11/12/2012 Components of a Nursing Care Plan A nursing care plan is a set of guidelines that directs nursing activities for a patient. It details the entire steps needed from beginning to end of a patient’s care. The nursing care plan is also a framework that allows for evaluation of the effectiveness of the plan and it promotes continuity after the patient has left the healthcare facility. The four main components of a nursing care plan are: nursing diagnosis; expected outcomes; interventions; and evaluations. Documentation of the nursing care plan is important in order for the patient to receive proper care.
0.00512g ZnI2/mL of solution 0.00512g/319.18 g/mol=1.6*10-5 mol 1.6*10-5 mol/(1*10-3L)=0.016M c. 0.00806 moles of ZnI2/500 mL of solution 0.00806mol/(500*10-3)L=0.016M d. 0.0161 moles of ZnI2/L of solution 0.0161mol/1L=0.016M Exercise 4: a. The moles of ZnI2: 0.25M*(250*10-3)L=0.0625mol b. 0.25M*(250*10-3)L=0.0625mol The mass of ZnI2: 0.0625mol*319.18 g/mol=19.95g c. 0.25M*(500*10-3)L=0.125mol 0.125mol*319.18 g/mol=39.9g ZnI2 d. 0.0125mol/0.25M=0.05L Exercise 5: a. 0.125M*(100*10-3)L=0.0125mol b. 0.0625mol/0.125M=0.5L=500mL Calculation for preparing the EDTA solution Exercise 6 a.
to a disease that exists simultaneously with and worsens or affects a primary disease) such as impaired eyesight, tremor, arthritis, and cognitive problems that can aggravate effective use of the inhaler device. Inhaler devices available to deliver inhaled medications are COPD 6 Pressurized metered-dose inhalers (pMDIs); Breath-activated pMDIs; Dry-powder inhalers (DPIs); and Soft mist inhaler (SMIs) (Kaufman, G., 2013, p. 37). The nurses in primary care have an important role in helping patients with this disease. That is where device selection and patient education comes in. Primary care nurses should know the following: * For the prescribed drug/s what devices are available and what number of device types can be used?
After the implementation and licensure of the live measles vaccine in 1963 the number of cases significantly dropped by 1988 in the U.S... However, in 1989-1991, the number of cases began to rise. 55,000 cases were reported with 495 deaths reported from measles. This increase was blamed on preschool aged children who had not been vaccinated with one dose of vaccine. Outbreaks were also reported in children who had been given one dose of vaccine.
4 E16.7 Multiple Choice—Registration of Securities a. 5 b. 1 c. 4 d. 3
The diagram below represents a sphere. 6 cm The sphere has a diameter of 6 centimetres. Calculate its volume. Take π = 3·14. 2 4.
A series of education training of documentation was implemented to help reduce episodes of Medicare payment denials and self-protection through adequate documentation. Thus, I will discuss the impact of inadequate nursing documentation that leads to malpractice lawsuits. Purpose of Medical Record Documentation Understanding the purpose of medical documentation was the first step in teaching how to prevent inadequate documentations that leads to liability and malpractice lawsuits. Monarch (2007) supports the purpose of Medical Record Documentation as the following: • Substantiating the health condition or illness or presented concern for the patient. • Effective communication among health care staff.
Using SwabCap® to Reduce the Number of Central Line Associated Blood Stream Infections (CLABSIs) Dawn E Bennett Joliet Junior College Nursing 260 Using SwabCap® to Reduce the Number of Central Line Associated Blood Stream Infections (CLABSIs) According to the Centers for Disease Control and Prevention (CDC), every year health care associated infections (HAIs) affect 5% of hospitalized patients in the United States. CLABSIs are a deadly HAI, with a mortality rate of 12%-25%. In 2009, the number of CLABSIs in an Intensive care unit (ICU) setting was estimated at 18,000, and for patients in an inpatient ward was an estimated 23,000. Patients receiving hemodialysis as an outpatient in 2008 had an higher rate of CLABSIs, with an estimated
Learner Name: | Assessor Name: | Pearson Level 5 Diploma in Leadership for Health and Social Care and Children and Young People’s Services (England)(QCF) | Assignment 9 | Introduction: | The purpose of this assignment is to assess the learner’s knowledge, understanding and skills for managing induction in health and social care, using examples to demonstrate why induction is important. | Learning Outcomes: | Unit: Manage Induction in Health and Social Care or Children and Young People’s Settings | 1234 | Understand the purpose of induction in health and social careBe able to manage the induction process in health and social careBe able to support the implementation of induction processes in health and social careBe able to evaluate the induction process in health and social care | Unit: Champion equality, diversity and inclusion | 2 | Be able to champion diversity, equality and inclusion | Unit: Develop health and safety and risk management policies, procedures and practices in health and social care | 2 | Be able to implement and monitor compliance with health, safety and risk management requirements in health and social care | Unit: Work in partnership in health and social care or children and young peoples settings | 12 | Understand partnership workingBe able to establish and maintain working relationships with colleagues | Unit: Lead and manage a team within a health and social care | 2 | Be able to support a positive culture within the team for a health and social care | | Issue Date: | | Assignment Due Date: | | Learner Declaration: I certify that the work submitted for this assignment is my own and research sources are fully acknowledged.PLEASE ATTACH THIS ASSIGNMENT BRIEF AS THE FRONT SHEET TO WORK SUBMITTED FOR AUTHENTICATION PURPOSES | Signature: | Date: | Task 1. Induction – Why & How? | You have
Edexcel BTEC Levels 4 and 5 Higher Nationals specification in Health and Social Care Contents Unit 1: Unit 2: Unit 3: Unit 4: Unit 5: Unit 6: Unit 7: Unit 8: Unit 9: Unit 10: Unit 11: Unit 12: Unit 13: Unit 14: Unit 15: Unit 16: Unit 17: Unit 18: Unit 19: Unit 20: Unit 21: Communicating in Health and Social Care Organisations 1 Principles of Health and Social Care Practice Health and Safety in the Health and Social Care Workplace Personal and Professional Development in Health and Social Care Working in Partnership in Health and Social Care Research Project Social Policy The Sociological Context of Health and Social Care Empowering Users of Health and Social Care Services Safeguarding in Health and Social Care The Role of Public Health in Health and Social Care Physiological Principles for Health and Social Care Managing Human Resources in Health and Social Care 5 11 15 21 27 33 37 41 45 49 53 59 Managing Financial Resources in Health and Social Care 65 Psychology for Health and Social Care 71 Understanding Specific Needs in Health and Social Care 75 Community Development Work Complementary Therapies Contemporary Issues in Health and Social Care Supporting Independent Living Supporting Significant Life Events 79 85 89 95 99 Unit 22: Unit 23: Unit 24: Unit 25: Unit 26: Unit 27: Unit 28: Unit 29: Developing Counselling Skills for Health and Social Care Employability Skills Understanding the Learning Process Influences on Health and Social Care Organisations Facilitating Change in Health and Social Care Managing Quality in Health and Social Care Work-based Experience Health Promotion 103 109 115 119 123 127 131 137 UNIT 1: COMMUNICATING IN HEALTH AND SOCIAL CARE ORGANISATIONS Unit 1: Unit code: QCF level: Credit value: Communicating in Health and Social Care Organisations T/601/1560 4 15 • Aim The aim of this unit is to develop