Our reading assignment for our class this week will involve:

Chapter 16 – Internet, Secondary Analysis and Historical Research

Chapter 17 – Intervention

Your class participation is the basis for grading of this requirement. Please note that I am actively going through everyone’s phrase three written assignments. Thank you for your continued diligence in our course.

Under chapter 16 this week, we will explore topics such as incorporating the internet for your research, revisiting participant testing as well as interviewing. Ethical concerns, historical research, and its appraisal.

In review of chapter 17, intervention in research will be explained. As per our text, not all research involves an intervention. Frequently, interventions are seen within improvement projects frequently completed in DNP programs. At this phase of research, the principle investigator interacts with their research team. Documentation stems from the methodology section.

Investigating the internet in research, please know and understand the following.

Internet-based research method refers to any research method that uses the Internet to collect data. Most commonly, the Web has been used as the means for conducting the study, but e-mail has been used as well. The use of e-mail to collect data dates back to the 1980s while the first uses of the Web to collect data started in the mid-1990s. Whereas e-mail is principally limited to survey and questionnaire methodology, the Web, with its ability to use media, has the ability to execute full experiments and implement a wide variety of research methods. The use of the Internet offers new opportunities for access to participants allowing for larger and more diverse samples.

Reference

Salkind, N. J. (2010). Encyclopedia of research design (Vols. 1-0). Thousand Oaks, CA: SAGE Publications, Inc. doi: 10.4135/9781412961288

Secondary analysis is the re-analysis of either qualitative or quantitative data already collected in a previous study, by a different researcher normally wishing to address a new research question.

Reference

Tate, J. A., Happ, M. B.  (2018). Qualitative secondary analysis: A case exemplar. Journal of Pediatric Health Care. Volume 32, Issue 3, p. 308-312.

Historical inquiry proceeds with the formulation of a problem or set of questions worth pursuing. In the most direct approach, students might be encouraged to analyze a document, record, or site itself. Who produced it, when, how, and why? What is the evidence of its authenticity, authority, and credibility? What does it tell them of the point of view, background, and interests of its author or creator? What else must they discover in order to construct a useful story, explanation, or narrative of the event of which this document or artifact is a part? What interpretation can they derive from their data, and what argument can they support in the historical narrative they create from the data?

Reference

 While you are in the literature you need to be looking forward to what you will be doing with this literature.  Starting this week (Week 4) we will be working on an Evaluation Table to be submitted Week 6.    You will be reviewing the literature to find appropriate articles to support your evidence-based project. Each article will be go through the critical appraisal process.  Ultimately, you will be gathering a minimum of 5 articles to provide  evidence for your question. 

INTRODUCTION

National initiatives driven by the American Nurses Association have determined nursing-quality outcome indicators that are intended to focus plans and programs to increase quality and safety in patient care. The following outcomes are commonly used nursing-quality indicators:

• complications such as urinary tract infections, pressure ulcers, hospital-acquired pneumonia, and DVT

• patient falls

• surgical patient complications, including infection, pulmonary failure, and metabolic derangement

• length of patient hospital stay

• restraint prevalence

• incidence of failure to rescue, which could potentially result in increased morbidity or mortality

• patient satisfaction

• nurse satisfaction and staffing

SCENARIO

Mr. J is a 72-year-old retired rabbi with a diagnosis of mild dementia. He was admitted for treatment of a fractured right hip after falling in his home. He has received pain medication and is drowsy, but he answers simple questions appropriately.

A week after Mr. J was admitted to the hospital, his daughter, who lives eight hours away, came to visit. She found him restrained in bed. While Mr. J was slightly sleepy, he recognized his daughter and was able to ask her to remove the restraints so he could be helped to the bathroom. His daughter went to get a certified nursing assistant (CNA) to remove the restraints and help her father to the bathroom. When the CNA was in the process of helping Mr. J sit up in bed, his daughter noticed a red, depressed area over Mr. J’s lower spine, similar to a severe sunburn. She reported the incident to the CNA who replied, “Oh, that is not anything to worry about. It will go away as soon as he gets up.” The CNA helped Mr. J to the bathroom and then returned him to bed where she had him lie on his back so she could reapply the restraints.

The diet order for Mr. J was “regular, kosher, chopped meat.” The day after his daughter arrived, Mr. J was alone in his room when his meal tray was delivered. The nurse entered the room 30 minutes later and observed that Mr. J had eaten approximately 75% of the meal. The meal served was labeled, “regular, chopped meat.” The tray contained the remains of a chopped pork cutlet.

The nurse notified the supervisor, who said, “Just keep it quiet. It will be okay.” The nursing supervisor then notified the kitchen supervisor of the error. The kitchen supervisor told the staff on duty what had happened.

When the patient’s daughter visited later that night, she was not told of the incident.

The next night, the daughter was present at suppertime when the tray was delivered by a dietary worker. The worker said to the patient’s daughter, “I’m so sorry about the pork cutlet last night.” The daughter asked what had happened and was told that there had been “a mix up in the order.” The daughter then asked the nurse about the incident. The nurse, while confirming the incident, told the daughter, “Half a pork cutlet never killed anyone.”

The daughter then called the physician, who called the hospital administrator. The physician, who is also Jewish, told the administrator that he has had several complaints over the past six months from his hospitalized Jewish patients who felt that their dietary requests were not taken seriously by the hospital employees.

The hospital is a 65-bed rural hospital in a town of few Jewish residents. The town’s few Jewish members usually receive care from a Jewish hospital 20 miles away in a larger city.

REQUIREMENTS

Your submission must be your original work. No more than a combined total of 30% of the submission and no more than a 10% match to any one individual source can be directly quoted or closely paraphrased from sources, even if cited correctly. 

You must use the rubric to direct the creation of your submission because it provides detailed criteria that will be used to evaluate your work. Each requirement below may be evaluated by more than one rubric aspect. The rubric aspect titles may contain hyperlinks to relevant portions of the course.

Analyze the scenario (suggested length of 2–3 pages) by doing the following:

A.  Discuss how the application of nursing-quality indicators could assist the nurses in this case in identifying issues that may interfere with patient care.

B.  Analyze how hospital data of specific nursing-quality indicators (such as incidence of pressure ulcers and prevalence of restraints) could advance quality patient care throughout the hospital.

C.  Analyze the specific system resources, referrals, or colleagues that you, as the nursing shift supervisor, could use to resolve an ethical issue in this scenario.

D.  Acknowledge sources, using in-text citations and references, for content that is quoted, paraphrased, or summarized.

E.  Demonstrate professional communication in the content and presentation of your submission.

 Read all instructions what is require for this assignment. Scholar authors only. The Power Point presention  subject is how to help low income patients for the ages 40-60 to controlled hypertension. Power Point need to have in pictures and borders

Please discuss the following questions in your Practicum Discussion:

1. How does this project fulfill one arm of the mission of public health: social justice?

Reference

Please discuss the following questions in your Practicum Discussion:

1. How does this project fulfill one arm of the mission of public health: social justice?

2.How does it contribute to social change?

3. Discuss your role as an advocate and health care leader in promoting positive social change as a scholar-practitioner to improve the health of vulnerable populations in your community.

References

Stanhope, M., & Lancaster, J. (2016). Public health nursing: Population-centered health care in the community (9th ed.). St. Louis, MO: Elsevier. 

• Chapter 2, “History of Public Health and Public and Community Health Nursing” (pp. 22–43)
• Chapter 6, “Application of Ethics in the Community” (pp. 121–138)