Nursing interventions classification pdf download 5e

Module Goals The goals of Module 5 are to have the Implementation Team agree on and develop a plan for measures to track pressure injury rates, pressure injury prevention practices, and communication of trends by addressing the following questions: How do you measure pressure injury rates?

How do you measure pressure injury prevention practices? How will you communicate trends in pressure injury rates to key stakeholders? Timing This module will take 90 minutes to present. PowerPoint slide presentation. Page last reviewed October Back to Top. Slide 1. Slide 2. Slide 3. NDNQI is used by many hospitals, but there are various options to measure pressure injuries. Slide 4. Say: The goals of the Module 5 training are to have the Implementation Team agree on and develop a plan for: Measuring pressure injury rates.

Measuring pressure injury prevention practices. Communicating trends in pressure injury rates to key stakeholders. Slide 5. NDNQI uses the same definition. Slide 6. Ask: Is this the definition you use? Is there another definition you would like to consider? If the group comes up with another definition, write it on the flip chart. Say: The agreed-upon definition of pressure injury should be incorporated into: Policies and procedures.

Root cause analysis. Staff education. Slide 7. As you know, pressure injuries are described in four stages. Slide 8. Stage 1 may be difficult to detect in individuals with dark skin tones. With Stage 1: Presence of blanchable erythema or changes in sensation, temperature, or firmness may precede visual changes. Color changes do not include purple or maroon discoloration; these may indicate a deep tissue pressure injury. Stage 1 may indicate at-risk people. Slide 9. With Stage 2: The wound bed is viable, pink or red, and moist.

It may also present as an intact or ruptured serum-filled blister. Adipose fat is not visible, and deeper tissues are not visible. Granulation tissue, slough, and eschar are not present. Slide Stage 3 may include undermining and tunneling. If slough or eschar is removed, a Stage 3 or Stage 4 pressure injury will be revealed.

Say: It is recommended in the Toolkit that you regularly monitor: An outcome measure, preferably pressure injury incidence or prevalence rates. At least one or two care processes, such as skin assessment and pressure injury risk assessment. Key aspects of the infrastructure to support best care practices, such as clear lines of responsibility for overseeing the accuracy of skin assessments.

Incidence rates provide the most direct evidence of the quality of your care. Therefore, your quality improvement efforts should focus on incidence rates. Say: To calculate pressure injury incidence or prevalence rates, you need to: Conduct a comprehensive skin assessment on every patient. Document the results of the skin assessment on every patient with a standard form, noting the following: Presence of an injury.

Number of injuries. Location of injuries. Stage of the deepest injury. Say: One common way to monitor injury rates is the following: Pick a date, such as the first of the month. Perform a detailed skin exam on each patient. This can be done by an outside expert, such as the wound nurse or nurse manager from another unit.

For each pressure injury present, describe the stage and determine whether the injury was present on admission. This approach allows the determination of both incidence and prevalence rates. When calculating incidence rates for a given period, use the following method: Count the number of patients who developed a pressure injury of any stage after being admitted to your unit.

Describe major structures present in each group and relate these to their function. Discuss ways in which cyanobacteria contribute to nitrogen fixation and explain its ecological importance.

Compare and contrast archaeans, bacteria, viroids, viruses and prions. Discuss the ecological, economic and human health impacts of bacteria, viroids, viruses and prions.

Discuss the importance of various groups of algae as producers in freshwater and marine ecosystems. Describe various asexual and sexual reproduction strategies employed by algae. Describe major structures present in protozoans and sponges and relate these to their function. Identify the predominant nutritional mode employed by most protozoan protistans.

Compare and contrast structures used for locomotion by protozoan protistans. Explain recent changes to protozoan protistan classification using current phylogenies. Describe sponge feeding and explain how the structure of the choanocytes facilitates this process. Describe various asexual and sexual reproduction strategies employed by protozoan protistans and sponges. Discuss the ecological, economic and human health impacts of protozoan protistans and sponges.

Describe major structures present in cnidarians, ctenophores and flatworms and relate these to their function. Explain the function of cnidocytes and relate this to their structure. Differentiate cnidarian polyps and medusae and relate these to the asexual and sexual processes used by members of this phylum. Explain the importance of certain flatworms as parasites and describe the special structures they use to facilitate this life cycle strategy.

Describe the roles of and strategies used to achieve, the asexual and sexual portions of flatworm parasite life cycles. Identify monophyletic and paraphyletic subgroups of flatworms and discuss the implications for flatworm classification. Discuss the ecological, economic and human health impacts of cnidarians and flatworms. Describe major structures present in molluscs and annelids and relate these to their function. Differentiate direct and indirect development strategies employed during sexual reproduction in both molluscs and annelids.

Identify monophyletic and paraphyletic subgroups of annelids and discuss the implications for annelid classification. Discuss the ecological, economic and human health impacts of molluscs and annelids. Differentiate the three types of coeloms and identify coelom types found in nematodes and arthropods.

Describe major structures present in nematodes and arthropods and relate these to their function. Describe various asexual and sexual reproduction strategies employed by nematodes and arthropods.

Explain the importance of certain nematodes as parasites and describe the special structures they use to facilitate this life cycle strategy. Describe the hosts and strategies parasitic nematodes use to achieve such life cycles.

Analyze physical and behavioral characteristics of arthropods hypothesized to contribute to their great abundance and diversity. Differentiate direct and indirect development strategies employed during sexual reproduction in insects. Discuss the ecological, economic and human health impacts of nematodes and arthropods. Describe major structures present in echinoderms and chordates and relate these to their function.

Describe various asexual and sexual reproduction strategies employed by echinoderms and chordates. Discuss the role and importance of the water vascular system in echinoderms. Differentiate the subphyla, superclasses and selected classes of chordates. Identify monophyletic and paraphyletic subgroups of chordates and discuss the implications for chordate classification. Discuss the ecological, economic and human health impacts of echinoderms and chordates.

Describe the major structures present in amphibians and non-avian reptiles and relate these to their function. Describe various asexual and sexual reproduction strategies employed by amphibians and non-avian reptiles. Explain the roles of various structures found in the amphibian integumentary system. Compare and contrast oviparous, ovoviviparous and viviparous strategies employed during sexual reproduction. Discuss the ecological, economic and human health impacts of amphibians and non-avian reptiles.

Discuss hypotheses about the origin of birds and mammals using current phylogenies. Describe the major structures present in birds and mammals and relate these to their functions. Describe various sexual reproduction strategies employed by birds and mammals. Compare and contrast avian and mammalian circulatory structure and function.

Describe nutritional strategies employed by various groups of mammals and relate these to dentition. Discuss the ecological, economic and human health impacts of birds and mammals. Describe the major structures present in fungi and bryophytes and relate these to their functions. Describe various asexual and sexual reproduction strategies employed by fungi.

Compare and contrast specialized structures employed during sexual reproduction by major fungal groups. Analyze the importance of the role of each partner in a lichen and in a mycorrhiza. Identify monophyletic and paraphyletic subgroups of fungi and discuss the implications for fungal classification. Compare and contrast specialized structures employed during alternation of generations in different bryophyte phyla.

Discuss the ecological, economic and human health impacts of fungi and bryophytes. Describe the major structures present in pteridophytes and gymnosperms and relate these to their functions. Compare and contrast specialized structures employed during alternation of generations in different pteridophyte and gymnosperm phyla. Identify gymnosperm structures that allowed them to be successful in drier habitats.

Discuss the ecological, economic and human health impacts of pteridophytes and gymnosperms. Describe major specialized structures employed during alternation of generations in angiosperms and relate these to their functions. Describe the major structures present in roots, stems and leaves of angiosperms and relate these to their functions.

Analyze the adaptive significance of specialized roots, stems and leaves. Analyze the costs and benefits of an evergreen versus a deciduous leaf replacement strategy. Describe current understanding of angiosperm phylogeny and relate it to angiosperm classification.

Discuss the ecological, economic and human health impacts of angiosperms. Analyze trophic structure within a given community using appropriate terminology. Describe the major terrestrial biomes using both biotic and abiotic characteristics. Document detailed observations of organisms from the microscopic to the macroscopic and ecological levels. Apply quantitative measurement skills incorporating the metric system.

Interpret and communicate data using appropriate analytical and statistical skills. Relate structures across varied delivery methods e. Biotechnology is a field requiring the application of techniques in a variety of situations. Students must be able to demonstrate understanding of the techniques used in the course as well as being able to perform the techniques covered.

Describe the structure and function of prokaryotic and eukaryotic cells in enough detail to understand related genetic concepts. Analyze human pedigree diagrams using examples from autosomal recessive and dominant traits, and sex-linked inheritance; predict the probability of carriers of a gene, and of occurrence of a trait among offspring.

Describe the male and female reproductive systems; the formation of gametes; and the basic development of the embryo and fetus. Describe modern reproductive technologies such as artificial insemination, surrogate mothers, in-vitro fertilization; and appreciate related bioethical considerations. Describe techniques of prenatal diagnoses such as amniocentesis and chorion villus sampling, and appreciate bioethical considerations related to genetic counseling and potential therapeutic abortion.

Discuss basic ideas involved in the structure and replication of DNA, and the concepts of protein synthesis in enough detail to understand concepts such as the one gene one polypeptide hypothesis; gene expression; mutations; and genetic engineering.

Discuss the most important types of chromosomal and gene mutations, their causes, and their important human consequences. Discuss the basic concepts of genetic engineering and gene splicing, and appreciate the future consequences of these powerful technologies. Integrate the basic concepts of human genetics with the interwoven themes of advancing technologies and bioethical issues to gain awareness of the complex problems facing society, and form a framework for personal values and decisions.

Identify and demonstrate knowledge of basic laboratory concepts related to both classical and modern genetics. Introduction to Genetics A. Identify important people and events in the history of genetics. Define the main areas of genetics such as molecular genetics, transmission genetics and population genetics.

Cellular Basis of Structure and Growth A. Compare Prokaryotic Cells and Eukaryotic Cells. Review reproductive and development processes. Compare the processes and significance of mitosis and meiosis. Define development: growth and differentiation. Discuss Mendel's research on pea plants. Solve problems involving dominant and recessive traits using Punnett Squares. Apply basic probability concepts to solve genetics problems. Solve problems involving multiple alleles to include human blood groups.

Solve problems involving polygenic inheritance. Calculate gene frequencies using the Hardy-Weinberg Law. Human Genetics A. Analyze pedigree diagrams. Recognize pedigree symbols. Calculate simple probabilities related to pedigree analysis. Analyze autosomal pedigrees of recessive inheritance. Analyze autsomal pedigrees of dominant inheritance. Analyze pedigree of sex-linked traits. Describe the outcomes of genetic counseling. Use online and library resources related to human genetics.

Human Sexuality A. Review the female reproductive system and make reproductive systems. Compare spermatogenesis in the male with oogenesis in the female. Compare development of male and female genotypes. Describe genetic sexual disorders, including: 1. Single gene disorders, such as pseudohermaphroditism and testicular pominization and chromosomal disorders, such as a. Turner's Syndrome b. Klinefelter's Syndrome c. Reproductive Technologies and Choices A. Describe birth technologies, such as: 1.

Artificial insemination 2. Surrogate motherhood 3. In-Vitro fertilization B. Describe prenatal diagnosis, including: 1. Amniocentesis 2. Chorionic Villus sampling C.

Compare different bioethical considerations related to new reproductive technologies and choices. Informational Macromolecules A. Review the chemistry of amino acids, proteins and enzymes.

Describe and discuss DNA, and the following functions of genetic material: 1. Transformation 2. Transduction 3. Structure and replication of DNA C. Describe RNA and protein synthesis to include: 1.

Messenger and Transfer RNA 2. Protein synthesis D. Illustrate the basic mechanisms of gene expression in both prokaryotes and eukaryotes. Variation A. Discuss examples of genetic variation, including: 1.

Dominance and recessiveness Phenylketonuria 2. Expressivity Diabetes 3. Penetrance Polydactyly 4. Delayed Onset Huntington's Chorea 5. Co-Dominance Human Blood Groups 6. Epistasis Congenital Deafness B. Discuss examples of variation caused by environment. Mutations A.

Describe different chromosomal mutations, including: 1. Deletions 2. Duplications 3. Inversions 4. Translocations 5. Downs Syndrome B. Describe types of gene mutations, including: 1. Point mutations 2. Frameshift mutations 3. Spontaneous mutations 4. Causes of mutations C. Discuss the genetic basis of many cancers including the role of: 1. Oncogenes 2.

Tumor suppressor genes 3. Radiation and other environmental factors X. Genetic Engineering and Biotechnology A. Describe the main application areas of biotechnology in medicine, agriculture and other areas of society.

Describe basic techniques used in recombinant DNA. Explain the basic principles behind the technologies involved in gene amplification and sequencing. Discuss ethical considerations of new technologies. Laboratory and Research Skills A. Demonstrate familiarity with the use of online biotechnology resources. Identify basic modes of Mendelian inheritance in selected species. Demonstrate basic techniques for staining and studying chromosomes. Use appropriate statistical and quantitative techniques such as chi-square tests in hypothesis testing.

Demonstrate principles and proper techniques associated with modern genetic tools such as electrophoresis, and DNA amplification. Critically interpret information obtained using modern genetic techniques. Demonstrate elementary techniques associated with the use of key experimental organisms in modern genetic analysis and biotechnology such as bacteria, yeast and Drosophila. Use appropriate laboratory safety skills and sterile technique. Students will solve problems, analyze pedigrees, and respond to a variety of objective type questions.

Computers will be used in conjunction with assignments in this course and basic competency in using the world wide web and word processing software will be assumed. Requirements: Prerequisites: MATH with a grade of "C" or higher or an appropriate score on the math placement test or department approval.

Identify personal learning styles and discuss their implications for classroom interactions. Use technology and the Internet to enhance classroom lessons, collaborate, and communicate. Identify instructional strategies that meet the needs of diverse learners. Distinguish between learner-centered and teacher-centered instructional strategies.

Discuss state and national science and mathematics standards and their implications for curriculum decisions. Interact with a population of diverse student learners in a school setting while teaching a lesson in an elementary school classroom.

Receive and synthesize feedback from a cooperating teacher as a peer and mentoring colleague in order to improve techniques. To successfully complete the prerequisite s for this course, a student must earn at least a "C" in the prerequisite course s or earn an appropriate score on a placement exam. If a student is found not to have successfully fulfilled the prerequisite s for this course, the student will be dropped from the course. Develop applicable pre- and post-assessments for the performance objectives.

Analyze student data acquired through pre- and post-assessments to improve future lesson planning. Incorporate technology into at least one lesson in a manner that encourages enhanced student interaction and learning.

Identify instructional approaches that meet the needs of diverse middle school learners. Develop questioning strategies to effectively interact with students with varying abilities and learning styles in a middle school classroom.

Develop achievable solutions to preserve instructional equity in the classroom environment. Teach three inquiry-based lessons to a middle school math or science class. Synthesize feedback from both mentor teachers and master teachers in order to improve teaching techniques. Reflect on teaching experiences in order to enhance future classroom interactions.

List and describe the classes of organic molecules, including: carbohydrates, lipids, proteins, nucleic acids and mixed classes of organic molecules. Give examples of the different ways these molecules contribute to the body's structure and function. Explain the meaning of chemical energy and describe its source in the human body ATP.

Describe the four classifications of enzymatic reactions: oxidation-reduction, hydrolysis-dehudration, chemical group transfer, and ligation.

Explain the difference between reversible and irreversible enzymes law of mass action and carbonic anhydrase. Movement of molecules across cell membranes in relation to homeostasis. Explain the how each of the cell membrane components contribute to its function. Describe the differences between concentration and electrochemical gradients. Describe the process of secretion by glands and relate this process to bulk transport.

Explain the differences between various channels of transport including: voltage gated, chemical or receptor gated, ligand gated, leaky channels and secondary transporters including: symport cotransport and antiport carriers. Explain the role of reflexes and local responses in maintaining homeostasis.

Describe the role of chemicals as messengers in regulating the body's homeostasis. Distinguish between: adrenergic, baroreceptor, cholinergic, ionotropic, metabotropic and nicotinic receptors. Describe the relationship between cyclic AMP and calcium as well as other second messengers. Explain the meaning of neurotransmitter and list selected number of these chemicals. Explain the meaning of receptors as part of the sensory nervous system. Define and distinguish between different the types of skeletal muscle fibers.

Compare the structure and mechanism of contraction of the smooth and skeletal muscle. Explain the inactive plasma proteins associated with the coagulation cascade and the role of the anticoagulants: heparin, antithrombin III and protein C.

Explain the role of intrinsic and extrinsic clotting factors in coagulation and how they are affected in liver disease. Describe the rationale of various treatment options using anti- coagulants such as : coumarin anticoagulants warfarin and acetylsalicylic acid aspprin. Integration of cardiovascular function: regulations of systemic arterial pressure. List and describe some of the cardiovascular disorders, including hemorrhage and hypotension, hypertension and heart attack and atherosclerosis.

Describe the relationship between exercise and the cardiovascular system. Defense mechanisms of the body: Immunology, foreign chemicals and stress. Compare and contrast non-specific immune response and specific immune response.

Describe the process of absorption and list the factors that regulate its rate. Differentiate between ventilation and perfusion balance and imbalance. Describe the process of ventilation and lung mechanics in terms of the Bohr effect. Describe the steps involved in exchange of gases in alveoli and pulmonary diffusion and tissue perfusion. Explain hemoglobin saturation and the oxyhemoglobin dissociation curve.

List and describe the different ways for controlling respiration and compliance. Describe the events surrounding a histaminic reaction in relation to the ANS and airway resistance. Explain ion movement in relation to luminal and apical tubule membranes as it applies to secretion and reabsorption. Describe the methods of controlling sodium excretion and its effect on the regulation of extracellular volume. Explain the relationship between enzymatic, hormonal and protein effects on hypovolemic, hyperosmotic and hypokalemic dehydration.

Describe the role of the kidney in controlling the concentration of these chemicals in the body. List the consequences of abnormal concentrations of these chemicals in the body. Describe the chemical structure of hormones and the steps of their synthesis. Explain the role of hormones in several body functions, including transport, metabolism and excretion.

List the control systems that regulate hormone secretion, including hypothalamus and pituitary. Explain the role of gastrointestinal peptides including: ghrelin and anorexigenic antagonists, leptins, GIP, CCK, secretin and gastrin. List some examples of pathophysiological abnormalities in the gastrointestinal tract including: celiacs, diverticulitis, Type I and II diabetes, fatty liver, hiatal hernia, gastritis, GERD, IBS and peritonitis.

Explain alterations in metabolism as it relates to certain pathological digestive conditions such as constipation, nausea, vomiting and diarrhea. Differentiate between Type I and II diabetes and alternative pathways for glucose metabolism in the diabetic. Examine the influence of counter-regulatory hormones as it relates to diabetes. Identify and develop positive attitudes toward tasks and fellow students appropriate for the laboratory, including giving and accepting criticism and praise.

Identify and develop productive work habits, including attending to detail, completing tasks, maintaining the lab setting and recording data. Describe the purposes and limitations of the Recommended Dietary Allowances of the U. Food and Nutrition Board. Analyze the adequacy of their diet with the aid of a food group plans, b food composition tables; and c computerized nutrition program. Preparation for a Diet Analysis A.

Define the six classes of essential nutrients. Utilize the units of measurement as required in nutrition. Locate current food competition tables and describe how they are used. Explain food grouping plans and their use for dietary analysis. At GradeMiners, you can communicate directly with your writer on a no-name basis.

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