Category: Nursing

Patient scenario Patient: Alexander Ramirez, 58 Setting: Medical-surgical unit preparing for discharge tomorrow Diagnosis: Type 2 diabetes mellitus (T2DM) with new basalbolus insulin regimen; diabetic neuropathy; mild non-proliferative retinopathy; hypertension; hyperlipidemia Recent clinical data A1c: 9.8% FBS range this admission: 180260 mg/dL BP: 146/84; BMI: 31 eGFR: 65 mL/min/1.73m2 No formal diabetes education in past 10 years Social/health literacy context Primary language: Spanish; understands basic conversational English Work: Overnight custodian (10 pm6 am), sleeps days Tech: Flip phone (no apps); limited internet access Vision: Needs large print; difficulty reading small labels Health literacy screen (Newest Vital Sign style): 1/6 high likelihood of limited literacy Numeracy: States, Im not good with numbers. Beliefs: Uses cinnamon tea for sugar; concerned insulin means my diabetes got worse Resources: Lives with adult granddaughter who speaks English/Spanish and cooks; tight budget; uses public transit; has a shared fridge space Readiness to learn (010): 5/10, ambivalent; worried about injections Discharge priorities (2448 hrs) Safely draw up and inject insulin; rotate sites Time doses with night-shift schedule Recognize and treat hypoglycemia Basic carbohydrate awareness and plate method Storage of insulin with limited fridge space Plan follow-up with diabetes educator/clinic Available resources today Certified medical interpreter (in person or video) Diabetes demo kit (insulin pens, saline pen for practice), large-print pictorial handouts (English/Spanish) Glucose tablets, meter with voice prompt option Granddaughter can attend teaching for 30 minutes this afternoon You have 20 minutes now and 15 minutes tomorrow morning before discharge Answer the following: Prioritize 2 SMART teaching goals (Refer to Chapter 10 p. 449, table 10-4 in Bastable) for the next 2448 hours. Select 3 teaching methods/strategies that best fit Mr. Ramirezs situation.

Peters Journey and Patient Education After watching Educating Peter and Graduating Peter, reflect on Peters growth as a student with a disability in an inclusive classroom over time. Consider the roles of teachers, aides, peers, and family members in shaping his educational experience. Now, shift your focus to nursing practice: How can the same principles of inclusion, advocacy, patience, and individualized support be applied when educating patients with intellectual disabilities in healthcare settings? In your response, please address the following: Identify at least two key strategies used by Peters support system that were essential to his success. Describe how these strategies can be adapted for use by nurses during patient education. Share an example (real or hypothetical) of how you might implement one of these strategies with a patient who has an intellectual disability.

Select one of the following articles to review:

• Scull, T. M., Kupersmidt, J. B., Malik, C. V., & Morgan-Lopez, A. A. (2018). Randomized control trial of Media aware. Journal of Health Communication, 23(12), 10511063.
• Atkinson, S. A., Maran, A., Dempsey, K., Perreault, M., Vanniyasingam, T., Phillips, S. M., Hutton, E. K., Mottola, M. F., Wahoush, O., Xie, F., & Thabane, L. (2022). Nutrients, 14(4), Article 810.
• Rezapour-Mirsaleh, Y., Shafizadeh, R., Shomali, M., & Sedaghat, R. (2021). . International Journal of Offender Therapy and Comparative Criminology, 65(1), 100116.
• Marshall, C. A., Keogh-Lim, D., Koop, M., Barbic, S., & Gewurtz, R. (2020). . Canadian Journal of Occupational Therapy, 87(4), 253264.

Select and answer five of the following questions related to the ethical aspects of the study described in the article you chose:

• Was the study approved and monitored by an Institutional Review Board, Research Ethics Board, or other similar ethics review committee?
• Were study participants subjected to any physical harm, discomfort, or psychological distress? Did the researchers take appropriate steps to remove or prevent harm?
• Did the benefits to participants outweigh any potential risks or actual discomfort they experienced? Did the benefits to society outweigh the costs to participants?
• Was any type of coercion or undue influence used to recruit participants? Did they have the right to refuse to participate or to withdraw without penalty?
• Were participants deceived in any way? Were they fully aware they were participating in a study, and did they understand the purpose and nature of the research?
• Were appropriate informed consent procedures used with participants? If not, was there a justifiable rationale?
• Were adequate steps taken to safeguard participants privacy? How was confidentiality maintained? Was a Certificate of Confidentiality obtained? If not, should one have been obtained?
• Were vulnerable groups involved in the research? If yes, were special precautions instituted because of their vulnerable status?
• Were groups omitted from the inquiry without a justifiable rationale, such as women (or men), or minorities?

Guidelines

• Write in APA style and format.
• Answer each of the five questions you chose from the above list in a paragraph of at least three sentences.

Reply Posts

If you reply to a peer who chose the same article you did, note whether you agree or disagree with their answers and explain your viewpoint.

If you did not choose the same article, make some suggestions on how to address the ethical considerations presented in the article your peer chose.

Please respond to each other to build a classroom community (peer posts should have a minimum of 250 words).

Please refer to the for details on how this activity will be graded.

The described expectations meet the passing level of 80%. Students are directed to review the Discussion Grading Rubric for criteria which exceed expectations.

Submission Type: Two to three page paper

Details:

1. Selecting EBP Model for your EBP Question
2. Select one of the common EBP models that you think it best fits your PICOT question and then explain/justify your selection considering the following:

• The clarity and conciseness of the models concepts and organization
• The diagrammatic representation of the model and the ability to assimilate the concepts and organizes the step of the desired EBP changes
• The comprehensiveness of the model from the beginning stages to implementation and evaluation of outcomes
• The easiness of the use when concepts are applied to direct EBP changes and practice issues in clinical settings
• The flexibility of the model to be applied to various populations of patients, EBP projects, initiatives, and programs
• The use and popularity of the model in the published literature

This assignment should be no more than 2-3 pages (not including the title or references pages).

Common EBP Models:

1. The Stetler Model of Evidence-Based Practice
2. The Iowa Model of Evidence-Based Practice to promote quality care
3. The Model for Evidence-Based Practice Change
4. The Advancing Research and Clinical practice through close Collaboration (ARCC) model for implementation and sustainability of EBP
5. The Promoting Action on Research Implementation in Health Services (PARIHS) framework
6. The Clinical Scholar model
7. The Johns Hopkins Nursing Evidence-Based Practice model
8. The ACE Star Model of Knowledge Transformation

Rubric:

The selected model:

• Selects one of the EBP common models

Models clarity and conciseness

• Proficiently analyzes the clarity and conciseness of the models concepts and organization and addresses in details how they can support answering their PICOT question

Models diagrammatic representation

• Thoroughly evaluates the model’s diagram, addressing how it enhances understanding and applies to the PICOT question, while discussing its clarity, comprehensiveness, and relevance for clinical practice or evidence-based implementation.

Models comprehensiveness

• Evaluates how well the model addresses all aspects of the PICOT question (population, intervention, comparison, outcome, time) and explains its broad, holistic approach to solving the clinical problem.

Models easiness

• Thoroughly assesses the ease of understanding and applying the model in clinical practice. Considers factors such as simplicity, user-friendliness, and accessibility for healthcare professionals.

Models flexibility

• Examines the models adaptability across various clinical settings or populations. Describes how the model can be modified or applied to different situations and still maintain its effectiveness.

Models use and popularity

• Provides a detailed evaluation of the models current use in practice and its popularity among healthcare professionals. References evidence of its widespread adoption or endorsement in research or clinical settings.

PICOT question: In hospitalized older adults aged 65 years and older (P), how does implementation of nurse-led multifactorial fall prevention programs, including individualized risk assessments and tailored interventions (I), compared to standard fall precautions without risk assessment (C), affect fall rates (O) within the time of hospital stay (T)?

write a reflective journal on my experience in mental health in a memory care setting

12 pt Times New Roman Font APA7 Guidelines Include at least three peer-reviewed scholarly references with in-text citations.

Submission Type: 1-2 page reflectionDetails:

1. Watch the
2. In a 1- to 2-page paper, reflect on how the situation in episode 7 was handled.

• Appraise the leadership skills of the various characters.
• Suggest an alternative leadership model to generate and weigh potential resolutions.

Rubric:

Reflection on Personal and Professional Knowledge and Values:

• Critically reviews personal and professional knowledge, values, and ethics and articulates new perspectives as a result of reviewing the scenario

Connection to Course Content:

• Demonstrates superior connection between the scenario and the course objectives; applies several course concepts and literature

Evidence of Development:

• Articulates transformation of their perspective, as a future advanced practice nurse, about the issues in the scenario

the subject is on medication compliance or adherence Find 5 peer reviewed articles about your capstone project. Write a literature review. Please follow the assignment rubric A literature review is not an annotated bibliography in which you summarize briefly each article that you have reviewed. While a summary of what you have read is contained within the literature review, it goes well beyond merely summarizing professional literature. It focuses on a specific topic of interest and includes your critical analysis of the relationship among different works, and relating this research to your work. In this case, your work will be your capstone project. It may be written as a stand-alone paper or to provide a theoretical framework and rationale for a research study (such as a thesis or dissertation). Your literature review will be written as a standalone paper. Below is information about the structure of the literature review, finding credible information for research assignments,