We will be watching the movie “Sound and Fury” in class as part of our cultural awareness of the deaf community.  We will have a special guest speaker that will further discuss the topic of deaf culture as she experiences it.

Your assignment is to create a PowerPoint titled “What nurses need to know about deaf culture in Minnesota.”  You are to use the movie, “Sound and Fury” as well as other online resources provided on Blackboard to address this content.  You are to create a basic PowerPoint that includes your “spoken portion” in the notes section of each slide.  There must be at least 10 slides and 4 references included in the PowerPoint and appropriate citations throughout as required. You will find that the MN Department of Human Services and the National Institute of Deafness and Communications Disorders will lead you to a number of other resources along the way.  Explore these as they will help you to better grasp what is available to individuals in the U.S. and state of MN. Please note that Wikipedia is not a valid reference for any project. You can use all websites as references for this project if you choose but be sure to use solid websites and to cite them correctly on your slides. YOU WILL NOT PRESENT THIS IN CLASS.

1. Select a bill that is currently in the State or Federal Legislature related to nursing or health care.  Give your reasons for selecting this bill including its importance to you personally and its significance to nursing and health care.

2. Describe the significance to nursing and health care.

3. Identify the bill by its title, number and sponsor(s).

4. Obtain a copy of the bill to study and to include with your report.  (New Jersey Bills may be obtained from NJ Legislative Services 1-800-792-8630 or www.njleg.state.nj.us, or through internet sites.)

5. Identify the party affiliation of the sponsor(s) of the bill.

6. Determine the position of nursing and/or other organizations regarding this bill.   (e.g., NJSNA, ANA, NANP, NAPNAP, AONE, New Jersey Medical Society)

7. Do a literature review on the issue(s) related to the bill.

8. State your position on the bill. 

9. Defend your position with your reasons.  Substantiate.

10. Appropriately cite your sources of information.  Approximately 10 references from authoritative sources such as peer-reviewed journal articles or government agency reports should be used to support your position on the bill.

11. Contact your legislative representative(s) regarding your position on this bill; e.g. by writing letters/emails*, making phone calls, participating in related social media, or meetings with the legislator or staff member in his/her local office.

12. Identify other political strategies you used to oppose/support bill.

13. Evaluate the effectiveness of your lobbying efforts and strategies.

14. Write appropriate letters/emails/responses of appreciation, if response received from legislator.

15. Include copies of the bill, your letters and responses with your paper.  They should be added to the end of the paper like an appendix.

16. Use APA style manual. 

17. The body of the paper (not including title page and reference) should be 6-9 pages in length, double-spaced and attached to the appropriate space in the Assignment section of Blackboard where they will be submitted to Safe Assignment to ensure that the work is original.

18. Please be sure to include a copy of the bill

Minimum of 300 words with at least 2 peer review reference in 6th edition apa style.

 

Select two of the following discussion questions for your discussion response. Indicate which questions you have chosen using the format displayed in the “Discussion Forum Sample.”

1. Explain the underlying pathophysiology associated with hypertensive conditions. What are the associated pathological complications?
2. Detail the physiological process of heart failure, causes of heart failure, and pathological changes associated with heart failure.

Comment1

According to the textbook, nurses in various settings are adopting a research-based (or evidence-based) practice that incorporates research findings into their decisions and interaction with clients. How do you see this being applied in your workplace?

Sepsis is a major cause of hospitalization and death throughout the world, the hospital I work out has a screening process that we as nurse must assess the patients every 4 hours for signs of sepsis. The symptoms can be easily overlooked, and death rates continues to increase for septic shock. The point of the screening is to recognize early signs of septic shock and initial treatment right away. Patients, BP, heart rate, respirations, temperature and wbc indicates to the nurse if patient has a positive screen for sepsis, once the test is positive the nurse must obtain a lactated acid, blood cultures, and informed the doctor.

According to Birriel, 2013, Early treatment of sepsis, severe sepsis, or septic shock with quantitative fluid resuscitation has been shown to improve patient outcomes in multiple studies,(4,5) as has early treatment with antibiotics(5-8); however, to attain the greatest benefit from these therapies, sepsis must be identified as early as possible in its course.

Comment2

Few years ago, the facility that I work wanted all nurses to do hands off communication at bedside.  A lot of nurses were very reluctant to this change.  At some point the facility became very serious about it and wanted all the nurses to implement it. Now not only we have to give report at bedside, we have to wake patients and families up, so they can participate.  I found it very interesting and proficient.  It takes less time to give report, good for patient safety, patients and families are less anxious and ask less questions afterward because they know the plan of care for that specific day, and help nurses not to forget to pass on any relevant information to the patients’ cases.  This is what two authors have to say about bedside report:  “In traditional shift to shift reporting, nurses spend the end of their shift (and often into overtime) transcribing or taping a report for the oncoming nurse, who then spends the first portion of his or her shift reading the notes or listening to the tape.  Bedside shift reporting saves time and allows the incoming nurse to ask questions. It also improves patient safety by involving the patient and ensuring patient and caregivers are on the same page.” (Hendren, 2010).  “Conducting nurse-to-nurse shift report at the bedside, in the presence of the patient puts the patient central to all care activity information (Anderson & Mangino, 2006).  It allows the introduction of the incoming nurse by the outgoing nurse to the patient and the family.  Being in the room, helps incoming nurse to ask questions, visually see all medicines that the patient is having.  Bedside reports also provide the opportunity to reassess the patient’s goals from the prior period and update the goals as needed. Anderson and Mangino (2006) observed increased patient, staff, and physician satisfaction as well as financial savings after implementing bedside shift report.” (Manning, 20036).

(1) 150 words citation and references 

The role and responsibility of nurses’ as health educators is of great importance in the nursing field. Nurses educate patients and families not only on how to manage conditions that have already been diagnosed but also how to prevent other medical conditions from occurring. Teaching lifestyle changes to each patient is of great importance to manage and prevent further complications. Nurses’ have a great responsibility in educating patients and giving them the knowledge to properly care for themselves. According to Whitney (2018) “The nurse can improve patient satisfaction and outcomes by implementing quality educational interventions based on the patients’ specific educational needs” (Whitney, 2018, para. 20). It is the responsibility of the nurse to determine what the educational needs of the patient are and then educate the patient accordingly.

There are many things to take into consideration when educating a patient. Just because a patient is literate does not mean that he/she fully understands the information that is being given to him/her. According to Whitney (2018) “They may be able to read and write but have difficulty understanding health-related information, such as discharge instructions, reading prescription labels, or scheduling follow-up appointments” (Whitney, 2018, para. 17). It is necessary to educate patients using language that is easy understand. Educating a patient should be done without distractions, if possible, so that his/her full attention remains on what is being taught. It is also important that the patient can tell the nurse in their own words their understanding of what has been taught so that the nurse is certain that the teaching was successful. Denault, Wilcox, Breda, & Duhamel (2019) states “Take ownership of your practice by telling patients that if they don’t understand their health information, it’s your responsibility to work with them until they do” (Denault, Wilcox, Breda, & Duhamel, 2019, para. 12). The patient must understand that the nurse is there for them and will take the time with them to be certain that he/she understands the teaching that is being provided.

Behavioral objectives are utilized when creating the care plan. Care plans are an important part of providing the best care for patients. According to Whitney (2018) “Nurses’ teaching efforts are not always successful. When nurses create behavioral objectives, it is based on the assumption that the patient is willing to change” (Whitney, 2018, para. 24). Although nurses have the best interest of the patient at heart, if the patient is unwilling to make the necessary changes the teaching provided may not be successful. It is imperative that a thorough assessment is obtained so that the behavioral objectives are appropriate for each individual patient.

References

Denault, D. L., Wilcox, S. M., Breda, K., & Duhamel, K.V. (2019). Teach-back: An underutilized tool. American Nurse Today, 14(6), 6-1. Retrieved from https://search-ebscohost.com.lopes.idm.oclc.org/login.aspx?direct=true&db=ccm&AN=136926634&site=eds-live&scope=site

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

(2) 150 WORDS CITATION AND REFERENCES

The role of the Registered Nurse as it pertains to a health educator is to implement evidence-based interventions and health counseling tailored to each patient individual needs. The nurse must first learn the patient needs during the assessment phase. Doing so the nurse will learn the barriers of the patient and how to overcome them by adjusting to their needs. The goal is to promote self-care which will in turn decrease the chances of a readmission to the hospital.

There are several models that can be used to provide a tailored care plan for patients. One of the very first models studied as a nurse is Maslow’s hierarchy of needs. Maslow’s breaks down the basic needs of an individual that must be met for survival. The needs are physiological, safety, love/belonging, esteem, and self- actualization with physiological being the most important. If the basic physiological needs of air, water food, shelter and clothing aren’t met then it makes it difficult for the patient to adhere to health goals.

In every care plan the first thing a nurse must do is identify teaching strategies that will be best for the patient. Understanding the patient will aide in the behavioral objectives for the patient. Behavioral objectives are realistic expected changes in a patient to increase health promotion. (Whitney, S.).

References:

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