a. How might each of the leadership styles address the issue? b. Describe how the resistance to change might be overcome. c. What specific actions could decrease staff resistance to change? d. How might delegation contribute to this problem?

You are a nurse readying your patient, who is 3 days postsurgical hip repair, to transfer to a rehabilitation facility for continued therapy. As your patient’s history includes dementia and a high potential for infection, thorough communication is in order to ensure optimum continuity of care. The patient’s family members are supportive but somewhat divided as to her living arrangements after she has completed her physical rehabilitation. (Learning Objectives 1 and 7) a. What data in the scenario are pertinent? b. Describe some of your responsibilities within this situation to ensure continuity of care. c. After the patient completes her physical rehabilitation, what steps are necessary to provide effective discharge planning?

A nurse is assessing a 15-year-old female patient who isdiagnosed with anorexia. Following the assessment, thenurse recommends that the patient meet with a nutritionist.This action best exemplifies the use of:a. Clinical judgmentb. Clinical reasoningc. Critical thinkingd. Blended competencies

Which of the following is a goal of patient education? A. to ensure that patients have adequate information about their condition and treatment B. To extend the reach and effectiveness of the physician C. To motivate patients to take an active role in their medical care and health status D. all of the above

Your patient reports a prior negative experience with a healthcare provider who "didn't listen" and "rushed through exams." The patient appears uncertain and in need of reassurance. What is serving as a barrier to communication with this patient? Describe the techniques that the nurse can use to address this type of situation. Include verbal AND non-verbal techniques.

A student nurse begins a clinical rotation in a long-term carefacility and quickly realizes that certain residents have unmetneeds. The student wants to advocate for these residents. Which statements reflect a correct understanding of advo-cacy? Select all that apply. a. Advocacy is the protection and support of another’s rights.b. Patient advocacy is primarily done by nurses.c. Patients with special advocacy needs include the veryyoung and the elderly, those who are seriously ill, andthose with disabilities.d. Nurse advocates make good health care decisions forpatients and residents.e. Nurse advocates do whatever patients and residents want.f. Effective advocacy may entail becoming politically active.

The CDC Crisis Emergency and Risk Communication (CERC) offers tools that provide practical lessons learned from emergency responses based on psychological and communication sciences (there is also an online Crisis training module, but it is currently being updated). The CERC tools are intended for public health response officials and communicators who have a basic knowledge of public health communication, working with the media and social media, and local and national response structures. 1.What is the purpose of CERC in response to a crisis? 2.What are the six (6) core principles of successful crisis and emergency risk communication response? 3.What are seven (7) cultural factors that might influence the way people listen, and respond to risk/emergency messages? 4.What are the five (5) pitfalls to avoid when delivering risk/emergency messages?

A nurse is providing range-of-motion exercises for a 53-year-old female patient who is recovering from a stroke. During the session, the patient complains that she is “too tired to goon.” What would be priority nursing actions for this patient?Select all that apply.a. Stop performing the exercises.b. Decrease the number of repetitions performed.c. Re-evaluate the nursing plan of care.d. Move to the patient’s other side to perform exercises.e. Encourage the patient to finish the exercises and then rest.f. Assess the patient for other symptoms.

Research a theory or model commonly used in public health practice, then answer the following questions: 1. Describe the major concepts/constructs of the theory/model. 2. What are two limitations of the theory/model? 3. How has the theory/model been used in public health promotion, in general? Then, provide a specific example of the application of use in public health practice.