APA format  1 page long 3 references 1 for the discussion below and 1 from walden university library

 

Team Project Description

            We are the Southeast Region, and our group members consist of Jessica Wise, Danita Farley, Hope Bechard, Courtney Bodiford, and Amy Stierwalt. We are working on a pain management program for pediatric nurses at Moses Cone Hospital (MCH) in Greensboro, North Carolina. One of our group members works at this facility and helped us to decide on this topic, because she has recognized this as a knowledge deficit in the pediatric arena. In healthcare settings with no pediatric pain education training for pediatric nursing staff, it has been found that children are not adequately treated for pain (Ramira, Instone, & Clark, 2016).  The purpose of this educational training program is to improve nurses’ assessment and management of pediatric pain within the pediatric arena at MCH.  This can assist pediatric nursing staff in monitoring, assessing, treating, and documenting comfort and pain levels consistently across all pediatric units. Measurable outcomes would include a patient satisfaction score increase by 90 percent regarding pediatric pain management during their hospitalization or Emergency Department (ED) visit.

Organizational Framework, Mission/Vision/Philosophy

The curriculum development was guided by the organizational framework of Knowles’ Adult Learning Theory and Kirkpatrick’s Learning Evaluation Model. The use of an eclectic theory model allowed us to develop a program that “most accurately reflects the faculty’s beliefs about the practice and discipline of nursing” (Billings & Halstead, 2016, p. 106). The Knowles’ theory allows adult learners to build upon the knowledge and experience they already have. It also has six elements that include self-directedness, need to know, use of experience in learning, readiness to learn, orientation to learning, and internal motivation (Chang, 2010).  The Kirkpatrick Model has four levels: reaction, learning, behavior, and results (Billings & Halstead, 2016, p. 191). The use of these two models has allowed us to create a plan that is well rounded and meshes well with the mission, vision, and philosophy of MCH.

The mission of MCH is that “we serve our communities by preventing illness, restoring health and providing comfort, through exceptional people delivering exceptional care” (Cone Health, n.d., para 2 ). The mission helped guide us in development in that it is a gold standard at MCH to ensure we make our patients comfortable, no matter the age. The vision of MCH is to “be a national leader in delivering measurably superior healthcare” (Cone Health, n.d., para 3). This vision is important to us as we want our nurses to be educated and prepared for any pediatric pain issue that could arise. We also want our nurses to be recognized for their hard work by knowing that they are the best around. The philosophy of our program at MCH is a mixture of providing quality, innovation, teamwork, service, integrity, and compassion to all patients.

The MCH Pediatric Pain Program will have five sessions. The first and second session will be completed in the classroom as they will review the physiology of pain and causes of and factors affecting pain. The third session will discuss the techniques and tools for assessing pain. The fourth session will cover pharmacological and non-pharmacological treatment options for pediatric patients. The fifth session will review the pediatric pain order set. After these sessions, the nurse should feel competent and prepared to care for the needs of a pediatric patient with pain.

            The five sessions are:

Session 1: Physiology of Pain

• This lecture session will allow nurses to explore the definitions/concepts of pain, pain tolerance and pain threshold. The differences between acute and chronic pain will be described. The session will also review pain mechanisms both peripherally and centrally including the gate control theory (Kozier et al., 2010).
• Learning objectives: 

Nursing staff will:

•  Describe the differences between acute and chronic pain to be able to document and treat pain appropriately.
• State the definition of pain, pain tolerance and pain threshold.
• Differentiate between the presentations of pediatric pain as the child develops from newborn to adult.

Session 2: Causes of and Factors Affecting Pain

• This lecture and discussion session will explore common pain states including invasive procedures, burns, end of life care, postoperative, chronic disease, and cancer pain (Hockenberry & Wilson, 2011). This session will help nurses to understand their patient’s response to pain via the sympathetic and parasympathetic nervous system. Factors affecting pain including cultural values, the developmental stage, environment, past painful experiences and meaning of pain will also be discussed (Kozier et al., 2010).
• Learning objectives:  

Nursing staff will:

• Assess potential factors contributing to their patient’s pain.
• Explain the sympathetic and parasympathetic nervous system and how it responds to pain in the body.

Session 3: Assessment Techniques and Tools 

• This lecture, discussion, and role play session will provide students with the skills to choose an age-appropriate assessment scale (Hockenberry & Wilson, 2011). The acronym of PQRSTU will be taught to students to assess all aspects of pain. This session will review appropriate reassessment of pain guidelines (Kozier et al., 2010).
• Learning Objectives:

Nursing staff will:

• Describe the commonly used pain assessment scales.
• Demonstrate a pain assessment on patients of differing developmental milestones.
• State how often they should re-assess pain for documentation standards.

Session 4: Evidence-based non-pharmacological and pharmacological treatment options

• This lecture and skills lab session will describe both pharmacological and non-pharmacological treatment options for pain. This session will review common side effects and how to monitor for them when using treatment options (Hockenberry & Wilson, 2011). Nurses will have the opportunity to practice using all pain treatment options available at Moses Cone (MCH) including the buzzy bee, j-tips, PO, subcutaneous, and IV injections, and patient-controlled analgesia.
• Learning Objectives: 

Nursing staff will:

• Choose the appropriate therapy for the patient based on pain assessment and doctors’ orders.
• Demonstrate the appropriate administration of pain therapy.
• Compare treatment options to choose which is best for their patient.

Session 5: Session 5 Pediatric Pain Order Set Review

• This session will allow students time to become familiar with the new pain order set that will be used by the physicians. One of our pediatric physicians will be present to answer questions.
• Learning Objectives: 

Nursing staff will:

• Understand how to use the order set to treat pain in their pediatric patients.
• Learn to evaluate the pediatric pain order set to be able to recognize any errors.

References

Barry, M.A., Goldsworthy, S., & Goodridge, D. (2010). Medical-surgical nursing in Canada (2nd  ed.). Toronto, ON: Elsevier

Billings, D. M., & Halstead, J. A. (2016). Teaching in nursing: A guide for faculty (5th ed). St. Louis, MO: Elsevier.

Chang, S. (2010). Applications of Andragogy in Multi-Disciplined Teaching and Learning.  Journal of Adult Learning, 39(2): 25-35. Retrieved from https://files.eric.ed.gov/fulltext/EJ930244.pdf.

Cone Health. (n.d.).Welcome to Cone Health Orientation. Retrieved from https://www.conehealth.com/app/files/public/32/doc-clinical-observation-Welcome-to- Cone-Health-Orientation.pdf

Hockenberry, M.J., & Wilson, D. (2011). Wong’s nursing care of infants and children (9th ed.).  St. Louis, MO: Elsevier

Ramira, M. L., Instone, S., & Clark, M. J. (2016, January-February). Pediatric Pain Management: An Evidence-Based Approach. Pediatric Nursing, 42(1), 39-49. Retrieved from the Walden Library databases.

 

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APA  format 2 pages long 3 references 1 from walden university library

 

The Importance of Alignment and Congruence

When developing a curriculum or program, it is important to remember that the content created is just one piece of the institution or agency. Much like placing a snapshot into a collage, nurse educators must be mindful of the larger picture. They should analyze how this snapshot, this one piece, will fit with those around it. However, it is not uncommon for nurse educators to become so involved with the contents of their curriculum that they inadvertently develop content in isolation. They identify skills, procedures, and processes that are important but can forget to translate these ideas across the span of their curriculum. This can present problems for learners, especially in academic settings where the skills presented in one course generally build on those learned in previous courses.

One way nurse educators can place importance on the larger picture is to align the components of their curriculum with the components of the institution or agency. In fact, using the setting’s mission, vision, and philosophy to create the mission, vision, and philosophy of the curriculum is an effective way to build congruence. There are many strategies nurse educators can use when seeking alignment and congruence. In this Discussion, you explore these strategies and consider how you might align your team’s curriculum to that of your selected setting.

To prepare:

• Review Chapter 5, “The Classic Components of the Curriculum: Developing a Curriculum Plan,” in the Keating text to reexamine the meanings behind a setting’s mission, vision, and philosophy.
• Review this week’s media, Curriculum Components. Consider why nurse educators should be cognizant of their setting’s mission, vision, and philosophy when developing the mission, vision, and philosophy for their curriculum or program.
• Examine the chapter titles and overviews of Chapters 2, 5, 7, 8 and 9 in the Keating text. Then, select and review the chapters that correspond with the focus of your Course Project.
• Use this week’s Learning Resources and your own independent research to identify strategies nurse educators can implement to achieve alignment and congruence of curriculum components. Consider how these strategies could help to align the components of your curriculum or program to the components of your team’s selected setting.

 

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APA format 5 slides with paragraph and bullets to describe a master plan 

You may use the below information but need to have explanation to each part.  there needs to be 3 references.  

     

Evaluation Component

Responsible Person/People

Frequency of Assessment

Assessment Method

Results

Action plan

 

Program

Dean, Academic Leadership   Team, Faculty

End of every semester

Conceptual and formative.

Survey, simulation, and   interviews

Results from all of the   assessment tools will form results. From these positive or negative results an action plan will begin to   be developed.

An action plan will help to   revamp each component to make sure that it is functioning at its highest   based on the results that were collected from the assessment

 

Facilities

Dean, Academic Leadership,   Faculty, Students

Year end

Formative Evaluation,   Benchmarking

 

Financial

Dean, Bursar Department,   Financial Aid

Year end

Questionnaires 

 

Administration

Dean, Students

End of every class

Summative evaluation

 

Technology/

Informatics

Academic Leadership,   Faculty, Information Technology, Nursing Informatics

Ongoing

Benchmarking

 

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APA format 3 peer review references and please follow directions under to prepare

 

Assignment 1: Assessinenitalia and Rectum

Patients are frequently uncomfortable discussing with health care professional’s issues that involve the genitalia and rectum; however, gathering an adequate history and properly conducting a physical exam are vital. Examining case studies of genital and rectal abnormalities can help prepare advanced practice nurses to accurately assess patients with problems in these areas.

In this assignment, you will consider case studies that describe abnormal findings in patients seen in a clinical setting.

In this assignment, you will analyze a SOAP note case study that describes abnormal findings in patients seen in a clinical setting. You will consider what history should be collected from the patients, as well as which physical exams and diagnostic tests should be conducted. You will also formulate a differential diagnosis with several possible conditions.

GENITALIA ASSESSMENT

Subjective:

• CC: “I have bumps on my bottom that I want to have checked out.”
• HPI: AB, a 21-year-old WF college student reports to your clinic with external bumps on her genital area. She states the bumps are painless and feel rough. She states she is sexually active and has had more than one partner over the past year. Her initial sexual contact occurred at age 18. She reports no abnormal vaginal discharge. She is unsure how long the bumps have been there but noticed them about a week ago. Her last Pap smear exam was 3 years ago, and no dysplasia was found; the exam results were normal. She reports one sexually transmitted infection (chlamydia) about 2 years ago. She completed the treatment for chlamydia as prescribed.
• PMH: Asthma
• Medications: Symbicort 160/4.5mcg
• Allergies: NKDA
• FH: No hx of breast or cervical cancer, Father hx HTN, Mother hx HTN, GERD
• Social: Denies tobacco use; occasional etoh, married, 3 children (1 girl, 2 boys)

Objective:

• VS: Temp 98.6; BP 120/86; RR 16; P 92; HT 5’10”; WT 169lbs
• Heart: RRR, no murmurs
• Lungs: CTA, chest wall symmetrical
• Genital: Normal female hair pattern distribution; no masses or swelling. Urethral meatus intact without erythema or discharge. Perineum intact with a healed episiotomy scar present. Vaginal mucosa pink and moist with rugae present, pos for firm, round, small, painless ulcer noted on external labia
• Abd: soft, normoactive bowel sounds, neg rebound, neg murphy’s, neg McBurney
• Diagnostics: HSV specimen obtained

Assessment:

• Chancre
• PLAN: This section is not required for the assignments in this course (NURS 6512) but will be required for future courses.

To prepare:

With regard to the SOAP note case study provided:

• Review this week’s Learning Resources, and consider the insights they provide about the case study.
• Consider what history would be necessary to collect from the patient in the case study.
• Consider what physical exams and diagnostic tests would be appropriate to gather more information about the patient’s condition. How would the results be used to make a diagnosis?
• Identify at least five possible conditions that may be considered in a differential diagnosis for the patient.

To complete:

Refer to Chapter 5 of the Sullivan text. Analyze the SOAP note case study.  Using evidence based resources, answer the following questions and support your answers using current evidence from the literature.

• Analyze the subjective portion of the note. List additional information that should be included in the documentation.
• Analyze the objective portion of the note. List additional information that should be included in the documentation.
• Is the assessment supported by the subjective and objective information? Why or Why not?
• Would diagnostics be appropriate for this case and how would the results be used to make a diagnosis?
• Would you reject/accept the current diagnosis? Why or why not? Identify three possible conditions that may be considered as a differential diagnosis for this patient. Explain your reasoning using at least 3 different references from current evidence based literature.

 

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Need to tomorrow asap!! All items original!!

 

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