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Peer Response

 

Anaida S.

Hearing Loss

Hearing loss is an extremely common medical condition, progressing in incidence and severity with age. The affected population is also vast, varying between neonates to elderly patients, and is nearly omnipresent in the 70+ age group (Anastasiadou & Al Khalili, 2023). The human ear is the organ of hearing and equilibrium. It detects and analyzes sound by the mechanism of transduction, which is the process of converting sound waves into electrochemical impulses. Audition cannot take place adequately if the anatomy is abnormal (de Nava & Lasrado, 2023). Normal hearing function involves sound waves arriving at the auricle, passing through the external auditory canal, causing a vibration of the tympanic membrane. Vibration is then transmitted via the ossicles (malleus, incus, stapes) to the cochlea. Subsequently, hair cells inside the cochlea stimulate the eighth cranial nerve that transfers the stimuli to the brain. Processing of crude sounds occurs in the higher cortices of the brain, and this includes the comprehension of language (Anastasiadou & Al Khalili, 2023). Hearing loss can be conductive, sensorineural, or mixed. In this work we will focus on identifying the differences between conductive and sensorineural hearing loss. In addition, we will propose some necessary questions during the interview with patients to identify risk factors for hearing loss.

Differences between Conductive and sensorineural hearing loss

The main difference between conductive and sensorineural deafness lies in the location of the damage. Conductive hearing loss takes place with disruption of the transmission of the sound waves to the cochlea (Anastasiadou & Al Khalili, 2023). This diagnosis covers a variety of conditions. This is because a pathology anywhere from the pinna and the external acoustic meatus to the foot of the stapes bone can produce a conductive hearing loss (Sooriyamoorthy & De Jesus, 2023). The most common causes include abnormal formation of the auricle or helix, cerumen impaction, ear canal foreign bodies, otitis externa, dysfunction or fixation of the ossicular chain, and middle ear effusion. Cholesteatoma, a benign though locally destructive trapping of squamous debris arising from the tympanic membrane, as well as other benign or malignant tumors, can result in conductive hearing loss (Anastasiadou & Al Khalili, 2023).

For its part, sensorineural hearing loss (SNHL) usually results from problematic transmission of the stimuli at or after the cochlea. This may be a result of damage to the hair cells within the inner ear, the vestibulocochlear nerve, or the brain's central processing centers (Tanna et al., 2023). The main difference between the two kinds of hearing loss, apart from the pathophysiological features, is that patients with conductive hearing loss perceive the sounds diminished, while SNHL patients may perceive the sounds diminished and distorted (Anastasiadou & Al Khalili, 2023). The identification of the cause and location of the damage for hearing loss is essential for the planning of treatment, whether conservative medical, surgical, with hearing aids or with cochlear implants as necessary (Anastasiadou & Al Khalili, 2023).

Useful questions for the patient to identify risk factors for hearing loss

There are several risk factors for hearing loss, which is why during the evaluation of patients, it is important to investigate the possibility of the existence of some of these factors, since prevention work is as or more important than treatment. For example, we must include in the interrogation questions about the family history of hearing loss to rule out hereditary diseases (Dang & Hsu, 2023). In the case of children in whom early detection of hearing impairment or loss is so important due to its impact on language development, the prenatal and perinatal history should be in-depth (n.d.).

One of the factors that must be asked about is exposure to noise, not only intense but also habitual or prolonged. Excessive occupational exposure to noise results in a well-recognized occupational hearing loss which is prevalent in many workplaces and now it is taken as a global problem (Hailu et al., 2024). We should also ask if you have had a history of head trauma or traumatic brain injury, falls, a history of ear infections, stroke, and certain chronic health conditions like diabetes, cardiovascular disease, and kidney disease (Dang & Hsu, 2023). Additionally, ear disorders such as Meniere disease, otosclerosis, and autoimmune inner ear disease elevate the risk of hearing loss (Dang & Hsu, 2023).

Certain medications, known as ototoxic medications, can also contribute to hearing impairment. These include aminoglycosides, erythromycin, tetracycline, vancomycin, phosphodiesterase inhibitors, certain chemotherapeutic agents like cisplatin and 5-fluorouracil, and heavy metals including lead, mercury, cadmium and arsenic (Rizk et al., 2020). Adults expressing concerns about hearing loss or displaying signs of hearing impairment should undergo screening for early detection and appropriate intervention (Dang & Hsu, 2023)

In summary, hearing loss can be conductive, sensorineural or mixed. Health professionals must know how to recognize the differences between conductive and sensorineural hearing loss for effective management of these disorders. Early diagnosis and identification of risk factors for hearing loss is important for better treatment and prognosis. Hearing loss promotion and prevention efforts play an essential role in avoiding or reducing the appearance or progression of hearing loss.

References

Anastasiadou, S., & Al Khalili, Y. (2023). Hearing Loss. StatPearls Publishing.

Dang, J. C., & Hsu, N. M. (2023). Hearing loss screening guidelines. StatPearls Publishing.

de Nava, A. S. L., & Lasrado, S. (2023). Physiology, Ear. StatPearls Publishing.

Hailu, A., Zeleke, B., Ermias, Z., Duguma, F. K., Dula, S., Abaya, S. W., Shegen, S. M., Tucho, G. T., & Afata, T. N. (2024). Prevalence and associated factors of noise-induced hearing loss among workers in Bishoftu Central Air Base of Ethiopia. Scientific Reports14(1), 1–10. https://doi.org/10.1038/s41598-024-56977-4

Rizk, H. G., Lee, J. A., Liu, Y. F., Endriukaitis, L., Isaac, J. L., & Bullington, W. M. (2020). Drug‐induced ototoxicity: A comprehensive review and reference guide. Pharmacotherapy40(12), 1265–1275. https://doi.org/10.1002/phar.2478

Sooriyamoorthy, T., & De Jesus, O. (2023). Conductive hearing loss. StatPearls Publishing.

Tanna, R. J., Lin, J. W., & De Jesus, O. (2023). Sensorineural Hearing Loss. StatPearls Publishing.

 (N.d.). Aap.org. Retrieved August 6, 2024, from https://publications.aap.org/pediatrics/article/152/3/e2023063288/193755/Hearing-Assessment-in-Infants-Children-and?autologincheck=redirected

    create a soap note

     Using the following case create a soap note base on the template uploaded:

    Subjective:

    Patient is a 4 years old female who was brought for consultation by her mother. She states patient has been complaining of right eaar pain and discomfort since 2 days ago, she has been more irritable than usual and has had difficulty sleeping. She has also noticed that Emily has been tugging and grabbin at her right ear frequently. Mother also reports an episode of mild fever yesterday. 

    Dx: Acute Otitis media with efusion 

    USE APA FORMAT and sholarly references no older than 5 years old. 

    2

    Soap Note # _2__

    Main Diagnosis: Bacterial Conjunctivitis

    Patient initials: M.G.

    Age: 7 years old Race: Hispanic Gender: Female Information Source: Mother Allergies: None reported Medication History: No current medications Family History: No significant family history Past medical History (PMH): No significant past medical history Immunization status: Up to date Developmental stage: Age-appropriate Hospitalization: None History of mental illness/personality disorders: None Physical trauma/falls: None Surgeries: None Exercise: Active, plays outside daily

    Diet: Balanced diet, no restrictions Social History: Lives with parents, attends school Last annual physical exam: 6 months ago

    SUBJECTIVE

    Chief complaint: “My daughter is having some leakage from her left eye and couldn't opened the other day.”

    History of present illness (HPI): M.G. is a 7-year-old female child with a 2-day history of sticky discharge from the left eye and swelling of the same eye. The mother describes it as yellow and thick, and M.G. cannot open her eyes in the morning. She denies any history of recent trauma to the eye, fever, and other systemic complaints. M.G. has never experienced conjunctivitis, and she has no allergies. She has been in close contact with classmates who have developed similar symptoms within the last few days.

    REVIEW OF SYSTEMS:

    CONSTITUTIONAL: Denies fever, chills, or weight loss.

    NEUROLOGIC: No headaches, dizziness, or changes in vision.

    HEENT: Positive for left eye drainage and swelling. Denies ear pain, sore throat, or nasal congestion.

    CARDIOVASCULAR: Denies chest pain or palpitations.

    RESPIRATORY : Denies cough, shortness of breath, or wheezing.

    GASTROINTESTINAL: Denies nausea, vomiting, diarrhea, or abdominal pain.

    GENITOURINARY: No dysuria or frequency.

    MUSCULOSKELETAL: No joint pain or swelling.

    INTEGUMENTARY: No rashes or itching.

    OBJECTIVE

    Physical Exam

    Vitals Signs: Resp: 19 r.p.m Pulse: 71 b.p.m Temp: 97.8 F Weight: 45 lbs Height: 4 ft BMI: 16.1 (Normal) BP: No taken.

    GENERAL APPEARANCE: Alert and well-appearing, no acute distress.

    NEUROLOGIC: Alert and oriented, cranial nerves II-XII intact, no focal deficits.

    HENT:

    · Head: Normocephalic, atraumatic.

    · Eyes: Left eye with erythema and swelling of the conjunctiva, yellow discharge present. Right eye clear with no discharge. Pupils equal, round, and reactive to light. Extraocular movements intact.

    · Ears: Tympanic membranes clear bilaterally.

    · Nose: Nasal mucosa pink, no discharge.

    · Throat: Oropharynx clear, no erythema or exudates.

    CARDIOVASCULAR: Regular rate and rhythm, no murmurs, rubs, or gallops.

    RESPIRATORY: Clear to auscultation bilaterally, no wheezes, rales, or rhonchi.

    GASTROINTESTINAL: Soft, non-tender, no hepatosplenomegaly.

    GENITOURINARY: No abnormalities noted.

    MUSCULOSKELETAL: Full range of motion, no deformities or tenderness.

    SKIN: No rashes or lesions.

    ASSESSMENT:

    Patient is a 7-year-old female child who was brought for consultation by her mother with a 2-day history of sticky discharge from the left eye and swelling of the same eye. The mother describes it as yellow and thick, and M.G. cannot open her eyes in the morning. She denies any history of recent trauma to the eye, fever, and other systemic complaints. M.G. has never experienced conjunctivitis, and she has no allergies. She has been in close contact with classmates who have developed similar symptoms within the last few days. On the physical examination Vital signs within normal limits, there is evidence of Left eye with erythema and swelling of the conjunctiva, yellow discharge present. Right eye clear with no discharge. Pupils equal, round, and reactive to light. Extraocular movements intact. Physical findings were consistent with diagnosis of bacterial conjunctivitis, We ordered a course of antibiotics topical, and provided patient and parent education.

    Main Diagnosis:

    Bacterial Conjunctivitis ICD-10 Code: H10.021: Bacterial conjunctivitis is the inflammation of the conjunctiva, which manifests signs like redness, swelling, and thick pus (Bhat & Jhanji, 2020). The symptoms of sticky, yellow discharge from the left eye, swelling, and redness are typical of bacterial conjunctivitis; however, the lack of fever and recurrence in close contacts indicate bacterial rather than viral or allergic etiology. Conjunctivitis is often transmitted through contact with contaminated hands or objects, which is in line with the recent close contact with symptomatic classmates. Thus, based on the clinical signs and symptoms of the case, the most suitable diagnosis for M.G. is bacterial conjunctivitis.

    Differential diagnosis

    Viral Conjunctivitis ICD-10 Code: B30. 9: Viral conjunctivitis presents similarly to bacterial conjunctivitis with symptoms such as redness, tearing, and eye discharge (Muto et al., 2023). The discharge from viral conjunctivitis is usually watery, unlike bacterial conjunctivitis. M.G. denies upper respiratory infection symptoms like cough and nasal congestion. Viral conjunctivitis spreads easily through contact with contaminated surfaces or respiratory droplets. Given M.G.'s recent exposure to classmates with comparable symptoms, viral conjunctivitis is a differential diagnosis, but less likely than bacterial due to discharge and absence of systemic symptoms.

    Allergic Conjunctivitis ICD-10 Code: H10. 45: Allergic conjunctivitis presents with symptoms of itching, tearing, and bilateral eye involvement (Tariq, 2024). Allergic conjunctivitis, which develops seasonally or in response to allergens like pollen or pet dander, has clear, watery discharge and unilateral involvement, unlike bacterial conjunctivitis. M.G. does not have itching or bilateral eye involvement, reducing the risk of allergic conjunctivitis. However, it is worth considering, especially if there is a history of allergies or allergen exposure.

    PLAN

    Diagnostic test ordered Labs and Diagnostic Test to be ordered (if applicable): None necessary at this time, clinical diagnosis based on history and physical exam

    Pharmacological treatment:

    · Polymyxin B/trimethoprim eye drops: Instill 1-2 drops in the affected eye every 4 hours while awake for seven days. This combination antibiotic acts on the various types of bacteria known to cause conjunctivitis.

    · Erythromycin ophthalmic ointment: Use a 1 cm ribbon of ointment, which should be instilled inside the lower eyelid of the affected eye six times daily for seven days (Mayo Clinic, 2024). This antibiotic also targets regular bacterial pathogens, and it can be easily administered to young children.

    Non-pharmacological measures:

    · Warm compresses: Wash the affected eye with a warm and wet cotton ball 3-4 times daily, for 5-10 minutes each time. This aids in easing and washing the discharge and affords relief.

    · Good hand hygiene: Promote proper hand washing with soap and clean water to reduce the transmission of the infection.

    · Avoid touching/rubbing eyes: Tell M.G. not to touch or rub her eyes so the irritation will not spread further.

    · Keep the eye clean: Wipe the affected eye with a clean cloth and warm water to wash away the discharge.

    Education:

    Education:

    · Advise the patient to refrain from touching or rubbing the eyes further to minimize the spread of the infection.

    · Stress the need to fully comply with the usage of prescribed antibiotics even during times of reduced symptoms to eliminate all the bacteria.

    · Advise the patient to wash hands more often and vigorously, using soap and clean water, to avoid contracting the flu.

    · Explain the need for M.G patient to be out of school for at least 24 hours after starting the antibiotics to avoid passing the infection to others.

    · Advised to mother of M.G that patient should return to the clinic immediately if she experiences any new symptoms, including changes in vision, severe pain, and systemic symptoms like fever.

    Referral/Follow up:

    A check-up should be done in 7 days to assess the effectiveness of the treatment administered. In the absence of improvement or if the patient’s condition deteriorates, it might be necessary to see an ophthalmologist specialist.

    References

    Bhat, A., & Jhanji, V. (2020). Bacterial Conjunctivitis. Infections of the Cornea and Conjunctiva, 1–16. https://doi.org/10.1007/978-981-15-8811-2_1

    Mayo Clinic. (2024, February 1). Erythromycin (Ophthalmic Route) Description and Brand Names – Mayo Clinic. Www.mayoclinic.org. https://www.mayoclinic.org/drugs-supplements/erythromycin-ophthalmic-route/description/drg-20068673#:~

    Muto, T., Imaizumi, S., & Kamoi, K. (2023). Viral Conjunctivitis. Viruses, 15(3), 676. https://doi.org/10.3390/v15030676

    Tariq, F. (2024). Allergic Conjunctivitis: Review of Current Types, Treatments, and Trends. Life, 14(6), 650. https://doi.org/10.3390/life14060650

    Nursing homework assistance

    Hello, I need assistance with the teaching part for the ppt.  There is one side however I can add another side and with speaker notes for each slide. This is about a menu for Adult Medical-Surgical Dietary Analysis. 

    NR228 RUA Nutritional Assessment V7.docx © 2023 Chamberlain University. All Rights Reserved.

    1

    Purpose

    NR228 Nutrition, Health and Wellness

    RUA: Nutritional Assessment (Team Project) Guidelines

    To evaluate, compare, and analyze menus from different agencies and suggest revisions for healthier food choices based on the cultural and age group. Students in a cultural concentration will use that specific cultural focus to complete this assignment. Those students in a cultural concentration (such as the Hispanic concentration) should be grouped together for this assignment. However, should the groups be mixed (with students in the cultural concentration and students not in the cultural concentration), the RUA must explore the cultural concentration (e.g., Hispanic).

    Course outcomes: This assignment enables the student to meet the following course outcomes:

    CO1. Assess whether nutritional intake provides basic nutrients for optimal health and wellness. (POs 1 & 2) CO2. Describe nutritional needs for optimal health and wellness throughout the lifespan. (POs 1 & 2)

    CO3. Discuss the psychological, sociological, economical, and cultural implications of food on nutritional status. (POs 1 & 2)

    CO4. Describe evidence-based practice interventions and modifications in nutrition therapy that can positively influence the outcome of disease and illness. (POs 1 & 8)

    Due date: Your faculty member will inform you when this assignment is due. The Late Assignment Policy applies to this assignment.

    Total points possible: 100 points

    Preparing the assignment

    Follow these guidelines when completing this assignment. Speak with your faculty member if you have questions.

    1. Identify target groups- your team will be assigned the specific type of facility menus to research. As a team, you will select two facilities which care for your population’s demographic (age, culture). For teams with one or more members enrolled in a cultural concentration option, the entire team should select facilities which care for that population’s demographic. The instructor may provide the team’s assigned age group and the type of facility in which the clients receive care. Team size may vary, depending on class size. Three to five students per team is ideal.

    2. Search for some differences between the facilities, such as urban versus rural, small versus large, or teaching versus non-teaching organizations.

    3. Facilities and populations may include

    a. Daycare center: Preschool-aged children

    b. Elementary schools

    c. High schools

    d. College

    e. Hospital

    i. Visitor/employee menu

    ii. Specific hospital units (postoperative, obstetrical, or medical)

    f. Community Center

    g. Meals on wheels

    h. Daycare center: Geriatric adult

    i. Senior center

    j. Assisted living

    k. Nursing home

    4. All team members must complete and sign the Team Charter Form. A copy of the form is then submitted by each

    student to their individual drobox, in addition to the copy submitted by the Team Leader in the next step.

    a. The team charter is in the Week 1 Explore section. A drobox for submission is in the Week 2 Explore Section.

    b. Select one student to be Team Leader. This individual is response for submitting the presentation and accompanying outline of the speaker’s notes to the designated Team Discuss Thread first so that both documents can be checked for originality of content.

    i. The team leader will inform team members of the originality index once received.

    ii. If the match is high, the team leader will coordinate revisions with team members, resubmit the revised documents, and inform team members of the new originality index.

    c. Remaining team members will submit the presentation and speaker’s notes to the assignment dropbox after receiving the final originality index.

    i. This delay in submission by team members assures that the submission of multiple copies of the

    ii. team documents will not adversely impact the originality index.

    5. All team members will receive the same grade for each deliverable unless it is determined that a team member did not participate in the planning and completion of the assigned portions of the project.

    Creating the Presentation

    The presentation is to be created using Microsoft PowerPoint 2007, 2010, or higher. Length is 10-18 slides, not including the title and reference pages.

    Follow the group process on the Team Charter to complete presentation. Refer to helpful tips listed in Team Charter guideline.

    a. Title and Introduction (5 points/5%) The title page/slide lists:

    1. Type of facility

    2. Cultural focus

    3. Names of ALL team members Presentation introduction includes the:

    1. Purpose of the presentation

    2. Cultural concentration

    3. Age group

    b. Current Menu Analysis (5 points/5%)

    Analyze the menus that the team has selected based on the following criteria and provide rationales for your analysis:

    1. Healthy/unhealthy menu selections with rationale

    2. Appropriate for nutritional requirements of age group with rationale

    3. The influence of cultural and regional food practice with rationale

    4. Does the menu selected provide adequate amounts of protein, fats, carbohydrates, vitamins, and minerals?

    5. Over the course of a full day and week, are individuals provided with a balanced diet?

    6. Does this diet allow for differences in dietary patterns related to the culture or age?

    c. Create Sample Menu (20 points/20%)

    Create a single day’s replacement menu providing healthier choices for each menu analyzed, including the following:

    1. Breakfast, lunch, and dinner options.

    2. Age considerations, potential health concerns, cultural influences, and regional patterns.

    3. Nutritional components of your food choices.

    4. Explanation of why the sample menus are better nutritional options for both facilities.

    5. 2 reference citations that support your choices included on the slide or in the speaker’s notes

    NR228 Nutrition, Health and Wellness

    RUA: Nutritional Assessment (Team Project) Guidelines

    NR228 RUA Nutritional Assessment V7.docx © 2023 Chamberlain University. All Rights Reserved.

    2

    d. Compare Menus (20 points/20%)

    1. Compare each original sample menu with its corresponding replacement menu

    2. Explain why the team’s menus are better nutritional options for your two facilities.

    3. Provides at least two references that support your choices on the slide or in the speaker’s notes

    e. Barriers (10 points/10%)

    1. Detail a barrier to optimal nutritional value of meal plans

    2. Detail a second barrier to optimal nutritional value of meal plans

    3. Detail a third barrier to optimal nutritional value of meal plans

    a. Barriers may include:

    i. Geographic location

    ii. Health of the population

    iii. Culture of the population and surrounding community

    iv. Socioeconomic challenges

    v. Available food choices

    vi. Other barriers, as identified

    vii. Include reference citations to support key points, as needed

    f. Teaching points (10 points/10%)

    1. Select one identified barrier and present three client education points to assist the individuals responsible for meal planning create healthier options.

    2. Considers the cultural comorbidities that may be present

    3. Includes references to support key points

    g. Summary (10 points/10%)

    1. Summarizes key points from each section of the presentation

    2. Comment about what you have learned from the assignment

    3. Shares application for nursing practice

    h. Presentation Quality (10 points/10%)

    1. Accepted guidelines for presentations PowerPoint use color

    2. Accepted guidelines for presentations PowerPoint use graphics/visuals

    3. Accepted guidelines for presentations PowerPoint use appropriate use of text- no overcrowding

    4. Appropriate use of speaker notes (to avoid overcrowding of slides and communicate content).

    5. Team charter completed per guidelines.

    i. APA Format and Length (10 points/10%)

    1. References are submitted with assignment.

    2. Uses current APA format and is free of errors.

    3. Grammar and mechanics are free of errors.

    4. At least four to six (4-6) scholarly, nursing, peer reviewed, primary sources from the last 5 years, excluding the textbook, are provided.

    5. Citations are included on the slide when material from that source is included. Cited references are on the reference slide.

    For writing assistance visit the Writing Center.

    Please note that your instructor may provide you with additional assessments in any form to determine that you fully understand the concepts learned in the review module.

    NR228 Nutrition, Health and Wellness

    RUA: Nutritional Assessment (Team Project) Guidelines

    NR228 RUA Nutritional Assessment V7.docx © 2023 Chamberlain University. All Rights Reserved.

    3

    Grading Rubric: Criteria are met when the student’s application of knowledge demonstrates achievement of the outcomes for this assignment.

    Assignment Section and Required Criteria

    (Points possible/% of total points available)

    Highest Level of Performance

    High Level of Performance

    Satisfactory Level of Performance

    Unsatisfactory Level of

    Performance

    Section not presented in

    paper

    Title Page

    (5 points/5%)

    5 points

    4 points

    2 points

    0 points

    Required criteria

    The title page/slide lists

    1. Type of facility

    2. Cultural focus

    3. Names of ALL team members Presentation introduction includes the

    1. Purpose of the presentation

    2. Cultural concentration

    3. Age group

    Includes 6 requirements for section.

    Includes 4-5 requirements for section.

    Includes 1-3 requirements for this section

    No requirements for this section present

    Current Menu Analysis

    (5 point/5%)

    5 points

    4 points

    2 points

    0 points

    Required criteria

    Analyze the menus that the team has selected based on the following criteria and provide rationales for your analysis:

    1. Healthy/unhealthy menu selections with rationale

    2. Appropriate for nutritional requirements of age group with rationale

    3. The influence of cultural and regional food practice with rationale

    4. Does the menu selected provide adequate amounts of protein, fats, carbohydrates, vitamins, and minerals?

    5. Over the course of a full day and week, are individuals provided with a balanced diet?

    6. Does this diet allow for differences in dietary

    patterns related to the culture or age?

    Includes 6 requirements for section.

    Includes 3 or more requirements for section.

    Includes 1 or more requirements for section.

    No requirements for this section present

    Create Sample Menus

    (20 point/20%)

    20 points

    18 points

    17 points

    15 points

    0 points

    NR228 Nutrition, Health and Wellness

    RUA: Nutritional Assessment (Team Project) Guidelines

    NR228 RUA Nutritional Assessment V7.docx © 2023 Chamberlain University. All Rights Reserved.

    4

    Assignment Section and

    Required Criteria

    (Points possible/% of total points available)

    Highest Level of

    Performance

    High Level of

    Performance

    Satisfactory Level

    of Performance

    Unsatisfactory

    Level of Performance

    Section not

    presented in paper

    Required criteria

    Create a one-day replacement sample menu of meals with healthier choices for each original menu. Include:

    1. Breakfast, lunch, and dinner options.

    2. Age considerations, potential health concerns, cultural influences, and regional patterns.

    3. Nutritional components of your food choices.

    4. Explanation of why the sample menus are better nutritional options for both facilities.

    5. 2 reference citations that support your choices included on the slide or in the speaker’s notes

    Includes 5

    requirements for section.

    Includes 4

    requirements for section.

    Includes 3

    requirements for section.

    Includes 1-2

    criteria for section.

    No requirements

    for this section present

    Compare Menus

    (20 point/20%)

    20 points

    16 points

    8 points

    0 points

    Required criteria

    1. Compare each original sample menu with its corresponding replacement menu.

    2. Explain why the team’s menus are better nutritional options for your two facilities.

    3. Provides at least two references that support your

    choices on the slide or in the speaker’s notes.

    Includes 3 requirements for section.

    Includes 2

    requirements for section.

    Includes 1

    requirement for section.

    No requirements

    for this section present

    Barriers

    (10 points/10%)

    10 points

    8 points

    4 points

    0 points

    Required criteria

    1. Detail a barrier to optimal nutritional value of meal plans

    2. Detail a second barrier to optimal nutritional value of meal plans

    3. Detail a third barrier to optimal nutritional value of meal plans

    a. Barriers may include:

    i. Geographic location

    ii. Health of the population

    iii. Culture of the population and surrounding

    Includes 3 requirements for section.

    Includes 2

    requirements for section.

    Includes 1

    requirement for section.

    No requirements

    for this section present

    Assignment Section and

    Required Criteria

    (Points possible/% of total points available)

    Highest Level of

    Performance

    High Level of

    Performance

    Satisfactory Level

    of Performance

    Unsatisfactory

    Level of Performance

    Section not

    presented in paper

    community

    iv. Socioeconomic challenges

    v. Available food choices

    vi. Other barriers, as identified

    vii. Include reference citations to support key points, as needed

    Teaching Points

    (10 points/10%)

    10 points

    8 points

    4 points

    0 points

    Required criteria

    1. Select one identified barrier and present three client education points to assist the individuals responsible for meal planning create healthier options.

    2. Considers the cultural comorbidities that may be present

    3. Includes references to support key points

    Includes 3 requirements for section.

    Includes 2

    requirements for section.

    Includes 1

    requirement for section.

    No requirements

    for this section present

    Summary

    (10 point/10%)

    10 points

    8 points

    4 points

    0 points

    1. Summarizes key points from each section of the

    presentation

    2. Comment about what you have learned from the assignment

    3. Shares application for nursing practice

    Includes 3 requirements for section.

    Includes 2

    requirements for section.

    Includes 1

    requirement for section.

    No requirements

    for this section present

    PowerPoint Presentation Appearance

    (10 points/10%)

    10 points

    9 points

    8 points

    4 points

    0 points

    Required criteria

    1. Accepted guidelines for presentations PowerPoint use color

    2. Accepted guidelines for presentations PowerPoint use graphics/visuals

    3. Accepted guidelines for presentations PowerPoint use appropriate use of text- no overcrowding

    Includes 5

    requirements for section.

    Includes 4

    requirements for section.

    Includes 3

    requirements for section.

    Includes 1-2

    requirements forsection.

    No requirements

    for this section present

    Assignment Section and Required Criteria

    (Points possible/% of total points available)

    Highest Level of Performance

    High Level of Performance

    Satisfactory Level of Performance

    Unsatisfactory Level of Performance

    Section not presented in paper

    4. Appropriate use of speaker notes (to avoid

    overcrowding of slides and communicate content).

    5. Team Charter completed per guidelines.

    APA Style and Organization

    (10 points/10%)

    10 points

    9 points

    8 points

    4 points

    0 points

    1. References are submitted with assignment.

    2. Uses current APA format and is free of errors.

    3. Grammar and mechanics are free of errors.

    4. At least four to six (4-6) scholarly, nursing, peer reviewed, primary sources from the last 5 years, excluding the textbook, are provided.

    5. Citations are included on the slide when material from

    that source is included. Cited references are on the reference slide.

    Includes 5 requirements for section.

    Includes 4 requirements for section.

    Includes 3 requirements for section.

    Includes 1- 2 requirements for section.

    No requirements for this section present

    Total Points Possible = 100 points

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    Breakfast

    · Option 1:

    · Oatmeal with sliced almonds and fresh berries

    · Scrambled eggs with spinach and tomatoes

    · Whole-grain toast with a small serving of avocado

    · Beverage: Freshly squeezed orange juice or herbal tea

    · Option 2:

    · Greek yogurt parfait with granola, honey, and mixed fruits

    · Boiled eggs

    · Whole-grain muffin

    · Beverage: Low-fat milk or green tea

    Nutritional Components:

    · High in protein (eggs, Greek yogurt)

    · Rich in vitamins and minerals (fresh fruits, spinach, tomatoes)

    · Whole grains for fiber (oatmeal, whole-grain toast)

    Lunch

    · Option 1:

    · Grilled chicken breast with quinoa salad (mixed with cucumbers, cherry tomatoes, and olive oil dressing)

    · Steamed broccoli and carrots

    · Whole-grain roll

    · Beverage: Water with lemon or unsweetened iced tea

    · Option 2:

    · Baked salmon with brown rice and sautéed spinach

    · Garden salad with mixed greens, walnuts, cranberries, and balsamic vinaigrette

    · Whole-grain pita bread

    · Beverage: Sparkling water or herbal tea

    Nutritional Components:

    · High in omega-3 fatty acids (salmon)

    · Fiber-rich options (quinoa, brown rice, vegetables)

    · Healthy fats (olive oil, walnuts)

    Dinner

    · Option 1:

    · Turkey meatloaf with mashed sweet potatoes

    · Roasted Brussels sprouts

    · Mixed greens salad with a light vinaigrette

    · Beverage: Low-fat milk or water

    · Option 2:

    · Vegetable stir-fry with tofu, bell peppers, snap peas, and carrots served over brown rice

    · Side of edamame

    · Beverage: Green tea or water

    Nutritional Components:

    · Lean proteins (turkey, tofu)

    · Vitamins and minerals (sweet potatoes, Brussels sprouts, mixed greens)

    · Balanced carbohydrates (brown rice)

    Explanation of Choices:

    · Protein: Lean sources of protein like chicken, salmon, turkey, and tofu help with muscle repair and maintenance.

    · Carbohydrates: Whole grains and vegetables provide necessary energy and fiber for digestive health.

    · Fats: Healthy fats from sources like avocado, olive oil, and nuts are essential for heart health.

    · Vitamins and Minerals: Fresh fruits and vegetables ensure a supply of essential vitamins and minerals, supporting overall health and immune function.

    · Hydration: Offering a variety of beverages, including water, herbal tea, and low-fat milk, ensures adequate hydration without excessive sugar intake.

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    A menu card with text and a calligraphy  Description automatically generated

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    Adult Medical-Surgical Dietary Analysis

    Introduction

    The primary objective of this presentation is to examine the nutritional content of two distinct hospital meals and offer alternative options that include better food choices.

    Cultural concentration is diverse in this unit.

    Age group typically includes ages 18 years and older.

    The primary objective of this presentation is to examine the nutritional content of two distinct hospital meals and offer alternative options that include better food choices. Patients who are 18 years of age or older are usually included in the adult medical-surgical age category, which comprises young adults, middle-aged adults, and elderly adults. This area's patient population is extremely diversified, representing a range of social, cultural, and ethnic origins.

    Current Menu 1

    Current Menu 2

    Same thing

    Menu Analysis

    The current menu 1 has both health and unhealthy selection same as meal 2

    Menu 1 and menu 2 both can be appropriate for certain individuals and can also be inappropriate for certain individual groups

    For the influence of cultural and regional food practices, menu 1 offers a variety of choices but lacks specific cultural qualities. While for menu 2 brings more specific cultural items such as navajo fry bread and shepherd’s pie.

    Menu 1 provides a mix of essential nutrients, although some items are high in unhealthy fats and sugars. For Menu 2, it offers a balanced mix of proteins, fats vitamins, carbs, and mineral.

    For menu 1 offers a wide range of choices, but so many food high in carbs are provided which can affect balance. For menu 2 structured menu ensures balanced nutrient intake over week.

    For menu 1 customizable options fit to various dietary patterns but lack cultural specificity. For menu 2 it includes culturally specific items and fit to various dietary patterns and age groups.

    Rational

    A. menu 1: High-sugar foods can cause blood sugar spikes and supply empty calories, but fresh fruits and oats provide vitamins, fiber, and complex carbohydrates.

    B. menu 2: Oatmeal and vegetables provide essential nutrients and fiber, while high-carb items can be high in calories and low in nutritional value.

    A. menu 1: A menu that can be adjusted gives customers the freedom to select healthier options or satisfy dietary restrictions, making it appropriate for a range of age groups and medical conditions.

    B. menu 2: Meals that include lean proteins, whole grains, and vegetables provide a balanced diet that supports the nutritional needs of various age groups.

    A. menu 1: A menu that is varied may appeal to a wide range of customers, but it may not satisfy every cultural preference if some dishes are missing.

    B. menu 2: Providing familiar and comfortable cuisine, including culturally specific foods can improve the dining experience for individuals.

    A. menu 1: A varied menu with fruits, vegetables, and lean proteins can provide a balanced intake of nutrients, but frequent consumption of high-sugar and high-fat items can lead to health issues.

    B. menu 2: A menu that is well-rounded and has a range of food groups guarantees that people get the nutrients they need to be as healthy as possible.

    A. menu 1: While the variety allows for balanced meals, the temptation to choose high-carb, high-sugar items can lead to an imbalanced diet over time.

    B. menu 2:A well-planned meal plan that offers a variety of options aids in maintaining a balanced diet, which promotes general health and well-being.

    A. menu 1: Flexibility in meal choices allows for personal dietary preferences, but the absence of culturally specific dishes might not fully satisfy all individuals.

    B. menu 2: It is appropriate for a range of age groups and cultural backgrounds, and it satisfies the nutritional needs and tastes of a diverse community by providing several nutritious options in addition to culturally meaningful foods.

    Sample Menu: Breakfast

    Sample Menu: Lunch

    Sample Menu: Dinner

    Comparing Menus

    Menu 1

    Original Menu: Offers a variety of choices, but highlights high-fat and high-sugar foods like sausage and cinnamon buns.

    The replacement menu: Minimizes high-sugar and high-fat foods in favor of healthy options including whole grain breads, Greek yogurt, oats, and fresh fruits.

    Menu 2

    Original Menu: Includes a range of nutrient-dense dishes along with high-carb and high-sugar delicacies like shepherd's pie and Navajo fry bread.

    The replacement menu: Places a focus on well-balanced meals that include fruits, vegetables, whole grains, lean proteins, and low-carb and low-sugar foods while preserving cultural relevance.

    Explanation of Improved Nutritional Options

    Meal 1:

    Better Nutritional Balance: By lowering high-sugar, high-fat foods, the macronutrient balance was improved.

    more accessibility to healthful grains, fresh produce, and fruits.

    Improved Health Results: promotes greater heart health, more effective blood sugar regulation, and increased general well-being.

    Meal 2:

    Balance Meals: distributes proteins, lipids, carbs, vitamins, and minerals in a balanced manner.

    enhances general health and nutrition.

    Cultural Sensitivity: Maintains culturally unique foods using healthier cooking techniques and parts. Appropriate for a greater variety of dietary requirements and tastes.

    Barriers

    Teaching Points

    Summary

    References

    Current menu 1 ( Patient menus. HonorHealth Medical Centers – Patient Menus. (2024). https://www.honorhealth.com/patients-visitors/hospital-patient-menus)

    Current menu 2 ( Log in or sign up to view. (2024). Facebook.com. https://www.facebook.com/cibolahospital)

    Wright, K. E., Lucero, J. E., Ferguson, J. K., Granner, M. L., Devereux, P. G., Pearson, J. L., & Crosbie, E. (2021). The impact that cultural food security has on identity and well-being in the second-generation U.S. American minority college students. Food security, 13(3), 701–715. https://doi.org/10.1007/s12571-020-01140-w

    Cena, H., & Calder, P. C. (2020). Defining a Healthy Diet: Evidence for The Role of Contemporary Dietary Patterns in Health and Disease. Nutrients, 12(2), 334. https://doi.org/10.3390/nu12020334

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    nursing

     

    Create a 3-5 page annotated bibliography and summary based on your research related to best practices addressing a current health care problem or issue. 

     

      week 2 Discussion response 2 RW NR501NP

       

      n the nursing profession, overcoming challenges and adversities have become a major part of it. During my new grad nurse residency we were expected to attend classes, seminars, labs, as well dedicate three days to work on the floor with our preceptors. Once you completed the first part of the residency in four months, you were expected to be on your own. I worked on a surgical ICU unit where the patients were considered to be the highest acuity in the hospital. They were very ill and needed a variety of interventions completed such as titrating drips, and use of continuous renal replacement therapy (CRRT) which is a temporary dialysis machine. Patients on CRRT are considered to be a one to one nurse to patient ratio due to the acuity of the patient while on the machine. Most of these patients were also intubated and on the ventilator as well. As a new grad nurse, they advised all managers and supervisors that we shall not care for these patients until the residency was fully complete to ensure we were prepared. On my first independent shift, I was assigned two patients; one was an intubated CRRT patient and another was a post op kidney transplant patient. I knew the assignment was unethical and decided to advocate for myself to the charge nurse who stated they are short staffed and didn’t have anyone else to take the patient. I advocated for myself and also the patient stating it was not a safe assignment for the patient or myself. I was not trained on CRRT at the time therefore the patient would not receive the care they needed. However, the charge nurse continued to insist that I accept the assignment in spite of that. I felt very uncomfortable and unprepared to accept this assignment because I knew that this patient was very ill and deserved care from a nurse who was well prepared to attend to the CRRT machine and any troubleshooting it may need. I also felt that I did not have an adequate support system from my team leaders. It seemed as if they only cared about numbers rather than the safety of the patient and their best interest. 

      The underlying nursing issue in that situation is nursing shortage. According to Haddad, nursing shortage can be described as not having enough essential workers on a unit to provide care to patients due to a variety of reasons such as nurse burnout, underpay, or lack of support (Haddad, 2023). Lack of support is a major issue in the nursing profession. Most nurses are afraid to advocate for themselves in fear of retaliation from the leadership team. Major hospitals pride themselves on patient satisfaction, however employee satisfaction leads to higher percentages in patient satisfaction. According to Jacobs, most institutions will create values but they are centered on the hospital rather than the nursing profession (Jacobs, 2013). Jacobs then continued by examining each model and elaborating on how they were built and what their focus is based on. The nursing profession will continue to face adversities until practice models are incorporated to truly improve satisfaction rather than trying to keep the name of a Magnet status. 

      Reflecting on past experiences, as a practitioner I want to be the support that my nurses need in any shape or form. There are things that I will not be able to control such as nursing shortages, however being a patient and nurse advocate is something within my control.  As a member of leadership, providers are expected to always have the patients best interest as a priority. Carper's Pattern of knowing was very insightful. Breaking down the different approaches and elaborating on each one causes you to identify previous practices that can be improved while also allowing for new practices to be formed. I am interested in focusing on the ethical knowing in my future practice. Carper explained this by simply stating that codes cannot determine the plan or outcome of how a patient situation should be handled, it places boundaries on what the patient wants and what true happiness is defined as (Jacobs, 2013). My goal as a future nurse practitioner is to get to know my patients as a whole and establish goals with them. Establishing and building rapport with my patients will allow them to trust me and see the passion for nursing that I have so that we can work together to accomplish future goals. 

      References: 

      Haddad LM, Annamaraju P, Toney-Butler TJ. Nursing Shortage. [Updated 2023 Feb 13]. In: StatPearls [Internet]. Treasure Island (FL): StatPearls Publishing; 2024 Jan-. Available from: https://www.ncbi.nlm.nih.gov/books/NBK493175/

      Jacobs, B. B. (2013). An Innovative Professional Practice Model. Advances in Nursing Science, 36 (4), 271-288. doi: 10.1097/ANS.0000000000000002.

        Week 2 Reflections NR501NP

         Weekly objectives

        1. Explore an area of interest through patterns of knowing (CO 1)
        2. Examine the components of the nursing metaparadigm.
        3. Examine different patterns of knowing in nursing. (CO 2)
        4. Analyze the benefits of reflection for shaping and understanding theory. (CO 2)
        5. Differentiate between the received and perceived schools of scientific thought. (CO 2)

         

        Write 1-2 paragraphs reflecting on ways of knowing and the use of metaparadigm in the NP role. Then save the reflection as a Word Document for submission to this assignment.

        • Provide one specific example of how you achieved the weekly objectives.
        • What do you value most about your learning this week?
        • What else about the weekly topics do you need to explore to grow further as a future NP? 
          Platinum Essays