Mr. Nguyen is a 58-year-old patient that had septic shock and developed Acute Respiratory Distress Syndrome. He is orally intubated and on a mechanical ventilator. He is paralyzed and sedated.

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Mr. Nguyen is a 58-year-old patient that had septic shock and developed Acute Respiratory Distress Syndrome. He is orally intubated and on a mechanical ventilator. He is paralyzed and sedated.

  • What manifestations might you observe for a patient with ARDS?
  • What complications can Mr. Nguyen develop from being mechanically ventilated?
  • List priority nursing interventions to prevent complications associated with ventilatory support.
  • What interventions can be implemented specifically to prevent the development of Ventilator Acquired Pneumonia (VAP)?
  • You are orienting in the ICU, the nurse you are working with is not implementing the VAP interventions. What would you do?
  • Include intext citation and 3 References

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· Apply the differences between negligence and malpractice to the practice of nursing.  Provide examples to illustrate your points.

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Complete your Week 4 required discussion prompts.

 

 

Discussion Prompt #1

· Apply the differences between negligence and malpractice to the practice of nursing.  Provide examples to illustrate your points.

·

Discussion Prompt #2

· Read the following article and view the video on the same case.  How can this example be used as an illustration of maintaining patient safety and  providing safe, effective care?  Identify some of the possible barriers that nurses face when acting on what they believe to be the morally correct action in this particular case.

 

 

Patient Safety Advocate Carole Hemmelgarn

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The ideas and beliefs underpinning the discussions guide students through engaging dialogues as they achieve the desired learning outcomes/competencies associated with their course in a manner that empowers them to organize, integrate, apply and critically appraise their knowledge to their selected field of practice

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Purpose

The ideas and beliefs underpinning the discussions guide students through engaging dialogues as they achieve the desired learning outcomes/competencies associated with their course in a manner that empowers them to organize, integrate, apply and critically appraise their knowledge to their selected field of practice. The use of discussions provides students with opportunities to contribute level-appropriate knowledge and experience to the topic in a safe, caring, and fluid environment that models professional and social interaction. The ebb and flow of a discussion is based upon the composition of student and faculty interaction in the quest for relevant scholarship. Participation in the discussion generates opportunities for students to actively engage in the written ideas of others by carefully reading, researching, reflecting, and responding to the contributions of their peers and course faculty. Discussions foster the development of members into a community of learners as they share ideas and inquiries, consider perspectives that may be different from their own, and integrate knowledge from other disciplines.

Part 1:

You can write a one page non-structured conversation about the web site exploration links below. Provide one fact or element from the web site exploration that applies to the topics from the first four modules, which are listed below. Provide a reference that’s from the last 5 years for all sources included in your post.

 

http://www.ihi.org

http://www.ihi.org/Topics/TripleAim/Pages/default.aspx

Fostering Interprofessional Collaboration

 

Topics:

· Introduction to Population Health and Epidemiology

· Healthy People 2020

· Disease Occurrence and Transmission

· Epidemiological Methods

· Validity and Reliability of Screening Tests

· Epidemiology and Health Care Research

· Infection

· Surveillance

· Communicable Diseases

· Chronic Disease Resources Applying Evidence at the Population Level

· Comparing Cohort and Case Control Studies

· Causation of Disease

 

 

Part 2

Then on another page, write a one page unstructured conversation about genetics, current population health news or other course-related ethical/legal topics of interest. Reference all sources cited within your post.

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The dissemination of EBP results serves multiple important roles. Sharing results makes the case for your decisions

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The dissemination of EBP results serves multiple important roles. Sharing results makes the case for your decisions. It also adds to the body of knowledge, which creates opportunities for future practitioners. By presenting results, you also become an advocate for EBP, creating a culture within your organization or beyond that informs, educates, and promotes the effective use of EBP.

To Prepare:

  • Review the final PowerPoint presentation you submitted in Module 5, and make any necessary changes based on the feedback you have received and on lessons you have learned throughout the course.
  • Consider the best method of disseminating the results of your presentation to an audience.

To Complete:

Create a 5-minute, 5- to 6-slide narrated PowerPoint presentation of your Evidence-Based Project.

  • Be sure to incorporate any feedback or changes from your presentation submission in Module 5.
  • Explain how you would disseminate the results of your project to an audience. Provide a rationale for why you selected this dissemination strategy.

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