NURS 6512 – Advanced Health Assessment and Diagnostic Reasoning

The physical and emotional well-being of patients and families can be complex and multifaceted. Advanced practice nurses need to have the knowledge and ability to provide safe, competent, and comprehensive physical health assessments. Students in this course focus on concepts and skills to assess patients across the lifespan. They learn to use diagnostic reasoning, advanced communication, and physical assessment skills to identify changes in health patterns. Students also use a systematic approach through which they focus on the assessment of patients with acute and chronic health problems. The advanced skills of suturing, reading 12 Lead EKGs, and interpreting X-rays will be covered. Students engage in course assignments that emphasize risk assessment, diagnostic reasoning, and evidence-based assessment across the lifespan.

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Clinical question : On health care prevention

A TOPIC ON FALL PREVENTION IN A GERIATIC UNIT TO IMPROVE QUALITY OF LIFE. generation a clinical scenario,  a research question( PICO) ,identify PICO components, define the information gap. answered by a randomised controlled trial.

Scenario: In a Geriatric Ward,

Clinical question : On health care prevention

Topic: On falls prevention to improve the quality of life

Example formulated PICO question:

A patient with a history of fall, how does fall prevention compare to no fall prevention improve the quality of life?

 

 

 Databases to select from:
Medicine

 

_____ OVID Medline

_____ CINAHL

_____ Cochrane

_____ Joanna Briggs Institute

_____ Embase

_____ OVID Emcare

_____ PsycINFO

 

Multidisciplinary

 

_____ Scopus

_____ Web of Science

_____ Proquest

_____ Informit

_____ Other

 

 

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Research Portfolio

Assessment title: Research Portfolio

 

Alignment with learning outcome(s):

1 Identify relevant and significant nursing issues for investigation.
2 Analyse varying understandings of the nature of evidence and the process of evidence-based practice.
5 only locate of the “Locate, critically appraise and synthesise research evidence relating to nursing questions.”

 

Details of task: Students will compile a portfolio consisting of ALL the following activities:

Generation of a research question and preparation for the critical appraisal (Research Portfolio Part A)

  1. Identify a clinical, educational, or management issue of direct relevance to nursing or midwifery and within your scope of practice /influence (about one paragraph in length). Your clinical question should be answered by a randomized controlled trial This issue must form the basis of your Research Portfolios.
  2. Define the information gap
  3. Identify the PICO components
  4. Construct an answerable question using PICO
  5. Describe your search strategy
  6. List databases searched
  7. Perform your search using PICO elements and appropriate AND/OR combinations.
  8. Save your search items from your MEDLINE search via ‘screenshot’
  9. List the studies returned in your search,
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cause and effect fishbone diagram

“ Why can’t admitting remember to change these patients to pre-admit so that we can see the information from the emergency room in their electronic record and view their current medication?” the scribe complained to the cath leb nurse. “ I will never understand why it is so difficult to get cath lab patients transferred from an ED patient to pre-admit.” The scribe stops trying to record patient information in the electronic health record and calls the admitting department. The scribe is so frustrated because admitting has not updated the patient type listed in the electronic health record. This patient was seen a few minutes ago in the ED for an acute myocardial infarction. The patient had come into Western States Hospital with a chest pain. An EKG was ordered for the patient and the EKG showed that the patient had a STEMI. Once this diagnosis was made, the patient was emergently transferred to the cath lab. Although the electronic health record used by the facility has many features that allow care providers to access necessary patient information, the system has a few issues. The issue that caused the most headaches in the cath lab was the fact that the cath lab personnel could not view important patient information or chart new information until the admitting department changed the patient type from ED to pre-admit. Although there was a way to override the system to view the necessary information, this process was also concerning. Charting within the system was not possible even with the override, and there had been some instances where the latest information from the ED was not in the system if the system had been overridden. Time frames were also problematic. Quality measures and reporting requirements necessitate accurate times. “ Door-to-balloon times” are an important reporting measure. Without the ability to chart in real time, the time of arrival to the cath lab and the time the vessel was opened are not accurately reflected in the system. As Western States Hospital collects data to determine how long it takes cath lab staff to open a vessel once the patient is in the cath lab, the report is showing that it happens very quickly, it almost seems like the average time is unrealistic. The procedure in the cath lab is that a scribe or technician is responsible for developing everything that happens during the encounter. Without the ability to document directly into the electronic health record, the scribe or technician sends precious time contacting admitting and documenting the encounter on paper. This information must then be transferred into the electronic health record or “back charted.” At Western States Hospital the scribe calls the admitting clerk and states, “ The patient from ED room 5 is here in the cath lab and patient type is still set at ED. You do realize that I cannot do my job when you do not do yours, right? Why can’t you admitting clerks figure out how to get these patient types changed faster and do your job so that I can do mine?” The admitting clerk responds, “ I have been busy taking care of other patients and didn’t realize this was your patient that was taken to the cath lab. I do have other patients to take care of besides the one that you have in the cath lab. Just override the system so that you can view the information until I get the type changed,” to which the scribe states, “ Truly you don’t understand the ramifications of what your job entails and the problems this can cause the patient. Just make the change. Now!” The patient type is changed and the technician is now trying to document what has happened to this patient in the cath lab from memory.

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Cardiovascular Disease

Cardiovascular Disease

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clinical competencies as defined by the Commission on Collegiate Nursing Education

The RN to BSN program meets the requirements for clinical competencies as defined by the Commission on Collegiate Nursing Education (CCNE) and the American Association of Colleges of Nursing (AACN), using nontraditional experiences for practicing nurses. These experiences come in the form of direct and indirect care experiences in which licensed nursing students engage in learning within the context of their hospital organization, specific care discipline, and local communities.

Note: This is an individual assignment. In 1,500-2,000 words, describe the teaching experience and discuss your observations. The written portion of this assignment should include:

Summary of teaching plan
Epidemiological rationale for topic
Evaluation of teaching experience
Community response to teaching
Areas of strengths and areas of improvement

Prepare this assignment according to the APA guidelines 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. A link to the LopesWrite technical support articles is located in Course Materials if you need assistance.

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Long-Term Memory

Discussion 1: Long-Term Memory

The three-store memory theory—an earlier theory of memory—suggested that memory moved from sensory experience to a temporary store in the brain. Once there, if attended to, it would be transferred to a short-term memory store. If entered into a process called “rehearsal,” this short-term memory would enter long-term storage.

The levels-of-processing theory of memory came into being in part as an answer to the three-story theory. Rather than focusing on the notions of storage and rehearsal, this theory emphasized the role of process in the development of long-term memory. Theorists suggested that memories are formed inherently through the cognitive processes used to absorb information.

In this Discussion, you describe and analyze an occasion of long-term memory loss that you experienced. You then explain how to improve long-term memory function.

With these thoughts in mind:

By Day 3

Post a brief description of an example of long-term memory loss that you have experienced. Then explain your long-term memory loss within the context of the three-store memory theory and levels of processing memory theory. Finally, explain strategies you might use to improve your long-term memory function.

Be sure to support your postings and responses with specific references to the Learning Resources.

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EBP. Quantitative Research

How can random errors affect the validity of a test? Use examples of random errors and describe how those errors can result in invalid test scores.

Must address the topic.
Rationale must be provided.
150-word minimum/250-word maximum without the references.
Minimum of two references in APA format, must have been published within last 3-5 years.

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Developing a Question

Develop a searchable question using the PICOT format. (The question is a single statement identifying the components of PICOT.)
Develop a searchable question using the PICOT format. (The question is a single statement identifying the components of PICOT.) Refer to “Developing a Question” and “Topic 1: Checklist.” 2 NRS 441v.11R.Module1_Checklist.doc 3 NRS 441v.v10.0RDeveloping a Question.docx

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Should a religious ethic or theistic worldview take priority over that of others?

What is the role of a religious ethic in public policy today? Should a religious ethic or theistic worldview take priority over that of others? How can religious policy decision makers remain true to their personal values while respecting the views of individuals with differing cultural and spiritual beliefs? Respond to two other classmates and cite references as appropriate.

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