DQ1 Sister Mary is a patient in Level 2 Emergency Department. She must have a neural examination, physical assessment, radiographs of her facial bones, and a computed tomography scan of the head. Taking into consideration that she is a Roman Catholic nun, what would be the ideal course of patient education as this woman progresses from department to department? Attempt Start Date: 24-Aug-2020 at 12:00:00 AM DQ2 What possible reservations could a health care professional have in working with Sister Mary? (Discuss the psychosocial responses the professional might have.) Objectives: 1. Give examples of psychosocial factors that arise in patient education. 2. Define the role of the family in patient education. 3. Explain how the family structure or lifestyle may influence patient education. 4. Describe the health professional's role in communicating with the family. 5. Define the different personality styles and explain how they should be addressed in health care. 6. Explain how knowledge of patients' self-perception can influence patient teaching. 7. Discuss the patients' reaction to illness and ways they cope or adapt. 8. List the factors that influence teaching and learning. 9. List the stages of development in the life cycle. 10. Discuss how each of these stages influences the ability to understand when practicing patient education. 11. Explain the process of patient education as it is adapted to each life stage. 12. Define the term life-cycled-centered approach. Sources Read chapters 4-6. URL: http://gcumedia.com/digital-resources/jonesandbartlett/2010/effective-patient-education_-a-guide-toincreased-adherence_ebook_4e.php Watch: Adults: Age-Specific Care (25:00). THIS NEEDS A LOGIN THAT I DON’T HAVE BUT I AM SURE YOU CAN FIND THIS VIDEO ONLINE SOMEWHERE Medical care focused on adults must take into account a wide variety of cultural, physiological, and administrative challenges. The good news is that a patient who has matured and become self-reliant is now ready to act as a partner in his or her own health care decisions. This program explores the requirements of adult care, from the college-level years to retirement and the final phases of life. Reminding viewers that the focus now shifts away from growth and into long-term health maintenance, the video offers guidance on the following topics: heart disease, cancer, maternity, childbirth, parenting, child care, aging, diminishing strength and agility, elder and institutional care, Alzheimer’s and dementia, and the need to retain and maximize quality of life. The dilemma of the “sandwich generation” is also discussed. A part of the series Age-Specific Care: A Guide for Health Care Professionals. (25 minutes)© 2008 URL: https://lopes.idm.oclc.org/login?url=http://digital.films.com.lopes.idm.oclc.org/PortalPlaylists.aspx?aid=12129&x tid=47445 I enjoy discussing compliance and how we as health care providers can influence patient compliance and ultimately their outcomes. I look forward to this week and the many comments in the discussion forum. Tricia Objectives: 1. Explain the concept of patient compliance and why it is important. 2. Define patient compliance as it applies to this field. 3. Discuss the role health care professionals play in compliance and noncompliance. 4. List examples of interventions that could increase compliance. 5. Discuss the concept of compliance as collaboration. 6. Discuss patient education as it was in the past and as it is today. Falvo, D. R. (2011). Effective patient education: A guide to increased adherence (4th ed.). Boston, MA: Jones & Bartlett. ISBN: 9780763766252 URL: http://gcumedia.com/digital-resources/jonesandbartlett/2010/effective-patient-education_-aguide-to-increased-adherence_ebook_4e.php Related Electronic Resources American Cancer Society. (2013). Informed consent. Retrieved December 30, 2013, from located at http://www.cancer.org/treatment/findingandpayingfortreatment/understandingfinancialandleg almatters/informedconsent Center for Disease Control and Prevention, Medication Adherence. Educational Module (Released March 27, 2013) http://www.cdc.gov/primarycare/materials/medication/ Adults: Age-Specific Care (25:00) Medical care focused on adults must take into account a wide variety of cultural, physiological, and administrative challenges. The good news is that a patient who has matured and become self-reliant is now ready to act as a partner in his or her own health care decisions. This program explores the requirements of adult care, from the college-level years to retirement and the final phases of life. Reminding viewers that the focus now shifts away from growth and into long-term health maintenance, the video offers guidance on the following topics: heart disease, cancer, maternity, childbirth, parenting, child care, aging, diminishing strength and agility, elder and institutional care, Alzheimer’s and dementia, and the need to retain and maximize quality of life. The dilemma of the “sandwich generation” is also discussed. A part of the series Age-Specific Care: A Guide for Health Care Professionals. (25 minutes)© 2008 http://library.gcu.edu:2048/login?url=http://digital.films.com.library.gcu.edu:2048/PortalPlaylists.aspx?aid=12129&xtid =47445 Huber, S. (2001). Questions about religion as a category of diversity in medicine. American Medical Association. Retrieved July 5, 2007, from http://virtualmentor.amaassn.org/2001/12/prsp2-0112.html National Center for Complementary and Alternative Medicine. (2006). The use of complementary and alternative medicine in the United States. National Institutes of Health. Retrieved July 13, 2007, from http://nccam.nih.gov/news/camstats/2007/camsurvey_fs1.htm Johnson, J. L., Moser, L., & Garwood, C. L. (2013). Health literacy: A primer for pharmacists. American Journal Of Health-System Pharmacy, 70(11), 949-955. doi:10.2146/ajhp120306 http://library.gcu.edu:2048/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=cc m&AN=2012242528&site=ehost-live&scope=site Pioneer in Aging: Dr. Robert Butler (30:00) Dr. Robert Butler knows all about aging. Not only is he in his eighties himself, but he’s the man who coined the term “ageism” and pioneered aging as a field of study. In this program, host Alan Rosenberg sits down with the Pulitzer-winning author for a fascinating and inspiring conversation. It is difficult to face aging in this culture, says Butler, because there’s a © 2011. Grand Canyon University. All Rights Reserved. pervasive mind-set that people should be self-sufficient, no matter what. Butler also talks about some of the myths of aging, how attitudes about aging must change, and the dearth of geriatric training in medical school despite the growing population of elderly. Loss, denial, preparing for the future, and aging vitally are other important topics. Distributed by PBS Distribution. (30 minutes) Item Number: 43604 © 2009 http://library.gcu.edu:2048/login?url=http://digital.films.com.library.gcu.edu:2048/PortalPlaylist s.aspx?aid=12129&xtid=43604 © 2011. Grand Canyon University. All Rights Reserved. Only use Google Chrome for GCU activities! Tricia Aud, MSN, RN Tricia.aud@my.gcu.edu 252.269.9044 EST       Slide 3: Classroom Participation Slide 4: Book Access Slide 5: APA Slide 6: LopesWrite Slide 7: Participation Guidelines for Discussion Forums Slide 8: APA Headings Example   For more information on classroom participation please refer to the GCU Policy Handbook p.33. Click on icon below  The book comes via a link in the Path section of the classroom under Courses Materials   For your reference—please click on icons   LopesWrite is a resource that will check your assignments for plagiarism. Grand Canyon University requires that assignments over 500 words be submitted to LopesWrite. A similarity percentage must be 20% or less. However, all assignments will be reviewed for proper use of citations and suggestions will be given for your benefit to become a proficient writer. Please take advantage of the assistance GCU offers. The faculty and staff are here to assist you in reaching your educational goals.   Participation: Please be present in the main discussion forum at least 3 days with 2 substantive posts to either other students or the instructor on these days. This is in addition to the initial response. For full participation credit, this will be the main discussion posts due and 6 substantive responses. (This would be a minimum of 8 responses total per week. An answer to each discussion question and six responses). Please see the examples of substantive posts below. Participation credit is based on the following:    Follow-up responses to classmates’ initial DQs that integrate course theories with a practical application of the subject, perhaps offering a personal observation or experience, or referencing real-world examples, current events, or presenting further research you have conducted on the topic. At least 3-5 sentences. Interaction in classroom discussion that demonstrates deeper or broader thoughts about a topic, rather than just rephrasing what the textbook has to say on the topic.   Posts that encourage further discussion and ongoing dialogue with other students in the class.     Communications that are presented in a professional and supportive manner, and with a respectful tone. Messages that are proofread and contain minimal errors in writing mechanics.  Here is an example of Level I headings: Using headings helps organize your thoughts as well as your papers. These headings can be used for Week 4s Paper. Please use Level I headings for your Week 2 paper as well.   Assignment Question: The impact of the IOM report on nursing education.   Your Heading: The IOM’s Recommendations on Nursing Education   Assignment Question: The impact of the IOM report on nursing practice, particularly in primary care   Your Heading: Impact of the IOM Report on Primary Care Nursing Practice   Assignment Question: How you would change your practice to meet the goals of the IOM report.   Your Heading: My Practice Changes in Regard to the IOM’s Report   Assignment Question: The impact of the IOM report on the nurse’s role as a leader.   Your heading: Recommendations for the Nurse Leader   Do you see how this would organize your thoughts and overall paper better?   Tricia Enjoy the class!  Ask questions!  
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