Details:
 

Throughout the RN-to-BSN program, students are required to   participate in scholarly activities outside of clinical practice or   professional practice. Examples of scholarly activities include   attending conferences, seminars, journal club, grand rounds, morbidity   and mortality meetings, interdisciplinary committees, quality   improvement committees, and any other opportunities available at your   site, within your community, or nationally.

You are required to post one scholarly activity while you are in the   BSN program, which should be documented by the end of this course. In   addition to this submission, you are required to be involved and   contribute to interdisciplinary initiatives on a regular basis.

Submit, as the assignment, a summary report of the scholarly   activity, including who, what, where, when and any relevant take-home   points. Include the appropriate program competencies associated with   the scholarly activity as well as future professional goals related to   this activity. You may use the “Scholarly Activity Summary”   resource to help guide this assignment.

While APA format is not required for the body of this assignment,   solid academic writing is expected, and in-text citations and   references should be presented using APA documentation guidelines,   which can be found in the APA Style Guide, located in the Student   Success Center.

You are not required to submit this assignment to LopesWrite.

The following is another student post to one of the class question, Please react to this adding some extra information relate to the question but different from what the student already did. it doesn’t have to be to long. short but valuable. 

Question?

A group of student nurses has been asked to do a conference on the importance of the gastrointestinal system. They open their presentation with the following statement: “As nurses, we spend every day, as part of our routine assessment, asking patients whether they have moved their bowels today. We are not asking just for the sake of asking, as this normal bodily function hinges on many factors.”

a.            What concepts of gastrointestinal function do you believe the students are trying to portray in relation to this statement?

Answer

The gastrointestinal system houses very important organs whose function is vital to the overall health of the human body. It is in charge of digestion, absorption and excretion through processes such as motility, secretion of enzymes and the breakdown of food (Grossman & Porth, 2014). When nurses ask questions regarding the bowel function, size, consistency and color, they are gaining information that could help identify issues, recognize normal or abnormal side effects to some medications as well as ruling out complications.

Bowel movements are a direct reflection of how the gastrointestinal system is functioning. The frequency of bowel movements is not the same for everyone and it does not mean it is wrong or right. The frequency of bowel movements is deemed normal according to each individual. However, when it deviates to the normal standard for that person it requires further evaluation. If a person experiences pain, straining, bleeding or discomfort when having a bowel movement, it may be an indication of a problem (Bharucha, Seide, Zinsmeister & Melton, 2008).

Constipation can be a problem without any precedent, a side effect of medication or a complication from other conditions (Grossman & Porth, 2014). On the other hand, frequent bowel movements characterized by being unformed and loose are considered diarrhea. It can happen due to an infection, poor tolerance to certain foods or disease of the intestine (Grossman & Porth, 2014). Identifying a pattern can help assess conditions and rule out complications. It is an essential aspect of the interview and assessment.

Reference

Bharucha, A. E., Seide, B. M., Zinsmeister, A. R., & Melton, L. J. (2008). Insights into normal and disordered bowel habits from bowel diaries. The American Journal of Gastroenterology, 103(3), 692-698. doi:http://dx.doi.org/10.1111/j.1572-0241.2007.01631.x

Grossman, S. C., & Porth, C. M. (2014). Porths pathophysiology concepts of altered health states. Philadelphia: Wolters Kluwer Lippincott Williams & Wilkins.

ITS IMPORTANT TO MEET THE REQUIREMENTS !

Create a one-page patient education tool that explains usage of a medication and factors that can affect outcomes. Then, write 2–3 pages in which you explain how the tool promotes patient safety and quality outcomes, and adheres to the principles and practices of cultural competence.

By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria: 

• Competency 1: Apply practice guidelines and standards of evidence-based practice related to pharmacology for safe and effective nursing practice.       
  • (IMPORTANT)  -Explain the appropriate use of a medication.
  • (IMPORTANT) -Explain how a patient education tool promotes patient safety related to pharmacology.
• Competency 2: Explain the relationship between quality patient outcomes, patient safety, and the appropriate use of pharmacology and psychopharmacology.       
  • (IMPORTANT) -Identify specific factors that may affect the efficacy of a medication.
  • (IMPORTANT) -Describe possible chemical reactions, side effects, or other negative reactions a patient may experience from a medication.
  • (IMPORTANT)  -Explain correct handling, storage, and disposal of a medication.
• Competency 3: Apply the principles and practices of cultural competence with regard to pharmacological interventions.       
  • (IMPORTANT) -Explain how a patient education tool adheres to the principles and practices of cultural competence.
• Competency 4: Communicate in a manner that is scholarly, professional, and consistent with the expectations of a nursing professional.       
  • (IMPORTANT) -Write content clearly and logically with correct use of grammar, punctuation, and mechanics.
  • (IMPORTANT) -Correctly format paper, citations, and references using current APA style. 

Assessment Instructions 

Imagine your supervisor has asked you to develop a patient education tool for new medication starts in your current area of practice. This tool needs to provide important information to the patient, yet be concise enough to require no more than one page.

Preparation

Review the suggested list of possible topics in Part 1 of the Requirements and then search the Capella library and the Internet for supporting resources. You will need to provide support for the information you choose to include in the patient education tool.

Requirements

Complete both Part 1 and Part 2 of this assessment. You may submit both parts in one document or submit them as separate documents. Be sure you complete both parts!

Submit a total of 4–5 pages. Write no more than one page for Part 1. Write 2–3 pages, plus a separate reference page, for Part 2.

Part 1: Patient Education Tool

Complete the following:

1. Choose one of the following topics as the basis for your patient education tool:      
   • Antibiotics (Amoxil/Amoxicillin) for pediatric ear infections.
   • Statin therapy (Zocor/Simvastatin) for a newly diagnosed patient with hypercholesterolemia.
   • Antihypertensive (ACE inhibitors/Lisinopril/Zestril) for a patient who was discovered to have hypertension at a health screening at work.
   • Drugs for treating gastric acidity (Proton pump inhibitors/antacids/H2 blockers) for a patient complaining of chronic indigestion and heartburn.
   • Ear drops or eye drops (or both) for an elderly patient.
   • Any newly released medication for a patient in your area of practice. This might be a new drug for diabetes, hypertension, or arthritis or a new antibiotic.
2. Include the following in your patient education tool:      
   • Explain appropriate use of the medication.
   • Identify specific factors (age, access, culture, and so on) that may affect the efficacy of the medication.
   • Describe possible chemical interactions, side effects, or other negative reactions patients need to be aware of.
   • Explain correct handling, storage, and disposal of the medication.
   • Include any other information you feel would be beneficial and promote patient safety and quality outcomes.

You may format Part 1, the patient education tool, any way you wish, but be sure it is logical and understandable by the typical patient who would use it. Feel free to include pictures or diagrams to reinforce the information.

Part 2: Evidence-Based Practice

Provide evidence for the information you included in the patient education tool:

• Explain how the information in the patient education tool promotes patient safety and quality outcomes.
• Explain how the patient education tool adheres to the principles and practices of cultural competence. In other words, is the tool appropriate for all cultures, genders, ages, et cetera; or could it be easily adapted for specific needs?

Format Part 2 according to APA guidelines. This is not a document you would provide to a patient but, for this assessment, it will provide faculty with the academic and professional principles necessary to evaluate your work.

Additional Requirements

• At least 2 current scholarly or professional resources.
• For Part 2 only:      
  • Use Times New Roman font, 12 point, double-spaced font.

 15–20 PowerPoint slides  

Use at least 30 point font size consistently throughout 

10 REFERENCES

Choose a PowerPoint design, color scheme, font type, and bullet types

• · 

Organize the slides based on your headings and subheadings

· Include a title slide (at the beginning) and a reference slide (at the end of the presentation)

 Do not overload the slides with text and data 

Use bullet points to organize your text 

 Keep the text abbreviated and concise 

Choose a different layout for each slide 

Use pictures, graphics, charts, and graphs to illustrate key points

Graphics should make a key concept clearer

Final slides should emphasize key points or leave the audience with a question to think about or answer

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