What you have learnt and how you will use it for your understanding and knowledge about Chile and Latin America. How you learnt and how you can build on and improve your learning process
Requirements:

1. Word length: Between 1000 and 1500 words.

2. Required to reflect on how their experience on this Study Tour has informed

their thinking and learning about Chile and Latin America. In particular:

a. What you have learnt and how you will use it for your understanding and

knowledge about Chile and Latin America

b. How you learnt and how you can build on and improve your learning process

3. This requires self analysis of your learning experience, and you need to be genuine and honest in your reflection.

4. You will be assessed according to your ability to critically self-reflect and consider future self development.

Everyday lecture ppt will be provided.

Everyday visited place names and useful links will be provided.

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Jazi, a 59 year old man was admitted to the intensive care unit of a large metropolitan hospital with a diagnosis of septicaemia.

Jazi, a 59 year old man was admitted to the intensive care unit of a large metropolitan hospital with a diagnosis of septicaemia. Jazi was admitted to hospital for further treatment of his leukaemia at which time his PICC line site became red and inflamed. Communication with Jazi’s doctor occurred after 48 hours of noted redness when pain and a temperature also presented. The PICC line was removed and peripheral access gained. Jazi continued to deteriorate and at the time of admission to ICU he was pale, markedly short of breath, and had a temp of 42. After the ICU physician’s review he was immediately commenced on a regime of intravenous antibiotics. Jazi’s medical history included severe mitral valve stenosis and chronic myeloid leukaemia.

A few hours after Jazi’s admission to ICU, the shift handover occurred for the afternoon shift. During handover, the NUM informed the nursing staff present that she had received a phone call from the treating Oncologist advising the patient was not for resuscitation (NFR). The nurses continued with afternoon handover however they questioned why the patient had been transferred to ICU as he was NFR. Later in the shift the Oncologist called to see Jazi and indicated to him that the treatment plan was sorted and now the focus was to eliminate the source of infection that had occurred. The Oncologist questioned Jazi as to how long the PICC line had been red and sore and Jazi responded that it had ‘been that way most of the time I have been in hospital, however it did get a lot worse over the weekend.’ The Oncologist did not reply to Jazi. He continued to write up his clinical assessment report however did not document the NFR directive which he had phoned through earlier. This oversight was later dealt with by the nursing staff writing the initials ‘NFR’ in pencil, on the top of the nursing care plan.

The intensive care unit became busy throughout the shift and a nurse from another area of the hospital came to assist in the area. This nurse, Pat, discussed with Jazi his condition, what had brought him to hospital and how his family were coping. Throughout the conversation Jazi identified that he really ‘wanted to have further treatment, but they won’t give it to me.’ Jazi was referring to his cardiac valve replacement surgery for which he had been denied surgery recently. Pat questioned Jazi as to whether he had discussed his options with his Doctor. Jazi replied that he has ‘many times but they won’t do it because there is only a 50-50 chance of success.’ Pat questioned Jazi again…’So you would still want the surgery?’ Jazi replied, ‘I sure would, I need to buy some time. My wife is very ill at home, she has cancer and is completing dependent on me. She doesn’t have long to live, and all I want to do is live long enough for her, because she is afraid of being alone.’ Jazi continued with ‘It’s wonderful that the doctors and nurses are doing all they possibly can for me.’

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Advanced knowledge of the pathophysiology, health assessment and pharmacology for nurse educator.This paper is designed to facilitate nurse educator track students understanding of the complex role of nurse educator.

This paper is designed to facilitate nurse educator track students understanding of the complex role of nurse educator. An in-depth view of the patient will be presented in addition to the ways in which in-depth knowledge of pathophysiology, pharmacology, and physical assessments can be used to incite innovative communication, critical thought, and clinical judgment in themselves, in members of the inter-professional team and in the nursing student.
Requirements of paper:

Paper meets length requirements at least 6 pages

Minimum of 3 scholarly references (in addition to the required textbook and readings.)

References are current – within a 5-year time frame unless a valid rationale is provided for use of older references
You are to meet patient Charles Gibson, who is in rehab recovering from stroke. A CT scan showed that he had a left sided Ischemic Stroke that left him with right sided weakness. Fortunately, Mr. Gibson was given tissue Plasminogen Activator (TPA) within the 3hrs time of symptoms onset. He is now in rehab with his wife getting Physical and Occupational Therapy.
History and Physical
Date of Birth: OCTOBER 12, 1942
AGE: 72
SEX: MALE
RACE: African American
ALLERGIES: No Known Allergies
WEIGHT: 250 pounds
HEIGHT: 6’0″ / 113.398 kg
BMI: 33.9

He has history of hypertension for which he refuses to take the medication prescribed for him. Patient states “I feel fine without it.” He has the medication but has not yet opened the prescription bottle. Has been diagnosed with Diabetes Mellitus Type II for which he takes Metaforim at 1000 mg/day. Keeps up with his doctor’s visits which are scheduled every four months. Smokes a half of a pack of cigarettes every day. Cut down from one pack per day over the past couple of years as his doctor told him. Enjoys all kinds of food including fried food, fast food and “soft drinks”. He has no acute distress.
Post Stroke MRI showed evidence of recent ischemic event with no worsening ischemia and reperfusion to compromised area of cortex. Patient Gibson suffers some speech difficulties which looks to be motor in origin. Is able to identify words when shown a picture of several everyday items. Tolerating nectar thick diet without incident. Will progress to soft -diet if swallow evaluation results are consistent with this. He is staying motivated but expresses remorse about not “being able to do what he did before”. He remains in sinus rhythm, HR 80s since cardioversion with Amiodarone one week ago. His BP stays in the 130s systolic and he assured us that he would be “good about taking his new medicines”.
IN REHAB Vitals: HR_ 82 NSR
BP- 130/80
RR- 18 Reg
Temp -98.6
Sat 96% on 2 L/min oxygen
Practioner Orders:
Admit s/p stroke.
Vital signs every four hours with O2 saturation.
Diet: Nectar Thick
Swallow evaluation and call with results.
PT/OT consult
Telemetry bed
Metformin 1000mg po every 12 hours
Enteric Coated aspirin 81 mg po every day
Persantine 75mg po every day
Losartan 75mg po every day
Amiodarone 200 mg po every day
Discharge goal- two weeks from today with once weekly RN visits and outpatient PT/OT three times a week.

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A human right is something that people should be able to exercise. By law, no healthcare facility can deny service to any person requiring medical facilities; however, most people do not have access to health facilities because they cannot afford it.

World Health Organization’s constitution states in part, “the enjoyment of the highest attainable standard of health is one of the fundamental rights of every human being” (Daniels 37). On the same note, the United Nations commented that health is a right, which is indispensable for a good living. Despite these assertions, the question on whether there is a right to healthcare continues to be a debatable one in most nations; there are also counterarguments on whether the citizens or the state should pay for the healthcare services. In most nations, there have been numerous calls to treat the right to healthcare as fundamental and most people should have access to it. This paper will support the arguments of philosopher Norman Daniels that the societal health needs must be met fairly as every person has a right to healthcare.
Argument
The first argument is that everybody faces illness and may be prone to day-to-day accidents. Therefore, maintaining and restoring health is important to enabling citizens lead quality life (Erick 8). Thus the access to healthcare becomes integral requirement, which is connected to good human life and dignity. A life, which is deprived of good healthcare, will be full of anxiety, pain, and limitations. The major function of healthcare is to maintain the normal functioning of a human being. Diseases and disabilities impair the normal operation of the body and therefore restrict the person to the wide range of opportunities that would otherwise be open to him / her (Norman 31). By keeping people close to the normal function, healthcare preserves the ability of the people to participate in the social and economic aspects of everyday life. The individual’s share of the opportunities is represented by the skills and talents, which are not used when people are sick. Providing a right to healthcare is ensuring the nation’s workforce is healthy. Although the healthcare industry contributes a large share to the country’s domestic product, it is also important to note that a nation wastes more resources when its people are not able to work and therefore become dependent on others. It is estimated that preventable diseases form about 70% of the burden of illness (Long 5).
Another major reason for healthcare to be regarded as a fundamental right and therefore provided by the state is that the poor and the marginalized in the country cannot afford medical care. The question is whether healthcare should be seen as a private good that people need to purchase using their own money or should it be provided free by the government. If everyone in the society has the resources to access healthcare, it should be regarded as a private endeavor and not a right (Long 9). Through research and findings, the reasons that have been associated to the right to healthcare are mainly represented by the need to access quality health services even by the less fortunate in the society. On the other hand, the costs of medical care have increased continuously and the majority of the middle and low income earners do not have the necessary resources (Harris et al. 76). Therefore, if healthcare was left upon the hands of individuals, there would be a huge part of the population that would be disadvantaged. Simply because some people are poor does not mean this right should be taken away. Medical care is not a commodity but a necessity, and because its cost can be beyond the reach of a person, this right should be enhanced through wealth redistribution schemes (Lenard and Straehle 34). In addition, health to the public should not be limited to the access of healthcare facilities but should also include education. For example, in preventing a nation from the AIDS pandemic, an important strategy is for the government to embark on educating the public on how to reduce the risks of infection.

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