The Assignment- assessing and treating clients with pain

Examine Case Study: A Caucasian Man With Hip Pain ( see required media below) You will be asked to make three decisions concerning the medication to prescribe to this client. Be sure to consider factors that might impact the client’s pharmacokinetic and pharmacodynamic processes.

At each decision point stop to complete the following:

· Decision #1

o Which decision did you select?

o Why did you select this decision? Support your response with evidence and references to the Learning Resources.

o What were you hoping to achieve by making this decision? Support your response with evidence and references to the Learning Resources.

o Explain any difference between what you expected to achieve with Decision #1 and the results of the decision. Why were they different?

o  

· Decision #2

o Why did you select this decision? Support your response with evidence and references to the Learning Resources.

o What were you hoping to achieve by making this decision? Support your response with evidence and references to the Learning Resources.

o Explain any difference between what you expected to achieve with Decision #2 and the results of the decision. Why were they different?

o  

· Decision #3

o Why did you select this decision? Support your response with evidence and references to the Learning Resources.

o What were you hoping to achieve by making this decision? Support your response with evidence and references to the Learning Resources.

o 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.

Resources for reference( 3+ references needed)

Stahl, S. M. (2013). Stahl’s essential psychopharmacology: Neuroscientific basis and practical applications (4th ed.). New York, NY: Cambridge University Press.

To access the following chapters, click on the Essential Psychopharmacology, 4th ed tab on the Stahl Online website and select the appropriate chapter. Be sure to read all sections on the left navigation bar for each chapter.

• Chapter 10, “Chronic Pain and Its Treatment”

Stahl, S. M., & Ball, S. (2009a). Stahl’s illustrated chronic pain and fibromyalgia. New York, NY: Cambridge University Press.

To access the following chapter, click on the Illustrated Guides tab and then the Chronic Pain and Fibromyalgia tab.

• Chapter 5, “Pain Drugs”

Stahl, S. M. (2014b). The prescriber’s guide (5th ed.). New York, NY: Cambridge University Press.

American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). Washington, DC: Author.

National Institute of Neurological Disorders and Stroke. (2019). Chronic pain information page: What research is being done? Retrieved from https://www.ninds.nih.gov/Disorders/All-Disorders/Chronic-Pain-Information-Page

Required Media ( Click on case below)

Laureate Education (2016a). Case study: A Caucasian man with hip pain [Interactive media file]. Baltimore, MD: Author

Note: This case study will serve as the foundation for this week’s Assignment.

 

Instructions

Although controversial art is not a topic exclusive to the 20th and 21st centuries, the distribution of information regarding controversial art has increased with the proliferation of media. 

Choose an example of a controversial work of art from the 20th or 21st centuries from any discipline of the humanities (music, literature, sculpture, film, television, etc.). Then, address the following:

• Identify the work and the medium.
• Based on your example, to what extent does this work of controversial art make a social contribution?
• What aesthetic value does the work have? How does it reflect the human condition? How does it relate to your life?
• Has this work ever been censored? If so, explain the circumstances.
• Are governments ever justified in censoring art? Why or why not?
• Examine some of the influences of this work of art.
• Argue whether or not this work should be considered art. Explain why using terms learned in this course.
• Include an accompanying statement from the artist(s) and a statement from a critic to support your points.

Writing Requirements (APA format)

• Length: Minimum of 2 pages (not including title page or references page)
• 1-inch margins
• Double spaced
• 12-point Times New Roman font
• Title page
• References page (minimum of 1 scholarly source and 1 primary source)

 

competency

Describe the ethical theories and principles influencing healthcare decisions.

Scenario

As a member of the Nursing Ethics committee in your organization you have been asked to create a poster presentation for the nursing staff breakroom for display during the upcoming Nurses’ Week. You look forward to this opportunity to share your passion for ethics in a creative way. The poster presentation should feature ethical principles, theories, and standards that guide ethical nursing practice pertaining to a current real world controversial healthcare situation in your workplace or current news.

Instructions

Include the following detail in your poster presentation:

• Summarize the controversial healthcare situation chosen from your workplace or current news.
• Explain five ethical principles associated with the controversial healthcare situation.
• Compare and contrast two theoretical frameworks as they relate to the controversial healthcare situation.
• Explain how five of the nine provisions of the ANA Code of Ethics for Nurses relate to and could impact the healthcare decisions made by nurses or clients in healthcare decisions that pertain to the controversial healthcare situation.

Resources

• For assistance on creating professional poster presentations, please visit the Library and Learning Services Answers page: What do I need to know about professional poster presentations?
• For additional PowerPoint® Poster ideas and templates, please visit the MakeSigns Scientific Poster PowerPoint Templates page.
• For additional writing and research support, please visit the following Library and Learning Services resources:
  • APA Guide
  • Nursing Research Page
  • How can I make a Research Appointment with a Rasmussen College Librarian?

 

Course Reflection Guidelines

Purpose

The purpose of this assignment is to provide the student an opportunity to reflect on selected RN-BSN competencies acquired through the NUR3805 course.  

Course Outcomes

This assignment provides documentation of student ability to meet the following course outcomes:

• The students will be able to identify the evolution and history of the nursing profession (ACCN Essential I, II, V, VII; QSEN: safety, evidence-based practice, teamwork and collaboration, and patient centered care).
• The student will identify the scope of the nursing practice (ACCN Essential I, II, V, VII; QSEN: safety, evidence-based practice, teamwork and collaboration, and patient centered care).
• The student will identify the importance of the evidence-based practice in the nursing profession and its impact on the healthcare guidelines (ACCN Essential I, II, V, VII; QSEN: safety, evidence-based practice, teamwork and collaboration, and patient centered care).
• The student will be able to identify the different roles in the nursing profession (ACCN Essential I, II, V, VII; QSEN: safety, evidence-based practice, teamwork and collaboration, and patient centered care).

Points

This assignment is worth a total of 100 points (10%).

Due Date

Submit your completed assignment under the Assignment tab by Sunday 11:59 p.m. EST of Week 15 as directed.

Requirements

1. The Course Reflection is worth 100 points (10%) and will be graded on quality of self-assessment, use of citations, use of Standard English grammar, sentence structure, and overall organization based on the required components as summarized in the directions and grading criteria/rubric.
2. Follow the directions and grading criteria closely. Any questions about your essay may be posted under the Q & A forum under the Discussions tab.
3. The length of the reflection is to be within three to six pages excluding title page and reference pages.
4. APA format is required with both a title page and reference page. Use the required components of the review as Level 1 headers (upper and lower case, centered):

Note: Introduction – Write an introduction but do not use “Introduction” as a heading in accordance with the rules put forth in the Publication manual of the American Psychological Association (2010, p. 63).

1. Course Reflection
2. Conclusion

Preparing Your Reflection

-The BSN Essentials (AACN, 2008) outline a number of healthcare policy and advocacy competencies for the BSN-prepared nurse.

– Reflect on the NUR3805 course readings, discussion threads, and applications you have completed across this course and write a reflective essay regarding the extent to which you feel you are now prepared to:

1. “Demonstrate skills in using patient care technologies, information systems, and communication devices that support safe nursing practice.
2. Use telecommunication technologies to assist in effective communication in a variety of healthcare settings.
3. Apply safeguards and decision-making support tools embedded in patient care technologies and information systems to support a safe practice environment for both patients and healthcare workers.
4. Understand the use of CIS systems to document interventions related to achieving nurse sensitive outcomes.
5. Use standardized terminology in a care environment that reflects nursing’s unique contribution to patient outcomes.
6. Evaluate data from all relevant sources, including technology, to inform the delivery of care.
7. Recognize the role of information technology in improving patient care outcomes and creating a safe care environment.
8. Uphold ethical standards related to data security, regulatory requirements, confidentiality, and clients’ right to privacy.
9. Apply patient­care technologies as appropriate to address the needs of a diverse patient population.
10. Advocate for the use of new patient care technologies for safe, quality care.
11. Recognize that redesign of workflow and care processes should precede implementation of care technology to facilitate nursing practice.
12. Participate in evaluation of information systems in practice settings through policy and procedure development.
13. Conduct comprehensive and focused physical, behavioral, psychological, spiritual, socioeconomic, and environmental assessments of health and illness parameters in patients, using developmentally and culturally appropriate approaches.
14. Recognize the relationship of genetics and genomics to health, prevention, screening, diagnostics, prognostics, selection of treatment, and monitoring of treatment effectiveness, using a constructed pedigree from collected family history information as well as standardized symbols and terminology.
15. Implement holistic, patient­ centered care that reflects an understanding of human growth and development, pathophysiology, pharmacology, medical management, and nursing management across the health­ illness continuum, across the lifespan, and in all healthcare settings.
16. Communicate effectively with all members of the healthcare team, including the patient and the patient’s support network.
17. Deliver compassionate, patient­ centered, evidence-based care that respects patient and family preferences.
18. Implement patient and family care around resolution of end ­of ­life and palliative care issues, such as symptom management, support of rituals, and respect for patient and family preferences.
19. Provide appropriate patient teaching that reflects developmental stage, age, culture, spirituality, patient preferences, and health literacy considerations to foster patient engagement in their care.
20. Implement evidence-based nursing interventions as appropriate for managing the acute and chronic care of patients and promoting health across the lifespan.
21. Monitor client outcomes to evaluate the effectiveness of psychobiological interventions.
22. Facilitate patient­ centered transitions of care, including discharge planning and ensuring the caregiver’s knowledge of care requirements to promote safe care.
23. Provide nursing care based on evidence that contributes to safe and high-quality patient outcomes within healthcare microsystems.
24. Create a safe care environment that results in high quality patient outcomes.
25. Revise the plan of care based on an ongoing evaluation of patient outcomes.
26. Demonstrate clinical judgment and accountability for patient outcomes when delegating to and supervising other members of the healthcare team.
27. Manage care to maximize health, independence, and quality of life for a group of individuals that approximates a beginning practitioner’s workload 
28. Demonstrate the application of psychomotor skills for the efficient, safe, and compassionate delivery of patient care.
29. Develop a beginning understanding of complementary and alternative modalities and their role in health care. 
30. Develop an awareness of patients as well as healthcare professionals’ spiritual beliefs and values and how those beliefs and values impact health care.
31. Manage the interaction of multiple functional problems affecting patients across the lifespan, including common geriatric syndromes.
32. Understand one’s role and participation in emergency preparedness and disaster response with an awareness of environmental factors and the risks they pose to self and patients
33. Engage in caring and healing techniques that promote a therapeutic nurse patient relationship.
34. Demonstrate tolerance for the ambiguity and unpredictability of the world and its effect on the healthcare system as related to nursing practice.” (pp. 18-19, 31-32).

Reference:

American Association of Colleges of Nursing [AACN]. (2008). The essentials of baccalaureate education for professional nursing practice. Washington, DC: Author.

Directions and Grading Criteria

Category Points % Description

(Introduction – see note under requirement #4 above)

8

8

Introduces the purpose of the reflection and addresses BSN Essentials (AACN, 2008) pertinent to healthcare policy and advocacy.

You Decide Reflection

80

80

Include a self-assessment regarding learning that you believe represents your skills, knowledge, and integrative abilities to meet the pertinent BSN Essential and sub-competencies (AACN, 2008) as a result of active learning throughout this course. Be sure to use examples from selected readings, threaded discussions, and/or applications to support your assertions to address each of the following sub-competencies:

1. “Demonstrate skills in using patient care technologies, information systems, and communication devices that support safe nursing practice.
2. Use telecommunication technologies to assist in effective communication in a variety of healthcare settings.
3. Apply safeguards and decision-making support tools embedded in patient care technologies and information systems to support a safe practice environment for both patients and healthcare workers.
4. Understand the use of CIS systems to document interventions related to achieving nurse sensitive outcomes.
5. Use standardized terminology in a care environment that reflects nursing’s unique contribution to patient outcomes.
6. Evaluate data from all relevant sources, including technology, to inform the delivery of care.
7. Recognize the role of information technology in improving patient care outcomes and creating a safe care environment.
8. Uphold ethical standards related to data security, regulatory requirements, confidentiality, and clients’ right to privacy.
9. Apply patient­care technologies as appropriate to address the needs of a diverse patient population.
10. Advocate for the use of new patient care technologies for safe, quality care.
11. Recognize that redesign of workflow and care processes should precede implementation of care technology to facilitate nursing practice.
12. Participate in evaluation of information systems in practice settings through policy and procedure development.
13. Conduct comprehensive and focused physical, behavioral, psychological, spiritual, socioeconomic, and environmental assessments of health and illness parameters in patients, using developmentally and culturally appropriate approaches.
14. Recognize the relationship of genetics and genomics to health, prevention, screening, diagnostics, prognostics, selection of treatment, and monitoring of treatment effectiveness, using a constructed pedigree from collected family history information as well as standardized symbols and terminology.
15. Implement holistic, patient­ centered care that reflects an understanding of human growth and development, pathophysiology, pharmacology, medical management, and nursing management across the health­ illness continuum, across the lifespan, and in all healthcare settings.
16. Communicate effectively with all members of the healthcare team, including the patient and the patient’s support network.
17. Deliver compassionate, patient­ centered, evidence-based care that respects patient and family preferences.
18. Implement patient and family care around resolution of end ­of ­life and palliative care issues, such as symptom management, support of rituals, and respect for patient and family preferences.
19. Provide appropriate patient teaching that reflects developmental stage, age, culture, spirituality, patient preferences, and health literacy considerations to foster patient engagement in their care.
20. Implement evidence-based nursing interventions as appropriate for managing the acute and chronic care of patients and promoting health across the lifespan.
21. Monitor client outcomes to evaluate the effectiveness of psychobiological interventions.
22. Facilitate patient­ centered transitions of care, including discharge planning and ensuring the caregiver’s knowledge of care requirements to promote safe care.
23. Provide nursing care based on evidence that contributes to safe and high-quality patient outcomes within healthcare microsystems.
24. Create a safe care environment that results in high quality patient outcomes.
25. Revise the plan of care based on an ongoing evaluation of patient outcomes.
26. Demonstrate clinical judgment and accountability for patient outcomes when delegating to and supervising other members of the healthcare team.
27. Develop a beginning understanding of complementary and alternative modalities and their role in health care. 
28. Develop an awareness of patients as well as healthcare professionals’ spiritual beliefs and values and how those beliefs and values impact health care.
29. Manage the interaction of multiple functional problems affecting patients across the lifespan, including common geriatric syndromes.
30. Understand one’s role and participation in emergency preparedness and disaster response with an awareness of environmental factors and the risks they pose to self and patients
31. Engage in caring and healing techniques that promote a therapeutic nurse patient relationship.
32. Demonstrate tolerance for the ambiguity and unpredictability of the world and its effect on the healthcare system as related to nursing practice.” (pp. 18-19, 31-32).

Conclusion

4

4

An effective conclusion identifies the main ideas and major conclusions from the body of your essay. Minor details are left out. Summarize the benefits of the pertinent BSN Essential and sub-competencies (AACN, 2008) pertaining to scholarship for evidence-based practice.

Clarity of writing

6

6

Use of standard English grammar and sentence structure. No spelling errors or typographical errors. Organized around the required components using appropriate headers. Writing should demonstrate original thought without an over-reliance on the works of others.

APA format

2

2

All information taken from another source, even if summarized, must be appropriately cited in the manuscript and listed in the references using APA (6th ed.) format:

1. Document setup
2. Title and reference pages
3. Citations in the text and references.

Total:

100

100

A quality essay will meet or exceed all of the above requirements.

Grading Rubric

Assignment Criteria

Meets Criteria

Partially Meets Criteria

Does Not Meet Criteria

(Introduction – see note under requirement #4 above)

(8 pts)

Short introduction of selected BSN sub-competencies (AACN, 2008) pertinent to scholarship for evidence-based practice. Rationale is well presented, and purpose fully developed.

7 – 8 points

Basic understanding and/or limited use of original explanation and/or inappropriate emphasis on an area.

5 – 6 points

Little or very general introduction of selected BSN sub-competencies (AACN, 2008). Little to no original explanation; inappropriate emphasis on an area.

0 – 4 points

You Decide Reflection

(80 pts)

Excellent self-assessment of skills, knowledge, and integrative abilities pertinent to healthcare policy and advocacy. Reflection on pertinent BSN sub-competencies (AACN, 2008) supported with examples.

70 – 80 points

Basic self-assessment of skills, knowledge, and integrative abilities pertinent to healthcare policy and advocacy. Reflection on pertinent BSN sub-competencies (AACN, 2008) not supported with examples.

59 – 69 points

Little or very general self-assessment of skills, knowledge, and integrative abilities pertinent to healthcare policy and advocacy. Little or no reflection on pertinent BSN sub-competencies (AACN, 2008) or reflection not supported with examples.

0 – 58 points

Conclusion

(4 pts)

Excellent understanding of pertinent BSN sub- competencies (AACN, 2008). Conclusions are well evidenced and fully developed.

3 – 4 points

Basic understanding and/or limited use of original explanation and/or inappropriate emphasis on an area.

2 points

Little understanding of pertinent BSN sub-competencies (AACN, 2008). Little to no original explanation; inappropriate emphasis on an area.

0 – 1 point

Clarity of writing

(6 pts)

Excellent use of standard English showing original thought with minimal reliance on the works of others. No spelling or grammar errors. Well organized with proper flow of meaning.

5 – 6 points

Some evidence of own expression and competent use of language. No more than three spelling or grammar errors. Well organized thoughts and concepts.

3 – 4 points

Language needs development or there is an over-reliance on the works of others. Four or more spelling and/or grammar errors. Poorly organized thoughts and concepts.

0 – 2 points

APA format

(2 pts)

APA format correct with no more than 1-2 minor errors.

2 points

3-5 errors in APA format and/or 1-2 citations are missing.

1 point

APA formatting contains multiple errors and/or several citations are missing.

0 points

 

    

Rubric

Description: Utilize Case Study found in the Description of this Assignment as a hyper link in Module 3 Assignments.

Identifying Data and Rationale 

1 (6.66666%) 

Student identifies CLINICALLY SIGNIFICANT data from the chief complaint, vital signs, and nursing assessment AND explains WHY each piece of data identified is clinically significant. Faculty may assign partial points for missing parts.

Lab/Diagnostic Identification

1 (6.66666%) 

Student identifies lab/diagnostic results are RELEVANT that must be recognized as clinically significant to the nurse AND WHY. Faculty may assign partial points for missing parts.

Primary concern and Pathophysiology/Cause

2 (13.33333%) 

Student identifies the PRIMARY problem that the client is presenting with AND the underlying Pathophysiology/Cause of this concern. Faculty may assign partial points for missing parts.

Nursing Priority

1 (6.66666%) 

Student identifies what nursing priority will guide their care (example: Maslow’s).

Nursing Interventions

2 (13.33333%) 

Student lists FOUR interventions with Rationale and Expected Outcome based on the identified nursing priority. Faculty may assign partial points for missing parts.

#7 Rational and Expected Outcome

2 (13.33333%) 

Student lists the rationale AND expected outcome for EACH nursing intervention/order listed in #7. Faculty may assign partial points for missing parts.

Body systems, Complications, and Assessments

3 (20.00%) 

Student fully answers ALL of the following 1. What body system(s) will you most thoroughly assess based on the patient’s chief complaint and primary/priority concern? AND 2. What is the worst possible complication to anticipate? (start with A-B-C priorities) AND 3. What nursing assessment(s) will you need to initiate to identify and respond to quickly if this complication develops. Faculty may assign partial points for missing parts.

Client Experience

2 (13.33333%) 

Student answers ALL of the following: 1. What is the patient likely experiencing/feeling right now in this situation AND 2. What can you do to engage yourself with this patient’s experience, and show that they matter to you as a person? Faculty may assign partial points for missing parts.

Grammar & Spelling

1 (6.66666%) 

Few grammar and spelling errors that do not detract the reader from the message.