Reduce The Incidence Perioperative Hypothermia Health And Social Care Essay

A Summary of fewer than 150 words should state the purpose of the study or investigation, basic procedures, main findings (giving actual results not just a broad description) and their statistical significance (using actual p values), and principal conclusions. The Summary should not be structured nor in note or abbreviated form. It should not state that ‘the results are discussed’ or that ‘work is presented’. Abbreviations should not be used except for units of measurement. Use the same order when discussing the methods and results as in the main body of the text, and always mention the groups in the same order.

Introduction:

Perioperative hypothermia, defined as a core temperature below 36°C, is still one of the most common side effects of general anaesthesia (21, 12) and results from low preoperative core temperatures (19), anaesthetic-induced inhibition of thermoregulatory defenses with redistribution of heat after induction of anaesthesia combined with a cold surgical environment, administration of unwarmed intravenous fluids, and evaporation from surgical incisions (25).

Several prospective, randomized trials and retrospective studies have shown that perioperative hypothermia is associated with numerous adverse effects and outcomes (24). Following head and neck surgery perioperative hypothermia can cause delayed extubation, the development of early perioperative wound complications e.g. neck seromas, and flap dehiscence (21, 26). Although the authors of these studies recommend active warming for patients at risk for intraoperative hypothermia (21, 26) most patients are not actively warmed during head and neck surgery.

The purpose of this prospective, randomized, controlled study was to test the hypothesis that the use of a new conductive warming system (PerfecTempâ„¢, The Laryngeal Mask Company Limited, St. Helier, Jersey) in combination with insulation is superior to reduce the incidence of intraoperative and postoperative hypothermia during head and neck surgery compared to insulation only.

Methods:

After approval of the protocol by our local hospital ethics committee, 40 patients were recruited. Written, informed consent was obtained from all patients on the day prior to anaesthesia and surgery. All patients in the study were required to be adults between 18 and 75 yrs, to have American Society of Anesthesiology physical status I-III and to undergo elective, head or neck surgery that was scheduled to last between 90 min and 180 min.

The exclusion criteria were: age > 75 yr; body mass index < 20 or > 30 kg/m²; preoperative temperature > 38°C or < 35°C; pregnancy or a history of thyroid disease, operating time < 60 min or > 180 min.

All patients were premedicated with 7.5 mg oral midazolam. General anaesthesia was induced with propofol (2 to 2.5 mg per kg of body weight) and remifentanil (0.2-0.5µg/kg) followed by rocuronium (0.4-0.6 mg/kg) to facilitate tracheal intubation. Anaesthesia was maintained with infusions of remifentanil and propofol titrated to maintain adequate anaesthetic depth and hemodynamic stability.

The ambient temperature of the O.R. was 19°C. Sublingual temperatures were measured preoperatively with an electronic thermometer (Geratherm rapid, Geratherm Medical AG, Geschwenda, Germany). During all measurements, sublingual placement and mouth closure was carried out by member of the study team (A.R.) experienced in the use of this device. Following induction, until the end of surgery, oesophageal temperatures were measured every 15 minutes using a temperature probe (TEMPRECISE #4-1512-A, Arizant International Corp. Eden Prairie, MN, USA) inserted 30 to 35 cm into the distal oesophageus.

All patients were identified through the daily surgical schedule. A computer generated randomisation list with four blocks of ten patients was used to allocate patients to either the treatment group (conductive warming and insulation) or control group (insulation only).

In the treatment group the patients were positioned supine on the conductive warming mattress (190.5 cm x 50.8 cm) (LMA PerfecTempâ„¢, The Laryngeal Mask Company Limited, St. Helier, Jersey) placed on the operating table, as suggested by the manufacturer. Then the patients were immediately insulated with a standard hospital duvet (188 cm x 122 cm), filled with Trevira (100% polyester) (Brinkhaus GmbH & Co. KG, Warendorf, Germany) with an insulation value of 1.29 clo (6). The conductive patient warming system was set to a temperature of 40.5°C throughout the study and warming was stopped when the oesophageal temperature was > 37.5°C.

Patients of the control group were positioned supine on the operating table and were immediately insulated with the standard hospital duvet.

All intravenous fluids were infused at room temperature. The duration of anaesthesia and surgery (time from skin incision to last suture) were recorded.

Power analysis, assuming a clinically important reduction in the incidence of intraoperative and postoperative hypothermia from 50 % to 90% suggested that eleven patients were required in each group (α = 0.05; β = 0.2). To compensate for unexpected dropout of patients with a shorter or longer duration of surgery than planned the initial total number of recruited patients was increased to 20 patients in each group.

Comparisons of nominal data were made using the Fisher’s exact test. A Kolmogorov-Smirnov test was used prior to parametric testing to ascertain that values came from a Gaussian distribution. Comparisons of normally distributed data were made using the Student’s t-test. Comparisons of not normally distributed data were made using the Mann-Whitney-U test. Time-dependent changes of core temperature were evaluated using repeated-measures analysis of variance (ANOVA) and post hoc Scheffé’s test. Results are expressed as means ± SD or as median and interquantil range as appropriate. A value for p < 0.05 was considered statistically significant. STATISTICA for Windows 9.0 (StatSoft Inc., Tulsa, OK, USA) was used for all analyses.

Results

A total of 86 patients were assessed for eligibility. 25 patients could not be asked to participate, because they came to the hospital on the day of the operation. 21 patients refused to participate. Of the 40 patients recruited, 10 patients had to be excluded because of an operating time below 60 minutes (five patients in the treatment and four in the control group) or above 180 minutes (one patient).

Figure 1: Flow diagram of the study

In three patients the conductive warming mattress did not fully heat up to 40.5°C for unknown technical reasons. These patients were still included in the data analyses. Data were therefore complete for 15 patients in each group. Patient characteristics, ambient temperature of the O.R., core temperatures before induction of anaesthesia and duration of surgery were not different (table 1).

Table 1 Patient characteristics and perioperative variables. Values are presented as mean values ± SD, median and interquantil range [IQR] or numbers of patients.

Variable

Treatment group (n = 15)

Control group (n = 15)

P-value

Age [yr]

51±18

51±15

0.99

Sex [m/f]

7/8

10/5

0.46

Height [cm]

173±11

175±10

0.64

Weight [kg]

74±16

80±9

0.21

Temperature of the O.R [°C]

19±1

19±1

0.3

Core temperature before induction of anaesthesia [°C]

36.1±0.4

35.9±0.5

0.33

Duration from positioning on the conductive warming mattress to induction of anaesthesia [min]

7 [IQR: 5-9]



Duration of anaesthesia [min]

118±28

122±38

0.74

Duration of surgery [min]

97±25

103±37

0.61

The ANOVA identified a significantly higher core temperature in the treatment group at 45, 60, 75, 90, 105 and 120 min (Figure 2). Further testing was futile as there were only three patients with a longer duration of surgery included.

Figure 2 Mean pre- and intraoperative temperatures of the treatment group and control group. Error bars represent SD. In each group data were complete for at least sixty minutes.

Furthermore, Fishers’s exact test confirmed a lower incidence of intraoperative (3 vs. 9 patients; p = 0.03) and postoperative hypothermia (0 vs. 6 patients; p = 0.008) in the treatment group. However, the mean duration of hypothermia was not significantly shorter in the treatment group (55±17 min vs. 80±51 min; p = 0.42). No adverse effects could be observed.

Discussion:

This prospective, randomized, controlled study demonstrates that, during head and neck surgery under general anaesthesia, a conductive warming mattress combined with insulation significantly reduces the incidence of intraoperative and postoperative hypothermia compared to insulation only. With this approach the incidence of intraoperative and postoperative hypothermia could be reduced significantly. However, the mean intraoperative duration of mild hypothermia could not be reduced significantly.

Redistribution of body heat from the core to the periphery was unusually small in this study and similar in both groups as core temperature decreased only 0.1°C in the control group and 0.2°C in the study group. In most clinical studies redistribution of heat after induction of anaesthesia leads to a reduction in core temperature of about 0.3°C to 0.8 °C (3, 4, 8, 28) in the first hour whereas under experimental conditions it can reach up to 1.7°C (17). This small decrease in core temperature may be explained by the fact that patients were kept comfortably warm during the whole preoperative period (ward, transport to the O.R. and induction of anaesthesia) with the same good insulating hospital blanket as used intraoperatively. This approach refers to the recent NICE guideline “Inadvertent perioperative hypothermia. The management of inadvertent perioperative hypothermia in adults” (22).

Patients during head and neck surgery are often thought to have a relatively low risk for perioperative hypothermia because in most cases no body cavity is opened, the surgical incisions as well as blood losses are small. This is probably why there are almost no studies about perioperative hypothermia and its prevention during head and neck surgery. However, many patients undergoing head and neck surgery are prone to hypothermia by advanced age (21, 14, 27) and cancer with associated malnutrition and low body weight (21, 16). According to their preoperative risk profile (e.g. ischemic heart disease, diabetes mellitus, chronic obstructive pulmonary disease, preoperative radiotherapy, preoperative chemotherapy) (20, 26) they are often vulnerable to hypothermia associated complications. These complications include an increasing incidence of myocardial ischemia (10, 11, 11) which is also a relevant complication after reconstructive head and neck surgery (7), augmenting blood loss (23), decreasing resistance to surgical wound infections or increasing local wound complications (21, 15, 18, 26), thus prolonging hospitalization.

The few existing studies were particularly focused on longer operations like parotidectomies, neck dissections (2) and reconstructive surgery with free tissue or regional flaps (13, 26). In the study of Agrawal et al. (2) the incidence of perioperative hypothermia was 65% in the unwarmed group showing clearly the high risk of perioperative hypothermia in patients during head and neck surgery. In our study with relatively short operations we observed an incidence of perioperative hypothermia of 40% in the control group. In contrast to the study of Agrawal et al. (2) we used a high insulation of 1.29 clo for these patients which is much more than the insulation value of most commercially available materials designed for use in the operating room. With this insulation heat losses from the covered skin can be reduced about 70%. (6). In most of our patients this insulation was able to maintain a stable thermal steady state with a relative constant core temperature. However, this thermal steady state was at a core temperature of about 36.0°C with many patients being hypothermic.

In general the efficacy of posterior patient-warming systems is limited (5, 9, 13, 21). These devices have the disadvantage that warming the back of the patient in the supine position is suboptimal. During surgery, little heat is lost from the back (9) and heat gain via the back is also limited, resulting in a small change in heat balance. However, in this special setting the additional heat generated by the conductive warming system leads to a positive thermal balance and an increasing core temperature after 30 minutes. In contrast to conventional circulating water mattresses the new conductive system is made of thick viscoelastic foam. This material enhances contact between the mattress and the back, thereby reducing thermal contact resistance and increasing the efficacy of heat exchange.

In contrast to forced-air warming the combination of good insulation and conductive warming has several advantages. There are no expensive disposables elements, low costs for maintenance, low power consumption and no relevant noise emission (28). Another advantage is that is very easy to use the system for prewarming as soon as the patient can be placed on the operating table when the controller unit is mounted at the operating table.

Our study has several limitations. First, two different anatomic locations were used to measure core temperature (oral temperature before induction of anaesthesia and oesophageal during general anaesthesia). However, both methods are reasonable methods for core temperature measurements and we could record the first reliable oesophageal temperature 5 minutes after induction of anaesthesia so that this temperature can serve as a reliable starting temperature.

Second, five patients per group had to be excluded from data analyses because the operation time was shorter or longer than planned. Nevertheless, we had to exclude these patients because it is not advisable to compare operations with durations of 30 minutes with operations of more than 3 hours.

Finally we did not fully take advantage of the possibility to prewarm our patients with the conductive system. On average time from the beginning of warming to induction of anaesthesia was only seven minutes. It seems to be likely that longer prewarming periods would enhance the efficacy of the conductive warming mattress.

Conclusion

The combination of good thermal insulation and conductive warming is effective to prevent perioperative hypothermia during head and neck surgery. In contrast to other warming methods there are no expensive disposables, low costs for maintenance, low power consumption and no relevant noise emssion.

Organize your portfolio around the four areas of professional nursing practice: quality and safety, advanced evidence-based practice, applied leadership, and community health.

Organize your portfolio around the four areas of professional nursing practice: quality and safety, advanced evidence-based practice, applied leadership, and community health.

Paper , Order, or Assignment Requirements

Introduction:

A professional portfolio will showcase your knowledge and skills to prospective employers and will increase your marketability as a baccalaureate-prepared nurse. This portfolio will help you, as a nurse, home in on the concepts, strengths, and critical-thinking abilities that define professional nursing practice. Throughout your time at WGU, you have developed skills and knowledge that distinguish your practice as that of a baccalaureate-prepared nurse. Items that display your skills and knowledge will be showcased in this professional portfolio. You should organize your portfolio around the four areas of professional nursing practice: quality and safety, advanced evidence-based practice, applied leadership, and community health. This portfolio will expand on the portfolio you already created in your Professional Roles and Values course.

When you are ready to submit your portfolio for evaluation, please follow the “How to Submit Your Portfolio for Evaluation” document below.

Requirements:

Your submission must be your original work. No more than a combined total of 30% of the submission and no more than a 10% match to any one individual source can be directly quoted or closely paraphrased from sources, even if cited correctly. Use the Turnitin Originality Report available in Taskstream as a guide for this measure of originality.

You must use the rubric to direct the creation of your submission because it provides detailed criteria that will be used to evaluate your work. Each requirement below may be evaluated by more than one rubric aspect. The rubric aspect titles may contain hyperlinks to relevant portions of the course.

A. Complete the following, using the Web Folio Builder (in Taskstream) that you used to create your portfolio in the Professional Roles and Values course:

Note: The Web Folio Builder can be found on the “Folios & Web Pages” link located in the static bar below the WGU logo.

1. Create a professional mission statement (suggested length of 1 paragraph) that includes the following:
? representation of your career goals, your aspirations, and how you want to move forward with your career
? overview of where you would like to focus your time and energies within the profession
a. Reflect on how your professional mission statement will help guide you throughout your nursing career.
2. Complete a professional summary (suggested length of 3–4 pages) that includes the following:
a. Explain how the specific artifacts or completed work or both in your portfolio represent you as a learner and a healthcare professional.
b. Discuss how the specific artifacts in your portfolio represent your professional strengths.
c. Discuss challenges you encountered during the progression of your program.
i. Explain how you overcame these challenges.
d. Explain how your coursework helped you meet each of the nine nursing program outcomes.

Note: Refer to the attachment below titled “Nursing Conceptual Model.”

e. Analyze how you fulfilled the following roles during your program:
• scientist
• detective
• manager of the healing environment
f. Discuss how you have grown professionally since the beginning of your program.

B. Complete the following within the section “Quality and Safety”:
1. Reflect (suggested length of 1 page) on your professional definition of quality and safety developed in Professional Roles and Values, including any necessary changes to your definition.
a. Discuss how the program assisted you in developing your professional definition.
b. Identify the artifacts in your portfolio that support your definition.

Note: The artifacts should be attached within the portfolio.

i. Explain how these artifacts support your definition from part B1.
2. Discuss the importance of the Institute for Healthcare Improvement (IHI) certificate for your future role as a professional nurse.

C. Complete the following within the section “Evidence-Based Practice”:
1. Reflect (suggested length of 1 page) on your professional definition of evidence-based practice developed in Professional Roles and Values, including any necessary changes to your definition.
a. Discuss how the program assisted you in developing your professional definition.
b. Identify the artifacts in your portfolio that support your definition.

Note: The artifacts should be attached within the portfolio.

i. Explain how these artifacts support your definition from part C1.
2. Reflect (suggested length of 1 page) on your understanding of evidence-based practice and applied nursing research by doing the following:
a. Discuss how you are able to evaluate current primary research and apply the concepts to your nursing practice, considering the following:
• relevancy and believability of data
• differences between quality improvement and research (places and uses of each)
• differences between primary and secondary research and resources and the implications of each in clinical practice
b. Explain how your experience in the program helped you achieve excellence in evidence-based practice.

D. Complete the following within the section “Applied Leadership”:
1. Reflect (suggested length of 1 page) on your professional definition of applied leadership you developed in Professional Roles and Values, including any necessary changes to your definition.
a. Discuss how the program assisted you in developing your professional definition.
b. Identify the artifacts in your portfolio that support your definition.

Note: The artifacts should be attached within the portfolio.

i. Explain how these artifacts support the definition from part D1.
2. Summarize (suggested length of 1 paragraph to 1 page) your Learning Leadership Experience task by doing the following:
a. Discuss the importance of professional collaboration for effective nursing leadership.

E. Complete the following within the section “Community Health”:
1. Reflect (suggested length of 1 page) on your professional definition of community and health you developed in Professional Roles and Values, including any necessary changes to your definition.
a. Discuss how the program assisted you in developing your professional definition.
b. Identify the artifacts in your portfolio that support your definition.

Note: The artifacts should be attached within the portfolio.

i. Explain how these artifacts support the definition from part E1.
2. Summarize (suggested length of 1 page) your Community Health task by doing the following:
a. Discuss what you learned during your Community Health Nursing task.
b. Discuss what you learned led to your community diagnosis.
c. Discuss how your initial focus and diagnosis evolved after working with your population.
3. Discuss the importance of the American Museum of Natural History (AMNH) certificate for your future role as a professional nurse.

F. Provide an appendix to your portfolio by doing the following:
1. Include all the documents, prior assignments, and additional items that are examples of your best work to support your mastery of all sections given in parts B, C, D, and E.
2. Include the following materials:
• the attached “Nursing Conceptual Model”
• a link to the current IHI Course Catalog
3. Provide an updated professional résumé.

Note: If you have a LinkedIn account, you can take a screenshot and include a copy with the rest of your documents.

4. Provide professional references, using one of the following:
• a professional reference questionnaire
• a full letter of recommendation
• a list of four professional references
5. Include a copy of your IHI certificate of completion.
6. Include a copy of your AMNH certificate of completion.

Strategies and Materials for Health Education

Health Literacy Assessment

Abstract

Educating patients is an integral part of a nurse’s job. While this might seem to be a simple task, it can, in fact, be quite challenging. As nurses, we care for patients from a wide variety of ages. Although a patient’s age can be a barrier to their ability to learn and/or understand what is being taught to them, it is not the only factor that must be considered. The nurse must consider other factors as well, such as the patient’s level of education, cultural background, and perhaps even what type of career the patient has. Regardless of what type of materials a nurse uses to educate his or her patients, it is helpful for the nurse to know what the patient’s level of health literacy is. There are many tools available today to help nurses assess their patients’ health literacy, such as Rapid Estimate of Adult Literacy in Medicine – Short Form (REALM-SF), Short Assessment of Health Literacy – SAHL – English, and Spanish, and the NVS – Newest Vital Sign Tool/Test. In this paper, I will discuss how my institution creates and reviews health promotion and/or educational materials for patient education; I will discuss the results of the health literacy assessment I performed on a non-health professional, which tool I used to conduct my assessment and why I chose that specific tool; I will discuss a specific piece of health promotion education material used by my institution and its appropriateness; and finally, I will reflect on my experience.

SSM St. Clare Health Center is a 154 – bed hospital, located in Fenton, Missouri. It was built in 2009 to replace the former St. Joseph Hospital in Kirkwood, Missouri. St. Clare is a Level 1 Stroke Center. Strokes can be devastating and therefore, it is imperative that we properly and thoroughly educate our patients and their families so that we may, perhaps, prevent additional strokes from happening. Part of the education process at St. Clare includes giving written educational materials to our patients and their families. To find out about the process involved in creating these educational materials for SSM, I recently contacted and interviewed Ms. Maureen Bell, one of the SSM STL stroke coordinators at St. Clare Health Center. Ms. Bell answered the following questions for me:

  1. Who (individuals or professional groups) has input into creating patient education (brochures, instructions for follow up care, or disease education? The SSM STL stroke coordinators meet annually to review the Stroke Education Binder that is given to each stroke/TIA patient. The stroke coordinators review the latest guidelines, which come mainly from the AHA/ASA (American Heart Association/American Stroke Association), and the latest Clinical Practice Guidelines. They make any appropriate changes based on the evidence and guidelines. If the information is related to another discipline, they involve them as well (i.e. changing the diet guidelines would involve obtaining input from clinical nutrition).
  2. What is the process for health teaching information approval? At SSM, regarding stroke, requests come to the stroke coordinators and are added based on the latest guidelines/research. The stroke coordinators decide if it would be beneficial to add the requested information to the Stroke Binder. There is a potential to overload the booklet with information so additional information is reviewed carefully for its added value.
  3. Who evaluates documents for health literacy reading levels, and readability? Many of the forms within the booklet come for the AHA/ASA website (they are documented as such) and already have been designed at a fifth-grade reading level. Information that is not already reviewed for its reading level is reviewed by the stroke coordinators.
  4. Is there a process for review of existing written materials? Annually, the stroke coordinators review the booklet before we order the supply for the upcoming year for appropriateness of information.
  5. Who in your organization is responsible for assessing

    individual patient’s health literacy

    (not the documents) when they are admitted to the hospital? It is the responsibility of many: the admitting nurse, the registrar, and the case manager. Upon admission, however, we ask them if they do better with handouts or verbal instructions. Not every patient is forthcoming with this information either, so we try and explain every form we either have them sign or give to them. We also try to reaffirm the understanding of the information. (M. Bell, personal communication, February 4, 2019).

Next, I interviewed two non-health professionals of different age groups for health literacy using a literacy assessment tool. I chose to use the Short Assessment of Health Literacy – SAHL tool (English version) to conduct an assessment test of my clients’ literacy levels because of the three tests offered, I felt this one was the most pertinent to a health literacy assessment, as it contains medical terms. To administer the test, a set of 18 flashcards was

created. Each flash card contained three words, one at the top of the card, and two words underneath that. First, the instructions were read to the client. Next, the first card was shown to the client and he or she was asked to read the top word out loud. Then, I read the other two words on the card to the client. The client was then instructed to tell me which of the two words I read was more closely associated with the top word. The client was instructed to answer, “I don’t know” if he or she did not know the answer. This process was repeated for each of the remaining flash cards. I recorded the answers on a score sheet which was kept out of the client’s view. The clients were awarded one point for each correct answer. For this test, a score between zero to fourteen on the test suggests a low level of health literacy.

The first individual I interviewed was a 53-year old married man named Bill Young who lives at home with his wife and children. He has a high school education and his occupation is rebuilding automobile transmissions. Bill was able to read and pronounce all words without difficulty and he correctly matched seventeen out of the eighteen words. He said the test was easy. (B. Young, personal communication, February 2, 2019)

My second client was a 19-year old female college student name Jessica Boyer, who lives at home with her parents and siblings and works part-time at a local grocery store. Jessica also had no difficulty reading and pronouncing all the words and she correctly matched sixteen out of the eighteen words. (J. Boyer, personal communication, February 2, 2019).

One possible drawback with the Short Assessment of Health Literacy tool is that the words on the test are very common and are understood by most people. Since doctors and other health professionals sometimes use medical “jargon” or more difficult words when discussing health issues with their patients, I feel this test might be good for assessing a client’s general literacy level, but I do not feel that it is appropriate for assessing a client’s health literacy level.

When asked how they felt about taking this test, both of my clients reported feeling very comfortable during the assessment. The main reasons they said they felt comfortable were that the test was given by someone they know, and the test was given in a familiar environment, so they did not feel intimidated. Also, no one else was present when the test was administered. Clients might feel uncomfortable for many reasons, such as: if they were tested in an unfamiliar environment, if the interviewer was unfamiliar, if the interviewer is more educated than they are, if others were present during the assessment, or if they have difficulty reading and/or writing. Although my clients reported feeling comfortable during the assessment, I did sense that they both seemed to feel a little embarrassed when they weren’t sure about their answers. I felt very comfortable assessing my clients because I am familiar with them, because I am accustomed to frequently and routinely assessing patients, and because I interact well with others in general.

Overall, the main thing I learned from this activity is that it is important for health care professionals to create an open and shame-free environment for their patients (Health Literacy Video, 2010). Patients need to know that they are not being judged and that you are there to help them. If patients feel comfortable, they will be more open and honest with you and they will be more apt to ask questions and/or admit when they do not understand something. This allows for the opportunity to better educate the patient.

As a registered nurse, I spend a fair amount of time educating patients. Since SSM St. Clare Health Center is a level I stroke center, for part three of this assignment, I chose to review our patient education materials regarding strokes for part three of this assignment. The pamphlet I reviewed is titled, “Depression & Stroke” (SSM Health, 2015). To determine the readability of

my document, I used the SMOG Readability Formula (ReadabilityFormulas.com, n.d.). The process of determining the readability included submitting a portion of my document on the SMOG Readability Formula website. Once submitted, the website generated several different scores which determined the level of difficulty and the grade level of the material I submitted. My results were as follows: Flesch Reading Ease score = 47.7, which, according to their grading scale, is “difficult to read”; Gunning Fog score = 11.1, which is considered “hard to read”; Flesch-Kincaid Grade Level = 9.5 (tenth grade level); The Coleman-Liau Index = 14 (college level); The SMOG Index = 8.9 (ninth grade level: Automated Readability Index = 10.1 (14-15 years old/ninth-tenth grade level);  and Linsear Write Formula = 7.1 (seventh grade). From these results I have concluded that this document may not be very easy for my patients to understand, depending on their age, level of education, and literacy level.

Patient education materials should be assessed for design appropriateness and plain language. Design appropriateness has to do with the appearance of the document, making it appealing to the reader. Not only is it important to attract the reader, but it is also important to keep them interested. The following elements should be considered when designing a document: use headings and subheadings to separate and identify key components in the document; use appropriate font types and sizes so the document has a clean appearance and is easy to read; use a combination of upper and lower-case letters to help convey meaning of the material presented; justify the left margin to keep the document uniform; use short, bulleted lists to separate key points or ideas; be mindful of your use of white space so the document looks well balanced; use elements of contrast, such as different fonts, bold lettering, pictures, and colors to grasp and hold the reader’s attention; and keep the document subjective (

Osborne,

Ch. 9).

The pamphlet I reviewed displays three different sized fonts, three different colored fonts, three bulleted lists. The white balance is a little bit off and could use fewer words to balance it out. Most of us have heard people say, “can you explain that to me in plain English?”. Well, what exactly is plain English? Plain English, also known as Plain Language, is a way of writing that simplifies what is being said so that anyone who reads it will be able to understand it. It differs from design appropriateness in that design appropriateness is about the presentation and/or appearance of the document, making it look appealing to the reader; plain language is about the way the document is written. When using plain language, organization is key. The writer should choose a main topic or message and support that message with key points, but not too many. The writer needs to be careful not to include trivial or unnecessary information because if the document is too long the reader will lose interest. It is also important to inform your readers of why your information or message is beneficial to them.  Using common words that most people are familiar with and can pronounce without difficulty is very helpful; readers are not likely to continue reading something if they do not understand it or cannot pronounce the words. Writers should also try to use the same words throughout the document instead of using different terms for the same thing because this confuses readers. Contractions should be avoided because not only do they look unprofessional, but people with low literacy levels might not understand their meanings. Lastly, writers should also avoid using choppy sentences and should stick to using one main topic per sentence so as not to confuse the reader (

Osborne,

Ch. 28). According to the SMOG Readability Formula results, the pamphlet I reviewed is difficult to read. It does contain some of the elements I have discussed here, such as different sized fonts, however, the writer

used some very difficult words and one of the bulleted lists was rather long. Also, the author did not list any benefits or advantages for the reader. Chapter 21 talks about knowing your audience and what their literacy level is. It suggests the use of common words and using materials that are easy to read. One thing mentioned, that I think is a great idea, is offering non-written options. The SSM Health Stroke pamphlet seems to use a lot of large, uncommon words, which could be difficult for laypeople and stroke patients to understand. Some of the material discussed, such as vascular depression could be very confusing to someone with a lower literacy level. It would be beneficial to include some visual images of vascular depression. The pamphlet does list several websites that readers can go to for more information and it does list a couple of phone numbers readers can call if they would rather speak to someone over the phone, but perhaps it would be beneficial if the author offered a link for a video or podcast for the readers to watch (

Osborne,

Ch. 21).

In conclusion, I have not personally used the pamphlet I reviewed for this assignment in my nursing practice. The reason I haven’t used it is that most of our stroke patients either go to the neuro floor or the ICU. Also, we have a stroke educator who speaks with the stroke patients and hands out these pamphlets. While I do believe this document is informative, I do think it would be more difficult than not for patients to understand it, especially if the patient has any residual from a stroke. Some changes I believe are needed to make this document more useful to patients would be to include less information in this pamphlet and perhaps create a second pamphlet to go along with this one. Maybe include more graphics/visual images in the pamphlet since some patients have cognitive difficulties and/or a decreased literacy level after a stroke.

Captions could be included with the images to help convey what the writer is teaching the patient. The pamphlet could also use a little more contrast to make visuals easy to see, and

perhaps changing the color of the paper the pamphlet is printed on could help make it easier to follow. “Many people enjoy and learn from visuals. This includes visual learners (those who learn best when seeing, reading, or being shown) as well as people with limited literacy or language skills who benefit from illustrations, not just words” (

Osborne,

Ch. 38). No matter what type of document you are using to educate your readers, it is always important to confirm that they understand what you taught them so it would also be beneficial to include a few checkpoints with questions throughout the pamphlet to check and see that the patient is understanding what they have already read before going on to finish the rest of the document.

In the future, I plan to focus a lot more on patient education and ask my patients more open-ended questions to make sure they understand what I am teaching them, regardless of what the subject is. I also plan to try to manage my time better so that I might possibly have more time to spend with my patients for educational purposes. I also plan to review some websites and online videos for use with my patients.

References

Reflection: Factors and Lifestyle Choices Affecting Personal Health- Fitness and Well-being

Factors and lifestyle choices affecting my personal health, fitness and wellbeing

The major factors which are affecting my personal health, fitness and wellbeing at the moment are unhealthy diet and excessive addiction towards social media. Both these are lifestyle choices and these are affecting my health, fitness and wellbeing in a negative manner. I would like to discuss these in detail in this part of the assignment;


Unhealthy diet

Lately I have developed an unhealthy eating pattern and it is highly harmful for my personal wellbeing. I am eating fast foods more than once a week and I can feel that this lifestyle choice is affecting my memory. I have realized that I cannot easily memorize the regular things. I have also started gaining weight due to this habit of mine and I am certain that I am moving towards obesity (Langrial,

et al

. 2012). I am also realizing that my craving towards fast food is increasing at a rapid rate and even though I am trying to control this habit, it is becoming uncontrollable and is getting out of my hands.


Excessive addiction towards social media

I have also become highly addicted towards social platforms like Facebook and Instagram. As a result, I have become anxious. I feel that even without any critical reason, I become anxious and often emotional. I always feel the urge to stay online even though I have a lot of important things to do. I have also developed the Fear Of Missing Out (FOMO) syndrome and due to this syndrome I feel that I am always missing out on the social media updates of others. It is not that I am communicating with others all the time via social media. However, I always feel like I should stay online so that no essential updates are overlooked by me (Langrial,

et al

. 2012). I also believe that I have started developing many unrealistic expectations from others which I would not do previously. My excess attraction towards social media has also been the reason why my actual social interaction has decreased to a large extent. This is because my life is now revolving around virtual aspects and I am being unable to spend time with my family members, friends and other close relatives. I have also developed unhealthy sleep patterns as I don’t stay awake till late night without any significant purpose.

Strategies to adopt for self-care

To resolve the above mentioned issues, I have decided to adopt certain major strategies. Those strategies are as follows;

In order to ensure that I shift towards a healthy diet regime, I will adopt the following strategies;

  • I would try my best to eliminate fast food from my daily diet. However, I understand it very well that it would not be possible overnight. I understand that I would require to take small steps towards making this strategy successful. I have decided to balance my diet in the initial stage. For example, if I am having fast food one day, then I will eat fruits the other day (Sarriera,

    et al

    . 2012). I have also decided to drink green tea as I have heard that it is great for detoxing. I would also try to decrease the frequency of in-taking fast food. From thrice a week, I will reduce it to once a week.
  • Additionally, I have also decided to adopt exercise. I understand that by doing exercises regularly, I can easily increase my level of fitness. If I am unable to get time for exercise, then I will ensure that I walk for 1-2 Km. every day. That would also be a positive step towards wellbeing.

In order to reduce my addiction towards social media, I will adopt the following strategies;

  • The first strategy which will be effective for reducing my social media attraction is to turn off notifications. I am primarily addicted towards Facebook and Instagram. Hence, I would make sure that I keep the notifications of these two platforms off for the whole day. I will specify a particular time within the day when I will check these two social platforms to see the latest notifications. The time duration for this will be 30 minutes a day.
  • I have decided to start practicing my old hobbies. As a child I used to do painting. However, as I started growing up, I could not continue this hobby due to educational pressures (Sarriera,

    et al

    . 2012). To reduce my social media addiction, I have decided to restart painting. I am hopeful that this hobby will help me in gaining a lot of mental satisfaction and happiness.
  • I have also decided to spend more time with my parents and friends. Spending more time with them will help me in learning about their lives. I am sure that interaction with my loved ones will help me in staying motivated.

Relationship between personal health and wellbeing and professional responsibilities

Personal health and wellbeing of an individual are closely related to each other. For example, in my case, it can be observed that certain life choices of mine have affected my mental health and wellbeing. Due to unhealthy eating patterns, I am losing memory and gaining weight. Being a student, it is largely important for me that I keep track of my study schedule, assignment deadlines examination dates etc. However, due to excess eating of fast food, I am being unable to keep track of these aspects (Mahoney and Cano, 2014). I am frequently forgetting essential things and these are affecting my academic life in a negative manner. I am also afraid that if I keep continuing this unhealthy eating pattern, I may cause critical harms to my career. Additionally, unhealthy eating is causing me overweight. For a student like me, it is largely essential that I stay active and overweight will increase idleness within me and I will not be able to do the regular things which other students of my age do. Therefore, I will not be able to perform my responsibilities successfully. In my professional life too this particular life choice will become a problem as I will not be able to do my responsibilities effectively.

The second life choice of mine is excessive addiction towards social media. I have felt that this life choice has caused me anxiety, depression, unhealthy sleeping habits etc. Hence, these are the signs of an extremely morbid lifestyle. A student like me should be happy and active, but due to this social media addiction, I am not being able to stay motivated (Reis

et al.

2018). In my professional life too this life choice is expected to leave a negative impact. I will not be able to do my responsibilities successfully as my focus will always be towards social media and what others are updating.

Hence, from my personal experiences, I can successfully state that personal health and wellbeing is maintaining a direct relationship with personal professional responsibilities. An individual who is physically fit and at a mentally stable stage, it would be easier to perform his personal responsibilities successfully. However, for an individual, who is physically unfit, who is at a poor mental condition, who is always anxious and depressed, it will be very much difficult to fulfill professional responsibilities successfully. Therefore, it is largely essential to maintain proper balance between personal health and professional responsibilities.

Wellness Action Plan

Physical

Emotional

Social

Spiritual

Academic

Actions

I will start doing exercise regularly. I will also start walking for 1-2 Km. every day to stay fit.

I will stop myself from eating fast food multiple times a week. I will make sure that I eat fast food only once a week and balance my diet with fruits, vegetables, green tea etc. I will also limit my time on social media and will stop receiving notifications from Facebook and Instagram.

I will start spending more time with my family members and friends in order to spend less time on social media.

I will start painting again and will do it as a hobby on regular basis.

I will discuss with my peers and teachers regarding the issues I am facing and will try to get help from the student counseling expert (Braunstein-Bercovitz

et al.

2012)

Outcome

I am hopeful that I will be able to maintain physical fitness and will also start losing weight by adopting this action properly.

I am hopeful that I will be able to reduce my timing of social media and I will become less active on social media. I am also hopeful that these actions will help me in staying physically fit (Braunstein-Bercovitz

et al.

2012).

This way I will be able to bond with my closed ones and will be able to share my feelings with them to stay motivated.

This action will help me to gain back my old hobby and I will be distracted from social media.

I will be able to learn many such techniques which will be effective for a healthier life.

Time frame

2 months

1 month

2 months

2 months

3 weeks

Resources

Fitness accessories

Greater knowledge of weight gain and fitness strategies

Greater knowledge of weight gain and fitness strategies

Painting tools

Support from tutors


References

  • Braunstein-Bercovitz, H., Frish-Burstein, S. and Benjamin, B.A., 2012. The role of personal resources in work–family conflict: Implications for young mothers’ well-being.

    Journal of Vocational Behavior

    ,

    80

    (2), pp.317-325.
  • Langrial, S., Lehto, T., Oinas-Kukkonen, H., Harjumaa, M. and Karppinen, P., 2012, July. Native Mobile Applications For Personal Well-Being: A Persuasive Systems Design Evaluation. In

    PACIS

    (p. 93).
  • Mahoney, A. and Cano, A., 2014. Introduction to the special section on religion and spirituality in family life: Pathways between relational spirituality, family relationships and personal well-being.

    Journal of Family Psychology

    ,

    28

    (6), p.735.
  • Reis, H.T., Sheldon, K.M., Gable, S.L., Roscoe, J. and Ryan, R.M., 2018. Daily well-being: The role of autonomy, competence, and relatedness. In

    Relationships, Well-Being and Behaviour

    (pp. 317-349). Routledge.
  • Sarriera, J.C., Abs, D., Casas, F. and Bedin, L.M., 2012. Relations between media, perceived social support and personal well-being in adolescence.

    Social indicators research

    ,

    106

    (3), pp.545-561.

HIV/AIDS in African American Women

HIV stands for Human Immunodeficiency Virus that attacks the immune system. This virus causes AIDS and interferes with the body’s ability to fight off infections. Majority people develop flu-like symptoms within a week or two after the virus has entered the body. These symptoms contain fever, headache, muscle aches, rash, and a sore throat. HIV spreads through fluids such as blood, semen, vaginal and rectal fluids. This virus also spreads through needles. HIV is diagnosed mostly by the testing of saliva and blood for antibodies to the virus. One primarily used treatment is medications that are prescribed by the doctor. Resources are available for individuals that are dealing with this virus such as counseling, joining a support group, and stress-free activities. African American women are one of the highest targeted ethnicity groups for HIV/AIDS. These women suffer from this virus for the rest of their lives, or some do not know that they are infected with HIV/AIDS.

The HIV/AIDS African American women population will impact health services administration and management in many ways. There will be a lot of planning, organizing, directing, and controlling in the health services. Health care administrators and management will educate populations at risk or living with HIV about effective tools, encourage people to learn their HIV standing and remain a believer to HIV treatment or prevention that is the most effective for these individuals. Organizations will support local and state health sectors and community-based facilities and clinics that offer HIV prevention and care services that include re-enforcing care for people who do not attend these services. They also want healthcare workers to improve efforts to decrease the chances that people miss for HIV prevention counseling, testing or association to HIV care. These organizations also want to embrace policies to help find and re-involve those people who are no longer under care anymore.

Today, most African American women do not have any insurance. These women are uninsured based off their income or just because they do not know how to get insured. Women that are affected with this chronic virus (HIV/AIDS) tend to suffer because they lack insurance. This has no certain impact on insurance rates because most of these women are not covered anyway. Some insurance companies do not pay for the cost of HIV/AIDS prescription meds. Women with no or little insurance have to deal with this virus for the rest of their lives. The insurance rates improve based off the amount you pat monthly, income of the owner, and the number of people on the policy. African American women tend to be treated or looked at differently based off the past or having a chronic virus such as HIV. Employees or Employers cannot be affected by this physically, but they can be emotionally. HIV/AIDS is one of the worst viruses that someone has to deal with. This virus can affect you mentally, emotionally, and physically. Employees can be affected by it by having to deal with the patient’s and the way they cope with it. Employees also can be affected when they have to tell a patient that they are positive for this virus. Employers can be affected by this by the reputation they hold for HIV/AIDS patients. These employers need to try to be the best to help and comfort these patients with this virus. The patients tend to look for the best employer when they are suffering for something so horrific. Both the employee and employers are affected and need to focus on the best thing to help patients to get over this horrible time.

HIV/AIDS burden estimate rates are obtained from the Global burden of disease. The Global Burden of Disease is a comprehensive assessment estimated 291 diseases and injuries from 1990 to 2010. In the last few decades, HIV has been one of the significant health challenges around the world. HIV is the leading cause of burden and mortality. Burden and Mortality have increased massively since 2004. The difficulty for HIV/AIDS differs across each demographic area and regions. The CDC provides a cost-effective analysis of the cost of HIV. The cost-effectiveness analysis is a program that is designed to evaluate the value and outcome of the intervention. A vast part of the financial weight of HIV/AIDS is the medicinal expenses of treating people with HIV. Medicinal cost gauges are regularly founded on human services usage by people with HIV illness. The costs related to social insurance usage in every illness organize summed over all sickness stages from contamination to death. The average yearly expense of HIV care in the ART period was assessed to be $19,912 (in 2006 dollars; $23,000 in 2010 dollars). The latest distributed gauge of lifetime HIV treatment costs was $367,134 (in 2009 dollars; $379,668 in 2010 dollars).

According to HIV.GOV, people living with HIV/AIDS can live a healthy normal life if they are receiving adequate treatment. Many people living with this illness can continue with their careers. As an employee living with HIV and AIDS, people have a right to continue their employment to remain in that workforce and receive many benefits and everything that job has to offer to any other employee and equal right employee opportunities. There are several locals, state, and federal laws that determine how employers design workplace programs for employees with HIV/AIDS; however, many are African American women. Individuals with this disease can request for accommodations at their place of employment.  An accommodation could be something simple as a different type of chair so that the employee can be comfortable at the workplace. An additional modification could be changing of a job schedule. People with HIV are constantly being seen by healthcare providers to check on their health status. So, the employees may have to miss certain days and be scheduled a bit different than other employees. Supervisors may not be trained to give additional to support to those who have HIV. It is up to management to create positive and supportive environments when they find out that a person lives with this illness.

Leadership however, is very important among management to protect that person who lives with HIV to have a productive and safe work zone. It is best that employees consult with the Human Resources department at their job. Individuals need to be employed to have financial stability. Working a lot will affect many different aspects in a person’s life who deals with this disease. Many people with this disease are often encouraged by HIV counselors, The Social Security Administrations Work Incentives Planning and Assistance Program, and employers at jobs to seek out information that would accommodate their needs status. According to the CDC disclosing status could create supportive relationships with co-workers. It also could create a negative environment disclosing to colleagues and coworkers for the time being. It is that person’s decision to determine which outcome is more realistic in terms of disclosing status. Employees with HIV/AIDS are protected by law under the Americans with Disabilities Act (ADA) of 1990 from discrimination in employment. This law protects all individuals with HIV to be protected from any discrimination. Many African American women faces discrimination in the workplace already. So, this event of them having HIV makes matters worse. Provisions under this law include hiring, work procedures, job training, and compensation all fall under this act. Many places of employment refuse to hire a HIV positive person also refuse to promote and advance those who are affected by this disease. There are many emotional obstacles that are faced by women who have HIV. Many African American are single mothers. HIV/AIDS affects staffing because those who carry this disease are often very ill and sometimes can’t come in to work because their health is declining. People with HIV have many doctors’ appointments they must attend too. Also, being terminally ill affects your work ethics. There will be many times where the management staff needs to be fully staff just in case that person cannot come in today because of their illness. It is always an idea to be fully staffed and have dependable staff when you have an HIV positive employee working at your businesses.

Furthermore, Ethics play a vital role in this HIV/AIDS because the privacy of women with this illness needs to be protected. Ethics is universal ethics applies to either employee or employer. It would be very unethical if a woman at a place of employment discloses her being positive for HIV/AIDS and her coworker discloses that information with other co-workers. If this scenario was to play out the employee can face penalties or could be written up for confidentiality reasons or maybe even terminated. Same way with a person of management that employee’s right should be protected. They need to be able to live in peace and not be judged because of a disease. Many people have negative connotations behind people with HIV/AIDS. People seem to treat them differently. However, fear can also lead people into fearing people who are living with HIV/AIDS. When people do not have accurate information about a certain topic, they place stigmas against those infected. Ethics should be used in handling persons who have this illness such as hiring and treating them fairly.

As far as professionalism goes, professionalism must be inside every workplace for things to run smoothly. People living with this virus should be responsible enough to disclose their status with their employers. Many employers need to be aware of all their employee’s status. People are afraid of what others may feel about them and they might feel like they might get fired because of their status. Also, employers should be professional as far as being discreet about keeping that employees issue confidential. As a supervisor or a manager, it might be a great idea to educate yourself on how to deal with issues related to HIV. It could also might be a great idea to educate employees also about ethics such as medical confidentiality and reasonable accommodation. Everyone should be trained on the workplace HIV/AIDS policies, and about awareness programs that are offered. Displaying cultural competence in dealing with HIV/AIDS will let people know that the work setting has rules and policies that each employee should follow dealing with HIV/AIDS. The key components for developing the components of cultural competence is awareness, attitude, knowledge, and training. Promoting a safe environment with produce positive worker productivity. Additionally, ethics, professionalism, and cultural competence all tie in together and are related because these will always be used to create a better work environment. If employees are adequately trained and consistently reminded of policies everything should be great. As a professional, it should be essential to maintain healthy habits in the workplace in the workplace environment. It is important to meet the needs of each employee with disabilities.

Moreover, the social determinants of health have a lot to do with African American women who have HIV/AIDS. According to Monica Melton, the social determinants of health describe the interrelationship between cultural, economic, and political elements that facilitate vulnerability for HIV infection (Melton 2014). However, more determinants would be behavior, genetics, environment, and medical care. Some examples of the behavior determinant would be the use of alcohol and drugs, smoking, and unprotected sex. Behavior is a significant factor when it comes to these women who have the disease. According to the Intervention Strategies for AIDS/HIV Prevention Among African Americans, African American Women are likely to have suffered childhood sexual abuse (Calderia et al., 2009). Women who experienced sexual abuse during their childhood, often live with that for the rest of their lives. Women who are traumatized from the violence, tend to use alcohol and drugs as a way to cope with their emotion or they will turn to prostitution. Another example of behavior would be refusing to get medical attention. Some women refuse to seek help or treatment once they find out they have the disease. They would instead become depressed, struggle, and then eventually end up dying from the disease. However, sex and age would be examples of genetics, meaning a child can develop the infection while still being in her mother’s womb. Examples of environment would be where a person lives or works. Some women could be homeless, living in a poor rural area, or also even incarcerated. Lastly, an example of medical care would be their access to health care such as Insurance. African American women also have a hard time being able to get the medications they need because some are not able to afford Insurance or the medications without insurance. Moreover, all of those determinants of health have everything to do with African American women who have HIV/AIDS.

Even though HIV deals with the social determinants of health, the health systems are doing everything they possibly can to help with this disease. One way is that there are several different prevention groups to help these women. These groups are made to teach young and old adolescents about practicing safe sex. An example of that would be to use a condom whether it is a male or female one. Another factor would be providing free screenings to get tested for HIV. Another example would be social media. A lot of people and businesses use social media to brand themselves and also get the word out. Some media campaigns are designed to promote healthy behaviors such to increase HIV knowledge, encourage testing for HIV, and also help condom use (Calderia et al., 2009). However, there is also a couple of prevention which is for both the woman and her partner. The couple prevention is a safe environment as well as an excellent way to promote practicing safe sex to both the female and male. The prevention is also for being able to talk about specific issues while the male partner is present meaning that if the male partner is forcing the woman to have sex with him. Majority of today’s HIV cases are due to women being afraid to make their male partner use a condom. Women worry that if they ask their partner to use a condom, it will cause them to separate because the male will think the woman will be accusing him of being unfaithful (Bloom-DiCicco, 2017). However, some women choose not to use a condom because they trust that person.  Several women trust their partner well enough that they do not believe in using condoms. Some women put their lives at risk because they feel like if they are in love with each other, then there is no use of using a condom. They expressed that using condoms and protecting themselves from HIV was unnecessary (Bloom-DiCicco, 2017). A woman has the mindset that if she trusts her partner well enough and she knows that he is not messing around then she knows she will never get HIV. However, not using a condom or practicing safe sex does not only causes HIV, but it also causes herpes, chlamydia, syphilis, or even HPV. In the end, the health systems have come up with several different ways to handle and prevent HIV from occurring; however, it is up to the women if they want to be healthy or not.

There are a lot of services that the Healthcare Organization has had to put in place to help address the issue with African American women who have HIV/AIDS. For example, the HRSA which stands for the Health Resources and Services Administration created the AIDS Service Demonstration Grants. However, these grants provided financial and political capital to the people who are delivering HIV care on the ground (Wilson, n.d.). The HRSA was trying to find a way to help support the clinicians who were out helping as many HIV patients as they could; however, to do that, the clinicians need the funding to be able to do so. Furthermore, the Ryan White HIV/AIDS Program has also taken the time out to provide care as well. Many of the provider sites are medical homes which offer patients a continuum of care that includes HIV primary care along with support and services all under one roof (Wilson, n.d.). The program is designed to make sure that every patient dealing with the disease can get the proper help and care that they need. These medical homes, however, are not designed and set up like hospitals because they want their patients to feel comfortable. The HRSA intends to ensure that the people can trust.

In the United States, research states that African American women are disproportionately affected by HIV/AIDS. In the African American community, HIV/AIDS is an epidemic. The CDC used many targeted communication campaigns to combat HIV/AIDs in African American communities. The mass media uses structured measures to spread HIV/AIDS information as sources, media initiatives, and HIV prevention messages. Process measures are needed in research in communities at risk to determine the formats and channels to deliver information to targeted communication campaigns. Outcome measures can help in the multifaceted approach to end HIV/AIDS disparity affecting African American women (Arya, M., Behforouz, H. L., & Viswanath, K.,2009).

In the late 1990’s, President Clinton declared HIV/AIDS to be a crisis in the African American community. In America, African American women infection rates were measured at 60% of HIV/AIDS cases among women. In the U.S. Population, African Americans make up 13% of it and nearly 50% of all HIV/AIDS cases. Groups, teams, and committees were put in place to organize programs to help African American women living with HIV/AIDS. Data in the United States shows that African Americans represent only 13% of women in this country. Healthcare organizations are a resource for people with HIV/AIDS. Statistics show that HIV infection is the leading cause of death for African American women aged 25 to 34 years. Heterosexual transmission is the leading cause of positive infection for African American women in the United States (Arya, M., Behforouz, H. L., & Viswanath, K., 2009).

African Americans affected by HIV disease use healthcare programs to maintain health status. Research data collected shows African Americans comprise 38% of Mississippi’s population. African Americans’ data measured 78% of all newly diagnosed cases in 2010. Disease reports state HIV diagnosis rates of African Americans in 2010 were eight times that of other races. Since 2007, the HIV disease diagnosis among women in Mississippi has steadily decreased. In 2010, Healthcare organizations information shows women represented 23.9% of newly diagnosed HIV disease cases. Mississippi’s advancement in HIV prevention efforts, treatments, and therapies have helped healthcare organizations better structure division of work. In Mississippi between the years 2008-2009, only 42% of residents had insurance through their employers. There are more Mississippians that are on Medicaid compared to other states. Healthcare organizations have to be goal-oriented, coordinated and linked to external environments. African American women living with HIV/AIDS have to have reliable resource programs that work in their everyday lives.  In the state of Mississippi, rates show 22% receiving Medicaid benefits compared to the national average of 16%. Out of all of the rules, Mississippi is one of the states that have the highest percentage of residents living in poverty nationwide and statewide. African American women living with HIV/AIDS who live in poverty have to have government funded programs to maintain treatments.  The median household income was $36,851, and the median family income was $45,484 in Mississippi.

AIDS Diagnosis, 2010, by metropolitan statistical area of residence- United States


Area of residence No.











Estimated No.





























Rate Rank


Rank No.

Baton Rouge, LA

245

264

33.7

Miami, FL

1,436

1,681

30.3

Jackson, MS

134

158

29.2

Baltimore-Townsend, MD

514

721

26.8

New Orleans-Metairie-Kenner, LA

279

311

26.2

Source: Centers for Disease Control and Prevention. HIV Surveillance Report, 2010; vol. 22. Published March 2012. Accessed Apr 2012.

Through medical data collected in 2015 in the state of Mississippi, 204 people died of HIV/AIDS. The mortality rate of people with HIV in 2015 per 100,000 people is 8. Programs were put into places such as MBK South and other disease prevention programs to lower the risk. The number of new HIV diagnoses in 2016 reached 424 in the state. More healthcare organizations created jobs to manage the task, maintenance, and personal roles. In the state of Mississippi, the rate of new HIV diagnoses in 2016 per 100,000 people was 17. The percentage of Black females living with an HIV diagnosis is 9.6 times that of White women (“Local Data of Mississippi,” 2018).

HIV Federal Funding/Programs, Federal HIV/AIDS Grant Funding, FY 2016

Centers for Disease Control & Prevention:

$6,592,489

Substance Abuse & Mental Health Services Administration:

$299,319

Ryan White HIV/AIDS Program:

$25,191,248

Housing Opportunities for Persons With AIDS:

$2,456,198


TOTAL FUNDING:


$34,539,254

CDC data collected by programs shows an estimated number of 37,600 HIV/AIDS infections that have been diagnosed each year. The United States government took a federal approach to reduce new HIV infections. The government created scientific evidence using studies to make informed decisions. Resources were used to establish strategies to help the populations at highest risk. The data the government collected was used to create new programs to prevent new HIV infections, lower diagnosis, and create care treatments for those who are living with HIV/AIDS. African American women who have achieved viral suppression live a longer life. Target prevention resources are the most effective prevention strategies if well prioritized and widely implemented (“HIV Prevention Activities,” 2017).

The Federal government strongly supports a range of services for reducing risky behavior.  These government-funded programs include substance abuse treatment, behavioral health services, housing assistance, transportation, and other services to address risks with HIV transmission. State funding is used to create evidence-based approach programs. Mass media campaigns, behavioral interventions, and different strategies are made to increase safe sex. Education and training in management create a culture to help health care providers use activities that can improve community-based organizations (“HIV Prevention Activities,” 2017).

Congress in 1999, created resources for the CDC. The Secretary’s Minority AIDS Initiative Fund (SMAIF) became a resource awarded to agencies. The funding helps community-based organizations improve the quality of care. SMAIF money is there to play a role in developing the prevention and care for ethnic minorities. SMAIF supports demonstrations and projects that serve in innovations (“HIV Prevention Activities,” 2017). The National Minority AIDS Council (NMAC) was created to help minority faith and community-based organizations serve AIDS service organizations and health departments. The mission was to decrease challenges for people with HIV/AIDS in African American communities.  Homelessness, housing, jail and poverty in African American communities are big problems for some people living with HIV/AIDS. The United States government needs more policy reforms that establish routine HIV testing upon prison entry and release (“African American, Health,” 2006).



References:

  • African Americans, Health Disparities and HIV/AIDS. (2006).

    National Minority AIDS Council.

    Retrieved from:

    http://www.nmac.org/wp-content/uploads/2012/08/African-American              health-disparities-and-HIV-AIDS.pdf
  • Arya, M., Behforouz, H. L., & Viswanath, K. (2009). African American women and HIV/AIDS:a national call for targeted health communication strategies to address a disparity.

    The AIDS reader

    ,

    19

    (2), 79-84, C3.
  • Bloom-DiCicco, B. & Roye, C.F. (2017). Beyond knowledge and agency: HIV risk for women of color in HIV-dense neighborhoods.

    J Womens Health, Issues Care,

    6(2), 1-7.
  • Calderia, N. A., El-Bassel, N., Gilbert, L., & Ruglass, L.M. (2009). Addressing the unique needs of African American women in HIV prevention.

    American Journal of Public Health,

    99(6), 1-6.
  • Centers for Disease Control and Prevention. HIV Surveillance Report, 2010; vol. 22. Published              March 2012. Accessed Apr 2012.

Lifelong Learning and Evidence-based Practice in Nursing

In this essay, it will be discussed how lifelong learning and the ability to use evidence-based practice as a nurse is essential to develop professionally. I will be focussing on learning styles and theories that can help with lifelong learning. Likewise, I will discuss the importance of developing emotional intelligence as a student nurse. Additionally, I will be addressing the concern of the ability to use evidence-based practice is to enable my professional development as a nurse.

RCN (2016) states that lifelong learning can be defined as continually learning throughout our career and personal lives. What I understand by this definition is that there is always new information being discovered every day and it is essential to keep broadening our knowledge and keep up to date with further said information as nurses,

NMC

(2015). As policies and regulations are continually changing, it is vital to keep up with these constant changes in society as student and registered nurses. Lifelong learning is important because errors in medication are still happening, Treiber & Jones (2018). Furthermore, The Code (NMC 2015) states as part of nurses’ revalidation, nurses must record reflections of work in practice; nurses must write five reflective accounts, reflect on practice-based practice and feedback, and engage in reflective discussions and activities with colleagues. Although, RCN (2016) also discussed reflection helps nurses to think about, plan and deliver a higher quality of care and safe care to patients/clients. However, Laal & Laal (2012) states there are many barriers to lifelong learning as individuals may lack motivation and time for continuing learning or may not have learning opportunities readily available for them. Nonetheless, I believe that most barriers can be overcome, and lifelong learning can be achieved.

Lifelong learning will help me develop emotional intelligence as a student nurse. Developing emotional intelligence is very important to me. According to Codier & Codier (2017), poor communication makes up most medical errors across nursing and other healthcare disciplines. However, Karimi et al (2014) state that nurses must be able to control and manage their emotions to communicate empathetic concerns with their patients. Furthermore, Cohen- Katz (2016) mentions a nurses’ development of emotional intelligence enables better care for patients. Emotional intelligence can also improve individuals performance, interpersonal relationships and team functions, Codier & Codier (2017). Fernandez (2012) discusses emotional intelligence as ‘the capacity of the individual to monitor their own and others’ feelings and emotions, to discriminate among them, and to use the information as a guide to their thinking’. From my understanding of emotional intelligence, it is a constant lifelong learning skill for nurses and is a skill I will continue to develop throughout my career. Cohen Katz (2016) defines emotional intelligence into three key factors which are: allowing time for reflection, and looking after yourself mentally and physically, improve communication and conflict resolution skills, and allowing yourself to admit your own mistakes, and request help when needed. From my understanding of emotional intelligence, it is essential to maintain and develop this skill throughout my lifelong learning. Also, acknowledge as nurses it is essential not to become too resilient as being a nurse requires showing empathy when reasoning and engaging with patients and families, Henry (2017). It would be difficult to become fully resilient as it is natural to act on emotions which why lifelong learning is significant to me as a student nurse, to effectively develop these skills.

Lifelong learning can be achieved through different learning theories. Pritchard (2013) discusses that learning theories such as behaviourism, the social learning theory and social constructivism enable individuals learning. For this essay, I will only be focussing on the social learning theory as it is the most beneficial to me as a student nurse than other learning theories. Bandura (1977) developed the social learning theory and believes that individuals learned by observing the behaviour of others and imitating that behaviour, especially those of importance to individuals such as parent and teachers. The social learning theory is relevant to me as a student nurse as I will be observing my mentor in practice. By observing my mentor and of those who have importance to me for my clinical learning in practice, I will complete tasks and care to patients in a similar way to what I have observed. However, I believe  there are some limitations to Bandura’s (1977) social learning theory. As Ion et al (2017) state that student nurses and midwives may encounter poor practice and care while on practice placement and, I may imitate poor practice and acquire bad habits. To overcome this, I would follow the whistle-blowing policy as governed by the NMC, NMC whistle-blowing policy (2013). Furthermore, I would seek support from my link and personal lecturers at university if I feel vulnerable during any stage in practice placement.

Lifelong learning can be benefited by using different approaches to learning styles. Anderson (2016) states that there are different models of learning styles that have been developed by theorists such as

Kolbs’ Learning Cycle

, VARK and Felder- Silverman Learning Style model. However, for this essay, I will be focussing on the Honey and Mumford model as it has the most relevant to me as a student nurse. According to Honey and Mumford (1992), there are four learning style preferences: reflector, activist, pragmatist and theorist, Rassool & Rawaf (2008). When I completed the questionnaire and founded that my best learning style method is reflector style, this means that I learn best by observing others and take time my time to learn, Rassool & Rawaf (2008). This means as a student nurse I can prepare better and more effectively for essay writing and taking down notes from my mentor when I observe her in practice. However, this may inhibit me as a student nurse as I may need to think and act fast in particular circumstances and without being able to observe, reflect and take the time think, I may not act well in emergencies. However, I believe there are limitations to Honey and Mumford model. Astin et al (2006) state an individual can have at least two preferred learning methods.

Similarly, Miah and Newton (2017) stated that people might not fit into one category of one learning style. I believe I can fit into all the category of Honey and Mumford’s learning style methods. Furthermore, I believe as a student nurse it is essential to optimise learning by experimenting with the learning style that would work best at the present situation. Stirling (2017) suggests that optimal learning occurs when there is some amount of tension in the learning environment so that learners feel challenged when their learning. I believe as a student nurse, adapting to my learning style would be very beneficial when I am in lectures, but in contrast, when I am learning how to carry out procedures. Additionally, I will also have to be motivated to deliver the best care and be confident in my abilities to meet these challenges through evidence-based practice (Noble & Barrett, 2017). Although I am a reflector, I must demonstrate reflective abilities, in adherence to The Code (NMC, 2015) that governs me to reflect on feedback to enhance my practise and performance.

Another learning style which can help with lifelong learning is the VARK model, which was developed by Flemming in 1995. AlKhaswneh (2013) states there are four different learning styles: visual, auditory, reading and kinesthetic. I believe as a student nurse; it is useful to make use o8f all the learning styles in the model, mainly because my percentage encountered all the four learning methods. Fundamentally, I believe kinaesthetic style most applies to me as a student nurse as I will be learning in practice. Although all learning styles will be utilised in different aspects of my theoretical and practical learning, for example, I will use the visual and auditory learning style as I will be observing and listening to my mentor at placement. Nonetheless, I think that the kinesthetic learning style will be the most valuable overall, Khanal et al (2014).

Rycrofft-Malone et al (2004) state that nurses are encouraged to use evidence in their practice, but generally evidence is interpreted as ‘research’. Research can be defined by the exploration into a subject or theory to find new ideas or to develop knowledge and methods, Pooler (2014). Research is essential to me as a student nurse because there may be further information that can help improve services. This is especially important to support the care given to an ever-diversifying range of patient needs. (Noble & Barrett, 2017). Engaging in research to help practice and reflection, facilitates the commitments and culture of lifelong learning in nursing (Bindon, 2017).  Adam & Drake (2006) states that evidence-based practice is vital to making good decisions as a nurse and ensures patients are receiving good quality of care. As being a first-year student nurse, I believe it is important to keep reading and observe my mentor at practice. Furthermore, keep up to date with NMC, RCN and NHS news, policies and regulations.  Additionally, useful reflection on own practice serves as a self-improvement tool to encourage professional growth and potentially improves patient outcomes. (NHS, 2016; Johnson et al., 2014).As the student is ultimately responsible for their learning, it is essential that they form a relationship with mentors and communicate individual learning needs so that the mentor can adequately support their mentee’s needs and facilitate their learning. (Vinales, 2015). (Johnson et al., 2014) also states that continuous collaborative continuous collaborative reflection, evaluation and appraisals enhances individual professional development, empowers the learner by boosting their confidence and has the potential to improve patient outcomes.

As a student nurse even though I feel I should be knowledgeable about some medications, others may feel it not necessary for student nurses to know in-depth information. Similarly, Achterberg, Schoonhoven & Grol (2008) studied the implementation of evidence and research in practice and found that although many nurses carry out research, they do not always effectively use evidence-based practice. Nonetheless, as a student nurse, I feel more encouraged to learn to research more about factual whether it concerns medication handling or personal care. I believe it is essential to put patients at the centre care which will help develop professionally as a nurse.

In conclusion, I believe that lifelong learning is essential for me and other nurses’ professional development.  Policies, regulations, procedures and medicine are continually changing therefore as nurses we need to keep up to date with knowledge and new, said information. Furthermore, I feel that developing my emotional intelligence and resilience will also be essential for my lifelong learning. Additionally, I feel that the social learning theory will be useful throughout my career as I will always be around other healthcare professionals observing and learning. I also believe this social learning theory is best for nurses professional development. In relations to learning styles, I believe that it is not advantageous to only use one learning style as all styles will be valuable in practice. To conclude, both evidence-based practice and research are fundamental to my professional development as a student nurse so in order to enable the health and safety of patients. Nevertheless, as a student nurse, patients will feel like they are getting the best care if I am knowledgeable about their personal care and can explain why I am doing something a certain way.


References

  • Pritchard, A. (2013;2014;). Ways of learning: Learning theories and learning styles in the classroom (3rd;Third; ed.). Hoboken: Taylor and Francis. doi:10.4324/9781315852089
  • Bandura, A. (1977). Social learning theory. London (etc.);Englewood Cliffs;: Prentice-Hall.
  • Ion, R., Smith, K., & Dickens, G. (2017). Nursing and midwifery students’ encounters with poor clinical practice: A systematic review. Nurse Education in Practice, 23, 67-75. doi:10.1016/j.nepr.2017.02.010
  • Barker, C., King, N., Snowden, M., & Ousey, K. (2016). Study time within pre-registration nurse education: A critical review of the literature. Nurse Education Today, 41, 17-23. doi:10.1016/j.nedt.2016.03.019
  • NMC whistle-blowing policy. (2009). Community Practitioner, 82(7), 6.
  • Stirling, B. V. (2017). Results of a study assessing teaching methods of faculty after measuring student learning style preference. Nurse Education Today, 55, 107-111. doi:10.1016/j.nedt.2017.05.012
  • Bindon, S. L. (2017). Professional development strategies to enhance nurses’ knowledge and maintain safe practice. AORN Journal, 106(2), 99-110. doi:10.1016/j.aorn.2017.06.0
  • Astin, F., Closs, S. J., & Hughes, N. (2006). The self-reported learning style preferences of female macmillan clinical nurse specialists. Nurse Education Today, 26(6), 475-483. doi:10.1016/j.nedt.2005.12.007
  • Khanal, M. K., Dhungana, R. R., Bhandari, P., Gurung, Y., & Paudel, K. N. (2017). Prevalence, associated factors, awareness, treatment, and control of hypertension: Findings from a cross sectional study conducted as a part of a community based intervention trial in surkhet, mid-western region of nepal. PloS One, 12(10), e0185806. doi:10.1371/journal.pone.0185806

  • https://rcni.com/hosted-content/rcn/first-steps/lifelong-learning

  • https://www.nmc.org.uk/globalassets/sitedocuments/nmc-publications/nmc-code.


    pdf

Critically analyse communication factors concerning nurses

Introduction and Discussion

There can be health communication issues among nurses giving care to patients such as for example patients positive with breast cancer. Health communication among nursing care unit is a tough responsibility wherein oncology serves as one underlying factor in determining actual communication process. There can be imperative base of nurses skills in a clinical manner in which several cancer oriented nurses have received formal training in dealing with patients and communicate with them in all care level. Thus, there might have inadequate health related communication provided by nurses, can be due to culture related factors of breast cancer patients themselves like for instance, age and gender factors, family and social economic factors that adhere to the everyday life and work of these patients.

Poor healthcare communication among nurses may come into the picture without spontaneous and precise conformity of both sides. This means that, nurses should overcome culture related hindrances to apply effective healthcare communication mostly to those breast cancer patients living in remote areas and or indigenous sites. Health communication problems that are brought about by certain culture barriers can ideally cause such distressing mood for breast cancer patients as well as with their families, who often want considerable and accurate information coming from nurses and care providers more often as possible. Some of the patients leave consultation unsure about diagnosis and prognosis when culture communication issues strikes in a confusing way and the lack of compelling awareness by nurses in lieu to further diagnostic tests on patients’ situation and true standing of well being, putting communication issues in black and white state can lead to unclear health management plan and in turn, nurses will be uncertain about real therapeutic intent on the breast cancer treatment.

Accordingly, there have been initiatives upon improving health communication skills training for nurses and other care professionals located in the breast cancer field from influencing culture continuum in broader communication stature of nurses giving ultimate patient care and support. Health communication difficulty may slow down conscription of breast cancer patients into clinical trials, delaying introduction of effective innovative treatment into healthcare base.

The shortage of effective health communication among nurse specialists and care setting can cause culture oriented perplexity and such loss of poise amongst nursing care team. Culture disparities can put the scenario on higher assumption, healthcare system advocates will acknowledge insufficient training in health communication and management skills can be served with little dedication thus, contributing to nurses’ stress, lack of job pleasure and poignant burnout in the work area.

Case Study Example

Culturally, there is a stigma associated with the word ‘cancer’ that some cultures perceive such as rude and disrespectful while other cultures think of it as an offensive term. Egyptian breast cancer patients, for example, believe that in dealing with illnesses within a family context they should be dignified (Butow, Tattersall and Goldstein, 1997). Same goes with other cultures such as the Navajo or the Native American tribe in Northern America. Navajo people also illustrate diverse cultural attitudes when it comes to dealing with various illnesses. What is important for these people is the feeling of orderliness and harmony hence disruptions by receiving negative information is frowned upon (Baile et al, 2002). As such, Navajo people perceive adverse diagnosis and prognosis as curse (Mitchell, 1998).

Further, communications pertaining to cancer are also culturally bounded hence there is a need to carefully consider the cultural background of an individual before information about the cancer can be communicated to him/her and the family. As such, there are also familial barriers related to telling the truth (truthfulness) to terminal cancer patients. Taiwanese family members believe that there is no need to tell aged patients about their condition since they can be better-off unknowledgeable of cancer (Hu et al, 2002). On the other hand, Ethiopian refugees with cancer believe that it would be better to tell the family first about their condition. However, information that is unfavorable should not be given at night for the purpose of avoiding the burden of sleepless night (Mitchell, 1998).

When it comes to the breast cancer experiences of Asian American women, Tam Ashing et al (2003) found out that there are cultural factors as well as gender role and family obligations that can contribute to the women’s inadequate involvement in their treatment. This manifests that while there is abundance in the study of cultural standpoints on the disclosure of the diagnosis and in the study of how culture affects the communication process, there is little study on the cultural influences on the interrelationship of patients and health care providers. How culture may affect the information patients might want and their participatory preferences as well as other interactions warrant future study (Tam Ashing et al, 2003).

Cultural Factors

Age, Race, Ethnicity and Communication

Communication problems may emerge because of the differences in communication between nurses and doctors and the patients as well, better patient and nurse communication has been associated with patient choice regarding their treatment, satisfaction level of care and quality of care provided to cancer patients especially for the vulnerable groups like aged and disadvantaged (Liang et al, 2002). It was found out that age and [Latina] ethnicity are negatively associated as older age patients receive less interactive informational support from their respective physicians compared to their younger counterparts (Maly, Leake and Silliman, 2003). As it involves interactive information support, proponents noted that there is a need to improve the quality of communication at the patient-physician level. Proponents also noted that this is a significant venue to reduce age and ethnic treatment disparities among breast cancer patients (Maly, Leake and Silliman, 2003).

In specific cases, breast cancer patients aged 80 years and older are reported to be receiving markedly less information about treatment options as compared to younger patients (Liang et al, 2002). These patients stated that they were communicated with fewer choices for treatments. Likewise, they noted that they were less likely talked to by their surgeons and their surgeons were less like to initiate communicating with them (Liang et al, 2002). Silliman et al (1998) emphasised the significance of communication between older breast cancer patients and their respective physicians. And while older women tend to obtain information from other external resources, these women mostly depend on the informations that their physicians can provide them.

Regardless of expectation and knowledge about the value of communication, breast cancer patients undergo surgery less frequent than younger women. Even though many factors could explain patterns of care, (Zuckerman, 2000) it is possible that quality of communication between patients and their nurses contribute to observed treatment variability though medical standard of care (Zuckerman, 2000).

Socioeconomic Status

When it comes to decision-making about their health, younger and educated breast cancer patients are more ready to take active roles. Nonetheless, it was observed that low income and uneducated women diagnosed with breast cancer are communicating less with their respective physicians. This is more so when it comes to their preferences for treatment and other concerns and fears (Degner et al, 1997; Hietanen et al, 2000; McVea, Minier and Johnson Palensky, 2001; Zuckerman, 2000).

Being unmarried, older women are also diagnosed with the disease also discussed risk factors frequently with their physicians. This group also predicted to prefer to receive conservative therapies as treatment (McVea, Minier and Johnson Palensky, 2001).

Influence of Culture/Ethnicity/Language

In lessening the levels of distress experienced by the breast cancer patients and their families upon learning of the disease, there are culturally appropriate approaches especially in terms of communication. For the clinicians, being aware of these cross-cultural communication practices about disclosing cancer diagnosis means developing sensitivities to the expectations of the involved. As such, during discussions of diagnosis and treatment options for patients from various cultures, clinicians shall consider striking a balance on commitment to straightforward discussion while also respecting the cultural values of the patient (Hern, Jr., 1998).

Commonly, breast cancer patients with Western background tend to conform to certainty, expectedness, power and available outcomes (Mishel, 1990). Such Western philosophies engendered fostering of self-determination and autonomous decision-making (Gordon and Daugherty, 2003). As a cultural prerogative, the need for complete information to make accurate evaluations about their health is reflected as a social value (Hern, Jr. et al, 1998). The Western culture is particular of what is good, just and ethical in receiving health care, this forms part of the principle of self-determination where the goal is to make autonomous decisions about their treatment (Baile et al, 2002).

The Cancer Patient’s Family

Families of the breast cancer patients can aid the patients in making better, informed decisions about their care and treatment (Ballard-Reisch and Letner, 2003). There is a need therefore to shift patient decision-making with family-centered strategies particularly because most decisions in cancer health care are carried out in the familial care and obligation context. Active role of health care practitioners is shaped by their structured and ongoing dialogue with the members of the family of the patients. Dialogues between the two mostly centered on the goals of treatments, care planning and expectations about patient outcomes (Given, Given and Kozachik, 2001).

As an advanced part of the cancer care, caregivers specifically coming from the family should be treated as an integral part of the process (Given, Given and Kozachik, 2001). In the cancer care scenario, while nurses may easily attend to the needs alongside those of cancer patient caregivers should be also given a legitimate place in the medical setting (Morris and Thomas, 2001).

Other Communication Barriers

There are indirect indications that signal emotional needs from the patients than direct requests for informational support. In parallel, health care providers can readily respond to direct expressions of need coming from the patients. The problem lies in the difficulty in detecting and responding to the indirect signals that cues patient needs. Indirect communications that are not immediately and easily identified by the care providers could be allusions as well as paraverbal expressions and nonverbal behaviors (Butow, Brown, Cogar et al., 2002).

It would be easy for the breast cancer patients to assume that their physicians will naturally make them informed of relevant things. However, patients do not necessarily ask for information as this may appear ignorance on their part while some patients may feel guilt when eating most of the busy nurses’ time (Fallowfield and Jenkins, 1999; Maguire, 1999).

Other communication barriers may include the presence of multiple specialists that the patients may see within the treatment team (middle level practitioner, nurse) hence becoming confused. Other than the educational background of the patients, anxiety and medicinal side effects may affect the comprehension and understanding of the patient (Towle and Godolphin, 1999; Ballard-Reisch and Letner, 2003).

Role of Nurses and Communication

Nurses play an important role in communication and supporting breast cancer patients especially that they are a part of a multidisciplinary cancer team. Nurses perform different functions in various stages of the breast cancer trajectory. Nurses served as the initial interface or the first clinical contacts for patients and their respective families (Fallowfield and Jenkins, 1999; Maguire, 1999). Thereby, nurses create a supportive environment throughout the course of the patient’s care. Nurses are also served as critical sources of information particularly on procedures, treatments and other phases of the patient care. Since they spend most time with the patients, nurses are considered to be the most trusted member of the cancer team when it comes to informational support (Fallowfield and Jenkins, 1999; Maguire, 1999).

Nurses, as part of the supportive environment, also deal with the emotional needs of the patients upon learning the diagnosis. As such, nurses are able to witness emotionally draining situations including the anger of the patients as well as their family members or the withdrawal and depression of these people. Nurses acts as physician extenders as they manage most of the daily care of the breast cancer patients. Nevertheless, communicating with them has been acknowledged most important aspect of being a nurse (Armstrong-Esther et al, 1989; Van Cott, 1993).

Furthermore, communication serves as an important aspect of the quality of care, from several studies it appears that poor communication is the largest source of dissatisfaction in patients (Macleod Clark, 1985; Ley 1988; Davies and Fallowfield 1991). As an outcome, the quality of care may improve with effective communication. Effective communication does not just depend on the acquisition of the right communication skills (Wilkinson, 1991). From the preceding account, there appears that time pressure, especially in the residential home, is determinant for the verbal communication of nurses and the topics that come up for conversation. As nurses experience more time pressure they talk less about topics concerning lifestyle and emotions. There can be an important point for consideration because, in nursing, high pressure is often present, appeared that simply employing more staff does not lead to better communication (Pool, 1996; Liefbroer and Visser, 1986; Wilkinson, 1991).

Conclusion

Therefore, poor communication with health professionals and in particular nurses creates the most distressful situations for breast cancer patients and their families. In addition, small research has been undertaken to examine specific culture related problems and challenges that confronts the nursing community There will be a need to conceptualise the perceptions of the nurses about communication as well as how they perceive the potential barriers and strategies of overcoming these communication barriers Thus, it can be that nurses described communication difficulties being encountered when interacting with cancer patient families.

The culture related factors appeared to be central determinant of quality of nurses’ healthcare communication as nurses described difficulties associated with delivery of bad news and treatment plans that are not evidently defined for the breast cancer patient. Indeed, effects of poor communication on nurses were remarkable and brightly described, recommendation for nursing clinical practice and subsequent research are to take place in time. Lastly, upon continuing of nursing education nurses should be trained to be sensitive to the needs of patients and will need to create atmosphere that facilitate cancer patients’ question and express imperative needs. Amicably, nurses should be trained to use their time efficiently thus, appeared that nurses’ verbal communication is hardly connected to patient characteristics. Then, it is important for nurses to learn how to standardize cancer patient needs, in order to offer nursing care that is tailored to effective health communication and the success of it.

A list of wellness and family nursing diagnoses, from J. R. Weber’s Nurses’ Handbook of Health Assessment (5th ed.)

A list of wellness and family nursing diagnoses, from J. R. Weber’s Nurses’ Handbook of Health Assessment (5th ed.)

 

 

Details:

Select a family to complete a family health assessment. (The family cannot be your own.)

Before interviewing the family, develop three open-ended, family-focused questions for each of the following health patterns:

1.Values, health perception

2.Nutrition

3.Sleep/Rest

4.Elimination

5.Activity/Exercise

6.Cognitive

7.Sensory-Perception

8.Self-Perception

9.Role Relationship

10.Sexuality

11.Coping

NOTE: Your list of questions must be submitted with your assignment as an attachment.

After interviewing the family, compile the data and analyze the responses.

In 1,000-1,250 words, summarize the findings for each functional health pattern for the family you have selected.

Identify two or more wellness nursing diagnoses based on your family assessment. Wellness and family nursing diagnoses are different than standard nursing diagnoses. A list of wellness and family nursing diagnoses, from J. R. Weber’s Nurses’ Handbook of Health Assessment (5th ed.), can be found at the following link:

http://web.archive.org/web/20120526135152/https://jxzy.smu.edu.cn/jkpg/UploadFiles/file/TF_06928152357_nursing%20diagnoses%20grouped%20by%20functional%20health%20patterns.pdf

Prepare this assignment according to the APA guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.

The impact of the IOM report on nursing practice, particularly in primary care, and how you would change your practice to meet the goals of the IOM report.

The impact of the IOM report on nursing practice, particularly in primary care, and how you would change your practice to meet the goals of the IOM report.

 

 

Review the Institute of Medicine (IOM) report: ”The Future of Nursing: Leading Change, Advancing Health,” focusing on the following sections: Transforming Practice, Transforming Education, and Transforming Leadership.Write a paper of 750-1,000 words about the impact on nursing of the 2010 IOM report on the Future of Nursing. In your paper, include:The impact of the IOM report on nursing education.The impact of the IOM report on nursing practice, particularly in primary care, and how you would change your practice to meet the goals of the IOM report.The impact of the IOM report on the nurse’s role as a leader.Cite a minimum of three references.Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.This assignment uses a rubric. Students should review the rubric prior to beginning the assignment to become familiar with the criteria and expectations for successful completion.

Use of Lidocaine and Sodium Thiopental for Pain Management




Different premedication admixture with propofol to attenuate pain severity


induced by propofol injection:


a double blind randomized controlled clinical trial




Abstract


Background and Objective

Propofol has widely used due to providing pleasant anesthesia and rapid recovery. However; injection pain is one of the main side effects of a propofol that has remained as an undesirable problem. This study compares the effect of thiopental, lidocaine, fentanyl , normal saline admixture with propofol compared with only propofol on injection pain induced by propofol


Materials and methods

A double blind randomized controlled clinical trial was conducted on 257 patients that were randomly allocated to one of five groups to receive only 2mg/kg of Propofol type Fresenius One percent in group I, 2 cc of Lidocaine 1% in group II, 2 ml of Normal Saline 0.09% in group III, 50 mg Sodium Thiopental in Group IV and Group V were injected 100µg Fentanyl before injection of Propofol. Verbal Rating Scale was used for assessing pain.


Results

A significant decrease in pain severity during injection was achieved in group II (lidocaine ) and IV (Thiopental) compared to other groups. Fentanyl was also effective in reducing moderate pain.


Conclusion:

We found that Thiopental and lidocaine reduce more effectively incidence and pain severity than other groups. It seems that aforementioned drugs bee more appropriate as an alternative method to diminish propofol injection pain than others treatment in this study.

Key Word:


propofol, injection pain, premedication


Introduction

Preoperative care cause satisfaction for patient in recent years(1)Propofol is the drug that has attained popularity which has widely used owing to its fast onset time ,short-acting duration , and trivial adverse effects (2) despite these favorable attributes, the prevalence of injection pain has been reported 68-90% and has been ranked seventh among the 33 undesirable clinical problem in anesthesia(3-6). Injection pain severity was reported 5.6 ± 2.3 by measuring system of Visual Analog Scale , which represents unfavorable pain (7). Up to now, different ways have been studied and recommended to reduce the incidence and pain severity of Propofol injection. Among various methods,


emollient of Propofol (8, 9) and using numerous drugs including Lidocaine (10), Thiopental(11) ,Alfentanil (12) and Gransytron or Ondansetron(13)can be noted. There are different emollients of Propofol in Iran such as Fresenius Propofol 1% which has a side branch of a long triglyceride (LCT) and Lipuro Propofol 1% which has side branches of medium and long triglyceride (MCT/LCT) ,that is assuming that later one is more effective in reducing injection pain(14). Lidocaine as a local anesthetic inhibits the beginning and conduction of nervous impulses by decreasing the penetration of nerve membrane to Na+. It prevents the membrane depolarization, effluence and conduction of potential . It’s systemic absorption is rapid via skin and phlegm (throat, respiratory system) (15).Fentanyl is a drug which usually used as a premedication, because of the rapid and short onset, intense analgesia, Stable cardiovascular hemodynamic as well as less histamine release (16). Thiopental from barbiturate family causes hypotension but has a high ability to protect nerves and control ICP (17). Ondansetron is a modern antiemetic drug which is chosen as the antagonist of Hydroxyl Triptamin type 3. This drug reduces nausea and vomiting and its complications are also very low(18). Different advantages of aforementioned drugs for pain persuaded us to use them to understand that how much they can reduce propofol injection pain and which one is more effective.


Methods:



A double blind randomized controlled clinical trial was performed on 257 patients, after obtaining confirmation from both Golestan University of medical science and 5th Azar hospital ethical committee approval. Signed written consent was taken from all subjects before surgery. Including criteria were patient aged between 15 to 55 years old with ASA Ι, ΙΙ (American Society Anesthesiologist) that candidated for elective surgery, such as bowel obstruction, hernia, laparatomy , during 1390 to 5th Azar educational hospital in Gorgan, northeast of Iran.

Alcohol consumption or taking any pain medication during 24 hours before surgery, a history of neurological disease, chronic pain syndrome, thrombofelebit, advanced systemic disease (such as advanced diabetes), and any contraindication based on injection of Propofol led to patient withdrawal from the study. Measuring patients’ pain using VRS (


Verbal Rating Scale) from zero to three which has been developed by MC Hunter and Crirrick. Detail shown in (table 1). After patient’s entering into the operation room ,a No. 20 cannula were inserted in the biggest vein in no dominate hand. (without injection of a local anesthetic) and was connected to normal saline solution (without start of infusion).


Difference between the two independent proportion formula calculated 24 samples for each group, however, considering five groups in our study, adjusted for sampling (19) was calculated, (

=


= 2*24 = 48 48*5= 245 )

g

assume as the number of groups that 245 samples calculated. To achieve as same power as parametric tests we also used the efficiency power of nonparametric test, so that the sample size was multiplied by inverse 95 percent (20)which finally 260 samples was considered.

Simple randomization allocation method was used to assign patients into five groups, so that five


envelopes which containing the name of drugs was prepared and


one out of five randomly selected for a patient and this approach repeated for all patients. In the first group (53 patients)


2mg/kg of


Propofol type Fresenius One percent (MCT/LCT) was injected. In the second group (50 patients),


2 cc of Lidocaine 1% before use of Propofol was injected . The third group (48 patients),


received


2 ml of normal saline 0.09% before the injection of Propofol .Group IV (54 patients)


50 mg Sodium Thiopental before injection of Propofol type Fresenius was injected. Group V (55 patients) also received 100µg Fentanyl before injection of Propofol. The place of injection is the dorsal vein of the hand. None of the patients received premedication and they were asked about the pain in injection place, 5-10 seconds after injection of 25% of anesthetic induction dose. And it was inscribed in questionnaire and after lessening the level of patients’ consciousness the rest of the anesthetics were injected. Anesthesia method were be same in all patients. The Propofol we wanted to use kept at room temperature (21 centigrade). Patients and the


anesthesia nurse who filled out the questionnaires won’t know about the injected solution. And there is no chance to distinguish the solutions because they had the same color, volume and also the same shape. The first anesthesia nurse prepared the medication and injected by the second anesthesia nurse, the measure of pain and discomfort in hand examined by third anesthesia nurses and the questionnaire filled out by the fourth anesthesia nurse .To determine the relationship between premeditation and a measure of the pain Mann-Whitney and Kruskal- Walis test was used and demographic feature was also compared using ANOVA and Chi Square test with Spss 11.5.


Results

257 out of a total 260 participated patients were analyzed in our study and 3 cases due to lack of condition were exclude. Characteristic of study subject including age, gender, weight and ASA physical status were presented in table2. No statistically significant difference saw in demographic characteristics of all groups and were comparable. (Table 2)(p>0.05)The overall and detailed of pain incidence shown for all groups in (table 3).Pain intensity at propofol injection in lidocaine and thiopental groups was much lower than three other groups especially in severe pain however fentanyl were also better than normal saline combined with propofol and using propofol only. No patient experienced spo2 less than 95% and heart rate lower than 50/min. No complication and adverse effect (eg, pain, allergic reaction, inflammation, edema, wheal ) were observed at the injection location 24 h after surgery. There was no conflict of interest .


Discussion

Pain during propofol injection causes anxiety and can interfere an appropriate anesthesia. Pain during Propofol injection mechanism is not well known yet, But it is suggested that perhaps a direct stimulating effect causes the immediate feeling of pain, or an indirect effect dependent on mediators release lead to begin pain.(15) dilatory pain (after 10 to 20 seconds) results from an indirect effect on the endothelium owing to the release of Cyanogens(21). Fat-soluble causes the increased activity of plasma’s kallikrein-kini system that leads to production of bradykinin. These interactions cause dilation and increased permeability in the peripheral veins, lead to an increase in Aqueous phase of Propofol with the endothelium and free efferent nerve endings between the media and intima of vessel wall and eventually cause pain (22). Finally we can say Propofol is a kind of drugs which stimulate skin, phlegm and inner vein wall(23). Gozal and Freeman (24-26) have debated, confined area size between the endothelium and drug is more influential than absolute drug concentration.

A various method such as temperature(27) dilution(28) concurrent use of drugs(29-31) , give a variety to speed injection(32) has been used to attenuate propofol injection pain but different lidokaine dose and technique mostly use to attenuate for such pain (33)Analgesia results of Lidocaine in pain reduction following Propofol injection is not only because of it’s local analgesia but also it causes the decrease in Propofol Ph, and according to a hypothesis, Ph decrease causes Propofol moving into lipid phase and decrease Propofol in Aqueous phase and therefore lead to decreasing pain.(34, 35). In the present study, injection of Lidocaine before Propofol injection leading reduction in pain that the findings are compatible with other studies (23, 26, 36) but with the exception that their doses which were more than ours. Nevertheless controversy still exists (37) maybe for using higher dose in our study . The effect of Sodium Thiopental in pain reduction was accorded with other studies (8, 35, 38, 39). Fentanyl is also diminishes such pain but not as much as lidocaine and thiopental that is consistent in diminishing pain with others investigations (40-42)


Conclusion

This study finding shows that use of Lidocaine and Sodium Thiopental in comparison with other medications cause more reduction in pain especially in severe pains but lidocaine is more available cheaper than thiopental . Although no significant observed between some groups in pain reduction but pay attention to our founding in frequency of pain suggest using propofol with any premedication even normal saline better than injected propofol alone.