Purpose Of Health Assessment Essay

Sunday, December 5, 2021 4:01:28 PM

Purpose Of Health Assessment Essay

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She has history of Left CVA in which resulted to her right sided body weakness, she has high risk for fall thereby constant assistance is needed. Type II diabetes mellitus Type 2 diabetes is a serious and common chronic disease resulting from a complex inheritance-environment interaction along with other risk factors such as obesity and sedentary lifestyle. Wu et al. Monitor blood glucose level of Audrey before and after procedure, refer abnormal results to her Physician as it prolongs wound healing Gastro eosophageal reflux disease This refers to the regurgitation of gastric contents into the esophagus caused by lower eosophageal sphincter incompetence.

Offer small frequent feeding with high calorie and high protein to Audrey. Maintain head of bed slightly elevated at degrees for at least 2 hours, and administer anti-reflux medication to relieve the symptom. Osteoporosis A systemic skeletal disease characterized by low bone density leading to weakening of bones which increases risk of fracture. Offer high protein, vitamins and mineral diet. Total hysterectomy A total hysterectomy means both the uterus and the cervix are removed surgically due to different reasons such as cancer, heavy and continuous bleeding, endometriosis and severe pelvic pain. Depression It is a cognitive disorder characterized constant feeling of sadness and loss of interest, hopelessness, pessimism, lowered self-esteem and heightened self-depreciation and out of proportion to reality.

It is necessary to be a compassionate listener, show empathy to Audrey. Medications Digoxin Tiziani,A Harvard,M , p It controls ventricular rate in the treatment of chronic atrial fibrillation. Monitor heart rate in one full minute, do not give if pulse is below Instruct patient to ask for assistance when going out of bed since it causes lightheadedness, drowsiness, and vision changes.

Instruct Audrey to report bleeding gums, red or black bowel motions, easy bruising, trouble breathing or swallowing, hematuria as these are signs of bleeding Consider Prothrombin time and INR check, and it should be stopped prior to surgery. Coversyl 5mg OD An anti-hypertensive drug that helps to control blood pressure by relaxing blood vessels. Ensure safety, monitor blood pressure and report to the doctor if BP drops below normal.

Give the medication 30 minutes before meal, preferably in the morning Vitamin D 1, units OD Supplement that enhances absorption of calcium and phosphorus thus treats and manages osteoporosis. Tiziani,A Harvard,M. Monitor BUN, Creatinine, serum calcium and phosphate levels, and encourage to take food rich in calcium and vitamin D. Monitor blood for glucose, ketones as prescribed, and watch out for signs of Hypoglycemia such as sweating, visual and sleep disturbances, headache and palpitation.

Obtain a baseline liver function test and monitor frequently throughout the therapy. Give the medication 1 hour before meals, offer small frequent feeding if with nausea and vomiting. Instruct Audrey to ask for assistance as it may cause headache and dizziness Effexor mg OD An antidepressant that treats major depressive disorder, anxiety and panic disorder. Administer as prescribed to help Audrey boost her mood, but ensure safety and comfort as it causes dizziness and behavioral changes. Watch out for signs of Hyperglycemia such as increased thirst, headache, trouble concentrating and Blurring of vision Mylanta mls PRN Antacid given to neutralize acid in the stomach thus prevents heartburn. It should be taken 2 hours apart from other medication.

Instruct Audrey to drink plenty of fluids to prevent constipation. Preoperative care Preoperative care begins when the decision to have surgery is first considered and ends when the patient is transferred onto the operating table and the intraoperative period beings. Then, she must sign an informed consent form to acknowledge that she fully understands the risks and complications of the anesthesia and the surgery, and that the surgeon has explained the operation to her.

If the patient does not have a urinary catheter, the bladder should be assessed for distension, and the patient monitored for inability to urinate. If patient is on PCA, ensure that she understands how to use it. This includes the importance of recognizing signs of complications like bleeding, fever, difficulty breathing and notify her doctor immediately for management. In addition, Educate Audrey about her medications, and plan for medication monitoring to increase adherence, mobilization activities, wound care, hygiene, proper diet, and spiritual needs.

The nursing care offered to Audrey came in a complex management since all aspects of nursing process was applied. In addition, preoperative and post-operative care has been delicately rendered to Audrey to reduce her anxiety, pain levels and achieve optimum recovery. Discharge plan was also made for smooth transition of care from hospital to home or rehabilitation facility. Team approach also played a big role in the care of Audrey since different health professionals took action.

This summarizes the principle of holistic nursing where the patient was assessed and seen as a whole rather than just treating the symptoms she presented. Holistic nursing care, an individualized approach is strongly advised and advocated in the healthcare setting to achieve better patient health outcomes that is rewarding and may have positive impact on their life. Remember: This is just a sample from a fellow student. Starting from 3 hours delivery. Sorry, copying is not allowed on our website. We will occasionally send you account related emails. This essay is not unique. Sorry, we could not paraphrase this essay. Of course, traditional assessments as well as authentic assessments vary considerably in the forms they take.

But, typically, along the continuums of attributes listed below, traditional assessments fall more towards the left end of each continuum and authentic assessments fall more towards the right end. Traditional Authentic. Selecting a Response Performing a Task. Contrived Real-life. Teacher-structured Student-structured. Indirect Evidence Direct Evidence. Let me clarify the attributes by elaborating on each in the context of traditional and authentic assessments:. Selecting a Response to Performing a Task: On traditional assessments, students are typically given several choices e.

In contrast, authentic assessments ask students to demonstrate understanding by performing a more complex task usually representative of more meaningful application. Contrived to Real-life: It is not very often in life outside of school that we are asked to select from four alternatives to indicate our proficiency at something. Tests offer these contrived means of assessment to increase the number of times you can be asked to demonstrate proficiency in a short period of time. More commonly in life, as in authentic assessments, we are asked to demonstrate proficiency by doing something.

Thus, as mentioned above, tests can serve as a nice complement to authentic assessments in a teacher's assessment portfolio. Furthermore, we are often asked to recall or recognize facts and ideas and propositions in life, so tests are somewhat authentic in that sense. However, the demonstration of recall and recognition on tests is typically much less revealing about what we really know and can do than when we are asked to construct a product or performance out of facts, ideas and propositions. Authentic assessments often ask students to analyze, synthesize and apply what they have learned in a substantial manner, and students create new meaning in the process as well. Teacher-structured to Student-structured: When completing a traditional assessment, what a student can and will demonstrate has been carefully structured by the person s who developed the test.

A student's attention will understandably be focused on and limited to what is on the test. In contrast, authentic assessments allow more student choice and construction in determining what is presented as evidence of proficiency. Even when students cannot choose their own topics or formats, there are usually multiple acceptable routes towards constructing a product or performance. Obviously, assessments more carefully controlled by the teachers offer advantages and disadvantages. Similarly, more student-structured tasks have strengths and weaknesses that must be considered when choosing and designing an assessment. Indirect Evidence to Direct Evidence: Even if a multiple-choice question asks a student to analyze or apply facts to a new situation rather than just recall the facts, and the student selects the correct answer, what do you now know about that student?

Did that student get lucky and pick the right answer? What thinking led the student to pick that answer? We really do not know. At best, we can make some inferences about what that student might know and might be able to do with that knowledge. The evidence is very indirect, particularly for claims of meaningful application in complex, real-world situations. Authentic assessments, on the other hand, offer more direct evidence of application and construction of knowledge. As in the golf example above, putting a golf student on the golf course to play provides much more direct evidence of proficiency than giving the student a written test. Can a student effectively critique the arguments someone else has presented an important skill often required in the real world?

Asking a student to write a critique should provide more direct evidence of that skill than asking the student a series of multiple-choice, analytical questions about a passage, although both assessments may be useful. I have used the term traditional assessment on this site to refer to the many tests that are commonly administered to assess the acquisition of knowledge and skills. Tests usually consist of selected-response items see below and, occasionally, some constructed-response items.

In contrast, authentic assessments include tasks such as performances, products and constructed-response items that typically require more direct application of knowledge and skills. These types of tasks are described below along with common examples of each. In response to a prompt, students select an answer from among those given or from memory or from allowable study aids.

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