Why do you believe CCOM would provide you with the type of osteopathic medical education you are seeking? (1500 characters)

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According to Dr. Goeppinger, if healthcare is my calling, Midwestern University is my home. I am certain that Chicago College of Osteopathic Medicine will provide me with precisely the type of osteopathic medical education I seek because of its dedication to fostering innovation in medicine and teaching and success producing primary care doctors of integrity. I especially look forward to bridging traditional classroom learning and real-life clinical experience at the Clinical Skills and Simulation Center. The center will serve as a place to master medical procedures and collaborate closely with peers from other disciplines. In addition, attending CCOM would grant me the opportunity to contribute to the development of a dynamic institution through research and further my quest to provide excellent primary care. My motivation to pursue general medicine stems from the declining number of primary care physicians. This motivation is reinforced by witnessing poverty and lack of care both in my hometown and while serving San Francisco General Hospital’s disadvantaged patient population. Doctors under increasing pressure to see more patients can only result in less accurate diagnoses, lower quality treatment plans and less time for doctors to make a human connection with their patients. Earning the opportunity to study at CCOM will allow me to accomplish our shared objectives of making deep connections with our patients and exemplify the “Midwestern difference”.

 

Why should CCOM accept you into this year’s class? (1500 characters)

 

Chicago College of Osteopathic medicine should accept me into this year’s class for my demonstrated commitment to osteopathic medicine and cultural diversity and perspective I will bring to the program. I came out to my family 10 months ago and I was forced to abruptly uproot myself to Seattle, Washington in order to live my truth. I am an Armenian Christian female who identifies as a lesbian. Navigating towards a career in medicine from a disadvantaged background was incredibly challenging yet rewarding. Being an active member of cultures that have been historically oppressed instilled an appreciation for hard work and commitment to reaching my goals. Despite these recent financial and emotional set-backs, my determination to pursue osteopathic medicine was reaffirmed. My fearlessness and ability to rebuild and progress regardless of external circumstances will make me an excellent candidate.

 

 

 

 

 

 

Upload a copy of your resume or curriculum vitae, which will include, but not be limited to the following information:
· Educational History (colleges attended and degrees earned)

· Employment History

· Medically related work and volunteer experiences

· College extracurricular activities, honors, and leadership responsibilities

· Community activities, honors, and leadership responsibilities

· Hobbies and nonacademic interests

Benchmark – Community Teaching Plan: Community Teaching Work Plan Proposal Week 5

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Note: This is an individual assignment. Applying what you have learned thus far, develop a community teaching proposal designed to address the needs of your community.

Select one of the following as the focus for the teaching plan:

  1. Primary Prevention/Health Promotion
  2. Secondary Prevention/Screenings for a Vulnerable Population
  3. Bioterrorism/Disaster
  4. Environmental Issues

Complete the “Community Teaching Work Plan Proposal.” This will help you organize your plan and create an outline for the written assignment.

  1. After completing the teaching proposal, review the teaching plan with a community health and public health provider in your local community.
  2. Request feedback (strengths and opportunities for improvement) from the provider.
  3. Complete the “Community Teaching Experience” form.

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

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

You are required to submit this assignment to Turnitin. Please refer to the directions in the Student Success Center.

-I picked Primary Prevention/Health Promotion  in Miami Florida

Week 7 Discussion: Marginalized Women and Childbearing Families

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1. As an advanced practice nurse, what are three actions you can take to mitigate social impacts to marginalized women?

One of the actions that an advanced practice nurse can take to mitigate social impacts to marginalized women is providing advocacy for the development of policies that protect women from social discrimination. Studies have indicated that there are many policies at the government, state, and local levels that prevent women from accessing healthcare services (Prodan‐Bhalla & Browne, 2019). Since nurse practitioners are influential and policymakers can listen to them, which gives them the advantage to advocate for policies that protect women from marginalization. Another action as an advanced practice nurse would be providing women-friendly healthcare services that are individualized per patient needs, building trust with the women, and making health services easily accessible to them. An advanced practice nurse can also research to understand the social and cultural sources of women marginalization and how they can be mitigated. The research can also focus on unearthing policies that promote discrimination of women and recommend more women-friendly policies.

2. What role does policy at either government, state, or local level play in the marginalization of women and childbearing families?

Policies at government, state, or local levels have played a role in the marginalization of women and childbearing families. Research has indicated that in various communities, there are discriminative and unjust structural policies that limit women’s access to healthcare and promote health inequities. There are state policies, for example, which effect women`s access to childcare, maternity leave from work, and care for older women. Other policies do not promote women access to employment opportunities, often leading women to low income, high employment rates, and lack of opportunities to get educated (Prodan‐Bhalla & Browne, 2019). Policymakers at levels have an opportunity to change laws and policies to reduce the marginalization of women. Nurse practitioners can advocate for better policies from government, state, or local levels to reduce social injustices towards women.

3. Identify one policy that impacts marginalized groups (include whether the policy is at the federal, state, or local level).

Among the policies that have an impact on marginalized groups in the United States is the healthcare policy. The policy, which is at the federal level, should make healthcare accessible and affordable to all citizens in the country. Healthcare policy seeks to create and implement laws, rules, and regulations that govern the national health system. Young and the most disadvantage women are not able to access high-quality healthcare services due to their socio-demographic background (Daniel et al., 2018). The federal policy should implement health equity by ensuring universal healthcare access to all citizens in the country.

4. Discuss how policy impacts marginalized group either positively or negatively.

Policies represent what the government, institution, or any entity intends to do and directs what is supposed to be done by all the individuals or sectors affected by that policy. When governments or other entities issue a policy, it has to be followed and dictates how things will be done within its jurisdiction or scope of authority. Due to this, policies can affect marginalized groups sometimes in positive and other times in a negative way. For example, policies that deny women equal opportunities for employment result in many of them being without sources of income (Prodan‐Bhalla & Browne, 2019). Such an example of women indicates how policies that impact marginalized groups negatively. The policy may also have a positive impact on marginalized groups of people. For example, health policies ensure healthcare services are accessible and affordable to all citizens through programs such as Medicare and Medicaid. Through the policy, even low-income earners, disabled, and older adults are able to access and afford high-quality healthcare. It shows how policy impact marginalized groups in a positive way. Policymakers should strive to ensure that policies have positive as opposed to negative impacts.

References

Daniel, H., Erickson, S. M., & Bornstein, S. S. (2018). Women’s Health Policy in the United States: An American College of Physicians Position Paper. Annals of Internal Medicine, 168(12), 874. https://doi.org/10.7326/m17-3344

Prodan‐Bhalla, N., & Browne, A. J. (2019). Exploring women’s health care experiences through an equity lens: Findings from a community clinic serving marginalized women. Journal of clinical nursing, 28(19-20), 3459-3469. https://doi.org/10.1111/jocn.14937

Systems Levels (Micro-, Meso-, And Macro).

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The benefits, concerns, and challenges of a systems approach offer the practice scholar several ways to view a health problem. Select a practice problem within your unique setting and consider the following.

  • Describe the selected problem from two of the three systems levels (micro-, meso-, and macro).
  • Explain how the outcomes of one system-level effect the other level?
  • How are the systems approach beneficial in improving healthcare quality and safety?

Instructions:

Use an APA style and a minimum of 200 words. Provide support from a minimum of at least three (3) scholarly sources. The scholarly source needs to be: 1) evidence-based, 2) scholarly in nature, 3) Sources should be no more than five years old (published within the last 5 year), and 4) an in-text citation. citations and references are included when information is summarized/synthesized and/or direct quotes are used, in which APA style standards apply.

• Textbooks are not considered scholarly sources. 

• Wikipedia, Wikis, .com website or blogs should not be used.

severe preeclampsia

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1) Patient Introduction

Olivia Jones is a 23-year-old African-American female, G1P0 at 36 weeks of gestation. She has been diagnosed with severe preeclampsia and is admitted to the labor and delivery unit for assessment and surveillance.

Pregnancy has been unremarkable until routine prenatal visit at 30 weeks with elevated blood pressure at 146/92 mm Hg, proteinuria, and developing mild preeclampsia. She has been on bed rest at home until prenatal visit today with increasing symptoms, resulting in admission.

She has gained 3 pounds since prenatal visit 1 week ago. Protein dipstick is +4, negative ketones, negative glucose, +2 dependent edema, and facial puffiness.

Ms. Jones is complaining of a headache that is not resolved with acetaminophen. She presents with nausea and fatigue and complaining of epigastric pain, visual changes, and chest tightness. The fetus is active; however, patient states that it is a bit quieter than normal. There is a possibility of premature rupture of membranes. An IV with lactated Ringer’s is running at 125 mL/hr. Labs were obtained.

Medication: Magnesium sulfate (injection)

 

2 Patient Introduction

Brenda Patton is an 18-year-old Caucasian female, G1P0 at 38 2/7 weeks of gestation admitted to the labor and birthing unit for labor assessment.

The patient states that her water may have broken earlier this morning and she thinks she is in labor. AmniSure was positive. Vaginal exam reveals 50% effacement of cervix, cervical dilation 4 cm, and fetus at -2 station.

The patient’s boyfriend is present, and she has phoned her mother to inform her of her admission. The provider has been notified, and prenatal records have been pulled.

The lab report indicates that the patient’s group B strep vaginorectal culture taken at 36 weeks was positive. The patient wishes to have a natural birth without medication. Admission intrapartum orders have been initiated, initial labs have been drawn, and a saline lock has been placed in her forearm.

Medication: Promethazine hydrochloride

 

3 Patient Introduction

Amelia Sung is a 36-year-old Filipino female, G2P1 (L1) at 39 weeks of gestation, who was admitted 24 hours ago for induction of labor.

First-born male delivered vaginally 3 years and 3 months ago. Weight: 3,345 g (7 lb 6 oz). Length 55 cm (22 in).

She was started on oxytocin at 1 mL/1 mU, and the infusion was increased throughout the day per protocol. A mainline IV of lactated Ringer’s is running at 125 mL/hr, and oxytocin (30 units in 500 mL normal saline) is running at 20 mU/min (20 mL/hr).

Her cervical exam at admission was 2 cm dilation, 80% effaced, at -1 station, with fetus in vertex position. At 0100 hours, dilation was 4 cm, 100% effaced, still at -1 station and fetus in vertex position. She received an epidural shortly after that, and 1 hour later, her membranes ruptured; the fluid was clear.

Three hours ago, she was fully dilated and started pushing. The fetal heart rate has been stable with a baseline of 120/min, moderate variability, and early decelerations since she started pushing. She is getting tired from pushing, and the descent of the fetal head has been slow.

During the past few contractions, the baby has started to crown. The provider has been called and has arrived, so Amelia may continue pushing.

Medication: Oxytocin

 

4 Patient Introduction

Carla Hernandez is a 32-year-old Hispanic female, G2P1 (L1), at 39 5/7 weeks of gestation. She was admitted to labor and delivery in active labor at 0600 hours today, accompanied by her husband Earl.

To progress the delivery, artificial rupture of membranes was performed by the provider a few minutes ago. The provider has just left the room to make rounds.

Suddenly, the fetal heart rate drops dramatically, and you discover that the umbilical cord is prolapsed. You are ready to handle this situation with another nurse who is also present in the room.

Medication: Terbutaline sulfate

 

 

5 Patient Introduction

Fatime Sanogo is a 23-year-old primiparous female from Mali in her first hour after vaginal delivery. The patient was admitted yesterday at 0600 hours for oxytocin induction of labor secondary to postdates (41 4/7 weeks). She declined all pain medication during labor.

Following a prolonged second stage, she delivered a vigorous female infant at 0605 hours with Apgar scores of 9 and 9 and weight of 4,082 g (9 lb 0 oz). The patient contracted a second-degree perineal laceration during delivery; this has been repaired.

Placenta was delivered manually at 0635 hours via Dr. Schultz. Bleeding was controlled by fundal massage and infusion of remaining oxytocin induction bag, which is still running at 20 mL/hr (20 mU/min); approximately 100 mL left in the bag.

The patient was just up to the bathroom and couldn’t void. She is now dozing, and the father of the baby is at the bedside, holding the baby and sending text messages from the phone. Fatime does not speak English fluently, as she has only been in the country for 7 months. You enter the room to assume care of the patient and to perform the second of four assessments every 15 minutes.

Medication: Misoprostol

U.S. healthcare system Comparison

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A. Compare the U.S. healthcare system with the healthcare system of Great Britain, Japan, Germany, or Switzerland, by doing the following:

 

1. Identify one country from the following list whose healthcare system you will compare to the U.S. healthcare system: Great Britain, Japan, Germany, or Switzerland.

The identified country for comparison is from the given list.

 

 

2. Compare access between the two healthcare systems for children, people who are unemployed, and people who are retired.

The comparison accurately describes access to healthcare systems in both the U.S. and the country chosen in part A1 for children, people who are unemployed, and people who are retired. The comparison logically describes the similarities and differences between access to each of the healthcare systems for all of the given groups of people.

 

a. Discuss coverage for medications in the two healthcare systems.

The discussion of coverage for medications is accurate and relevant to both the U.S. healthcare system and the healthcare system of the country chosen in part A1.

 

b. Determine the requirements to get a referral to see a specialist in the two healthcare systems.

The submission accurately determines the requirements to get a referral to see a specialist for both the U.S. healthcare system and the healthcare system of the country chosen in part A1.

 

 

c. Discuss coverage for preexisting conditions in the two healthcare systems.

The discussion of coverage for preexisting conditions is accurate and relevant to both the U.S. healthcare system and the healthcare system of the country chosen in part A1.

 

 

3. Explain two financial implications for patients with regard to the healthcare delivery differences between the two countries (i.e.; how are the patients financially impacted).

 

The explanation logically discusses 2 financial implications for the patient in regards to the delivery differences in both the U.S. healthcare system and the healthcare system of the country chosen in part A1.

PROFESSIONAL PORTFOLIO

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1.  Create a professional mission statement (suggested length of 1 paragraph) that includes the following:

●   a representation of your career goals, your aspirations, and how you want to move forward with your career

●   an overview of where you would like to focus your time and energies within the profession

a.  Reflect on how your professional mission statement will help guide you throughout your nursing career.

2.  Complete a professional summary (suggested length of 3–4 pages) that includes the following:

a.  Explain how the specific artifacts or completed work or both in your portfolio represent you as a learner and a healthcare professional.

b.  Discuss how the specific artifacts in your portfolio represent your professional strengths.

c.  Discuss challenges you encountered during the progression of your program.

i.  Explain how you overcame these challenges.

d.  Explain how your coursework helped you meet each of the nine nursing program outcomes.
Note: Refer to the attachment “Nursing Conceptual Model.”
e.  Analyze how you fulfilled the following roles during your program:

•   scientist

•   detective

•   manager of the healing environment

f.  Discuss how you have grown professionally since the beginning of your program.
B.  Complete the following within the section “Quality and Safety”:

1.  Reflect (suggested length of 1 page) on your professional definition of quality and safety developed in Professional Roles and Values, including any necessary changes to your definition.

a.  Discuss how the program assisted you in developing your professional definition.

b.  Identify the artifacts in your portfolio that support your definition.

i.  Explain how these artifacts support your definition from part B1.
Note: The artifacts should be attached within the portfolio.
2.  Discuss the importance of the Institute for Healthcare Improvement (IHI) certificate for your future role as a professional nurse.
C.  Complete the following within the section “Evidence-Based Practice”:

1.  Reflect (suggested length of 1 page) on your professional definition of evidence-based practice developed in Professional Roles and Values, including any necessary changes to your definition.

a.  Discuss how the program assisted you in developing your professional definition.

b.  Identify the artifacts in your portfolio that support your definition.

i.  Explain how these artifacts support your definition from part C1.
Note: The artifacts should be attached within the portfolio.
2.  Reflect (suggested length of 1 page) on your understanding of evidence-based practice and applied nursing research by doing the following:

a.  Discuss how you are able to evaluate current primary research and apply the concepts to your nursing practice, considering the following:

•   relevancy and believability of data

•   differences between quality improvement and research (places and uses of each)

•   differences between primary and secondary research and resources and the implications of each in clinical practice

b.  Explain how your experience in the program helped you achieve excellence in evidence-based practice.
D.  Complete the following within the section “Applied Leadership”:

1.  Reflect (suggested length of 1 page) on your professional definition of applied leadership you developed in Professional Roles and Values, including any necessary changes to your definition.

a.  Discuss how the program assisted you in developing your professional definition.

b.  Identify the artifacts in your portfolio that support your definition.

i.  Explain how these artifacts support the definition from part D1.
Note: The artifacts should be attached within the portfolio.
2.  Summarize (suggested length of 1 paragraph to 1 page) your Learning Leadership Experience task by doing the following:

a.  Discuss the importance of professional collaboration for effective nursing leadership.
E.  Complete the following within the section “Community and Population Health”:

1.  Reflect (suggested length of 1 page) on your professional definition of community and population health you developed in Professional Roles and Values, including any necessary changes to your definition.

a.  Discuss how the program assisted you in developing your professional definition.

b.  Identify the artifacts in your portfolio that support your definition.

i.  Explain how these artifacts support the definition from part E1.
Note: The artifacts should be attached within the portfolio.
2.  Summarize (suggested length of 1 page) your Community and Population Health task (STIs) by doing the following:

a.  Discuss what you learned during your Community Health Nursing task (STIs).

b.  Discuss what you learned led to your community diagnosis ( Nursing Diagnosis Statement: Sexually transmitted infections are common among adolescent individuals living in Florida).

c.  Discuss how your initial focus and diagnosis evolved after working with your population.

DO WHAT YOU CAN. THERE ARE SOME SECTIONS YOU WILL NOT BE ABLE TO QUITE ANSWER SUCH AS THE ARTIFACTS. DO THE BEST YOU CAN. THANK YOU.

Using Nightingale’s Environmental Theory

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Using Nightingale’s Environmental Theory

Nightingale theory is a nursing theory which focuses on the accountability, autonomy, and communication associated with nursing practices. It proponent, Florence Nightingale, as conspicuous and celebrated among the nursing theorist whose teachings were based on the impact and influence that the environment has for the recovery of the patients (Smith & Parker 2015).  The theorist stressed that the nursing care goals are to ensure that a patient’s position is in excellent condition as much as possible to permit ecological condition to help towards good health promotion. Therefore, the theory pays more attention to the science and art of nursing intending to shape its practices. In theory, Florence maintained that external conditions and influences have a significant impact on the contribution and containment of illnesses and diseases. Florence’s mission through the theory has to help patients in retaining their vitality through environmental control approaches. The theory stated three primary environments: psychological, physical, and social, and holds that the contribution of each determines the quality of life that can be exhibited by a patient upon exposure (Rahim, 2013). Putting patients in natural conditions to get back to healthy lives does mean that the patient is left alone but instead supported by their ecological conditions that determine their possible recovery. In the theory of Nightingale about the environment, the amount of time by nature for a patient to heal and overcome all the partial conditions that affect his or her wellbeing based on the possible outcome.

Mrs. Adams Case Study

Mrs. Adams, who is a sixty-eight, and a widow who was subjected towards a case management when she was discharged from the hospital. As recommended by her physician, she portrays the role of nature in offering solutions to the patients. It was according to the diagnosis that the patient should be given while in or out of the facility. Hence, it is determined via possible recurrence to the disease or condition she is suffering from. Mrs. Adams’s diagnosis, which includes hypertension, breast cancer, and diabetes, require thorough consideration. Being a few days from the post-op right-sided mastectomy, she requires proper care and attention. However, her located that is characterized by low-income attributes where criminal cases are high put the intended care implementations into a standstill. Yet, from the Community Health Nurse assessment, it was realized that her apartment was in a severe mess and might prevent the free flow of fresh air and light. She had no food and seems that she has not even changed her clothes for quite a while. In the small apartment are a puppy and three cats considered by Mrs. Adams as part of her consolation since her beloved husband passed a year ago. Therefore it leads to her posing complaints of draining and severe pain after her broken air conditioner and the surgical site.

First Assessment: Evaluating the environmental conditions surrounding a patient is essential to limit the number of prevalence that they can be exposed to. According to Florence’s Nightingale theory, ecological surroundings play a crucial role in the healing process. Therefore, in Mrs. Adams’s case, her environmental surroundings need to be evaluated at first glance. Her various care concerns need to be prioritized based on the initial assessments made. However, major ecological components such as bed and beddings, nutrition, cleanliness, light, noise, the condition of the house, ventilation, and warming are considered. As indicated, Mrs. Adams complains about the minimal airflow, and the non-functioning air conditioner needs to be adjusted and properly rectified. Due to high crime cases within Mrs. Adams’ neighborhood, keeping windows and doors locked will serve as the best safety measures. Additionally, due to a reduced amount of light in the area, Mrs. Adams’ house requires proper ventilation, sound lighting system, and temperature-controlled air to fasten the healing process of her post-surgical wounds. Notably, the three pets in her room expose the house to increased infection and more bacteria.

The most important risk factors that threaten Mrs. Adams’s social wellbeing are the residence disarrays and her dirty clothes (Aspen University, 2018). Lack of quality and adequate food items and the residence disarrays shows that she lives in isolation with a minimal support network. Her condition and health starts are the major setbacks for her efforts in maintaining hygiene to a required level. Therefore, to make the cleaning effect, it should include frequent airing and changing her bedsheets and linens. According to Nightingale, most patients usually deposit wild floras on their beds if they are not adjusted for a long time (Wayne, 2014). Hence, this shows a possible infection if the patient re-enters in them, thus more infections.

Additionally, Mrs. Adams also requires daily hygiene support to make her safe for any possible further infections. Unwashed skin, according to Nightingale, blocks the air pots leading to possible poisoning of the body. Moreover, Mrs. Adams’ nurse should take immediate interventions to help her get her family members.

Five Essential Components of from the Theory

The five vital constituents advocated for by Nightingale to guarantee proper sanitation of various abodes for the improvement of health outcomes include:

Pure Water: The patient needs to avoid impure water because they contributed to diseases.

Pure Fresh Air: Ensuring fresh air in a location boosts the breathing systems of the patients.

Cleanliness: At all times, cleaning is necessary for all patients. Nurses must ensure that the environment is clean to minimize contaminations and poisoning.

Light: According to Wayne (2014), an adequate lighting system is needed in treating diseases, especially direct sunlight.

Effective Drainage: Proper drainage systems are needed to ward off ill-health causing organisms and epidemic diseases due to contamination by home sewer systems

Care Plan

The care plan for the case study will capture the following:

Nursing Diagnosis: Acute and severe pain evident in the verbal complaint made by Mrs. Adams about the new surgical procedure will be handled with proper pain medication.

Impaired physical mobility associated with damage of nerves and muscle, lymphedema as well as severe pains are seen in Mrs. Adams will be addressed with proper assistance.

Infection risks related to the wound that Mrs. Adam had after the surgery, her environment, and medical history will be addressed to ease the tension of possible infections.

Objective Information: The patient is a sixty-year-old female widow who has breast cancer, hypertension, and diabetes. The patient has blood-tinged fluids of serious oozing from her surgical site. The residence is poorly ventilated. There are three pets in a small room—no food for observation of nutritional support. Mrs. Adams appears untidy.

Subjective Information: There is a complaint from the patient about severe pains and broken air conditioner and pain. The reports from the patient show that she has no assistance because she is a widow.

Nursing Results: Mr. Adams Goals: The residence will have proper ventilation and adequately cleaned. All the bed linens will regularly and frequently change like daily bathing. The patient will utter two ways to limit any physical injuries that might be realized within the week. The patient will exercise mobility and sitting posture strength during this time. There will be daily hygiene performance by the patient to minimize the risk of infections. The nutritional status of the patient will be improved.

Nursing Interventions: The nurse responsible for the patient will ensure that the patient seeks out at least two friends that she has to help in support during her healing process. Additionally, the nurse in her daily services will ensure that she is ready to obtain her goals through increase strength, improved residence cleanliness, developed ambulation, and proper body hygiene. Implementation of in-house rehabilitation may be needed to make the efforts satisfying. Moreover, the nurse will ensure that the patient has a paramount focus in her care plan. Any option that might be available may be used to improve, however, current status. All possible risk factors will be addressed based on the effect on the patient.

Conclusion

The patient-centered approach, Nightingale’s Environmental Theory in medical care, contains several environmental aspects. It holds that environmental systems play a significant role in checking for the wellbeing of a patient. A balance in the ecological factors reveals the healing process that can be seen from the health conditions of a patient. However, Nightingale believed that it is the responsibility of nurses to ensure that a patient’s environment is safe and in good condition. They must also ensure that all the needed factors to boost the healing process are in place for all patients within their localities.

 

References

Aspen University (2018). Concepts and Theories in Nursing. Module 1. Assignment 1. Retrieved from https://aspenuniversity.edu/conceptsandtheoriesinnursing /assignment1/

Rahim, Shirin (2013). Clinical application of Nightingale’s environmental theory. i-manager’s Journal on Nursing, 3(1), 43-46, February/April 2013

Smith, M. C., & Parker, M. E. (2015). Nursing theories and nursing practice. FA Davis.

Wayne, Gil (2014). Florence Nightingale’s Environmental Theory. Nurselabs.com. Retrieved from https://nurselabs.com/florence nightingale’s environmental theory

 

 

Running head:

 

THEORy

 

 

Using Nightingale

 

 

Running head: THEORY ]

N491

07/23/20

Signature Assignment Description/Directions:

This week, you will develop a PowerPoint presentation reviewing the theories from each module.

Please select one theory from each module (1-8) and answer the following questions. You should have two slides per theory:

Describe the theory

Provide 3 examples of how the theory applies to current practice

Provide 3 positive patient outcomes resulting from utilizing the theory

Explain 3 benefits to nursing satisfaction when utilizing the theory

Describe two barriers to using the theory in practice and at least one method for overcoming each barrier (support methods with sources)

Support from literature clearly noted throughout

The PowerPoint presentation should include at least two outside references and the textbook. The presentation should contain 2 to 4 slides per theory, for a total of 16 to 32 slides.

Total Point Value of Assignment: 500 points

PICOT Statement Paper

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In this assignment, students will pull together the change proposal project components they have been working on throughout the course to create a proposal inclusive of sections for each content focus area in the course. At the conclusion of this project, the student will be able to apply evidence-based research steps and processes required as the foundation to address a clinically oriented problem or issue in future practice.

Students will develop a 1,500 word paper that includes the following information as it applies to the problem, issue, suggestion, initiative, or educational need profiled in the capstone change proposal:

  1. Background
  2. Problem statement
  3. Purpose of the change proposal
  4. PICOT
  5. Literature search strategy employed
  6. Evaluation of the literature
  7. Applicable change or nursing theory utilized
  8. Proposed implementation plan with outcome measures
  9. Identification of potential barriers to plan implementation, and a discussion of how these could be      overcome
  10. Appendix section, if tables, graphs, surveys, educational materials, etc. are created

Review the feedback on the Topic 3 assignment, PICOT Statement Paper, and Topic 6 assignment, Literature Review. Use the feedback to make appropriate revisions to the portfolio components before submitting.

Prepare this assignment according to the guidelines found in the APA Style Guide.

NO PLAGIARISM PLEASE, MINIMUM OF SIX REFERENCES

SAT1: Task 2 – RCA and FMEA FMEA Table

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SAT1: Task 2

SAT1: Task 2 – RCA and FMEA FMEA Table

FMEA Table

 

 

 

Steps in the Improvement Plan Process * Failure Mode Likelihood of Occurrence (1–10) Likelihood of Detection (1–10) Severity

(1–10)

 Risk Priority Number

(RPN)
EXAMPLE:

Doctor orders medication for pain prior to invasive procedure.

 

 Wrong medication selected 3 5 5 75
1.          
2.          
3.          
4.          
          Total RPN (sum of all RPN’s):

 

 

*do not include more than four steps in the improvement plan process

PAGE 1

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Word 2016 Chapter 6 Using Custom Styles and Building Blocks Last Updated: 9/30/16 Page 1

USING MICROSOFT WORD 2016 Independent Project 6-6

Independent Project 6-6 For this project, you revise a brochure for Emma Cavalli at Placer Hills Real Estate. You update existing styles, create new

styles, apply styles, and create Header, AutoText, and Quick Parts building blocks.

Skills Covered in This Project • Add document properties.

• Modify test and update a style to match

selected text.

• Create new styles.

• Apply styles to selected text.

• Create a Quick Parts building block.

• Create an AutoText building block.

• Insert a document property field.

• Create a Header building block.

• Create a new Header category.

• Assign AutoText building blocks to a category

• Modify Styles pane options

1. Open the CavalliBrochure-06 start file. If the document opens in Protected View, click the Enable

Editing button so you can modify it.

2. The file will be renamed automatically to include your name. Change the project file name if

directed to do so by your instructor, and save it.

3. Customize the following document properties:

Title: Brochure Company: Placer Hills Real Estate

Author: Emma Cavalli (remove existing author if necessary)

4. Update and apply styles.

a. Select “Emma Cavalli” and update the Heading 1 style to match the selected text.

b. Select “Realtor Consultant” and change the After paragraph spacing to 6 pt.

c. Update the Heading 2 style to match the selected text.

d. Apply the Heading 2 style to the other section headings in the document.

5. Modify a bulleted list, create a new style, and apply a style.

a. Select the bulleted list in the second column.

b. Change the bullet to a check mark (Wingdings, character code 252).

c. Create a style based on the selected text and name the style Check Bullet.

d. Apply the Check Bullet style to the numbered list in the first column.

e. Apply the Check Bullet style to the lines of text in the “Education & Training” section.

6. Save the PHRE logo (bottom right) as a Quick Parts building block with the following properties:

Name: PHRE logo bottom right

Gallery: Quick Parts

Category: General

Description: Insert PHRE logo

Save in: Building Blocks

Options: Insert content only

7. Select the entire table in the third column and save as an AutoText building block with the

following properties:

Name: PHRE beliefs

Gallery: AutoText

Category: General

 

Step 1: Download start file

 

 

 

Word 2016 Chapter 6 Using Custom Styles and Building Blocks Last Updated: 9/30/16 Page 2

USING MICROSOFT WORD 2016 Independent Project 6-6

 

Description: Insert PHRE table

Save in: Building Blocks

Options: Insert content only

8. Edit the header, select “Placer Hills,” and replace it with the Company document property field.

9. Select the table in the header and save it in the Headers gallery with the following properties:

Name: PHRE header landscape

Gallery: Headers

Category: PHRE (create new category)

Description: Insert PHRE header

Save in: Building Blocks

Options: Insert content only

10. Modify the Styles Pane Options to show only those styles in use, sort styles alphabetically, and

apply these settings only in this document.

11. Save and close the document (Figure 6-112). When you exit Word after creating and saving

building blocks, you might be prompted to save these changes. Click Save to save changes.

12. Upload and save your project file.

13. Submit project for grading.

 

6-112 Word 6-6 Completed

Step 2 Upload & Save

Step 3 Grade my Project