Write an essay addressing each of the following points/questions. Be sure to completely answer all the questions for each number item. There should be two sections, one for each item number below, as well the introduction (heading is the title of the essay) and conclusion paragraphs. Separate each section in your paper with a clear heading that allows your professor to know which bullet you are addressing in that section of your paper. Support your ideas with at least three (3) scholarly citations using APA citations in your essay. Make sure to reference the citations using the APA writing style for the essay. The cover page and reference page do not count towards the minimum word amount. Review the rubric criteria for this assignment.

Write an essay addressing the following prompts:

1. Electronic health records (EHRs) are easier to read than the paper charts of the past, but many complain that healthcare providers are focusing too much on the computer screen instead of the patient.

• Is this due to a lack of skill or training, poor computer system design, or just the nature of computer charting?
• Is patient care suffering from the implementation of EHRs?
• Charting in an EHR consist of clicking boxes, do you feel this provides enough detail about the patient, condition, and events if there was a lawsuit?

2.    Hebda, Hunter, and Czar (2019) identify three types of data that are currently being tracked by organizations (p. 46).

• Identify and explain another type of data, specific to your practice, that is being tracked by an organization.
• Why do you feel this data is important to track? 
• Identify and discuss the organization that is tracking the data.
• Are there any ethical concerns with an outside organization tracking this data, explain, and give examples?

Creating an Interest Inventory

In Unit Two, which begins next week, you will write an argumentative research paper; basically, this means that you will have to use your own reasoning and evidence from sources to develop an argument.  All of the work you have done in Unit One should have prepared you for this next paper.  You will follow the same pattern of conversation with sources, but you’ll have to include several sources in that conversation.

This time around, though, you will choose your own topic!  And that’s what the interest inventory is for.  Let’s get started.

In a document, create several headings for categories of topics: CONTROVERSIES, HISTORY, SPORTS, TECHNOLOGY, EDUCATION, TRENDS, FASHION, CAREERS, POLITICS, PHILOSOPHY, RELIGION, HOBBIES/GAMES, ETC..

Under each heading (and you don’t have to use all of the headings, but try for at least eight), list some topics in that area that interest you.  Keep in mind that the research paper must make an argument, so your topic should be something that can be debated.  For instance, you might want to write about nursing as a career, but within that topic you would need to find something arguable, such as whether or not an extra year should be added to all nursing qualification courses to improve overall health care.

Give yourself 20 minutes to sit with these headings and brainstorm lists of topics.  I’d love to see you generate five ideas for eight categories!  That’s 80 potential topics (see, English teachers CAN do math)!

Once you have finished your list, take some time to review it; then, highlight the three topics that interest you most.

Finally, after careful consideration, choose the ONE topic you are most interested in.  Once you have that topic, you should pose a question about it that you’d like to pursue in your research paper.  That question is called a research question, and it should start with WHY or SHOULD.  For instance, maybe your favorite topic is “prayer in school.” A valid research question would be, “SHOULD public schools allow prayer in the classroom?” This would lead to an argumentative paper because you would have to support your answer to that question.  Avoid “what” questions; they lead to reports instead of arguments.  “How” questions are tricky:  sometimes, they lead to arguments, but often they lead to reports.

Type your chosen topic and research question at the bottom of the inventory, and turn it in as Assignment #3.

Here is an example of what I’m asking you to do:interest_inventory.png

 

I have updated my policy about research topics to include the following list of topics that I will not allow you to write about. Here is the list of topics that you many not choose to write about:

Corporal Punishment

Abortion

School Uniforms

Church Membership and/or Attendance

Standardized Testing

Legalization of Marijuana / Medical Marijuana

Legalization of Prostitution

Conspiracy Theories (Illuminati, 9/11, etc.)

Driverless Cars

Prayer in Schools

Copyright Laws

Cloning

Hygiene

Mandatory Preschool

iPhones

Minimum Wage

Teen Pregnancy

Children and Social Media

Death Penalty

 

 
1 postsRe: Topic 5 DQ 2

This catastrophic earthquake took place on January 12, 2010, in the country of Haiti. With a magnitude of 7.0. on the Richter scale, this earthquake took many lives. An international relief operation was initiated soon after the earthquake happened. The United States sent thousands of military troops to Haiti to provide resources, help with finding lost loved ones and friends and help sustain peace.

According to Green (2018), “Primary prevention in disaster management involves planning prior to the disaster.” Thinking of the situation that is taking place and planning how to overcome the obstacles to help treat and save people. For instance, access to surgical, medical and emergency equipment, plans set in place to handle burns, trauma or other issues that might occur. Access needs to also be available to medications like antibiotics and IV fluid. Additionally, Green (2018) adds that “Secondary prevention may occur when the onset of the disaster has occurred or within hours of its impact; this is when the response occurs during a disaster.” This could be priority immunizations, including mass vaccination campaigns for tetanus immunization as part of wound care. This happens in the second phase to insure that once people are not in danger, they do not get an infection from a secondary situation. Secondary situations to educate on would be wound care and proper dressing change Finally, Green (2018 ) describes the last stage as “Tertiary prevention occurs after the offending event has ceased and the focus is on recovery.” This stage is when the recovery process begins. The duration of the recovery phase varies and can focus on the mental health of persons involved in the tragedy. Spiritual guidance and prayer are highly recommended at this stage to help people cope with the disaster.

There are many organizations that manage a crisis to this magnitude. One organization that I would work with is FEMA. FEMA is trained to respond to crisis situations and has a protocol already in place to follow to ensure the safest and most effective rescue and treatment for the public. I would also work with the American Red Cross. This organization is also highly trained to deal with disaster situations and getting proper supplies to people in need. I would also work with community churches and faith-based organizations to help people spiritually and mentally.

References

Community and Public Health: The Future of Health Care. (2018). Retrieved from Grand Canyon University (Ed.): https://lc.

AACN BSN Essentials and Your Future Practice (graded)

APA format 2 pages 3 references 2 from walden university library.  

 

As a registered nurse working as a case manager within the home health care setting, I have had the opportunity to provide care to patients diagnosed with various respiratory disorders.  A majority of the patients I have worked with were diagnosed with chronic obstructive pulmonary disease (COPD).   COPD is defined as a common preventable and treatable disease characterized by persistent airflow limitation that is usually progressive and associated with an enhanced chronic inflammatory response in the airways and the lung to noxious particles or gases (Huether, 2017).  Two important facts regarding this respiratory disorder include the following:

• COPD is the third leading cause of death in the United States accounting for 138,080 deaths in 2010.   
• In 2010, the cost of COPD in the United States was estimated to be nearly $50 billion, including nearly $30 billion in direct health care expenditures.

These figures detail the staggering numbers of patients living with COPD and the significant impact on patients, families, communities and the health care system. 

     During the time that I worked with COPD patients, one of the respiratory disorders of particular interest was emphysema. I wanted to make sure I understood the disease process so I could provide the most appropriate care and teaching to my patients, families and caregivers.  Emphysema is abnormal permanent enlargement of gas-exchange airways (acini) accompanied by destruction of alveolar walls without obvious fibrosis (Huether, 2017).  Furthermore, the American Lung Association defined emphysema as the gradual damage of lung tissue, specifically thinning and destruction of the alveoli or air sacs (www.lung.org).  I often used this definition with patients to help them understand how this respiratory disorder effects the body.  The pathophysiology of emphysema includes the following:

• Air sacs are destroyed in emphysema, making it progressively difficult to breathe.
• Emphysema is usually accompanied by chronic bronchitis, with almost-daily or daily cough and phlegm.
• Cigarette smoking is the major cause of emphysema.
• People with emphysema experience shortness of breath with activities
• It is not curable, but there are treatments that can help you manage the disease (www.lung.org).

     Medication management of emphysema varies depending upon severity of the disease.  Initial drug therapy selection depends on COPD severity, symptoms, and exacerbation risk. In addition, medication therapy may be based upon Global Obstructive Lung Disease (GOLD) guidelines which categorized COPD into four groups (A, B, C, D) ranging from low risk, less symptoms to high risk, high symptoms (Arcangelo, 2017).  Medications may include the following:

• Short-acting beta2 agonists, short-acting anticholinergics, combination of short-acting anticholinergic and short-acting beta2-adrenergic agonists, long-acting beta2-agonists, long-acting anticholinergics, combination long-acting anticholinergic and long-acting beta2-agonists, combination long-acting beta2-agonists and corticosteroids, oral corticosteroids, methylxanthines, phosphodiesterase 4 inhibitors.
• All persons with COPD should receive an annual influenza vaccine.
• Some patients may also require oxygen therapy.

All persons with COPD need first line therapy which includes at least one short-acting bronchodilator for self-management of acute symptoms.  In addition, second-line therapy is based upon GOLD recommendations depending upon the group (A, B, C, D) classification of each patient’s health status and disease progression.

     Nondrug therapy includes tobacco cessation, avoidance of environmental and occupational irritants, and energy conservation. A variety of drug and nondrug therapies are available for tobacco cessation. All health care professionals should ask every patient at every encounter about tobacco smoking and then advise, assess, assist, and arrange for smoking cessation interventions as appropriate. Outdoor exercise and exertion should be avoided when pollution levels are high or temperatures are extreme.

 Ethnicity was the factor reviewed to identify if it had an impact on the pathophysiological process related to emphysema and treatment with prescription medications.   One article noted that the factor of ethnicity has a significant impact on COPD and the effects of prescribed drugs.

• Socioeconomic status (SES) has an important influence on health and longevity.  Studies indicate that race – ethnicity and SES have important impacts on adult asthma outcomes.
• The effects of race – ethnicity and SES on health outcomes in chronic obstructive pulmonary disease (COPD), however, have not been well characterized
• Lower SES was strongly linked with poorer COPD outcomes across all measured domains among subjects who had broad access to healthcare.
• Black race was related to greater COPD severity, but this was entirely explained by SES and other covariates.
• Black race was associated with poorer exercise performance and lower extremity function, even after controlling for SES.
• Clinicians, researchers and public health professionals should consider race – ethnicity as an important factor in COPD (Eisner, 2011).

In addition, it was noted that culturally specific beliefs regarding cause of disease, acceptance of

acute or chronic medications, medication color, dosage formulation, and route of administration may influence a person’s acceptance and adherence to the prescribed drug and nondrug therapy (Arcangelo, 2017).  It is important that nurses respect the values, thoughts, concerns of all patients regardless of ethnic differences. 

    As a nurse providing care to the patient, it is imperative to perform a thorough patient health assessment, communicate and coordinate care with other interdisciplinary team members.  Furthermore, nurses need to understand the disease process to effectively provide care and teaching to patients to help decrease complications.  As stated previously, patient teaching is essential.  Advise persons with COPD to avoid medications that suppress the respiratory system, including first-generation antihistamines, cough suppressants, narcotics, and tranquilizers (Arcangelo, 2017.  Moreover, instruct patients onto stop smoking, take medications as prescribed, energy conservation, oxygen safety (if used), maintaining medical appointments

References

Arcangelo, V. P., Peterson, A. M., Wilbur, V. & Reinhold, J. A.  (Eds.).  (2017).

 Pharmacotherapeutics for advanced practice: A practical approach (4th ed.). Ambler, PA:

     Lippincott Williams & Wilkins.

Eisner, M.D., Blanc, P.D., Omachi, T.A., Yelin, E.H., Sidney, S., Katz, P.P., Ackerson, L.M.,

     Sanchez, G., Tolstykh, I., and Iribarren, C. (2011). Socioeconomic status, race and COPD

    health outcomes. Journal of Epidemiology & Community Health, 65(1), 26-34.

http://www.lung.org/lung-health-and-diseases/lung-disease-lookup/emphysema/

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

      MO: Mosby.