What is the difference in the nursing profession comparing the early 1900s and what do you see as your role in the healthcare field of today.

What is the difference in the nursing profession comparing the early 1900s and what do you see as your role in the healthcare field of today.

What is the difference in the nursing profession comparing the early 1900s and what do you see as your role in the healthcare field of today. What is the difference in the nursing profession comparing the early 1900s and what do you see as your role in the healthcare field of today.

Healthcare and Public Health Critical Infrastructure Sector

In order to optimize the security and resilience of the countries critical infrastructure, it is essential for a concerted approach that integrates all relevant partners and stakeholders. The healthcare and public health sector are crucial partners towards this end. The continuity of healthcare operations in times of emergency is quintessential. They role is disaster response and response makes them an asset and elevates their importance to national security beyond mere stakeholder status. The necessity for a sector-specific plan that optimizes the relationship between the players in the healthcare and public health industry and liaising with the department of homeland security has become vital. In the contemporary society, threats to the countries critical infrastructure have evolved diversifying into digital and biological platforms. The Healthcare and Public Health (HPH) Sector-Specific Plan (SSP) is created to champion cross-sector effort sector and collaboration towards enhancing security and resilience of the industries critical infrastructure covering all hazards. The guidance of the SSP is meant to customize the guidance to be relevant to the applicable industry players. This entails ensuring the strategic guidance is compatible with the risk landscape and unique operating landscape of the healthcare and public health sector. The above prevents the sector layers from expending energy on extraneous factors. The National Infrastructure Protection Plan 2013 has been instrumental towards that end. The sector has formulated an integrated approach to managing the risks to industry’s critical infrastructure and corresponding workforce.

The approach involves identification and preparation for the potential threats as well as hazards. Preparedness assumes that the all hazard risks are always imminent. In order to consider all dimensions of attack, the cross-sector councils are allowed to leverage simulation technology to visualize the full range of consequences in the instance of a biological attack (Almklov & Antonsen, 2014). The SSP has proved innovative in its approach even utilizing potential risk scenarios inspired by films. The above is important given the last terrorist attack was attributed to a lapse in the imagination. Another strategy employed towards anticipating the above eventuality is mitigating weaknesses identified in the HPH critical infrastructure, its networks, and systems. Once the vulnerabilities are highlighted, ad hoc strategic plans to fix them are recommended lest they expand. The critical infrastructure within the purview of the healthcare and public health extends beyond the internal assets (Wulff, Donato & Lurie, 2015). Even out of a sector, dependencies such as are with within their logistic and supply chain that can be exploited and other interdependencies are areas of interest. In order to optimize continuity, the approach posits adapting to the dynamic industry externalities to increase resilience faster disruptions owing to emergencies regardless their cause. The approach strives to reduce the potential impact of these eventualities and timely restoration of the critical infrastructure to optimal functioning. To ensure the efficiency of the approach optimization of public-private partnership and collaborative risk management becomes necessary. The goals and objectives of the stakeholders of the industry should be aligned from the onset and a free flow of information towards that end should be facilitated.

The HPH Sector objectives from its vision, mission, and goals are validated in policy. It follows that policy impediments in the national arena and within the sector should be addressed promptly (Homeland Security, 2016). Apart from the policy, the guiding principles of the sector are formulated after consideration of multiple factors ranging from the current progress in risk mitigation, the available resources, identified capability gaps, emerging risks and the prevalent risk management priorities. These objectives are utilized to coordinate the collective operations within the sector. They reflect considerations of not only the HPH sub-sector but also the regional, local public and private partners. Efforts to mobilize public-private partnership support needs of HPH critical infrastructure are underway. The local, territorial, tribal, and federal government partners are not only involved in the conversation but their input is solicited during decision-making to increase their stakes in the outcome of the approach. The Sector Partnership Mission towards increasing the health sector’s resilience aims to sustain the vital functions of the United States’ healthcare and public health delivery system. Similarly, it endeavors to espouse effective emergency preparedness and subsequent response to nationwide major hazards. Public and private sector partners are instrumental in evaluating risks; lobbying fro policy changes, coordinate plans, and provision of guidance towards preventing, protecting, mitigating, responding to, and recovering from all hazards threatening the HPH critical infrastructure.

 The key sector-specific goals strive to manage the identified risks the vulnerabilities and potential consequences of disruptions. The risk management is the second step of the approach by translating the analyses of the sector into implementable recommendations for local and state public health departments as well as private sector facilities (Katina, Pinto, Bradley, & Hester, 2014). The recommendations should be actionable and customized to the issues facing the respective institutions. The risk analyses should be translated into response and recovery efforts. To facilitate information sharing new mechanism as well as existing ones should be harness ensure the free flow of information. The flow implies it is bidirectional; each partner and stakeholders should give and receive information. Similarly, the government and the private sector should emulate best practices from each other. The sector goals should strive to develop and implement partnership engagement strategies to strengthen coordination. This will increase facilitate outreach efforts by reducing relationship constraints (May & Koski, 2013). The operators and owners of the critical infrastructure should be acquainted with the behavioral patterns of their counterparts. The strengthening the relationships expedites the speed of information sharing and subsequent response time. The partnerships should be convenient by concentrating on the regional, local networks towards a national preparedness (Moteff, 2010). The purview of the sector specific plan involves also the cyber security attacks. The above would cripple technologically dependent networks like transport and even directly affect the health data framework. During response and recovery, the sector should be able to learn from past attacks and enact effective corrective measures (Perakslis, 2014). While seeking innovating strategies of increasing response speeds after disasters, it is equally essential to leverage past mishaps. The U.S. Department of Health and Human Services (HHS) working in tandem with other industry players be required to evaluate their sectors milestones towards implementing recommendations.

 An aggressive awareness campaign among the industry stakeholders to reiterate the essence of their input is required. The entire critical infrastructure community regardless their size their counsel should be considered (Solanas et al., 2014). The new approach as recognized that the vulnerabilities arise from the assets that are underestimated as insignificant, the specific sector focus is hinged on attention to detail. Beyond the traditional partner’s federal departments international partners and private sector owners even the perspective of an actual health practitioner has been given premium. The critical infrastructure workforce is strategic in identifying industry and system dysfunctionalities than an outsider (Therrien, Normandin & Denis, 2017). The nonprofit sector has been instrumental in the post consequence period adding in the expediting resilience. The NGO has a close and sustainable relationship with the healthcare and public health industry as often their relief services compliment the sector’s goals. The specific sector plan acts as a store for information and a centralized location where all the relevant stakeholders can access the data they require optimizing resilience and straightening their collaborative efforts (Torchia, Calabrò & Morner, 2015). The interdependence of sectors in contemporary society implies that a catastrophe affecting the health sector will cripple the other accompanying infrastructure like transport. For instance, an airborne disease outbreak will inhibit mobility in public transport platforms. It follows that the public becomes a crucial stakeholder thus the need to facilitate access to non-critical information of resilience programs through the specific sector plan.

The HPH Sector’s critical infrastructure and its corresponding factors operate in a dynamic and increasingly complex setting. The shifting goal posts due to technological innovations and political changes may lead to confusion in managing the professional workforce, the systems, and assets, systems, and professional workforce operates in a highly complex and dynamic risk environment. For instance, the political changes have repealed the patient protection act causes the entire industry to adjust to new realities. Similarly, the changes in the climate have increased the frequency of naturally occurring threats though one can argue they there are artificially induced. The size of the sector and the interconnections of its networks further aggravate the situation. The open access to a majority of health facilities, physical facilities, operations, and system interconnections make the sector innately vulnerable. Towards strengthening preventative measure in the risk-prone environment, collaboration between government and the HHP sector becomes crucial. The sector has to capitalize on the vast resources at its disposal ranging from digital capabilities, consultancy resources, and other diverse authorities. The success of a program is attached to the proponents’ capabilities to harness wide spectrum of resources. Information sharing is not an option but the premise of the program. As the treats as constantly evolving, the sector should be equally flexible accommodating updates, and reprioritization of risk managements strategies towards optimizing security. The sector leadership should periodically evaluate the progress in implementing the recommendations in order to identify their shortcomings.


References

Almklov, P. G., & Antonsen, S. (2014). Making work invisible: new public management and operational work in critical infrastructure sectors.

Public Administration

,

92

(2), 477-492.

Homeland Security, (2016).

Healthcare and Public Health Sector-Specific Plan.

Washington, D.C: Department of Homeland Security.

Katina, P. F., Pinto, C. A., Bradley, J. M., & Hester, P. T. (2014). Interdependency-induced risk with applications to healthcare.

International Journal of Critical Infrastructure Protection

,

7

(1), 12-26.

May, P. J., & Koski, C. (2013). Addressing public risks: Extreme events and critical infrastructures.

Review of Policy Research

,

30

(2), 139-159.

Moteff, J. D. (2010).

Critical infrastructures: Background, policy, and implementation

. DIANE Publishing.

Perakslis, E. D. (2014). Cybersecurity in health care.

The New England journal of medicine

,

371

(5), 395.

Solanas, A., Patsakis, C., Conti, M., Vlachos, I. S., Ramos, V., Falcone, F. & Martinez-Balleste, A. (2014). Smart health: a context-aware health paradigm within smart cities.

IEEE Communications Magazine

,

52

(8), 74-81.

Therrien, M. C., Normandin, J. M. & Denis, J. L. (2017). Bridging complexity theory and resilience to develop surge capacity in health systems.

Journal of Health Organization and Management

,

31

(1).

Torchia, M., Calabrò, A., & Morner, M. (2015). Public-private partnerships in the health care sector: A systematic review of the literature.

Public Management Review

,

17

(2), 236-261.

Wulff, K., Donato, D., & Lurie, N. (2015). What is health resilience and how can we build it?

Annual review of public health

,

36

, 361-374.

Professional Development Assignment: Based on what you have learned so far this week- create an educational presentation with detailed notes and recorded audio comments for all content slides that add 1

Professional Development Assignment:

Based on what you have learned so far this week, create an educational presentation with detailed notes and recorded audio comments for all content slides that addresses each of the following points/questions. Be sure to completely answer all the questions. Use clear headings that allow your professor to know which bullet you are addressing on the slides in your presentation. Support your content with at least four (4) citations throughout your presentation. Make sure to reference the citations using the APA writing style for the presentation. Include a slide for your references at the end. Follow best practices for PowerPoint presentations (an example is located in the Resources tab) related to text size, color, images, effects, wordiness, and multimedia enhancements. Use the audio recording feature with the PowerPoint. Alternatively, you may use a smartphone or tablet to record yourself speaking, should you be unable to use the audio feature within PowerPoint.

  • Title Slide (1 slide)
  • The various kinds of health professionals are educated in separate schools but with considerable overlap in curricula and training requirements. They are, however, expected to integrate their training and work together after graduation. Identify the advantages and disadvantages of this approach to professional education in terms of costs, educational efficiency, and patient care quality. (4 slides).
  • An oversupply of physicians in many urban regions contrasts with continuing problems of access in rural and inner-city areas. Why does the mal-distribution of physicians persist in spite of the number of physicians graduated? (2-3 slides)
  • The health care delivery system now places increased emphasis on maintaining wellness and on promoting disease avoidance through healthy behaviors and lifestyles. What challenges does this new orientation pose for our existing system of medical education and training? (2-3 slides)
  • References (1 slide)

Always review your rubric for assignment expectations. If you have questions or need assistance with slide development and presentations, contact your class instructor.

Assignment Expectations

Length: 10-12 slides; answers must thoroughly address the questions in a clear, concise manner

Structure:

Title slide with title, student’s name, university name, and due dateIntroduction/Objectives slide to identify topics for the presentationBody of presentation: a minimum of one slide to address each topic for the assignmentConclusion slide to summarize the key points of the presentationReferences: a minimum of one slide to acknowledge resources used

Slide design: select a professional slide design with a background color and lettering that is easy for an audience to see. Include illustrations throughout the presentation to provide visual interest for the audience and to provide emphasis for the slide topic. Avoid full sentences on the slides. Use no more than 6 bullet points on a slide and no more than 6 words for each bullet point. Include citation/s information on the slide, as appropriate, to acknowledge the resource for the material. Include at least three (3) scholarly sources to support your information.

Speaker Notes: include speaker notes for each slide to explain/address the content on each slide. Speaker notes should be detailed and thorough to discuss the material on the slide.

Audio: include audio for the presentation. Practice your presentation before you record. The audio should match as closely as possible to your speaker notes and should represent the material on the slide.

References: Use the appropriate APA style in-text citations and references for all resources utilized to answer the questions. Include at least three (3) scholarly sources to support your claims.

Format: Save your assignment as a Microsoft PowerPoint document and a Word document (.pptx) and (.doc or .docx) or Open Office Impress.

File name: Name your saved file according to your first initial, last name, and the module number (for example, “RHall Module1.pptx”)

M4 Assignment UMBO – 5

M4 Assignment PLG – 4, 9

M4 Assignment CLO – 2, 4

Communication Healthcare

This essay will look at communication within a healthcare setting and will give examples from literature to demonstrate the importance of communication. It will use the work of (

Ellis& Beattie, 1986)

and also (

Egan, 1990)

as models for effective communication. It will discuss whether these models are adequate alone to enable effective communication and will also draw on personal experiences from the clinical area.

Communication underpins all other nursing interventions

(Minardi& Riley, 1997).

Communication is a fundamental tool for healthcare delivery

(Rungapadiachy, 1999)

. To listen to another person is the most caring act of all, Listening and attending are by far the most important aspects of being a nurse

(Burnard, 1992)

.


(Roper, 2001)

Emphasizes communication as an integral part of the unique function of nursing.


(Peplau, 1988)

used the term, psychodynamic nursing

,

to describe the dynamic relationship between a nurse and a patient.

Peplau described four phases of this relationship:

The orientation phase, in which the person and the nurse mutually identify the person’s problem.

The identification phase, in which the person identifies with the nurse, thereby accepting help.

The exploitation phase, in which the person makes use of the nurse’s help.

The resolution phase, in which the person accepts new goals and frees herself or himself from the relationship.

Peplau also identified six nursing roles of the nurse:

  • Counseling Role – working with the patient on current problems
  • Leadership Role – working with the patient democratically
  • Surrogate Role – figuratively standing in for aperson in the patient’s life
  • Stranger – accepting the patient objectively
  • Resource Person – interpreting the medical plan to the patient
  • Teaching Role – offering information and helping the patient learn


(Betts, 1992)

states that people have a basic drive to relate to one another, which is expressed through communication. Even if conversation doesn’t take place, smiling as is not smiling a form of communication albeit non verbal.

Communication can be conceptualized as a series of components that require a message, transmitter, receiver and a channel for transmission. All of these elements can be categorized into either verbal or non-verbal components. Both of these categories combine in the skill of active listening, which is a cornerstone of effective communication

(Minardi& Riley, 1997)

.


(Ellis & Beattie, 1986)

used a diagram to illustrate the communication system, (appendix a).

The communication system is divided into verbal and non-verbal parts. The verbal communication consists of words, clauses and sentences, which enables the exchange of information, clarification of issues, demonstrating understanding and to offer support and direction.

The non-verbal system contains four elements:

Prosodic, which is used to give emphasis to verbal communication through intonation and rhythm.

Paralinguistic, which are the vocal but non-verbal expressions such as mmm, ah which will allow the person offering the information the confirmation that they are being listened to.

Kinesic, is body language, for example facial expressions, gestures, position of the recipient.

And

The standing element, which may include physical appearance, personal space.

Although a model of communication can simply demonstrate the communication process it can also oversimplify.

A model only provides a framework for observing, understanding and predicting what occurs when two people communicate

(Heath, 1995)

.

Effective communication between a nurse and a patient is a conscious, goal directed process that differs from casual or social interactions. It is undertaken as a tool with which to develop trust, effect change, promote health, provide limits, reinforce, orient, convey, identify and work towards goals (

Schultz & Videbeck, 2002)

An important aspect within effective communication is the ability to understand the message. Each element of communication must be examined separately. For example, within the Kinesic element,

(

Egan 1990)

offers the acronym, SOLER, when considering the aspect of body language. Egan suggests to:

Sit Squarely in relation to the client,

Maintain an Open posture,

Lean slightly towards the client,

Maintain reasonable Eye contact,

Relax.

Through personal experience whilst in the clinical area I have implemented this acronym and found it effective although needing to examine my own actions later to assess whether its was used to its full potential. I have found that to sit squarely with the client isn’t necessarily the best position this has offered periods of discomfort both for myself and visibly to the patient. By sitting in this position there is less opportunity to break eye contact without appearing distracted or disinterested. Open body posture can give a sense of disinterest as well as increasing anxiety in myself in situations where there may be a risk of physical aggression. In the suggestion that Egan gives of relaxing, this has been easier at times when the other suggestions of Egan’s have been modified.


(Betts, 1992)

states it is important not to stare at the patient for too long as this can be seen as an intimidating gesture as also can distance where too close can be seen as an invasion or a threat or too far can be interpreted as the nurse being unable to cooperate.

Within the verbal element it is also important for the nurse to recognize the difference between a person saying what they mean and meaning what they say

(Minardi& Riley, 1997)

.

An example of this from my own clinical experience was whilst having a conversation with a patient, they told me that they just wanted to kill themself. When we explored this statement further the patient said that they didn’t actually mean they wanted to kill themselves but rather that they felt they couldn’t cope with current problems. By sitting and discussing these problems, a number were able to be resolved and others discussed. In this situation and with such an alarming statement for a student nurse it would have been an easy get out to dismiss the statement.


(Speight, 1991)

however, states that by responding in this way could have led to the patient being unwilling to explore this statement further

. Speight

suggests that reflection can be used as a communication technique.

For example, when the patient made the statement, the response that could be used is one of “ you want to kill yourself?” and thereby encouraging a further response from the patient about the statement.

To enable effective communication the healthcare worker must also be aware of the individual factors involved. All communication between individuals has internal factors that can influence the sending or receiving of the message, these may include beliefs, goals, physical and emotional states and the perceptions of others roles, status and personality. External factors may include environmental, social, biological, psychological and economic influences

(George, 1990).


(Minardi& Riley, 1997)

suggests that it is also important in being an effective communicator to ensure that the language used during communication is at a level that can be understood through familiarity of words.

Once the basics of communication are understood, in order to turn this into effective communication it is important for the healthcare worker to examine their own actions through reflection

(Minardi& Riley, 1997)

.

This may be done with the aid of a model of reflection such as Gibbs reflective cycle (appendix 2). Gibbs identifies five points for reflection. Description, feelings, evaluation, analysis, conclusion and action.

By using Gibbs reflective cycle I have been able to identify obstacles either personal, environmental or on a physical level. This I believe has led me to a greater understanding of my own actions, thoughts or feelings and helped me identify solutions to these obstacles.

Conclusion

In conclusion, this essay has identified and examined models of communication and discussed the various elements involved. It has given examples from literature to stress the importance of communication and identified elements needed towards communication being effective within healthcare. It has drawn on personal experience form the clinical area to demonstrate the skills required in maintaining a therapeutic relationship and also identified the need for ongoing reflection during the communication processes.

Oral Health Status of Pregnant and Non Pregnant Women



“ORAL HEALTH STATUS AMONG PREGNANT AND NONPREGNANT WOMEN OF AGRA CITY – A HOSPITAL BASED STUDY”



ABSTRACT


INTRODUCTION

Pregnancy is often thought to be a time of happiness for the expectant mothers but it does not only influence her own oral health status but also may increase her risk of other diseases.


OBJECTIVE

To compare the oral health status among pregnant and nonpregnant women of Agra city.


MATRIALS AND METHOD

A cross sectional study was carried out among 425 pregnant and 425 nonpregnant women of 18-45 years attending the hospital. A pretested proforma designed in local language for collecting all the relevant information was used which included questions regarding personal information, oral hygiene practices, frequency of dental visits, education, occupation, gravid status along with a self-reported oral health status questions. The investigator was calibrated before the start of the study in order to limit the intra-examiner variability.


RESULTS

A total of 850 subjects with a mean age of 29.30±3.30 years were examined. The mean DMFT was found to be 3.02±1.79 and 1.79±1.90 in pregnant and nonpregnant respectively.


CONCLUSION

The results of this study showed that pregnancy had effect on the gingiva and on periodontal attachment levels. Overall oral health was poorer among pregnant women than nonpregnant women.


KEY WORDS

Gravid status, Oral Health Status, Oral hygiene.


INTRODUCTION

Pregnancy brings about physical, physiological and psychological changes in women. It affects almost all systems and parts of the body including the oral cavity. Due to changes in the hormones, many opportunistic organisms gain access to various parts of the body in the absence of proper care

1

. Pregnancy constitutes a special physiological state characterized by a series of temporary adaptive changes in body structure, as a result of an increased production of estrogen, progestron, gonadotropins and relaxin among other hormones. The oral cavity is also affected by such endocrine actions and may present both transient and irreversible changes as well as modifications that are considered pathological

2

.

Pregnancy related oral changes are most marked and frequent in gingival tissue. Gingival inflammation and pregnancy have now been linked for many years; as early as 1978, Vermeeran discussed “toothpains” in Pregnancy. In 1818, Pitcarin described gingival hyperplasia in pregnancy

3

. Pinard first described this situation in 1877 characterized with erythema, hyperplasia and increased bleeding

4

. Women’s pregnancy experience not only influences her own oral health status but also may increase her risk of other diseases. High levels of oral diseases may also have an impact on the Oral Health Related Quality of Life. Although some studies on pregnant women have been reported, they have been limited to exploring the impact of certain factors, such as pain, on the Oral Health Related Quality of Life

4

.

Pregnancy gingivitis marked by the gingival inflammation is the most common condition seen during the pregnancy due to hormonal changes particularly during the second trimester of gestation. The signs and symptoms of pregnancy gingivitis, however do not differ from the gingivitis seen in non pregnant women

5

. It has been noted that the gingivitis in pregnancy is related to the accumulation of dental plaque and maintenance of proper oral hygiene in pregnant women can play an important role in preventing this condition and maintaining a healthy gingival state

6

.

There is a growing acceptance of the fact that oral disorders too can have a significant impact on physical, social and mental well-being during pregnancy. No study has been conducted on Oral Health Related Status of pregnant and non pregnant women in Agra city. Keeping the above facts in mind, an attempt was made to carry out a comparative hospital based study on Oral Health Status of pregnant and nonpregnant women attending selected hospitals in Agra city.


MATERIALS AND METHOD

A cross sectional study was carried out among 425 pregnant and 425 nonpregnant women of 18-45 years attending the hospital. A pilot study was conducted on 100 (n=50) pregnant and nonpregnant women each with OHRQoL as a main parameter. The prevalence of Oral Impact on Daily Performance was 76%. The estimated sample size for the study based on prevalence of Oral Impact on Daily Performance was calculated to be 827. Keeping in mind the non-response rate in each hospital, sample size of 850 subjects was taken. To obtain the total sample size of 850, 85 pregnant and 85 nonpregnant women from each of the five zone were randomly selected.


INCLUSION CRITERA

  • Subjects reporting in the hospitals
  • Subjects willing to participate in the study.
  • Subjects of 18-45 years age group.


EXCLUSION CRITERIA

  • Subjects suffering from any systemic disease
  • Subjects in critical condition.

Ethical clearance for the study was obtained by the Ethical Committee of K.D. Dental College and Hospital, Mathura. Also informed consent was taken from the women prior to the examination. A pretested Questionnaire and proforma designed in local language for collecting all the required and relevant information was used. The questionnaire included questions regarding name, age, socioeconomic status, oral hygiene practices, frequency of dental visits, education, occupation, gravid status along with a self-reported oral health status questions.

Clinical examination included Oral Hygiene Index-Simplified (OHI-S), Gingival Index, Community Periodontal Index and DMFT/DMFS. Oral examination was done using mouth mirror, probe and natural light. Self-reported oral health status was assessed by asking eight questions that collected information about periodontal health and dental health. The eight questions were: Do you have bleeding gums?; burning gums?; swollen gums?; loose teeth?; decayed teeth?; tooth pain?; food lodgment between teeth?; sensitive teeth?. These questions were dichotomized into present and absent.

The data obtained was compiled systematically from a pre-coded proforma in computer and a master table was prepared. The statistical analysis was done using SPSS version 16.0 Statistical Analysis Software. Results on continuous measurement were presented in Mean±SD (Min-Max) and results on categorical measurements were presented in Number (%). Significance was assessed at 5% level of significance.


RESULTS

A total of 850 study subjects were selected out of which 61(7.17%) were of the age group 20-25 years with mean age observed 29.30±3.30. Among pregnant women, 204(48%) had poor OHI-S scores(Table.1), 198(46.58%) had moderate gingivitis(Table.2), 61(14.35%) had CPI score 4 (Table.3) and 37(8.71%) had LOA score 2 (Table.4). The mean number of decayed, missing and filled teeth were 3.42±2.66, 2.91±2.01 and 3.01±1.98 respectively among pregnant group. The mean scores for self reported oral health status, among pregnant group was 64.38±5.59 for decayed teeth and among nonpregnant group was 65.81±5.36 for burning gums (Table.5).


TABLE.1 DISTRIBUTION OF STUDY SUBJECTS ACCORDING TO OHI-S SCORES AMONG PREGNANT AND NONPREGNANT GROUP


OHI-S SCORE


PREGNANT


NONPREGNANT


TOTAL

0.0-1.2 Good

64(15.05%)

208(48.94%)

272(32%)

1.3-3.0 Fair

157(36.95%)

178(41.88%)

335(39.14%)

3.1-6 Poor

204(48%)

39(9.17%)

243(28.58%)

Total

425(100%)

425(100%)

850(100%)


TABLE.2


DISTRIBUTION OF STUDY SUBJECTS ACCORDING TO GINGIVAL INDEX SCORES AMONG PREGNANT AND NONPREGNANT GROUP


GI- SCORE


PREGNANT


NONPREGNANT


TOTAL

0-Normal

46(10.22%)

56(13.18%)

102(12%)

0.1-1.0 (Mild)

133( 31.29%)

184(43.29%)

317(37.29%)

1.1-2.0 (Moderate)

198(46.58%)

168(39.53%)

366(43.06%)

2.1-3.0 (Severe)

48(11.29%)

17(4.00%)

65(7.65%)

Total

425(100%)

425(100%)

850(100%)


TABLE. 3


DISTRIBUTION OF STUDY SUBJECTS ACCORDING TO CPI SCORES AMONG PREGNANT AND NONPREGNANT GROUP


CPI- SCORE


PREGNANT


NONPREGNANT


TOTAL

  1. Healthy

42(9.89%)

56(13.17%)

98(11.52%)

  1. Bleeding

86(20.23%)

142(33.42%)

228(26.85%)

  1. Calculus

98(23.05%)

166(39.05%)

264(31.05%)

3 – Pocket

138(32.47%)

44(10.36%)

182(21.41%)

4 – Pocket > 6mm

61(14.35%)

17(4.00%)

78(9.17%)

X – excluded

0(0.00%)

0(0.00%)

0(0.00%)

9- not recorded

0(0.00%)

0(0.00%)

0(0.00%)

Total

425(100%)

425(100%)

850(100%)


TABLE. 4


DISTRIBUTION OF STUDY SUBJECTS ACCORDING TO LOA SCORES AMONG PREGNANT AND NONPREGNANT GROUP


LOA- SCORE


PREGNANT


NONPREGNANT


TOTAL

  1. (0-3mm)

316(74.35%)

382(89.89%)

698(82.11%)

1 (4-5mm)

72(16.94%)

34(8%)

106(12.47%)

2 (6-8mm)

37(8.71%)

9(2.11%)

46(5.42%)

3 (9-12mm)

0(0.00%)

0(0.00%)

0(0.00%)

Total

425(100%)

425(100%)

850(100%)


TABLE 5: DISTRIBUTION OF STUDY SUBJECTS ACCORDING TO SELF- REPORTED ORAL HEALTH STATUS AMONG PREGNANT AND NONPREGNANT GROUP

OHS

Pregnant (425)

Non-pregnant (425)

Total(850)

Variable

Mean

Mean

Mean

Bleeding gums

61.58±5.49

64.58±5.03

63.08±5.26

Burning Gums

62.59±5.64

65.81±5.36

64.20±5.50

Tooth sensitivity

54.62±4.77

58.25±1.25

56.43±3.01

Swollen Gums

60.55±6.02

60.54±5.48

60.54±5.75

Loose Teeth

56.28±6.99

58.60±2.40

57.44±4.70

Decayed Teeth

64.38±5.59

64.52±5.88

64.45±5.73

Tooth

Pain

59.81±6.63

59.76±5.67

59.78±6.15

Food Lodgment

61.21±4.82

61.46±6.22

61.33±5.52


DISCUSSION

In our study, out of the total study population of 850 pregnant and nonpregnant women, 359(42.23%) women were below the age of 30 years, which was in accordance to the studies conducted by Ingrida Vasiliauskiene et al

7

and Gaffeid M et al

8

. On the contrary, in the study conducted by Nuamah and Annan

9

20% of pregnant women and 21.4% of nonpregnant group belonged to the age group of 30-35 years.

In the present study, among the total study population, 29.30±3.30 was the mean age. The results of our study were similar to the study conducted by Machuca et al

10

, in which the mean age was 30.1±1.90. On the contrary, studies conducted by Yalcin et al

11

and Tilakarante et al

12

showed the mean age pattern of 18.62±3.01 and 19±2.90 respectively. Among pregnant population 204(48%) had poor oral hygiene. On the contrary, in the study conducted by Santosh Kumar et al

13

among total study population only 25% had poor oral hygiene. In our study, among the total study subjects, mean OHI-S score was 2.65±0.85. On the contrary, in the study conducted by Ingrida Vasiliauskiene et al

7

mean OHI-S score among total study subjects was 1.79±1.13. The reason behind this is that during pregnancy, gums are more susceptible to the damaging effects of plaque, gingiva become more edematous and fragile due to which during brushing it bleeds quickly. The problem is compounded if women have morning sickness – nausea and vomiting which make it hard to brush teeth regularly resulting in more plaque accumulation. Among pregnant group, about half of the total study subjects i.e 46.58% had moderate gingivitis. Results of our study were similar to the studies conducted by Yalcin et al

11

and Tilakarante et al

12

. In our study, among the total study subjects, it was found that 98(11.52%) had healthy periodontium On the contrary, studies conducted by Santosh Kumar et al

13

and Ingrida Vasiliauskiene et al

7

found that approximately half of the total study population i.e 49.8% had healthy periodontium whereas, among pregnant group 36.6% and among nonpregnant group 61% had healthy periodontium. While the study conducted by Miyazaki et al

14

stated that 82% of the pregnant study population had 4 or 5mm pocket which is much higher in comparison to our study.

In our study, the mean scores among pregnant group and non pregnant group was 64.38±5.59 for decayed teeth and 65.81±5.36 for burning gums respectively. No earlier studies have been carried out that show distribution of study subjects according to self- reported oral health status among pregnant and non pregnant groups.

In conclusion, results of the study showed that oral health status among pregnant and nonpregnant group of Agra city was not good. The study also drew attention towards the need for highlighting the importance of maintaining oral health during pregnancy. Regular dental care is a key component to good oral and general health. It can be stated that there is a need for the health care professionals to acknowledge the importance of good oral health in ensuring a safe and successful pregnancy and overcome misconceptions regarding rendering of essential dental care during this vital period in a woman’s life.


REFERENCES


  1. Shashidhar Acharya and Parvati V. Bhat.

    Oral health related quality of life during pregnancy.

    American Association of Public Health Dentistry


    2009;69:7477.

  2. Tracy M. Dellinger and H. Mark Livingston.

    Pregnancy:physiologic changes and considerations for dental patients.

    British Journal of Obstetric and Gynaecology


    2006;5:677-697.

  3. Ojanotko-Harri AO, Harri M.P, Hurltia H.M and Sewon L.A.

    Altered tissue metabolism of progesterone in pregnancy gingivitis and granuloma.

    Journal of Clinical Periodontalogy


    1991;18:262-266.

  4. Steinberg B.J.

    Woman’s oral health issues.

    Journal of Dental Education


    1999;63:271-275.

  5. Miyagi M., Aoyama H., Moroshita M and Iwamoto Y.

    Effects of sex hormones on chemotaxis of human peripheral polymorphonuclear leukocytes and monocytes.

    Journal of Clinical Periodontology


    1992;63:2832.

  6. Laine M.A.

    Effect of pregnancy on periodontal and dental health.

    Acta Odontologica Scandinavica Journal 2002;60:257-264

    .

  7. Ingrida Vasiliauskiene.

    Oral health status of pregnant women.

    Stomatologia, Baltic Dental and Maxillofacial Journal


    2003;5:57-61.

  8. Gaffield M., Brenda J.,Gilbert C., Malvitz D.M. and Romaguera R.

    Oral Health during Pregnancy.

    Journal of American Dental Association


    200;132:189-194.

  9. Nuamah I and Annan B.D.

    Periodontal status and oral hygiene practices of pregnant and non-pregnant women.

    East African Medical Journal


    1998;75:712–714.

  10. Machuca G., Khoshfeiz O., Lacalle R.J., Machuca C. and Bullon P.

    The influence of general health and socio – cultural variables on the periodontal condition of pregnant women.

    Journal of Clinical Periodontology


    1999;70:779–785.

  11. Yalcin F., Eskinazi E., Soydinc M., Basegmez C., Issever H. and Isik G.

    The effect of socio cultural effects on periodontal condition in pregnancy.

    Journal of Clinical Periodontology 2002;74:178-182

    .

  12. Tilakaratne A., Soory M., Ranasinghe AW., Corea SMX., Ekanayake S L. and Desilva M.

    Periodontal disease status during pregnancy and 3 months post – partum, in a rural population of Sri-Lankan women.

    Journal of Clinical Periodontalogy


    2000;27:787-792.

  13. Santosh Kumar Tadakamadla, Prachi Agarwal and Preksha Jain.

    Dental status and its socio-demographic influences among pregnant women attending a maternity hospital in India.

    Journal of Clinical Express in Dentistry


    2007;3:183-192.

  14. Miyazaki H, Yamashita Y and Shirahama R.

    Periodontal conditions of pregnant women assessed by CPITN.

    Journal of Clinical Periodontology 1991:18:751-4.

  15. Manau C, Echeverria A, Agueda A, Guerrero A and Echeverria JJ.

    Periodontal disease definition may determine the association between periodontitis and pregnancy outcomes.

    Journal of Clinical Periodontology


    2008; 35: 385-397.

  16. Navin Anand Ingle, Akila Ganesh, Preetha Elizabeth Chaley and V. Chandrasekhara Reddy.

    A survey on dental knowledge and gingival health of pregnant women attending government maternity hospital, Chennai.

    Journal of Oral Health and Community Dentistry 2011;5:24-30.

Applying Ethical Frameworks in Nursing Practice

Applying Ethical Frameworks in Nursing Practice

Posted on 10th November 2015 by Mike G in Best Custom Dissertations Writing Service

Introduction Of Leadership And Mentoring Nursing Essay

Leading is mean by setting direction and ensuring that direction is followed. Leading can apply to leading oneself, other individuals, groups, organizations and societies. “If your actions inspire others to dream more, learn more, do more and become more, you are a leader” (John, 2007). Mentoring is processes of helpful, personal, mutual relationship are built while focusing on achievement; emotional support is a key element. “Mentors are people who, through their action and work, help others to achieve their potential.” (Shea, 1992)

Definition of Leadership

Leadership is the art of motivating a group of people to act towards achieving a common goal and directs the organization in a way that makes it more cohesive and coherent. A good leader defines as to develop through a never ending process of self-study, education, training, and experience (Jago, 1982). According Warren Bennis’ definition of leadership is focused much more on the individual capability of the leader: “Leadership is a function of knowing yourself, having a vision that is well communicated, building trust among colleagues, and taking effective action to realize your own leadership potential.” (Bennis, 2009)

1.1 Definition of Mentoring

Mentoring is an experienced person for the purpose of helping the one with less experience. The mentee seeks the advice and support of the more experienced person. Mentors are concerning about the tasks that their mentee need to succeed to reaching their goals. The mentor provides knowledge, guidance and counseling as mentees to advance their lives, careers or education (Cicely, 1996). “Mentoring is a long term relationship that meets a development need, helps develop full potential, and benefits all partners, mentor, mentee and the organisation”. (Suzanne,1998)

1.2 Characteristic of Leader

The characteristic of a leader is trustworthy. True is essential to developing relationship and guide with other followers. The trustworthy compose four attributes which are credible, reliable, intimate and self orientation. (Charles, 2008) Credibility is defined as “the quality or power of inspiring belief”, which mean that the leader should integrity and honesty the followers. According authors James Kouzes and Barry Posner survey show that over 75,000 people admire the credible leader (Mike, 2005). Besides that, confidence is important for a leader. A leader must confidence in his role and believes in their own abilities to take their own decision making. The team members will be motivated to do a good job when the leader is confidence in his power. Clear vision is another characteristic of leadership in a group needs. The leader is clear that what he wants and clarity of vision is imperative to ensure that the organization is moving in the right direction. Other than that, respect can help to create a culture of partnership and teamwork. Respect should not be restricted only from the followers to the leader, it needs to be mutual. All the members should be respected each other and follow the team undoubtedly. This could be a vital characteristic of a strong leader. Lastly, emotionally stable is overcome the frustration and stress are challenges every problem. Take your psychological maturity to the next level by having a leadership mentality embedded in your mind. You always need to be prepared and able to deal with stressful situations that come your way. “Emotional stability at home is the greatest predictor of academic success.” (John Medina, 2010)

1.3 Characteristic of Mentoring

A good mentoring is provides to new employees that will share their professional knowledge and expertise in the organization. A good mentor is available to answer any questions relevant to the job. “Mentoring is a brain to pick, an ear to listen, and a push in the right direction”. (John Crosby, 2009) Firstly, mentor should be having good learning attitude in individuals who are able to demonstrate positive attitude and who see the potential benefits of a mentoring relationship. Patience is defined as the ability endures waiting, without any annoyed and calmly when faces with difficult problem. A mentor having patience to show someone how to do something the right way is very important. Being a good mentor gives mentee the opportunity to achieve personal growth and gain more self confidence. Mentor should willingness to share skills, knowledge, and expertise to mentee. A good mentor is willing to teach their mentee where they currently are in their professional development. The mentor does not take the mentoring relationship lightly and understands that good mentoring requires time and commitment and is willing to continually share information and their ongoing support with the mentee. However, share life experiences are part of important to mentor. Life is not always a smooth path and getting advice from older who has overcome hurdles in their life can always inspire you and give you greater courage. A character builder is defined as the mentee with an honest assessment of his or her strengths and weaknesses and helping the mentee acquire the confidence to function in the competitive world. “Advice is like snow; the softer it falls, the longer it dwells upon, and the deeper it sinks into the mind.” (Samuel, 2010)

1.4 Benefits of Leadership of Mentoring

Leadership is one of the most influential elements of organizations and businesses. Hence, a lot of the benefits are easier to demonstrate tangibly and impact the organization bottom line. First of all, an effective leaders are able to guide their team minimize obstacles. This mean that team members are empowered to succeed and will be increases productivity in the result. Moreover, a successful organization must have clear vision. Mean that, leader should provide better vision to their team member, such as creating a solid of actionable goals which can lead to success. The other benefits of a leader are keep motivated their team member; this mean that to avoiding the cost of recruiting and training new staff. Leader should limit employee turnover for their organization as his/her benefits. By the way, leader need to keep fosters new ideas to the organization. An effective leader will make the comfortable to share new ideas, and allowing their team member to study those ideas in detail. It does can help the organization dynamic and ever evolving. Lastly, leaders are well trained will have a high impact on the environment and create a positive effect, it’s will boost morale for their team work. (Jones, P.B. 2008)

Besides that, mentoring is something can benefit everyone; it can help the mentee develop and advance through their career. The mentor can gain extra skills and knowledge from their partnership. The benefits of mentor are discovery of talent to an organization, which mean that discover team member personal growth challenges, and find out the best of the team member. It is important to offer optimal opportunities to our talented employees, so they can develop their full potential. However, building a learning organization is also a benefit of mentor, mean that allows people to make mistakes. The best organization learning is occurs right after employees make a huge mistake, it’s a culture of ‘learning from mistake’ (Bersin, 2007). As a mentor provides an avenue for employees to find resources and answer to the problem, mentor should empower employees to resolve their problem; it is reduce frustration for team member. In an active care about the quality of their organization are more profitable. It should make sure that everyone is following the mentor internal process; insure that the team member is taught the right way. (Derming, 2003) Mentor provide an effective way to a career growth path to their tram member, which mean that growing their team member became senior position is an effective way to reduce hiring and turnover costs.

1.5 Leadership Roles and Responsibilities

A good leader role is empowering people which mean that delegate authority and has trust in the creativity of others. Besides that, give permission group decision, it will help the team become more self- assessment. Leader should practice what he/she preach, set an example and share the risks or hardship for lead by example to mentee. As a great leader in an organization you must accept greater responsibilities to carry out the vision of the organization. Leader must develop these responsibilities on problem solving abilities when facing problem. The major responsibilities a leader must develop and continue to improve to grow throughout their organization which are set and achieve business goals. Leader must be clear about their goals and trying to accomplish, be specific and they must be written and measurable. It is of leader task to see the future and set the goal and mission for the organization. One of other responsibilities of a great leader is innovating and markets bring in customer and sales. Leaders have to be constantly thinking of new ways to market and improve your business to bring in more sales and revenue and must always continue to innovate, look for newer faster, better, cheaper and more efficient ways to attract new customers. (Robert, 2007)

1.6 Mentor Role and Responsibilities

As a mentor, your primary role is to provide guidance and support to your mentee based on his or her unique developmental needs. Mentor should establish a positive personal relationship with mentee which mean that establish mutual trust and respect, maintain regular interaction, consistent support; and make your meetings enjoyable and fun. Moreover, mentor can help mentee develop life skills such as s decision making, values clarification and long-range planning. Through these skills, the young person can gain economic independence and personal empowerment. By the way, assist mentee to obtaining additional resources; mean that resources to help mentee enhance personal development and career growth. Mentor can provide awareness of community, educational and economic resources available to mentee, and how to access these resources. Mentor avoid to act as a professional case manager, view the role of a mentor as a friend rather than a counsellor.”It is the third most powerful relationship for influencing human behaviour if it is working.” (Richard, 1997) As for responsibilities of a great mentor is let trainees make their own decisions which mean that the mentor provided advice, help, and encouragement. The trainee should not be bound to follow suggestions made by the mentor. Ultimately, it is the responsibility of the trainee to act based on his or her own values, goals, and experience. Lastly is always learning about effective mentoring which mean that the mentor should strive to continue learning about effective mentoring, through experience and through the available resources on mentoring. (Penny, 2012)

1.7 Leadership Traits and Principles

Trait is an element of personality that is relatively stable throughout the lifespan and across contexts. The traits of a good leader should have consists of fair-minded that is show fair treatment to all people. If a leader who is corrupt, insensitive, prejudiced and unjust, cannot succeed in his mission. Fair-mindedness suggests that the leader has an ability to step aside from bias and requires that the leader be open to more than one perspective. The goal of the fair-minded leader is to help uncover that collective wisdom. Furthermore, goal oriented is another key of important in trait of leader that the quality leader must have includes setting goals for the organization. They develop a plan and strategy to achieve the objectives, and also need to build commitment from the team and rally them to achieve the organization’s goal. As a leader, it is important to understand the level of motivation of the employees in the organization. According to the Maslow’s Hierarchy Theory, a human being has different needs at different levels and understanding those who needs, then providing the employees with what they need so that they can give their hundred percent at work is an essential quality that a leader must work upon if it is not inherent in him. A little motivation could work wonders for your employees and the organization, both. (Maslow, 1943) “Leadership is a combination of strategy and character. If you must be without one, be without the strategy” (Norman Schwarzkopf, 2000). Other than that, the most important principles are know yourself and seek improvement that evaluate the leader strengths and weaknesses. It is meaning that honest evaluation leader to determine him/her strong and weak personal qualities. Leader must be technically and tactically proficient that seeks the opportunities to apply knowledge through the exercise of command. Good leadership is acquired through practice.

1.8 Mentoring Traits and Principles

A good mentor cannot have ulterior motives to mentees. Mentor should takes pleasure in developing them and is not threatened by the mentee’s potential and take pride in watching them develop and grow. Besides that, a great mentor has time to spend mentoring. They are available for questions and can help their mentee overcome the difficult situation. They enjoy spending time and just conversing over developmental topics. By the way, principles of a mentor should select a mentor who is a good role model. It is mean that someone look is not only famous or successful, but who has a reputation for character and solid principles. The person look for someone can admire and respect as well as emulate. Moreover, mentor feedback must be thoughtful, specific, timely, and constructive. It is important aspect of a mentoring relationship between the mentors provides feedback to the mentee. Formulate negative feedback in a constructive fashion. Using open-ended questions that start with “how” or “what” help the mentee to solve their own solution. Mentor need to celebrate successes, and deal openly with failures. This will help the mentee have more confidence and the learning process. The mentor also can develop a good relationship with the mentee and become more comfortable with openly and freely conversing with each other. (Marty, 2012)

1.9 Competences/Skills needed of Leadership and Mentoring

Competencies were more widely cited than such important issues as being able to develop strategy and knowing how to manage the organization well. According John P. Kotter stated that leadership requires a burst of energy it relies on motivation and inspiration to energize people by satisfying basic human needs for achievement, a sense of belonging, recognition and self-esteem. (John, 2012) Hence, focused is one of the important points for a leader. Which mean that the leader is ability to clearly set the competitive for the organization in marketplace and then focus the energy and resources of the organization toward the achieved aim. As a good leaders can bring others to their point of view using reason, logic, emotion and the force of their personalities. Leader motivate by persuasion rather than using intimidation. Once a vision is established, leader can inspire team member in the company to get onboard, this inspiration can help to extend the customers, investors, suppliers, and the other entire stakeholder. Besides that, speed is a critical success factor for a leader, which means that having great product and services should be hand up on time. If slowing in response to customer needs is the best news to your competitors. Hence, creating and executing with a sense of urgency is a fundamental requirement success for a leader. (Tompson, 2009)

Base on Phillips Jones stated that mentors are influential people who significantly help you reach your major life goals. As a mentor can using open, creative and probing questions. Using open question is to encourage the mentee to talk and to help mentor see and hear things from their perspective. Hence, probing question is usually seeking to gain further information and what the mentee has already said. It is follow up and obtain more detail and draw out more information about specific points from the mentees. However, active listening is one of the key skills of mentoring. Active listening is important that provides a deeper understanding of the factors that hold the person back and their unique situation. It is also mean that the focus is on the mentee and not on the mentor. Mentor should providing open and honest feedback to the team member, which means that mentee should give different kinds of feedback to mentor. Feedback should mutual among mentor and mentee. Lastly, mentors are being both encouraging and challenging, which mean that mentor must be encourage their mentee to always set and maintain high standards of practice, encourage taking risk for exploration of innovative, and help their mentee challenging the each difficult gaols. (Phillips, 1993)

Select and discuss an appropriate context, (e.g. work, university, social or sport) and using at least one appropriate theoretical framework of skills and/or competences, access your potential to lead or mentor others.

2.0 Introduction of Competencies

Competencies can be thought of as the state or quality of being well qualified to perform a task. A person gains competency through education, training, experience, or natural abilities. Competence defined as “an underlying characteristic of a person which results in effective and/or superior performance on the job.” (Klemp, 1980) Last year, I’m worked in a tuition centre as a position is a tuition teacher. In that period of holding a tutor, I’m learning a lot of mentor skills when I teach. Here are some discussion on the matter happened when I lead the students.

2.1 Identifying the Competencies in work

The task of a tutor is closely tied to the nature of the classroom. Nowadays classroom called for the teacher is to “prepare virtually all students for higher order thinking and performance skills once reserved to only a few” (Darling-Hammond, 2006) As a mentor teacher’s role is guide the student to right ways, such as teach students do right thing, speak politely and no fighting in the classroom. I will catch every opportunity to encourage learning, believing that all students can learn. And learning isn’t limited to the classroom. I will take every opportunity to improve my own practice, in order to provide quality learning. By the way of an effective mentor teacher should be a reflective practitioner focused on inquiry into their own and others’ professional practice and learning, it is based on a clear understanding of outstanding teaching. Mentor acts as a change agent and educational leader, dedicated to facilitating growth in professional capability of the colleagues and to the wider learning community. For an effective mentor has a sound knowledge and skill base for their role and can establish respectful and effective mentoring relationships.

The other competency for a mentor is model reflective teaching practices. Mentor teacher should assist students in translating content knowledge and skills into successful classroom instructional practices. Such as I will explain and provide example for student more understand about the passages. Moreover, a mentor also needs to provide guidelines for making reflection part of their daily teaching practice. For example, I will record the note about classroom management, activities and assignments. I also will create a reflection and feedback forms to my student for capture both the student’s self-evaluation and the mentor’s input. This purpose was for evaluate my teaching standard, such information can ensure that students learn what I have taught them. It will help to improve the relationship between students and mentor. Student’s self-evaluation is an important part of the learning process, I wan students to be “self-regulate” their learning. When I ask for feedback on my teaching or on what students have learned, be sure I will respond with overt explanation of what am I doing differently in response to their feedback.

Other than that, apply and share effective classroom management strategies is important for a mentor. When I am a mentor last time, I will encourage ongoing dialogue for exchange opinion and idea with the students. I also will provided classroom management checklist that communication clear expectations about acceptable behavior, distributes materials efficiently and provides clear directions for student activities and homework. By the way, positive relationship between the student and the teacher is important for a mentor. A mentor and student who have the qualities of good communications, respect in a classroom, and show interest in teaching from the point of view of the teacher and learning from a student will establish a positive relationship in the classroom. So I will focusing on the relationship between the student and teacher, involving a setting in the primary grades, which I have found second grade to be extremely important for the student to gain a positive attitude for their future education. According to the Jones stated that student disruptions will occur frequently in classes that are poorly organized and managed where students are not provided with appropriate and interesting instructional tasks. (Jones, 1997).

By the way, I will encourage myself and colleague to nurture an appreciation of diversity in classroom. I will use assessment tool to help student easier to understanding what am I taught. For example, draw concept map can help student easier understand and assessing how well student see the “big picture”. Mentors can help student and themselves by sharing in the effort to examine their personal beliefs and biases concerning diversity issues. On the other hand, I will also examine assumptions about the students, such as consider whether they believe that intellectually gifted students are self-motivated and self-disciplined. It is mean that if student correct answer my question then I will give reward to them. On the other way, I also will examine my teaching practices reflect a belief that at-risk learners are slow learners and unmotivated to improve their skills. Lastly, as a mentor should embrace mentoring an investment in professional learning and continuous improvement. It is mean that as a mentor should be develop their own professional attitudes and knowledge. In that period, I have keep upgrading my knowledge and skill for sharing to student during class. Furthermore, I will to contribute to integrative theoretical and practical views on teaching practice to student.

Describe three (3) methods to deal with high employee turnover and the availability of employees with required knowledge, skills, or abilities.

Describe three (3) methods to deal with high employee turnover and the availability of employees with required knowledge, skills, or abilities.

 

 

Please choose from one (1) of the scenarios below. Note: The scenario that you choose in tassignment will be the one (1) with which you continue for Assignment 2.Scenario 1You are a Human Resources Manager of an expanding technology company consisting of 170 employees that develops and distributes small electronic devices. Over the past two (2) years, a research group formed, designed, and built prototypes of small remote surveillance cameras used for security. Recently, your company won a contract to build and provide thremote surveillance cameras to various government agencies. The contract will begin with your company supplying thcameras to agencies within your home state. If all orders are fulfilled sufficiently, the contract will be expanded to supplying agencies outside of your home state.For the immediate future, you will nto secure a larger facility and hire more staff to sustain the first part of the contract. Tstaff will consist of ten (10) Assembly Technicians, one (1) Certified Quality Control Engineer, one (1) Contract Administrator, and one (1) Office Support Paraprofessional. Meanwhile, there is a contract clause requiring that you provide a staffing plan in order to ensure future product deliveries and sustain the possible future growth.Scenario 2You are a former certified education administrator who departed your former position to become the owner of a small, in-home day care consisting of you and a part-time assistant where you care for children from age three (3) to age ten (10). Over the course of time, your demographic population has increased due to significant business growth that has resulted in many families relocating to your area. With more businesses projected to move to the area and the building of new housing developments, it is projected that tgrowth could be long term.You have decided that tis a good opportunity to expand your day care business as you have received many inquiries for childcare. In order to comply with your home state regulations, you will require a larger facility and will nto hire additional staff in order to sustain the larger demand for day care. Tstaff will consist of five (5) Certified Day Care Professionals, one (1) Registered Nurse Professional, five (5) After-School Assistants and one (1) Office Support Paraprofessional. You have secured approval for a bank loan and qualify for future loans for future expansion if your current endeavor is successful. Meanwhile, the state in which you operate has requested that you provide a staffing plan before it will issue licensure for your expanded capacity.Note: You may create and/or make all necessary assumptions needed for the completion of thassignments.Select one (1) of the scenarios and write a four to five (4-5) page paper in which you:Identify two (2) types of staffing models that could apply to your chosen scenario and determine which model would be best suited for efficiency, productivity, and possible future growth. Examine the significant effect of each identified staffing model on processes that may be occurring within the organization (e.g., outsourcing, contingent workers, consulting firms, etc.). Predict the major potential legal issues that you may encounter when establishing equal employment opportunities and diversity within the workplace while still aiming to acquire employees with the needed certifications and credentials. Next, explain the method of achieving transparency within your staffing model. Justify your response. Specify three (3) tasks that you nto perform to identify, analyze, and develop job requirements and task statements that you will include in formalized job descriptions. Next, predict the frequency with which you would nto review and adjust thjob descriptions as your company progresses. Provide a rationale for your response. Describe three (3) methods to deal with high employee turnover and the availability of employees with required knowledge, skills, or abilities. Next, describe the primary manner in which the described succession-planning methods would be beneficial to your company. Justify your response. Use at least three (3) quality resources in tassignment. Note: Wikipedia and similar Websites do not qualify as quality resources.Your assignment must follow thformatting requirements:Be typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all sides; citations and references must follow Aor school-specific format. Check with your professor for any additional instructions. Include a cover page containing the title of the assignment, the student?s name, the professor?s name, the course title, and the date. The cover page and the reference page are not included in the required assignment page length

Nursing Care for Acute Exacerbation of COPD

Introduction

This essay is focused on the signification of health assessment throughout the nursing process of a scenario of patient (Mr Lee) who diagnosed with acute exacerbation of COPD and express how health assessment and emergency assessment help to plan a suitable nursing care for Mr Lee.

Background

Firstly, let’s describe of Mr. Lee’s health status.

Mr. Lee, aged 70, graduated from high school, retired. He have a son and living with wife and son. He had smoking habit (2 packs / day), but had been quit recently. He also has drinking habit (2 beers per week). He has allergic history of drug – Sulfonamides.

For the past history, Mr. Lee had myocardial, hypertension, left-sided heart failure and fractured ankle. He also previously diagnosed with emphysema.

Mr. Lee admitted hospital with wheelchair at 23:30 hour on 23 Jan 2014 by complaint of increased cough and laboured breathing at home for past 24 hours. Pain rated 4/10 (10 is being the worst) with cough and mucus sputum. Dyspnoeic breathing, breath sounds heard on the bilateral lung field.

Vital signs checked: temperature 37.3 ℃, pulse 90/ min, respiration 22 /min, blood pressure 130/84 mmHg, SpO2: 95% on room air. Urine test results normal.

General condition fair and conscious, emotion stable but showed anxious and claim had insomnia. Mr. Lee is obese: BW 84kg, Height 1.6m (BMI 32.8), he also has oedematous on both ankles (size ++). His vision and hearing are normal.

Mr. Lee speaks Cantonese with clear communication. Appetite normal with denture which kept by patient, special diet: low sodium 4g should be given to patient. Elimination is normal, bowel pattern usual habit once per day. For the mobility part, Mr. Lee ambulates independently with fairly steady gait. He did not have disability but need to assist the self-care ability.

Medical orders

At 01:30 of 24 Jan 2014 MO (Dr Chow) went to see Mr. Lee and prescribed some medical orders as below:

Prednisolone (steroid, 80mg po daily) improve respiratory function and oxygenation by reduce inflammation. However sever adverse effect may occur by taking oral steroids, such as hypertension, fluid retention, GI upset, anxious etc. Nurse need to assess and close monitor BP, in/out put, emotion and give low sodium diet for patient.

Due to Mr. Lee have MI history, Aspirin (Salicylate, 80mg po daily) prescribe for inhibit platelet aggregation avoid MI relapse. Nurse need to assess coagulation function and liver function.

Prescription of two bronchodilators: Atrovent (2 puffs t.i.d.) and Ventolin (2 puffs q6hr prn) are for COPD treatment by make bronchial smooth muscle relaxation. Nurse need to assess the technique of inhalation and difficulty breathing.

Furosemide (diuretic, 40mg po daily) prescribe for removes the stimulus of sodium, chloride absorption because of Mr. Lee has oedematous on both ankles. This drug causing a profound increase in urine output, Nurse need to assess the in/output balance and electrolyte level.

Metoprolol (Beta-blocker, 50mg po daily) causing vasodilation to treat hypertension and prevent heart attack. Nurse need to assess the BP and heart rate before given.

Mr. Lee has left-sided heart failure history, MO prescribes Digoxin (cardiac glycoside, 0.125mg po daily) which help maintain normal heart rhythm and improve blood circulation. Nurse need to assess the apical rate make sure >60/min before given.

To make sure the above drugs are safety administer to Me. Lee, not only notice the special precautions of each drug state as above and apply three check five right

in giving medication

, nurse also should give assessment for patients’ health history especially allergy history; general survey such as vital signs q4hr and p.r.n., I/O chart; physical assessment e.g. breathing pattern and follow laboratory results (CXR, CBP, R/LFT, ABG, Urinalysis), assess and detect any abnormal finding before drug given, assess the drug efficacy and side effect after receive drugs.

Oxygen therapy

Except oral drug, Dr Chow also prescribes oxygen to Mr. Lee with maximum 4L/min to keep pulse oximetry≧90%. During administering oxygen, hanging notice near Mr. Lee, let everyone know he is on oxygen therapy and the flow rate. Nurse should be awareness that COPD patients can cause respiratory depression or acidosis (pH<7.35) when receive wrong level of oxygen. Nurse must determine the medical prescription is safe and appropriate.

Nurse should ensure the setting of oxygen delivery is smooth, on the right type i.e. low-flow devices; and method i.e. nasal cannula or simple mask.

Assess and monitor pulse oximetry level and respiratory rate closely. Keep vision observation of presentation of Mr. Lee such as SOB. Follow the medical review and the ABG result which may affect the need and level adjustment of oxygen.

Assessment of SOB

Base on the chief complain of laboured breathing for Mr. Lee, nurse need to pay more attention on his clinical presentation. If patient suffering short of breath (lack of oxygen and/or excess carbon dioxide in the blood) symptoms include: breathing rate become faster and shallow, tachycardia, unable to speak long sentences,

cyanosis

, use

accessory muscles of respiration

. Patient also may have

chest pain

or getting confused

.

Besides, nurse can apply assessment tool ‘COLDSPA’ asking the symptoms of SOB as below:

Character: Ask Mr. Lee to describe the difficulty breathing. Onset: Ask whether the onset of difficulty breathing is sudden or gradual. Location: Ask have chest pain or not and the manifestation and stationary or moves. Duration: Ask how long the SOB lasts, does it appear when walk or doing activities. Severity: Ask how much it bothers Mr. Lee. Pattern: Ask what cause SOB being better or worse. Associated factors: Ask is there any symptoms occur with it and does it affect patient.

Physical assessment also can use to assess SOB includes four parts:

Inspection to give observation of skin (shin skin, cyanosis), body weight (fat, oedema), breathing pattern (faster respiratory rate, using accessory muscles), chest wall (barrel chest).

Palpation mainly focus on the degree of expansion of chest, COPD patient may symmetrically reduced lung expansion.

Percussion which to tap the lung and produced sounds. Different types of sound mean the chest filled with air, fluid or solid. Mr. Lee with SOB may have full of air in the lung, the tapping sound will be hyper resonant.

Auscultation is use stethoscope to listen the sound of breathing. Mr. Lee with SOB, the breath sound would be wheeze and crackles.

Nursing action on N shift

Base on the assessment, the nurse should keep close observation of Mr. Lee clinical presentation, pulse Oximetry and vital sign monitoring. Give Ventolin puff if patient SOB. Set NS block for used. Chart I/O for the fluid balance. Pend investigations such as CXR and blood taking as quick as possible.

Important information hand over to A shift nurse

The information of Mr. Lees’ health history, general survey and physical assessment and the nurse action done at night shift should be hand over to A shift nurse. Also told the nurse that Mr. Lee dyspnea at night, advise chasing lab results, suggest doctor order sputum test and Peak flow rate checking.

Important health problem identification

To identify the main problem of Mr. Lee, nurse need to compare the objective and subjective data of the below groups.

Oxygen: (subjective data) Mr. Lee complaint dyspnoeic gradually, increase cough with mucus sputum, labored breathing at home 24hours. History of smoking 2 packs/day, quite recently. (Objective data) Mr. Lee diagnosed acute exacerbation of COPD, GC fair, dyspnea at night shift, pulse Oximetry from 95% reduce to 88%, Heart Rate from90/min increase to 110/min and Respirations are difficulty at 30/min with right lower lobe crackles and wheezing bilaterally.

Fluid (subjective data) Mr. Lee have denture kept by himself, drink 2beers/week. No complaint of eating and drinking, (Objective data) He is obesity with BMI 32.8 abnormal level , there also oedematous on both ankles. At night Mo prescribe Furosemide (40mg Po QD) and offer special diet (low sodium 4g). His I/O is positive balance, NS block setup and voiding per urinal.

Safety of physical and psychological (subjective data) Mr. Lees’ vision and hearing are normal, non disability but pain rated 4/10 (10 is being the worst) with cough. He also claims insomnia. (Objective data) Mr. Lee doesn’t tolerate get up to restroom need to use voiding per urinal. For mobility, he ambulates independently with fairly steady gait but self-care ability need assisted. He has hypertension history BP 130/84, Metoprolol (50mg po daily) prescribed for him. His mental stable but emotion shows anxious. He suffers dyspnea at night with Pulse Oximetry 88%, Fast Heart Rate 110/min and RR 30/min.

Comparison with three groups’ data, the most important health problem for Mr. Lee is Gas Exchange, Impaired related to altered oxygen supply and the evidence already showed above. Although Mr. Lee also has excess body fluid and risk of safety problems, but the problem priority should be meet the physical needs of the patient, and then consider other levels of need. Problem of oxygen supply is immediate threat to life may cause dysnea or brain hypoxia etc, and need to take immediate action to solve it. Besides fluid retention is a symptom of acute exacerbations of COPD and anxious is related to the dyspnoeic, so if the Gas Exchange, Impaired solve, the other problems may improve.

To improve Mr. Lee’s condition, A shift nurse need to have some essential assessment and measures perform for him.

Give general assessment including: monitor vital sign and notice any abnormal reading which directly reflect metabolism, oxygenation and circulatory functions; Monitor O

2

saturation where Mr. Lee at risk for desaturation; Assess skin colour and perfusion for development of cyanosis; Communication such as any changes in orientation and behavior.

Use IPPA to check lung condition i.e. use accessory muscles, lung sound, expansion of chest, noting any signs and symptoms of SOB or airway resistance, also pay attention to breathing pattern, respiration rhythm and dept can reflex lung function such as decrease lung volume and ventilation. Nurse also can use peak expiratory flow rate to measure airflow obstruction,

Follow the lab report of CXR, ABGs etc and note changes. Assess the positioning of Mr. Lee to notice any physical effort on oxygenation. Also assess patient’s ability to cough effectively to clear airway secretions. Note the quantity, color, and consistency of sputum.

After assessments, nurse need to compare with the normal standards, noted any abnormal finding which help to give suitable measures.

The measures includes keep continues assessment and monitor which state on above. Positioning of patient, eating and drinking assist avoid dehydration. Medication should be given as prescription and assess any side effect appear. Also use anxiety scale to check the emotion then give psychological care to reduce the anxiety level.

The expected outcome in the A shift for Mr. Lee is free of difficulty breathing by showed as maintains pulse oximetry≧90%, normal ABGs result and alert responsive, reduce anxious level. However there may occur undesirable situation such as patient’s condition remain unchanged even become worse. In that way, nurse need to refresh the data and reassessment patient’s health condition to modify the aim and intervention to meet the need of patient.

Important information hand over to B shift nurse

A shift nurse should hand over the information of Mr. Lees’ health history, general survey and physical assessment, Mr. Lees’ condition in A shift and the nurse action done at A shift.

In conclude nursing assessment is a process with planning, purposeful and systematic and run through hold nursing process of Mr. Lee. It helps nurses collect information to master health condition of patient. The assessment provides evidences to nurse analysis, judgment and give proper nursing care, which increase the accuracy of nursing diagnosis and the management, fit the health needs of the patient more specifically.

Describe four common causes of co-worker conflict in organizations and explain how to use a five-step procedure to constructively manage this conflict.

Describe four common causes of co-worker conflict in organizations and explain how to use a five-step procedure to constructively manage this conflict.

Week 2: Health Care Utilization Paper Requires a Purpose Statement. Every paper you write needs a clear and concise purpose statement in the first paragraph – providing direction to what you are going to be writing about. Writing Effective Purpose/Thesis Statements: A purpose statement is a declarative sentence which summarizes the specific topic and goals of a document. It is typically included in the introduction to give the reader an accurate, concrete understanding what the document will cover and what he/she can gain from reading it. To be effective, a statement of purpose should be: Specific and precise – not general, broad or obscure Concise – one or two sentences Clear – not vague, ambiguous or confusing Goal-oriented – stated in terms of desired outcomes Some common introductory phrases for purpose statements include: ″The purpose of this paper/letter/document is to…″ ″In this paper, I will describe/explain/review/etc. the…″ ″This paper will discuss the…″ ″The purpose of this paper is twofold: to ___ and ___″ Examples of effective purpose statements: (1) ″This paper will describe four common causes of co-worker conflict in organizations and explain how to use a five-step procedure to constructively manage this conflict.″ Critique: Very specific about what aspects of conflict will be discussed. Very precise about how much information will be given. Very clear about what the reader will learn. (2) ″This report will explain how supervisors can use four planning strategies to improve employee productivity in the workplace.″ Critique: Very specific about what will be discussed (planning strategies), and what the outcome will be for the reader (how to improve employee productivity). (3) ″The purpose of this paper is to describe the main causes of traffic congestion in Seattle.″ Critique: Leaves no doubt about the report′s main purpose. Specific about the focus of the traffic congestion (Seattle).