Physiological Adaptation Essay

Physiological Adaptation Essay

Physiological Adaptation Essay

Physiological adaptation is the identified topic from the Individual Student Comprehensive Assessment Trends. On the longitudinal performance table, I scored 70%, and this was the least performed. The physiological adaptation category accounted for 14% of the whole percentage, and it includes managing and providing care for patients with acute, chronic, and life-threatening physical conditions goals (National Council of State Boards of Nursing, 2018). The related content includes alterations in body systems, medical emergencies, fluid and electrolyte imbalances, pathophysiology, unanticipated response to therapies, and hemodynamics (Silvestri & Silvestri, 2019; Brussow& Dunham, 2018). The purpose of this paper is to discuss physiological adaptation in the aspects of its importance, healthcare disparities and interventions, legal and ethical considerations, interdisciplinary approach, and quality improvement.

Importance

Patients often require some level of physiological adaptation to maintain and maximize physiological integrity. Physiological adaptation is significant to professional practice because providers must understand that a client’s body goes through various alterations when responding to a disease process, illness, medical, and surgery intervention (Wang et al., 2020). Thus, acknowledging the alterations enable providers to provide appropriate care to help the patient return to a near-normal state of health. The concept is also significant to the health status of a patient population because it determines a patient’s ability to cope with their health state and adapt to an impaired physical state. If physiological adaptation is unresolved, health providers may face prolonged hospitalization rates, high readmission rates, and increased workload (Wang et al., 2020). Besides, patients may suffer from increased complications, high morbidity rates, increased healthcare costs.

Healthcare Disparities, Inequalities, and Interventions

All patient populations across the lifespan may be negatively affected by physiological adaptation if it goes unresolved. For instance, pregnant women, fetuses, and newborns may be negatively affected if potential prenatal complications are not identified promptly and appropriate interventions are implemented, resulting in complications during pregnancy, labor, and delivery (Silvestri & Silvestri, 2019). Besides, pediatric and adults patients may develop hypothermia and hyperthermia if the underlying disorders causing the symptoms are not corrected. Critically ill patients on ventilators may also develop complications if physiological adaptation to respiration is not resolved (Wang et al., 2020). The potential complications include alveolar over-distension, oxygen toxicity, cardiac complications, hypo/hyperventilation, and respiratory infections. In addition, post-op patients are at risk of postoperative complications, such as bleeding, pain, surgical site infection, due to a lack of appropriate interventions to promote optimal physiological adaptation and failure to monitor and intervene appropriately.

Healthcare resources to support evidence-based professional practice with regard to physiological adaptation include clinical trials, peer-reviewed journal articles, randomized clinical trials, treatment guidelines, practice guidelines, and best practices. The healthcare disparities can be addressed by incorporating health education into patient care to empower patients to progress toward their health goals (Escoffery et al., 2018). Health education should consider the intrinsic and extrinsic factors that can facilitate or deter the patient’s progress. Intrinsic factors include underlying conditions such as hypertension and obesity, whereas extrinsic factors include a patient’s social support system. Besides, health education should focus on improving patients’ safe care interventions and helping them modify their lifestyle to healthier lifestyle practices (Escoffery et al., 2018). In addition, health education should focus on empowering patients to maximize their areas of strength and improve on their weaknesses.

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Legal & Ethical Considerations and Intervention Challenges

Ethical and legal implications arise in relation to physiological adaptation. Ethical issues surrounding the issue include beneficence, the moral duty to do good. Health providers are required to evaluate interventions and implement those that will provide the best possible outcomes while causing the least harm to the patient (AbuAbah et al., 2019). Legal implications arise with regards to privacy and confidentiality. Providers may face legal consequences if they fail to uphold the confidentiality of a patient’s health information without their consent or if there is a breach of privacy (AbuAbah et al., 2019).

Ethical dilemmas can be prevented by using the ethical decision-making model, which is a framework for resolving ethical dilemmas. The nurse should consider the ethical principles involved, individuals who will be affected, and the consequences of each decision. Legal consequences can be avoided by always seeking informed consent before assessing patients, initiating treatment, or sharing patient information (AbuAbah et al., 2019). Potential challenges to preventing failures in physiological adaptation include unhealthy lifestyle practices that lead to chronic illnesses such as sedentary lifestyle, high caloric intake, smoking, and excessive alcohol consumption. Potential challenges to resolving physiological adaptation include factors like antibiotic resistance, which may hinder successful recovery from bacterial infections.

Participants and Interdisciplinary Approach

The interdisciplinary team involved in addressing physiological adaptation will include physicians, registered nurses (RNs), nutritionists, renal nurses, respiratory therapists, and physical therapists. The physician’s roles include patient assessment, performing invasive procedures, prescribing treatment, and evaluating treatment plans. The RNs will monitor vital signs, perform wound care, and provide patient education (Rosen et al., 2018). Besides, the nutritionist will assess patients’ nutritional requirements, plan daily diet, and provide nutritional support. The renal nurse will monitor patients before, during, and after dialysis. The respiratory therapist will be involved in setting the ventilator and monitoring patients on the ventilator (Rosen et al., 2018). Lastly, the physical therapist will be tasked with providing physical therapy to improve patients’ mobility, restore function, and prevent disability.

The importance of including non-nursing professionals such as nutritionists and therapists is that they will offer input on best managing patients’ nutrition and functional movement since they have specialized knowledge and skills (Rosen et al., 2018). The interdisciplinary approach can enhance patient outcomes, clinical practices, and patient satisfaction. It can also help decrease the length of stay and avoid duplication of services, promoting a comprehensive and holistic approach to care.

Quality Improvement

Addressing physiological adaptation is associated with benefits to both the patients and the nursing profession. It will help prevent disease complications and associated morbidities, thus promoting better patient outcomes. Reduced health complications and better patient outcomes result in reduced hospital stays and readmission rates, which lower nurses’ workload (Escoffery et al., 2018). Therefore, the nursing profession will benefit from a reduced workload and burnout levels, which will ensure they have adequate time to attend to other critical patient care issues.

Resources used to promote improved patient outcomes in the clinical environment include technological advancements such as automated IV pumps and Electronic health records, which promote safe administration of IV fluids and drugs and safe storage of patient information. Resources used to improve professional nurse knowledge include professional development courses (Mlambo et al., 2021). They aim at increasing nurses’ knowledge and skills in areas such as Medical Emergencies and managing alterations in Body Systems, fluid and electrolyte Imbalances, and hemodynamic instability.

Conclusion

Physiological adaptation aligns with the NCLEX text plan on preserving the patient population’s physiological integrity. This is because the nurse has a major role in promoting physical health and wellness by providing care and comfort, minimizing the potential risk to patients, and managing alterations in health. Health providers must understand alteration in physiological adaptation to identify abnormalities in patients and provide appropriate care interventions to help them return to a near-normal state of health. Therefore, an interdisciplinary approach is recommended since members from different professions can share ideas on evidence-based interventions to promote better patient outcomes. Resources that promote evidence-based practice include clinical trials, treatment and practice guidelines, and best practices.

References

AbuAbah, F., Alwan, A., Al-Jahdali, Y., Al Shaikh, A., Alharbi, A., & Al-Jahdali, H. (2019). Common medical ethical issues faced by healthcare professionals in KSA. Journal of Taibah University Medical Sciences, 14(5), 412–417. https://doi.org/10.1016/j.jtumed.2019.09.001

Brussow, J. A, & Dunham, M. (2018). Students’ mid-program content area performance as a predictor of end-of-program NCLEX readiness. Nurse educator, 43(5), 238–241.

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

Mlambo, M., Silén, C., & McGrath, C. (2021). Lifelong learning and nurses’ continuing professional development, a meta-synthesis of the literature. BMC nursing, 20(1), 1-13. https://doi.org/10.1186/s12912-021-00579-2

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

Rosen, M. A., DiazGranados, D., Dietz, A. S., Benishek, L. E., Thompson, D., Pronovost, P. J., & Weaver, S. J. (2018). Teamwork in healthcare: Key discoveries enabling safer, high-quality care. The American psychologist, 73(4), 433–450. https://doi.org/10.1037/amp0000298

Silvestri, L. A., & Silvestri, A. E. (2019). Saunders Comprehensive Review for the NCLEX-RN® Examination-E-Book.

Wang, X., Shao, J., & Ye, Z. (2020). Understanding and Measuring Adaptation Level Among Community-Dwelling Patients with Metabolic Syndrome: A Cross-Sectional Survey. Patient preference and adherence, 14, 939–947. https://doi.org/10.2147/PPA.S248126

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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.

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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