Week 3 Ati: The Communicator 2.0: Video Interaction: Family in a stressful situation 

(The transcript of the video is attached below).

Do a 100-word Reflection

The Communicator 2.0 Guidelines ( attached below)

Purpose 

Use interactive simulation to enhance student knowledge, skills, and attitudes in the area of professional communication.

Reflective Journal

Required criteria

1. 100-word minimum reflection.

2. Identifies how this scenario enhanced understanding of communication techniques.

3. Addresses how these communication techniques will be incorporated into their own communication style to improve the nurse-patient/family relationship.

4. Logical reflective flow which follows standard grammatical rules with minimal (1-2) misspellings and APA where applicable.

APA format (7th ed.) and is free of errors       

Grammar and mechanics are free of errors free of Plagiarism   

References: Use your book, the outside source must be within the last 5 yrs, Scholarly Articles,s or Nurse journals within the last 5 yrs.     

Always 2 reference

 

Instructions

Introduction

While treating the chronically ill, a major challenge is developing a plan of care that addresses the specific needs of a patient and a caregiver. You need to be in close touch with patients and their support group, family and peers, to come up with an ideal plan.

In this course project, you are going to develop a plan of care for a chronic illness group of your choice using the Healthy People 2020 Topics. While executing the tasks of this project, remember that while you need to give a general overview of the biomedical considerations of the case, the focus should always be on the psychosocial elements. Your perspective in this care plan should be the patient’s goals rather than those of the medical team.

Each week, you will complete a part of this project. You will submit a final completed project in Week 5. Be sure to take the time to carefully complete each of the weekly assignments and then put it all together in Week 5.

Ensure that you save a copy of this course project after you have submitted it at the end of this course. You are expected to resubmit this project along with the other course projects at the end of the Registered Nurse (RN) to Bachelor of Science in Nursing (BSN) program. File Transfer Protocol (FTP) details will be provided in the Capstone course.

Identifying a Group

Identify an area of chronic illness of specific interest to you and that is represented as a Healthy People 2020 topic (healthypeople.gov). Explain your choice and your interest in it. Prepare a questionnaire utilizing your knowledge of health and illness, with the aim of acquiring all information you need from patients to prepare a plan of care for the specific illness group. Submit your information in a 4- to 5-page Microsoft Word document. In addition to your questionnaire, be sure to include the following details in your paper.

• Chronic Illness of interest
• Morbidity and comorbidity of the disease
• Impact of the chronic illness and patient morbidity and the affect to overall health of nation
• Healthy People 2020 goals and objectives for specific illness group

Support your responses with examples.

On a separate references page, cite all sources using APA format.

Use this APA Citation Helper as a convenient reference for properly citing resources.

This handout will provide you the details of formatting your essay using APA style.

You may create your essay in this APA-formatted template.

Submission Details

• Name your document SU_NSG4055_W1_A3_LastName_FirstInitial.doc.
• Submit your document to the Submissions Area by the due date assigned.

 

Collaborative Learning Community: Health Promotion Presentation

1) As a group, develop a 12-15 slide PowerPoint presentation that addresses a childhood disease or illness (infectious, noncontiguous, or congenital) seen in the adult population. 

a) Examples of such diseases include:

i) Sickle cell anemia 

ii) Cystic fibrosis 

iii) Tay Sachs

iv)  Juvenile diabetes (Type I)

v)  Juvenile rheumatoid arthritis

vi)  Hemophilia, congenital heart disease

b) Examples of vaccine preventable adult diseases include:

i) Diphtheria tetanus

ii) Pertussis

iii) Rubella

iv) Measles

v) Mumps

2) Include the following in the presentation:

a) A clinical description and definition of the disease or illness.

b) Pathophysiology and history of the disease or illness.

c) An explanation of the impact of this disease/condition on adults to the health care system and nursing practice. 

d) A description of the impact of this disease or illness during childhood. 

e) A description of the impact of this disease in adults. Explain why adults live into adulthood with this childhood condition or why adults would contract this childhood illness during adulthood.

f) A validation of the health problem with demographic and health statistics, including citations of sources.

3) Evaluate how this disease or illness impacts the adult client in the following areas:

a) Mentally and emotionally.

b) Physically.

c) Sexually.

d) Economically, specifically as it relates to the ability to access health insurance and health care.

e) Susceptibility to engage in substance abuse.

f) Prenatal care and childbearing.

g) Occupational considerations and hazards.

h) Ability to cope with stress.

4) Develop a care plan that addresses the following:

a) Identify expected outcomes for an adult client living with this childhood condition.

b) Develop health screening, health promotion, health interventions, and education for adults with this condition.

c) Identify a comprehensive set of relevant resources, both community and national, for adults with this condition. Provide description of resources.

5) Post the assignment to the main forum as directed by the instructor.

a) Respond to other learners’ posts in a manner that initiates or contributes to discussion.  

b) Each person should make at least three substantive comments. 

PREPARE A POWER POINT FOR THE CASE STUDY   

6): Brandon and Marilyn Case Study

Justin Tyme – a registered nurse joins the unit after successfully completing new employee and unit orientation. He had worked for 10 years in a similar unit at St Elsewhere but grew tired of the 2 hour daily commute. He is thrilled to be working closer to home. The staff is ecstatic as the unit has been shorthanded and the census is high. The staff likes working with Justin. He is friendly fellow and frequently brings hot donuts and a huge thermos of Peets coffee for the staff. He is always willing to help with lifting and turning patients and often in the first one to respond to patients lights. Justin does not always follow through on his observations and physician orders; he often misses giving routine meds. The staff has taken to routinely double checking Justin’s orders and the following shift often dispenses the missed meds. One morning, Dr. Tauk comes in to review the speech consult he ordered the day before on his patient, Mrs. Dee Phagia, prior to ordering her a diet. Dr Tauk cannot find the consult and asks Charity N. Able RN to locate it and call him. Charity discovers that the order had never been placed. 

On follow up, Charity discovers not to her surprise- that Justin was the nurse who noted the order. Charity does not talk to the manager but does point out the error to Justin who feels terrible about it. Over the next month, Justin continues to make intermittent “small” mistakes which cause no harm to patients and the staff continues to cover. Today, Dr. L. Ovin comes in and notices that her patient, Mr. hart is in atria fibrillation. She orders stat IV digoxin and cancels the scheduled diagnostic procedures. Mr Hart remains in atria fib and as you review his chart, you discover that Justin missed the last two routine digoxin doses.