Discuss Effects of Sedation on Delirium

Assignment:Effects of Sedation on Delirium
ORDER NOW FOR AN ORIGINAL PAPER ASSIGNMENT: Assignment:Effects of Sedation on Delirium

Assignment:Effects of Sedation on Delirium

Assignment:Effects of Sedation on Delirium

Assignment:Effects of Sedation on Delirium

Assignment:Effects of Sedation on Delirium

NURS 6990 – Effects of 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 compared to patient who are not on sedation drugs in the ICU?

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

Format includes:

Population/ patient: Adult critical care patients.

Intervention: policies and interventions to reduce and eliminate ICU delirium.

Comparison: Patients who are not on sedation drugs in the ICU.

Outcome: Decrease the incidence or even eliminate delirium in ICU patients and decrease the length of stay of patients in the ICU. NURS 6990 – Effects of Effects of Sedation on Delirium

POST 1

We are all affected by cultural diversity. Differences among and in between cultures can lead to difficulties. This does not mean that there is a right or wrong culture, just that we need to do a better job understanding each other and being culturally cognizant and sensitive.

Theoretical frameworks can be applied to this situation to help nurses break down the problem areas and make it more clear. One such framework is the Almutairi’s Critical Cultural Competence. This helps to break data down to critical awareness, critical knowledge, critical skills, and critical empowerment.

Nurses who care for patients born in their same geographical area tended to score higher in cultural competence. The reasoning behind this seems obvious. However, this study was very limited by response rates and willingness to participate in the study.

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

The study showed that 92% of participants believed that dying is a normal part of life, with 70% being comfortable discussing death. Nearly half of the respondents also believed that death should be avoided at all costs. In regards to “truth telling”, 74% of participants wanted doctors to tell them they are dying, and 80% said that they would let their family know that they were dying. 60% reported that they have thought about what type of medical care they want when they are dying. 60% also indicated that they do not want to live as long as possible if they are on life support, breathing machines, if they were brain dead, had a feeding tube, or were in severe pain. Almost 80% of the group agreed that being comfortable and not in pain was more important than prolonging life if they could not be cured. Additionally, 60% reported that they would rather be at home than in the hospital if they had an incurable disease(Ohr, Jeong, & Saul, 2017).

Holistic Health Assessment Module 5 Discussion Board Source:

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

You must proofread your paper. But do not strictly rely on your computer’s spell-checker and grammar-checker; failure to do so indicates a lack of effort on your part and you can expect your grade to suffer accordingly. Papers with numerous misspelled words and grammatical mistakes will be penalized. Read over your paper – in silence and then aloud – before handing it in and make corrections as necessary. Often it is advantageous to have a friend proofread your paper for obvious errors. Handwritten corrections are preferable to uncorrected mistakes.

Use a standard 10 to 12 point (10 to 12 characters per inch) typeface. Smaller or compressed type and papers with small margins or single-spacing are hard to read. It is better to let your essay run over the recommended number of pages than to try to compress it into fewer pages.

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

The paper must be neatly formatted, double-spaced with a one-inch margin on the top, bottom, and sides of each page. When submitting hard copy, be sure to use white paper and print out using dark ink. If it is hard to read your essay, it will also be hard to follow your argument.