Write an essay about the nursing Health Care course. 

 level -Bachelor 

· Write an essay about the nursing Health Care course.

· Follow the direction is a priority.

Write about the topics mentioned in the attached.

· Follow the directions and grading criteria closely.

· Minimum 3 pages excluding title page and reference pages (900 words).

· APA format.

plagiarism “Zero” tolerance.

REQUIREMENTS-

University level -Bachelor’s in nursing.

Plagiarism “Zero” tolerance.

· Write a reflective essay about the Nursing and The Aging Family course.

· Description: This course provides the skills for interventions, evaluation and managing care of diverse older adults/families in a multicultural global environment.

Topic Learned:

· Introduction to Healthy Aging. Cross-Cultural Caring and Aging.

· Biological Theories of Aging & Age-Related Physical Changes.

· Psychosocial, Spiritual, and Cognitive Aspects of Aging.

· Gerontological Nursing & Promotion of Healthy Aging.

· Gerontological Nursing Across the Continuum of Care.

· Economic and Legal Issues. Assessment and Documentation for Optimal Care

· Safe Medication Use. Nutrition.

· Hydration and Oral Care. Elimination Read

· Rest, Sleep, and Activity. Promoting Healthy Skin

· Falls & Fall Risk Reduction. Promoting Safety.

· Living with Chronic Illness. Pain and Comfort.

· Diseases Affecting Vision and Hearing.

· Metabolic Disorders Bone and Joint Problems.

· Cardiovascular & Respiratory Disorders

· Neurological Disorders. Mental Health.

· Care of Individuals with Neurocognitive Disorders. Relationships, Roles, and Transitions Caregiving. Loss, Death, and Palliative Care.

· Follow the directions and criteria for writing closely as indicate below (Introductions, Course Reflection and Conclusion).

· Will be graded on quality of self-assessment, use of citations, use of Standard English grammar, sentence structure, and overall organization based on the required components as summarized in the directions and grading criteria/rubric.

· Clarity of writing. Use of standard English grammar and sentence structure. No spelling errors or typographical errors. Organized around the required components using appropriate headers. Writing should demonstrate original thought without an over-reliance on the works of others.

· Minimum three pages (3) excluding title page and reference pages (1000 words).

· APA format is required with both a title page and reference page. Time New Roman 12 Font. Double space.

· All information taken from another source, even if summarized, must be appropriately cited in the manuscript and listed in the references using APA (6th ed.) format:

1. Document setup

2. Title and reference pages

3. Citations in the text and references

Guidelines

I. Write a Course Reflection Essay about Crisis Intervention course.

II. Follow the requirements directions.

Introduction.

· Write an introduction but do not use “Introduction” as a heading in accordance with the rules put forth in the Publication manual of the American Psychological Association (2010, p. 63).

· Introduces the purpose of the reflection and addresses BSN Essentials (AACN, 2008) pertinent to healthcare policy and advocacy.

Course Reflection.

The BSN Essentials (AACN, 2008) outline a number of healthcare policy and advocacy competencies for the BSN-prepared nurse.

Reflected on the Nursing and The Aging Family course readings, discussion threads, and applications you have completed across this course. Write a reflective essay regarding the extent to which you feel you are now prepared to:

Include a self-assessment regarding learning that you believe represents your skills, knowledge, and integrative abilities to meet the pertinent BSN Essential and sub-competencies (AACN, 2008) as a result of active learning throughout this course.

Be sure to use examples from the topic provided above and/or applications to support your assertions to address each of the following sub-competencies:

(a) “Conduct comprehensive and focused physical, behavioral, psychological, spiritual, socioeconomic, and environmental assessments of health and illness parameters in patients, using developmentally and culturally appropriate approaches.

(b) Recognize the relationship of genetics and genomics to health, prevention, screening, diagnostics, prognostics, selection of treatment, and monitoring of treatment effectiveness, using a constructed pedigree from collected family history information as well as standardized symbols and terminology.

(c) Implement holistic, patient centered care that reflects an understanding of human growth and development, pathophysiology, pharmacology, medical management, and nursing management across the health illness continuum, across the lifespan, and in all healthcare settings.

(d) Communicate effectively with all members of the healthcare team, including the patient and the patient’s support network.

(e) Deliver compassionate, patient centered, evidence-based care that respects patient and family preferences.

(f) Implement patient and family care around resolution of end of life and palliative care issues, such as symptom management, support of rituals, and respect for patient and family preferences.

(g) Provide appropriate patient teaching that reflects developmental stage, age, culture, spirituality, patient preferences, and health literacy considerations to foster patient engagement in their care.

(h) Implement evidence-based nursing interventions as appropriate for managing the acute and chronic care of patients and promoting health across the lifespan.

(i) Monitor client outcomes to evaluate the effectiveness of psychobiological interventions.

(j) Facilitate patient centered transitions of care, including discharge planning and ensuring the caregiver’s knowledge of care requirements to promote safe care.

(k) Provide nursing care based on evidence that contributes to safe and high-quality patient outcomes within healthcare microsystems.

(l) Create a safe care environment that results in high quality patient outcomes.

(m) Revise the plan of care based on an ongoing evaluation of patient outcomes.

Conclusion.

An effective conclusion identifies the main ideas and major conclusions from the body of your essay. Minor details are left out. Summarize the benefits of the pertinent BSN Essential and sub-competencies (AACN, 2008) pertaining to scholarship for evidence-based practice.

Reference:

Text and Materials used in the course

1. Touhy, T.A & Jett, K.F (2018). Ebersole and Hess’ Gerontological Nursing. (5th ed.)

Author: Theris A. Touhy DNP CNS DPNAP, Kathleen F Jett PhD GNP-BC

ISBN: 9780323401678 –

2. Publication Manual American Psychological Association (APA) (6th ed.).

2009 ISBN: 978-1-4338-0561-5.

3. American Association of Colleges of Nursing [AACN]. (2008). The essentials of baccalaureate education for professional nursing practice. Washington, DC: Author.

Information:

Learning Outcomes:

• The students will identify the physiological process of aging.

• The students will be able to differentiate the adaptative human response to the aging process.

• The student will be able to manage and care older adults and them families

Objectives of the Course : Upon completion of this course, the student will be able to:

• Describe and develop comprehensive and focused assessments (physical, psychosocial, developmental, spiritual, socioeconomic, and environmental) of health and illness parameters of diverse older adults/families.

• Evaluate holistic, patient-centered care that reflects an understanding of genetics and genomics, pathophysiology, pharmacology, clinical management, and ethical issues for older adults/families in multicultural communities.

• Develop decision making skills, including the nursing process and problem-solving processes, to deliver evidence-based family-centered care in the health promotion, maintenance, and restoration, disease and injury prevention, and rehabilitation of health for older adults/families,

using developmentally and culturally appropriate approaches.

• Examine evidence-based practice guidelines/research, nursing theories, and theories from other disciplines on aging that support the identification of clinical problems, prioritization of activities, implementation of nursing skills, and quality outcomes in the care of

older adults/families.

• Consider collaborative practice and patient education in managing pharmacotherapeutics safely for older adults (e.g., prescription drugs interacting with other drugs, over-the-counter agents,

complementary/alternative therapies, lifestyles and health practices, dietary supplements, and food).

• Use inter- and intra- professional collaboration and communication to develop plans of care for older adults/families that take into account determinants of health, genetics and genomics, family functioning, patient preferences, available resources, and the range of activities that contribute to health promotion and the prevention of disease and injury.

• Differentiate older adult patient/family-centered transitions, including planning, care management, and ensuring the caregivers knowledge of care requirements to promote safe care.

• Demonstrate an understanding of professionalism and professional values of nursing, including standards of moral, ethical, and legal conduct to protect older adult patients/clients.

 

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