Eugenia Uzoechi    4 posts   Re: Topic 2 DQ 2  Issue when addressing a solution to evidence-based nursing practice  There have been reports of considerable improvement in wellbeing result for patients who are treated through evidence-based practices. All around structured investigations have demonstrated that improved patient results are bound to be acknowledged when medical caretakers use evidence-based practice in dealing with patients; however, there are several issues which have made it hard to execute EBP in healthcare organizations (Fineout-Overholt, Melnyk & Schultz, 2015). One of the greatest issues facing implementation of EBP is lack of knowledge on use of evidence-based practices. It has been demonstrated that most medical attendants need more learning to coordinate research discoveries in their practices. Research discoveries demonstrates that there is little proof that demonstrates that most medical caretakers, particularly novice nurses have learning on the usage of EBP in their practices (Fineout-Overholt, Melnyk & Schultz, 2015).  The first step in addressing and resolving this issue  The first step of solving the above issue is by having specific research education. A research by Rosenfeld (2019) found out that there was variance in EBP knowledge among the nurses. Therefore, nursing professionals who are seeking to improve their clinical skills and expand their knowledge base and career options ought to consider getting an additional nursing education in programs which focus on EBP (Rosenfeld et al., 2019). Nursing professionals should have a solid comprehending of how to carry research. Since evidence-based practices place an emphasis on the knowledge, skills and experience of the nursing professional, nursing professionals have been given more responsibility and respect than ever before (Rosenfeld et al., 2019). EBP focuses on particular nursing skills such as critical decision-making grounded in evidence and research. Therefore, registered nurses need strong analytic and academic research skills for complementing clinic skills and hands-on patient care (Rosenfeld et al., 2019).  References  Fineout-Overholt, E., Melnyk, B. M., & Schultz, A. (2015). Transforming health care from the inside out: advancing evidence-based practice in the 21st century. Journal of professional nursing, 21(6), 335-344.  Rosenfeld, P., Duthie, E., Bier, J., Bowar-Ferres, S., Fulmer, T., Iervolino, L., … & Roncoli, M. (2019). Engaging staff nurses in evidence-based research to identify nursing practice problems and solutions. Applied Nursing Research, 13(4), 197-203.

 
4 postsRe: Topic 5 DQ 2

Based on the script from Haiti hurricane 2010 my thoughts are:

       Phase 1, the pre-disaster phase, is characterized by fear and uncertainty. The specific reactions a community experiences depend on the type of disaster. Phase 2, the impact phase, is characterized by a range of intense emotional reactions. As with the pre-disaster phase, the specific reactions also depend on the type of disaster that is occurring. Phase 3, the heroic phase, is characterized by a high level of activity with a low level of productivity (Substance Abuse and Mental Health Services Administration (2018).

       Primary prevention would be having volunteers appropriately vaccinated before leaving. After landing in Haiti, have the Hatians vaccinated against airborne and vector-borne diseases such as malaria. Ensure safe and proper sanitation such as making sure hands are washed before and after personal hygiene and patient care. Have clutters cleaned and cleared and make tracks for stagnant water to flow to avoid breeding mosquitos and encourage infestation of bugs. Shelters should be adequate and not overcrowded. Educate about diarrhea, what symptoms to look for and how to handle it.

        Secondary prevention depends on how devastating things are. Triage casualties according to acute, urgent, emergent. Initiate search and rescue efforts in wreckages, but not until damaged structures are deemed safe to enter or dismantle. Have a plan to manage casualties so that there will be no chaos. This could be done by using tents and designated signs with volunteers directing traffic. Teach the Hatians how to cope by asking for help from friends and families not badly affected by the disaster. Set-up an area where they can get emotional support to deal with their loss and address future community educational needs, such as disaster preparedness.

        Teritary prevention entails looking at long-term needs after the resolution of the disaster. Things such as healing and how to cope. Stress related issues such as rebuilding, that could be dealt with by the government and outside organizations such as the Salvation Army and other charitable organizations.

        I would work with Adventist Disaster Relief Agency (ADRA) because they are a branch of my church, the Seventh Day Adventist Church.  They have been helping with the organization of outreach world wide.  They are always on the ground in every disaster alongside the Canadian Red Cross and the Salvation Army organizations. Here’s a link for ADRA if interested to know more: www.adra.ca/connections

        Prevention includes a wide range of activities — known as “interventions” — aimed at reducing risks or threats to health. For many health problems, a combination of primary, secondary and tertiary interventions are needed to achieve a meaningful degree of prevention and protection, (Institute for Work and Health 2015). 

        Based on the script, this nurse is at the preimpact stage which falls under primary prevention, as she is planning to reduce the impact of the hurricane on the population and what damage may have occurred.  This could only be assessed on her arrival.

References

GCU. (2010). “Diary of a medical mission trip.” Retrieved from Grand Canyon University: http://lc.gcumedia.com/nrs427v/diary-of-medical-mission-trip/v2.1/

Institute for Work and Health (2015). Primary, Secondary and Teritary Prevention. Retrieved from: https://www.iwh.on.ca

Substance Abuse and Mental Health Services Administration (2018). Phases of Disaster. Retrieved from https://www.samhsa.gov

Discussion: By tomorrow Wednesday 10/23/19, post a minimum of 550 words essay with at least three scholarly references which include the level one and two headers as numbered and lettered below:

1. Discuss your experience so far with healthcare policy and advocacy? 

a) How have you been involved? 

b) What have you learned from that involvement?

2. What would you say to other nursing professionals about the importance of healthcare policy and advocacy?

3. What are you plans for the future in regard to healthcare policy and advocacy? 

a) Are there areas that you need further training or development? 

b) Has the DNP program adequately prepared you for your role?

4. If this is not your first field experience, please compare and contrast what you are seeing this term versus last terms.

The field of nursing has changed over time. In a 750‐1,000 word paper, discuss nursing practice today by addressing the following:

1. Explain how nursing practice has changed over time and how this evolution has changed the scope of practice and the approach to treating the individual.
2. Compare and contrast the differentiated practice competencies between an associate and baccalaureate education in nursing. Explain how scope of practice changes between an associate and baccalaureate nurse.
3. Identify a patient care situation and describe how nursing care, or approaches to decision‐making, differ between the BSN‐prepared nurse and the ADN nurse.
4. Discuss the significance of applying evidence‐based practice to nursing care and explain how the academic preparation of the RN‐BSN nurse supports its application.
5. Discuss how nurses today communicate and collaborate with interdisciplinary teams and how this supports safer and more effective patient outcomes.

Prepare this assignment according to the guidelines found in the APA Style Guide.  An abstract is not required.