NRS 410 Topic 2 DQ 2 Discuss characteristic findings for a stroke and how it affects the lives of patients and their families

NRS 410 Topic 2 DQ 2 Discuss characteristic findings for a stroke and how it affects the lives of patients and their families

NRS 410 Topic 2 DQ 2 Discuss characteristic findings for a stroke and how it affects the lives of patients and their families

Click here to ORDER an A++ paper from our Verified MASTERS and DOCTORATE WRITERS: NRS 410 Topic 2 DQ 2 Discuss characteristic findings for a stroke and how it affects the lives of patients and their families

Topic 2 DQ 2

Jul 25-29, 2022

Discuss characteristic findings for a stroke and how it affects the lives of patients and their families. Discuss the nurse’s role in supporting the patient’s psychological and emotional needs. Provide an example.

Barb McGraw

Jul 25, 2022, 5:35 AM

Replies to Barb McGraw

Class, you have a patient who started cussing after a stroke, who never has before. How would you assist this family who is now devistated about this?

Amanda Schouten

replied toBarb McGraw

Jul 25, 2022, 1:05 PM

  • Replies to Barb McGraw

Professor McGraw,

Yes, I have definitely seen this not just with strokes but with dementia and more frequently with brain injuries. The brain has different areas of language, one researcher found that the brain has a side that regulates intentional speech while another is responsible for automatic speech such as swearing, (Finkelstein, 2018). With my limited understanding of how the brain damage causes this change in language, I would do my best to help comfort the family in knowing that the patient is not doing it on purpose. I think what is most offensive and concerning is when the patient uses the name of God inappropriately when they hadn’t before. Not only is it inappropriate language, it is blasphemy, so it is spiritually deep too. If that in particular were the case, I would do my best to support the family spiritually and remind them that the God they believe in is merciful and understands this child of His is injured.

Finkelstein, S. R. 2018. Swearing and the brain. In: K. Allan (ed.) Oxford Handbook of Taboo Words and Language. Oxford, UK: Oxford University Press.

  • Sandra Noel-Lewis

replied toBarb McGraw

Jul 26, 2022, 5:54 PM

Replies to Barb McGraw

Hi Professor McGraw,

After a stroke, there are a couple of reasons why a patient might start cursing. It may result from mental illness or rage. Due to the severity of the stroke, a significant shift in their life may occur causing the patient to become angry, which could make it difficult for them to maintain their lifestyle due to physical limitations. And cognitive impairment brought on by the brain damage caused by the stroke. Nurses can provide education about the effects of a stroke, refer family counseling/therapy, and provide emotional support (Grant, J.S. (2014).

 

Reference

Grant, J. S., Joan S. Grant From the School of Nursing, Hunt, C. W., Caralise W. Hunt From the School of Nursing, Steadman, L., Laura Steadman From the School of Nursing, Grant, C. to J. S., & Al., E. (2014, June 19). Common caregiver issues and nursing interventions after a stroke. Stroke. Retrieved July 26, 2022, from https://www.ahajournals.org/doi/10.1161/STROKEAHA.114.005094#:~:text=Emotional%20support%20can%20be%20provided%20through%20hugging%2C%20touching%2C,the%20past%20but%20rather%20maximizing%20the%20present.%2019 

 

 

  • Barb McGraw

replied toSandra Noel-Lewis

Jul 28, 2022, 1:59 PM

Replies to Sandra Noel-Lewis

Sandra, do yu think it could be caused by wherethe area of the brain that is damaged?

  • Sandra Noel-Lewis

replied toBarb McGraw

Jul 29, 2022, 7:53 AM

  • ·
  • Replies to Barb McGraw

Hi Professor McGraw,

Yes, I believe it depends on the area affected. According to American Stroke Association (n.d.), our brains control our emotions and behavior, and changes to the brain caused by a stroke can alter them. The prefrontal cortex controls emotion and behavior responses. A patient with damages to this area will have difficulty controlling their emotions particularly anger and aggression.

 

Reference

 

Emotional effects of stroke. www.stroke.org. (n.d.). Retrieved July 29, 2022, from https://www.stroke.org/en/about-stroke/effects-of-stroke/emotional-effects-of-stroke 

  • Dorothy Jayne Ray

replied toBarb McGraw

Jul 26, 2022, 10:09 PM

  • Replies to Barb McGraw

Swearing and cursing after having a stroke is not uncommon and can be difficult for families to deal with especially if this is something the patient has not done before. “Swearing is one activity that engages both sides of your brain, the language center in the left brain and the emotional center in your right brain” (Wood, 2019). Oftentimes “patients who’ve lost the ability of normal speech feel compelled to curse” (Wood, 2019). This loss of speech is called aphasia. To provide support to the family, education can be provided on aphasia, listen to the family concerns, and validate their feelings. You can also reassure them that it takes time for the brain to heal and that “the first three months after a stroke are the most important for recovery and when patients will see the most improvement” (Pruski, 2022). Encourage the family to stay positive and support the patient since they may be frustrated during their road to rehabilitation.

References

 

Pruski, A. (2022). Stroke Recovery Timeline. Retrieved from https://www.hopkinsmedicine.org/health/conditions-and-diseases/stroke/stroke-recovery-timeline

 

Wood, C. (2019). Your cursing cortex. Retrieved from https://www.brainfacts.org/thinking-sensing-and-behaving/language/2019/your-cursing-cortex-071019

  • Sandra Jeudy

replied toBarb McGraw

Jul 27, 2022, 10:12 AM

Replies to Barb McGraw

Hi Professor McGraw,

NRS 410 Topic 2 DQ 2 Discuss characteristic findings for a stroke and how it affects the lives of patients and their families
NRS 410 Topic 2 DQ 2 Discuss characteristic findings for a stroke and how it affects the lives of patients and their families

Stroke affects the lives of patients in negative ways. The issues are associated with depression, cognitive impairment, and personality concerns. To help families in these devastating situations, nurses are expected to ensure that they listen to them, show encouragement, and observe their patients identify additional signs and symptoms (Lehto et al., 2019). The nurse can also make referrals or use resources within the organization or community to assist the patient and family. For example, referring a stroke patient for psychological counselling will help in addressing the psychosocial characteristics of the patient’s health.

Reference

Lehto, B., Kylmä, J., & Åstedt‐Kurki, P. (2019). Caring Interaction with stroke survivors’ family members—Family members’ and nurses’ perspectives. Journal of Clinical Nursing28(1-2), 300-309. https://doi.org/10.1111/jocn.14620

Click here to ORDER an A++ paper from our Verified MASTERS and DOCTORATE WRITERS: NRS 410 Topic 2 DQ 2 Discuss characteristic findings for a stroke and how it affects the lives of patients and their families

Grading Rubric Guidelines

Performance Category 10 9 8 4 0
Scholarliness

Demonstrates achievement of scholarly inquiry for professional and academic decisions.

  • Provides relevant evidence of scholarly inquiry clearly stating how the evidence informed or changed professional or academic decisions
  • Evaluates literature resources to develop a comprehensive analysis or synthesis.
  • Uses valid, relevant, and reliable outside sources to contribute to the threaded discussion
  • Provides relevant evidence of scholarly inquiry but does not clearly state how the evidence informed or changed professional or academic decisions.
  • Evaluates information from source(s) to develop a coherent analysis or synthesis.
  • Uses some valid, relevant, reliable outside sources to contribute to the threaded discussion.
  • Discusses using scholarly inquiry but does not state how scholarly inquiry informed or changed professional or academic decisions.
  • Information is taken from source(s) with some interpretation/evaluation, but not enough to develop a coherent analysis or synthesis.
  • Little valid, relevant, or reliable outside sources are used to contribute to the threaded discussion.
  • Demonstrates little or no understanding of the topic.
  • Discusses using scholarly inquiry but does not state how scholarly inquiry informed or changed professional or academic decisions.
  • Information is taken from source(s) without any interpretation/evaluation.
  • The posting uses information that is not valid, relevant, or reliable
  • No evidence of the use of scholarly inquiry to inform or change professional or academic decisions.
  • Information is not valid, relevant, or reliable
Performance Category  10 9 8 4 0
Application of Course Knowledge –

Demonstrate the ability to analyze, synthesize, and/or apply principles and concepts learned in the course lesson and outside readings and relate them to real-life professional situations

  • Posts make direct reference to concepts discussed in the lesson or drawn from relevant outside sources;
  • Applies concepts to personal experience in the professional setting and or relevant application to real life.
  • Posts make direct reference to concepts discussed in the lesson or drawn from relevant outside sources.
  • Applies concepts to personal experience in their professional setting and or relevant application to real life
  • Interactions with classmates are relevant to the discussion topic but do not make direct reference to lesson content
  • Posts are generally on topic but do not build knowledge by incorporating concepts and principles from the lesson.
  • Does not attempt to apply lesson concepts to personal experience in their professional setting and or relevant application to real life
  • Does not demonstrate a solid understanding of the principles and concepts presented in the lesson
  • Posts do not adequately address the question posed either by the discussion prompt or the instructor’s launch post.
  • Posts are superficial and do not reflect an understanding of the lesson content
  • Does not attempt to apply lesson concepts to personal experience in their professional setting and or relevant application to real life
  • Posts are not related to the topics provided by the discussion prompt or by the instructor; attempts by the instructor to redirect the student are ignored
  • No discussion of lesson concepts to personal experience in the professional setting and or relevant application to real life
Performance Category  5 4 3 2 0
Interactive Dialogue

Replies to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week, and posts a minimum of two times in each graded thread, on separate days.

(5 points possible per graded thread)

  • Exceeds minimum post requirements
  • Replies to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week, and posts three or more times in each graded thread, over three separate days.
  • Replies to a post posed by faculty and to a peer
  • Summarizes what was learned from the lesson, readings, and other student posts for the week.
  • Replies to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week, and posts a minimum of two times in each graded thread, on separate days
  • Replies to a question posed by a peer

Summarizes what was learned from the lesson, readings, and other student posts for the week.

  • Meets expectations of 2 posts on 2 different days.
  • The main post is not made by the Wednesday deadline
  • Does not reply to a question posed by a peer or faculty
  • Has only one post for the week
  • Discussion posts contain few, if any, new ideas or applications; often are a rehashing or summary of other students’ comments
  • Does not post to the thread
  • No connections are made to the topic
  Minus 1 Point Minus 2 Point Minus 3 Point Minus 4 Point Minus 5 Point
Grammar, Syntax, APA

Note: if there are only a few errors in these criteria, please note this for the student in as an area for improvement. If the student does not make the needed corrections in upcoming weeks, then points should be deducted.

Points deducted for improper grammar, syntax and APA style of writing.

The source of information is the APA Manual 6th Edition

  • 2-3 errors in APA format.
  • Written responses have 2-3 grammatical, spelling, and punctuation errors.
  • Writing style is generally clear, focused, and facilitates communication.
  • 4-5 errors in APA format.
  • Writing responses have 4-5 grammatical, spelling and punctuation errors.
  • Writing style is somewhat focused.
  • 6-7 errors in APA format.
  • Writing responses have 6-7 grammatical, spelling and punctuation errors.
  • Writing style is slightly focused making discussion difficult to understand.
  • 8-10 errors in APA format.
  • Writing responses have 8-10 grammatical, spelling and punctuation errors.
  • Writing style is not focused, making discussion difficult to understand.
  • Post contains greater than 10 errors in APA format.
  • Written responses have more than 10 grammatical, spelling and punctuation errors.
  • Writing style does not facilitate communication.
  • The student continues to make repeated mistakes in any of the above areas after written correction by the instructor
0 points lost       -5 points lost
Total Participation Requirements

per discussion thread

The student answers the threaded discussion question or topic on one day and posts a second response on another day. The student does not meet the minimum requirement of two postings on two different days
Early Participation Requirement

per discussion thread

The student must provide a substantive answer to the graded discussion question(s) or topic(s), posted by the course instructor (not a response to a peer), by Wednesday, 11:59 p.m. MT of each week. The student does not meet the requirement of a substantive response to the stated question or topic by Wednesday at 11:59 pm MT.

Also Read:  NRS 410 Topic 2 DQ 1 Identify a common perceptual, neurological, or cognitive issue and discuss contributing factors