Pain in the eledrly with demntia Article

Pain and Dementia

1.  What is the incidence of pain in Nursing Homes?

2.  Name three chronic conditions and three acute conditions that can cause pain in the elderly?

3.  What is the incidence of pain for cancer patients with active disease and those with advanced

         disease?

4.  Why are dementia patients so difficult to evaluate for pain?

5.  What are the names of two instruments for evaluating a patient’s pain?

6.  What pain assessment instrument is specifically suggested for the elderly?

7.  What scale can be utilized to measure pain for advanced dementia patients?

8.  What three drugs should be avoided in the elderly?

The RN to BSN program at Grand Canyon University meets the requirements for clinical competencies as defined by the Commission on Collegiate Nursing Education (CCNE) and the American Association of Colleges of Nursing (AACN), using nontraditional experiences for practicing nurses. These experiences come in the form of direct and indirect care experiences in which licensed nursing students engage in learning within the context of their hospital organization, specific care discipline, and local communities.

This assignment consists of both an interview and a PowerPoint (PPT) presentation.

Assessment/Interview

Select a community of interest in your region. Perform a physical assessment of the community.

1. Perform a direct assessment of a community of interest using the “Functional Health Patterns Community Assessment Guide.”
2. Interview a community health and public health provider regarding that person’s role and experiences within the community.

Interview Guidelines

Interviews can take place in-person, by phone, or by Skype.

Develop interview questions to gather information about the role of the provider in the community and the health issues faced by the chosen community.

Complete the “Provider Interview Acknowledgement Form” prior to conducting the interview. Submit this document separately in its respective drop box.

Compile key findings from the interview, including the interview questions used, and submit these with the presentation.

PowerPoint Presentation

Create a PowerPoint presentation of 15-20 slides (slide count does not include title and references slide) describing the chosen community interest.

Include the following in your presentation:

1. Description of community and community boundaries: the people and the geographic, geopolitical, financial, educational level; ethnic and phenomenological features of the community, as well as types of social interactions; common goals and interests; and barriers, and challenges, including any identified social determinates of health.
2. Summary of community assessment: (a) funding sources and (b) partnerships.
3. Summary of interview with community health/public health provider.
4. Identification of an issue that is lacking or an opportunity for health promotion.
5. A conclusion summarizing your key findings and a discussion of your impressions of the general health of the community.

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

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to LopesWrite. Refer to the LopesWrite Technical Support articles for assistance.

AttachmentsNRS-428VN-RS4-FunctionalHealthPatternsCommAssessment.doc
NRS-428VN-RS4-ProviderInterviewAcknowledgementForm.doc

APA format 1 page 3 References (peer review) and for Nursing MSN class

Building a Health History

            As a nurse practitioner, it is important to understand that many considerations have been considered when assessing patients as no two individuals are the same. Therefore, consideration should be given to the differences in the patient. These differences are not limited to race, culture, age, gender, and socio-economic background. Per Donnelly & Martin (2016) in obtaining a proper assessment of a patient leads to proper treatment of the patient.

Considering Each Case History

            In building a health history, consideration should be like each of the demographic population. Different interviewing and assessment techniques that will allow them to be comfortable and willing to share the necessary information that will build their health history.  For instance, when assessing a seventy-six-year-old black male with disabilities living in an urban setting, these factors should be noted, age, demographic, cognitive awareness, and lifestyle, the same can be said for all the other case history. The seventy-six-year-old male will require the nurse practitioner to be focused on then when speaking. They should speak slowly and with clarity, and properly pronouncing words, as the patient may have a problem processing conversation quickly. According to Ball, Dains, Flynn, Solomon & Stewart (2015), the adolescent boy may need time to open, so the interview and assessment process should not be rushed. The fifty-five-year-old Asian female living in a high-density poverty complex will need to be addressed with respect. The nurse practitioner should understand that the pre-school age white female living in a rural community may need communication through play to alleviate their fears.  The sixteen-year-old teenager living in an inner-city neighborhood will need reassurance and non-judgmental evaluation.  Understanding age, gender, ethnicity, and environment will allow the practitioner to know how to approach each patient case.

Risk assessment Instruments

            There are many risk assessment instruments that can be used for screening. These are important in building the foundational health history as it can show the progression of patient development as well as decline.  In the evaluation of the patient who is seventy-six-year-old male is, a fall risk assessment would be appropriate, questions regarding last fall if any, and type of medications. An STD screening would be appropriate for the adolescent Hispanic/ Latino boy asking a question regarding sexual activity and how many sexual partners. A TB and pneumonia screening should be done for the Asian female asking question relating to exposure and symptoms. For the pre-school age white female would benefit from a developmental screening, parents involvement is usually necessary as answers to the question relating to achievement of the milestone is gained through them; and, the pregnant sixteen-year-old could do a prenatal and nutrition screening, questions relating to nutrition, supplements, feelings regarding pregnancy.

Pregnant at Sixteen in the Inner-city

            According to According to Ball, Dains, Flynn, Solomon & Stewart (2015), using effective tools is helpful in gaining the most information necessary information to build not only a positive relationship; but, also necessary heal history. One of the screening that could be used for the 16-year-old white pregnant teenager living in an inner-city neighborhood would be HEEADSSS (home environment, education, eating, activities, drugs, sexuality, suicide/depression, safety from injury and violence). This instrument is appropriate for this patient for many reasons, given that at this age and stage of development and background patient may be having an identity crisis, unsure about her pregnancy, and uncertain home environment as well as any or all the other issues in the screen tool. The risk assessment instrument could include an HIV risk assessment as at this teenager was likely engaging in an unprotected sexual activity. As there may be limited knowledge about the potential father, doing an HIV risk assessment can help to protect the fetus from possible infection. Proper screening is important as highlighted by Duberstein and Jerant (2014) journal article regarding suicide prevention; whereby the lack of proper screening as let to a steady incline of suicide rates.

Five Targeted Questions

1. What are your expectations regarding your visit today?
2. Was the sex consensual?
3. When was your menstrual period?
4. How do you feel about your pregnancy?
5. Who you parents and or partner able to provide support?

            Asking targeted question will allow the provider the capability to expand the interaction, promoting follow-up questions and gaining more information.

References

Ball, J. W., Dains, J. E., Flynn, J. A., Solomon, B. S., & Stewart, R. W. (2015). Seidel’s guide to physical examination (8th ed.). St. Louis, MO: Elsevier Mosby.

Donnelly, M., & Martin, D. (2016). History taking and physical assessment in holistic palliative care. British Journal of Nursing, 25(22), 1250.

Duberstein, P., & Jerant, A. (2014). Suicide Prevention in Primary Care: Optimistic Humanism Imagined and Engineered. JGIM: Journal of General Internal Medicine, 29(6), 827. doi:10.1007/s11606-014-2839-4

Learning styles represent the different approaches to learning based on preferences, weaknesses, and strengths. For learners to best achieve the desired educational outcome, learning styles must be considered when creating a plan. Complete “The VARK Questionnaire,” located on the VARK website, and then complete the following:

1. Click “OK” to receive your questionnaire scores.

2. Once you have determined your preferred learning style, review the corresponding link to view your learning preference.

3. Review the other learning styles: visual, aural, read/write, kinesthetic, and multimodal (listed on the VARK Questionnaire Results page).

4. Compare your current preferred learning strategies to the identified strategies for your preferred learning style.

5. Examine how awareness of learning styles has influenced your perceptions of teaching and learning.

In a paper (750-1,000 words), summarize your analysis of this exercise and discuss the overall value of learning styles. Include the following:

1. Provide a summary of your learning style according the VARK questionnaire.

2. Describe your preferred learning strategies. Compare your current preferred learning strategies to the identified strategies for your preferred learning style.

3. Describe how individual learning styles affect the degree to which a learner can understand or perform educational activities. Discuss the importance of an educator identifying individual learning styles and preferences when working with learners.

4. Discuss why understanding the learning styles of individuals participating in health promotion is important to achieving the desired outcome. How do learning styles ultimately affect the possibility for a behavioral change? How would different learning styles be accommodated in health promotion?

Cite to five peer-reviewed or scholarly sources to complete this assignment. Sources should be published within the last 5 years and appropriate for the assignment criteria. Abstract/purpose and conclusion is required.