Module 10 Written Assignment – Types of Hazards in Nursing

Scoring Rubric:

Criteria

Points

Answer the following in 1-2 pages:

1. Discuss and define each of the three hazards
2. Give examples of each hazard
3. Explain and give specific examples to when, where, why, and how nurses may potentially be exposed to these hazards
4. Give examples in which the patient may be exposed to these hazards

5

 

In 3-4 pages (including your title page and your reference page), address the following grading criteria: 

1. Discuss and define each of the three nursing hazards (physical, chemical and biological) covered in your reading.
2. Give a specific example for each hazard how nurses may potentially be exposed to that hazard
3. Give examples in which the patient may be exposed to these hazards.
4. Explain how these potential exposures can be reduced or eliminated.
5. Write your paper in APA format (title page, body, reference page).
6.  Use APA formatting for in-text citations and references. 
7. Be aware of your grammar and use of writing mechanics (typos, paragraphs, font, etc.).

 Part One of the Assignment.

Purpose

To create a Patient Teaching Plan aimed at educating a specific patient population about a specific health topic. This plan will be used to develop a Visual Teaching Tool in a future assignment.

Course Outcomes

This assignment enables the student to meet the following course outcomes.

• CO 2: Recognize the influence that developmental stages have on physical, psychosocial, cultural, and spiritual functioning. (PO #1)
• CO 4: Identify teaching/learning needs from the health history of an individual. (PO #2)

 

This assignment is worth 125 points.

Background Information

NR305 focuses on nursing assessment, and the identification of opportunities to prevent disease and improve health of patients. An important professional role for nurses is to provide teaching to patients based on knowledge deficits identified during assessment.

Prior to beginning this assignment, follow the link to read the article below. The information related to adult learning and barriers to understanding will be helpful when planning how to best educate your selected population.

Beagley, L. (2011). Educating patients: Understanding barriers, learning styles, and teaching techniques. Journal of Paranesthesia Nursing, 26(5), 331-337. permalink (Links to an external site.)Links to an external site.

Directions

Please read all directions carefully before you begin.

1. Click to download the Patient Teaching Plan Form (Links to an external site.)Links to an external site..
   Type your answers directly into this Word document and submit. The use of correct terminology, grammar, and spelling is important! Any references and citations used should be written in APA format. Please utilize in-text citations when appropriate, and list all references in the space provided at the end of the worksheet.
2. You are required to complete the form using the productivity tools required by Chamberlain University, which is Microsoft Office Word 2013 (or later version), or Windows and Office 2011 (or later version) for MAC. You must save the file in the “.docx” format. Do NOT save as Word Pad. A later version of the productivity tool includes Office 365, which is available to Chamberlain students for FREE by downloading from the student portal at http://my.chamberlain.edu (Links to an external site.)Links to an external site.. Click on the envelope at the top of the page.
3. Health Topic: Decide WHAT you would like to teach. Describe in detail why this is an important topic for patient education. Use evidence from the textbook, lesson or an outside scholarly source to support your rationale.Select from the following health topics to complete your Patient Teaching Project:
   • Stress and Time Management
   • Self-Care (can choose a specific self-care activity)
   • Prevention of Hazards at Work
   • Bicycle Safety
   • Ergonomics (related to work, posture)
   • Skin Cancer Prevention
   • Healthy Eating
   • Exercise/Physical Activity
   • Suicide
   • Human Trafficking
   • Eating Disorders
   • Substance Abuse (Opioid, Alcohol, Nicotine)
   • Depression
   • Palliative Care/Hospice Care
4. Population and Setting: Once you have selected a topic, you must decide WHOyou will be teaching and WHERE the education will take place. (i.e., teaching a classroom of middle school students; teaching community members at a local health fair)
5. Learning Barriers: Refer to the assigned article: Educating patients: Understanding barriers, learning styles, and teaching techniques for information related to learning barriers and other teaching considerations. Barriers might be cultural, physical, educational, or environmental. You may also want to consider the developmental stages of your selected population.Example:
   
   • The population in this community is known to have a low-literacy level, therefore clear pictures and graphics will be utilized to assist with understanding.
6. Learning Objectives: Write three specific learning objectives your Visual Teaching Tool will address. Begin each objective with “At the end of this education, the learner will …” Use an action verb to finish the sentence (i.e., list, demonstrate, describe, define, identify).Example:
   
   • At the end of this education, the learner will be able to demonstrate the proper way to wear a bike helmet.
   • At the end of this education, the learner will be able to describe how to perform a breast self-exam.
   • At the end of this education, the learner will be able to list three benefits of regular physical activity.
7. Evaluation: Write a paragraph describing how you could evaluate whether your visual teaching tool was successful and met the learning objectives. Consider the population’s abilities and the setting.

PART 2 OF THE ASSIGNMENT

 

Purpose

To utilize the Patient Teaching Plan (developed in a prior assignment) to create a Visual Teaching Tool to educate the selected patient population about the selected health topic.

Course Outcomes

This assignment enables the student to meet the following course outcomes.

• CO 2: Recognize the influence that developmental stages have on physical, psychosocial, cultural, and spiritual functioning. (PO #1)
• CO 4: Identify teaching/learning needs from the health history of an individual. (PO #2)

 

This assignment is worth 75 points.

Select an Option to Complete this Assignment

There are 3 options for creating your Visual Teaching Tool. Be sure to choose a format that makes sense for your selected topic, population, and setting. For example, if will be teaching adults at a health fair, then an educational brochure would be an appropriate choice. You must use the Patient Teaching Plan you have developed in this course to create your Visual Teaching Tool.

Option #1 – Power Point

Directions: 

1. Create a 6-8 slide Power Point presentation for your selected population setting.
2. The goal of this Power Point Presentation is to address the three learning outcomes you developed in the Patient Teaching Plan. Once the learner has viewed your Power Point, all three of the learning objectives should have been met.For Example:
   If a learning objective in the teaching plan is: “At the end of this education, the learner will be able to demonstrate the proper way to wear a bike helmet,” then there should be content in your Power Point related to how to properly wear a bike helmet.
3. Tips for a great Power Point presentation:
   
   • Be creative! Choose a design (from the design tab of the PowerPoint presentation) to enhance visual appeal.
   • Incorporate graphics, clip art, or photographs to increase interest.
   • Use words and phrases suitable for your selected population.
   • Avoid writing paragraphs. Use simple sentences and bullet points.
   • Cite all sources used to create the educational content with (author, year).
   • Proofread for spelling and grammar errors prior to final submission.

• NOTE: The Patient Teaching Plan Form and the Article are the attachment below. You can use additional Article.

Students much review the case study and answer all questions with a scholarly response using APA and include 2 scholarly references. Answer both case studies on the same document and upload 1 document to Moodle.

 Case Study 3 & 4 S Inflammatory Bowel Disease and Urinary Obstruction 

Case Studies will be uploaded to Moodle and put through TURN-It-In (anti-Plagiarism program)

Turn it in Score must be less than 30% or will not be accepted for credit, must be your own work and in your own words. You can resubmit, Final submission will be accepted if less than 30%. Copy paste from websites or textbooks will not be accepted or tolerated. Please see College Handbook with reference to Academic Misconduct Statement.

Reaching out a Solution

This assignment is designed to assist you in developing a thoughtful process for advocating about an issue as a nurse, from identifying a problem that needs to be solved through articulating a process for doing so.

This assignment consists of answering each of the questions listed below from the “Political Analysis and Strategies” chapter of your course textbook. Write each question as a new topic area; then follow with a paragraph or two to answer the question. Be sure to use APA guidelines for writing style, spelling and grammar, and citation of sources, if any used. This project should be no longer than 4 pages.

Let us assume that you are a school nurse in a high school. At a recent school athletic event, a spectator suffered a cardiac arrest in the stands. A coach of the home team went into the high school to fetch the automatic emergency defibrillator (AED) only to find out that it was not readily available. In the meantime, an emergency squad arrived and resuscitated the spectator. On Monday morning, you learn of the absence of the AED only to find out that it had been locked in the custodian’s closet. Reflect on the following questions outlined in the “Political Analysis and Strategies” chapter:

• What is the issue?
• Is it my issue, and can I solve it?
• Is this the real issue or merely a symptom of a larger one?
• Does it need an immediate solution, or can it wait?
• Is it likely to go away by itself?
• Can I risk ignoring it?
• What are the possible solutions? Are there risks to these solutions?
• What steps would you need to take in order to solve the issue?
• Does anyone else at the school need to be involved in the solution?
• Where is the power leverage in the school to reach the preferred solution?

Reaching a solution requires the use of power vested in the nurse. Review Box 9-1 (Sources of Power) and determine which type(s) of power the school nurse has in this situation. State your reasons for your answer.

Submission Details:

• Submit your response in a 4-page Microsoft Word document.
• Name your document SU_NSG4068_W4_Project_LastName_FirstInitial.doc.
• Submit your document to the Submissions Area by the due date assigned.
• Cite sources in the APA format on a separate page.

I need about 100-120 words for each question and references as well 

Topic: Aging

DQ 1

Discuss how genetic and genomics can play a role in a demand for new health services and how it may impact health care expenditures in the aging population. Give one example.

DQ 2

Describe one method that includes using evidence-based data to support a new or innovative ways to care for the aging now or in the future. How will it impact care and what are the anticipated outcomes?

Topic: Chronic Disease

DQ 1

Discuss how genetic and genomics can play a role in a demand for new health services and how it may impact health care expenditures in the chronic disease population. Give one example.

DQ 2

Describe one method that includes using evidence-based data to support a new or innovative way to care for those with chronic disease now or in the future. How will it impact care and what are the anticipated outcomes?

Topic: Ethical and Legal Considerations

DQ 1

Choose one recent (within last 2 years) news story about genetic or genomic technology. Describe the issue presented. From the perspective as an RN or APRN, describe the ethical, cultural, religious, legal, fiscal, and societal implication.

DQ 2

Describe two issues that undermine the rights of clients in genetic- and genomic-related decision making and action. Discuss a potential solution for each as well as your role in this issue as the patient advocate.