Do you agree with the action taken? If not, what could have been done?

Do you agree with the action taken? If not, what could have been done?

The doctrine of double effect says that the pursuit of good is not as acceptable if the harm that results is intended rather than merely foreseen (Lippert-Rasmussen, 2010). To some it is a nonabsolutist moral principle in which as long as significant good resulted from the action, it is allowable (Lippert-Ramussen, 2010). Scanlon believed that an act that leads to the death of an innocent person can never be justified by the good that results (Lippert-Ramussen, 2010). Scanlon’s beliefs will be the focus of this assignment.

Tasks:

Read the article by Lippert-Ramussen, “Scanlon on the Doctrine of Double Effect.” After reading the article, respond to the questions listed below.
Define the Doctrine of Double Effect.
Provide a brief summary of Scanlon’s view on the doctrine.
Discuss the scenario of either the drug shortage or organ shortage found in the article.
What is the scenario?
How does this demonstrate the Doctrine of Double Effect?
Do you agree with the action taken? If not, what could have been done?
What was Scanlon’s view on the scenario?
Assignment Expectations
You will be expected to provide a scholarly basis for your response.
Your opinions must be justified with evidence from the literature.
References should be cited properly in the text of your essay (either in parentheses or as footnotes), as well as at the end.
Please support your discussions with scholarly support (3-5 references). Be sure to properly cite all references.
Be sure to apply critical thinking skills to the assignment components stated above- especially #3.
The page length for this assignment should be between 2 and 3 pages (not counting your title page and references). You should cite at least 3 references for your discussion. Be sure to properly cite all
American Nursing Association (2014). Short Ethics Definitions. Retrieved from

Nursing Management Of A Patient With Diabetic Ketoacidosis Nursing Essay

David (18 years, male) is suffering from a condition known as ‘diabetic ketoacidosis’. This is a very serious condition that occurs in diabetes where the body is unable to use the blood glucose to meet the energy needs due to the lack of insulin in the body. Therefore the body utilizes fat and the breakdown of fats results in the formation of ketones which slowly build up in the body could be toxic. Usually, Insulin plays a major role in the manner in which glucose is utilized as an energy source (Mayo 2010). With a lack of insulin, glucose does not enter the blood cells and hence fat is utilized as an alternative energy source. Any type of diabetes is at the risk of developing diabetic ketoacidosis (especially type 1, & rare case in type 2), and this condition often requires emergency and critical care.

Diabetic ketoacidosis is associated with certain risk factors such as illness, problems with insulin therapy, excessive stress, emotional or physical trauma, recent surgery, tremors, heart attack, listlessness, stroke, drug or alcohol abuse (Margaret, 2006). Type 2 diabetics can develop diabetic ketoacidosis following a bout of serious infection. Individuals who are Hispanic or African-American in origin are at a higher risk of developing diabetic ketoacidosis following type 2 diabetes. David is 18 years old and has developed diabetes ketoacidosis as a complication of type 1 diabetes (more likely) or type 2 diabetes (very rare), and this complication is common in this age/disease group (Margaret, 2006).

Key Findings

David has developed a range of symptoms following diabetes ketoacidosis. These include rapid and deep breathing, dry mouth and cracked skin, flushing of the face, fruity odor, nausea, vomiting, severe abdominal pain, loss of body weight, increased heart rate, drop in blood pressure, polyuria, polyphagia, polydipsia, tiredness, frequent urination, mental stupor, muscle cramps and headache (Watkins, 2003).

Blood tests demonstrate a high level of glucose and potassium in the blood, along with electrolyte imbalances. Urine analysis demonstrates ketonuria and glycosuria (Watkins, 2003). The ECG demonstrates irregularities and the respiratory rate are raised to 38 breathes per minute with Kussmaul’s respiration. The patient may require certain other tests in addition including amylase blood test, CSF fluid analysis, potassium and sodium urine test, blood levels of sodium, potassium and magnesium, urine pH, arterial blood gas analysis, chest X-ray and blood pH (Eckman 2010).

Nursing Diagnosis

An important part of the plan is the nursing diagnosis. It is made based on the assessment of the medical history, symptoms, drugs administered and clinical assessment (Benaga, 2010). In this case, the condition due to diabetic ketoacidosis is a fluid volume deficit, metabolic acidosis, excessive blood glucose levels, high potassium levels, dehydration, along with imbalances in nutrition, infection related to the influenza and fatigue (Scribd, 2010). The key nursing diagnosis are

High blood glucose related to insulin deficiency as manifest by diabetic ketoacodosis.

Dehydration related to hyperglycemia as manifest by frequent urination, weakness and dry skin.

Potassium imbalance related to osmotic diuresis as manifest by unstable vital signs, cramps and muscle weakness.

Metabolic acidosis related to ketones presence in blood as manifest by kussmul’s breathing, nausea, confusion and drowsiness.

The assessment would include the airway, breathing, circulation (dehydration) and the neurological state (MCG, 2004). There is an osmotic diuresis related to hyperglycemia causing excessive gastric losses in the form of vomiting, abdominal pain and diarrhea, and lowered intake of food (nausea and sub-consciousness). The sensory perception of the patient is also altered due endogenous chemical alterations (Scribd 2010). Evidence for making the nursing diagnosis is done based on the presence of the following symptoms/features:-

Great output of urine

Diluted urine

Excessive thirst

Sudden loss of body weight

Poor food intake

Diarrhea and vomiting

Altered neurological state

Rise in the ketone levels in the blood and the urine

Lowered blood pressure and increased heart rate

Kussmaul’s respiration (deep and rapid breathing)

Dry and cracked skin with poor turgor

Most Acute Problems and their nursing needs

The nurse should ensure that all the parameters of the patient including respiration, blood pressure, heart beat, Input/ Output, body weight, fluid intake, temperature, skin changes, urine parameters, blood parameters and arterial blood gas analysis are adequately monitored round the clock. The fluid intake should be maintained for 2500 mL per day, till oral intake is resumed. Patient’s most acute six problems and their interventions are prioritized and listed below.

High blood glucose levels – This is related to the insulin deficiency, infection process and the effect of the stress hormones, which elevates the glucose level in the blood (Brooker, 2003). The symptoms include diluted urine, increased urination, loss of body weight, tiredness, and ketone formation. The patient’s recent dietary history needs to be studied further and the weight recorded daily. Insulin should be administered intravenously at 5-10Units per hour. Glucose solution can be administered in order to ensure that it is within the normal level in the blood. Besides, oral diabetic drugs need to be administered as suggested. Evaluation is done through checking body weight, blood glucose, urine sugar, etc (Pearson Prentice Hall, 2010).

Fluid volume deficit (dehydration) – This may be related to the hyperglycemia, loss of water through diarrhea, increased urination or vomiting, or reduced intake related to nausea. This may be demonstrated through the symptoms increased urination, diluted urine, weakness, sudden weight loss, dry skin, dry mucous membrane, loss of skin turgor, hypotension and tachycardia (Pearson Prentice Hall, 2010). Fluids need to be administered in the form of isotonic (0.9%) or lactated Ringer’s solution, and also administration of dextran and albumin. A urinary catheter needs to be utilized. Evaluation of the same may be through stable vitals, good skin turgor, palpable pulses, adequate urinary output, and normal electrolyte levels (Scribd, 2010).

Potassium imbalances – This may be related to osmotic dieresis, fluid losses, or reduced intake. Due to potassium imbalances, vital signs are unstable, pulses not palpable, cramping, muscle weakness and respiratory problems occur, and skin turgor is lost. A urinary catheter should also be maintained. Sodium and potassium levels are usually depleted with diuresis, but correction of the insulin levels would help to restore these electrolytes. Potassium and sodium should be administered intravenously, along with bicarbonate (in case the pH of the blood is below 7.1). The evaluation is done through checking the vital signs, skin turgor, pulses and urine output & checking for the signs of potassium imbalances (Scribd 2010).

Metabolic Acidosis – This develops due to the build up of ketones in the blood. Some of the signs include kussmaul’s breathing, nausea, confusion, fruity odor, and drowsiness (Holcomb, 1999). Serum ketones levels are increased, pH of the blood is lowered and the bicarbonate levels are reduced to below 15mEq/L. Besides insulin, Sodium bicarbonate solution should also be administered to lower the acidosis. Evaluation is made based on pH of the blood, bicarbonate levels and serum ketone levels (Pearson Prentice Hall, 2010).

The patient’s vital signs should be maintained and closely monitored. The patient should be reoriented to place, time and person so as to ensure a reality-check (Brooker, 2003). The nurse should speak to the patient slowly, clearly and explaining issues. Uninterrupted rest periods should be given to the patient. Slowly the patient should be permitted to perform daily activities. Patient should be protected from further injuries (Gulianick, 2003). Hands and feet should be kept warm and assistance should be provided during ambulation. All activities that can result in fatigue should be identified and alternative activities should be suggested. The patient should be given an uninterrupted sleep and rest plan to follow (Scribd 2010).

The following issues have to be closely evaluated by the concerned nurse:-

History of diabetes and symptoms (During admission)

Vital signs monitoring (continuously)

Respiratory signs (continuously)

Temperature (Continuously)

Skin changes (Continuously)

Arterial Blood gas analysis (frequently)

I&O (daily)

Weight body (daily)

Environment changes (Frequently)

Sensorium (Continuously)

Blood parameters (continuously)

Urine parameters (Frequently)

IV line (continuously)

Laboratory studies (frequently)

Sodium and potassium levels (continuously)

Blood pH (continuously)

Condition of the bowels and the stomach (Frequently)

Diet program (continuously)

Hypoglycemia or hyperglycemia signs (continuously)

Insulin and glucose levels (continuously)

Infection parameters (continuously)

Clean IV line, catheters, infection control measures, etc (continuously)

Auscultation of respiratory sounds (continuously)

Oral Hygiene (frequently)

Culture and sensitivity tests (as needed)

Antibiotic administration (as needed)

Rest and sleep (continuously)

Promote daily activities (later)

Protection from injuries, removing restrain (frequently)

Evaluation of visual acuity (Frequently)

Sensory and motor functions (frequently)

Assistance in ambulation and changing position (Frequently) (MCG 2004).

Nursing plan

Basically, the nursing plan should address the nursing diagnosis. There are certain nursing priorities which need to be fulfilled in this patient, which include:-

Managing the high blood glucose levels, and bringing it to normal within 24 hours

Ensuring the fluid and electrolyte balance is corrected

Maintaining a acid-base balance (correct the metabolic acidosis) (Margaret, 2006)

Correcting the metabolic imbalances (Banaga, 2010)

Treat or manage the underlying cause

Treat or manage any related condition

Preventing further complications – the patient should be taught how to identify the cause and the symptoms of ketoacidosis and prevent the condition from worsening

Ensuring that the patient is sufficiently educated about the disease process, outcomes and self-care measures required

Involving the patient in a local support group (Scribd, 2010)

Ensure that the patient knows about what has to be done during follow-up (LSU Health Services, 2004)

The nursing plan should include the following steps:-

Assessment of the problems and resuscitation

Correction of the acidosis and identification of the problem

Further management of the patient

Ensuring issues are sorted out before discharge (Medical Colleges of Georgia, 2004).

Goals

The patient has severe diabetic ketoacidosis and hence has to be managed in the critical care unit. The concerned nurse can discharge the patient only on achievement of certain goals:-

Achieving a homeostasis

Stabilizing of the patient’s condition

Correction of the patient’s causative or precipitating condition (in this case influenza and type 1 diabetes)

Preventing any further complications

Ensuring that the disease process is stopped – using multiple options

Improving the access to healthcare – so that the patient’s treatment needs can be attended

Ensuring that the patient knows the self-care needs and the means by which the same can be fulfilled (Scribd, 2010)

Having a post-discharge management plan for the patient

Education process should be initiated based on need assessment and using the services of a diabetic education nurse

Ensuring that the patient understands the therapeutic regimen (LSU Health Services, 2004).

Expected outcomes

Client will achieve normal blood glucose level.

Client will have good understanding of diabetes ketoacidosis before discharge.

Client will have normal fluid and electrolyte balance.

Client will be visiting diabetic clinic for better ongoing diabetes management.

Client will report less physical discomfort.

Evaluation

Client achieves normal blood glucose level within 24 hours.

Client achieves normal vital signs within 24 hours.

Client reports no vomiting, dry mouth, flushing of the face and nausea within 24 hours in the absence of dehydration.

Client reports better skin condition, weigh gain and more energetic within a week.

Client will have improved respiratory conditions within 72 hours.

Client reports reduced thirst, no frequent urination and muscle cramps within 48 hours.

Client’s blood test will demonstrate the normal electrolyte- fluid balance within 48 hours.

Conclusion

The nursing plan should not only aim at emergency management of the patient and control of the vital signs, blood glucose level and other complications of diabetes on a short-term basis, but also ensuring that the patient has enough knowledge to ensure self-care of diabetes and prevention of further complications. The nurse can play an active role in the management of the patient with type 1 diabetes, not only in the intensive care management of the patient but also educating the patient and ensuring that the patient is better informed. Also, the accessibility issues to healthcare facilities to seek diabetes care should be discussed by the nurse in order to address these complications.

Geriatric Care Available in New Zealand

Introduction

Ageing population has out growth its number for years in many countries such as New Zealand that has a number of ageing population. Most ageing population are physically fit and have a healthy life style. But some of their numbers suffers from the most common geriatric problems such as dementia and Alzheimer which cannot be prevented due to their age, lifestyle factors they had when they were young and so as genetic factors. Thus, requires geriatric services in different delivery setting that will be able to help and support them to go on with their life as normal as possible. This geriatric services includes evaluation, treatments, recovery, support groups and includes support groups that are well knowledge in handling geriatrics needs.

Abstract

This report will identify and describe the different geriatric services that assisting the aged population here in New Zealand. That employees and people of our Rest Home will be well informed accurately of the other services that can also be offered to the clients and be able to know the proper care that aged people needs to be holistically cared of. The present discussion will embrace the reality, motivate and to promote quality geriatric health care services in our Rest Home with the services that is already available in the government services.

There are different services that the New Zealand Government offers to the aged population to improve and protect their wellbeing. It is well stated by the Minister for Senior Citizen Hon Jo Goodhew (2013) that, “Our older population is becoming increasingly diverse, offering valuable knowledge, skills and experience. My vision for the future is a place where everyone lives life to the full. This is what we as New Zealanders want for our parents and grandparents, as well as ourselves and our children in years to come. People who lead full and successful lives in their younger years will take this success into their older years.” The government takes steps to focus the needs and improving the services that will ensure and protect the ageing population welfare and well-being.

Health & Disability Advocacy

Ngā Kaitautoko

This service supports people in making sure that their human rights are being valued. If in case of health and disability service complaints advocates takes side of complainants. This service is offered for people for free and advocates are willing to support in assistance to resolve complaints.

Health and Disability Advocacy service is helpful for elderly and their family to ensure that they are well knowledge of what are their rights as consumers specially those who are living in a home care. In case like a member of a family felt that his or her love one is being neglected in a home care due to her illness such as dementia that we all know that is common to the elderly. The member can seek help and advice to the advocates to voice out their concerns in regards with the treatment and care. Advocates will be able to make arrangements for the both parties to resolve the complaint. Updated information can be access in Health & Disability website (

www.advocacy.hdc.org.nz

)

Age Concern

He Manaakitanga Kaumātua

Age concern is a non-profit organisation that offers useful help in the ageing population of New Zealand. They make sure that the whole walfare of every eldery is being respected and honored. Aged population over 65 years old can benefit in the services that the organisation offers they have a elder abuse and neglect prevention this service is available in majority cities in the entire country. The organisation can help elders that maybe physically, mentally, emotionally and monetary abuse by their family or other people due to their age or current state of health. More information can be access in Age Concern official site (

www.ageconcern.org.nz

)

Alzheimers New Zealand

A charitable institution that caters its service particularly for elderly with dementia and alzheimers. This institution helps provide support to people especially family with elderly that might be suffering or suffering from the illness. They give well rounded information regarding the early assessment and diagnosis of dementia, offer support to families to cope in caring with their love one who is diagnose with the illness and they organize programmes for the people who are diagnose with dementia and for the awareness of other people about the said illness. More up to date information and ongoing support can be seen in Alzheimers New Zealand (

www.alzheimers.org.nz

)

HealthEd

HealthEd, it is an online service that provides information to people regarding public health. They have array of up to date information that will boost people knowledge in taking care maintaining and improving of their present health condition. The website is designed to be easily use by everyone even the elderly they first have to register in order to save the article that they want to request and eventually use it as a future reference. Once the sign up is done the person may request or search from the resources the provider have. The articles maybe available in different formats like pampelts, books that can be borrow by individual who wants to learn more regarding on improvement of their health and their family. More detailed information can be access in HealthEd (

www.healthed.govt.nz

)

Super Gold

Super Gold card is a free of charge card and so as a privilege card for the eligible senior’s age 65 years and over and veterans in New Zealand. With this card elders can have general discounts in different business establishments. They can even have free ride on the government funded means of transportation like the buses and trains during the off-peak hours. This card also gives special discount on latest special deals that runs regularly which can be updated thru the website. Elders benefit a lot from this service for it helps them to lessen the amount of their daily expenses. Specific information is provided in the website of Super Gold (

www.supergold.govt.nz

)

Geriatrics Service Provision

Hospitals

Hospitalsare one offew institution that provides service to aging populations that diagnose with illness that needs a complete

patient

treatment and to be look after by specialised staff and equip with equipment that can be used to fully assess a patient. All level of care in related to assessments, interventions and managements care is available in a hospital setting. Hospital is composed of interdisciplinary team member that hand in hand helps patient to improve patient care and outcomes. Clinical set up provides elderlies the available, standardized and up to date treatments that they need to ensure quality of care. It have geriatric co management that have access to different specialist that will be able to properly assess the full detection of illness to decrease mobility and mortality rates. For dementia patient they are assessed more in this institution for it have all the equipment’s and specialist needed for them to be fully diagnoses with the illness.

General Practitioner

General practitionerprovides the first line of medicalcarein a community they assess, diagnose, treat acute non-life-threatening patient and referral to specialize doctor if necessary. But once patient requires more medical attention that is the time they are send to the hospital for further examination and treatment. Age related alteration such as dementia need to be fully assess in order for medical allied to set the appropriate interventions needed.

Residential Care

Residential care services has a different scope of related services for elderlies such as palliative care, rehabilitative services and other geriatric programmes. Residential care are composed of well trained, competence people who will provide supportive and full assistance in everyday aspect of care to the elders’. This people are full responsible in making sure that they provide holistic care to the elderlies specially those who are dependent to the care of others. There are different residential care that specialized in care for different geriatric problems such as dementia care, psychological challenged patients for they can surely provide proper care and attention to the client.

Physiotherapists

Age associated changes such a s loss of muscles mass and strengths, decrease of muscles force and other physiological changes have a negative impact in elders daily living. For a stroke patient after full assessment proper treatment most elders need to under series of rehabilitation to be able to cope with their daily life routine and to recover and increase their independence if possible. Interventions for functionality, mobility, gross and fine motor skills is being develop slowly in every session to increase, promote and to enhance elderly functionality for their daily activities to prevent falls and injury.

Memory Services

It is age related that neurological changes such as memory function and cognition of the aged population is being affect through time. Some elders cognitive process declines where some still able to sustain information and still have significant cognitive performance. For those who are diagnose with Dementia or Alzheimers’ disease can undergo treatments and lifestyle modification to be able to improve their cognitive function if not be able to be assess with their daily functional status to ensure their safety specially they are predisposed to accident such as fall and injuries.

Dieticians

Elders’ nutrition should be given one of the highest priority to promote and maintain good health. Aged people should have a proper balance of all their daily intake, dietician are experts to help to determine nutritional needs and health of an individual. Individual specially the elderly’s who are diagnose or predispose with diabetes should see a dietician to have their assessment, management and modification of their daily intake.

As part of the Geriatric Health Care Specialist I have prepared a simple outline that can be use to help individual such as family members, staffs to understand and to take part in taking care of our elders and understanding the stigma geriatrics are facing specially dementia and Alzheimer patients.

Our elders needs us specially the frail, known disability and those who have diminished their quality of life. Geriatric problems are not just centered to delirium, malnutirion, falls, incontinence that should be assessed and management. We should be able to recognize and address the every needs of the older people to be able to improve our care and their quality of life.

To help reverse the stigma that elderlies facing due to their age and conditions mostly those who are diagnose with dementia. We will deliver quality care and collective interdisciplinary effort to protect our elders with some of the current stigma they are facing.

Dementia patients faces social isolation from individual and their families

Dementia patient may have cognitive decline unlike any other geriatric associate illness they still have emotion and they still need to feel the sense of belongingness and acceptance of their family and the society.

This isolation stigma can be lessen if there will be enough knowledge regarding the illness. A health educator will be able to help with managing health education regarding the changes and what to expect as the illness affects the patient. With proper care, awareness and understanding will be beneficial to the patient and so as physical and social activities can be offer to maintain their physical, social and cognitive function. Family and friends can have a flexible time of visitation if the patient is settled in a rest home and bonding with family members must be encourage. Elderlies will be encourage to participate in scheduled physical activities such as routine exercise, indoor and outdoor activities to promote socialization with other patients and people around them.

People’s assumption of automatic loss of independence of dementia patients

Some people who are not well informed regarding dementia assumes that individual after by this illness loss their sense of independence. It may be true in some ways but it is only for the people around the patient can truly understand their needs. Family and care providers could be educated regarding the value of independence for elderly with dementia and it is highly recommended to increase functional activity. With simple routine of letting them eat in their own with care giver less supervision can help them to improve their independence. Family members and care providers should be given free education regarding the safety needs of the elderly in regards will falls, injuries and other common complication due to their health condition and to assure the safety as they move independently as much as they can.

Dementia patients unable to make decision regarding their own care

Cognitive impairment may be present in dementia and they may not be able to actively participate in making decision with their care but they still need to be advise of their present situation, care plan and treatment that they will be undergoing. They may not be directly involve with the care management family should be there to give care and be there to know the situation of the patient. But dementia patient capacity to secure consent should be and could be practice in making, adjusting and changing health care programme though they may not seemly understand and remember the situation the fact they were involve with the process it will give them the sense of individuality.

Dissatisfying interaction with the medical community

Dementia has an essential research topic for years as this is well labelled aged illness people became hesitant in seeking evaluation. Medical personnel or physicians may sometimes become hesitant in discussing dementia for the patient and family may have initial thought of it is total useless for them to know those vital information because the said illness is non curable and progresses to worst case scenario in time. But having it well explain in an easy manner that can be clearly understand and physician can give an clear insights of what to expect and what treatment can be offer can provide an opportunity to improve the quality life of the patient.

Having uncertainty of support services and treatments

As some think that dementia have no cure and highly prevalent to elders they become uncertain in seeking medical attention in regards with the illness. For they may think that what is the sense of having it manage if they is no evidence of progress. Support care like rest homes must to be a friendly and safe place of elders with handrails, good and adequate light source, wide doorways, hallways and other setting to ensure safety. Personnel’s and care givers must will be highly trained to deliver a friendly and non-threating physically, emotionally, mentally environment to dementia patients. Advice that family members and friends are highly advise to bring in patients familiar personal things to promote familiarization. If patient or patient family cannot afford medication or treatment be able to recommend alternatives where they can ask for help or further assistance.

Conclusion

All in all, Elderlies many challenges to their health and daily function as it is not inevitable. Relevant interventions is available in many ways as the government also supports and sees the needs of the aged population. It is the people surrounds and care for them that is responsible to make use of it for their good. As this interventions and practices will still acknowledge, maximize the older person’s capabilities and potential as an individual to function with and without assistance. That sick and well elders must be treated well, individuality is respected and their dignity must be maintain at all times. Elders must be given an opportunity to remain independent and be able to function in the situation as possible they may experience distressing situation but their support system must be evidence at all times.

Recommendation

Given the above information’s in this report improving the health care for the elderly in facing their geriatrics concern is a hand in hand contribution starting from the patient, family, friends, elderly institution and the government. Consistent action with all the parties involve will address the identified and the unknown needs of the elderlies to be able to live their lives the best way possible. The measure of the overall effectiveness of services provided to the elderlies will show minimum supervision from their caregivers in performing their daily activities and they will be fully accepted by the society the way they should be. With the support and contribution of the government aged care system will be more sustainable and affordable for the each and every individual well and sick. Be able to promote good, positive attitude and awareness towards patients who were diagnose with dementia or any illness and their rights as individual must be respected at all time in any situation.

References


Age Concern

. Retrieved from

http://www.ageconcern.org.nz


Alzheimers New Zealand

. (2012). Retrieved from

Home


Health & Disability Advocacy

. (2009). Retrieved from

http://www.advocacy.hdc.org.nz


HealthEd

. (2011). Retrieved from

http://www.healthed.govt.nz

Office for senior citizen. (2013, October 01). Minister’s foreword Hon Jo Goodhew.

Older New Zealanders-Healthy, independent, connected and respected

, 3. Retrieved from

http://www.msd.govt.nz/documents/what-we-can-do/seniorcitizens/positive-ageing/older-new-zealanders.pdf


Super Gold

. Retrieved from

http://www.supergold.govt.nz

Role of Communication in Nursing

Communication is the transfer of information between people. Communication for nurses is important in the present situation, and communication is an important part of the nursing practice, which has a special meaning. Nurses use good communication skills in order to obtain the trust of patients, to gain more fully understand of patients. Such communication is conducive to the conduct of nursing assessment and care plan development implementation, more conducive to the conduct of health education. In order to achieve the purpose of promoting early recovery of patients, successful communication can build a good relationship between nurses and patients, so patients with the treatment of psychological adjustment to the best state. Effective communication between nurses and patients in clinical care can play the role of surgery which drugs will not achieve, is worth promoting. This essay will firstly discuss the importance of nurse communication ability; following this, it will analysis the verbal and non-verbal communication in nursing.

The importance of nurse communication ability

Nurse-patient communication is information exchange between the nurses and patients, and their families, and it is the relationship between nurses and patients deal with the main contents (Jane, 2010). With the change of medical model, nurse-patient communication is increasingly more people are concerned. Therefore, the communication content between nurses and patients’ awareness and understanding is very important, good communication between nurses and patients is able to alleviate the needs of patients with pain and suffering, it is also to promote understanding and support between nurses and patients, the effect is to improve the care needs.

Nurse-patient communication promotes and builds mutual understanding, trust and support of nurse-patient relationship. Nurses can also communicate with patients to identify and meet the needs of the patient’s negative feelings, so effective communication improves the quality of care, which plays the role of catalytic. Patients before and after communication treatment, the psychological burden rates were 99.14% and 21.57% (Clare, 2009). That state clearly there was clear communication between the treatments of patients with adverse emotional effect. 70% of the clinical diagnostic information from the patients’ medical history, further studies has shown that: capable and competent medical staff can be asked about the history of the diagnostic information 82%, 9% from the physical examination, and 9% from the laboratory results (Jane, 2010). The study results show that increasing communication skills of health care is very important, through the use of appropriate communication skills, health care workers to obtain information and a complete medical history of patient communication. They can make accurate medical history information, providing critical for accurate diagnosis of disease History information.

Nurse-patient communication skills

Nurse is the main role of patient communication. Clinical nurses make interactions information with patients between different levels of all the time. Communication between nurses and patients in the rehabilitation of patients played an important role, including verbal communication and non-verbal communication, communication between nurses and patients in the process of mutual penetration and combined together play the role (Clare, 2009).

Verbal communication

Language can both heal and cause the disease, in the clinical nursing process; nurses are the most contact with patients (Clare, 2009). Communication between nurses and patients physical and mental condition to understand the patient, provide the correct information to patients, reduce patient pain and suffering, improve the efficacy very Important. This is an important progress.

The course of the nurse working, the nurse should use legible language, with appropriate words to convey their ideas, make people understood in order to exchange ideas and feelings (Jane, 2010). Communication between nurses and patients should have a clear purpose, focus on the subject and highlight the theme. Nurses should be good at guiding and controlling the atmosphere of conversation and content and methods, so that patients will be in the elimination of tension, emotional stability, avoid the simple, brutal, cold language, it enhanced the confidence to overcome the disease. Meanwhile, the language should be simple, not to add more attribute with the adjective, colloquial speech, as far as possible. Specifically, the language of nurses should have the courtesy, protection, explanation, comfort and other characteristics.

In the process of Nurse and patient communication, nurses should make the language rich in emotion, first of all depends on the nurse’s emotional control and regulation (Mary, 2011). When nurse entering the work state, they should consciously adjust their emotions, so that in a state of pleasant and calm, as to spontaneously generate sympathy for the patient trust, respect the patient’s feelings and emotions. Nurses determine their language skills and emotional appeal. In general, the voice was soft and some milder tone, speech slower, with appropriate gestures and facial expressions, so this can show the gentle nurses caring for patients and concerns. Verbal communication is important, but the silence will give patients a chance to consider. Carefully the implications of patient experience, understand and acknowledge that the communication process to express the real meaning of patient.

Non-verbal communication skills of nurses

In daily communication, non-verbal means of communications are used about 60% to 70% by people (Mary, 2011). Some people think that, under normal circumstances, non-verbal communication is more effective than verbal communication, and the two communication methods have the same effect. The non-verbal communication has a strong expressive and attractive, the information is often richer than the language of the appeal across the barriers of language.

Non-verbal communication is also known as the “acts of language”, mainly through face gestures, eye contact, and movement to achieve the goal of communication (Jane, 2010), from language to enhance communication and counseling role. Often act language to express the meaning of language can not express, and can fully reflect the care workers demeanor, bearing, will help improving communication effectiveness.

In nursing, smiling can create an intimate atmosphere of patients, and make patients and their family feel relieved (Jane, 2010). For example: When in the early morning, the patient had just woke up, smiling nurse came to the bed, kind of asking out Good morning, Elimination of patients nurses strangeness. Giving patients the smile, patients will establish the confidence to overcome the disease. According to the statistics: in the information transmission and exchange of the total effect, language is 7%, tone is 38%, 35% is facial expression (Constance, 2008). Nurses communicate with patients should be smiling, giving a kind and warm feeling, while also closing the sense of distance between nurses and patients. Body language is an extension of verbal communication. The non-verbal expression is important, full of very strong function of the verbal expression of information and colorful. Body language refers to people in a relationship through gestures, movements, posture or gestures touch to convey information, express feelings and attitudes as a means of communication (Audrey, 2001). Nurses in the communication of body language in the appropriate use of nurses can enhance patient trust, help to language. Patients with high fever, such as in asking about her condition, while touching their forehead to better reflect the concerns of patients, kind of emotion, reduce patient and their family anxiety.

Conclusion

In conclusion, Nurse-patient communication is an art, to master this art, requiring not only the expertise of nurses, but also extensive knowledge of the humanities and social science and good communication skills. For nurses, the communication is a basic skills achievement nursing profession. Communication between nurses and patients is the integrated use of a variety of techniques, rather than a single method can solve. Nurses -patient only learned the art of getting along, and proficiency in the use of communication skills in order to provide the best care for patients and promote physical and psychological rehabilitation of patients, their families more at ease.

Are there considerations of clinical research and education that might affect clinical decisions?

Are there considerations of clinical research and education that might affect clinical decisions?

Let’s have a debate!!! Is nursing theory important to the nursing profession? If you believe that it is important, explain why it is useful. If you do not believe that it is useful, explain why nursing theory is not necessary to the profession? Be sure to provide an example that demonstrates your opinion and a scholarly reference (not using the required textbook or lesson) which supports your opinion.

The diversity movement suggests that there is strength in our differences and that our differences enhance each other. At the same time, the movement insists that our differences should not have economic, social, or political consequences. We are entitled to the same access to resources and opportunities regardless of our differences. The human suffering from Hurricane Katrina and the images of victims has stimulated the debate about differential access to resources.
Read the report Women in the Wake of the Storm: Examining the Post-Katrina Realities of the Women of New Orleans and the Gulf Coast. On the basis of your reading, create a report, answering the following:
• Discuss the prominent dimensions of diversity revealed as a result of the Hurricane Katrina disaster.
• Discuss factors that specifically influenced women’s vulnerability to Hurricane Katrina. While answering, consider the primary dimensions mentioned in the lectures as well as the secondary dimensions such as parental and marital status, income, educational level, military experience, geographic location, work background, and religious beliefs.
• Describe the implications for healthcare organizations as a result of the disaster.
• Discuss at least of two of the policy implications that are outlined in the report. If you were given the task to add another policy recommendation what would it be and why?

Medical Indications: The Principles of Beneficence and Nonmaleficence
1. What is the patient’s medical problem? Is the problem acute? Chronic? Critical? Reversible? Emergent? Terminal?
2. What are the goals of treatment?
3. In what circumstances are medical treatments not indicated?
4. What are the probabilities of success of various treatment options?
5. In sum, how can this patient be benefited by medical and nursing care, and how can harm be avoided?
Patient Preferences: The Principle of Respect for Autonomy
1. Has the patient been informed of benefits and risks, understood this information, and given consent?
2. Is the patient mentally capable and legally competent, and is there evidence of incapacity?
3. If mentally capable, what preferences about treatment is the patient stating?
4. If incapacitated, has the patient expressed prior preferences?
5. Who is the appropriate surrogate to make decisions for the incapacitated patient?
6. Is the patient unwilling or unable to cooperate with medical treatment? If so, why?
Quality of Life: The Principles of Beneficence and Nonmaleficence and Respect for Autonomy
1. What are the prospects, with or without treatment, for a return to normal life, and what physical, mental, and social deficits might the patient experience even if treatment succeeds?
2. On what grounds can anyone judge that some quality of life would be undesirable for a patient who cannot make or express such a judgment?
3. Are there biases that might prejudice the provider’s evaluation of the patient’s quality of life?
4. What ethical issues arise concerning improving or enhancing a patient’s quality of life?
5. Do quality-of-life assessments raise any questions regarding changes in treatment plans, such as forgoing life-sustaining treatment?
6. What are plans and rationale to forgo life-sustaining treatment?
7. What is the legal and ethical status of suicide?
Contextual Features: The Principles of Justice and Fairness
1. Are there professional, interprofessional, or business interests that might create conflicts of interest in the clinical treatment of patients?
2. Are there parties other than clinicians and patients, such as family members, who have an interest in clinical decisions?
3. What are the limits imposed on patient confidentiality by the legitimate interests of third parties?
4. Are there financial factors that create conflicts of interest in clinical decisions?
5. Are there problems of allocation of scarce health resources that might affect clinical decisions?
6. Are there religious issues that might influence clinical decisions?
7. What are the legal issues that might affect clinical decisions?
8. Are there considerations of clinical research and education that might affect clinical decisions?
9. Are there issues of public health and safety that affect clinical decisions?
10. Are there conflicts of interest within institutions and organizations (e.g., hospitals) that may affect clinical decisions and patient welfare?

Case study and history of dental abscess

HISTORY OF PRESENT ILLNESS:

Mr. A028 is a 24 year old male presenting with a dental abscess he has had for 9 days. He had two episodes of dental abscesses prior for which he was treated. He was admitted to Princess Margaret hospital 3 days ago and his abscess ruptured a day ago.

He informed us that when he was admitted to the hospital he had a constant excruciating pain that radiated across his face and his right jaw was swollen. He was not in any pain at the time of the interview but he rated it an 8 on a scale of 1 to 10 with 10 being the worst on the day he was admitted. The pain when he had it increased at night especially when he stretched his neck. It started about 9days ago with a tooth ache and then the pain kept increasing in intensity and his jaw became swollen.

He had no fever through the course of his illness but some chills a couple days ago. He said he took some over the counter pain medication at home for the pain but it did not help much. He was currently on IV antibiotic Metroniadazole and oral antibiotic Amoxicillin and Ibuprofen for the pain. His abscess ruptured yesterday and his swelling subsided considerably.

He had dental abscesses in October and then December 2010, both of which ruptured after taking antibiotics. He said he had tooth aches since he was 20yo (See past medical). He said he brushed his twice daily.

PAST MEDICAL HISTORY:

The patient described himself as pretty health but had a significant history of tooth aches and dental abscesses twice prior to this.

His tooth aches started when he was 20 years old and then in October 2010 he had pain and swelling in the jaw. He was placed on antibiotics and the abscess ruptured but the swelling never subsided all the way. His dentist wanted to extract his tooth but could not because of the swelling. His second abscess occurred in December 2010 and he was again placed on antibiotics and it ruptured. He said he ate a lot of candy when he was younger.

He had no major childhood illnesses other than the regular “cold and flu.” He was properly immunized as a child and has never had any surgeries. He was never involved in any accidents and never had any blood transfusions. He does not take any medications regularly. He is not allergic to anything.

FAMILY MEDICAL HISTORY:

Mr.A028 is not married and currently lives with his aunt. He has one daughter who is 2 years of age and healthy. His mother died when he was 2 and his father lives in Aruba. He had lived in Aruba with his father for 9years from age 9 to 18. He had no tooth problems over there. His mother was in her twenties when she died, he did not the cause but said she was very ill. His father is in his mid forties; he did not know the exact age but said he is healthy.

He has 2 brothers and 6 sisters and all of them are healthy. There were no major illnesses in his family and no history of alcohol abuse.

PERSONAL AND SOCIAL HISTORY:

Mr. A028 is an entrepreneur who sells music and DVD’s. He has been smoking about 6 cigarettes a day since he was 21. He also smokes marijuana every day since he was 19. He drinks about 2 beers a day and a little more on the weekends. When asked about his drinking he said he does not get intoxicated and it doesn’t affect his daily life. He feels in control about his drinking and is not guilty. He also said he does not feel the urge to drink in the morning.

He is sexually active and uses protection. He has had 3 sexual partners but is currently not with anyone as he is in police custody since last week until next month. He preferred not to talk about the reason. He likes to hang out with his friends by the river in his free time.

ROS:

General health: The patient said that he is usually very energetic and active. He does not feel tired and gets about 6hrs of sleep per day. He has not lost any weight.

Skin: Patient denied having any itching, bruising or rashes but he did have scabies 2 years ago. It was mild and cured with medication. He also denied thinning of hair and color changes.

Head: Patient denied any headache but said he feels dizzy sometimes when he “stoops and gets up.”

Eyes: Patient denied having any vision changes, itching and discharge from eyes.

Ears: Patient denied having hearing problems, ringing and discharge from ears.

Nose: Patient said he did not have any nasal congestion, discharge or bleeds right now but does get “regular colds.”

Mouth and throat: Patient denied having bleeding gums but does have cavities in his teeth. The dentist needs to extract his tooth once the abscess is healed completely.

Neck: Patient denied having any pain or swelling in his throat and also denied stiffness of the neck.

Resp: Patient said he does not have any cough or shortness of breath.

Cvs: Patient denied palpitations, chest pain and shortness of breath.

GI: Patient reported that he has normal bowel movements of about one a day unless he eats something bad. He said his stools were normal in consistency and color. He denied any appetite changes and abdominal pain.

Gu: Patient denied polyuria, dysuria and burning. He also denied having any lesions, pain, discharge, palpable masses in his genitalia and dribbling of urine.

Metabolic and endocrine: Patient stated that he does not feel abnormally hot or cold except the chills a few days ago (see HPI). He also denied excess hunger or thirst.

Lymphatics: Patient denied any lumps or tenderness.

Musculoskeletal: Patient denied any muscle weakness, tenderness or swelling. He also denied joint pain and locking.

Neurological: Patient denied having any weakness, blackouts or fainting. He also denied double vision, numbness, tingling and changes in smell and taste.

Psychiatric: Patient denied having anger problems or problems concentrating. He also reported no excessive worrying or any memory problems.

Mental status examination:

The patient was laying leg cuffed to the bed. He was well groomed and other than the swelling on his face, he appeared healthy. He was very cooperative, calm and alert and did not appear to be in any pain. He showed no signs of anger or depression. The cops had come to see him during the visit and he appeared to be cooperative with them as well. He did not show any abnormal thought processes or disturbances.

Physical examination:

General survey:

The patients head size and shape was normal. There were some stitches on his scalp but no tenderness upon palpation and there were no lumps or bumps. His hair was evenly distributed and the color and texture was normal according to gender and race.

Patient was afebrile and his temperature was 96.8F. There were no discolorations or scars on his arm but there were some stitches on his finger because of which he couldn’t straighten them, he said it was an accident while holding a machete. Turgor and mobility of the skin was normal.

The conjunctiva was pink and well perfused. Sclera was anicteric and there was no strabismus present.

Lips were well perfused and there were no signs of cheilosis or peripheral cyanosis. The patient could not open his mouth all the way due to the swelling and we couldn’t look for central cyanosis, ulcers and all his teeth. But from what we saw there were no bleeding gums or missing teeth. The tongue showed no signs of glossitis. The swelling in his jaw extended upto his cheeks.

There were no signs of clubbing or splinter hemorrhages upon examining the fingers and capillary refill of nails was within 2 seconds. Palms showed no signs of palmar erythema. No tremor was noted.

No pitting edema or tenderness was noted upon palpation of the lower extremities. Neither varicose veins nor any trophic changes were noted.

Vitals:

Radial pulse rate:72 beats/min. The pulse was brisk in character, the rhythm was regular and the volume was normal with no signs of calcifications. It was symmetrical in both arms.

Peripheral pulses: Brachial, femoral, posterial tibial and dorsalis pedis were all present and symmetrical. There was no radio-femoral delay. Carotid pulse was present on both sides and it was monophasic with brisk upstroke. No bruits were heard.

Respiratory rate: 24 breaths/min

Blood pressure: 110/80 average of both arms.

Height: approximately 5 feet 5 inches

Weight: Appeared to be fit and average BMI

JVP: Could not be taken due to the dim lighting in the ward.

Cardiovascular system:

Inspection : The chest appeared symmetrical. There were no scars or lesions present. No pectus excavatum or pectus carinatum was noted.

Palpation: No thrills or vibrations were noted in aortic, pulmonary, mitral or tricuspid areas. Apical impulse was felt medial to the midclavicular line in the left 5th intercostal space. The amplitude was brisk and tapping and the diameter was about 1.5cm. The duration was short and heard between S1 and S2. It was also felt in the left lateral decubitius. There was no parasternal heave present.

Auscultation:

Aortic area: S1 and S2 heard, S2 louder than S1, No murmurs

Pulmonary: S1 and S2 heard, S2 louder than S1, splitting of S2 upon inspiration and no murmurs.

Tricuspid: S1 and S2 heard, S1 louder than S2. No murmurs, No S3 or S4

Mitral area: S1 and S2 heard. No murmurs, No S3 or S4.

Respiratory system:

Inspection:

The patient showed no signs of respiratory distress. No audible wheezing was heard and he was breathing symmetrically. No signs of barrel and flail chest, kyphosis, scoliois. The crico-thyroid gap was even on both sides and about 3 fingers. The trachea was not deviated. AP diameter was 2:1.

Palpation and percussion:

No tenderness was indicated upon palpation of the chest and back. Chest expansion and tactile vocal fremitus was symmetrical. Percussion revealed resonant sounds.

Auscultation:

Vesicular breathing sounds were heard throughout the posterior thorax, they were symmetrical on both sides. No wheezing or crackles heard. Bronchophony, egophony and whispered pectoriloquy were absent. Vesicular breath sounds were heard for most of the anterior thorax but bronco-vesicular sounds were heard in the 1st and 2nd intercostal spaces.

ABDOMEN:

Inspection:

The contour was flat and muscular and no scars or striae were seen. Peristalsis was not visible and there were no signs of inguinal hernia. Abdominal aorta pulse was visible.

Auscultation:

Nomal bowel sounds were heard in all 4 quadrants and no bruits were heard over the aorta, renal artery and the common iliacs. No friction rub was present over the liver and sleen.

Palpation:

No tenderness or guarding was present on light palpation and no masses were felt upon deep palpation. The liver edge was palpable and it was soft and smooth with no tenderness. The spleen and kidneys could not be palpated. Neither rebound tenderness nor costovertebral tenderness was present.

Percussion:

Tympanic sounds were heard in all 9 quadrants. Liver span was measured to be around 7cm in the midclavicular line. Tympanic sounds were heard in the trough space. Fluid wave test was negative and there was no shifting dullness.

PROBLEM LIST:

Dental abscesses

Tooth cavities

Postural hypotension

DISCUSSION AND PLAN:

The dental abscess seems to have occurred due to the patients untreated dental cavities. Dental cavities arise from bacteria damaging the enamel, dentin and cementum. The infection starts with plaques of bacteria present on the surface of the teeth. There will then be localized destruction of hard tissue by bacteria within the supragingival plaque. Most common bacteria are acid producing streptococcus mutans and lactobacillus spp. S.mutans readily colonizes but does not become cariogenic until it gets dietary sucrose. Fermenting the dietary sucrose produces acids that demineralizes and causes tooth decay. They can later invade the pulp and eventually the alveolar bone. Dental abscess is pus accumulated at the tissues of the jaw bone at the tip of the infected teeth.

They present as pain and discomfort but can become life threatening if they invade the deep facial tissue and become systemic. They can reach the heart valves and also cause coronary artery disease. Risk factors include poor hygiene, diet and genetic predisposition. Innate responses like the saliva that neutralizes and washes away bacterial acids and the cleaning action of the tongue protects from plaque buildup. We also have epithelial cells of the oral cavity secreting antimicrobial peptides in response to bacteria or inflammation. Tooth brushing and flossing can physically remove the food particles and plaque. Treatment mainly involves antibiotics to get rid of the organisms. If the abscess does not rupture or the antibiotics don’t help, cutting open the abscess and letting it drain is an option. This might have to be done under anesthesia if extended deeply. If the tooth is not repairable like in Mr.A028’s case, then it must be extracted along with curettage of all apical soft tissue. This extraction should have been done in October 2010 with his 1st abscess and it could have prevented the next two. The fact that there was some swelling remained says that it was not cured completely. The patients abscess ruptured and the swelling subsided which means the antibiotics are helping and they should be continued. Upon healing of the abscess, his tooth should be extracted to prevent future infections. He said he brushes twice a day but does eat a lot of candy (providing sucrose to the bacteria) so he should start flossing and using a mouthwash. He should go see his dentist regularly to check for cavities so they can be treated in a timely manner.

The patient mentioned that he feels dizzy upon stooping and getting up. This could indicate postural hypotension which is due to cerebral hypoperfusion. Symptoms include dizziness, visual blurring and even syncope. In younger people like our patient it can be due to volume depletion or chronic autonomic failure. Standing up pools some blood in the lower extremities and lowers the venous return which decreases the cardiac output and B.P. To compensate the sympathetic nervous system is signaled. Any problems in this pathway can result in postural hypotension. First we need to confirm if the patient has this by taking his B.P both while sitting and then standing. Since he said it does not happen to him that often, it could also be just due to dehydration. Treatment will depend on the etiology.

Referances:

Chow, Anthony. “Epidemiology, pathogenesis and clinical manifestations of odontogenic infections.” 2nd September 2008.

http://www.uptodate.com/contents/epidemiology-pathogenesis-and-clinical-manifestations-of-odontogenic-infections?source=search_result&selectedTitle=2~32

Preventing Patient Safety Dilemma of Falls

Let the Bodies Hit the Floor: A Patient Safety Dilemma

The Agency for Healthcare Research & Quality describes a fall as an unplanned descent to the floor that may or may not result in an injury to the patient (AHRQ, 2019).  The facility where I am currently employed has had a recent safety issue because our number of falls has increased dramatically on the Inpatient Rehabilitation Unit.  As an organization we strive to provide the best possible care in our area and preventing falls is a part of that care.  We currently have interventions in place to prevent falls such as a fall bundle that includes non-skid socks, fall bracelet, and bed/chair fall alarms.  The purpose of this paper is to evaluate the root cause of falls on the inpatient rehabilitation unit at EAMC-Lanier along with research for proposed interventions and reinstatement of current fall policies.

The patient population that is admitted to an inpatient rehabilitation unit are patients that require an aggressive therapy program that can include at least two scheduled therapies such as speech therapy, occupational therapy, or physical therapy for a total of three therapy hours.  These particular patients are at an increased risk for falling as they may be admitted for debility, hip fracture, major trauma, cerebrovascular accident, traumatic brain injury, or exacerbation of a chronic illness that may affect the patient’s ability to perform daily activities safely.  As a unit we encourage as much mobility and independence as safely possible; So, our patients are getting up to go to the restroom instead of using the bedpan, taking showers instead of bed baths, eating breakfast, lunch, and dinner in the dining room;  they are also dressed in their clothes from home rather than wearing a hospital gown and their stay is anywhere from seven to 21 days, sometimes longer.

Joint commission has listed falls with or without injury as a sentinel event.  Studies report that three percent of hospitalized patients fall and 25 % of those have a fall with injury (Dykes, Adelman, Adkison, Bogaisky, Carroll, & Carter, 2018).  A fall with injury could include a fall that results with bruising, bone fractures, or subdural hematoma (Dykes, et al, 2018).  In an effort to reduce falls the Quality and Safety Manager from our sister hospital hosted a round table meeting to evaluate our current fall prevention procedures.  I am the charge nurse for this unit, so I was included in this meeting along with the primary nurse, care assistant, pharmacist, all participating therapists with specific patient, and the hospitalist.  It was determined that we were not following our current fall prevention program appropriately and we also decided to incorporate some new ideas to add to our current fall prevention procedure.  Our staff were not applying the prevention strategies we had in place and night shift was not participating at all in fall prevention.  Therapy staff were also not being consistent in continuing the unit’s current fall prevention strategies.  The fall prevention items we have in place with our current fall rate of six for the month of August and six for the month of September are yellow fall bracelets for patients that are high fall risk, non-slip socks for each patient when out of the bed, chair and bed alarms for each patient.

The procedure for after a fall occurs is to perform a post-fall huddle.  The post-fall huddle includes the patient’s name, diagnosis, current medications that can affect the patient’s ability to safely ambulate or could cause emergent need to get to the restroom; it also includes if the patient has fallen previously during the current stay, was this fall on day of discharge, did an injury occur, what measures were taken after the fall, and who was contacted to notify of the fall.

LET THE BODIES HIT THE FLOOR                 4

There is also a place on the post-fall huddle for fall prevention interventions in place at the time of fall and measures taken after the fall to rectify any interventions not in place.  As an

organization we are to place a fall mat beside the bed to be used as a cushion if another fall were to occur.  Our unit also participates in performing fall safety rounds at spontaneous times to ensure proper use of fall prevention interventions.

Every month there is a meeting with the Quality and Safety Manager to evaluate all falls organization-wide to discuss with the post-fall huddles what interventions were and were not in place.  In a previous meeting a unit manager suggested that we use a calendar to mark the exact days of falls and what intervention was not in place to give a better visualization of the procedures, time of day, staff to patient ratio, and patient census.  For August and September 2019, 91% of falls did not have activated fall alarms, 75% of falls were unwitnessed, 67% of falls were with confused patients, 58% occurred in the patient’s room, 42% of the falls were between 0800-1130, and 24% were assisted falls (EAMC-Lanier Falls Review Team, 2019).

While thinking of this topic and all of the interventions we, as a facility have in place, I just could not figure out why our fall rate increased.  It turns out that we can have policy after policy, but it does not matter if our staff does not buy in to the culture of safety that was implemented.  A recent fall that occurred had a severe injury and the children of the patient were very upset and threatening a lawsuit; I believe that this particular fall with injury was motivation to encourage employees to participate in our patient safety program.

Interventions that we plan to put into place within the coming months are to have one ceiling tile in each room over the bed painted with bright colors that say “CALL DON’T FALL” to encourage patients to use the call light and ask for assistance before trying to ambulate by

themselves; We will place a fall alarm box on the bed, the recliner, and the wheelchair to decrease the chance of an employee forgetting to plug the fall alarm pad into the transferring

place such as going from the bed to the recliner; Ensuring there is a gait belt appropriately fitting for the patient readily available in each room;  Utilizing the call light function on the patient beds as sometimes the patients will verbalize they have been pressing the call light when no staff had

been alerted, it is possible they were pressing the red button on the side rails that are not actively working; Patients will be followed with a wheelchair by another employee when ambulating to be assisted to the chair instead of the floor if their legs happen to get weak while walking; Applying non-slip contact padding in between each layered item in the wheelchair such as non-slip padding > fall pad > non-slip padding > static air waffle cushion > non-slip padding > absorbent pad. An idea that is still being considered would be an accountability process that includes sending an email to all staff on the unit where the fall occurs that describes the patient’s perspective of the events of the fall and the events surrounding the fall along with the primary nurses’ point of view of the events surrounding and of the fall; this idea was performed on an acute facility unit where falls decreased by 55% (Hoke & Guarracino, 2016).

A study performed in France that used painted ceiling tiles in a dementia unit to enhance the feeling of day or night in certain rooms did not decrease the incidence of falls (Bautrant, Grino, Peloso, Schiettecatte, Planelles, Oliver, & Franqui, 2019);  Research is showing that an increased use of bed alarms does not decrease the incidence of falls when using bed/chair alarms (Shorr, Chandler, Mion, Waters, Liu, Daniels, Kessler, & Miller, 2012).

The goal set by EAMC-Lanier is to have no more than 3 falls in a month after all new fall prevention interventions are in place.  The current fall rate has been zero in the past 39 days with only the improved intervention of all staff members from day shift, night shift, and therapists

participate in performing fall safety rounds and having fall alarm boxes on each bed, recliner, and wheelchair.  The method that we will use to measure our outcome is the same method we currently use which is calculating the information from the unit calendar broken down daily along with the total number of patients on the unit each day.  A follow up evaluation will be performed to report to administration how our new interventions have proven to be successful or unsuccessful three months post new intervention initiation.  As an organization we will continue to have round table meetings on falls that incur injury to assess what we can improve along with if the fall rate maintains a rate of five or more falls in a month.


References

  • Bautrant, T., Grina, M., Peloso, C., Schiettecatte, F., Planelles, M., Oliver, C., Franqui, C. (2019).  Impact of environmental modifications to enhance day-night orientation on behavior of nursing home residents with dementia.

    Journal of the American Medical Directors Association,

    20(3), pp. 377-381.  doi: http://dx.doi.org.umobile.idm.oclc.org/10.1016/j.jamda.2018.09.015
  • Hoke, L. & Guarracino, D. (2016).  Beyond socks, signs, and alarms: a reflective accountability               model for fall prevention.

    American Journal of Nursing,

    116(1), pp. 42-47. doi: 10.1097/01.NAJ.0000476167.43671.00
  • Shorr, R., Chandler, A., Mion, L., Waters, T., Liu, M., Daniels, M., Kessler, L., & Miller, S. (2012). Effects of an intervention to increase bed alarm use to prevent falls in hospitalized patients: A cluster randomized trial.

    Annals of Internal Medicine,

    157(10), pp. 692-699. doi:10.7326/0003-4819-157-10-201211200-00005

Which of the following is the most prominent feature of public health nursing?

Which of the following is the most prominent feature of public health nursing?

Which of the following is the most prominent feature of public health nursing?

Which of the following is the most prominent feature of public health nursing?

A. It involves providing home care to sick people who are not confined in the hospital
B. Services are provided free of charge to people within the catchment area
C. The public health nurse functions as part of a team providing a public health nursing service
D. Public health nursing focuses on preventive, not curative services

Nurses Role In Communicating Effectively In Clinical Practice

The purpose of this essay is to discuss and analyse the nurse’s role, in relation to communicating effectively in clinical practice. To explore this area fully an example taken from a clinical practice will be outlined, in accordance to the NMC (2008) confidentiality guide lines. To follow after will be how we learn to communicate, what communication is and the potential barriers that prevent effective communication. A nursing module by the name of Egan (SOLER) that has been especially designed to help nurses develop communication skills will be discussed in relation to the clinical practice example. Another nursing module from

Roper, Logan and Tierney

has also been briefly examined and related back to the clinical practice example. Suitable conclusions will be drawn up to bring this topic to a closure.

In accordance to the Nursing and Midwifery Council (NMC) 2008, the patients name has been changed in order to protect their identity. Alex is a male patient, in his late forties and is currently being treated for on a mental health ward. To communicate with Alex a trusted relationship had to build up first, as he suffers from paranoia schizophrenia. His average day would consist of being huddled into a ball in a small arm chair anxiously aware of everyone and everything around him. I aimed to make sure that I approached Alex in the same manor every shift in order to build up a trust between us, so that i could offer assistance to him if needed. Over the placement period the trusted bond between Alex and I had started to form and he now trusted me enough to help assist him to the dining room to feed him, where as normally the food was brought to him because of his nervousness and anxiety around large groups .

In order to communicate effectively you need to understand the aspects involved with communication. The basics start off with oral and written communication skills taught to us from a young age, in order to achieve in life. Oral communication is a constant learning skill throughout life, by observing and practising. The same can be said for written communication. Both communication aspects should equally complement one another, as weak or poor oral/written skills can lead to disagreements between individuals, poor documentation, and waste of time for resources. Whilst mastering the art of effective oral communication other factors now come into play such as, using open and closed questions to enhance a conversation and also the facilitators/barriers to communication. As well as being able to speak and write correctly, other learning functions are also taught from a young age by observing others, and are also included in our constant learning curve through life, these include listening, understanding, becoming self aware and to the ability to maintain confidentiality . Without these important extra factors no further improvement personally or professionally would be able to happen. If unable to listen and understand oral communication/commands catastrophic consequences could occur, especially in the field of nursing.

Effective communication is needed in order to understand the individual’s viewpoint on their illness and to strive for empathy. The nurse’s job does not only involve looking after the physical demands of the patient, but also to try and build up a therapeutic relationship between them.

Oral communication consists mainly of two divisions called verbal and non verbal, from which they both strand off and explore the various different characteristics between them.

‘Verbal communication pays close attention to the accents, pitch, tone, volume, speed and context.’ (Arnold, 2001, p.41)

Referring back to the clinical example above, before I started to communicate with Alex I politely asked him what language he spoke or preferred to use, Alex stated that English was his only language.

The Nursing and Midwifery Council (2008) states that, ‘You must make arrangements to meet people’s language and communication needs’. (NMC code 2008, p.3)

Communication was one of the barriers that affected Alex so therefore effective verbal communication was extremely important to my patient in order for him to maintain his social interaction skills and memory processing (Mason and Whitehead 2003) By approaching Alex frequently throughout each shift I tried to maintain as much social interaction as possible to help him overcome his timid social skills and to keep some sort of normality to his daily living on the ward. Communicating with Alex would often be a one way conversation due to the lack of response when communicating with him; some qualified health care professionals would spend less time with him, for the feeling of being ignored. When actually socialising with the patients is a therapeutic activity and can help with the healing process.

Mason and Whitehead states that, ‘Thus, nursing can be viewed as a social action and also as a form of therapy in itself’.

I tried to speak to Alex in a way that I hoped would reassure to him that I brought no harm, by slowing down my speech and speaking quieter and softer than normal. The purpose in doing so was that speaking in a lower tone to Alex proved to be more effective and calming for him, which overall provided a better response in conversation. If you were to suddenly ask Alex a question, without thinking about your self-awareness and interpersonal skills first, it would startle him and sometimes cause an outburst of unsettlement.

Whilst trying to keep sentences short and simple for easier understanding, to further the conversion I made a conscious effort to ask open questions that would prompt more of an answer other than yes or no. The reason in doing so was to try and assist with Alex’s social skills and build up his autonomy confidence. Questions such as ‘what visitors have you had today’ or ‘who got you out of bed this morning’ would help to establish a small conversion whilst trying to set up building blocks to further the conversation.

To start a conversation off with one of the following words who, what, when, where, why and how, help to approach an open ended question and to also address specific symptoms. (Sheldon L.K, 2009.)

‘While non verbal communication looks more at the paralinguistic’s such as, body language and movements, facial expressions, proximity, eye contact and posture.’ (Arnold, 2001, p.41)

Referring back to the clinical example above, non verbal communication needed just as much attention because Alex would sit with his knees pulled in tightly to his chest, with his arms wrapped around them and his head bowed down. By displaying these closed gestures, Alex was indicating his need for self protection, and that he was feeling vulnerable. In order to open up his body language and communicate with Alex small and gestures had to be used such as, trying to maintain eye contact throughout lets you establish a connection and initiates communication whether it be verbal or non verbal, it also helps to engage with your patient and help with attentiveness. (Gupta, 2008)

Before I sat down or made an approach, I made sure that I informed Alex what I was going to do.

Uys and Middleton suggest, ‘When moving towards the patient, inform him/her verbally of what your actions mean’.

By pulling up a chair to sit next to Alex decreasing the proximity between us i tried to show warmth, care and understanding, by placing my arm slowly and gently on his arm of the chair, instead of standing over him and coming across as superior. (Boyer,J.M 1992)

Proximity between Alex and I would differ from day to day, sitting close to him in a chair may be ok some days and on others you would need to allow significant body space. By judging his non verbal communication such as facial expressions and eye contact, you consciously knew the distance he would appreciate. (Uys and Middleton, 2004)

To offer assistance to Alex and prepare him for moving off his security setting and into the dining room for food, I would verbally and non-verbally explain to Alex what the plan was and how we were going to get to the dining room. I would point to specific points in the day room and explain it would only take three steps or five steps to the next point, to try and encourage movement. Whilst pointing around the room I would show my palms instead of pointing my index finger. The reason for showing my palms was that pointing at something can be misinterpreted as an attack, whereas a palm is more open and patient, ready for encouraging small movement at a time. Showing points in the room to where we would walk to first, would make the journey to the dining room seem less intimidating and also not to cause any additional anxiety for him, as some restless and panicky patients need reassurance about the availability of support (Uys and Middleton, 2004)

Other day’s small gestures would be all it took for Alex to open up his body language, such as keeping a happy, wide eyed expression around him, showing that i was still available if he wanted some reassurance.

The work of Egan (1986) has been drawn upon extensively by nurses as the basis for active listening, as this skill is a fundamental aspect required by nurses to provide adequate care, and by suggesting that non verbal skills can demonstrate to the patients that you are listening to what he or she is saying. The frame work is labelled by the name of SOLER, and is an acronym from the word squarely. It encourages the nurse to sit squarely facing your patient so that you may engage them fully; this was especially helpful when talking to Alex as it showed I was willing to communicate with him. It also mentions about adopting an open posture to show encouraging and facilitates patient expression. Alex displayed closed off gestures, by implying openness I tried to facilitate effective communication whilst also being aware of my own body language, posture and movement. To lean slightly forward showing attention and interest was not always a good position to hold, as being so close to Alex would slightly unnerve him and make him feel intimidated. Soler also suggests maintaining good eye contact, which again shows interest. In relation to Alex maintaining good eye contact was vital for encouragement and progress when assisting to the dining room, by showing a wide eye, happy expression I aimed for encouragement and reassurance. The last part of Soler, Egan argues that it is imperative not to fidget and to feel at ease and relaxed (Stretch, 2007) again this part played an important factor when assisting Alex to the dining room.

There are also many barriers that prevent effective communication between the nurse and patient’s such as, stereotyping. Nurses must try and refrain from culturally stereotyping patients, and should consult patients regarding values, beliefs, preferences and cultural identification first. (Boyer.J,M, 1992)

Other barriers include perceptions, prejudgements, environmental factors and nurse’s avoiding subjects or rapidly changing the subject if the nurse feels uncomfortable within a nurse/patient situation. The reason for distancing themselves was to avoid exploring an area that could actually do more harm than good to the patient. Over time this procedure has been reviewed and communication is now seen as a vital aspect for improved better care and a more therapeutic nurse-patient relationship. (Walsh and Crumbie, 2007)

Roper, Logan and Tierney collaborated to refine the Roper models (1980) as a way of introducing beginning students to think about nursing practice. It has been used extensively within the United Kingdom as a frame work for nursing care, practice, teaching and learning.

The module is divided up into two sections, the module of living including the sixteen activities of living (ALS) and the module for nursing including twelve further activities of living that came into action after a lengthy debate in 1996.

Starting off with the module of living Roper et al categorized this section into three groups, ‘essential’ looks at the physical demands of daily living, ‘increase quality of living’ pays close attention to the social aspect of daily living, and ‘mortality’ looks at the dying stage of life. The next twelve ‘activities of living’ are related to particular human needs and have biological basis to them, whereas the sixteen activities of daily living have social and cultural determinants. (Aggleton and Chalmers, 1986) (Holland et al, 2003)

The focus of the theory model is aimed at efficient nurse/patient communication in order to achieve a positive living outcome for the patient. It shows empathy, non judgement and respect to the patients needs by recognising that, people require nursing episodically and that minimal disruption to a person’s lifestyle should be maintained.

As mentioned previously with Alex, communication with him on the ward was to try and keep some sort of normality to his daily living, whilst being looked after.

Roper, Logan and Tierney states that, ‘Alternative strategies should be carried out on an informed basis and not simply in accordance with past precedent.’ (Aggleton and Chalmers, 1986, P.31)

One of the new strategies tried with Alex was to assist him to the dining room for food, rather than bringing the food to him where he felt secure in his chair. The purpose in doing so was to encourage and seek responsibility for self-care, to promote dignity and to raise Alex’s self esteem.

Conclusion

Is health care a right or a privilege?

Is health care a right or a privilege?

 

As stated in the course text, Health Care Delivery in the United States, “the health care enterprise is one of the most important parts of the U.S. social system and of our economic system as well” (Kovner and Knickman, 2011, p. 4); however, with millions of citizens uninsured, rising costs, massive health disparities, and the need to improve quality and access, many view health care as a broken system. As such, it continues to be a significant political issue in the United States. Most agree that something needs to be done to fix the health care system, but the methods and solutions for addressing problems vary greatly, particularly with respect to the role government should play. Proponents of varying approaches often have strong, emotional opinions, making compromise difficult.

In this Discussion, you will consider the role of government in health care, and you will examine the impact of a social, economic, technological, ethical, or legal issue on health care delivery.

To prepare:

With this week’s Learning Resources in mind, consider this question: Is health care a right or a privilege?
Review the media presentation for this week, focusing on the role of the government in health care.
Pinpoint a social, economic, technological, ethical, or legal issue that could, or has, affected health care delivery in the United States.
Locate a current article from the popular press (within the past 6 months) related to the health care issue you identified. How does this article inform your understanding of the influence of your selected issue in the health care debate?

Post by Day 3 your position on whether health care in the United States is a right or a privilege, and explain what you believe to be the proper role of government in health care. Justify your position. Explain how the social, economic, technological, ethical, or legal issue you selected is impacting health care delivery and whether this issue should be addressed by the government or by private entities. Identify the article you selected, and explain how this article informs your stance.

Readings

Knickman, J. R., & Kovner, A. R. (Eds.). (2015). Health care delivery in the united states (11th ed.). New York, NY: Springer Publishing.
Chapter 1, “The Current U.S. Health Care System” (pp. 3-12)

This chapter introduces the importance of engaging stakeholders in improving U.S. health care.
Chapter 3, “Government and Health Insurance: The Policy Process” (pp. 29-50)

This chapter reviews the history of U.S. health care system and the evolution of government’s role.
Chapter 6, “Public Health: A Transformation for the 21st Century” (pp. 99-117)

This section of Chapter 6 explains the issues and concerns with the current system and the impact of public health law, regulation, and services.
Chapter 8, “Vulnerable Populations: A Tale of Two Nations” (pp. 149-176)

This section of Chapter 8 examines the characteristics of the uninsured and the policy implication affecting health care delivery systems.
Erlen, J. (2010). Informed consent: Revisiting the issues. Orthopaedic Nursing, 29(4), 276–280.

Retrieved from the Walden Library databases.

This article explores the issue of informed consent in the context of research with human subjects. The author defines informed consent and makes suggestions to better the process of acquiring informed consent.
Mullinix, C., & Bucholtz, D. (2009). Role and quality of nurse practitioner practice: A policy issue. Nursing Outlook, 57(2), 93–98.

Retrieved from the Walden Library databases.

The authors of this article examine the challenges that nurse practitioners encounter when establishing the quality of care they provide. The text reviews the strengths and weaknesses of literature pertaining to the subject.
Los Angeles County DPH Public Health Nursing. (2007). Public Health Nursing Practice Model. Retrieved from http://publichealth.lacounty.gov/phn/docs/PracticeModelfinal2.pdf

This article supplies a graphical depiction of the Public health Nursing Practice Model. The graphic emphasizes the cyclical nature of the model.

Media

Laureate Education, Inc. (Executive Producer). (2012d). Introduction to healthcare delivery, part I. Baltimore, MD: Author.

Note: The approximate length of this media piece is 11 minutes.

Attachments:

Category Discussion Rubric: Up to 100 points
Maximum Points
Content -Main Posting: Response to the discussion question is reflective with critical analysis representative of knowledge gained from the course readings for the module and current credible references 30 points

-Main posting addresses all criteria with 75% of post exceptional depth and breadth supported by credible references 27-30
-Main posting meets expectations. All criteria are addressed with 50% containing good breadth and depth 24-26
-Main posting addresses most of the criteria. One to two criterion are not addressed or superficially addressed 21-23
-Main posting does not address all of criteria, superficially addresses criteria. Two or more criteria are not addressed 0-20
Maximum Points
Course Requirements and Attendance

-Responds to a minimum of two colleagues with posts that are reflective, are justified with credible sources, and ask questions that extend the discussion

For example, your main posting on Day 1, one reply to a fellow student on Day 2, and one reply to a fellow student on Day 3 for a total of 3 responses on 3 different days.

Please note; responses to instructors are not considered peer posts. You are encouraged to respond to your instructor’s questions/comments.

20 points

-Responds to two colleagues’ with posts that are reflective, are justified with credible sources, and ask questions that extend the discussion. 18-20
-Responds to a minimum of two colleagues’ posts are reflective, and ask questions that extend the discussion. One post is justified by a credible source. 16-17
-Responds to less than two colleagues’ posts. Posts are on topic, may have some depth, or questions. May extend the discussion. No credible sources are cited 14-15
-Responds to less than two colleagues’ posts. Posts may not be on topic, lack depth, do not pose questions that extend the discussion 0-13
Maximum Points
Scholarly Writing Quality -The main posting synthesizes the discussion criteria and is written concisely

-The main posting is cited with a minimum of two current credible references that adhere to the format per the APA Manual 6th Edition.

-Writing is checked for spelling and grammatical errors (use of is recommended Grammarly) with adhere to APA Edition Manual 6th Edition writing rules and style.

* The use of scholarly sources or real life experiences needs to be included to deepen the discussion and earn points in reply to fellow students.
30 points

-The main posting clearly addresses the discussion criteria and is written concisely. The main posting is cited with more than two credible references that adhere to the correct format per the APA Manual 6th Edition. No spelling or grammatical errors.

27-30
-The main posting clearly addresses the discussion criteria and is written concisely. The main posting is cited with a minimum of two current credible references that adhere to the correct format per the APA Manual 6th Edition. Contains one to two spelling or grammatical errors.

24-26
-The main posting is not clearly addressing the discussion criteria and is not written concisely. The main posting is cited with less than two credible references that may lack credibility and/or do not adhere to the correct format per the APA Manual 6th Edition. Contains more than two spelling or grammatical errors.

21-23
-The main posting is disorganized and has one reference that may lack credibility and does not adhere to the correct format per the APA Manual 6th Edition or has zero credible references. Contains more than two spelling or grammatical errors. 0-20
Maximum Points
Professional

Communication

Effectiveness

-Communication is professional and respectful to colleagues and response to faculty questions are answered if posed.

Provides clear, concise opinions and ideas effectively written in Standard Edited English

-Responses posted in the discussion demonstrate effective professional communication through deep reflective discussion which leads to an exchange of ideas and focus on the weekly discussion topic.
20 points

-Communication is professional and respectful to colleagues.

-Provides clear, concise opinions and ideas effectively written in Standard Edited English

-Responses posted in the discussion demonstrate effective professional communication through deep reflective discussion which leads to an exchange of ideas and focus on the weekly discussion topic

.

-Responses are cited with at least one credible reference per post and a probing question that extends the discussion. Adheres to the correct format per the APA Manual 6th Edition. No spelling or grammatical errors.

18-20
-Communication is professional and respectful to colleagues. Provides clear, concise opinions and ideas effectively written in Standard Edited English

-Responses posted in the discussion demonstrate effective professional communication through deep reflective discussion which leads to an exchange of ideas and focus on the weekly discussion topic

.

-Responses are cited with at least one credible and/or contain probing questions that extends the discussion. Adheres to the correct format per the APA Manual 6th Edition. May have one to two spelling or grammatical errors.

16-17
-Communication is professional and respectful to colleagues. Provides opinions that may not be concise or ideas not effectively written in Standard Edited English

-Responses posted in the discussion may lack effective professional communication that does not extend the discussion, leads to an exchange of ideas and/or not focused on the weekly discussion topic.

-Responses are not cited and/or do not contain a probing question. May not adhere to the correct format per the APA Manual 6th Edition. May have more than two spelling or grammatical errors.

14-15
-Communication may lack professional tone or be disrespectful to colleagues.

Provides opinions that may not be concise or ideas not effectively written in Standard Edited English

-Responses posted in the discussion lack effective professional communication through discussion that does not extend the discussion, do not lead to an exchange of ideas and/or not focused on the weekly discussion topic.

-Responses are not cited and do not contain a probing question. May not adhere to the correct format per the APA Manual 6th Edition. May have multiple spelling or grammatical errors.

0-14

Timely Submission

-Responses are posted on three different days. (10 points are deducted for late initial posting and up to 5 points may be deducted for participation on less than three days each week.)

-Assignment discussion post and responses are submitted by the due date( points may be deducted for late submissions as stated by university policy in the syllabus)
10 points deducted for initial posts not submitted by the due date.

5 points deducted for responding to less than two peers

5 points deducted for responding less than three days

TOTAL POINTS

100
*APA format for references and APA style for the writing are expected in the discussion postings Double spacing can be omitted. Please note: When selecting articles for course assignments, you are advised (unless you are referencing seminal information) to focus on work published within the past five years.