Evaluate how this disease or illness impacts the adult client mentally and emotionally

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1) As a group, develop a 12-15 slide PowerPoint presentation that addresses a childhood disease or illness (infectious, noncontiguous, or congenital) seen in the adult population.
a) Examples of such diseases include:
i) Sickle cell anemia
ii) Cystic fibrosis
iii) Tay Sachs
iv) Juvenile diabetes (Type I)
v) Juvenile rheumatoid arthritis
vi) Hemophilia, congenital heart disease
b) Examples of vaccine preventable adult diseases include:
i) Diphtheria tetanus
ii) Pertussis
iii) Rubella
iv) Measles
v) Mumps
2) Include the following in the presentation:
a) A clinical description and definition of the disease or illness.
b) Pathophysiology and history of the disease or illness.
c) An explanation of the impact of this disease/condition on adults to the health care system and nursing practice.
d) A description of the impact of this disease or illness during childhood.
e) A description of the impact of this disease in adults. Explain why adults live into adulthood with this childhood condition or why adults would contract this childhood illness during adulthood.
f) A validation of the health problem with demographic and health statistics, including citations of sources.
3) Evaluate how this disease or illness impacts the adult client in the following areas:
a) Mentally and emotionally.
b) Physically.
c) Sexually.
d) Economically, specifically as it relates to the ability to access health insurance and health care.
e) Susceptibility to engage in substance abuse.
f) Prenatal care and childbearing.
g) Occupational considerations and hazards.
h) Ability to cope with stress.
4) Develop a care plan that addresses the following:
a) Identify expected outcomes for an adult client living with this childhood condition.
b) Develop health screening, health promotion, health interventions, and education for adults with this condition.
c) Identify a comprehensive set of relevant resources, both community and national, for adults with this condition. Provide description of resources.
5) Post the assignment to the main forum as directed by the instructor.
a) Respond to other learners’ posts in a manner that initiates or contributes to discussion.
b) Each person should make at least three substantive comments.

esearch the characteristics of the four generations in the nursing workforce today: The Veterans (born 1925–1945), the Baby Boomers

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Research the characteristics of the four generations in the nursing workforce today: The Veterans (born 1925–1945), the Baby Boomers (born 1946–1964), the Gen Xers (born 1963–1980), and the Millennials (born 1980–2000). How can nursing leaders use this information to build a work environment that supports all generations?
Requirements
You have been asked to prepare a report on the challenges of working effectively within a multigenerational team environment. Your report must also include evidence-based strategies for improving the work environment to support all generations. Format this assessment as a report for your organization. Include a title page and references page, and format your supporting citations and references following APA guidelines.
Include the following in your report:
·         Briefly describe the main characteristics of each of the four generations working in nursing today (Veterans, Baby Boomers, Gen Xers, and Millenials). Focus primarily on attitudes toward work and family, communication styles, and comfort with technology.
·         Identify at least one specific skill that each generation brings to a team.
·         Explain the types and causes of conflict that are likely to occur within a multigenerational team.
·         Describe strategies a team leader can use to help build cohesiveness within multigenerational nursing teams. Be sure you include strategies for communication, setting and managing expectations, motivation, and mutual respect.
·         Explain the benefits of a multigenerational nursing team for the organization, the team members, and patients.
Your completed assessment should be 4–5 pages in length, not including title page and references page.
Additional Requirements
·         Include a title page and references page.
·         Reference at least three current scholarly or professional resources.
·         Use APA format for citations and references.
·         Use Times New Roman font, 12 point.
·         Double space.
Generational Diversity Scoring Guide
·         Questions to Consider
To deepen your understanding, you are encouraged to consider the questions below and discuss them with a fellow learner, a work associate, an interested friend, or a member of the business community.
·         How do you identify yourself? Is it by your gender, ethnicity, career, children, personality, or something else?
·         How do others identify you?
·         When describing a co-worker to someone who does not know that person, what is the first description you typically use?
Context
How do you describe yourself? Do you define yourself by your gender, marital status, ethnicity, or profession? Or do you prefer to think of yourself in terms of your accomplishments and skills? We are all so different from each other in many ways.
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When interprofessional teams work together, it requires a blending of talent, knowledge, and resources. How individuals blend as a team can be likened to a fine recipe.
Great chefs know that variety makes for unusual, interesting, and tasty results. Each ingredient makes a unique contribution to the final outcome. But each must be included at the right time and in the right amounts. Some ingredients complement the overall recipe. Other ingredients are bold and play a major role in the taste or texture. Still other ingredients are subtle and afford the sweet or savory aftertaste. Individually, the ingredients could not be a final product. Collectively the ingredients result in culinary masterpieces.
Consider the various aspects of diversity within teams. Levi (2017) distinguishes diversity across two dimensions: personal attributes and functional attributes. How do these attributes contribute to team diversity and positive outcomes?
·         Overview
Write a 4–5-page report that addresses the challenges of working effectively within a multigenerational team environment and provides evidence-based strategies for improving the work environment to support all generations.
Today’s nursing workforce is made up of women and men from a wide variety of cultures, races, religions, and sexual orientations. In addition, nurses and nursing leaders come from four different generations with different attitudes, beliefs, work habits, and experiences. You may find yourself working with team members from the Traditional Generation (Veterans), the Baby Boom Generation, Generation X, and the Millennial Generation. Team leaders need to understand, value, and support the skills, knowledge, and characteristics of each generation in order to build a cohesive, high-performing team. The leadership strategies that have worked in the past may not be as effective in the health care environment of today.
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By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:
·         Competency 1: Explain strategies for effective interprofessional teamwork and collaboration in health care delivery.
o    Identify specific skills members of each generational group bring to nursing teams.
o    Describe strategies for building cohesiveness within multigenerational nursing teams.
·         Competency 2: Analyze the implications of working with interprofessional teams in multifaceted health care settings.
o    Describe the characteristics of the generational groups working in nursing.
o    Explain types and causes of conflicts that are likely to occur among multigenerational members of nursing teams.
·         Competency 3: Develop evidence-based nursing interventions to address specific problems and enable systemic change.
o    Explain the benefits of a multigenerational nursing team for the organization, the team members, and patients.
·         Competency 4: Communicate in a manner that is scholarly, professional, and consistent with expectations of a nursing professional.
o    Write content clearly and logically, with correct use of grammar, punctuation, and mechanics.
o    Correctly format citations and references using current APA style.
·         Generational Diversity Scoring Guide
Generational Diversity Scoring Guide Grading Rubric
Criteria
Non-performance
Basic
Proficient
Distinguished
Describe the characteristics of the generational groups working in nursing.
Does not describe the characteristics of the generational groups working in nursing.
Describes the characteristics of the generational groups working in nursing but incorrectly assigns characteristics or does not address all the generational groups.
Describes the characteristics of the generational groups working in nursing.
Compares the characteristics of the generational groups working in nursing to highlight relevant differences.
Identify specific skills members of each generational group bring to nursing teams.
Does not identify specific skills members of each generational group bring to nursing teams.
Lists general skills members of generational groups bring to nursing teams.
Identifies specific skills members of each generational group bring to nursing teams.
Identifies specific skills members of each generational group bring to nursing teams and explains the value of the skills to team members and patients.
Explain types and causes of conflicts that are likely to occur among multigenerational members of nursing teams.
Does not explain types and causes of conflicts that are likely to occur among multigenerational members of nursing teams.
Explains the types but not the causes of conflicts that are likely to occur among multigenerational members of nursing teams.
Explains types and causes of conflicts that are likely to occur among multigenerational members of nursing teams.
Analyzes types and causes of conflicts that are likely to occur among multigenerational members of nursing teams.
Describe strategies for building cohesiveness within multigenerational nursing teams.
Does not describe strategies for building cohesiveness within multigenerational nursing teams.
Lists strategies for building cohesiveness within multigenerational nursing teams.
Describes strategies for building cohesiveness within multigenerational nursing teams.
Analyzes strategies for building cohesiveness within multigenerational nursing teams.
Explain the benefits of a multigenerational nursing team for the organization, the team members, and patients.
Does not explain the benefits of a multigenerational nursing team for the organization, the team members, and patients.
Explains the benefits of a multigenerational nursing team for the organization, the team members, and patients, but the explanation is incomplete or missing key elements.
Explains the benefits of a multigenerational nursing team for the organization, the team members, and patients.
Examines the benefits and potential limitations of a multigenerational nursing team for the organization, the team members, and patients.
Write content clearly and logically, with correct use of grammar, punctuation, and mechanics.
Does not write content clearly, logically, or with correct use of grammar, punctuation, and mechanics.
Writes with errors in clarity, logic, grammar, punctuation, and/or mechanics.
Writes content clearly and logically with correct use of grammar, punctuation, and mechanics.
Writes clearly and logically with correct use of spelling, grammar, punctuation, and mechanics; uses relevant evidence to support a central idea.
Correctly format citations and references using current APA style.
Does not correctly format citations and references using current APA style.
Uses current APA to format citations and references but with numerous errors.
Correctly formats citations and references using current APA style with few errors.
Correctly formats citations and references with no errors.

Explain why it is difficult to forecast health care delivery in the United States

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If changes to scope-of-practice regulations could help to abate health care worker shortages, why are such changes not made?
Question 6
Is the growth in health care costs a real concern for the United States? Why or why not?
Question 7
What mechanisms of accountability are most effective for nonprofit HCOs? Explain and elaborate in your response.
Question 8
Why is it difficult to forecast health care delivery in the United States?
please answer each question with a minimum of 300 words. Each should be in apa format. Each question should have at least two references

Imagine your supervisor has asked you to conduct a lunch and learn session to educate your fellow nursing staff on pharmacological interventions.

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Imagine your supervisor has asked you to conduct a lunch and learn session to educate your fellow nursing staff on pharmacological interventions.
Preparation
Select a disease or health condition that requires pharmacological intervention. You may choose any disease or health condition you wish, but the disease or health condition must be relevant to nurses from a variety of settings (for example: ER, pediatrics, public health, et cetera).
Requirements
Once you have selected a disease or health condition, create a PowerPoint presentation you could use in your lunch and learn session, including the following:

  • Identify the disease or health condition you have chosen, along with the areas where nurses are likely to see it. (Do this in the agenda slide or next slide after the agenda.)
  • Identify the three drugs used most often in the treatment of the disease or health condition.
  • Explain the types of actions, side effects, indications, and contraindications that could be expected from the pharmacological treatment.
  • Describe the treatment regime most often prescribed for the disease or health condition. This should include pharmacology but not be limited to pharmacology.
  • Explain how the treatment regime (including pharmacology) may impact a client’s lifestyle. Consider things such as finances, ease or complexity of administration, instructions (frequency, duration), et cetera.
  • Describe how a nurse should monitor a client being treated for the disease or health condition in order to obtain a quality patient outcome.
  • Explain any controversies associated with the drugs used in the treatment. For example, is there a black box warning with any of the drugs?

Use the notes section of each slide to expand your points or draft your mock oral presentation (or both) and reference your resources. Use at least 3 peer-reviewed or professional resources to support your work in this assessment. Be sure your PowerPoint includes a title slide, a slide with your agenda or list of topics to be covered, and a reference slide. Follow current APA style and formatting guidelines for your citations and references.
Additional Requirements

  • Number of slides: 10–12, not including the title and reference slides.
  • Be creative. Consider your intended audience.
  • Questions to Consider

To deepen your understanding, you are encouraged to consider the questions below and discuss them with a fellow learner, a work associate, an interested friend, or a member of your professional community.

    • What constitutes a medication error? How can medication errors be prevented?
    • How do you use evidence-based practice in your workplace?
  • Context

By having a thorough understanding of pharmacology, nurses can eliminate possible medication errors in their nursing practices. The basic principles of pharmacology include pharmacokinetics (what the body does to a drug) and pharmacodynamics (what a drug does to the body). Pharmacology plays a significant role in the nursing profession, so it is extremely important for nurses to understand the actions of the pharmacological agents they will administer to patients in order to intervene appropriately if necessary.
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Another critical skill for a nurse is the ability to apply and evaluate evidence-based practices, principles, models, and pharmacological guidelines and protocols commonly used in nursing practice. Understanding how specific protocols and guidelines are developed will aid nurses in treating patients with a multitude of physiological and psychological conditions.
Nurses must be able to measure outcomes of pharmacological interventions when caring for patients. The effective use of evidence-based practice guidelines, models, and principles is one way that nurses can analyze quality outcomes for the pharmacological treatments used for patients.
Pharmacology includes different categories of major drugs used in the treatment of primary diseases. The same drug may be used to treat more than one disease or condition, while two patients with the same disease may require different drug treatments. In addition, the professional nurse must be aware of what types of things can influence a patient’s response to a drug. Some things are obvious—other medications, for example—while some are less so. Things like age, weight, herbs—even foods people eat every day—can influence how a person responds to a particular drug. At times, even a strong cultural belief can influence how a drug will react. Nurses who administer drugs have a responsibility to assess patients for both the desired response, as well as for any unwanted and potentially harmful reactions that may occur.

  • Overview

Create a 10–12-slide PowerPoint presentation to identify medications associated with a chosen disease or health condition, explain the actions and side effects of the medications, and discuss any controversies related to the medications. Explain a treatment regime, including pharmacology, for the disease or health condition you selected, along with how the treatment regime may affect a client’s lifestyle.
By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:
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  • Competency 1: Apply practice guidelines and standards of evidence-based practice related to pharmacology for safe and effective nursing practice.
    • Identify the pharmacological agents most often used in the treatment of a disease or health condition.
    • Describe the treatment regime, including pharmacology, most often prescribed for a disease or health condition.
    • Explain the controversies related to a pharmacological agent.
  • Competency 2: Explain the relationship between quality patient outcomes, patient safety, and the appropriate use of pharmacology and psychopharmacology.
    • Explain the types of actions, side effects, indications, and contraindications that may be expected from a pharmacological treatment.
    • Describe how a treatment regime, including pharmacology, may impact a client’s lifestyle.
    • Describe how to monitor a client following a prescribed treatment regime, including pharmacology, in order to obtain a quality patient outcome.
  • Competency 4: Communicate in a manner that is scholarly, professional, and consistent with expectations of a nursing professional.
    • Write content clearly and logically with correct use of grammar, punctuation, and mechanics.
    • Correctly format citations and references using current APA style.

Pharmacological Treatments Scoring Guide

Pharmacological Treatments Scoring Guide Grading Rubric
Criteria Non-performance Basic Proficient Distinguished
Identify the pharmacological agents most often used in the treatment of a disease or health condition. Does not identify the pharmacological agents most often used in the treatment of a disease or health condition. Identifies pharmacological agents used in the treatment of a disease or health condition, but the agents are not those used most often for the disease or health condition. Identifies the pharmacological agents most often used in the treatment of a disease or health condition. Identifies the pharmacological agents most often used in the treatment of a disease or health condition and explains how the agents are typically used.
Explain the types of actions, side effects, indications, and contraindications that may be expected from a pharmacological treatment. Does not explain the types of actions, side effects, indications, and contraindications that may be expected from a pharmacological treatment. Lists the types of actions, side effects, indications, and contraindications that may be expected from a pharmacological treatment. Explains the types of actions, side effects, indications, and contraindications that may be expected from a pharmacological treatment. Explains the types of actions, side effects, indications, and contraindications that may be expected from a pharmacological treatment and discusses which may be serious or life threatening (or both).
Describe the treatment regime, including pharmacology, most often prescribed for a disease or health condition. Does not describe the treatment regime, including pharmacology, most often prescribed for a disease or health condition. Describes the treatment regime most often prescribed for a disease or health condition but does not include pharmacology or only describes the pharmacological treatment. Describes the treatment regime, including pharmacology, most often prescribed for a disease or health condition. Describes the treatment regime, including pharmacology, most often prescribed for a disease or health condition and explains how non-pharmacological treatments work in tandem with pharmacological treatments.
Describe how a treatment regime, including pharmacology, may impact a client’s lifestyle. Does not describe how a treatment regime, including pharmacology, may impact a client’s lifestyle. Describes how a treatment regime may impact a client’s lifestyle but does not include pharmacology in the treatment regime or only describes how the pharmacology treatment impacts a client’s lifestyle. Describes how a treatment regime, including pharmacology, may impact a client’s lifestyle. Describes how a treatment regime, including pharmacology, may impact all aspects of a client’s lifestyle, including diet, physical activity, sleep patterns, moods, pain, memory, et cetera.
Describe how to monitor a client following a prescribed treatment regime, including pharmacology, in order to obtain a quality patient outcome. Does not describe how to monitor a client following a prescribed treatment regime, including pharmacology, in order to obtain a quality patient outcome. Describes how to monitor a client in order to obtain a quality patient outcome but does not associate the description to a prescribed treatment regime or does not include pharmacology. Describes how to monitor a client following a prescribed treatment regime, including pharmacology, in order to obtain a quality patient outcome. Describes how to monitor a client following a prescribed treatment regime, including pharmacology, in order to obtain a quality patient outcome and identifies specific warning signs that may require intervention.
Explain the controversies related to a pharmacological agent. Does not explain the controversies related to a pharmacological agent. Lists the controversies related to a pharmacological agent. Explains the controversies related to a pharmacological agent. Explains the controversies related to a pharmacological agent and compares the benefits to the risks.
Write content clearly and logically with correct use of grammar, punctuation, and mechanics. Does not write content clearly, logically, or with correct use of grammar, punctuation, and mechanics. Writes with errors in clarity, logic, grammar, punctuation, or mechanics. Writes content clearly and logically with correct use of grammar, punctuation, and mechanics. Writes clearly and logically with correct use of spelling, grammar, punctuation, and mechanics; uses relevant evidence to support a central idea.
Correctly format citations and references using current APA style. Does not correctly format citations and references using current APA style. Uses current APA style to format citations and references but with numerous errors. Correctly formats citations and references using current APA style with few errors. Correctly formats citations and references with no errors.