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Simulation Technology

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Simulation technology has been transformative in nursing education. Through the use of simulation, nurses can repeatedly practice skills and gain clinical confidence in a risk-free environment. Simulation, however, is not just for health care professionals. How can nurses leverage simulation technology for patient and family education? Share your experiences and ideas for leveraging simulation technology for patient education.

SAMPLE ANSWER

Simulation Technology

Simulation technology has been critical in the nursing profession. The technology helped me throughout the time I was doing my associate nursing degree. The university I attended helped me to gain practical skills that gave me confidence when working with patients. The institution had a lab with all simulation technologies to help students present real-life situations and prepare them from the beautiful and stressful life in nursing profession. For example, my classmates and I were presented with a patient with the condition that we were to determine based on the signs and symptoms presented. Using the simulation technology, we were able to run a code that helped us to establish that the patient had a heart attack and the technology was so effective in reducing the risk of losing the patient. According to Foronda et al., (2017) simulation technology can increase student’s confidence and knowledge when caring for critical patients. Besides, it is estimated that simulation technology could eliminate about 50% of clinical time, without having any adverse effects on both patient care and learning outcomes (Hayden Padilha, Machado, Ribeiro, & Ramos, 2018).

Patient education is also a critical element of simulation technology. Patients can benefit from simulation technology through education by helping them to understand clinical situations including, personal care, adherence to medication, and their outcome and wellbeing. Based on my experience when working with simulation technology, we were able to teach parents how to carry out CPR on their children during emergency.  We used a video about how CPR should be conducted on infants and asked them to explain and relay what they learned about performing CPR. Therefore, simulation technology is an excellent instructional strategy that can help nursing students to practice psychomotor skills, critical thinking, and clinical decision making without risking the life f a potential patient.

References

Foronda, C. L., Alfes, C. M., Dev, P., Kleinheksel, A. J., Nelson Jr, D. A., O’Donnell, J.M., & Samosky, J. T. (2017). Virtually nursing: Emerging technologies in nursing education. Nurse Educator, 42(1), 14-17. doi: 10.1097/NNE.0000000000000295

Padilha, J. M., Machado, P. P., Ribeiro, A. L., & Ramos, J. L. (2018). Clinical virtual simulation in nursing education. Clinical Simulation in Nursing, 15, 13-18. https://doi.org/10.1016/j.ecns.2017.09.005

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The use of SBIRT in Adolescent Population

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The use of SBIRT in Adolescent Population
Quality Improvement Proposal

The use of SBIRT in Adolescent Population

Identify a quality improvement opportunity in your organization or practice. In a 1,250-1,500 word paper, describe the problem or issue and propose a quality improvement initiative based on evidence-based practice. Apply “The Road to Evidence-Based Practice” process, illustrated in Chapter 4 of your textbook, to create your proposal.

The use of SBIRT in Adolescent Population

Include the following:

  1. Provide an overview of the problem and the setting in which the problem or issue occurs.
  2. Explain why a quality improvement initiative is needed in this area and the expected outcome.
  3. Discuss how the results of previous research demonstrate support for the quality improvement initiative and its projected outcomes. Include a minimum of three peer-reviewed sources published within the last 5 years, not included in the course materials or textbook, that establish evidence in support of the quality improvement proposed.
  4. Discuss steps necessary to implement the quality improvement initiative. Provide evidence and rationale to support your answer.
  5. Explain how the quality improvement initiative will be evaluated to determine whether there was improvement.
  6. Support your explanation by identifying the variables, hypothesis test, and statistical test that you would need to prove that the quality improvement initiative succeeded.

The use of SBIRT in Adolescent Population

SAMPLE ANSWER

The use of SBIRT in Adolescent Population

Problem Overview

            Abusing drugs among adolescents is primarily prevalent in the United States. This makes adolescent years a critical window for the development of substance use disorders. Abusing drugs among the youth influence both their social and psychological development primarily cognitive development (Aldridge, Linford, & Bray, 2017). Nurses and physicians need to intervene early before substance abuse leads to cognitive health issues.  According to Johnston, O’Malley, Bachman & Schulenberg, 2013), physicians need to provide both holistic and quality care to their patients. Through the Road to Evidence-based practice, health care practitioners can find the evidence, appraise the evidence, implement the evidence and evaluate the evidence. Through the use of SBIRT as an evidence-based practice, healthcare practitioners can recognize, decrease and prevent harmful and unhealthy ways of substance use and abuse (Aldridge, Linford, & Bray, 2017). This paper develops a proposal for quality improvement through the introduction of screening, Referral to Treatment (SBIRT) screening tools, intervention, and intervention procedures to adolescent population affected by substance abuse in a health care institution.

Why a Quality Improvement Initiative is Required

The quality improvement initiatives are required because the use and abuse of drugs have become common among adolescents, which make it a critical public concern. The Healthy People 2020 developed critical objectives aimed to reduce substance use and abuse among teenagers (Healthy People 2020, 2018). In addition, most government agencies, medical institutions and medical professional associations have developed free counseling programs and screenings for youth such as initiatives that involve SBIRT integration within the medical health care system in collaboration with the White House Office of National Drug Control Policy, Agency for Health care Research and Quality, Health Resources and Services Administration, National Institutes of Health (NIH), and SAMHSA (Johnston, O’Malley, Bachman & Schulenberg, 2013). Besides, the medical professional associations and international and national public health agencies developed recommendations aimed to guide health care professionals to carry out screening and interventions for individuals especially teenagers believed to abuse and use drugs. Therefore, SBIRT is a critical part that can be placed as part of the Affordable Care Act legislation and Patient Protection Act to help deal with the issue of substance abuse among teenagers in the US (Johnston, O’Malley, Bachman & Schulenberg, 2013). Besides, based on the Periodic Screening, Diagnosis, and Treatment statue, each federal government in the US is expected to provide Medicaid screening assessments for both physical and mental development among teenagers.

Results from Previous Research

According to National Institute on Drug Abuse (2014), drugs such as alcohol, tobacco and other illegally prescribed drugs during adolescent are often abused during the adolescent stage. It is estimated that about 70% of students in high school have abused either alcohol or other drugs while 30% might have abused prescribed medications for non-medical reasons (NIDA, 2014). The desire to fit in and faces new experiences, and deal with peer pressure or problems in school are the primary reasons for abusing drugs.

According to Singh et al., (2017) the factors that influence the use of drugs among adolescent youths include peer pressure and the availability of narcotics in the school, community or neighborhood. The family environment is also a critical factor that may influence teenagers to use and abuse drugs. For example, a violent environment, mental illness, physical and emotional abuse, and the use of drugs in the household may influence the child to use and abuse drugs (Singh et al., (2017). Other factors for abuse of drugs includes the beliefs that drugs are cold, mental health conditions such as ADHD, anxiety, and depression, personality traits such as the need for excitement or poor impulse control, and adolescent’s inherited genetic vulnerability.

The U.S. Preventive Services Task Force (USPSTF) recommends providing routine screening for substance abuse among teenagers between 16 years and 17 years. The USPSTF also found that the use of SBIRT among teenagers is a critical area within the nursing practice that needs to be looked into. According to Aldridge, Linford, & Bray, (2017), SBIRT is a public health approach that is integrated and comprehensive to the delivery of treatment and intervention for individuals at risk of developing substance abuse disorder or for individuals who have a substance abuse disorder. The practice of SBIRT as an evidence-based practice involves screening individual’s suspected of substance abuse and encouraging them to change their behavior through motivational interviews and putting them under a treatment plan. Thus, SBIRT is a simple medical practice that is both effective and brief. Evidence from researches shows that cost-effectiveness and efficacy of SBIRT among adults and its help in managing drug use although is useful, it has mixed reaction. A study by Aldridge, Linford, & Bray, (2017), further states that SBIRT is the evidence-based practice that can help the use of drugs among the youths and prevent cannabis use among teenagers.

The use of SBIRT in Adolescent Population

SBIRT, as an intervention, also leads to changes in substance use behaviors among patients who were addicted to drugs and went through the SBIRT tool intervention plan. The large-cohort SAMHSA study in 2017, showed the effectiveness of the SBIRT intervention. The study was quasi-experimental and sponsored by the Substance Abuse and Mental Health Services Administration (SAMHSA, 2017). The study sample was about one million individuals, and the study participants were screened for substance abuse disorders, and the SBIRT was used as an intervention plan for five years. The use of SBIRT intervention process was linked with a decrease in substance use among the individuals who were under the SBIRT intervention process (SAMHSA, 2017). SBIRT is a critical intervention tool that is validated to help assess the risk of substance abuse and developing intervention to encourage the reduction of substance use and ensure treatment who have improve both physical and psychological issues resulting from substance use and misuse (Schmidt, 2010). Therefore, SBIRT is a standardized and evaluated screening tool that is effective, patient-centered, evidence-based and an ongoing transition to treatment and care of patients addicted to substance use.

Steps to Implement the Quality Improvement Initiative

            The first step of implementation of SBIRT intervention plan for patients engaged in substance abuse is to train the health care providers and physicians who will participate in the program. The health care providers who will be involved in the study will be reimbursed for every screening (SAMHSA, 2017). The SBIRT will include four steps during the screening process.

  1. The first step: The first step will involve the screening process where the health care practitioners will develop an evidence questionnaire to identify patient admitted for substance abuse ranging from addiction, problematic and riskiness of substance abuse. The screening process is critical in raising awareness to help people reduce substance use and misuse. The risk of substance use can be divided into four patterns: low risk or abstinence involves those who no consumption of alcohol, tobacco or any other drug. Driving risk includes those adolescents who use drug and alcohol and drive or ride with adolescents high on drugs or alcohol. Moderate risk includes individuals who have started using drugs and alcohol. Finally, high risk involves individuals who use drugs and alcohol often.
  2. The second step: This step involves a brief intervention process where teenagers showing mild symptoms get about 15 to 45-minute intervention including motivational interviewing. This helps to develop a behavioral change among teenagers to help reduce substance use and abuse.
  • The third step: The step involves a brief treatment process where adolescents with a score of moderate to severe in substance use and abuse are provided with a treatment plan that requires counseling sessions.
  1. The fourth step: The step involves the referral to treatment where the patients are connected to a physician for behavioral health treatment, comparative health assessment, or a specialty treatment program for substance abuse disorder.

The use of SBIRT in Adolescent Population

These steps are critical during the implementation of the SBIRT as an intervention plan based on the following essential components: identifying adolescent at risk of substance abuse and disorders, educate adolescents and create awareness on substance abuse by showing the dangers of drinking and using drugs to help adopt a more healthy behavior (Schmidt, 2010). The potential for preventing substance abuse in the United States should not be underestimated. SBIRT is a critical intervention tool that helps in the reduction of substance abuse and its implementation as evidenced-based practices is an economic strategy that can help reduce abuse among teenagers in the US.

The use of SBIRT in Adolescent Population

References

Aldridge, A., Linford, R., & Bray, J. (2017). Substance use outcomes of patients served by a broad US implementation of Screening, Brief Intervention and Referral to Treatment (SBIRT). Addiction, 112, 43–53. https://doi-org.lopes.idm.oclc.org/10.1111/add.13651

Healthy People 2020. (2018). Increase the proportion of adolescents aged 12 to 17 years perceiving great risk associated with substance abuse. Retrieved from https://www.healthypeople.gov/2020/topics-objectives/topic/substance-abuse/objectives

Johnston, L., O’Malley, P., Bachman, J., & Schulenberg, J. (2013). Monitoring the Future National Results on Adolescent Drug Use: Overview of Key Findings. Bethesda, MD: National Institute on Drug Abuse, 2013. Retrieved from www.monitoringthefuture.org

National Institute on Drug Abuse [NIDA]. (2014). Principles of Adolescent Substance Use Disorder Treatment: A Research-Based Guide. Retrieved from https://www.drugabuse.gov/publications/principles-adolescent-substance-use-disorder-treatment-research-based-guide

Schmidt, C. S., Schulte, B., Seo, H.-N., Kuhn, S., O’Donnell, A., Kriston, L., … Reimer, J. (2010.). A meta-analysis on the effectiveness of alcohol screening with brief interventions for patients in emergency care settings. ADDICTION, 111(5), 783–794. https://doi-org.lopes.idm.oclc.org/10.1111/add.13263

Singh, M., Gmyrek, A., Hernandez, A., Damon, D., & Hayashi, S. (2017). Sustaining Screening, Brief Intervention, and Referral to Treatment (SBIRT) services in health-care settings. Addiction, 112, 92–100. https://doi-org.lopes.idm.oclc.org/10.1111/add.13654

Substance Abuse and Mental Health Services Administration [SAMHSA]. (2017). About screening, brief intervention, and referral to treatment (SBIRT). Retrieved from https://www.samhsa.gov/sbirt/about

 

 

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VARK Learning Styles and Strategies

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VARK Learning Styles and Strategies

Introduction

Learning is a constant process in the life of an individual. However, people have different learning styles that help them to grasp knowledge in an efficient way. This feature has made educator to try to adapt their teaching styles to the way the students understand best. In healthcare, different learning strategies are considered important in helping practitioners to attain suitable skills and knowledge in their profession. With the application of technology, the different learning styles need to be incorporated in the provision of knowledge (Asiry, 2016). The paper tries to establish an individual’s learning style and strategies. It also focuses on determining the impact of learning styles on education and elucidates the importance of understanding learning styles in an educational setting.

Summary of My Learning Style

The Fleming’s model, which is known as VARK Learning Styles and Strategies, individual learners are identified by whether they have a preference for visual, auditory, reading and writing, and kinesthetic. From my VARK test my scores were as follows; – 3 for visual, 5 for auditory, 4 for reading and writing, and 4 for kinesthetic. From the score, my learning style is more aligned to auditory. As an aural learner, it can be observed that I attain more knowledge by hearing information. Therefore, lectures are more important for my learning. My learning style also shows that I am better at remembering what I am told than what I see. However, reading and writing and kinesthetic are also suitable learning styles for my education. This is because the difference in score between auditory and these styles is 1 which is very minimal (Asiry, 2016).

Description of My Learning Strategies

One of the most essential strategies for my learning is engagement with my classmates. This strategy allows me to explain to my classmates and getting efficient explanations from them. In addition, I also begin my learning early to ensure that I am not disturbed by noises from my surrounding. Moreover, I also ensure that I attend s many lectures as possible so that I can get a great understanding of my studies. Another suitable strategy for my studies is the use of recording devices to ensure that can listen to the information more times. This strategy is also used in summarizing my notes (Asiry, 2016).

While looking at the identified learning strategies for my preferred style, I have realized that my strategies align with what I’m required to apply. For instance, it is recommended for auditory learned to hold discussions with their fellow students and with teachers. Attending many classes is also a preferred strategy for the learning style. However, I am also required to read my notes loud for better understand (Asiry, 2016).

Impact of Learning Styles on Education

An individual’s learning style is depicted to affect the learning decisions one makes. As a result, it affects the level of adjustment a learner can make during changes in teaching strategies. In addition, learning styles also affect a student’s motivation during certain teaching activities. For instance, if the teaching does not align with a student’s learning style, he or she may have little motivation in the lesson. Therefore, student’s concentration level is affected by his or her learning style. Moreover, a learning style affects a student’s way of conceptualizing information. From this perspective, it is viewed that some styles need an individual to base on his or her experience to understand some information (McCutcheon et al., 2015).

Also, learning styles are essential in determining the way a student constructs ideas during the learning process.  It is very important for an educator to understand the learning style of an individual because it helps in developing a suitable teaching strategy that meets the individual’s requirements. It also helps the educator to guide the learner in a way that he or she becomes satisfied with the learning environment. Moreover, it also helps the educator to guide the student to move from an unsuccessful strategy to one that suits the student’s style (Mahmoud, Ahmed, & Ibrahim, 2019).

Importance of Understanding Learning Styles

A health promotion environment is full of different stimuli. The educators need to maximize the stimuli for them to get better outcomes. When the educator understands the learning styles of the individual in the promotion, it becomes easier for them to develop a suitable educational environment for the learners. In addition, it helps the educators to improve the quality of health promotion, thereby ensuring that the promotion entails effective learning (McCutcheon et al., 2015).

Learning styles affect the types of interactions between the learner and the educator. These interactions may affect the relationships between learner and the educator, hence affecting the level of understanding for the need of change. For instance, if the learning style requires a personal interaction with the learner, there are higher chances that he or she may consider to change behavior. It is observed that different learning styles may be accommodated by applying different teaching strategies to meet the requirements of every learning style. This act can be enhanced by understanding the different requirements of students and developing strategies that encompass all their needs (McCutcheon et al., 2015).

Conclusion

The paper has covered different issues regarding learning styles of individuals. Using a VARK Learning Styles and Strategies assessment, the individual style identified is auditory. It is shown that learning strategies for an auditory learner needs to focus on his or her learning. Therefore, one is recommended to engage in activities such as discussions and attendance of lectures. The paper also shows that learning styles have great impact in education s it affects features such s the way a learner conceptualizes information and how they develop ideas. Moreover, learning styles are considered to be important in healthcare promotion. Therefore, it is important for educators to align their teaching strategies with the learning requirements of different learners to ensure that there are better health outcomes.

References

Asiry, M. A. (2016). Learning styles of dental students. The Saudi Journal for Dental

            Research, 7(1), 13-17.

Mahmoud, H. G., Ahmed, K. E., & Ibrahim, E. A. (2019). Learning styles and learning

approaches of bachelor nursing students and its relation to their achievement. International Journal of Nursing Didactics, 9(03), 11-20.

McCutcheon, K., Lohan, M., Traynor, M., & Martin, D. (2015). A systematic review evaluating

the impact of online or blended learning vs. face‐to‐face learning of clinical skills in undergraduate nurse education. Journal of Advanced Nursing, 71(2), 255-270.

 

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Dietary Approaches to Stop Hypertension

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Dietary Approaches to Stop Hypertension

PICOT Question and Literature Research

This assignment needs 3 QUANTITATIVE and 3 QUALITATIVE sources

The first step of the evidence-based practice process is to evaluate a nursing practice environment to identify a nursing problem in the clinical area. When a nursing problem is discovered, the nurse researcher develops a clinical guiding question to address that nursing practice problem.

For this assignment, you will create a clinical guiding question know as a PICOT question. The PICOT question must be relevant to a nursing practice problem. To support your PICOT question, identify six supporting peer-revised research articles, as indicated below. The PICOT question and six peer-reviewed research articles you choose will be utilized for subsequent assignments.

Use the “Literature Evaluation Table” to complete this assignment.

  1. Select a nursing practice problem of interest to use as the focus of your research. Start with the patient population and identify a clinical problem or issue that arises from the patient population. In 200–250 words, provide a summary of the clinical issue.
  2. Following the PICOT format, write a PICOT question in your selected nursing practice problem area of interest. The PICOT question should be applicable to your proposed capstone project (the project students must complete during their final course in the RN-BSN program of study).
  3. The PICOT question will provide a framework for your capstone project.
  4. Conduct a literature search to locate six research articles focused on your selected nursing practice problem of interest. This literature search should include three quantitative and three qualitative peer-reviewed research articles to support your nursing practice problem.

Note: To assist in your search, remove the words qualitative and quantitative and include words that narrow or broaden your main topic. For example: Search for diabetes and pediatric and dialysis. To determine what research design was used in the articles the search produced, review the abstract and the methods section of the article. The author will provide a description of data collection using qualitative or quantitative methods. Systematic Reviews, Literature Reviews, and Metanalysis articles are good resources and provide a strong level of evidence but are not considered primary research articles.  Therefore, they should not be included in this assignment.

While APA style is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting guidelines, which can be found in the APA Style Guide, located in the Student Success Center.

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are not required to submit this assignment to LopesWrite.

Dietary Approaches to Stop Hypertension

PICOT Question and Literature Research

Summary of Clinical Issue (200-250 words):

Hypertension is one of the highest health problems globally because it contributes to increased rates of mortality and morbidity. It is estimated that approximately 56% of coronary artery diseases and 48% of stroke incidences result from hypertension (Chiu et al. 2014). In the US, hypertension affects 29% of the population leading to risks of cardiovascular diseases and stroke.  Factors such as poor dietary practices, sedentary lifestyles, and physical inactivity are the primary contributors to hypertension. According to Osté (2010), physical inactivity augments the risk of hypertension 8-9 times. Lifestyle modifications, including exercise and diet changes are the central management and preventive measures against cardiovascular diseases and hypertension (Apovian et al. 2014).  Besides, lifestyle modifications increase the efficacy of antihypertensive drug and control of blood pressure. Therefore it is critical to maintaining levels of blood pressure through exercises and dietary changes to prevent damage of vital body organs.

The PICOT question aims to determine whether the DASH and WTW improve blood pressure control among urban African Americans within five months of initiation of the intervention. According to Apovian et al. (2018), enhancing adherence to exercises and the DASH diet is essential to reducing an individual’s blood pressure. However, WTW is an intervention looking to reduce physical inactivity among individuals to help manage cardiovascular diseases and stroke. EBP intervention can be implemented and applied to determine whether they enhance or impede high-quality nursing care. This help to evaluate the outcome of the WTW and DASH on improving the level of patient’s high blood pressure.

PICOT Question:

Does the DASH (Dietary Approaches to Stop Hypertension) and “Worth the Walk” (WTW) improve blood pressure control among urban African Americans within five months of initiation of the intervention?

Criteria Article 1 Article 2 Article 3
APA-Formatted Article Citation with Permalink Akita, S., Sacks, F. M., Svetkey, L. P., Conlin, P. R., & Kimura, G. (2003). Effects of the Dietary Approaches to Stop Hypertension (DASH) diet on the pressure-natriuresis relationship.  Hypertension, 42(1), 8-13. https://www.ncbi.nlm.nih.gov/pubmed/12756219 Chiu, S., Bergeron, N., Williams, P. T., Bray, G. A., Sutherland, B., & Krauss, R. M. (2015). Comparison of the DASH (Dietary Approaches to Stop Hypertension) diet and a higher-fat DASH diet on blood pressure and lipids and lipoproteins: A randomized controlled trial–3. The American journal of clinical nutrition, 103(2), 341-347.

https://www.ncbi.nlm.nih.gov/pubmed/26718414

 Kwon, I., Choi, S., Mittman, B., Bharmal, N., Liu, H., Vickrey, B., Song, S., Araiza, D., McCreath, H., Seeman, T., Oh, S. M., Trejo, L., … Sarkisian, C. (2015). Study protocol of “Worth the Walk”: A randomized controlled trial of a stroke risk reduction walking intervention among racial/ethnic minority older adults with hypertension in senior community centers. BMC Neurology, 15, 91.

https://bmcneurol.biomedcentral.com/articles/10.1186/s12883-015-0346-9
How does the Article Relate to the PICOT Question?  

The article proves whether the

(DASH) the diet has a significant blood pressure (BP)-lowering action

  

The article analyzes whether the DASH Dietary Approaches to Stop Hypertension is a critical dietary modification for reducing cardiovascular disease and blood pressure (BP) risk.

 The article reflects how physical activity through the Worth the Walk” (WTW) can help prevent stroke by reducing blood pressure.
Quantitative, Qualitative(How do you know?) The article is quantitative because it is based on the collection and analysis of numerical data. The article is quantitative because it is based on the collection and analysis of numerical data. The article is quantitative because it is based on the collection and analysis of numerical data.
Purpose Statement The effect of the DASH diet on the pressure-natriuresis relationship to find out the mechanisms of its BP-lowering action. The effects of substituting full-fat for low-fat dairy foods in the DASH diet, with a corresponding increase in fat and a reduction in sugar intake, on blood pressure and plasma lipids and lipoproteins The relationship between the Worth the Walk” (WTW) intervention and biological markers of health including blood pressure, non-HDL cholesterol, and body-mass index,
Research Question Does Dietary Approaches to Stop Hypertension (DASH) diet, rich in fruits, vegetables, and low-fat dairy foods, have substantial blood pressure (BP)-lowering action? Does substituting full-fat for low-fat dairy foods in the DASH diet, with a corresponding increase in fat and a reduction in sugar intake affects blood pressure and plasma lipids and lipoproteins Does the WTW increase physical activity and improve self-efficacy for being physically active and reducing the risk of stroke.
Outcome The study outcome is to find out whether the DASH diet can lower high blood pressure among patients with hypertension. The DASH significantly reduces blood pressure, high-density lipoprotein (HDL) and low-density lipoprotein (LDL) cholesterol in the body. The WTW intervention will increase physical activity and reduce the risk of stroke
Setting

(Where did the study take place?)

 The study was carried out in a hospital setting that is not mentioned n the study.

 

 The study was carried out at a clinical research center in Berkeley, California. The study was carried out at four ethnic-specific clusters at senior centers in Los Angeles.
Sample The study sample 412 participants were expected, but a sample size of n=375 was used in the study. The study sample involves thirty-six participants who finished all the experimental diets and took part in the study. The study sample involves a total of 240 participants (60 participants from each of the four targeted ethnic groups).
Method The study employed a parallel-group design. The study employed a 3-period randomized crossover trial design. The study employed a single-blind randomized wait-list controlled trial design.
Key Findings of the Study The study showed that the DASH diet reduced BP effectively in groups with high sodium sensitivity. Besides, the DASH diet did not imply blood pressure at low intakes of sodium. The HF-DASH diet significantly reduced lipoprotein (VLDL) and triglycerides concentrations and significantly increased LDL compared with the DASH diet.

The DASH diet significantly reduced BP, LDL cholesterol, and HDL cholesterol.

 The results showed that the physical activity was improved through the WTW intervention and this, in turn, reduces the risks of stroke. Therefore, WTW intervention reduces hypertension and stroke.
Recommendations of the Researcher It is recommended that the DASH diet is a critical non-pharmacological measure for controlling BP. It is recommended that the modified HF-DASH diet can be used as an effective alternative to the DASH diet. It is recommended that the Worth the Walk should function as the primary stroke prevention model stroke patients.

 

Criteria Article 4 Article 5 Article 6
APA-Formatted Article Citation with Permalink  

Apovian, C. M., Murphy, M. C., Cullum-Dugan, D., Lin, P. H., Gilbert, K. M., Coffman, G., … & Moore, T. J. (2010). Validation of a web-based dietary questionnaire designed for the DASH (dietary approaches to stop hypertension) diet: the DASH online questionnaire. Public health nutrition, 13(5), 615-622.

https://www.ncbi.nlm.nih.gov/pubmed/19912673

  

Osté, M. C., Gomes‐Neto, A. W., Corpeleijn, E., Gans, R. O., de Borst, M. H., van den Berg, E., … & Bakker, S. J. (2018). Dietary Approach to Stop Hypertension (DASH) diet and the risk of renal function decline and all‐cause mortality in renal transplant recipients. American journal of transplantation, 18(10), 2523-2533.

https://www.ncbi.nlm.nih.gov/pubmed/29464830

 Staffiliano, A. B., Tangney, C, C., Fogg, L. (2018). Favorable Outcomes Using an eHealth Approach to Promote Physical Activity and Nutrition Among Young African American Women. The Journal of Cardiovascular Nursing. 33, 62–71.

https://www.ncbi.nlm.nih.gov/pubmed/28481823

 
How Does the Article Relate to the PICOT Question?  

The article looks at the DASH diet its correlation to lowering blood pressure and reduces the risk of heart disease, stroke, and osteoporosis.

The article addresses the Dietary Approach to Stop Hypertension (DASH) diet.

 

 The article analyzes improving healthy nutrition behaviors by including a DASH diet can reduce the risk of hypertension.
Quantitative, Qualitative(How do you know?) The study is qualitative research because it marked by use of online questionnaires, to collect verbal information, perceptions, and understandings of the topic. The study is qualitative research because it marked by use of online questionnaires, to collect verbal information, perceptions, and understandings of the topic. The study is qualitative research because it marked by use of Web-based questions that are accessible via the Internet and mobile devices, to collect verbal information, perceptions, and understandings of the topic.
Purpose Statement Assess the validity of a new, short, online dietary questionnaire created to capture DASH food intake. Dietary Approach to Stop Hypertension (DASH) diet and the risk of renal function decline and all‐cause mortality in renal transplant recipients. Favorable Outcomes Using an eHealth Approach to encourage Physical Activity and Nutrition Among Young African American Women
Research Question Does the validity of a new, short, online dietary questionnaire capture DASH food intake. Does the DASH diet lead to a lower risk of renal function? Does eHealth approach promote physical activity and nutrition among young African American women?
Outcome The DASH OLQ is a critical assessment tool for measuring DASH diet adherence.

The Dietary Approach to Stop Hypertension (DASH) diet reduces the risk of renal transplant among patients.

 To improve healthy nutrition behaviors to decrease health risk behaviors, and decrease the risk of hypertension based on the DASH diet.
Setting

(Where did the study take place?)

The study was carried out at Boston University Medical Center, Boston, Massachusetts. The study was carried out in a large single‐center prospective cohort of RTR at the University Medical Center Groningen. The study was carried out at the University Medical Center
Sample The study sample includes faculty and staff aged 20–70 years at Boston University Medical Center The study sample includes the 817 invited patients; however, 632 participants were eligible for analyses. The study sample of 142 participants was expected, but a sample size of 124 was used in the study.
Method The study employed a cross-sectional validation of the DASH OLQ method. The study employed the observational prospective cohort study, and data were collected through a validated 177‐item food frequency questionnaire. A randomized, pre-post design Web-based design was used in the study.
Key Findings of the Study The DASH OLQ is a critical assessment tool for measuring DASH diet adherence. The DASH diet lowers blood pressure, cholesterol and the risk of stroke, osteoporosis, and heart disease.

 

 The study showed that adherence to a DASH‐style diet is linked with a lower risk of renal function. The DASH participants showed that eHealth approach could be used for changing health behaviors patients with hypertension.
Recommendations of the Researcher It is recommended that the DASH OLQ is important in assessing the DASH diet adherence in clinical practice. It is recommended that a randomized clinical trial should be carried out to show whether adherence to the DASH diet risk of renal function. It is recommended that the eHealth approach is a critical program that can be used for changing health behaviors for other populations at risk.

 

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homework

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why do you want to be a nurse?

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Discussion

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I need a response to this assignment

2 references

Ohio NP Practice

            I currently live in the state of Ohio. Ohio is considered a reduced practice state for nurse practitioners (“AANP,” n.d.). In Ohio, nurse practitioners are required to have a standard care agreement with at least one medical doctor. This is a collaborative agreement that must be reported to the board of nursing. This collaborating physician should be practicing in the same specialty, so for myself, it would need to be a psychiatrist (“OAAPN,” n.d.)

Ohio NP Licensure Process

            In Ohio, there is a specific application process for nurse practitioners. After paying g the application fee and submitting the application, the school must send official transcripts to the board of nursing, I then must pass the national certification exam through the ANCC (“nursing Ohio,” n.d.).  I have learned that the application can be completed through the state nursing board website by applying for an endorsement on my active RN license. The Ohio board of nursing website is https://nursing.ohio.gov/.

Prescriptive Authority

            Nurse practitioners in Ohio must register with the DEA and obtain a DEA number to prescribe controlled substances. Nurse practitioners may prescribe schedule III-V medications, however, there are specific rules that allow nurse practitioners to prescribe schedule II medications if the requirements are met (“Legislative Service Commission,” n.d.). For instance, if I work for a community mental health agency, I will be allowed to prescribe schedule II medications (“Legislative Service Commission,” n.d. I am already familiar with the OARRS program which is Ohio’s controlled substance monitoring program. Prescribers are required to review OARRS reports on all patients who they prescribe a controlled substance to. Prescribers must be enrolled in this program. 

Barriers to Independent Practice

            Currently, there is some active legislation in Ohio pushing for nurse practitioners to gain independent practice authority. In the proceedings of these bills, many doctors have spoken out against nurse practitioners obtaining independent practice authority. In my opinion, most states will eventually become independent practice states and it is only a matter of time until Ohio joins the list. I do expect doctors to continue to fight against this as it could be detrimental to their employment opportunities. On a personal level, I feel that with our growing population this is needed, especially in psychiatry. Even living in a city with 300,000 people, I have witnessed how hard it can be for mental health agencies and hospitals to find a psychiatrist to fill a void.

References

Advanced practice registered nurse application certified nurse practitioner. (n.d.). Retrieved from https://nursing.ohio.gov/wp-content/uploads/2021/04/CNP-Sample-APP.pdf

American association of nurse practitioners. State practice environment. (n.d.). Retrieved from https://www.aanp.org/advocacy/state/state-practice-environment

Legislative service commission. Ohio laws & administrative rules. (n.d.). Retrieved from https://codes.ohio.gov/ohio-revised-code/section-4723.481

Ohio association of advanced practice nurses. Standard care agreement. (n.d.). Retrieved from https://oaapn.org/regulation/standard-care-arrangement/

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Reflection Essay

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You may use the discussion questions as the basis for your essay.

o You may also feel free to write about religions not covered in the course that are of interest such as Indigenous Religions (p. 39) Chinese, Korean, and Japanese Religions (p. 133), Jainism (p. 159), Sikhism (p. 303), or New Religious Movements (p. 330).

· It is expected that you draw upon the specific examples and themes from the religion(s) you’re assigned to study.

· Students must cite information from the book (e.g. page #). Failure to use the book will result in a failing grade.

o In addition, use of materials outside this course (websites, books other than the textbook, and any unauthorized source) may result in a grade deduction or possibly failure.

o Furthermore, students must answer the posed questions and think critically about the material. Failure to cite, use specific examples, and critical thinking will result in a failing grade.

Discussion

Read section on Judaism and answer one of the questions at the end or one of the following bonus questions. (Use textbook: A short introduction to world religions.)

Bonus Questions:

1. Describe some of the key differences between Judaism and Christianity.

2. What is the Jewish view of the afterlife and how does this differ from Christianity?

3. What connections can you draw between the Jewish Passover and Christian celebration of the Last Supper?

Submission Instructions:

· Turnitin similarity has to be less than 15%

· The paper is to be clear and concise and students will lose points for improper grammar, punctuation, and misspelling.

· The paper is to be 1-2 pages in length/500-600 words, current APA style, excluding the title and references page.

· Incorporate your textbook as a reference within your work.

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lasto journo

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Reflect on your clinical skills practice (in the clinical setting and/or for required videos) by writing your response to the following prompts:

  • Summarize your experience performing physical assessment over the past 15 weeks. (Identify focus systems in which you have had the most and least experience. What experience have you had with pediatric, adult, and geriatric patients?)
  • What aspect of assessment are you most proud of accomplishing?
  • What did you learn that you did not expect?
  • Review the physical assessment documentation posted in your initial journal and reflect on how your understanding of a comprehensive history and physical has evolved.
  • How has your understanding of the NP provider role changed?
  • Share actions that helped increase your proficiency and efficiency in assessment.
  • How have your learning experiences in this course affected your current nursing role?
  • To what extent do you feel prepared for the NU664 clinical practicum specialty course?
  • How will your learning experiences in this course influence your future professional practice?

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cultural disparity in health care for African American community

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Discuss cultural disparity in health care for African American community and that you believe as an Advanced Psychiatric Nurse Practitioner you can impact in practice. 

Instructions:

Use an APA 7 style and a minimum of 200 words. Provide support from a minimum of at least three (3) scholarly sources. The scholarly source needs to be: 1) evidence-based, 2) scholarly in nature, 3) Sources should be no more than five years old (published within the last 5 years), and 4) an in-text citation. citations and references are included when information is summarized/synthesized and/or direct quotes are used, in which APA style standards apply. 

• Textbooks are not considered scholarly sources. 

• Wikipedia, Wikis, .com website or blogs should not be used.

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Analyzing Published Research

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Using these two articles please complete the following assignment. I included an outline of what the paper needs to include.

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