Living with uncertainty: concept advancement. Journal of Advanced Nursing

Living with uncertainty: concept advancement. Journal of Advanced Nursing

Ekeland, E., Heian, F., Hagen, K., Abbott, H., & Nordheim, L. (2008). Exercise to improve self-esteem in children and young people. Cochrane Database of Systematic Reviews, (1).

Note: You will access this article from the Walden Library databases.

This systematic review examines the influence of exercise on the self-esteem of children and young adults.

Parse, R. R. (2006). Concept inventing: Continuing clarification. Nursing Science Quarterly, 19(4), 289.

Note: You will access this article from the Walden Library databases.

This article provides an overview of concept inventing and describes the process as a nonlinear multidimensional approach that requires simultaneous analysis and synthesis.

Penrod, J. (2007). Living with uncertainty: concept advancement. Journal of Advanced Nursing, 57(6), 658–667.

Note: You will access this article from the Walden Library databases.

This article provides an analysis of a phenomenological study on the concept of uncertainty among family caregivers.

Optional Resources

Brown, C., Wickline, M., Ecoff, L., & Glaser, D. (2009). Nursing practice, knowledge, attitudes and perceived barriers to evidence-based practice at an academic medical center. Journal of Advanced Nursing, 65(2), 371–3 81.

Note: You will access this article from the Walden Library databases.

Risjord, M. (2009). Rethinking concept analysis. Journal of Advanced Nursing, 65(3), 684–691.

Note: You will access this article from the Walden Library databases.


 

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There is a comprehensive, accurate and integrated discussion of two ways in which the conditions may impact on each other and the possible effects of the conditions on the patient in the case study, with substantial links made to the previously discussed pathophysiology and clinical manifestations.

Case Study Report: Length: 2000 Words
Case Study for Part A
Angela is a 69 year old lady who was born in England and moved to Australia when she was 14 with her family. She is married and lives with her 74 year old husband, and has three daughters who live close by, and has seven grandchildren that she helps care for when her daughters work.
Angela has a 24 pack per year history of smoking and has been diagnosed with Chronic Obstructive Pulmonary Disease (COPD), with an FEV1/FVC ratio of 52%. She quit smoking 6 years ago, but her husband continues to smoke. Her inhalers for COPD include Symbicort 400/12mcg (Budesonide and Eformetorol) and Spiriva 18mcg (tiotropium Bromide). She uses salbutamol via inhaler as required.
Angela worked as a cleaner for many years and has some arthritic changes related to the wear and tear secondary to this work. She takes paracetamol only to manage this. Angela is compliant with all medications and efforts to manage her COPD and arthritis.
On a routine visit with her GP, Angela was noted to be hypertensive with a BP of 164/96. She has been commenced on an angiotensin converting enzyme inhibitor, perindopril arginine, 2.5mg daily, to be reviewed in 4 weeks. Her weight has increased from 64kg to 72kg in the 3 months since her last review and she reports increased discomfort when mobilising, particularly from her spine. This is limiting her ability to exercise and she is now finding she is increasingly breathless when walking any distance, and is finding caring for the grandchildren more difficult.

Rationale
It is known that chronic disease is the leading cause of death across the world (Johnson & Chang, 2014). Nurses need to be able to provide care to all health consumers, with a significant role in assessing a person, planning care, communicating with colleagues and ensuring that the holistic needs are met and evaluated. The ongoing nature of the conditions can result in longer term debilitating outcomes if not addressed appropriately. Children, young people, adults and older adults all experience the full range of health issues yet manage them differently.
This assessment task addresses the following subject learning outcomes:
• Plan nursing care for patients with complex co-morbidities demonstrating rationale for how one affects the other.
• Plan nursing care of a patient with a co-morbidity in consultation with individuals/groups significant others and the interdisciplinary health care team in the clinical setting.
• Explain and describe common physiological, mental health and developmental chronic conditions.

Requirements:
Discusses the Pathophysiology of the mentioned Chronic and Complex Conditions and their Related Clinical Manifestations

There is a detailed, succinct and accurate discussion of the disruptions to normal physiological processes that underlie each condition, with consistently clear links to all of the clinical manifestations.
All clinical manifestations are clearly linked to underlying pathophysiology

Explains the Concepts of Co-morbidity, Chronicity and Complexity

The definitions of each of the key terms have been integrated into a detailed, succinct and accurate discussion of the chronicity and complexity of the patient’s condition.

Discusses the Impact of Chronic and Complex Conditions on the Patient

There is a comprehensive, accurate and integrated discussion of two ways in which the conditions may impact on each other and the possible effects of the conditions on the patient in the case study, with substantial links made to the previously discussed pathophysiology and clinical manifestations.

Use of Evidence to Support the Discussion

An extensive range of highly relevant and current sources have been located, evaluated and synthesised to
substantially support the discussion throughout the paper

Academic Writing and Presentation
The report is logically and succinctly structured according to academic writing conventions.
The content is presented in such a manner that it creates a cohesive, coherent and analytical report.
There is use of formal academic language throughout, including the accurate use of nursing terminology.
The content consistently adheres to grammatical conventions. There are no spelling mistakes or errors in punctuation.
Referencing

All sources are explicitly acknowledged in-text.
APA guidelines for in-text referencing and the reference list are consistently adhered to.
All sources cited-in text match those cited in the reference list.


 

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Describe reasons for this concept being of interest to nursing and its body of knowledge. The Assignment will focus solely upon the discipline of nursing with the inclusion of nursing scholarly sources to substantiate the literature review.

Describe reasons for this concept being of interest to nursing and its body of knowledge.
The Assignment will focus solely upon the discipline of nursing with the inclusion of nursing scholarly sources to substantiate the literature review.

The Assignment will focus solely upon the discipline of nursing with the inclusion of nursing scholarly sources to substantiate the literature review. Locate evidenced-based articles (based on research studies in nursing) that use the concept or discuss the concept. Please confer with your instructor if you are not sure about your concepts or sources. For this paper you will: Identify the concept and purpose for studying the concept. Describe reasons for this concept being of interest to nursing and its body of knowledge. Define the attributes of the concept and relevant uses. Provide a summary of the concept as described in each article with examples of how the term was defined. Provide the theoretical and operational definition of the concept based on the review of literature. (Theoretical is pure definition and operational is how it is used in practice.) Apply the concept as it relates to your practice and how you will use this concept in the future. My prctice is a CLinical Transplant Coordinator for Kidney and pancreas. Describe the value of these concept analyses to your understanding of nursing knowledge.


 

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Discuss the various types of sexually transmitted diseases (Choose the top 5 most prominent in the United States per the CDC website).

Discuss the various types of sexually transmitted diseases (Choose the top 5 most prominent in the United States per the CDC website).

Guidelines: Support your responses with scholarly academic references using APA style format. Assigned course readings and online library resources are preferred. Weekly lecture notes are designed as overviews to the topic for the respective week and should not serve as a citation or reference.

In your discussion question response, provide a substantive response that illustrates a well-reasoned and thoughtful response; is factually correct with relevant scholarly citations, references, and examples; and that demonstrates a clear connection to the readings.

In your participation responses to your peers, comments must demonstrate thorough analysis of postings and extend meaningful discussion by building on previous postings.

Note: Review South University’s Substantive Participation Policy Criteria, Helpful Tips, and Late Policy available by clicking on the South University Policy and Guidelines navigation tab. The late policy applies to late discussion question responses.

Discuss the various types of sexually transmitted diseases (Choose the top 5 most prominent in the United States per the CDC website).

Your response should include:

1.the most common pathogens

2. typical signs and symptoms

3. diagnostic tests that confirm diagnosis

4. treatment (including medication(s) name, dose, route and frequency).

5. potential sequels from each disease.

6. How you will integrate knowledge from evidence-based practice in creating a holistic plan of

care for patients with sexually transmitted diseases?


 

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