NSG 4055 Week 5 Assignment 2 Nursing Care Plan New

Sample Answer for NSG 4055 Week 5 Assignment 2 Nursing Care Plan New Included After Question

Introduction

While treating the chronically ill, a major challenge is developing a plan of care that addresses the specific needs of a patient and caregiver. You need to be in close touch with the patients, their support group—family and peers, to come-up with an ideal plan.

In this project, you are going to develop a plan of care for a chronic illness group of your choice. While executing the tasks of this project, remember that while you need to give a general overview of the biomedical considerations of the case, the focus should always be on the psychosocial elements. Your perspective in this care plan should be the patient’s goals rather than that of the medical team.

This is a threaded project. Each week you will complete a part of this project. You have to submit a final completed project during Week 5. This final project will count for 40% of your grade, so be sure to take the time to carefully complete each of the weekly assignments and then put it all together in Week 5. Best of luck!

Ensure that you save a copy of this course project after you have submitted it at the end of this course. You are expected to resubmit this project along with the other course projects at the end of the RN to BSN program. FTP details will be provided in the Capstone course.

Part One: Identifying a Group

By Day 3, identify an area of chronic illness of specific interest to you. Explain your choice and your interest in it. Prepare a questionnaire, utilizing your knowledge of health and illness, with the aim of acquiring all information you need from patients to prepare a plan of care for the specific illness group.

Part Two: The Impact of Chronic Illness

By Day 5, identify two patients from the chosen illness group. Administer the questionnaire you created in Week 1 to them. Compile the data and analyze the responses to better illustrate where the patients, their families, and friends are in relation to accepting the diagnosis, coping skills, treatment, support, and so forth in relation to the health/illness definitions. Identify how this will direct care plan development for the chosen illness group.

Submit a report of your interviews with the questions you created, the responses you received, your analysis, and your interpretation of how it will affect planning care for the group in a 3–4 page Word document by Day 5 to the appropriate topic in this Discussion Area.

Part Three: Support Needs Analysis

By Day 5, using the impacts identified in Week 2, list in descending order the support needs of the patients and the support group of the chronic illness group. Give examples of appropriate interventions of the professional caregiver—the nurse, in such a situation. Also, mention the indicators that would cue the professional that assistance is needed in relation to accepting the diagnosis, coping skills, treatment, support, etc.

Submit your findings in a 1–2 page Word document to this Discussion Area.

Part Four: Locating Resources

By Day 5, locate a minimum of three community and/or national resources for your chosen illness group, preferably in your community. Study them. Write a report about them. Include in your response all the information you think the patient should know about them (the specific services they offer, fee schedules if and when appropriate, criteria for eligibility, and any other important information). Submit your responses in a tabular form.

By Day 5, submit a 2–4 page Word document on three community and/or national resources available in your locality for the specific illness group that you have identified to the appropriate Discussion Area.

Part Five: Creating a Plan of Care

By Day 5, utilizing the information you have gathered over the weeks regarding the specific illness group you identified, create a holistic patient-focused plan of care for your chronic illness group.

Use the South University care plan template to submit your responses in. In case you do not find it suitable, choose another care plan template. Explain why the chosen template meets your preference, the chosen illness, or the patient. Include a brief explanation about how one would know when the goal is achieved.

Part Six: Project Submission

By Day 1, compile all the information you have gathered from the patients over the weeks and put it together in a case file.

The case file should include the following parts:

· Name and details of illness (as gathered from patient details)

· Impact of the illness on patients and their support groups (family and peers)

· Support needs of patients and their families

· Community/national resources available for the patient/chronic illness group

· Holistic plan of care for the patients belonging to this illness group

· References

Submit your case file as a Word Document to this Discussion Area for peer review.

Review at least two of the postings submitted by your classmates and provide constructive suggestions to improve their case files.

A Sample Answer For the Assignment: NSG 4055 Week 5 Assignment 2 Nursing Care Plan New

Title: NSG 4055 Week 5 Assignment 2 Nursing Care Plan New

Demographics

The patient, Tina Jones, is 28 years of age. She is an African-American female patient who presents to the facility for a physical assessment owing to a job that she has been offered. Ms. Jones has a college degree that she is currently pursuing. As such, the patient is literate based on her education level. Given her level of education, Tina Jones has the capacity to explain the information given to her in an easier manner, which is a fundamental component of health literacy (Hersh, Salzman, & Snyderman, 2015). Tina Jones reports that she received her meningococcal vaccine while in college, which is a testament to her health literacy. The patient is also currently undertaking a Bachelor’s degree in accounting, which supports her literacy credentials. Further, she has engaged in complex healthy activities such as limiting the amount of fizzy drinks that she takes while also undertaking exercises, which are fundamental to living a healthy lifestyle. All these are manifestations of her education level, which points to the fact the she is literate when it comes to her health.

Tina Jones has limited access to health care as seen by her visit to the Shadow Health Clinic. Moreover, she had visited some gynecologist some months before, which also points to her capacity to access health care. Further, Tina Jones is literate, which phenomenon positively influences one’s ability to access important facets of health care.

Insurance/ Financial Status

Tina Jones should have the capacity to afford medications, and health diet as well as additional out of pocket expenses. Her comprehensive assessment revealed that Tina Jones is already exercising healthy eating habits as demonstrated by her breakfast, lunch and supper behaviors. The subjective data from her questioning revealed that she is ideally capable of other expenses owing to her position as a supervisor at Mid-American Copy and Ship. Moreover, the information reveals that Tina Jones receives insurance from her company, albeit in basic terms. However, she cannot manage the out of pocket expenses since she reports that the costs therein are deterrent. Therefore, Tina Jones insurance status implies that she is able to partially afford healthcare.

Screening/ Risk Assessment

The comprehensive assessment of the patient revealed certain screening/ risks that she has to handle carefully. It was discovered that the patient failed to attend regular diabetic clinic checkups. These clinics are fundamental to the assessment of associated complications to diabetes such as retinopathy as well as neuropathy. The assessments also uncovered that the patient has a high intake of the diet Coke as demonstrated by the fact that she takes 2 of them per day. The drink possesses a high level of caffeine as well as artificial sweeteners. These contents create a health risk for the diabetic patient since it increases the levels of sugar in their blood. Moreover, Tins Jones smokes pot for recreation purposes. The behavior might occasion a worsening of her asthmatic attacks, raise her blood pressure, and also lead to poor perfusion within the lower extremities of the patient. Therefore, all these are risk factors caused by her behaviors and they should be examined.

Nutrition/ Activity

Tina Jones engages in physical activities that includes swimming as well as walking for 30-40 minutes. The frequency of these activities is 4-5 times weekly. The patient also stays in a single home with her mother and other family members after the death of her father. The environment may not be conducive for supporting exercise due to the fact that the house may be overpopulated.

The age, female gender, and the existence of diabetes and allergic reactions may influence the nutritional requirements of the patient. Given that she is diabetic; the patient is required to eat food with low calories (Powers et al., 2017). To this end, Tina Jones is expected to consume a healthy diet consisting of vegetables and fruits. The elimination of junk foods and the diet sodas from her diet alongside the introduction of healthy snacks are important in maintaining her blood glucose levels.

The patient is already undertaking swimming and walking exercises at least five times per week (Wittink & Oosterhaven, 2018). However, given her condition, she should increase the frequency of these exercise to daily. The duration of the exercises should be 30 minutes to one hour so that she does not suffer from hypoglycemia as a result of over exercising.

Social Support

Tina Jones has an impressive social support system. Due to the death of her father, she moved back to stay with her family. She reports that she has a string family support system. Moreover, the patient has a string social support system. She spends most of her time with friends while also attending Bible studies. Moreover, Tina Jones reported that she volunteers and dances in her church. Her being active in church is thus indicative of a string social support system. The presence of these systems is also supported by her assertion that they aid her in coping with stress, which is fundamental for her mental health status.

Health Maintenance

Tina Jones is diabetic, reacts to certain allergens and has a family history of high blood pressure and high cholesterol. Given her diabetic condition, Tina Jones is at risk of cerebrovascular disease due to high blood pressure. Thus, checking her on the presence of the two conditions is important. Further, Tina Jones should be screened for neuropathy and lymphadenopathy, which are comorbidities to diabetes (Hersh, Salzman, & Snyderman, 2015). Moreover, African-Americans of Tina Jones’ age are predisposed to certain types of cancers hence she should be screened for the HPV and high cholesterol.

Patient Education

Tina Jones is generally literate owing to her college level education. She understands most of the health aspects of her conditions and strives to follow instructions. This is manifested in her health-seeking behaviors such as going to gynecological examination and monitoring her diabetes well. However, Tina Jones still has limitations in certain health spheres. She is supposed to be taught on the need and benefits of smoking cessation. She does not understand the impact of the phenomenon on asthma and other respiratory conditions. Moreover, she requires self-education on the management of asthma inclusive of demonstrating the usage of inhalers. Tina Jones should also be educated on the benefits of having regular high blood pressure screening since she has diabetes. Also, the prevention of foot ulcers and lowering future amputation risks need to be impressed upon Tina Jones. This means that asking her to attend regular neurological examinations to examine for neurological complications of diabetes is critical to the patient (Bonner, Foster, & Spears-Lanoix, 2016). Therefore, whereas Tina Jones has demonstrated competence in managing the conditions that she has, she still has some educational needs that a nurse should consider important.

References

Bonner, T., Foster, M., & Spears-Lanoix, E. (2016). Type 2 diabetes-related foot care knowledge and foot self-care practice interventions in the United States: a systematic review of the literature. Diabetic foot & ankle, 7(1), 29758.

Hersh, L., Salzman, B., & Snyderman, D. (2015). Health Literacy in Primary Care Practice. American family physician, 92(2).

Powers, M. A., Bardsley, J., Cypress, M., Duker, P., Funnell, M. M., Fischl, A. H., Maryniuk, M.D., Siminerio, L., & Vivian, E. (2017). Diabetes self-management education and support in type 2 diabetes: a joint position statement of the American Diabetes Association, the American Association of Diabetes Educators, and the Academy of Nutrition and Dietetics. The Diabetes Educator, 43(1), 40-53.

Wittink, H., & Oosterhaven, J. (2018). Patient education and health literacy. Musculoskeletal Science and Practice, 38, 120-127.

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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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