The glove should now be turned inside out and the side that has been in contact with the body fluids should be pocketed.
Toward the end of the operation, have your gloved dominant hand holding the removed glove.
Place one or two fingers of your hand if it is unwrapped under the wrist of the another glove.
Pull this glove off from the inside thus making a pouch of both gloves.
Throw the bagged gloves into a wastebasket.
Perform hand hygiene.
6. The Chain of Infection and C. Difficile Infection
There are six links in the chain of transmission of pathogens and ways of interrupting each link:
Infectious Agent: Pathogen – Sterilization and Antimicrobial Treatments –
Reservoir: Where some lives – develop sound practices in measures of sanitation.
Portal of Exit: How the pathogen out of the reservoir – They can use isolation methods in acres and patients should cover open wounds.
Mode of Transmission: How the pathogen spreads-This involves wearing the personal protective clothing and equipment and washing the hands.
Portal of Entry: How the pathogen gets to the new host – keep entry points to the host surface area separated by barriers and wounded tissues.
Susceptible Host: A person at risk of infection – Vaccinate and feed the body right.
How a Resident May Acquire C. difficile Infection and Potential ComplicationsAcquisition: C. difficile is community associated and is acquired through contact with contaminated surfaces or inadequate hand washing after the use of antibiotics, which affect the balance of the bowel.
Potential Complications: C. difficile infection can result in severe diarrhea, fluid and electrolyte imbalance that results in severe diarrhea, colitis, sepsis and death if intervention is not sought or if an appropriate intervention is not administered.
Define transformational leadership and explain why it is appropriate in the field of health care Explain the relationship between transformational leadership and an empowered workplace"
Transformational Leadership in Health Care:Transformational Leadership in Health Care:
Definition:
Transformational leadership is the one that involves the leaders influencing the members or employees to go not only beyond what is expected of them but also past their expectations. Transforming leaders do not simply manage; rather they are leaders who describe a vision of the future and work to develop creativity to bring that vision into the reality. They concern themselves with changing their team members by dealing with each of them in ways that help them own up to the responsibility bestowed upon them, and in ways that will ensure that they are fully in tune with the mission statement of the organization.
Appropriateness in Health Care:
Transforming leadership is highly relevant to the field of health care because it is suitable to conditions which are variable and constantly evolving on the working context of health care professionals. Health care is all encompassing and needs managers who can motivate their workforce to be ready to learn, innovate and change in order to enhance the health status of society. Organisation development unit within the context of health care is instrumental in transformational leadership in as much as it brings out culture of empowering people and fostering organized collaboration for innovation.
Relationship Between Transformational Leadership and an Empowered Workplace:Relationship Between Transformational Leadership and an Empowered Workplace:
Transformational leadership is implicit with the empowered workplace notion. An empowered work place is one that allow its employees to feel that they are appreciated, provide them with the freedom to take some responsibilities and decisions on their own or as a team. Leaders with a transformational mindset always seek the best ways to enhance the performance of their team members through the encouragement of the following;_typeDefinitionSize
Transformational leaders have to engage their subordinate through regular and effective communication, offer recognition in the form of relocation, training, or promotion, and encourage both the team subordinates and leader subordinates to think creatively. This in turn results in better performance on the job as well as improved results in patient care thus enhancing staff satisfaction level.
Therefore, transformational leadership is quite effective in the health care system because it fosters organizational culture on change, engagement, and improvement, which are essential for present and future health care delivery.
Enter G H K Week 6 - Community and Home Health Nursing o Define the meaning of community.
o Identify at least four factors by which you can recognize a healthy community. o Discuss factors that create vulnerability for a population. o Compare and contrast community-based care, community health nursing, public health nursing, and community-oriented nursing. o Distinguish between primary, secondary, and tertiary interventions in regard to a community health scenario. o Discuss at least three strategies that nurses use to gather community data. � Describe the roles of nurses in the community setting. o Identify the primary goals of home care. o Describe ways in which home healthcare differs from hospital nursing. o Categorize the various agencies that deliver home healthcare according to purpose, client served, and funding source. � Describe how the nurse's emphasis differs in hospice nursing compared with home health nursing List at least four criteria clients must meet for home care costs to be reimbursed by Medicare. o Outline the steps required to prepare for a home visit, including considerations for the nurse's safety. o Explain the role of the nurse in helping clients and families manage medications and treatments in the home setting. o Describe how infection control measures differ in the home and in the hospital. o State two important safety concerns in home care that arise out of The Joint Commission 2016 home care safety goals. o Describe the nurse's role in treating caregiver strain. o Apply the nursing process to the care of patients in the home and community. o Use standardized nursing language taxonomies (NANDA-I, NOC, NIC, Omaha, and CCC) to describe care planning in community and home care. o
In community and public health nursing the target of care is the community, thus the community is the client receiving the care. The role of the nurse is to evaluate health concerns, and develop an aggregate plan of care to address those concerns. Aggregates or target populations in the community may include child care centers, cities, counties, senior centers, homeless shelters, minority communities, faith based organizations, work sites, schools, or other populations. Identify and discuss a few targeted populations in your community that are of interest to you, and explain your reasons for the selections identified."
Community and Home Health concepts
Community – Explanation
A community therefore is a group of people with some degree of similarity in terms of the character or interests or perhaps living in the same locality. It embraces the aspect of relational parents and friends as well as social networks that join persons. According to Boyer peoples from similar geographical region, having same culture, religion, professions or even facing similar situations or events can form a community.
Evaluate quarterly four determinates of a healthy community
Access to Healthcare Services: Accessibility of cheap and quality hospitals, clinics and other preventive measures are beneficial to the society.
Clean Environment: Hygiene, including drinking water, air and water pollution, sanitation and management of wastes has a disproportionally positive impact on health status of a population.
Social Support Networks: Cultural and social relationships as well as networking, family and friends, groups, organizations play critical role in mental and emotional health.
Economic Stability: Availability of jobs, proper remuneration, and financial means give a community the general provisions including housing, food and health.
The Circumstances Which Make a Co-Existing Population A Target and/or At Risk
Economic Disparities: Some of the factors that raise vulnerability include; poverty, unemployment and circumstances that make one lack access to basic assets.
Limited Healthcare Access: Lack of healthcare centres or being uninsured means one cannot afford medical attention to illnesses they might be suffering from.
Education Deficits: Board education can hamper literacy and health information, which is seen in low educated adulthood.
Social Isolation: Loneliness may result in mental complications and at the same time, restrict an individual’s social privileges.
Community nursing has been divided into different types or categories which need to be contrasted and compared.
Community-Based Care: Encompasses delivery of health services to the people in a community especially to families, with much concern to promotion of health.
Community Health Nursing: Encompasses delivering interventions directly to communities in an attempt to enhance their health status or extend healthy behaviours.
Public Health Nursing: Refers to health maintenance and enhancement activities targeted at specific population groups these activities being carried out in a planned manner to guard against disease and enhance health and length of life.
Community-Oriented Nursing: Public health nursing: A combination of community health nursing and school nursing with limited emphasis on health and illness in the individual.
Ultra of the types of interventions are there and what are the differences between the three categories namely; Primary, Secondary and Tertiary?
Primary Interventions: To exclude episodes of diseases and injuries (for example, immunization, health promotion).
Secondary Interventions: Emphasize prevention, detection at the earliest stage that is possible and possible treatment (e . g screening, early treatment).
Tertiary Interventions: It is desirably to minimize chronic enduring sickness and/or injury (for example, physiotherapy and chronic diseases treatment).
The Search Strategies Nurses Undertake in the Collection of Community Data
Surveys and Questionnaires: To gather data it is recommended that information be obtained from the main source, which in this case consists of community members.
Focus Groups: Talk to the members of the community in order to discuss certain health problem.
Community Observations: Socio-cultural concern: It involves observing and studying people’s interactions in a community, and the physical structures and setting in which they find themselves to establish potential health issues.
Nursing: Basic Roles for the Community Scenarios
Educator: Educate health related knowledge to the people and groups.
Advocate: Call for the policies and funding that would enhance the stability of any community health.
Care Provider: Provide direct care services in clinic or homes in the communities.
Coordinator: Oversee the ‘joining up’ of care planning and other support between different services and service providers.
Principal Objectives of Home Care
Promote Independence: Aid the clients in the management of their health within their homes so as to have optimum independence.
Prevent Hospitalization: Deliver first rate care that out does hospitalization or re-hospitalization care.
Enhance Quality of Life: Concerns include patients’ comfort; their dignity; and what is best for the patient in his or her home sphere.
The variation between home healthcare nursing and hospital nursing
Environment: Nursing performed at a patient’s home hence exposes the nurse to many home settings.
Patient Independence: Home care pays much attention to the patient’s ability to manage their illness, treatments, and symptoms on their own.
Resource Availability: Competition for medical equipment and instruments The nurses in the hospital have more access to medical instruments than the home health care providers have because the hospital has got more specialized and advanced instruments than those that the home health care providers can afford to buy for their use.
Classification of Home Healthcare Agencies
Purpose: They may choose to specialise in such services as hospice, rehabilitation or chronic illness management services.
Client Served: Some agencies only dare take care of certain category of people including the elderly, disabled or those that are terminally ill.
Funding Source: The agencies may be funded through Medicare, Medicaid, insurance or through charitable organizations.
Organisation and Content of Home Care vs. Hospice Care
Focus: The hospice nursing is related to terminal care for patients with terminal illness and aim at giving comfort while the home health may cover more a wider scope of services which may include physical and occupational therapy, and disease management.
Care Goals: Whereas hospice care is directed towards improvement of quality of life of patients in their terminal stages home health care might be oriented towards better health and self sufficiency.
Sketch of the Basis for Medicare Reimbursement to Home Care
Medical prescription is required and the patient has to be under the care of a doctor.
The patient has to require invasive procedures to diagnose or treat a condition or the patient has to require skilled nursing that is beyond the capacity of a home health aide.
The patient has to be a homebound one.
The care can only be delivered by a Medicare certified home health agency.
Preparing for a Home Visit: Factors Affecting the Safety of the Nurse
Assess the Environment: It is also vital to consider safety risks of the neighborhood and home.
Plan and Communicate: Users should also inform other people about the planned visit and the place where this activity will take place.
Emergency Preparedness: Always have a phone with charge and power and make sure you always have an emergency plan.
Medication and Treatment Management: Responsibilities of the Nurse
Education: Knowledge of the patients and families in terms of medication and how it should be taken.
Monitoring: Evaluations of patients and modifications of treatment programs where necessary.
Coordination: The relation between the healthcare providers and the patient should be effective.
Infection Control in the Home vs. Hospital
Home: They further found that infection control involves and depends on a strict compliance from patients and their families on aspects of hygiene.
Hospital: Measures of infection control include distinctive measures, trained staff and specific pieces of equipment.
Home care for patients /Getting Started: Focus on safety and infection prevention at home: Home care … (AJN, The American Journal of Nursing © 2016 The Joint Commission)
Medication Management: Avoiding medication errors such as wrong storage, wrong handling of the product or wrong administration.
Fall Prevention: Reducing falls in the home: Strategetic measures that may be taken.
The current research anchored on the purpose of identifying the role of a Nurse in treating Caregiver Strain.
Support: Provide care and counsel to the caregivers of the patients with such diseases.
Education: Input health promotion information, which would include importance of stress fresh towels, nutrition, exercise etc.
Resources: Of course, referral to other carers for further assistance in case of consumer difficulty.
Using the Nursing Process in Home and Community Care
Assessment: Acquire baseline data regarding the patient’s medical condition and his/her physical and social context.
Diagnosis: Recognise current and potential health issues.
Planning: It is necessary to create a care plan that will include potentially achievable goals of the patient and certain measures needed in order to achieve these goals.
Implementation: Implement the care plan in the patient’s home of community environment.
Evaluation: Evaluate the care plan and addend for changes.
It is imperative, therefore to use Standardized Nursing Language Taxonomies.
NANDA-I: Centred on the terminology related to nursing diagnosis.
NOC (Nursing Outcomes Classification): Determines potential goals or objectives for the patients.
NIC (Nursing Interventions Classification): Lists particular care individual actions.
Omaha System: Cohort for community health and home care.
CCC (Clinical Care Classification): Section 3 The implementation of CM for the purpose of standardises the terminology of home health nursing documentation.
The Identified Targeted Populations in My Community
Elderly Population: This group is vulnerable to chronic diseases and social exclusion because of ageing population resulting from enhanced life spans, hence needs health and other social activities.
Homeless Individuals: More likely to live poorer quality lives than non-homeless because of lack of basic needs such as shelter for the sick and access to treatment for the rest suffering from all sorts of diseases.
Minority Communities: Afforded unequal status in healthcare and therefore they are often required to receive sensitive and equitable treatment.
Low-Income Families: Suffers to gain access to health care, food and proper housing, so becomes a target for community health interventions.
Please reflect on the End of Program Competencies and discuss which competency(s) you feel most confident about with your current experience and abilities and which competency(s) you feel you will need to work on.
How do you see caring science and complexity science guiding your professional practice?
How do you think you will integrate change theory as a Clinical Nurse Leader? Have you seen some changes implemented in practice that would have benefited from the use of change theory to guide or sustain the change?
Compose an Elevator Speech on the role of the Clinical Nurse Leader. This is the speech you will use when someone asks you, so ""What's a Clinical Nurse Leader?""
AACN End-of-Program Competencies & Required Clinical Experiences
for the Clinical Nurse Leadersm -
May 2006
This document delineates the competencies expected of every graduate of a CNLsm master's education program. A minimum set of clinical experiences required to attain the end-of-program competencies also is included.
Graduate Level
Curriculum
Elements
CNLsm Role Functions
CNLsm Role Expectations
End of Program Competencies
Required Clinical Experiences
Nursing Leadership
Advocate
� Keeps clients well informed
� Includes clients in care planning
� Advocates for the profession
� Works with interdisciplinary team
� Strives to achieve social justice within the microsystem
Effects change through advocacy for the profession, interdisciplinary health care team and the client.
Communicates effectively to achieve quality client outcomes and lateral integration of care for a cohort of clients.
Identify clinical and cost outcomes that improve safety, effectiveness, timeliness, efficiency, quality and client-centered care.
Communicate within a conflict milieu with nurses and other health care professionals who provide care to the same clients in that setting and in other settings.
Review and evaluate patient care guidelines/protocols and implement a guideline to address an identified patient care issue like pain management or readiness for discharge; follow-up to evaluate the impact on the issue.
Discover, disseminate and apply evidence for practice and for changing practice.
Participate in development of or change in policy within the health care organization.
Identify potential equity and justice issues within the health care setting related to client care.
Present to appointed/elected officials regarding a health care issue with a proposal for change.
AACN CNL End-of-Program Competencies & Required Clinical Experiences May 2006 1
Nursing Leadership
Advocate
Analyze the care of a patient cohort and the care environment in light of ANA Nursing Standards of Care and the Code of Ethics.
Analyze interdisciplinary patterns of communication and chain of command both internal and external to the unit that impact care.
Member of a Profession
� Effects change in health care practice
� Effects change in health outcomes
� Effects change in the profession
Actively pursues new knowledge and skills as the CNL role, needs of clients, and the health care system evolve.
Develop a life long learning plan for self.
Speak at a public engagement to a public forum
Participate in a professional organization/or agency wide committee
Care Environment Management
Team Manager
� Properly delegates and manages
� Uses team resources effectively
� Serves as leader/partner on interdisciplinary team
Properly delegates and utilizes the nursing team resources (human and fiscal) and serves as a leader and partner in the interdisciplinary health care team.
Identifies clinical and cost outcomes that improve safety, effectiveness, timeliness, efficiency, quality, and the degree to which they are client-centered.
Design, coordinate, & evaluate plans of care for a cohort of patients incorporating patient/family input and team member input.
Monitor/delegate care in the patient care setting.
Present to the multidisciplinary team a cost saving idea that improves patient care outcomes and improves efficiency
Conduct a multidisciplinary team meeting; incorporate client and/or family as part of the team meeting
Information Manager
� Uses information systems/
technologies
� Improves health care outcomes
Uses information systems and technology at the point of care to improve health care outcomes.
Using patient information system data, design and implement a plan of care for a cohort of patients.
Use aggregate data sets to prepare reports and justify needs for select care improvements.
Evaluate the impact of new technologies on nursing staff, patients and families. AACN CNL End-of-Program Competencies & Required Clinical Experiences May 2006 2
Systems Analyst/Risk Anticipator
� Participates in system reviews
� Evaluates/anticipates client risks to improve patient
safety
Participates in systems review to critically evaluate and anticipate risks to client safety to improve quality of client care delivery.
Participate in establishing and reviewing interdisciplinary patient care plans with team.
Apply evidence-based practice as basis for client care decisions
Conduct a microsystem analysis by:
�Identifying a clinical issue with a focus on a population.
�Conducting a trend analysis of incident reports
�Evaluating a sentinel event and conducting a root cause analysis (RCA)
� Incorporating analysis of outcome data
�Analyzing barriers and facilitators within the organization related to the identified issue
�Writing an action plan related to the analysis
�Presenting/disseminating to appropriate audience.
Work with quality improvement team and engage in designing and implementing a process for improving patient safety.
Clinical Outcomes Management
Clinician
� Designs/coordinates/evaluates care
� Delivers care in a timely, cost effective manner
� Emphasizes health promotion/risk reduction
Assumes accountability for healthcare outcomes for a specific group of clients within a unit or setting recognizing the influence of the meso- and macrosystems on the microsystem.
Assimilates and applies research-based information to design, implement and evaluate client plans of care.
Plan and delegate care for clients with multiple chronic health problems, identify nursing interventions to impact outcomes of care.
Using an existing database, evaluate aggregate care outcomes for a designated microsystem with focus on specific nursing interventions
Contribute to interdisciplary plans of care based on best practice guidelines and evidence-based practice.
AACN CNL End-of-Program Competencies & Required Clinical Experiences May 2006 3
Clinical Outcomes Management
Outcomes Manager
� Uses data to change practice and improve outcomes.
� Achieves optimal client outcomes
Synthesizes data, information and knowledge to evaluate and achieve optimal client and care environment outcomes.
Coordinate care for a group of patients based on desired outcomes consistent with evidence-based guidelines and quality care standards.
Revise patient care based on analysis of outcomes and evidence-based knowledge.
Analyze unit resources and set priorities for maximizing outcomes
Conduct a patient care team research review seminar
Clinical Outcomes Management
Educator
� Uses teaching/learning principles/strategies
� Uses current information/ materials/techniques
� Facilitates clients learning, anticipating their health trajectory needs.
� Facilitates client care using evidence-based resources.
� Facilitates group & other health professions' learning and professional development
Uses appropriate teaching/learning principles and strategies as well as current information, materials and technologies to facilitate the learning of clients, groups and other health care professionals.
Present a seminar or case study at a grand rounds or team meeting.
Conduct health education of individual patient or cohort based on risk profile.
Create or review an education module directed at patients and staff; develop a self-management guide for patients and families.
Develop and implement a professional development session for other professional nursing and ancillary staff.
Develop a health education plan for a unit-specific issue common to multiple clients.
Implement & evaluate the health education plan, evaluating the role of the team, the teaching learning methods used, the client interactions, the expected & actual outcomes, including health status changes.
AACN CNL End-of-Program Competencies & Required Clinical Experiences May 2006 4"
