NRS 434 End-of-life care becomes an issue at some point for elderly clients

NRS 434 End-of-life care becomes an issue at some point for elderly clients

Sample Answer for NRS 434 End-of-life care becomes an issue at some point for elderly clients Included After Question

End-of-life care becomes an issue at some point for elderly clients. Even with the emergence of palliative care programs and hospice programs, most elderly people do not die in their own home as is their preference. What are the reasons for this trend? Discuss what you can do as a nurse to support your clients regarding end-of-life care in accordance with their wishes. Support your response with evidence-based literature.

A Sample Answer For the Assignment: NRS 434 End-of-life care becomes an issue at some point for elderly clients

Title: NRS 434 End-of-life care becomes an issue at some point for elderly clients

Introduction

End of life care is the final phase of of a patient`s illness when death is imminent. Years ago, most people died at home but the trend has changed recently due to medical improvements and concepts of care and medical dynamics (National Institute on Aging, et. al.. 2021). Individuals and family now have the options to pre plan the care options they would receive when death comes.

Factors determining place of death

There are many factors that determine the place of death, the care to be given, the readiness of the patient and family, and the affordability of care involved with families. Most people prefer dying at home than at the hospital due to the peace and grief shared by patients and loved ones. However, it is important to discuss the preferences with professionals to ascertain what is suitable for them (National Institute on Aging, et. al.. 2021). What determines the type of care to provide is the patient`s level of insurance coverage and advance directives.

Role of a nurse in end – of life care

Generally, most patients suffer from discomfort in areas such as pain, breathing problems, skin irritations, digestive problems, temperature sensitivity and fatigue. The nurse should ensure that patient`s needs are met by providing comfort care, pain medication, skin care, oxygen, warm environment, and other support measures to satisfy the patient and family (National Institute on Aging, et. al.. 2021). In end of life care, giving love and affection, psychological support, respecting and fulfilling the patient`s desires are important.

Conclusion

Older people once stayed at home under the care of loved ones in their end-of-life period. But this trend has changed and many are now living in nursing homes or assisted living because the loved ones do not have enough time to provide needed care due to jobs or other commitments.

NRS 434 End-of-life care becomes an issue at some point for elderly clients
NRS 434 End-of-life care becomes an issue at some point for elderly clients

References

National Institute on Aging, National Institute of Health, U. S. Dept. of Health and Human Services, “Why Population Aging Matters-A Global Perspective,“ March 2007. (Accessed Nov. 17, 2021).

A Sample Answer 2 For the Assignment: NRS 434 End-of-life care becomes an issue at some point for elderly clients

Title: NRS 434 End-of-life care becomes an issue at some point for elderly clients

Good evening. Your work was very informative and detailed, thanks. Yes, I agree with you that individuals now have options’ completely true, but my experience working with elderly patients at the Extended Congregate Care (ECC) Nursing home for prioritize elderly nursing care of end-of-life and assisted living patient, show that most elderly patients actually want to be around loved ones during death. It is painful for me to see them anxious and confused, wandering to search for home or begging to go home.

References:

 

Assessment Foundations for Effective Practice. Retrieved from: https://lc.gcumedia.com/nrs434vn/health-assessment-foundations-for-effective-practice/v1.1/#/chapter/5

Click here to ORDER an A++ paper from our Verified MASTERS and DOCTORATE WRITERS: NRS 434 End-of-life care becomes an issue at some point for elderly clients

Understanding the dynamics of the aging process. (n.d.). National Institute on Aging. https://www.nia.nih.gov/about/aging-strategic-directions-research/understanding-dynamics-aging

A Sample Answer 3 For the Assignment: NRS 434 End-of-life care becomes an issue at some point for elderly clients

Title: NRS 434 End-of-life care becomes an issue at some point for elderly clients

It is sad that we have now started turning to admitting family members to nursing homes or long term assisted living. On the other hand, I understand life expectancy is much older now in comparison to years ago. When we ask patients to express his or her wishes in regards to all aspects of care, we must strongly encourage them to speak freely about what the wishes are in regards to end of life care. We always want those close to end-of-life to pass with dignity, so encouraging them to express his or her wishes with care will give a better chance for being able to match their wishes. Great job again this week.

You mentioned a very good point about the affordability of end-of-life care. Elderly choices should be respected and fulfilled however, if the family does not have resources or if the dying person did not take care of the financial part such as insurance, then it is challenging to fulfill all their wishes. I know there are some community resources available, however they cannot take care of everything. In such scenarios, family members should come together and make some arrangements for the elderly person to full- fill their wishes and provide comfort as much as possible.

Hello Stanely,in my view, an Individual variables and external conditions all impact the location of death, as does the type of illness. Individuals’ socioeconomic factors, their performance, care requirements, support system, and the accessibility of public and care facility healthcare services are all considered. Getting palliative care soon in the course of an illness has been demonstrated to maximize the probability of the patient dying in their or her residence (Wedding, 2021).

In addition, nursing care for people towards the end of their lives encompasses many different facets, including pain and symptom treatment, culturally sensitive methods, guiding patients and their families through death and dying experiences, and making moral choices. Moreover, the nurse-patient relationship is the bedrock of practical advocacy efforts where advocacy is divided into two categories: information and support. Patients require the assistance of an attorney when they feel weak, helpless, or have lost their ability to control their emotions. At the end of life, the nurse’s power to advocate for the patient and advocate on behalf of the patient is a critical characteristic to observe.

A Sample Answer 4 For the Assignment: NRS 434 End-of-life care becomes an issue at some point for elderly clients

Title: NRS 434 End-of-life care becomes an issue at some point for elderly clients

Most people who do not die at their homes as is their preference, is because of family members, caregivers who are not properly educated regarding end-of-life care. Even when the patient is on palliative care, they still get sent to the hospital when they start to die. Many times, the patients have DNR (Do not resuscitate) and Advance directive that states their wishes. Palliative nursing care begins at the time of diagnosis of a noncurative illness. According to the WHO (n.d.a), palliative care improves life for patients and family when faced with life-threatening conditions. Family and caregivers are usually more comfortable with having the patients at the hospital. Educating our patients and families about advanced directives is a good pro-active way to help avoid these situations.

As a nurse, it is imperative to know your patient’s condition and whether the patient have a DNR or advance directive that specify the patient’s wishes. Educate the patient and family regarding what to expect in the next minutes or hours depending on patient condition. Also make sure that the care team are aware of the patient’s wishes. Compassion, caring and advocating for the patient helps. Nurses who are caring for patients experiencing the end of life need to pause for personal and ethical reflection on their individual perspectives regarding death and dying (Lachman, 2016). The nurse will require use of self-care strategies to prevent compassion fatigue and reduction of effective quality care.

References

World Health Organization

https://www.who.int

Lachman, 2016

Grand Canyon University (Ed). (2018). Health assessment: Foundation for effective practice. Retrieved from https://lc.gcumedia.com/nrs434vn/health-assessment-foundation-for-effective-practice/v1.1/

https://www.ncbi.nlm….

Reality of evidence-based practice in palliative care – NCBI C Visser .2015

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Grading Rubric

Performance Category 100% or highest level of performance

100%

16 points

 Very good or high level of performance

88%

14 points

 Acceptable level of performance

81%

13 points

 Inadequate demonstration of expectations

68%

11 points

 Deficient level of performance

56%

9 points

 

 Failing level

of performance

55% or less

0 points
 Total Points Possible= 50           16 Points    14 Points 13 Points        11 Points           9 Points          0 Points
Scholarliness

Demonstrates achievement of scholarly inquiry for professional and academic topics.

 Presentation of information was exceptional and included all of the following elements:

  • Provides evidence of scholarly inquiry relevant to required TD topic(s).
  • Presents specific information from scholarly sources to develop a comprehensive presentation of facts.
  • Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.*
  • Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information.
 Presentation of information was good, but was superficial in places and included all of the following elements:

  • Provides evidence of scholarly inquiry relevant to required TD topic(s).
  • Presents specific information from scholarly sources to develop a comprehensive presentation of facts.
  • Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.*
  • Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information.
 Presentation of information was minimally demonstrated in all of the following elements:

  • Provides evidence of scholarly inquiry relevant to required TD topic(s).
  • Presents specific information from scholarly sources to develop a comprehensive presentation of facts.
  • Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.*
  • Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information.
  

Presentation of information is unsatisfactory in one of the following elements:

  • Provides evidence of scholarly inquiry relevant to required TD topic(s).
  • Presents specific information from scholarly sources to develop a comprehensive presentation of facts.
  • Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.*
  • Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information.
  

Presentation of information is unsatisfactory in two of the following elements:

  • Provides evidence of scholarly inquiry relevant to required TD topic(s).
  • Presents specific information from scholarly sources to develop a comprehensive presentation of facts.
  • Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.*
  • Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information.
 Presentation of information is unsatisfactory in three or more of the following elements

  • Provides evidence of scholarly inquiry relevant to required TD topic(s).
  • Presents specific information from scholarly sources to develop a comprehensive presentation of facts.
  • Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.*
  • Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information
 16 Points  14 Points  13 Points 11 Points 9 Points  0 Points
Application of Course Knowledge

Demonstrate the ability to analyze and apply principles, knowledge and information learned in the outside readings and relate them to real-life professional situations

 Presentation of information was exceptional and included all of the following elements:

  • Applies principles, knowledge and information from scholarly resources to the required topic.
  • Applies facts, principles or concepts learned from scholarly resources to a professional experience.
  • Application of information is comprehensive and specific to the required topic.
 Presentation of information was good, but was superficial in places and included all of the following elements:

  • Applies principles, knowledge and information from scholarly resources to the required topic.
  • Applies facts, principles or concepts learned from scholarly resources to a professional experience.
  • Application of information is comprehensive and specific to the required topic.
 Presentation of information was minimally demonstrated in the all of the following elements:

  • Applies principles, knowledge and information from scholarly resources to the required topic.
  • Applies facts, principles or concepts learned from scholarly resources to a professional experience.
  • Application of information is comprehensive and specific to the required topic.
 Presentation of information is unsatisfactory in one of the following elements:

  • Applies principles, knowledge and information from scholarly resources to the required topic.
  • Applies facts, principles or concepts learned from and scholarly resources to a professional experience.
  • Application of information is comprehensive and specific to the required topic.
 Presentation of information is unsatisfactory in two of the following elements:

  • Applies principles, knowledge and information from scholarly resources to the required topic.
  • Applies facts, principles or concepts learned from scholarly resources to a professional experience.
  • Application of information is comprehensive and specific to the required topic.
 Presentation of information is unsatisfactory in three of the following elements

  • Applies principles, knowledge and information and scholarly resources to the required topic.
  • Applies facts, principles or concepts learned scholarly resources to a professional experience.
  • Application of information is comprehensive and specific to the required topic.
   10 Points 9 Points  6 Points  0 Points
Interactive Dialogue

Initial post should be a minimum of 300 words (references do not count toward word count)

The peer and instructor responses must be a minimum of 150 words each (references do not count toward word count)

Responses are substantive and relate to the topic.

 Demonstrated all of the following:

  • Initial post must be a minimum of 300 words.
  • The peer and instructor responses must be a minimum of 150 words each.
  • Responses are substantive
  • Responses are related to the topic of discussion.
 Demonstrated 3 of the following:

  • Initial post must be a minimum of 300 words.
  • The peer and instructor responses must be a minimum of 150 words each.
  • Responses are substantive
  • Responses are related to the topic of discussion.
 Demonstrated 2 of the following:

  • Initial post must be a minimum of 300 words.
  • The peer and instructor responses must be a minimum of 150 words each.
  • Responses are substantive
  • Responses are related to the topic of discussion.
 Demonstrated 1 or less of the following:

  • Initial post must be a minimum of 300 words.
  • The peer and instructor responses must be a minimum of 150 words each.
  • Responses are substantive
  • Responses are related to the topic of discussion.
  8 Points 7 Points  6 Points         5 Points          4 Points  0 Points
Grammar, Syntax, APA

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

The source of information is the APA Manual 6th Edition

Error is defined to be a unique APA error. Same type of error is only counted as one error.

 The following was present:

  • 0-3 errors in APA format

AND

  • Responses have 0-3 grammatical, spelling or punctuation errors

AND

  • Writing style is generally clear, focused on topic,and facilitates communication.
 The following was present:

  • 4-6 errors in APA format.

AND/OR

  • Responses have 4-5 grammatical, spelling or punctuation errors

AND/OR

  • Writing style is somewhat focused on topic.
 The following was present:

  • 7-9 errors in APA format.

AND/OR

  • Responses have 6-7 grammatical, spelling or punctuation errors

AND/OR

  • Writing style is slightly focused on topic making discussion difficult to understand.
  

The following was present:

  • 10- 12 errors in APA format

AND/OR

  • Responses have 8-9 grammatical, spelling and punctuation errors

AND/OR

  • Writing style is not focused on topic, making discussion difficult to understand.
  

The following was present:

  • 13 – 15 errors in APA format

AND/OR

  • Responses have 8-10 grammatical, spelling or punctuation errors

AND/OR

  • Writing style is not focused on topic, making discussion difficult to understand.

AND/OR

  • The student continues to make repeated mistakes in any of the above areas after written correction by the instructor.
 The following was present:

  • 16 to greater errors in APA format.

AND/OR

  • Responses have more than 10 grammatical, spelling or punctuation errors.

AND/OR

  • Writing style does not facilitate communication
  0 Points Deducted 5 Points Lost
Participation

Requirements

Demonstrated the following:

  • Initial, peer, and faculty postings were made on 3 separate days
 Failed to demonstrate the following:

  • Initial, peer, and faculty postings were made on 3 separate days
  0 Points Lost 5 Points Lost
Due Date Requirements Demonstrated all of the following:

  • The initial posting to the graded threaded discussion topic is posted within the course no later than Wednesday, 11:59 pm MT.

A minimum of one peer and one instructor responses are to be posted within the course no later than Sunday, 11:59 pm MT.

Demonstrates one or less of the following.

  • The initial posting to the graded threaded discussion topic is posted within the course no later than Wednesday, 11:59 pm MT.

A minimum of one peer and one instructor responses are to be posted within the course no later than Sunday, 11:59 pm MT.

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