Describe the pharmacokinetics of the fluid/medication Intravenous compound sodium lactate (CSL) 500mls over 2 hours followed by Intravenous Potassium Chloride 40mmols/1000mls over 8 hours
It will be worthwhile to look at the pharmacokinetics of CSL and KCl, intravenous fluids, and medication given as follows: This overall PK refers to Absorption + Distribution + Metabolism + Elimination. Here's a breakdown:
Compound Sodium Lactate (CSL) 500 mL/ every 2 hours/ T PN.
1. Pharmacokinetics Overview:
Absorption: CSL is intravenous fluid and it is infused; as a result, there is no absorption phase within the process. We also wish to notice that the above-mentioned solution is achieved rather quickly in the circulation.
Distribution: CSL is existed in the extracellular fluid space. And since it is water soluble, it quickly dissolves in the interstitial fluid and intravascular fluid as to be useful in correction of free fluid and electrolyte ratios.
Metabolism: organ which plays the major role in the metabolism of CSL is the liver. The lactate part of CSL is metabolised in the liver to bicarbonate which helps to counter diseases resulting from metabolic acidosis as it gets rid of the excess hydrogen ions.
Excretion: CSL is also metabolized in the body and the resultant byproducts are expelled from the body mostly via kidneys; in the form of urine – bicarbonate. Actual fluid volume also include renal filtration and urine output.
2. Clinical Use:
CSL is administered in rehydration where there is loss of body fluids and in correction of metabolic acidosis. It has some bearing to the regulation of fluid and electrolyte balance due to its incorporation of the correct proportions of potassium and sodium.
KCl0,4/1000ml in 8h
1. Pharmacokinetics Overview:
Absorption: In the same way as CSL, KCl is intravenous, so it is directly in the blood stream, it is not in the phase of absorption in the GI tract.
Distribution: As an intravenous agent KCl first appears in ECF compartment before getting into ICF compartment. It play part in cell events and is taken up in cells by a process that is sometime called active transport and often in muscles and nerves.
Metabolism: In turn, potassium per se for metabolism is not used but is a principle which participates in the work of cells and is thrown out. None of the compounds making the compound is metabolized but lại chloride is useful for regulating the body fluid and the acid base balance.
Excretion: In general, this is carried out through kotlinx cells and the substance expelled are potassium as well as chloride. Regulate influence the transport of potassium, averaging nephritic blood interstitial fluid, and when present in large quantities in the filtrate, leaf and sheet it in urine.
2. Clinical Use:
It is used in the treatment or prevention of hypokalemia resulting from vomitting, diarrhoea or by using diuretics. It is essential in conjugation for normal cell metabolism, transmission of nerve impulses and contraction of muscles.
Summary:
CSL is for the replacement of extracellular fluid and electrolyte imbalance, it is distributed rapidly, cleared in the liver and excreted in the kidneys.
KCl is administered to the body to rehabilitate potassium deficiencies whereby: In the bloodstream, KCl is brought in, taken up by cells, and cleared through the kidneys.
Monitoring and Adjustments:
CSL: Supervise that there is no compromise to the body fluids and electrolyte stability; for example checking for features of dizziness, oedema, hyperkalaemia or hypokalaemia.
KCl: Renal function and potassium also have to monitored as well as features of hyperkalemia that lead to cardiac dysrhythmias.
Awareness of such pharmacokinetic properties has significant implication in the enhancement of the use of these intravenous drugs.
In your role as a nurse, a client in home care swears at you and tells you that you do not know anything. How would you respond?"
It is quite demoralizing when a client in home care hears you and decides to confront you, cursing at you and even challenging your skills as a care giver. Here’s a structured approach to responding effectively::
1. Remain Calm and Professional
Stay Composed: Breathe in and stay as calm as possible. One has to respond calmly and patiently and not fuel the rage of the angry person.
Avoid Personalizing: The client may be angry and this may not be targeted at you but may have been angered by stress that comes with the health issue.
2. Acknowledge the Client’s Feelings
Show Empathy: Understanding of the client feelings without anger. You might say, “What I got from you is that you are frustrated at the moment, and what is happening is not easy for you.
Active Listening: Take time to talk to them in order to know the major cause of their frustration. This in a way assist in correcting the problems that may be existing.
3. Address the Concern Professionally
Clarify Misunderstandings: If the client has said something that is a result of a misunderstanding, then approach the client calmly and clear the air on the misunderstanding. For example “If I confused you, allow me to explain [facts or process]. ”
Provide Reassurance: Remind them that you will help them and that is important for their health and well-being. For instance, writing ‘My objective is to give you the best care that a patient could get; if you have any issues or concerns, kindly stop me. ’
4. Set Boundaries
Maintain Respect: Well, first of all, it is non-judgmental; however, some rules for being respected can be drawn for further communication. You might say, “I am in agreement with our purpose of working together, but it will need tact and courtesy. ”
Seek Support if Needed: If the situation stays the same or worsens, perhaps the problem should be reported to the said supervisor or other employees.
5. Document the Incident
Record Details: Record the actual interaction with the client in their record with details of their conduct and your conduct too. This can be useful in the future, so that the situation is dealt with in accordance to the law and not out of anger.
Example Response:
‘If there is something particular that you are mad about, please tell me so that I can solve it, we can run this together but we have to be civil to one another. ’
In this way, any conflict can be handled without issue and the therapeutic relationship maintained despite conflict due to the professional approach possible when treating patients
Nurses must have an excellent grasp of osmosis because they will often be in charge of treating patients with IVs, intravenous solutions
Nurses must have an excellent grasp of osmosis because they will often be in charge of treating patients with IVs, intravenous solutions. Patients can be treated for dehydration or water retention issues using the proper IV. The IV can also deliver medicines and nutrients quickly to their bodies. The IV will be classified as to its relative strength compared to normal, healthy cell concentrations of ions and molecules. ""Normal saline"" is an IV with the same concentration, or tonicity, as a normal, healthy cell. Here are the three terms to classify solutions by their osmotic effects on cells,
Hypertonic Meaning ""High Strength."" Solutions is high relative to a normal, healthy cell.
Isotonic Meaning ""Same Strength."" Solutions is high relative to a normal, healthy cell.
Hypotonic Meaning ""Low Strength."" Solutions is low relative to a normal, healthy cell.
Apply what you know of osmosis to these questions,
If a patient is treated with a hypertonic IV, which way will water move, and what effect will it have?"
When a patient is treated with a hypertonic IV solution, the effects on water movement and cell behavior are as follows:Here are the change that occur when a patient receives a hypertonic IV solution on water movement and cell behavior:
Hypertonic Solution
1. Definition:
Hypertonic Solution: This solution has a higher concentration of solute than there is within the cell and much more than in outside the cell solution.
2. Osmosis and Water Movement:
Direction of Water Movement: It will also cause osmosis, water from the cells will be shifted to the hypertonic solution.
Reason: Osmosis is the movement of skills water from a region of that contain low quantity of solute to region that contain high quantity of solutes in order to balance the concentration of solutes within the two regions with space; in the osmosis the movement of the skills water across the cell membrane.
3. Effect on Cells:
Cell Shrinkage: In case water is coming out of the cells, the cellular size will reduce and as a result smaller than usual. This process is called crenation in the red blood cells.
Clinical Outcome: Hypertonic solutions are used in certain diseases such as for instance severe states of the lack of fluids, or when the volume of blood has to be increased. But it is very important to be careful to the cells not become too much dehydrated, and therefore, have other related complications.
Example
When hypertonic IV solution for instance 3 % saline solution is administered to the patient, by virtue of the high concentration of the sodium chloride outside the cell water moves from the cell in to the extracellular fluid. The over all consequence is a diminution in the size of the cell and an increment in the size of the intercellular fluid.
Clinical Considerations:
Monitor for Side Effects: It interest nurses to note signs of OW depletion, electrolyte imbalance and the likely effect on organelle function occasioned by the movement of the water from the cells.
Adjustments: More assessment and changes in the fluids given through the IV line may be needed based on the patient’s result and condition.
This knowledge helps to guard appropriate IV fluid appropriate use with further support of the complete patient.
As a Third year student nurse you are placed at Community B for Primary Health Care Re-engineering services.
As a Third year student nurse you are placed at Community B for Primary Health Care Re-engineering services. During assessment, you came across Miss X a 16-year-old Grade 8 learner who reported that her peers are constantly mocking her for wearing old uniform including shoes. On physical examination, you noticed bruises all over her body due to negligence and abuse of her parents. She was expelled from school two weeks back due to bullying a fellow learner after being suspended numerous times for the same misconduct. Immediately after been suspended, her parents imposed stricter rules that restrict her for getting out of the yard without their permission. Suddenly, she become ill and go to the clinic for consultation. The investigations revealed that she is pregnant and experiences difficulty in coping, the boyfriend left her immediately after expulsion, she does not have anyone to share her problems with and thinks of committing suicide.
2.1 Apply the phases of crisis by utilizing Miss X's case scenario. (1x11=11)
Discuss how you could have prevented bullying in Miss X's case scenario"
2. 1 Miss X’s case scenario analysed with reference to the Phases of Crisis
1. Pre-Crisis Phase:
Background Information:
The lit to be schooled had been ridiculed by fellow students over old clothing, a uniform, and shoes.
She was sent packing from school for involving herself in several cases of bullying her fellow students.
To following her suspension her parents set up even stricter rules in the house.
2. Crisis Phase:
Trigger Event:
A woman by the name Miss X finds out she is pregnant and she has severe emotional and psychological issues.
Pregnancy and expulsion rendered her stranded out of support from her boyfriend hence leading to despair.
Immediate Impact:
She is struggling to manage the situation and she has even developed suicidal thoughts.
She has no one to share her problems with and she is in a rather delicate condition.
3. Crisis Resolution Phase:
Intervention Strategies:
Immediate Safety: Confirm self-harm risk of Miss X and offer initial psychological care to save her life.
Counseling and Support: Refer Miss X to a mental health counselor in adolescents and crisis.
Social Support: Coordinate the intake of social worker or case manager to help with her social and family circumstance along with source of support for teenage parents.
Medical Care: Ensure she goes for proper antenatal care and any other illnesses or even emotional problems that may be experienced by her.
4. Post-Crisis Phase:
Long-Term Support:
Continued Counseling: Treat Miss X with regard to persistent therapy to cover up trauma, mental health, and ways to adapt.
Educational and Social Reintegration: Research for the possibilities of her returning back to school and attempt to find a school that will take her back for her education or other related learning institutions.
Family and Community Support: Influence her family, to solve problems on abuse and neglect of children and help to take her to common community facilities for parenting and family counseling.
How to Stop Bullying in Miss X Case Discipline
1. Early Intervention and Awareness:
Education Programs: Equip all the schools with the effective anti-bullying programs to help students, staff, and parents identify the effects of bullying practices, and how to curb the vice.
Promoting Inclusivity: Realise a positive and safe years that requires tolerance and acceptance of all students and tackle issues concerning social class and how this affects students.
2. Support Systems:
Counseling Services: Help students that end up being bullied or abused by availing options for counseling support such that they can freely talk over their concerns.
Peer Support Groups: Organise alumni groups so that children feel that they have others they can turn to when they are bullied or are experiencing emotional problems.
3. Clear Policies and Reporting Mechanisms:Clear Policies and Reporting Mechanisms:
Anti-Bullying Policies: Policies against bullying should be comprehensible and unambiguous, and students should be particularly instructed on how to report cases of bullying and the repercussions that the offenders are bound to face.
Regular Monitoring: Have periodic checkups as regards the school surroundings so that action would be taken on any perceived problems that are associated with bullying.
4. Family and Community Engagement:
Parent Education: Parents should be educated on some of the signs that a child is involved in bullying or being abused and parents, schools, should work together on such issues.
Community Partnerships: Ensuring there is co-operation with community based agencies in order to offer any other support that is needed by the youth at risk.
References:
National Bullying Prevention Center. (n. d. ). Preventing Bullying: Key Strategies. Retrieved from https://www. pacerkidsagainstbullying. org/
American Academy of Pediatrics. (2017). School-based Mental Health Services for Elementary-aged Children: Methodological approach: A Systematic Review. Pediatrics, 139(2), e20163483. https://pediatrics. aappublications. org/content/139/2/e20163483
Because animals share many physiological and genetic similarities with humans
Because animals share many physiological and genetic similarities with humans, medical research that uses animal testing can be tremendously helpful for furthering medical science, but do we have the right to subject animals to the imprisonment, pain, and suffering that this research often entails?
As opinions range from agreeing with all research, the topic is tricky as it currently stands to completely outlawing any kind of animal research as unnecessary and unethical. The truth and possibly a reasonable solution may lie somewhere between the poles.
What are your thoughts or how do you feel about the issue presented?
which opinion do you think is the most ethical and why?
1. Support your conclusions with evidence including a minimum of one THEORY OF ETHICS to defend your stance.
Cite sources"
It is correct to perceive that the ethical question related to animal use in research is rather difficult and complex. Animal experiments have undoubtedly been instrumental in achieving major clinical breakthroughs and, in creating cures and therapies for people and animals’ uses. However, it also stimulates essential ethical problems concerning the use of animals in such research and their subsequent wellbeing. Here is a brief on the matter and following a theory of ethics, a rational conclusion to the ethical approach that should be taken.
It will hence be helpful to note my own considerations on the matter now as a way of establishing flow into the ensuing discussion:
Balancing Scientific Progress and Ethical Treatment:Balancing Scientific Progress and Ethical Treatment:
The choice of animals for experiments is partly explained by the potential results in terms of medicine and population’s health. For instance, in vaccines, cancer cures or treatments and even the knowledge of various diseases have been enhanced through animal tests. However, this has to be done with certain regard to the principle of ethics, specifically as regards to animals. The question of the hour is, do the gains of human health exceed the pains caused on animals?
Most Ethical Opinion
The Principle of Minimizing Harm (Utilitarian Ethics):The Principle of Minimizing Harm (Utilitarian Ethics):
The major ethical theory that can be used for analysis of animal experimentation is the Utilitarian principals formulated by John Stuart Mill and Jeremy Bentham. Since utilitarianism is a teleological ethical theory which holds that it is right to act in the way that will provide that maximized utility, the best interest should be done to make the largest number of individuals happy. In the context of animal research it translates into the principle that research should be done if it produces a significant increase of the human good, as long as the suffering of animals is kept to a minimum and justified.
Application of Utilitarian Ethics:
Justification of Research:
Animal research thus should only be done when the potential gain, that is the lives that will be saved, the suffering relieved, or the advancement in medical science outweighs the suffering of animals. This entails the complete evaluation of the likely consequence and adequate check to ensure that the research study has high probability of success in contributing to the achievement of significant finding.
Minimizing Harm:
Thus, ethical guidelines and regulations should help to regulate and minimize possible harm to animals. This includes implementing the 3Rs principle—Replacement, Reduction, and Refinement:This includes implementing the 3Rs principle—Replacement, Reduction, and Refinement:
Replacement: As a last resort if possible, resorting to something as crude as computer models or cell cultures.
Reduction: Averting exploiting the animals by redesigning their experiments in such a way that the least number of them is used but yields the most credible outcome.
Refinement: Improving methods of reducing suffering and suffering on the aggrandizing animals’ welfare in the process of research.
Oversight and Regulation:
Animal studies must also be regulated by strict ethical committees and laws so as to agree with set ethical practices. These are routine check up, ensuring that the researchers follow humane treatment and standard in dealing with animals and evaluating the reasons that make the research ethical.
Supporting Evidence and Theory
Utilitarian Ethics:
Consequentialism judges actions by their outcome; this being the case, Utilitarianism is a type of consequentialism. The claim being made in this theory is that medical research on animals is acceptable if human lives are to be saved, or improved and if the animals are not suffering unduly. However, this justification needs to be explained afresh all the time in order to continue justifying the implementation of the various projects in a way that adheres to the precepts of ‘doing no wrong’ and ‘doing a lot of right’.
Supporting Evidence:
Scientific Advancements: Many medical discoveries such as polio vaccine and some of the developments with regards to cancer have been made through the use of animals (National Institutes of Health, 2021).
Regulations and Welfare: All ethical regulations like Animal Welfare Act as well as guidelines provided by the Institutional Animal Care and Use Committees exist for the purpose of animal protection and usage that is as humane as possible (National Research Council, 2011).
References:
National Institutes of Health. (2021). The Discussion of Animals in Research. Retrieved from NIH Website.
National Research Council. (2011). Guide for the care and use of Laboratory Animals. 8th Edition. Washington, D. C. : NAP.
Therefore, the final ethical course of action would be the reasonable stand to take is to endorse animal testing in as many cases as possible only when there clearly are high benefits for humans and should this be done while hardly causing any harm to the animals and strictly observing the ethical points of view. It necessary to note that the utilitarian ethics provide a practical tool to balance these considerations, trying to provide the maximum utility while making references to animal suffering.
1. one (1) way in which Australia's diverse population has influenced and changed practices in Australia.
2.For each of the following areas, specify one (1) law (national, state or international) that protects workers from discrimination in the workplace and one (1) implication for people who breach that law: a. Age b. Disability c. Race d. Gender
3.Identify two (2) policies/frameworks/tools/codes that are used in the workplace to ensure that human rights are maintained and respected
can you also please provide reference."
1. Impact of population diversity of Australia on practices
Multiculturalism and Workplace Inclusion:
Diversity plays a very critical role in the Australian workplace especially because of the multicultural populace, and their practices on issues to do with inclusion and equality are exemplary. For instance, the private enterprises and organizations have recently adopted the diversity and inclusion training to enable them to support and encourage employees with different cultural differences. It has created awareness of Diversity-Impactful-Hiring, multicultural-sensitivity, and other policies that focus on respect of diversity. The idea of multiculturalism serves to make workplaces more welcoming, and this can mean that people will be happier at work and in general, which translates to increased productivity.
Reference:
Australian Human Rights Commission. (2023). Diversity and inclusion. Accessed on Australian Human Rights Commission
2. Discrimination at the Workplace and Legal Framework as Well as Consequences of Breach
a. Age:
Law: Age Discrimination Act 2004 (National).
Implication: Anyone or any firm or company found operating contrary to the provisions set down under this act is liable to legal consequences such as compensation claims where; and penalties. Employers may be also ordered to change the policies that have been the root of discriminations in future.
b. Disability:
Law: National: Disability Discrimination Act 1992
Implication: The infringement of this law provides the legal ground for taking legal proceedings against the party that violates the law and seeking for compensation by the affected individual. There may also be legal specifications that employers are required to provide the reasonable changes and alterations for employees with disabilities.
c. Race:
Law: National: Racial Discrimination Act 1975
Implication: There is the likelihood of legal consequences such as; monetary compensation to the offended party and individual complainants, costs ranging from fines to compensation, and institutional and organizational changes that will eliminate racially discriminative policies and or practices in the future.
d. Gender:
Law: ; Sex Discrimination Act 1984 or the SDA 1984 is a national legislation.
Implication: Violations of this law can results to legal tussle, including the payment of damages by the offended individuals. Organization may also be mandated through legislation to correct the practices and provide measures to address the issues of gender inequality.
References:
Department of Foreign Affairs & Trade, Australian Human Rights Commission. (2023). Age Discrimination Act 2004. Available from the Australian Human Rights Commission
Australian Government, Australian Human Rights Commission. (2023). Disability Discrimination Act 1992. Accessed 5 March 2015 from Australian Human Rights Commission
Government of Australian, Australian Institute of Human Rights. (2023). Racial Discrimination Act 1975. Originally obtained from the Australian Human Rights Commission
Government Of Australia, Australian Human Rights Commission. (2023). Sex Discrimination Act 1984. Accessed on the website of Australian Human Rights Commission
3. Policies/Frameworks/Tools/Codes for Human Rights in the Workplace
a. Human Rights Framework:
Framework: On some level of abstraction, the United Nations Guiding Principles on Business and Human Rights (UNGPs)
Purpose: These principles set common rules for business to conduct operations in a manner that is consistent with human rights while featuring rights of workers, equality and non-sDiscrimination.
Reference: United Nations. (2011). The new United Nations’ Guiding Principles on Business and Human Rights. Retrieved from United Nations
b. Workplace Health and Safety Policy:b. Workplace Health and Safety Policy:
Policy: National: Workplace Health and Safety Act 2011
Purpose: This legislation provides that employers shall create workplace free from workplace discrimination and harassment.
Reference: Safe Work Australia. (2023). Work Health and Safety Act 2011, WHS Act Working Safely Handbook & The Model Code of Practice for Work Health & Safety. Accessed on 24th September 2008 from the website of the Safety Institute of Australia < Safe Work Australia
c. Code of Conduct:
Code: The Australian Human Rights Commission uplifts this code of conduct.
Purpose: This code defines expected ethical and professional practices at the workplace in matters including respect to human rights and non discrimination.
Reference: High Court of Australia, Australian Human Rights Commission. (2023). Code of Conduct. Accessed 22nd October 2010 from Australian Human Rights Commission
As a Third year student nurse you are placed at Community B for Primary Health Care Re-engineering services
. During assessment, you came across Miss X a 16-year-old Grade 8 learner who reported that her peers are constantly mocking her for wearing old uniform including shoes. On physical examination, you noticed bruises all over her body due to negligence and abuse of her parents. She was expelled from school two weeks back due to bullying a fellow learner after being suspended numerous times for the same misconduct. Immediately after been suspended, her parents imposed stricter rules that restrict her for getting out of the yard without their permission. Suddenly, she become ill and go to the clinic for consultation. The investigations revealed that she is pregnant and experiences difficulty in coping, the boyfriend left her immediately after expulsion, she does not have anyone to share her problems with and thinks of committing suicide.
2.1 Apply the phases of crisis by utilizing Miss X's case scenario. (1x11=11)
Discuss how you could have prevented bullying in Miss X's case scenario"
Putting this into Practice: Patient Miss X and the Phases of Crisis
1. Precipitating Event:
Miss X case involved incessant teasing and harassment by her fellow students over a worn out school uniform and shoes thus resulting in enhanced levels of stress and emotions. This bullying was then worsened by her dismissal from school due to several cases of misbehaviour. The direct trigger was her pregnancy and the situation with her boyfriend which added to it.
2. Exposure to Stressor:
The other source of multiple stressors entails, bullying, physical child abuse, school suspension, restriction at home, teenage pregnancy, lack of boyfriend and family support. These stressors put immense psychological and emotional pressure as is depicted below.
3. Response to Stressor:
In many cases, where other characters are overwhelmed with pathetic emotions, Miss X jumps from feeling lonely to depressed and even experiencing suicidal thoughts. She is clearly unable to work and maintain her present status; she is also mentally ill to the maximum point.
4. Crisis Resolution or Adaptation:
In this phase, the focus would be to assist her to access functional solutions for dealing with her current requirements such as; counseling services, shelters and parenting services. The outcome could comprise of counseling, support groups and a safety plan not to harm the self.
Prevention of Bullying in a Classroom: The Case of Miss X
1. School-Based Interventions:
Anti-Bullying Programs: Insist on the enforcement and procedural integration of complete stamping out of bullying campaigns that inform children on the impacts of the vice and resources for the affected children. Periodic awareness creation and by holding workshops and group discussions may foster the right attitude.
Support Systems: Ensure there is proper counseling services within the school could be in form of peer counseling services also the school should come up with a reporting center that the students could report incidences of bullying within the school.
2. Parental Involvement:
Parent Education: Inform parents how to recognize bullying behaviour and how to maintain a open and friendly relationship with their children. Offer educational materials and clinic performances that encompass child management techniques and alternative strategy.
Engagement: Advise parents to be very much keen on their children’s activities both in school and all other other related activities such as meetings and engagements.
3. Community Resources:
Support Networks: Refer families to organizations which provide counseling and mentorship as well as support groups for families. Of these resources see to it that they are available and made known easily within the community.
Safe Spaces: There should be other sources and forums for young people to get assistance other than teachers and schools includes center for youth and helpline.
4. Policy and Enforcement:
School Policies: Cultivate and educate your staff and students on your school’s anti-bullying policies with precise penalties for bullying activity. Ensure that all the staff in the institution is trained so that they may be able to identify cases of bullying or bullying behavior.
Reporting Mechanisms: Students should be allowed to report bullying incidences in anonymity, this should be done to allow the student to report it to school authorities as soon as possible.
If these areas could be addressed then and only then the possibility of bullying can be minimized thus improving the learning environment for a students like Miss X.
Chapter 11 Preparing and Delivering Business Presentations The Educational Experience
Why do teachers need this trip? Today's Itinerary � Expand teachers' cultural knowledge base The Educational Experience Trip Overview Trip Logistics and Costs About JourneyFree, LLC Q&A � Spark creativity . Inspire new courses � Refresh aging culinary school curriculum The ""Educational Vacation"" Experience Today's Itinerary Seminars Cooking sessions with professionals The Educational Experience Trip Overview Trip Logistics and Costs About Journey Free, LLC Q&A � Restaurant visits and discussions with chefs . Rich, insightful culinary experiences Why France? An Overview of the Trip � The cooking capital of the world � Each region offers new culinary wonders � Less costly than one might think ""A journey through France is a journey of discovery, The French are passionate about food, and the cuisine of each province has its own distinctive style and its own unique pleasures."" -Laurent Duquette
Case scenario 435 CASE SCENARIO Culinary Adventure Tour Presentation This case scenario will help you review the chapter material by applying Thirty culinary arts teachers have invited Rachel to give a pre- it to a specific situation sentation next week, so she needs a slide presentation fast. She asks Stephanie to design and develop a draft of the presentation. Together Planning a Presentation they work out the following outline: Stephanie Lo graduated from college with a major in French and a mi- � The Educational Experience nor in communication. She was very happy to get a job with Journey � Trip Overview Free, LLC, a company that specializes in organizing educational tours � Trip Logistics and Costs for students, professionals, and other groups. Ultimately, Stephanie � About Journey Free, LLC would like to become a tour leader, but for now she is the assistant to � Q&A the Vice President of Tour Operations, Rachel Jones. Stephanie's role is to work on marketing communications. Rachel and Stephanie also discuss the audience and key selling Stephanie's first project required that she use all her strengths points to make in the presentation. The next day. Stephanie puts to developing communications to market JourneyFree's newest product, gether a draft of presentation slides. She is planning to meet Rachel to a culinary tour of France, specifically designed for culinary arts and review the slides and to discuss the talking points that will go with the nutrition teachers in high schools and trade schools. In addition to slides. advertising online and sending brochures to high schools, Stephanie's Stephanie would like your help in analyzing the audience, evaluat- supervisor, Rachel, plans to visit school districts in major cities and ing the presentation, and composing the content for the presentation. present the program to superintendents, principals, department chairs, After the slides, you will find questions designed to help you think sys and teachers. She will give a brief and colorful slide presentation and tematically about the presentation, using the ACE approach. Answer offer samplings of the French food that culinary arts teachers will ex the questions to review the key concepts in the chapter. perience on the tour Why this tour will help culinary teachers France: A Seven-Day Culinary Adventure Tour � Explore range of French culinary arts over a fun- filled seven-day journey through France � Diversify and expand knowledge of culinary teachers in your vocational high schools � Foster a stronger connection between teachers and French gastronomic culture REGRE JOURNEYFREELIC elevator pitch Aconcise statement designed to communicate the value of an idea, product, or job candidate intrigue the audience, and initiate a deeper conversation
438 Chapter 11 Preparing and Delivering Business Presentations Financing the Journey Cost Efficiency at Its Best Cost Breakdown 30 Tour and Education 8% � Tours and educational events. Over $500 in discounts for group tours Over $200 in educational tour discounts � Travel to the country: Round-trip from JFK to Charles de Gaulle Travel within the country: Coaches, shuttles, and Europass Lodging: B&B, low-cost hotels Total cost: Approx. $3,000 per teacher Grund Air Fare 28 20% Total Cost: 83.000 per eacher. About JourneyFree Why us? Today's Itinerary The Educational Experience Trip Overview Trip Logistics and Costs About Journey Free, LLC Q&A � Solid reputation, strong financials 24 years in the industry $46 million in annual revenue last year Publicly traded, privately run . A wide array of travel experiences Many destinations served Partnerships with local touring agencies � A personal touch The Corporate Rewards program Private agencies around the world Questions? Questions for Reviewing the Culinary Adventure Tour Presentation Analyzing Purpose and Audience 1. What is the purpose of this presentationIs it primarily informa- tive or persuasive? 2. The ideal outcome of the presentation is that teachers sign up for the trip-or schools fund teachers for the trip. Should the slides end by asking for a ""sale ? Or should the presenter do that orally? Or should the presenter leave the audience to think about the con- tent and follow up later to sign up? 3. Imagine yourself as the target audience: high school teachers and administrators. What questions do you think they will have? Does this presentation leave any important questions unanswered?
Case scenario Reviewing the Structure and Composing Oral Content 4. The slides themselves do not begin with a compelling opening designed to capture the audience's attention. Brainstorm what Rachel could say as she begins her presentation. 5. The presentation is divided into five parts. Do you think this is an effective structure? If so, why? If not, why not? 6. Between each section of the presentation, a transition slide appears to indicate the new section. Are the transition slides effective? 7. The end of the presentation simply asks for questions and an- swers. Consider the advice for endings given in this chapter: � Summarize your main message. � Visualize the outcome for the audience. � Ask for what you want. � Make next steps clear. Brainstorm what Rachel could say at the end of the presentation in all four of these categories. What do you recommend that she say? Evaluating the Presentation Slides 8. This presentation is not designed to stand alone. It needs a pre- senter. In this case, would a stand-alone presentation be a good or bad idea? Explain your answer. Should Rachel bring handouts, brochures, or other written material to leave behind? 9. This presentation uses a consistent visual style and template. In your opinion, does it work well with this presentation? If so, why? If not, why not? 10. This presentation includes a number of bullet-point slides. Are the bullets parallel? Are any slides too crowded? Are there any slides you would recommend revising? 11. This presentation includes only one data graphic the pie chart on slide 16. Is that pie chart appropriate and easy to read? If so, what makes it effective? If not, how would you revise it? 12. Slides 9 through 13 present attractive pictures of the areas of France the tour will visit. To be effective, the pictures should be similar. All the headlines mention some food- or beverage-related term- except for one headline. How could you revise that headline? 13. The final slide asking for questions features a picture of pastry Assume that you'd like a picture that will help spark interesting questions. What picture(s) or text could the slide contain, instead of a picture of pastry? 14. As Stephanie evaluates whether the slides will be easy to present, she considers using animation on various slides. Perhaps the bullets should come up one by one. Perhaps the pictures of the French regions should appear gradually, instead of all at once. Identify which slides--if any-would be effective if they revealed content gradually rather than all at once. 15. As a final step in reviewing, Stephanie should proofread all slides for correctness and consistency. Consider typing errors, spelling, font size, consistent punctuation, consistent heading sizes, and consistent bullet points. Do you see anything that needs to be changed? Delivering the Presentation 16. Slides 9 through 13 include no text. Rachel will need to talk through the key points on these slides. What kinds of information should she provide when she projects these slides? 17. Rachel intends to serve regional food at this presentation. Should she serve it at the beginning of the presentation? At the end? Or as she discusses each region? What is the rationale for your answer? Handling Questions and Answers 18. Should Rachel plan to take questions throughout the presentation or just at the end? What is the rationale for your answer? 19. What questions should Rachel anticipate? Should she address any of those questions in the presentation itself?"
Analyzing Purpose and Audience
Purpose of the Presentation:
This presentation has the main goal of persuading. The imagined audience for the speech is the teachers in culinary arts and nutrition who teach in a school such as Rachel’s who aims at persuading them to take their students on a culinary tour in France. The intention is to explain what kind of a learning experience and what kind of a tour it is in order to make it possible to attract teachers or schools to it.
Call to Action:
The slides should not be provocative at the end and seem to be trying to sell something. At the conclusion of the presentation, Rachel should verbally request for a commitment. This may be done after responding to any questions and explaining all the advantages that were earlier mentioned. However, it is essential also to pause and step back to allow the audience to digest the proposed idea and think of a way in which they can sign up after some time.
Audience Considerations:
As a high school teacher or administrator, questions may include:As a high school teacher or administrator, questions may include:
What is the total you have to pay for the services; do they have other forms of charges included?
In which ways will the trip have an impact on students in a way that may be unnoticed?
Some questions i relative to safety are;nThe presence and nature of safety measures put in place?
Can one have a number of options in the plan of the journey?
It may have to address more of the ‘where, when and how’ questions and be more explicit about the ways in which education is going to be beneficial for both the teachers and the learners.
Looking at the Structure and Creating Oral Material
Compelling Opening:
She could use an illustration of her childhood or a kind of description on the French cuisine, the foods and the tastes. This would at once create the interest of the audience and provide the rationale for the desired trip.
Effectiveness of the Structure:
The five-part structure is effective as it logically breaks down the information into digestible sections: This paper comprises of sections that include Educational Experience, Trip Overview, TP Logistics and Costs, JourneyFree, LLC, and Questions and Answers. This structure makes sure that all the aspects regarding the trip are tackled without burdening the audience.
Transition Slides:
As explained above, the use of transition slides can be appropriate in a situation where the transitions help to indicate to those in the audience areas of change in the topic under discussion. But they should be brief where necessary and should not dilute the flow of the presentation.
Ending the Presentation:
As for the essence of the movie, Rachel, for example, could come up with the following statement: ‘As it has been seen, the trip contributes to the educational process and is also enriches children’s cultural experience.
In this context, it is possible to divide the outcome for the audience into two subcategories: the trip and rejuvenation of teaching methods.
Ask for what you want: Rachel should make the teachers to either register or show interest in the program today.
Make next steps clear: List down necessary contact information and give steps on how to get registered.
Evaluating the Presentation Slides
Stand-Alone Presentation:
This is actually a situation that will not allow the use of a standalone presentation. Rachel has to be there simply to explain details, answer questions and be actively involved with the viewers. But leaving behind handouts or brochures would be useful for follow-up in a way business cards are not.
Visual Style and Template:
As long as the style is solid and in synch with the material of the presentation it will probably hold. Consistency is important because it gives the audience the confidence of a professional and keeps them on track.
Bullet Points:
The bullet points should basically have the same structure so that one item in one list ties in with one item in another. The only concern would be if the content in one of these slides is too cramped; one should resolve to having more subtopics in a separate slide or declining the quality of data.
Pie Chart on Slide 16:
If the pie chart is easier for the audience to decipher and moreover if the chart has something to do with the context then it is good. If it is messy and complicated in its appearance, it should be rewritten for the clarity’s sake.
Headlines Revision:
It is crucial that all headlines should be food or beverage related since the newsletter is in this context. If one headline does not work, modify the headline in order to fit the topic of other slides.
Final Slide Imagery:
Don’t use a pastry as your main image, it is better to place any picture connected with the culinary area like the French market or chefs at work. This can create questions about the type of content that one is producing on the trip.
Animation on Slides:
One phrase about animation is that, if used to frequently, it becomes a distraction, and its use should thus be limited in the presentation. Use complex slides where the teacher sequentially wants to highlight bullet points, and contemplate the slow unveiling of the pictures of the regions in France.
Proofreading:
Make sure there are no typographical mistakes in any of the slides and make sure that font, bullet points and headings are uniform. This is a very important step in order to remain as professional as possible.
Delivering the Presentation
Slides with No Text:
Rachel should explain the gastronomical adventures, ethnographic perspectives, and the learning benefits of every region. She could bring in narratives or cases to explain the images so as to be more meaningful to the audience.
Serving Regional Food:
It would be most preferable if feeding was to be done towards the end. It enables the audience to concentrate on presentation without distractions and gives a memorable ending which is connected with the content discussed.
Handling Questions and Answers
When to Take Questions:
Rachel could answer questions during the presentation to keep the audience’s attention; however, it should be done in a way as not to interrupt the presentation. Or she could provide the time at the end to answer all the questions and concerns of the participants.
Anticipating Questions:
The questions that Rachel should expect include; How much will it cost, Is it safe to travel to; The arrangement of the trip and What is the educational value of the trip. It could be useful to avoid unclarity and actually eliminate the majority of the above mentioned questions by including responses to them in the presentation itself.
It will assist her to do her home work well and execute the presentation, so that her aims and objectives are met as she acknowledges the feelings of her audience.
Review the Alexander Hamilton quotation at the beginning of this chapter.
. Based upon the material you have just read, list the questions that come to mind regarding the phrase ""punctual performance of contracts.""
2. Give examples of implied and express consent to medical treatment in a hospital emergency room situation.
3. A patient has just been informed by the physician that she must have a hysterectomy and that there is a question of malignancy. As she leaves the office and you schedule her for hospital admission, she comments: ""The doctor makes me feel so good about this. She says that I will be out of the hospital in four days and on my own within a week. Isn't she a wonderful person? She says that I will be completely cured following my surgery."" How would you handle this situation?
4. A 16-year-old male comes to the office without an appointment and asks to see the physician because he thinks that he has AIDS. He does not wish to give you his name, parents' names, or address. You have seen him around town and know that he is a local resident. The physician is not available, but you expect her within an hour. As the agent of the physician, what is your responsibility in this situation?
5. A 15-year-old girl comes to the office with a diagnosis of first- trimester pregnancy. A year ago, she visited the physician twice, and then miscarried. There is an outstanding fee to be collected from the patient. Her parents are also patients of the physician but do not know that their daughter is pregnant. It is your job to collect the fees from patients. What would you do as an agent of the physician in this situation?
6. A woman and a 15-year-old minor present at your office for medical care. The woman declares she is the minor's conservator, and she shows you a court document that confirms this. Can she consent to medical treatment on behalf of the minor? How would you handle this situation?"\
1. Alexander Hamilton Quotation: However, most of the time, Economists use the term ‘Gains from Trade’. The ‘official’ technical term for the result of perfectly matched contractual obligations by both the buyer and the seller is called Punctual Performance of Contracts’.
Questions that Come to Mind:Some of our remaining questions are as follows:
How the legal system has attempted to define the concept of ‘punctual performance’, more so in the contractual performance theme?
That is; what are the implications of sections 72 and 74 of English law when one party to a contract delays the performance of his/her obligations?
This present writing aims to expound to as to how the principle of punctuality affects the matter of legal enforceability of a contract.
What legal actions may interest parties take where one of the interest parties has been in breach of the punctual performance requirements?
The following are some of the circumstances which are considered as legal enough to enable one party to delay in the performance of the contracted obligation;
2. Examples of Implied and Express Consent in a Hospital Emergency Room:Implied consent can applied in the following scenario:
Implied Consent:
A patient is in a state of unconscious and the family brings the patient to the ER after the car accident. The medical team is obliged to treat the patient with a view of ventilating him or her and rescuing him or her from the close death even without the authorization of the patient since the law expects the patient to agree to the treatment and also understands that the treatment may kill him/her.
Express Consent:
This case presents a patient that presented to ER with anemias mixed with an acute severe abdominal pain. According to the physician he needs to do a CT scan to diagnose the issue. Through the patient’s verbal response given here the patient has allowed for the above CT scan hence the informed consent.
3. Handling the Patient's Comments About Hysterectomy:Dealing with the response of the patient to the hysterectomy.
Action to Take:
The consent should therefore be done effectively in order to satisfy the patient need as concerns surgery. An explanation of the surgery should be offered to the patient and then this question should be posed to her: ‘Let me ask you this, in your own words, what is it that you understand of the planned surgery?’. In case of any ambiguity regarding the procedure, the disparity of her understanding compared to the overall procedure requires the doctor’s call to bless her with more details.
Issues Involved:
Informed Consent: In regard to the patient, he has to be informed about the possible complications, the benefits, and the possibilities of the surgical operation.
Legal Ramifications: Malpractices in informed consent puts the physician and the hospital under legal liability since the law disapproves any wrong information that a patient is given over his/her treatment.
4. Responsibility for the 16-Year-Old Male Suspecting AIDS:Liability for the 16-Year-Old Male Suspecting AIDS:
Responsibilities:
The patient should be given a chance to wait in a private and a confidential place before attending to the physician.
Give him some morale and inform the patient that all his questions will be answered as soonest possible.
Pation confidentiality, which to a certain extent prescribes the anonymity of a patient within the healthcare setting while agreeing on bringing in medical help as soon possible.
Include the intervention which was the interaction with the physician in the collection and documentation of the experience.
5. Handling the 15-Year-Old Girl with First-Trimester Pregnancy and Outstanding Fee:Managing First-Trimester Pregnancy of a 15-Year-Old Girl and Overdue Fee
Action to Take:
It should not be about the outstanding fee, but what the patient needs mainly due to the state of imperativity of her condition.
There is need for discretion; if she has not disclosed her pregnancy do not go informing her parents.
I should then bring the patient to one side and tell her that the balance is outstanding and she can bargain on the payment or instalment but they should be aware that their medical care won’t be stopped because of the said balance.
6. Woman Claiming to Be Conservator for 15-Year-Old Minor:Conducting Business on Behalf of a 15-Year Old Minor As Her Conservator
Action to Take:
Verify the authenticity of that document from the court which the woman presents to back her allegations. Ensure that it has been prepared in a manner that it clearly authorizes her to make medical decisions for the minor.
If the document is indeed valid, then try to get permission from the conservator of the protected person to consent for the medical treatment of the protected individual.
Should there be any doubt or where there are questions which one is unable to address, seek the service of a lawyer or the hospital’s legal counsel.
You are caring for Liam. He is a 35-year-old man who is diabetic.
. He was in the hospital for pneumonia but then acquired a MRSA infection in an open sore on his toe. The sore will not heal. He has had to undergo painful treatments to get rid of the dead tissue in the sore. He has now been in the hospital for 12 days. He is in pain and angry. Liam tells staff that it is their fault he has this MRSA infection. a) What precautions would you need to take when caring for Liam? b) What PPE would you need to use? c) How could he have gotten the MRSA infection? d) Is it the staff's fault he acquired this infection? Why or why not? e) What makes him more susceptible than others to acquiring a MRSA infection? f) What are the consequerdhes to Liam of the MRSA infection? 2. You work with your friend Juanita at a local nursing home. She has never been vaccinated because her parents did not believe in vaccination. She asks you if you are vaccinated against hepatitis B and then goes on to explain that the facility wants her to get the vaccine. She is undecided about receiving the vaccine and asks your advice. a) Would you encourage Juanita to get this vaccine? If so, why? If not, why not? b) What specifically would you tell her about the vaccine?
3). Dylan has been in the hospital for 4 days and is on contact isolation due to a MRSA infection. He is sad that he hasn't been able to see his friends or play football. He feels bad that whenever his parents are there to stay with him, they must wear special masks. He cannot see if they are smiling or not. He is scared because he is not sure when he will be able to leave and if he will be okay. When you come in to help him get ready for bed, you notice that Dylan is distant, will not make eye contact, and only gives one-word answers to your questions. a) What is Dylan feeling? Is this normal? b) How can you, as his nursing assistant, make him feel better? c) Can you tell his parents to take off their masks when they are visiting?
4). A nursing assistant has not been vaccinated for influenza. She works on the oncology unit of the local hospital. One day, she cares for a woman with breast cancer who has four young children. When the nursing assistant gets home from work that day, she does not feel well. That night, she has a 103 fever and severe body aches. When she goes to the doctor, she finds out that she has influenza and is given an antiviral drug. Within several days the nursing assistant feels well enough to return to work. Upon her return, she learns that the mother with breast cancer has died from influenza. a) Did the nursing assistant transmit this illness to the mother? b) How would she know for sure? c) Is it the responsibility of the nursing assistant to be vaccinated? d) How do you think this nursing assistant feels? e) Is there an ethical and moral component associated with healthcare workers agreeing to vaccination?
5)Rearrange these action items in the order they should be in. (example 1,2, 3 and 4.) Handwashing 1) Turn on the faucet with a clean paper towel and discard into wastebasket. 2) Check the temperature of the water. 3) Remove any rings and push your watch up your arm about 2 inches. 4) Apply a quarter-sized amount of soap to the palm of one hand. 5) Vigorously lather all surfaces of the hands and wrists, between fingers, and under nails for at least 20 seconds. 6) Wet both hands with fingertips pointing downward. 7) Turn off the faucet with a clean paper towel and discard into wastebasket. 8) Rinse soap off, starting at the wrists and keeping the fingertips pointed downward. 9) Dry hands thoroughly with a clean paper towel and discard into wastebasket.
MENI X as instructure.com/courses/2448646/assignments/19090489 ORISE Suap On Starting at me wrists and keepmg the Tigerups pomie downwaru. 9) Dry hands thoroughly with a clean paper towel and discard into wastebasket. 6)Rearrange these action items in the order they should be in. (example 1,2, 3 and 4.) 1) Hold the removed glove in your gloved dominant hand. 2) Pull and peel the glove away from the hand. The glove should now be inside out with the contaminated side contained. 3) Perform hand hygiene. 4) Slide one or two fingers of your ungloved hand under the wrist area of the remaining glove. 5) With your dominant hand, grab the glove at the palm/wrist area of your non dominant hand. 6) Peel this glove off from the inside, creating a bag of both gloves. 7) Discard the bagged gloves into the wastebasket. 7) Name the six links in the chain of infection and give an example of how to break each link. 8). Explain how a resident may acquire a Clostridium difficile infection. What are the potential complications of C. Diff?"
1. Taking care of Liam with MRSA Infection
List of Measures to be Taken when Caring for Liam
Contact Precautions: As MRSA is an infectious bacteria, patient care attendants should isolate Liam by maintaining a physical barrier, they should also ensure that Liam has its own stethoscopes and any other piece of equipment that could come into contact with him.
Hand Hygiene: Wash hand with Pumice and water before and after coming in contact with Liam regardless of the use of gloves.
Isolation Measures: Devise the restricted mobility and transport of Liam to places that are very relevant and should avoid sending him out of his room without a mask in addition to a gown over his cloth.
b) PPE Needed
Gloves: Take the following precaution measures Put on gloves while handling the patient or touching objects that may have got in contact with the infected body.
Gown: Wear a gown when a risk exists of having body contact with the patient, the patient’s excreta or contaminated articles.
Mask and Eye Protection: Where there is likelihood of splashes or sprays of infective agent.
c) Ways In Which Liam Could Have Contracted the MRSA Infection
Transmission: MRSA is usually acquire from contact with infected hands, fomites or contaminated surfaces or medical devices.
Hospital Environment: He might have got the infection from the contaminated objects/ excreta or from the healthcare personnel which has not been adhering to the infectious control measures.
d) Could It Be That The Staff Brought This Infection In He?
Not Necessarily: Methicillin-resistant Staphylococcus aureus is one of the most prevalent hospital-born pathogens particularly in patients with dermal defects or those with compromised immune systems. If the staff complied with generally acceptable infection control measures, one could hardly say that the infection could be their own making. Presumably, if there were failures in hygiene or infection control the level of shared responsibility may be high.
f) With regards to the reasons why I think Liam is more vulnerable to contracting MRSA //= Mental mapping of the text to be included into the final work =//ainen Liam is a health-conscious individual and seldom misses his meals:
Diabetes: Yearly, 7. 7 million diabetics die, and because of their condition, diabetics have a weak immune system that is vulnerable to infections.
Open Sore: An open sore on the toe is another thing; the bacteria such as MRSA can gain access to his toe due to this.
The other observed consequence of the MRSA infection for Liam is
Delayed Healing: It can hinder the healing of the sore on his toe taking a longer time as a result of the infection.
Potential for Serious Complications: It is also worth adding that left without intervention, MRSA can migrate to other tissues and organs; thereby causing such invasive forms of infection as sepsis.
Extended Hospital Stay: Such infection can cause the lengthening of Liam’s stay in the hospital, and his time to healing will also be long.
2. Input on the Vaccine for Juanita of Hepatitis B
John Rodriguez Would You Encourage Juanita to Get the Vaccine
Yes: The Hepatitis B vaccine is recommended for all care givers because it helps avoid a severe liver disease. Based on the medical research and theory, the vaccine is safe, effective and it can protect Juanita from getting Hepatitis B or transmit the disease in a healthcare setting.
b) Details of the Hepatitis B Vaccination
Effectiveness: This vaccine has a rate of efficacy of 95% in relation to prevention of Hepatitis B.
Safety: However, it hardly has any risk of side effects which if present can be mild such as pain at the point of injection or mild fever.
Protection: It also shields Juanita from a severe disease as well as her patients, counterparts and relatives.
3. The Story of Dylan and MRSA Infection as well as Isolation
a) Dylan’s Feeling Is This Normal?
Feelings: Dylan is probably lonely, afraid and might be sad given the fact that he is unable to see his friends, and cannot see his parents’ expressions among other symptoms of depression.
Normalcy: Yes, of course, such feelings are absolutely normal for a man standing in his shoes especially if the man is a child suffering from isolation and illness.
b) Ways of cheering up Dylan
Communication: If you are a friend or family member who wants to help: speak to Dylan about his hobbies, and offer reassurance.
Activities: Try to present games, books or something else that can take his mind of the anxiety.
Reassurance: Comfort him that he is not alone, his parents are present and still he is seeing them wearing a mask.
c) Can Parents Strip Their Faces Off?
No: This is because, the masks are required in order to help avoid the spreading of MRSA. As for this deficit, the only thing is that you can persuade parents to use more of speaking and gestural response to make Dylan feel as if he is not separated from them.
4. Transmission of Influenza in Healthcare and Vaccination
a) Was the illness transmitted by the Nursing Assistant?
Possibly: It is believed that if she was already infected with influenza, she could have transmitted the infection to the mother.
c) How Would She Make Sure?
Testing: A viral culture or PCR test on both the nursing assistant and the patient would reveal if the obtained strain of influenza was the same.
c) Responsibility for Vaccination
Yes: The nursing assistant is expected to get vaccinated because it wishes and safety of the nursing assistant herself and her patients that she comes across, especially when taking care of the immunocompromised or other Patients who would otherwise be vulnerable to such diseases as influenza.
d) Possible Feelings of the Nursing Assistant
Guilt and Remorse: This may be so especially where she feels that she in some way caused the death of the patient by failing to attend to certain important signs.
Ethical and Moral aspects of vaccination and immunization e
Yes: Healthcare workers have their moral duty on not harming their patients, and the best way to achieve this is by getting vaccinated.
5. Travel through contaminated waters and touch contaminated objects: Handwashing and Glove Removal
The sequence of proper washing of the hands
Take of any ring you might be wearing and then drag your watch above your wrist about 2 inches.
Open the tap and rinse with a piece of clean paper and let this drop into the dustbin.
Look at the water temperature.
In this state wet both the hands while the fingers are bent downward with the fingertips touching the palm.
Rub a quarter in the palm of one hand and spread the soap on it.
Rub the palm and forearm in a circular manner interlinking the fingers between and under the nail area for a period of least 20 seconds.
Wash off the soap starting at the wrists, and while doing this, the fingertips should be facing the downwards position.
This way you will ensure that your hands are thoroughly free of water which you will dry using a clean paper towel that you will throw into the wastebasket.
Thai off the faucet with a clean paper towel and then dispose of towel in the wastebasket.
Glove Removal Steps Taken in Reverse order
With you dominant hand, open the glove and place the palm of your non-dentant hand inside the glove and grasp the open part of the glove at the palm/wrist area of your non-dominant hand.
Peel the glove from the hand in the opposite direction you pulled it to. The glove should now be turned inside out and the side that has been in contact with the body fluids should be pocketed.
Toward the end of the operation, have your gloved dominant hand holding the removed glove.
Place one or two fingers of your hand if it is unwrapped under the wrist of the another glove.
Pull this glove off from the inside thus making a pouch of both gloves.
Throw the bagged gloves into a wastebasket.
Perform hand hygiene.
6. The Chain of Infection and C. Difficile Infection
There are six links in the chain of transmission of pathogens and ways of interrupting each link:
Infectious Agent: Pathogen – Sterilization and Antimicrobial Treatments –
Reservoir: Where some lives – develop sound practices in measures of sanitation.
Portal of Exit: How the pathogen out of the reservoir – They can use isolation methods in acres and patients should cover open wounds.
Mode of Transmission: How the pathogen spreads-This involves wearing the personal protective clothing and equipment and washing the hands.
Portal of Entry: How the pathogen gets to the new host – keep entry points to the host surface area separated by barriers and wounded tissues.
Susceptible Host: A person at risk of infection – Vaccinate and feed the body right.
How a Resident May Acquire C. difficile Infection and Potential ComplicationsAcquisition: C. difficile is community associated and is acquired through contact with contaminated surfaces or inadequate hand washing after the use of antibiotics, which affect the balance of the bowel.
Potential Complications: C. difficile infection can result in severe diarrhea, fluid and electrolyte imbalance that results in severe diarrhea, colitis, sepsis and death if intervention is not sought or if an appropriate intervention is not administered.
