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Characterization: Major Characters

Characterization: Major Characters

Characterization is yet another element of literature that is exemplary of the role of literature in society. No one can divorce characters from literary works because they help significantly in driving the plot. Their actions dictate everything that happens, from the exposition to the resolution. Therefore, they play an imperative role in directing the field and helping dictate the themes and points of view. Characterization refers to a process by which individuals act according to the preferences of poets, playwrights, and novelists, seeking to reveal character traits and personalities. A character refers to a person, an animal, or a creature in a literary composition who performs the actions that the artists direct (“Character types in literature,” 2020, Para 1). The element contributes to the flow of events (plot) and the ultimate culmination in novels, poems, and plays.

 

Characterization: Major Characters. Literary artists endeavor to show character traits directly and indirectly. Direct characterization entails the literary artist telling the audience the fundamental nature of the characters. For instance, an author may state, “John was patient and kindhearted, and his manners endeared him to many.” Indirect characterization is exemplified by the characters defining their personality through their behavior. The methods of identifying characters indirectly are through observing their speech, thoughts, actions, looks, and the effects their actions have on other surfaces. For instance, a character is regarded as impulsive if they act without thinking about the aftermath and repercussions of their actions. If they help the poor and the sick, the audience concludes that they are kind and tender-hearted.

It is important to note that physical qualities are not character traits. Therefore, it would be inappropriate to define a character as being handsome. In any case, physical attributes are subjective; what one perceives to be appealing might be disgusting to someone else. Thus, it is imperative to consider behavior and character when assigning character traits.

Major Characters

Significant characters are essential in literary work because the plot revolves around them. Often, their decisions and actions direct the flow of events. They also help in the development of conflicts. Major characters include:

  1. Protagonist- A protagonist is a significant character from whom the literary artist majors their ideas (“Character: Definitions and examples,” 2017). Their actions are essential in the formulation of motifs and significant thematic concerns. The character stands out in the cast or character list, and they are heroes without whom the actions cease (Garcia, 2015). The protagonists are the ones who have the most contradictions, speech, and interest. Such attributes make them attract more attention and affect the behaviors of other characters (Culpeper & Fernandez-Quintanilla, 2017). In most cases, literary artists give them positive attributes. An excellent example of a protagonist is Harry porter, a boy too who J.K Rowling attaches heroic traits and positive virtues that help in improving the lives of others (“Character types in literature,” 2020).
  2. Antagonist-An antagonist is a character whose actions contradict those of the protagonist. In most cases, they fail in their endeavors because they cause problems for the central character (“Character types in literature,” 2020). They assume a negative connotation and are, in most cases, the evil villain. An excellent example of an antagonist is Lord Voldemort, a character to who J.K Rowling attaches negative attributes; he tries to kill Harry Porter (“Character: Definitions and examples,” 2017).
Conclusion

In conclusion, characterization is essential because it helps employ people, animals, and creatures to drive the plot and develop the themes. Report can be direct or indirect. Protagonists and antagonists are the central characters, and they help literary works have both positive and negative inclinations in the thematic concerns. Without the major characters, literary artists cannot develop their work.

References

Character types in literature: Writing guide. A Research Guide for Students. (2020, May 5). Retrieved November 1, 2022, from https://www.aresearchguide.com/character-types-in-literature.html

Character: Definitions and examples. Literary Terms. (2017, September 4). Retrieved November 1, 2022, from https://literaryterms.net/character/

Culpeper, J., & Fernandez-Quintanilla, C. (2017). Fictional characterization. Pragmatics of fiction12, 93-128.

Garcia, B. B. (2015). Around the Function of Character in Literary Fiction. London: Universidad de Oxford.

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What is a responsibility of the leader of a healthcare organization?

What is a responsibility of the leader of a healthcare organization?

What is a responsibility of the leader of a healthcare organization?

It is important that health care leaders be able to articulate policy positions and recommendations and garner buy-in and support from stakeholder groups for policy and practice changes in their organizations. Unfortunately, effective communication is often lacking. Consequently, it is important for health care leaders, when leading change, to ensure that clear and open communication is ongoing and informative.

An important aspect of change leadership is the ability to address diverse groups of stakeholders and create buy-in and support for your ideas and proposals for change. This assessment provides you with an opportunity to demonstrate and hone these skills.

 

Summarize your proposed organizational policy and practice guidelines.
Identify applicable local, state, or federal health care policy or law that prescribes relevant performance benchmarks that your policy proposal addresses.
Keep your audience in mind when creating this summary.
Interpret, for stakeholders, the relevant benchmark metrics that illustrate the need for the proposed policy and practice guidelines.

 

Why is leadership important at all levels throughout a healthcare organization?

 

What is the responsibility of the leader of a healthcare organization?

Make sure this is a brief review of the evaluation you completed in your Assessment 1 Dashboard Benchmark Evaluation.
Make sure you are interpreting the dashboard metrics in a way that is understandable and meaningful to the stakeholders to whom you are presenting.
Explain how your proposed policy and practice guidelines will affect how the stakeholder group does its work.
How might your proposal alter certain tasks or how the stakeholder group performs them?
How might your proposal affect the stakeholder group’s workload?
How might your proposal alter the responsibilities of the stakeholder group?
How might your proposal improve working conditions for the stakeholder group?
Explain how your proposed policy and practice guidelines will improve quality and outcomes for the stakeholder group.
How are your proposed changes going to improve the quality of the stakeholder group’s work?
How will these improvements enable the stakeholder group to be more successful?
What evidence supports your conclusions or presents alternative perspectives?
Present strategies for collaborating with the stakeholder group to implement your proposed policy and practice guidelines.
What role will the stakeholder group play in implementing your proposal?
Why is the stakeholder group and their collaboration important for successful implementation?
Deliver a persuasive, coherent, and effective audiovisual presentation.
Address the anticipated needs and concerns of your audience.
Stay focused on key policy provisions and the impact of practice guidelines on the group.

 

What characteristics do healthcare leaders need to succeed in today’s healthcare policy environment?

What is a responsibility of the leader of a healthcare organization?

 

By successfully completing this assessment, you will demonstrate your proficiency in the course competencies through the following assessment scoring guide criteria:

Competency 1: Analyze relevant health care laws, policies, and regulations; their application; and their effects on organizations, interprofessional teams, and professional practice.
Explain how a proposed policy and practice guidelines will affect how a stakeholder group does its work.
Competency 2: Lead the development and implementation of ethical and culturally sensitive policies that improve health outcomes for individuals, organizations, and populations.
Summarize a proposed organizational policy and practice guidelines.

 

 

Explain how a proposed policy and practice guidelines will improve quality and outcomes for a stakeholder group.
Competency 3: Evaluate relevant indicators of performance, such as benchmarks, research, and best practices, to inform health care laws and policies for patients, organizations, and populations.
Interpret, for stakeholders, the relevant benchmark metrics that illustrate the need for a proposed policy and practice guidelines.
Competency 4: Develop strategies to work collaboratively with policy makers, stakeholders, and colleagues to address environmental (governmental and regulatory) forces.
Present strategies for collaborating with a stakeholder group to implement a proposed policy and practice guidelines.
Deliver a persuasive, coherent, and effective audiovisual presentation.

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What is the purpose of an ecological model?

What is the purpose of an ecological model?

What is the purpose of an ecological model?

Identify how the social worker might have used the ecological model to understand Brandon’s situation based on a person-in-environment perspective. Explain the use of the ecological model in this case on micro, mezzo, and macro levels.
Describe strengths that the social worker may have missed in assessing Brandon and his mother.
Explain how the social worker applied social work ethics and values in the case.
Review the challenges that the social worker identifies and explain the impact the abuse could have had on Brandon had his strengths not been identified and addressed.

Brandon is a 12-year-old, Caucasian male who currently resides with his mother and her boyfriend.
Brandon
Brandon is a 12-year-old, Caucasian male who currently resides with his mother and
her boyfriend. Six years ago, Brandon disclosed that his father had repeatedly sexually
abused him between the ages of 4 and 6. Brandon’s mother called law enforcement
immediately after the disclosure, and his father has been incarcerated since. Brandon
has previously participated in therapy to address challenging behaviors, including
physical aggression, difficulty following rules at home and school, and using
inappropriate language with sexual overtones toward female peers. Brandon and his
mother report that they ceased participating in therapy in the past after there was no
change in Brandon’s behavior. Brandon’s teachers have suggested that his behaviors
are similar to those of peers with attention deficit hyperactivity disorder (ADHD), but his
mother has declined educational or psychological testing because she does not want
her son to be labeled and is unsure if she agrees with the use of psychotropic
medication with children.

 

 

What is the purpose of an ecological model?

Brandon began attending trauma-focused treatment after demonstrating an increase in
argumentative behavior and minor property destruction at home. His mother reported
that the majority of undesired behaviors were initiated during interactions with her
boyfriend during lockdown due to the COVID-19 pandemic, when all three people were
confined to home. Brandon’s use of physical aggression has not increased since
returning to in-person school; however, a female peer recently reported him for using
sexually explicit language toward her. Brandon admitted to using inappropriate
language toward the female peer but appeared to have a limited understanding of what
the phrases used meant.

 

Ecological approach in social work

 

 

Brandon’s mother noted during intake that she is concerned
that her son will become a violent sexual offender or a pedophile and noted that his use
of sexual language was likely the start of sexual behavior problems.
At the beginning of treatment, Brandon reported that he frequently feared for his
physical safety but often could not pinpoint what made him feel unsafe. He had
searched the Internet to find registered sexual offenders in his neighborhood, and he
had begun sleeping with a loaded BB gun under his pillow in case someone entered the
home to assault him again. Brandon had flashbacks when trying to fall asleep and
described feeling like he was floating outside of his body when he thought of his abuse.
He had seen a television show where victims spoke at the parole hearings of their
perpetrators, and he spent many hours thinking about what he would say if he went to
his father’s parole hearing in 3 years. Brandon felt like he loved his father very much
and that his father was a great father except for when he hurt him. Brandon identified
wanting to feel less worried, sleep better, and fight less with his mother as primary
treatment goals.
Individual and Family Sessions
Brandon’s Sessions

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Describe the differences between a board of nursing and a professional nurse association

Describe the differences between a board of nursing and a professional nurse association

Describe the differences between a board of nursing and a professional nurse association. Nursing is a very highly regulated profession. There are over 100 boards and national nursing associations throughout the United States and its territories. Their existence helps regulate, inform, and promote the nursing profession. With such numbers, it can be difficult to distinguish between BONs and nursing associations and overwhelming to consider the various benefits and options offered by each.

 

Describe the differences between a board of nursing and a professional nurse association:The Impact of State Regulation on Nurse Practice

a board of nursing
Both boards of nursing and national nursing associations significantly impact the nurse practitioner profession and scope of practice. Understanding these differences helps lend credence to your expertise as a professional. In this Assignment, you will practice the application of such expertise by communicating a comparison of boards of nursing and professional nurse associations.

 

Describe at least one state regulation related to Advanced Practice Registered Nurses (APRNs)

• Assume that you are leading a staff development meeting on regulation for nursing practice at your healthcare organization or agency.
• Review the NCSBN and ANA websites to prepare for your presentation.

• Describe the differences between a board of nursing and a professional nurse association.
• Describe the board for your specific region/area.
o Who is on the board?

 

How the regulation influences the nurse’s role?

a board of nursing and a professional nurse association
o How does one become a member of the board?
• Describe at least one state regulation related to general nurse scope of practice.
o How does this regulation influence the nurse’s role?
o How does this regulation influence delivery, cost, and access to healthcare?
o If a patient is from another culture, how would this regulation impact the nurse’s care/education?
• Describe at least one state regulation related to Advanced Practice Registered Nurses (APRNs).
o How does this regulation influence the nurse’s role?
o How does this regulation influence delivery, cost, and access to healthcare?
• Has there been any change to the regulation within the past 5 years? Explain.

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Example of Critical Review of Journal Article

Example of Critical Review of Journal Article

Example of Critical Review of Journal Article

Introduction
 What was the objective of the study?
Methods
 What methods were used to accomplish this purpose (e.g., systematic recording
of observations, analysis and evaluation of published research, assessment of
theory, etc.)?
 What techniques were used and how was each technique performed?
 What kind of data can be obtained using each technique?
 How are such data interpreted?
 What kind of information is produced by using the technique?
Results

 

 What objective evidence was obtained from the authors’ efforts (observations,
measurements, etc.)?

 

Example of Critical Review of Journal Article

  • What were the results of the study?
  • How was each technique used to obtain each result?
  • What statistical tests were used to evaluate the significance of the conclusions
    based on numeric or graphic data?
  • How did each result contribute to answering the question or testing the
    hypothesis raised in the introduction?
    Discussion

 

 

 

  • How were the results interpreted? How were they related to the original problem
    (authors’ view of evidence rather than objective findings)?
  • Were the authors able to answer the question (test the hypothesis) raised?
  • Did the research provide new factual information, a new understanding of a
    phenomenon in the field, or a new research technique?
  • How was the significance of the work described?
  •  Do the authors relate the findings of the study to literature in the field?
  • Did the reported observations or interpretations support or refute observations or
    interpretations made by other researchers?

Example of Critical Review of Journal Article

2
2. Establish the research context
Once you are familiar with the article, you can establish the research context by asking
the following questions:
 Who conducted the research? What were/are their interests?
 When and where was the research conducted?
 Why did the authors do this research?
 Was this research pertinent only within the authors’ geographic locale, or did it
have broader (even global) relevance?

 

 

Were many other laboratories pursuing related research when the reported work
was done? If so, why?

Example of Critical Review of Journal Article

 For experimental research, what funding sources met the costs of the research?
 On what prior observations was the research based? What was and was not
known at the time?
3. Evaluate the research
Remember that simply disagreeing with the material is not considered to be a critical
assessment of the material. For example, stating that the sample size is insufficient is
not a critical assessment. Describing why the sample size is insufficient for the claims
being made in the study would be a critical assessment

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A Bronx Tale A Christmas Carol Essay Examples Free Sample

What is an abstract?

What is an abstract?

What is an abstract?

It is a self-contained, short, and powerful statement that describes a larger work. Components vary according to discipline. a social science or scientific work may contain the scope, purpose, results, and contents of the work. An  summary of a humanities work may contain the thesis, background, and conclusion of the larger work. An abstract is not a review, nor does it evaluate the work being abstracted. While it contains key words found in the larger work, the abstract is an original document rather than an excerpted passage.

Types of abstracts

There are two types : descriptive and informative. They have different aims, so, therefore, they have different components and styles.

A descriptive  indicates the type of information found in the work. It makes no judgments about the work, nor does it provide results or conclusions of the research. It does incorporate key words found in the text and may include the purpose, methods, and scope of the research. Essentially, the descriptive abstract describes the work being abstracted. Some people consider it an outline of the work, rather than a summary. Descriptive abstracts are usually very short—100 words or less.

Most  are informative. While they still do not critique or evaluate a work, they do more than describe it. A good, informative abstract acts as a surrogate for the work itself. That is, the writer presents and explains all the main arguments and the important results and evidence in the complete article/paper/book. An informative abstract includes the information that can be found in a descriptive abstract (purpose, methods, scope) but also includes the results and conclusions of the research and the recommendations of the author. The length varies according to discipline, but an informative abstract is rarely more than 10% of the length of the entire work. In the case of a longer work, it may be much less.

 

 

When preparing to draft your abstract, keep the following key process elements in mind:

 

 

  • Reason for writing:What is the importance of the research? Why would a reader be interested in the larger work?
  • Problem:What problem does this work attempt to solve? What is the scope of the project? What is the main argument/thesis/claim?
  • Methodology:An abstract of a scientific work may include specific models or approaches used in the larger study. Other abstracts may describe the types of evidence used in the research.
  • Results:Again, an abstract of a scientific work may include specific data that indicates the results of the project. Other abstracts may discuss the findings in a more general way.
  • Implications:What changes should be implemented as a result of the findings of the work? How does this work add to the body of knowledge on the topic?

An abstract is a short statement that describes a larger work (article, book, report).  If the article describes an experiment, the abstract will be divided into these sections (called a “structured abstract”):

  1. Scope
  2. Purpose
  3. Methodology
  4. Results
  5. Conclusion

 

include:

  • A full citation of the source, preceding the abstract.
  • The most important information first.
  • The same type and style of language found in the original, including technical language.
  • Key words and phrases that quickly identify the content and focus of the work.
  • Clear, concise, and powerful language.

If you are abstracting someone else’s writing:

When abstracting something you have not written, you cannot summarize key ideas just by cutting and pasting. Instead, you must determine what a prospective reader would want to know about the work. There are a few techniques that will help you in this process:

Identify key terms:

Search through the entire document for key terms that identify the purpose, scope, and methods of the work. Pay close attention to the Introduction (or Purpose) and the Conclusion (or Discussion). These sections should contain all the main ideas and key terms in the paper. When writing the abstract, be sure to incorporate the key terms.

Highlight key phrases and sentences:

Instead of cutting and pasting the actual words, try highlighting sentences or phrases that appear to be central to the work. Then, in a separate document, rewrite the sentences and phrases in your own words.

Don’t look back:

After reading the entire work, put it aside and write a paragraph about the work without referring to it. In the first draft, you may not remember all the key terms or the results, but you will remember what the main point of the work was. Remember not to include any information you did not get from the work being abstracted.

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Assessment 4 Instructions: Stakeholder Presentation

Assessment 4 Instructions: Stakeholder Presentation

 

 

 

Assessment 4 Instructions: Stakeholder Presentation. As a current or future nurse leader, you may be called upon to present to stakeholders and leadership about projects that you have been involved in or wish to implement. The ability to communicate a plan—and potential implications of not pursuing such a plan—to stakeholders effectively can be critically important in creating awareness and buy-in, as well as building your personal and professional brand in your organization. It is equally important that you know how to create compelling presentations for others’ delivery and ensure that they convey the same content you would deliver if you were the presenter.

You are encouraged to complete the Evidence-Based Practice: Basics and Guidelines activity before you develop the presentation. This activity consists of six questions that will create the opportunity to check your understanding of the fundamentals of evidence-based practice as well as ways to identify EBP in practice. The information gained from completing this formative will help promote success in the Stakeholder Presentation and demonstrate courseroom engagement—it requires just a few minutes of your time and is not graded.

Demonstration of Proficiency
Competency 1: Explain strategies for managing human and financial resources to promote organizational health.
Explain how the interdisciplinary plan could be implemented and how the human and financial resources would be managed.
<li”>Competency 2: Explain how interdisciplinary collaboration can be used to achieve desired patient and systems outcomes.
Explain an organizational or patient issue for which a collaborative interdisciplinary team approach would help achieve a specific improvement goal.
Competency 3: Describe ways to incorporate evidence-based practice within an interdisciplinary team.
Summarize an evidence-based interdisciplinary plan to address an organizational or patient issue.
Propose evidence-based criteria that could be used to evaluate the degree to which the project was successful in achieving the improvement goal.
Competency 5: Apply professional, scholarly, evidence-based communication strategies to impact patient, interdisciplinary team, and systems outcomes.
Slides are easy to read and error free. Detailed speaker notes are provided.
Organize content with clear purpose/goals and with relevant and evidence-based sources (published within 5 years) with an APA formatted reference list with few errors.
Professional Context
This assessment will provide you with an opportunity to sharpen your ability to create a professional presentation to stakeholders. In this presentation, you will explain the Plan-Do-Study-Act cycle and how it can be used to introduce the plan (P), implement the plan (D), study the effectiveness of the plan (S), and act on what is learned (A) to drive continuous improvement. By using this cycle, the stakeholders will have a tool and a proposal to expand on these ideas to drive workplace change and create improved processes to solve an interprofessional collaboration problem.

Scenario
In addition to summarizing the key points of Assessments 2 and 3, you will provide stakeholders and/or leadership with an overview of project specifics as well as how success would be evaluated—you will essentially be presenting a discussion of the Plan, Do, and Study parts of the PDSA cycle. Again, you will not be expected to execute the project, so you will not have any results to study. However, by carefully examining the ways in which your plan could be carried out and evaluated, you will get some of the experience of the thinking required for PDSA.

When creating your PowerPoint for this assessment, it is important to keep in mind the target audience: your interviewee’s organizational leadership. The overall goal of this assessment is to create a presentation that your interviewee could potentially give in his or her organization.

Instructions
Please follow the Capella Guidelines for Effective PowerPoint Presentations [PPTX]. If you need technical information on using PowerPoint, refer to Capella University Library: PowerPoint Presentations.

Be sure that your plan addresses the following, which corresponds to the grading criteria in the scoring guide. Please study the scoring guide carefully so you understand what is needed for a distinguished score.

 

Explain an organizational or patient issue for which a collaborative interdisciplinary team approach would help achieve a specific improvement goal

 

Assessment 4 Instructions: Stakeholder Presentation
Summarize an evidence-based interdisciplinary plan to address an organizational or patient issue.
Explain how the interdisciplinary plan could be implemented and how the human and financial resources would be managed.
Propose evidence-based criteria that could be used to evaluate the degree to which the project was successful in achieving the improvement goal.
Communicate the PowerPoint presentation of the interdisciplinary improvement plan to stakeholders in a professional manner, with writing that is clear, logically organized, and respectful with correct grammar and spelling using current APA style.
There are various ways to structure your presentation; following is one example:

Part 1: Organizational or Patient Issue.
What is the issue that you are trying to solve or improve?
Why should the audience care about solving it?
Part 2: Relevance of an Interdisciplinary Team Approach.
Why is using an interdisciplinary team relevant, or the best approach, to addressing the issue?
How will it help to achieve improved outcomes or reach a goal?
Part 3: Interdisciplinary Plan Summary.
What is the objective?
How likely is it to work?
What will the interdisciplinary team do?
Part 4: Implementation and Resource Management.
How could the plan be implemented to ensure effective use of resources?
How could the plan be managed to ensure that resources were not wasted?
How does the plan justify the resource expenditure?
Part 5: Evaluation.
What would a successful outcome of the project look like?
What are the criteria that could be used to measure that success?
How could this be used to show the degree of success?
Again, keep in mind that your audience for this presentation is a specific group (or groups) at your interviewee’s organization and tailor your language and messaging accordingly. Remember, also, that another person will ultimately be giving the presentation. Include thorough speaker’s notes that flesh out the bullet points on each slide.

Additional Requirements
Number of slides: Plan on using one or two slides for each part of your presentation as needed, so the content of your presentation will be 8–12 slides in length. Remember that slides should contain concise talking points, and you will use presenter’s notes to go into detail. Be sure to include a reference slide as the last slide of your presentation.
Number of references: Cite a minimum of 3 sources of scholarly or professional evidence that support your central ideas. Resources should be no more than five years old.
APA formatting: Make sure that in-text citations on your slides and in your notes pages and reference slide reflect current APA Style and Format.</li”>

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COMMUNITY HEALTH NURSING PRACTICUM

COMMUNITY HEALTH NURSING PRACTICUM

COMMUNITY HEALTH NURSING PRACTICUM

The following is a list from which a topic may be selected for your presentation(s). These are only suggestions; you may have another area that you may want to explore; these presentations will be done at the clinical site (confirm with clinical professor for evaluation method):
• Global society
• Cultural competence
• Health promotion-exercise, nutrition, disease prevention, immunizations, wellness, fitness, Breast & cervical cancer screening; mental health
• Environmental safety
• Community empowerment
• Care of families
• Care of populations-health disparities
• Child and adolescent needs
• Health needs of men or women-sexual and reproductive health
• Health needs of older adults
• Meeting the needs of the homeless
• Home care
• School client care
• Work setting client care
• Correctional client care
• Communicable diseases-TB, STD’s, HIV/AIDS
• Substance Abuse-Alcohol, tobacco, drugs, etc.
• Mental Health client needs
• Societal violence
• Physical health problems
• Urban and rural care
• Disaster care
• Community resources

Community Health Teaching Project

COMMUNITY HEALTH NURSING PRACTICUM
This assignment will be submitted in 2 parts. The student will outline a Community Health Plan and Health Education Lesson Plan for his/her community and implement this in his/her community.
Students will use the following steps to formulate a community health nursing project.
First, the student will submit a two-page proposal that follows APA reference format.
The steps are outlined below:
1. Assessment: Assess a targeted population in your community to see what needs to exist. This is done by researching health data for your population. Make sure you select and define your community by noting the history of your community.
2. Capture a picture of your selected community. What are the vital statistics of your community? Think about socioeconomic statistics. What are the leading causes of death? What illnesses or diseases are present in your community? Do citizens in your community have easy access to primary care? What are the most prevalent health problems in your community?
3. Formulate a community health nursing diagnosis related to this health need, based on this data, what are the strengths and needs of your community?
4. Plan community intervention. Ask yourself if this will have a positive health impact in the designated population? How do you know?
5. Implementation. Create an educational presentation that will address the most important needs of your population. The presentation must be arranged with your instructor. The instructor will attend your presentation virtually or in person.

 

How would you evaluate your intervention?

COMMUNITY HEALTH NURSING PRACTICUM

Examples for the project: Health screening, health education, getting a sidewalk or gym or rec. center built, provide car seats for children in poverty areas, design and after-school-program for at risk students, provide training to inmates or correctional facility staff on infection control, organize a home visitation for at-risk teen moms, teaching nutritional cooking to moms receiving WIC, intervene in a communicable disease outbreak situation, develop a disaster plan, STD/HIV reduction rate program in a specific population, increase immunization rates in school-age children, Safety (texting while driving)(car seats)(firearm)(summer), depression screening of college students, assessing client satisfaction with public health services, obesity prevention, nutrition programs, physical fitness programs, marketing prenatal care, CHIP (community health improvement plan), teaching parents alternative discipline methods, tobacco cessation, etc.

Please, refer to the following documents to identify a possible topic for the Teaching projects/presentations.

1. See Healthy People 2030 list of related federal government priority problems to be remedied for your age group.
2. See the JCAHO list of Safety Problems for this year.
3. Speak with your professor and determine Quality Improvement Projects available, Incident Reports for the last year.
4. Do a needs survey of your classmates to determine their perception of what they want to learn?

The following is a list of suggested special projects/activities:

1. Poster.
2. Games.
3. Bulletin boards.
4. Videos.
5. Flyer

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CASE STUDY: ABOVE KNEE AMPUTATION

CASE STUDY: ABOVE KNEE AMPUTATION

CASE STUDY: ABOVE KNEE AMPUTATION. GROUP #1:

CASE STUDY: ABOVE KNEE AMPUTATION

 

Scenario:

E.B., a 69-year-old man with type 1 diabetes mellitus (DM), is admitted to a large regional medical center complaining of severe pain in his right foot and lower leg. The right foot and lower leg are cool and with-out pulses (absent by Doppler). Arteriogram demonstrates severe atherosclerosis of the right popliteal artery with complete obstruction of blood flow. Despite attempts at endarterectomy and administration of intravascular alteplase (tissue plasminogen activator [TPA]) over several days, the foot and lower leg become necrotic. Finally, the decision is made to perform an above-the-knee amputation (AKA) on E.B.’s right leg.

E.B. is recently widowed and has a son and daughter who live nearby. In preparation for E.B.’s surgery, the surgeons wish to spare as much viable tissue as possible. Hence, an order is written for E.B. to undergo 5 days of hyperbaric therapy for 20 minutes bid.

 

  1. What is the purpose of hyperbaric therapy?

 

 

Is it better to amputate above or below the knee?

CASE STUDY: ABOVE KNEE AMPUTATION

 

CASE STUDY PROGRESS

As you prepare E.B. for surgery, he is quiet and withdrawn. He follows instructions quietly and slowly

without asking questions. His son and daughter are at his bedside, and they also are very quiet. Finally,

E.B. tells his family, “I don’t want to go like your mother did. She lingered on and had so much pain. I

don’t want them to bring me back.”

  1. You look at his chart and find no advance directives. What is your responsibility?

 

  1. What is your assessment of E.B.’s behavior at this time? What characteristics of anticipatory grieving is E.B. exhibiting and what phase of anticipatory grieving is E.B. in?

 

  1. What are some appropriate interventions and responses to E.B.’s anticipatory grief?

 

 

 

 

CASE STUDY PROGRESS

E.B. returns from surgery with the right stump dressed with gauze and an elastic wrap. The dressing is dry and intact, without drainage. He is drowsy with the following vital signs (VS): 142/80, 96, 14, 97.9 ° F (36.6 ° C), Sp O2= 92%. He has a maintenance IV of D5NS infusing at 125 mL/hr in his right forearm.

 

  1. The surgeon has written to keep E.B.’s stump elevated on pillows for 48 hours; after that, have

him lie in a prone position for 15 minutes, four times a day. In teaching E.B. about his care,

how will you explain the rationale for these orders?

 

  1. In reviewing E.B.’s medical history, what factors do you notice that might affect the condition

of his stump and ultimate rehabilitation potential?

 

CASE STUDY PROGRESS

You have just returned from a 2-day workshop on guidelines for the care of surgical patients with type 1-DM. You notice that E.B.’s daily fasting blood glucose has been running between 130 and 180 mg/dL. The sliding-scale insulin intervention does not begin until blood glucose values equal to or greater than 200 mg/dL are reported. You recognize that patients with blood glucose values even slightly above normal suffer from impaired wound healing.

  1. Identify four interventions that would facilitate timely healing of E.B.’s stump.

 

  1. What should the postoperative assessment of E.B.’s stump dressing include?

 

  1. You are reviewing the plan of care for E.B. Which of these care activities can be safely

delegated to the nursing assistive personnel (NAP)? (Select all that apply.)

  1. Rewrapping the stump bandage
  2. Checking E.B.’s vital signs
  3. Assessing E.B.’s IV insertion site
  4. Assisting E.B. with repositioning in the bed
  5. Asking E.B. to report his level of pain on a 1-to-10 scale

 

 

  1. On the evening of the first postoperative day, E.B. becomes more awake and begins to

complaining of pain. He states, “My right leg is really hurting; how can it hurt so bad if

it’s gone?” What is your best response?

  1. “That is a side effect of the medication.”
  2. “You can’t be feeling that because your leg was amputated.”
  3. “Don’t worry, that sensation will go away in a few days.”
  4. “Are you able to rate that pain on a scale of 1 to 10?”

 

  1. What kind of pain is E.B. experiencing where his right leg used to be and what interventions can be employed to help E.B. with this type of pain?

 

11(a). What is causing this type of pain for E.B.?

 

How long is recovery from above-knee amputation?

CASE STUDY: ABOVE KNEE AMPUTATION

 

CASE STUDY PROGRESS

The case manager is contacted for discharge planning. E.B. will be discharged to an extended care

facility for strength training. Once the patient receives his prosthesis, he will receive balance training.

After that, he will be discharged to his daughter’s home. A physical therapy and occupational therapy

Home evaluation should be ordered.

 

  1. What instructions should be given to E.B.’s daughter concerning safety around

the home?

  1. The signs and symptoms of neurovascular compromise leading to compartment syndrome include: (Select all that apply)
  2. Increased pulse
  3. Paleness
  4. Poikilothermia
  5. Paresthesia
  6. Paralysis or paresthesia

 

  1. A nurse is performing an assessment on a client admitted to the hospital with a musculoskeletal injury. The nurse assesses for manifestations associated with neurovascular compromise when the nurse:
  2. Counts the client’s apical pulse for 1-full minute
  3. Observes for drainage on the dressing of the affected extremity
  4. Takes the client’s blood pressure on the unaffected side
  5. Determines if the pain is experienced with passive motion of the affected extremity

 

  1. A client with a fractured femur experiences sudden dyspnea, tachypnea and tachycardia. An ABG is ordered. The nurse suspects the client probably experienced a fat embolism based on the results of which factor in the ABG?
  2. pH
  3. PaCO2
  4. HCO3
  5. PaO2

 

CASE STUDY OUTCOME

E.B. makes a smooth transition from the hospital to the rehab facility and then to the daughter’s home.

He was never able to adapt to independent living, so he eventually moved into his daughter’s home.

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Categories
Essay Examples

Patient Concept Map

Patient Concept Map

Patient Concept Map

  1. Choose an individual for whom you have cared in the clinical setting.
  2. Create a concept map based on the complete physical assessment you performed while providing care using the provided powerpoint template.
    1. Components of the concept mapIndividual’s information )
      1. Age
      2. Medical diagnosis
      3. A brief review of the underlying pathophysiology

*List what functional changes are happening

*List process that initiated and maintained disorder or disease

  1. Assessment Data
    1. Include all assessment data, not simply information that supports the selected nursing diagnoses

Inspect

Palpation

Percussion

Auscultate

Neurological Exam

 

How to do a concept map for nursing

Patient Concept Map

  • Nursing Diagnoses )
    1. Select three nursing diagnoses to addresses
      1. One must be an actual problem
      2. One must address a psychosocial need
      3. The final must be a high priority for the individual
    2. Linkages Within and Between Diagnoses ()
      1. The concept map demonstrates the relationship within and between the nursing diagnoses.
    3. Planning
      1. Prioritize diagnoses to reflect the needs of the individual
      2. Set realistic outcome measurement
    4. Implementation
      1. Interventions are individualized for patient-provider rationale
      2. Interventions support the achievement of selected outcome measurements-provide rationale

 

  • Evaluation of Outcomes
    1. Determine if outcomes were met.
    2. Provide evidence that supports that determination.
    3. Describe what changes, if any, are needed to promote expected outcomes in the future.
  • Safety-Communication-Infection Control
    1. specific elements of communication used when providing care,
    2. safety concerns related to the individual for whom you cared, and
    3. infection control practices followed while caring for this patient.

 

 

HISTORY OF PRESENT PROBLEM

Patient Concept Map

 

The patient is Joan Walker; she is 84 years old. She has had a productive cough which is green in colour for the past 4 days. Her PCP (primary care provider) started her on Prednisone 40 mg daily and Azithromycin (Zithromax) 250 mg PO for 5 days which she started 3 days ago. She has had intermittent chills, a fever last night of 102F/38.9C and has increased shortness of breath especially in the evening and during the night. She is using her albuterol inhaler about every 1-2 hours which does not seem to be working. She called 911 and is now in your ER and you are the nurse responsible for her care.

 

 

PERSONAL/SOCIAL HISTORY

 

 

Joan is a widow for the past 6 months, after being married for 64 years and is currently living in an SNF (skilled nursing facility). Taught as an elementary school teacher for over 30 years in the local community. She is active in her church and called her pastor who can with her to the ER. You walked in as the pastor asked Joan if she would like to pray. Joan replied to the pastor “yes please I feel that this may be the beginning of the end for me”

Current vital signs T: 103.2F/39.6, P 110 regular, R 30 laboured and using accessory muscles, BP 178/96, O2 sat 86% on 6 litres of oxygen via nasal cannula, P-Q-R-S-T Pain Assessment Provoking: deep and shallow breathing, Quality: ache, Radiation: generalized pain over the right side of chest no radiation, Severity: 3/10, Timing: Intermittent last a few seconds

 

 

CURRENT ASSESSMENT:

Patient Concept Map

 

General Appearance: appears anxious and in distress, barrel chest observed

Respiratory: Dyspnea with use of accessory muscles, breath sounds very diminished bilaterally anterior and posterior with scattered expiratory wheezing

Cardiac: Pale hot and dry, no oedema, heart sounds regular S1 S2 pulse strong equal with palpation at radial/pedal/post-tibial landmarks

Neuro: Alert and orientated to person, place, time, and situation (x4)

GI: Abdomen soft non-tender bowel sounds audible per auscultation in all 4 quadrants

GU: Voiding without difficulty, urine clear

Skin: intact turgor elastic and no tenting visible

Fluid and Electrolytes/Lab/ Diagnostic results

Chest x-ray: left lower lobe infiltrate with hypoventilation present in both lung fields

Lab: WBC (4.5-11.0) hers: current is 14.5 prior was 8.2

Hgb (12-16g/dL) current 13.3 prior was 12.8

Platelets (150-450×103/ul) current 217 prior was 298

Neutrophil % (42-72) current 92 prior was 75

Band for (3-5%) current 5 prior was 1

Here is more lab data:

Basic Metabolic Pane. (BMP):

Sodium (135-145 mEq/L) current 138 prior 142

Potassium (3.5-mEq/L5) current 3.9 prior 3.8

CO2 (Bicarb) (21-31mmol/L) current 35 prior 31

Glucose (70-110 mg/dL) current 112 prior 102

BUN (7-25 mg/dL) current 32 prior 28

Creatinine (0.6-1.2) current 1.2 prior 1.0

Lactate (0.5-2.2 mmol/L) current 3.2 prior NA

ARTERIAL BLOOD GAS (ABG):

pH (7.35-7.45) current 7.25

pCO2 (35-45) current 68

pO2 (80-100) current 52

HCO3 (bicarb) (18-26) current 36

O2 sat (>92%) current 84%

What is the ABG interpretation?

HERE IS THE PATIENT’S MEDICATION

Lorazepam 2.5 mg every 6 hours as needed for anxiety

Atorvastatin 600 mg twice a day

Enalapril 10 mg daily

Albuterol MDI 2 puffs every 4 hours PRN

Salmeterol/fluticasone Diskus (Advair) 1 puff every 12 hours

Triamterene-HCTA (Dyazide) 1 tablet daily

Calculate the Price

Approximately 250 words

Total price (USD) $: 10.99