The International Council of Nurses (ICN) has released a new global definition of “nurse” and “nursing“, marking a significant milestone in the profession’s identity and global recognition.
Key Highlights:
Purpose: The new definition aims to clearly articulate the scope, identity, and contribution of nursing to global health. It serves as a “global compass” for the profession.
Core Values: It emphasizes nursing as a science-based, people-centered, and socially just profession, grounded in ethical standards and human connection.
Development Process: The definition was the result of a year-long global initiative, involving an expert panel and a Delphi group of nurses from all ICN regions, ensuring cultural inclusivity and global consensus.
Leadership and Support: ICN leaders, including CEO Howard Catton and Director David Stewart, highlighted the importance of defining nursing to ensure its visibility, value, and leadership in shaping health systems.
Impact: The definition is intended to influence policy, education, regulation, and legal frameworks worldwide. It empowers nurses to fully embrace and lead within their roles.
This initiative is seen not just as a professional update, but as a reaffirmation of nursing’s leadership and identity for current and future generations
Chronic bronchitis is a progressive respiratory condition characterized by persistent inflammation and irritation of the bronchial tubes, leading to excessive mucus production and airflow obstruction. It is one of the two main forms of chronic obstructive pulmonary disease (COPD), alongside emphysema.
To be clinically diagnosed with chronic bronchitis, a patient must exhibit a productive cough that persists for at least three months per year for two consecutive years, after other potential causes have been ruled out (Rabe & Watz, 2017). The primary symptoms of chronic bronchitis include a persistent, mucus-producing cough often referred to as a “smoker’s cough,” wheezing, chest discomfort, and shortness of breath, particularly during physical exertion. As the condition progresses, as it will, patients may experience more frequent respiratory infections, increased mucus production, and worsening breathlessness (Vestbo et al., 2020). The severity of symptoms can fluctuate, with periods of exacerbation and relative stability.
Pathophysiology
Chronic bronchitis is characterized by hypertrophy and hyperplasia of mucus-secreting glands in the bronchial walls, leading to increased mucus production. This excess mucus, combined with inflammation-induced bronchial wall thickening and ciliary dysfunction, results in airway narrowing and obstruction. Chronic exposure to irritants, allergens, pollution, but primarily cigarette smoke, triggers an inflammatory response that perpetuates this cycle of damage and remodeling (Barnes, 2019).
Signs and Symptoms
Patients will exhibit a multitude of signs and symptoms with chronic bronchitis. The skin color starting around the lips and nail beds begins to appear dusky, as the condition progresses the patient will become cyanotic. The patient will experience a a chronic cough with purulent sputum. They will have hypoxia (decreased O2), hypercapnia (increased CO2), and increased respiratory rate which will lead eventually to respiratory acidosis. Their hemoglobin becomes elevated. Initially, the patient will become short of breath with exercise, as the disease progresses the shortness of breath occurs with very little activity. They will have nail bed clubbing and use accessory muscles of the chest to breath.
Current Treatment Options
Current treatment approaches for chronic bronchitis focus on symptom management, reducing exacerbations, and slowing disease progression. Smoking cessation remains the most crucial intervention, significantly impacting long-term outcomes. Pharmacological treatments include bronchodilators (such as long-acting beta-2 agonists and anticholinergics) to improve airflow, inhaled corticosteroids to reduce inflammation, and mucolytics to aid in mucus clearance (Singh et al., 2019). Pulmonary rehabilitation programs, incorporating exercise training and education, have shown benefits in improving quality of life and exercise capacity (McCarthy et al., 2021). Emerging therapies are exploring novel anti-inflammatory agents, such as phosphodiesterase-4 inhibitors and targeted biologics, to address the underlying inflammatory processes more effectively (Rogliani et al., 2019). Additionally, there is growing interest in bronchoscopic interventions for mucus clearance and airway remodeling in severe cases (Valipour et al., 2018).
Prognosis
The prognosis for chronic bronchitis varies depending on factors such as disease severity, comorbidities, and adherence to treatment. While the condition is progressive and irreversible, early diagnosis and appropriate management can significantly slow its progression and improve quality of life. Patients who quit smoking and adhere to treatment regimens generally have better outcomes. However, chronic bronchitis is associated with an increased risk of respiratory infections, exacerbations, and potential complications such as cor pulmonale in advanced stages (Vogelmeier et al., 2020). Regular monitoring of lung function, symptom severity, and exacerbation frequency is essential for optimizing treatment strategies. Advances in personalized medicine approaches, including biomarker-guided therapy and genetic profiling, hold promise for more targeted and effective treatments in the future (Agustí et al., 2018).
Conclusion
In conclusion, chronic bronchitis represents a significant health challenge, requiring a comprehensive, long-term management approach. While current treatments can effectively manage symptoms and slow progression, ongoing research into novel therapies and interventions offers hope for improved outcomes and quality of life for patients with this chronic respiratory condition.
References
Agustí, A., Vogelmeier, C., & Faner, R. (2018). COPD 2025: Precision medicine and personalized care. The Lancet Respiratory Medicine, 6(5), 389-397.
Barnes, P. J. (2019). Inflammatory mechanisms in patients with chronic obstructive pulmonary disease. Journal of Allergy and Clinical Immunology, 144(1), 16-27.
McCarthy, B., Casey, D., Devane, D., Murphy, K., Murphy, E., & Lacasse, Y. (2021). Pulmonary rehabilitation for chronic obstructive pulmonary disease. Cochrane Database of Systematic Reviews, 2021(3), CD003793.
Rabe, K. F., & Watz, H. (2017). Chronic obstructive pulmonary disease. The Lancet, 389(10082), 1931-1940.
Rogliani, P., Calzetta, L., Coppola, A., Cavalli, F., Ora, J., Puxeddu, E., … & Matera, M. G. (2019). Optimizing drug delivery in COPD: The role of inhaler devices. Respiratory Medicine, 153, 45-59.
Singh, D., Agusti, A., Anzueto, A., Barnes, P. J., Bourbeau, J., Celli, B. R., … & Vogelmeier, C. (2019). Global strategy for the diagnosis, management, and prevention of chronic obstructive lung disease: The GOLD science committee report 2019. European Respiratory Journal, 53(5), 1900164.
Valipour, A., Slebos, D. J., Herth, F., Darwiche, K., Wagner, M., Ficker, J. H., … & Eberhardt, R. (2018). Endobronchial valve therapy in patients with homogeneous emphysema. Results from the IMPACT study. American Journal of Respiratory and Critical Care Medicine, 198(9), 1151-1164.
Vestbo, J., Lange, P., & Agusti, A. (2020). Long-term natural history of chronic obstructive pulmonary disease: Severe exacerbations and mortality. Thorax, 75(10), 987-993.
Vogelmeier, C. F., Criner, G. J., Martinez, F. J., Anzueto, A., Barnes, P. J., Bourbeau, J., … & Agustí, A. (2020). Global strategy for the diagnosis, management, and prevention of chronic obstructive lung disease 2020 report. American Journal of Respiratory and Critical Care Medicine, 201(5), e56-e69.
With summer vacations quickly approaching, a serious and concerning new
The Centers for Disease Control and Prevention is urging Americans to make sure they’re protected against measles before traveling to other countries this summer.
Last week, the agency updated its travel guidance for the virus as cases pop up nationwide. Nearly all exposures at airports are linked to international travel.
That includes six cases linked to a Turkish Airlines flight that landed at Denver International Airport on May 13. The Colorado Department of Public Health and Environment said that four of the patients had been on the plane.
Warning of overseas outbreaks, CDC urges Americans to get the measles vaccine before traveling abroad
Two other people were exposed at the airport before getting sick. Measles is one of the most contagious viruses in the world. Droplets can linger in the air for up to two hours after an infected person has been there.
According to an NBC News tally, 1,125 measles cases in 33 states have been diagnosed in the U.S. this year. Texas, the state with the largest outbreak, has reported 738 cases.
The numbers are likely vast underestimates, experts say, because many people don’t get tested.
Canada and Mexico are also experiencing outbreaks. The Canadian government said it’s logged 2,515 confirmed or probable cases of measles since the beginning of the year.
Yemen, Pakistan and India top the CDC’s list of countries with the highest number of cases, but the agency notes that measles is a global problem.
“Measles outbreaks are happening in every region of the world. Anyone who is not protected against measles can get measles while abroad and easily spread it to others when they return home,” the CDC wrote on its website.
“Travelers can catch measles in many travel settings including travel hubs like airports and train stations, on public transportation like airplanes and trains, at tourist attractions, and at large, crowded events,” according to the agency’s latest guidance.
Babies as young as 6 months old can get an early dose of the measles-mumps-rubella vaccine at least two weeks before international travel, according to the CDC. Older kids and adults who don’t know whether they’ve been vaccinated should get two doses, 28 days apart before a trip.
It takes two weeks to build immunity. After that, people are considered 97% protected against measles infection.
This article was originally published on NBCNews.com
AACN Calls for Sustained Federal Investments in Nursing Education and the Workforce to Protect the Nation’s Health WASHINGTON, D.C., June 3, 2025 – The American Association of Colleges of Nursing (AACN) strongly opposes reductions in federal funding for nursing education and research, which would weaken the nation’s healthcare workforce and reduce access to care. Supplementing the “skinny” budget issued in early May, the Trump Administration has released additional details about its fiscal year (FY) 2026 budget, which calls for significant cuts and the elimination of essential programs for academic nursing, which are currently administered by the Department of Health and Human Services (HHS) and Department of Education. Consistent with the reductions outlined in the President’s proposed budget, the Administration’s FY26 budget calls for the Health Resources and Services Administration (HRSA) to be reorganized into the Agency for a Healthy America, signaling reduced or eliminated funding for most of Title VIII Nursing Workforce Development Programs. Further, the budget proposes to eliminate the National Institute of Nursing Research (NINR) in addition to $18 billion in proposed cuts to the National Institutes of Health. Overall, the budget reduces HHS funding by roughly $31 billion. “The strength of America’s nursing workforce depends on consistent investment in programs that support pathways into nursing and lifesaving research,” said Dr. Deborah Trautman, President and Chief Executive Officer of AACN. “Eliminating or reducing this funding compromises our ability to prepare the next generation of nurses and ultimately threatens patient safety and care quality.” This budget also follows through on the President’s promise to dramatically reduce the footprint of the Department of Education with an overall reduction of $12 billion. “Academic nursing is the foundation of a resilient healthcare workforce,” said Dr. Jean Giddens, Chair of AACN’s Board of Directors. “Without a sustained commitment to higher education and the institutions that educate nurses of the future, we risk falling short in terms of workforce supply and stability.” AACN will continue to advocate vigorously for academic nursing and urge Congress to prioritize an FY 2026 budget that ensures support for our nation’s nurses. Funding Title VIII Nursing Workforce Development Programs and NINR are crucial investments in the healthcare infrastructure of our nation, directly contributing to the President’s goal of creating a healthy America.### The American Association of Colleges of Nursing (AACN) is the national voice for academic nursing representing more than 875 schools of nursing nationwide. AACN establishes quality standards for nursing education, influences the nursing profession to improve health care, and promotes public support of baccalaureate and graduate nursing education, research, and practice.
The flipped-problem based learning model combines two educational approaches: the flipped classroom model and problem-based learning (PBL). In this model, students are exposed to instructional content outside the classroom through pre-recorded lectures, readings, or online modules, while the classroom time is dedicated to collaborative problem-solving and active learning activities related to real-world problems. The effect of the flipped-problem based learning model can be observed in several aspects:
Increased engagement and active learning: Flipping the classroom allows students to engage with the instructional content at their own pace and convenience, which can enhance their motivation and active participation in the learning process. In the classroom, students can apply the knowledge gained through pre-class activities to solve problems, engage in discussions, and work collaboratively with their peers.
Improved critical thinking and problem-solving skills: Problem-based learning focuses on authentic, complex problems that require critical thinking, analysis, and problem-solving skills. By combining PBL with the flipped classroom model, students have more time in the classroom to actively engage in problem-solving activities, apply their knowledge, and develop higher-order thinking skills.
Enhanced self-directed learning: The flipped-problem based learning model promotes self-directed learning as students are responsible for engaging with the instructional content independently before coming to the classroom. This encourages students to take ownership of their learning, develop self-regulation skills, and become more independent learners, which is beneficial for their long-term academic and professional development.
Facilitated peer collaboration and teamwork: The collaborative nature of problem-based learning is further supported in the flipped-problem based learning model. Classroom time is dedicated to group discussions, brainstorming, and collaborative problem-solving activities. This promotes peer collaboration, teamwork, and the exchange of diverse perspectives and ideas, fostering a supportive and interactive learning environment.
Personalized learning opportunities: The flipped-problem based learning model allows students to progress through the instructional content at their own pace, reviewing and revisiting concepts as needed. This personalized learning approach accommodates different learning styles and preferences, ensuring that students have the opportunity to grasp the content before engaging in problem-solving activities.
Application of knowledge to real-world contexts: By integrating real-world problems into the classroom activities, the flipped-problem based learning model helps students understand the relevance and practical application of the knowledge they acquire. This enhances their ability to transfer knowledge to real-life situations, preparing them for the challenges they may encounter in their future professional careers.
Topic: Medication Administration
Pre-Class Activities (completed outside the classroom):
Students are assigned to watch a pre-recorded lecture on medication administration, which covers topics such as medication calculations, routes of administration, and safety considerations.
Students are provided with online resources, such as articles or interactive modules, to further explore the topic and reinforce their understanding.
In-Class Activities:
Warm-up discussion: At the beginning of the class, students engage in a brief discussion to review the key concepts covered in the pre-recorded lecture. This allows the instructor to address any questions or concerns and ensure that all students have a basic understanding of the topic.
Case study analysis: Students are divided into small groups and given a medication administration case study. The case study presents a scenario where a patient requires medication, and students must analyze the patient’s condition, calculate dosages, consider potential drug interactions, and identify any safety precautions or considerations.
Group discussion and problem-solving: Each group discusses their case study and presents their findings to the class. The instructor facilitates a class-wide discussion, encouraging students to compare approaches, discuss challenges, and propose solutions. This promotes collaborative problem-solving and allows students to learn from each other’s perspectives.
Simulation or hands-on activity: In this flipped classroom activity, students engage in hands-on practice of medication administration. They may participate in a simulated medication administration scenario, where they demonstrate their knowledge and skills in a controlled environment. Alternatively, they may practice medication calculations or demonstrate the proper technique for administering medications using equipment or mannequins.
Reflection and application: Towards the end of the class, students reflect on the knowledge gained from the pre-class activities and the in-class activities. They discuss how the flipped classroom approach influenced their learning, identified areas of improvement, and share insights on how they can apply their learning in future clinical or practical settings.
The flipped classroom activity described above allows students to gain foundational knowledge and understanding of medication administration through pre-class activities. This frees up valuable class time for active learning, problem-solving, and hands-on practice. By engaging in collaborative activities and simulations, students can reinforce their understanding, apply their knowledge to real-world scenarios, and receive immediate feedback from their instructor and peers. This approach promotes a deeper understanding of the topic and enhances students’ critical thinking and clinical decision-making skills.
References
Kassymova, G., Akhmetova, A., Baibekova, M., Kalniyazova, A., Mazhinov, B., & Mussina, S. (2020). E-Learning environments and problem-based learning. International Journal of Advanced Science and Technology, 29(7), 346-356.
Liu, Y., & Pásztor, A. (2022). Effects of problem-based learning instructional intervention on critical thinking in higher education: A meta-analysis. Thinking Skills and Creativity, 45, 101069.
Nurkhin, A., & Pramusinto, H. (2020). Problem-Based Learning Strategy: Its Impact on Students’ Critical and Creative Thinking Skills. European Journal of Educational Research, 9(3), 1141-1150.
Nurtanto, M., Fawaid, M., & Sofyan, H. (2020, July). Problem based learning (PBL) in Industry 4.0: Improving learning quality through character-based literacy learning and life career skill (LL-LCS). In Journal of Physics: Conference Series (Vol. 1573, No. 1, p. 012006). IOP Publishing.
Spinal bone spurs, medically known as osteophytes, are smooth, bony projections that develop along the edges of bones. These formations are most commonly found in the spine and are often associated with osteoarthritis. While they can be asymptomatic, spinal bone spurs can sometimes cause significant discomfort and neurological symptoms when they compress nerves or the spinal cord. This blog post aims to provide an in-depth understanding of spinal bone spurs, their causes, symptoms, and the current treatment options available.
What Are Spinal Bone Spurs?
Spinal bone spurs are bony growths that develop along the vertebrae. They are a natural response to joint damage caused by aging, arthritis, or degenerative changes in the spine. These spurs can form at any level of the spine, including the cervical (neck), thoracic (mid-back), and lumbar (lower back) regions.
Causes of Spinal Bone Spurs
Several factors contribute to the formation of spinal bone spurs:
Aging: As we age, the wear and tear on our spinal discs and joints can lead to the development of bone spurs.
Osteoarthritis: This degenerative joint disease is a common cause of bone spurs. As the cartilage in the joints wears down, the body attempts to repair the damage by growing new bone.
Spinal Injuries: Trauma or injuries to the spine can accelerate the degenerative process, leading to the formation of bone spurs.
Genetics: A family history of osteoarthritis or bone spurs can increase the likelihood of developing these conditions.
Overuse: Repetitive stress on the spine from activities such as heavy lifting or certain sports can contribute to the development of bone spurs.
Symptoms of Spinal Bone Spurs
While some individuals with spinal bone spurs may not experience any symptoms, others may have symptoms that vary depending on the location and severity of the spurs:
Neck or Back Pain: Localized pain in the affected area of the spine is a common symptom.
Radicular Pain: Pain that radiates along the nerve pathways, such as sciatica in the lower back, can occur if the spurs compress nearby nerves.
Numbness and Tingling: Compression of the nerves can lead to sensations of numbness, tingling, or weakness in the extremities.
Muscle Weakness: Severely compressed nerves can affect muscle strength and coordination.
Limited Range of Motion: Stiffness and reduced flexibility in the spine can result from the presence of bone spurs.
Diagnosis of Spinal Bone Spurs
To diagnose spinal bone spurs, healthcare providers typically use a combination of medical history, physical examinations, and imaging studies:
Medical History: A thorough review of the patient’s symptoms, medical history, and lifestyle factors helps the doctor understand the potential causes of the symptoms.
Physical Examination: The doctor may assess the patient’s range of motion, reflexes, muscle strength, and areas of tenderness to identify signs of nerve compression.
Imaging Studies: X-rays, CT scans, and MRIs are commonly used to visualize the spine and detect the presence and extent of bone spurs.
Current Treatment Options
Treatment for spinal bone spurs focuses on relieving symptoms and improving the patient’s quality of life. The approach can range from conservative management to more invasive procedures, depending on the severity of the condition and the patient’s overall health.
Conservative Treatments
Medications: Over-the-counter pain relievers such as acetaminophen and nonsteroidal anti-inflammatory drugs (NSAIDs) can help reduce pain and inflammation. In some cases, prescription medications or muscle relaxants may be recommended.
Physical Therapy: A physical therapist can design a personalized exercise program to improve spinal flexibility, strength, and posture. Stretching and strengthening exercises can alleviate pressure on the nerves and reduce pain.
Hot and Cold Therapy: Applying heat or ice packs to the affected area can provide temporary relief from pain and inflammation.
Activity Modification: Avoiding activities that exacerbate symptoms and incorporating ergonomic adjustments in daily routines can help manage discomfort.
Weight Management: Maintaining a healthy weight can reduce stress on the spine and alleviate symptoms.
Interventional Treatments
Epidural Steroid Injections: Corticosteroid injections into the epidural space of the spine can help reduce inflammation and provide pain relief.
Facet Joint Injections: Injections of anesthetic and steroid medication into the facet joints can alleviate pain associated with spinal bone spurs.
Radiofrequency Ablation: This procedure involves using radiofrequency energy to heat and destroy the nerve fibers transmitting pain signals, providing longer-lasting pain relief.
Surgical Treatments
Surgery may be considered when conservative and interventional treatments fail to provide relief or when there is significant nerve compression leading to severe pain or neurological deficits:
Foraminotomy: This procedure involves enlarging the foramina (openings through which nerve roots exit the spine) to relieve nerve compression.
Laminectomy: Removing part of the vertebra called the lamina can create more space within the spinal canal and alleviate pressure on the spinal cord and nerves.
Discectomy: In cases where a herniated disc is contributing to nerve compression, removing the damaged portion of the disc can provide relief.
Spinal Fusion: This procedure involves fusing two or more vertebrae to stabilize the spine and reduce pain from movement.
Preventive Measures
While it may not be possible to completely prevent the development of spinal bone spurs, certain lifestyle modifications can reduce the risk:
Regular Exercise: Engaging in low-impact exercises such as swimming, walking, and yoga can maintain spinal health and flexibility.
Healthy Diet: Consuming a balanced diet rich in calcium and vitamin D supports bone health and reduces the risk of degenerative conditions.
Good Posture: Maintaining proper posture during daily activities can prevent unnecessary strain on the spine.
Ergonomic Adjustments: Using ergonomic furniture and equipment can minimize stress on the spine in work and home environments.
When to Seek Medical Attention
It is essential to seek medical attention if you experience any of the following symptoms, as they may indicate significant nerve compression or other serious conditions:
Severe, Unrelenting Pain: Persistent pain that does not respond to over-the-counter medications or home remedies.
Progressive Neurological Symptoms: Worsening numbness, tingling, or weakness in the arms or legs.
Bowel or Bladder Dysfunction: Loss of control over bowel or bladder function may be a sign of cauda equina syndrome, a medical emergency.
Sudden, Unexpected Weight Loss: Unexplained weight loss can be a sign of an underlying condition that needs evaluation.
Conclusion
Spinal bone spurs, though often asymptomatic, can cause significant discomfort and neurological symptoms when they compress nerves. Understanding the causes, symptoms, and treatment options is crucial for managing this condition effectively. By combining conservative, interventional, and surgical treatments with preventive measures, individuals can improve their quality of life and maintain spinal health. If you experience severe or progressive symptoms, seeking medical attention is vital for timely diagnosis and appropriate management.
Diffusion is the process by which molecules move from an area of higher concentration to an area of lower concentration, spreading out and equalizing the concentration gradient. This movement occurs due to the random motion of particles. To illustrate the process, let’s consider an example involving the diffusion of a gas.
Example: Diffusion of Perfume in a Room
Imagine you spray perfume in one corner of a room. Initially, the perfume molecules are concentrated in that specific area. Over time, the perfume odor spreads throughout the room, reaching all corners. This spread is a result of the process of diffusion.
Here’s a breakdown of the diffusion process in this example:
Higher Concentration Area:
At the beginning, the perfume molecules are densely packed in the area where you sprayed the perfume. This region represents the higher concentration of perfume molecules.
Movement of Perfume Molecules:
The perfume molecules are in constant motion due to their kinetic energy. They move randomly in all directions.
Collisions and Random Movement:
As the perfume molecules move randomly, they collide with air molecules and each other. These collisions cause the perfume molecules to change direction.
Net Movement from Higher to Lower Concentration:
Since the perfume molecules are initially concentrated in one corner, there is a higher likelihood of them colliding with air molecules and moving away from that area.
Equalization of Concentration:
Over time, as the perfume molecules move throughout the room, they disperse evenly. This equalizes the concentration of perfume molecules in the room.
Dynamic Equilibrium:
Once the perfume molecules are evenly distributed, they continue to move randomly, but there is no overall change in concentration. This is known as dynamic equilibrium, where the movement is still occurring but with no net change in concentration.
The key factors influencing the rate of diffusion include temperature, the size of the molecules involved, and the medium through which the diffusion occurs. In the perfume example, the diffusion process is facilitated by the random motion of perfume molecules and their collisions with air molecules, leading to the gradual spread of the perfume odor throughout the room.
Cooper, C. W., Aithinne, K. A. N., Stevenson, B. S., Black, J. E., & Johnson, D. L. (2020). Comparison and evaluation of a high volume air sampling system for the collection of Clostridioides difficile endospore aerosol in health care environments. American Journal of Infection Control, 48(11), 1354–1360. https://doi-org.proxy.mul.missouri.edu/10.1016/j.ajic.2020.04.014
Assignment Description: Polypharmacy, the use of multiple medications by an individual, is a common and significant concern in the geriatric population. This assignment aims to enhance your understanding of polypharmacy and its implications for older adults, as well as explore assessment tools and management strategies to optimize medication use in this population.
Learning Objectives:
Understand the concept of polypharmacy in the context of geriatric care.
Explore the prevalence, consequences, and contributing factors of polypharmacy in older adults through a comprehensive literature review.
Compare and contrast assessment tools commonly used in clinical practice to evaluate polypharmacy in older adults, considering their purpose, reliability, validity, and ease of use.
Demonstrate an understanding of how assessment tools can assist healthcare professionals in identifying and assessing polypharmacy-related issues in geriatric patients.
Discuss the potential risks and adverse outcomes associated with polypharmacy in the geriatric population.
Identify evidence-based strategies or interventions aimed at managing polypharmacy in older adults.
Explain how each strategy addresses the challenges posed by polypharmacy and promotes medication optimization in geriatric patients.
Illustrate the application of management strategies through real-life examples or case studies in clinical practice.
Develop recommendations for healthcare professionals working with geriatric patients to minimize the risks associated with polypharmacy and improve medication management, considering interdisciplinary collaboration, patient education, and deprescribing practices.
Part 1: Literature Review
Conduct a comprehensive literature review on the topic of polypharmacy in geriatrics.
Identify and summarize at least five scholarly articles or research papers that highlight the prevalence, consequences, and contributing factors of polypharmacy in older adults.
Critically analyze the findings and identify key themes or trends related to the impact of polypharmacy on geriatric patients.
Part 2: Assessment Tools
Choose two assessment tools commonly used in clinical practice to evaluate polypharmacy in older adults.
Compare and contrast the selected assessment tools, focusing on their purpose, reliability, validity, and ease of use.
Provide examples of how these tools can assist healthcare professionals in identifying and assessing polypharmacy-related issues in geriatric patients.
Part 3: Management Strategies
Discuss the potential risks and adverse outcomes associated with polypharmacy in the geriatric population.
Identify at least three evidence-based strategies or interventions aimed at managing polypharmacy in older adults.
Explain how each strategy addresses the challenges posed by polypharmacy and promotes medication optimization in geriatric patients.
Provide real-life examples or case studies to illustrate the application of these strategies in clinical practice.
Part 4: Evidence-Based Recommendations for Practice
Based on the knowledge gained from the literature review and the assessment of assessment tools and management strategies, develop a set of recommendations for healthcare professionals working with geriatric patients.
Discuss how these recommendations can help minimize the risks associated with polypharmacy and improve medication management in older adults.
Consider factors such as interdisciplinary collaboration, patient education, and deprescribing practices in your recommendations.
Submission Guidelines:
Your assignment should be typed, double-spaced, and formatted according to the APA 7th Ed. style guidelines.
Use APA 7th Ed. style for formatting your paper.
Include a title page with your name, course details, and the assignment title.
Submit your assignment as a .doc, .docx, .rtf, or .pdf document.
Grading Rubric
Needs Improvement (1)
Developing (2)
Sufficient (3)
Above Average (4)
Clarity (Thesis supported by relevant information and ideas)
The purpose of the student work is not well-defined. Central ideas are not focused to support the thesis. Thoughts appear disconnected.
The central purpose of the student work is identified. Ideas are generally focused in a way that supports the thesis.
The central purpose of the student work is clear and ideas are almost always focused in a way that supports the thesis. Relevant details illustrate the author’s ideas.
The central purpose of the student work is clear and supporting ideas always are always well-focused. Details are relevant, enrich the work.
Organization (Sequencing of elements/ ideas)
Information and ideas are poorly sequenced (the author jumps around). The audience has difficulty following the thread of thought.
Information and ideas are presented in an order that the audience can follow with minimum difficulty.
Information and ideas are presented in a logical sequence which is followed by the reader with little or no difficulty.
Information and ideas are presented in a logical sequence which flows naturally and is engaging to the audience.
Mechanics (Correctness of grammar and spelling)
There are five or more misspellings and/or systematic grammatical errors per page or eight or more in the entire document. The readability of the work is seriously hampered by errors.
There are no more than four misspellings and/or systematic grammatical errors per page or six or more in the entire document. Errors distract from the work.
There are no more than three misspellings and/or grammatical errors per page and no more than five in the entire document. The readability of the work is minimally interrupted by errors.
There are no more than two misspelled words or grammatical errors in the document.
Applying for nursing school is an exciting yet daunting process. To ensure you get accepted into the program of your choice, it is important to understand what the program is looking for in a candidate and how to make your application stand out.
The first step in applying for nursing school is to prepare a well-written and comprehensive application. Make sure to include all relevant information such as your academic background and previous work experience. Pay attention to the instructions and be sure to answer all questions clearly and concisely. Additionally, ensure that your application is free of spelling and grammatical errors, as this can have a negative effect on your chances of admission.
Second, write a personal essay that articulates why you are interested in becoming a nurse and what skills you can bring to the program. The essay should showcase your enthusiasm and demonstrate your commitment to the field of nursing.
Third, obtain letters of recommendation. Ask those who know you well, such as a professor or mentor, to write letters that outline your hardworking, reliable, and dedicated qualities.
Fourth, prepare for the admissions interview. During the interview, be prepared to answer questions about your qualifications, knowledge of the field, and your career goals. Additionally, get plenty of rest beforehand and dress professionally.
Finally, submit complete and accurate documents. Be sure to follow directions in order to avoid delays in processing or confusion. Ultimately, applying for nursing school requires dedication and hard work. Ensure your application is complete and accurate, and prepare for the admissions interview in advance. Following these steps can help you increase your chances of acceptance.
Prioritizing nursing care involves identifying the most urgent and essential needs of patients and allocating resources and attention accordingly. The prioritization process ensures that patients receive timely and appropriate care based on their individual conditions and the severity of their health issues. While not every situation is the same, in general, these are ways to help you decide whom to care for first.
Prioritizing nursing care involves identifying the most urgent and essential needs of patients and allocating resources and attention accordingly. The prioritization process ensures that patients receive timely and appropriate care based on their individual conditions and the severity of their health issues. While not every situation is the same, in general, these are ways to help you decide whom to care for first.
ABCs: Assess and address airway, breathing, and circulation (ABCs) first. These are the fundamental physiological needs that are critical for a patient’s survival. For example, if a patient is experiencing difficulty breathing or has an obstructed airway, immediate intervention is necessary.
Life-threatening conditions: Attend to patients with life-threatening conditions, such as severe bleeding, cardiac arrest, or acute respiratory distress, as these require immediate interventions and stabilization.
Pain management: Address patients’ pain promptly, as uncontrolled pain can negatively impact their overall well-being and hinder recovery.
Unstable vital signs: Prioritize patients with unstable vital signs, such as low blood pressure, high heart rate, or abnormal temperature. These may indicate a deterioration in the patient’s condition and require urgent attention.
Changes in neurological status: Patients with altered mental status, sudden confusion, or neurological deficits should be evaluated promptly, as these changes may indicate an underlying neurological emergency.
Risk of harm: Assess and address patients at risk of harm, such as those at risk of falls, pressure ulcers, or medication errors. Implement preventive measures to ensure patient safety.
Time-sensitive interventions: Identify and prioritize nursing interventions that have time-sensitive requirements, such as medication administration, wound care, or diagnostic tests with specific timeframes.
Collaborative care: Coordinate care and communicate with the healthcare team, including physicians, specialists, and other healthcare professionals. Collaborate to ensure seamless and coordinated care delivery.
Ongoing assessments: Continuously reassess patients and update priorities based on changes in their condition. Adjust the plan of care accordingly to address emerging needs.
Patient preferences and concerns: Take into account patients’ preferences, concerns, and immediate needs. However, patient preferences will fall last on the list. Engage in effective communication and involve patients in their care decisions whenever possible.
Maslow’s Hierarchy of Needs
Using Maslow’s Hierarchy of Needs is a common way to prioritize who needs to see the nurse first. While there are other methods, these works when patients have specific needs that need to be addressed on an acute care hospital unit. Maslow’s Hierarchy of Needs reflects basic human needs and gradually steps moving toward higher levels of achievement. This hierarchy of needs is traditionally represented as a pyramid with the base of the pyramid serving as essential needs that must be addressed before one can progress to another area of need.
Maslow has placed physiological needs at the foundational base (bottom) of the pyramid. Physiological needs include oxygen, food, water, sex, sleep, blood and blood flow, and elimination of wastes. This means that physiological needs must be met before the individual can move to the next level, safety. Maslow’s second level is safety needs. Safety needs include things that keep individuals safe from harm. Examples of safety needs would include housing, a safe environment, financial security, being safe physically, and emotional safety. But safety in a healthcare setting would be prevention of falls, decreasing fall risk, or an environment without hazards. Maslow’s third level reflects emotional needs (past emotional safety) such as a sense of belonging. These needs are often reflected in an individual’s relationships with family members and friends. The top two levels of Maslow’s hierarchy include esteem and self-actualization. An example of addressing these needs in a health care setting is helping an individual build self-confidence in performing blood glucose checks that leads to improved self-management of their diabetes.
Remember, prioritization of nursing care may vary depending on the healthcare setting, patient population, and individual patient circumstances. It is crucial to rely on your clinical judgment, knowledge, and experience when making prioritization decisions.
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References
Cho, S. H., Lee, J. Y., You, S. J., Song, K. J., & Hong, K. J. (2020). Nurse staffing, nurse’s prioritization, missed care, quality of nursing care, and nurse outcomes. International Journal of Nursing Practice, 26(1), e12803.
Dawson, A., Isaacs, D., Jansen, M., Jordens, C., Kerridge, I., Kihlbom, U., … & Skowronski, G. (2020). An ethics framework for making resource allocation decisions within clinical care: Responding to COVID-19. Journal of Bioethical Inquiry, 17, 749-755.
Déry, J., Ruiz, A., Routhier, F., Gagnon, M. P., Côté, A., Ait-Kadi, D., … & Lamontagne, M. E. (2019). Patient prioritization tools and their effectiveness in non-emergency healthcare services: a systematic review protocol. Systematic Reviews, 8(1), 1-7.
Frogner, B. K., Fraher, E. P., Spetz, J., Pittman, P., Moore, J., Beck, A. J., … & Buerhaus, P. I. (2020). Modernizing scope-of-practice regulations-time to prioritize patients. New England Journal of Medicine, 382(7), 591-593.
Kohtz, C., Gowda, C., & Guede, P. (2017). Cognitive stacking: Strategies for the busy RN. Nursing, 47(1), 18-20. DOI: 10.1097/01.NURSE.0000510758.31326.92
Nursing Notes 