QUESTION

Why is understanding the health care system at the local level   important to consider when planning an EBP implementation? Conduct   research and solicit anecdotal evidence from your course mentor that   you will take into consideration for your own change project

ANSWER

When making an evidence-based practice change, it is important to consider what is offered locally before implementing changes. Understanding your resources and what is available within the local community will allow the researcher to know where the change needs to be made and in what way a change could make things better. Knowing your community and what its needs are, should be the first step to making a change. While some communities may want to focus on diabetes because that has the highest prevalence in their area, others may want to focus on heart disease. What area of change would make the most impact and what services are already being offered within the community (Ockene et al., 2019)? These are important questions to ask prior to planning an EBP implementation.

After talking with my mentor, she brought up a few good points regarding my research on lead education. She mentioned that timing was important and that now is the time for promoting lead education and prevention within our county. She had mentioned many stakeholders are recognizing the importance focusing on lead right now and that there is a big push within our local community to begin with lead awareness. She also said there are many community leaders who are looking at lead and willing to fund projects involving this topic (V. Mouser, personal communication, August 20, 2019).

Reference:

Ockene, J., Edgerton, E., Teutsch, S., Marion, L., Miller, T., Genevro, J.,…Briss, P. (2019, April). Integrating           evidence-based clinical and community strategies to improve health. American Journal of Preventive           Medicine. Retrieved from https://www.uspreventiveservicestaskforce.org/Page/Name/integrating-          evidence-based-clinical-and-community-strategies-to-improve-health#copyright-and-source-          information

CAN YOU CONTRIBUTE TO THIS ANSWER

 

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 Respond one of your colleagues’ posts by offering a possible  resolution to their  questions/concerns with supporting documentation,  if possible, or  expanding on their thinking and providing an example as  support.  

at least 2 references in each peer responses!  You must do this to receive  maximum points! 

DQ #2

  

   As I begin my master’s program, there are many questions. Like most students, I am concerned with how most efficiently manage my time.  I am concerned that with working full time and going to school full time, I will not have enough time to read the assigned readings, complete the assignments, and retain the information required to pass state boards.  Throughout my BSN, I took one class at a time.  Taking two classes at a time leaves me feeling some anxiety as to whether I will comprehend and retain the information beyond the week’s assignment or test.  The academic skills center recommends using the SQ3R method to aid in reading retention and comprehension.  This is an active and process-based approach to reading that will allow you to remain engaged in the reading and help to retain the information (Walden University, 2019).  According to Rades (n.d.), some tips to effectively manage your time and increase productivity include making a list of things you know you waste time on  and minimize or eliminate those things, hiding or deleting social media apps, don’t multitask, and complete important tasks first.  Eliminating wasted time spent on unimportant things can buy more time for studying.  

           With spending most of my free time studying and doing assignments, how do I avoid anxiety and burnout?  How do have a positive work/school/life balance? According to Gordon (2015) meditation is a good way to relieve anxiety.  Small changes like mindfulness can have a large impact on our state of mind.  In the past, I have always told myself to take one day at a time. This has seemed to work thus far, but the Master’s program is a little more intimidating.  Any recommendations would be greatly appreciated.  I set high expectations for myself, which creates more stress and anxiety.  Tips to reduce stress and anxiety would be helpful as well.

 

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250 WORDS CITATION, REFERENCE, USE THOSE WEBSITES FOR ANSWER THE DISCUSSION.

Smith, J.A. PhD, Zsohar, H. PhD, RN (October, 2013) Patient-education tips for new nurses.https://journals.lww.com/nursing/Pages/articleviewer.aspx?year=2013&issue=10000&article=00024&type=Fulltext

Whitney, S. (2018) Health Promotion: Health & Wellness Across the Continuum. Grand Canyon University. https://lc.gcumedia.com/nrs429vn/health-promotion-health-and-wellness-across-the-continuum/v1.1/#/chapter/1

Describe the nurse’s role and responsibility as health educator. What strategies, besides the use of learning styles, can a nurse educator consider when developing tailored individual care plans, or for educational programs in health promotion? When should behavioral objectives be utilized in a care plan or health promotion?

 

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Marcia Stapleton    4 posts   Re: Topic 1 DQ 2  Another “cultural” type barrier to EBP in clinical settings is our preference for humans  as our information source. When working in a clinical setting and there are more experienced nurses around us, most nurses default to asking the more experience nurse what to do in a clinical situation.  The more experienced nurse might have experience with the situation, but is it evidence-based?  Even when textual information was accessible in a clinical situation, it was shown that nurses preferred other nurses as a resource over the textual resource (Thompson, 2004).  This is seen over and over in the patient care setting.  When we are wondering how to deal with a situation, we just ask a nurse we think has dealt with the situation, and consider them the expert or the evidence-based research.  As a clinical nurse leader, I field many questions each day.  In order to move towards an evidence based practice, I must direct the nursing staff to the research related to the question.  Reference:  Thompson, C. (2004). Nurses, information use, and clinical decision making–the real world potential for  evidence-based decisions in nursing. Evidence-Based Nursing. Retrieved from  https://ebn.bmj.com/content/7/3/68

 

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Discussion 1: Maladaptive Responses to Immune Disorders

Maladaptive responses to disorders are compensatory mechanisms that ultimately have adverse health effects for patients. For instance, a patient’s allergic reaction to peanuts might lead to anaphylactic shock, or a patient struggling with depression might develop a substance abuse problem. To properly diagnose and treat patients, advanced practice nurses must understand both the pathophysiology of disorders and potential maladaptive responses that some disorders cause.

Consider immune disorders such as HIV, psoriasis, inflammatory bowel disease, and systemic lupus E. What are resulting maladaptive responses for patients with these disorders?

        

                                                             To Prepare

•Review Chapter 6 and Chapter 8 in the Huether and McCance text. Reflect on the concept of maladaptive responses to disorders.

•Select two of the following immune disorders: HIV, psoriasis, inflammatory bowel disease, or systemic lupus E (SLE).

•Identify the pathophysiology of each disorder you selected. Consider the compensatory mechanisms that the disorders trigger. 

Then compare the resulting maladaptive and physiological responses of the two disorders.

•Select one of the following factors: genetics, gender, ethnicity, age, or behavior. Reflect on how the factor might impact your selected immune disorders.

Post a brief description of the pathophysiology of your selected immune disorders. 

Explain how the maladaptive and physiological responses of the two disorders differ. 

Finally, explain how the factor you selected might impact the pathophysiology of each disorder.

                                                          Required Readings

Huether, S. E., & McCance, K. L. (2017). Understanding pathophysiology (6th ed.). St. Louis, MO: Mosby.

 

•Chapter 6, “Innate Immunity: Inflammation and Wound Healing”

 

This chapter examines how the body responds to injury and infection by exploring the first, second, and third lines of defense. It also covers wound healing and alterations of the wound healing process.

 

•Chapter 7, “Adaptive Immunity”

 

This chapter examines the third line of defense, adaptive immunity. It also covers the roles of antigens and immunogens, the humoral immune response, cell-mediated immunity, and the production of B and T lymphocytes in the immune response.

•Chapter 8, “Infection and Defects in Mechanism of Defense”

 

This chapter covers the epidemiology, clinical presentation, and treatment of disorders resulting from infection, deficiencies in immunity, and hypersensitivity. It also examines the pathophysiology of an important immune disorder—HIV/AIDS.

•Chapter 9, “Stress and Disease”

 

This chapter evaluates the impact of stress on various body systems and the immune system. It also examines coping mechanisms and disorders related to stress.

•Chapter 10, “Biology of Cancer”

 

This chapter explores the developmental process of cancer and factors that impact the onset of cancer at the cellular level. It also describes various treatment options.

•Chapter 11, “Cancer Epidemiology”

 

This chapter reviews genetic, environmental, behavioral, and diet-related risk factors for cancer. It also examines types of cancers that result from risk factors.

 

•Chapter 12, “Cancer in Children and Adolescents” 

 

This chapter focuses on the presentation and prognosis of childhood cancers. It examines the impact of genetic and environmental factors on these cancers.

 

•Chapter 38, “Structure and Function of the Musculoskeletal System”

 

This chapter covers the structure and function of bones, joints, and skeletal muscle. It also explores effects of aging on the musculoskeletal system.

•Chapter 39, “Alterations of Musculoskeletal Function”

 

This chapter examines the pathophysiology, clinical manifestations, and evaluation and treatment of bone, joints, and skeletal muscle disorders. Additionally, it explores musculoskeletal tumors, osteoarthritis, and rheumatoid arthritis.

•Chapter 40, “Alterations of Musculoskeletal Function in Children”

 

This chapter includes musculoskeletal disorders that affect children, such as congenital defects, bone infection, juvenile idiopathic arthritis, muscular dystrophy, musculoskeletal tumors, and nonaccidental trauma.

•Chapter 41, “Structure, Function, and Disorders of the Integument”

 

This chapter begins with an overview of the structure and function of skin. It then covers effects of aging on skin, as well as disorders of the skin, hair, and nails.

•Chapter 42, “Alterations of Integument in Children”

 

This chapter covers alterations of the integument that affect children. These include acne vulgaris, dermatitis, infections of the skin, insect bites and parasites, vascular disorders, and other skin disorders.

Hammer, G. D., & McPhee, S. J. (2019). Pathophysiology of disease: An introduction to clinical medicine (8th ed.). New York, NY: McGraw-Hill Education.

 

•Chapter 3, “Disorders of the Immune System”

 

This chapter explores the anatomy and physiology of the immune system. It also explores the pathophysiology of various immune disorders such as primary immunodeficiency diseases and AIDS.

•Chapter 8, “Diseases of the Skin”

 

This chapter begins with an overview of the anatomy and physiology of skin. It also explores the pathophysiology of various types of skin lesions and inflammatory skin diseases.

•Chapter 24, “Inflammatory Rheumatic Disease”

 

This chapter explores the pathogenesis of inflammation and its role in rheumatic diseases. It also examines the clinical presentation, etiology, pathophysiology, and clinical manifestations of rheumatic diseases such as gout and rheumatoid arthritis.

Required Media

Zimbron, J.  (2008). Mind maps—Dementia, endocarditis, and gastro-oesophageal reflux disease (GERD) [PDF]. Retrieved from http://www.medmaps.co.uk/beta/

Gastro-oesophageal reflux disease. [Image]. Used with permission of MedMaps.

This media provides examples of mind maps for dementia, endocarditis, and gastro-oesophageal reflux disease (GERD).

Optional Resources

Arthritis Foundation. (2012). Retrieved from http://www.arthritis.org/ 

Lupus Foundation of America. (2012). Retrieved from http://www.lupus.org/newsite/index.html 

NOTE: I ATTACHED BELLOW A PDF WITH THE BOOK YOU SHOULD USE FOR  THE DISCUSSION QUESTION, BUT THIS IS THE LINK OF THE BOOK YOU SHOULD USE IN CASE YOU CAN’T OPEN THE BOOK IN PDF ATTACHED BELLOW

https://drive.google.com/file/d/12MGt6z2PicuM1y4rM-SN8rpGD09-Tmkj/view?usp=sharing

 

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