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hi, please respond to each person with 1-2 paragraphs. Include in-text citations
hi, please respond to each person with 1-2 paragraphs. Include in-text citations and references after each one. 1. 521 db 1 Ma Katriz
The question of what constitutes a safe discharge is subjective. In Joan’s situation, a 62-year-old who recently had a stroke and lost complete functioning of her right arm is getting discharged due to her insurance and lack of beds in the hospital. Some consequences of Joan’s early discharge would be a possible readmission to the hospital due to a fall or accidental injury at home. The healthcare team was unsure about the discharge, but I believe they should have involved Joan and asked for her thoughts on going home. Involving her in care planning promotes autonomy and fairness. If Joan does not feel safe going home, that would be deemed an unsafe discharge. Center of Medicare and Medicaid Services (CMS) regulations require hospitals to “have an effective discharge planning process that focuses on the patient’s goals and treatment preferences and includes the patient and his or her caregivers/support person(s) as active partners in the discharge planning for post-discharge care” (CMS, 2023). When I watched this episode, I was conflicted because they did not ask for Joan’s opinion or notify the family regarding the plan of care, which in turn violated Joan’s autonomy. In my opinion, the administrators and practitioners were reasonable. They were bringing up legitimate concerns regarding Joan’s discharge. For example, will she have a support system at home to fully recover? Joan moved into her daughter’s house to help with her kids prior to her stroke. Now, Joan’s daughter will be her primary caregiver. Discharging patients is a priority, especially in the emergency department, but as healthcare providers, we have to decide whether it is a safe discharge. As healthcare professionals, we prioritize providing our patients with the best and safest care. Reference
Center for Clinical Standards and Quality/Quality, Safety & Oversight Group Ref: QSO-23-16-Hospitals SUBJECT: Requirements for Hospital Discharges to Post-Acute Care Providers. (2023). https://www.cms.gov/files/document/qso-23-16-hospi…
2. 521 db 2 Myriam
The ethical dilemma in Joan’s situation is that healthcare members had to choose between two choices that would not benefit the patient. The first option is to discharge Joan home despite her weak right arm and inability to do her activities of daily living independently, such as getting dressed, preparing her meals, or taking a shower. The second option is to keep Joan in the hospital for three more days, which is not enough for Joan to learn how to be independent in her daily activities and how to care for herself. The conflict resides in the potential risk of injury that Joan would face if she went home now or in three days—the ethical dilemma of not following the code of ethics of non-maleficence. I do not think the administrators’ and practitioners’ responses were reasonable because they did not consider other options that might have benefited the patient, such as the case manager finding a rehab facility to discharge her to without waiting three more days.
Healthcare team members balance the need to provide quality care with hospital policies, insurance restrictions, and patients’ needs by prioritizing care for more critical patients over stable patients. (Amaral & Cuthbertson, 2016). Also, by being a multidisciplinary team and using all resources they have, such as a case manager that can facilitate patient discharge on the same day to a rehab facility (Holmér et al., 2023)
Amaral, A. C. K. B., & Cuthbertson, B. H. (2016). Balancing quality of care and resource utilization in acute care hospitals. BMJ Quality & Safety, 25(11), 824–826. https://doi.org/10.1136/bmjqs-2015-005037
Holmér, S., Nedlund, A. – C., Thomas, K., & Krevers, B. (2023). How health care professionals handle limited resources in primary care – an interview study. BMC Health Services Research, 23(1). https://doi.org/10.1186/s12913-022-08996-y
3. 535 db 1 Elizabeth Hello class,
Nurse educators need to be aware of the issues and forces impacting the direction of nursing education. Over the years we have witnessed many truly revolutionary advances in health care. Medicine, EBP, and research are continually changing and perfecting the system. Therefore, nurse educators must continually strive to develop and implement relevant curricula that is corresponding to the current society of global trends, national events advancements in science and technology (Billings & Halstead, 2015). External issues that we must consider include health care reform, global disasters, globalization, changing demographics, and technology. In light of this, I believe the nursing curriculum needs to be modified in order to accommodate any inevitable external issues. According to Billings & Halstead (2015), curriculum must acknowledge the broad determinants of health to prepare practicing nurses to effectively intervene in circumstances that are complex, such as bioterrorism, mass disasters, climate change, pandemics. More training should be done in public health issues and get nurses ready for disease prevention/control. COVID-19 is an example. Technology is an important factor for how educators have had the need to change their approach to learning in the face-to-face classroom (Billings & Halstead, 2015). This allows the student to come prepared to class and will have a better understanding of the lecture. Introducing technology in nursing academia will better prepare nursing students for the real world of nursing (Swift, 2021). Nursing students must be proficient in technology and willing to learn new software. In my opinion, this is extremely helpful, it gives the students good direction.
-Liz
Billings, D.M., & Halstead, J. A. (2016). Teaching in Nursing: A Guide for Faculty (5th ed.). Elsevier Health Sciences (US).
Swift, H. (2021, May 13). Evolving nursing trends: Technology in 2021 and the effects on nursing students. Wolters Kluwer. https://www.wolterskluwer.com/en/expert-insights/t…
4. 535 db 1 Paulette Taking into account of today’s forces, trends, and issues that influence curriculum development and the changing demands in healthcare delivery, it is imperative for nursing courses to take on necessary adaptations, with the goal to effectively address the demands and elaboration of modern nursing practice. The traditional approach to clinical nursing education involves a faculty member working with a group of students (approximately 6–12, although this can vary from program to program), typically on an acute care unit in a hospital, for a portion of a clinical shift. This approach, while frequently used in nursing education, may provide an unpredictable and haphazard learning environment (Niederhauser, Schoessler, Gubrud-Howe, Magnussen, & Codier, 2012). In the beginning of COVID-19, the Centers for Disease Control and Prevention (CDC) requested that all health professions schools to promote a strong public health response. Following instructions from the CDC, multiple nursing schools suspended their offering of classes on-site and rapidly initiated a redesign of program delivery to reduce possible risks to teachers, students, and staff.
Therefore, my very first important factors that I think to consider when changing nursing curricula is the incorporation of electronic health records (EHRs), telemedicine, health informatics, and other digital health technology in nursing courses is recommended. Competency in utilizing technology is essential for nurses as it assists to improve patient care, simplify clinical workflows, and promote effective communication among members of the healthcare team. Another factor that is essential to incorporate in nursing curricula is to include interprofessional education and collaboration with various healthcare providers, such as physicians, pharmacists, social workers, and other health care providers. I also think that the nursing programs need to supply graduates with the necessary skills and knowledge to assume leadership and management positions within healthcare organizations. In light of the dynamic nature of healthcare, it is imperative for nursing curricula to cultivate attributes such as flexibility, adaptability, and an ongoing commitment to ongoing education among students. I think the promotion of a culture of continuous learning and professional development is essential in nursing education to guarantee the ongoing competence and currency of graduates in their professional practice. These are some essential factors of changes that I believe to make in nursing curricula for shaping the future of nursing practice and enhancing the quality of patient care by equipping students with the necessary knowledge, skills, and competencies to successfully meet the demands of today’s healthcare delivery.
Leaver, C., Stanley, J. & Goodwin Veenema, Tener. (2022).Impact of the COVID-19 pandemic on the future of nursing educationLinks to an external site.. Academic Medicine, 97(3S), S82-S89.
Moreau, K.A (2021). Exploring the connection between programmatic assessment and program evaluation within competency-based medical education programs. Medical Teacher, 43(3):250-252.
Sirianni, G., Takahashi, S., & Myers, J (2020). Taking stock of what is known about faculty development on competency-based medical education: A scoping review paper. Medical Teacher, 42(8):909-915
5. 535 db 2 Mery Hope everyone is doing well!
My teaching philosophy is on promoting active engagement, individualized instruction, cooperative learning, and the integration of technology, all of which are more suited for acquiring knowledge. I intend to create inclusive and open surroundings where students feel empowered to speak about topics without fear of grievance. Integrating the studying techniques such as postmodernism and pragmatism, into my curriculum, I am searching to beautify the alignment with these principles.
The learning strategies that are influenced by my personal philosophy include Postmodernism that emphasizes diverse ways of life and thought and would be a guiding principle for incorporating numerous views and materials in my teaching. Subjectivism, sometimes known as postmodernism, is influenced by the theory of relativism and constructivism, as well as the qualitative research methodologies that stem from these ideas (Osuji et al.,2023). Subjectivism was influenced by Rorty’s pragmatic and pluralistic perspectives on knowledge, suggesting that the person who knows is interconnected with the object of knowing, and that values play a role in influencing and shaping understanding (Osuji et al.,2023). Assignments and discussions can inspire college students to apprehend and respect the diversity of viewpoints, fostering creativity and nurturing critical thinking. This corresponds to what I see as a designated area for students to express themselves freely. Moreover, the pragmatist principle that a person’s revelation about the truth is based on personal experience also resonates with my beliefs. It creates activities and assignments with a close relationship of theories that bridge to real-world situations and require applying knowledge. Besides knowledge, this kind of practical method brings together learning and daily experience, thus giving students a sense that school is not only for learning but for preparing them for real life.
Integrating these learning strategies is in accordance with my philosophy in several aspects. First, postmodernism and pragmatism build active interest in learning. Using different points of view and life situations makes the learning process interactive, engaging students, thus improving their understanding of the subject matter. Another aspect of postmodernism that participates well with individualization is the concept of diversity, which allows for the creation of differentiated learning procedures suitable for the students’ various needs. Collaboration in postmodernity is one of my cornerstones of a collaborative learning experience. Students get involved in the discussions, engaging each other with different views and using the class to learn from other students. Technology as an operative tool in postmodernism and pragmatism can equally be used to bring learning to another more practical level. Technology integration is a means of exposing learners to Internet diversity, creating practical experiences through simulation of real-life situations, and promoting an engaging learning environment using technology.
References
Osuji, J. C., & Karkhah, S. (2023). The central role of practice in nursing research: Beyond the modern versus postmodern discourse. Journal of Nursing Reports in Clinical Practice, 1(Issue 1), 1-3. doi: 10.32598/JNRCP.23.33
6. 535 db 2 Ani
Hello, In line, with my teaching philosophy that prioritizes student centered learning, engagement and the development of critical thinking skills I plan to incorporate various teaching strategies outlined in Chapter 7 of “Teaching in Nursing; A Guide for Faculty, 5th Edition” by Diane M. Billings and Judith A. Halstead, into the curriculum. One such approach is Problem Based Learning (PBL) which encourages students to investigate and solve real world problems. By integrating PBL students can enhance their thinking abilities, problem solving skills and collaborative efforts while applying concepts to practical contexts. This method empowers students to take charge of their learning journey aligning perfectly with my teaching philosophy that emphasizes participation.
Furthermore I intend to introduce Case Based Learning (CBL) into the curriculum by presenting students with case scenarios that mirror situations they may encounter in practice settings. CBL prompts students to analyze scenarios make decisions and implement evidence based practices thereby stimulating critical thinking and clinical reasoning skills. Additionally I will employ Simulation Based Learning techniques to offer students hands on experiences in a controlled setting that replicates environments. This approach promotes learning, experiential education. Prepares students effectively for their future clinical practice endeavors.
In conclusion Collaborative Learning will focus on group tasks and conversations encouraging peer learning, communication abilities, teamwork and varied viewpoints. These teaching approaches resonate with my belief, in prioritizing student involvement, analytical thinking, practical application of knowledge and cooperative learning activities to equip students for their roles as caring nurses.
References:
Halstead, D.M.B.J. A. ([Insert Year of Publication]). Teaching in Nursing: A Guide for Faculty (5th ed.). Elsevier Health Sciences (US). https://online.vitalsource.com/books/9780323290548Links to an external site.
Writing a teaching philosophy statement. Centre for Teaching and Learning – Western University. (2021). https://teaching
7. 561 db 1 Ripsime Gordons Functional Health Patterns serve as a guide, to understanding an individuals health status. They provide a view of how a person’s faring across various aspects of their life. These patterns are valuable for evaluating an individuals health by examining factors such as their habits, sleep patterns and communication style (Kudzma, C.E. E., 2017, p. 148).
Initially one examines parts of an individuals life including their health, family, and level of physical activity. Then, you ask questions and observe to see how they’re doing in each area. For instance questions about eating habits may reveal insights into their intake or any potential dietary issues they may be facing (Khatiban, M., et al, 2019).
When it comes to health screening interventions, there are a few common ones that I use. One way involves monitoring blood pressure levels to assess for indications of hypertension or hypotension that could signal heart conditions. Another routine check involves measuring weight and height to track growth and ensure that individuals maintain a weight normal to their age. We also do vision and hearing tests to make sure people can see and hear well. Gordon’s Functional Health Patterns helps to get a full picture of someone’s health, and participating in health screening interventions helps to catch any problems early on so they can be treated.
References:
Kudzma, C.E. E. (2017). Health Promotion Throughout the Life Span (10th ed.). Elsevier Health Sciences (US). https://online.vitalsource.com/books/9780323846295Links to an external site.
Khatiban, M., Tohidi, S., & Shahdoust, M. (2019). The effects of applying an assessment form based on the health functional patterns on nursing student’s attitude and skills in developing the nursing process. International journal of nursing sciences, 6(3), 329–333. https://doi.org/10.1016/j.ijnss.2019.06.004
8. 561 db 1 Lyndsay Gordon’s Functional Health Patterns provide a holistic framework to guide us in assessing individuals across multiple dimensions. Dimensions include:
Health Perception and Management
Nutritional metabolic
Elimination-excretion patterns and problems need to be evaluated (constipation, incontinence, diarrhea)
Activity exercise-whether one is able to do daily activities normally without any problem, self-care activities
Sleep rest-do they have hypersomnia, insomnia, do they have normal sleeping patterns
Cognitive-perceptual-assessment of neurological function is done to assess, check the person’s ability to comprehend information
Self-perception/self-concept
Role relationship—This pattern should only be used if it is appropriate for the patient’s age and specific situation.
Sexuality reproductive
Coping-stress tolerance
Value-Belief Pattern (Kudsma, 2023, p. 148)
I use Gordon’s Functional Health Patterns to assess most of my patients. During our admission assessments at work, I go through each of these dimensions. I ask questions about their sleep patterns, medications, diet, their relationships and so much more. I should continue to use Gordon’s Functional Health Patterns for my assessments. I will continue to use this when screening blood pressure, cholesterol, blood glucose, cancer, mental health, bone density and vision and hearing. I will continue to assess tolerance to stress, nutritional status, sleep, elimination patterns and self-perception. All these factors are included in Gordons’ Functional Health Patterns.
Reference
Kudzma, C.E. E. (2023). Health Promotion Throughout the Life Span (10th ed.). Elsevier Health Sciences (US). https://online.vitalsource.com/books/9780323846295Links to an external site.
9. 561 db 2 Sofia Family characteristics that may contribute to potential or actual dysfunctional health patterns include: -Inconsistency: A lack of trust, tradition-sharing, communication, and active listening among family members characterizes dysfunctional relationships.
-Inconsistent patterns do not promote health, neglect of safety measures and injury prevention, lack of intentional efforts to promote mental health, and disorganized decision-making regarding health and illness.
-Mistrust creates an environment where family members do not support each other’s goals, lack motivation, and fail to successfully resolve personal and family issues.
-Resistance to Change: Neglecting care during crises, disrespecting individual family members, and avoiding proactive health and illness decisions.
-Isolation: Rare family encounters and conversations, lack of member involvement in decision-making, limited support for socializing children and adolescents, insufficient community participation, and inadequate care and support for elderly members. (Edelman & Kudzma, p.173)
Edelman, C., & Kudzma, E. C. (2021). Health promotion throughout the life span. Elsevier.
10. 561 db 2 Danice
It is important for individuals to be aware of their family history , especially if they have a family history of disease. Accurate assessment and effective communication of familial risk enables appropriate reassurance for those who are at population risk and the discussion of treatment options or behavior changes for those at increased risk (Walter, F.M.,& Emery, J. 2005) Some family characteristics that I have noted to be a potential health issue is diabetes. If we are able to know that this is a characteristic in individuals family patterns, then the individual can be promoted with early education, and healthier life measures to control or prevent the family characteristic. Reference
Walter F.M.,& Emery J. ‘Coming down the line’– patients’ understanding of their family history of common chronic disease. Ann Fam Med. 2005 Sep-Oct;3(5):405-14. doi: 10.1370/afm.368. PMID: 16189056; PMCID: PMC1466927.
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC1466927/Links to an external site.
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