Mobility VCBC Post Work (Nusrsing) 2025

This is a Unfolding Case Study Patient Details: Print Phase Info | Case Study History Name: James, Karen Age: 57 Years Gender: Female Karen James is a 57-year-old female who was admitted to the medical-surgical unit from her primary care physician’s office for treatment and evaluation of persistent and worsening influenza. She has a past medical history of asthma as well as depression and anxiety. You are currently working on Phase 1. You have completed Phase 0 of this scenario. Patient Details: Print Phase Info | Case Study History Name: James, Karen Age: 57 Years Gender: Female Phase 1, Wednesday 16:00 You have assumed care for Ms. James who is admitted to the medical-surgical unit for rehydration and management of respiratory distress. Orient yourself to the patient and health record by locating the following pieces of information within the System Assessment Report and Patient Teaching, and type your answers in a Miscellaneous Nursing Note: 1). Run a report on all the System Assessments documented for the patient in the last 24 hours. You will need to go to Patient Charting > System Assessments > Show Saved Charting. What was documented for the respiratory effort? What was auscultated in the Lower Right Posterior lobe of the lungs? What was documented related to tissue perfusion? 2). What was the last documented temperature for Karen? 3). Does Ms. James use any sensory aides? 4) What does she rate her pain? 5) What is her MORSE Fall Risk Score? Review the client’s History and Physical, what indications can you see place this patient at risk for mobility issues or falls? [LEARNER ACTION: In a misc nursing note identify risks for mobility and falls. Explain her score on the MORSE scale.] When you are finished with this task, you may click Complete this Phase. Patient Information Chief Informant: Patient Chief Complaint: Shortness of breath, productive cough History of Current Problem: Patient states she has had 3-week history of influenza. Has now developed a severe cough approximately 3 days ago with shortness of breath. Unable to sleep due to cough, which often causes bronchospasms. Patient also complains of fever, fatigue, and right-sided chest pain. Seen in urgent care 3 days ago and given Z-pack. No improvement in symptoms. Allergies: None known Family History: Mother died at age of 72 with breast cancer. Father is alive at the age of 79 and has congestive heart failure. Past Medical History Previous Illnesses: Patient has asthma. Also states she gets bronchitis every 1-2 years. Contagious Diseases: None Injuries or Trauma: None Surgical History: Tonsillectomy and adenoidectomy as a child. Dietary History: Regular diet. Patient is 5’1″ and 140 pounds. Has recently lost 20 pounds on Weight Watchers diet. Other: — Social History: No smoking, no drugs. Uses alcohol in social situations. Current Medications: Tylenol 650 mg PO every 4 hours PRN pain or fever Prozac 20 mg PO every day Xanax 0.25 mg PO every 8 hours PRN Xopenex HFA 2 puffs every 6 hours PRN Review of Systems Integument: Denies complaints. HEENT: States she had neck soreness related to influenza, with “swollen glands.” Cardiovascular: No complaints. Respiratory: Complains of shortness of breath, frequent productive cough. States her cough often turns into bronchospasms. Uses inhaler, peppermint tea, lozenges, and Vicks VapoRub. Gastrointestinal: Complains of decreased appetite. Genitourinary: No complaints. Musculoskeletal: Complains of generalized body aches. Neurologic: Alert and oriented. Developmental: Denies complaints. Endocrine: No complaints. Genitalia: No complaints. Lymphatic: No complaints. Physical Exam General: 57-year-old female in mild distress. Appears weak. Vital Signs: Temp: 103.2 F, Pulse: 114, Resp: 28, Blood pressure: 154/78 in office this morning Integument: Skin clear of rash. HEENT: Pupils equal and reactive. Nasal congestion. Neck supple. Cardiovascular: S1, S2, no murmur. Respiratory: Lungs clear with crepitation in right base. Gastrointestinal: Abdomen soft, active bowel sounds. Genitourinary: — Musculoskeletal: Moves all extremities well. Neurologic: Alert and oriented. Developmental: — Endocrine: — Genitalia: Not assessed. Seen by gynecologist recently. Negative pap smear and negative mammogram. Lymphatic: No lymph node swelling at this time. Impressions: Pneumonia Plan: The patient is admitted for IV antibiotics and close observation of respiratory status. Patient will need influenza and pneumonia vaccines. Provider Signature: Michael Foster, MD Day: Wednesday Time: 12:45 Chief Complaint: The patient is a 57-year-old female admitted today for chief complaint of shortness of breath. Patient’s labs were completed in the primary care provider’s office prior to admission and results include the following: WBC: 20.2 x 109/L RBC: 4.51 RBC x 106/ul Hemoglobin: 14.0 g/dL Hematocrit: 40.2% Sodium: 139 mEq/L Potassium: 4.2 mEq/L Chloride: 105 mEq/L CO2: 26 mEq/L Glucose: 91 mg/dL BUN: 17 mg/dL Creatinine: 0.5 mg/dL She is also febrile at 102.7. Nursing will initiate IV antibiotics. Showing 1 to 1 of 1 entries FirstPrevious1NextLast Chart Time Temp Resp Pulse BP Sat% Notes Entry By Wed 12:45 102.7 22 112 142/77 98 C Diaz, RN Select Chart Type: Temperature Respiration Pulse Blood Pressure Oxygen Saturation Select and drag to zoom in on a date range 102.7F/39.3C Patient Card Order Day/Time Description Category Last Performed Discontinue Wed | 13:00 Admit  to medical-surgical Alerts — Wed | 13:00 Start and maintain IV line IV — Wed | 13:00 Pulse oximetry every 4 hour(s) Respiratory — Wed | 13:00 Vital signs every 4 hours Vital Signs — Wed | 13:00 Up as tolerated Activity/Mobility — Wed | 14:00 Diagnosis-Respiratory  distress syndrome-ADDED-Disease Process Patient Teaching — Wed | 13:00 Regular/General  Diet Diet — Showing 1 to 7 of 7 entries FirstPrevious1NextLast PRN Drug Name Order Start Order Stop Dose Route Frequency Dosage Time Action Acetaminophen Tablet –  (Tylenol, Genapap) Wed  13:00 Tue  23:59 650  mg Oral Every  6 Hours PRN –  – Levalbuterol Nebulizer  Solution – (Xopenex Nebulizer Solution) Chart: System Assessments Wed 13:00 Entry Time: Wed 13:00 Entered By: C Diaz, RN Cardiovascular Assessment Pulses Apical: Regular Tissue Perfusion Peripheral vascular, general: Warm extremities Edema No edema noted Cardiac Assessment No cardiac problems noted Respiratory Assessment Productive Cough Secretions Assessment Color: Green Amount: Scant Cough Cough strength: Strong Cough type: Productive Oxygenation Respiratory/breathing support: Nebulizer treatment Lower Right Posterior Auscultation: Coarse crackles Lower Left Posterior Auscultation: Diminished Upper Right Posterior Wheeze Description: Expiratory Auscultation: Wheeze Upper Left Posterior Wheeze Description: Expiratory Auscultation: Wheeze Productive Cough Secretions Assessment Consistency: Thick Secretion odor: None Upper Left Anterior Auscultation: Clear Upper Right Anterior Auscultation: Clear Respiratory Effort Dyspnea/shortness of breath Shortness of breath on exertion Respiratory Pattern Labored Neurological Assessment Level of Consciousness/Orientation Oriented to person, place, time, and situation Emotional State Calm Cooperative Central Nervous System Assessment (CNS) No CNS problems evident Integumentary Assessment Integumentary Assessment No assessment required at this time Sensory Assessment Vision Assessment Wears glasses Wears contacts Musculoskeletal Assessment Range of Motion (ROM) Moves all extremities with full range of motion Gastrointestinal Assessment Abdomen Abdominal assessment: Soft to palpation Gastrointestinal No gastric problems noted Intestinal Date of last bowel movement: Monday Continence of bowel: Continent Intestinal assessment: No bowel problems noted Bowel sounds: Active x 4 quadrants Rectum: No reported rectal problems Pain Assessment Do You Have Pain Now? No Genitourinary Assessment Genitourinary Assessment No assessment required at this time Psychosocial Assessment Psychosocial Assessment No assessment required at this time Safety Assessment Orientation Oriented to time, person, place Fall Risk 30 Bracelet Check Hospital ID bracelet Safety Notes Low fall risk Morse Fall Scale History of Falling No=0 Secondary Diagnosis No=0 Ambulatory Aid None/Bedrest/Nurse Assist=0 IV or IV Access Yes=20 Gait Weak=10 Mental Status Oriented to Own Ability=0 Total Fall Risk Score Risk Score: 30 Fall Risk Score and Preventative Measures Implemented Fall Risk Level: Medium Risk Fall Risk Measures: Implement Medium Risk Fall Prevention Interventions:
All items in low prevention plus post fall program sign indicating risk, wrist band identification, ambulate with assistance, do not leave patient unattended in diagnostic or treatment area, make comfort rounds every 2 hours for toileting. Special Precautions/Isolation Assessment Standard Precautions Vision Assessment Wears glasses Wears contacts Musculoskeletal Assessment You are currently working on Phase 2. You have completed Phase 1 of this scenario. Patient Details: Print Phase Info | Case Study History Name: James, Karen Age: 57 Years Gender: Female Phase 0 Karen James is a 57-year-old female who was admitted to the medical-surgical unit from her primary care physician’s office for treatment and evaluation of persistent and worsening influenza. She has a past medical history of asthma as well as depression and anxiety. You have assumed care for Ms. James who is admitted to the medical-surgical unit for rehydration and management of respiratory distress. Orient yourself to the patient and health record by locating the following pieces of information within the System Assessment Report and Patient Teaching, and type your answers in a Miscellaneous Nursing Note: 1). Run a report on all the System Assessments documented for the patient in the last 24 hours. You will need to go to Patient Charting > System Assessments > Show Saved Charting. What was documented for the respiratory effort? What was auscultated in the Lower Right Posterior lobe of the lungs? What was documented related to tissue perfusion? 2). What was the last documented temperature for Karen? 3). Does Ms. James use any sensory aides? 4) What does she rate her pain? 5) What is her MORSE Fall Risk Score? Review the client’s History and Physical, what indications can you see place this patient at risk for mobility issues or falls? [LEARNER ACTION: In a misc nursing note identify risks for mobility and falls. Explain her score on the MORSE scale.] When you are finished with this task, you may click Complete this Phase. Phase 2, Wednesday 16:20 You enter Ms. James’ room to take her vital signs and obtain the following results: Temperature: 101.5 degrees Fahrenheit, oral… Pulse: 110, radial… Respirations: 20… Blood pressure: 144/68 left arm, sitting… Oxygen saturation: 99%, finger probe, room air… Document the vital signs in the vital signs tab on the Info Panel on the left (do not document in a misc. note). When compared to the patient’s admission vital signs, how is the patient’s temperature trending? Document your answer in a Miscellaneous Nursing Note. Under Basic Nursing Care: Choose 5 interventions you will perform at this time to make this client to increase safety. Only 5 as you will need to prioritize your cares. Try to find 5 related to Impaired Mobility. When you are finished with these tasks, you may click Complete this Phase. Please submit your post work to Canvas within 24 hours of the completion of your VCBC Experience. Please refer to the Experiential Learning Orientation for further questions and a reminder on how to ensure your assignment is properly saved. Please complete the Concept Notebook (Map) for the concept of Mobility linked to your clients for the day. Concept Notebook Template.docx download 205-225 Concept Notebook Rubric V2.docx download This assignment is due within 24 hours of completing your VCBC. Please refer to the Experiential Learning Orientation for further questions and a reminder on how to ensure your assignment is properly saved. Rubric 205/225 Concept Notebook Rubric 205/225 Concept Notebook RubricCriteriaRatingsPtsThis criterion is linked to a Learning OutcomeRelated Concept 1 ptsSatisfactoryDocumented at least 2 concepts, related to the client with a detailed explanation of each related concept and how the related concept is impacted by the main concept, and correct APA in-text citations (if used).0.5 ptsNeeds ImprovementDocumented at least 1 concept, 1 concept is related to the client, or only minimal explanation of each related concept and how the related concept is impacted by the main concept, or incorrect APA in-text citations (if used).0 ptsUnsatisfactoryDocumented no related concept, did not relate the concept to the client, no explanation of each related concept and how the related concept is impacted by the main concept, and no APA in-text citations (if used). 1 pts This criterion is linked to a Learning OutcomeExemplar 1 ptsSatisfactoryDocumented at least 3 Exemplars, related to the client and correct APA in-text citations (if used).0.5 ptsNeeds ImprovementDocumented 1-2 Exemplars, 1-2 concepts are related to the client, or incorrect APA in-text citations (if used).0 ptsUnsatisfactoryDocumented no Exemplars , did not relate the concept to the client and no APA in-text citations (if used). 1 pts This criterion is linked to a Learning OutcomeAssessment 1 ptsSatisfactoryDocumented at least 3 assessments used to find and rule out alterations with the main concept and are all related to the client, a detailed explanation of each assessment and why one would do that assessment relating to the concept, and correct APA in-text citations (if used).0.5 ptsNeeds ImprovementDocumented 1-2 assessments used to find and rule out alterations with the main concept and 1-2 relate to the client, minimal explanation of why one would do that assessment relating to the concept, and incorrect APA in-text citations (if used).0 ptsUnsatisfactoryDocumented no assessments used to find and rule out alterations with the main concept and did not relate to the client, no explanation of why one would do that assessment relating to the concept, and no APA in-text citations (if used). 1 pts This criterion is linked to a Learning OutcomeLab & Diagnostic 1 ptsSatisfactoryDocumented at least 3 lab or diagnostic test used to find and rule out alterations with the main concept and all related to the client, a detailed explanation of each lab/test and why one would do that lab/test relating to the concept, and correct APA in-text citations (if used).0.5 ptsNeeds ImprovementDocumented 1-2 lab or diagnostic test used to find and rule out alterations with the main concept, 1-2 relate to the client, minimal explanation of each lab/test and why one would do that lab/test relating to the concept, and incorrect APA in-text citations (if used).0 ptsUnsatisfactoryDocumented no lab or diagnostic test used to find and rule out alterations with the main concept and did not relate to the client, no explanation of each lab/test and why one would do that lab/test relating to the concept, and no APA in-text citations (if used). 1 pts This criterion is linked to a Learning OutcomeInterventions 1 ptsSatisfactoryDocumented at least 3 nursing interventions needed to care for clients with alterations to the main concept and all related to the client, a detailed explanation of each intervention and why one would perform the interventions relating to the concept, and correct APA in-text citations (if used).0.5 ptsNeeds ImprovementDocumented 1-2 nursing interventions needed to care for clients with alterations to the main concept, 1-2 relate to the client, minimal explanation of each intervention and why one would perform the interventions relating to the concept, and incorrect APA in-text citations (if used).0 ptsUnsatisfactoryDocumented no nursing interventions needed to care for clients with alterations to the main concept and did not relate to the client, no explanation of each intervention and why one would perform the interventions relating to the concept, and no APA in-text citations (if used). 1 pts This criterion is linked to a Learning OutcomeMedications 1 ptsSatisfactoryDocumented at least 3 medications administered to clients to treat or prevent alterations to the main concept and all related to the client, a detailed explanation of each medication and why one would administer the medication relating to the concept, and correct APA in-text citations (if used).0.5 ptsNeeds ImprovementDocumented 1-2medications administered to clients to treat or prevent alterations to the main concept, 1-2 relate to the client, minimal explanation of each medication and why one would administer the medication relating to the concept, and incorrect APA in-text citations (if used).0 ptsUnsatisfactoryDocumented no medications administered to clients to treat or prevent alterations to the main concept and did not relate to the client, no explanation of each medication and why one would administer the medication relating to the concept, and no APA in-text citations (if used). 1 pts This criterion is linked to a Learning OutcomePotential Complications 1 ptsSatisfactoryDocumented at least 2 potential problems that could occur if alterations to the main concept are not addressed/treated and all related to the client, a detailed explanation of each complication and how it could occur relating to the concept, and correct APA in-text citations (if used).0.5 ptsNeeds ImprovementDocumented 1 potential problem that could occur if alterations to the main concept are not addressed/treated, 1 concept is related to the client, minimal explanation of each complication and how it could occur relating to the concept, and incorrect APA in-text citations (if used).0 ptsUnsatisfactoryDocumented no potential problems that could occur if alterations to the main concept are not addressed/treated, did not relate the concept to the client, no explanation of each complication and how it could occur relating to the concept, and incorrect APA in-text citations (if used). 1 pts This criterion is linked to a Learning OutcomeCollaborative Care 1 ptsSatisfactoryDocumented at least 1 department/ancillary staff that may be needed to treat clients who have or are at risk for alterations with the main concept and is related to the client, a detailed explanation of each how that department/ancillary staff could assist the client relating to the concept, and correct APA in-text citations (if used).0.5 ptsNeeds ImprovementDocumented at least 1 department/ancillary staff that may be needed to treat clients who have or are at risk for alterations with the main concept and is related to the client, minimal explanation of each how that department/ancillary staff could assist the client relating to the concept, and incorrect APA in-text citations (if used).0 ptsUnsatisfactoryDocumented no department/ancillary staff that may be needed to treat clients who have or are at risk for alterations with the main concept, did not relate the concept to the client, no explanation of each how that department/ancillary staff could assist the client relating to the concept, and no APA in-text citations (if used). 1 pts This criterion is linked to a Learning OutcomeSpelling and Grammar 1 ptsSatisfactory0- 2 mistakes in spelling or grammar.0.5 ptsNeeds Improvement3 -4 mistakes in spelling or grammar.0 ptsUnsatisfactory5 or more mistakes in spelling or grammar. 1 pts This criterion is linked to a Learning OutcomeReferencesCorrect APA references. 1 ptsSatisfactoryCorrect APA references.0.5 ptsNeeds ImprovementIncorrect APA references.0 ptsUnsatisfactoryNo APA references. 1 pts Total Points: 10 Previous Next

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Create Attribute Control Charts Chapter 7 2025

Week 7 Assignment: Textbook Problems: Create Attribute Control Charts Due 10/6/2018 As a current or future health care administration leader, you will likely engage in creating and presenting attribute control charts for your health services organization. As you have examined in this course, the use of attribute control charts will depend on the specific processes in your health services organization that require monitoring and oversight. Apart from interpreting and understanding the results of control charts for ensuring that processes are in control, developing skills in creating attribute variable control charts is necessary for health care administration practice. For this Assignment, review the resources for this week that are specific to attribute control charts. You should focus on mimicking the development of p and np charts as demonstrated in the readings for this week. The Assignment: (3– pages) · Using SPSS and Microsoft Word, complete problems 1 through 5 on pages 297–299 in the Ross textbook. Show all work. Submit both your SPSS and Word files for grading. ROBLEMS 1. A hospital is analyzing nosocomial infections and wants to reduce their infection rate below the national average of 2.0%. They have sampled 40 cases every week for the last 20 weeks. The data are shown below. Create p and np control charts. Interpret the graphs. How is the hospital performing in relation to its stated goal? 1 2 11 3 2 1 12 4 3 1 13 2 4 2 14 3 5 1 15 4 6 1 16 5 7 3 17 3 8 2 18 4 9 1 19 5 10 2 20 6 2. Walter Shewhart ([1931] 1980) presented the following data in his classic Economic Control of Quality of Manufactured Product. Create a p chart for each machine. Does either of the two machines show evidence of special cause variation? MACHINE A MACHINE B MACHINE B Month Defective Inspected Defective Inspected Jan 4 527 Feb 5 610 Mar 5 428 Apr 2 400 May 15 498 Jun 3 500 Jul 3 395 Aug 2 393 Sep 3 625 Oct 13 465 Nov 5 446 Dec 3 510 Average 5.25 483.08 1 169 3 99 1 208 1 196 1 132 1 89 1 167 2 200 1 171 1 122 3 107 1 132 1.42 149.33 3. From January 1846 through December 1848 Semmelweis ([1860] 1983) recorded births and the number that resulted in the death of the mother at his hospital. The data is available in the Chapter07.xls file, in the Problem07–03 tab. Create a p chart to analyze performance. Interpret the chart. Was the system stable? 4. Postsurgical infections have been reported to affect 2% to 5% of the 16 million patients who undergo surgery in U.S. hospitals. Infections increase the chance of complications and death. Antibiotics given one hour prior to surgery have been shown to reduce the probabil- ity of infection. The director of quality improvement has sampled 20 patients per week over the preceding 25 weeks. The data is available in the Chapter07.xls file in the Problem07–04 tab. The data collected records whether a patient contracted an infection after surgery. Create a p chart to analyze performance. Interpret the hospital’s performance based on your control chart and identify any issues that should be investigated. Assuming the aver- age rate of infection is 3.5%, is the hospital doing a good job? 5. Readmission rates within one year for congestive heart failure have been documented at 35%. A local heart program wants to assess its performance against this standard. The pro- gram has randomly selected ten patients per month over a 24-month period for review. The data is available in the Chapter07.xls file, in the Problem07–05 tab. Some of the patients were deleted from the sample due to death, relocation, or other reasons that preclude follow-up. Create a p chart. Is the process stable? How is the program performing relative to the documented standard? Since not all months have 10 observations, either use 10 as the sample size or use the average sample size to calculate the control limits.

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Communication Change Challenge (CCC) Part 5 & 6 2025

In Part 5, you will imagine implementing the new behaviors you identified in 4E. In Part 6, you will practice your new behavior by role-playing with a family member or close friend who is not directly involved in your goal. It is still not time to actually implement your new behaviors, as Parts 5 and 6 will help you to iron out the wrinkles. Note: Submit both CCC Part 5 and CCC Part 6 in one document, but start a new page for CCC Part 6. Project Timeline Part Description Due 1 Selecting a communication goal Week 1 2 Describing communication patterns Week 2 & 3 3 Establishing behavioral goals: What will it look like when I am doing it well? Week 3 4 Analyzing the goal Week 4 5 Covert Rehearsal: Practicing in your imagination Week 5 6 Behavioral Rehearsal: Practicing your new behavior Week 5 7 Actual Implementation: Performing your behavior in real-life situations Week 7 8 Evaluating your progress Week 8 Instructions: Part 5 5A. Covert Rehearsal Covert Rehearsal is an effective way of trying out new communication behaviors. Think about a time that you were daydreaming, or dreaming at night. You can use your imagination to think about an experience or situation that is not really happening at that time or in that place. You can do the same type of simulation on purpose to think about a time and place that will allow you to practice your new interpersonal communication skill to meet your goal as outlined in your new behaviors listed in CCC Part 4E. By covertly rehearsing, you make it much more likely that you will be actually performing the behavior comfortably and effectively in real life situations. This surprising effect of covert rehearsal has been shown in numerous studies. What makes covert rehearsal particularly useful is that you can carry it around and do it anywhere – in the shower, cleaning, cooking, and so forth. The more you vary covertly rehearsing a particular episode, the more likely you will be able to perform well in the actual situation. For example, if you are planning to initiate and maintain a conversation with your neighbor, you should think through a number of possible topics and questions before finally choosing what you perceive to be the best options. In other words, think before you speak. Plan what you will say and do in a particular situation where you can practice your goal. Covert rehearsal can be used both to prepare for an upcoming communication event, and to evaluate and revise an event that has already occurred – as in instant replay. This is done all the time for sports teams. Each player watches the game again and decides how he or she could do it better next time. Both planning ahead before a conversation and reflecting after a conversation will increase the probability that you will perform your new skill effectively the next time you use it. Note that some people initially find it difficult to imagine specific conversations with others. Keep with it if you have difficulty. You will eventually succeed with practice, and when you do, you will be amazed at the effect. If you are having a hard time talking to people in your mind, speak to yourself out loud or speak to your reflection in the mirror. Think about the following: Identify the situation you would like to practice; do you want to plan a new conversation, or replay a past situation but change the outcome? Where will you have this conversation – in the kitchen, on the bus, in the cafeteria at lunch, at school in a classroom, in the board room, in your manager’s office, or at a friend’s house? Provide a detailed narrative that identifies your selected communication event. Write a description of your surroundings – date, time, location, specific room, physical surroundings and so forth, and the people who will participate in this communication event. Name the people involved, what you will talk about, where it takes place, when it takes place, how it should occur, and why you need to plan for a better conversation next time. How will your physical surroundings affect your rehearsal? For this section, you are to select a communication event, related to your goal, for which you will prepare covertly. Choose one or more behaviors to work on that are listed in CCC Part 4E. Choose a communication event that you would like to prepare for privately or secretly – covertly. As you imagine yourself practicing your new skill, focus hard on specific interactions. Actually, think about an interpersonal communication exchange – what you say, and how the other person responds. Don’t just go through the motions. Really see yourself asking specific questions, making specific comments, and hearing the other person replying. As you imagine the sequence, practice precisely what you want to say and how you want to say it. Experiment with what feels to be the most effective and comfortable way for you to implement your new behaviors. Submit a detailed narrative that identifies your selected communication event and include the following: Description of your surroundings – date, time, location, specific room, physical surroundings and so forth Explanation of how your physical surroundings will affect your rehearsal Description of the people who will participate in this communication event What you will talk about How it should occur Why you need to plan for a better conversation next time 5B. Covert Practice In a quiet place, begin thinking about the conversation event from Part 5A, as you would like to see it evolve. When you hit rough spots, try a variety of options until you find a response that pleases you. If you are having trouble with this, pretend you are an author planning to write the dialogue for a reality TV episode, or you are composing lines for characters in a play or movie or book. Use the mirror technique and take turns role-playing both people in the conversation. You can also use puppets, stuffed animals, socks on your hands, or different hats or coats to take the parts of two people having a conversation. What can you see in the background? The scenery department needs to know how to create the setting for the play, movie, or reality TV show. The illustrator needs to know what to draw or paint for the book you are writing. You need to know exactly what type of situation you are dealing with before you can write the dialogue for the characters. When you are satisfied with your imagined scene, write it out so you can see how it looks and read it aloud so you can hear how it sounds. If you are writing a one-act play, you can plan and add stage directions. Enter left: The wife enters the kitchen to angrily scream at the dawdling children who won’t eat their supper. Then, write her exact words down so your actor will know what to do and say. Identify each speaker and use quotation marks for their exact words. Wife, using a loud and angry voice: “Aren’t you children finished eating your supper yet?” Plan and write down your nonverbal and verbal behaviors and responses, including your own behaviors and responses and the reactions of the other person in the communication event. 5C. Reflection Reflect on this experience. Address your observations and reactions to the private covert rehearsal experience. (1-2 paragraphs) How did you feel at first as you prepared for your private covert rehearsal? How did you feel after you finished it? What behaviors or patterns did you use from Part 4E? Did you notice any new behaviors or patterns that you have not noted previously? Instructions: Part 6 In Part 6, you will take your rehearsal a step further by role-playing with someone who is willing to lend you a hand. Practicing implementation of the new behaviors you identified in 4E will give you insight into how another person might react in a real-life situation, preparing you to respond or adapt when necessary. 6A. Shared Behavior Rehearsal Shared behavior rehearsal is also known as “role-playing.” Rehearsing communication behavior is useful both before and after an event. Practicing before an event allows you to enter a communication situation in your most prepared state. Rehearsing a disappointing situation after it occurs gives you a chance to discover and remedy aspects of your own behavior that were less than satisfactory. Like covert rehearsal, practicing the new communication behaviors that you identified in CCC Part 4E through role-play increases the likelihood that you will be successful in Part 7 when you actually implement the changes in real-life situations. Again, it may feel silly at first, but if you take the role-playing seriously, you will be amazed at what you will take away from it. Role-play your imagined scene for your conversation event with a friend or family member who is not directly involved in your communication problem. Say your lines as you planned them. Your practice partner may not really say what you thought he or she would say. Then, show him or her the written script, and have him or her read or act out the scenario. You can practice this a few times both with and without the script. Write a detailed narrative of what happened in the behavior rehearsal. What did you do? How were your behaviors received? How satisfied were you with your performance of the behaviors in your goal from Part 4E? 6B. Reflection on Observations and Reactions Address your observations and reactions to the shared behavior rehearsal experience of role-playing with a friend or family member who is not directly involved in your communication problem. (1-2 paragraphs) How did you choose your shared behavior rehearsal partner? Does he or she know about the person or situation being focused on for your CCC goal? Does he or she normally offer guidance and advice in a trustworthy manner already in your established relationship with this person? 6C. Reflection on Planning Write your observations and reactions to the shared behavior rehearsal experience as far as planning is concerned. (1-2 paragraphs) Did your shared behavioral rehearsal go as planned, or was it totally different than you imagined it would be? How did you feel at first as you prepared for your shared behavioral rehearsal? How did you feel after you finished it? What behaviors or patterns did you use from Part 4E? Did you notice any new behaviors or patterns that you have not noted previously? Writing Requirements (APA format) Length: 4-5 pages (not including title page or references page) 1-inch margins Double spaced 12-point Times New Roman font Title page References page

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health assessment 2025

Post an explanation of the specific socioeconomic, spiritual, lifestyle, and other cultural factors associated with the patient you were assigned. Explain the issues that you would need to be sensitive to when interacting with the patient, and why. Provide at least five targeted questions you would ask the patient to build his or her health history and to assess his or her health risks. Case #2 EB is a 68-year-old black female who comes in for follow-up of hypertension. She has glaucoma and her vision has been worsening during the past few years. She lives alone and is prescribed four hypertension medications (Hydralazine 50 mg PO Q8H, Metoprolol XL 200 mg PO Q12H, Lisinopril 40 mg PO daily, and HCTZ 25mg PO daily ). She brings in her medication bottles and she has some medication bottles from the previous year full of medications. She is missing one medication she had been prescribed and says she may have forgotten it at home. Her BP in clinic today is 182/99 with HR of 84.

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Assessing a Healthcare Program/Policy Evaluation 2025

To Prepare: · Review the Healthcare Program/Policy Evaluation Analysis Template provided in the Resources. · Select an existing healthcare program or policy evaluation or choose one of interest to you. · Review community, state, or federal policy evaluation and reflect on the criteria used to measure the effectiveness of the program or policy described. The Assignment: (2–3 pages) Based on the program or policy evaluation you selected, complete the Healthcare Program/Policy Evaluation Analysis Template. Be sure to address the following: · Describe the healthcare program or policy outcomes. · How was the success of the program or policy measured? · How many people were reached by the program or policy selected? · How much of an impact was realized with the program or policy selected? · At what point in program implementation was the program or policy evaluation conducted? · What data was used to conduct the program or policy evaluation? · What specific information on unintended consequences was identified? · What stakeholders were identified in the evaluation of the program or policy? Who would benefit most from the results and reporting of the program or policy evaluation? Be specific and provide examples. · Did the program or policy meet the original intent and objectives? Why or why not? · Would you recommend implementing this program or policy in your place of work? Why or why not? · Identify at least two ways that you, as a nurse advocate, could become involved in evaluating a program or policy after 1 year of implementation.

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