Problem Identification Template

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Problem Identification Template
The following is a guide to organize your assignment. Please be sure to remove the guiding questions and comments for each section. You are expected to write in a professional and academically appropriate manner throughout. Make sure you are using proper APA style and citations throughout.

Define a patient, family, or population health problem, and realistic goals, that are relevant to personal practice.
· Introduce a general summary of the health problem that you will be exploring.

· Provide a brief context for the patient, family, or population struggling with this health problem.

· Propose one or more goals that you deem appropriate and relevant to the health problem.

· Briefly state why this health problem is relevant to your personal practice.

Analyze evidence from the literature and professional sources to support decisions related to defining and guiding nursing actions related to a health problem.
· Compare and contrast the authors you will be citing, discussing pros and cons of the evidence you are reading about.

· Note whether the authors provide supporting evidence from the literature that is consistent with what you see in your nursing practice.

· Assess the quality of the data presented in the articles you are reading.

· Discuss how you would know if the data were unreliable.

· Include what the literature says about barriers to evidence-based practice.

· Describe research studies that present opposing views regarding this health problem.

· Describe what the literature says about a nursing theory or conceptual framework that might frame and guide your actions during your clinical practicum.

Propose potential strategies to improve patient or population outcomes related to a health problem.

· Cite any known authors who have recommended leadership strategies for nurses to use when providing care to this patient population.

· Discuss research on the effectiveness of these strategies in improving patient or population outcomes regarding this health problem.

· Describe what the literature says about patient-centered care, empowering patients to make health care decisions, involving families in patient care, incorporating patient preferences to improve outcomes, prevent illness, and lower readmissions to hospitals.

· Discuss ways your role as a nurse leader will help improve patient outcomes as described in the literature.

Reflect on state board nursing practice standards relevant to a project related to a health problem.
· Discuss how Florida state nurse practice act will guide your actions in terms of this health problem for this patient or population.

· Identify the most surprising thing that you found while reading Florida nurse practice act.

· Describe the effects of local, state, and federal laws on your nursing scope of practice and care for this patient or population.

· Explain how nursing ethics will inform your intervention in this clinical practicum.

References

Remember to compile your APA-formatted reference list.

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In pediatric patients who are diagnosed with obesity (P), will an educational intervention focused on diet and exercise (I), compared with no educational intervention (C), result in a reduced body mass index (O), over a 6-month period (T)?

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Please reply to this discussion question. See attached for details. Please more than 200 words each one. See the attach document for details.

See bellow

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In pediatric patients who are diagnosed with obesity (P), will an educational intervention focused on diet and exercise (I), compared with no educational intervention (C), result in a reduced body mass index (O), over a 6-month period (T)?

Childhood obesity is an epidemic. It is a topic that has been the focus of a variety of research studies for the past few decades. Since there is so much research on this topic, I found all the databases to be useful and each provided a little bit of a different search. As shared by Melnyk and Fineout-Overholt (2019), Medical Subject Headings (MeSH) is the set of terms used by the National Library of Medicine (NLM) to describe the content of articles indexed in MEDLINE. This was helpful since all the articles on childhood obesity would contain information about it regardless of what terms the author used when writing the article. While it could be more time consuming to sift through the results of the MeSH search, it can lead to articles that were possibly not found in other databases.

Overall, I believe that I will mainly use the South University Library search, and then narrow it down from there. I do not know whether it is because I am the most familiar with the South University database, or if I actually find it the easiest to navigate. I do not believe that I will use the Dynamed database often. I found this database to be the least user-friendly while also presenting with the least number of articles.

Reference

Melnyk, B. M., & Fineout-Overholt, E. (2019). Evidence-based practice in nursing & healthcare (4th ed.). Philadelphia, PA: Wolters Kluwer.

Exploring the Literature

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NSG6999 WK4 Discussion

 

Using the following table—search the 5 databases based on your PICOT Question—under findings note the number of relevant articles found—you may not find something in every database. Under features discuss what you liked about that database. ON the discussion board summarize your search—attach your chart for those that would like to see your search. You may not find what you are looking for in every search—and that is OK—but you must search every database to see what may be out there.

Exploring the Literature

 

Picot Question: 

In pediatric patients who are diagnosed with obesity (P), will an educational intervention focused on diet and exercise (I), compared with no educational intervention (C), result in a reduced body mass index (O), over a 6-month period (T)?

 

 

 Research Tool Search Tips Search Terms & Limits Findings Features
CINAHL

CINAHL is an SU subscription-only resource that offers full text access to 336 scholarly journals and indexes over 3,000 journals from the fields of nursing and allied health. Indexed journals do not provide access to full text. Just because it is indexed in does not mean the library has full-text access to the journal. SU can always request articles for students via Interlibrary Loan, but the service is not instantaneous

· Look at the Major Subject Heading in the Full Record

· Use the Limits Feature:

· Example: Publication Type=Syste-matic Review

· Try the CINAHL Heading search:

 

Keyword search: Diet and physical activity and childhood obesity

 

Limits:

Publication date: 2015-2020

Peer reviewed

Full text

English language

 

CINAHL Heading search:

Childhood obesity

Pediatric obesity

Physical activity, exercise

Diet, nutrition

Education

 

Limits:

Publication date: 2015-2020

Peer reviewed

Full text

English language

 Relevant Articles: 1,094 The database is easy to use for specific searches using the Boolean operator and it gave many relevant results.

 

Using childhood obesity as opposed to the term pediatric obesity yielded many more results.

PubMed

PubMed is a free health science citation & abstracts index from the National Center for Biotechnology Information at the U.S. National Library of Medicine.

 

· Look at MeSH Terms in Full Record

· Use the Limits Feature:

· Examples: Article Type=Meta-Analysis; Age=All Adult

· Look for the open access Free articles!

 

Keyword search:

Childhood obesity

 

Limits:

Free full text

In the last 5 years

 

MESH search:

Childhood obesity, healthy diet, exercise, education

 

Limits:

Free full text

In the last 5 years

 Relevant Articles: 7,123

 

238 results when narrowed to Meta-Analysis, Systematic Review.

 The database is easy to use. I do not feel as if it as helpful as the CINAHL database.
Cochrane Library

Cochrane Library provides access to the Cochrane Library of Systematic Reviews. Full text of reviews is subscription only. Index summaries are a public resource. Indexed journals do not provide access to full text. Just because it is indexed in does not mean the library has full-text access to the journal. SU can always request articles for students via Interlibrary Loan, but the service is not instantaneous

· Use the Simple Search and the Advance Search Features

· Allows you to search with MeSH Terms

· Check out the New Reviews

 Browse reviews by topic

Keyword search:

Childhood obesity

 

Limits:

Date range from June 25, 2015 through June 25, 2020

 

MESH search:

Childhood obesity

 

Limits:

Within the last 5 years

 Relevant Articles: 2,326, there are 51 articles from the year 2020, alone. The Cochrane database is interesting.

 

I like how it shows the type of article using tabs at the top of the list.

Dynamed

 

· Use the Simple Search and the Advance Search Features

· Allows you to search with MeSH Terms

· Check out the New Reviews

Browse reviews by topic

Keyword search:

Childhood obesity

 

Also browse by:

Pediatric obesity

 Relevant Articles: 31, 26 with pediatric obesity. Dynamed is also easy to use but returned fewer results than the other databases.
TRIP Database

TRIP is a clinical search engine to locate publicly available clinical evidence.

 

· Limit to:

· Systematic Reviews

· Guidelines-US

 

Keyword search:

Childhood obesity

 

Limits:

Since 2016

 

 Relevant Articles: Original search returned 9, 224 results. The search was easy to complete. The articles can be narrowed down based on type of research and a variety of specifications.
SU Library Search· Library Search is setup just like an EBSCO

· The Library even has a specialized PICOT search setup in Library Search—must go to Advance search to get to PICOT option

 Keyword search:

Childhood obesity

 

Limits:

Full text

Peer-reviewed

2016-2020

Academic journals

English language

 

Advanced search:

Childhood obesity and diet and nutrition and physical activity or exercise.

 

Limits:

Last 5 years

Peer Reviewed

Full Text

English language

 

Relevant Articles: 49, 500. Advanced search returned 10, 022 articles that could be relevant on this topic!The SU library search returned the most articles. Additionally, the PICO search and Advanced search function is easy to na

Complete an online search for mental health informed consent. You can search for psychiatry or psychotherapy clinics and most will have information posted on their websites. Review the informed consent documents.

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Complete an online search for mental health informed consent. You can search for psychiatry or psychotherapy clinics and most will have information posted on their websites. Review the informed consent documents. Give a brief summary of what you located then identify the main components of informed consent for psychiatric mental health treatment. Must include information related to SI, HI, A/VH, signs and reporting of abuse, etc… Note when informed consent can be breached, what are additional considerations for minors.

 

· Zur, O. PhD.  (2020).  Introduction to informed consent in psychotherapy, counseling and assessment (Links to an external site.) . Zur Institute. https://www.zurinstitute.com/informed-consent/#:~:text=It%20often%20involves%20a%20process,obtaining%20consent%20from%20the%20clie

Module 7 Assignment Description

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Module 7 Assignment Description

Recall from the chapter on the central nervous system (CNS) that the general senses detect such stimuli as touch, pain, and temperature. General senses refer to the fact that these receptors are relatively simple and located throughout the body in both the skin and internal organs. The special senses, in contrast, are so named because they convey a specific type of information from specialized sensory organs in discrete locations of the head. For this assignment you will;

  • Imagine you are driving or biking on a high-traffic road and you are approaching an intersection with a four-way stop and railroad train track. Additionally, there are three cars in the other lanes of the intersection and visibility is decreased because of foggy weather conditions.
    • Describe what special senses you will use to make the determination to safely proceed into the intersection.
    • Then, in a detailed summary, explain the pathways for each of the special senses involved.
    • Describe the pathways for the special senses not involved in this case and explain why they are not used.
    • Describe how the brain interprets information from each of those special senses.
    • Describe how the brain sends messages to the body to react to information from these special senses.

This assignment is a recorded presentation of 8 to 12 minutes.  You should prepare a slide presentation and record your delivery of the presentation. This PowerPoint® (Microsoft Office) or Impress® (Open Office) presentation should be a minimum of 20 slides, including a title and reference slide, recorded audio and be sure to include a reference slide. You will describe what special senses you will use to make the determination to safely proceed into the intersection.

Your submission should include a minimum of 5 peer-reviewed sources to support any of your perspective. Please review the module’s Signature Assignment Rubric before starting this assignment to ensure that you are meeting all the essential requirements. This presentation is worth 300 points for quality content and presentation.

Assignment Expectations

Length: 8 to 12 minutes, at least 17 slides

Structure:

Title slide and reference slides in APA style. (at least 2 slides)

Special senses: at least 4 slides

Pathways: at least 2 slides

Not involved senses: at least 4 slides

Brain interpretations: at least 3 slides

Write a 1,000-1,250 word paper in which you analyze a scenario using the Emergency Medical Treatment and Active Labor Act (EMTALA).

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Write a 1,000-1,250 word paper in which you analyze a scenario using the Emergency Medical Treatment and Active Labor Act (EMTALA).

You are the administrator on call for Hospital A and are responsible for accepting and rejecting patients. You receive a call at 2:00 a.m. from Health Hospital B regarding a patient with a severed ear.

The ED physician is calling to arrange an EMTALA-qualified transfer from his hospital to yours, but the ENT physician on call at your hospital is refusing to accept the transfer, stating that the patient does not need a higher level of care.

You call your ENT on call, and he admits he has just had three glasses of wine and will not be available for about 6 hours. You electronically send him the record that Health Hospital B would send with the patient. The ENT physician advises that the ear looks salvageable and could easily be sutured in any ED. The ED physician at Health Hospital B is very nervous about the possibility of an EMTALA violation.

  1. If you decide to reject the patient, is this a violation of EMTALA? Explain.
  2. What decision will you make as the administrator? Explain.
  3. Based on this scenario, what could be implemented to prevent this type of situation from occurring in the future?
  4. Under what scenario would the Hospital A physician be concerned about an EMTALA situation?

Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.

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

Rubic_Print_Format

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Rubic_Print_Format

Course CodeClass CodeAssignment TitleTotal Points
HLT-520HLT-520-O500EMTALA Scenario Analysis80.0
CriteriaPercentageUnsatisfactory (0.00%)Less Than Satisfactory (65.00%)Satisfactory (75.00%)Good (85.00%)Excellent (100.00%)CommentsPoints Earned
Content70.0%
EMTALA Violations20.0%A description of EMTALA violations if the patient was rejected is not included.A description of EMTALA violations if the patient was rejected is incomplete or incorrect.A description of EMTALA violations if the patient was rejected is included, but lacks supporting detail.A description of EMTALA violations if the patient was rejected is complete and includes supporting detail.A description of EMTALA violations if the patient was rejected is extremely thorough with substantial supporting detail
Administrator Decision20.0%A description of the administrators decision is not included.A description of the administrators decision is incomplete or incorrect.A description of the administrators decision is included, but lacks supporting detail.A description of the administrators decision is complete and includes supporting detail.A description of the administrators decision is extremely thorough with substantial supporting detail.
Prevention Strategies15.0%An explanation of potential prevention strategies is not included.An explanation of potential prevention strategies is incomplete or incorrect.An explanation of potential prevention strategies is included, but lacks supporting detail.An explanation of potential prevention strategies is complete and includes supporting detail.An explanation of potential prevention strategies is extremely thorough with substantial supporting detail.
EMTALA Concerns15.0%A description of possible concerns related to EMTALA is not includedA description of possible concerns related to EMTALA is incomplete or incorrect.A description of possible concerns related to EMTALA is included, but lacks supporting detail.A description of possible concerns related to EMTALA is complete and includes supporting detail.A description of possible concerns related to EMTALA is extremely thorough with substantial supporting detail.
Organization and Effectiveness20.0%
Thesis Development and Purpose7.0%Paper lacks any discernible overall purpose or organizing claim..Thesis is insufficiently developed or vague. Purpose is not clear.Thesis is apparent and appropriate to purpose.Thesis is clear and forecasts the development of the paper. Thesis is descriptive and reflective of the arguments and appropriate to the purpose.Thesis is comprehensive and contains the essence of the paper. Thesis statement makes the purpose of the paper clear.
Argument Logic and Construction8.0%Statement of purpose is not justified by the conclusion. The conclusion does not support the claim made. Argument is incoherent and uses noncredible sources.Sufficient justification of claims is lacking. Argument lacks consistent unity. There are obvious flaws in the logic. Some sources have questionable credibility.Argument is orderly, but may have a few inconsistencies. The argument presents minimal justification of claims. Argument logically, but not thoroughly, supports the purpose. Sources used are credible. Introduction and conclusion bracket the thesis.Argument shows logical progressions. Techniques of argumentation are evident. There is a smooth progression of claims from introduction to conclusion. Most sources are authoritative.Clear and convincing argument that presents a persuasive claim in a distinctive and compelling manner. All sources are authoritative.
Mechanics of Writing (includes spelling, punctuation, grammar, language use)5.0%Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice or sentence construction is used.Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register) or word choice are present. Sentence structure is correct but not varied.Some mechanical errors or typos are present, but they are not overly distracting to the reader. Correct and varied sentence structure and audience-appropriate language are employed.Prose is largely free of mechanical errors, although a few may be present. The writer uses a variety of effective sentence structures and figures of speech.Writer is clearly in command of standard, written, academic English.
Format10.0%
Paper Format (use of appropriate style for the major and assignment)5.0%Template is not used appropriately or documentation format is rarely followed correctly.Appropriate template is used, but some elements are missing or mistaken. A lack of control with formatting is apparent.Appropriate template is used. Formatting is correct, although some minor errors may be present.Appropriate template is fully used. There are virtually no errors in formatting style.All format elements are correct.
Documentation of Sources (citations, footnotes, references, bibliography, etc., as appropriate to assignment and style)5.0%Sources are not documented.Documentation of sources is inconsistent or incorrect, as appropriate to assignment and style, with numerous formatting errors.Sources are documented, as appropriate to assignment and style, although some formatting errors may be present.Sources are documented, as appropriate to assignment and style, and format is mostly correct.Sources are completely and correctly documented, as appropriate to assignment and style, and format is free of error.
Total Weightage100%

Workplace Discrimination in Healthcare: Understanding Legal and Ethical Requirements

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Workplace Discrimination in Healthcare: Understanding Legal and Ethical Requirements

Imagine you are a nurse executive preparing for a workgroup meeting that will focus on the topic of workplace discrimination. You are creating a PowerPoint presentation for fellow nurse executives that explains legal and ethical issues in understanding and reporting workplace discrimination in a healthcare setting as well as responding to immediate problems and avoiding them in the future. Follow these steps to research the topic of workplace discrimination and develop your presentation.

To prepare:

  • Draw on resources that explain employment law, ethics, and discrimination.
  • In particular, review the EEOC website for the following:
    • Trends on reporting of discrimination in organizations (for example, browse the “Newsroom” and “Laws, Regulations, Guidance & MOUs” sections to spot trends)
    • Information on the types of discrimination reported to the EEOC
    • Data on discrimination charges by type (e.g., age, disability, pregnancy, etc.) and the basis of the charge (e.g., race, religion, retaliation, disability)
    • Process for filing a complaint and protections against retaliation
  • Consider implications for healthcare organizations in the EEOC findings.
  • Consider the legal and ethical role of nurse executives in responding to cases of discrimination and in setting and enforcing policies to avoid discriminatory behavior.
  • Also consider related issues and threats that might be addressed in your presentation.

Assignment:

Based on your research, in 8–10 slides, plus title and reference slides, include the following:

  1. Explain basic legal and ethical terms and guidelines that pertain to the topic of workplace discrimination.
  2. Summarize your findings from the EEOC website, including types of discrimination and those most frequently charged, trends in reporting of discrimination, and implications for healthcare organizations in statistics and trends.
  3. Explain legal protections for employees with regard to discrimination in the workplace.
  4. Explain the role of nurse executives in reporting potential violations of employment law.
  5. Analyze potential ethical conflicts nurse executives may face in discrimination lawsuits.
  6. Explain recommendations for negotiating those ethical conflicts. Be specific and provide examples.
  7. Explain the role of nurse executives in preventing discriminatory practices in a healthcare setting and ways discrimination may be managed.
  8. Explain the role of nurse executives in setting or advocating for policies that protect healthcare employees from other types of threats in the healthcare workplace.

SPEAKER NOTES ALSO, USE THE TEMPLATE ATTACHED

Use APA style rules to format any tables and figures in your presentation:

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[Presentation Title Goes Here]

[Your Name Here]

Walden University

[Heading Goes Here]

    • Go to the Home tab at the top and click on the New Slide or Layout button to access different formatting for your slides.
    • Choose formatting that presents your information in the most logical way.
    • Use a consistent, grammatically parallel format for bulleted lists. (For example, on this slide, each element begins with an imperative verb.)

 

[Heading Goes Here]

    • Keep the text font consistent.

 

  • Be sure headings are consistent in their spacing, placement, size, etc.

 

    • Consider using the slide after the title slide to summarize your presentation’s points (like an abstract for a paper).

 

 

Your slides can also contain entire paragraphs, like this one does. Citation rules apply to presentations just as they do to papers—when using or referencing another author’s ideas, you must cite the source. When incorporating a citation in a slide, do so just as you would in a traditional paper (Smith, 2010). According to Jones (2007), presentations are not very different from papers!

[Heading Goes Here]

[Heading Goes Here]

Use APA style rules to format any tables and figures in your presentation:

Figure 1. Bar graph showing useful information. From “Utilizing bar graphs,” by A. Jones, 2011, Journal of Handy Graphs, 76(2), p. 3. Reprinted with permission.

Chart1

Category 1Category 1Category 1
Category 2Category 2Category 2
Category 3Category 3Category 3
Category 4Category 4Category 4
Series 1
Series 2
Series 3
4.3
2.4
2
2.5
4.4
2
3.5
1.8
3
4.5
2.8
5

Sheet1

Series 1Series 2Series 3
Category 14.32.42
Category 22.54.42
Category 33.51.83
Category 44.52.85
To resize chart data range, drag lower right corner of range.

[Heading Goes Here]

References

Always include a reference list at the end of your presentation, just as you would in a paper. Reference list entries take the same format they would in a paper:

 

Jones, P. (2004). This great book. New York, NY: Publisher.

 

Smith, W., & Cat, D. (2010). How to make a good presentation

great. Presentations Quarterly, 45(4), 56–59.

doi:10.123.45/abc

Critical thinking activities

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Mrs. Smith was a 73-year-old widow who lived alone with no significant social support. She had been suffering from emphysema for several years and had had frequent hospitalizations for respiratory problems. On the last hospital admission, her pneumonia quickly progressed to organ failure. Death appeared to be imminent, and she went in and out of consciousness, alone in her hospital room. The medical-surgical nursing staff and the nurse manager focused on making Mrs. Smith’s end-of-life period as comfortable as possible. Upon consultation with the vice president for nursing, the nurse manager and the unit staff nurses decided against moving Mrs. Smith to the palliative care unit, although considered more economical, because of the need to protect and nurture her because she was already experiencing signs and symptoms of the dying process. Nurses were prompted by an article they read on human caring as the “language of nursing practice” (Turkel, Ray, & Kornblatt, 2012) in their weekly caring practice meetings.

The nurse manager reorganized patient assignments. She felt that the newly assigned clinical nurse leader who was working between both the medical and surgical units could provide direct nurse caring and coordination at the point of care (Sherman, 2012). Over the next few hours, the clinical nurse leader and a staff member who had volunteered her assistance provided personal care for Mrs. Smith. The clinical nurse leader asked the nurse manager whether there was a possibility that Mrs. Smith had any close friends who could “be there” for her in her final moments. One friend was discovered and came to say goodbye to Mrs. Smith. With help from her team, the clinical nurse leader turned, bathed, and suctioned Mrs. Smith. She spoke quietly, prayed, and sang hymns softly in Mrs. Smith’s room, creating a peaceful environment that expressed compassion and a deep sense of caring for her. The nurse manager and nursing unit staff were calmed and their “hearts awakened” by the personal caring that the clinical nurse leader and the volunteer nurse provided. Mrs. Smith died with caring persons at her bedside, and all members of the unit staff felt comforted that she had not died alone.

Davidson, Ray, and Turkel (2011) note that caring is complex, and caring science includes the art of practice, “an aesthetic which illuminates the beauty of the dynamic nurse-patient relationship, that makes possible authentic spiritual-ethical choices for transformation—healing, health, well-being, and a peaceful death” (p. xxiv). As the clinical nurse leader and the nursing staff in this situation engaged in caring practice that focused on the well-being of the patient, they simultaneously created a caring-healing environment that contributed to the well-being of the whole—the emotional atmosphere of the unit, the ability of the clinical nurse leader and staff nurses to practice caringly and competently, and the quality of care the staff were able to provide to other patients. The bureaucratic nature of the hospital included leadership and management systems that conferred power, authority, and control to the nurse manager, the clinical nurse leader, and the nursing staff in partnership with the vice president for nursing. The actions of the nursing administration, clinical nurse leader, and staff reflected values and beliefs, attitudes, and behaviors about the nursing care they would provide, how they would use technology, and how they would deal with human relationships. The ethical and spiritual choice making of the whole staff and the way they communicated their values both reflected and created a caring community in the workplace culture of the hospital unit.

Critical thinking activities

Based on this case study, consider the following questions.

1. What caring behaviors prompted the nurse manager to assign the clinical nurse leader to engage in direct caring for Mrs. Smith? Describe the clinical nurse leader role established by the American Association of Colleges of Nursing in 2004.
2. What issues (ethical, spiritual, legal, social-cultural, economic, and physical) from the structure of the theory of bureaucratic caring influenced this situation? Discuss end-of-life issues in relation to the theory.
3. How did the nurse manager balance these issues? What considerations went into her decision making? Discuss the role and the value of the clinical nurse leader on nursing units. What is the difference between the nurse manager and the clinical nurse leader in terms of caring practice in complex hospital care settings? How does a clinical nurse leader fit into the theory of bureaucratic caring for implementation of a caring practice?
4. What interrelationships are evident between persons in this environment—that is, how were the vice president for nursing, nurse manager, clinical nurse leader, staff, and patient connected in this situation? Compare and contrast the traditional nursing process with Turkel, Ray, and Kornblatt’s (2012) language of caring practice within the theory of bureaucratic caring