FALL INCIDENT ASSESSMENT (This tool is only an example. Please adapt it to meet the needs of your facility and residents.) DATE_______________________ DIRECTIONS According to facility policy‚ the fall assessment shall be completed following any resident fall. This fall assessment shall not be made part of the resident’s medical record. The assessment is completed as part of the facility’s continuing quality assurance program. Information in this assessment should be used to revise the resident’s
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Rodrik is constantly using the term “critical assumptions” as a description to why Economics‚ or in specific‚ economic models do work in reality. However‚ it is important to be able to understand what he means by saying “critical”. How is a critical assumption different from any other assumption? Rodrik‚ however‚ did not leave us hanging in doubts. He explains that: “We can say an assumption is critical if its modification in an arguably more realistic direction would produce a substantive difference
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Knowledge development in nursing has been somewhat of a hot topic in the more scholastic endeavors of the profession for quite some time. As the profession grew from a focus centered on treating physical symptoms and conditions to a more well-rounded approach that considered psychological‚ social‚ and spiritual needs in addition to physical illness‚ the need to break down the process of knowledge development arose. By utilizing nursing theories‚ which support the use of evidenced based practice in
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Classroom Incidents Name University Classroom Incidents A classroom incident is an unexpected event that occurs in a classroom causing disturbance or presenting a safety risk. A classroom incident can affect a teacher‚ a student or all the members of the classroom. There are many critical incidents that have occurred between teachers and students or among students. A critical classroom incident either spoils the student-student relationship or the teacher-student relationship. Past classroom
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definition of nursing as put forward by the American Nurses Association. How does it address the metaparadigm theories of nursing? The ANA defines nursing as “the protection‚ promotion‚ and optimization of health and abilities‚ prevention of illness and injury‚ alleviation of suffering through the diagnosis and treatment of human response‚ and advocacy in the care of individuals‚ families‚ communities‚ and populations” (American Nurses Association website‚ n.d.). The 4 metaparadigms of nursing are person
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Critical Care Nursing: Sickle Cell Anemia Critical Care Nursing 10/15/2009 Sickle cell anemia affects millions of people worldwide. Sickle cell anemia is a disease in which your body produces abnormally shaped red blood cells. They don’t last as long as normal‚ round red blood cells‚ which leads to anemia. Sickle cells contain abnormal hemoglobin that causes the cells to have a sickle shape. Sickle-shaped cells don’t move easily through your blood vessels. They’re
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Critical Discourse Analysis Social communication is increasingly becoming a subject of scientists’ discussions from different disciplines‚ as well as ordinary language users. In contemporary social sciences‚ especially in linguistics‚ we see a clear shift to discourse. Discourse allows us to talk about use of the language‚ as well as the language as a socio-cultural activity. In this sense‚ discourse‚ on one hand‚ reflects the social reality‚ on the other hand‚ it shapes it‚ therefore participate
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Personal Reflection on the Four Concepts of the Nursing Metaparadigm According to Mezirow’s (1990) theory of transformative learning‚ to make meaning means to make sense of an experience (Bass‚ 1990). The way in which we interpret our experiences influence the decisions we make‚ and our actions and behaviours. In this paper‚ I will critically reflect on the four concepts of the nursing metaparadigm using Mezirow’s theory of transformative learning. In addition‚ I will explore my meaning schemes
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the quality to recognize and improve the nursing curricula to meet current health care challenges is an advantage for all‚ including stakeholders - students‚ administrators‚ colleagues‚ and patients (Hesook‚ 2014). It is essential that nurse educators instill in students the standards of quality‚ safety‚ and professional excellence of the existing and future challenges in care delivery. For example‚ teachers sometimes fail to engage students’ in the critical thought processes and development of the
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informatics as a nursing competency for nursing students to develop in undergraduate academic programs. With the influx of patient numbers‚ the emergence and expansion of new medical procedures‚ medical discoveries‚ and an elaborate healthcare system‚ informatics is inevitable. Health informatics combines healthcare‚ informational science‚ and utilization of computer technology to integrate patient health records. Since its realization in the 1950s‚ health informatics has become a critical component of
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