Physiological Adaptation Paper

Physiological Adaptation Paper

Physiological Adaptation Paper

The selected topic from the Individual Student ATI Assessment Trends is physiological adaptation.  Physiological adaptation is my priority concept of greatest opportunity based on a 60% score in the Capstone Comprehensive Assessment B.  It entails managing and caring for individuals diagnosed with acute, chronic, and life-threatening physical illnesses (National Council of State Boards of Nursing [NCSBN], 2018). The content related to physiological adaptation includes pathophysiology, alterations in body systems, medical emergencies, imbalances of fluids and electrolytes, unexpected responses to treatment, and hemodynamics. The purpose of this paper is to describe physiological adaptation including its significance, associated healthcare disparities, legal and ethical considerations, interdisciplinary approach to care, and quality improvement.

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Importance of Physiological Adaptation

Physiological adaptation is crucial because an individual needs some degree of physiological adaptation to preserve and maximize physiological integrity. The concept is significant to patients’ health status because they need physical health and wellness which is attained by the nurse providing care and comfort. Besides, there is a need to lower a client’s risk potential and manage alterations in health (NCSBN, 2018). Physiological adaptation is significant to professional nursing practice because identifying health alterations enable the nurse to implement the proper care interventions to help the patient return to a near normal state of health. Furthermore, nurses must clarify these adaptations and consequential changes in patient care to enable patients to understand the rationale for these interventions (NCSBN, 2018). Failing to resolve physiological adaptation can negatively affect nursing practice by increasing nurses’ workload and causing fatigue and burnout due to prolonged hospital stays, increased readmission rates, and high morbidity rates. Besides, it can adversely affect patients resulting in increased healthcare complications, hospital-acquired infections, morbidity and mortality rates, and medical costs.

Healthcare Disparities, Inequalities, and Interventions

All populations across the lifespan and having various health conditions face healthcare disparities and may be adversely affected if physiological adaptation is not addressed. For instance, cancer patients on radiation therapy may develop local and systemic side effects if a patient’s physiological integrity is not addressed resulting in adverse reactions like alopecia, fatigue, alteration to the skin and mucosa, and immunosuppression. In addition, if the physiological integrity of bed-ridden patients is not emphasized, they may develop pressure sores and wound infections of the ulcers (Leng et al., 2020). Pregnant women are also at risk of developing complications during prenatal, intrapartum, and post-partum periods like gestational diabetes, eclampsia, still-birth, and post-partum hemorrhage.

Healthcare resources that can be used to support evidence-based practice related to physiological adaptation include scholarly research, current nursing texts, nursing practice standards, and guidelines. Besides, best practice guidelines, including those published by professional associations can be used to support EBP practice (Lehane et al., 2019). Integrating health education into the patient care plan is one of the evidence-based solutions that can be used to address the healthcare disparities related to physiological adaptation. Health education is key in helping patients progress toward their health goals.

EBP interventions to promote physiological adaptation in patients include pulmonary hygiene, wound care, and ostomy care. Pulmonary hygiene care ranges from simple techniques such as coughing and deep breathing to more complex procedures like percussion, vibration, and postural drainage (Leng et al., 2020). It is important for the removal of respiratory secretions to prevent pulmonary aspirations and infections. Wound care involves proper wound positioning, dressing changes, and identifying early signs of wound deterioration to promote wound healing.  Ostomy care entails maintaining patency of the ostomy, monitoring intake and output, and ensuring correct placement and functioning to prevent complications (Tsujinaka et al., 2020). Patient education considerations include internal and external factors that can facilitate or deter the client’s progress like comorbid illnesses, current living conditions, and social support system (Escoffery et al., 2018). The patient’s lifestyle should also be considered and the nurse should focus on helping the patient make healthy lifestyle choices.

Legal & Ethical Considerations and Intervention Challenges

Ethical and legal implications may arise when addressing physiological adaptation in nursing practice. The issue of nonmaleficence (moral obligation to cause no harm) may arise when the patient’s safety is not prioritized or when a medical or nursing intervention causes adverse effects on the patient (Milliken, 2018). Legal issues may also arise if a breach of patients’ information occurs and if the provider does not maintain data privacy. Ethical dilemmas related to physiological adaptation can be prevented by health providers obtaining informed consent from patients. A dilemma can arise when there is a concern that a patient has not been informed or does not comprehend the treatments (Milliken, 2018). Therefore, providers should ensure that they educate patients about the treatment interventions including potential benefits and side effects and that they fully comprehend to avoid ethical dilemmas.

            Legal consequences related to physiological adaptation can be prevented by practicing shared patient decision-making. Shared patient decision-making upholds patient autonomy and involves patients and healthcare providers collaborating to make the best decision possible concerning patient care (Milliken, 2018). With shared decision-making, patients and healthcare providers can have candid conversations, which build a trusting therapeutic relationship. When a patient is actively involved in decision-making, they have a higher likelihood of being satisfied with their care, preventing legal consequences.

Projected challenges to preventing the success of physiological adaptation include patients failing to adhere to treatment and recommended lifestyle modifications like smoking cessation, and dietary and exercise habits (Escoffery et al., 2018). Besides, a potential challenge to addressing issues related to physiological adaptation includes individuals living unhealthy lifestyles like tobacco smoking, excessive alcohol intake, and living sedentary lifestyles which aggravate body system alterations and increase the risk of chronic illnesses.

Participants and Interdisciplinary Approach

An interdisciplinary team will be used in implementing interventions related to physiological adaptation. The team will comprise a physician, registered nurses (RN), clinical pharmacist, nutritionist, social worker, and occupational and physical therapists. The physician will be tasked with performing patient assessments, making diagnoses, and developing treatment plans. The nurse’s role is to implement preventative measures like providing health education and assessing patients’ health status (Morley & Cashell, 2018). Besides, the clinical pharmacist assesses medication appropriateness and monitors patients on high-risk medications.

The nutritionist is tasked with assessing patients’ nutritional status and offering dietary recommendations and education.  In addition, the social worker identifies resources like finances, caregiving, and transportation options and refers patients to these options. The occupational and physical therapists conduct mobility assessment, determine a patient’s need for rehabilitation, assess a patient’s need for ADL aids, and asses physical functioning (Morley & Cashell, 2018). Members outside the nursing profession include the clinical pharmacist, nutritionist, social worker, and occupational and physical therapists. It is essential to include these professionals since they have specialized knowledge and skills, which are crucial in improving the patient’s physical, nutritional, psychological, and social needs.

Quality Improvement

            Focusing on physiological adaptation in the clinical environment can result in reduced medication errors, which are associated with adverse reactions, prolonged hospital stays, and high morbidity and mortality rates. This will improve patient safety and improve patient outcomes (Escoffery et al., 2018). The nursing profession will also benefit from better patient outcomes through reduced workload and decreased incidences of burnout, which will increase their morale and job satisfaction. Telemedicine is a technology resource used to improve patient outcomes since it is used to deliver healthcare to remote patients, which benefits patients requiring frequent consultations and from rural areas (Gajarawala & Pelkowski, 2021). Continuing Medical Education (CME) programs are one of the resources used to improve professional nurse knowledge. CMEs include educational activities which seek to develop and increase providers’ knowledge, skills, and professional performance, which promote improved professional practice.

Conclusion

An individual’s body undergoes various alterations in response to a disease process, illness, medical intervention, or surgery, which results in the concept of physiological adaptation. It is important to patients’ health because they need physical health and wellness which they achieve by receiving care and comfort. All patient populations face healthcare disparities related to physiological adaptation. An interdisciplinary team works together to manage patients’ physical, psychological and social needs. Resources that support EBP related to physiological adaptation include scholarly research, nursing texts, nursing practice standards and guidelines, and best practice guidelines. Addressing physiological adaptation matters to patients since it helps to improve lifestyle practices and reduce readmission, morbidity, and mortality rates, which encourages nurses to deliver high-quality and safe patient care.

References

Escoffery, C., Lebow-Skelley, E., Haardoerfer, R., Boing, E., Udelson, H., Wood, R., … & Mullen, P. D. (2018). A systematic review of adaptations of evidence-based public health interventions globally. Implementation Science, 13(1), 1-21. https://doi.org/10.1186/s13012-018-0815-9

Gajarawala, S. N., & Pelkowski, J. N. (2021). Telehealth Benefits and Barriers. The journal for nurse practitioners: JNP, 17(2), 218–221. https://doi.org/10.1016/j.nurpra.2020.09.013

Lehane, E., Leahy-Warren, P., O’Riordan, C., Savage, E., Drennan, J., O’Tuathaigh, C., … & Hegarty, J. (2019). Evidence-based practice education for healthcare professions: an expert view. BMJ evidence-based medicine, 24(3), 103-108. http://dx.doi.org/10.1136/bmjebm-2018-111019

Leng, C., Rings, E. H., de Wildt, S. N., & van IJzendoorn, S. C. (2020). Pharmacological and parenteral nutrition-based interventions in microvillus inclusion disease. Journal of clinical medicine, 10(1), 22. https://doi.org/10.3390/jcm10010022

Milliken, A. (2018). Ethical awareness: what it is and why it matters. OJIN: The Online Journal of Issues in Nursing, 23(1). https://doi.org/10.3912/OJIN.Vol23No01Man01

Morley, L., & Cashell, A. (2018). Collaboration in health care. Journal of medical imaging and radiation sciences, 48(2), 207-216. http://dx.doi.org/10.1016/j.jmir.2018.02.071

National Council of State Boards of Nursing. (2018). 2019 NCLEX-RN Test Plan.

Tsujinaka, S., Tan, K. Y., Miyakura, Y., Fukano, R., Oshima, M., Konishi, F., & Rikiyama, T. (2020). Current Management of Intestinal Stomas and Their Complications. Journal of the anus, rectum and colon, 4(1), 25–33. https://doi.org/10.23922/jarc.2019-032

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Purpose
The student previously analyzed their performance on the integrated comprehensive assessments and reflected on areas of opportunity and strategies to promote NCLEX-RN success and transition into practice. The student will now apply the priority concept (topic) to evidence-based professional practice upon which nurses have the ability to resolve or have a positive impact. There is a focus on the healthcare disparities of the individual, as well as ethical and legal implications to professional practice. The student will discuss how an interdisciplinary approach promotes quality improvement for the patient and evidence-based professional practice, driving positive outcomes.

Course outcomes: This assignment enables the student to meet the following course outcomes:
CO # 1: Synthesize knowledge from sciences, humanities, and nursing in managing the needs of humans as consumers of healthcare in a patient-centered environment. (PO#1)
CO # 2: Integrate communication and relationship skills in teamwork and collaboration functioning effectively with health team members and consumers of care. (PO#3)
CO # 3: Utilize information technology to manage knowledge, mitigate error, and support decision making with health team members and consumers of care. (PO# 8)
CO # 4 Integrate critical thinking, clinical reasoning skills, best current evidence, clinical expertise, and patient/family preferences/values in the implementation of the nursing process. (PO# 4)
CO # 5: Explore the impact of professional standards, legislative issues, ethical principles, and values on professional nursing, using data to monitor outcomes and improve quality and safety. (PO# 5, 6)
Due date: Your faculty member will inform you when this assignment is due. The Late Assignment Policy applies to this assignment.
Total points possible: 230 points
Preparing the assignment: Follow these guidelines when completing this assignment. Speak with your faculty member if you have questions.

In this paper the student will provide a detailed description of the relationship between the category from the NCLEX-RN examination blueprint, the priority concept (topic) selected based on assessment performance, and professional practice.
1) Write a 4-6 page paper (not including the title page or reference page) using APA format
2) Include the following sections:
a. Introduction- 20 points/8%
• Offer a detailed description of the purpose statement for the paper.
• Identify the priority concept (topic) from the Individual Student Comprehensive Assessment Trends: Longitudinal Performance Table drawn from one (1) of the four (4) main categories of the NCLEX-RN examination blueprint:
 Assurance of a safe and effective care environment
 Health promotion and maintenance of health
 Preservation of the patient population’s psychosocial integrity
 Preservation of the patient population’s physiological integrity
• Provide a detailed description of the relationship between the category from the NCLEX-RN examination blueprint and the priority concept (topic).
b. Importance – 20 points/8%
• Describe the importance of the priority concept (topic) to professional practice.
• Describe the importance of the priority concept (topic) to the health status of a patient population.
• Include the potential negative effect(s) to professional practice if the priority concept (topic) is unresolved.
• Include the potential negative effect(s) to the patient population if the priority concept (topic) is unresolved.
c. Healthcare Disparities, Inequalities, and Interventions- 70 points/28%
• Identify patient populations that may be negatively influenced by the priority concept (topic) if unresolved.
• Identify healthcare resources to support evidence-based professional practice related to the priority concept (topic).
• Summarize potential priority concept (topic) healthcare disparities and inequalities related to diverse populations.
• Propose an evidence-based solution for the priority concept (topic) related to healthcare disparities.
• Identify three (3) evidence-based practice interventions.
• Prioritize the identified evidence-based practice interventions and provide rationale.
• Discuss two (2) patient education considerations related to the priority concept (topic).
d. Legal & Ethical Considerations and Intervention Challenges- 40 points/16%
• Identify at least one (1) ethical and one (1) legal implication for addressing the priority concept (topic) in professional practice.
• Discuss at least one (1) strategy in prevention of an ethical dilemma related to the priority concept (topic) in professional practice.
• Discuss at least one (1) strategy in prevention of legal consequences related to the priority concept (topic) in professional practice.
• Identify one (1) anticipated challenge to the success of preventing the priority concept (topic) in professional practice.
• Identify one (1) anticipated challenge to the success of resolving the priority concept (topic) in professional practice.
e. Participants and Interdisciplinary Approach – 20 points/8%
• Identify all the parties who will be involved in the implementation of the priority concept (topic) interventions.
• Discuss the role of each member in the intervention implementation for the priority concept (topic).
• Identify a minimum of two (2) members of a discipline outside of nursing.
• Discuss the benefit of including the identified interdisciplinary members from disciplines outside nursing to promote evidence-based professional practice.
f. Quality Improvement– 20 points/8%
• Provide at least one (1) benefit in patient outcomes from addressing the priority concept (topic) within the clinical environment.
• Provide at least one (1) benefit to the nursing profession that will result from addressing this priority concept (topic) in clinical professional practice.
• Discuss at least one (1) resource utilized to promote improved patient outcomes in the clinical environment.
• Discuss at least one (1) resource utilized to increase professional nurse knowledge promoting improved clinical professional practice.
g. Conclusion – 20 points/8%
• Provide a thorough recap of the purpose to promote increased evidence-based professional practice knowledge related to the priority concept (topic) deficiency.
• Summarize resources identified to support improved evidence-based professional practice related to the priority concept (topic).
• Include a complete statement describing why addressing the priority concept (topic) matters for patient outcomes and evidence-based professional practice.
h. APA Style and Organization– 20 points/8%
• References are submitted with paper.
• Uses current APA format and is free of errors.
• Grammar and mechanics are free of errors.
• At least three (3) scholarly, peer reviewed, primary sources from the last 5 years, excluding the textbook, are provided. Each section should have a cited source to support information provided.
For writing assistance (APA, formatting, or grammar) visit the APA Citation and Writing page in the online Chamberlain library.

Grading Rubric
Criteria are met when the student’s application of knowledge within the paper demonstrates achievement of the outcomes for this assignment.
Assignment Section and
Required Criteria
(Points possible/% of total points available) Highest Level of Performance High Level of Performance Satisfactory Level of Performance Unsatisfactory Level of Performance Section not present in paper
Introduction
(20 points/8.7%) 20 points 16 points 8 points 0 points
Required criteria
1. Offer a detailed description of the purpose statement for the paper.
2. Identify the priority concept (topic) from the Individual Student Comprehensive Assessment Trends: Longitudinal Performance Table drawn from one (1) of the four (4) main categories of the NCLEX-RN examination blueprint:
a. Assurance of a safe and effective care environment
b. Health promotion and maintenance of health
c. Preservation of the patient population’s psychosocial integrity
d. Preservation of the patient population’s physiological integrity
3. Provide a detailed description of the relationship between the category from the NCLEX-RN examination blueprint and the priority concept (topic). Includes all 3 requirements for section.
Includes no fewer than 2 requirements for section. Includes no fewer than 1 requirement for section. No requirements for this section presented.
Importance
(20 points/8.7%) 20 points 18 points 16 points 8 points 0 points
Required criteria
1. Describe the importance of the priority concept (topic) to professional practice
2. Describe the importance of the priority concept (topic) to the health status of a patient population.
3. Include the potential negative effect(s) to professional practice if the priority concept (topic) is unresolved.
4. Include the potential negative effect(s) to the patient population if the priority concept (topic) is unresolved. Includes all 4 requirements for section. Includes no fewer than 3 requirements for section. Includes no fewer than 2 requirements for section. Includes no fewer than 1 requirement for section. No requirements for this section presented.
Healthcare Disparities, Inequalities, and Interventions (70 points/30.4%) 70 points 63 points 54 points 21 points 0 points
Required criteria
1. Identify patient populations that may be negatively influenced by the priority concept (topic) if unresolved.
2. Identify healthcare resources to support evidence-based practice related to the priority concept (topic).
3. Summarize potential priority concept (topic) healthcare disparities and inequalities related to diverse populations.
4. Propose an evidence-based solution for the priority concept (topic) related to healthcare disparities.
5. Identify three (3) evidence-based practice interventions.
6. Prioritize the identified evidence-based practice interventions and provide rationale.
7. Discuss two (2) patient education considerations related to the priority concept (topic). Includes all 7 requirements for section. Includes no fewer than 5-6 requirements for section. Includes no fewer than 3-4 requirements for section. Includes no fewer than 1-2 requirements for section. No requirements for this section presented.
Legal & Ethical Considerations and Intervention Challenges
(40 points/17.4%) 40 points 36 points 31 points 12 points 0 points
Required criteria
1. Identify at least one (1) ethical and one (1) legal implication for addressing the priority concept (topic) in professional practice.
2. Discuss at least one (1) strategy in prevention of an ethical dilemma related to the priority concept (topic) in professional practice.
3. Discuss at least one (1) strategy in prevention of legal consequences related to the priority concept (topic) in professional practice.
4. Identify one (1) anticipated challenge to the success of preventing the priority concept (topic) in professional practice.
5. Identify one (1) anticipated challenge to the success of resolving the priority concept (topic) in professional practice. Includes all 5 requirements for section. Includes no fewer than 4 requirements for section. Includes no fewer than 3 requirements for section. Includes no fewer than 1-2 requirements for section. No requirements for this section presented.
Participants and Interdisciplinary Approach
(20 points/8.7%) 20 points 18 points 16 points 8 points 0 points
Required criteria
1. Identify all the parties who will be involved in the implementation of the priority concept (topic) interventions.
2. Discuss the role of each member in the intervention implementation for the priority concept (topic).
3. Identify a minimum of two (2) members of a discipline outside of nursing.
4. Discuss the benefit of including the identified interdisciplinary member from disciplines outside nursing to promote evidence-based professional practice.
Includes all 4 requirements for section. Includes no fewer than 3 requirements for section. Includes no fewer than 2 requirements for section. Includes no fewer than 1 requirement for section. No requirements for this section presented.
Quality Improvement
(20 points/8.7%) 20 points 18 points 16 points 8 points 0 points
Required criteria
1. Provide at least one (1) benefit in patient outcomes from addressing the priority concept (topic) within the clinical environment.
2. Provide at least one (1) benefit to the nursing profession that will result from addressing this priority concept (topic) in clinical professional practice.
3. Discuss at least one (1) resource utilized to promote improved patient outcomes in the clinical environment.
4. Discuss at least one (1) resource utilized to increase professional nurse knowledge promoting improved clinical professional practice. Includes all 4 requirements for section. Includes no fewer than 3 requirements for section. Includes no fewer than 2 requirements for section. Includes no fewer than 1 requirement for section. No requirements for this section presented.
Conclusion
(20 points/8.7%) 20 points 16 points 8 points 0 points
Required criteria
1. Provide a thorough recap of the purpose to promote increased evidence-based professional practice knowledge related to the priority concept (topic) deficiency.
2. Summarize resources identified to support improved evidence-based professional practice related to the priority concept (topic).
3. Include a complete statement describing why addressing the priority concept (topic) matters for patient outcomes and evidence-based professional practice. Includes all 3 requirements for section. Includes no fewer than 2 requirements for section. Includes no fewer than 1 requirement for section. No requirements for this section presented.
APA Format, Grammar, and Punctuation
(20 points/8.7%) 20 points 18 points 16 points 8 points 0 points
Required criteria
1. References are submitted with paper.
2. Uses current APA format and is free of errors.
3. Grammar and mechanics are free of errors.
4. At least three (3) scholarly, peer reviewed, primary sources from the last 5 years, excluding the textbook, are provided. Each section should have a cited source to support information provided. Includes all 4 requirements for section. Includes no fewer than 3 requirements for section. Includes no fewer than 2 requirements for section. Includes no fewer than 1 requirement for section. No requirements for this section presented.
Total Points Possible = 230 points