Discussion Question:

What biological, psychological, environmental, socio-cultural, behavioral, and health system factors might be contributing to the failure of LGBT to use health care services? What population health nursing interventions might promote more effective use of services?

Your initial posting should be at least 400 words in length and utilize at least one scholarly source other than the textbook

Case study # 3

20-year-old athlete who developed a life-threatening reaction to anesthesia during a simple elective surgical procedure. His response was unexpected, but not unusual for individuals who possess an inherited skeletal muscle disorder leading to a condition called malignant hyperthermia because the symptoms only appear in the presence of certain anesthetics.

Objectives:

Understand the sequence of events that leads to skeletal muscle contraction and relaxation.

Instructions:

This week you will be assigned to a group and be given a domain to develop/discuss applying all or some of the 7 core competencies. Group members need to assume AP roles (clinical and non-clinical) either by volunteering or being assigned by the group leader. A group leader must be decided and may be a nurse manager/nurse administrator, CNS, NP (maybe more than one and from different specialties), NI, and NE.CNLs and RNs may be also be part of the group scenario. All members are expected to demonstrate leadership knowledge and skills, but also must be willing to follow.Each group will demonstrate the core competencies and principals of transformational leadership in the group work. (See rubric).To ensure understanding of leadership styles, each group member will discover their own professional leadership style by an individual self-assessment online.Assignments and responsibilities should be equally assumed by group members. The final evidence of the group work will be power point presentation that discusses the scenario addressing the assigned domain, the roles and the outcomes. Please note that although a group project, individual grading rubric will be used to determine individual grades.(See below).

The master’s prepared nurse demonstrates leadership in the four domains: the profession of nursing, clinical practice arena, health policy arena, and systems level. The impact could be found in health promotion, disease prevention/management, quality improvement and/or within management of a health system. In order to complete this assignment, each group member will complete anassessmentabout your leadership style and post to the group area their leadership style.

Cherry, K. (2016). What’s Your Leadership Style? Learn more about your strengths and weaknesses as a leader.

My leaderships style is Democratic leader, also known as participative leaders, accept input from one or more group members when making decisions and solving problems, but the leader retains the final say when choices are made. Group members tend to be encouraged and motivated by this style of leadership.

This style of leadership often leads to more effective and accurate decisions, since no leader can be an expert in all areas. Input from group members with specialized knowledge and expertise creates a more complete basis for decision-making.

Remember, good leaders utilize all three styles depending upon the situation. For example:

• Use a democratic style with group members who understand the objectives and their role in the task.

How to Become a Better Leader

In conclusive remarks, search and agree upon a quotation from a library article related to leadership in an advanced nursing role and include with how it applied to your clinical decision/management issue of your assigned domain. Leadership journals from SOU Library areThe Journal of Nursing Scholarship or Nursing Leadership Forum or the American Journal of Nursing, Journal of Nursing Administration, Nursing Administration Quarterly, Nursing Management or Health Care Management Review

Group Topic:

Health Systems: Daniel, a DNP prepared ED NP identified that patients seen in the ED for various reasons had undiagnosed HTN. He observed that the patient’s chief compliant was well addressed but the HTN was not. He has approached the hospital system about the problem and suggested an outpatient clinic adjacent to the ED to address the HTN and other coincidentally found problems. What AP roles, core competencies and support are needed to make this happen?

Submission Details:

• Support your responses with examples.
• Cite any sources in APA format.
• Submit your document to the Submissions Area by the due date assigned.

Your response to the prompts below should be approximately 250 words in length and clearly address the prompt. This means it must be a thoughtful response within a paragraph format. Your responses should observe the conventions of standard American English grammar and syntax. You may wish to include specific quotes from the text to substantiate your responses. Should you quote or paraphrase the text within your posting, be sure to include citations using APA format.

Please discuss “Chagas disease”.  What population does the disease impact the most and why? Discuss a proposed intervention.

200 words for each response

1) 

The mission of the schools in the local area system that was investigated is to promote the health and wellness for the students and their families, their staff, and the community.  The county schools believe that the nurses should be committed to providing comprehensive, quality health care to students using a systematic approach to identify and meet the dynamic health needs of all students including chronic health conditions, disabilities, and those with acute and emergency care situation (Maryland Department of Health, 2019).  The professional school nurse is an important member of the multidisciplinary school team and collaborates with other disciplines to enhance the academic success of students.  The school nurse promotes improvement of children’s health, removes barriers to learning, and improves overall potential for academic success.  Parents are encouraged to contact their child’s school nurse to discuss any health related needs.  Some of the schools in the county have Wellness Centers where the center provides care that minimizes the physical and emotional conditions that become barriers to optimal school performance.  The goal is to make students available for learning by promoting health, preventing disease, and reducing behavioral risks.

One existing condition that the schools deal with is sickle cell disease (SCD).  Children with SCD are more susceptible to infection.  Infection is the most common cause of death in children with SCD (Maryland Department of Health, 2019).  Most children with SCD are vaccinated against infectious organisms and generally use prophylactic measures to decrease risk of infections.  Fevers should be taken seriously for a child with SCD.  Other health complications include chronic pain, stroke, vision problems, progressive organ damage, acute chest syndrome, priapism, pulmonary hypertension, and anemia.  Although people of all races and ethnicity can have SCD, in the United States SCD is most common among persons of African descent.  The condition is also common among persons of Hispanic, Mediterranean, Caribbean, and Asian descent.  There are various types of SCD ranging from mild to severe.  Each individual with SCD may have a different clinical presentation; therefore students may have individualize care plans.  The school nurse is always the leader of the school health services team.  Some students with SCD may have a designated school case manager to coordinate his or her Individualized Educational Plan (IEP).  The school nurse also serves as the liaison and advocate for the student.  The school nurse may also refer the student and or family for counseling, support groups, and medical care.  Moreover, the county has school-wide awareness and education regarding SCD management for school staff.  Awareness and education may include, but is not limited to: definition and types of SCD; effective SCD management principles; symptoms of a SCD crises to report to the school nurse; student’s emergency care plan/protocol; student’s emergency plans and protocols for substitutes including teacher, school health staff, transportation, coaches, and food services; necessary and approved accommodations during school or school-sponsored activities; confidentiality protections; disability awareness needed in classroom; student’s IEP; and education for school visitors or volunteers with student contact, as necessary per local policy (Maryland Department of Health, 2019).  It is recommended that school staff awareness and education is completed annually and whenever a student’s condition and care changes.

Reference

Maryland Department of Health. (2019). Management of sickle cell in schools. Retrieved from https://www.sicklecelldisease.org/files/sites/181/2019/06/SickleCellDiseaseGuidelines-1.pdf

2) 

I looked into a major school district in my area and found that the schools in my area have a nurse assigned to each school. The school nurse helps students with chronic illnesses like type one diabetes manage their illness. The school nurse also watches out for children with communicable diseases and decides to send them home if they have diarrhea, vomiting, fever, or a deep cough. Parents are also instructed to not send their kids to school if they have a communicable disease or lice. The school district policy is that children must be 24 hours being symptom-free before they can return to school. The school nurse cannot give medications that are prescribed three times a day at school unless the doctor says that medication during school hours. The school nurse will not give narcotics or any form of cannabis even with a doctor’s order. The school nurse will also provide hearing screenings in preschool, kindergarten, grades 1, 2, 6, and 9. The school nurse also will screen vision screenings during the same year as the hearing test. Another screening that the school nurse does is scream for scoliosis when kids are in sixth and seventh grades. The school nurse also makes sure that students are up to date on their vaccines in order to be entered into the school.

The school nurse helps promote Health by helping students who have chronic diseases manage their health. The school nurse also promotes health by sending kids home that show signs of a communicable disease and prevents communicable disease spread by making sure students are up-to-date on their vaccinations. Doing a quick screening for hearing, vision, and scoliosis will also ensure that all parents are aware if their child needs to see a provider for these medical conditions.

The Center for Disease Control [CDC] (2019) explains that school health services can promote health for students by providing acute and emergency care, care coordination, chronic disease management, and family engagement. The school nurse can help with acute or emergency care if a student is in a medical crisis like a seizure. The nurse can also respond if a violent crime were to happen on campus. The school nurse will coordinate health care with families, health care providers, administration, and teachers (CDC, 2019). The school nurse will work with students with chronic conditions by helping to manage their condition for example like helping children with glucose checks and providing insulin. The school nurse can also help engage families of students by giving parents health status updates and giving students extra dietary and physical considerations (CDC, 2019).

Reference:

Centers for Disease Control. (2019, May 29). School health services. Retrieved from

https://www.cdc.gov/healthyschools/schoolhealthservices.htm.

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