Assignment: Effects of Sedation on Delirium

Assignment: Effects of Sedation on Delirium

Assignment: Effects of Sedation on Delirium

QUESTION: Does limited use of sedation drugs with limited length of stay in critical care reduce delirium in critically ill patients when compared to patients who are not on sedation drugs in the ICU?

Thesis statement: conduct research on the above research question on PubMed using the PICO method.

Select a family to complete a family health assessment. (The family cannot be your own.)

Before interviewing the family, develop three open-ended, family-focused questions for each of the following health patterns:

  1. Values, Health Perception
  2. Nutrition
  3. Sleep/Rest
  4. Elimination
  5. Activity/Exercise
  6. Cognitive
  7. Sensory-Perception
  8. Self-Perception
  9. Role Relationship
  10. Sexuality
  11. Coping

Formatting options include:

Adult critical care patients are the population/patients.

Intervention: policies and interventions aimed at reducing and eliminating ICU delirium.

In the ICU, patients who are not sedated are compared.

Reduce the incidence or even eliminate delirium in ICU patients, as well as the length of stay in the ICU. NURS 6990 – The Impact of Sedation on Delirium

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Cultural diversity has an impact on all of us. Differences between and within cultures can cause problems. This is not to say that there

Assignment Effects of Sedation on Delirium
Assignment Effects of Sedation on Delirium

is a right or wrong culture; rather, we need to do a better job of understanding one another and being culturally aware and sensitive.

Theoretical frameworks can be applied to this situation to assist nurses in breaking down and clarifying the problem areas. Almutairi’s Critical Cultural Competence is one such framework. This aids in the categorization of data into critical awareness, critical knowledge, critical skills, and critical empowerment.

Nurses who care for patients born in the same geographic area had higher levels of cultural competence. The reasoning behind this appears to be self-evident. However, response rates and willingness to participate in the study severely limited the scope of this study.

POST 2: Discussion Board for Holistic Health Assessment Module 5
Cultural and religious beliefs and values, and their impact on preferences for end-of-life care among four ethnic groups of community-dwelling older people, is the article I chose to summarize. This study’s age range was 65-92 years old. This group included 17 different countries and four different ethnic groups: Anglo-Celtic, Mediterranean, Eastern European, and Asia/Pacific. The participants were asked about their beliefs about death and dying, telling the truth, advance care planning, and their preferences for end-of-life care in the article. The article breaks down the questions by ethnicity and also looks at how the participants responded as a whole (Ohr, Jeong, & Saul, 2017).

According to the study, 92 percent of participants believe that dying is a natural part of life, and 70 percent are comfortable discussing death. Almost half of those polled believed that death should be avoided at all costs. In terms of “truth telling,” 74 percent of participants wanted doctors to tell them they were dying, and 80 percent said they would inform their family. Sixty percent said they have considered what kind of medical care they would like when they die. 60% said they do not want to live as long as possible if they are on life support, breathing machines, brain dead, have a feeding tube, or are in severe pain. Almost 80% of the group agreed that being comfortable and pain-free was more important than living longer if they couldn’t be cured. Furthermore, 60% said they would rather be at home than in the hospital if they had an incurable disease (Ohr, Jeong, & Saul, 2017).

Source: Holistic Health Assessment Module 5 Discussion Board

S. Ohr, S. Jeong, and P. Saul (2017). Cultural and religious beliefs and values, as well as their impact on end-of-life care preferences among four ethnic groups of community-dwelling older people. 1681-1689 in Journal of Clinical Nursing, 26(11-12). doi:10.1111/jocn.13572

Your paper must be proofread. However, do not rely solely on your computer’s spell-checker and grammar-checker; failure to do so indicates a lack of effort on your part, and your grade will suffer as a result. Papers with a high number of misspelled words and grammatical errors will be penalized. Before submitting your paper, go over it in silence and then aloud, and make any necessary changes. It is often beneficial to have a friend proofread your paper for obvious errors. Uncorrected mistakes are preferable to handwritten corrections.

Use a standard 10 to 12 point typeface (10 to 12 characters per inch). Smaller or compressed type, as well as papers with narrow margins or single spacing, are difficult to read. It is preferable to allow your essay to exceed the recommended number of pages rather than attempting to compress it into fewer pages.

Large type, large margins, large indentations, triple-spacing, increased leading (space between lines), increased kerning (space between letters), and other such attempts at “padding” to increase the length of a paper are also unacceptable, waste trees, and will not fool your professor.

The paper must be neatly formatted, double-spaced, and have a one-inch margin on all four sides of each page. When submitting hard copies, use white paper and print with dark ink. It will be difficult to follow your argument if it is difficult to read your essay.