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NURS1921P Health Assessment

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NURS1921P Health Assessment

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Course Code: NURS1921P
University: Niagara College Canada

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Country: Canada

Question:

Select a topic of interest or business problem relevant to your degree specialism or pathway, i.e. if you are on the generic International Management degree, your topic will have an International Management theme. If you are taking a pathway within that degree, you will focus on a topic related to the pathway (marketing, finance, or HRM). The MBA would focus on topics relevant to strategic or operations management within an international business context. Choose one of these topics that motivates you and that you are likely to pursue for your dissertation (you may change your mind later, but it will be to your advantage if you stick to it, so choose carefully). This will require some preliminary research into that specific area.

Answer:

Introduction
The health assessment teaching resource is one of the inevitable components required for effective learning for the medical professionals. This resource acts as a guidelineto increase the competency level of nurses in managing the complex and dynamic work in hospital settings. This study will analyse the purpose and implementation of the health assessment teaching resources to describe the body functional system. Subsequently, the health assessment skills required by the medical professionals will be discussed focusing on the target audience. Additionally, the process of addressing teaching resources health promotion and disease prevention will be discussed. The conclusion will summarise the whole study..
Analysis
Learning objective of the teaching resource

To provide perfect guideline for the nutrient uptake of the diabetic patient.
To provide guideline for the holistic assessment of the physiological parameters of diabetic patient.
To discuss and enhance the skills required for the medical professional to perform the health assessment in an appropriate manner.

The purpose of teaching resources
The purpose to develop the teaching resources is to provide nursing care professionals with a guideline to enhance their qualities and competencies of the patients suffering from diabetes.Around 13.2 % of the total population of Canada suffers from diabetes. It is more prevalent in the older population compared to the younger population. Additionally, the teaching resources comprise of the different health assessment techniques, charts of the nutritional requirement and medicines used to assess and diagnose diabetic patients.  Another important purpose for developing the teaching resource is to provide guidelines for balanced nutrient intake of the diabetic patient. Presently, the mortality rate of diabetes in Canada is 19 per 100,000 individuals. Effective reduction of this mortality rate is possible through health assessment and diagnosis of the patient.
Implementation of the teaching resource
The teaching resourcesinclude specific guideline to the medical professionals about the priorities of nutrients, list of medicines required and knowledge about different assessment test like fasting blood sugar test HBA1C test those should be conducted in a proper manner. Moreover; it provides a guideline of specific medicines like insulinthat should be used to mitigate diabetes (Kelleni, 2017). The nutritional requirement charts should be used for capacity building. Besides that, guidelinesfor Blood glucose level HBA1C,urea,criatenine must be provided in the teaching resources.
Nutritional priorities for diabetic patients
Carbohydrate, protein and fat are to be provided in a balanced amount to the diabetic patients. The teaching resources comprise of guidelines that provide a clear view of nutritional uptakes for diabetic patients (Koor, Nakhaie, Babaie&Ranjbaran, 2016). Priority should be given to leafy vegetables and low glucose containing fruits that may provide the essential vitamin and minerals to the bodies of the diabetic patients. On the other hand foods like meat, sweets containing a high amount of calorie should be avoided. Eggs and legumes like pea should be consumed for essential protein.

 Fig: Balanced nutrient pyramid for Diabetic patient
Source:https://www.ncbi.nlm.nih.gov/books/NBK279012/
Rationale of the assessment of the system
It is notable that diabetes is affecting the morbidity and mortality rate of the Canadians as per the data gathered from 2015 to 2018 (Khan et al., 2016). It should be rational to perform health assessment and prepare the teaching resource so that diabetes may be treated in an effective manner.  The health assessment must help to enhance the skills of the medical professionals in a prominent manner.

 Fig: Mortality rate due to diabetes in Canada
Source:www.statista.com
Involved body systems in diabetes
Diabetes has adverse effects on the different systems that include the cardiovascular system, nervous system and the Urinary system of the human body (Hultquist, 2016). Massive blood sugar reduces the elasticity of blood vessels thus reducing the blood flowing causing heart attacks(Yanagawa, 2017).  Diabetic patients may undergo nerve damage because of an insufficient amount of the oxygen supply by the blood vessels to the nerve cells. High blood glucose level affects the blood vessels of the kidney thus reducing the filtration capacity(Yanagawa, 2017).
Rationale of the Health assessment skills
The rationality of the teaching resources is essential to strengthen the health assessment and enhance the service quality. Moreover, diabetes is mainly treated and assessed in the primary care setting in Canada(Hasan Khan, Ullah, Khan, Shakeel&Qaiser, 2016).  In the nursing care settings, there are several programmes like diabetes management (McCardle, 2015), education program and coordinated assessment care that help in delivering efficient care to the patient. The health assessment skills required for the implementation of the teaching resources for the health assessment of diabetes patients are as below:
 Situational Analysis- Situational analysis is one of the essential skills needed by the nursing care professionals to assess the condition of the patient in an appropriate manner. The situational analysis is essential for the diabetes care professionals for the betterment of the analytical and communication skill.
 Technical Knowledge and capacity- Technical Knowledge and capacity is one of essential skill needed for the implementation of efficient assessment and capacity building in the diabetic patient. Besides that, the nursing care professional should have the basic knowledge, skills to perform a blood test like fasting, post lunch, and HbA1c tests to assess the blood sugar level in diabetic patients (Dassow & Zylstra, 2017). The HBA1C test(Hasan Khan, Ullah, Khan, Shakeel&Qaiser, 2016) is one of the essential tests that determine the average blood sugar level of six months in the diabetic patient.
Insulin projection
Additionally, insulin intake can also be prescribed for type1 and type2 diabetes. This is helpful to control the blood sugar level (Backman, Vanderloo& Forster, 2016). Insulin is a sophisticate medication for diabetes that can be prescribed to the patients after a holistic assessment.
Communication and coordinated care-.Diabetic patient requires a multidisciplinary approach for effective assessment and diagnosis. It involves a multidisciplinary team consisting of a diabetologist, dietician, nephrologists(Nissenson& Maddux, 2017) and a nurse who makes the primary tests and assessments. Coordination and communication among the teams are the essential assessment skills(Nissenson& Maddux, 2017). Communication and coordination among the multidisciplinary departments are significant skills to assess the patient.  
Critical thinking abilities-Critical thinking abilities is another important skill that is required to implement the teaching resources in an appropriate manner is the.  A diabetic patient may have multidisciplinary(Denton & Conron, 2016) problems. Effective diet has to be planned by the dietician keeping in mind about. Attention should be given to details of the physiological(Wray, 2013) parameters of the patient to reach an effective decision for the holistic development of the patient.
Target Audience
It is essential to prepare the resources according to comprehensive levels of the target audience. The main target audience for the health assessment(Elston, 2015) teaching resource is the medical professionals in the community care and the health care services, the patient’s family and the patients suffering from diabetes.It is essential to aware the patients with health promotional strategies as the morbidity rate in Canada for diabetes is 13.2% (Nilson, 2016) .
Health promotion and disease preventionaddressed by teaching resource
 The teaching resources help in the effective development of health promotion and disease prevention. Health promotional activities may be strengthened by implementing the guidelines provided in the teaching resources(Cowling, 2015). The knowledge of health should be used in an effective manner to achieve diabetes treatment target. The disease prevention(Tu et al., 2014) may be done by proper diet control that includes a high amount of intake of dietary fibres. Regular exercise and self management is another important component present as guideline in the teaching resource (Tu et al., 2014).
Conclusion
To conclude it may be stated that the above study analyzed the purpose of the development of teaching resources. Moreover, the different skills required to implement health assessment of the diabetic patient are analyzed prominently in the study.  Moreover, Implementation of the teaching and body systems involved are analysed in a prominent manner. The target audience is identified in the study in an effective manner. The relation between effective teaching resources with health promotion and disease prevention is performed. The study implies that the morbidity and mortality rate due to diabetes may be reduced in the country if proper incorporation of the teaching resources is done in health assessment.
References
Backman, C., Vanderloo, S., & Forster, A. J. (2016). Measuring and improving quality in university hospitals in Canada: The Collaborative for Excellence in Healthcare Quality. Health Policy, 120(9), 982-986.
Cowling III, W. R. (2015). The Scope and Standards of Holistic Nursing Practice: Guideposts for Development of Manuscripts.
Dassow, P., & Zylstra, R. (2017). Teaching community health assessment through a global health elective in rural Haiti. International journal of medical education, 8, 114.
Denton, E., & Conron, M. (2016). Improving outcomes in lung cancer: the value of the multidisciplinary health care team. Journal of multidisciplinary healthcare, 9, 137.
Elston, H. J. (2015). More on methanol–Getting to the target audience. Journal of Chemical Health & Safety, 1(22), 1.
Hultquist, B. L. (2016). Innovative teaching strategies in nursing and related health professions. Jones & Bartlett Publishers.
Khan, M. I. H., Ullah, E., Khan, Z. A., Shakeel, S., & Qaiser, A. J. (2016). HbA1c CONTROL: CAN WE PREDICT HbA1c CONTROL IN TYPE 2 DIABETIC PATIENTS WITHOUT PERFORMING THIS TEST?. Professional Medical Journal, 23(7).
Koor, B. E., Nakhaie, M. R., Babaie, S., & Ranjbaran, M. (2016). Dietary Intake Adequacy and Evaluation of Nutritional Value in Diabetic Patients. British Journal of Medicine and Medical Research, 13(9), 1.
McCardle, J. (2015). The diabetic foot: a core component of diabetes management. Diabetes Management, 5(2), 63.
Nissenson, A. R., & Maddux, F. W. (2017). Nephrologists and Integrated Kidney Disease Care: Roles and Skills Essential for Nephrologists for Future Success. American Journal of Kidney Diseases, 70(1), 132-138.
Tu, S. P., Young, V. M., Coombs, L. J., Williams, R. S., Kegler, M. C., Kimura, A. T., … & Fernandez, M. E. (2015). Practice adaptive reserve and colorectal cancer screening best practices at community health center clinics in 7 states. Cancer, 121(8), 1241-1248.
Wray, S. (2013). Bright future for physiological research in Physiological Reports. Physiological reports, 1(1).
Yanagawa, T. (2017). Journal of Diabetes and Metabolism.
Nilson, L. B. (2016). Teaching at its best: A research-based resource for college instructors. John Wiley & Sons.

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