A description of the health service needs of the vulnerable population.In the first two written assignments , you selected one vulnerable population in need of a new program or service in your community.

A description of the health service needs of the vulnerable population.In the first two written assignments , you selected one vulnerable population in need of a new program or service in your community.

In this project, you will finalize the research that allows you to understand elements that go into designing and launching a community service. The Final Project will be written using a persuasive tone, such that you would be able to present it in order to gain community and organizational support for your program. The Final Project must demonstrate an understanding of the reading assignments, class discussions, as well as your research and application of new knowledge. Your project must contain the following elements:

A description of the vulnerable population and why they need assistance in your community.
A description of the health service needs of the vulnerable population you have chosen to serve with your program.
In order to support the need for the service you propose, cite statistical data obtained from your county health department, state health department, and organizations or agencies who serve the vulnerable population.
A description of your proposed community service or program; include the specific service(s) provided and one continuum of care level (prevention, treatment, or long-term care). Explain how the selected service(s) and the continuum of care will impact the chosen population.
Please follow and like us:

Describe biological factors that influence the formation of personality

Describe biological factors that influence the formation of personality

Presentation – Biological and the Trait Perspectives Power Point Presentation Week 3

analyze biological and humanistic approaches to personality. Choose one of the following topics:

1. Describe biological factors that influence the formation of personality

* Inherent predispositions (genetics) and abilities

* Darwin & evolutionary personality theory

* Temperament and personality

* Right brain/left brain personality differences

* Twin studies

* Physical differences/changes and personality

2. Examine the understanding of biological influences on personality

* Good genes – bad genes – master race?

* Biological approach to personality

* Looks and personality

* Personality attributable to social mechanisms

* Survival of the fittest – eugenics – human genome

* Inferior/superior personalities

* Gender and personality

3. Trait theory and personality development

* Personality measurement as a predictor of behavior

* Measurement of psychological adjustment

* How does heredity and environment influence personality development

* Describe the Big Five Factor Theory and its uses

4. Explain the basic aspects of Allport’s Theory

* Describe the major themes of the theory

* Personality traits as described by Allport

* Explain Social Phenomena

* Humanistic-Existential view of personality

Create an 8 – 10 minute presentation with Microsoft® PowerPoint” (Option! Prezi or Xtranormal).

Divide topic into 3 – 4 subtopics and prepare 2 – 3 slides of explanation for each.

Resources

Personality: Classic Theories

Tips for Creating a Microsoft® PowerPoint® Presentation

Include at least two of the following media drawn from outside sources and accurately cited consistent with APA guidelines:

Images/visuals (cite in an Image Reference Page for each image used)

Audio clips

Short video clips

Brief text descriptions and identifiers

Charts/graphs

Health Care Programs Discussion

Health Care Programs Discussion

Health Care Programs Discussion

The development of diseases or the state of wellness and health are influenced by social, economic, environmental, and demographic factors of a population. As such, population statistics play a major role in determining the health status of a community or the distribution of diseases within that community.

You are the public health officer or health care administrator in charge of finding a prevention and intervention program to address public health issues in your community. You have been asked by your supervisor to create a report on the public health issue that you will be working for.

Based on your findings, express your views on the following:

  • What are the health problems or issues currently impacting your community?
  • What is the demographic data of your community as given on the U.S. Census Bureau website?
  • According to the data related to morbidity, mortality, and prevalence, what are the incidence rates of the diseases in your community?
  • What are the health care requirements of the community?
  • How do you plan to assist in the prevention and intervention programs of your community?

Please click here to access a CDC resource that may be helpful in completing this this assignment.




ORDER NOW FOR CUSTOM-WRITTEN, PLAGIARISM-FREE PAPERS




You must proofread your paper. But do not strictly rely on your computer’s spell-checker and grammar-checker; failure to do so indicates a lack of effort on your part and you can expect your grade to suffer accordingly. Papers with numerous misspelled words and grammatical mistakes will be penalized. Read over your paper – in silence and then aloud – before handing it in and make corrections as necessary. Often it is advantageous to have a friend proofread your paper for obvious errors. Handwritten corrections are preferable to uncorrected mistakes.


Use a standard 10 to 12 point (10 to 12 characters per inch) typeface. Smaller or compressed type and papers with small margins or single-spacing are hard to read. It is better to let your essay run over the recommended number of pages than to try to compress it into fewer pages.


Likewise, large type, large margins, large indentations, triple-spacing, increased leading (space between lines), increased kerning (space between letters), and any other such attempts at “padding” to increase the length of a paper are unacceptable, wasteful of trees, and will not fool your professor.


The paper must be neatly formatted, double-spaced with a one-inch margin on the top, bottom, and sides of each page. When submitting hard copy, be sure to use white paper and print out using dark ink. If it is hard to read your essay, it will also be hard to follow your argument


The History Of Reflection Theory

In scientific terms reflection is seen as light, heat or sound striking a surface to give off a reflection. Reflection is also seen as philosophical understanding of how one can gain knowledge through experience and use different approaches to the same scenario (Johns and Freshwater 2009 and Chambers et al 2012).

The novel idea of reflection rose from a theorist John Dewey (1859-1952); his proposed view on reflection is described as persistent, active thinking and taking into consideration the supporting evidence that forms knowledge to the given situation. This theorist suggests that the person uses their mind and emotions to facilitate reflection (Bulman and Schutz 2008). This suggests that Dewey describes reflective individuals has being open-minded, responsible and wholehearted (Vachon and Leblanc 2011).

Dewey’s perception of reflection was a platform for many authors to elaborate on in terms of understanding reflective practice.

Johns

and Freshwater (2005) propose that health professionals should find the meaning of reflection through description rather than definition because to define reflection is to suggest the author has authority over its meaning. This in turn allows reflections models and frameworks to be used intuitively giving a more holistic approach, it can be subjective and purpose driven (Johns and Freshwater 2005).

Mann et al (2007) describes

Schon’s (1983) view

that reflection can happen in two ways: reflecting upon activities whilst they are happening called reflection in action (present reflection) and reflecting upon activities once they have happened (reflecting on the past).

Rolfe et al

assert that reflection is the engine that facilitates superficial learning into finding a deeper understanding that enables the practitioner to transform what is known to knowledge in action.

Reflection Model and frameworks

The reflection framework developed by Schon and Argyris (1992) involves three elements: (1) knowing-in-action (2) reflection-in-action and (3) reflection-on-practice (Ghaye and Lillyman 2010). Ghaye and Lillyman (2010) have extrapolated Schon’s work to include knowing-in-action; they propose that practitioners ‘customise’ and ‘tailor’ their own knowledge or theories to the situation presented. Knowing in action is described further by Carper (1978) who identifies five approaches to knowing in action; empirical, personal, ethical and aesthetic knowing ( Newton and McKenna 2009).

Reflection-in-action by Schon and Argyris (1992) has been adapted from Schon (1983) it is to do with reflecting in the moment without disturbing care. It involves thinking ‘on your feet’ Ghaye and Lillyman (2010) propose that whilst this may be a complex process it is by far the most effective when clarifying that needs of patients are being met. It is the way in which practitioners compose themselves to handle and resolve difficult situations when being faced with them (Schon 1992). This could entail thinking of what needs to be said to patients whilst talking to them already. Gustafsson and Fagerberg (2004) state that Schon (1983) believes reflection-in-action allows nurses to display a combined range of skills – abstract knowledge and clinical experience. This type of reflection is difficult to master as is challenge our knowing-in-action and is used by professional practitioners that have acquired technical skills over a number of years Rolfe et al (2011) and Ghaye and Lillyman (2010). Mann et al (2007) state that professional practitioners are able to reflect-in-action because they have the knowledge to do ‘interpretive orientation’ – monitoring, assessing and changing patient care on a continual basis. Mann et al (2007) also state that student nurses are limited to reflection in action because their experiences are not authentic and the role is supervised throughout thus students actions are questioned and changed if necessary to suit patient care. This is why critical reflection is important learning tool for students and can be facilitated by mentors, clinical supervisors.

Schon (1992) reflection-on-action is reflecting back on events taken place. The reflector can examine and analyse the events step by step either within self, discussion with another practitioner or within groups (Ghaye and Lillyman 2010). Greenwood (1998) take on reflection on action as ‘cognitive post-mortem’ this is where the practitioner goes back to review actions that were made during the events. Greenwood (1998) argues that reflection before action is not deemed important for this type of reflection and to be unable to reflect before action is considered erroneous as patient care and outcomes become influenced by these factors.

It is already known that Dewey was the first advocate of learning by reflection, Rolfe et al (2011) summarise Dewey’s (1938) model of reflective learning as experiencing through observing and reflecting on current or past events which leads to gaining new or enhancing knowledge. In modern healthcare however Gibbs (1988) model of reflection see appendix 1 is widely used which is an adaptation of Dewey’s (1938) original model. Gibbs (1988) model asks the practitioner to paint a picture of the event – describe what happened and attach emotions and thoughts to the event. Gibbs then prompts the practitioner to weight what was good or bad about the experience. The third aspect of the model is technical this part asks the practitioner to analyse the situation in the hope to uncover either new findings or confirm the current situation. The fourth aspect is about understanding and finding out what else could the practitioner have done to change the previous outcome of the situation being started and lastly the practitioner is prompted to write an action plan in case the same or similar scenario can take it our (McKinnon 2004). Although Gibbs model appears cyclical it is not clear as to how the action plan which concludes the reflection process is linked back to description (Rolfe et al 2011). Gibbs model of reflection give the practitioner simple and general cue questions which allows the practitioner room to expand their thoughts on also it the most widely used reflection model for student nurses (Bulman and Schutz 2009) in contrast Rolfe et al 2011 state that Gibbs model has a generic and unspecific feel therefore some reflective practitioners find Gibbs model to vague.

Holms and Stephenson (1994 see also Rolfe et al 2011) see appendix 2 shared similar assertions to Gibbs model and therefore they proposed another reflection framework consisting of better designed cue questions. Stephenson framework is aimed towards more on action rather than theorising outcomes. Rolfe et al (2011) suggest that Stephenson and Holms framework mirrors Dewey’s initial interpretation of learning by thinking. However neither Gibbs model or Stephenson framework encompass a clear guideline to how knowledge can be linked to practice apart from asking the practitioners to think about what they would if they encountered a similar situation again.

The framework set out by Johns (2004) is an adaptation of many frameworks and models by many authors (Johns and Freshwater 2005). John and Freshwater (2005) encompassed not only the different aspects of reflection such in-action and on-action but also mindful practice. Benner et al (1996) explains that mindful practice is seen as clinical judgement which is practitioners possessing the ability to see what is happening as it happening in a clinical environment that allows the practitioner to engage ethically with the situation. Johns (1995) framework also included reflexivity which asks the practitioner to revisit the situation and asks interpersonal questions that allow the practitioner to link previous experiences to the current situation. Johns and Freshwater (2005) see appendix 3 have managed to articulate a model of reflection which is structured and concise this model also impacts clinical supervision and can be used for mentoring purposes.

Taylor (2006) see appendix 4 illustrates its model of reflection by using the words REFLECT as mnemonic device where each letter is represents a process of how reflection can take place. Tacit knowledge is displayed in this type of reflection, it is knowledge that practitioners are unaware of possessing and only comes to light when reflecting about the decisions they have made either during or after the event Schon (1987). There is a sense of liberation attached to Taylor’s reflection as it also caused the practitioner to be accepting of news ideas and not to be confined to constraints Taylor (2006) uses a critical friend to encourage reflection. Taylor (2006) understands that changes in awareness is a sure possibility because new insights can arise through reflection this occurs by linking emotions and feelings furthermore it requests the practitioner to ask themselves what have they learnt from their experience. Taylor model of reflection is laid out in manner that demands structured critical reflection and requires a facilitator or critical friend to see the process through this could be a disadvantage because it can be a demanding procedure, not very empowering to challenge top ranking staff and a facilitator may not be available (Rolfe et al 2011).

Kolb (1984) see appendix 5 see also Rolfe et al (2011) model of reflection is directed towards experimental learning, Kolb model is set out such that it asks the practitioner to look beyond describing and observing past events but also to theorise on the reflective events to determine if new approaches can be addressed or implemented.

Kolb’s classic model of experimental learning

consists of four components; experience, observation/reflection, generalization and conceptualisation and active experimentation (Stonehouse 2011). When compared to Gibbs model this model is truly cyclical and reflexive because Kolb sets out to generate a hypothesis to test the clinical setting hence the practitioner is allowed to renew reflecting on the newly modified experience (Rolfe et al 2011).

Reflective Practice

Reflective practice is seen has using reflective techniques to improve, maintain changes in clinical procedures and influence guidelines to encourage greater safety of patients in all areas of health organisations (Bulman and Schutz 2008). Duffy (2007) states reflective practice must clearly be demonstrated by the practitioner for personal and professional development in nursing and other allied health professions.

Price (2004) states that nursing practices can be transformed by facilitating insight and reason by practitioners, Price (2004) also understands that workforces may also be doubtful of the wisdom behind changes to particular strategies for example changes to multidisciplinary team meetings held usually midweek could be changed to a day closer to the weekend and therefore the workforce may be doubtful of referrals being received on time to their relevant partners. Burns and Bulman (2000) and Johns (2000) assert that reflective practice whilst it is patient centred all addresses the untidiness and confusion of the clinical environment.

Benner et al (1996) adds functioning of the practice environment is not as clear cut as a science textbook. Johns (2005) states that learning though reflection leads to enlightenment – finding out who we are, empowerment – having courage to redefine who we are and emancipation – given freedom to make changes to achieve desirable effects. It is the role of clinical supervisors, preceptors and mentors to encourage and implement reflection and critical thinking within their practice environment (Price 2004). Reed (2008) state that mentors are able to support less experienced or new employees by sharing their experience with them and providing a higher level of knowledge and understanding of different work practices. Duffy (2007) uses Williams (2001) to suggest problem based learning provides stimulus for student nurses to develop their critical reflection skills.

Continuing Professional Development

Health care organisations in the United Kingdom have undergone and still continue to undergo changes to how it is regulated (Rolfe et al 2011). The emphasis is largely associated with increasing patient safety and risk reduction (Rolfe et al 2011, Mantzoukas 2008). Evidence-based studies have taught the NHS and regulatory bodies how to change practices and procedures to create better outcomes for patients, they have also encompassed further development for staff to promote a better use of resources through clinical professional development (CPD) (Bulman and Schutz 2009).

The Healthcare Professionals Council (2012) and The Nursing Midwifery Council (2006) state that nurses and midwives must provide evidence and maintain competency levels to remain in employment as nurses and midwives every three years after registering. The NMC does not determine the nature or types of continuing professional development programs to undertake, it is the responsibility of the practitioner and organisation to do this (Gould et al 2006, Munro 2008). Munro (2008) claims self regulation is vital to professional development and is achieved by maintaining a portfolio constructed of professional and personal achievements and certificates of attendance to mandatory competency trainings. Leblanc and Vachon (2011) agree that continuing education programmes such as diabetic training, pressure sore management training and infection control training as well as MSc postgraduate courses such as tissue viability or nursing prescribing courses add to a professional competency portfolio.

Critical Incident Analysis

Reflective practice is deployed when undertaking critical incident analysis (CIA). Critical incidents can be either a surprise event (ref) or series of events that could trigger reflection (Hanning 2001). The analysis process enables the practitioner to pause and contemplate on the situation and to establish meaning to the situation. Critical thinking can be viewed as either negative or positive experiences (Price 2004) and therefore some practitioners have exhibited discomfort associated with critical incident analysis because the process can challenge what they thought they knew as best practice can have undesirable effects and evoke anger, grief, frustration and sadness (Rich and Parker 1995 see also Vachon and LeBlanc 2011). Critical incident events could be viewed as drug errors, nosocomial cross-infection or helping a patient achieve a comfortable, dignified death, closing of wards. However not all incidents have to be as grave as these. CIA can also be viewed as a significant incident where it does not pose immediate threat, however it causes the practitioner to reflect upon the situation in systematic manner (Ghaye and Lillyman 2010).

Communication skills

Non-verbal and verbal skills are used to demonstrate communication which is the sending and received of messages (McCabe 2004). In nursing communication is not only about transmitting information, nurse-patient relationship involves in the transmitting feelings and nurses need to be able to display the appropriate behaviour or manner to demonstrate that their feelings have been recognised (Sheppard 1993 cited in McCabe 2004). Attending behaviour is described by Stein-Parbury (2009) as being ready to listen, maintain good positioning, open body language, eye contact and facial expression these are all are signs of an outward physical manifestation which when a nurse displays is demonstrative of their genuine interest to know and understand their patient. Department of Health (2000) states that good communication between health providers and patients is essential for establishing high quality care. The most important attribute deemed by patients practitioner should have is ‘the willingness to listen to and explain’ patients concerns (Moore 2009).

According to the NMC (2010) the role of nurses is to use their clinical judgment in the provision of care which would enable patients to improve, maintain or recover their health, to cope with health problems, and to achieve the best possible quality of life, whatever their disease or disability, until death. This is where reflection and critical incident plays a role in good communication and evolving our interpersonal skills.

Discussing a patient’s condition and advising them on the therapy available ot giving medication are example of reflection-in-action. Reflection in action causes the practitioner to slow down and think of how to approach the patient, they may assess the situation and decided to leave out medical jargon, and use simplified speech, (Kraszewski and McEwen 2010). There are no specific models to use for these examples it is more about how the practitioner relates to the patient to convey their message is important.

An example of reflection-on-action that enables practitioners to reflect on their communication skills is breaking-bad news. Bad-news has a variety of meanings attached to it ultimately it may leave the patient with fewer life choices (DHSSPS 2003). Guidelines are available to facilitate breaking of bad news. Guidelines are set out to help the practitioner conduct themselves in an empathetic manner it enables them to ensure the privacy and dignity of the patient have been maintained (DoH 2003). Unable to convey the message appropriately to patients and their families it leaves an indelible mark on the nurse-patient relationship (DHSSPS 2003). Breaking bad news is exhausting, emotionally draining and difficult task for practitioners (O’Leary 2010). Because of this it is best for staff to able to reflect upon the situation soon after the event with clinical supervisors, mentor or education facilitators (DHSSPS 2003).

Conclusion

From this study it can be confirmed that reflection has been widely sourced since John Dewey’s initial introduction. The models and frameworks of reflection all ask the practitioner to paint the picture of what happened in the clinical setting and asks the practitioner cue questions to make them relate their feeling and emotions experienced during, or after reflecting. Reflective models that end with action plans do not appear truly cyclical and models that form new hypothesis and allow experimentation to test the hypotheses are reflexive and cyclical. Some of the frameworks ask the practitioner to challenge social conflict within their organisations.

Becoming proficient in reflection helps practitioners nurse gain a greater edge for understanding patient care they can use this asset to becoming mentors and clinical supervisors. Reflective practice can be challenging and some may find it difficult if all we do is analyse what went wrong this is why it is also important to reflect on what was good in practice. Nurses need to provide evidence of continuing professional development they need to be able to withstand rigours checks to make sure the sustain their registration by the NMC using reflective practice within their clinical environment sets them up for achieving this. Reflective practice using either critical incident analysis or emancipatory reflection aids in learning about communication.

Reflective practice can open doors to gaining new knowledge and does not only identify problems encountered but helps nurses to share good experiences. It can positively affect job satisfaction and achievement. Reflection does not have to be a lengthy or exhaustive process allowing room for student nurses or allied health to attempt reflection whilst studying as it this reflective experience that would enrich their knowledge of personal knowing and helps them to link this with patient care.

There are different strategies students and practitioner can use to facilitate reflective practice these include keeping journal log, seeking feedback from mentors and clinical supervisors, having a critical friend, making anecdotal notes having group discussion. Attending MDT meetings and going on ward rounds may also facilitate reflection as the patients are discussed at length from when they first came to the health setting and to what has happened to them since.

Pathophysiology Of Multiple Sclerosis Health And Social Care Essay

Multiple Sclerosis (MS) is an autoimmune disease that affects the central nervous system (CNS) and it’s characterized mainly by demylination of the myelin sheath (CALABRESI, 2004). There are specific types of MS which are; relapsing-remitting type of MS (RRMS), secondary progressive MS (SPMS), primary progressive MS (PPMS), in addition to other types of MS but they are very rare such as progressive-relapsing MS (Norris, wells, 2007). There are many symptoms that specify MS. these symptoms can be categorized into the initial symptoms, the prodromal symptoms, and the symptoms that come along the course of MS (W.B Matthews, 1992). The recent methods of treatment for MS are mainly focusing at slowing the progression of the disease and keeping the symptoms under control, this can be achieved by using combinations of different medications (MCW Health link, 2007).

Patients with MS usually have compromised balance (Fjeldstad, 2009). This can be caused by lesions located in the cerebellum that may lead to ataxia, or it could be as a secondary problem to diplopia, muscular weakness of the trunk or the limbs, vestibular problems, decreased sensory feedback and lower limbs spasticity (Fjeldstad, 2009). One of the new methods discovered to treat and help people with balance problems is the Wii-Fit. Many studies proved that the use of the Wii-Fit improves balance problems and helps people with diseases that may influence balance. Thus the research question of this paper is; is the Wii-Fit helpful in patients with MS who suffer from balance disorders.

Incident

MS was first discovered in 1849, although the first known description of a person with MS was from the fourteenth century in Holland (NINDS, 2007). MS is three times more common in women compared to men (NCEZID, DHQP, 2010). However, in patients who develop the MS symptoms later in life, the gender ratio is more equalized (NINDS, 2007). MS is not known as a childhood disorder because the statistics show that only 2 to 5% of the cases start before the age of 16. In addition, many of the MS symptoms are parallel to those of pediatric neurological disorders like metabolic disorders and leukodystrophies (NCEZID, DHQP, 2010). Finally, there is no universally acknowledged diagnostic criterion to diagnose MS in childhood (NCEZID, DHQP, 2010).

There are no recent statistics that show specifically how many people have MS in the world, but there are 250,000 to 350,000 patients with MS in the United States diagnosed directly by the physician (NINDS, 2007). This single statistic estimates that 200 new cases are diagnosed each week. The majority of patients with MS experience their initial symptoms between the ages of 20 and 40. Symptoms are rarely seen before the age of 15 or after the age of 60 (NINDS, 2007).

Caucasians are two times more susceptible to the disease than any other race (NINDS, 2007). Furthermore, MS is five times more common in temperate climates such as Canada, northern United States, and Europe than in hot and humid region (NINDS, 2007). Scientists have periodically received reports of MS epidemics, and the result was that the Faeroe Islands north of Scotland during World War II had the highest clusters of patients with MS ever. Yet there is no sufficient evidence that there is a direct relationship between the environmental factor and the increasing risk of MS. On the other hand, there is definitive evidence that the risk of developing or even worsening the condition of the disease is greater after acute viral infection (NINDS, 2007).

Pathophysiology of MS

MS is an autoimmune inflammatory disease that affects the central nervous system (CNS) (CALABRESI, 2004). It has no underlying cause and it’s characterized by axonal demyelination followed by degeneration (CALABRESI, 2004). The demylination specifically affects the myelin sheath, which is a shielding fatty rich protein insulator that covers the axons (Norris, wells, 2007). The myelin sheath aids in the rhythmic flow of the nerve impulses and the transmission of action potentials, which allows the communication between the brain and the different parts of the body (Norris, wells, 2007). However, in patients with MS the myelin sheath is destroyed by the body’s immune system. The immune system, which is the body’s defense system is malfunctioned in patients with MS, it fails to differentiate between the body’s own tissues and the foreign bodies, and starts to send diseased fighting cells to the CNS tissues to begin the destruction of the body’s own myelin sheath. When the body’s immune system starts to attack the body’s tissues this is called an autoimmune disease (Norris, wells, 2007).

Patients with MS usually experience their first symptoms as young adults (Norris, wells, 2007). Most of the patients are diagnosed with this condition at a young age, because very often at this age patients are going to school, driving a car, or starting a family. While performing the different activities of their life; patients eventually realize that they are not functioning well and there is something they need to be concerned about. Approximately 80 percent of patients with MS have their symptoms in a relapse and remit state; meaning that the symptoms come and go, making both the diagnosis and prognosis difficult (Norris, wells, 2007). MS is considered a non contagious disease and in most cases it does not shorten the patient’s life span (Norris, wells, 2007).

There are specific types of MS; 80 percent of patients begin with the relapsing-remitting type of MS (RRMS), which is characterized by the short-term flare ups or what is commonly called exacerbations or relapses, and it can last up to three months (Norris, wells, 2007). These relapses are followed by a partial or complete recovery or what is called remission. Women are diagnosed with RRMS more than men (Norris, wells, 2007). A significant number of patients go into a period of remission that lasts up to one year or even more, during this period of remission patients might experience mild symptoms that did not fully recover following the exacerbation or they may be symptoms free. However, even if patients do not get worse between the relapses or even if they don’t show any symptoms, there will be continuous changes in the CNS (Norris, wells, 2007).

More than 90 percent of patients with RRMS will eventually enter a second phase of RRMS if they were not treated suitably. This is called secondary progressive MS (SPMS) (Norris, wells, 2007). SPMS, occurs when the patient is experiencing worsening of the symptoms progressively. Nearly 80 percent of patients with MS are diagnosed with SPMS (Norris, wells, 2007). Most of the other 20 percent are diagnosed with primary progressive MS (PPMS). This type of MS doesn’t show a relapsing and remitting state, instead it is characterized by a progressive and steady worsening of the neurological status of the patient (Norris, wells, 2007). PPMS is fairly divided between the genders unlike the RRMS. Additionally, there are other types of MS but they are very rare such as; malignant or fulminant MS, benign MS, and progressive-relapsing MS (Appendix A) (Norris, wells, 2007).

There are many diagnostic tools used to evaluate the status of patients with MS. The most common diagnostic tool is magnetic resonance imaging (MRI) and lumbar puncture (Norris, wells, 2007). MRI, which views the lesions of the brain and spine, uses radiofrequency, computer stimulator, and a big electromagnet to contribute in providing a high quality picture of the brain (Norris, wells, 2007). MRI is used with patients with MS to assess the location and size of the lesions (Norris, wells, 2007). However, inflammation can be better assessed with the use of gadolinium-enhancement, which is a type of dye that is injected in the patient before doing the actual MRI (Norris, wells, 2007).

Moreover, the other tool that is commonly used with MS is lumbar puncture or spinal tap; where a thin needle is entered at the base of the spinal cord and a small sample of the cerebrospinal fluid (CSF) is collected (Norris, wells, 2007). CSF is the liquid that surrounds both the spinal cord and the brain (Norris, wells, 2007). After taking a small sample of the CSF, laboratory tests are initiated to evaluate the chemical and cellular abnormalities of the sample. The physicians mainly look for oligoclonal bands, which are atypical immune proteins called immunoglobulins. These proteins present in the CSF of nearly 90 percent of patients with MS, but these proteins can also occur with other neurological conditions other than MS (Norris, wells, 2007). When comparing the MRI and lumbar puncture, the MRI is more useful and conclusive tool for diagnosing MS. On the other hand, lumbar puncture can be useful in case the MRI results are normal or indecisive therefore it’s used less often. Other less common diagnostic tools for MS are; magnetic resonance spectroscopy and evoked potential tests (Norris, wells, 2007).

Symptoms of MS

Symptoms of MS can be divided into three categories, the initial symptoms, the prodromal symptoms, and the symptoms that come along the course of MS (W.B Matthews, 1992). The initial symptoms, which appear in the first episode of MS are often taken by the patient from the history. However, the longer the time between the relapse and the questioning, the more inaccurate the information taken from the patient. Recent review of published reports revealed the incidence of the initial symptoms as follows, weakness in one or more limbs 40%, optic neuritis 22%, paraesthesiae 21%, diplopia 12%, vertigo 5%, and disturbance of micturition 5% (W.B Matthews, 1992).

The prodromal symptoms are non specific symptoms that involve fatigue, irritability, limb pains, poor memory, and weight loss. These symptoms may be considered insignificant, because at this stage the abnormalities will not be detected in the cerebrospinal fluid (W.B Matthews, 1992). Furthermore, there are signs and symptoms that appear along the course of MS and in every advanced case of MS such as: weakness, spasticity, ataxia, tremors, sensory loss, visual disturbances and loss of bladder control (W.B Matthews, 1992; MCW health link, 2007). Then again, there are symptoms that are unusually seen with MS patients and it not proven to be associated with MS or any other medical condition that the patient suffers from such as: narcolepsy, spasmodic torticollis, and the restless legs syndrome (W.B Matthews, 1992).

One of the constant features of advanced MS is weakness of the limbs; the most common form of distribution is asymmetrical weakness of both lower limbs. The least common forms of distributions are weakness of one lower limb, one lower limb and one upper limb always on the same side, or weakness of one upper limb (W.B Matthews, 1992). Weakness may be attributed to a slowly progressive case of hemi paresis, which begins with one lower limb, and then progressively more to the upper limb of the ipsilateral side. In the cases of hemiplegia in MS; the face is spared and not influenced by the weakness. However, the weakness can reach the respiratory muscles, which may lead to serious complications and even death (W.B Matthews, 1992). Signs of sudden deterioration include restriction of respiratory movement and rapid shallow breathing; these signs are not to be taken for granted especially if the patient is having weakness in both upper limbs. Weakness in the respiratory muscles may lead to an increase in energy consumption during walking and during performing other types of activities; that is called chronic respiratory weakness (W.B Matthews, 1992).

Another feature of advanced MS is spasticity (W.B Matthews, 1992; MCW health link, 2007). Spasticity is a disorder of voluntary movement and increased resistance to passive movement (W.B Matthews, 1992). It usually affects the lower limbs more than the upper limbs. Nevertheless, this increase in tone is beneficial for some patients, because the increase in extensor tone can hold the weak knee extended during walking. However, if the tone increases beyond the reasonable limit, the patient will maintain the foot in planter flexion and that will make ambulation even harder and more difficult to the patient (W.B Matthews, 1992). Obtaining the desired tone to facilitate walking was proved impossible to attain. At the progressive stage of the disease there is an increase in the extensor tone, which is also called extensor spasm. This extensor spasm is considered inconvenient more than disabling e.g., it is extremely painful and occurs at night or when the patient gets out of bed in the morning. The patient needs several minutes for the spasm to subside (W.B Matthews, 1992). In advanced cases, flexor tone may take over and that will affect patient’s ability to walk (W.B Matthews, 1992). Patients may experience frequent falling, and it may be impossible to use a wheelchair. Eventually, patients may develop contractures mainly in the hamstrings and iliopsoas muscles (W.B Matthews, 1992).

One of the major symptoms that patients with MS complain of is fatigue (W.B Matthews, 1992; MCW health link, 2007). There are two main types of fatigue in patients with MS; the first type is physical fatigue and the other type is psychological fatigue (MCW Health link, 2007). However, in patients with MS it’s very difficult to distinguish the cause of the complain, is it from fatigue or weakness (W.B Matthews, 1992). The only factor that distinguishes the pathological fatigue of a patient with MS from an ordinary fatigue of a healthy person is the adverse effect of heat, thus it means when the patient gets lethargic and tired when facing the hot and humid weather (W.B Matthews, 1992).

Sensory symptoms are also common to occur with this type of patients especially at the onset of the relapse (W.B Matthews, 1992). Usually the abnormal sensation begins in a single foot, then after few days it spread up to involve the whole bilateral lower limbs, perineum, buttock, and different levels of the trunk that vary with each patient. Patients usually describe the feeling as tingling sensation (W.B Matthews, 1992). There are many other signs and symptoms that may affect the MS patients such as urinary frequency, urgency, and incontinence (MCW Health link, 2007). In addition, some patients with MS may complain of pain, restless legs, lhermitte’s sign, and even mental changes such as dementia, affective disorder, and schizophrenia (W.B Matthews, 1992).

Finally, cerebellar dysfunction is a very common feature of advanced MS (W.B Matthews, 1992). This includes nystagmus, cerebellar ataxia, and dysarthria. Cerebellar ataxia can affect the gait. Truncal ataxia, the most common form of cerebellar dysfunction, is observed when the patient is sitting and it contribute to the increasing complaint of poor balance (W.B Matthews, 1992).

Conventional treatment

The current methods of treatment and medications aim at controlling the symptoms of MS, slowing the progression of the disease itself, and preventing undesirable side effects (MCW Health link, 2007). Significant numbers of people with MS suffer from spasticity (W.B Matthews, 1992; MCW Health link, 2007). Spasticity is often treated with tranquilizers and muscle relaxants such as Baclofen or lioresal, which can be taken orally and in serious cases they are injected into the spinal cord. They are considered the most commonly prescribed medication for spasticity. Other medications that are less commonly used for the treatment of spasticity are Tizanidine or zanaflex, Diazepam or Valium, and clonazepam or Klonopin (MCW Health link, 2007).

One of the common problems that patients with MS deal with is visual disturbances (MCW Health link, 2007). Which can recover with time even without any kind of medical intervention, the physician may prescribe a short course of therapy with methylprednisolone (Solu-Medrol) that may be introduced intravenously. In addition, oral steroids are occasionally used (MCW Health link, 2007).

Fatigue, which is the most common symptom of MS can be treated according to its type (MCW Health link, 2007). The physical fatigue can be avoided simply by instructing the patient to avoid heat and excessive physical activity. For psychological fatigue, the physician can prescribe anti-depressant medications for the patient. Other medications that can decrease fatigue are pemoline (Cylert), and amantadine (Symmetrel) (MCW Health link, 2007).

Many patients with MS may suffer from different kinds of pain (MCW Health link, 2007). Aspirin or acetaminophen can be very helpful in controlling back pain and muscle pain. Additionally, physical therapy is also advantageous in controlling the pain by correcting the improper posture, and strengthening and stretching the muscles (MCW Health link, 2007). Some patients may develop bladder dysfunction and that can lead to urinary infection as the disease progresses (MCW Health link, 2007). Antibiotics are often used in the treatment of urinary tract infections. In addition, the patient may take vitamin C supplements or drink cranberry juice to acidify the urine and thus to decrease the chance of further infections (MCW Health link, 2007). In patients with urinary incontinence bladder pace-maker can be implanted through surgery. It is controlled by a hand-held device that is carried by the patient, allowing the patient to control the muscles that surrounds the bladder, by contracting them when emptying the bladder and relaxing them in case of urine retention (MCW Health link, 2007).

Patients with MS may develop tremors, which can be often challenging during the therapy course because it often makes the therapy difficult and takes a long time. Tremors can be minimally controlled with drugs, or in severe cases it can be treated with surgical intervention, but the best treatment for the tremors associated with MS is by taking physical therapy (MCW Health link, 2007).

Finally, physical therapy rehabilitation is an integral part in the treatment of patients with MS (Patricia G, 2007). It’s very necessary that the physical therapy team posses the important knowledge, sensitivity, and experience when dealing with these kinds of patients. In addition, they have to appreciate the variety of symptoms that the patient may suffer from, and know how to deal with every emotional, social, vocational, and financial issues that their patients complain of. The physical therapist goals should be focused on the following: educating the patient about the disease and how to deal with it, providing home programs for dealing with symptoms, making the patient independent as much as possible, offering resources for community programs, providing equipments for the patients and their caregivers (Patricia G, 2007).

Wii-Fit Treatment

The Wii is a software and a hardware game package that belongs to the Nintendo wii, which is designed mainly to improve fitness and balance while in the same time providing entertainment for the users (Williams et al., 2010). It’s a video game that basically detects movement that is taking place on a balance board to allow the individual to play a variety of interactive games (Appendix B). The balance board is a flat board that the individual stands on, and it includes pressure sensors to detect any changes in weight shifting and the center of balance (Williams et al., 2010).

Recent studies have shown that the Wii-Fit can be used to treat or improve balance in a number of disorders that affect the balance. In 2010, Williams et al., conducted a study to determine if the Nintendo Wii-Fit is a reliable and useful intervention in community dwelling older adults. Older adults over the age of 70 and have high risk of falling were recruited for the study. They participated in computer-based exercises, and during their participation, fear of falling and balance were evaluated at weeks 0, 4, and 12. After the completion of the program, the participants were interviewed to know if the intervention was beneficial for them or not. Nearly 80% of the participants attended 75% or more of the training sessions, after week 12, the Berg Balance scores were obtained from all the participants and it was found that there’s a significant decrease in the risk of falling for the participants. The authors concluded that the Wii-Fit exercise program is beneficial and suitable for people with high risk of falling and thus, the Wii-Fit has the ability to improve balance (Williams et al., 2010).

Another study was conducted on children with Down syndrome (Abdel Rahman, 2010). It’s widely known that children with Down syndrome have lower scores on agility and balance tests compared to other children with other mental impairments. The main idea of this study was to examine if the Wii-Fit is helpful in improving balance in children with Down syndrome. Before starting the trial, balance was tested by using the Bruininks-Oseretsky Test of Motor Proficiency for thirty children aged 10 to 13 years with Down syndrome. The children were then equally and randomly divided into two groups; the study group received 6 weeks of Wii-Fit training and the control group received an ordinary physical therapy program. At the end of the program, the study group showed significant improvement in agility and balance compared to the control group. The author recommends that the Wii-Fit games can help in disorders that cause balance problems (Abdel Rahman, 2010).

Rationale

Based on the literature review of this paper, the use of the Wii-Fit was proven beneficial for patients that have balance problems such as children with Down syndrome and community dwelling older adults that have high risk of falling. In addition, the presented information proved that MS can affect balance significantly. Thus since the Wii-Fit was useful in the cases of Down syndrome and community dwelling older adults, then it is possible that it would be useful in patients with MS that have balance problems.

Appendix A

Types of MS

Appendix B

The Wii-Fit package

The Balance Board

. Read the Manuscript: Adolescent Faith Development: Through a Nurse’s Lens (Haley, 2013). See attached.4. Describe one “idea of your own” about HOW you will apply faith development/assessment with an adolescent patient you serve as a nurse practitioner student in your clinical practicum.

. Read the Manuscript: Adolescent Faith Development: Through a Nurse’s Lens (Haley, 2013). See attached.4. Describe one “idea of your own” about HOW you will apply faith development/assessment with an adolescent patient you serve as a nurse practitioner student in your clinical practicum.

2. Write a 2-3 paragraph critique of the article. Max 4 pages excluding cover and reference pages

3. Discuss 1 concept learned from the article.

4. Describe one “idea of your own” about HOW you will apply faith development/assessment with an adolescent patient you serve as a nurse practitioner student in your clinical practicum.
This section must include in quotations 2-3 specific questions you will ask to open a conversation about faith/spirituality.

5. Describe a clinical counter in which you discussed faith/spirituality with an adolescent patient. This section should include the adolescent’s response to your specific questions.

6. Conclude your paper with a reflection/description of your evaluation of this experience with your adolescent patient

Does this research article generate support for evidence-based practice?

Evidenced Based nursing, literature search workshop

Literature Search Worksheet Select a literature search topic relevant to your practice. The topic must be sufficiently delineated in scope without being trivial. You will revisit this article in the Week Five presentation. Possible topics include but are not limited to: o Nonpharmacological pain relief with childbirth o Effects of shift work and fatigue on medication errors o Best practices for pin site care o Nurse satisfaction in magnet hospitals o Accurate temperature assessment methods in neonates o Pain assessment in the cognitively impaired o Childhood type II diabetes and obesity o Complementary and alternative therapies for control of menopausal symptoms o Best practices in nurse-led smoking cessation classes o Thermoregulation in the operating room o Best practices for pain assessment and management in specified area of practice Complete the table below: Which topic did you choose? Which three databases will you use? 1. 2. 3. Search each database, using key words, for relevant research on this subject. What key words did you use in the Search Strategy fields? Include all attempts and limitations used to refine your search. 1. 2. 3. Report the number of citations identified from each database in the number of articles found field. 1. 2. 3. Select one article from a peer-reviewed nursing journal published within the last three yearsor a germinal article which may contain an earlier publication dateand provide the citation in APA format. Answer the following questions using your selected research article: 1. Is this qualitative or quantitative? What is the study design? What criteria did you use to determine the study design? 2. How did you confirm that the journal you selected was peer-reviewed or germinal? 3. Does this research article generate support for evidence-based practice? If not, state why it does not. Please review the critical appraisal guidline on pg. 466-480. ANSWER Evidenced Based nursing, literature search worksheet The following paper is a literature work sheet that aims at analyzing various aspects of evidence-based nursing.Topic. Thermoregulation in the operating roomDatabases used. 1. Pub Med 2. CINAHL 3. MedlineKey words used in the Search Strategy fields. Including all attempts and limitations used to refine your search. 1. Thermoregulation 2. Operation room 3. Thermoregulation in the operating roomNumber of citations identified from each database in the number of articles found field. 1. Pub Med reported 6 citations 2. CINAHL reported 10 citations 3. Medline reported 8 citationsThe pee-reviewed article chosen is Reducing the risk of unplanned preoperative hypothermia journal. The journal addresses the issue of patient safety in the surgical or operating room. Maintain normal temperature is significant in positive surgical results, patient safety, and amplified patient satisfaction (Lynch, Dixon & Leary, 2010). There are various causes of unplanned hypothermia in the operating room including effects of anesthesia, wound and skin exposure, cold irrigation solutions, cold room temperatures, and patient risk aspects (Lynch, Dixon & Leary, 2010). The journal conducted a project to evaluate the efficiency of using warm irrigation solutions, warm blankets and beddings, forced warming through air for patients and warming of operation rooms during surgical operations. Nursing standards clearly state that patient safety and welfare are the key factors that ought to be upheld by all professional nurses (Weirich, 2008). Is this qualitative or quantitative? What is the study design? What criteria did you use to determine the study design?The article is qualitative because it used various methods or techniques of attempting to regulate or normalize temperatures for patient in the operation room. The results proved the methods were of quality in regulating temperature. The study design in this journal includes three trials conducted aimed at warming the patient with various different techniques at separate intervals (Lynch, Dixon & Leary, 2010). The first trial was to use warm blankets to maintain and increase temperature for the patient during operating periods. The trial was applied to 28 randomly selected patients from November 2007 to February 2008 (Lynch, Dixon & Leary, 2010). The second trial involved the application of warmed irrigation fluids for temperature maintenance. In this trial warmed laparoscopic irrigation, fluid was used in 28 patients from June 2008 to July 2008 (Lynch, Dixon & Leary, 2010).The third technique was using forced-air warming in patients. It was applied to 28 patients from August 2008 to September 2008. The criteria used for the study design was the purpose of the project, which was to research and employ best practices to guarantee normal or regulated temperatures in surgical patients and meet Association of periOperative Registered Nurses standards that recommends the use best practices for avoidance of hypothermia (Lynch, Dixon & Leary, 2010).How did you confirm that the journal you selected was peer-reviewed or germinal?The journal is peer reviewed since it is based on numerous sources that include very many professional in that practice. In addition, the Association of periOperative Registered Nurses has approved it.Does this research article generate support for evidence-based practice? If not, state why it does not. Please review the critical appraisal guideline on pg. 466-480.The research has generated support for evidence-based practice. The research was conducted in Riddle Memorial Hospital and used 28 random patients and carefully documented, sorted, and summarized the data that proved to be very effective (Lynch, Dixon & Leary, 2010). References Lynch, S., Dixon, J. & Leary, D. (2010). Reducing the Risk of Unplanned Perioperative Hypothermia.AORN J. 92, (5): p 553-565. Weirich, T. (2008). Hypothermia warming protocols: why are the not widely used in the OR?. AORN J.87, (2): p 333344.

Distinguish between licensed practical nurses, certified nurses’ assistants, and home health aides. What are some of the healthcare manager’s challenges with these groups?

Distinguish between licensed practical nurses, certified nurses’ assistants, and home health aides. What are some of the healthcare manager’s challenges with these groups?

 

Healthcare Professionals”
Distinguish between the following: advanced practice registered nurse, certified register nurse, and physician assistant.
Distinguish between licensed practical nurses, certified nurses’ assistants, and home health aides. What are some of the healthcare manager’s challenges with these groups?
DUE TO NOT HAVING MY BOOD, THIS IS ANOTHER CLASS MATES ANSWERE TO THE QUESTION.
There are similarities and differences between Advance Practice Registered Nurses (APRNs), Certified Registered Nurses, and Physician Assistants (PA). With their similarities, all three careers within the medical field requires an advanced degree, which is usually a Masters in Science in their specialization. They are also within a category know as non-physician practitioners. However, the difference are as follows:
• APRNs-are pseudo buffers as RN and MDs. They usually have a specialization in one of four categories; clinical nurse specialist, certified registered nurse anesthetist, nurse practitioners, and certified nurse midwives.
• Certified Registered Nurses-are nurses who possess a master degree within nursing with a specialization. However, there are many variants of which a nurse may go into instead of the general path of an APRN specialization which is the same as APRNs.
• PA-now require in most states an advanced degree such as a master. They in turn can legally write prescriptions, give diagnosis, and perform minor procedures.
There are also similarities and difference between licensed practical/vocation nurses (LPN/LVNs), certified nursing assistants (CNAs), and home health aides. With all three positions, they require supervision of a Registered Nurse. The training program for all three are shorter than that of the RN. However, there are differences between the three:
• LPN-are licensed nurses who training is shorter than that of a registered nurse. They can administer some drugs and are in some cases in charge of CNAs or Medical Assistants
• CNA-require formal training. They usually are assistants to ensure patients are assistant with the ADL.
• Home Health Aides-are usually CNA who do the same functions as previously described, however it is done within a home setting.
Some challenges that healthcare managers may encounter is that within this selected group of career paths that have been presented, is the separation of responsibilities. Just as what was presented in the last assignment, you may have individual who feel as if with a little more education, that they my neglect the basic necessities of the practice of being a nurse (minus the PA). When this happens, nurses may delegate menial duties to those who are lower in the nursing hierarchy.

Role Of An Advanced Practice Nurse Nursing Essay

Part 1: Description and Analysis of the Healthcare System

Waukesha Memorial Hospital is a community-based not-for-profit hospital located near Downtown Waukesha, Wisconsin. The hospital was originally founded in 1914 and moved to its current location in 1930 after receiving sponsorship through the local Kiwanis Club. The hospital has now grown to over 300 inpatient beds and employs over 2,700 staff members. The hospital is part of a larger healthcare network known as ProHealth Care. ProHealth Care was created in 1998 when the Waukesha Hospital System and Oconomowoc Hospital joined forces. The organization is now comprised of 26 primary care clinics, home health care, inpatient and home hospice services, long-term care, senior residency communities, and a health and fitness center (Waukesha County, 2010).

ProHealth Care has created a worldview for an optimal healing community which encompasses their mission, vision, and value statement. The mission of the organization is to “promote and deliver extraordinary health care in the communities it serves”. The vision is to “continue to be the provider of choice in the markets they serve as an optimal healing community distinguished by high-quality, cost-effective care and excellent service in an environment of safety, respect, and compassion”. The organization values a response of excellence service, respect, and compassion. The mission, vision, and values influence four strategic keys to the organization’s plan for success: Value Proposition, Physician Development and Relations, Employee Excellence, and Partnership with Patients and the Community (ProHealth Care, 2010). The espoused theory of the organization is that the influences of the mission, vision, and values on the strategic planning will create an optimal healing community. The theory in action appears to be congruent with the espoused theory as Waukesha Memorial Hospital was named one of the top 100 hospitals in the 2009 Thomson Reuters Health System Benchmark Study. Winners of the award had better patient outcomes and fewer complications, fewer safety errors, and higher patient satisfaction rates than their peers (Thomson Reuters, 2010).

The leadership of Waukesha Memorial Hospital is organized into a professional bureaucratic design. A Mintzberg model of the organizational structure can be found on page 4. Within the microsystem of the hospital, there are many subsystems. Subsystems are grouped together in one of specialty areas: Medical Staff Excellence, Clinical Excellence, Operational Excellence, Patient Experience, or Environment. Each of these categories has a Chief Operating Executive who then reports to the President/CEO of the hospital. Skills of professionals are standardized throughout the entire system; however, each subsystem functions relatively independently of the other subsystems within their category. The strength of the support staff in each subsystem creates the core of operating professionals (as demonstrated in the Mintzberg diagram). The techno-structure is present around the outside of the operating core; however, it does not have a strong influence on the core leadership.

The Waukesha Memorial Hospital system is influenced by several regulatory agencies including JCAHO (Joint Commission on Accreditation of Healthcare Organizations), CMS (Centers for Medicare & Medicaid Services), and the Wisconsin DHS (State of Wisconsin Department of Health Services). Accreditation of the system is obtained through JCAHO after an on-site evaluation/survey of the system is completed. Surveys take place every 18-39 months. During the survey, the hospital is evaluated on compliance of specific standards determined by JCAHO for that accreditation year. These standards are determined to ensure that patients

receive care in a safe and secure environment. While accreditation is not required for a hospital to be in operation, there are many benefits to accreditation through JCAHO; mainly it is required by CMS to be eligible for Medicare reimbursement (The Joint Commission, (2010).

CMS influences the system by determining which services provided by the hospital are eligible for reimbursement through Medicare and Medicaid. CMS dictates core patient care measures by which the hospital is expected to perform. If these goals are not met and there is not supporting documentation stating why the goal wasn’t met, CMS may withhold reimbursement for portions of the hospital’s billing. CMS also sets standards of care that will no longer allow reimbursement for certain complications of a hospital stay, i.e. acquisition of a pressure ulcer or hospital-acquired infection. Therefore, all services rendered in these instances must be paid for by the hospital system. This has forced the hospital system to initiate preventative and aggressive measures to ensure a higher level quality of care to all patients.

The State DHS Division of Quality Assurance also influences the system by developing rules and standards for the improvement of quality of patient care. State licensure and federal certification are obtained through the DHS and required for operation of the acute care facility. Like JHACO, the DHS also performs on-site surveys to ensure patient safety and/or investigate any complaints against the facility (Wisconsin Department of Health Services, 2008). The system has also been affected by legislation at the local level. For several years, a competitor system attempted to move into ProHealth’s market area. Local municipalities passed legislation that temporarily kept the competitor out of the area, but eventually, the competitor was allowed to build an acute care hospital within several miles of a ProHealth acute care system.

Waukesha Memorial Hospital is also influenced by other specialty and/or professional organizations. Involvement with an outside organization is generally determined by each category/subsystem within the hospital system. For example, the category Clinical Excellence is influenced by the American Nurses Association and Wisconsin Nurses Association. Nurses within the hospital system may choose to become active members in these societies to join forces in order to influence healthcare related legislation and its effects on patients and nursing staff. Within the subsystems categorized for Clinical Excellence, the ICU is involved with the American Heart Association, the American Association of Critical-Care Nurses, etc, whereas the OR is involved with the Association of Perioperative Nurses. These nursing organizations help create higher standards of care within their specialty area, promote continuing education to nurses, and provide certification for nurses within their area of expertise. Nurses at Waukesha Memorial Hospital are encouraged to become certified in their area of work as the hospital seeks to apply for Magnet Status from the American Nurses Credentialing Center. Achieving Magnet Status testifies that the hospital demonstrates excellence in nursing care. One of the requirements for application for the certification is that a certain percentage of nurses within the organization pass a certification exam within their area of care (med/surg, critical care, etc).

The hospital system has also created partnerships with several community organizations such as the Kiwanis Club, the United Way and the Waukesha Memorial Foundation. These partnerships promote the overall well-being of the community as well as a respectable public image for the hospital. In a now more competitive market, Waukesha Memorial’s continued commitment to the community has helped maintain the public’s loyalty to the organization.

The community surrounding Waukesha Memorial provides a diverse payer-mix for services rendered, however, exact statistics could not be found. The hospital serves patients with private insurance, no insurance or governmental coverage (Medicare/Medicaid). No person is denied hospital care based on inability to pay. The hospital does budget a substantial amount of funds yearly to help cover costs to those who are uninsured and unable to pay, however, the cost is not able to be deferred for all patients within these circumstances. While this patient group may receive needed care, the cost can be unbearable, forcing these individuals to forego needed therapies. This negatively impacts the community, making it more ill, financially strained, and under duress. As part of the strategic initiatives set by the hospital for 2010, patient education and health promotion plans were initiated to help decrease preventable hospital admissions and continue movement toward an optimal healing community.

Part 2: Description and Analysis of a Professional Nursing Role within the Healthcare System

In the past year, Waukesha Memorial Hospital has considered adding an Acute Care Nurse Practitioner role in the management of patients in the Intensive Care Unit (ICU). Currently there is one advanced practice nurse (APN) role assigned to the ICU and this individual functions as the unit Nurse Educator. In contrast to the Nurse Educator, the addition of the Acute Care Nurse Practitioner (ACNP) role would place the APN at the bedside. The role of the ACNP within the ICU would focus on direct patient care. This would include but is not limited to daily patient care rounds, interdisciplinary patient rounds, family/patient conferences, ventilator management, and endotracheal tube and vascular catheter placements. The ACNP would also be responsible to ensure that evidenced-based practices are maintained within the unit’s standards of care.

The ACNP in the ICU at Waukesha Memorial would be required to maintain state licensure as a registered nurse, certification in critical care through the American Association of Critical Care Nurses, and certification as an ACNP-BC through the American Nurses Credentialing Center. The ACNP would function within the ICU subsystem of the Clinical Excellence Category of the Leadership Organizational Chart. Key organizational relationships would need to exist between the ACNP and the ICU manager and director, the WMH Intensivist physician group, and the Performance Improvement nursing committees within the ICU. Collaboration with staff nurses, nurse specialists, and interdisciplinary team members would be essential to ensure quality, efficient, and safe patient care. Nursing collaboration would include the Diabetes Nurse Practitioner, the Stroke Nurse Coordinator, the Infection Control Nurse, the Nurse Care Coordinator/Discharge Planner, and the unit Nurse Educator. Collaboration with the Diabetic NP is essential as many patients in the ICU suffer from hyperglycemia which can inhibit healing and promote infection. The Stroke Coordinator is vital to the ICU of a Primary Stroke Center (certified by JCAHO) and with collaboration brings best practice to the patient suffering from stroke. Partnership with the Infection Control Nurse will decrease rates of hospital-acquired infections which are more likely to occur in the ICU. Alliance with the Nursing Care Coordinator allows for improved patient/family satisfaction in the emotional and spiritual aspects of illness. Finally, teamwork with the ICU Nurse Educator ensures improved education of staff nurses and therefore improving care of the patient at the bedside.

Adding an ACNP role to the ICU collaborative team has the potential to greatly improve the ICU environment and patient outcomes. In an article published by Kleinpell, Ely, and Grabenkort in 2008, studies completed on the use of ACNPs in an ICU demonstrate that the ACNP improves collaboration and communication within the unit between medical, nursing, interdisciplinary, and support staff. Patient management by ACNPs within the ICU has shown to decrease overall length stay, days on mechanical ventilation, and total cost of care for the ICU patient. ACNPs are more likely to adhere to best practice guidelines and ensure their implementation at the bedside. The increased autonomy of the ACNP allows for a holistic, patient-centered care approach over a more curative care approach often provided by a physician or physician’s assistant. This approach has been shown to increase patient’s satisfaction with their hospital stay. These studies validate the strengths of the ACNP role within the ICU.

The weakness of the ACNP role within the ICU is the continued lack of understanding of the role by the healthcare team, by patients, and by the community. There continues to be confusion regarding what an ACNP is and what they can do and what an ACNP is not and what they cannot do. It is up to the Advanced Practice Nursing community to continue to educate their peers, patients, and communities about the benefit of their role in the collaborative health team.

Pathophysiology of Injuries in Trauma Care



Introduction to major incident:

The world is moving at a fast pace and the introduction of various methods and techniques to enhance an individual’s wellbeing has always been an important aspect of medical advancement (REF). This assignment discusses the “Big Bang” incident which causes catastrophe and results in creating a crisis-like situation. The incident that took place on M5 Motorway jolted viewers and rescue teams to cope with a situation that not only created footage but also affected the environmental traffic safety control. This incident had an adverse impact on the surrounding area which claimed over seven lives and more than 50 people injured. The fire that broke out due to this incident created havoc and resulted in an alarming situation. The individuals were stuck within their cars and it was very difficult for rescue fire-fighters to handle the crisis. The adverse weather conditions also played a vital role in affecting the environment thus creating more issues for the rescue effort that lead to number of casualties and severe injuries too many. This indicated the pathway of the events followed by series of incidents that can be caused due to any such event and what impacts it holds in making a traumatic situation for the severely injured patient (SIP) (Royal College of Radiologists (RCR), 2015).  The duty of a trained and skilled triage clinician is to handle patients arriving in the emergency department as it helps in assessing the situation timely and providing the individuals with desired treatment to cope with this issue. Various injuries are identified such as fractures, bleeding, vessel rupture etc. which provides a base to understand and appraise the role of a radiologist and his department in providing accurate assessment about the condition of the patient, which cannot be analysed without reviewing the role of radiology department as they contribute in providing the level of treatment needed. The team work and its implementation within the hospital environment not only helps in diagnosing any information through friends and their experience followed by the sharing of information. Therefore, multi-disciplinary trauma teams ensure that the team members are effectively playing their part in patient’s well-being and success. The emphasis on the implementation of Standard Operating Procedure (SOP) and code of conduct is required to be evaluated.  The importance of pathophysiology of various parts of the body including spine, head etc. are paramount (RCR, 2015).

According to Yehuda, (2002), Major Trauma is considered as a situation where the individual may acquire injuries that take a longer time to recover and there is increased possibility of permanent disability. This situation may occur due to any major accident, including severe sports injury, which may be fatal. This trauma which is critical is a major cause of death for people aged 45 or more and results in long term injuries which are critical for the survival of such individuals (Yehuda, 2002).

According to the Department of Health Emergency Preparedness Division (EPD) (2013), there are commonly used classifications of types of incidents, such as business continuity, breakdown of utilities, fire, significant equipment failure, infection, violent crime, a hospital needs to be prepared for. “Rising Tide” may lead to an infectious disease epidemic, a capacity/staffing disaster or manufacturing malfunction.  “Cloud on the horizon” is a serious threat such as significant chemical or nuclear release developing elsewhere and needing preparatory action. “Headline News” is defined as public or media alarm about an impending situation, potentially causing loss of confidence in management’s response to the situation.  When an incident involves explosives, chemical, biological, radiological, nuclear and explosives (CBRNE), such terrorism is the actual dispersal of CBRNE material with deliberate intentions to cause crime, malicious or murderous intent. “Hazardous material” (HAZMAT) is an accidental incident involving hazardous material, (NHS England, 2018). “Cyber-attack” on systems may cause interruption and reputational and financial damages, attacks may be to organisational structure and facilitation or data confidentiality (EPRR, 2013).

Trauma centres are a major source of assistance provided to a SIP. These centres provide emergency medical services throughout the day. The level of injury is assessed and first aid is provided and patients suffering from major injury are referred to specialist medical units. The medical trauma centres having higher expertise are considered to be at par with state of the art hospitals where their aim is to treat patients with major injuries. The role of triage clinicians is important as they play a vital role in making sure that the patient gets the most appropriate treatment pathway (RCR, 2015).



Pathophysiology of injuries in road traffic collisions (RTC)

According to Kinoshita and Kosaku, (2016), the casualties can get blunt force trauma from impact with steering wheels and against seatbelts, as well as from shear forces from acceleration and deceleration which can cause injury to the abdominal, thoracic, and pelvic organs which may affect respiratory and cardiovascular function. Pain, dyspnoea, and hypoxia can occur from ‘flail chest’, pneumothorax, haemothorax, pulmonary contusion, and diaphragm rupture. Haemorrhage and hypovolaemia can be caused by blunt traumatic aortic injury, organ, renal, and pelvic injuries which can lead to a cause of preventable death in major trauma so require urgent treatment. Pelvic injuries are potentially life threatening because they are associated with internal bleeding of major blood vessels and caused by extreme forces to the pelvis. Tachycardia, hypotension, and confusion from cerebral hypoxia can be caused by inadequate tissue perfusion. Serious traumatic brain injuries (TBI) can be a cause of death and major illness and can be focal or diffuse. The focal injuries can be in direct (coup) impact or contrecoup (contralateral) which include extradural haematoma, with skull fracture usually present. It also includes subarachnoid haemorrhage, cortical contusions, and intracerebral haematomas from blood vessel rupture. Diffuse axonal injuries (DAI) are best detected through MR imaging and can be caused by rapid acceleration/ deceleration which can be characterised by multiple small lesions at grey – white matter junctions (Knipe and Gaillard, 2018). TBI is best diagnosed by using the quicker modality of CT head scans as any acute haemorrhage is clearly detected by adjusting window levels or the scan such as bones, soft tissues and blood levels.

CT is recommended for SIPs with multiple injuries for a quicker diagnosis despite the higher levels of ionising radiation, and as such, these requests always need to be justified a radiologist (RCR, 2015). Whole body CT (WBCT) is used in assessing the extend of multiple injuries, particularly when the SIP is unable to confirm this, but is clinically evident they require an emergency surgery (RCR, 2015). MR plays a role in secondary imaging specially for diagnosing the extend of spinal injuries. Cervical spine injuries are caused by severe extension and flexion, or axial forced to the head which can disrupt C1 and C2. Lumbar spine injuries include disc herniation or cord compression which can lead to paralysis if not treated. Thoracic spine can have wedge fractures due to extreme flexion shown on X-ray as having an “empty box” appearance (NICE, 2016).



The role of triage prior to the patient attending the A&E department

According to Sandoval and Diane, (2016), the emergency department is one of the most critical department that requires the full attention of the staff working within the hospital and aims at saving the lives through effective decision making and intervention from experienced personnel. Triage is a process to understand what measures are required to be taken in order to increase safety and well-being of the patient. It is a system that is used mainly in emergency departments where the emphasis is to give first aid and save lives.  Triage is not a diagnostic tool but a systematically structured and methodical way of assessing the severity of patients’ conditions to determine their clinical priorities using their presenting symptoms and vital signs such as oxygen saturation or blood pressure, and it aims to optimize the provision of emergency care efficiently to produce the best outcome for every patient by identifying and ranking patients in the need of rapid intervention and/or removal (Leite et al., 2015).

The factors that are considered are severity of illness, level of urgency and impact of life saving Intervention to reduce mortality, as well as level of care needed bearing in mind limited resources. These factors can be measured objectively using mortality rate, number of admissions to critical care unit and wards as well as patients referred to low urgency care services (England.nhs.uk, 2019). There are two different types of triage: sieve and sort. Sieve is the primary method to prioritize patients with 4 levels of categorisation and is carried out at the scene of the incident which is usually done by two practitioners, involving little or no medical intervention (Leite et al, 2015).  As mentioned by Pereira et al., (2018), at this stage the emergency staff will use NASMED triage sieve and SMART triage pack to label and colour code patients. However, the SMART triage system for paediatrics should be used as the respiratory and cardiac rates of children are different to adults and this tool will prevent over- ranking. Additionally, P1 and P2 are patients with very severe injuries so they should be moved to casualty clearing stations (CCS) as they need immediate and urgent medical intervention with maximum waiting time MWT of 10 minutes of treatments. P3 are lower-priority patients with minor or moderate injuries and depending on their injuries they are either moved to CCS or place of safety for more evaluations. Unharmed patients are transferred to survivor reception centre where the police identify them. Finally, P4 characterises dead patients and they are kept and labelled for ID by a family member and for investigations (appendix 1). Labels are colour-coded: red, yellow, and green for P1, P2 and P3 respectively, and black for P4 (NICE, 2016).



Role of Radiographer within Major trauma incident:

According to Brealey et al., (2005), radiographers play a vital role in ensuring that the SIP can be diagnosed with X-rays and other imaging such as Computed Tomography (CT) Scan, Magnetic Resonance Imaging (MRI) or Focussed Assessment with Sonography in Trauma (FAST) Ultrasound for timely diagnosis of the severity of the injuries. When the hospital is notified about a major incident, the switchboard will contact a number of key individuals who have the authority to activate the major incident plan, with the advice of senior doctors and the emergency services. When the plan is activated, the switchboard will contact the relevant departments and notify them of the major incident to be on standby. In the radiology department the role of the radiographer is immense as they perform a number of tasks when involved in an emergency situation. He or She can be involved in providing medicine, providing first aid, taking diagnostic radiology-related imaging, providing desired findings and information about the patient and their injuries. They are expected to act fast and consistent as emergency situations cannot afford any mis-diagnosis. They are required to act quickly according to the situation and may be asked for their opinion for further treatment and consultation. A major part of the treatment within the emergency department is reliant on the Radiographer as they are the ones who clearly help in producing diagnostic imaging (Forsyth et al., (2007). They are equipped with skills to tackle diverse situations where they produce diagnostic images in a busy and pressurised environment, including within an operating theatre.

According to RCR (2015), the responsibility of the Radiographer is always to consistently produce diagnostic images and must respond by assessing the situation independently and must lead from the front aiming at delivering the best care during the patient pathway. They are required to act calm and must not lose their concentration as one bad decision can cause harm to the SIP. They must ensure that all the radiology equipment has passed quality control testing and is in good working condition so that every medical situation must be dealt with priority with aim to save a valuable life (Hardy et al., (2006).



The Role of Radiology Department major trauma:

According to Wintermar et al., (2002), the diagnostic tests need to be quick and precise and radiographers undertaking this work not just have profoundly expert skills in imaging modalities yet are knowledgeable about the consideration and systems required for filtering intensely sick patients who require earnest evaluation during a critical period of the care pathway. Radiographers’ commitment to detailing within the emergency services is as of now broad and considers quick or entire day reporting. This commitment can conceivably be broadened fundamentally as more radiographers experience expert preparing in reporting skills. CT in major trauma plays a fundamental job in the quick finding of real injury cases, and an entire body CT protocol has risen as the best quality level in the UK for major trauma, in this manner sparing lives after a major incident occurrence. CT is the examination of decision for imaging head injury because of its capability to show bony injuries and bleeding. It is widely accessible and takes into consideration simplicity of checking the patient during examining. Postgraduate courses in understanding of head CT pictures have existed for certain years, and this is reflected as best practice for radiographers in many imaging department (Kawashima et al., 2001).

According to Wisner, (2016), a patient experiencing a blunt chest trauma, CT can quickly exhibit aortic injury, bone fractures and diaphragmatic tears, it is additionally magnificent for portraying spinal fractures and abdominal trauma, for example, burst spleen. In major trauma MRI isn’t utilized as much in the underlying evaluation since it isn’t as broadly accessible, has longer scan times and is more costly than different modalities, (NICE, 2016). Different obstructions to its utilization incorporate the need to screen patients (to prohibit any MRI mismatched devices, for example, pacemakers), and the need to guarantee similarity of observing and anaesthetic equipment with the high magnetic field strengths. Nevertheless, MRI has a significant job in head trauma, following beginning imaging for further arrangement of injury and for forward patient administration. For abdomen trauma, MRI is helpful after starting evaluation from CT for cutting-edge cross sectional imaging with expanded affectability in showing abdominal fluids gatherings, for example, haematomas. MRI does not include the patient receiving a radiation dose and in this way where repeated imaging is required after trauma (Shyu et al., (2017).

As mentioned by Erwood et al., (2016), following spinal Trauma, MRI is valuable to assess soft tissue structures encompassing the spine to distinguish, for instance, ligaments damage and to evaluate the spinal cord. The trauma radiograph reporting is installed in the expert field of diagnostic radiography in the UK and is proceeding to grow and progress. The specifying of trauma radiographs is embedded in the professional field of diagnostic radiography in the UK and is continuing to progress. Clearly radiographers’ responsibility and commitment to trauma reporting can be widened on a very basic level. This acknowledge progressively noticeable noteworthiness with the change to 24-hour imaging managements and the extended attraction for the ‘hot’ report, issued by the fully approved, trained and authorised practitioner, as per the requirements of good clinical practice and governance.

According to Armstrong et al., (2018), the value of ultrasound in evaluation of the trauma patient has been acknowledged for more than two decades, and many consider FAST standard of care. Incorporation of FAST into clinical practice ought to be basic given that it is quick, moderately painless, and maintains a strategic distance from the potential harm from ionizing radiation (Berger et al 2016). Follow-up assessment utilising other imaging modalities, for example CT and/or serial abdominal tests can be utilised to decide a provider’s accuracy and moderate the potential effect of a false-positive or false-negative FAST.



References


  • Armstrong, L. B., Mooney, D. P., Paltiel, H., Barnewolt, C., Dionigi, B., Arbuthnot, M., & Zalieckas, J. M. (2018). Contrast enhanced ultrasound for the evaluation of blunt pediatric abdominal trauma. Journal of pediatric surgery, 53(3), 548-552.
  • Berger, F., Korner, M., Bernstein, M,. Sodickson, A., Beenen, L., Mclaughlin, P., Kool, D. & Bilow, R. (2016). Emergency imaging after a mass casualty incident: role of the radiology department during training for and activation of a disaster management plan.  The British journal of radiology. DOI:10.1259/bjr.20150984
  • Brealey, S., Scally, A., Hahn, S., Thomas, N., Godfrey, C., & Coomarasamy, A. (2005). Accuracy of radiographer plain radiograph reporting in clinical practice: a meta-analysis. Clinical radiology, 60(2), 232-241.
  • Forsyth, L. J., & Robertson, E. M. (2007). Radiologist perceptions of radiographer role development in Scotland. Radiography, 13(1), 51-55.
  • Kinoshita, K. (2016). Traumatic brain injury: pathophysiology for neurocritical care. Journal of intensive care, 4(1), 29.
  • Knipe, H., & Gaillard, F. (2018). Diffuse axonal injury. Radiopaedia. Last accessed 1 August, 2019 from

    https://radiopaedia.org/articles/diffuse-axonal-injury?lang=gb
  • Leite, L., Baptista, R., Leitão, J., Cochicho, J., Breda, F., Elvas, L., … & Costa, J. N. (2015). Chest pain in the emergency department: risk stratification with Manchester triage system and HEART score. BMC cardiovascular disorders, 15(1), 48.
  • National Institute for health and care Excellence (2016). Major Trauma assessment and initial management. Last accessed 1 August 2019.

    https://www.nice.org.uk/guidance/ng39/chapter/recommendations
  • NICE: a Resource impact report: Trauma guidelines (NG37—41)assessment and initial management. NICE guideline [NG41] 2016. Available from

    https://www.nice.org.uk/guidance/ng41

    .
  • NICE guideline. (2016).

    Major trauma: service delivery | Guidance and guidelines | NICE

    . [online] Available at:

    https://www.nice.org.uk/guidance/ng40

    . Last accessed: 01/08/2019
  • NICE. Head injury: assessment and early management: NICE guideline [CG176] (updated 2017). 2014. Available from

    https://www.nice.org.uk/guidance/cg176

    . Last accessed: 01/08/2019.
  • NICE. Spinal injury: assessment and initial management. NICE guideline [NG41] 2016. Available from

    https://www.nice.org.uk/guidance/ng41

    . Last accessed: 01/08/2019
  • Pereira, J., Greene, K., Sullivan, L., Zinkie, S. M., Rutkowski, N., Lawlor, P., & Grassau, P. (2018). A Technology-Enabled Solution to Manage Referrals to Hospice and Palliative Care Beds: The Ottawa SMART System as a Case Study. Healthcare quarterly (Toronto, Ont.), 20(4), 63-67.
  • Richards, J. and McGahan, J. (2017). Focused Assessment with Sonography in Trauma (FAST) in 2017: What Radiologists Can Learn. Radiology, 283(1), pp.30-48.
  • Royal college of Radiologists. (2015) Standards of practice and guidance for trauma radiology in severely injured patients (2

    nd

    ed.) . Last accessed from 1 August.

    https://www.rcr.ac.uk/publication/standards-practice-and-guidance-trauma-radiology-severely-injured-patients-second
  • Sandoval, D. (2016). Implementing Change to Decrease the Emergency Department Visits for Pediatric Clients Referred to Mental Health Services.
  • Shyu, J. Y., Askari, R., & Khurana, B. (2017). R-SCAN: whole-body blunt trauma CT imaging. Journal of the American College of Radiology, 14(4), 531-533.
  • Wintermark, M., Poletti, P. A., Becker, C. D., & Schnyder, P. (2002). Traumatic injuries: organization and ergonomics of imaging in the emergency environment. European radiology, 12(5), 959-968.
  • Wisner, D. (2016). Blunt thoracic aortic injury. In Trauma, Critical Care and Surgical Emergencies (pp. 100-109). CRC Press.
  • Yehuda, R. (2002). Post-traumatic stress disorder. New England journal of medicine, 346(2), 108-114.



Appendix: