Advocacy Through Legislation – New York.

Advocacy Through Legislation

Nurses often become motivated to change aspects within the larger health care system based on their real-world experience. As such, many nurses take on an advocacy role to influence a change in regulations, policies, and laws that govern the larger health care system.

For this assignment, identify a problem or concern in your state, community, or organization that has the capacity for advocacy through legislation. Research the issue and use the “Advocacy Through Legislation” template to complete this assignment.

You are required to cite to a minimum of three sources to complete this assignment. Sources must be published within the last 5 years and appropriate for the assignment criteria and relevant to nursing practice.

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 formatting 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-440V-RS4-AdvocacyThroughLegislation.docx

Week 4 assignmet should be interesting for you. It is a form, but please, still follow APA rules for citations and references. PLease the form, it is attached to tasks under week 4. below is a copy of it so you can see what to expect. Think of an idea that needs changed, research the literature and what does the evidence say about this? Next, who can you talk to about it and how can you get funding? See below for the form questions, and yes there is a rubric.

My suggestion, work smart, not hard. The form is provided, so use it! Please remember to put your name on it, and save the doc with your inititals or name (please). As always, if any questions, please ask me!

Problem

In no more than 250 words, describe the problem, who is affected, and the current ramifications. Explain the consequences if the issue continues.

Idea for Addressing Solution

In no more than 250 words, outline your idea for addressing the issue and explain why legislation is the best course for advocacy.

Research the Issue

Perform research and compile information for your idea. Present substantive evidence-based findings that support your idea for addressing the problem (studies, research, and reports). Include any similar legislation introduced or passed in other states.

Evidence 1

Literature review here

Evidence 2

 

Stakeholder Support

Discuss the stakeholders who would support the proposed idea and explain why they would be in support.

Stakeholder(s) Supporting 1

Stakeholder(s) Supporting 2

 

Stakeholder Opposition

Discuss the stakeholders who would oppose the proposed idea. Explain why they would be in opposition and how you would prepare to debate or converse about these considerations.

Stakeholder(s) Opposed 1

Stakeholder(s) Opposed 2

 

Financial Incentives/Costs

In no more than 250 words, summarize the financial impact for the issue and the idea (added costs, cost savings, increased revenue, etc.). Provided support.

Legislature: Information Needed and Process for Proposal

Discuss the how to advocate for your proposal using legislation. Include the following: give me names in your state

Provide the name and complete contact information for the legislator.

Describe the steps for how you would present this to your legislator.

Outline the process if your legislator chooses to introduce your idea as a bill to congress.

Christian Principles and Nursing Advocacy

In no more than 250 words, discuss how principles of a Christian worldview lend support to legislative advocacy in health care without bias. Be specific as to how these principles help advocate for inclusiveness and positive health outcomes for all populations, including those more vulnerable, without regard to gender, sexual orientation, culture, race, religion/belief, etc.

Advocacy Through Legislation

No of Criteria: 11 Achievement Levels: 5CriteriaAchievement LevelsDescriptionPercentageUnsatisfactory0.00 %Less Than Satisfactory75.00 %Satisfactory79.00 %Good89.00 %Excellent100.00 %Content100.0     Problem, Those Affected, Current Ramifications, and Consequences if Problem Continues15.0A description of the problem, those affected, current ramifications, and consequences if the issue continues is omitted.A partial or vague discussion of the problem, those affected, current ramifications, and consequences if the issue continues is presented. Why the problem would be best addressed through legislation is unclear.A summary of the problem, those affected, current ramifications, and consequences if the issue continues is presented. There are some omissions and inaccuracies. Rationale is needed.A discussion of the problem, those affected, current ramifications, and consequences if the issue continues is presented. Some rationale is needed.A well-develop discussion of the problem, those affected, current ramifications, and consequences if the issue continues is presented. Strong and compelling rationale is provided. Insight into the problem and consequences is demonstrated.Idea for Addressing Solution10.0Idea for addressing the issue and why legislation is the best course for advocacy is omitted.Idea for addressing the issue is vague. Why legislation is the best course for advocacy is unclear. There are major omissions.Idea for addressing the issue is generally outlined. Why legislation is the best course for advocacy is summarized. There are some minor omissions. Rationale is needed.Idea for addressing the issue is outlined. Why legislation is the best course for advocacy is generally explained. Some rationale is needed.A logical and well-developed idea for addressing the issue is outlined. Why legislation is the best course for advocacy is thoroughly explained. Strong and compelling rationale is provided.Research Supporting Solution for Problem15.0Substantive evidence-based findings that support the idea for addressing the problem, including similar legislation in other states, are omitted.Some support for the idea and its effectiveness in addressing the problem is presented. Findings presented are not substantiated, or do not provide evidence-based support for the idea.Substantive evidence-based findings that support the idea for addressing the problem, including similar legislation in other states, are generally presented. More information is needed. There are some inaccuracies.Idea for addressing the issue is outlined. Why legislation is the best course for advocacy is generally explained. Some rationale is needed. Substantive evidence-based findings that support the idea for addressing the problem, including similar legislation in other states, are presented. There are minor inaccuracies. Some detail is needed.Substantive evidence-based findings that support the idea for addressing the problem, including similar legislation in other states, are presented and demonstrate strong and compiling support for the idea.Stakeholder Support10.0Stakeholders in support the proposed idea are omitted.At least one stakeholder in support of the proposed idea is presented. The assignment criteria are largely incomplete.Substantive evidence-based findings that support the idea for addressing the problem, including similar legislation in other states, are generally presented. More information is needed. There are some inaccuracies.General stakeholders in support of the proposed idea are presented. It is unclear why they are in support of the idea. More information is needed.Key stakeholders in support of the proposed idea are presented. It is generally clear why they are in support of the idea. Some detail or rationale is needed.All significant stakeholders in support of the proposed idea are presented and a well-supported explanation of why they are in support of the idea are provided.Stakeholder Opposition10.0Stakeholders in opposition to the proposed idea are omitted.At least one stakeholder in support of the proposed idea is presented. The assignment criteria are largely incomplete.At least one stakeholder in opposition to the proposed idea is presented. The assignment criteria are largely incomplete.General stakeholders in opposition to the proposed idea are presented. Explanation for why they are opposed to the idea and strategies for debating or conversing with opposing stakeholders is vague.Key stakeholders in opposition to the proposed idea are presented. A general explanation for why they are opposed to the idea and strategies for debating or conversing with opposing stakeholders is presented.All significant stakeholders in opposition to the proposed idea are presented. A well-supported explanation for why they are opposed to the idea and strategies for debating or conversing with opposing stakeholders is presented.Financial Incentives and Costs10.0The financial impact for the issue and idea is omitted.The financial impact for the issue and idea is only partially presented. The assignment criteria are largely incomplete.The financial impact for the issue and idea is outlined. More information or support is needed for claims.The financial impact for the issue and idea is summarized. Support for claims is generally supported.The financial impact for the issue and idea is clearly summarized.

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Strong rationale and support for claims is provided.Legislature Process and Information for Proposal10.0Legislative information needed and process to advocate for proposal are omitted.Legislative information needed and process to advocate for proposal are largely incomplete.Legislative information needed and process to advocate for proposal are generally outlined.There are some inaccuracies or omissions.The financial impact for the issue and idea is summarized. Support for claims is generally supported.Legislative information needed and process to advocate for proposal are presented. Information or detail is needed in some areas for accuracy or clarity.Legislative information needed and process to advocate for proposal are clearly and logically presented. The legislative process is clearly understood and insight into legislative advocacy is demonstrated.Christian Principles and Nursing Advocacy10.0A discussion of how Christian principles supporting unbiased advocacy for health care legislation is omitted.A discussion of how Christian principles support unbiased advocacy for health care legislation is incomplete. It is unclear how the principles support positive patient outcomes and inclusiveness for all populations.A summary of how Christian principles support unbiased advocacy for health care legislation is presented. Some rationale or information is needed to demonstrate how the principles support positive patient outcomes and inclusiveness for all populations.A discussion of how Christian principles support unbiased advocacy for health care legislation is presented. The discussion generally demonstrates how the principles support positive patient outcomes and inclusiveness for all populations. Some detail or information is needed for clarity.A well-developed discussion of how Christian principles support unbiased advocacy for health care legislation is presented. The discussion demonstrates an ability to act impartially and in the interest of promoting inclusive patient care without regard to gender, sexual orientation, culture, race, religion, or belief.Research5.0No outside sources were used to support the assignment.Few outside sources were used to support the assignment. Limited research is apparent.Research is adequate. Sources are standard in relevance, quality of outside sources, and/or timeliness.Research is timely and relevant, and addresses all of the issues stated in the assignment criteria.Research is supportive of the rationale presented. Sources are distinctive. Addresses all of the issues stated in the assignment criteria.Mechanics of Writing (includes spelling, punctuation, grammar, and language use)2.0Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice or sentence construction is employed.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.The writer is clearly in command of standard, written, academic English.Documentation of Sources (citations, footnotes, references, bibliography, etc., as appropriate to assignment and style)3.0Sources 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 Percentage  100

 
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Describe Two External Stressors That Are Unique To Adolescents.

Describe Two External Stressors That Are Unique To Adolescents.

Describe Two External Stressors That Are Unique To Adolescents.

opic 3 DQ 2

Adolescence is a period of growth and development that occurs between childhood and adulthood. As they continue to form an identity, they face many difficulties in integrating themselves into society; they do not belong to either the childhood or adult groups. Any transition that upsets the balance of our lives and forces us to adapt is referred to as a stressor. Stress may be described as physical or mental tension experienced as a result of life events.

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They don’t stress factors affecting adolescents are here or social stressor and self-esteem and sexual stressor. Rejections when they begin to form intimate relationships, teasing or being teased, as this is the moment that teenage bodies are undergoing physical changes such as weight gain, awkwardness, acne growth, and so on, are all possible peer or social stressors. Other sources of tension during this time include education and the need to excel, dealing with a family crisis, and online social lives. Self-esteem and sexual stressors are normal in puberty as their bodies shift, they continue to develop sexual identities, and self-esteem may be low. An adolescent’s life revolves around fitting in, and identifying sexually outside of what is considered normal (i.e., bisexual, homosexual, transgender/gender neutral) can be stressful. Society does not often tolerate these kinds of sexual identities, and their bullying, teasing, gossip, and family rejection of their decisions contribute to a poor sense of self-esteem. As a result, when puberty is confronted by stressors like these, they feel depressed and resort to action to cope. Social avoidance, behaving violently against others, or self-abuse, as well as consuming alcohol or using drugs, are examples of those behaviors. When these fails to properly relive the stress experienced by the teenager, they may consider or attempt suicide. Describe Two External Stressors That Are Unique To Adolescents.

Any of the reinforcement or coping mechanisms that may be used are mentioned below. Since nurses’ assessments are critical for understanding stressor signs and symptoms, this would help nurses to understand how the teenager is feeling and speak about it when their adult is not present. As a result, they would feel more at ease debating those topics. We will teach them to talk about their feelings by giving them things to talk about that they are comfortable with. When it comes to suicidal thoughts or acts, ask them simple questions. To ease tension, encourage healthy coping skills such as sports or exercise, listening to music, or praying. If they don’t feel comfortable talking about their emotions, they can write them down in a diary as a stress reliever. Giving them information about support groups where they can go on their own and get assistance is another informative opportunity. Some of the support groups- self-esteem: Teens Health.org, gender identity question or stress associated with the subject: gay, lesbian and straight education Network (www.gisen.org), Bullying: www.bullying.org or kidshealth.org. Depression and suicide are complex issues and get torn on the flesh for adolescents. It is important for nurses to use communication and sensitivity in education for this group.

Respond using 200-300 words APA format with references supporting the discussion.

Describe two external stressors that are unique to adolescents. Discuss what risk-taking behaviors may result from the external stressors and what support or coping mechanism can be introduced.

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Dietary Analysis Project- Complete – nursing homework essays

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    dietary_analysis_project_template_parts_i-iii.docx

NUTR 100 – Diet Analysis Project Template (Parts I, II & III)

 

Part I: 24-hour Food & Beverage Recall with Predictions

 

Use this template in conjunction with the Complete Dietary Analysis Project Instructions. Submit this template when finished with each Part (there are Parts I, II and III included).

 

Personal information of person interviewed (please include all):

Gender: Female

Height: 5’5

Weight: 222

Age: 42

Activity level: none

 

Date/Day of the Week (add rows if needed & divide by meals/snacks):

Time Food/Condiment/Beverage How Much Ate/Drank

(use cups or ounces, tablespoons)

9:12 am Oatmeal, regular, cooked (no salt or fat added) 1 cup
9:12 am Bacon, pork cooked 3 medium slices
9:12 am water 16 ounces
1:32pm Salad, grilled chicken, bacon, cheese, lettuce, tomato, carrots, no dressing 1 ½ cup
7:25 pm Pizza, with meat and vegetables, thick crust 1 pizza (5″ across pizza) 5” across pizza
7:25pm Salad, Caesar, with dressing

 

1 cup
7:25 pm water 16.9 ounces
8:00pm wine 3.5 ounces
     
     
     
     
     
     
     

Predictions (2 parts):

 

Part 1: Original charts with your predictions

  Total Calories Dietary Fiber Food Groups Macronutrients Micronutrients
      Veg Fruit Whole Grains Dairy Protein Carbs Fat Vitamins/ Minerals
Low x     x   x x     x
Adequate   x     x     x x  
High     x              

 

  Sodium Saturated fat Cholesterol
Low   x x
Moderate x    
High      

 

 

 

Part 2:

Write at least five sentences explaining why you are predicting what you predict for each category . Please address the micronutrients in general (if you think overall the 24-hour recall diet will be too low, adequate/moderate or too high in most vitamins and minerals) and also specifically address the mineral, sodium and the sub-categories, saturated fat, cholesterol and dietary fiber in your write-up . You will lose points for not addressing all categories noted here.

 

NUTR 100 – Dietary Analysis Project Template

Part II: Data Findings and Analysis of Original 24-hour Food Recall

 

Data Findings & Analysis

 

Getting Started:

Please submit this Template for Part II, which should include your completed Part I above and any corrections needed per the instructors feedback. Also, be sure to submit the Nutrient Intake Report.

Use this template in conjunction with the Complete Dietary Analysis Project Instructions. Submit this template when finished with each Part.

 

· Start with the Daily Food Group Targets. Click on “View by Meal” (located under the graph on the Food Tracker page). You will want to copy and paste the Food Groups table into this document, replacing the example below. You may not be able to simply copy and paste depending on your computer. You can also take a screenshot, and then crop the graphic as needed (see example below).

 

Food Group Table

 

 

· Next, look at the Daily Food Group Graph (next to the word data and below the daily food group targets). Take a screenshot, and then crop the graphic as needed (see example below); then answer the questions and write a summary of your findings per the instructions below.

 

 

 

 

Food Group Graph

 

 

Food Group Questions:

· What are the total percentages of the target for each food group?

· Example: Grains are 94%, Vegetables are 151%, Fruits are 111%, Dairy is 53% and Protein is 71% of the targets.

· For grains, what percent is whole and what percent is refined (hover the arrow over the sections on the chart and it will show this)?

· Example: Whole grains are 65% of total grains

· For dairy, what percent is from milk/yogurt and what percent is from cheese?

· Example: Milk and yogurt are 80% of dairy intake; cheese is 20% of dairy intake

· For fruit, what percent is from whole fruit and what percent is from fruit juice?

· Whole fruit is 60% of fruit intake and fruit juice is 40% of fruit intake.

· Write at least five sentences addressing your findings regarding the food groups for the diet recall. Address, what foods from the 24-hour diet recall caused the food groups to be in these proportions? How can they be improved upon for the revised diet?

 

· Next, look at Daily Limits. This is below the graph you were just looking over on SuperTracker.

 

As with the above graphs, these charts need to be used in the final presentation, so save them now (sometimes right clicking and selecting “save picture as” will work). You may copy and paste into this template, you may use screenshots (replace the example below).

 

Daily Limits Graph

 

 

Daily Limits Questions: (please answer them all together in paragraph form)

· Write at least five sentences summarizing your findings for daily limits. Address, what foods from the 24-hour diet recall caused these levels of daily limits? How can they be improved upon for the revised diet? Include answers to the questions below as well.

· What are total calories eaten for the day? Are they within 100 calories of the total limit? If not, how can this be achieved with the revised menu?

· Should added sugar be reduced in order to be lower than the limit? If yes, how can you revise the menu to meet this target while meeting other targets?

· How much saturated fat, and sodium were eaten and what were those limits? If these are above the limits how can they be improved upon in the revised menu?

 

 

The next step is to open the Nutrient Intake Report (just below the graph, smaller print, next to “Related Links”). You will need to submit this report with your Part II submission as well as with the final presentation, so make sure to save it! I strongly recommend exporting it as a word document so you can edit it per the requirements for Part III. The report will list the target (or RDA), average eaten, and the status. Make note of those that exceed guidelines and those that do not meet the guidelines. For now, you can assess this as over or under the guideline just based on the status provided. In your final presentation submission you will be converting these to percentages. Remember that for saturated fat, cholesterol and sodium you want to be below the value, so no need to comment if you fall below, only if you exceed it.

 

You now have all the information you need to assess the data and write up your findings. Keep this information, as you will need it for the final presentation of your work.

 

Outcomes of Your Predictions

See if your predictions matched up with the findings. Include both charts below with your original predictions and findings.

 

Original Charts with Your Predictions:

  Total Calories Fiber Food Groups Macronutrients Micronutrients
      Veg Fruit Whole Grains Dairy Protein Carbs Fat Vitamins/ Minerals
Too Low                    
Adequate                    
Too High                    

 

  Sodium Saturated fat Cholesterol
Low      
Moderate      
High      

 

 

Analysis Charts with Your Findings:

  Total Calories Fiber Food Groups Macronutrients Micronutrients
      Veg Fruit Whole Grains Dairy Protein Carbs Fat Vitamins/ Minerals
Too Low                    
Adequate                    
Too High                    

 

  Sodium Saturated fat Cholesterol
Low      
Moderate      
High      

 

 

Outcomes of your predictions summary:

(Write at least 5 sentences discussing and comparing your predictions with the findings. Please summarize which of your predictions were accurate (or close) and which were not. For those predictions that were not in line with the findings discuss why you think your predictions were off)

 

NUTR 100 – Dietary Analysis Project Template

Part III: Original 24-hour Food Recall with Revised 24-hour Final Menu & Analysis

Getting Started:

Please use the provided Template for Parts I, II & III, which should include your completed Part I & II and any corrections needed per the instructors feedback. Label all graphs and tables as “Revised” so it’s easy for me to distinguish between the original menu data and the revised menu data. IMPORTANT: before starting Part III take a look at the check list of requirements for the revised menu at the end of this document.

 

Date/Day of the Week (add rows if needed):

ORIGINAL 24-hour recall REVISED 24-hour menu
Time Original: Food/Condiment/Beverage How Much Ate/Drank

(use cups or ounces, tablespoons)

Time Food/Condiments/Beverages Amount
           
           
           
           
           
           
           
           
           
           
           
           
           
           
           
           
           

(Revised) Daily Food Group Targets (insert screen shot using revised 24-hour menu you created)

Location Note: the two charts below can be generated using SuperTracker, located under the Daily Food Group Targets, select “View By Meal”, they are the last two charts on the screen.

 

Macintosh HD:Users:erikapied:Desktop:Screen Shot 2016-06-21 at 7.43.34 PM.png

 

 

 

 

 

 

 

 

 

(Revised) Daily Food Group Graph (insert screen shot using revised 24-hour menu you created)

 

 

 

(Revised) Daily Limits (insert screen shot using revised 24-hour menu you created)

Fill in the following “Master Comparison Table” to help you address and compare the following areas:

 

  Target (per SuperTracker) Original 24-hour recall Menu Revised 24-hour Menu
Total Calories      
Whole Grains At least 50%    
Added Sugars Limit:    
Saturated Fat Limit:    
Sodium Limit: 2300 mg    
Cholesterol <300 mg    
Dietary Fiber >25 g    

 

 

Revised Menu Questions(please include at least 8 sentences addressing these questions)

· Based on your findings what were the areas (food groups, nutrients etc.) that needed revising from the original menu?

· Were you successful at improving these areas? If so, how did you improve these areas in the revised menu? If not, why not?

· What were your challenges with revising the menu?

· How did you overcome them?

 

 

Checklist of Requirements for Revised Menu:

To be considered a correct, revised menu, the following should be met: (Use this as a checklist before submitting; part of your grade will be showing you can meet these targets)

 

· Total calories should be within 100 calories from the target calories. For example, if the target calories are 1800 calories, then your revised menu have calories totaling between 1700-1900 calories.

· Daily Food Groups Report: Should read OK; it is acceptable to go over, as long as total calories are +/- 100 calories for the day and there is balance between the overages (for example, 110% grains, 110% dairy, 120% vegetables versus 110% fruit, 350% protein, 200% dairy).

· Graph (Food Group bar graph): Should be at 100% (+/-10%) for all targets, acceptable to go over as long as total calories are +/- 100 calories for the day and there is balance between the overages (for example, 110% grains, 110% dairy, 120% vegetables versus 110% fruit, 350% protein, 200% dairy).

· For grains, at least 50% should be whole grains. Fruit juice should not be in excess.

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· Daily Limit: Should be within +/- 100 calories of the target. Added sugar, saturated fat, cholesterol and sodium should not exceed their limits.

· Nutrient Intake Report: There are more nutrients than we are looking at listed on this report, so only focus on the nutrients we covered extensively in class (calories, protein grams and %, carbohydrate grams and %, total fat and %, saturated fat, cholesterol, dietary fiber and all vitamins and minerals listed). There are a few extra that we did not cover as extensively in class, so please do not worry about discussing those (they are: monounsaturated fat, polyunsaturated fat, linoleic acid, alpha-linolenic acid, omega-3 EPA and omega 3-DHA).

· ***IMPORTANT*** Highlight total calories if the average eaten is +/- 100 calories of the target, if the number is outside of the range, write “Less than 100 calories below” or “Greater than 100 calories above.”

· All macronutrients (carbs, protein and total fat) % Calories should be within the AMDR target range listed under Target. Any macronutrient outside of the AMDR should be highlighted and indicated as “Over” or “Under.”

· Dietary Fiber should be at least 25 grams, anything less should be highlighted and labeled as “Under”.

· For Saturated fat , anything over 10 percent should be highlighted and indicated as “Over.”

· For Cholesterol , anything over 300 mg should be highlighted and indicated as “Over.”

· For Sodium , anything over 2400 mg should be highlighted and indicated as “Over.”

· For micronutrients (vitamins and minerals), calculate the % of the target for each and enter it in the status column. To do this, divide the actual intake by the target and multiple by 100. Type this percentage in to the Word version of the report next to the status (for example, OK 105%). This will make it easier for you to make comments on this for the final presentation. Highlight any that are less than 80% or greater than 200% of the target. It may say OK, but we still want to be careful not to go too far over each day. Only highlight those when greater than 200% or less than 80% along with their calculated percentage.

 

Please note: If the person you are creating a menu for has very high calorie needs (2800 calories or more), you will likely need to exceed 200% for many of the vitamins and minerals because you will need a larger amount of total food to meet the calorie needs. Just make sure that the macronutrients are still within the AMDR, even at the higher calorie level. If you have a menu where the calorie needs are 2800 or more you will be graded based on 300% instead of 200% for the high end of the range.

 
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Lifestyle Changes For Weight Loss Sally Is A 43-Year-Old Mother Of Two Who Has Gained 50 Pounds Over The Past Five Years.

Case Study 9-2: Lifestyle Changes For Weight Loss Sally Is A 43-Year-Old Mother Of Two Who Has Gained 50 Pounds Over The Past Five Years.

Case Study 9-2: Lifestyle Changes For Weight Loss Sally Is A 43-Year-Old Mother Of Two Who Has Gained 50 Pounds Over The Past Five Years.

Sally is a 43-year-old mother of two who has gained 50 pounds over the past five years. She is 64 inches tall and weighs 180 pounds with a BMI of 30.8. Her waist circumference is 37 inches. She acknowledges that she is not as physically active as she would like to be. She also notes how recent stresses in her life have affected her sleep and seem to have triggered her appetite for sweets. Sally’s father recently died from complications of type 2 diabetes and her mother and sisters are overweight. Sally says she is very motivated to “not get diabetes” and is disturbed that her recent physical exam revealed mildly elevated blood pressure, glucose, and cholesterol levels.

 

1.   How does Sally’s family history influence her weight and risk for diabetes? What lifestyle choices may influence her genetic predisposition to be overweight?

 

2.   Using information in this chapter, what is a reasonable goal weight for Sally? How long would you estimate it would take her to safely lose this amount of weight?

 

3.   What weight-loss strategies may help curb Sally’s stress-related eating?

 

4.   Sally has determined that—to lose weight—she needs to limit her daily caloric intake to 1400 kcalories. Use Table 9-2 and show a one-day plan for meals and snacks that meet her nutritional needs within this calorie level.

 

5.   What are some advantages to Sally keeping a food and exercise record? What other factors besides food intake and physical activity may be useful for Sally to record?

 

6.   Why might strength training be an important addition to Sally’s exercise regimen?

 

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You must proofread your paper. But do not strictly rely on your computer’s spell-checker and grammar-checker; failure to do so indicates a lack of effort on your part and you can expect your grade to suffer accordingly. Papers with numerous misspelled words and grammatical mistakes will be penalized. Read over your paper – in silence and then aloud – before handing it in and make corrections as necessary. Often it is advantageous to have a friend proofread your paper for obvious errors. Handwritten corrections are preferable to uncorrected mistakes.

Use a standard 10 to 12 point (10 to 12 characters per inch) typeface. Smaller or compressed type and papers with small margins or single-spacing are hard to read. It is better to let your essay run over the recommended number of pages than to try to compress it into fewer pages.

Likewise, large type, large margins, large indentations, triple-spacing, increased leading (space between lines), increased kerning (space between letters), and any other such attempts at “padding” to increase the length of a paper are unacceptable, wasteful of trees, and will not fool your professor.

The paper must be neatly formatted, double-spaced with a one-inch margin on the top, bottom, and sides of each page. When submitting hard copy, be sure to use white paper and print out using dark ink. If it is hard to read your essay, it will also be hard to follow your argument.

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Katharine Kolcaba’s Comfort Theory. – nursing homework essays

Katharine Kolcaba’s Comfort Theory.

Katharine Kolcaba’s Comfort Theory.

Katharine Kolcaba’s Comfort Theory

Student Name

Running head: KATHARINE KOLCABA’S COMFORT THEORY

 

 

1

Running head: KATHARINE KOLCABA’S COMFORT THEORY

 

 

 

Abstract

The paper gives a systematic assessment of the Katharine Kolcaba’s Comfort theory. The basis of the paper is to understand the theorist, and discuss the main concepts related to it. Above all the aim is to identify the theory’s application to clinical situations in institutional settings and its contribution to nursing research and practice. An overview, and the Comfort theory’s propositions, along with its conceptual definitions will be analyzed and studied. Along with certain research articles, Kolcaba’s Comfort theory’s applications, particularly, technical, coaching and comfort food for the soul will be explored. In addition, this paper provides examples where Nurse Practitioners can use Comfort Theory as a framework to provide holistic care to their patients. It is also noticeable that Katharine Kolcaba’s Comfort theory has been used in several institutions by the administration to develop policies and practices, with the interest of improving patient satisfaction and experience during their encounter within the organization.

 

 

 

 

 

 

 

 

 

 

 

 

Introduction

Born and educated in Cleveland, Ohio, Katharine Kolcaba, practiced as a nurse on several nursing units for many years. After completing her masters in nursing, and while working on the dementia unit as head nurse, Kolcaba started theorizing about comfort. During her doctoral studies, Kolcaba further developed her comfort theory study and later published a framework for dementia care. Later she added the operationalized comfort as an outcome of care and contextualized comfort in a middle range theory. Subsequently, Kolcaba tested her theory in varied intervention studies, and based on that she polished her theory to include hospital-based outcomes. Katharine Kolcaba has several and extensive publications where she has documented the process of her theory. She also has published a book Comfort Theory and Practice, where she has assembled her series of publications. Kolcaba currently works as a consultant of her own company, The Comfort Line, which advices health-care agencies in application of her Comfort Theory framework if they choose to apply it within their institutions (Smith & Parker, 2015).

 

Overview of the Comfort Theory

Comfort, according to Kolcaba, is an outcome of an intentional, patient/family based and focused quality care (Smith & Parker, 2015). Based on holistic care, Kolcaba developed four contexts in which patients can experience comfort, i.e. physical, psychospiritual, sociocultural and environmental. The three distinct types of comfort that Kolcaba focused were-Relief, Ease, and Transcendence. Relief is a feeling where a specific need that provides comfort is given. Ease is the state of being calm and content. Whereas transcendence relates to a state where patients can rise above their difficulties irrespective of life’s circumstances with the help of caregiver intervention. All the four contexts and the three types of comfort are interrelated and have to be viewed holistically to get favorable outcomes. Health needs are those that the patients cannot meet on their own which sprout from varied stressful conditions. Comfort interventions are all the steps considered to tackle the specific health needs.

 

page2image1575802880 (“Comfort Theory,” n.d.)

 

The practical application of Kolcaba’s Comfort Theory was studied in cardiac patients in two case studies (Krinsky, Murillo, & Johnson, 2014). The comfort needs of cardiac patients were defined based on the four domains of Kolcaba’s Comfort theory and the interventions were outlined accordingly centered on the three comfort types. Quiet time intervention which was introduced to these cardiac patients aligned with the Comfort Theory taxonomy framework. Interventions based on physical, psychospiritual, environmental and socio-cultural domains were implemented in the case studies. Improved outcomes were noted in cardiac patients in terms of ease of pain, enhanced sleep, reduced agitation and anxiety, and enriched emotional support through family involvement.

Another study that was conducted at two dialysis centers to determine the relationships between comfort and fluid retention was based on Kolcaba’s Comfort Theory framework (Estridge, Morris, Kolcaba, & Winkleman, 2018). The study found out some interesting facts based on the theory of comfort. The study turned out to be clinically important as patients who pursued comfort interventions showed a greater trend of engaging in healthy behavior. Another fact pointed out was the different comfort needs based on race, religion, gender and lifestyle varied accordingly. In the study the nurses had to investigate distinctive characteristics and comfort needs to plan nursing care based on the comfort theory framework.

Relevance

Personal Relevance

While working in the dementia unit, Kolcaba started developing her comfort theory in context of patient experience on that unit. It was during her doctoral degree program that she further expanded on her comfort theory framework and its outcomes. She later tested her theory in several interventions as a topic for her dissertation. Kolcaba confesses that it was Emily Dickenson’s poem that made her define her vision for nursing and comfort care theory (“Comfort Theory,” n.d.). The author, even today, utilizes her theory in her regular visits to homeless shelters, different healthcare organizations, and several research studies incorporating her comfort theory.

Relevance to healthcare

Comfort theory has great implications within todays healthcare scenarios. Most patients and family members are in stressful health related situations, comfort theory can be beneficial to such cases when nursing activities are planned in that direction. Nurses in todays world can take guidance from comfort theory to identify their patients and family needs and address them with interventions based within the comfort theory structure. Institutional administrators should value comfort care and implement policies and make strategies that will encourage nurses and other staff to deliver comfort measures to their clients. Kolcaba has developed several scales for documentation that include, verbal rating scale, a numeric diagram, comfort daises for children, a comfort behaviors checklist and many other questioners (Smith & Parker, 2015).

Relevance to research and practice

Kolcaba’s Comfort Theory has been used as a framework in many research studies. Kolcaba herself has participated and guided researchers through many studies that have applied her theory in different setups. Apostolo and Kolcaba’s guided imagery study for decreasing depression, anxiety and stress in psychiatric patients with depression using comfort theory framework, revealed significant improvement in clinical outcomes (Apostolo & Kolcaba, 2009). Taxonomic structure of Comfort developed by Kolcaba was used to design the interventions for the study. This example and many other studies have proved that utilizing Kolcaba’s Comfort theory can help patients have positive impact in their health behaviors and outcomes.

Summary

Strengths

The biggest strength of Kolcaba’s Comfort theory is its ease of use in any nursing setting. The taxonomic structure provided by Kolcaba is clear and easy to understand and thus helpful for nurses to develop their nursing plan of care accordingly. When nurses implement comfort care plans, patient and family satisfaction improves, thereby engaging them in health seeking behaviors. The comfort theory framework developed by Kolcaba is holistic in nature, thus helping improvise overall patient care. Several health institutions and hospitals are actively implementing comfort theory-based care in hope of improving their HCAHPS scores.

 

 

Limitations

Although widely used in hospitals and for research purposes, Kolcaba’s theory has few limitations. Most of the times outcomes are subjective, hence limiting generalizability. Another limitation is the requirement of modification of framework when using in different nursing areas. Comfort theory framework is mostly used in nursing related areas; hence its use is limited to the staff who are educated about it and based on their scope of practice. Kolcaba’s comfort theory is good to be used to define comfort care of patients and families, but it’s difficult to agree whether it can be applicable in all healthcare settings. The topic of comfort is subjective, hence depending on varied patient-nurse ratios it may be difficult and stressful for nurses to implement total comfort-based care.

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KATHARINE KOLCABA’S COMFORT THEORY

 

References

Apostolo, J. L., & Kolcaba, K. (2009). The Effects of Guided Imagery on Comfort, Depression, Anxiety, and Stress of Psychiatric Inpatients with Depressive Disorders. Archives of Psychiatric Nursing23, 403-411. http://dx.doi.org/doi:10.1016/j.apnu.2008.12.003

Conceptual Framework for Comfort Theory. (n.d.). Retrieved from https://www.thecomfortline.com

Estridge, K. M., Morris, D. L., Kolcaba, K., & Winkleman, C. (2018). Comfort and Fluid Retention in Adult Patients Receiving Hemodialysis. Nephrology Nursing Journal45, 25-34. Retrieved from https://www.thefreelibrary.com/Comfort+and+Fluid+Retention+in+Adult+Patients+Receiving+Hemodialysis.-a0529947941

Krinsky, R., Murillo, I., & Johnson, J. (2014, February 5). A practical application of Katharine Kolcaba’s comfort theory to cardiac patients. Applied Nursing Research27, 147-150. Retrieved from http://lib.ajaums.ac.ir/booklist/ARN199.pdf

Smith, M. C., & Parker, M. E. (2015). Nursing Theories and Nursing Practice (4th ed.). Philadelphia, PA: F.A. Davis Company.

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Iturralde V Hilo Medical Center USA

Iturralde V Hilo Medical Center USA

Iturralde V Hilo Medical Center USA

Determine ethical theories and decision-making models appropriate for healthcare providers to use for providing a safe, quality healthcare experience for the patient  Analyze the role of professional regulation, the standard of care, and codes of ethics in determining healthcare providers’ wide-ranging accountability to self, their profession, their patients, and the public

Iturralde V Hilo Medical Center USA

Prompt In this project, you will analyze a court case involving medical malpractice. Using your analysis of the case, you will address the facts pertaining to the medical standard of care, breach of care, and causation. Further, you will use the facts from the original case to identify an ethics issue, determine an ethical theory that would help provide a safe and quality healthcare experience for the patient, apply a clinician–patient shared decision-making model, and augment or vary the facts of the case to change the outcome.  Iturralde V Hilo Medical Center USA

Iturralde V Hilo Medical Center USA

You will use the following case to analyze for Final Project I:

 

 Surgery: Iturralde v. Hilo Medical Center USA

 

Specifically, your case study must address the following critical elements:

 

I. Introduction: A. Summarize the selected case, including information on the stakeholders involved, the problem, and the time period the incident occurred.

 

II. Medical Malpractice Component: In this section, you will evaluate the case to address the legal components, the malpractice policies similar to this case, and the standard of care given to the patient and how it was breached. Then, you will draw connections to how this malpractice case impacted stakeholders and healthcare consumers outside of the case. A. Explain the key legal components of the case, including the nature of the issue and the rules that applied. B. Determine relevant malpractice policies in place for addressing the issues within the case. C. Analyze the malpractice case for the standard of care provided to the victim. Be sure to apply what the law states about standard of care to support whether or not it was breached in the case. D. Analyze how the malpractice case would impact healthcare consumers from different cultural backgrounds. For example, would this case have a similar impact on a person from a culture different from the one in the case? How could this incident change the views of these healthcare consumers toward the healthcare system? E. Assess the malpractice case for accountability based on its severity. To what extent was the healthcare provider held accountable?  Iturralde V Hilo Medical Center USA

3

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III. Ethical Component: In this section, you will evaluate the case to identify the specific ethical issues and determine ethical theories and shared decision- making models that would help resolve the issue and provide a safe, quality healthcare experience. Then, you will propose and defend ethical guidelines for healthcare providers to follow in order to avoid future incidents. A. Describe the ethical issues that led to the malpractice case and explain why the issues are credited with causing the incident. Support your response with research and relevant examples from the case. B. Describe an ethical theory that would help resolve the issue and provide a safe, quality healthcare experience for the patient. Support your response with research and relevant examples from the case. C. Select a physician–patient shared decision-making model and explain how it would provide a safe, quality healthcare experience for the patient D. Propose ethical guidelines that would have helped prevent the incident and would help the organization prevent future incidents. E. Defend how your proposed ethical guidelines will hold healthcare providers accountable to themselves, their profession, their patients, and the public.

 

II. Recommendations: In this section, you will utilize the knowledge you gained from your malpractice and ethical analyses to recommend and defend strategies that would help improve medical practices and avoid future liability. A. Recommend preventative strategies the healthcare provider could implement to avoid liability in the future. B. Defend how your recommended preventative strategies would assist the healthcare provider in avoiding liability and provide a safe, quality healthcare experience for the patient.

 

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Planning Learning Objectives. – nursing homework essays

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 Dear Students,

 

Individualized Practicum Objectives:

1. You cannot start working on completing your 72 hours of practicum until your practicum objectives are approved by me.

2. PRACTICUM OBJECTIVES ARE DUE WEEK 1 AS AN ASSIGNMENT IN 8410 BLACKBOARD.

3. The individualized practicum objectives should be based on the course objectives and the  AACN Doctoral Essentials . (See attached file) USE THIS TEMPLATE BELOW FOR WRITING YOUR PRACTICUM OBJECTIVES (due end of week 1). THERE IS AN EXAMPLE OF ANOTHER STUDENTS’ OBJECTIVES AT THE BOTTOM OF THIS DOCUMENT—PLEASE REVIEW.

 

WEEK 1 OBJECTIVES TEMPLATE

 

OBJECTIVES

a.      OBJECTIVE 1: EBP Problem Related Individualized Practicum Objective  (pick one and individualize it):

i.     Evaluate an evidence-based practice problem (in parenthesis, name the EBP problem you will be working on w/ your preceptor/mentor in practicum) within a specialty setting (name your setting in parenthesis) (related Course Learning Outcome=2).

ii.     Synthesize literature related to a defined evidence-based practice problem (in parenthesis, name the EBP problem you will be working on w/ your preceptor/mentor in practicum) (related Course Learning Outcome=3).

   iii.     Formulate an intervention to address a practice problem (in parenthesis, name the EBP problem you will be working on w/ your preceptor/mentor in practicum) (related Course Learning Outcome=6).

 

 

b.     OBJECTIVE 2: Practice Area Specialty Competencies Individualized Practicum Objective  (pick one and individualize it):

   i.     Apply practice guidelines (name the practice guideline—from National Guideline Clearinghouse, RNAO, or a specialty organization) into an area of expertise (name the area…e.g., diabetic care) (related Course Learning Outcome=4).

    ii.      Utilize advanced competencies (name the competencies, e.g. AONE CNLM competencies) for practice and leadership roles related to (name the area…e.g., diabetic care) (related Course Learning Outcome=5).

 

 

c.       OBJECTIVE 3: Essential Related Individualized Practicum Objectives  (individualize it):

1.

1.

i. Demonstrate achievement of learning objectives related to the AACN DNP Essentials (note which DNP essential in parenthesis) by ____________ (lay out how you will do this) (Course Learning Outcome 6).

TIMELINE

I plan to complete X hours per week of practicum over the next X weeks (must be 10 weeks or less). This will allow a total of 72 on-site hours with my preceptor.

 

 

NOTE 1: Review the assignment in 8410 Blackboard under Week 1, Practicum, and Assignment. Make sure you remember to put your timeline for practicum hours also.

 

NOTE 2:   Your practicum objectives should not include objectives related to your DNP project, which you will work on with your DNP Project chair and committee within the mentoring courses NURS 8700 and 8701.

 

 

Example Of a Former Student’s Week 1 Assignment: Objectives and Timeline

(Used w/ permission from P. Holtzinger 2016.06.07 w/ edits from T. Wright)

 

Objectives

The following are my three objectives for 8410.

EBP Problem Related Individualized Practicum Objective:

DNP Student Objective 1: Evaluate the practice problem of pediatric maltreatment and strangulation evaluation (r/t NURS 8410 Course Learning Outcome 1).

Practice Area Specialty Competencies Individualized Practicum Objective:

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DNP Student Objective 2:  Apply practice guidelines from the International Association of Forensic Nurses (IAFN) related to forensic nursing education addressing the evidence-based practice standards for the medical/forensic care of the pediatric forensic patient (r/t NURS 8410 Course Learning Outcome 3).

Essential Related Personal Individualized Practicum Objective:

DNP Student Objective 3: Demonstrate achievement of learning objectives related to the AACN (2006) DNP Essential  (See attached fileVI (Interprofessional Collaboration for Improving Patient and Population Health Outcomes) by working as a member of the multidisciplinary team to address best-practice approaches to the delivery of care of the pediatric maltreatment population (r/t NURS 8410 Course Learning Outcome 6).

 

 

Timeline 

I plan to complete 8 hours per week of practicum over the next 9 weeks. This will allow

 

a total of 72 on-site hours with my preceptor.

 

 

Thank you and I look forward to working with each of you-

 

Tracy

 

 
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Death Dying And Grief – nursing homework essays

Faith Idiegbe   Topic 4 DQ 1

Death is unavoidable for all. If there is a beginning, there must still be an end, which is known as death. This is a common occurrence in the field of oncology.(Kaufman, S. (2005). As a Nurse there is a feeling of empathy when a patient dies on your watch be it that the patient is in Hospice or in a critical condition, that death is inevitable the Nurse grieves alongside the loved one of that patients even more so if they do not have any family member present.

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This ultimately pessimistic, if not cynical, view of death remains a part of much of modern rationalistic and materialistic culture and contributes directly to contemporary and seemingly conflicting attitudes toward death, including denial, fear and foreboding, helplessness and hopelessness, heroic acquiescence, and ultimately, attempts to autonomously master and control the timing and means of the end of one’s own existence (Smith, Harvath, Goy, & Ganzini, 2015). The end of it all is death, it’s the saddest truth.

The people who work in these departments (nursing professionals) often feel and perceive death as an unpleasant occurrence. This knowledge will affect one’s mind in such a way that bad lifestyle factors, hereditary factors, and being the read on for developing a disease like this and dying play a key role, (Kastenbaum, R., & Moreman, C. M). A lack of information about the disease disorder can emotionally affect a person by seeing a dying victim who has no sensation or awareness of their surroundings. These types of events, as well as an individual’s view of mortality and its existence, can lead to acceptance of the fact of death, (Glaser, B. G., & Strauss, A. L).

The first time I witness death in my facility was with a patient, He was admitted months ago with advance colon cancer in the Nursing Home, and His illness was being managed by the Doctor. And out of the blue one morning, He c/o (complain of) terrible stomach pain 10/10 on a scale of 0-10, the facility doctor signed an order to take him to the ER, after few days at the hospital He was discharged to the facility on Hospice care, I never thought He was going to go that fast, He was put on Morphine from the hospital, He couldn’t eat and couldn’t talk, after two days the patient started making that gurgling sound, and as a Nurse you are trained of that sound, that death is eminent, the facility doctor was notified and the seeing and hearing the patient, gave the order to call the family, and inform Hospice. The patient died that Night. We went to the patient’s funeral the family especially wanted the Nurses that cared for their father present.

The Heidelberg Catechism, written almost 500 years ago, remains one of the most cherished explanations of the historic Christian faith. The first question of the catechism is, “What is your only comfort in life and in death?” The answer begins, “That I am not my own, but belong—body and soul, in life and in death—to my faithful Savior Jesus Christ” and continues to affirm that “all things must work together for my salvation. Because I belong to him, Christ, by his Holy Spirit, assures me of eternal life and makes me wholeheartedly willing and ready from now on to live for him.”

As a Nurse, every patients death experienced is one too many, because the patient was cared for by you, you have laughs together and they commended you for taking care of them so when they pass, it brings comfort when the Nurse advocate for the patient, for the facility to allow the family all the time they need to grief and not immediately want them to clear the patients room. Attend the funeral if possible because that is a closing moment for the nurse too.

 

 
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Discussion, Interaction Between Nurse Informaticists And Other Specialists

Discussion, Interaction Between Nurse Informaticists And Other Specialists

Discussion, Interaction Between Nurse Informaticists And Other Specialists

ASSIGNMENT: Of course, humans don’t fare too badly in this regard either. And healthcare is a great example. As specialists in the collection, access, and application of data, nurse informaticists collaborate with specialists on a regular basis to ensure that appropriate data is available to make decisions and take actions to ensure the general well-being of patients.

In this Discussion, you will reflect on your own observations of and/or experiences with informaticist collaboration. You will also propose strategies for how these collaborative experiences might be improved.

Review the Resources and reflect on the evolution of nursing informatics from a science to a nursing specialty. Discussion, Interaction Between Nurse Informaticists And Other Specialists

Consider your experiences with nurse Informaticists or technology specialists within your healthcare organization.

Resources for assignment 

Wang, Y. Kung, L., & Byrd, T. A. (2018). Big data analytics: Understanding its capabilities and potential benefits for healthcare organizations. Technological Forecasting and Social Change, 126(1), 3–13. doi:10.1016/j.techfore.2015.12.019.

Rutherford, M. A. (2008). Standardized nursing language: What does it mean for nursing practice? Online Journal of Issues in Nursing, 13(1), 1–12. doi:10.3912/OJIN.Vol13No01PPT05.

Post a description of experiences or observations about how nurse informaticists and/or data or technology specialists interact with other professionals within your healthcare organization. Suggest at least one strategy on how these interactions might be improved. Be specific and provide examples. Then, explain the impact you believe the continued evolution of nursing informatics as a specialty and/or the continued emergence of new technologies might have on professional interactions.

DUE 09/11/2019 BY 8AM 

part 2

 

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Assignment: The Impact of Nursing Informatics on Patient Outcomes and Patient Care Efficiencies. 

In the Discussion for this module, you considered the interaction of nurse informaticists with other specialists to ensure successful care. How is that success determined?

Patient outcomes and the fulfillment of care goals is one of the major ways that healthcare success is measured. Measuring patient outcomes results in the generation of data that can be used to improve results. Nursing informatics can have a significant part in this process and can help to improve outcomes by improving processes, identifying at-risk patients, and enhancing efficiency.

To Prepare:

  • Review      the concepts of technology application as presented in the Resources.
  • Reflect      on how emerging technologies such as artificial intelligence may help      fortify nursing informatics as a specialty by leading to increased impact      on patient outcomes or patient care efficiencies.

The Assignment: (4-5 pages)

In a 4- to 5-page project proposal written to the leadership of your healthcare organization, propose a nursing informatics project for your organization that you advocate to improve patient outcomes or patient-care efficiency. Your project proposal should include the following:

  • Describe      the project you propose.
  • Identify      the stakeholders impacted by this project.
  • Explain      the patient outcome(s) or patient-care efficiencies this project is aimed      at improving and explain how this improvement would occur. Be specific and      provide examples.
  • Identify      the technologies required to implement this project and explain why.
  • Identify      the project team (by roles) and explain how you would incorporate the      nurse informaticist in the project team.

DUE 9/13/2019 8AM

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Quantitative Critique – nursing homework essays

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Guillén-Solà et al. BMC Family Practice 2013, 14:196 http://www.biomedcentral.com/1471-2296/14/196

STUDY PROTOCOL Open Access

A multi-center, randomized, clinical trial comparing adhesive polyurethane foam dressing and adhesive hydrocolloid dressing in patients with grade II pressure ulcers in primary care and nursing homes Mireia Guillén-Solà1*, Aina Soler Mieras2, Antònia M Tomàs-Vidal3 and GAUPP-Expert Panel

Abstract

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Background: Pressure ulcers (PrUs) are ischemic wounds in the skin and underlying tissues caused by long-standing pressure force over an external bone or cartilaginous surface. PrUs are an important challenge for the overall health system because can prolong patient hospitalization and reduce quality of life. Moreover, 95% of PrUs are avoidable, suggesting they are caused by poor quality care assistance. PrUs are also costly, increasing national costs. For example, they represent about 5% of overall annual health expenses in Spain. Stages I and II PrUs have a combined prevalence of 65%. According main clinical guidelines, stage II PrUs (PrU-IIs) are usually treated by applying special dressings (polyurethane or hydrocolloid). However, little scientific evidence regarding their efficacy has been identified in scientific literature. Our aim is to assess the comparative efficacy of adhesive polyurethane foam and hydrocolloid dressings in the treatment of PrU-IIs in terms of healed ulcer after 8 weeks of follow-up. Quantitative Critique

Methods/design: This paper describes the development and evaluation protocol of a randomized clinical trial of two parallel treatment arms. A total of 820 patients with at least 1 PrU-II will be recruited from primary health care and home care centers. All patients will receive standardized healing procedures and preventive measures (e.g. positional changes and pressure-relieving support surfaces), following standardized procedures. The main outcome will be the percentage of wounds healed after 8 weeks. Secondary outcomes will include cost-effectiveness, as evaluated by cost per healed ulcer and cost per treated patient and safety evaluated by adverse events.

Discussion: This trial will address the hypothesis that hydrocolloid dressings will heal at least 10% more stage II PrUs and be more cost-effective than polyurethane foam dressings after 8 weeks.

Trial registration: This trial has been registered with controlled-trials number ISCRCTN57842461 and EudraCT 2012-003945-14.

Keywords: Pressure ulcers, Pressure sore, Hydrocolloid dressing, Polyurethane foam dressings, Healing process

* Correspondence: mguillen@ibsalut.caib.es 1Primary Health Care-Mallorca: Research Unit. Health Care Services of Balearic Isles, IB-Salut, Palma de Mallorca, Balearic Islands, Spain Full list of author information is available at the end of the article

© 2013 Guillén-Solà et al.; licensee BioMed Central Ltd. This is an Open Access article distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/2.0), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. The Creative Commons Public Domain Dedication waiver (http://creativecommons.org/publicdomain/zero/1.0/) applies to the data made available in this article, unless otherwise stated.

 

 

Guillén-Solà et al. BMC Family Practice 2013, 14:196 Page 2 of 8 http://www.biomedcentral.com/1471-2296/14/196

Background Pressure ulcers (PrUs) are ischemic wounds in the skin and underlying tissues, caused by continuous pressure from friction or shearing between an external surface and a bone or cartilaginous surface. Long-standing pres- sure can reduce capillary blood flow and lead to cell death, necrosis and broken tissue, or to additional ser- ious complications, including osteomyelitis, sepsis, con- tractures, atrophy and psychological disorders [1,2]. These complications may delay mobilization and active rehabilitation, as well as reducing the ability of patients to live active and independent lives. PrUs can affect pa- tients in all health care settings, provoke pain and discom- fort, decrease quality of life and even increase morbidity and residence time in healthcare institutions [3,4]. PrUs can also increase direct and indirect healthcare

costs and provide a negative image of healthcare institu- tions, attributable to deficits in the quality of care, espe- cially since 95% of PrUs are preventable [1,2]. A national study has estimated that expenditures related to the onset of PrU amounts to approximately 5% of the annual health- care spending in Spain [3,4]. A national prevalence study in 2006 by the GNEAUPP

(Spanish acronym of National Group for the Study and Advice in Pressure Ulcers and Chronic Wounds) showed a wide variability in PrUs prevalence among types of insti- tutions. PrUs have been reported to occur in 3.73% of pa- tients in domiciliary care, 8.24% of hospitalized patients and 6.1% of patients in nursing homes. Moreover, 2.1% of patients with PrUs were aged 0 to 45 years, 6.4% were aged 46 to 64 years and 87.4% were aged ≥ 65 years [5]. Within each category, PrU incidence was very variable, ranging from 3-29% in hospitalized patients. Moreover, PrUs have been observed in 66% of elderly individuals (risk population) with femur fractures [4-7]. The European Pressure Ulcer Advisory Panel (EPUAP)

has classified PrUs in four stages. Stages I and II are more frequent, with a combined rate of about 65% [5], although it differs among studies [8-15]. The EPUAP has defined stage II PrU (PrU-II) as involving a partial loss in skin thickness, affecting the epidermis and/or dermis. These are considered superficial ulcers, clinically manifesting as abrasions or blisters [8,16]. Prevention is the best treatment for PrU. However,

despite Good Clinical Practice Guidelines (GCP), [17-20] which report the effectiveness of preventive activities (adequate nutrition, effective pressure relief, positional changes, management of incontinence and elimination of shearing and friction forces), there is little scientific evidence supporting the efficacy of these measures in avoiding further problems related to PrUs [1-3]. In contrast, evidence has suggested that PrUs healing

in a moist environment, using special or modern dress- ings, is more cost effective than traditional cure or dry-to-

wet dressings (i.e. dressings that do not maintain a moist environment) because the former stimulate cell prolifera- tion. In addition, special dressings act as a barrier against bacteria, absorb excess wound fluid, reduce pain during the healing process and create the right conditions (moist environment) for healing or scarring [1,3,18-20]. The benefits of a moist environment have led to the

development of a flowering variety of synthetic dressings (special or also called modern dressings). Use of these dressings depends on the availability of resources, PrU stage and morphology, and the presence of infection and/or necrosis [1,3,18-20]. Although GCP guidelines indicate that the special

dressings most frequently used to treat PrU-II are hydro- colloid and polyurethane foam dressings. To date, how- ever, systematic reviews and clinical trials have established a poorly and scarcely evidence of their effectiveness. Al- though studies have shown benefits of polyurethane dress- ings, their benefits did not differ significantly from those of hydrocolloid dressings. In addition, these studies in- volved patients with various wound types (pressure ulcers and venous ulcers) and different PrU stages, which may have affected the results [1,3,18-21]. To overcome these limitations, the present study will

compare two types of dressings in the treatment of PrU- IIs, both which are recommended and are part of habitual clinical practice [1,3,19,20]. However, due to the wide vari- ability in both types of dressing, this study will compare the adhesive versions of polyurethane and hydrocolloid dressings.

Aim and hypothesis The main hypothesis of this study is that hydrocolloid dressings would heal at least 10% more stage II PrUs than polyurethane foam dressings over 8 weeks of follow-up in patients with PrU-II. The aim of the proposed protocol is to compare the

efficacy of adhesive polyurethane foam dressings and ad- hesive hydrocolloid dressings in the treatment of PrU-II. The primary objective will be to assess the percentage of wounds healed after 8 weeks. Secondary objectives include assessments of:

– improvements in the clinical efficacy of both dressings, as measured by ulcer area (cm [2]), exudates, type of tissue (PUSH Scale) and time to healing (epithelial tissue).

– treatment efficacy, as measured by PrU-II resolutionwithin study time.

– safety, as determined by adverse events (AE) attributed to both dressings.

– direct costs of both dressings, as measured by cost per healed ulcer and cost per treated patient.

 

 

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– convenience of dressing use, as determined by adherence properties, management of the dressing, comfort, pain during the healing procedure, number of dressings used and perilesional skin state.

Methods and design Study design This will be a multicenter, randomized trial evaluating and comparing the efficacy of the adhesive polyurethane foam and hydrocolloid dressings in patients with PrU-II within the context of habitual prevention measures.

Setting and eligibility criteria This study will recruit patients who receive primary health assistance, including patients able to attend the primary health center or receive health assistance in homes, nursing-homes and non-acute long term hospitalization centers. Each patient must present with at least one PrU-II.

Inclusion criteria

– Age ≥ 18 years. – Confirmed diagnosis of PrU-II. If a patient has more

than one PrU-II, only the largest diameter ulcer will be assessed. Other PrU-II will receive the best treatment elected by the study nurse.

Exclusion criteria

– Stage I, III or IV PrU only. – Non classifiable PrU. – Surgical treatment prior to PrU and/or PrU in

previously irradiated areas. – Participation in another clinical trial within

3 months of study entry. – Allergy or hypersensitivity to materials in the study

dressings. – Signs of PrU basal infection (sepsis/bacterial),

cellulitis or osteomyelitis. Patients successfully treated for infection can be included if the PrU can be classified as stage II.

– Venous ulcers and/or diabetic feet. – Type I diabetes. – Situations of extreme severity and/or agony; e.g.

patients in terminal phase with <3 points on the Braden scale and/or a life expectancy < 1 month.

Recruitment Each primary health center or nursing home will have one or two study nurses to assess eligibility criteria, to invite potential candidates to participate in the clinical trial and to carry out all protocol procedures (see section on Interventions).

Potentially eligible patients will be recorded, as well as reasons for exclusion. All included patients will be given a patient information sheet and an informed consent form. Signing of the latter is essential for study inclusion. If a patient’s clinical condition makes signing of the in-

formed consent form impossible, a relative or guardian will be responsible for signing; however, those patients must clearly indicate orally their willingness to participate in the study. Any included patient who drops out or is lost during the

clinical trial process will be recorded on the appropriate form.

Randomization Participants will be enrolled consecutively by their study nurse. Each participating center will have a unique randomization list. This sequential randomization will be generated in blocks of 12, up to a maximum of 24 recruited patients per center (see Additional file 1: Figure S1).

Sample size Assuming that 30% of patients in the polyurethane arm will show healing of PrU-II at 8 weeks, an alpha risk of 5%, a beta risk of 20% with bilateral contrast and a loss to follow-up of 15%, 410 individuals will be required in each treatment arm to detect a ≥10% difference in healed ulcers [22,23].

Blinding Due to an inability to mask the appearance of the two dressings, it will only be possible to mask the final evalu- ation of PrU.

Interventions Participants will be randomized to hydrocolloid or polyur- ethane dressing. All patients will receive a standardized preventive intervention to reduce pressure and undergo a PrU healing cure process. Transversal interventions are designed for pressure

relief and positional changes, favoring an optimal evolu- tion of stage II PrU (PrU-II). Adequate relief of pressure forces (shearing or friction) requires changes in position of bedridden or sitting patients and the use of pressure- relieving support surfaces (PRSS). Due to their structure, PRSS can reduce pressure forces,

as well as heat and humidity, increasing patient comfort. PRSS can cover the entire body or only part of it and can be found in different sizes and types: mattresses, mats or cushions. However, it is important to highlight that the use of PRSS does not mean ignoring other healing proce- dures, including changes of position, skin care and good nutritional state. Rather, PRSS use only serves as a com- plement to the healing process [1].

 

 

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To standardize changes in position and pressure re- duction, study nurses will follow a national GCP rec- ommendations [1]. Recommendations for frequency of position changes, as well as specific recommendations for bedridden and sitting patients, must be taken into account. Each study nurse or caregiver will be trained to properly implement the recommendations in the aforementioned GCP. Healing cure process addresses the cleansing process

and prevention of infection. Standardization of this process can be accomplished using recommendations from the reference GCP. Briefly:

– The wound must be cleaned every time the study dressing is changed. The first step is to thoroughly irrigate the wound bed with saline solution to remove detritus, bacteria and remains of any previous treatment. A 20 ml syringe of saline solution adapted with a 0.9 × 25 needle or a 19 mm catheter. Local antiseptics (e.g. povidone, chlorhexidine) and skin cleaners should be avoided because they are cytotoxic to new granulating tissue and their habitual use can have systemic effects due to absorption.

– The drying procedure must be also delicate. Rough material (such as gauzes or sponges) can induce small traumas on the wound bed, increasing the risk of infection and interfering with the healing process. Wound edges should be dry and clean and wound beds moist. Care should be taken to avoid damaging healthy tissue during cleansing and drying procedures.

– Bacterial infection should be prevented. An aseptic technique should be used if possible, including the use of clean gloves. Proper healing and debridement procedures can minimize the risk of infection. If a patient presents with more than one PrU-II, the most contaminated one should be left to the end (i.e. perennial area).

It is important to isolate and remove waste and contaminated materials in accordance with established precautions to avoid cross contaminations. If there is leakage of exudates, lack of adherence or

any situation suggesting loss of study dressing, additional (secondary) dressings will be used. If this additional sup- port is inadequate, the study dressing will be changed following the same procedure and be registered in the CRF.

Study dressings Polyurethane foams Description and features These dressings derive from polyurethanes and have a hydrophilic structure. They

present with a high capacity of autolytic debridement and absorption of exudates; and keep the wound bed from drying out, without leaving residuals or decomposing. In addition, they avoid leakages, stains and odors, keep periwound skin intact, reduce frictional forces and do not produce traumas when removed.

Indications These dressings are recommended for all stages of PrU (with moderate or high exudates). Frequent monitoring and changes may be necessary when PrUs become infected.

Contraindications These dressing cannot be combined with antiseptics (e.g. iodine, chlorhexidine, hypochlorite, ether or hydrogen peroxide), oxygenated water or sodium hypochlorite because all of the latter can destroy the dressing [1,3].

Hydrocolloids Description and features These dressings are made of carboxymethylcellulose (CMC) and other hydrocolloids (elastomers), adherent substances or hydroactive com- pounds, providing absorption capacity. They are covered with a polyurethane layer, giving them occlusive or semi occlusive properties. In addition, they absorb exudates and necrotic residuals by forming a gel with special color and odor characteristics, creating a slightly acid environ- ment with bacteriostatic properties. Moreover, they reduce friction forces.

Indications These dressings are recommended in non- infected PrU stages I, II and III; slough ulcers and those with necrotic tissue (as an autolytic debriding agent) and granulation phase or epithelialization healing process.

Contraindications These dressings should not be applied to infected ulcers or those in which bones or tendons are observed. Ether and aggressive antiseptics should be avoided when using these dressings [1,3].

Variables Main outcome variables The main efficacy outcome of the study is rate of PrU-II healing or ulcer epithelialization tissue (scored on the PUSH scales as 0). Two digital photographs will be taken, one at the beginning and the other at the end of treatment, and sent to the expert panel committee from Balearic Islands (GAUPP) for evaluation. This committee will be blinded to treatments of individual patients.

Secondary outcome variables Efficacy Changes in the basal PUSH scale, [24-27] ulcer area (in cm [2]) at the end of treatment, exudates and tissue type.

 

 

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This information will be collected weekly until the end of the study or until the PrU-II heals. Changes in ulcer area in cm [2] will be measured

using ImageJ software [28,29]. Two photographs, taken at the beginning and end of treatment (8 weeks or when the wound heals), will be evaluated by members of the expert panel committee. A <10% difference in ulcer area measured by two evaluators will be consid- ered ‘agreement’ and the final measure will be the average of these measurements. A ≥10% difference in ulcer area between the two evaluators will be consid- ered ‘disagreement’ , requiring measurement by a third investigator, with the final measure being the average of the two closest measurements. This method has been used in other studies to evaluate changes in ulcer area [30]. Cost-effectiveness (partial cost-effectiveness evalu-

ation): cost per proportion of healed ulcers and cost per treated patient. In both treatment arms, the healing process registry must reflect information regarding dressings and material used, including cost per unit dressing, cost per secondary dressing, additional mater- ial used for each patient (e.g. saline, gauzes, globes, tub- ing, syringes), and time spent by each nurse performing these procedures (mm:ss). Dressing convenience (patient comfort) [31-33] will

be evaluated by both patients and study nurses using Likert scales ranging from 1 (worst outcome) to 5 (best outcome) to assess the following measures:

– Patients: adherence to dressing; pain at dressing removal; pain during application of dressing; overall comfort; and time during the healing process

– Study nurses: adherence to dressing; ease of applying the dressing; ease of removing the dressing; absorption by the dressing; perilesional skin condition, as assessed by erythema; perilesional skin condition, as assessed by maceration; and time during the healing process.

Withdrawal criteria Patients will be removed from the trial if any of the following conditions are met:

� Infection and/or progression of PrU-II � Disease progression, requiring discontinuation of the

investigational product treatment regimen or study requirements.

� An adverse event (AE) that requires discontinuation of the investigational product or study procedures.

� Voluntary withdrawal � Loss of follow-up

Protocol deviations will be registered. In case of a ser- ious protocol deviation, the research team will assess the possibility of withdrawing the patient from the study. Study discontinuations must be registered in the CRF,

and, where possible, tests and procedures usually per- formed at the final visit (visit 8 or end of study) should be carried out. Patients who withdraw due to AEs must be followed until the end of the study (8 weeks), and if necessary until AE resolution.

Work plan Before the trial begins, the study protocol will be pre- sented to all research team members in a special meeting. A training session lasting 3–4 h will include a review of the inclusion and exclusion criteria, provide instructions regarding interventions and the procedure to use to fill out the Case Report Form (CRD), as well as assessing the ethical requirements for the trial. The protocol to be used to collect information from each patient at each study visit will include (see Additional file 2: Table S1):

� Selection visit (screening)

– Assessment of inclusion/exclusion criteria – Signing informed consent form 

� Visit 1 (baseline). If patients agree to participate in the study at the selection visit, all scheduled activities for visit 1 can be performed at the selection visit. If patients require time to think about participating, these scheduled activities will be performed at visit 1. – Randomization process – Collection of demographic data, including date of

birth, sex, and place of usual care – Risk factors for PrU, using the Braden scale – PUSH Scale registry, including area of each lesion

(width × length), volume of exudates and tissue type

– PrU photographic registry – Healing process registry: reason to change

dressing, time treated by the nurse, materials used

– Training about transverse care (positional changing and pressure reduction)

– Recording of concomitant medications – Recording of adverse events

� From Visit 2 to Visit 7 (Follow-up) – Assessment of inclusion/exclusion criteria – Assessment of transverse interventions, from

each patient’s diary and nursing files – PUSH Scale registry, including area of each lesion

(width × length), volume of exudates and tissue type

– Healing process registry: reason to change dressing, time treated by the nurse, materials used

 

 

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– Recording of concomitant medications – Recording of adverse events

� Between visits. The study protocol includes 8 study visits. If patients require a change of dressing, between visits,it must be recorded in the CRF, with the following information collected. – Date of dressing change – Reason for dressing change (exudates, lack of

adherence, other reasons) – Time treated by the nurse (mm:ss) – Materials used

� Visit 8 or End of study – PUSH Scale registry: diameter of each lesion

(width × length), volume of exudates and tissue type.

– Completion of the dressing scale comfort instrument by patients and study nurses

– Braden scale – PrU photographic registry – Recording of concomitant medications – Recording of adverse events

This study will last 8 weeks (8 visits) or until the ulcer heals, whichever comes first. The protocol for Visit 8 can include 3 different situations:

1. PrU-II heals before week 8 (visit 8). If complete healing is observed at an earlier visit, the nurse will perform the activities described for that Visit plus those described for Visit 8.

2. PrU-II does not heal by week 8 (visit 8). The nurse will perform all the activities described for Visit 8.

3. The patient presents some withdrawal criteria before week 8 (Visit 8). The nurse will perform all the activities described for the earlier visit, as well as those described for Visit 8.

Statistical analysis Intention to treat analysis (ITT) All statistical calculations will be based on ITT analysis, including all patients randomized, whether treated or not, and including all patients who have withdrawn pre- maturely. This approach reduces any bias that may occur when participants not receiving assigned treatments are excluded from analysis. All tests will be two-sided and α- values of 0.05 will be considered statistically significant.

Descriptive analysis of the patients The trial involves a descriptive analysis of the baseline characteristics of patients in both treatment arms. Quanti- tative variables will be reported in measures of central ten- dency (mean or median) and the corresponding standard deviation or interquartile range. Qualitative variables will be reported as proportions.

Baseline comparisons Baseline qualitative variables in the two treatment arms will be compared using chi square tests (χ2), and quantita- tive variables using Student’s t-tests. Non-parametric tests will be used when distributions are not normal.

Comparative analysis In a bivariate analysis, a χ2 test will be used to assess whether the percentage of healed PrU-IIs differs signifi- cantly in the two treatment arms. Mean changes in PrU size will be compared using Student’s t-tests for normal distributions or the Mann-Whitney U test against the usual null hypothesis (non-normal distributions): (initial area-final area)*100/initial area). In addition, 95% confi- dence intervals will be calculated to assess the clinical significance of treatment. A logistic regression model adjusted for potential con-

founders will be performed when patients are not equally distributed in both treatment arms. Relative and absolute risk reduction and number needed to treat, defined as the estimated number of ulcers needed to be treated with the chosen dressing for one additional ulcer to be healed will be estimated, along with their corresponding 95% CIs. Time to healing in the two treatment arms will be calcu-

lated by the Kaplan-Meier method and compared using the log-rank test. A Cox regression model of proportional risks will be used when the models require adjustment for any statistically significant baseline variable. Finally, a partial economic evaluation will be performed,

including direct costs such as number of dressings used per patient, additional dressings used, materials used, labor cost per cured ulcer and further treatment cost. The overall differences in mean costs and effects between treatments will be calculated using Student’s t-tests.

Ethics The trial has been approved by the Balearic Island Ethic Committee. It will be performed by qualified nurses. The rights and welfare of patients will be respected throughout the trial. All involved patients will be in- formed, verbally and in writing, of the trial objectives, risks and possible benefits. Signed informed consent form will be required from each patient. The trial will respect and follow the standards of good clinical practice enshrined in the Declaration of Helsinki [34,35].

Discussion PrUs are an important health problem, not only due to their high incidence and prevalence but to their effects on health and quality of life. Of these lesions, about 40% have been categorized as stage II [36,37]. PrU-II treatment consists mainly of the application of

polyurethane and hydrocolloid dressings, which are rec- ommended and part of habitual clinical practice. However,

 

 

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little is known about the relative efficacy of these two types of dressings. Among available data, highlights a recent systematic re-

view evaluating the effectiveness of modern dressings in the treatment of venous ulcers [21] found that hydrocol- loid dressings were the most common type, evaluated in 27 of 45 (60%) clinical trials (CTs). Most of these CTs compared hydrocolloid dressing with other types of dress- ings or compared different types of hydrocolloid dressings. The review included a meta-analysis of four CTs, involv-

ing 311 patients, [38-41] comparing the effectiveness of hydrocolloid and polyurethane foam dressings for venous ulcers, with the primary outcome being the total number of healed ulcers in 8–12 weeks. However, that analysis found no statistically significant difference in the healing rates with dressings (pooled relative risk (RR) 0.98; 95% CI, 0079 to 1.22). Similarly, another meta-analysis of three CTs [23,42,43]

comparing the effectiveness of hydrocolloid dressings with preparations of polyurethane foams in treating 129 pa- tients with PrUs [20], found no significant between group difference (RR, 0.82; 95% CI, 0.57 to 1.17). Most previous studies comparing polyurethane and

hydrocolloid dressings have methodological shortcomings, reducing the value of their results and conclusions. These included small sample sizes, resulting in low statistical power, as well as a lack of patient follow up, absence of ITT analysis, different outcome measures, and the inclu- sion of various wound types and different PrU stages. Furthermore, among the many types of PrU treatments

and dressings currently in use are silicone hydrogels, hydrocellular polyurethanes and polyurethane foams, hydropolymeric silicone and foams, hydrocolloids, and antimicrobial bioactive collagen (collagenase). However the use of most is based on little scientific evidence [3]. However, scientific evidence is required to optimize the treatment of PrU-II, and pressure ulcers in general. This study has been designed to avoid the methodological

problems encountered in other studies and to provide bet- ter evidence for optimal PrU-II treatment. Our protocol in- cludes training sessions for nursing staff involved in the conduct of the trial, and standardizing data collection. Identification of optimal dressings can improve patient

quality of life and decrease treatment costs. It won’t be able to succeed unless we don’t stop and try to shed light on this health problem with the resources which are at our disposal and are recommended in the main GCP guidelines with little evidence about them.

Additional files

Additional file 1: Figure S1. Illustrations and Figures.

Additional file 2: Table S1. Schedule of Events.

Abbreviatons PrU: Pressure ulcers; PrU-II: Stage II pressure ulcers; EPUAP: European pressure advisory panel; GCP: Good clinical practice guidelines; CT: Clinical trial; AE: Adverse events; ITT: Intention to treat analysis.

Competing interests The authors declare that they have no competing interests.

Authors’ contribution AS and MG conceived the project. However, the main idea for the research project came from the Pressure Ulcer Advisory Group of the Balearic Islands (Grupo Asesor de Úlceras por Presión de las Islas Baleares: GAUPP), whose main representative is AMT. In addition, some GAUPP members constitute the expert panel responsible for confirming the occurrence of PrU-II and its healing (or not) at the end of the study. MH, AM, JM, CP and MAR are responsible for contacting the main study nurses, at primary health centers, nursing homes, and non-acute long term hospitalization centers AL is responsible statistical analyses and sample size calculations. MA and SM are responsible for the logistics of obtaining and delivering study dressings to primary health centers, nursing homes, and non-acute long term hospitalization centers. ME and JL have provided unconditional support and scientific knowledge to improve the study. Finally, MG was responsible for drafting this manuscript. All authors revised and approved the final version of the manuscript.

Acknowledgments This is an independent research study, supported by GAUPP and the Health Care Services of Balearic Isles, which has received external funding from an independent academic institution (Instituto de Salud Carlos III, Spanish Ministry of Science, grant PI11/01674). In addition, the study has received the support of the Health Promotion and Preventive Activities-Primary Healthcare Network which is supported by other grants from the Ministry of Health RD12/005/0011 (before RD06/0018). On the other hands, study dressings will be generously provided by Convatec® and Smith&Nephew®. Neither of these companies, however, was involved in the trial design or protocol or the formulation of the case report form (CRF). Neither company will participate in any of the statistical analyses or determination of study results.

GAUPP-Expert Panel (Pressure Ulcer Advisory Group of the Balearic Islands) Reyes Marín, GAUPP-Expert panel; Amélia Pérez, GAUPP-Expert panel; Conchita Rodríguez, GAUPP-Expert panel; Juana Fernández, GAUPP-Expert panel; Maria Dolores García, GAUPP-Expert panel; Antonia Fullana, GAUPP-Expert panel.

Collaborators Marisol Hernández, GAUPP-Expert panel; Maria Adrover Rigo (madrover@gmail. com), GAUPP-Expert panel; Jerònia Miralles (jmiralles@ibsalut.caib.es); Carmen Pata (cpata@ibsalut.caib.es), Maria Alemany (maria.alemany@ibsalut.caib.es); Sonia Martínez (sonia.martinez@ibsalut.es); Magdalena Esteva (mesteva@ibsalut. caib.es); Joan Llobera (jllobera@ibsalut.caib.es); Alfonso Leiva (aleiva@ibsalut.caib. es); Angélica Miguélez (amiguelez@ibsalut.caib.es).

Author details 1Primary Health Care-Mallorca: Research Unit. Health Care Services of Balearic Isles, IB-Salut, Palma de Mallorca, Balearic Islands, Spain. 2Stem-center. USP-PalmaClinic, Palma de Mallorca, Balearic Islands, Spain. 3Pressure Ulcer Advisory Group of the Balearic Islands, Palma de Mallorca, Balearic Islands, Spain.

Received: 11 September 2013 Accepted: 5 December 2013 Published: 21 December 2013

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36. Soldevilla-Agreda JJ, Torra-Bou JE, Verdú-Soriano J, Martínez-Cuervo F, López-Casanova P, et al: 2º Estudio nacional de prevalencia de úlceras por presión en españa, 2005. Epidemiología y variables definitorias de las lesiones y pacientes. Gerokomos 2006 2005, 17(3):154–172.

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38. Banks V, Hagelstein S, Bale S, Harding KG: A comparison of a new polyurethane dressing versus a hydrocellular dressing in the treatment of moderate to heavily exudating wounds, Symposium on Advanced Wound Care and Medical Research Forum on Wound Repair. Wales; 1996:113.

39. Bowszyc J, Bowszyc DM, Kazmierowski M, Amer B, Garbowska T, Harding E: Comparison of two dressings in the treatment of venous leg ulcers. J Wound Care 1995, 4:106–110.

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41. Zuccarelli F: A study to evaluate and compare the performance of a hydrocellular dressing with a hydrocolloid dressing in the treatment of venous leg ulcers, Proceedings of the 2nd European Conference on Advances in Wound Management. London: MacMillan Magazines; 1992:98.

42. Banks V, Bale S, Harding K: The use of two dressings for moderately exuding pressure sores. J Wound Care 1994, 3:132–134.

43. Banks V, Bale S, Harding KG: Superficial pressure sores: comparing two regimes. J Wound Care 1994, 3:8–10.

doi:10.1186/1471-2296-14-196 Cite this article as: Guillén-Solà et al.: A multi-center, randomized, clinical trial comparing adhesive polyurethane foam dressing and adhesive hydrocolloid dressing in patients with grade II pressure ulcers in primary care and nursing homes. BMC Family Practice 2013 14:196.

 

  • Abstract
    • Background
    • Methods/design
    • Discussion
    • Trial registration
  • Background
  • Methods and design
    • Study design
    • Setting and eligibility criteria
      • Inclusion criteria
      • Exclusion criteria
    • Recruitment
    • Randomization
    • Sample size
    • Blinding
    • Interventions
    • Study dressings
      • Polyurethane foams
      • Hydrocolloids
    • Variables
    • Secondary outcome variables
    • Withdrawal criteria
    • Work plan
    • Statistical analysis
      • Intention to treat analysis (ITT)
      • Descriptive analysis of the patients
      • Baseline comparisons
      • Comparative analysis
    • Ethics
  • Discussion
  • Additional files
  • Abbreviatons
  • Competing interests
  • Authors’ contribution
  • Collaborators
  • Author details
  • References

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