Hello,
This is a group assignment. I will be doing E and F. I will attach the paper instructions, PICOT question, and reference to this account.
Thanks
Category: Nursing
please answer the following questions directly, no introduction or summary needed, one page per question.the goal is to apply what you have learned in this course to your current job/career. In other words, please analyze the different course topics and course objectives (from the syllabus) and relate these topics and objectives to your career. Critically examine what you can utilize from the course and potentially what will not help your career.
1. Predict what course topics/objectives that you will utilize in your career. 1 page
2. Explain these course topics/objectives to demonstrate your understanding. 1 page
3. Decide (and explain) how you will adapt these to meet your career needs. 1 page
Scoring will be based on these three key aspects. This assignment is a self-analysis of the course to your career objectives.
The class I am taking now for this assignment is healthcare informatics. and I am a RN working in Alamitos Belmont Rehab Hospital as a supervisor. I have attached the pics below which including the topics we talked in this class, please choose the topics from there (e.g agile, six-sigma, data visualization, dealing with difficult people, natural language processing, using consultants, lean tools) and answer those three questions.
Week 5 Assignment: Lab
Required Resources
Read/review the following resources for this activity:
OpenStax Textbook: Chapter 2, 6, and 7
Lesson
Weeks 3 and 5 Excel Spreadsheets
Scenario/Summary
This week’s lab highlights the use of probability and normal distribution.
Follow the directions below to gather data, calculate using Excel spreadsheets, and interpret the results.
Deliverables
The deliverable is a Word document with your answers to the questions posed below based on the data you find.
Required Software
Microsoft Word
Microsoft Excel
Prepare
Download the Week 5 Lab Lecture Notes.Download Week 5 Lab Lecture Notes.
Follow along with the Week 5 Lab Video and fill out the Week 5 Lab Lecture Notes as you watch the video.
Demonstrate
Steps to Complete Week 5 Lab
Use the Weeks 3 and 5 spreadsheets from the Weeks 3 and 5 Lessons to help you answer the questions below.
Step 1: Your instructor will provide you with 10 values to use for this lab.
Gather 10 MORE of your own to add to the 10 provided by your instructor. Do the following:
Survey or measure 10 people to find their heights. Determine the mean and standard deviation for the 20 values by using the Week 3 Excel spreadsheet. Post a screen shot of the portion of the spreadsheet that helped you determine these values. How does your height compare to the mean (average) height of the 20 values? Is your height taller, shorter, or the same as the mean of the sample?
Note: The following image is just an example. They are NOT the values you should be using for your lab. Your instructor should have sent you our data values for your Week 5 Lab. Please reach out to your instructor if you do not have your data values.
Data Example of 10 people with different heights
Data Example of 10 people with different heights
(your spreadsheet will have 20 values—10 from your instructor and 10 from your own data gathering).
Step 2: Give some background information on the group of people you used in your study. You might consider using the following questions to guide your answer.
How did you choose the participants for your study? What was the sampling method: systematic, convenience, cluster, stratified, simple random?
What part of the country did your study take place in?
What are the age ranges of your participants?
How many of each gender did you have in your study?
What are other interesting factors about your group?
Step 3: Use the Week 5 Excel spreadsheet for the following.
(Use the Empirical Rule tab from the spreadsheet). Determine the 68%, 95%, and 99.7% values of the Empirical Rule in terms of the 20 heights in your height study.
What do these values tell you?
Post a screen shot of your work from the Week 5 Excel spreadsheet.
Week 5 Spreadsheet Example
(Use the normal probability tab from the spreadsheet). Based on your study results, what percent of the study participants are shorter than you? What percent are taller than you?
Post a screen shot of your work from the Week 5 Excel spreadsheet.
Example: If my height is 73 inches, then 20.86% of the relevant population is shorter. The other 79.14%, of course, is taller.
Week 5 Spreadsheet Example
Step 4: Be sure your name is on the Word document, save it, and then submit it under “Assignments” and “Week 5: Lab”.
Grading
This activity will be graded based on the Week 5 Lab Rubric.
Course Outcomes (CO): 3, 4, 5
Rubric
Week 5 Assignment: Lab
Week 5 Assignment: Lab
Criteria Ratings Pts
This criterion is linked to a Learning OutcomeMeasures of Central Tendency and Variation
12 pts
Addresses all elements of the following: *20 height values *mean of data *standard deviation of data *screenshot of values calculated on spreadsheet *comparison of heights
10 pts
Addresses 4 out of 5 of the following: *20 height values *mean of data *standard deviation of data *screenshot of values calculated on spreadsheet *comparison of heights
8 pts
Addresses 3 out of 5 of the following: *20 height values *mean of data *standard deviation of data *screenshot of values calculated on spreadsheet *comparison of heights
6 pts
Addresses 1 or 2 out of 5 of the following: *20 height values *mean of data *standard deviation of data *screenshot of values calculated on spreadsheet *comparison of heights
0 pts
No Effort
12 pts
This criterion is linked to a Learning OutcomePopulation Data and Sampling Techniques
15 pts
Addresses all elements of the following: *Sampling method *Location *Age group of participants *Gender of participants *Other factors about participants
12 pts
Addresses 4 out of 5 of the following: *Sampling method *Location *Age group of participants *Gender of participants *Other factors about participants
10 pts
Addresses 3 out of 5 of the following: *Sampling method *Location *Age group of participants *Gender of participants *Other factors about participants
8 pts
Addresses 1 or 2 out of 5 of the following: *Sampling method *Location *Age group of participants *Gender of participants *Other factors about participants
0 pts
No Effort
15 pts
This criterion is linked to a Learning OutcomeProbability, and Measures that would follow a normal distribution in life sciences
15 pts
Addresses all elements of the following: *Empirical Rule values *Interpretation of Empirical Rule values *Screenshot of Empirical spreadsheet *Interpretation of Normal Distribution spreadsheet values *Screenshot of probabilities/ percentiles
12 pts
Addresses 4 out of 5 of the following: *Empirical Rule values *Interpretation of Empirical Rule values *Screenshot of Empirical spreadsheet *Interpretation of Normal Distribution spreadsheet values *Screenshot of probabilities/ percentiles
10 pts
Addresses 3 out of 5 of the following: *Empirical Rule values *Interpretation of Empirical Rule values *Screenshot of Empirical spreadsheet *Interpretation of Normal Distribution spreadsheet values *Screenshot of probabilities/ percentiles
8 pts
Addresses 1 or 2 out of 5 of the following: *Empirical Rule values *Interpretation of Empirical Rule values *Screenshot of Empirical spreadsheet *Interpretation of Normal Distribution spreadsheet values *Screenshot of probabilities/ percentiles
0 pts
No Effort
15 pts
This criterion is linked to a Learning OutcomeGrammar and Formatting
8 pts
Lab is easy to read and presents material in a logical order with no grammatical errors.
6 pts
Lab is easy to read and presents material in a logical order. There are a few grammatical errors but they do not distract from readability.
5 pts
Lab is easy to read and has few grammatical errors, but it is not logically organized.
4 pts
There are significant grammatical errors and organizational issues that distract from readability.
0 pts
No Effort
8 pts
Total Points: 50
Complete the video activity at the Office of Disease Prevention and Health Promotion, Partnering to Heal on infection control practices for clinicians, health professional students, and patient advocates. Link: https://health.gov/about-odphp/trainings/partnering-heal
Reflect on your personal experiences or thoughts regarding the individual scenarios. Are you able to identify modes of transmission and implement interventions better with these learning tools? Consider surveillance methods and outcome tracking that would be utilized. Have you ever participated in a facility outbreak investigation or care of a person during such an event? What are the risks to the U.S. population health associated with globalization?
Practical learning experiences are a large part of the didactic portion of the LPN to BSN nursing program. These experiences rely on the adult learning theory to be successful. The practice learning experience (PLE) logs assist the student to achieve student learning outcomes, course outcomes, and understanding of patients across the lifespan. Student practical learning hours are required documentation during this course. A minimum of 16 hours of practical learning experience is required. All nine of the program outcomes listed in your course syllabus should be addressed within those 16 hours. In module 8, you will submit your log for faculty review. The end goal is to demonstrate how you met the SLOs for this course. Consider how you may have met these outcomes differently compared to your other nursing courses previously.
Please note the Practical Learning Experience Log provided here for your convenience. Please use this form and do not turn in a handwritten one.
The practical learning hours are related to the course objectives and student learning outcomes. You can find these in your course syllabus. Each student will log separate hours per course. *You are not to re-use your hours from one course to another, because the research hours are designed around your specific final course project and student learning outcomes. You may use hours from your place of employment, but cannot be acting as an employee of a facility and as a student of a university simultaneously. Students, most of your hours should come from collaboration and research that is built into your final course project. Please keep in mind that these are not traditional clinical hours spent in a facility providing patient care. These hours are to be considered learning experiences. The focus is geared toward learning from collaboration among healthcare professionals, stakeholders, and research within the course final project. Please note that this is not direct patient care hours from your place of employment.
The learning experiences should be course specific and meet the objectives related to the course. Please contact your instructor if you have further questions or concerns.
Scenario:
You are seeing a 64-year-old Hispanic male for his diabetes management. He reports that his morning capillary blood sugar readings are ranging in the 150 to 190 range.
Last month his Hgb A1C was 7.4
He is on Metformin 1000mg twice a day and Glipizide 5mg daily.
He walks a couple miles three to five times a week.
A dietary review reveals that his daily total carbohydrate intake is in the range of 75 to 100 grams.
Last eye exam did not reveal any problems. He wears reading glasses when needed.
He does report some intermittent burning sensation in his feet.
Ht 6’2”, Wt 200 lbs, BP 118/72, P 72, R 17
Heart regular rhythm, without murmur or gallop
Lungs clear
Monifilament testing does not reveal any decreased sensation in the feet
Please develop a discussion that responds to each of the following prompts. Where appropriate your discussion needs to be supported by scholarly resources. Be sure to include in-text citations in the context of the discussion and provide a full reference citation at the end of the discussion.
Initial post
Utilize the information provided in the scenario to create your discussion post.
Construct your response as an abbreviated SOAP note (Subjective Objective Assessment Plan).
Structure your ‘P’ in the following format: [NOTE: if any of the 3 categories is not applicable to your plan please use the ‘heading’ and after the ‘:’ input N/A]
Therapeutics: pharmacologic interventions, if any – new or revisions to existing; include considerations for OTC agents (pharmacologic and non-pharmacologic/alternative); [optional – any other therapies in lieu of pharmacologic intervention]
Educational: health information clients need in order to address their presenting problem(s); health information in support of any of the ‘therapeutics’ identified above; information about follow-up care where appropriate; provision of anticipatory guidance and counseling during the context of the office visit
Consultation/Collaboration: if appropriate – collaborative ‘Advanced Care Planning’ with the patient/patient’s care giver; if appropriate -placing the patient in a Transitional Care Model for appropriate pharmacologic and non-pharmacologic care; if appropriate – consult with or referral to another provider while the patient is still in the office; Identification of any future referral you would consider making
Support the interventions outlined in your ‘P’ with scholarly resources.
Please be sure to validate your opinions and ideas with citations and references in APA format.
Construct a professional paper that outlines the advanced practice role – as a nurse practitioner – to advance the CDC’s antibiotic resistance initiative. The paper needs to be a minimum of six (6) pages [excluding title and reference pages] consistent with APA style without an abstract page. The paper is worth 40 points.
Please include the following:
Introduction that identifies your advanced practice role and your view of how that role will be able to impact the antibiotic resistance dilemma. Support your discussion with at least two references from the literature.
Review the CDC’s goals and identify one of the CDC’s key strategies that you will be able to promote/support in your advanced practice role. Support your discussion with at least two references from the literature.
Discuss three activities/actions that you will develop to support the promotion of the key strategy that you identified in item 2 above. Each action/activity needs to be well designed and supported with at least one reference from the literature. [For example, if you are a nurse practitioner student – what prescribing practices, patient education practices, monitoring programs, etc., will you engage with, and provide justification for your strategies, etc.
The paper is to be formatted according to APA style
#1.
Two popular evidence-based practice (EBP) models are the Iowa Model and the Advancing Research & Clinical practice through close Collaboration (ARCC) Model. The Iowa Model is based on Rogers innovation theory and is a straight forward tool that is geared toward bedside nursing staff (Tucker et al., 2021). The Iowa Model has been updated frequently since 1987 and has been used globally to solve triggering issues with an interprofessional team to develop and implement interventions (Tucker et al., 2021). Once a project has been deemed supported by evidence and a pilot has been initiated, the Iowa Model uses a feedback loop to fine tune the intervention until the practice is adopted and sustainable or abandoned (Tucker et al., 2021).
The ARCC Model was developed in 1999 and begins with an assessment of the healthcare organization’s readiness for EBP to identify barriers and strengthen EBP mentors with a five-day research seminar (Melnyk, 2021). An interdisciplinary team is created to develop EBP projects with help from the mentors to identify barriers and facilitators, collect data, share data, and create education (Tucker et al., 2021). Data from the project is used as a guide to evaluate and adjust initiatives based on new evidence (Tucker et al., 2021). The Iowa and ARCC models are similar in their approach of an interdisciplinary team to develop and evaluation EBP projects and initiatives.
Population: In adult oncology patients
Intervention: does a Columbia Suicide Severity Rating Scale (CSSRS) at each encounter
Control: compared to no suicide screen questions at each encounter
Outcome: affect number of patients identified with suicide risk
Time: over a three-month period
EBP supports inter-professional collaboration naturally when representatives from various disciplines form work groups to develop projects based on improvement or problem inquiry. Health care organizations are complex and depend on collaboration and teamwork to function successfully. All parts of an organization interact in some way and effect each other’s work.
2.
When using evidence-based practice (EBP), it helps to have some models to represent or initiate a plan to change the organization. One particular EBP model is the Iowa Model. This model focuses on the entire healthcare system and infrastructure to implement a new practice based on the available resources, research, and evidence. This model identifies a problem and determines if it is an issue of high priority that needs to be addressed within the organization (Christenbery, 2017) (Cullen, et al 2022). It’s a model that requires the attention of stakeholders and will require levels of research to aid it. The availability and merit of the evidence is evaluated. If it is lacking, then more research is required. If the pilot run of the project is effective, then the findings are disseminated, and the program is evaluated for change.
With Stetler’s model, the process of the program is similar, but it is centered more on patient care and not with an organization. The steps are similar. There is the identification of a problem, the validity of the problem and the evidence it provides. All of these reviews help determine if addressing the problem would be a good fit for the current situation (Christenbery, 2017) (Indra, 2018). Once all of the evidence and relevance to the problem have been reviewed, then the program is transitioned and implemented. Education and demonstrations are performed here to provide information on why changes are required. Finally, once the program is implemented, then the goals are identified, then it is reviewed whether or not any additional changes are required, along with whether or not the goals have been met. All in all, these two models are similar, but the differences lie in the platform of change (Christenbery, 2017).
In our unit, a neuro and telemetry floor, I implemented a MSN project on educating COPD patients and following-up with them with the use of telehealth, to achieve a result in lowering the rate of readmissions. My PICOT at the time was: On every unit in the hospital, will the implementation of educating staff of COPD discharge planning with teach back and a detailed questionnaire with routine telehealth follow-up appointments reduce COPD readmission rates to at least the national average in 10 weeks? With the use of EBP models mentioned, I was able to make a plan not just with the patient, but within the organization as well. It was cost effective, since such a program was already in place, it just needed finessing. It allowed the patients to have immediate access to care if needed from their homes and to have a quick consult on whether or not this patient truly needs to visit the ER. Doing research around the facility, and in nearby hospitals helped me improve the process further, which led to the goal of our organization being successful in reducing readmissions below the national average. Telehealth has been known to be effective in helping staff and patients apply what is required for them to feel better and not spend more of their time in the hospital. The quick and accessible care is effective in achieving several healthcare goals (Abshire, et al 2020). Taking advantage of the technological opportunities that we have, we were able to have a successful COPD program.
EBPs help support interprofessional collaboration by sharing the same goals and by conducting similar research. EBP doesn’t have to fall within nursing only. It can be used by anyone that is focused on the task at hand. A nurse researching COPD from a respiratory therapist’s article on EBP can provide insight for the nurse to make a finessed plan that benefits both groups. The same concept applies to physical, occupational therapists, and physicians too. EBP comes from all sides of the spectrum. By understanding what other professions are doing and how they approach healthcare with the patient, a more finessed plan of care can be developed (Nandiwada & Kormos, 2018). Individually, one person can only do so much, but by coming together as a team and mixing different mindsets together, a stronger force in providing care gets achieved. Which results in being more capable of keeping patients stay in the hospital to be shorter.
Mrs. Z is a 34-year-old female who come in with a complaint of diarrhea accompanied by abdominal pain. Onset of the symptom was about 4 days ago. She reports thinking she is running a fever but has not taken her temperature. She concerned that she is starting to feel weak.
When asked how about the characteristics and the number of bowel movements a day, she reports increased number of BMs over the last few months. In the last few days she reports averaging about 10 small volume watery stools with varying amounts of blood daily.
She denies recent travel and reportedly has not been on any antibiotics in the past few weeks.
In reviewing her record, you notice that her health history is positive for history of ulcerative colitis. She has not been on any medications for this over the last few years as she had not been symptomatic.
Mrs. Z is on an oral contraceptive. She takes slippery elm capsules and has for the last several years. She reports that she has been taking 2 to 3 doses of Benefiber prebiotic fiber for the last couple days.
Objective data:
BP 116/70 sitting, 100/66 standing; P 92; Temp 100.1
Abdomen – active bowel sounds all 4 quadrants, mild tenderness with palpation
Otherwise her exam is unremarkable for pertinent positives or negatives.
Labs – WBC 14,000; Hgb 11.9; Hct 35.7; Sodium 133; Potassium 3.3
What pharmacologic therapy would you prescribe for Mrs. Z?
How will you evaluate the effectiveness of this therapy?
What patient education would you provide for Mrs. Z relative to the pharmacologic agent you prescribed?
Are there any pharmacogenetic considerations related to what you prescribed for the patient?
Are there any alternative therapies or over-the-counter agents that might be of value to Mrs. Z?
What, if any, lifestyle changes would you recommend?
Instructions: Please prepare and submit a paper 3-4 pages [total] in length (not including APA format) answering the questions below. Please support your position with examples.
1.
My population of interest is women and my chosen health event is hypertension. I chose this topic because my mom is a type 1 diabetic who was recently diagnosed with hypertension. I have been monitoring blood pressures with her and I am interested in learning more about the why. Prior to performing any research, I was aware that people with type 1 diabetes have an increased risk for comorbidities such as hypertension and CKD. However, as someone who has never had hypertension until recently, I have become increasingly intrigued in what the culprit could be.
After doing some research, I learned that women are more likely than men to develop hypertension, as well as other diseases. Because hypertension is directly linked to cardiovascular disease, it is extremely important to maintain healthy blood pressure levels, especially in women. I also learned that menopause has a direct relation to hypertension in women, due to hormonal changes and imbalances.
2.
My population of interest are children with obesity. Childhood obesity is a huge problem in the United States of America. Over 14.7 million children are impacted by obesity. As a result of obesity rates being high amongst children, they are also experiencing cases high in high cholesterol, type 2 diabetes, joint problems and breathing issues such as sleep apnea and asthma (Oden et al., 2022). When I pulled up information to retrieve worldwide information I researched information from the World Health Organization (WHO). WHO reports 38.2 million children that are impacted with obesity worldwide. Africa had an increase in prevalence with 24% of children under 5 being overweight. In Asia almost half the children under 5 are overweight. While just under 1% of children and adolescents aged 5-19 were obese in 1975, more 124 million children and adolescents (6% of girls and 8% of boys) were obese in 2016 (WHO, 2022).
To search the obesity impact of children in GA, I did a search on obesity in GA through the ProQuest database. Articles retrieved supported interventions in place to address the health state of obesity in GA. Kegler et al. (2022), suggested creating town centers in diverse area to promote walking, building a physical activity infrastructure.