Create a pamphlet using any type of publisher software you choose to educate clients on a current patient safety issue.

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Create a pamphlet using any type of publisher software you choose to educate clients on a current patient safety issue.

For example:

  • How aging adults can care for themselves at home
  • Medication–polypharmacy and how a patient cannot make a self-medication error,
  • Or other appropriate safety issues.

If you have a question about a specific topic, check with your instructor. It is recommended that you save your pamphlet as a PDF for submission.

Your pamphlet must include the following items:

  1. At least five tips for preventive care for the patient.
  2. Information that should be shared with family or caregivers.
  3. Local resources in the community that might be available for this type of safety concern.
  4. At least three APA-formatted references published within the last five years.
  • Create a pamphlet using any type of publisher software you choose to educate clients on a current patient safety issue.

    For example:

    · How aging adults can care for themselves at home

    · Medication–polypharmacy and how a patient cannot make a self-medication error,

    · Or other appropriate safety issues.

    If you have a question about a specific topic, check with your instructor. It is recommended that you save your pamphlet as a PDF for submission.

    Your pamphlet must include the following items:

    1. At least five tips for preventive care for the patient.

    2. Information that should be shared with family or caregivers.

    3. Local resources in the community that might be available for this type of safety concern.

    4. At least three APA-formatted references published within the last five years.

    Need help? Here’s a YouTube video on creating a trifold brochure that you can use as a guide: https://youtu.be/2-wuhi2W-Yc (Links to an external site.) Shape, arrow Description automatically generated

     

     

     

    Rubric

    NURS_440_OL – NURS 440 Week 3 Rubric – Patient Safety Culture Pamphlet

    NURS_440_OL – NURS 440 Week 3 Rubric – Patient Safety Culture Pamphlet
    Criteria Ratings Pts
    This criterion is linked to a Learning OutcomeCritical Analysis
    40 to >35.6 pts

    Meets or Exceeds Expectations

    Communicates purpose of project with superior understanding of material, shows insight and engages patients or reader. Style is appropriate for intended audience. Presents an exemplary articulation and insightful analysis of significant concepts and/or theories presented for the chosen topic. Ideas are professionally sound and creative; they are supported by scientific evidence that is credible and timely.

    		 35.6 to >30.0 pts

    Mostly Meets Expectations

    Presents an accurate understanding of the chosen topic, but might be missing a detail or two or miss the intended audience. Ideas are mostly supported by scientific evidence that is credible and timely.

    		 30 to >23.6 pts

    Below Expectations

    Provides insufficient explanations of significant concepts for the chosen topic. Ideas are generally unsupported by scientific evidence, but some attempt has been made.

    		 23.6 to >0 pts

    Does Not Meet Expectations

    Does not, or incorrectly, portrays insufficient explanations for the chosen topic. Information is not scientifically sound.

     

    		 40 pts
    This criterion is linked to a Learning OutcomeContent
    40 to >35.6 pts

    Meets or Exceeds Expectations

    Offers detailed and specific examples to educate on the chosen topic. Includes a minimum of five tips for preventive care for the patient. Includes information that should be shared with family or caregivers. Includes local resources in the community that might be available. Includes at least three references.

    		 35.6 to >30.0 pts

    Mostly Meets Expectations

    Offers specific examples to educate on the chosen topic, but might be missing one or two details. Response indicates a more general understanding of the concepts to educate on the chosen topic. Either missing the full five preventative tips, information for family or caregivers, or an important local resource.

    		 30 to >23.6 pts

    Below Expectations

    Provides several insufficient or inaccurate examples, although attempts are made to address some key points on the topic chosen. Response indicates an introductory understanding of the concepts to educate on the chosen topic.

    		 23.6 to >0 pts

    Does Not Meet Expectations

    Information is inaccurate or inadequate. Response indicates little or no understanding of the concepts for the chosen topic.

     

    		 40 pts
    This criterion is linked to a Learning OutcomeMechanics
    15 to >13.35 pts

    Meets or Exceeds Expectations

    Information is well organized and clearly communicated. Assignment is free of spelling and grammatical errors.

    		 13.35 to >11.25 pts

    Mostly Meets Expectations

    Answers are well written or orally presented throughout, and the information is reasonably organized and communicated. Assignment is mostly free of spelling and grammatical errors.

    		 11.25 to >8.85 pts

    Below Expectations

    Answers are somewhat organized and lacks some clarity. Contains some spelling and grammatical errors.

    		 8.85 to >0 pts

    Does Not Meet Expectations

    Answers are not well written or orally presented and lack clarity. Information is poorly organized. Assignment contains many spelling and grammatical errors.

     

    		 15 pts
    This criterion is linked to a Learning OutcomeAPA Format
    5 to >4.45 pts

    Meets or Exceeds Expectations

    Follows all the requirements related to format, length, source citations, and layout.

    		 4.45 to >3.75 pts

    Mostly Meets Expectations

    Follows length requirement and most of the requirements related to format, source citations, and layout.

    		 3.75 to >2.95 pts

    Below Expectations

    Follows most of the requirements related to format, length, source citations, and layout.

    		 2.95 to >0 pts

    Does Not Meet Expectations

    Does not follow format, length, source citations, and layout requirements.

     

    		 5 pts
    Total Points: 100

Case Study: Patients With Urinary Disorders

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Case Study, Chapter 55, Management of Patients With Urinary Disorders

 

 

1. Sue Meade, 22 years of age, presents to the clinic with complaints of burning, pain, and urgency when urinating. The patient has a fever of 100°F. The urine is strong in odor and cloudy with sediments. (Learning Objectives 1 and 2)

 

 

a. What questions should the nurse ask during the assessment to gain more information about the possible causes of the urinary tract infection?

 

b. What patient education should be provided?

 

 

2. John Lyons has undergone treatment for kidney stones three times in the last year. Today he calls this primary provider with complaints of acute, excruciating, colicky, pain that radiates down the thigh toward the genitalia. The pain started last night, and has become progressively more severe. He also complains of the urge to void but has little urine output, and it is blood tinged. Due to the pain, he has not taken any fluids or food in 24 hours. Mr. Lyons undergoes lithotripsy, and analysis of stone fragments to reveal calcium stones. (Learning Objective 6)

 

 

a. Mr. Lyons’ symptoms are most indicative of stones in what area of the renal system?

 

 

Mr. Lyons has the following orders:

 

· Morphine sulfate, 2 mg IVP every 2 hours as needed for severe pain

· Ibuprofen, 600 mg every 6 hours

· Normal saline at 200 mL/hr

 

 

b. What are the rationales for the above orders?

 

c. Based on the calcium composition of the stone, what dietary teaching should the nurse include in Mr. Lyons’ plan of care?

What does the title, Fault in Our Stars, mean?

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Group Discussion in D2L – Week 3
Read Green (2012) and fill out the family construct grid in relation to Green (2012) located in Module 2. Please note, the grid is only to guide your
thinking and discussion posts. Please post your grid and any relevant commentary about which family nursing concepts seem most pertinent.
The focus for this week is the Fault in Our Stars book discussion by John Green. I am providing the following list of questions to jump start the book
discussion. You don’t need to answer all of the questions. This is meant to be a free-flowing conversation, and I expect each of you will add your
questions throughout the discussion.
Each of you can tell us how you experienced the book and pick one of the questions below to answer if these help focus your thoughts.
1. John Green uses the voice of a teenage girl to tell this story. Why do you think he choose to do this? Was it effective? How would it have
been different if he had told the story from a different voice? How does voice relate to family nursing practice?
2. What does the title, Fault in Our Stars, mean?
3. How would you describe the two main characters, Hazel and Gus?
4. How do Hazel and Gus relate to their cancer?
5. At one point in the book, Hazel states, “Cancer books suck.” What is she really meaning?
6. How do Hazel and Gus change, in spirit, over the course of the novel?
7. Why is “An Imperial Affliction” written by Peter Van Houten Hazel’s favorite book?
8. How many of you looked to see if, “An Imperial Affliction” was an actual book?
9. What do you think about the author Peter Van Houten?
10. Why it was so important for Hazel and Gus to learn what happens after the heroine dies in the An Imperial Affliction?

NURS 362 Summer 2022

 

Week Family Topic Assigned Content/Readings Thought/Discussion Topic Written Assignments/

Meetings
Module 1

 

Week 1

 

May 16

 Introduction

 

Background Understandings of Family and Societal Care

 

 

 George Maverick audio

Watch the three video clips in order:

Video 1: Brief with Family Focus

Video 2: Simulation with Family Focus

Video 3: Simulation without Familiy Focus

 

Kaakinen*, Coehlo, Steele, & Robinson (2018) Ch. 1

Denham*, Eggenberger, Young, & Krumwiede (2015) Ch. 1 & 12

Bell (2011)

 

*Reading list will just use first author name

 Individual, Family and Societal Care

 

Foundations for Thinking Family

 Look for posted orientation video on D2L explaining basics of course syllabus, calendar, and assignments. Please ask if further questions after listening and reading documents thoroughly. Thanks!

 

Free Write #1 regarding healthy families due

May 22nd
Group Discussion in D2L – Week 1

For each week, your initial posting is due by 11:59 p.m. on Wednesday and 2 responses to your peers by 11:59 p.m. on Sunday. Remember to include citations and references to support your comments.

 

1. Introduction Thread – Help your classmates to get to know you as a person, nurse, and family member. Share aspects of yourself in a posting–For example, Tell us about your family of origin. Tell us about your current family (remember that if you do not have biologic members present in your life, friends as family may apply to you. Pictures of you and your family? What is the work of family? What are your future family goals? What piques your interest in this course and family focused nursing care?

2. Reflect on an illness experience in your own family or a family you know. Describe the struggles the family experienced with the illness. Consider the biological, social, psychological, or spiritual factors that influenced the management and coping of the family. Based on your experience pose a nursing approach that may have been helpful to the family. Use your readings to support your analysis and response.

3. What is your definition of family and family health?

4. Describe your family health experience utilizing the 3 family health domains (contextual, functional, and structural).

5. Describe your family’s health routines. Identify some barriers or challenges for families not developing or maintaining health routines

6. To introduce family nursing practice and give you a background on how to care for the family unit, please watch video clips of our former nursing students caring for George Maverick in our simulation suite on the Mankato campus. Observe the similarities/differences seen between the individual focus (video 1) vs. family focused care (video 2).

7. Thinking Family – Address the health inequities or health disparities: Does the basic premise of family focused nursing care hold true: When the health of one family is improved, the health of society has also been improved.
 

Week 2

May 23

  

Background & Understandings of Family Nursing

 

Theoretical Foundations for Family Nursing

 

Family Structure, Function, Process

 

Aspects of Health

  

Kaakinen (2018) Ch. 2, 3 & 6

Denham (2015) Ch. 2, 3 & 7

Khalili (2007)

Duhamel, Dupuis, & Wright (2009)

 

 

 

 

 

  

Foundation for ‘Thinking Family’

 

Family as Unit of Care or Context?

 

Family Nursing Theory

 

Denham’s Core Processes

 

Health Routines

  

Free Write #2 regarding

family during acute care experience due May 29th

 
Group Discussion in D2L – Week 2

 

1. What are the barriers/challenges described in your readings that you also face in your environments as you attempt to provide family focused nursing? (e.g. family as client, family as context, family as barrier, family as caring process, family as resource)

2. Review the power point: “Family Nursing Background and Understandings.” Reflect on nursing practice that views family as the unit of care and nursing practice that views family as contextual to the individual patient. Do you believe that current nursing practice most often views family as the unit of care or family as a context to the situation? How do these two views differ?

3. Develop 5 questions focusing on one of Denham’s Core Processes. Interview a client in your workplace or within your community and describe their answers to your questions. Identify family routines and factors related to family health routines.

4. From the Khalili article, what were the most significant aspects of the illness transition for the family? What resources did the family need/want? What were the barriers and facilitators to obtaining the needed resources or supports? What may have changed in the care situation for the family if the family would have been viewed as the unit of care?

5. Using one of the family theories/frameworks described in the literature reflect on an illness experience in a family. (You can reflect on a family you have cared for in your nursing practice.) Consider how family structure, function, and process influenced the family health experience and outcomes. Analyze the experience from a family theory/framework perspective.

6. Use your reading on a One Question Question by Duhamel et al. (2009) to practice this questioning strategy with a family. Share your reflections and outcomes.

 
Module 2

Week 3

May 30

 Family Construct

 

Share examples from the book to describe Denham’s Core Processes

 Fault in Our Stars (Green, 2012)

 

Read The book and complete the Family Constructs Grid

Post & Discuss

 Fault in Our Stars Book Discussion

 

 Free write # 3 regarding family in crisis or trauma experience due

June 5th

 

Complete First Family Visit

Family Assessment-this is just a guideline to keep you on track-it is not literally due.
Group Discussion in D2L – Week 3

 

Read Green (2012) and fill out the family construct grid in relation to Green (2012) located in Module 2. Please note, the grid is only to guide your thinking and discussion posts. Please post your grid and any relevant commentary about which family nursing concepts seem most pertinent.

 

The focus for this week is the Fault in Our Stars book discussion by John Green. I am providing the following list of questions to jump start the book discussion. You don’t need to answer all of the questions. This is meant to be a free-flowing conversation, and I expect each of you will add your questions throughout the discussion.

 

Each of you can tell us how you experienced the book and pick one of the questions below to answer if these help focus your thoughts.

 

1. John Green uses the voice of a teenage girl to tell this story. Why do you think he choose to do this? Was it effective? How would it have been different if he had told the story from a different voice? How does voice relate to family nursing practice?

2. What does the title, Fault in Our Stars, mean?

3. How would you describe the two main characters, Hazel and Gus?

4. How do Hazel and Gus relate to their cancer?

5. At one point in the book, Hazel states, “Cancer books suck.” What is she really meaning?

6. How do Hazel and Gus change, in spirit, over the course of the novel?

7. Why is “An Imperial Affliction” written by Peter Van Houten Hazel’s favorite book?

8. How many of you looked to see if, “An Imperial Affliction” was an actual book?

9. What do you think about the author Peter Van Houten?

10. Why it was so important for Hazel and Gus to learn what happens after the heroine dies in the An Imperial Affliction?
Week 4

 

June 6

 Annotated Bibliography Read syllabus for assignment instructions. Below are several reputable websites that explain how to prepare an annotated bibliography. https://guides.library.cornell.edu/annotatedbibliography

http://library.ucsc.edu/ref/howto/annotated.html

https://owl.purdue.edu/owl/general_writing/common_writing_assignments/annotated_bibliographies/index.html

 

 

   Annotated Bibliography

June 12th

 
Please upload your Annotated Bibliography.

Review and provide feedback for two individual’s Annotated Bibliography.

Incorporate the feedback you receive from your peers into your final Annotated Bibliography.
Week 5

 

June 13

 Family Chronic Illness Experience

 

 

 

 

 

 

Family Construct

 

Share examples from the book to describes Denham’s Core Processes

 

Genetics & Genomics

 Genova (2009) Still Alice

 

Read the book and complete the Family Constructs Grid

 

Post and Discuss

 

Kaakinen (2018) Ch. 10 & 11

Denham (2015) Ch. 8, 9 & 13

Svavarsdottir (2006)

 

Alzheimer’s disease fact sheet:

http://www.nia.nih.gov/alzheimers/publication/alzheimers-disease-genetics-fact-sheet

 

Bennet (2008) This is a very complex and technical article. Read through it for the general ideas presented about the history and uses of genetic mapping.

 

 

  

Family Coping with Chronic Illness

 

Family Suffering

 

Still Alice Book Discussion

 Free Write # 4 regarding

family during a chronic illness experience

June 19th

 

Complete Second Family Visit

Family Intervention – this is just a guideline to keep you on track-it is not literally due.

 

 
Group Discussion in D2L – Week 5

 

1. Svavarsdottir conducted an integrative review about Nordic families with children who are chronically ill. Three exemplar family cases were described. How can nurses be empathetically connected to these families? In Figure 1, Svavarsdottir (2006), shows how family daily activities, family relations and family health are interconnected. Describe how the family’s quality of life is affected if one or more of these 3 factors were hindered. What may be some suggestions to help these families boost their quality of life? Feel free to share any experiences in your career where you were empathetically connected to a family and helped boost their quality of life.

 

2. From your readings and your own experience, identify and discuss five needs of families during a crisis experience.

 

3. Develop a three generation pedigree to assess your personal family history information using the following website https://phgkb.cdc.gov/FHH/html/index.html The pedigree should represent three generations (student, parents, grandparents). Complete your family history, save it, and view your history grid and genogram. Share your insights into your family health with your group (you do not need to post the pedigree itself).

 

4. The Bennet article is a helpful resource for pedigree and genogram symbols when you start diagramming genograms in Module 3.

 

5. Read the genomics case study and Alzheimer’s fact sheet.

 
Module 3

Week 6

June 20

 

 

 Family Assessment & Interview Denham (2015) Ch. 4 & 5

Review Kaakinen (2018) Ch. 5 & 8

Duhamel, Dupuis, & Wright (2009)

 

Family System Strengths Stressors Inventory pdf on D2L

 Family Assessment

and Interview

 Family Assessment and Interventions in Practice

 

Complete Third Family Visit

Family Evaluation -this is just a guideline to keep you on track-it is not literally due.
Group Discussion in D2L – Week 6

 

1. What is your perspective on key elements of family assessment, based on your text readings? Develop and post the family interview guide you plan on using for the family interview. What underlying framework supports your interview guide (Calgary Family Assessment Model (CFAM), described in Wright and Leahey A Guide to Family Assessment and Intervention, Family System Strengths Stressors Inventory (FS3I)? See PDF attachment on D2L

2. Discuss family assessment in your groups. Discussion may include why family assessment is important or how assessment approaches and structure may differ across settings. Discuss barriers, personal or institutional, to engaging in family assessment.

3. Create and upload the Family Nursing Tools:  Genogram, Ecomap, Circular Conversation, and Attachment Diagram.  {Make sure the name of your family members are changed to protect their identity.

 
Module 4

Week 7

June 27

 Family Assessment and Interventions in Practice

 

 

 

 

 

 

 

Family Interventions

 Review Kaakinen (2018) Ch. 10 & 11

Denham (2015) Ch. 11, 14 & 15

Wiegand (2008)

 

Review Video in Module 1: Simulation SEE Model

Video: Debriefing SEE Model with Family Constructs and Family Nursing Actions

 

Refer to the following chapters to identify nursing interventions:

Kaakinen (2018) Ch. 12-17

Denham (2015) Ch. 10, 11, 12, 13, & 14

 

 Family Level Nursing Approaches

 

 Upload draft Family Nursing Project into discussion thread this week

 

 
Please upload your Family Nursing Project.

Review and provide feedback for two individual’s Family Nursing Project.

Incorporate the feedback you receive from your peers into your final Family Nursing Project paper.
Module 4

 

Week 8

 

July 4

 Family Nursing Policy Review Denham (2015) Ch. 12

 

 Family nursing interventions and approaches Family Nursing Project due July 10th

July 10th is the last day to submit graded assignments.

 
Group Discussion in D2L – Week 8

1.

2. 1. Based upon your readings and your family interview paper experience, what policies (community, institution, statewide, nationwide, global, unit-based, etc.) would you want to put into practice to support the use of the family nursing interventions?

2.

3. 2, Consider your readings and discussions this semester (textbook, personal annotated bibliography, articles, postings, etc.). What family nursing interventions/approaches do you propose to support the family health and illness experience and advance family nursing practice?  Post at least 5 nursing interventions/approaches (include citations and references).

3.

4. 3. Choose a policy at your institution and review it from a family friendly perspective. What did you see? Are there improvements you could suggest?

4.

5. 4. Contact your risk manager or quality and safety nurse to learn whether or not family is used as an indicator within your institution. If yes, find out why and how the institution is measuring the family indicator. If no, propose why the institution needs to focus on family and how a family focused nursing practice could be implemented.

Abstracting Medical Record

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Directions:
For this medical record abstracting assignment, first click the following link to access the medical record for a patient with a respiratory system concern. MEdical record attached below

 

 

When you have examined the entire medical record document, click the link below to download the list of questions related to that record. Save your answers in this document and submit them for this module’s assignment. worksheet is attached below as well

 

Health Record Face Sheet

Record Number: 004

Age: 76

Gender: Male

Length of Stay: NA

Service: Subsequent Hospital Visit

Disposition: Home

SUBJECTIVE:

This 76 year old patient indicates he is still short of breath. No nausea or vomiting. He does have occasional chest pain. The patient is a poor historian. He is not sure if it is exertional. The patient denies orthopnea. The patient is well known to this hospital service due to previous multiple admissions. The patient denies nausea or vomiting. Last bowel movement was within the last 24 hours, normal character. No palpitations or dizziness.

OBJECTIVE:

VITAL SIGNS: Blood pressure 106/76, pulse 110, respirations 22, temperature is 37.2 Celsius. The patient remains afebrile. Telemetry demonstrates atrial fibrillation with occasional rapid ventricular response, occasional heart rate in the 120s.

GENERAL: In no acute distress. The patient is awake, alert and appropriate responsive.

HEART: Irregularly irregular with a 4/6 systolic ejection murmur, left sternal border consistent with mitral regurgitation.

LUNGS: Left greater than right basilar crackles. No wheezes. Mild prolonged expiratory phase.

ABDOMEN: Positive normoactive bowel sounds, soft, mild diffuse tender to palpation without rebound or guarding.

EXTREMITIES: No clubbing or cyanosis. Trace pretibial edema. Calves are nontender to palpation. Warm and well perfused.

PERTINENT LABORATORY: Sodium 140, potassium 4.5, BUN is down from 41 to 40, creatinine down from 1.7 to 1.6 and glucose 210. Admission labs are noted. Chest x-ray was ordered and pending.

IMPRESSION:

1. Acute exacerbations, chronic diastolic congestive heart failure and severe pulmonary hypertension.

2. Severe pulmonary hypertension.

3. Severe mitral regurgitation, 4+ by echocardiogram in 10/2008.

4. Questionable nursing home acquired pneumonia. The patient’s white blood count is normal. The patient is afebrile. We will continue to treat empirically. We will follow chest x-ray in clinic progress.

5. Acute on chronic renal insufficiency slightly improved.

6. Do not resuscitate.

7. Coronary artery disease.

8. History of atrial fibrillation. The patient is not on Coumadin therapy, currently stable, does have occasional rapid ventricular response.

9. History of seizure disorder currently stable.

PLAN:

1. I did have long discussion with the patient’s son, did confirm DNR status. The patient due to diastolic nature of his congestive heart failure will be volume sensitive and will need gentle diuresis; however, given the severity of his mitral regurgitation will be somewhat more aggressive in diuresis.

2. We will add to blood and lab, Dilantin level, cardiac enzymes, troponin I, magnesium and D-dimer.

3. We will change diet to 2 g sodium American Heart Association diet.

4. We will recheck a.m. lab.

5. We will order accurate I’s and O’s. The patient is currently declining Foley catheter.

6. We will order daily weights.

7. We will give Lasix 40 mg IV push x1 now and repeat in 8 hours.

8. We will start Cardizem 30 mg p.o. q.8h. hold for systolic blood pressure less than 100 or heart rate less than 60 to hopefully minimize the patient’s risk for rapid ventricular response on his atrial fibrillation as well as increase myocardial relaxation and hopefully improve his diastolic CHF.

9. We will recheck portable chest x-ray in the morning.

John Doe, MD

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