Professionalism and Social Media

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Social media plays a significant role in the lives of nurses in both their professional and personal lives. Additionally, social media is now considered a mainstream part of the process for recruiting and hiring candidates. Inappropriate or unethical conduct on social media can create legal problems for nurses as well as the field of nursing.Login to all social media sites in which you engage. Review your profile, pictures and posts. Based on the professional standards of nursing, identify items that would be considered unprofessional and potentially detrimental to your career and that negatively impact the reputation of the nursing field.In 500-750 words, summarize the findings of your review. Include the following:Describe the posts or conversations in which you have engaged that might be considered inappropriate based on the professional standards of nursing.Discuss why nurses have a responsibility to uphold a standard of conduct consistent with the standards governing the profession of nursing at work and in their personal lives. Include discussion of how personal conduct can violate HIPAA or be considered unethical or unprofessional. Provide an example of each to support your answer.Based on the analysis of your social media, discuss what areas of your social media activity reflect Christian values as they relate to respecting human value and dignity for all individuals. Describe areas of your social media activity that could be improved.Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.

 
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Assignment

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Follow the direction. There are parts A and part B. I need according to that

 
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week 4-2

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Assessment DescriptionCompare and contrast two change theories, and determine which theory makes the most sense for implementing your specific EBP intervention. Why? Has your preceptor used either theory, and to what result?

 
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DQ RESPONSE

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Kristy MaraclePosted DateApr 22, 2022, 5:35 AMUnreadSepsis is a complex condition characterized by the simultaneous activation of inflammation and coagulation in response to a microbial insult. Clinical features of sepsis include varying degrees of alterations in temperature, mental fog/AMS, hypotension, decreased urine output, and unexplained thrombocytopenia and initial assessment should include careful evaluation of these systems. There are three stages to sepsis that exist along a continuum. The first stage is sepsis as defined by the SIRS criteria including a temperature > 38o C or 90/min, tachypnea with a respiratory rate >20/min or requiring mechanical ventilation, and WBC > 12 x109/L or 2 organs effected (Polat et al, 2017). Additionally, in the inpatient hospital setting, an increase of a SOFA score of > 2 points including AMS or GCS 22/min, should prompt consideration of a possible infection (Gyawali, Ramakrishna, & Dhamon, 2019). Using the criteria above, the patient in the scenario is experiencing severe sepsis as evidenced by fever, leukocytosis, hypotension, AMS, and the presence of end organ dysfunction in only one organ.Not all the elements listed above are always present in sepsis due to immunocompromised states, physiology changes associated with older age, and other critical illnesses that may result in alterations in temperature, heart rate, and respiratory rate. As such, the differential diagnoses are broad and may include pancreatitis, DKA, dehydration, and pulmonary embolism. There is no specific treatment for sepsis and management relies on protocols, infection control, and support of organ function (Vincent, 2016). The initial stages of sepsis treatment are driven by goal directed therapy to prevent transition to a more severe illness and includes serum lactate measurement, procalcitonin level, appropriate cultures, administration of broad-spectrum antibiotics, the administration of isotonic fluids during the first 3 hours. For severe sepsis and hypotension unresponsive to initial fluid resuscitation, a vasopressor, preferable norepinephrine, may be added and fluids changed to crystalloids at 30 ml/kg for lactate levels > 4 mmol to be guided by ongoing hemodynamic status monitoring and within 6 hours. The treatment for septic shock may include the above with the addition of mechanical ventilation and CVP and SCVO2 monitoring and potentially dialysis/CRRT. At any stage, source control is vital and may include physical or surgical measures including drainage of infected fluid collections, removal of potentially infected invasive devices and resection of perforated intestines (Gyawali, Ramakrishna, & Dhamon, 2019).ReferencesGyawali, B., Ramakrishna, K., & Dhamon, A.S. (2019). Sepsis: The evolution in definition, pathophysiology, and management. SAGEOpen Medicine, 7:2050312119835043. https://doi:10.1177/2050312119835043Polat, G., Ugan, R.A., Cadirci, E., & Halici, Z. (2017). Sepsis and septic shock: Current treatment strategies and new approaches. TheEurasian Journal of Medicine, 49(1), 53-58. https://doi:10.5152/erasianjmed.2017.17062Vincent, J.L. (2016). The clinical challenge of sepsis identification and monitoring. PLOS Medicine, 13(5): e1002022.https://doi:10,1371/journl.pmed.1002022

 
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The DNP Project: Educating and Engaging Stakeholders

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PICOT: For adult surgical oncology patients at White Plains Hospital Center for Cancer Care, does the implementation of aromatherapy in the preoperative setting, compared to current practice, impact anxiousness in 8-10 weeks?Please discuss the importance of engaging and educating stakeholders on your quality improvement initiative.The first stage is problem identification. When identifying the need for a nonpharmacologic approach to preoperative anxiousness, the DNP student took into consideration the needs of the practicum site. Many patients regularly take antianxiety medication and are instructed to refrain from taking it the day of surgery. Currently, there is no formal practice in place managing these symptoms preoperatively. Stakeholders were a part of the problem identification, therefore having them included in the process promotes engagement and excitement in the quality improvement initiative.What is your plan for education of the stakeholders?The DNP student reviewed the literature to extract the best evidence to support the management of preoperative anxiousness. Upon disseminating the literature, utilizing aromatherapy as a cost-effective, simple, and nonpharmacologic intervention emerged as a fruitful intervention (Abbaszadeh et al., 2020; Abdelhakin et al., 2020; Beyliklioglu & Arslan, 2019; Croke, 2020; Franco et al., 2016). Next, the DNP student adapted this knowledge to local content. Knowing that there lacks a current practice to address preoperative anxiousness, this was an opportunity to integrate a strong, literature-supported intervention. Providing this well identified problem and supported intervention, made educating the stakeholders quite easy. Presenting each stakeholder, personally, with the information obtained was the plan for educating these individuals.How will you implement this plan?Organizing regular meetings and educational sessions, held by the DNP student will be the plan for education. I prefer and would like to hold these meetings in person if possible, so information does not get lost in translation. Educational handouts about the project will also be useful.How will you foster and continue enthusiasm for your intervention?Sustainability requires enthusiasm, continuous work, feedback, and revision. Dissemination of results and gained information from the DNP project will serve as a foundation for sustainability. Positive patient feedback and increased patient satisfaction will add to the likelihood of maintaining this proposed intervention. Utilizing the survey information on anxiousness could potentially lead to further exploration of this widespread emotion. The DNP student will serve as an ambassador and cheerleader for the project, while keeping everyone focused and excited about the intervention.Provide your instructor and student colleagues with an update on your implementation plans for your DNP Project. Share any successes, challenges, or barriers you experienced this week.I am having a hard time with the IRB at my institution. They keep on classifying my DNP project as “research” or “study” and it seems as though no one is distinguishing between the two. I was out of the office for a few days, hoping to come back to my project being sent to expedited review, although to my dismay and disappointment it has not. I currently have meetings pending with two individuals to help me navigate through this VERY frustrating process. To be honest, this is a huge deterrent for future change, due to the unfriendly process.ReferencesAbbaszadeh, R., Tabari, F., & Asadpour, A. (2020). The effect of lavender aroma on anxiety of patients having bone marrow biopsy. Asian Pacific Journal of Cancer Prevention, 21(3), 771-775.https://doi.org/10.31557/APJCP.2020.21.3.771 (Links to an external site.)Abdelhakim, A.M., Hussein, A.S., Doheim, M.F., & Sayed, A.K. (2020). The effect of inhalation aromatherapy in patients undergoing cardiac surgery: A systematic review and meta-analysis of randomized controlled trials. Complementary Therapies in Medicine, 48, 1-8.https://doi.org/10.1016/j.ctim.2019.102256 (Links to an external site.)Beyliklioglu, A. & Arslan, S. (2019). Effect of lavender oil on the anxiety of patients before breast surgery. Journal of PeriAnesthesia Nursing, 34(3), 587-593.https://doi.org/10.1016/j.jopan.2018.10.002 (Links to an external site.)Croke, L. (2020). Nonpharmacologic strategies to help reduce preoperative patient anxiety. AORN Journal, 111(2), p8-p10.https://doi.org/10.1002/aorn.12970I NEED A COMMENT WITH 2 PARAGRAPHS FOR THIS DISCUSSION BOARD AND USE 3 SOURCES NO LATER THAN 5 YEARS.

 
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Capstone Subject

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Assessment DescriptionIn collaboration with the approved course preceptor, students will identify a specific evidence-based topic (Adverse Reaction Events in elderly) for the capstone project change proposal. Students should consider the clinical environment in which they are currently employed or have recently worked. The capstone project topic can be a clinical practice problem, an organizational issue, a leadership or quality improvement initiative, or an unmet educational need specific to a patient population or community. The student may also choose to work with an interprofessional collaborative team.Students should select a topic (Adverse Reaction in Elderly) that aligns with their area of interest as well as the clinical practice setting in which practice hours are completed.Write a 500-750 word description of your proposed capstone project topic. Include the following:The problem or issue, intervention, quality initiative, educational need, or collaborative interprofessional team project that will be the focus of the change proposal.The setting or context in which the problem or issue, intervention, quality initiative, educational need, or collaborative interprofessional team project can be observed.A description (providing a high level of detail) regarding the problem or issue, intervention, quality initiative, educational need, or collaborative interprofessional team project.Effect of the problem or issue, intervention, quality initiative, educational need, or collaborative interprofessional team project.Significance of the topic and its implications for nursing practice.A proposed solution to the identified project topic with an explanation of how it will affect nursing practice.You are required to cite to a minimum of eight peer-reviewed sources to complete this assignment. Sources must be published within the last 5 years, appropriate for the assignment criteria, and relevant to nursing practice. Plan your time accordingly to complete this assignment.the assignment to become familiar with the expectations for successful completion.Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.

 
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New4060-1

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Develop a health promotion plan, 2-3 pages in length, addressing a specific health concern within your community. Then, enlist the participation of a selected individual or group in an educational session about that health concern and associated health improvement strategies.For this assessment, you will plan for and enlist the participation of an individual or group in a clinical learning activity based on a health promotion plan addressing a particular health concern affecting members of your community. Note can not be related to minors incarcerated individuals or patients with mental illness co morbiditiesProfessional ContextThe first step in any effective project or clinical patient encounter is planning. This assessment provides an opportunity for you to plan a clinical learning experience focused on health promotion associated with a specific community health concern. Such a plan defines the critical elements of who, what, when, where, and why that establish the foundation for an effective clinical learning experience for the participants. Completing this assessment will strengthen your understanding of how to plan and negotiate individual or group participation.Demonstration of ProficiencyBy successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:Competency 1: Analyze health risks and health care needs among distinct populations.Analyze a community health concern that is the focus of a health promotion plan.Competency 2: Propose health promotion strategies to improve the health of populations.Explain why a health concern is important for health promotion within a specific population.Establish agreed-upon health goals in collaboration with participants.Competency 5: Apply professional, scholarly communication strategies to lead health promotion and improve population health.Write clearly and concisely in a logically coherent and appropriate form and style.Note: Assessment 1 must be completed first before you are able to submit Assessment 4.PreparationThe first step in any effective project or clinical patient encounter is planning. This assessment provides an opportunity for you to plan a clinical learning experience focused on health promotion associated with a specific community health concern. Such a plan defines the critical elements of who, what, when, where, and why that establish the foundation for an effective clinical learning experience for the participants. Completing this assessment will strengthen your understanding of how to plan and negotiate individual or group participation. This assessment MUST be satisfactorily completed to complete Assessment 4 (live face-to-face presentation of the plan). These assessments (Assessment 1 and 4) meet the three-hour clinical learning experience required in this course.To prepare for the assessment, consider various health concerns that you would like to be the focus of your plan, the populations potentially affected by that concern, and individuals or groups in your community who may be willing to take part in a presentation about that concern and suggested strategies for health improvement.As you begin to prepare this assessment, you are encouraged to complete the Vila Health: Effective Interpersonal Communications activity. The information gained from completing this activity will help you succeed with the assessment. Completing activities is also a way to demonstrate engagement.Consider inviting a community member or group to participate. Possible health concerns include, but are not limited to:Bullying.Medication reconciliation to prevent readmission.Individual or family disaster preparedness.Medication safety.Home safety.Depression management.Fall prevention.Pain management.Immunizations.Heart disease prevention (high blood pressure, stroke, heart failure).Tobacco use (vaping, e-cigarettes, hookah, chewing tobacco, or smoking) cessation.InstructionsComplete this assessment in two parts.Part 1: Health Promotion PlanChoose a specific health concern as the focus of your health promotion plan. Then, investigate your chosen concern and best practices for health improvement, based on supporting evidence.Identify populations potentially affected by this health concern. Determine what their related concerns may be and explain why addressing this health concern is important for health promotion.Part 2: Individual or Group Activity Participant RecruitmentIdentify an individual or group among the affected population who may be willing to participate in an educational session about your chosen health concern and associated health improvement strategies. Then, research and document their potential learning needs and health promotion goals. Participants may include individuals, groups, or other community members.Contact the selected individual or group and secure their agreement to participate in the educational session.Meet with the individual or group to describe the session and collaborate in setting expectations for session outcomes, establishing agreed-upon goals, and suggesting possible revisions to the plan.Confirm, with the individual or group, a date and time for the educational session and document the name and contact information (e-mail or phone) of the individual or group representative.Document Format and LengthYour health promotion plan should be 2–3 pages in length. In a separate section of the plan, identify any participants and be sure to include their contact information.Supporting EvidenceSupport your health promotion plan with peer-reviewed articles, course study resources, and Healthy People 2020 resources. Cite at least three credible sources.Graded RequirementsThe requirements outlined below correspond to the grading criteria in the 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.Analyze the health concern that is the focus of your health promotion plan.Consider underlying assumptions and points of uncertainty in your analysis.Explain why a health concern is important for health promotion within a specific population.Examine current population health data.Consider the factors that contribute to health, health disparities, and access to services.Establish agreed-upon health goals in collaboration with participants.Write clearly and concisely in a logically coherent and appropriate form and style.Write with a specific purpose and audience in mind.Adhere to scholarly and disciplinary writing standards and APA formatting requirements.

 
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theory

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How does the theory you discussed in your post relate to the topic chosen for your capstone project?

 
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Pathophysiology

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A five-month-old Caucasian female is brought into the clinic as the parent indicates that she has been having ongoing foul-smelling, greasy diarrhea. She seems to be small for her age and a bit sickly but, her parent’s state that she has a huge appetite. Upon examination you find that the patient is wheezing and you observe her coughing. After an extensive physical exam and work-up, the patient is diagnosed with cystic fibrosis.What is the etiology of cystic fibrosis?Describe in detail the pathophysiological process of cystic fibrosis.Identify hallmark signs identified from the physical exam and symptoms.Describe the pathophysiology of complications of cystic fibrosis.What teaching related to her diagnosis would you provide the parents?In addition to the textbook (McCance, K. L., Huether, S. E., Brashers, V. L., & Rote, N. S. (2013). Pathophysiology: The biologic basis for disease in adults and children (7th ed.). St. Louis, MO: Mosby.) utilize at least one peer-reviewed, evidence based resource to develop your post.

 
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Wk 2 Individual Assignment: Key Players in Health Care Policy

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Assist with assignment

 
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