Based on this information, formulate a conclusion based on your evaluation, and complete the Critical Thinking Essay assignment, as instructed below.Health History and Medical InformationHealth HistoryMrs. J. is a 63-year-old married woman who has a history of hypertension, chronic heart failure, and chronic obstructive pulmonary disease (COPD). Despite requiring 2L of oxygen/nasal cannula at home during activity, she continues to smoke two packs of cigarettes a day and has done so for 40 years. Three days ago, she had sudden onset of flu-like symptoms including fever, productive cough, nausea, and malaise. Over the past 3 days, she has been unable to perform ADLs and has required assistance in walking short distances. She has not taken her antihypertensive medications or medications to control her heart failure for 3 days. Today, she has been admitted to the hospital ICU with acute decompensated heart failure and acute exacerbation of COPD.Subjective DataIs very anxious and asks whether she is going to die.Denies pain but says she feels like she cannot get enough air.Says her heart feels like it is "running away."Reports that she is exhausted and cannot eat or drink by herself.Objective DataHeight 175 cm; Weight 95.5kg.Vital signs: T 37.6C, HR 118 and irregular, RR 34, BP 90/58.Cardiovascular: Distant S1, S2, S3 present; PMI at sixth ICS and faint: all peripheral pulses are 1+; bilateral jugular vein distention; initial cardiac monitoring indicates a ventricular rate of 132 and atrial fibrillation.Respiratory: Pulmonary crackles; decreased breath sounds right lower lobe; coughing frothy blood-tinged sputum; SpO2 82%.Gastrointestinal: BS present: hepatomegaly 4cm below costal margin.InterventionThe following medications administered through drug therapy control her symptoms:IV furosemide (Lasix)Enalapril (Vasotec)Metoprolol (Lopressor)IV morphine sulphate (Morphine)Inhaled short-acting bronchodilator (ProAir HFA)Inhaled corticosteroid (Flovent HFA)Oxygen delivered at 2L/ NCCritical Thinking EssayIn 750-1,000 words, critically evaluate Mrs. J.'s situation. Include the following:Describe the clinical manifestations present in Mrs. J.Discuss whether the nursing interventions at the time of her admissions were appropriate for Mrs. J. and explain the rationale for each of the medications listed.Describe four cardiovascular conditions that may lead to heart failure and what can be done in the form of medical/nursing interventions to prevent the development of heart failure in each condition.Taking into consideration the fact that most mature adults take at least six prescription medications, discuss four nursing interventions that can help prevent problems caused by multiple drug interactions in older patients. Provide a rationale for each of the interventions you recommend.Provide a health promotion and restoration teaching plan for Mrs. J., including multidisciplinary resources for rehabilitation and any modifications that may be needed. Explain how the rehabilitation resources and modifications will assist the patients' transition to independence.Describe a method for providing education for Mrs. J. regarding medications that need to be maintained to prevent future hospital admission. Provide rationale.Outline COPD triggers that can increase exacerbation frequency, resulting in return visits. Considering Mrs. J.'s current and long-term tobacco use, discuss what options for smoking cessation should be offered.You are required to cite to a minimum of two sources to complete this assignment. Sources must be published within the last 5 years and appropriate for the assignment criteria and relevant to nursing practice.Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required. This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

Week 4: Patient Teaching Plan (graded)Submit Assignment Points 125 Submitting a file uploadSpecial Reminder: There are 2 separate submissions.Patient Teaching PlanVisual Teaching ToolPlease note that you will need to complete the Patient Teaching Plan first. You will use this plan to develop the Visual Teaching Tool. It is recommended that you read the directions for both assignments carefully before beginning.PurposeTo create a Patient Teaching Plan aimed at educating a specific patient population about a specific health topic. This plan will be used to develop a Visual Teaching Tool in a future assignment.Course OutcomesThis assignment enables the student to meet the following course outcomes.CO 2: Recognize the influence that developmental stages have on physical, psychosocial, cultural, and spiritual functioning. (PO #1)CO 4: Identify teaching/learning needs from the health history of an individual. (PO #2)Due DatePatient Teaching Plan assignment is due Sunday of Week 4 at 11:59 MT.PointsThis assignment is worth 125 points.Background InformationNR305 focuses on nursing assessment, and the identification of opportunities to prevent disease and improve health of patients. An important professional role for nurses is to provide teaching to patients based on knowledge deficits identified during assessment.Prior to beginning this assignment, follow the link to read the article below. The information related to adult learning and barriers to understanding will be helpful when planning how to best educate your selected population.Beagley, L. (2011). Educating patients: Understanding barriers, learning styles, and teaching techniques. Journal of Paranesthesia Nursing, 26(5), 331-337. permalink (Links to an external site.)Links to an external site.DirectionsPlease read all directions carefully before you begin.Click to download the Patient Teaching Plan Form (Links to an external site.)Links to an external site.. Type your answers directly into this Word document and submit. The use of correct terminology, grammar, and spelling is important! Any references and citations used should be written in APA format. Please utilize in-text citations when appropriate, and list all references in the space provided at the end of the worksheet.You are required to complete the form using the productivity tools required by Chamberlain University, which is Microsoft Office Word 2013 (or later version), or Windows and Office 2011 (or later version) for MAC. You must save the file in the ".docx" format. Do NOT save as Word Pad. A later version of the productivity tool includes Office 365, which is available to Chamberlain students for FREE by downloading from the student portal at http://my.chamberlain.edu (Links to an external site.)Links to an external site.. Click on the envelope at the top of the page.Health Topic: Decide WHAT you would like to teach.Select from the following health topics to complete your Patient Teaching Project:Stress and Time ManagementSelf-Care (can choose a specific self-care activity)Prevention of Hazards at WorkBicycle SafetyErgonomics (related to work, posture)Skin Cancer PreventionHealthy EatingExercise/Physical ActivitySuicideHuman TraffickingEating DisordersSubstance Abuse (Opioid, Alcohol, Nicotine)DepressionPalliative Care/Hospice CarePopulation and Setting: Once you have selected a topic, you must decide WHO you will be teaching and WHERE the education will take place. (i.e., teaching a classroom of middle school students; teaching community members at a local health fair)Learning Barriers: Refer to the assigned article: Educating patients: Understanding barriers, learning styles, and teaching techniques for information related to learning barriers and other teaching considerations. Barriers might be cultural, physical, educational, or environmental. You may also want to consider the developmental stages of your selected population.Example:The population in this community is known to have a low-literacy level, therefore clear pictures and graphics will be utilized to assist with understanding.Learning Objectives: Write three specific learning objectives your Visual Teaching Tool will address. Begin each objective with "At the end of this education, the learner will ..." Use an action verb to finish the sentence (i.e., list, demonstrate, describe, define, identify).Example:At the end of this education, the learner will be able to demonstrate the proper way to wear a bike helmet.At the end of this education, the learner will be able to describe how to perform a breast self-exam.At the end of this education, the learner will be able to list three benefits of regular physical activity.Evaluation: Write a paragraph describing how you could evaluate whether your visual teaching tool was successful and met the learning objectives. Consider the population's abilities and the setting.**Academic Integrity Reminder**Chamberlain College of Nursing values honesty and integrity. All students should be aware of the Academic Integrity policy and follow it in all discussions and assignments.By submitting this assignment, I pledge on my honor that all content contained is my own original work except as quoted and cited appropriately. I have not received any unauthorized assistance on this assignment. Please see the grading criteria and rubrics on this page.Please see the grading criteria and rubrics on this page. NOTE: Please use your browser's File setting to save or print this page.RubricNR305 Week 4 Patient Teaching Plan Grading RubricNR305 Week 4 Patient Teaching Plan Grading RubricCriteriaRatingsPtsThis criterion is linked to a Learning OutcomeHealth Topic (20 points)State the topic you have selected. (Please select from the list provided in the Patient Teaching Plan assignment guidelines.) Describe in detail why this is an important topic for patient education. Use evidence from the textbook, lesson or an outside scholarly source to support your rationale.20.0 ptsHealth topic is selected from the list provided; Excellent rationale for the importance of the topic and clearly supported by related evidence from text, lesson or outside scholarly source18.0 ptsHealth topic is selected from the list provided; Good rationale for the need for the importance of the topic and supported by related evidence from text, lesson, or outside scholarly source16.0 ptsHealth topic is selected from the list provided; Minimal rationale for patient education on the topic and/or related evidence not provided8.0 ptsHealth topic is NOT selected from list provided0.0 ptsThis section is blank20.0 ptsThis criterion is linked to a Learning OutcomePatient Population (15 points)Describe, in detail, the characteristics of the population you are planning to teach with the Visual Teaching Tool. (This may include age, gender, health status, similarities among individuals, or any other important characteristics.)15.0 ptsExcellent description of patient population including several characteristics listed in detail13.0 ptsGood description of patient population with several characteristics listed12.0 ptsMinimal description of patient population, 1-2 characteristics listed briefly6.0 ptsPopulation is poorly described, with no additional characteristics listed0.0 ptsThis section is blank15.0 ptsThis criterion is linked to a Learning OutcomeLearning Barriers (20 points)What are some potential learning barriers for this population of learners? How can you address these learning barriers in your Visual Teaching Tool design? (Barriers might be cultural, physical, educational, or environmental. Refer to the assigned article in the project guidelines for more information.)20.0 ptsExcellent description of potential learning barriers; thorough plan for addressing barriers18.0 ptsGood description of potential learning barriers; appropriate plan for addressing barriers16.0 ptsBrief description of potential barriers and plan for addressing them is present but lacks detail8.0 ptsMinimal description of potential barriers; plan for addressing barriers lacking0.0 ptsThis section is blank20.0 ptsThis criterion is linked to a Learning OutcomeSetting (20 points)Describe, in detail, the setting where you will utilize your Visual Teaching Tool. Include details as appropriate, such as room or table set up, technical equipment needed, whether teaching will take place in a group or one-on-one. (Examples: primary care clinic, health fair, school, home)20.0 ptsExcellent description of setting; includes thorough consideration of how the teaching will take place18.0 ptsGood description of setting; includes consideration of how the teaching will take place16.0 ptsBrief description of setting with little to no discussion of details related to how the teaching will take place8.0 ptsMinimal description of setting with no additional details in regards to how the teaching will take place0.0 ptsThis section is blank20.0 ptsThis criterion is linked to a Learning OutcomeLearning Objectives (20 points)Write three specific learning objectives your visual teaching tool will address. (Refer to examples in the assignment guidelines to complete this section.)20.0 ptsLearning objectives are clear, very well-written; written per assignment guidelines; and make sense for the selected topic18.0 ptsLearning objectives are written per the assignment guidelines and make sense for the selected topic16.0 ptsLearning objectives are present and make sense of the topic; but are not written per the assignment guidelines8.0 ptsLearning objectives are present, but are off-topic or unclear0.0 ptsThis section is blank20.0 ptsThis criterion is linked to a Learning OutcomeEvaluation Plan (15 points)Write a paragraph describing how you could evaluate whether your visual teaching tool was successful and met the learning objectives. Consider the population’s abilities and the setting.15.0 ptsExcellent evaluation plan; very detailed, realistic for the population’s abilities and setting13.0 ptsGood evaluation plan; adequate detail; realistic for the population’s abilities and setting12.0 ptsFair evaluation plan; lacks detail, may not be realistic for the population’s abilities and setting6.0 ptsEvaluation plan is poorly written, and/or is not realistic for the population and setting0.0 ptsThis section is blank15.0 ptsThis criterion is linked to a Learning OutcomeClarity of Writing Criteria (15 points)In-text citations in APA format (author, year). Full sentences with good flow. Free from spelling errors. Excellent grammar.15.0 ptsExcellent writing overall, all criteria met13.0 ptsGood writing overall, 1 criterion not met12.0 ptsFair writing overall, 2 criteria not met6.0 ptsPoor clarity of writing, 3 criteria not met0.0 ptsVery poor clarity of writing, multiple errors15.0 ptsThis criterion is linked to a Learning OutcomeUse of Template0.0 ptsCorrect template, no points deducted.0.0 ptsTemplate not used = -12.5 points (10%)0.0 ptsTotal Points: 125.0PreviousNext

Changes in culture and technology have resulted in patient populations that are often well informed and educated, even before consulting or considering a healthcare need delivered by a health professional. Fueled by this, health professionals are increasingly involving patients in treatment decisions. However, this often comes with challenges, as illnesses and treatments can become complex.What has your experience been with patient involvement in treatment or healthcare decisions?In this Discussion, you will share your experiences and consider the impact of patient involvement (or lack of involvement). You will also consider the use of a patient decision aid to inform best practices for patient care and healthcare decision making.To Prepare:Review the Resources and reflect on a time when you experienced a patient being brought into (or not being brought into) a decision regarding their treatment plan.Review the Ottawa Hospital Research Institute’s Decision Aids Inventory at https://decisionaid.ohri.ca/.Choose “For Specific Conditions,” then Browse an alphabetical listing of decision aids by health topic.NOTE: To ensure compliance with HIPAA rules, please DO NOT use the patient’s real name or any information that might identify the patient or organization/practice.RESOURCES:Melnyk, B. M., & Fineout-Overholt, E. (2018). Evidence-based practice in nursing & healthcare: A guide to best practice (4th ed.). Philadelphia, PA: Wolters Kluwer.Chapter 7, “Patient Concerns, Choices and Clinical Judgement in Evidence-Based Practice” (pp. 219–232)Hoffman, T. C., Montori, V. M., & Del Mar, C. (2014). The connection between evidence-based medicine and shared decision making. Journal of the American Medical Association, 312(13), 1295–1296. doi:10.1001/jama.2014.10186Kon, A. A., Davidson, J. E., Morrison, W., Danis, M., & White, D. B. (2016). Shared decision making in intensive care units: An American College of Critical Care Medicine and American Thoracic Society policy statement. Critical Care Medicine, 44(1), 188–201. doi:10.1097/CCM.0000000000001396Opperman, C., Liebig, D., Bowling, J., & Johnson, C. S., & Harper, M. (2016). Measuring return on investment for professional development activities: Implications for practice. Journal for Nurses in Professional Development, 32(4), 176–184. doi:10.1097/NND.0000000000000483Schroy, P. C., Mylvaganam, S., & Davidson, P. (2014). Provider perspectives on the utility of a colorectal cancer screening decision aid for facilitating shared decision making. Health Expectations, 17(1), 27–35. doi:10.1111/j.1369-7625.2011.00730.xhttps://decisionaid.ohri.ca/Week08_Discussion_RubricExcellent 45 (45%) - 50 (50%)Answers all parts of the discussion question(s) expectations with reflective critical analysis and synthesis of knowledge gained from the course readings for the module and current credible sources.Supported by at least three current, credible sources.Written clearly and concisely with no grammatical or spelling errors and fully adheres to current APA manual writing rules and style.Good 40 (40%) - 44 (44%)Responds to the discussion question(s) and is reflective with critical analysis and synthesis of knowledge gained from the course readings for the module.At least 75% of post has exceptional depth and breadth.Supported by at least three credible sources.Written clearly and concisely with one or no grammatical or spelling errors and fully adheres to current APA manual writing rules and style.Fair 35 (35%) - 39 (39%)Responds to some of the discussion question(s).One or two criteria are not addressed or are superficially addressed.Is somewhat lacking reflection and critical analysis and synthesis.Somewhat represents knowledge gained from the course readings for the module.Post is cited with two credible sources.Written somewhat concisely; may contain more than two spelling or grammatical errors.Contains some APA formatting errors.Poor 0 (0%) - 34 (34%)Does not respond to the discussion question(s) adequately.Lacks depth or superficially addresses criteria.Lacks reflection and critical analysis and synthesis.Does not represent knowledge gained from the course readings for the module.Contains only one or no credible sources.Not written clearly or concisely.Contains more than two spelling or grammatical errors.Does not adhere to current APA manual writing rules and style.