NRS 410 Topic One Discussion Question Two
Discuss what resources are often necessary for nonacute care for cardiorespiratory issues. Explain how they support patient independence and decrease readmission.
Upon discharge, patients with cardiorespiratory conditions will likely need additional resources to promote independence and prevent repeat hospital admissions. Non acute care patients may benefit greatly from cardiac or pulmonary rehabilitation. These programs operate as a bridge to independence for patients after a cardiac event or a COPD exacerbation and help them learn to manage their condition and exercises to restore cardiorespiratory function. Cardiac rehab programs have been shown to improve daily functioning and reduce the risk of another cardiac event or repeat hospital admission (Servey, 2016).
Patients may also need additional durable medical equipment to function safely at home. This could include oxygen supplies or mobility aids like a cane or walker (Johnson, 2018). Living conditions should also be examined for potential needs, like bars in the bathroom/shower, or ramps for a wheelchair. Patients may also need help arranging transportation to medical appointments or to pick up medications from the pharmacy (Johnson, 2018). If they plan to return to work they may need documentation that shows what modified work they may perform, or they may need additional time off for recovery (Johnson, 2018). All of these resources can help patients regain their independence with a cardiorespiratory condition. Ambulatory aids help preserve their ability to move around independently, and environmental modifications ensure their home is safe while they perform their ADLS. Furthermore, ensuring they have access to necessary medical equipment, their medications, transportation to follow up care, and a safe home environment will help prevent hospital readmissions.
Re: Topic 1 DQ 2
High blood pressure often has no obvious symptoms to alert a person that something is wrong. That is why hypertension is sometimes called “the silent killer”. According to the American Heart Association, high blood pressure cannot be cured, but can be managed effectively through appropriate medication and changes in lifestyle. Examples of lifestyle changes:
Understanding self-care and self-understanding-people must comply with healthcare providers’ recommendations. People must be accountable by keeping appointments and taking medications as directed.
Knowledgeable about health status-“Know Your Numbers” is a campaign to encourage people to pay attention and be able to identify and abnormal values to their blood pressure, total cholesterol, HDL, blood glucose and BMI.
Diet-eating more veggies, fruits, whole grains, fat free or low fat dairy, and lean protein from seafood, poultry, eggs, nuts, seeds and soy products. DASH diet and Mediterranean-style diets are most recommended.
Weight Control-consume appropriate serving sizes of recommended food. Setting targets for 5-10% reduction can make a significant impact on cardiovascular disease risks.
Physical activity and exercise-aerobic exercise improves oxygen consumption, inflammation, bold pressure, insulin resistance, sleep quality and quality of life.
Tobacco and Alcohol cessation-smoking tobacco and drinking alcohol contributes to the development of hypertension.
Re: Topic 1 DQ 2
Cardiorespiratory issues are often chronic and so require continued care and management. Because of the nature of these issues, after an acute episode, subsequent therapies to support the cardiorespiratory condition as well as medical equipment are necessary to help speed up their rehabilitation. Cardiac rehabilitation is geared toward patients that have suffered from a cardiac condition. Pulmonary rehabilitation is geared toward patients with breathing difficulties due to certain chronic lung conditions. (Pulmonary rehabilitation, n.d.). Some of the resources necessary for non acute care include equipment to aid in activities of daily living, mobility devices, transportation access and adequate living conditions. Other resources include medication prescription assistance and portable breathing devices. (Grand Canyon University, 2018)
These resources can provide a bridge for the patients to regain their independence in self-care. Nurses have an important role in providing this education and should assess a patient’s understanding to ensure their successful transition to independent care. During this transition, nurses should be empathetic to the patient’s circumstances and prepare to advocate for the patient and their health. Some of the education topics should promote exercise and dietary recommendations with respect to the patient’s diagnosis. Cessation of any cigarette smoking should be emphasized for all the cardiorespiratory conditions. In addition adequate patient centered discharge planning and follow up has been found to reduce readmission. (Kripalani et al., 2014) NRS 410 Topic One Discussion Question Two
Grand Canyon University (Ed). (2018). Pathophysiology: Clinical applications for client health. Retrieved from: https://lc.gcumedia.com/nrs410v/pathophysiology-clinical-applications-for-client-health/v1.1/#/chapter/1
Kripalani, S., Theobald, C. N., Anctil, B., & Vasilevskis, E. E. (2014). Reducing Hospital Readmission: Current Strategies and Future Directions. Annual Review of Medicine, 65, 471–485. https://doi.org/10.1146/annurev-med-022613-090415
Pulmonary Rehabilitation | National Heart, Lung, and Blood Institute (NHLBI). (n.d.). Retrieved from: https://www.nhlbi.nih.gov/health-topics/pulmonary-rehabilitation
Resources for Nonacute Care: Cardiopulmonary ConditionsPatients with nonacute cardiorespiratory issues will require ample support and resources to facilitate independence and decrease readmission. Consistent, thorough patient education is vital, and empowers the patient by giving them the knowledge and information needed in order to self-manage their condition (Johnson, 2018). After the patient’s cardiorespiratory condition is stabilized, the nurse plays in integral role in supporting and encouraging the patient to participate in physical and occupational therapies as indicated (Johnson, 2018). Additionally, the nurse must educate the patient to comply with their medication regimen, follow up appointments, therapies, and lifestyle modifications such as appropriate exercise and diet (Johnson, 2018). The avoidance of tobacco smoke and immunization recommendations should be discussed as well (Johnson, 2018). NRS 410 Topic One Discussion Question TwoNurses will further reduce the likelihood of readmission and support patients’ independence by supporting their psychosocial, cultural, an spiritual needs (Johnson, 2018). Appropriate resources may include support groups for those with similar conditions and one-on-one talk therapy (Johnson, 2018). Further, the nurse must ensure the patient has appropriate medical equipment after discharge to facilitate independence and safety, such as walkers and portable oxygen (Johnson, 2018). The patient must have access to reliable transportation for appointments and to go to the pharmacy (Johnson, 2018). Additionally, resources may be needed in order to modify the patient’s living conditions to suite their medical needs (Johnson, 2018). This may include handicapped accessible ramps, ground-floor living, or a skilled nursing facility if the patient is not able to independently care for their needs (Johnson, 2018). Patients may need time off from their job in order to recuperate, or may need to be reassigned to a position that is conducive to their health needs (Johnson, 2018). Finally, pulmonary and cardiac rehabilitation may be indicated in order for patients to properly self-manage their condition (Johnson, 2018). NRS 410 Topic One Discussion Question Two
Johnson, A. (2018). Cardiorespiratory Complexities. Pathophysiology Clinical Applications for Client Health. Retrieved from https://lc.gcumedia.com/nrs410v/pathophysiology-clinical-applications-for-client-health/v1.1/#/chapter/1
Grading Rubric Guidelines
Performance Category 10 9 8 4 0
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
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.