After reading Chapter 8 and reviewing the lecture power point (located in lectures tab),  please answer the following questions.  Each question must have at least 3 paragraphs and you must use at 3 least references (APA) included in your post.

Additionally, you are expected to reply to two other students and include a reference that justifies your post.  Your reply must be at least 3 paragraphs.

1.  Describe a clinical experience that was troubling to you.  Describe what bothered you about the experience and what could have you done differently utilizing critical thinking.

2.  Describe how patients, families, individual clinicians, health care teams, and systems can contribute to promoting safety and reducing errors.

3.  Describe factors that create a culture of safety.

Wishing all a great week ahead! 

comment1

Mucor is a fungus, a specie of moulds commonly found in the soil, plant surfaces, rotten foods and in the digestive system. (Mucor- Wikipedia).

Pathophysiology:  Fungus usually affect people whose immune system has been compromised/weakened by other health conditions, healthy people can also be affected. It mostly affects the sinuses or the lungs by inhalation of the fungal pores in the air. It can also enter through an impaired skin integrity such as cuts, scrapes, burns or trauma. (Mucormycosis|Fungal Disease|CDC, 2015). Reactivation of latent infection can also, result in fungal pneumonia. Once the fungi is in the alveoli it can travel in the spaces between the cells and adjacent alveoli via connecting pores. Invasion of the fungi in the alveoli triggers the immune response to send out neutrophils from WBCs to attack the microorganism. The neutrophils destroy the attacking organism but then release cytokines in that process leading to general activation of immune system causing the fever, fatigue and chiles noted in fungal or bacterial pneumonia. The alveoli is then filled up with the fluid leaked from surrounding blood vessels and neutrophils causing an impairment in gas exchange. (Fungal Pneumonia-Wikipedia).

Comment2

Chronic obstructive pulmonary disease (COPD) is the coexistence of chronic bronchitis and emphysema. Compare emphysema and chronic bronchitis. What are the hallmark assessment findings for each? What should your patient teaching include? How does COPD affect the hematologic system? Describe the pathophysiology.

  

Assignment: Evidence-Based Project, Part 3: Advanced Levels of Clinical Inquiry and Systematic Reviews

Your quest to purchase a new car begins with an identification of the factors important to you. As you conduct a search of cars that rate high on those factors, you collect evidence and try to understand the extent of that evidence. A report that suggests a certain make and model of automobile has high mileage is encouraging. But who produced that report? How valid is it? How was the data collected, and what was the sample size?

In this Assignment, you will delve deeper into clinical inquiry by closely examining your PICO(T) question. You also begin to analyze the evidence you have collected.

To Prepare:

· Review the Resources and identify a clinical issue of interest that can form the basis of a clinical inquiry.

· Develop a PICO(T) question to address the clinical issue of interest you identified in Module 2 for the Assignment. This PICOT question will remain the same for the entire course.

· Use the key words from the PICO(T) question you developed and search at least four different databases in the Walden Library. Identify at least four relevant systematic reviews or other filtered high-level evidence, which includes meta-analyses, critically-appraised topics (evidence syntheses), critically-appraised individual articles (article synopses). The evidence will not necessarily address all the elements of your PICO(T) question, so select the most important concepts to search and find the best evidence available.

· Reflect on the process of creating a PICO(T) question and searching for peer-reviewed research.

The Assignment (Evidence-Based Project)

Part 3: Advanced Levels of Clinical Inquiry and Systematic Reviews

Create a 6- to 7-slide PowerPoint presentation in which you do the following:

· Identify and briefly describe your chosen clinical issue of interest.

· Describe how you developed a PICO(T) question focused on your chosen clinical issue of interest.

· Identify the four research databases that you used to conduct your search for the peer-reviewed articles you selected.

· Provide APA citations of the four relevant peer-reviewed articles at the systematic-reviews level related to your research question. If there are no systematic review level articles or meta-analysis on your topic, then use the highest level of evidence peer reviewed article.

· Describe the levels of evidence in each of the four peer-reviewed articles you selected, including an explanation of the strengths of using systematic reviews for clinical research. Be specific and provide examples.

By Day 7 of Week 5

RUBRIC: PLEASE FOLLOW CLOSELY

   

Excellent

Good

Fair

Poor

 

Part 3: Advanced Levels of Clinical Inquiry and Systematic   Reviews
 

Create a 6- to 7-slide PowerPoint presentation in which you do   the following:
 

·   Identify and briefly describe your chosen   clinical issue of interest.
 

·   Describe how you developed a PICO(T) question   focused on your chosen clinical issue of interest.
 

·   Identify the four research databases that you   used to conduct your search for the peer-reviewed articles you selected.
 

·   Provide APA citations of the four peer-reviewed   articles you selected.
 

·   Describe the levels of evidence in each of the   four peer-reviewed articles you selected, including an explanation of the   strengths of using systematic reviews for clinical research. Be specific and   provide examples.

81 (81%) – 90 (90%)

The presentation   clearly and accurately identifies and describes in detail the chosen clinical   issue of interest.
 

  The presentation clearly and accurately describes in detail the developed   PICO(T) question.
 

  The presentation clearly and accurately identifies four or more research   databases used to conduct a search for the peer-reviewed articles selected.
 

  The presentation clearly and accurately provides full APA citations for at   least four peer-reviewed articles selected, including a thorough and detailed   explanation of the strengths of using systematic reviews for clinical   research.
 

  The presentation includes specific and relevant examples that fully support   the research.
 

  The presentation provides a complete, detailed, and accurate synthesis of two   outside resources related to the peer-reviewed articles selected, and fully   integrates at least two outside resources and two or three course-specific   resources that fully support the presentation.

72 (72%) – 80 (80%)

The presentation   accurately identifies and describes the chosen clinical issue of interest.
 

  The presentation accurately describes the developed PICO(T) question focused   on the chosen clinical issue of interest.
 

  The presentation accurately identifies at least four research databases used   to conduct a search for the peer-reviewed articles selected.
 

  The presentation accurately provides APA citations for at least four   peer-reviewed articles selected, including an adequate explanation of the   strengths of using systematic reviews for clinical research.
 

  The presentation includes relevant examples that support the research   presented.
 

  The presentation provides an accurate synthesis of at least one outside   resource related to the peer-reviewed articles selected. The response   integrates at least one outside resource and two or three course-specific   resources that may support the presentation.

63 (63%) – 71 (71%)

The presentation   inaccurately or vaguely identifies and describes the chosen clinical issue of   interest.
 

  The presentation inaccurately or vaguely describes the developed PICO(T)   question focused on the chosen clinical issue of interest.
 

  The presentation inaccurately or vaguely identifies at least four research   databases used to conduct a search for the peer-reviewed articles selected.
 

  The presentation inaccurately or vaguely provides APA citations for at least   four peer-reviewed articles selected, including an inaccurate or vague   explanation of the strengths of using systematic reviews for clinical   research.
 

  The presentation includes inaccurate or vague examples to support the   research presented.
 

  The presentation provides a vague or inaccurate synthesis or outside   resources related to the peer-reviewed articles selected. The response   minimally integrates resources that may support the presentation.

0 (0%) – 62 (62%)

The presentation   inaccurately and vaguely identifies and describes the chosen clinical issue   of interest or is missing.
 

  The presentation inaccurately and vaguely describes the developed PICO(T)   question, or is missing.
 

  The presentation inaccurately and vaguely identifies less than four research   databases used to conduct a search for the peer-reviewed articles selected or   is missing.
 

  The presentation inaccurately and vaguely provides APA citations for at least   four peer-reviewed articles selected, including an inaccurate and vague   explanation of the strengths of using systematic reviews for clinical   research, or is missing.
 

  The presentation includes inaccurate and vague examples to support the   research presented or is missing.
 

  The presentation provides a vague and inaccurate synthesis of no outside   resources related to the articles selected and fails to integrate any   resources to support the presentation or is missing.

 

Written Expression and Formatting—Paragraph Development and   Organization:
Paragraphs make clear points that support well-developed   ideas, flow logically, and demonstrate continuity of ideas. Sentences are   carefully focused—neither long and rambling nor short and lacking substance.   A clear and comprehensive purpose statement and introduction is provided,   which delineates all required criteria.

5 (5%) – 5 (5%)

Paragraphs and   sentences follow writing standards for flow, continuity, and clarity.
 

  A clear and comprehensive purpose statement, introduction, and conclusion are   provided, which delineates all required criteria.

4 (4%) – 4 (4%)

Paragraphs and   sentences follow writing standards for flow, continuity, and clarity 80% of   the time.
 

  Purpose, introduction, and conclusion of the assignment is stated yet is   brief and not descriptive.

3.5 (3.5%) – 3.5 (3.5%)

Paragraphs and   sentences follow writing standards for flow, continuity, and clarity 60–79%   of the time.
 

  Purpose, introduction, and conclusion of the assignment is vague or off   topic.

0 (0%) – 3 (3%)

Paragraphs and   sentences follow writing standards for flow, continuity, and clarity < 60%   of the time.
 

  No purpose statement, introduction, or conclusion are provided.

 

Written Expression and Formatting—English Writing Standards:
Correct grammar, mechanics, and proper punctuation.

 

How would you create an effective educational program for your patient, family and community?

Reference:

Elgar, F. J., McKinnon, B., Torsheim, T., Schnohr, C. W., Mazur, J., Cavallo, F., & Currie, C. (2016). Patterns of socioeconomic inequality in adolescent health differ according to the measure of socioeconomic position. Social Indicators

 in your responses to 2 peers, you might offer a perceived roadblock to the individual’s ability to learn.