I need a 2 or 3 sentence comment on each paragraph

Paragraph 1

As a nurse our responsibility is to make sure our patients understand what we educate them on because that causes better outcomes for the patients we care for. Strategies we can implement besides learning styles is looking at the patient has a whole. Nurses should like and consider the emotional, the physical, the spiritual and how willing they are to learn and if encouragement is needed to complete the plan of care or help the patient understand what they need to know prior to discharge. Another strategy is starting to teach the patient as soon as they are admitted because now and especially in a hospital the patient is admitted and then discharged in such a short time that we don’t get to teach as much as we should anymore. I personally feel behavioral objectives should consistently be used because anytime health promotion/teaching is part of the plan of care then this typically is going to lean towards the changing the of unhealthy habits or even adding in healthier habits.

Paragraph 2

The nurse has many roles and responsibility during a shift. The nurse is a friend, a confidant, an advocator; but one of the most important roles is a health educator. Nurses providing quality, individualized, education can increase patient outcomes (Smith & Zsohar, 2013). The teaching is not just for the patients but their caregivers as well. The patient’s caregivers can be family, friends, or hired personal staff. Before teaching should begin, it is important for the nurse to address any language or cultural barriers that could affect the patient’s ability to learn. It is vital to ensure the patient and caregivers have their seeing or listening devices on prior to delivering education. From personal experience, it is quite frustrating to teach the patient and caregivers only to find out their hearing aids were not in place. The formulate an individualized care plan, the nurse needs to assess the patient’s current knowledge about the disease and address any misconceptions the patient may have about their disease (Ashton & Oermann, 2014). This can be done by asking open-ended questions about their current knowledge of their medications or the knowledge they have about their disease process. The patient may not believe something is happening internally because he/she is not physically injured or they do not physically feel anything wrong. Patient’s may know the disease process but not the repercussions of not following their care plan. For example, a Type 1 diabetic not monitoring their blood sugar daily. The patient may not be aware of what can happen systemically. Assessing the patient’s willingness to learn. The Type 1 diabetic could be a teenage girl with apprehensions about monitoring blood sugar at school. The apprehension can affect the patient’s optimal outcome. The nurse will have to modify the approach when teaching this patient. Behavioral objectives would need to be utilized for this patient due to the at-risk behaviors which could lead to deteriorating health condition

4-Crystel-  Suicide is nothing less than a tragedy.  The World Health Organisation (WHO), has estimated that over 800,000 people die due to suicide every year.  Mental health, particularly depression, has been found to be the most important risk factor.  Depression totally makes sense to me, one must be out of their mind to make the decision to take their own life.  I don’t believe that anyone in their right mind would ever choose to take this route.

Suicide.  (2015).  Retrieved from https://ourworldindata.org/suicide

5-As Christians we hold suicide as morally wrong because we see it as a contradiction of our nature.  According to Meilaender (2013), the act of suicide can be seen as “an unwillingness to receive life moment by moment from the hand of God without ever regarding it as simply “our” possession.”  Suicide can be viewed as an attempt to bringing our life story to it’s conclusion.  It conveys a desire to be more like “creator than creature.”  As Christians, we believe that we exist always in relation to God; therefore, our life is not simply our possession to dispose of.  I completely agree with Meilaender’s analysis on suicide.  Life has been a gift given to us by God, he has a plan for us and we have no right to cut that plan short (Meilaender, 2013). 

In regard to euthanasia, Meilaender states: “I have no authority to excersise lordship over another’s life, and another has no authority to make me lord over his life or death.”  Christians should not request to cooperate in either assisted suicide or euthanasia.  We should always give our best efforts to care for our dying loved ones.  Often times, we’re tempted to believe that “life is our own to do with as we please.”  In addition, we may believe that “another’s life is their own to do with as they please.”  As Christians, we should see each one of our lives’ as a divine gift, we should guard it and respect it in others and in ourselves.  We can be inclined to “overemphasize our freedom and forget the limits of our finite condition.”  It’s hard to see people suffer and may think that euthanasia will bring relief.  In reality, euthanasia is an act of abandonment, not a compassionate relief from suffering.  Meilaender recommends maximizing care and standing besides those who suffer.  Life is a gift, we need to “always care, never kill” (Meilaender, 2013). 

Reference

Meilaender, G.  (2013).  Bioethics: A primer for Christians.  (Third ed.).  Grand Rapids, Michigan/ Cambridbe, U.K.

 Reply  |  Quote & Reply 

6-Personally, I do agree that “suicide is morally wrong because they have seen in it a contradiction of our nature as creatures, an unwillingness to receive life moment by moment from the hand of God without ever regarding it as simply our possession” (Meilaender, 2013). In addition, according to Meilaender (2013), “from Christians, each person’s life is a divine gift and trust, taken up into God’s own eternal life in Jesus, to be guarded and respected in others and in oneself”. A personal life, is not simple belong to oneself, belong to the Creator and involves to other lives. Therefore, no one has the right to end the life of self or others.

Why do people commit suicide or euthanasia? Sufferings? As a mankind, suffering is a significant part of human life that can have meaning or purpose. God does not really solve or take away the problem of suffering; rather, God himself lives that problem and bears it (Meilaender, 2013). The great God of eternal life does not opt to eliminate sufferings. Therefore, as a mortal, one has no excuse to choose death to avoid sufferings or diseases. We need to comprehend the meaning or purpose of sufferings as well as live to glorify God’s will.

Reference:

Meilaender, G. (2013). In Bioethics: A Primer for Christians [Adobe Digital Edition] (3rd ed.). Retrieved from https://viewer.gcu.edu/UXWB22.

 Reply  |  Quote & Reply 

Assignment 1: Decision Tree

For this Assignment, as you examine the client case study in this week’s Learning Resources, consider how you might assess and treat adult and older adult clients presenting symptoms of a mental health disorder.

Examine Case 1: You will be asked to make three decisions concerning the diagnosis and treatment for this client. Be sure to consider co-morbid physical as well as mental factors that might impact the client’s diagnosis and treatment.

At each Decision Point, stop to complete the following:

• Decision #1: Differential Diagnosis
  • Which Decision did you select?
  • Why did you select this Decision? Support your response with evidence and references to the Learning Resources.
  • What were you hoping to achieve by making this Decision? Support your response with evidence and references to the Learning Resources.
  • Explain any difference between what you expected to achieve with Decision #1 and the results of the Decision. Why were they different?
• Decision #2: Treatment Plan for Psychotherapy
  • Why did you select this Decision? Support your response with evidence and references to the Learning Resources.
  • What were you hoping to achieve by making this Decision? Support your response with evidence and references to the Learning Resources.
  • Explain any difference between what you expected to achieve with Decision #2 and the results of the Decision. Why were they different?
• Decision #3: Treatment Plan for Psychopharmacology
  • Why did you select this Decision? Support your response with evidence and references to the Learning Resources.
  • What were you hoping to achieve by making this Decision? Support your response with evidence and references to the Learning Resources.
  • Explain any difference between what you expected to achieve with Decision #3 and the results of the decision. Why were they different?
• Also include how ethical considerations might impact your treatment plan and communication with clients and their family.

Note: Support your rationale with a minimum of three academic resources. While you may use the course text to support your rationale, it will not count toward the resource requirement.

Before completing this activity, watch the short video See Me, Nurse:

http://www.youtube.com/watch?v=LOtNdn_GsMc

-Identify 2 areas of learning after reviewing material about loss (sensory, relationships, memory, &/or powerlessness,) and relate how you will incorporate this new information in your nursing practice.

-Identify one BSN Core Competency related to the video content

Your response should consist of complete sentences.  

Advanced Pharmacology

            A number of large studies have investigated the topic of epidemiology of allergies and much depends on the type and symptoms.  Three studies used a random calling methodology with administration of a survey, with methodologic variations among the studies (Hutyrová & Bystroň, 2018).  Epidemiological studies on representative populations clearly demonstrate a significant general increase of atopic diseases during the last decades, mainly for pollinosis. For the manifestation of an atopic disease both allergen exposure, which leads to specific IgE antibody formation, and the presence of additional realization factors are required. The nature of the latter is still partially unknown.

            Most pharmacoeconomic treatment options for allergies can be obtained from over-the-counter medications.  Lifestyle changes like using air filters and avoiding triggers are important, too.  Prescription antihistamines include Azelastine eyedrops (Optivar), Azelastine nasal sprays, Astelin, Astepro), Carbinoxamine (Palgic) and Cyproheptadine.

            Compared to second generation, H1 antagonists, also called H1 blockers, are a class of medications that block the action of histamine at the H1 receptor, helping to relieve allergic reactions. Agents where the main therapeutic effect is mediated by negative modulation of histamine receptors are termed antihistamines; other agents may have antihistaminergic action but are not true antihistamines.

            Allergies can put a strain on the patient, which underlies the need to educate this patient on how to maintain a state of health that enables him to continue working. Determination of symptoms and identification of allergens will ensure that the patient acquires knowledge on how to adopt preventive measures.

References

Beasley, S. (2018).  Addressing allergies and treatment options. Virginia Quarterly Review, 94(4), 20–27.

Hutyrová, B., & Bystroň, J. (2018). Treatment options for severe allergic asthma and allergic comorbiditie. Advances in Dermatology & Allergology / Postepy Dermatologii i Alergologii, 35(5), 510–515. https://doi.org/10.5114/ada.2018.77243