Creative Technology project
Creative Technology project. Image Manipulation using gimp
Creative Technology project. Image Manipulation using gimp
Twenty percent of all intensive care admissions are attributed to severe sepsis. Sepsis is the leading cause of death in non-cardiac intensive care units (Angus et al., 2001). The Surviving Sepsis Campaign provides evidence-based guidelines for the management of severe sepsis and septic shock. Key recommendations include early, within the first six hours of recognition, goal-directed resuscitation including blood cultures before antibiotic therapy initiation, fluid resuscitation, administration of broad-spectrum antibiotics within one hour of diagnosis of septic shock, vasopressor preference for norepinephrine or dopamine to maintain a mean arterial pressure of at least 65 mm Hg (Dellinger et al., 2008). Implementation of these evidence-based practice measures has been shown to decrease hospital mortality in patients diagnosed with severe sepsis and septic shock (Levy et al., 2010).
P.B., the CNS for the Pulmonary (intensivist) service at a local hospital, recognized that we were often not meeting time-sensitive goals in the treatment of sepsis. Issues included long wait times for antibiotic delivery from pharmacy, inadequate central venous access, and difficulty locating necessary equipment. A “sepsis cart” was created to address these issues. The carts are located in the ICU’s that have the highest volume of septic patients and are also available for delivery from materials management. Located within the cart are is the necessary equipment for central venous line placement, blood, urine, and sputum culture supplies, four commonly prescribed vasopressor drip kits, and the first dose of broad spectrum antibiotic coverage for penicillin and non-penicillin tolerant patients.
Initial informal data review after implementation of the carts indicates success. Cultures are being performed before antibiotic administration more consistently and time to first antibiotic administration has decreased. Nurses who have had experience with the carts have had positive experiences. Nurses appear to be more comfortable assessing patients to determine early signs of sepsis and initiating resuscitation. No data collection is planned regarding sepsis morbidity and mortality before and after implementation although it would be interesting to examine outcomes.
This change occurred at the microsystem level. The critically ill patient is at the center of this microsystem surrounded by the patient’s family and the healthcare team. The intervention was targeted with the needs of the patient at the forefront.
The change was led by a CNS working in conjunction with the Pulmonary service. P.B. is both a formal and informal leader in the unit where the change took place and has been a key figure in the intensive care area for many years.
Nurses were prepared for the change in practice by the CNS which aided in their acceptance of the change. Yukl (2010) posits that even motivated agents of change can be overwhelmed by the difficulties of implementing and maintaining change. During this episode of change support was provided by the CNS when issues arose.
Nurses were invited to attend educational seminars on the management of septic patients increasing their knowledge of the subject and preparing them to recognize early signs of sepsis and begin resuscitation. Classes were provided by an interdisciplinary team consisting of the CNS, staff development, and pharmacy. Receiving training and education concerning the project increased the self-confidence of the nurses in their clinical skills.
A sense of urgency was created to motivate change (Yukl) during the conference as nurses were educated concerning the incidence of sepsis and the associated mortality rates. Nurses were given tools to address the issue empowering them to make changes that would improve patient outcomes.
According to Yukl, the most effective leaders rely on position and personal power to influence change. P.B. has been an important resource to nurses at the local hospital for many years. She is an expert clinician who continues to provide direct patient care at the bedside at the side of the staff nurse. Due to her position as a CNS and her reputation as an expert she has a great deal of power with which to influence change.
Proactive influence tactics were utilized to shape the change increasing the likelihood of success. Rational persuasion was utilized via the provision of educational conferences which educated nurses regarding sepsis, the management of shock, and the nurses’ role in recognition and resuscitation in sepsis. Coalition tactics were employed as the CNS found champions for the project in physicians and ancillary service members. Collaboration between physicians, nurses, pharmacy, and materials management during the development and implementation of the program also helped to make the change successful (Yukl).
Features identified by Nelson et al. (2007) to be indicative of successful microsystems including leadership, patient focus, staff focus, and process improvement were present. The CNS leading the project provided clear, consistent goals for the project. Positive patient outcomes were the focus of the intervention. Education was provided for the staff and informal leaders were identified and recruited to increase support for the project. Process evaluation and improvement began during the developmental phase of the project and continues in the present.
There is high staff turnover in the critical care area making further and continuing education regarding the cart necessary. The hospital rotates resident physicians, who provide the majority of physician care, every month. As new physicians enter the unit they require education concerning the cart and its function. At this time no further educational sessions have been announced.
Some less experienced nurses appear to be having difficulty identifying early signs of sepsis which would allow timely resuscitation to begin. Further education, perhaps utilizing case studies, would increase their knowledge and confidence in identifying and managing severe sepsis and septic shock.
According to Yukl, when implementation does not require many visible changes people will question whether the change effort remains ongoing. In the instance of the sepsis cart, utilization of the cart has been erratic and is determined by fluctuations in the patient population and its acuity. In order to communicate a sense of the progress of the project and keep it at the forefront of the healthcare team’s attention scheduled updates concerning project goals their evaluation should be sent to staff from the CNS.
I believe that this has been a successful change implementation. It was well planned and well received by staff. The program is still in its early stages, but outcomes including reduction in time to first antibiotic administration and collection of blood cultures before antibiotic administration appear to support its implementation.
Angus, D.C., Linde-Zwirble, W.T., Lidicker, J., Clermont, G., Carcillo, J., & Pinsky, M.R. (2001). Epidemiology of severe sepsis in the United States: Analysis of incidence, outcome, and associated costs of care. Critical Care Medicine 29(7), 1303-1310.
Dellinger, R.P., et al. (2008). Surviving sepsis campaign: International guidelines for management of severe sepsis and septic shock: 2008. Critical Care Medicine, 36(1), 296-327.
Levy, M.M., et al. (2010). The surviving sepsis campaign: Results of an international guideline-based performance improvement program targeting severe sepsis. Critical Care Medicine 38(2), 367-74.
Nelson, E.C., Batalden, P.B., & Godfrey, M.M. (2007). Quality by design: A clinical Microsystems approach. San Francisco, CA: Jossey-Bass.
Yukl, G.A. (2010). Leadership in organizations. (7th edition). Upper Saddle River, New Jersey: Pearson Education.
Unit Information 1 of 8 NUR120 Introduction to Professional Nursing Credit points: 10 Mode: Internal/External Assumed knowledge: Nil Location: Casaurina Pre-requisite(s): Nil Learning method: Online Reliant Year: 2015 Semester: 1 Unit coordinator: Lolita Wikander School: School of Health Phone: 08 89466832 Email: Lolita.wikander@cdu.edu.au Unit Description NUR 120 Introduction to the Profession of Nursing introduces students to health, wellness and illness as concepts within a primary health care framework; the art and science of nursing; the role and expectations of the nurse within an interdisciplinary team working in primary, secondary and tertiary settings in the Australian health care system. Foundation concepts in nursing as a profession, professionalism, scholarship, and health law and ethics are explored. Learning Outcomes On completion of this unit a student should be able to: 1. Identify ways in which history, language and culture have shaped nursing as a practice and as a scholarly discipline; 2. Critically reflect on the values and characteristics of professionalism that contribute to health care through collaboration, cooperation and therapeutic communication; 3. Articulate the key principles underlying ethical, legal and professional guidelines and codes that underpin the practice of registered nurses in Australia. 4. Demonstrate developing skills in academic and information literacy that provide a foundation for evidence based nursing. 5. Articulate and define the NMBA Competency Standards, Codes of Ethics and Codes of Practice for the Registered Nurse. 6. Develop a critical and reflexive approach to nursing practice. Teaching and Learning Strategies This unit is offered in internal or external modes of teaching and learning and is online reliant. It may incorporate any of the following: discussion board, tutorials/ lectures, group work, journaling, flipped classroom activities. Participation Internal students are expected to attend a two hour lecture/tutorial each week up to week 10. These lectures/tutorials will consist of group work based on the previous week’s readings. External students will have access to Collaborate sessions based on the previous week’s readings. These sessions will be recorded so that students can access them at any time. 2 of 8 It is recommended that students undertake 10 hours of study each week for this ten credit point unit. Specific details of individual class times can be obtained by accessing the class timetable at: https://www.cdu.edu.au/timetable Overview of Assessment Item Description/Focus Value Relates to learning outcomes 1. Written Essay (1500) 40% 3, 4. 5 2. Case Based Essay (2000) 60% 1, 2, 3, 4, 5, 6 Recommended Resources A laptop or portable device capable of connecting to the internet to use in class Required textbook(s) Daly, J Speedy, S & Jackson, D (eds) 2013, Contexts of Nursing: an introduction, 4th edn, Elsevier, Sydney, Australia. Recommended Reading Kerridge, I Lowe, M & Stewart, C 2013, Ethics and law for the health professions, 4th edn, The Federation Press, Leichhardt, NSW. Required textbooks can be ordered from the CDU Bookshop through their website at https://www.cdu.edu.au/bookshop 3 of 8 Learnline (Online Learning System) Learnline is Charles Darwin University’s on-line learning system https://online.cdu.edu.au/. In this unit, Learnline may be used to: provide important announcements about the unit distribute lecture slides, and other study materials complete online assessments access feedback from tasks and grades for assessable work provide a communication point where you contribute to discussions as part of your assessment, and to interact with other students in the unit You will need to have regular and reliable broadband access to complete unit requirements. Access to Learnline may not be available until Day 1 of Semester. eReserve Course Readings eReserve Course Readings allows electronic copies of journal articles, book chapters and lecturer notes that have been recommended by a lecturer as part of their course reading requirements. You can access eReserve Course Readings at https://ereadings.cdu.edu.au . This site is password protected. Your CDU student login will provide you access. You can then search for items by Lecturer, Unit Code, Title, Author, keyword, Year or Date if you have that information. Learning Schedule Weeks Topics Assessment 1. ONE Past, present and future trends in nursing 2. TWO National Competency standards for the registered nurse 3. THREE The art of caring 4. FOUR Scholarship and critical thinking in Nursing 5. FIVE Health Care delivery in Australia ASSIGNMENT ONE DUE 6. SIX Professionalism in nursing 7. SEVEN The multidisciplinary team 8. EIGHT Multiculturalism in nursing 9. NINE Introduction to legal aspects for nurses and nursing practice 10.TEN Advocacy 11.ELEVEN End of life 12.TWELVE Summing it all up! ASSIGNMENT TWO DUE 4 of 8 Assessment Item 1 Description/Focus: Written Essay Value: 40% Due date: 13:00 (Darwin time) Monday Week 6 Length: 1,500 words Task: Universities use the National Competency Standards for the Registered Nurse when developing nursing curricula and assessing student and new graduate performance. Your task for this assessment is to: 1. Select a domain from the National Competency Standards for the Registered Nurse 2. From that domain select a competency or subsection of a competency 3. In essay format discuss how the National Competency Standards for the Registered Nurse and more specifically your selected standard relate to you and your role as a student or future Registered Nurse. It is recommended that you consider the following points in your essay: 1. The purpose and function of the National Competency Standards for the Registered Nurse 2. The relationship between the National Competency Standards for the Registered Nurse, the Code of Ethics and Code of Professional Conduct for Nurses in Australia 3. The significance of the selected competency or subsection 4. How you believe you can best meet your selected competency or subsection. Presentation: Writing Write in the third person; avoid personal pronouns such as ‘I’ and ‘you’. Avoid long, confusing sentences and check that your tenses (past, present and future) are consistent within the same sentence. Avoid posing questions; work the information into the paragraph. 5 of 8 Use plain English. It is essential your meaning is clear and that you demonstrate your understanding of the nature of the topic. Write your essay to the marking rubric, as this is where lecturers mark from. Writing Tips As you construct your essay you need to: Use correct punctuation, spelling and syntax (sentence structure) Paraphrase ideas from your reading/research, don’t just copy them Avoid use of direct quotations. Ensure you use APA 6th referencing style. References As good practice, whenever you include (cite) an author in your writing, ensure you include the full reference to the text referred to, at the end of your writing task. To find appropriate sources, use the CDU library online journal databases. Use APA referencing guidelines can be found on the CDU Library website. Download a copy and keep it to hand so that you can refer to it regularly as you learn the skills of referencing. The APA 6th referencing system should be used as per the referencing guidelines on the CDU Library Website Peer reviewed journal articles are your best sources. Avoid non-refereed sources such as editorials, monthly columns or non-refereed journals. It is useful to include your set text as a reference but otherwise keep the number of books to a minimum. Your reference list should contain a minimum of 4 quality references that are no older than 5-8 years. This does not include Wikipedia or dictionaries. Information gained from Internet sites varies greatly in depth and quality of content. Internet sites must be relevant and reputable, for example, the NWBA website. Physical presentation Use Times New Roman, Tahoma or Arial, 12 point font. Do not use bold type. Use 1.5 or double spacing; Do not use headings; Include page numbers; provide your name in the footer of the document, e.g. smith_jane-s0077363_Assign2_NUR120 Include the correct cover sheet at the front of your final submission Ensure you submit this assignment through SafeAssign. The ‘Draft checking’ (see green menu) facility is available to you 6 of 8 as a check regarding the quality of your paraphrasing. Assessment criteria: Please see marking rubric in learnline Assessment Item 2 Description/Focus: Case Based Essay Value: 60% Due date: 13:00 (Darwin time) Monday week 12 Length: 2,000 words Task: Sanjita is a 26 year old woman with end stage metastatic ovarian cancer. She has a husband and one child. Sanjita has undergone extensive, aggressive treatment but is now palliative. She has an Advance Care Directive and a Plan of Care which states that cardiopulmonary resuscitation (CPR) is not to be attempted in the event of a cardiac arrest. Sanjita has opted to die at home with her family but is in your ward today to have her ascites drained. You are a first year student nurse and caring for Sanjita with your preceptor. You and your preceptor have been to morning tea, however, you return a little early before your preceptor. You hear three buzzers coming from Sanjita’s room and on investigation find an agency nurse resuscitating Sanjita. In essay format use this case study as a basis to discuss: Death, dying and the historical role of the nurse The importance of professionalism, collaboration, cooperation and therapeutic communication The key underlying ethical, legal and professional principles inherent in this scenario Your role and scope as a student nurse as underpinned by the Nursing and Midwifery Board of Australia codes and guidelines. Presentation: Writing Write in the third person; avoid personal pronouns such as ‘I’ and ‘you’. Avoid long, confusing sentences and check that your tenses (past, present and future) are consistent within the same sentence. Avoid posing questions; work the information into the paragraph. Use plain English. It is essential your meaning is clear and that you demonstrate your understanding of the nature of the topic. Write your essay to the marking rubric, as this is where 7 of 8 lecturers mark from. Writing Tips As you construct your essay you need to: Use correct punctuation, spelling and syntax (sentence structure) Paraphrase ideas from your reading/research, don’t just copy them Avoid use of direct quotations. Ensure you use APA 6th referencing style. References As good practice, whenever you include (cite) an author in your writing, ensure you include the full reference to the text referred to, at the end of your writing task. To find appropriate sources, use the CDU library online journal databases. Use APA referencing guidelines can be found on the CDU Library website. Download a copy and keep it to hand so that you can refer to it regularly as you learn the skills of referencing. The APA 6th referencing system should be used as per the referencing guidelines on the CDU Library Website Peer reviewed journal articles are your best sources. Avoid non-refereed sources such as editorials, monthly columns or non-refereed journals. It is useful to include your set text as a reference but otherwise keep the number of books to a minimum. Your reference list should contain a minimum of 4 quality references that are no older than 5-8 years. This does not include Wikipedia or dictionaries. Information gained from Internet sites varies greatly in depth and quality of content. Internet sites must be relevant and reputable, for example, the NWBA website. Physical presentation Use Times New Roman, Tahoma or Arial, 12 point font. Do not use bold type. Use 1.5 or double spacing; Do not use headings; Include page numbers; provide your name in the footer of the document, e.g. smith_jane-s0077363_Assign2_NUR120 Include the correct cover sheet at the front of your final submission Ensure you submit this assignment through SafeAssign. The ‘Draft checking’ (see green menu) facility is available to you as a check regarding the quality of your paraphrasing. Assessment criteria: Please see marking rubric in learnline 8 of 8 CDU Graduate attributes CDU graduate attributes refer to those skills, qualities and understandings that should be acquired by students during their time at the University regardless of their discipline of study. (See https://www.cdu.edu.au/graduateattributes/index.html ). In this unit, the following graduate attributes are developed: Attribute Description Learning outcomes Acquisition Can identify, retrieve, evaluate and use relevant information and current technologies to advance learning and execute work tasks. 1, 2, 3, 4, 5, 6 Application Is an efficient and innovative project planner and problem solver, capable of applying logical and critical thinking to problems across a range of disciplinary settings and has self-management skills that contribute to personal satisfaction and growth. 1, 2, 3, 4, 5, 6 Creativity Can conceive of imaginative and innovative responses to future orientated challenges and research. 4 Knowledge base Has an understanding of the broad theoretical and technical concepts related to their discipline area, with relevant connections to industry, professional, and regional and indigenous knowledge. 1, 2, 3, 4,5 Communication Demonstrates oral, written, and effective listening skills as well as numerical, technical and graphic communication skills in a cross generational environment. 1, 2, 3, 4, 5 Team work Has a capacity for and understanding of collaboration and cooperation within agreed frameworks, including the demands of inter-generational tolerance, mutual respect for others, conflict resolution and the negotiation of productive outcomes. 5 Social responsibility Is able to apply equity values, and has a sense of social responsibility, sustainability, and sensitivity to other peoples, cultures and the environment. 1, 2, 3, 4,5, 6 Flexibility Can function effectively and constructively in an inter-cultural or global environment and in a variety of complex situations. 1, 2, 3, 4, 5, 6 Leadership Can exercise initiative and responsibility, taking action and engaging others to make a positive difference for the common good. 1, 2, 3, 4, 5, 6
Public Health and Health Care Services
Using the public health issue that was selected for
Week 1 (Drug Abuse)
, describe how the issue is currently addressed by public health services and by medical practice services to include any collaborations that may exist. Using a general outline, develop a plan for how the issue could be addressed more effectively. Explain how the components of your plan that are different from current interventions would produce more effective outcomes.
Note
: The focus of this assignment as it relates to your selected public health issue should be prevention and treatment.
Provide a 3 to 5-page Microsoft Word document that includes the following:
In addition, support your statements with scholarly references and appropriate examples. Cite all sources using the APA format.
You must proofread your paper. But do not strictly rely on your computer’s spell-checker and grammar-checker; failure to do so indicates a lack of effort on your part and you can expect your grade to suffer accordingly. Papers with numerous misspelled words and grammatical mistakes will be penalized. Read over your paper – in silence and then aloud – before handing it in and make corrections as necessary. Often it is advantageous to have a friend proofread your paper for obvious errors. Handwritten corrections are preferable to uncorrected mistakes.
Use a standard 10 to 12 point (10 to 12 characters per inch) typeface. Smaller or compressed type and papers with small margins or single-spacing are hard to read. It is better to let your essay run over the recommended number of pages than to try to compress it into fewer pages.
Likewise, large type, large margins, large indentations, triple-spacing, increased leading (space between lines), increased kerning (space between letters), and any other such attempts at “padding” to increase the length of a paper are unacceptable, wasteful of trees, and will not fool your professor.
The paper must be neatly formatted, double-spaced with a one-inch margin on the top, bottom, and sides of each page. When submitting hard copy, be sure to use white paper and print out using dark ink. If it is hard to read your essay, it will also be hard to follow your argument.
Historically, racism and issues associated with it have been resistant to change. State some reasons for the resistance.
This discussion question meets the following CACREP Standard: 2.F.2.g. The impact of spiritual beliefs on clients’ and counselors’ worldviews.
This discussion question meets the following NASAC Standards:
18) Understand diverse racial and ethnic cultures, including their distinct patterns of interpreting reality, world view, adaptation, and communication, and to incorporate the special needs of minority groups and the differently abled into clinical practice.
19) Understand the importance of self-awareness in one’s personal, professional, and cultural life.
102) Sensitize others to issues of cultural identity, ethnic background, age, and gender role or identity in prevention, treatment, and recovery.
119) Recognize the importance of individual differences by gaining knowledge about personality, cultures, lifestyles, and other factors influencing client behavior, and applying this knowledge to practice.
121) Conduct culturally appropriate self-evaluations of professional performance, applying ethical, legal, and professional standards to enhance self-awareness and performance.
INTRODUCTION TO CELIAC DISEASE (definition, overview);
Celiac disease or celiac sprue is a common disease that occurs in people digestive system. The people with this condition have adverse reaction to food containing gluten. Gluten is a type of protein that commonly can be found in three types of cereals such as wheat, rye and barley. It also can be found in food such as bread, pasta and biscuit. In the case of celiac disease, the immune system of the body treated one of substances that make gluten, gliadin, as a threat to the body and negatively react to it. The immune system produces antibodies to fight the supposed to be harmful substance. This antibodies cause surface the intestine become inflamed, disrupting the ability of the body to absorb the nutrient from the food lead to malnourished condition to people with the celiac disease. If this condition happened to infant or toddler, it will make them failed to thrive, in term of the weight and height. In older, the malnourished condition can lead to late blooming.
In United States, 1 in every 100 to 200 people has this condition
[1]
, while in UK it affects 1 in every 100 people
[2]
. The number might be higher because some milder cases may go undiagnosed or misdiagnosed and treated as other disease. The disease may affect to all people at any age. Women with celiac disease are two to three times higher than men
[3]
from all the cases that were reported. The symptoms have high probability to develop during early childhood – between 8-12 months old and usually it takes several months before correct diagnosis is made or in later adulthood – between ages of 40 to 60 years
[4]
.
Due to adverse reaction to gluten, people with this condition should avoid gluten in their diet.
Cause
There is no exact science what conditions that can develop the celiac disease. The two condition that probably cause this is the genetic and environment. The risk is approximately 10% with family history
[5]
, compared with 1% person with no close relative that has this condition. In identical twin, the risk can go up to 85% if the other twin has this condition.
[6]
Other factor that can cause celiac disease is the environmental factor. Having previous infection in the digestive system or wrong diet when someone was a children play part in developing celiac disease. Introduce gluten to the diet of less than three months old baby can increase the risk of developing celiac disease. Experts agree that parents have to wait until their baby is six months old or older to introduce gluten to the baby diet. When the baby is introduced to gluten, there is also high chance that they still develop celiac disease if they are not breastfeed.
Some number of health conditions can also increase the risk to develop celiac disease such as ulcerative colitis – inflammation of colon cause by some digestive condition–, type-1 diabetes and neurological disorders such as epilepsy.
[7]
Symptom
Although celiac disease is hard to be recognized, there are several symptoms that may lead to celiac disease diagnosis. When a person eat food containing gluten, several conditions can be happened:
Note that the symptoms are often intermittent, start and stop interchangeably and sometimes appear unrelated to the diet and digestive symptoms.
The symptom in mild case celiac disease sometimes unnoticeable, and is detected during testing for another disease. It is suggested that, although it is a mild condition, complication can still occur.
The symptoms for severe celiac disease is the same as the regular symptom, except in more severe level such as stomach cram, muscle spasm, diarrhea which often happen at night and swelling in the hand, feet, arms and legs caused by buildup of fluid or edema. The stools (feces) can also contain high levels of fat, which can make them greasy, foul smelling and frothy. They also can make it hard to flush the toilet.
IMPORTANCE OF READING ABOUT CELIAC DISEASE;
The symptoms of celiac disease sometimes are not apparent. The cause of the disease for children can be harmful and cause long-term damage. If the disease is untreated, it can lead to malnourished because the body cannot digest the food in the right way. The body will feel tired and lack of energy. Malnutrition in children will lead to failure to grow at expected rate, in term of height and weight and for older children; it can lead to delayed puberty.
Because of the long term and damaging effect of celiac disease, proper knowledge of this condition should become a common awareness. An untreated or undiagnosed celiac disease in a person that still eats gluten can cause more serious effect. Eating a tiny amount of gluten can trigger the symptoms of celiac disease and increase the possibility to develop complications such as osteoporosis, malnutrition, lactose intolerance and even cancer.
Osteoporosis
Osteoporosis is a condition where the bones become weak and brittle. The bones need mineral and vitamin to make it keep strong. Because of the digestive condition of a person with celiac disease, the damaged intestines prevent it to absorb nutrient from the food that needed to be given to the bones. Osteoporosis usually has no symptoms, until someone had an accidental fall or something similar and end up breaking a weakened bones. Osteoporosis can be treated by consume enough vitamin D and calcium.
Malnutrition
The damage in the intestines prevent is to absorb enough nutrient for the body. These malnutrition conditions can makes the body cannot function normally or recover in the event of infection or wounded. Severe malnutrition can cause fatigue, dizzy and confused. The muscles become languish and it is very difficult to keep the warm of the body. In children, the malnutrition can hamper the growth and late development. The malnutrition can be treated by additional supplement or eating enough calories in the diet.
Lactose Intolerance
Someone with celiac disease has high possibility to also develop lactose intolerance, where the body is not enough producing enzymes to digest milk sugar (lactose) found in dairy products. Celiac disease symptoms such as diarrhea, bloating and abdominal discomfort are caused by lactose intolerance. Lactose intolerance does not damage the body, but rather cause the above discomfort, the gastrointestinal symptoms, because the body cannot digest the lactose properly. Lactose intolerance can be treated by not drinking or eating dairy product. Additional supplement such as calcium might be needed because dairy product is one of the main sources of calcium for the body.
Cancer
It is suggested in some research that having celiac disease can raise the possibility to develop certain type of cancer, including bowel cancer and lymphoma, cancer in the lymphatic system, part of the immune system. Based on research, it is estimated that people with celiac disease has two times higher possibility to develop bowel cancer than general population
[8]
. The highest risk to develop cancer is thought in the first year after diagnosis, and drop to normal after the gluten free diet take effect. Whether or not someone has celiac disease, it is important to be aware to the symptom of bowel cancer which includes unexplained weight loss, blood in stools (feces) and change in the normal bowel habit lasting more than four weeks.
SIGNIFICANCE OF A COMPREHENSIVE APPROACH TO CELIAC DISEASE
The symptom of celiac disease sometimes unrecognizable or people think that it is the symptom to other disease. Take the right approach to find the disease and how to react to it seems necessary. The approach to celiac disease can be divided into two categories, the correct diagnosis and correct treatment.
Diagnosis
Routine screening for celiac disease is not recommended unless someone has the potential to develop them. If someone have symptom that already explained above, then it is recommended to test for celiac disease. Testing is also recommended if someone have the following condition:
In other circumstances, testing is also recommended if someone has this condition:
The screening to diagnose celiac disease involves two steps. The first step is the blood test, to help identify the people who may have celiac disease and then biopsy as the second test to confirm that people have celiac disease.
In the blood test, the general practitioner will take sample of the blood and then test it for antibodies that usually can be found in the bloodstream of people with celiac disease. Before and during the test, the people that will be diagnosed should not avoid gluten in their diet as this can lead to inaccurate test result. If the test is positive, mean that there is a celiac disease antibodies found the blood, it is recommend to take second step of the test, biopsy.
Sometimes, someone has celiac disease but the blood test result is negative, mean that no antibodies found in the blood. If the symptoms of celiac disease keep coming, the doctor usually will recommend taking biopsy test.
The second step, biopsy test usually carried out in a hospital and is performed by gastroenterologist, a specialist that treats any conditions in the stomach and intestines. Before the procedure, local anesthetic will be given to the patient to numb her throat or sedative to make her relax. An endoscope, a thin and flexible tube with a light will then is inserted in to her mouth and gently pass down to her small intestine. A tiny biopsy tool will be passed through the endoscope to takes sample of the lining in the small intestine. The sample will then be inspected under microscope to confirm the presence of a celiac disease.
If someone diagnoses with celiac disease, she may also need to take other test to assess how the celiac disease has affected the body so far. She may need to do another blood test to check the level of iron, vitamins and mineral in the blood. This test will help to determine whether she already has anemia due to poor digestion. A skin biopsy may need to be taken if she appears to develop dermatitis herpetiformis, a gluten intolerance condition marked by an itchy rash in the skin.
I other cases, a DEXA scan may also being recommended. This test will particularly see the condition of the bones. The DEXA scan is some kind of X-ray to measure the bones density to see if she have the risk of bone fracture when she getting older. This test may necessary if the doctor suspects that the celiac disease has already affected the bone and cause osteoporosis.
Treatment
The simplest way to explain the treatment celiac disease is by move away from food contains gluten. Do not eat it even just a small amount of it. This action will prevent the damage of the lining in the intestines or gut that is caused by gluten, and its associated symptom such as diarrhea and stomach pain.
Someone with celiac disease should avoid gluten in their diet for life because this protein, if is consumed will cause the symptom to comeback and cause long-term damage to the health. This may looks worrying and daunting, but help is always available from the doctor or dietician about how to manage the diet.
Few weeks after starting gluten free diet, the symptom will improve considerably. However, it may take quite long time; up to two years before the digestive system heal completely.
As mentioned above, a dietician might be endorsed by the doctor to give advice about healthy diet without gluten. They will also help to check the balance of the nutrient in the new diet. Someone with celiac disease will no longer able to eat foods that contain wheat, barley or rye. Even if they eat just a spoonful of pasta, the celiac symptom will start to emerge, such as the unpleasant intestinal sensation. If gluten is ate regularly, in the long run it will increase the risk to develop osteoporosis or cancer in later life.
The good news is, as protein, gluten is not essential to the diet and the replacement can be found in many other foods. Alternatives for gluten-free foods are widely available in store, supermarket or healthy food shops, including pizza, pasta and bread. Wide ranges of gluten-free food are also available on prescription.
Many basic foods such as vegetables, rice, cheese, potatoes and meat are naturally gluten-free so to put them in the personal diet of someone with celiac disease is not a problem. To give a brief picture about which food contain gluten or not, the list below will show you some of the food with gluten and without gluten.
Do not eat the following food unless it has label as gluten-free version:
It is important to always check the label of the food that being bought. By law, food labeled as gluten-free can contain no more than 20 ppm (parts per million) of gluten.
[9]
Most people can accept this amount trace of gluten, but very few people cannot tolerate even very small of it. For those type of people, they really need to eat gluten-free food.
Many foods, mainly those that are processed may contain gluten in additives, such as modified food starch and malt flavoring.
Gluten may also found in some non-food product such as lipstick, postage stamps or some type of medication. Cross contamination can occur if gluten-free food is processed together with same utensils with the food that contain gluten.
The following foods naturally do not contain gluten:
Oats is also an example of gluten-free food; nevertheless many people with celiac disease avoid eating them because they can become contaminated by gluten from other cereal. To eat oats, someone with celiac disease should carefully check that the oats is pure and no gluten contaminations have occurred. It is recommended to eat oat when the gluten-free diet already taken full-effect. If the symptom emerges again, stop eating oats.
In early prevention of celiac disease to be developed in people, it is advised to not introduce any diets that contain gluten to less than six months old baby. Breast milking the baby is the best way to feed them since the breast milk does not contain gluten. The baby milk formula is also gluten-free.
Besides eating gluten free diet, other treatments are also needed especially if the celiac disease already affecting the body. For the first six month after diagnosis, additional supplement might be needed to ensure that the body have enough nutrient its needed before the digestive system repair itself. Taking supplement can also remedy any deficiencies such as anemia.
In the case where the celiac disease causing the spleen work less efficiently, which makes someone vulnerable to infection, an additional vaccination should be applied. The vaccinations include influenza and HIB/MenC vaccine which protect against meningitis, pneumonia and sepsis or blood poisoning. Pneumococcal should also be taken to protect against infections caused by the Streptococcus Pneumonia bacterium.
For some people, celiac disease can also cause an itchy rash in the skin called dermatitis herpetiformis. Taking a gluten free diet as treatment is usually enough to clear it up. In some cases, it takes quite long time to clear up the rash. Medicine called Dapson might be prescribed by the doctor to help the body speed up the clearing of the rash. However, side effects such as depression and headaches should be expected, so it usually will be prescribed in the lowest effective dose.
Celiac disease has a long run damaging effect to the body. It is suggested that comprehensive approach, which include diagnosis and treatment as explain above should become common knowledge for people, especially someone with the higher risk to develop the disease because of family genetic or other factor.
[1]
http://www.aafp.org/afp/2007/1215/p1795.html
[2]
http://www.nhs.uk/Conditions/Coeliac-disease/Pages/Introduction.aspx
[3]
http://www.nhs.uk/Conditions/Coeliac-disease/Pages/Introduction.aspx
[4]
http://www.nhs.uk/Conditions/Coeliac-disease/Pages/Introduction.aspx
[5]
http://www.nhs.uk/Conditions/Coeliac-disease/Pages/Causes.aspx
[6]
http://www.nhs.uk/Conditions/Coeliac-disease/Pages/Causes.aspx
[7]
http://www.nhs.uk/Conditions/Coeliac-disease/Pages/Causes.aspx
[8]
http://www.nhs.uk/Conditions/Coeliac-disease/Pages/Complications.aspx
[9]
http://www.nhs.uk/Conditions/Coeliac-disease/Pages/Treatment.aspx
Every organization requires good leadership to ensure successful team building (Marquis & Huston, 2003) and effective management of the organization (Perra, 2000) as well as personal fulfillment. In the past, health care system was a bureaucratic organization that was locked by hierarchical models type management (Thyer, 2003). However, due to advanced in technology, information and communication; changes in politics, demographic, social economics status and patient’s expectation toward health care system, traditional task- orientated, routine and habitual nursing management style no longer able to meet the evolving health care system. Therefore, it is crucial for current health care worker especially nurses to integrate leadership in health care management to meet the needs of contemporary professional nursing practice and consumers’ requirement and expectation (Sofarelli & Brown, 1998).
As senior medical assistant with 10 years working experiences. Currently I am practicing at a hospital based orthopeadic department in Northern Hospital. Our unit comprises four units, orthopeadic wards, Trauma operating theater, Orthopeadic clinic, Rehabilitation unit and emergency observation room. In fact, through our professional background, as a health worker, we are well trained for the decision making skill to deal with immediate patient care, such as dislocation, polytrauma, polyfracture, fat embolism, compartment syndrome and etc. Leaders have, for the most part, been concerned with orientating the profession to focus upon developing nursing practice (Salvage, 1989). As a senior Medical assistant other than giving services to the client who came to hospital to seek the treatment , I also assign to manage newly qualify staff nurses and medical assistants to makes sure that all the job done by them is following Standard Operating Procedures and helping them to get their opportunity to upgrade their knowledge. These are our new government policy and know as monitoring internship programme. According to Chua (2006) newly graduated nurses are now required to undergo a one year practical before they can earn their Annual Practice Certificate and this is part of the efforts to arrest the decline in nursing standards in public hospitals as health centers.
This paper discussed about leadership quality in my organization when mentoring newly qualified staff nurses and medical assistants. As mention by Charnley (1999) the transition from student to staff nurse has always been seen as a challenging and stressful time in the working life of a nurse. In my view to lead and contributes to the development of an organization and provides professional leadership to the practice nursing team, we must have good knowledge, attitude, skills and capability. As a mentor I have to facilitate personal and professional development through identifying gaps in knowledge and skills, encouraging reflection and providing structure feedback to enable the newly qualified nurses develop and expand their practice with safety and confidence and improve standards of care. According to Clancy (2004) although employers can influence the quality of patient care, it is the qualities of individual nurses which have a more direct effect on the way patients are looked after.
There are numerous texts providing definitions of leadership. Marquis and Huston (2003) defined leadership as a process of empowering beliefs, moving, persuading and influencing others toward a goal mostly without any force or threat. According to Yulk (1998) leadership is commonly defined as a process of influence in which the leader influences others toward goal achievement. Meanwhile Cohen (2004) stated leadership is the best tactic that one can use to motivate others and renew interest in others in attaining goals that are for the good of all.
There are three style of leadership which are autocratic, democratic, and laissez-faire, as cited in Kelly-Heidenthal (2003). Autocratic leadership involves centralized decision making, with the leader making decisions and using power to command and control others. Democratic leadership is participatory, with authority delegated to others. The third style, laisser-faire leadership, is passive and permissive and the leader differs decision making. These approaches are still apparent today (Carvey, 1999), and can be used interchangeably to response to various situations. (Marquis & Huston, 2000).
The autocratic style can be seen as high power tactics over the group leaving very little for others to actively become involved with process changes or improvements. (Mintzberg, 1979) this style is use when the leader tells her subordinates what she want to be done and how she want it done, without getting the advice of her followers. Subordinates behavior is closely controlled through such means as punishment, reward, arbitrary rules and task orientation. According to Fieder (1967) the autocratic leadership style is based on the assumption that the leader knows everything and what is best for their organization. Subordinates cannot be trusted to do what is right for the organization. Because of this, autocratic leadership usually leads to high levels of absenteeism and staff turnover.
The democratic method of leadership style is seen as the most productive within a group setting because this offers chances for their group to become one in decision making with the leader identifying individual strengths or weakness and guides the group with motivating questions and suggestions. However, the leader maintains the final decision-making authority. Using this style is not a sign of weakness; rather it is a sign of strength that your subordinates will respect. According to (Kelly, 2003) the democratic leadership style encourages subordinates participant and professional growth and promotes greater job satisfaction and improved morale.
The laissez-faire style allows the subordinates to make the decision. This French phase means ‘leave it be’ and is used to describe a leader who leaves her colleagues to get on with their work ( Kumar, 2006). It can be effective if the leader monitors what is being achieved and communicates this feed back to her team regularly. However, the leader is still responsible for decisions that are made. This is used when subordinates are able to analyze the situation and determine what needs to be done and how to do it. According to Daft & Marcic (2001) unfortunately, the laissez-faire leadership style can also refer to situations where managers are not exerting sufficient control.
Mentoring the mentorship programmed had given me the opportunity to use several of leadership style to lead the newly qualified staffs to achieve their goal and to enhance the quality of the patient care. Continuous Professional Development activities definitely improved knowledge and skill to assist newly qualified staffs in patients’ health education effectively, to encourage the newly qualified staffs to attend Continuous Professional Development program I use the democratic leadership style. The democratic leadership style encourages each individual to give suggestion and new ideas, and let them to decide whice the activities in Continuous Professional Development they want to attend, each individual feel valued and motivated. I also practice the autocratic style of leadership but on rare occasions especially in maintaining the Standard Operating Procedure. I will guide and coach them to develop their skills and gives them motivation to influence productivity and will provide the good quality of care to the patients.
The current type of leadership is transactional leadership. Transactional leadership categorized as traditional leadership which concernig day-to-day operation in unchanged organizational system (Marquis & Huston, 2003; Lindholm et al., 2000). Transactional leader represent by efficient managers that focus at on hand task, solve immediate problems, communicate clear expectation to their staff and give reward to good performance (Tatum et al., 2003). In transformational leadership, leaders and followers are able to raise each other to higher levels of morality, motivation and productivity (Marquis & Huston, 2003; Lindholm et al., 2000; Spitzer- Lehmann, 1994). Transformational leader value organizational culture (Marquis& Huston, 2003).Therefore, effective communication is crucial for leader and follower to share the goals and culture of the organization (Marquis& Huston, 2003).
The transformational leadership is the preferred model to manage today’s complex and rapid ever changing healthcare environment. Transformational leadership is an empowering leadership style and one which is highly suited to the profession of nursing. Burn (1978) as cited in Kelly-Heidenthal (2003), described a transformational leader as one who empowers others. Empowerment is the process by which we facilitate the participation of others on decision-making and power sharing. Graetz, et al. (2006) described empowerment as redistribution of decision-making to involve employee or worker participation. By educating and motivating staff to practice transformational leadership, eventually the team will mature and create strong team building and high performing working culture. Hence increase health care service standard and promote cost effectiveness for the organization (Thyer, 2003).
A leadership style that is empowering nurse in decision-making enable nursing practices to shift from traditional boundaries to new and effective practices. This is because health care professionals are continuing facing great challenges in dealing with patients with complicated problems. This means that nurses and nursing leaders have to be good decision-makers. However, many nursing leaders in Malaysia are adopting the hierarchal models of leadership styles which limit nurse empowerment in decision-making. This model makes it difficult for nurses to gain confidence in decision-making and skills in assertiveness and negotiations, hence prefer to adopt a submissive approach towards those who control the organizations.
What is the difference between leadership and management? It is a question that has been asked more than once and also been answered in many different ways. The huge difference between managers and leaders is the way they motivate the personal who work with them. Kotter (1990) describes the differences between leadership and management in following way, Leadership is about creating change and management is about controlling complexity in an effort to bring order and consistency. Stated by Bennis & Nanus (1985) managers are people who do things right and the leaders are people who do the right things. Management is defined as the action to plan, organize, direct and control staff (Marriner-Tomey, 1996). According to Allen (1998) a leader used specific skills to inspire the work of others, all leaders are not necessarily managers and all managers are not necessarily leaders, however, to be an effective manager, one must have strong leadership quality and personality. A leader is different from being a manager from the following categories their point of views, actions, goals, motivation and the extent of their authority (Fieder, 1967). According to Swansburg (1996) skill of both managers and leaders are needed for successful operation of any organization. It would easy, if indeed possible, for an organization to achieve their goals if a manager did not know how to lead as well as manage.
According to Grohar (1992), newly qualified nurses have found mentoring to be a useful tool for career development especially at the beginning of their career and specific defining moments such as a change of work roll. Mentoring has been accepted as a guiding of inexperienced subordinates but not at all monitoring result in the growth of the mentee. According to Hanna (1999) the young leader will learn a lot on her own and not be spoon-fed to gain knowledge from someone past experiences.
This topic has attempted to broaden the understanding of the subject of leadership in nursing and to develop the theme that leadership to bridge some of gap between theory and practice in nursing, the development of the leadership, the application of leadership skills is up to us. It can only be gained through actual experience and experimentation.
Actualizing goals in today’s health care arena requires nurse managers to be excellent change agents and role models. Effective leadership in nursing requires skills that are both taught and practically learnt Burns (1978). According to Fielder (1967) the leadership theory a nurse choose should reflect her ideals and be one she can most effectively use. Nurses who assume leadership and management roles need to be creative thinkers, in their work demand and have to oversee that everyone else is fulfilling their duties and the patient care is of the best.
In my view a good management and leadership skills are very important in this current increasing awareness of organization to meet their demands and provide excellent nursing care practices. A good leader will be able to implement effective leadership which will help to achieve unit goal by involvement by unit staffs.
(2006 words)
Critical reflection of my values,belief and mandate regarding leadership in nursing.
Order Description
. LEADERSHIP PAPER (20%): March 8th
In this individual written assignment (not a group assignment), you will clarify your current values/beliefs, vision, and mandate regarding leadership in nursing and you will critically analyze the fit between your current perspectives and the literature – both course materials and outside sources in each of the 3 parts of the assignment. The 1st part is about your own values and beliefs, so it is very personal but then, as with all three sections, you also need to situate it within the literature to demonstrate how you fit or do not fit with the literature. The 2nd part is much broader and is about your ideal vision related to leadership in nursing as a profession. The 3rd part is about what you think you yourself should be doing in order to live out your values/beliefs about leadership within the context of your vision for nursing. For example, as an educator who believes in the importance of facilitating a student’s growth then I would need to describe ways in which I do just that.
Remember to relate all of your reflections to the literature, even though you also will be writing about your personal beliefs and so on. The critical analysis is crucial. It is expected that you use the literature from course materials (text book chapters and required articles that we have covered by the date the paper is due), but additional new material should also be sought. The new material must be current (preferably no more than 5 years old, but definitely not older than 10 years) and relevant, so only about nursing leadership.
Your paper about leadership in nursing should be no more than 5 typed pages double-spaced (excluding cover sheet and references) and must follow APA format, including a cover page and judicious use of headings. Please become familiar with the APA materials that I have posted on Moodle and use them to ensure you follow correct APA style. The APA folder within the Introduction folder even contains an example cover page and first page that you could use as a template for how to format your assignment. The references within this course are in APA format and I recommend you use them as your template for references. I prefer that you single-space your references, similar to the format in this course outline, as it saves space and pages.
Depth of analysis is essential, so be careful to explore each area; this paper is not simply a personal reflection. Your grade will reflect the extent to which you meet the following criteria:
• Level of critical reflection in a) how you describe your personal values and beliefs about leadership in nursing, i.e., what is important to you from a personal level when nursing with persons you are leading, and b) relate to the literature (both course and new material).
• Level of critical reflection in a) how you describe your vision related to leadership in nursing as a profession, i.e., what you envision the practice of leadership in nursing should be, and b) relate to the literature (both course and new material).
• Level of critical reflection in how you a) describe your mandate as a nurse within the context of your own values/beliefs and your vision for nursing leadership, i.e., your personal policy or course of action in providing and promoting leadership in nursing, and b) relate to the literature (both course and new material).
• Coherence, flow, and clarity of paper as per APA; relevant and accurate use of headings; accurate citation of references according to APA; no more than 10 references in total for this paper; follows other APA format, e.g., running head, 2 spaces between sentences, etc.
G. Course Reading Materials
Required text.
Gaudine, A., & Lamb, M. (2015). Nursing leadership and management: Working in Canadian health care organizations. Toronto, ON: Pearson.
NB: This book will be used extensively in class and for student evaluation.
Recommended text.
American Psychological Association. (2010). Publication manual of the American Psychological Association (6th ed.). Washington, DC: Author.
Required articles (12 references).
Cutcliffe, J., & Cleary, M. (2015). Nursing leadership, missing questions, and the elephant(s) in the room: Problematizing the discourse on nursing leadership. Issues in Mental Health Nursing, 36(10), 817-825. doi:10.3109/01612840.2015.1042176
Ellis, P., & Abbott, J. (2013). Leadership and management skills in health care. British Journal of Cardiac Nursing, 8(2), 96-99. doi:https://dx.doi.org/10.12968/bjca.2010.5.4.47424
Frederick, D. (2014). Bullying, mentoring, and patient care. AORN Journal, 99(5), 587-593. doi:https://dx.doi.org/10.1016/j.aorn.2013.10.023
Gottlieb, L. N. (2014). CE: Strengths-based nursing: A holistic approach to care, grounded in eight core values. American Journal of Nursing, 114(8), 24-32 (+ CE exam: 33, 36). doi:10.1097/01.NAJ.0000453039.70629.e2
Gottlieb, L. N., Gottlieb, B., & Shamian, J. (2012). Principles of strengths-based nursing leadership for strengths-based nursing care: A new paradigm for nursing and healthcare for the 21st century. Nursing Leadership, 25(2), 38-50. doi:10.12927/cjnl.2012.22960
Hutchinson, M., & Hurley, J. (2013). Exploring leadership capability and emotional intelligence as moderators of workplace bullying. Journal of Nursing Management, 21(3), 553-562. doi:10.11111j.1365-2834.2012.01372.x
Makaroff, K. S., Storch, J., Pauly, B., & Newton, L. (2014). Searching for ethical leadership in nursing. Nursing Ethics, 21(6), 642-658. doi:10.1177/0969733013513213
Introduction
A genogram depicts inter-generational family maps to provide a picture of what is occurring across families and across generations, providing a broad framework with which to view family, emotional and social relationships. (Keneddy.V.2010). Whereas in the ecomap, systems with which the family has no contact may also be included, if the family needs to develop a relationship with the system. These tools are graphic representations of family structure and social relationships which helps nurses to do a successful family nursing assessment which results in identifying health problems in the family from generations and provide interventions.
Components of Genogram:
The family genogram is a format for drawing a family tree that records information about family members and their relationships during at least three generations (McGoldrick, 2016). The genogram gives a graphic representation of the family composition and the basic relationships in at least three generations, elaborated through symbols. It helps nurses and families to think systematically about families and impact of health-related issues on family structure and function and able to plan for interventions. Nurses establish a therapeutic relationships with the families through the process of asking questions by using a family nursing assessment to identify health problems and helps in family therapy. An example of a genogram is illustrated in figure 1. Male is noted by as square and female is noted by a circle. Marriage is represented by a line connecting the two (husband and wife). Children are noted as oldest to youngest, left to right. Plus, symbol in box or circle represents physical illness as shown in the figure 1. Both fathers have diabetes type II and Uday and his mother is suffering with hypothyroidism which passed from generation to generation.
Components of Ecomap:
Ecomap is a graphical representation that shows all the systems at play in an individual’s life. It is a flow diagram that maps family and community process over time. It helps the family assessment tool consisting of a graphic representation of a family relationship with its environment. They provide a visual map of the family’s connections to the external world. Each individual family members connections to social support systems. An example of an ecomap is illustrated in figure 2. The lines between these circles represent assessments of the quality and flow of the relationships between these systems. A solid line represents a strong relationship, such as the lines connecting Uday and Raghu’s extended family and with the Sree’s brother’s family and Uday’s sister’s family. Zig-zagged line shows a stressful or conflictual relationship. A stressful relationship is seen between Uday and Sree’s work environment. Families differ in their ability to accept help from others outside of the family system. Each family has a boundary that defines those who are part of the family and distinguishes these people from those who are not part of the family. By considering these boundaries nurse could analyse what and who are the supportive sources to the family.
Family nursing assessment:
Nurses collect an accurate data of the families by using Family nursing assessment incorporating genogram and ecomap as a collective tool to identify health problems and plan the interventions. It also gives direction for nurses whether they have obtained enough information on problem and strength identification, or whether gaps exist that require additional data (Kaakinen.J,2018). The family nursing assessment is done by step by step which Uday family information have been gathered by the following steps.
Assessment of the family story:
Uday family story shows that family life has changed due to his hypothyroidism. Uday was found to be healthy but he gained weight. His family history has diabetes to his father and mother is suffering with hypothyroidism. Sree’s father is also diabetic and she is risk to get in future.
Analysis of the family story:
Uday is taking medication regularly but he needs to do exercises. Uday and sree having difficulty adjusting and the shift in their family roles, more concerned about adjustment to the new baby.
Family intervention:
The nurse together with Uday and Sree, review the family genogram (figure 1) which helps the couple visualize the family. Uday decided to do exercises and diet modification to reduce his weight. Uday and sree will talk with his sister family about sharing childcare.
Family evaluation:
Yovonne plans a follow-up call to check in with Uday and Sree. At next visit Yovvone will check Uday and Sree to see whether their priority concerns remain same or decreased or increased. She will observe how they are caring the baby (bath and feeding).
Nurse reflection:
Yovvone reflects herself that her therapeutic communication in data collection by using tools was excellent. She showed a validated family concern for weight gain of Uday how this stresses the family.
Conclusion:
The genogram and ecomap both framed as an analytical tool in relation while performing family nursing assessment, which aims to understand how the family of a young person with chronic disease and new addition to the family, faces the disease and its implications, forming care, and creating support networks to help them through this process.
References:
Appendix A

Appendix B

An Advanced Practice Nurse Professional Development Plan
As the demand for Advanced practice nurses (APN) increase across the country, so does the need for guidelines and standards. Establishing guidelines and standards sets the tone for our professional practice. As an APN the bar has been set higher than ever before. Transitioning into the APN requires the creation of a professional development plan (MacLellan, Levett‐Jones, & Higgins, 2015).
As an APN, one must truly challenge themselves in all realms of practice. An APN expands their clinical practice, they teach, are culturally competent, and treat and care holistically. APN’s are known to be role models and shine professionally. Accomplishing all of these skills is only a small part of the responsibility; they must also perform this safely and in favor of their patient.
In order to practice safely and effectively as an APN, several different organizations were formed over the years to create standards of practice. These standards of practice are a set of guidelines to aid in our practice and are the cornerstone of APN professional development. The foundations of professional practice for a nurse practitioner include: the APN scope of practice, core competencies, and leadership skills (Kells, Dunn, Melchiono, & Burke, 2015).
Advanced Practice Nurse Scope of Practice
Knowing what the scope of practice is for an APN is important to know before you begin your career. The scope of practice defines your legal capabilities and limitations within your state of practice. The scope of practice is also known as “The nurse practice act”. One can find their state’s nurse practice act on the state board of nursing website (Online Sunshine, 2019).
While researching your state board of nursing, one can find a plethora of pertinent information regarding nursing practice. In researching the Florida Board for example, a direct link was listed to the current state statutes. These state statutes included information such as: the purpose of the scope of practice, who created it, licensure requirements, fees, and controlled substance prescribing (Online Sunshine, 2019).
According to Online Sunshine (2019), “The sole legislative purpose in enacting this part is to ensure that every nurse practicing in this state meets minimum requirements for safe practice. It is the legislative intent that nurses who fall below minimum competency or who otherwise present a danger to the public shall be prohibited from practicing in this state.“ (Purpose, para. 464.002). This statement proves that the state creates regulations and guidelines to protect the public and to hold APN’s accountable to practicing at a higher standard.
The qualifications of obtaining licensure as an APN, include already possessing a current nursing license, certification by the appropriate specialty board, and to have earned a master’s or doctoral degree in the area of specialty (Online Sunshine, 2019).
For Florida, the APN may practice to the fullest extent. This includes ordering diagnostic tests and initiating therapies. The only exception to this is if the APN works in a multi-supervision physician group; they must then enter a supervisory protocol (Online Sunshine, 2019). The APN may prescribe, dispense, order, and administer any drug including controlled substances if the APN has graduated from a master’s or doctoral program in the clinical nurse specialty trained in the skill of a specialized practitioner (Online Sunshine, 2019).
Nurse Practitioner (NONPF) Core Competencies
The National Organization of Nurse Practitioner Faculties (NONPF) was developed to establish specific curriculum guidelines for the education of nurse practitioners (National Organization of Nurse Practitioner Faculties, 2017). The NONPF created core competencies to serve to as the foundation of NP practice. Some of NONPF core competencies include: scientific foundation, leadership, quality, practice inquiry, technology and information literacy. These competencies are an integral part of the NP curriculum (National Organization of Nurse Practitioner Faculties, 2017).
As we gain experience in our practice, our skills become refined. We become more confident in our practice. APN’s can evaluate and recognize their own strengths and weaknesses. This self-reflection enables us to identify our needs to continue to grow professionally.
Pondering about the NONPF core competencies, I recognized my own strengths and weaknesses currently within my nursing practice. My current strengths I believe are technology/IT and leadership. I believe my current weaknesses are in policy and health delivery systems.
The operating room (OR) is one of the most technologically advanced places in a hospital. As an operating room circulator in a level I trauma center, I have a lot of experience with the equipment used in surgical cases. I believe for this very reason that my strengths lie within the technology world. I am responsible for setting up and troubleshooting most of the equipment used.
My number one goal is to maintain my patient’s safety while surgical equipment is being used. I am able to confidently accomplish this thanks to the guidelines provided by the Association of periOperative Registered Nurses (AORN). This organization, just like other specialties provide the guidelines we as operating room nurses use, based on evidence based practice. This ensures that our practice is safe and effective (Association of periOperative Nurses, 2019).
My second-best strength I believe is leadership. I am the evening shift charge nurse of twenty-five operating rooms in the regions only level I trauma center. I am responsible for coordinating and keeping the OR running smoothly. I lead my team and coordinate with other interdisciplinary teams to accomplish a common goal.
For the difficult part; weaknesses. It is not easy for most people to admit defeat in certain areas of their career. Good leadership teaches that it is okay and normal to have weaknesses. This allows for growth and development in skill, professionalism and character.
I believe my weaknesses lie within policy and health care delivery systems. My weaknesses lie more within not having much interest in being involved with administrators establishing or making changes to the policy. On the broad spectrum, I also am not much into politics. I have little knowledge on healthcare legislation. I know as an APN I will have to improve on this as policy effects how I practice.
Healthcare delivery systems are a current hot topic. The lack of payment from Medicare and insurance companies cause stress among healthcare providers and companies. The people in our country continuously argue about the Affordable Care Act, and immigration. I personally have not done much research about these topics and therefore my lack of knowledge is my weakness.
In order to improve on my weaknesses, I have brainstormed some ideas that would aid in my practice. As an APN I would like to change the practice and or views on a couple of social issues effecting how we care for others. Ethical and global issues are hard to combat, but are necessary in our changing world.
Current ethical stigmas on treating patients with histories of drug abuse and sexual orientation are hot topics. Many healthcare professionals are still treating these patients unfairly based on their own biases. I would like to try and change this culture by doing an evidence-based practice project on the ethics in caring for these populations. With the information found, I would like to educate those who serve these populations.
One of the largest issues we have across the United States is the lack of access to healthcare. As rich as our country is, too many people still do not receive proper healthcare. A portion of this involves immigrants. I would like to study these statistics and find a way to be involved in developing ways to provide healthcare to those populations. Working in the communities and developing relationships is key to reaching this population.
Leadership Skills
Part of the developing role of the APN is learning to lead others. Leadership is an expected skill as an APN. As leaders, we are leading a group to work together in order to accomplish a common goal or outcome. Leadership requires training, character building and integrity. Becoming a great leader requires mastering certain skills (Kells et al., 2015).
Emotional intelligence is the skill of having awareness of emotions and the role they play within relationships (Culha & Acaroglu, 2019). As healthcare professionals, we need to practice awareness of ourselves in order to effectively and fairly communicate with others. Modeling self-composure in high stress situations creates a sense of self control and trust for those in which you lead.
Conquering your emotional intelligence takes practice. A great way to practice emotional intelligence is to take a moment in every situation and calmly analyze your thoughts. After you have collected your own thoughts, analyze again the situation and/or emotions of the other person to make a sound decision as to how to handle the situation (Culha & Acaroglu, 2019).
Effective Communication skills are extremely important as interactions include some form of communication. In collaborating with others to accomplish a common goal, we communicate via sending and receiving messages. How the communication is delivered can affect how the message is received. Communication is made up of verbal and nonverbal messages (Kourkouta & “Papathanasiou IV”, 2014). Awareness of nonverbal communication is key to the delivery of the message. Nonverbal cues include: body language, tone of voice, space, gestures, and facial expressions (Kourkouta & “Papathanasiou IV”, 2014).
Strategies to ensure that your communication is clear and concise is to be aware of your body language. Position yourself in a way that does not seem aggressive, demeaning or uninterested (Kourkouta & “Papathanasiou IV”, 2014). For example, while having a face to face conversation be sure to sit down in a relaxed posture if the other person is sitting or standing. Towering over someone feels authoritative and aggressive.
While verbally communicating be aware of facial expressions. Lastly practice listening. Listening is the hardest communication skill one can conquer. Active listening shows that you as the receiver truly are open and caring in understanding the sender’s thoughts (Kourkouta & “Papathanasiou IV”, 2014).
Conflict resolution is common and difficult to master. You cannot practice this skill the same way for every situation. As an APN you must be flexible in how you resolve conflict as every situation and person is a unique combination. Disagreements are inevitable as we are all humans and all have our own thoughts and feelings. As expressed by Özkan Tuncay, Yaşar, and Sevimligül (2018) “In conflict management, not only being aware of the nature of the conflict but also the recognition of the factors that shape the conflict behavior is important” (p. 951).
Strategies to resolve conflict start within yourself. You must go back to your emotional intelligence. Taking control of your emotions is key in making decisions or making judgment. Second, use effective communication. Avoid using aggressive tones, being passive aggressive or using avoidance. Be assertive and direct (Özkan Tuncay et al., 2018). Finally, be sure that the situation ends on a positive note.
Conclusion
In conclusion, becoming an APN involves more than just learning advanced clinical skills. You must understand what your scope of practice is. Practicing and understanding the limitations of those skills safely, effectively and legally lead to a long and fulfilling career. Development of the APN role include core competencies such as leadership and learning technology.
The sole purpose of collaborating with an interprofessional team is to accomplish the goal of effectively and safely caring for the patient. The development of communication skills and emotional intelligence allows for interpersonal relationships to unify and accomplish that goal.
All will experience conflict. Resolving this conflict includes practicing your leadership skills while maintaining professionalism. Continuous practice of the skills within ones development plan will be beneficial in being successful. Professionalism as an APN is not a choice, it is a necessity and an obligation. We as Advanced Practice Nurses are obligated to represent and practice our profession at the fullest extent.
References
REGULATION OF PROFESSIONS AND OCCUPATIONS
Chapter 464
NURSING. Retrieved from http://www.leg.state.fl.us/statutes/index.cfm?App_mode=Display_Statute&URL=0400-0499/0464/0464.html