Write a paragraph that includes a strong statement about the overall impact of COVID-19 on Post-Acute Long Term Care and how as a nation we can possibly stem the increasing tide of this pandemic in America

Topic: Religion

instruction: discuss and explain The importance of religion in caring for the elderly,

The impact of your topic the elderly care

Review ADPIE. Make sure 2 short term and 2 long term goals are included which are SMART. Review SMART.

Address all components of the question(s) to receive full credit.

Develop a plan of care for a family including at least two (2) priority nursing diagnoses for each of the following needs: psychological, sociocultural, spiritual, and physiological needs. The family has a history of domestic violence, child sexual abuse, depression, ptsd,

Analyze the case bellow and then answer the following questions:
Layla is the branch manager of one of the banks in Bahrain. She has been with the bank for over 8 years. Layla worked as a teller when she first joined the bank back in 2011. She is currently working towards her master degree in business administration (MBA). Layla directly manages a team of 10 branch employees and 2 supervisors. Layla’s leadership style is usually to empower her staff by allowing her team members to make most operational decisions on their own. In addition, she discusses main issues with her staff and encourages her team to put forward ideas and develop plans independently. This leadership approach is known to increase team motivation which in turn encourages creativity. At her staff meetings, Layla always states that: "You may make mistakes, these mistakes can be used as a learning experience".
However, if for example, a major bank account issue arises, Layla usually takes control to ensure a prompt and coordinated process. She believes that such business critical situations should be handled by experienced and confident professionals. Layla currently does not have such professionals among her team members. Although her staff have gained some confidence through empowerment, they still need to enhance their advanced managerial skills. Therefore, during such cases, in addition to being supportive, Layla adapts her leadership approach by adding a directive style.

1. Describe Layla's dominant leadership style in terms of Transactional / Transformational. Give supporting evidence from the case to justify your answer.

2. Which type does Layla add to her leadership approach when a major bank account issue arises? Task or People? Give supporting evidence from the case to justify your answer.

3. According to Herzberg 2 factor motivation model, explain which of the 2 factors (Hygiene
or Motivators) is Layla applying the most. Clarify why you think so by referring to evidence from the case above.

4. According to Hersey Blanchard Situational leadership model, which of the four leadership types (Directing, Coaching, Supporting, Delegating) does Layla adopt when business critical situations arise in the bank? Explain why you think so by giving evidence from the above case.

1. Write a critical appraisal of an evidence-based translation model including all these:

1. the name of the model
2. who developed it?
3. why it was developed,
4. the steps of the model,
5. strengths, and weaknesses of the model
6. how the model can be used to support evidence-based practice.

Read the passage given below and answer the three questions. Write the answer in proper APA format with correct in-text citations.

1. Should vaccines be mandatory, or should getting vaccinated be an individual choice?
2. Why is it important for the Canadian government to promote preventative care?
3. Is there a strong case, as Dr. Noni MacDonald argues, for integrating teaching about vaccines and immunization into the school curriculum?

Introduction

Canada’s reputation for universal healthcare is impressive. But can we still learn something from a Caribbean island with a Communist regime? Doctors cited in the following piece by Rachel Browne say that we can and we should. It may be a matter of life or death. The article was first published in Maclean’s magazine on February 11, 2015.

“What Cuba Can Teach Canada” by Rachel Browne

When a group of doctors and professors from Nova Scotia took a trip to Cuba in 2006 to study how the country managed infectious diseases, they were struck by how knowledgeable the average person was about vaccines, and decided to conduct an informal experiment: Quiz random passersby on the streets of Havana about their basic knowledge of their country’s vaccine safety program (the process by which vaccines are created and made safe) and their personal immunization records. “Without fail, everyone knew exactly what immunizations they already had, the scientific evidence behind them, and at what ages they needed to be updated,” says John Kirk, professor of Spanish and Latin American studies at Dalhousie University, whose research focuses on Cuba’s health care system. The research team also asked the Cubans their opinion on anti-vaccine movements in countries such as Canada and the United States. “They were dumbfounded. They thought we were joking,” Kirk recalls. “I guarantee you won’t meet a single person there who has doubted vaccines for a moment. For Cubans, vaccines aren’t only seen as a basic human right, but also as an obligation.” Upon their return, Kirk and his colleagues wrote an article for the Canadian Journal of Infectious Diseases, in which they conclude Canada can learn a great deal from the Cuban approaches to vaccinations and health care. The numbers say it best. According to the WHO’s 2014 global summary on vaccine-preventable diseases and academic studies, Cuba has not had a single reported case of measles since 1993, nor rubella since 1989. Five cases of mumps have been reported since 2000; the last one was in 2010. And pertussis hasn’t been reported since 1994. In contrast, Canada has had 2,203 cases of measles, at least 1,529 cases of mumps, and 21,292 cases of pertussis reported since 1990. At a time when new cases of preventable diseases are regularly cropping up and a loud—albeit small—contingent of “anti-vaxxers” keeps getting louder, it’s a good time to figure out how to change those numbers. Granted, Cuba’s population is around one-third the size of Canada’s, but Dr. Noni MacDonald, professor of paediatrics at Dalhousie University and consultant to the WHO’s committee on vaccine safety, who went on the research trips with Kirk, says one of the most innovative aspects of its public health system is its emphasis on vaccine education from an early age—something that’s lacking in Canada. From the time kids start school through to graduation, vaccination is consistently incorporated into courses and class discussions. “Our schools need to be teaching about vaccines and immunizations and their importance to our health, starting in primary school,” says MacDonald. “I don’t want a course in vaccinology. I want the topic woven into the fabric of our curricula: into science, history and health.” This might include discussing how military campaigns throughout history were brought down because of vaccinepreventable diseases or the outbreak of smallpox during the founding of Canada. She says this would be an effective way to prevent anti-vaccine ideology from makings its way into society in the future. Kirk attributes Cuba’s immunization successes to the higher number of doctors in the country and their deep relationships with community groups and the government. There is approximately one doctor for every 200 Cubans, compared to one doctor for every 476 Canadians. Cuba’s Family Doctor and Nurse program, which started in 1984, lies at the heart of the country’s health care system. Their mandate is geared toward preventive—instead of curative—medicine, as they cannot afford to treat illnesses as they come up. The program makes a point of meeting with patients twice a year and keeping meticulous immunization records. They are directly involved with education campaigns in schools, and students get a checkup every month. Kirk says this closeness with medical staff fosters trust and builds personal relationships between doctors and patients. Just as important as the primary care providers, Cuba’s community groups carry out directives from health authorities and follow up on vaccine schedules. For example, the Committees to Defend the Revolution and the Federation of Cuban Women, established in 1960 after the revolution, go into neighbourhoods on a regular basis to discuss legislation and government policies, and share news about personal and public health. Every year, the Federation of Cuban Women tracks down every baby to ensure he or she has been immunized. MacDonald says it’s unlikely such enforcement of immunizations would ever occur in Canada, but it shows the potential for community groups to shoulder some responsibility for public health outcomes and awareness, especially when Canada does not have a national vaccine registry. “Even if vaccines weren’t mandatory, Cubans would do it anyway,” she says. “Because they’ve been taught how to do it [and] they’ve been asked to participate in it, they’ve been asked to take pride in doing it.” For Eve Dubé, a medical anthropologist at Laval University studying vaccination ethics, Canada is a world leader in health services, but Health Canada could take a page from the Cubans on vaccine awareness. She is co-authoring a study on the vaccine choices of pregnant women in Canada, most of whom are choosing to vaccinate their children, but aren’t fully confident in their choice—meaning they might change their minds as their children grow older. “What we see is that these mothers— whether they decide to vaccinate or not—are still unsure whether they’ve made the right decision,” she says. “They are trusting friends, family members, even themselves, more than health care professionals.” Dubé says it’s not enough for parents to simply agree to get their children vaccinated; they need deeper understanding in order to prevent them from changing their minds or forgetting to keep immunizations up-to-date. At home, Kirk says he has tried to get the province of Nova Scotia to consider implementing some aspects of the Cuban model, such as mandatory courses on health, but he isn’t hopeful this will happen any time soon. A government minister told him the optics of doing so wouldn’t be so great.” He wondered how we, a province in a wealthy, developed country, could learn from a rinky-dinky communist country. But we need to do something soon. We’ve been looking at it through the wrong end of the telescope for too long and we’re paying the price.”

Subjective Data

• Married
• Exercises daily
• Nonsmoker, never smoked
• Registered nurse in hospital setting
• Has two children who live at home
• No complaints at this time

Objective Data

• Vital signs: T 36.7, BP 108/62, HR 62, R 14
• Height 5 feet 6 inches
• Weight 160
• Immunizations up to date
• Medications: no medications, multivitamin daily
• Allergy to penicillin: hives

Questions:

1. How will the nurse proceed with the physical exam?

2. What interventions will help the patient be more comfortable during the physical exam?

3. What pointers or tips would an experienced nurse give to a new nurse who wants to improve his or her technique?

4. What are the components of the general survey?

5.            How should the nurse perform the abdominal assessment?

1. A nurse is reinforcing teaching about infection control with a parent of a school-age child who developed a measles rash 2 days ago. Which of the following actions by the parent indictes an understanding of the teaching?

1. Arranges of the child to video chat with friends.
2. Leaves the door to the child’s room open
3. Places used tissues on the bedcovers

The disease is Sickle Cell Rubric Define your disease, (pathophysiology) in detail to the class, then-(20) 1. Identify health related issues associated with your disease process-(10) 2. Compare and contrast developmental task theory (Robert Havighurst), and the psychosocial theory (Erikson) of growth and development-(10) 3. Identify conditions that influence growth and development at all ages-(10) 4. Discuss cognitive and psychosocial challenges for peds patients with this disease-(10) 5. Describe special assessments unique for this age group-(10) 6. Discuss age-appropriate interventions for a specific age group-(10) 7. Incorporate developmental principles into nursing care-(10) All groups must hand in one typed report. Everyone will receive the same grade for the presentation. All references must be in APA format

Do you NANDA? NOC and NIC Linkages. Write a 1-2 paragraph paper to identify how they are used in a care plan.