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2025 Patient Introduction Carl Shapiro is a 54 year old male who travels frequently He was seen in the
by adminClinical Worksheet Plan of Care Concept Map Pharm4Fun Worksheet: 1 per medication ISBAR Worksheet 2025
Patient Introduction Carl Shapiro is a 54-year-old male who travels frequently. He was seen in the Emergency Department at 1:30 p.m. for complaints of chest pain, diaphoresis, and shortness of breath. He was treated in the Emergency Department with aspirin and two doses of sublingual nitroglycerin. Chest pain improved with nitroglycerin administration. IV infusion of normal saline was started in the Emergency Department and is running at 25 mL/hour. Ordered lab values are pending. Provider wants to be called as soon as the labs are available. Patient is receiving oxygen at 4 L/min with SpO2 values at 97%. Chest pain was last rated as a “0” following second nitroglycerin dose and nitroglycerine patch 0.4 mg. He has been admitted to the Telemetry Unit.
Nursing Assignment Help 2025
2025 In this assignment you will 1 Find 2 articles on the use of SMART goals objectives what
by adminCapstone Project – Developing Smart Goals/Objectives for your Project 2025
In this assignment, you will 1. Find 2 articles on the use of SMART goals/objectives: what are they, how are they used, and why they can be a useful tool . Summarize content of each article by writing a summary paragraph for each. 2. Next, select 3 peer reviewed articles that address your chosen area of focus for you Capstone Project. You will use these to cite your Capstone Project goals/objectives. A table is provided in the assignment document for your use. 3. Lastly, create a minimum of 3 and no more than 5 goals/objectives for your Capstone Project. Remember: You must use in-text citations and references using correct APA format. Assignment is due by Saturday 2359 Central Time (CT)
Nursing Assignment Help 2025
2025 Develop a disaster recovery plan to lessen health disparities and improve access
by admin4060-3 Disaster Recovery Plan 2025
Develop a disaster recovery plan to lessen health disparities and improve access to community services after a disaster. Then, develop and record an 8-10 slide presentation (PowerPoint preferred) of the plan with audio for the Vila Health system, city officials, and the disaster relief team. As you begin to prepare this assessment, you are encouraged to complete the Disaster Preparedness and Management activity. The information gained from completing this activity will help you succeed with the assessment as you think through key issues in disaster preparedness and management in the community or workplace. Completing activities is also a way to demonstrate engagement. Professional Context Nurses fulfill a variety of roles, and their diverse responsibilities as health care providers extend to the community. The decisions we make daily and in times of crisis often involve the balancing of human rights with medical necessities, equitable access to services, legal and ethical mandates, and financial constraints. When an unanticipated event occurs, such as an accident or natural disaster, issues can arise that complicate decisions about meeting the needs of an individual or group, including understanding and upholding their rights and desires, mediating conflict, and applying established ethical and legal standards of nursing care. As a nurse, you must be knowledgeable about disaster preparedness to safeguard those in your care. You are also accountable for promoting equitable quality of care for community residents. This assessment provides an opportunity for you to apply the concepts of emergency preparedness, public health assessment, triage, management, and surveillance after a disaster. You will also focus on hospital evacuation and extended displacement periods. Demonstration of Proficiency By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria: Competency 1: Analyze health risks and health care needs among distinct populations. Describe the determinants of health and the cultural, social, and economic barriers that impact safety, health, and disaster recovery efforts in a community. Competency 2: Propose health promotion strategies to improve the health of populations. Present specific, evidence-based strategies to overcome communication barriers and enhance interprofessional collaboration to improve disaster recovery efforts. Competency 3: Evaluate health policies, based on their ability to achieve desired outcomes. Explain how health and governmental policy affect disaster recovery efforts. Competency 4: Integrate principles of social justice in community health interventions. Explain how a proposed disaster recovery plan will lessen health disparities and improve access to community services. Competency 5: Apply professional, scholarly communication strategies to lead health promotion and improve population health. Present a compelling case to community stakeholders to obtain their approval and support for a proposed disaster recovery plan. Note: Complete the assessments in this course in the order in which they are presented. Preparation When disaster strikes, community members must be protected. A comprehensive recovery plan, guided by the MAP-IT (Mobilize, Assess, Plan, Implement, Track) framework, is essential to help ensure everyone’s safety. The unique needs of residents must be assessed to lessen health disparities and improve access to equitable services after a disaster. Recovery efforts depend on the appropriateness of the plan, the extent to which key stakeholders have been prepared, and the allocation of available resources. In a time of cost containment, when personnel and resources may be limited, the needs of residents must be weighed carefully against available resources. In this assessment, you are a member of a community task force responsible for developing a disaster recovery plan for the Vila Health community using MAP-IT, which you will present to city officials and the disaster relief team. To prepare for the assessment, please review Vila Health: Disaster Recovery Scenario simulation attached. In addition, you are encouraged to complete the Disaster Preparedness and Management activity. The information gained from completing this activity will help you succeed with the assessment as you think through key issues in disaster preparedness and management in the community or workplace. Completing activities is also a way to demonstrate engagement. Begin thinking about: Community needs. Resources, personnel, budget, and community makeup. People accountable for implementation of the disaster recovery plan. Healthy People 2020 goals. A timeline for the recovery effort. You may also wish to: Review the MAP-IT (Mobilize, Assess, Plan, Implement, Track) framework, which you will use to guide the development of your plan: M obilize collaborative partners. A ssess community needs. P lan to lessen health disparities and improve access to services. I mplement a plan to reach Healthy People 2020 objectives. T rack community progress. Review the assessment instructions and scoring guide to ensure that you understand the work you will be asked to complete. Note: Remember that you can submit all, or a portion of, your draft recovery plan to Smarthinking Tutoring for feedback, before you submit the final version for this assessment. If you plan on using this free service, be mindful of the turnaround time of 24–48 hours for receiving feedback. Note: If you require the use of assistive technology or alternative communication methods to participate in this activity, please contact [email protected] to request accommodations. Instructions Complete the following: Develop a disaster recovery plan for the Vila Health community that will lessen health disparities and improve access to services after a disaster. Refer back to the Vila Health: Disaster Recovery Scenario to understand the Vila Health community. Assess community needs. Consider resources, personnel, budget, and community makeup. Identify the people accountable for implementation of the plan and describe their roles. Focus on specific Healthy People 2020 goals. Include a timeline for the recovery effort. Use the MAP-IT (Mobilize, Assess, Plan, Implement, Track) framework to guide the development of your plan: M obilize collaborative partners. A ssess community needs. P lan to lessen health disparities and improve access to services. I mplement a plan to reach Healthy People 2020 objectives. T rack community progress. Develop a slide presentation of your disaster recovery plan with an audio recording of you presenting your assessment of the Vila Health: Disaster Recovery Scenario for city officials and the disaster relief team. Presentation Format and Length You may use Microsoft PowerPoint (preferred) or other suitable presentation software to create your slides and add your voice-over. If you elect to use an application other than PowerPoint, check with your instructor to avoid potential file compatibility issues. Be sure that your slide deck includes the following slides: Title slide. Recovery plan title. Your name. Date. Course number and title. References (at the end of your presentation). Your slide deck should consist of 8–10 content slides plus title and references slides. Use the speaker’s notes section of each slide to develop your talking points and cite your sources as appropriate. The following resources will help you create and deliver an effective presentation: Record a Slide Show With Narration and Slide Timings . This Microsoft article provides steps for recording slide shows in different versions of PowerPoint, including steps for Windows, Mac, and online. Microsoft Office Software . This Campus page includes tip sheets and tutorials for Microsoft PowerPoint. PowerPoint Presentations Library Guide . This library guide provides links to PowerPoint and other presentation software resources. SoNHS Professional Presentation Guidelines [PPTX] . This presentation, designed especially for the School of Nursing and Health Sciences, offers valuable tips and links, and is itself a PowerPoint template that can be used to create a presentation. Supporting Evidence Cite at least three credible sources from peer-reviewed journals or professional industry publications to support your plan. Graded Requirements The requirements outlined below correspond to the grading criteria in the scoring guide, so be sure to address each point: Describe the determinants of health and the cultural, social, and economic barriers that impact safety, health, and recovery efforts in the community. Consider the interrelationships among these factors. Explain how your proposed disaster recovery plan will lessen health disparities and improve access to community services. Consider principles of social justice and cultural sensitivity with respect to ensuring health equity for individuals, families, and aggregates within the community. Explain how health and governmental policy impact disaster recovery efforts. Consider the implications for individuals, families, and aggregates within the community of legislation that includes, but is not limited to, the Americans with Disabilities Act (ADA), the Robert T. Stafford Disaster Relief and Emergency Assistance Act, and the Disaster Recovery Reform Act (DRRA). Present specific, evidence-based strategies to overcome communication barriers and enhance interprofessional collaboration to improve the disaster recovery effort. Consider how your proposed strategies will affect members of the disaster relief team, individuals, families, and aggregates within the community. Include evidence to support your strategies. Present a compelling case to community stakeholders to obtain their approval and support for the proposed disaster recovery plan. Develop your presentation with a specific purpose and audience in mind. Adhere to scholarly and disciplinary writing standards and APA formatting requirements.
Nursing Assignment Help 2025
2025 1 Cultural competence and diversity are often considered to have the same meaning in healthcare facilities What is
by adminPlease Rephrase Answers And Answer 1 Question. 2025
1) Cultural competence and diversity are often considered to have the same meaning in healthcare facilities. What is the difference between these two terms and their applicability in terms of healthcare professionals in various healthcare settings? Although cultural competence and diversity are often considered to have the same meaning in healthcare facilities they are different. Diversity is in fact a component of cultural competency. This includes ethnic and racial backgrounds, age, physical and cognitive abilities, family status, religion, sexual orientation, etc… cultural competency wouldnt exist without diversity . It is important for healthcare professionals to be culturally competent for the sake of the patient’s comfort in receiving services. Lack of cultural competence can lead to noncompliance, missed appointments, and patients seeking care from non-professionals. In the cultural compliance training video an older Hispanic women spoke on how her physician said they’d schedule her a new appointment and she basically said that she wouldn’t show up because it would be the same thing that happened to her at her current appointment; a miscommunication and nothing being resolved. Health professionals who are diverse tend to have a better work ethic and connection with their patients because they’re most likely to be understand certain cultural distinctions, treatment seeking behaviors, etc… (cultural compentency for the health professional) 2) Explain the unique circumstances under which the ancestors of most Black/African American people arrived in the Americas. Why is it important for health service professionals to understand this history? The first Africans in the New World arrived with Spanish and Portuguese explorers and settlers. By 1600 an estimated 275,000 Africans, both free and slave, were in Central and South America and the Caribbean area. Africans first arrived in the area that became the United States in 1619, when a handful of captives were sold by the captain of a Dutch man-of-war to settlers at Jamestown. Others were brought in increasing numbers to fill the desire for labor in a country where land was plentiful and labor scarce. By the end of the 17th century, approximately 1,300,000 Africans had landed in the New World. From 1701 to 1810 the number reached 6,000,000, with another 1,800,000 arriving after 1810. Some Africans were brought directly to the English colonies in North America. Others landed as slaves in the West Indies and were later resold and shipped to the mainland. (African American History: Scholastic , n.d.) However many “black” colored individuals rather identify themselves with their family-related nationality rather than where they were born or raised. Some rather the term black when being identified and some rather be identified as African American. This is very complex. I know, myself, I do not like to identified as Black I prefer to identify myself and Haitian/Bahamian because I consider the Black culture as people who only speak English and are just Americans with darker colored skin, who eat American meals and have American traditions. I speak English and Creole, I eat Haitian meals and follow Haitian traditions. I was born in America but my parents and older sisters were born in Bahamas and had the Haitian culture bestowed in them so I identify as that. It is important for health service professionals to understand the history of how most Black/African Americans were brought to the Americas so they’d be able to establish a positive relationship with their patients. The best way to approach patients on the matter would be to just humbly ask the person how they identify themselves. (cultural compentency for the health professional) 3) Is Hispanic a racial or ethnic category? Explain. How might this impact the status of the African/Black group, for example, in terms of whether it is the largest or second largest minority group? Many people confuse racial and ethnic categories when it comes to the Hispanic group. But that is because many people do not know the difference between one’s race and one’s ethnicity. Unlike with ethnicity, one can only belong to one race. See, race is your biologically engineered features. It can include skin color, skin tone, eye and hair color, as well as a tendency toward developing certain diseases. It is not something that can be changed or disguised. People can however change or impersonate ethnicities through choice and principles. Ethnicity is about tradition, learned behavior and customs. It is about learning where you come from, and celebrating the traditions and ideas that are part of that region.(difference between ethnicity and race, n.d.). Thus, Hispanic would fall more into the ethnic category because the Hispanic group has no permanent physical characteristics, language or cultural norms. So a person of Hispanic decent can be Mexican, Puerto Rican, Cuban, Central or South American, or other Spanish culture or origin, regardless of race. Since Hispanic is not a racial group but an ethnic group, the Hispanic group comprise the largest minority group and the African/Black group comes in second as the second largest minority group. (cultural competency for the health professional) 4) List the racial categories based on the OMB classification in the United States. Explain the geographic origins of the people designated for each of the categories. Why is it important for health professionals to understand cultural differences among and between groups? The racial categories based on the OMB classification in the United States are as follows: · Native Americans or Alaskan Native: A person having origins in any of the original peoples of North America and who maintains cultural identification through tribal affiliations or community recognition. · Asian/Pacific Islander: A person having origins in any of the original peoples of the Far East, Southeast Asia, the Indian subcontinent, or the Pacific Islands. · African American/Black: A person having origins in any of the black racial groups of Africa. · White: A person having origins in any of the original peoples of Europe, North Africa, or the Middle East. (cultural competency for the health professional) In the healthcare setting it is very important for health professionals to understand cultural differences among and between groups. In health care settings, cultural alertness, compassion, and competence conducts are essential because even such concepts as health, illness, suffering, and care mean different things to different people. Being knowledgeable of cultural customs enables health care providers to provide better service and help avoid misconstructions among staff, residents/patients, and families. Health care providers trained in cultural competency: – Demonstrate greater understanding of the central role of culture in healthcare -Recognize common barriers to cultural understanding among providers, staff, and residents/patients -Identify characteristics of cultural competence in health care settings -Interpret and respond effectively to diverse older adults’ verbal and nonverbal communication cues – Assess and respond to differences in values, beliefs, and health behaviors among diverse populations and older adults -Demonstrate commitment to culturally and linguistically appropriate services -Work more effectively with diverse health care staff. -Act as leaders, mentors, and role models for other health care providers (Dawn Lehman, Paula Fenza, & and Linda Hollinger-Smith) 5. A physical therapy office in “Little Haiti” in Miami, Florida is closed due to lack of funds. All patients’ appointments are routed to a nearby hospital’s physical therapy department in which the predominant population served is Cuban. List and describe a minimum some steps you believe the department has to take to meet the needs of the patients from a culturally competent prospective. THIS ASSIGNMENT IS DUE TODAY AT 6PM. ALL BUT ONE QUESTION HAS BEEN ANSWERED. YOU ONLY NEED TO REPHRASE ANSWERS AND ANSWER 1 QUESTION
Nursing Assignment Help 2025