SNUG112 Fundamentals of Nursing 2.pdf

Lay out of the semester Sunday, 14 July 2024 9:17 PM SNUG112 Fundamentals of Nursing 2 Page 1 Subject outline Sunday, 14 July 2024 9:23 PM SNUG112 Subject O... 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Apply the principles of clinical reasoning to the care of individuals or groups using assessment data and best available evidence SLO 3. Demonstrate effective written, oral and digital communication capabilities SLO 7. Practice in accordance with legislation, regulations, policies, guidelines and other relevant standards or requirements in nursing. Overview of Module One - Person Centred care In Module 1, we will explore the principles of People-Centred Care (PCC), ensuring that the individuals you care for are always at the heart of your practice. We will explore the Clinical Reasoning Cycle (CRC), a vital framework that enhances your ability to think critically and make informed decisions in various clinical scenarios. Furthermore, you will gain an in-depth understanding of the Roper, Logan, and Tierney Model of Nursing, which will guide you in delivering holistic and individualised care. Professional communication will also be a cornerstone of your learning, equipping you with the skills to effectively interact with patients, families, and healthcare teams. People-Centred Care (PCC) People-Centred Care (PCC): What is it? People-Centred Care (PCC) is a fundamental approach in nursing that focuses on treating patients with dignity, respect, and compassion. This approach emphasises the holistic needs of individuals, considering their preferences, values, and unique circumstances in the planning and delivery of care. PCC is a healthcare approach that respects and responds to the individual preferences, needs, and values of patients. It ensures that patient values guide all clinical decisions and that patients are active participants in their own care. Importance of PCC Improves Patient Satisfaction: Patients feel valued and respected. Enhances Quality of Care: Care is tailored to individual needs and preferences. Promotes Better Health Outcomes: Engaged patients are more likely to adhere to treatment plans. Supports Holistic Health: Addresses physical, emotional, social, and spiritual needs. Empowers Patients: Encourages patient autonomy and involvement in decision-making. Key Components, Explanation and Strategies There are 8 key components of PCC. The table below provides a brief explanation of each of the key components and the various strategies involved in enabling each component: Key Component Explanation Strategies 1 Respect for Patients' Values, Recognising and honoring the individual values and Actively listen to patients' concerns and Preferences, and Needs preferences of patients wishes. Incorporate patient preferences into care plans. Provide personalised care that reflects the patient’s values. 2 Coordination and Integration Ensuring that care is coordinated across different services Facilitate communication between of Care and providers multidisciplinary teams. Use care plans that integrate all aspects of a patient’s health needs. Ensure smooth transitions between different care settings. 3 Information and Education Providing patients with clear, comprehensive, and Explain medical conditions and treatments accessible information about their health and treatment in understandable language. SNUG112 Fundamentals of Nursing 2 Page 24 accessible information about their health and treatment in understandable language. options Provide educational materials tailored to the patient’s level of understanding. Encourage patients to ask questions and be active in their care decisions. 4 Physical Comfort Attending to the physical comfort and pain management of Regularly assess and address pain and patients discomfort. Ensure a comfortable and healing environment. Provide appropriate interventions to alleviate physical distress. 5 Emotional Support Providing emotional and psychological support to patients Offer empathetic and compassionate care. Recognize and address anxiety, fear, and other emotional concerns. Provide support services such as counseling and mental health resources. 6 Involvement of Family and Recognizing the role of family and friends in the patient’s Include family members in care discussions Friends care and recovery and planning. Respect the patient’s wishes regarding family involvement. Provide support and education to family members. 7 Continuity and Transition Ensuring continuity of care and smooth transitions between Develop comprehensive discharge plans. different healthcare settings Coordinate follow-up care and appointments. Communicate effectively with patients about next steps in their care. 8 Access to Care Providing timely and equitable access to care and services Reduce barriers to accessing care, such as transportation and financial constraints. Ensure timely appointments and follow-up. Provide care that is responsive to the diverse needs of the population. Challenges and Solutions in People-Centered Care Challenges BarriersTime Constraints: Limited time with patients can hinder comprehensive care. Resource Limitations: Lack of access to necessary resources and services. Communication Gaps: Misunderstandings due to language barriers or inadequate communication.Resistance to Change:Difficulty in changing established practices and attitudes. Solutions Time Management: Prioritize patient-centered activities and streamline workflows. Resource Allocation: Advocate for resources and utilize available community services. Improved Communication: Use interpreters, visual aids, and clear language. Education and Training: Provide ongoing education on people-centered care principles and practices. Conclusion People-centered care is a holistic approach that prioritizes the individual needs, preferences, and values of patients. By incorporating the principles of respect, communication, empathy, and collaboration, nursing students can enhance patient satisfaction, improve health outcomes, and foster a more compassionate and effective healthcare environment. Clinical Reasoning Cycle (CRC) SNUG112 Fundamentals of Nursing 2 Page 25 Facilitating the uptake of People-centred care requires nurses to have effective critical thinking skills. Developing critical thinking can be achieved through the use of the Clinical Reasoning Cycle (CRC). CRC is a critical skill for healthcare professionals, enabling them to process patient information, make informed decisions, and deliver effective care. The CRC is a systematic approach to ensure thorough and accurate decision-making in clinical practice. We will explore and apply the CRC in our tutorial and lab classes. The CRC will also be covered in your upcoming subjects as you progress with your Bachelor of Nursing course. CRC Stages The CRC consists of several stages, each essential for comprehensive patient care. Below, we outline these stages with detailed explanations and examples: Consider the Patient Situation Gather initial information about the patient. Review patient history, presenting symptoms, and initial observations. Collect Cues/Information Collect further information to build a comprehensive understanding of the patient's condition. Perform physical examinations, order diagnostic tests, and gather detailed patient history. Process Information Analyze and interpret the information collected Identify abnormal findings, recognize patterns, and compare with known medical knowledge. Identify Problems/Issues Formulate a problem list based on the processed information. Prioritize patient issues and identify the most critical problems to address. Establish Goals Determine the desired outcomes for patient care. Set both short-term and long-term goals for patient recovery and management. Take Action Implement the planned interventions Administer treatments, medications, and carry out necessary procedures. Evaluate Outcomes Assess the effectiveness of the interventions Monitor patient responses, reassess condition, and determine if goals are being met. Reflect on Process and New Learning Reflect on the entire process to identify areas for improvement and learning. Conduct case reviews, self-assessment, and seek feedback. Importance of CRC Accurate diagnosis and effective treatment. Improving patient outcomes. Enhancing critical thinking skills among healthcare professionals. Reducing errors and improving patient safety. Conclusion The Clinical Reasoning Cycle is a structured approach that enhances the decision-making process in clinical practice. By systematically following each stage, healthcare professionals can ensure comprehensive and effective patient care. Continuous reflection and learning from each case further contributes to professional development and improved healthcare delivery. Roper, Logan, and Tierney (RLT) Model of Nursing SNUG112 Fundamentals of Nursing 2 Page 26 The Roper, Logan, and Tierney (RLT) Model of Nursing The Roper, Logan, and Tierney (RLT) Model of Nursing is a widely used framework that emphasises the importance of holistic care. This model is based on the activities of daily living (ADLs) and aims to guide nurses in assessing, planning, and implementing care tailored to individual patient needs. The RLT model centres around the 12 ADLs that are fundamental to human existence and well-being (shown diagrammatically above and described below). These ADLs provide a comprehensive structure for evaluating a patient's needs and for then planning appropriate care. The 12 Activities of Daily Living (ADLs) These 12 ADLs are listed and described below working from the base of the above pyramid (1) to the top (12). 1. Maintaining a Safe Environment: Ensuring the patient's surroundings are safe and free from harm. ○ Example: Checking for trip hazards, ensuring proper lighting, and maintaining clean, dry floors. 2. Communication: Facilitating effective exchange of information and understanding between the patient and others. ○ Assessing the patient's ability to speak, hear, and understand language, and using communication aids if necessary. 3. Breathing: Ensuring the patient can breathe effectively. ○ Monitoring respiratory rate, oxygen saturation, and providing supplemental oxygen if needed. 4. Eating and Drinking: Ensuring the patient has adequate nutrition and hydration. ○ Assessing dietary preferences, ensuring proper food intake, and monitoring fluid balance. 5. Eliminating: Supporting the patient's ability to excrete waste products effectively. ○ Assessing bowel and bladder function, providing assistance with toileting, and managing incontinence. 6. Personal Cleansing and Dressing: Maintaining personal hygiene and appropriate clothing. ○ Assisting with bathing, grooming, and choosing suitable clothing. 7. Controlling Body Temperature: Ensuring the patient can maintain a stable body temperature. ○ Monitoring for signs of fever or hypothermia and providing appropriate interventions. 8. Mobilisation: Supporting the patient's ability to move and maintain posture. ○ Assessing mobility, providing assistance with walking aids, and preventing falls. 9. Working and Playing: Encouraging meaningful activities and recreation. ○ Assessing the patient's ability to engage in work or hobbies and promoting leisure activities. 10. Expressing Sexuality: Respecting and supporting the patient's sexual needs and identity. ○ Providing privacy, addressing concerns related to sexual health, and offering appropriate counseling. 11. Sleeping: Ensuring the patient can rest and sleep adequately. ○ Assessing sleep patterns, promoting a restful environment, and managing sleep disturbances. 12. Dying: Providing care that respects the dignity and needs of the patient at the end of life. ○ Offering palliative care, managing pain, and supporting the family. The importance of the RLT model Holistic patient assessment and care planning. Ensuring individualized and comprehensive care. Enhancing patient outcomes and quality of life. Promoting professional and ethical nursing practice. Conclusion The Roper, Logan, and Tierney (RLT) model of nursing provides a valuable framework for nursing practice by focusing on the essential activities of daily living. By systematically assessing and addressing these activities, nurses can deliver holistic, patient-centered care that meets the diverse needs of their patients. Practice points SNUG112 Fundamentals of Nursing 2 Page 27 Practice points Professional Communication Effective teamwork and communication between colleagues Effective teamwork and communication are critical for safe functioning within complex and dynamic environments, such as healthcare. They are essential for providing continuous and coordinated care, enabling teams to navigate competing priorities, address issues related to human factors, and reduce the risk of errors. Most importantly, effective teamwork and communication improve patient and family outcomes by enhancing the diagnostic and prognostic capabilities of healthcare professionals. Effective communication relies on a complex set of skills, including interpersonal interaction, the ability to gather and synthesise relevant information, clinical reasoning, managing conflict or challenging conversations, and conveying information in a structured and meaningful way. Principles for effective teamwork and communication ○ A shared understanding of who is part of the team ○ Shared goals of care ○ Clear roles and responsibilities ○ Mutual trust and respect ○ Effective communication ○ Measurable processes and outcomes ○ Communicating effectively with other members of the care team ○ Undertake structured communication ○ Use agreed and common language ○ Implement 'check-back' or closed-loop communication to ensure messages and information are received accurately ○ Maintain situational awareness ○ Document essential information Practice points Inadequate communication between colleagues and with health care consumers and/or family is the primary issue with majority of medication errors, adverse reactions and near misses (Benjamin, 2003) Summary and Keypoints Keypoints from Module 1 As a first-year nursing student, you are in the development stage of becoming a registered nurse. It is essential to adopt a People-Centred Care (PCC) approach in your studies and practice. Utilising the Roper, Logan, and Tierney (RLT) model of care will help you understand your patients leading to holistic care. Your knowledge and critical thinking skills will be enhanced through the application of the Clinical Reasoning Cycle (CRC). Recognise that patient care is a team effort, and maintaining clear and professional communication within the healthcare team is vital. How is Module 1 linked to the subject and practice? Module 1 addressed the following Subject Learning Outcomes (SLO) for SNUG112: SLO 1. Apply the principles of clinical reasoning to the care of individuals or groups using assessment data and best available evidence SLO 3. Demonstrate effective written, oral and digital communication capabilities SNUG112 Fundamentals of Nursing 2 Page 28 SLO 3. Demonstrate effective written, oral and digital communication capabilities SLO 7. Practice in accordance with legislation, regulations, policies, guidelines and other relevant standards or requirements in nursing. Module 1 addressed the following Nursing and Midwifery Board of Australia Standards for Practice: Standard 1: Thinks critically and analyses nursing practice Standard 2: Engages in therapeutic and professional relationships Standard 4: Comprehensively conducts assessments SNUG112 Fundamentals of Nursing 2 Page 29 Week one - Summary Tuesday, 16 July 2024 1:31 PM Person-centred care (PCC) - Treating patients with dignity, respect and compassion. An approach to the patient to meet their holistic needs by considering their preferences, values and unique circumstances in the planning and delivery care. The importance of person-centred care: Improve patient satisfaction Enhance quality of care Promotes better health outcomes Supports holistic outcome Support holistic health Empowers patients There are 8 components to person-centred care: 1. Respect for pt values, preferences, and needs ( listen, incorporate and provide personalised care to pt) 2. Coordination and integration of care (communication in a multidisciplinary team, use care plans, smooth transitions) 3. Information and education (explain, provide and encourage pt to ask questions) 4. Physical comfort (regularly assess, comfortable and healing environment, appropriate interventions) 5. Emotional support (empathetic and compassionate care, recognise and address anxiety, fear etc. and provide support) 6. Involvement of family and friends (include, respect and provide support) 7. Continuity and transition ( develop comprehensive discharge plans, coordinate follow-ups and appointments and communicate effectively with pt about the next step in their care) 8. Access to care ( reduce barriers of care, ensure timely appointments and follow-up and provide care.) Challenges and solutions in person-centred care: Barriers time constraints = Time management Resource limitations = resource allocation Communication gaps = improved communication Resistance to change = education and training A holistic approach that priorities the individual needs, preferences, and values of the patient. It to enhance patient satis faction, improve health outcomes, and foster a more compassionate and effective healthcare environment Clinical reasoning cycle 1. Consider the patient (initial information, review pt history, presenting symptoms, and initial observations) 2. Collect cues/information (collect more information under pt conditions, perform physical examinations, diagnostic test and gather detailed pt history) 3. Process information (analyse and interpret the information collected and identify abnormal findings, recognise patterns) 4. Identify problems/issues (formulate a problem list and prioritise and prioritise pt issues and address critical problems) 5. Establish goals (determine the desired outcome for pt care and set both short/long term goals) 6. Take action (implement the planned interventions and administer treatments, medications and carry out necessary procedures) 7. Evaluate the outcome ( assess the effectiveness of the interventions, monitor pt responses, reassess condition, and determine if goals are being met) 8. Reflect on new process/learning ( reflect and identify areas for improvement and learning, conduct case reviews, self - assessment, and seek feedback) - It enabling them to process pt information, make informed decisions, and deliver effective care. - It to ensure thorough and accurate decision-making in clinical practice. Importance of CRC - Accurate diagnosis and effective treatment - Improving pt outcome - Enhancing critical thinking skills among healthcare professional - Reducing errors and improving pt safety Roper Logan Tierney model for nursing To emphasise the importance of holistic care. Holistic means looking after the whole person not just mediation but also the person's choice. SNUG112 Fundamentals of Nursing 2 Page 30 person's choice. Aim to guide nurses in assessing, planning and implementing care tailored to individual pt needs. 12 activities of living 1. Maintaining a safe environment (checking for trip hazards, ensuring proper lighting, and maintaining clean dry floors) 2. Communication (pt ability to speak, hear and understand language, use communication aids) 3. Breathing (monitoring RR, OS, providing supplemental oxygen if needed) 4. Eating and drinking (assessing dietary preference, ensuring proper food intake, and monitoring fluid balance) 5. Elimination (Assessing bowel and bladder function, assisting with toileting, and managing incontinence) 6. Washing and dressing (assisting with bathing, grooming and choosing suitable clothing) 7. Controlling temperature (Monitoring for signs of fever or hypothermia and providing appropriate interventions) 8. Mobilisation (Assessing mobility, providing assistance with walking aids, and preventing falls) 9. Working and playing (Assessing the patients ability to engage in work or hobbies and promoting leisure activities) 10. Sexuality ( Providing privacy, addressing concerns related to sexual health, and offering appropriate counselling) Ex. Someone wanting a female to wash them or vice versa. 11. Sleeping ( Assessing sleep patterns, promoting a restful environment, and managing sleep disturbances) 12. Death ( Offering palliative care, managing pain, and supporting the family) The importance of the RLT Model Holistic patient assessment and care planning Ensuring individualised and comprehensive care Enhancing pt outcomes and quality of life Promoting professional and ethical nursing practice Professional communication Effective teamwork and communication between colleagues Safe functioning within a complex and dynamic environment Providing continuous and coordinated care, enabling teams to navigate competing priorities, address issues related to human factors, and reduce the risk of errors. It improve pt and family outcomes by enhancing the diagnostic and prognostic capabilities of healthcare professionals. Complex set of skills - Interpersonal interaction - To gather and synthesise relevant information - Clinical reasoning - Managing conflict - Challenging conversation - Conveying information Principles for effective teamwork and communication A shared understanding of who is part of the team Shared goals of care Clear roles and responsibilities Mutual trust and respect Effective communication Measurable processes and outcomes Communicating effectively with other members of the care team Undertake structured communication Use agreed and common language Implement 'check-back' or closed-loop communication to ensure messages and information are received accurately Maintain situational awareness Document essential information SNUG112 Fundamentals of Nursing 2 Page 31 Week two - Sustainable Development Goal 3 (UN SDG 3) and National Health Priorities Friday, 19 July 2024 2:25 PM Overview Introduction In this module, we will explore health from a global and national perspective, as future healthcare professionals play a crucial role in shaping the health landscape of tomorrow. Central to this mission is the understanding and integration of global and national health frameworks, such as the United Nations Sustainable Development Goal 3 (UNSDG 3) and Australia's National Health Priority Areas (NHPAs). Thus the module will be split into 2 parts exploring the: United Nations Sustainable Development Goal 3 (UNSDG 3); and, National Health Priority Areas (NHPAs) UN SDG3 Good Health and Well-being What is SDG 3? The United Nations Sustainable Development Goal 3 (SDG 3) aims to "ensure healthy lives and promote well- being for all at all ages." This goal focuses on a broad range of health priorities, including reducing maternal mortality, ending the epidemics of communicable diseases, and ensuring universal access to healthcare services. Importance for Nursing Achieving SDG 3 by providing quality healthcare, promoting health education, and advocating for policies that support health and well-being. Understanding SDG 3 helps nurses align their practice with global health priorities and contribute to sustainable health improvements. Please watch the video SDG3: Health & Well-being (2min:23s) by the Barcelona Institute for Global Health (ISGlobal) SDG3: Health & Well-being Health and well-being are influenced by the setting where we live. By 2030 2/3 live in urban areas. 23% of deaths of cause by environmental factors 39% of adults are obesity Health - health directive in all policies in cities Raising awareness promotes a healthy lifestyle Improve water. SDG3 id about ensuring healthy living, fostering well-being for all people at all ages and promoting indication to monitor progress. This can only be achieved through local action SDG3: Key Target and Indicators Key Target Indicators Reduce Maternal Mortality Reduce the global maternal mortality ratio to less than 70 per 100,000 live births by 2030. End Epidemics of Communicable End the epidemics of AIDS, tuberculosis, malaria, and neglected Diseases tropical diseases by 2030. Reduce Premature Mortality from Reduce by one-third premature mortality from non-communicable Non-Communicable Diseases diseases (NCDs) through prevention and treatment by 2030. Ensure Universal Health Coverage Achieve universal health coverage (UHC), including financial risk protection and access to quality essential healthcare services by 2030. Reduce Road Traffic Injuries and Halve the number of global deaths and injuries from road traffic Deaths accidents by 2030. Strengthen the Prevention and Strengthen the prevention and treatment of substance abuse, including Treatment of Substance Abuse narcotic drug abuse and harmful use of alcohol Activity Please access the Padlet Link below and provide a response to the following question: Select one of the SDG3 Targets from the table above and answer the following question: "What can you do, as a future Registered Nurse, to help achieve these targets?" Key target to reduce maternal mortality - I can help achieve this goal as a future nurse is to educate women about the importance of proper nutrition, regular exercise, and avoiding harmful substances. End epidemics of communicable disease - Please post your response to the SDG3 Padlet. UN SDG 3 into Nursing Practice SNUG112 Fundamentals of Nursing 2 Page 32 UN SDG 3 into Nursing Practice Integrating SDG 3 into Nursing Practice As a nurse, it can feel overwhelming to think whether your actions can make a difference in the global arena and achieving the SDG3. But please remember that 'Action is far greater than inaction'. Please read through the tables below to see how SDG3 can be integrated to your nursing practice. Health Promotion and Disease Actions Prevention through Education Educate patients and communities about healthy lifestyles and preventive measures. Screenings Conduct regular health screenings to detect and manage conditions early. Promote and administer vaccines to prevent communicable Vaccination diseases. Providing Quality Care Actions through People Centred Care Ensure that care is respectful of and responsive to individual patient preferences, needs, and values. Use the best available evidence to make informed healthcare decisions. Evidence-Based Practice Provide care that respects the diverse cultural backgrounds of patients. Cultural Competence Advocacy and Policy Action Through Health Equity Advocate for policies that promote health equity and access to care for all populations. Sustainable Practices Support and implement sustainable healthcare practices to reduce environmental impact. Global Health Engage in global health initiatives and partnerships to address health disparities worldwide. UN SDG 3: Conclusion Achieving Sustainable Development Goal 3 is crucial for global health and well-being. As nursing students, understanding and integrating the targets of SDG 3 into your practice is essential for promoting health equity, providing quality care, and contributing to sustainable health improvements worldwide. By leveraging the resources and strategies outlined in this educational resource, you can play a pivotal role in advancing global health and well-being. Australian National Health Priority Areas (NHPAs) The Australian National Health Priority Areas (NHPAs) initiative aims to focus public attention and health policy on areas that contribute significantly to the burden of disease in Australia. The goal is to improve health outcomes through effective and sustainable interventions. Importance for Nursing Nurses play a vital role in addressing these priority areas through direct patient care, health promotion, education, and advocacy. Understanding these priorities helps nurses align their practice with national health goals and contribute to the overall well-being of the population. Key NHPAs 1. Cancer Control 2. Cardiovascular health 3. Injury Prevention and Control 4. Mental Health 5. Diabetes Mellitus 6. Asthma SNUG112 Fundamentals of Nursing 2 Page 33 6. Asthma 7. Arthritis and Musculoskeletal Conditions 8. Dementia In the next few sections, we will explore each of the NHPAs and how this impacts and guides you in your practice Cancer control Cancer Control Cancer is one of the leading causes of death in Australia. In 2022, an estimated 162,163 cancer cases were diagnosed in Australia, comprising 88,982 males and 73,181 females. Additionally, the estimated number of deaths from cancer that year was 49,996, including 28,022 males and 21,974 females. From 2014 to 2018, the chance of surviving at least five years after a cancer diagnosis was 70% (Cancer Australia, 2022). The focus area for cancer control is aimed at prevention, early detection, treatment, and palliative care. Practice points Nurse’s role Action Education Teach patients about risk factors (e.g., smoking, diet) and the importance of regular screenings (e.g., mammograms, colonoscopies). Support Provide emotional and practical support to patients undergoing treatment. Palliative Deliver compassionate end-of-life care to improve the quality of life for patients and Care families Cardiovascular Health Cardiovascular Health About 1 in 6 Australians, or over 4.5 million people, self-report living with cardiovascular disease (CVD), representing nearly 18% of the population. Despite an 80% decline in CVD cases since the 1980s due to better understanding and treatments, CVD remains prevalent. It accounts for 24% of all deaths in Australia, with around 120 deaths daily, or one every 12 minutes. Men are 40% more likely to die from CVD than women. Higher CVD death rates are seen in lower socioeconomic groups, Indigenous Australians, and those in remote areas. However, deaths from CVD have decreased over the last decade. Cardiovascular disease a leading cause of disability and death in Australia. Practice points Nurse’s role Action Safety Teach patients and communities about injury prevention (e.g., road safety, fall Education prevention in the elderly) Acute Care Provide emergency care for injuries and facilitate rehabilitation Advocacy Promote policies and programs that enhance public safety and reduce injury risks NOTE: We will be exploring in more detail, how to care for patient's with cardiovascular disease in the tutorial and practical classes! Injury Prevention and Control SNUG112 Fundamentals of Nursing 2 Page 34 Injury Prevention and Control Injuries are a major health issue in Australia and the leading cause of death for people aged 1-44. Recently available data show that injuries in Australia accounted for: 8.1% of the burden of disease 7.6% of health expenditure Injuries caused approximately: 538,000 hospitalisations in 2021-22 (2,100 per 100,000 population) 13,900 deaths in 2020-21 (54 per 100,000 population) Practice points Nurse’s role Action Safety Teach patients and communities about injury prevention (e.g., road safety, fall Education prevention in the elderly) Acute Care Provide emergency care for injuries and facilitate rehabilitation Advocacy Promote policies and programs that enhance public safety and reduce injury risks Mental Health Mental Health Mental health plays a pivotal role in overall health and wellbeing. A mental disorder is defined as a significant disturbance in an individual's cognition, emotional regulation, or behavior, impacting their daily life and functioning. In Australia there is estimated; 42.9% of people aged 16–85 years have experienced a mental disorder at some point in their life. 21.5% of people aged 16–85 years had a mental disorder in the past 12 months. Anxiety disorders were the most common group, affecting 17.2% of people aged 16–85 years. Among people aged 16–24 years, 38.8% had a mental disorder in the past 12 months. Practice points Nurse’s role Action Assessment Screen for mental health issues and provide early intervention Support Offer therapeutic communication, counselling, and referral to mental health services. Education Increase awareness of mental health issues and reduce stigma. Diabetes Mellitus SNUG112 Fundamentals of Nursing 2 Page 35 Diabetes Mellitus Diabetes is a chronic condition where blood sugar levels are high due to the body's inability to produce or effectively use insulin, a hormone that controls blood sugar. Diabetes is a growing public health issue, particularly Type 2 diabetes. In 2021: About 1 in 20 Australians (5.1% or just over 1.3 million) had diagnosed diabetes, excluding gestational diabetes. Nearly 1 in 5 Australians aged 80–84 had diabetes, which is almost 30 times higher than those under 40 (0.7%). Diabetes was 1.3 times more common in males than females, after adjusting for age. From 2000 to 2021, the number of Australians with diabetes increased from 460,000 to 1.3 million, nearly a 2.8-fold rise. Practice points Nurse’s role Action Monitoring Regularly monitor blood glucose levels and manage complications. Education Teach patients about diet, exercise, and medication adherence to manage diabetes. Support Provide emotional support and resources to help patients manage their condition. Asthma Asthma Asthma is a chronic lung condition where the airways become inflamed and narrow, making it hard to breathe. Common symptoms include wheezing, coughing, breathlessness, and chest tightness. It can affect people of all ages and is usually managed with medications, like inhalers, and a healthy lifestyle. In 2022, nearly 2.8 million people (10.8%) had asthma. The rate has stayed about the same over the past decade, from 10.2% in 2011-12 to 10.8% in 2022. Overall, women are more likely to have asthma than men (12.2% vs. 9.4%). However, among children aged 0-14, boys are more likely to have asthma than girls (10.1% vs. 6.2%). This trend has been consistent since 2001. Practice points Nurse’s role Action Assessment Identify triggers and assess asthma control. Managemen Educate patients on proper use of inhalers and medications. t Support Develop asthma action plans and provide resources for managing asthma at home and school. We will learn more in depth on how to care for patients with asthma in the tutorial and lab classes. Specifically we will learn about oxygen delivery devices, administration of nebulised medication and respiratory assessments. Arthritis and Musculoskeletal Conditions SNUG112 Fundamentals of Nursing 2 Page 36 Chronic musculoskeletal condition Chronic musculoskeletal conditions affect the bones, muscles, joints, and certain connective tissues. These include long-term conditions like back problems, osteoarthritis, osteoporosis or osteopenia, rheumatoid arthritis, gout, and juvenile arthritis. In 2022, about 7.3 million Australians (29%) had chronic musculoskeletal conditions, based on self-reported data from the Australian Bureau of Statistics National Health Survey. This rate has stayed the same since 2017-18. In Australia, there are: 4.0 million (16%) reported to have back problems 3.7 million (15%) reported to have arthritis 854,000 (3.4%) reported to have osteoporosis or osteopenia Practice points Nurse’s role Action Pain Provide strategies for managing chronic pain. Management Education Teach patients about exercise, weight management, and joint protection techniques. Support Assist with rehabilitation and provide resources for support groups. Dementia Dementia refers to a group of conditions that gradually impair brain function, affecting memory, speech, thinking, personality, behavior, and mobility. Dementia significantly impacts health and quality of life, requiring increasing care as it progresses. While there is no cure, strategies can help maintain independence and quality of life. Dementia mainly affects older adults but is not a normal part of aging. It can also occur in people under 65 (younger onset dementia) and in children (childhood dementia). In 2022, about 7.3 million Australians (29%) had chronic musculoskeletal conditions, according to self-reported data from the Australian Bureau of Statistics. This rate has remained unchanged since 2017-18. Common types of Dementia includes: Alzheimer’s disease: The most common type, caused by nerve cell death and brain shrinkage. Mixed dementia: Having more than one type of dementia. Practice points Nurse’s role Action Assessment Early identification of cognitive decline and appropriate referrals. Care Management Develop individualized care plans and manage behavioural symptoms. Support Provide education and resources for caregivers and families. Summary and Keypoints Module 2: Keypoints In conclusion, it is crucial for student nurses to be well-versed in the United Nations Sustainable Development Goal 3 (SDG 3) and Australia's National Health Priority Areas (NHPAs). Understanding SDG 3, which aims to ensure healthy lives and promote well-being for all at all ages, empowers student nurses to contribute meaningfully to global health initiatives and address pressing health challenges. Additionally, familiarity with NHPAs allows student nurses to align their practices with national health objectives, improving the quality and equity of healthcare services. By integrating these frameworks into their education and practice, student nurses can enhance their ability to deliver comprehensive, evidence-based care, advocate for health promotion, and contribute to the broader goal of achieving sustainable health outcomes both locally and globally. How is Module 2 linked to the subject and practice? Module 2 addressed the following Subject Learning Outcomes (SLO) for SNUG112: SLO 1. Apply the principles of clinical reasoning to the care of individuals or groups using assessment data and best available evidence SLO 6. Use reflection to promote self-awareness and improve practice SLO 7. Practice in accordance with legislation, regulations, policies, guidelines and other relevant standards or requirements in nursing. Module 2 addressed the following Nursing and Midwifery Board of Australia Standards for Practice: Standard 1: Thinks critically and analyses nursing practice Standard 2: Engages in therapeutic and professional relationships Standard 4: Comprehensively conducts assessments SNUG112 Fundamentals of Nursing 2 Page 37 Week 2 - Summary Thursday, 25 July 2024 12:17 PM Sustainable development goal 3 (UN SDG 3) and national priority areas (NHPAs) Sustainable development goal 3 - Good health and well-being Aims to ensure healthy lives and promote well-being for all ages. Goal focuses on a broad range of health priorities, including reducing maternal mortality, ending the epidemics of communicable disease, and ensuring universal access to healthcare services. Key target and indicators Key Target Indicators Reduce Maternal Mortality Reduce the global maternal mortality ratio to less than 70 per 100,000 live births by 2030. End Epidemics of Communicable End the epidemics of AIDS, tuberculosis, malaria, and neglected Diseases tropical diseases by 2030. Reduce Premature Mortality from Reduce by one-third premature mortality from non-communicable Non-Communicable Diseases diseases (NCDs) through prevention and treatment by 2030. Ensure Universal Health Coverage Achieve universal health coverage (UHC), including financial risk protection and access to quality essential healthcare services by 2030. Reduce Road Traffic Injuries and Halve the number of global deaths and injuries from road traffic Deaths accidents by 2030. Strengthen the Prevention and Strengthen the prevention and treatment of substance abuse, Treatment of Substance Abuse including narcotic drug abuse and harmful use of alcohol SNUG112 Fundamentals of Nursing 2 Page 38 Integrating SDG 3 into Nursing Practice "Actions is far greater than inaction" Health Promotion and Disease Actions Prevention through Education Educate patients and communities about healthy lifestyles and preventive measures. Screenings Conduct regular health screenings to detect and manage conditions early. Promote and administer vaccines to prevent Vaccination communicable diseases. SNUG112 Fundamentals of Nursing 2 Page 39 Vaccination communicable diseases. Providing Quality Care Actions through People Centred Care Ensure that care is respectful of and responsive to individual patient preferences, needs, and values. Use the best available evidence to make informed healthcare Evidence-Based decisions. Practice Provide care that respects the diverse cultural backgrounds of Cultural Competence patients. Advocacy and Policy Action Through Health Equity Advocate for policies that promote health equity and access to care for all populations. Sustainable Practices Support and implement sustainable healthcare practices to reduce environmental impact. Global Health Engage in global health initiatives and partnerships to address health disparities worldwide. Conclusion: Achieving SDG 3 is crucial for global health and well-being. Understanding and integrating the target of SDG 3 into your practice is essential for promoting health equity, providing quality care, and contributing to sustainable health improvement worldwide. References: https://sdgs.un.org/goals/goal3#targets_and_indicators Australian National Health Priority Areas (NHPAs) Aims to focus public attention and health policy on areas that contribute significantly to the burden of disease in Australia. Improve health outcome through effective and sustainable interventions Key NHPAs 1. Cancer council 2. Cardiovascular health 3. Injury prevention and control 4. Mental health 5. Diabetes mellitus 6. Asthma 7. Arthritis and musculoskeletal conditions 8. dementia Cancer Control Leading cause of death in australia SNUG112 Fundamentals of Nursing 2 Page 40 Leading cause of death in australia In 2022, 162,163 cancer cases were diagnosed in australia 49,996 estimated number of death from cancer. From 2014 - 2018, the chance of surviving at least five years after cancer diagnosis was 70% Focus area for cancer control is aimed at prevention, early detection, treatment, and palliative care. Practice points Nurse’s role Action Education Teach patients about risk factors (e.g., smoking, diet) and the importance of regular screenings (e.g., mammograms, colonoscopies). Support Provide emotional and practical support to patients undergoing treatment. Palliative Deliver compassionate end-of-life care to improve the quality of life for patients and Care families Reference: Cancer Australia. (2022). Cancer in Australia statistics. https://www.canceraustralia.gov.au/impacted-cancer/what-cancer/cancer- australia-statistics Cardiovascular health 1 in 6 Australia live with Cardiovascular disease (CVD) 18% 24% of all death in Australia 120 death daily or one every 12 minutes Men are 40% more likely to die from CVD Higher CVD death rates seen in lower socioeconomic group, indigenous Australia and those in remote areas. CVD leading cause of disability and death in Australia Practice points Nurse’s role Action Safety Teach patients and communities about injury prevention (e.g., road safety, fall Education prevention in the elderly) Acute Care Provide emergency care for injuries and facilitate rehabilitation Advocacy Promote policies and programs that enhance public safety and reduce injury risks Reference Australian Institute of Health and Welfare. (2024). Heart, stroke & vascular diseases: Overview. https://www.aihw.gov.au/reports-data/health-conditions-disability-deaths/heart-stroke- vascular-diseases/overview Heart Foundation. (2024). Key statistics: Cardiovascular disease. https://www.heartfoundation.org.au/your-heart/evidence-and-statistics/key-stats- cardiovascular-disease Injury Prevention and Control Injuries are major health issue in Australia Leading cause of death for people aged 1-44 8.1% of the burden of disease 7.6% of health expenditure Injuries caused approx - 538,000 hospitalisation in 2021-22 and 13,900 deaths in 2020-21 Practice points Nurse’s role Action SNUG112 Fundamentals of Nursing 2 Page 41 Nurse’s role Action Safety Teach patients and communities about injury prevention (e.g., road safety, fall Education prevention in the elderly) Acute Care Provide emergency care for injuries and facilitate rehabilitation Advocacy Promote policies and programs that enhance public safety and reduce injury risks References Australian Institute of Health and Welfare (AIHW) (n.d.). Injury in Australia: Introduction. Retrieved June 20, 2024, from https://www.aihw.gov.au/reports/injury/injury-in- australia/contents/introduction Mental Health Plays a pivotal role in overall health and well-being Mental disorder - a significant disturbance in an individual's cognition, emotional regulation, or behaviour, impacting their daliy life and functioning. Practice points Nurse’s role Action Assessment Screen for mental health issues and provide early intervention Support Offer therapeutic communication, counselling, and referral to mental health services. Education Increase awareness of mental health issues and reduce stigma. Reference Australian Bureau of Statistics. (n.d.). Mental health statistics. Retrieved June 20, 2024, from https://www.abs.gov.au/statistics/health/mental-health Diabetes Mellitus Chronic condition Blood sugar levels are high due to body's on ability to produce or effectively use insulin, a hormone that controls blood sugar. 1 in 20 has diagnosed diabetes 1 in 5 Australians aged 80-84 had diabetes 1.3 times more common in males 2000-2021 has increased from 460,000 to 1.3million Practice points Nurse’s role Action Monitoring Regularly monitor blood glucose levels and manage complications. Education Teach patients about diet, exercise, and medication adherence to manage diabetes. Support Provide emotional support and resources to help patients manage their condition. Reference Australian Institute of Health and Welfare (AIHW). (2024). Diabetes: Australian facts. Retrieved June 20, 2024, from https://www.aihw.gov.au/reports/diabetes/diabetes/contents/summary Asthma SNUG112 Fundamentals of Nursing 2 Page 42 Chronic lung condition Airways become inflamed and narrow making it hard to breathe Common symptoms include wheezing, coughing, breathlessness, and chest tightness Affect all ages Managed with medication like inhaled, and healthy lifestyle In 2022, nearly 2.8 million people had asthma Women are more likely to have asthma Children aged 0-14 boys are more likely to have asthma Practice points Nurse’s role Action Assessment Identify triggers and assess asthma control. Management Educate patients on proper use of inhalers and medications. Support Develop asthma action plans and provide resources for managing asthma at home and school. Reference Australian Bureau of Statistics (ABS). (2023). Asthma. Retrieved from https://www.abs.gov.au/statistics/health/health-conditions-and-risks/asthma/latest-release Arthritis and Musculoskeletal Conditions Chronic musculosketal conditions affect the bones, muscle, joints and certain connective tissues. Long-term conditions like back problems, osteoarthritis, osteoporosis or osteopenia, rheumatoid arthritis, gout, and juvenile arthritis. In 2022, about 7.3 million australia had chronic musculoskeletal conditions. 4.0 million (16%) reported to have back problems 3.7 million (15%) reported to have arthritis 854,000 (3.4%) reported to have osteoporosis or osteopenia Practice points Nurse’s role Action Pain Management Provide strategies for managing chronic pain. Education Teach patients about exercise, weight management, and joint protection techniques. Support Assist with rehabilitation and provide resources for support groups. SNUG112 Fundamentals of Nursing 2 Page 43 Support Assist with rehabilitation and provide resources for support groups. Reference Australian Institute of Health and Welfare (AIHW). (2023). Musculoskeletal conditions. Retrieved June 20, 2024, from https://www.aihw.gov.au/reports/chronic-musculoskeletal- conditions/musculoskeletal-conditions/contents/summary Dementia A group of conditions that gradually impair brain function, affecting memory, speech, thinking, personality, behaviour, and mobility Impacts health and quality of life, requiring increasing care as it progresses Mainly affects older adults Under 65 (younger onset dementia) Children (childhood dementia) 2022 about 7.3 million Australia has dementia Common types of dementia includes: Alzheimer’s disease: The most common type, caused by nerve cell death and brain shrinkage. Mixed dementia: Having more than one type of dementia. Practice points Nurse’s role Action Assessment Early identification of cognitive decline and appropriate referrals. Care Management Develop individualized care plans and manage behavioural symptoms. Support Provide education and resources for caregivers and families. Reference Australian Bureau of Statistics. (n.d.). Mental health statistics. Retrieved June 20, 2024, from https://www.abs.gov.au/statistics/health/mental-health Key points In conclusion, it is crucial for student nurses to be well-versed in the United Nations Sustainable Development Goal 3 (SDG 3) and Australia's National Health Priority Areas (NHPAs). Understanding SDG 3, which aims to ensure healthy lives and promote well-being for all at all ages, empowers student nurses to contribute meaningfully to global health initiatives and address pressing health challenges. Additionally, familiarity with NHPAs allows student nurses to align their practices with national health objectives, improving the quality and equity of healthcare services. By integrating these frameworks into their education and practice, student nurses can enhance their ability to deliver comprehensive, evidence-based care, advocate for health promotion, and contribute to the broader goal of achieving sustainable health outcomes both locally and globally. How is module 2 linked to subject and practice? Module 2 addressed the following Subject Learning Outcomes (SLO) for SNUG112: SLO 1. Apply the principles of clinical reasoning to the care of individuals or groups using assessment data and best available evidence SLO 6. Use reflection to promote self-awareness and improve practice SLO 7. Practice in accordance with legislation, regulations, policies, guidelines and other relevant standards or requirements in nursing. Module 2 addressed the following Nursing and Midwifery Board of Australia Standards for Practice: SNUG112 Fundamentals of Nursing 2 Page 44 Practice: Standard 1: Thinks critically and analyses nursing practice Standard 2: Engages in therapeutic and professional relationships Standard 4: Comprehensively conducts assessments Cardiovascular Assessment & ECG Help detect early signs of heart disease and guide treatment decision Electrocardiogram (ECG) Non-invasive test that records that heart electrical activity How to perform and ECG is essential for identifying heart rate, rhythm, and any abnormalities in the heart's electrical system Cardiac history family history of cardiac diseases/conditions chest pains palpitations claudication chronic medical conditions/diseases blood cholesterol levels sleep apnea fatigue alcohol consumption smoking Questions that are asked may be sensitive and personal to patients. Therefore, it is important that privacy and confidentiality are maintained and upheld. A to G Assessment A=A B=B C=C D=D E=E F=F G=G Inspection & Palpation Anatomical landmarks SNUG112 Fundamentals of Nursing 2 Page 45 NOTE: Please ensure that you are familiar with the anatomy and landmarks as this will help you with the cardiovascular assessments. Inspection the anterior thorax Identify and locate the midclavicular line and the sternal angel (Angle of Louis). Visually inspect for an apical pulse (5th intercoastal space, medial to left midclavicular line) Palpate the anterior chest Using your finger pads to palpate the base to the apex for pulsations Use the palmar surface of the hand to palpate for thrills (vibrations) or Heaves (lifts) of the cardiac area Auscultation Auscultate the apical pulse Locate the 5th intercostal space midclavicular line. Use the stethoscope and listen to the patient’s pulse for a 1 minute. Assess for regularity of the heart sounds and noting the rate. Heart Sounds As you auscultate, you will hear 2 sounds often referred to as l the 'lub dub' sounds. Sound 1 (lub) sound is the closure of the mitral and tricuspid atrioventricular valves) beginning of ventricular systole) SNUG112 Fundamentals of Nursing 2 Page 46 of ventricular systole) Sound 2 (dub) closure of the aortic valve and pulmonary valve Below is where you can locate the anatomical landmarks where you can place the stethoscope to hear the heart sound in different areas Area Anatomical landmarks Aortic area Right 2nd intercostal space to apex of the heart Pulmonic area 2nd and 3rd intercostal space, left sternal border Left atrial area 2nd to 4th intercostal space from lefty sternal border to left midclavicular line Right atrial area 3rd to 5th intercostal space, from sternal border to left midclavicular line Left ventricular area 2nd to 5th intercostal space, from left sternal border to left midclavicular line Right ventricular 2nd to 5th intercostal spaces centre over the left sternum area ECG Electrocardiogram (ECG) ECG shows the electrical conduction of the heart. This is commonly used for diagnostic and monitoring purpose Electrodes attached to the chest and/or limbs record small voltage changes as potential difference, which is transposed into a visual tracing SNUG112 Fundamentals of Nursing 2 Page 47 Different types of ECG 3 lead ECG (we will only cover this in SNUG112). 5 lead ECG (this will be covered in 2nd year and 3rd year) 12 lead ECG Common equipment used in a 3 lead ECG SNUG112 Fundamentals of Nursing 2 Page 48 Practice points The electrodes are applied on the patient’s skin (preferably not on the bony prominences) at the correct anatomical landmarks. The leads are connected to the electrodes and are attached to the cardiac monitor. Once the monitor is turned 'ON', the cardiac rhythm should appear. The Normal SNUG112 Fundamentals of Nursing 2 Page 49 cardiac monitor. Once the monitor is turned 'ON', the cardiac rhythm should appear. The Normal Sinus Rhythm should have the PQRST wave form. Summary and Keypoints Module 2: Key Points Cardiovascular assessment and understanding the electrocardiogram (ECG) are essential skills for nursing students. These competencies enable the early detection of heart disease, informed treatment decisions, and effective patient care. By grasping the principles of patient history, physical examination, and ECG interpretation, you will be well-prepared to diagnose, monitor, and manage cardiovascular conditions. This foundational knowledge is vital for improving patient outcomes and advancing your nursing practice Module 2 addressed the following Subject Learning Outcomes (SLO) for SNUG112: SLO 2: Perform and document assessments that are people-centred and promote the principles of cultural competence SLO 7: Practise in accordance with legislation, regulations, policies, guidelines and other relevant standards or requirements in nursing. Module 2 addressed the following Nursing and Midwifery Board of Australia Standards for Practice: Standard 1: Thinks critically and analyses nursing practice Standard 4: Comprehensively conducts assessments Standard 5: Develops a plan for nursing practice Previous From SNUG112 Fundamentals of Nursing 2 Page 50 Week 3 - Cultural Considerations, Obesity and Diabetes Thursday, 1 August 2024 3:08 PM Subject Learning Outcomes (SLO): SLO 1. Apply the principles of clinical reasoning to the care of individuals or groups using assessment data and best available evidence. SLO 2. Perform and document assessments that are people -centred and promote the principles of cultural competence. SLO 6. Use reflection to promote self -awareness and improve practice. SLO 7. Practice in accordance with legislation, regulations, policies, guidelines and other relevant standards or requirements in nursing. Overview In this module, which is presented in two parts, we will continue our investigation of People-Centred Care by initially exploring how we can embed Cultural Considerations into our practice before investigating the important issues of Obesity and Diabetes. In the first part of the module, First Nations people and Culturally and Linguistic Diverse (CALD) groups will both be explored. It is essential that future nurses have an understanding and appreciation of the needs of both First Nations people and CALD groups. Nursing students must also be adept at recognising and respecting the cultural backgrounds they will encounter within their professional practice. From a First Nations perspective, this entails acknowledging the historical and contemporary experiences that shape the health and wellbeing of Indigenous peoples and incorporating traditional knowledge and practices into care plans. For CALD groups, it involves understanding the impact of language barriers, cultural beliefs, and customs on health behaviours and outcomes. It is important that we set aside our assumptions and demonstrate active listening to our clients/patients. In the second part of the module, we will explore Obesity and Diabetes which are of increasing concern both nationally and internationally. For nursing students, understanding the intricate relationship between these conditions and their management is crucial. A people-centred approach in nursing care emphasises personalised treatment plans, considering the unique needs, preferences, and circumstances of each patient. By fostering a supportive and empathetic environment, nursing students can improve patient engagement, adherence to treatment, and overall health outcomes. As future health care providers, you must be equipped with the knowledge and skills to address these complex conditions effectively, promoting better health and quality of life for patients. Culturally and Linguistic diverse groups Caring for people from culturally and linguistically diverse (CALD) groups requires culturally safe practices and sensitivity to varied backgrounds. This includes understanding cultural norms, beliefs, and languages to provide effective and respectful care. There is much debate in the literature about whether Aboriginal and Torres Strait Islander people fit into this group. Although it is undeniable that they have individual cultural and linguistic needs for care, they are seen as separate from the CALD group due to being the first people of Australia, not an immigrant group. Please watch the video Equitable Health Care and Cultural Diversity (6min:03s) by Western Sydney Health. Three questions to ask - What is your country of born? - What is your preferred language? - Do you need an interpreter? Equitable healthcare isnt given people the same thing is to give every individual what they need to have the same health. Closing the gap The first Closing the Gap report was handed down in 2007; it is an overarching national strategy for Indigenous health to reduce the life expectancy gap between Indigenous and non -Indigenous Australians. It is a commitment from all Australian governments to work towards a better future for Aboriginal and Torres Strait Islander peoples. The report plans to do this by meeting outcomes and priorities set each year set by the government. NOTE: Close the Gap is a social justice campaign, while Clos-ING the Gap is a government strategy. The Close the Gap report was delivered by the Lowitja Institute for the Close the Gap steering committee. Importantly the Lowitja Institute is Australia’s only national Aboriginal and Torres Strait Islander community-controlled health research institute, named in honour of its patron, Nurse Dr Lowitja O’Donoghue AC CBE DSG. The Close the Gap campaign and report gives an Indigenous voice when compared to the Closing the Gap reports. In 2022, Close the Gap recommended: Structural reform Innovation driven by cultural intellect and cultural safety Empowering communities to improve health and well -being through equal access Cultural determinants of health Video Links Eye drops https://www.youtube.com/watch?v=OPysGXkdDho Cultural determinants of health For some Aboriginal and Torres Strait Island people, the cultural determinants of health are a vital part of health and wellbeing. It is vital as part of our cultural safety to ensure Rectal https://youtu.be/dqghJxsPY0Q that we speak to Aboriginal and Torres Strait Islander people about what they need to feel safe in our care and to be culturally supported. The cultural determinants of health are a good starting point for some things people may find important. Some examples of things Vaginal Medication https://www.youtube.com/watch?v=Ees51ycftN4 that people may find culturally important during health care are birthing and dying on Country to foster a connection to Country, Culture and Community. Please watch the video Palliative National Film - 'Final Footprints My Culture My Topical https://www.youtube.com/watch?v=ZJGNFg6ccYM&t=4s Kinship My Country' (11min:38s) by the Palliative Care Australia. - Need to learn more about my culture, be more involve Transdermal https://www.youtube.com/watch?v=x8sOrXljT9I Summary and Keypoints Urinalysis https://www.youtube.com/watch?v=gIc1EAGryPc Module 3 Integrating cultural consideration is essential for nursing students to develop compassion and people-centred care. By understanding and respecting the First Nations people and cultural and linguistic diverse group's need informs patient care, and contribute significantly to closing the gap in health disparities. It is important that we set aside our assumptions and demonstrate people- centred care through active listening. How is Module 3 linked to the subject and practice Module 3 addressed the following Subject Learning Outcomes (SLO) for SNUG112: SLO 1. Apply the principles of clinical reasoning to the care of individuals or groups using assessment data and best available evidence SLO2. Perform and document assessments that are people -centred and promote the principles of cultural competence SLO 6. Use reflection to promote self-awareness and improve practice SLO 7. Practice in accordance with legislation, regulations, policies, guidelines and other relevant standards or requirements in nursing. Module 3 addressed the following Nursing and Midwifery Board of Australia Standards for Practice: Standard 1: Thinks critically and analyses nursing practice Standard 2: Engages in therapeutic and professional relationships Introduction In this module, we will explore obesity and its health implications. Effective nursing care for individuals with obesity necessitates a people-centered care, focusing on personalised treatment plans that consider the unique physical, emotional, and psychological needs of each patient. By fostering a supportive, empathetic, and non-judgmental environment, nurses can enhance patient engagement, promote healthier lifestyles, and improve overall health outcomes. Obesity Overweight and Obesity are the second most significant risk factor, following tobacco use, for numerous preventable chronic conditions, including heart disease, certain cancers, and diabetes mellitus II. Australians living in disadvantaged areas are at higher risk of obesity. Over the past decade, the prevalence of obesity among adults has also risen. This web report offers a comprehensive overview of the prevalence of overweight and obesity among Australians. In 2022, 1 in 4 children and adolescent (ages 2 – 17) were overweight or obese 2 in 3 adults were overweight or obese (AIHW, 2024) Factors known to increase the risk Dietary intake Eating more kilojoules than the recommended intake. Consumption of SNUG112 Fundamentals of Nursing 2 Page 51 obesity. Over the past decade, the prevalence of obesity among adults has also risen. This web report offers a comprehensive overview of the prevalence of overweight and obesity among Australians. In 2022, 1 in 4 children and adolescent (ages 2 – 17) were overweight or obese 2 in 3 adults were overweight or obese (AIHW, 2024) Factors known to increase the risk Dietary intake Eating more kilojoules than the recommended intake. Consumption of nutrient-poor foods and drinks. Modern living Impacts a reduction of physical activity (cars, computers, televisions and home appliances) Lack of activity and Sitting for longer period of time have a higher risk of leading to obesity sedentary lifestyle Socioeconomic People with lower levels of education and income are more likely to be factors overweight or obese. Genetic disposition Genetics play a small part in regulating body weight. Children are at a higher risk of becoming overweight or obese if their parents are overweight or obese. Birth factors poor nutrition in utero maternal smoking low birth weight high birth weight (especially above 4 kg) formula feeding rather than breastfeeding. Obesity is commonly defined by the body mass index (BMI) greater than 30. BMI is a metric for assessing body size. It is utilized to determine the risk levels for diseases (morbidity) and death (mortality) within a population. To obtain a BMI, a person’s height (cm) is divided by their weight (kg). Below is the BMI ranges and what each score represents Under 18.5 - underweight and possibly malnourished. 18.5 to 24.9 - healthy weight range for young and middle -aged adults. 25.0 to 29.9 - overweight Over 30 - obesity Practice Points Your male patient is a 45 year old. He is 170cm tall and weight is 77kg. Calculate his BMI. You can use the BMI Calculator (Heart Foundation). - Overweight Obesity & its complications Complications Obesity is detrimental to a person's health as it increases the risk of developing the following chronic conditions and diseases: insulin resistance high blood pressure atherosclerosis cardiovascular disease stroke some cancers including breast, endometrial and colon cancer type 2 diabetes (non-insulin dependent diabetes mellitus) gall bladder disease polycystic ovarian syndrome musculoskeletal (osteoarthritis and back pain) gout cataracts stress incontinence sleep apnea Obesity and Nursing care Nursing Care Nursing care for people with obesity involves a comprehensive approach to address their physical, psychological, and social needs. Here are key considerations and strategies for providing effective nursing care to individuals with obesity: Assessment Actions Physical Measure height, weight, BMI, waist circumference, and vital signs. Evaluate for Assessment obesity-related comorbidities such as hypertension, diabetes, and sleep apnea. Nutritional Review dietary habits, meal patterns, and nutritional intake. Identify any Assessment deficiencies or unhealthy eating behaviors. Psychosocial Assess for depression, anxiety, self-esteem issues, and social isolation. Assessment Determine the impact of obesity on the patient’s quality of life. Functional Evaluate mobility, physical activity levels, and any limitations in daily activities. Assessment Planning and Actions Goal Setting Individual Develop a personalized plan that includes realistic and achievable short -term ized Care Plan and long-term goals. Involve the patient in goal-setting to enhance motivation and adherence. Interdisciplinary Collaborate with dietitians, physiotherapist therapists, and other healthcare Approach professionals to provide comprehensive care Implementatio Actions n Nutritional Provide education on balanced diets, portion control, and healthy food choices. Counselling Support the patient in developing a sustainable eating plan. Physical Activity Encourage regular physical activity tailored to the patient’s abilities and preferences. Behavioural Utilise motivational interviewing, cognitive-behavioral therapy, and other Interventions techniques to support behavior change. Address emotional eating and coping strategies. Medical Monitor and manage comorbid conditions. Administer medications as Management prescribed and educate the patient about their use and potential side effects. Surgical For patients considering bariatric surgery, provide pre-operative and post- Interventions operative education and support. Coordinate care with the surgical team. Education Actions Disease Educate the patient about obesity as a chronic condition, its risk factors, and Process potential complications. Self- Teach self-monitoring techniques, such as keeping a food diary and tracking Management physical activity. Empower the patient to take an active role in their care. Healthy Promote the importance of sleep, stress management, and avoiding smoking Lifestyle and excessive alcohol consumption. Choices Support and Emotional Support: Provide empathetic, non-judgmental care. Offer emotional Advocacy support and refer to counseling or support groups if needed. Patient Advocate for the patient’s needs and rights within the healthcare system. Advocacy Address any barriers to care, such as access to appropriate medical equipment or resources. Family Engage family members in the care plan. Educate them on how to support the Involvement patient’s health goals. Evaluation Actions Ongoing Regularly assess progress toward goals, adjust the care plan as needed, and Monitoring celebrate successes. Monitor weight, BMI, and other health indicators Feedback Provide constructive feedback and continuous encouragement. Address any SNUG112 Fundamentals of Nursing 2 Page 52 Feedback Provide constructive feedback and continuous encouragement. Address any Loop setbacks with a problem-solving approach. Key Considerations By adopting a holistic and people-centred approach, nurses can effectively support individuals with obesity in achieving better health outcomes and improving their overall quality of life. Nurses need to demonstrate People-Centred Care through, Respect, Cultural Competence and Accessibility. Sensitivity and Approach the topic of obesity with sensitivity to avoid stigmatization. Use Respect person-first language (e.g., "person with obesity" instead of "obese person"). Cultural Be aware of cultural differences in dietary practices and attitudes towards body Competence weight. Tailor interventions to respect these differences. Accessibility Ensure that the healthcare environment is accessible for individuals with obesity, including appropriate-sized furniture and medical equipment. Summary and Keypoints Addressing obesity effectively in nursing care requires a compassionate, people- centered approach. Nurses must be sensitive to the emotional, social, and psychological challenges faced by individuals with obesity, fostering a supportive and non-judgmental environment. By actively listening and building trust, nurses can create personalised care plans that respect each patient’s unique needs and circumstances. This holistic approach not only improves clinical outcomes but also enhances patient engagement and well- being, ultimately leading to better health and greater patient satisfaction. Prioritising sensitivity and empathy in nursing care is essential for tackling obesity and promoting overall health. How is Module 3 linked to the subject and practice? Module 3 addressed the following Subject Learning Outcomes (SLO) for SNUG112: SLO 1. Apply the principles of clinical reasoning to the care of individuals or groups using assessment data and best available evidence SLO 2: Perform and document assessments that are people -centred and promote the principles of cultural competence SLO 6: Use reflection to promote self -awareness and improve practice SLO 7. Practice in accordance with legislation, regulations, policies, guidelines and other relevant standards or requirements in nursing. Module 3 addressed the following Nursing and Midwifery Board of Australia Standards for Practice: Standard 1: Thinks critically and analyses nursing practice Standard 2: Engages in therapeutic and professional relationships Standard 4: Comprehensively conducts assessments Standard 5: Develops a plan for nursing practice Diabetes Diabetes is a chronic condition characterised by elevated levels of blood glucose (sugar), resulting from the body's inability to produce or effectively use insulin. This educational resource provides nursing students with essential knowledge and practical skills needed to care for patients with diabetes. Types of Diabetes Diabetes Mellitus Type I Cause Autoimmune destruction of insulin-producing beta cells in the pancreas. Management Requires lifelong insulin therapy, blood glucose monitoring, and lifestyle management. Symptoms Rapid onset, polyuria, polydipsia, weight loss, and fatigue. Diabetes Mellitus Type II (2) Cause Insulin resistance combined with relative insulin deficiency Management Lifestyle changes, oral hypoglycemics, and sometimes insulin. Symptoms Gradual onset, may include polyuria, polydipsia, blurred vision, and fatigue. Gestational Diabetes Cause Hormonal changes during pregnancy leading to insulin resistance. Management Diet, exercise, and sometimes insulin or oral medications. Risks Increases risk of type 2 diabetes later in life for both mother and child. Nursing Care Nursing Care and Management Living with diabetes requires appropriate self care and management. For some a diagnosis of diabetes can be life changing as they require regular assessment, monitoring and self management. Nurses play a key role in supporting people with diabetes. Below is a brief overview of the role of the nurse. Patient Education Education focused on Specifically Diet and Nutrition Diet and Nutrition Balanced diet rich in fiber, low in simple sugars and saturated fats. Regular meals to maintain stable blood glucose levels. Physical Activity Regular exercise to improve insulin sensitivity and manage weight. Blood Glucose Teach patients to use glucometers, recognize signs of Monitoring hypo/hyperglycemia, and maintain a log. Monitoring Assessment Vital Signs Regular monitoring of blood pressure, heart rate, and weight. Blood Tests Hemoglobin A1c: Average blood glucose over 2-3 months. Lipid profile and kidney function tests Foot Care Daily inspection for sores, proper hygiene, and wearing appropriate footwear. Managing Complications Complication Management s Hypoglycemi Symptoms: Shakiness, sweating, confusion, irritability. a Management: Immediate intake of fast-acting carbohydrates (e.g., glucose tablets, juice). Hyperglycemi Symptoms: Frequent urination, increased thirst, blurred vision. a Management: Adjust medications, diet, and physical activity. Communication and Empathy Building Rapport: Establish trust, listen actively, and address patient concerns empathetically. Cultural Sensitivity: Understand and respect cultural differences in diet, lifestyle, and healthcare beliefs. Psychological Support: Provide support for emotional well -being and coping with chronic illness. Blood Glucose Level Obtaining a blood glucose level (BGL) reading is a recommended test that needs to be undertaken regularly for people with diabetes. A blood glucose reading can be performed by the person or by a health practitioner. Here are the target BGL values for persons with Diabetes Mellitus. Diabetes Mellitus Target BGL before meals Target BGL 2 hours after meal Type 1 4.0 – 6.0mmol/L 4.0 - 8.0mmol/L Type 2 4.0 - 7.0mmol/L 5.0 - 10mmol/L (Postprandial blood glucose) Please watch the video Blood Glucose Level BGL Blood glucose levels (BGL) are done to measure the amount of sugar (glucose) is a person's blood. This is done most often where an individual has or we are concerned they may have a metabolic problem such as diabetes. In the video a standard BGL is demonstrated - It is important to check the person has clean hands, to prevent infection and that the skin is not contaminated by substances such as fruit that could alter the result - Ask if patients has eaten or drinking anything - Compare current BGL to normal values and previous reading Summary and Keypoints Module 3: Keypoints Understanding diabetes is essential for nursing students, as it equips them with the necessary skills to provide comprehensive and empathetic care to patients. Understanding the different types of diabetes, effective patient education strategies forms the foundation of quality nursing practice. Through vigilant monitoring, medication management, and lifestyle support, nurses can significantly improve patient outcomes and quality of life. Emphasising empathy, cultural sensitivity, and psychological support ensures that care is holistic and person -centred care, fostering trust and adherence to treatment plans. As future healthcare providers, nursing students must be prepared to tackle the challenges of diabetes care with both knowledge and compassion. Module 3 addressed the following Subject Learning Outcomes (SLO) for SNUG112: SLO 1. Apply the principles of clinical reasoning to the care of individuals or groups using assessment data and best available evidence SLO 2: Perform and document assessments that are people -centred and promote the principles of cultural competence SLO 6: Use reflection to promote self -awareness and improve practice SLO 7: Practice in accordance with legislation, regulations, policies, guidelines and other relevant standards or requirements in nursing. Module 3 addressed the following Nursing and Midwifery Board of Australia Standards for Practice: Standard 1: Thinks critically and analyses nursing practice Standard 2: Engages in therapeutic and professional relationships SNUG112 Fundamentals of Nursing 2 Page 53 Standard 2: Engages in therapeutic and professional relationships Standard 4: Comprehensively conducts assessments Standard 5: Develops a plan for nursing practice SNUG112 Fundamentals of Nursing 2 Page 54 Week 3 - Summary Tuesday, 6 August 2024 11:23 AM People-Centres Care Cultural considerations First Nations Culturally and Linguistic Diverse (CALD) From a First Nations perspective, this entails acknowledging the historical and contemporary experiences that shape the health and well-being of Indigenous peoples and incorporating traditional knowledge and practices into care plans. Closing the gap - The first report was in 2007, to reduce the life expectancy gap between Indigenous and non-indigenous Australians. Work towards a better future for ATSI. Close the gap is a social justice campaign where closing the gap is a government strategy. Close the Gap report was delivered by the Lowitja Institute for the Close the Gap steering committee. The Close the Gap campaign and report gives an Indigenous voice when compared to the Closing the Gap reports. In 2022. Close the Gap recommended: Structural reform, innovation driven by cultural intellect and cultural safety, and empowering communities to improve health and well-being through equal access CALD group - Understanding cultural norms, beliefs, and languages to provide effective and respectful care. For CALD groups, it involves understanding the impact of language barriers, cultural beliefs, and customs on health behaviours and outcomes. It is important that we set aside our assumptions and demonstrate active listening to our clients/patients. SNUG112 Fundamentals of Nursing 2 Page 55 Cultural determinants of health are a vital part of health and well-being. For our cultural safety to ensure that we speak to ATSI people about what they need to feel safe in our care and to be culturally supported. Some examples are dying on the country or giving birth to fostering a connection to country, culture and community. Integrating cultural consideration is essential for nursing students to develop compassion and people- centred care. Understanding and respecting the First Nations people and cultural and linguistic diverse group's need informs patient care, and contributes significantly to closing the gap in health disparities. It is important that we set aside our assumptions and demonstrate people-centred care through active listening. Obesity and Diabetes Diabetes - Obesity - steroids, medical conditions Second most significant risk factors Living in disadvantaged areas are at highest risk Prevalence of obesity among adults has also risen In 2022, 1 in 4 (ages 2 – 17) were overweight or obese 2 in 3 adults were overweight or obese (AIHW, 2024) SNUG112 Fundamentals of Nursing 2 Page 56 2 in 3 adults were overweight or obese (AIHW, 2024) Factors known to increase the risk Dietary intake - Eating more KJ than the recommended intake. Poor nutrient foods and drinks Modern living - reduction of physical activity Lack of activity and sedentary lifestyle - sitting longer period of time Socioeconomic factors - low levels if education and income Genetic disposition - children are at higher risk of becoming overweight or obese if parents are overweight/obese Birth factors - poor nutrition in utero, maternal smoking, low birth weight, high birth weight, formula feeding rather than breastfeeding Greater than 30. BMI is commonly defined as obesity Determine the risk level for diseases (morbidity) and death (mortality) within a population. Person's height (cm) is divide Body wight (kg) BMI Range Under 18.5 - underweight and possibly malnourished. 18.5 to 24.9 - healthy weight range for young and middle-aged adults. 25.0 to 29.9 - overweight Over 30 - obesity Complications Obesity is detrimental to a person's health as it increases the risk of developing the following chronic conditions and diseases: insulin resistance high blood pressure atherosclerosis cardiovascular disease stroke some cancers including breast, endometrial and colon cancer type 2 diabetes (non-insulin dependent diabetes mellitus) gall bladder disease SNUG112 Fundamentals of Nursing 2 Page 57 gall bladder disease polycystic ovarian syndrome musculoskeletal (osteoarthritis and back pain) gout cataracts stress incontinence sleep apnea Types of Diabetes Diabetes is a chronic condition characterised by elevated levels of blood glucose (sugar), resulting from the body's inability to produce or effectively use insuli Diabetes Mellitus Type I Cause Autoimmune destruction of insulin-producing beta cells in the pancreas. Management Requires lifelong insulin therapy, blood glucose monitoring, and lifestyle management. Symptoms Rapid onset, polyuria, polydipsia, weight loss, and fatigue. Diabetes Mellitus Type II (2) Cause Insulin resistance combined with relative insulin deficiency Management Lifestyle changes, oral hypoglycemics, and sometimes insulin. Symptoms Gradual onset, may include polyuria, polydipsia, blurred vision, and fatigue. Gestational Diabetes Cause Hormonal changes during pregnancy leading to insulin resistance. Management Diet, exercise, and sometimes insulin or oral medications. Risks Increases risk of type 2 diabetes later in life for both mother and child. Nursing Care and Management Living with diabetes requires appropriate self care and management. Patient Education Education focused on Specifically Diet and Nutrition Diet and Nutrition Balanced diet rich in fiber, low in simple sugars and saturated fats. Regular meals to maintain stable blood glucose levels. Physical Activity Regular exercise to improve insulin sensitivity and manage weight. Blood Glucose Teach patients to use glucometers, recognize signs of hypo/hyperglycemia, and Monitoring maintain a log. Monitoring Assessment Vital Signs Regular monitoring of blood pressure, heart rate, and weight. Blood Tests Hemoglobin A1c: Average blood glucose over 2-3 months. SNUG112 Fundamentals of Nursing 2 Page 58 Blood Tests Hemoglobin A1c: Average blood glucose over 2-3 months. Lipid profile and kidney function tests Foot Care Daily inspection for sores, proper hygiene, and wearing appropriate footwear. Managing Complications Complications Management Hypoglycemia Symptoms: Shakiness, sweating, confusion, irritability. Management: Immediate intake of fast-acting carbohydrates (e.g., glucose tablets, juice). Hyperglycemia Symptoms: Frequent urination, increased thirst, blurred vision. Management: Adjust medications, diet, and physical activity. Communication and Empathy Building Rapport: Establish trust, listen actively, and address patient concerns empathetically. Cultural Sensitivity: Understand and respect cultural differences in diet, lifestyle, and healthcare beliefs. Psychological Support: Provide support for emotional well-being and coping with chronic illness. Blood Glucose Level Obtaining a blood glucose level (BGL) reading is a recommended test that needs to be undertaken regularly for people with diabetes. Diabetes Mellitus Target BGL before meals Target BGL 2 hours after meal Type 1 4.0 – 6.0mmol/L 4.0 - 8.0mmol/L Type 2 4.0 - 7.0mmol/L 5.0 - 10mmol/L (Postprandial blood glucose) Keypoints Understanding diabetes is essential for nursing students, as it equips them with the necessary skills to provide comprehensive and empathetic care to patients. Understanding the different types of diabetes, effective patient education strategies forms the foundation of quality nursing practice. Through vigilant monitoring, medication management, and lifestyle support, nurses can significantly improve patient outcomes and quality of life. Emphasising empathy, cultural sensitivity, and psychological support ensures that care is holistic and person-centred care, fostering trust and adherence to treatment plans. As future healthcare providers, nursing students must be prepared to tackle the challenges of diabetes care with both knowledge and compassion. SNUG112 Fundamentals of Nursing 2 Page 59

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