Create a 10–15 slide PowerPoint presentation that compares how different  communities respond to crises, describes obstacles to providing health  care services related to community crises, and explains current  practices for providing health care services related to community  crises. Recommend an evidence-based nursing response for providing  health care services related to community crises.

As in acute nursing, emergencies do arise in the community/public  health arena. These emergencies can take the form of manmade or natural  disasters. Health care professionals have had to increase their  awareness of their duty to care during these situations. The need for  planning and preparing for these possible events is being reinforced  (Tomczyk, et al., 2008). Public health nurses bring specific skills to  disaster response. Their roles can range from first responders to policy  developers.

Reference 

Tomczyk, D., Alvarez, D., Borgman, P., Cartier,  M., Caulum, L., Galloway, C., … Meske, D. (2008). Caring for those who  care: The role of the occupational health nurse in disasters. AAOHN Journal, 56(6), 243–250. 

Preparation

Suppose you have been invited to participate in a roundtable  discussion meeting on the development of a community response to crises.  To prepare for this discussion, you have been asked to research ways  that other communities have provided health care services during crisis  situations, identify best practices, and develop a nursing response for  providing health care services. You would be presenting your research  and nursing response to the roundtable panel during the meeting.

Select two communities that have suffered a crisis of some kind  within ten years of each other. For example, you might choose to look at  New Orleans and Hurricane Katrina in comparison to New Jersey and  Hurricane Sandy. You might address the 2011 tornado outbreak and compare  the response of Joplin, Missouri with the response of Birmingham,  Alabama. Or, you might choose to look at the responses to volcano  eruptions in Hawaii as compared to Washington State. You are not limited  to natural disasters; feel free to explore environmental disasters and  outbreaks of disease. Try to choose the type of crisis situation that  could occur within your own community.

Once you have selected your two communities and their comparable  crisis situations, look in the Capella library and on the Internet for  scholarly journal articles on how health care professionals responded to  the crises.

Requirements

For this assessment, create a PowerPoint presentation that examines  provision of health care services related to community crises, from a  nursing perspective. In your PowerPoint, address the following:

• Compare the different approaches of two communities for responding to a community crisis.
• Explain how the crisis situation in each community affected the overall health of the community.
• Describe potential obstacles in your own community to providing health care services related to community crises.
• Explain current practices in your own community for providing health care services related to community crises.
• Recommend an evidence-based nursing response for providing health care services related to community crises.      
  • Your nursing response does not need to be overly detailed. In  real life, a nursing response would be the work of a committee or  another group, based on the research and recommendations of others.
  • Your nursing response should provide foundational research and  recommendations based on evidence. Consider things such as triage  points, communication methods, caring for staff, providing basic  necessities such as food and water, use of other organizations for  shelter, and so on.

Use the Notes section of each PowerPoint slide to expand your points and provide supporting evidence.

Additional Requirements

Complete your assessment using the following specifications:

• Include a title slide and reference slide.
• Number of slides: 10–15.
• At least 3 current scholarly or professional resources.
• APA format for in-text citations and references.
• Be creative. Consider your target audience.

 

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Advocating for the nursing role in program Design and implementation

As their names imply, the honeyguide bird and the honey badger both share an affinity for honey. Honeyguide birds specialize in finding beehives but struggle to access the honey within. Honey badgers are well-equipped to raid beehives but cannot always find them. However, these two honey-loving species have learned to collaborate on an effective means to meet their objectives. The honeyguide bird guides honey badgers to newly discovered hives. Once the honey badger has ransacked the hive, the honey guide bird safely enters to enjoy the leftover honey.

Much like honeyguide birds and honey badgers, nurses and health professionals from other specialty areas can—and should—collaborate to design effective programs. Nurses bring specialties to the table that make them natural partners to professionals with different specialties. When nurses take the requisite leadership in becoming involved throughout the healthcare system, these partnerships can better design and deliver highly effective programs that meet objectives.

In this Assignment, you will practice this type of leadership by advocating for a healthcare program. Equally as important, you will advocate for a collaborative role of the nurse in the design and implementation of this program. To do this, assume you are preparing to be interviewed by a professional organization/publication regarding your thoughts on the role of the nurse in the design and implementation of new healthcare programs.

To Prepare:

• Review the Resources and reflect on your thinking regarding the role of the nurse in the design and implementation of new healthcare programs.
• Select a healthcare program within your practice and consider the design and implementation of this program.
• Reflect on advocacy efforts and the role of the nurse in relation to healthcare program design and implementation.

The Assignment: (2–3 pages)

In a 2- to 3-page paper, create an interview transcript of your responses to the following interview questions:

• Tell us about a healthcare program, within your practice. What are the costs and projected outcomes of this program?
• Who is your target population?
• What is the role of the nurse in providing input for the design of this healthcare program? Can you provide examples?
• What is your role as an advocate for your target population for this healthcare program? Do you have input into design decisions? How else do you impact design?
• What is the role of the nurse in healthcare program implementation? How does this role vary between design and implementation of healthcare programs? Can you provide examples?
• Who are the members of a healthcare team that you believe are most needed to implement a program? Can you explain why?

 

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• Assignment:
• What are some of the challenges facing major religious traditions in the modern world? As nurses, what are some of the particular issues that you might encounter with patients regarding the intersection of faith and healthcare (see the Science and Ethical Issues section of Chapter 12; you can address one or more of the issues noted in this section)? How might the material covered in this course affect the way in which you respond to these concerns?
• Select one of the topics from Chapter 12 listed under Modern Influences on the Future of Religion and examine how modern religious traditions are dealing with these contemporary challenges. If you identify with a particular religious tradition, how has your religious tradition responded to the topic you have chosen? Make sure that you support your answer.
• Example:

Dr. Rooney

There are many challenges facing the major religious traditions including: peer to peer networks, integration of religion and technological advancement (Bauwens, 2003). These challenges stem from the increasing interconnection of religions and cultures as well as the availability of information sharing. Nursing provides opportunity for unique encounters and challenges. The differences in culture and religion may intersect medical decisions on issues such as fertility, ethical termination of life at various stages, organ transplant, stem-cell research, and animal and environmental rights (Molloy, 2014). Working in the ICU, I often encounter challenges in both organ transplant (heart and lung) as well as futility of care and termination of adult life. People draw on their faith to help with decision making in these difficult circumstances. In these cases, it is important for the nurse to recognize and be respectful of potential religious differences. Learning of the different religions throughout this class will enable me to better understand and support decision making. The nurses’ role in facilitation of a healing environment and religious connection is integral, especially for the patient and family brought to the unfamiliar hospital environment. In my workplace we have various private quiet spaces, I direct people to these areas (if they prefer this space) for prayer and meditation as it is outside of the bustle of the ICU. In my 15 years of nursing experience I have found when people are able to connect with their faith, and feel supported by the multidisciplinary team, they are able to make more confident decisions about medical treatment. Though my personal beliefs and connection with God may be different than the people I encounter, this class has given me perspective. I will continue to be respectful of the space needed for prayer and meditation.

I identify as a Roman Catholic Christian. Working in a 32-bed cardiac surgery ICU at a large university hospital brings ethical challenges that may not be seen in other nursing specialties. Throughout my unit, I care for patients who have undergone high risk cardiovascular and thoracic surgeries, received Ventricular Assist Devices, heart and lung transplantation, or ECMO. Many of these patients have successful treatments, but the risks are high and occasionally I am faced with ethical challenges. With regards to advanced medical and surgical care, futile treatment and euthanasia, the Catholic Church has held a historically strong position. Euthanasia is against Catholic teaching, while “[it] is also permitted, with the patient’s consent, to interrupt these means, where the results fall short of expectations. But for such a decision to be made, account will have to be taken of the reasonable wishes of the patient and the patient’s family, as also of the advice of the doctors who are [especially] competent in the matter” (CAN, n.d., para. 8). Therefore, discontinuing treatment or withdrawing mechanical means of life support are not against the teachings of the Catholic Church.

Roman Catholics have strong associations with the sacraments and traditions. The sacrament “Anointing of the Sick” is occasionally brought to a patient for whom I am caring. There have been times when there is a plan to withdraw life support and this sacrament was offered. Families are invited to pray and offer support to the patient for peace and comfort at the time of suffering. This sacrament is not only for those who are actively dying but may also be done when a patient is diagnosed with a terminal illness. The anointing is believed to bring strength and peace to the person being anointed, and though God does not always heal the person physically this sacrament is strongly valued within the faith (Catholic Answers, 2013). A spiritual compass is provided to those who follow a religious path. It is important to be respectful of the differences and support each other in our journey through life.

Angie

References:

Bauwens, M. (2003). Three Challenges for Global Religion in the 21st Century. Religion and Globalization. Retrieved from: http://www.integralworld.net/bauwens.html (Links to an external site.)

Catholic Answers. (2013). Anointing of the Sick. Catholic Answers. Retrieved from: https://www.catholic.com/tract/anointing-of-the-sick (Links to an external site.)

CNA. (n.d.). Vatican Document on Euthanasia. Catholic News Agency. Retrieved from: https://www.catholicnewsagency.com/resources/life-and-family/euthanasia-and-assisted-suicide/vatican-document-on-euthanasia

 

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Clinical Documentation Template

Subjective

Chief Complaint: 52 year old male present for three month follow and labs check.

HPI: A 52-year old male with PMH of Hyperlipidemia diabetes presents to the clinic for three month follow up. Patient complained of polyuria, polydipsia and polyphasia. Patient is presently taking plavix and sexagliptin. Patient denies any chest pain, fever and chills.

ROS

General: lost 15lbs in last one month, admit weakness, fatigue. Denies depression, suicide throught.

Skin: no rashes, no open wound..

Head: Denies headache, head injury, dizziness.

Eyes: no vision change, corrective lenses, pain redness, excessive tearing, double vision, blurred

vision, or blindness.

Ears: no hearing change, tinnitus, infection, discharge.

Nose/Sinus: negative for Rhinohea, No sinus pain or epistaxis.

Throat: No bleeding gums, dentures, sore tongue,dry mouth. Last dental exam 4 months ago.

Neck: No lumps, swollen glands, goiter, pain, or neck stiffness.

Neuro: experience syncope once a week, denies seizures, weakness, paralysis, numbness/tingling, tremors, or involuntary movements.

Pulmonary: negative hemoptysis, dyspnea, wheezing,pleuritic pain

Peripheral vascular: no claudication, leg cramps, varicose veins, history of blood clots,

abdominal, flank, or back pain. Pain in arms or legs. Intermittent claudication, cold, numbness,

pallor legs. Swelling in calves, legs, or feet. No color change in fingertips or toes in cold weather.

Swelling with redness or tenderness.

MS: no muscle, joint pain, or joint stiffness.

GI: No changes in appetite, excessive hunger or thirst, jaundice, N/V, dysphagia, heartburn, pain,

belching/flatulence, change in bowel habits, hematochezia, melena, constipation, diarrhea, food

intolerance, indigestion, nausea, vomiting, early fullness, odynophagia.

GU: No suprapubic pain, dysuria, urgency, frequency, hesitancy, decreased stream, polyuria,

nocturia, incontinence, hematuria, kidney, or flank pain, ureteral colic, hemorrhoids.

O:

Past Medical History: Hyperlipidemia, diabetes

Surgeries: Appendectomy, 2000

Hospitalizations: 2000 (for appendectomy)

Allergies: NKDA

Food, drug, environmental: None

Medications: Plavix 75 mg daily (prescribed by his PCP in INDIA as a prophylaxis to prevent Heart attack. We use Aspirin 81 mg here in USA)

Sexagliptin 5 mg daily

Family History: Gout (Father) Diabetes (Mother) .

Social History: Denies tobacco/e-cigarette and alcohol use.

Objective

Vital Signs: Temp 98.2 BP 128/90 Pulse 64 RR 18 Pain 0 Height 5’ 8” Weight 140 lb BMI 21.3 SpO2 97% @ RA

Labs: Lipid Panel

Cholesterol 272 mg/dl

Triglyceride 175 mg/dl

HDL 28 mg/dl

LDL 135 mg/dl

HgA1c 9.8%

Physical Exam:

HEENT: Head: hair normal texture and distribution, no lumps/bumps/lesions noted to scalp. Scalp/skull non-tender with palpation. Skull normocephalic/atraumatic. Eyes: no drainage noted, no hemorrage. Ears: pinna clean, no exudate noted. TM intact and pearly gray with cone of light bilateral . Nose: nasal mucosa pink and moist. Inferior turbinates slightly reddned bilat. Nares patent bilat. No sinus pain upon palpation. Septum midline. Throat: no swelling of the lymph nodes. Neck: non-tender cervical area, no lymph nodes palpable. Non-enlarged thyroid palpated. Trachea midline. Neuro: Alert and oriented x 4, CN I – not tested, II-XII intact. Deep tendon reflexes 2+ Brachioradialis, bicep, triceps, supinator, knee, and ankle with plantar reflexes down-going. No clonus. Muscle strength 5/5. Thorax and lungs: Thorax is symmetric with good expansion. Respirations are even and unlabored. No use of accessory muscles, nasal flaring. Cardio: JVP is 3cm. above the sternal angle with the head of bed elevated to 30 degrees. Carotid upstrokes are brisk without bruits. Temporal arteries have normal pulsation without tenderness. The point of maximal impulse is taping, 8 cm lateral to the mid-sternal line in the 5th intercostal space. Crisp S1 S2 without clicks or murmurs. Extremities are warm and without edema. No variscosities or stasis changes. Calves are supple and non-tender. No femoral or abdominal bruits. Brachial, radial, femoral, popliteal, dorsalis pedis, and posterior tibial pulses are 2+ and symmetric. Ca refill <2 secs. Abdomen: soft flat, non-tender and non-distended. Normoactive bowel sounds. No palpable masses or hepatosplenomegaly. Liver span is 7cm in the right midclavicular line. Edge not palpable. Kidneys not felt. No CVA tenderness. MS: Full active range of motion in all joints of the upper and lower ext. No evidence of swelling or deformity .

Skin: dry skin, no open wound, feet look fine Male Genitalia: deferred

Assessment

Differentials: 1. Diabetes mellitus type 1

2. Latent autoimmune diabetes in adult

3. Chronic renal Insufficiency.

Diagnosis: Diabetes mellitus 2, Hypercholesterolemia.

Plan And treatment : The cornerstone of therapy for all patients with diabetes is a personalized self-management program, usually developed with the patient by a diabetes education nurse or nutritionist.  Diabetes self-management education and support facilitates diabetes self-care and assists in implementation and sustainment of lifestyle changes on an ongoing basis. This requires general nutrition and health lifestyle knowledge and an individualized nutrition and exercise plan based on an initial assessment and treatment goal.( ADA, 2018)

Diabetes mellitus: Stop Sexagliptin.

Start Metformin 500 BID, Glipizide 5 mg daily plus Actos 30 mg daily.

Hypercholesterolemia: Stop Plavix.

Start Lipitor 40 mg daily.

Aspirin 81 mg daily ( prophylaxis)

.

Education:  Diabetes education and mentioned above plus regular exercise. For high cholesterol, the adoption of a healthier lifestyle, including a low-fat diet and a reasonable amount of aerobic exercise, will have a large impact on the prevalence of hypercholesterolemia, as well as of obesity and coronary heart disease. Patient should follow with PCP in three month.

Follow up: Three month

Reference

American Diabetes Association. Standards of medical care in diabetes – 2018. Diabetes Care. 2018 Jan; 41(suppl 1): S1-159

 

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Respond  on two different days by making recommendations for how they might strengthen the leadership behaviors profiled in their StrengthsFinder assessment, or by commenting on lessons to be learned from the results that can be applied to personal leadership philosophies and behaviors.

                                                                 Main Post

Through this week’s resources, we have learned what a leader is. Last week we focused on theories and examples of leaders we have witnessed firsthand. This week we are focusing on ourselves individually. After taking Gallup’s Strengths Finder assessment, I was given five signature themes.  

My Signature Themes 

Before going over my specific themes, I must first explain the domain’s they rest under. My themes were either under the executing or the relationship builder domains (Strengths Finder, 2018). The executing domain is about knowing, “how to make things happen” (Strengths Finder, 2018, para. 3). The relationship domain encompasses themes that are involved with providing, “the essential glue to hold a team together” (2018, para. 1). The themes that I had under the executing domain were restorative and consistency. These themes are defined as being able to deal with problems and treating people with equality, respectively. The themes I had under the relationship domain were developer, empathy, and harmony. Developers, “cultivate the potential in others” (Strengths Finder 2018, para. 2). Empathy is focused on sensing other’s feelings and harmony is focused on looking for consensus (2018).  

Room for growth 

After reviewing the Strengths Finder assessment, now I will point out a few areas for improvement. Starting with values, I have chosen courage and service as two values I would like to improve (MasonLeads, 2019).  None of the themes I had were under the domain of influencing (StrengthsFinder, 2018). I believe with more courage this would change. Two potential strengths I would improve would be activator and analytical. People who are adept at activating, “can make things happen by turning thoughts into action” (2018, para. 1). It is also under the influence domain. Another domain I didn’t exemplify with strategic thinking. The analytical theme is under this domain and people who demonstrate this, “search for reasons and causes” (StrengthsFinder, 2018, para. 1). Two characteristics I would like to improve are the ability to self-manage and to make difficult decisions (Yscouts.com, 2019). Nowhere in my results was there any mention of self-management skills or the ability to make tough decisions. These two characteristics are crucial to be a transformational leader.  

The Strengths Finder assessment was an eye-opening tool. I learned my strengths, but, more importantly, I learned my weaknesses. Being able to improve upon my weaknesses will bring me one step closer to a transformational leader.  

References 

MasonLeads. (2019). Core Leadership Values. Retrieved from https://masonleads.gmu.edu/about-us/core-leadership-values/ 

Strengths Finder: Gallup. (2018). Retrieved from https://walden.gallup.com 

Strengths Finder: Gallup. (2018). Retrieved from https://walden.gallup.com/application/strengthsquest#domain 

Yscouts. (2019). 10 Transformational Leadership Characteristics. Retrieved from https://yscouts.com/10-transformational-leadership-characteristics/

 

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