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Select an ‘at risk’ patient for analysis and write a brief summary of the patient’s relevant health problems and any management provided.

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This assessment task prepares you to access a patient in your care and identify those at risk. Select an ‘at risk’ patient for analysis and write a brief summary of the patient’s relevant health problems and any management provided.
Critically analyse one health problem using evidence based findings relating this to the ‘at risk’ status of the patient. Consider any system failures that may have contributed to the presenting problem and the relationship to communication pathways. The cases you read and discussed in MyLO are examples of an “at risk” patient. Your discussion should include the complexities of health care decision making and its relationship to inter-professional communication pathways.
You must clearly demonstrate the related pathophysiology and management that contributed to the patient’s condition. Laboratory findings should be included if relevant to the case. Expand and justify management by identifying and discussing key nursing and medical interventions, including clinical assessment, physiological monitoring, supportive therapies and evaluation of the care provided. Justify and critique the relevant nursing interventions by drawing on recent, evidence-based literature and propose recommendations for future practice if indicated. The paper should include a minimum of 10 scholarly references to support your discussion points.
Maintain patient confidentiality by assigning the person a pseudonym and abide by your organisations ethics policy on using patient information. You should also maintain organisational anonymity.
There will be an example paper in MyLO for you to read. Please note this is an example only and assessment requirements have been altered. Use it as a guide of where you need to aim to receive an HD. Please read the marking criteria carefully to ensure you are meeting all elements

 

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Describe whether it (evidence-based intervention) is considered a primary, secondary, or tertiary prevention strategy and include your rationale (see Nies & McEwen, 2015, Chapter 1, p. 7 for a review of levels of prevention). Nies & McEwen, 2015, CHAPTER 1 PAGE 7 EXCERPT BELOW:

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This case study provides you with an opportunity to immerse yourself in the role of a Community Health Nurse and examine primary, secondary, or tertiary prevention strategies related to two population health problems. As you work through the case, reflect on what you have learned from this course about community health nursing and apply it to this scenario.
Your role: You continue to work as a community health nurse in your local health department. At a department meeting several months ago, new epidemiological data was presented that showed a disturbing increase in alcohol abuse rates. A community wide coalition was convened to assess these problems and you volunteered to be a member of this task force. The task force has met several times and analyzed assessment data and is beginning to consider intervention options.
Task force members:
• Christina is a social worker with the health department.
• Tracey is a case worker from Child Protection Services.
• Paul is a pastor at a local church.
• Susan is the school nurse with the elementary and middle schools.
• Eric is the director of a local emergency department.
Your charge:
Visit The Community Guide website (https://www.thecommunityguide.org/) to explore interventions related to excess alcohol consumption. https://www.thecommunityguide.org/alcohol/index.html
Choose one evidence-based intervention (one that is recommended) and present this intervention to the task force.
• Summarize this intervention and the Community Health Nurse’s role in implementing this strategy.
• Describe whether it (evidence-based intervention) is considered a primary, secondary, or tertiary prevention strategy and include your rationale (see Nies & McEwen, 2015, Chapter 1, p. 7 for a review of levels of prevention).
Nies & McEwen, 2015, CHAPTER 1 PAGE 7 EXCERPT BELOW:
Leavell and Clark (1958) identified three levels of prevention commonly described in nursing practice: primary prevention, secondary prevention, and tertiary prevention.
Primary prevention relates to activities directed at preventing a problem before it occurs by altering susceptibility or reducing exposure for susceptible individuals. Primary prevention consists of two elements: general health promotion and specific protection. Health promotion efforts enhance resiliency and protective factors and target essentially well populations. Examples include promotion of good nutrition, provision of adequate shelter, and encouraging regular exercise. Specific protection efforts reduce or eliminate risk factors and include such measures as immunization and water purification (Keller et al, 2004a, McEwen and Pullis, 2009).
Secondary prevention refers to early detection and prompt intervention during the period of early disease pathogenesis. Secondary prevention is implemented after a problem has begun but before signs and symptoms appear and targets those populations that have risk factors (Keller et al, 2004a).
Mammography, blood pressure screening, scoliosis screening, and Papanicolaou smears are examples of secondary prevention.
Tertiary prevention targets populations that have experienced disease or injury and focuses on limitation of disability and rehabilitation. Aims of tertiary prevention are to keep health problems from getting worse, to reduce the effects of disease and injury, and to restore individuals to their optimal level of functioning (Keller et al, 2004b, McEwen and Pullis, 2009). Examples include teaching how to perform insulin injections and disease management to a patient with diabetes, referral of a patient with spinal cord injury for occupational and physical therapy, and leading a support group for grieving parents.
Much of community health nursing practice is directed toward preventing the progression of disease at the earliest period or phase feasible using the appropriate level(s) of prevention. For example, when applying “levels of prevention” to a client with HIV/AIDS, a nurse might perform the following interventions:
•Educate students on the practice of sexual abstinence or “safer sex” by using barrier methods (primary prevention)
•Encourage testing and counseling for clients with known exposure or who are in high-risk groups; provide referrals for follow-up for clients who test positive for HIV (secondary prevention)
•Provide education on management of HIV infection, advocacy, case management, and other interventions for those who are HIV positive (tertiary prevention) (McEwen and Pullis, 2009).
Reference

 

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Describe whether it (evidence-based intervention) is considered a primary, secondary, or tertiary prevention strategy and include your rationale (see Nies & McEwen, 2015, Chapter 1, p. 7 for a review of levels of prevention). Nies & McEwen, 2015, CHAPTER 1 PAGE 7 EXCERPT BELOW:

/in /by

This case study provides you with an opportunity to immerse yourself in the role of a Community Health Nurse and examine primary, secondary, or tertiary prevention strategies related to two population health problems. As you work through the case, reflect on what you have learned from this course about community health nursing and apply it to this scenario.
Your role: You continue to work as a community health nurse in your local health department. At a department meeting several months ago, new epidemiological data was presented that showed a disturbing increase in alcohol abuse rates. A community wide coalition was convened to assess these problems and you volunteered to be a member of this task force. The task force has met several times and analyzed assessment data and is beginning to consider intervention options.
Task force members:
• Christina is a social worker with the health department.
• Tracey is a case worker from Child Protection Services.
• Paul is a pastor at a local church.
• Susan is the school nurse with the elementary and middle schools.
• Eric is the director of a local emergency department.
Your charge:
Visit The Community Guide website (https://www.thecommunityguide.org/) to explore interventions related to excess alcohol consumption. https://www.thecommunityguide.org/alcohol/index.html
Choose one evidence-based intervention (one that is recommended) and present this intervention to the task force.
• Summarize this intervention and the Community Health Nurse’s role in implementing this strategy.
• Describe whether it (evidence-based intervention) is considered a primary, secondary, or tertiary prevention strategy and include your rationale (see Nies & McEwen, 2015, Chapter 1, p. 7 for a review of levels of prevention).
Nies & McEwen, 2015, CHAPTER 1 PAGE 7 EXCERPT BELOW:
Leavell and Clark (1958) identified three levels of prevention commonly described in nursing practice: primary prevention, secondary prevention, and tertiary prevention.
Primary prevention relates to activities directed at preventing a problem before it occurs by altering susceptibility or reducing exposure for susceptible individuals. Primary prevention consists of two elements: general health promotion and specific protection. Health promotion efforts enhance resiliency and protective factors and target essentially well populations. Examples include promotion of good nutrition, provision of adequate shelter, and encouraging regular exercise. Specific protection efforts reduce or eliminate risk factors and include such measures as immunization and water purification (Keller et al, 2004a, McEwen and Pullis, 2009).
Secondary prevention refers to early detection and prompt intervention during the period of early disease pathogenesis. Secondary prevention is implemented after a problem has begun but before signs and symptoms appear and targets those populations that have risk factors (Keller et al, 2004a).
Mammography, blood pressure screening, scoliosis screening, and Papanicolaou smears are examples of secondary prevention.
Tertiary prevention targets populations that have experienced disease or injury and focuses on limitation of disability and rehabilitation. Aims of tertiary prevention are to keep health problems from getting worse, to reduce the effects of disease and injury, and to restore individuals to their optimal level of functioning (Keller et al, 2004b, McEwen and Pullis, 2009). Examples include teaching how to perform insulin injections and disease management to a patient with diabetes, referral of a patient with spinal cord injury for occupational and physical therapy, and leading a support group for grieving parents.
Much of community health nursing practice is directed toward preventing the progression of disease at the earliest period or phase feasible using the appropriate level(s) of prevention. For example, when applying “levels of prevention” to a client with HIV/AIDS, a nurse might perform the following interventions:
•Educate students on the practice of sexual abstinence or “safer sex” by using barrier methods (primary prevention)
•Encourage testing and counseling for clients with known exposure or who are in high-risk groups; provide referrals for follow-up for clients who test positive for HIV (secondary prevention)
•Provide education on management of HIV infection, advocacy, case management, and other interventions for those who are HIV positive (tertiary prevention) (McEwen and Pullis, 2009).
Reference

 

The post Describe whether it (evidence-based intervention) is considered a primary, secondary, or tertiary prevention strategy and include your rationale (see Nies & McEwen, 2015, Chapter 1, p. 7 for a review of levels of prevention). Nies & McEwen, 2015, CHAPTER 1 PAGE 7 EXCERPT BELOW: appeared first on Nursing Writing Services.

 
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Explains the importance of regular team meetings to review the client’s case to prepare for closure or discharge

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You are required to prepare an academic paper that analyses the role of care coordination in
rehabilitation or community care setting.
Critically analyse and discuss the literature related to one of the following topics:
Supporting the client’s wish to palliate at home·

The assignment must;
1. Include an introduction which identifies your reasons for selecting the topic, and how you chose
the literature utilised to support your work.
2. Establish a link between the role of care coordination to your chosen topic
3. Discuss the importance of referral and data sharing within the interprofessional team
4. Reflect communication between all personnel involved in care coordination is established
5. Explains the importance of regular team meetings to review the client’s case to prepare for
closure or discharge
6. It should also include the facilitators and barriers to care coordination. The conclusion should
include a summary of key findings.

marking criteria
1. Written work is well structured with clear introduction, body
& conclusion /2
2. Rationale for choice of topic is identified /2
3. Strategy for literature search is described /2
4. Establishes a link between the role of care coordination to the chosen topic /5
5. Discussion highlights the importance of referral and data sharing within the interprofessional team 6
6. Attention to communication between all personnel involved in care coordination is established /5
7. Explains the importance of regular team meetings to review
the client’s case to prepare for closure or discharge /5
8. Written assignment addresses the facilitators and barriers to effective care coordination /5
9. A summary of key findings is included in the paper

 

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