plan for implementation of professional development in-service program

/in /by

15 page paper excluding cover page,table of contents, abstract and references.
part 1: overview and cultural background of population group- the population group is the minority elderly popultaion. examine key characteristics culural traditions, beliefs and values, attitudes toward health care. discuss identified health care needs and concerns specific to the minority elderly including predispositions toward any diseases or health care issues. define the health care need or concern that you have chosen to base your professional development on and discuss the implications of each area to this need.
part 2: application of transcultural nursing theory:
explain how you will use transcultural nursing theory as a framework for your professional development program; evaluate how the identified health care need is being met by current health care system; assess what cultural and traditional needs are not currently being met by the health care system; assess how culturally competent communication and collaboration can be promoted among health care workers.
Part 3: plan for implementation of professional development in-service program
discuss how you would implement this professional development program including a time frame; identify resources needed, including personnel if needed; analyze influences of support and challenges for implementation of this program in this practice setting; strategize how you can overcome obstacles and challenges and maximize strengths and opportunities; discuss a plan for evaluation of your professional development program.

. Describe examples of effective and ineffective therapeutic communication in the film;

/in /by

For this assessment item you are required to watch the film ‘WIT’ by
Mike Nichols.
Part 1: Answer following question to discuss
1. Effective communication is essential for the establishment of a therapeutic nurse-patient relationship and the provision of safe,ethical and person-centred nursing care. Drawing upon the film and relevant literature and resources, discuss some examples of effective and ineffective communication (verbal and non-verbal)
portrayed in the movie.
Part 2: Present a personal reflection on the learnings you have gained through watching and analysing this film, including the identification of any gaps in your knowledge or skills and a plan for the changes or
improvements you intend to make to enhance your future practice.
Assignment will be mark against following criteria
1. Describe examples of effective and ineffective therapeutic communication in the film;
2. Identify and critique the use of verbal and non-verbal communication in the film, including the tone, volume and speed
of verbal interactions; body language; barriers to understanding; and whether communication ‘presence and authenticity’ were demonstrated; (40%)
3. Incorporate relevant literature and learning resources to justify observations;(15%)
4. Use reflection to identify any gaps in your knowledge or skills, and propose a plan for addressing/improving these; (35%)
5. Present a coherent paper demonstrating correct formatting, spelling, grammar and referencing (Harvard style). (10%)

Compare concerns in the U.S. with other countries (a minimum of two—one developed and one developing).

/in /by

The environment has a significant influence on health. The readings and media presentations from this week and also NURS 4010 discussed in depth, the influence of the physical environment as well as the impact of the home environment on health. This week, you have also read about the ramifications of global climate change on health. Consider the implications of global climate change on health now and in the future. Write a 3- to 4-page paper outlining the health concerns related to global climate change. Include health promotion/health protection strategies a BSN nurse could implement. Compare concerns in the U.S. with other countries. Support your ideas with references from the professional nursing literature.
NURS 4015: Week 4/5 Application Rubric: Global Climate Change and Health
For this Application, write a 3- to 4-page paper outlining the health concerns related to global climate change. Include health promotion/health protection strategies a BSN nurse could implement. Compare concerns in the U.S. with other countries. Use the following guidelines and evaluation criteria and the headings below for each section. Use a minimum of three references from the professional nursing literature in the assigned course readings and other references in the Walden Library. If they are relevant, you may use one or two professional Web sites in addition to the literature references.
• Overview—30 points
Begin this paper with a brief paragraph that provides an overview of the assignment and its purpose. There is no separate heading for this paragraph; the heading for this paragraph is the same as the title of the paper. This paragraph will be about 2–3 sentences. The last sentence in this paragraph is a sentence that begins “The purpose of this paper is to…¨
• Health concerns related to global climate change—90 points
Outline the health concerns related to global climate change. Provide a summary of how this issue impacts public and global health services and scope of practice. Include health promotion / health protection strategies a BSN nurse could implement. This section will be 3–4 paragraphs.
• U.S. comparison—80 points
Compare concerns in the U.S. with other countries (a minimum of two—one developed and one developing). Summarize factors that contribute to the differences between the U.S. and the other identified countries. Include appropriate statistics, or epidemiologic information. This section will be 3–4 paragraphs.
• Summary—50 points
End the paper with a 1-paragraph summary of the main points of the paper

Provide education on management of HIV infection, advocacy, case management, and other interventions for those who are HIV positive

/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).