EBP Project Part II: Description: Identify at minimum 6 research articles to answer your
PICO question and complete the Literature Review Summary Table. Articles must meet the
following criteria:
1. Original research studies, preferably published from 2010 to the present.
2. At least 4 of the 6 studies should be quantitative.
3. Two studies should be qualitative.
4. Variations from these criteria must be approved in advance by the instructor.
Include Revisions to EBPI as requested by your professor
Total Points: ___/20
PICOT QUESTION : In ICU patients (P), what is the impact of a specialized hand hygiene program (I) on the conventional methods of hand hygiene (C) on the incidence of hospital-acquired infections (O) within the next six months (T)?
Category: Nursing
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EBP Project Part II: Literature Review Summary Table Title: Impact of a Specialized Hand Hygiene Program on Hospital-Acquired Infections in ICU Patients: A Literature Review Summary Table Literature Review Summary Table: Article #1 Reference
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Comprehensive Psychiatric Evaluation for Sergeant Berry Sullivan Comprehensive Psychiatric Evaluation for Sergeant Berry Sullivan “Balancing Ethical Considerations and Patient Factors in Health Promotion and Disease Prevention: A Comprehensive Approach”
Week 4 Training Title 21
Name: Sergeant Berry Sullivan
Gender: male
Age:27 years old
T- 98.8 P- 86 R 18 B/P 122/7 Ht 5’8 Wt 160lbs
Background: He entered the military just after high school and did three long
tours of duty in warzones. He separated from active duty in the Marines (MOS 0800 Field
Artillery) six months
ago after eight years of service. He is engaged to be married in 8 months and
is using his GI Education Bill to attend online college for accounting. He said he grew up poor
and would not do
much else if he didn’t go into the military. He denies ever using any drugs and
avoids alcohol
because his father was “abusive when he was drunk.” Father is still alive,
unwell (DM, cirrhosis,
HTN), still drinking. Paternal grandfather was also a veteran and suffered
depression at times
though he never told anyone except the patient because of their combat
connection. He has one
younger brother and one older sister. He lives in a different state,
approximately five hours from
his parents and siblings. After the military, he and his fiancé moved because
she got a much
better opportunity. They
want kids someday. Has service-connected asthma, seasonal allergies;
no hx of psychiatric or substance use treatment.
From the video
CC: “Fiancé suggested that I make an appointment. “
“3 nights ago went to a county fair with wife’s sister
and her husband. Fireworks started to go off no warning, big Skyfall
explosions, I took off running trying to find cover.” ‘it scared the … out of
me.” 2 cops saw me running and thought I pickpocketed someone, they took me
down tried to calf me, then I yelled I’m a combat veteran. They helped me to my
feet gave me cold water, was shaking and they helped me.
Explosions are a trigger and other Loud noises. “last
week, a car back fired and I jumped behind a magazine rack.”
Smells set him off, “diesel fuel”, Charlie a neighbor
was grilling, had hair in arm burn, no injuries, the smell set him off.
What came to mind? “2 of my buddies they got burned
when their home was blown and it smelled…….”
Memories are way too strong.
Dreams every night about the events, “makes me want to
crawl in bed and close my eyes.”
Has nightmares, and startle easily, Traffic makes him anxious, in traffic lights with
people all over,” break out in sweat, start shaking and can’t catch breath. Other
difficulties:
Sometimes fiancé argues with her mother, never
mattered, “now I can’t handle it. Any negative situation. I want to crawl into
a whole and hide.” Feels “I’m a coward, I’m a wimp.”
“I don’t want to go anywhere, out to restaurants,
shopping, or even baseball pubs, I stay in my room all day, afraid to sleep,
it’s bad.”
Complete and submit your Comprehensive Psychiatric Evaluation,
including your differential diagnosis and critical-thinking process to
formulate primary diagnosis.
Incorporate the following into your responses in the template:
·
Subjective: What details did the patient provide regarding
their chief complaint and symptomology to derive your differential diagnosis?
What is the duration and severity of their symptoms? How are their symptoms
impacting their functioning in life?
·
Objective: What observations did you make during the
psychiatric assessment?
·
Assessment: Discuss the patient’s mental status
examination results. What were your differential diagnoses? Provide a minimum of three possible
diagnoses with supporting evidence, listed in order from highest priority to
lowest priority. Compare the DSM-5-TR diagnostic criteria for each
differential diagnosis and explain what DSM-5-TR criteria rules out the
differential diagnosis to find an accurate diagnosis. Explain the critical-thinking
process that led you to the primary diagnosis you selected. Include pertinent
positives and pertinent negatives for the specific patient case.
·
Reflection
notes: What would you
do differently with this client if you could conduct the session over? Also
include in your reflection a discussion related to legal/ethical considerations
(demonstrate critical thinking beyond confidentiality and consent for
treatment!), health promotion and disease prevention taking into consideration
patient factors (such as age, ethnic group, etc.), PMH, and other risk factors
(e.g., socioeconomic, cultural background, etc.). -
“Effective Communication and Collaboration in Clinical Practice: A Guide to Finding Evidence for Diagnosis and Healthcare Issues” Effective Communication and Collaboration in Clinical Practice: A Guide to Finding Evidence for Diagnosis and Healthcare Issues Effective communication and collaboration are essential skills for nurses in clinical
Length of submission: 2-4 pages (not including the title page or the reference page) description of communication, collaboration, and evidence location process, including a list of databases or other sources with description of why they are appropriate for clinical scenario diagnosis/health care issue (that is, something that would be useable in professional practice for other nurses). Be sure to include an APA-formatted reference page at the end of your submission.
Number of references: Cite a minimum of three sources of scholarly or professional evidence that supports your findings and considerations. Resources should be no more than five years old.
APA formatting: References and citations are formatted according to current APA style. -
Title: Understanding Social Determinants of Health and Addressing Bias in Medical Decision-Making for Equitable Care Provision Social determinants of health refer to the social, economic, and environmental factors that influence an individual’s health and well-being. These
Review powerpoint, and record your answers to each question on a Word document.
Describe and discuss social determinants of health.
How does bias affect medical decision-making? What is the impact of bias on adverse health outcomes?
Connect addressing bias to provision of equitable high-quality care.
How do our backgrounds form our perspectives? How do our backgrounds influence how we relate to colleagues & patients?
Describe at least 2 strategies students and physicians can employ to mitigate bias.
Record your answers to the questions on a Word document. Be sure to address each question promopt.
Give credit to your sources using 7th edition APA formatting. reference the powerpoint and in text citation. -
“Improving Perinatal Mental Health: A Guideline for Healthcare Providers”
https://www.cope.org.au/wp-content/uploads/2023/06/COPE_2023_Perinatal_Mental_Health_Practice_Guideline.pdf
Guideline for original PICO / clinical question -
Title: Implementing a Hypothetical Health Promotion Plan: A Face-to-Face Educational Session Title: “Collaborative Approach to Achieving Health Goals: Evaluating and Improving Educational Sessions in Alignment with Healthy People 2030 Objectives”
Build a slide presentation (PowerPoint preferred) of the hypothetical health promotion plan you developed in the first assessment. Then, implement your health promotion plan by conducting a hypothetical face-to-face educational session addressing the health concern and health goals of your selected group. How would you set goals for the session, evaluate session outcomes, and suggest possible revisions to improve future sessions?
For this assessment, you will conclude the clinical learning activity you began in Assessment 1.
You will resume the role of a community nurse tasked with addressing the specific health concern in your community. This time, you will present, via educational outreach, the hypothetical health promotion plan you developed in Assessment 1 to your fictitious audience. In this hypothetical scenario, you will simulate the presentation as though it would be live and face-to-face. You must determine an effective teaching strategy, communicate the plan with professionalism and cultural sensitivity, evaluate the objectives of the plan, revise the plan as applicable, and propose improvement for future educational sessions. To engage your audience, you decide to develop a PowerPoint presentation with voice-over and speaker notes to communicate your plan.
Complete the following:
Prepare a 10–12 slide PowerPoint presentation with detailed speaker notes that reflects your hypothetical presentation. This presentation is the implementation of the plan you created in Assessment 1.
Simulate the hypothetical face-to-face educational session addressing the health concern and health goals of your selected community individual or group.
Imagine collaborating with the hypothetical participant(s) in setting goals for the session, evaluating session outcomes, and suggesting possible revisions to improve future sessions.
Presentation Format and Length
You may use Microsoft PowerPoint (preferred) or other suitable presentation software to create your presentation. If you elect to use an application other than PowerPoint, check with your faculty to avoid potential file compatibility issues.
The number of content slides in your presentation is dictated by nature and scope of your health promotion plan. Be sure to include title and references slides per the following:
Title slide:
Health promotion plan title.
Your name.
Date.
Course number and title.
References (at the end of your presentation).
Be sure to apply correct APA formatting to your references.
The following resources will help you create and deliver an effective presentation:
Record a Slide Show With Narration and Slide Timings.
This Microsoft article provides steps for recording slide shows in different versions of PowerPoint, including steps for Windows, Mac, and online.
Microsoft Office Software.
This Campus page includes tip sheets and tutorials for Microsoft PowerPoint.
PowerPoint Presentations Library Guide.
This library guide provides links to PowerPoint and other presentation software resources.
SoNHS Professional Presentation Guidelines [PPTX].
This presentation, designed especially for the School of Nursing and Health Sciences, offers valuable tips and links, and is itself a PowerPoint template that can be used to create a presentation.
Supporting Evidence
Support your plan with at least three professional or scholarly references, published within the last 5 years, which may include peer-reviewed articles, course study resources, and Healthy People 2030 resources.
Graded Requirements
The requirements outlined below correspond to the grading criteria in the assessment scoring guide, so be sure to address each point. Read the performance-level descriptions for each criterion to see how your work will be assessed.
Present your health promotion plan to your hypothetical audience.
Tailor the presentation to the needs of your hypothetical audience.
Adhere to scholarly and disciplinary writing standards and APA formatting requirements.
Evaluate educational session outcomes and the attainment of agreed-upon health goals in collaboration with participants.
Which aspects of the session would you change?
How might those changes improve future outcomes?
Evaluate educational session outcomes in terms of progress made toward Healthy People 2030 objectives and leading health indicators.
What changes would you recommend to better align the session with Healthy People 2030 objectives and leading health indicators?
Organize content with clear purpose/goals and with relevant and evidence-based sources (published within 5 years).
Slides are easy to read and error free. Detailed audio and speaker notes are provided. Audio is clear, organized, and professionally presented. -
Course Wrap-Up Reflection: Applying Learning to Practice One of my major takeaways from this course is the importance of cultural competency in healthcare. Throughout the course, we discussed the impact of culture on health beliefs, behaviors, and outcomes. I learned
In this course wrap-up discussion, please reflect on your experience in the course and address the following items:
Identify one of your major takeaways from this course.
What aspects of the course helped you achieve this?
Choose one of the course student learning outcomes (CSLO). Please explain how you could apply your chosen learning outcome to your practice and/or have achieved this outcome having participated in this class.
How will you apply this knowledge to your practice and career? -
“Gibb’s Cycle: Addressing Challenges in Pediatric Care and Communicating with Specialized Clinics”
Gibb’s cycle.
3 areas
The non accidental injury child.
Care of patient diagnosed with gnorrhea in eye and liaising with GUM clinic.
Can of patient who’s surgery was cancelled as he was unsuitable for general anesthetic. -
“Assessing the Achievement of Learning Objectives in Mental Health Evaluation and Management for Pediatric and Lifespan Clients” Throughout the course, I feel that the learning objectives of MN669-1 and MN669-2 were effectively met through a
Identify how you feel the learning objectives were met or not met and support your response with examples from course materials and course assignments.
MN669-1: Construct a consistent approach to the evaluation and management of mental health disorders and conditions for pediatric/adolescent clients and clients across the lifespan presenting in the acute and/or primary care setting.
MN669-2: Design age-appropriate mental health and physical health maintenance screening plans for pediatric/adolescent clients and clients across the for psychiatric mental health disorders. -
Comprehensive Client Assessment and Care Plan: A Rubric for Nursing Practice “Comprehensive Care Plan: Integrating Evidence-Based Interventions for Optimal Patient Outcomes”
RUBRIC
History of present illness (HPI) and comprehensive clinical examination/review of systems (ROS): Explains HPI and ROS in detail with clear and accurate understanding of chief complaint. Evidence-based rationales clearly and accurately support the HPI and ROS.
Pathophysiology of admitting diagnosis and past medical/surgical histories: Clearly and accurately explains the pathophysiology for each admitting diagnosis and past medical/surgical history. Clearly and accurately associates specific details related to the client’s history and signs/symptoms with evidence-based citations.
Socioeconomic/psychosocial assessment: Clearly and accurately describes socioeconomic and psychosocial background in detail with evidence-based citations. Identifies at least 3 or more psychosocial concerns.
Teaching assessment & client education: Clearly and accurately identifies areas of instructional needs, learning preference, and learning barriers. Provided clear and concise client education that will aid in health promotion, health maintenance and self-care activities.
Interprofessional consults and collaborative plan: Lists at least 3 appropriate collaborative issues/concerns. Evidence- based rationales demonstrate clear and accurate understanding of consults and interventions.
Multidisciplinary client outcome and discharge planning/referrals: Clearly and accurately describes issues/concerns related to multidisciplinary discharge planning with evidence-based rationales.
Labs: Clearly and accurately identifies pertinent laboratory tests with applicable indications, addresses abnormal values, and recognizes trends related to a client’s disease process with evidence- based rationales.
Diagnostics/procedures: Clearly and accurately describes the client’s diagnostic criteria and indications with evidence- based rationales that clearly support the chief complaint and presenting signs/symptoms.
Medications: Clearly and accurately identifies all components of the medication list with evidence-based citations, including name, class, route, dose, frequency, mechanism of action, applicable indication(s), side and adverse effects, interactions, and nursing considerations relevant to the client.
Recognition of cues: Identifies at least 4 or more imperative assessment cues. All cues are relevant. Evidence-based citations clearly and accurately support the cues.
Analysis of cues: The analysis of cues clearly and accurately supports the prioritized client needs and plan of care. Clearly and accurately links cues to a patient’s clinical presentation in establishing probable patient needs, concerns, or problems. All cues are analyzed with evidence- based citations.
Prioritization of hypotheses (clinical judgments): Identifies at least 4 nursing clinical judgements that are clear, accurate, and prioritized with clear etiology and data to support rationale. The clinical decision is clear, accurate, and presents correlation from the recognized cues based on priority-setting frameworks.
Generation of solutions (S.M.A.R.T goals/outcomes): Clearly and accurately establishes client’s goal/outcome criteria that can be achieved with nursing assistance. The goal/outcomes clearly and accurately support the clinical judgments and plan of care. All goals/outcomes are time-limited to the date/time of care and are specific, measurable, attainable, and relevant.
Implementation of actions (interventions): Clearly and accurately identifies at least 16 actions that are independent nursing interventions supported by scientific rationale and evidence-based practice. All interventions are individualized, prioritized, specific, and with timed frequencies. Nursing actions are always aimed at the client’s goals and directed at the stated health deviation based on the nursing assessment and Erikson’s stages of development
Evaluation: Clearly and accurately identifies criteria for evaluation, effectiveness of interventions, and measurement of goal completion. Evaluation is clearly and accurately linked to the generated solutions and overall plan of care. Modifies, revises, and recommends alternative intervention(s) with evidence-based citations as applicable.
General Organization: Clear and accurate APA format. Concisely appropriate citations and references. No spelling or grammar errors.