A Chronic Obstructive Pulmonary Disease Self-Management Program to Reduce Readmissions

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Running Head: PHASE 4 1

PHASE 4 4

 

 

 

 

 

 

 

A Chronic Obstructive Pulmonary Disease Self-Management Program to Reduce Readmissions

Lidislay Gonzalez Fuentes

Florida National University

11/06/2019

 

 

 

 

 

 

 

 

 

A Chronic Obstructive Pulmonary Disease Self-Management Program to Reduce Readmissions

Readmission and the length of stay at the hospital were assessed one year before the program and one year after the program. Other specific factors that were evaluated were the function of the lungs, the quality of life, and the capacity of the patient to exercise. The assessment of these factors was to compare the changes that patients went through before and after the program. Patient assessment is crucial to determine the success or failure of the program (Benzo et al., 2016). All patients who were part of the program had given their consent verbally to allow the use of their clinical data collected during the program.

The program sessions on education were conducted in sessions that lasted not more than an hour. General knowledge concerning chronic obstructive pulmonary disease was provided to the patients regarding simple pathology, symptoms of the disease, and treatment options. The specific techniques for their inhalers were checked and corrected, where errors were found. Nurses in charge of the respiratory aspects checked on their patients, including outpatient physiotherapy options up to 4 times a week. Patients who were not able to return to the hospital had specialized home training similar to the one received at the hospital. However, patients were advised not missing the appointment to the doctor on specific days of each month for progress evaluation.

According to the results, the demographic data of patients included gender (male/female), the age of the patient (years), the patient’s history of smoking (current, ex-smoker, non-smoker), and post-bronchodilator. Five of the subjects passed away before the second follow up session conducted by the doctor, and 20 patients did not return to the hospital for a check-up and follow-up procedures. During the initial follow up at the hospital, five patients refused to undergo specific tests (spirometry), and they could not be forced to take the test. Amazingly, the sex of the patients who did not return to the hospital for a check-up was similar, but their ages varied. The majority of the patients were male and had usual predictions during the first follow-up session.

Description Data
Gender (M/F) 80/70
Age (years) 25-65
History of smoking

Current

Ex-smoker

Non-smoker

  

24

110

16
Post bronchodilator 32

 

The total number of patients for the program was 150, with 80 males and 70 females all above the age of 18 years. They had all agreed to receive phone calls from nurse practitioners from the hospital to check on them when they were at home. This would help in continuous data recording even when the patients were away from the hospital attending to their regular life duties. Given that the patients were from different backgrounds and lived separate lives, it would be crucial to determine the success or failure of the program under various occupations and lifestyles. One hundred forty patients attended at least two physiotherapy training after the commencement of the program. They had also agreed to have the assessments at the hospital during their follow-up sessions.

 

 

References

Benzo, R., Vickers, K., Novotny, P. J., Tucker, S., Hoult, J., Neuenfeldt, P., & McEvoy, C. (2016). Health coaching and chronic obstructive pulmonary disease rehospitalization. A randomized study. American journal of respiratory and critical care medicine, 194(6), 672-680.

Prieto-Centurion, V., Markos, M. A., Ramey, N. I., Gussin, H. A., Nyenhuis, S. M., Joo, M. J., … & Jaffe, H. A. (2014). Interventions to reduce rehospitalizations after chronic obstructive pulmonary disease exacerbations. A systematic review. Annals of the American Thoracic Society, 11(3), 417-424.

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• CO 3: Plan prevention and population-focused interventions for vulnerable populations using professional clinical judgment and evidence-based practice. (POs 4 and 8)

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Purpose

This week’s graded topics relate to the following Course Outcomes (COs).
• CO 3: Plan prevention and population-focused interventions for vulnerable populations using professional clinical judgment and evidence-based practice. (POs 4 and 8)
• CO 5: Analyze the nursing roles in providing comprehensive care in a variety of community health settings. (PO 1)

Discussion

Community health nurses practice in a variety of settings. Choose one of the following CH settings, and describe what you have learned about the setting and the role(s) of the nurse in that setting (see Nies & McEwen, 2019, Chapters 30-34).

Please do not choose occupational health nursing for this discussion because your paper is on occupational health nursing.

• Correctional nursing
• Home health nursing
• School Nursing
• Forensic nursing
• Hospice nursing
• Faith community nursing

Next study levels of prevention in this week’s lesson (primary, secondary, and tertiary). Note that the term primary is used differently than in normal conversation.

• Describe one of the levels of prevention, and discuss how a community health nurse (CHN) in the setting you discussed can implement this level of prevention.

Nies, M. A., & McEwen, M. (2019). Community/Public health nursing: Promoting the health of populations (7th ed.). St. Louis, MO: Saunders/Elsevier.

Professor’s comment: Hello Class,

This week, we are exploring the Healthy People Objectives for Community Settings. Please take a moment to reflect on the below questions and share your thoughts.

  1. Have you had experience working in any of these settings? Please identify the type of setting and share your experiences with us. Keep confidentiality in mind; do not share specific names or locations of agencies.
  2. There are organizations that help to guide nursing practice in specific settings. Visit one of the organization’s websites and find information about the professional standards and educational requirements. Remember to cite your source for the information. Share this information with the group and consider what challenges might be encountered when trying to attain these standards.

References: American Psychological Association. (2010). Publication manual of the American Psychological Association (6th ed.). Washington, DC: Author.

Nies, M. A., & McEwen, M. (2019). Community/public health nursing: Promoting the health of populations (7 ed.). St. Louis, MO: Elsevier.

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Nursing Theory Analysis Paper

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Nursing Theory Analysis Paper

Overview/Description:

The purpose of this assignment is to describe, evaluate and discuss application of a nursing grand or mid-range theory. This assignment also provides the learner an opportunity to connect theory and research to nursing phenomena. Learners will develop an 8-10 page paper (excluding the title page and references) using APA style to address the elements listed below.

Theory/Author Name and Background

  1. Select a Grand or Mid-Range Theory that is appropriate to your practice setting.
  2. Describe the theorist’s background in detail and discuss how their experiences have impacted the theory development.
  3. Examine crucial references for the original and/or current work of the theorist and other authors writing about the selected theory.
  4. Identify the phenomenon of concern or problems addressed by the theory.

Theory Description

  1. Explain whether the theory uses deductive, inductive or retroductive reasoning. Provide evidence to support your conclusion.
  2. Describe the major concepts of the theory. How are they defined? (theoretically and/or operationally) Is the author consistent in the use of the concepts and other terms in the theory?
  3. Interpret how the concepts are defined. Implicitly or explicitly?
  4. Examine the relationships (propositions) among the major concepts.

Evaluation

  1. Identify explicit and implicit assumptions (values/beliefs) underlying the theory. On what assumptions does the theory build?
  2. Examine if the theory has a description of the four concepts of the nursing metaparadigm. If so, how are they explained in the theory? If the metapardigm is not explained, what elements do you see as relevant to the theory and why?
  3. Discuss the clarity of the theory. Did it have lucidness and consistency?

Application

  1. Examine how the theory would guide nursing actions.
  2. Describe specifically how you can use this theory in your area of nursing (Practice, Education, Informatics or Administration).

Download the Theory Critique Template.

APA Style/FormatImage of page 2

NURSING THEORY ANALYSIS PAPER3the theory, it is through the close nurse-patient ties created that nurses get vital information that enables them to take better care of their patients (Parker & Smith, 2010). It through the healthy inter-personal relation between a nurse and the patient that helps the nurse create a therapeutic environment vital in patients’ recovery

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Senior Health

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Senior Health

Read chapter 19 of the class textbook and review the attached PowerPoint presentation.  Once done, answer the following questions;

  1. Mention and discuss the Healthy People 2020 wellness goals and objectives for older adults.
  2. Define and discuss the aging process and the demographic characteristics of the elderly population in your community.
  3. Identify and discuss nursing actions that address the needs of older adults.
  4. Mention and discuss health/illness concerns common to the elderly population.

INSTRUCTIONS:

As stated in the syllabus present your assignment in an APA format word document, Arial 12 font attached to the forum in the discussion tab of the blackboard titled “Week 13 discussion questions” and the SafeAssign exercise in the assignment tab of the blackboard(which is mandatory).  A minimum of 3 evidence-based references besides the class textbook no older than 5 years must be used and quoted according to APA guidelines and must be from a gerontology journal.  You must post two replies to any of your peers sustained with the proper references no older than 5 years in two different days to verify attendance and as well make sure the references are properly quoted and mention to whom you are replying to.  The reply is a comment to your peer, not an extension of what you posted in your assignment.  What I mean is that you can’t post in your replies the same that you posted in your assignment.   A minimum of 800 words is required.  Please make sure to follow the instructions as given and use either spell-check or Grammarly before you post your assignment.  I will also pay close attention to spelling and/or grammar.  Please review the rubric attached to the lecture.  You must present the assignment according to how it is posted, answering the questions by number and essay-style assignments will not be accepted unless otherwise specified.  I’ve been grading a lot of assignments with quite a few spelling/grammar errors.  As a BSN student, you should be able to present an assignment according to APA and without errors.  This reflects our University.

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