In this Discussion, you provide and receive feedback on the stroke prevention media created in this week’s Assignment. This exchange between you and your colleagues is an opportunity to practice your interprofessional collaboration skills, which are an essential rudiment of nursing practice. In clinical settings, you must be able to articulately express your thoughts and communicate with colleagues.
This Discussion is designed to help you improve this skill, as well as encourage you to listen to your colleagues and acknowledge that all views are valid and worthy of consideration. As you review the stroke prevention media piece created by your colleagues, keep the best interests of the specific patient population in mind. Use the feedback you receive to refine your own stroke prevention media prior to submitting the final Assignment in Week 11.
1. a description of the stroke prevention media piece that you created mine is a hand out 725914 in dash board and a poster 2.Include the details of your educational media, 3.725914and if possible, a copy of the actual media piece. 4.Explain why you selected the particular type of media and how and why it is suitable for your patient population.
It is a poster board and a hand out that was placed in the lobby of my practicum site.
resources
Week 10 Learning Resources
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This page contains the Learning Resources for this week. Be sure to scroll down the page to see all of this week’s assigned Learning Resources.
Required Resources
Note: To access this week’s required library resources, please click on the link to the Course Readings List, found in the Course Materials section of your Syllabus.
Readings
•Buttaro, T. M., Trybulski, J., Polgar Bailey, P., & Sandberg-Cook, J. (2013). Primary care: A collaborative practice (4th ed.). St. Louis, MO: Mosby. ?Part 2, “Primary Care: Adolescence Through Adulthood” ?Chapter 14, “Sleep Disorders” (pp. 89–96)
This chapter differentiates between normal sleep from abnormal sleep and identifies the epidemiology, clinical presentation, and management of sleep disorders.
?Part 16, “Evaluation and Management of Neurologic Disorders” (pp. 984–1054)
This part explores the evaluation process of neurologic disorders. It then covers the pathophysiology, clinical presentation, diagnostic criteria, and complications of neurologic disorders.
?Part 22, “Evaluation and Management of Mental Health Disorders” (pp. 1323–1365)
This part outlines diagnostic criteria for diagnosing eating disorders, anxiety disorders, and schizophrenia. It also examines drug selection and management strategies for mood and substance use disorders.
•Lawrence, M., Fraser, H., Woods, C., & McCall, J. (2011). Secondary prevention of stroke and transient ischemic attack. Nursing Standard, 26(9), 41–46.
Retrieved from the Walden Library databases.
This article examines risk factors for stroke and explores prevention methods for patients at high risk of suffering from strokes.
•Lawrence, M., Kerr, S., Watson, H. E., Jackson, J., & Brownlee, M. G. (2009). A summary of the guidance relating to four lifestyle risk factors for recurrent stroke. British Journal of Neuroscience Nursing, 5(10), 471–476.
Retrieved from the Walden Library databases.
This article explores lifestyle and behavioral risk factors for stroke. It also describes the role of nurses in educating patients about stroke prevention.
•Perry, M. (2012). Stroke prevention. Practice Nurse, 42(8), 14–18.
Retrieved from the Walden Library databases.
This article identifies patient risk factors for strokes. It also explores patient prevention and education methods to lower the prevalence of the disorder.
• National Institute of Health. (n.d.). National institute of neurological disorders and stroke. Retrieved November 1, 2012, from http://www.ninds.nih.gov/index.htm
This website provides information about neurological disorders and strokes, as well as potential causes, prevention strategies, diagnosis, and treatment of these disorders
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