Biomedial Sciences in Nursing Essay Describe one biomedical theory or model frequently used in health care and provide your rational for how it relates to improved patient outcomes. 2.Describe one biomedical theory or model (DO NOT USE GERM OR PAIN THOERY/MODEL) that is utilized in your specific practice area. Provide at least two examples related to its application Peer reviewed articles only

Biomedial Sciences in Nursing Essay
Describe one biomedical theory or model frequently used in health care and provide your rational for how it relates to improved patient outcomes. 2.Describe one biomedical theory or model (DO NOT USE GERM OR PAIN THOERY/MODEL) that is utilized in your specific practice area. Provide at least two examples related to its application Peer reviewed articles only
Readings McGonigle, D., & Mastrian, K. G. (2012). Nursing in
Readings McGonigle, D., & Mastrian, K. G. (2012). Nursing informatics and the foundation of knowledge (Laureate Education, Inc., custom ed.). Burlington, MA: Jones and Bartlett Learning. Chapter 20, Supporting Consumer Information and Education Needs This chapter explores health literacy and e-health. The chapter examines a multitude of technology-based approaches to consumer health education. Chapter 21, Using Informatics to Promote Community/Population Health In this chapter, the authors supply an overview of community and population health informatics. The authors explore a variety of informatics tools used to promote community and population health. Chapter 22, Informatics Tools to Promote Patient Safety The authors of this chapter present strategies for developing a culture of safety using informatics tools. In addition, the chapter analyzes how human factors contribute to errors. Health literacy: How do your patients rate? (2011). Urology Times, 39(9), 32. Retrieved from the Walden Library databases. The authors of this article define health literacy and emphasize its poor rates in the United States. Additionally, the authors recommend numerous websites that offer patient education materials. Huff, C. (2011). Does your patient really understand? H&HN, 85(10), 34. Retrieved from the Walden Library databases. This article defines hospital literacy and highlights the barriers that prevent it from increasing. It also emphasizes the difficulties created by language and financial costs. The Harvard School of Public Health. (2010). Health literacy studies. Retrieved from http://www.hsph.harvard.edu/healthliteracy This website provides information and resources related to health literacy. The site details the field of health literacy and also includes research findings, policy reports and initiatives, and practice strategies and tools. Office of Disease Prevention and Health Promotion (n.d.). Health literacy online. Retrieved June 19, 2012, from http://www.health.gov/healthliteracyonline/ This webpage supplies a guide to writing and designing health websites aimed at increasing health literacy. The guide presents six strategies that should be used when developing health websites. U.S. Department of Health and Human Services. (n.d.a). Quick guide to health literacy. Retrieved June 19, 2012, from http://www.health.gov/communication/literacy/quickguide/Quickguide.pdf This article contains an overview of key health literacy concepts and techniques for improving health literacy. The article also includes examples of health literacy best practices and suggestions for improving health literacy. ================================================================================================================ To prepare: Think about the nurses role in improving the health literacy of patients. Consider the many ways patients access health information, including blogs, social media, patient portals, websites, etc. Reflect on experiences you have had with patients who self-diagnose using online medical sources. Using the Internet, the Walden Library, or other trustworthy sources, identify a resource that you could introduce to patients to help them evaluate the credibility of health information found online. What are some strategies you could employ to improve the health literacy of patients? ================================================================================================================ Post your assessment of the nurses role in improving the health literacy of patients. Then, identify the resource you would recommend to patients for evaluating online health information and why it would be beneficial. Describe additional strategies for assisting patients in becoming informed consumers of online health information.
Quality Improvement and Patient Safety Initiatives
Quality Improvement and Patient Safety Initiatives The vice president of nursing, Dr. Sasha Mendez, has had a lot of complaints from patients and their families about the difficulties they experience navigating the system at her organization; e.g., going from the E.R. to admissions. Dr. Mendezs nursing specialty area is psych/mental health. As such, she is very concerned about the stress this is causing the patients. What are the macro systems that are affecting patient satisfaction at Dr. Mendezs facility? What micro systems should she also analyze to look at how the patient moves throughfrom entry, to possible admission, to possible discharge? How do these systems relate? What impacts each system? The concepts presented in Week 8 serve as a foundation for this week as you continue to look at factors within an organizations environment that are barriers and facilitators for implementing change. In this Discussion, you examine the macro and micro systems within the organization (of your practicum setting) and identify changes that may need to take place to facilitate quality improvement and achievement of patient safety outcomes. To prepare: Reflect on the issue you have been addressing through your EBP Project. Identify the macro and micro systems that influence the issue. Review the McClusky and Middleton (2010) and Rogers et al. (2010) articles for an example of this process. Determine the desired outcomes of resolving the EBP Project issue and how resolving it will improve quality and patient safety. (Note: Next week you will evaluate these outcomes. You may want to view the Week 10 Discussion as you prepare.) What procedures/processes would need to be modified to achieve the desired outcomes? Develop a 5-slide Microsoft PowerPoint presentation for the business unit team and leadership within the organization, sharing your issue, strategies for resolving the issue, and how it will improve quality and patient safety. Note: The purpose of the presentation is to persuade the business unit team and leadership to accept your recommendations. Prepare a 5 slides PowerPoint presentation.
Science of weight control.
Science of Weight Control Assessment The assessment for this module will consist of a 4,000 word case study of a weight control programme. (Assessing learning outcomes ;1 analyse energy input from food and critically evaluate the results, 2 analyse energy energy expenditure and critically evaluate the results & 3assess energy balance of an individual and recommend necessary changes for health ) ASSESSMENT: Design a personalised weight control programme. Design a weight control programme of exercise and calorie restriction (based on observations of normal energy intake and expenditure) which would enable: EITHER your client or yourself to attain ideal body weight (for health or sport). OR you are to lose a hypothetical 10 kg increase in your body weight following a long period of inactivity or illness OR you are advising a weight classification athlete preparing for competition OR you are providing a weight gain programme for someone recovering from an eating disorder. INTRODUCTION Briefly explain the medical problems associated with obesity/eating disordersor the rationale for increasing body mass or losing body mass in a chosen sport and outline the best ways of tackling a weight control programme. METHODS 1.Describe and justify the methods used. 2. Include all formula and calculations. RESULTS1. Information on normal energy intake and dietary analysis for three days (kcal).2. Information on normal daily activities, including level of exercise performed, recorded each 15 minutes for 1day and calculation of normal energy expenditure (kcal).3. Discuss energy balance4. Information on % body fat for your subject or yourself and calculation of ideal or target body weight. DESIGN A WEIGHT CONTROL PROGRAMME Calorie restricted (or increased) diet combined with an Exercise programme. Practical instructions must be given. Details of foods to be consumed alter the previous diet. Suitable exercises suggested- give times, intensity, actual exercise to be performed. Your programme should suggest a gradual increase in energy expenditure. A week by week explanation of weight loss to be achieved should be calculated and presented in a table. (BMR/RMR measurements) DISCUSSION 1. Critically evaluate the results in relation to the methods used. 2.Justify your recommendations and explain the advantages and disadvantages of your suggested programme. 3. Explain how you could monitor its progress.4. Discuss the problems associated with keeping to a diet and exercise programme. Consider health problems, psychological problems and long term consequences. N.B. (Food diaries and etc to be put in appendices) Points to consider when completing the case study; 1) estimate body composition by several methods and critically evaluate results. 2) devise a suitable weight control programme for an individual and offer constructive and informed advice about the control of body weight and composition focusing on the risks of uninformed action with respect to dietary and weight control. 3)engage effectively uninformed and reflective debate in relation to the subject area. 4) demonstrate extensive understanding of relevant established and contemporary knowledge within the subject area. 5) show critical awareness and evaluate skills in relation to key issues. 6) demonstrate the critical and practical skills needed to undertake a research project. Key references: Brooks, G.A, Fahey, T.D & White, T.P. (1996). Exercise and physiology. London: mayfield. Dept. Of Health. (1991). Report on health and social subjects 41 dietary reference values for food energy and nutrients for the United Kingdom. London: the stationary office. Food standards agency. (2002). Food portion sizes. London. The stationary office. Barrow, J.S., James, W.P.T, & Ralph, A. (1999). Human nutrition and dietetics (10th ed). Edinburgh: Churchill living stone. Gibson, R.S. (2005). Principles of nutritional assessment. 2nd Ed OUP. heyward, v.H. & Stolarkcayk, L.m. (1996). Applied body composition. Campaign ail: human kinetics. Judd, P.a. Kassam-khamis, T. & Thomas, J.E. (2000). The composition and nutrient content of foods commonly consumed by South Asians in the UK. London: Aga Khan health board for the United Kingdom. McArdle, W.D., katch, F.I. & katch, V.L. (2001). Exercise physiology: energy nutrition and physical performance. (5thed). Philadelphia: Lippincott, Willaims & Wilkins. Montoya, H.J., keeper, H.C.g., saris, W.H.M. & Washburn, R.A. (1996). Measuring physical activity and energy expenditure. London: mayfield. Roache, A.F., heymsfield,S.B. & Lehman, T.G. (1996). Human body composition. London: HMSO.
Milestone Bibliography Capstone : Milestone Bibliography
Creating a literature search is like selecting materials to build a house. The house you build will be more likely to remain standing over time if the wood, nails, and screws you use are high quality and appropriate for your specific project. Similarly, the literature that you select to inform your Capstone Project must have a direct bearing on your topic, be from a high-quality, reputable source, and must address the Program Learning Outcomes. Your Capstone Project milestones will rely heavily on the literature that you select this week and next, so take the time to locate the best resourcesthe best building materialsto support the structure and results of your Capstone Project. To prepare for this Capstone Review the online articles listed in the Learning Resources, and pay special attention to the articles in the Walden Writing Center for tips and extended explanations on how to organize and conduct a literature review. Hoffman, B. (2008). Health care reform and social movements in the United States. American Journal Of Public Health, 98S69-79. doi:10.2105/AJPH.98.Supplement Investigate literature from a variety of sources, such as books, professional magazines, and newspapers for insights that describe and support your Capstone Project topic. o What scholarly knowledge is available that has produced insights into your Capstone Project topic? o What other knowledge or knowledge formations are available that have produced insights into your Capstone Project topic? To complete this Capstone, create a bibliography of 812 resources you are considering for your Mini Literature Review. All resources must be in proper APA format.
The Development of Nursing Databases
In your role as a nurse administrator/leader, you will have the opportunity to utilize established data bases as well as request the development of databases emergent from data found within the healthcare systems electronic systems. Recognizing this: 1. Identify a potential data base you can imagine emerging from data within the healthcare electronic systems within your organization and describe its potential to improve nursing practice and patient outcomes. Relate the data to quality of care and patient safety. (note: for example EBSCO that includes CINAHL, MEDLINE, etc..) 2. Conduct a web search for recognized and credible healthcare database resource r/t to patient care outcomes that may be used in a nursing leadership role. Share the web link along with a brief description of it. Describe an actual or potential use of the database identified from the search. (for example, https://joannabriggs.org/) 3. Submit a brief, one paragraph summary of a relevant and credible article that validates the significance and usefulness of data bases in the provision of healthcare and the improvement of patient outcomes. (note:provide example) 3. End your discussion with a reflection on the significance of using databases in nursing leadership. (note:provide example) Support your discussion with citations to at least TWO credible and current scholarly journal articles in addition to the above summarized article. APA citation please.
NR- 439-RN Evidence Based Practice As a reminder, note that
NR- 439-RN Evidence Based Practice As a reminder, note that you are required to integrate not only the assigned readings, but also the lecture into posts on each forum Reference from Houser, J. (2015). Nursing research: Reading, using, and creating evidence (3rd ed.). Sudbury, MA: Jones & Bartlett. Chapter 7: The Sampling Strategy, pp. 157182 Use Reference from Houser, J. (2015). Nursing research: Reading, using, and creating evidence (3rd ed.). Sudbury, MA: Jones & Bartlett To use the course book go to http://nursingonline.chamberlain.edu/ ID# D40308252 (40308252 small letter) Password- MSa85#10 (a85#10 small letter) Sampling (graded) You said: It is, therefore, statistically wrong to generalize findings of a convenience sample on an entire population. Bear with me, but cant the same argument apply to all research studies regardless of the sampling method employed?
THE ROLE OF PUBLIC HEALTH
L01 Understand different approaches and strategies used to measure, monitor and control the incidence of disease in communities 1.3 evaluate the effectiveness of different approaches and strategies to control the incidence of disease in communities. APPROACHES AND STRATEGIES EXAMPLES: SURVEILLANCE, SCREENING, IMMUNISATION, EDUCATION, LEGISLATION, SOCIAL WELFARE, ENVIRONMENTAL CONTROLS LO2: Be able to investigate the implications of illness and disease in communities for the provision of health and social care services 2.3 analyse the impact of current lifestyle choices on future needs for health and social care services. LIFESTYLE CHOICES EXAMPLES: DIET EXERCISE, SUBSTANCE USE, WORK CULTURE, RELAXATION LO3: Understand the factors influencing the health and wellbeing of individuals in health and social care 3.4 evaluate an activity that has been implemented to encourage behaviour change for maximising health for individuals in a health and social care setting. ACTIVITY TO ENCOURAGE BEHAVIOUR CHANGES: EDUCATION, PHYSICAL EXERCISE, GAMES,CONSULTATION EXERCISES ( eg FOCUS GROUP), INPUT FROM SPECIALISTS PLEASE REFERENCE AND INCLUDE A SEPERATE SPEAKER NOTE
Personal Philosophy Statement
Create a personal philosophy statement. Compose a 600-word statement that reflects influences on your personal philosophy. insights gained from the results of the Ethical Lens Inventory (ELI. the value of self-awareness. the need or value of a creating a personal philosophy. Format your assignment consistent with APA guidelines. (3) references, if possible Reputation Lens (My Lens). You listen to your intuition (sensibility) to determine what character traits and virtues will best serve the community (equality). Your Core Values: Equality and sensibility You prioritize the value of equality over autonomy. Your primary concern is the well-being of the whole community and you believe that assuring the communitys well-being is the best way to assure that individuals are treated fairly. You prioritize the value of sensibility over rationality. You believe the best results are achieved by examining each situation in its own context rather than applying one-size-fits-all solutions. Your Classical Values: Fortitude You demonstrate courage and steadiness in the face of obstacles. You tend to avoid rash actions while at the same time charting an untested course. You value connections and friendship, appreciating those who work with you as you. Your Key Phrase: I make virtuous choices. Because you value equality and sensibility, you tend to assume that everyone lives out the positive character traits required by their role. Your Definition of ethical behavior: Living out Role Responsibilities You define an ethical person as one with sound character traits and habits of thoughtful reflection. For you, those who demonstrate strong leadership in their roles and who encourage others to do the same exemplify ethical behavior. Your Tools for analyzing problems: Tradition You like to gather information about what others in your role or a similar situation have done, as you carefully assess a problem. Even as you consider what others you respect have done in similar situations, you will remain attentive to the unique needs of the community in this case. Your Gift: Compassion Because you value equality, when you are at your best, you demonstrate compassion for others. You care about the community as a whole and about its individual members. While living into the requirements of the role you have assumed, you are able to tell the story of each member of your community. Your Blind spot: Unrealistic Role Expectations Because you rely so strongly on the virtues associated with various roles, you run the risk of developing unrealistic role expectations. You will tend to rely too much on the virtues associated with a particular role, forgetting that individuals are fallible regardless of their role. Even those who live fully into the virtues required in their role may not be able to resolve all problems. Your Risk: Self-Righteousness When you lack compassion for others, you run the risk of believing that the perks and privileges of your role belong to you because you are better than others. This can make you susceptible to insincere flattery and immune to constructive critiques preventing you from doing your job effectively. Your Temptation: Entitlement If you are not paying attention, your temptation will be to believe that you are entitled to special privileges, because you have not accurately assessed yourself or the situation. You will forget that you are not the same as your role and will persuade yourself that your role gives you rights inconsistent with good character. Your Vice: Hardness of Heart Without compassion, you tend toward hard-heartedness, unwilling to consider the needs of individuals. Clergy, judges, elected officials and others with responsibility to the whole community are particularly prone to thinking they know what the problem is without listening to the individual case and to applying capricious and inappropriate solutions. Your Crisis: Confusion Unless you develop the practice of mindfulness and reflection, at some point you will confront the loss of your center, especially if you lose the role with which you have become identified. You run the risk of being misunderstood and losing your personal authenticity unless you remember that you are not your role. Your Seeing Clearly: Use your head To see more clearly, check to see whether your gut and your head agree. To find balance, explore the gifts of the other lenses consistency and concern for the individual. As you consider the character traits necessary for a healthy community, remember to temper your actions with concern for individuals. Look for ways to balance the rights of individuals with the well-being of the community and remember that consistency is not the same as uniformity. As you learn to consider other perspectives in your decision making process, you will live out the best of your ideals with compassion and care for others. Please follow as requested
Assignment 1, Part A: Quantitative data analysis using SPSS
Assignment 1, Part A: Quantitative data analysis using SPSS (Due 14th August) Instructions These assignments are designed to consolidate and test your learning about SPSS and quantitative research methods. You should answer all questions. The marks for each question and its various components are given alongside each part. This first assignment is worth 20% of your overall mark for the subject. (It is marked out of 100, as shown below.) Please ensure that you include SPSS output (where appropriate) as part of your answers. The output should contain appropriate labels. You should start work on the assignment as soon as you get it and then work consistently on it. It will not be possible to get it done if you leave it to the last minute. _____________________________________________________________________ ANSWER ALL QUESTIONS Assignment 1: Scenario and data. (*Note: Parts A and B of Assignment 1 both relate to the following scenario and data.) Fleur is a social work student on placement in the allied health department in a large metropolitan hospital. Her field educator, Samantha is concerned about the number of first time mothers, diagnosed with post natal depression, referred to her for counselling. She has been reading some research that has found that some new mothers have an anxiety condition as opposed to depression and that symptoms of anxiety may be subsumed within a diagnosis of depression (Miller & Pallant, 2006). She is concerned she may be taking the wrong approach in her counselling sessions. In conjunction with an occupational therapist on her team, she designed a small exploratory research project. Over a 6 month period they designed and conducted a cross- sectional study of first time mothers, and recruited them through mothers groups and health care centres in Melbourne. Women were invited to complete a questionnaire and inclusion was limited to mothers whose babies were 6 weeks to six months old. The aim of the study was threefold; 1 to determine the prevalence of depression in first time mothers; 2 to determine the prevalence of anxiety in first time mothers and 3 to determine the prevalence of both depression and anxiety in new mothers. They devised a questionnaire comprised of two different measures of anxiety and depression; the Edinburgh Postnatal Depression Scale (EPDS) and the Depression Anxiety and Stress Scales (DASS). Having over 60 questionnaires returned, she needs to do some analysis of her data. She is aware that you have recently completed a research subject where you had received some teaching on SPSS data analysis. She would like you enter the results of her survey into the SPSS package create a data file and perform some descriptive statistics. She also wants to generate some tables and graphs from the data and have some specific questions answered. You are asked to do the following: 1) Enter the data into SPSS after creating a data file for it and saving it on disk (when handing in the assignment please include your printout of the Data Editor window) (20%): **DATA WILL BE GIVEN TO STUDENTS IN THEIR FIRST SPSS CLASS. 2) Create appropriate labels (file and value) for the variables, including specifying the level of measurement of each of the variables (20%) (Please supply a codebook to show the level of measurement and include the variable view window printout with your assignment.) 3) Produce appropriate descriptive statistics that describe the characteristics of this sample (Include these output tables with your assignment) (10%). 4) Re-code the variables a) age into two groups; under 35 and 35 and over and b) education into two groups, non-tertiary and tertiary and c) EPDS from individual scores into the following two groups, not depressed (score of under 10) and likely depressed (score of 10 and over). Detail the procedures you used in doing so (15%). 5) Having re-coded the variables produce appropriate graphs for all variables (10%) 6) Write a summary of the main characteristics of the sample. Referring to your data and output, discuss the strengths and limitations of descriptive statistics. (Your answer to this question needs to be at least 300 words in length.) (25%) Assignment 1, Part B: Quantitative data analysis using SPSS Part B is also due on Friday 14th August and is worth 20% of the marks for this unit. This assignment uses the same scenario and data as for the first assignment (Part A) Having produced a data file and some descriptive statistics for part A of the Assignment, you should now extend your analysis by answering the following questions: 1) Find the standard deviations of the following variables; age AND depression (EPDS). What are they? (5%) What do they tell us about the dispersion of the distributions? (5%) 2) Produce a scattergram showing the relationship between age and depression (EPDS) (5%) What does this scattergram tell us about the relationship between the womens age and depression? (5%) What is the correlation between these two variables? (5%) What is your interpretation of this level of correlation? (5%) (please provide appropriate SPSS output) 3) Compare the mean level of depression (EPDS) for those under 35 and those 35 and over. What are they? (10%) What is the p level? (5%) Is this relationship between these two variables statistically significant at the .05 level? (5%) Provide an interpretation of this result (10%) (Please provide appropriate SPSS output) 4) Of those in the sample who are university educated, how many and what percentage have anxiety (DASS) (5%) What is the p level of the relationship between these two variables and is this statistically significant? (5%) What does this result mean for the relationship between level of education and anxiety? (10%) (Please provide appropriate SPSS output). Of those in the sample who are university educated, how many and what percentage have experienced depression using the DASS classification of depression? (5%) What is the p level and is this statistically significant? (5 %) What does this mean for the relationship between level of education and depression considering the above two results? (10%) (Please provide appropriate SPSS output)
Biomedial Sciences in Nursing Essay

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