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Health care delivery and clinical systems

Students are required to submit weekly reflective narratives throughout the course that will culminate in a final, course-long reflective journal due in Topic 10. The narratives help students integrate leadership and inquiry into current practice.

This reflection journal also allows students to outline what they have discovered about their professional practice, personal strengths and weaknesses, and additional resources that could be introduced in a given situation to influence optimal outcomes. Each week students should also explain how they met a course competency or course objective(s).

In each week’s entry, students should reflect on the personal knowledge and skills gained throughout the course. Journal entries should address one or more of the areas stated below.  In the Topic 10 graded submission, each of the areas below should be addressed as part of the summary submission.

  1. New practice approaches
  2. Interprofessional collaboration
  3. Health care delivery and clinical systems
  4. Ethical considerations in health care
  5. Practices of culturally sensitive care
  6. Ensuring the integrity of human dignity in the care of all patients
  7. Population health concerns
  8. The role of technology in improving health care outcomes
  9. Health policy
  10. Leadership and economic models
  11. Health disparities

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analyze the financial health of an organization

For this project, gather with your team and analyze the financial health of an organization you have collectively selected.You and your team will develop and include recommendations for the improvement of the financial health of the company. The company WE CHOSE is GOOGLE

To accomplish this:

  1. Explore your chosen organization’s financial statements for the last five years. (attached)
     
  2. Use ratio analysis and other forms of analyses like trend analysis to identify 2-3 financial opportunities or challenges. (only this part need to be done)

3. Investigate news and press releases focused on the organization to better understand the underlying factors influencing those issues. 


4. Explore actionable solutions to tap the opportunity or mitigate the challenge. 

(i put 3.4 here just for you to better understand this project, follow the instructions, thank you)

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How would your communication and interview techniques for building a health history differ with each patient?

For advanced health assessment, To prepare:
With the information presented in Chapter 1 of Ball et al. in mind, consider the following:
By Day 1 of this week, you will be assigned a new patient profile by your Instructor for this Discussion. Note: Please see the “Course Announcements” section of the classroom for your new patient profile assignment.
How would your communication and interview techniques for building a health history differ with each patient?
How might you target your questions for building a health history based on the patient’s social determinants of health?
What risk assessment instruments would be appropriate to use with each patient, or what questions would you ask each patient to assess his or her health risks?
Identify any potential health-related risks based upon the patient’s age, gender, ethnicity, or environmental setting that should be taken into consideration.
Select one of the risk assessment instruments presented in Chapter 1 or Chapter 5 of the Seidels Guide to Physical Examination text, or another tool with which you are familiar, related to your selected patient.
Develop at least five targeted questions you would ask your selected patient to assess his or her health risks and begin building a health history.

DISCUSSION CASE PATIENT: 21-year-old Filipino college student living in a dorm wanting to know what birth control is:
For advanced pharmacology,Post a description of the patient case from your experiences, observations, and/or clinical practice from the last 5 years. Then, describe factors that might have influenced pharmacokinetic and pharmacodynamic processes of the patient you identified. Finally, explain details of the personalized plan of care that you would develop based on influencing factors and patient history in your case. Be specific and provide examples

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The Law and Health Care Practice

Assessment 1: Essay (E-tivities) & Annotated Bibliography
Task Overview
Course NUR8340: The Law and Health Care Practice
Assessment name Essay (E-tivities) & Annotated Bibliography
Brief task description The first part of this assessment requires you to participate in a minimum of four (4) Etivities. These will form Part A – essay. You will then locate four (4) recent journal articles on one of your chosen E-tivity topics, relevant to your workplace, and provide an annotated bibliography of these articles.
Rationale for assessment task This assessment will enable you to link a relevant legal and/or ethical issue in your workplace to the literature and make sense of how current research can be put into practice. Evidence based practice at work.
Due Date Tuesday 19th April 2022 by 2355 AEST.
Length 1500 words for the Essay (E-tivities).
1500-1800 words for the Annotated Bibliography. The reference for each chosen article is not included in the word count.
Marks out of: Weighting: Total marks /100
50% of final grade.
Course
Objectives

  1. Critically review contemporary law and health literatures to inform legal, ethical, and professional health care practice.
  2. Employ a realistic application of theories and principles of law and ethics to the design of reasoned responses to critical incidents in health care practice.
    Task Details For this assessment you will apply and contextualise advanced knowledge and understanding of Australian healthcare law and/or ethics that impacts on your workplace, through contributing to E-tivities and an annotated bibliography.
    PART A – Essay – E-tivities:
    Format: You will submit evidence of participation in the E-tivities by copying and pasting your chosen contributions from the Study Desk E-tivity Forums onto a Word document file for submission. Please use a heading for each E-tivity indicating the week it came from.
    Guidelines for E-tivities
    • Each week, an E-tivity will be assigned as part of your weekly activities. Read what the activity is asking you to do and post your response on that week’s Etivity Forum.
    • Complete a minimum of four (4) E-tivities on four (4) different weeks (there is no maximum to the number of contributions you can make),
    • You are to support at least two (2) of your E-tivity contributions with a minimum of one (1) contemporary literature source and provide a reference for
    that source using APA 7th edition referencing style at the end of your E-tivity post.
    • Choose a minimum of four (4) of your E-tivity responses and copy and paste them onto a word document. These form Part A of this assessment.
    NOTE: The four (4) E-tivities chosen must equal 1500 words (+/-10%). If you choose to use more than four (4) contributions, please do not exceed 1500 words (+/-10%).
    Intext referencing is included in the word count, but the reference source at the end is not.
    Part B – Annotated Bibliography:
  3. Choose one of the topics from Part A, your E-tivity participation, and locate four (4) contemporary journal articles relevant to your chosen topic (one article can be the one you used in your discussion). For example: each week’s E-tivity matches the content of that week. If you submit the Week 5 E-tivity in Part A, then you may choose Negligence as your topic for Part B and you will locate four (4) journal articles on Negligence.
    Write an annotated bibliography on each article using the following format:
    • One introduction for the whole annotated bibliography section – introduce your chosen topic and the articles you will discuss. (100-150 words)
    • Full citation for each article directly above its annotated bibliography – APA
    7th referencing must be used. (not included in the word count)
    • Annotation Bibliography (one for each article):
    o a summary of the article in your own words (one paragraph).
    (100-150 words) o a critique of the article, which is a brief statement about the article’s calibre ie:
    ? is the article easy to understand and current?
    ? is the article easy to set out well – headings/subheadings?
    ? Is the author(s) credible?
    ? Are the interpretation of findings correct?
    ? what type of audience would benefit from reading this article?
    (100-150 words)
    o a reflection on the articles value ie:
    ? how relevant is the information in the article to your own practice as a health care professional? (100-150 words)
    NB: the word count in red beside each section is a guide only.
    Resources available to assist with task The StudyDesk Assessment Tab contains the following resources to help you with this assessment:
  • Information on how to write an Annotated Bibliography.
  • Information on how to do APA 7th edition referencing style.
  • Link to the library APA 7th edition referencing guide.
    Support for academic writing (and referencing) is available from the Learning Advisor and Liaison Librarian, you can find information and contact them via their site: Study and Research Support for Health & Community students
    Writing & formatting requirements Case study and discussion on the legal and ethical issues will be in academic writing style ie third person.
    Reflection, section (4), may be in first person.
    Assignments should be presented using:
    • Double-line spacing
    • Times New Roman, 12 point font
    • APA formatting (7th Edition as per APA guide)
    • Footer with name, student number & page number
    Referencing/ citations • For this assessment you will use APA 7th referencing style.
    • Sources: your reference list must include at least 8 scholarly sources with the majority no older than 6 years old (four of them will be your chosen articles for the Annotated Bibliography).
    In text citations: You must include intext citations in the body of your work. Each new point or piece of evidence must be attributed (via in-text citation) to the source.
    Submission What you need to submit:
    One Microsoft Word document to the submission link on the course StudyDesk that contains the following items:
    • The Essay and Annotated Bibliography as one document,
    • No coversheet but footer must include: course code, semester and year, student name, student number, page number
    • Do NOT include the marking criteria sheet
    • Save your document with the following naming convention:
    surname_initial_NUR8340_A1.doc
    E.g: Jones_J_NUR8340_A1.doc
    Please upload the four journal articles, or a clear link to them (eg. URL), on a separate page to the second submission link – Save your document with the following naming convention: surname_initial_NUR8340_A1articles.doc
    E.g: Jones_J_NUR8340_A1articles.doc
    Marking and moderating • This task will be marked against a marking rubric available on StudyDesk.
    • All staff who are assessing your work meet to discuss and compare their judgements before marks or grades are finalised.
    Academic integrity & Misconduct Students should be familiar with, and abide by, USQ’s policy on Academic Integrity and the definition of Academic Misconduct . Penalties apply to student’s found to have breached these policies & procedures.
    Assessment policy &
    procedure
    Information and links regarding USQ’s assessment policy/ procedure; extensions and late submissions; academic integrity & misconduct and marking are found on your course StudyDesk Assessment page.
    Note on Late submission & extensions: Applications for an extension of time will only be considered if received in accordance with the USQ Assessment procedure and the Assessment of Compassionate and Compelling Circumstances Procedure. Refer to the links on StudyDesk for copies of these procedures.
    NUR8340: The Law and Health Care Practice. Semester 1, 2022
    Assessment 1: Annotated Bibliography and Essay – Marking Rubric
    E-tivity 20 – 17 16.9 – 15 14.9 – 13 12.9 – 10 9.9 – 0
    Contributions to E-tivities
    (20 marks) Evidence of 4 or more Etivity contributions to 4 different weeks, which are highly articulate and relevant to the week’s topic.
    Evidence of 4 E-tivity contributions to 3-4 different weeks, which are relevant to the week’s topic. Evidence of 3-4 E-tivity contributions to 3-4 different weeks, which are mostly relevant to the week’s topic. Evidence of 2-3 E-tivity contributions to 2-3 different weeks which attempt to be relevant to the week’s topic. Evidence of one (1) or more contributions to E-tivities which are not relevant to the week’s topic.
    No evidence of contributing to an E-tivity.
    6 – 5.1 4.6 – 5 4.5 – 4
    3.9 – 3 2.9 – 0
    Referencing
    in E-tivities
    APA7th ed referencing
    style used
    (6 marks) A minimum of two (2) reference sources have been used to support a minimum of two (2) E-tivity discussions.
    APA7 is used correctly to cited sources both within text and at the end of the Etivity with no errors.
    Two (2) reference sources have been used to support two (2) E-tivity discussions.
    APA7 is used correctly to cite sources both within text and at the end of the E-tivity with some minor errors. Two (2) reference sources have been used to support one (1) E-tivity discussion.
    APA7 is mostly used correctly to cite source(s) within text and at the end of the E-tivity with numerous minor errors.
    One (1) reference source has been used to support one (1) E-tivity discussion.
    APA7 is mostly used correctly to cite the source within text and/or at the end of the E-tivity with major errors.
    An attempt to provide one (1) reference source has been made intext only/no reference sources have been used to support the E-tivity discussion.
    APA7 has not been correctly used intext/no referencing.
    Annotated Bibliography
    4
    3
    2
    1
    0.9 – 0
    Bibliographic (reference) details APA
    7th ed
    (4 marks) All four (4) annotated bibliography journal articles are cited in correct APA7 referencing format with no errors. All four (4) annotated bibliography journal articles are cited in correct APA7 referencing format with one error. All four (4) annotated bibliography journal articles are cited in correct APA7 referencing format with twothree errors. All four (4) annotated bibliography journal articles are cited with an attempt at APA7 referencing format with more than four errors. There are omitted or no citations for the annotated bibliography journal articles/
    APA7 referencing format has not been used.
    5
    4
    3
    2
    1 – 0
    Introduction to Annotated Bibliography
    (5 marks) Highly relevant comprehensive introduction. Defines topic at an advanced level and includes a comprehensive introduction to the annotated bibliography articles. Well-developed introduction. Defines the topic and includes an introduction to the annotated bibliography articles.
    Effective attempt at writing an introduction. Defines the topic and attempts to introduce the annotated bibliography articles. An attempt made to provide an introduction,
    The topic chosen is not clear. Some/vague evidence of introducing the annotated bibliography articles. Inadequate and/or poor introduction.
    Minimal/no evidence of an overview of the annotated bibliography.
    20 – 17 16.9 – 15 14.9 – 13 12.9 – 10 9.9 – 0
    Summary of
    article
    (20 marks – 5 marks for each article) A sophisticated choice of all articles which are relevant to the topic.
    A comprehensive summary, demonstrating a thorough understanding of each article has been provided.
    There is no repetitiveness in the summaries. All articles have been well chosen and are relevant to the topic.
    A comprehensive summary, demonstrating a considerable understanding of each article has been provided.
    There is no repetitiveness in the summaries. All articles chosen are relevant to the topic. A clear summary, demonstrating a broad understanding of each article has been provided. There is some repetitiveness in the summaries. All articles chosen are somewhat relevant to the topic.
    A summary, demonstrating a beginning understanding of each article has been provided but is unclear at times.
    There are a number of repetitive statements in the summaries. Articles chosen are not relevant to the topic/ there are
    less than five articles chosen/ no summary has been provided.
    20 – 17 16.9 – 15 14.9 – 13 12.9 – 10 9.9 – 0
    Critique of each article (20 marks – 5 marks for each article) A comprehensive critique of each article is provided which is highly articulate and clearly describes how the article is set out and who would benefit from reading it.
    Highly relevant rationales are used to support the critique. There is a high level of synthesis of the material. A substantial critique of each article is provided which is articulate and clearly describes how the article is set out and who would benefit from reading it.
    Relevant rationales are used to support the critique. Material is well synthesised. A sound critique of each article is provided which describes how the article is set out and who would benefit from reading it.
    Sound rationales are used to support the critique however greater synthesis is needed. A broad critique of each article is provided which attempts to describes how the article is set out and who would benefit from reading it.
    An attempt has been made to provide rationales to support the critique, however more detail and relevance is required. A limited/no critique of each article is provided. It is not clear how the article is set out and who would benefit from reading it, or there is no information provided.
    Limited/no attempt to provide rationales to support the critique.
    20 – 17 16.9 – 15 14.9 – 13 12.9 – 10 9.9 – 0
    Reflection for each article (20 marks – 5 marks for each article) A highly articulated and comprehensive reflection on each article is presented.
    A highly articulated reflection
    on relevance to own professional practice is presented.
    A relevant and concise reflection on each article is presented.
    A well-articulated reflection on relevance to own professional practice is presented. A sound reflection on each
    article is presented however some generalisations used rather than personal reflection.
    Relevance to own professional practice is presented. A generic reflection is provided with an attempt at a personal reflection.
    It is unclear what the relevance is to own professional practice.
    The reflection is vague and generic with no attempt at personal reflection/ No reflection is provided.
    No attempt at providing information on relevance to own professional practice.
    5 4 3 2 1 – 0
    Academic
    writing/ expression/ grammar (5 marks) Word limit has been adhered to.
    High standard of academic presentation with formatting style adhered to.
    Good standard of academic presentation with formatting style mostly adhered to.
    Sound standard of academic presentation with some errors in formatting style.
    Basic/beginner standard of academic presentation with a number of errors in formatting style.
    Word limit has not been adhered to.
    Assessment is poorly presented demonstrating poor understanding of academic presentation. Numerous errors in formatting style.
    Writing is clear, concise & fluent with few/no spelling or
    grammatical errors
    Structure:
    Well-constructed with excellent paragraph and sentence structure. Writing style conforming to assessment instructions. Writing is clear & fluent with some spelling and/or
    grammatical errors
    Structure:
    Well-constructed with good paragraph and sentence structure. Writing style mostly conforming to assessment instructions. Writing is mostly clear but lacks fluency in places with a number of spelling and/or grammatical errors
    Structure:
    Some paragraph and/or sentence structure errors. Writing style mostly conforming to assessment instructions. Writing is unclear and lacks fluency in places with many spelling and/or grammatical
    errors
    Structure:
    There are paragraph and/or sentence structure errors. Writing style partially conforms to assessment instructions. Writing is difficult to follow with
    major spelling and grammatical errors.
    Structure:
    Poor paragraph and sentence structure. Writing style does not conform to assessment instructions.
    All marking is completed in Turnitin. You will find your feedback and marks there. This rubric is for your reference only.
    Please note that a LATE PENALTY of 5% of the total marks available for the assessment will be deducted for each day the assessment is late

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Health Issues Facing the Elderly

Assignment details: Health Issues Facing the Elderly

Pathological Factors Affecting Response to Sex among the Elderly

Various diseases, medicines, injuries, and surgeries affect the sexual responses of the elderly (Gewirtz-Meydan et al.,2018). For instance, diabetes causes erectile dysfunction in elderly males and regular vaginal yeast infections in women. These instances make sex undesirable and uncomfortable for the elderly. Heart disease affects the ability to experience orgasms, be aroused, or maintain an erection. Older persons dread engaging in sexual intercourse for fear of another heart attack. Arthritis is another disease that makes sex unbearable. Pain in the joints prevents the elderly from engaging or enjoying intimacy. Chronic pain due to injuries, surgery, and specific diseases interferes with the desire for sexual intimacy among older people (Srinivasan et al.,2019). Medications meant to manage the pain have side effects which affect sex drive. mastectomy and hysterectomy make older women unsure about sex (Mernone et al.,2019).  They feel unattractive to their spouses.

Dementia has a huge effect on sexual life. Elderly patients with this condition may be interested in having sex, but they are unable to distinguish between good and bad sexual behaviors. For instance, dementia patients may not recognize their partner, and end up making advances to other people (Pinho & Pereira, 2019). Menopause also affects women’s sexual response. A dry vagina and disinterest in sex are the symptoms of this stage due to hormonal changes. Menopausal and post-menopausal women experience pain, irritation, and burning alongside bleeding during sex (Scavello et al.,2019). These experiences decrease their interest in intercourse. Medications meant to treat various diseases also cause sexual problems.  Drugs to treat high blood pressure, depression, allergies, ulcers, anxiety, cancer, Parkinson’s disease, and appetite affect the sex drive of elderly patients. These medications cause erectile dysfunction in men. They also make the men experience difficulties in ejaculation. STDs like gonorrhea, HIV/AIDS, and syphilis prevent the elderly from sexual activity. The fear of infection and medication causes a negative response to sex in the elderly. Nurses should support the elderly to encourage them to engage in sex.

Factors Decreasing Immunity in the Elderly

Aging decreases the performance of organ systems including the immune system. Immune cells cannot fight diseases like before, making the elderly more vulnerable (Fuentes et al.,2017). Nutritional and psychological factors, complementary, and alternative medications, and drugs affect the immune system of the elderly. Psychological factors like stress, life experiences, emotion, and anxiety alter the functionality of the body’s immunity.  The elderly experience psychological problems due to changes that alter their normal functioning. Stress and life events influence the susceptibility to disease development in the elderly. For instance, stress reduces the antibody responses causing poor immunity.

Nutritional practices affect the elderly’s immune system. Malnutrition is a common effect of poor nutrition among the elderly. Fried foods result in inflammation thus dampening the immune response. Meat carries toxic chemicals and viruses that interfere with immunity and increase inflammation. Processed foods drain nutrients and hinder proper immune functioning (Houghton,2020). These foods affect gut health, increasing the risk of disease development in the elderly due to poor immunity.

 Some medications are taken daily to treat diseases like diabetes, HIV, and others that affect appetite. Most are associated with weight loss and loss of appetite. Alternative and complementary medications also have the same effect. Constant interaction between the medication and food nutrients affects absorption, metabolism, digestion, and excretion.  Drug abuse further causes dehydration, sleep problems, poor nutrition, and stress. These alter the immune system increasing the risk of infections and disease. 

References

Fuentes, E., Fuentes, M., Alarcón, M., & Palomo, I. (2017). Immune system dysfunction in the elderly. Anais da Academia Brasileira de Ciências, 89(1), 285-299. doi:10.1590/0001-3765201720160487

Gewirtz-Meydan, A., Hafford-Letchfield, T., Benyamini, Y., Phelan, A., Jackson, J., & Ayalon, L. (2018). Ageism and sexuality. In Contemporary perspectives on ageism (pp. 149-162). Springer, Cham.

Houghton, T. S. (2020, March 20). How does nutrition affect the immune system? [Web log post]. Retrieved from https://nutritionstudies.org/how-does-nutrition-affect-the-immune-system/

Mernone, L., Fiacco, S., & Ehlert, U. (2019). Psychobiological factors of sexual functioning in aging women–findings from the women 40+ healthy aging study. Frontiers in psychology, 10, 546.

Pinho, S., & Pereira, H. (2019). Sexuality and intimacy behaviors in the elderly with dementia: the perspective of healthcare professionals and caregivers. Sexuality and Disability, 37(4), 489-509.

 Scavello, I., Maseroli, E., Di Stasi, V., & Vignozzi, L. (2019). Sexual health in menopause. Medicina, 55(9), 559.

Sexuality in later life. (n.d.). PsycEXTRA Dataset. doi:10.1037/e321712004-001

Srinivasan, S., Glover, J., Tampi, R. R., Tampi, D. J., & Sewell, D. D. (2019). Sexuality and the older adult. Current psychiatry reports, 21(10), 1-9.

World Health Organization. (2021, April 13). Diabetes. Retrieved from https://www.who.int/news-room/fact-sheets/detail/diabetes

Pathological Conditions in Older Adults

Crego Leon, Leticia

St. Thomas University

January 25, 2022

Pathological Conditions in Older Adults

Pathological Conditions that might affect the Sexual Responses in Older Adults

Many physical and/or medical issues can impair sexual function. Diabetes, heart and vascular (blood vessel) illness, neurological problems, hormonal imbalances, chronic diseases such as kidney or liver failure, alcoholism, and drug misuse are examples of these ailments. Furthermore, the adverse effects of various medicines, especially antidepressants, might impair sexual performance. Again, psychological factors such as work-related stress and anxiety, concerns about sexual performance, marital or relationship problems, depression, feelings of guilt, body image concerns, and the effects of past sexual trauma can all impact sexual responses, particularly in older adults.

Intimacy between elderly individuals might be hampered by pain. Chronic pain does not have to be a part of becoming older and is frequently treatable. However, certain pain relievers can impair sexual function. Furthermore, some persons with dementia may have an increased interest in sex and physical intimacy, but they may not recognize what appropriate sexual activity is. Those with severe dementia may not recognize their spouse or lover, but they still need sexual interaction and may seek it elsewhere (Ferretti, Iulita, Cavedo, Chiesa, & Dimech, 2018). It might be perplexing and tough to know what to do in this case.

In cases of heart attack, blood vessels can become narrowed and hardened due to artery narrowing and hardening, causing blood to flow more slowly. As a result, both men and women may have a hard time with orgasms. It may take more time for both men and women to become excited, and it may be difficult for some men to establish or sustain an erection. People who have had a heart attack, or their partners, might be terrified of having sex because it will trigger another attack.

How Nutritional Factors, Psychological Factors, Drugs, and Complementary and Alternative Medications affect the Immune System in Older Adults

The relationship between aging and nutrition is complicated since determining what influences what is challenging. Although natural aging can be reversed, it can be postponed with dietary treatments. The complex interaction between nutrition and aging has a bidirectional relationship, which means aging influences nutrition and vice versa. Individuals’ pathological, physiological, social, and psychological states change as they age. Nutrition is a crucial aspect of health in the elderly, and it impacts the entire aging process. Changes in glucose homeostasis, for example, in old age, may lead to altered appetite and satiety. Malnutrition is a cumulative problem in this group, and it is linked to deteriorating functional status, decreased muscular function, decreased bone density, immunological dysfunction, and so on.

Interactions between nutrition and medications can impact drug metabolism, absorption, digestion, and excretion. The use of complementary and alternative medicine (CAM) is quickly expanding, reaching the prevalence of more than 60% among those aged 50 and over. The senior population is more vulnerable to chronic health issues due to natural aging processes. As a result, CAM has piqued the interest of many older persons and their carers, as it frequently provides softer and safer alternatives to addressing common health concerns experienced by the elderly (Siddiqui, Min, Verma, & Jamshed, 2017). Older adults who have musculoskeletal disorders such as joint pain and osteoarthritis, hypertension, and stroke seek CAM treatments to help them feel better.

References

Ferretti, M. T., Iulita, M. F., Cavedo, E., Chiesa, A. P., & Dimech, A. S. (2018, July 09). Sex differences in Alzheimer’s disease — the gateway to precision medicine. Nature Reviews Neurology volume, 14(1), 457-469. Retrieved from https://www.nature.com/articles/s41582-018-0032-9?channel_id=1378-global-health

Siddiqui, J. M., Min, C. S., Verma, K. R., & Jamshed, S. Q. (2017, December). Role of complementary and alternative medicine in geriatric care: A mini-review. Pharmacognosy Review, 8(16), 81–87. doi:10.4103/0973-7847.134230

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specific alteration in health

Find a dietary assessment tool that can be used either generally or for a specific alteration in health.

When you have found your assessment tool, answer the following questions:

· What is the purpose of this tool?

· Do you believe that the purpose is fulfilled based on the questions being asked? Why?

· In what ways does the tool account for the individual perceptions and needs of the client?

· Is there a nutritional history included? What does it cover?

· Is the tool easy to use? Why or why not?

· Does the tool provide enough information to determine next steps or interventions? Explain.

The writing assignment should be no more than 2 pages and APA Editorial Format must be used for citations and references used. Attach a copy of the assessment tool

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Setting the Stage for Community Health Nursing

  1. Read the Case Study below and post answers.
  2. Answers must: 
    • Be 100 words or more
    • APA Format
    • References are cited (if necessary)

Case Study
Setting the Stage for Community Health Nursing

At the community health care agency, the assigned nurse reviews with the assigned student the conceptual foundations and core functions of community health practice that are integrated into the various roles and settings of community health nursing. After working at the agency for the day, the student has to prepare an oral report to present to the class the next day.

  1. What are the three core public health functions that are basic to community health nursing?
  2. There are seven different roles of the community health nurse. What are the seven different roles of the community health nurse?
  3. The role of manager is a critical role for the community health nurse. What is involved in the role of manager within the framework of public health nursing functions?
  4. There are seven settings in which community health nurses practice. What are the seven settings and provide a brief description of the settings in which community health nurses practice?

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Evidence-Based Practice and Ethics in Community Health Nursing

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Case Study

Chapter 4

Evidence-Based Practice and Ethics in Community Health Nursing

The student nurse starts the day with the community health nurse with a discussion about the implementation of evidence-based practice. The nurse reviews with the student the importance of including appropriate research and evidence-based practice principles each day during the daily visits. The community health nurse emphasizes the importance of looking at one’s own values since the student nurse will encounter various individuals in the community health setting. The community health nurse asks the student nurse to review the key human values that influence a client’s health.

  1. The community health nurse asks the student nurse to explain what is involved in evidence-based practice. What are the necessary steps in the process of evidence-based practice that the nurse should include in the discussion with the community health nurse?
  2. What does implementation of evidence-based practice enable the community health nurse to do in the community?
  3. Research has what significant impact on community health and nursing practice?
  4. Values and ethical principles strongly influence community health nursing practice and ethical decision-making. What function do values hold in clinical practice in the community health setting?
  5. What three human values influence client health that the community health nurse must consider?

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What are the health-related risks associated with poorly controlled diabetes?

Question: What are the health-related risks associated with poorly controlled diabetes?

The incidence of diabetes has reached epic proportions in the U.S. 

 Do you have a family member or close friends diagnosed with either type 1 or type 2 diabetes?  

In your opinion, are they in compliance with the recommended treatment and care of diabetes?

Question 2:

and https://www.youtube.com/watch?v=1IEuhp8RFMU

After viewing the videos on the Paleo and Keto diets, do you have any remaining questions?

Did you find anything that you agreed with or disagreed with? 

What is your opinion of the Paleo and Keto diets (please support your opinion)

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Mental Health with Veterans

Mental Health with Veterans

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Mental Health with Veterans

Introduction

Mental health problems among the veterans pose major policy problems. Every year, tens of thousands of American soldiers leave the military to join their civilian life. However, there is growing global recognition that veterans often face post-conflict dysfunctions that affect their mental and physical wellbeing. For instance, the ongoing conflict in Iraq and Afghanistan has heightened interests in the welfare and health of regular and reserve combatants on their returns from duty and their eventual transition to civilian life (Mitchell et al. 2020). The US literature that explores individuals returning from the 1991 Gulf War suggest that these people who had survived wars and joined the civilian life are more likely to be unemployed or lose their jobs. Such people also end up joining the prison system or rely on alcohol to escape their mental agony. Additionally, some soldiers often leave service prematurely, experience lost working days, and end up socially excluded.

The most commonly mentioned mental health problems that affect veterans include adjustment disorders, alcohol and substance use disorders, depressive symptoms, personality disorders, posttraumatic stress disorder, and drug misuse. In the United States, the experiences of service individuals returning unwell from the Vietnam War have often influenced the traumatology discipline for the past four decades (Iverson & Greenberg, 2009). These incidences resulted in the ultimate incorporation of the term posttraumatic stress disorder into the Diagnostic and Statistical Manual of Medical Disorders in 1980s (Vance et al., 2020). Despite historians recognizing the Vietnam War as low-intensity one for the US armed forces, the most popular congressionally mandated outcome study, the National Vietnam Veterans Readjustment Study showed that there is a lifetime prevalence of 30.9 percent and an existing 15.2% for PTSD.

Mental health professionals have for a long time reported numerous cases of psychiatric casualties among service personnel. Physicians have, for instance, identified battle hypnosis after military actions among servicemen in 1914. The large battle artilleries filled many health care institutions with many unscathed soldiers who presented with mental disturbances. Thereafter, this number increased phenomenally at a rapid pace. Thus, the concept of shell shock emerged in Europe as a metaphor to describe incurable wounds of war suffered both by populations and countries during and after WWI. British physician Myers first crafted the phrase ‘shell shock’ to provide a medical definition of a specific form of injury that was plaguing the British expeditionary forces (Vance et al., 2020). After associating the concept after what he perceived to be injury’s cause, he explained that the effects of an exploding shell might impair the senses, which include hearing, sight, smell, and taste. Along with other physicians, Myers started to acknowledge the misleading nature of the term. This shift in their view of the disease was driven by the idea that many of such cases occurred among individuals who had never been near shell explosions. As a matter of fact health professionals found that emotional disturbances alone were sufficient to cause the symptoms attributed to shell shock (Jones, 2012). Thus, its perceived symptoms became highly varied to the extent that they could incorporate almost any malady other than physical wound. The diagnosis and assessment of mental health problems among veterans has evolved significantly from the shell shock to modern evidence-based methods of treating them.

Shell Shock and Mental Health Problems among Veterans

Shell shock is a term that emerged to describe the traumatic experiences and symptoms that were observed among soldiers and veterans following World War I. The term was crafted by soldiers themselves and its symptoms took the form of fatigue, confusion, nightmares, and impaired sight and hearing. It was often diagnoses by assessing a service person’s inability to function without an obvious cause to be identified (Jones, 2012). Since many of the symptoms were largely physical, it had minimal overt semblance with the contemporary diagnostic procedures of posttraumatic stress disorder. During the WWI, a group of service men viewed the shell shock as cowardice or a form of malingering but Myers convinced the British military to take it seriously and design appropriate techniques that continue to guide contemporary treatment models. The earliest cases of the disease that Myers evaluated exhibited a wide range of perceptual abnormalities, which included loss or impaired hearing, sight, sensation, alongside other common physical symptoms, including tremor, loss of balance, headache, and fatigue (Stagner, 2014). He inferred that such problems were largely psychological rather than physical casualties, and held the view that these symptoms were overt illustrations of repressed trauma.

Like Myers, William McDougall asserted that shell shock could be treated using psychological interventions such as cognitive and affective reintegration. The shell-shocked military personnel, for instance, attempted to manage their traumatic experiences by repressing or splitting off any memory of a traumatic experience (Stagner, 2014). The symptoms are characterized by tremor or contractures, which are the outcomes of unconscious processes that are designed to maintain the dissociation. These scholars believed that patients might be treated if their memories were assessed and integrated within their consciousness, a procedure that may need many sessions.

In light of the above, Myers, together with a team of physicians began to realize that the term shell shock was misguiding health professionals who were keen on addressing the problem. This is because many cases of the disease had been identified among people who had never been to a shell explosion, In fact, physicians found that emotional disturbances alone were sufficient to cause the symptoms attributed to shell shock and that it became so varied that it could nearly take the form of any malady other than physical wounds. From paralysis to insomnia, blindness to poor appetite and agitation, the shell shock emerged to become the blanket diagnosis and explanation for any number of abnormalities (Stagner, 2014). By 1918, the American Expeditionary Force’s Surgeon General reached a conclusion that the shell shock was no longer a useful diagnosis. As a consequence, the government ordered American doctors to cease using the term since it had become of minimal importance and used as a military slang.

The ambiguity that surrounded the meaning of shell shock went beyond the medical profession to the military world. This is especially the case for American service men that were operating on the West Front and writers, film producers, as well as medical professionals on the American home front. The flexibility that was inherent in the term’s definition enabled it to take a wholly new, and often even contradictory meaning. For instance, one of the special editions of the Journal of Contemporary History on shell shock in 2000 featured Jay Winter, who argued that the disease often seemed to be a quicksilver and shifting character. It thus became part of a language that, as Winter describes, one that reveals the vastness of varying national traditions and perceptions within the overall cultural history of the Great War. Assessing how Americans molded the disorder to fit their cultural environment exposes this vastness, thereby paving the way for the First World War US military culture. The continued discussions about war recovery efforts, and symbolisms regarding the country’s foreign policies at the end of the war and during the interwar era called for more assessment into the causes, diagnosis, and treatment modalities of the disease.

While the country did not enter WWI until 1917, the American press had closely monitored and assessed the global medical discussions regarding shell shock since it final official use in 1915. By the time the United States had ventured into the war, Americans had already designed their own conceptualization of this seemingly new consequence of war. While the British talks often emphasized on the disease’s origins and depicted it as a form of hysteria or malingering, the American depictions focused on validating the shell shock as an injury of war. The country’s psychiatrists, the American Expeditionary Force (AEF), as well as images in popular culture, represented the disease within the progressive, empirical language of healing and recovery. By 1916, empirical, reports from popular American psychiatrists and British soldiers on the front started to alter American media talks relating to the disease. Many scholars, for instance, held that soldiers’ witnessing of horrors of industrial warfare caused shell shock, a form of psychological trauma. By September 1916, a British soldier revealed to American readers how the war caused trench nerves among his colleagues. Thus, American psychiatrists who reported back to the United States from the European front also tabled a study regarding the shell shock within the context of mental trauma. To him, the war caused emotional strain on both the mentally stable and unstable service personnel.

Policymakers in America’s health care sector set the foundation for an expansive medical treatment program to respond to high cases of shell shock. While occasionally discussed, policymakers saw few links between the traumas of civil war and the war taking place in the European continent. Only a few scholarly publications existed on Civil War soldiers with mental and nervous injuries (Stagner, 2014). The official medical and surgical history of the War devoted their efforts merely on a few pages to treatment, and WWI era psychiatrists asserted that the number of service personnel were too small and neuropsychiatry too undeveloped to offer useful guidance for their own tasks. Additionally, American physicians, like their European peers, were inclined to believe that shell shock was not like traumas developed by previous wars. Countless shell bombardments, coupled with the slaughter of machine guns, and unannounced mine explosions resulted in the creation of a stress-intensive environment in which the soldiers’ bravery and skill no longer ensured their survival. These injuries of contemporary warfare needed modern insights into the treatment modalities, which were separate from the experiences of the past.

Soldiers who participated in World War 1 underwent many traumatic experiences, and worked and lived in inhumane conditions. shell shock was common among, European, Asian, and American soldiers alike. For instance, European soldiers underwent fatigue, strain, and hunger (Mcleod, 2019). Although soldiers are trained to be resilient, prolonged periods of starvation coupled with poor working conditions and war are overwhelming even for the most resilient of soldiers (Mcleod, 2019). While the soldiers were working in duress, the expectations on them was high not only from their seniors but also governments that expected them to be victorious regardless of the working conditions or their traumatic experiences (Mcleod, 2019). Therefore, the working conditions and hardships experienced by the soldiers significantly contributed to shell shock. While it was clear that the poor working conditions could cause PTSD, the supervisors and commanders did not believe so. Instead, they thought that the soldiers experiencing shell shock were weak in spirit (Mcleod, 2019). However, this appears not to be the case because the condition it was common among different groups of soldiers in different places.

Rather than merely assessing the past American experiences, the US preparation highly depended upon assessment of soldiers who suffered in the European continent. Observers began assessing psychiatrists, such as Thomas Salmon’s visits to the European Front in early 1917. Their evaluations were to make suggestions to the American military that would aid in the prevention of shell shock from disabling as many troops as it had affected the British. After Salmon’s report, the AEF launched a mental health assessment programs for all recruits. Moreover, the US Army Surgeon General developed a neuropsychiatric division for establishing specific treatment centers for patients’ shock cases in Europe. Its policies on shell shock represented the country’s military’s greater understanding of the injuries. Screening exercises indicated that the development of shell shock might have been strongly linked to hereditary insanity or mental instabilities. These reports implied that the conditions of war merely aroused shell shock in those already predisposed to psychosocial illnesses. However, these decisions to develop the neuropsychiatric division and design treatment facilities recognized that genetics alone could not explain or deter shell shock. More specifically, the AEF observed that after a soldier’s exposure to the problem in the trench warfare, unlike those with hereditary insanity, those with shell shock could be treated.

From Shell Shock to PTSD

Over time the shell shock phrase was replaced with post-combat disorder or post-war disorder, which was used to describe the clusters of medically unexplained symptoms that were observed among servicemen after exposure to warring environments. These presentations were also referred to as ‘war syndromes’ (Young, 2020). However, the term was later viewed as misleading in one respect as the same symptom clusters that were observed in solders that break down during training or service in the United Kingdom and have not yet been exposed to the stress of battle (Pagel, 2021). Additionally, post-combat disorders were not the same as combat stress responses since they are characterized by somatic and neurological symptoms of chronic characteristics.

The concept of post-war disorder would later evolve into the posttraumatic stress disorder. This occurred after researchers examined the subjective responses of sufferers and defined it. To them, a condition is regarded as PTSD after a person’s response to the event involves intensive fear, helplessness, and horror. Moreover, the diagnostic criteria for PTSD requires physicians to assess whether the person has experienced an event that is outside the confines of usual human experience and that would be markedly distressing or almost everyone (Pagel, 2021). These include serious threats to life or physical integrity, serious threats or harm to children, spouses, or other close relatives and friends. Other traumatic experiences may include sudden destruction of home or community or seeing others being seriously injured or killed as a result of an accident or physical violence (Young, 2020). The DSM criteria also suggest that such a traumatic event should be persistently re-experienced in at least one of the following ways. First, there must be recurrent and intrusive distressing recollections of the event, especially among young children, repetitive plays in which themes or elements of the trauma are expressed. When it comes to veterans, patients may experience recurring distressing dreams of the events, as well as sudden acting or feelings that point to traumatic events, which continue to recur after living service. Finally, the soldiers may have frequent hallucinations, illnesses, or dissociative behaviors.

Conclusion

Soldiers who participated in the First World War, in 1914, experienced health abnormalities that they named the shell shock. The major symptoms of the disorder included impaired auditory and optic capacities, anxiety, nightmares, parasomnia, and tremors (Stone, 2018). At the time, physicians were not aware of the causes and what the disorder was. The disorder impacted their mental and emotional wellbeing. However, unlike other known conditions including anxiety, the disorder was manifested physically in that the affected soldiers could not operate with the usual competency (Stone, 2018). Initially, it was thought that the shell shock resulted from a severe concussion that significantly affected the nervous system. In the forces, it was believed that the symptoms resulted from fear. To that effect, it was believed that soldiers who were not courageous enough experienced the illness rather than their more courageous colleagues.

Understanding shell shock was not easy when it was first noticed among the soldiers who participated in World War 1. While the symptoms of Shell Shock including anxiety and tremors were initially detected among soldiers who had directly participated in battle, they were later detected in soldiers who had not been near exploding weapons including bombs (Stone, 2018). At first, the condition suffered by the second group of soldiers was thought to be neurasthenia. Neurasthenia is a condition signified by severe nervous breakdown as a result of participation in war, but was also encompassed by shell shock (Stone, 2018). Before World War 1, similar disorders were observed among German and French soldiers in the 18th Century (Macleod, 2019). The term neurasthenia was used to describe the disorder that was symptomized by low-grade nervousness (Stone, 2018). The greatest symptom of the disorder was believed to be exhaustion because soldiers who suffered from Shell Shock were generally exhausted.

Unlike in the World War 1 where the symptoms of Shell Shock were speculated to be fear of war, there were no suspected cause of the disorder in the 19th Century. However, the main symptoms of the disorder then were singled out to be extreme fatigue, insomnia, nightmares, anorexia related depicted by physical and mental tiredness, and sensory sensitization (Stone, 2018). At the time, Shell Shock was believed to be caused by an undetectable change to the chemical structure of the nervous system. In the US, the disorder was thought to be a disease associated with the modern American lifestyle (Macleod, 2019). In particular, neurasthenia, which was held as a component of Shell Shock, was believed to be perpetrated by the fast-paced lifestyle, increased workload, and emotional repression associated with the modernity paradigm.

The pre-war diagnosis of Post-Traumatic Stress Disorder (PTSD) was arguably messy, controversial, and confusing. For instance, it was thought that the illness was connected to other underlying disorders including epilepsy rather than traumatic experiences. Among the soldiers who suffered from PTSD, then known as shell shock, laboratory tests revealed that hysteria caused by psychical abnormality was common (Macleod, 2019). According to the restricted field consciousness theory, the mind assembles information and ideas according to the specific experiences that the body is exposed to (Gyatso, 2020). In this regard, exposure to specific disturbing experiences were likely to elicit responses that were products of extreme changes that corresponded to the nature of the stimuli (Trivedi, et al. 2020). Although shell shock was associated with traumatic experiences by soldiers, it was wrongly diagnosed as fear of war, and feebleness (Stone, 2018). However, in reality, a significant number of brave soldiers suffered from shell shock. Consequently, soldiers’ health significantly deteriorated because they did not receive the right emotional and psychiatric interventions that would improve their emotional and mental wellbeing.

In 1914, a British doctor Albert Wilson, asserted that soldiers who suffered from Shell Shock would not be tended to by psychiatrists. His rationale was that the soldier patients who were crying like children and mentally disturbed would recover after receiving treatment for their physical injuries (Macleod, 2019). Moreover, the doctor argued that their brave colleagues would increase their motivation and give them courage to overcome the spirit of fear that affected their metal wellbeing. However, it became apparent that mental intervention was necessary since the symptoms shown by the soldiers did not change even after being discharged from the hospital (Macleod, 2019). Since even unwounded soldiers experienced severe hysteria, it became apparent that shell shock was caused by their experiences of seeing their colleagues hurt and killed apart from their physical injuries.

References

Gyatso, J. (2020). Apparitions of the Self. Princeton University Press.

Iversen, A. C., & Greenberg, N. (2009). Mental health of regular and reserve military

veterans. Advances in psychiatric treatment15(2), 100-106.

Jones, E. (2012). Shell shocked. American Psychological Association43(6), 18.

Macleod, A. S. (2019). Shell Shock Doctors: Neuropsychiatry in the Trenches, 1914-18.

Mitchell, L. L., Frazier, P. A., & Sayer, N. A. (2020). Identity disruption and its association with

mental health among veterans with reintegration difficulty. Developmental psychology.

Pagel, J. F. (2021). Shell Shock and Society. In Post-Traumatic Stress Disorder (pp. 1-9).

Springer, Cham.

Stagner, A. C. (2014). Healing the soldier, restoring the nation: representations of shell shock in

the USA during and after the First World War. Journal of Contemporary History49(2), 255-274.

Stone, M. (2018). Shellshock and the psychologists. In The anatomy of madness (pp. 242-271). Routledge.

Trivedi, R. B., Post, E. P., Piegari, R., Simonetti, J., Boyko, E. J., Asch, S. M., … & Maynard, C. (2020). Mortality among Veterans with major mental illnesses seen in primary care: results of a national study of Veteran deaths. Journal of general internal medicine35(1), 112-118. DOI: https://doi.org/10.1007/s11606-019-05307-w

Vance, M. C., & Howell, J. D. (2020, September). Shell Shock and PTSD: A Tale of Two

Diagnoses. In Mayo Clinic Proceedings (Vol. 95, No. 9, pp. 1827-1830). Elsevier

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