Saturday, November 10, 2018

CCH Geriatric topics


 Assessment of Function
  Assessing Cognitive Function
  Depression
  Delirium: Prevention, Early Recognition, and Treatment
  Family Caregiving
  Preventing Falls in Acute Care
 Pain Management
  Iatrogenesis: The Nurse’s Role in Preventing Patient Harm
  Reducing Adverse Drug Events
  Urinary Incontinence0
  Mealtime Difficulties
  Nutrition
  Managing Oral Hydration
  Oral Health Care
  Preventing Pressure Ulcers and Skin Tears0
  Age-Related Changes in Health
  Excessive Sleepiness
   Sensory Changes
  Physical Restraints and Side Rails in Acute and Critical
  Care Settings: Legal, Ethical, and Practice Issues 0
  Health Care Decision Making
  Advance Directives
  Comprehensive Assessment and Management of the Critically Ill
  Fluid Overload: Identifying and Managing Heart Failure Patients
  At Risk for Hospital Readmission
  Cancer Assessment and Intervention Strategies
  Issues Regarding Sexuality
  Substance Misuse and Alcohol Use Disorders


Topic -> Focus + Ideal reader = Niche

Topic -> Focus + Ideal reader = Niche


Whether you're starting a blog or giving an existing blog a bit of a tweak, refining your blog topic and finding your niche can help you grow your blog. Having a niche will help you connect with more readers and know what to blog about.
 STEP l: FIND YOUR PASSION (TOPIC) Brainstorming time. Write down a list of topics ideas that you're passionate about and wouldn't mind writing about 3-5 times a week or learning a lot more about. Keep these topics fairly broad, i.e. cooking, gardening, finance, tech, etc.


STEP 2: NARROW YOUR FOCUS From your list above, pick the category you'd be most interested in writing about. Or even a couple related categories. Now figure narrow the focus of these topics. Want to writing about food? Pick a focus like clean eating, vegetarian or Italian comfort cooking. Write your focus below.


STEP 3: IDENTIFY YOUR IDEAL READER Your ideal reader is a profile of the type of person most likely to love your blog and connect with your content. They'll hopefully become a loyal reader, sign up for your newsletter and come back to your site often. Describe your ideal reader below (age, gender, occupation, etc.)

CCH safe Surgery





http://www.who.int/patientsafety/safesurgery/tools_resources/9789241598552/en/

https://www.who.int/patientsafety/safesurgery/checklist/en/

Posing the Question Using PICOT

Posing the Question Using PICOT Focused foreground questions are essential to judiciously fi nd the right evidence to answer them (Schardt et al., 2007). Foreground questions should be posed using PICOT format. Thoughtful consideration of each component can provide a clearly articulated question. Table 2.1 provides a quick overview of the PICOT question components. Well-built, focused clinical questions drive the subsequent steps of the EBP process (The Cochrane Collaboration, 2006). The patient population (P) may seem easy to identify. However, without explicit description of who the population is, the clinician can get off on the wrong foot in searching. The Cochrane Handbook for Systematic Reviews of Interventions (The Cochrane Collaboration, 2006) suggests careful consideration of the patient and the setting of interest. Limiting the population to those in a certain age group or other special subgroup (e.g., young adult females with lung cancer) is a good idea if there is a valid reason for doing so. Arbitrary designations for the patient population will not assist the clinician in retrieving the most relevant evidence. The intervention or issue of interest (I) may include but is not limited to any exposure, treatment, diagnostic test, or predictor/prognostic factor, or it may be an issue that the clinician is interested in, such as fi bromyalgia or a new diagnosis of cancer. The more specifi cally the intervention or issue of interest is defi ned, the more focused the search will be. The comparison (C) needs special consideration as it is sometimes appropriate to include in a question and at other times does not need to be included. If the “I” is an intervention, the comparison can be a true control, such as a placebo, or another treatment, which is sometimes the usual standard of care. For example, a clinician wants to ask the question, in disabled, elderly patients (P), how does the use of level-access showers (I) compared to bed bathing (C) affect Melnyk_Chap02.indd 29 3/3/2010 12:47:08 PM Steps Zero, One, Two: Getting Started unit one 30 patient hygiene (O)? The intervention of interest is level-access showers, and the comparison is the usual care of bed bathing. In a meaning question, the “I” is an issue of interest. For example, a meaning question may be, How do parents (P) with children who have been newly diagnosed with cancer (I) perceive their parent role (O) within the fi rst month after diagnosis (T)? In this question, there is no appropriate comparison to the issue of interest, and “C” is not found in the question. The outcome (O) in the intervention example above is patient hygiene and the outcome of the meaning question above is the parental role. Specifi cally identifying the outcome (O) in a question enables the searcher to fi nd evidence that examined the same outcome variable, although the variable may be measured in various ways. In some questions, there may be more than one outcome of interest found in a study, but all of these outcomes fall under one umbrella. For example, the question may be, In preschool-age children, how does a fl avored electrolyte drink compared to water alone affect symptoms of dry mouth, tachycardia, fever, and irritability? Instead of formulating the question this way, it would be better to use the umbrella term dehydration for all these symptoms that are listed. The question would then be, In preschool-age children, how does a fl avored electrolyte drink compared to water alone affect dehydration (e.g., dry mouth, tachycardia, fever, irritability)? Specifying the outcome will assist the clinician in focusing the search for relevant evidence. table 2.1 PICOT: Components of an answerable, searchable question PICOT Patient population/disease The patient population or disease of interest, for example: • Age • Gender • Ethnicity • With certain disorder (e.g., hepatitis) Intervention or issue of interest The intervention or range of interventions of interest, for example: • Therapy • Exposure to disease • Prognostic factor A • Risk behavior (e.g., smoking) Comparison intervention or issue of interest What you want to compare the intervention or issue against, for example: • Alternative therapy, placebo, or no intervention/therapy • No disease • Prognostic factor B • Absence of risk factor (e.g., nonsmoking) Outcome Outcome of interest, for example: • Outcome expected from therapy (e.g., pressure ulcers) • Risk of disease • Accuracy of diagnosis • Rate of occurrence of adverse outcome (e.g., death) Time The time involved to demonstrate an outcome, for example: • The time it takes for the intervention to achieve the outcome • The time over which populations are observed for the outcome (e.g., quality of life) to occur, given a certain condition (e.g., prostate cancer) Melnyk_Chap02.indd 30 3/3/2010 12:47:08 PM Asking Compelling, Clinical Questions chapter 2 31 A time frame (T) associated with the outcome also may be part of asking a PICOT question. For example, In family members who have a relative undergoing cardiopulmonary resuscitation (P), how does presence during the resuscitation (I) compared to no presence (C) affect family anxiety (O) during the resuscitation period (T)? In the intervention example given earlier, there is no specifi c time associated with bathing or showering to achieve patient hygiene. However, for the meaning question example, it would be important to consider that the 1st month after diagnosis may be a critical time for parental role to be actualized for this population; therefore, a time frame is included in the question. To answer this question, studies would be sought that would have collected data to evaluate parental role for a period of a month after diagnosis. Time (T) and comparison (C) are not always appropriate for every question; however, population (P), intervention or issue of interest (I), and outcome (O) must always be present.

5 mg Simvastatin what is the point ?

Systematic meta-analyses of randomized clinical trials support using an
intensive statin dose such as atorvastatin 80 mg/day over a moderate
intensity statin. He should stay on atorvastatin 80 mg.

CASE 1.
A 63-year-old man is seen in the office 2 weeks after a ST-elevation myocardial
infarction (MI). A former smoker with hypertension, he was discharged on atorvastatin
80mg daily, dual anti-platelet therapy, long-acting metoprolol, and an ACE inhibitor. One
year before the acute MI, he was prescribed simvastatin 40 mg which was then
increased to simvastatin 80 mg. He stopped the simavastatin 80 mg 2 weeks later after
developing muscle cramps in his legs. At that time he was also on a calcium channel
blocker for his hypertension. Although he has no muscle symptoms since he started the
atorvastatin 80 mg, he is concerned about having had muscle cramps in the past on a
statin and would like to decrease the atorvastatin to 20 mg daily.
I. Which of the following statements is the best answer?
a. Randomized trials of high intensity statin therapy versus moderate
intensity statin therapy have not shown a significant difference in
outcomes. He should decrease the atorvastatin to 20 mg to minimize
adverse effects.
b. Systematic meta-analyses of randomized clinical trials support using an
intensive statin dose such as atorvastatin 80 mg/day over a moderate
intensity statin. He should stay on atorvastatin 80 mg.
c. He should be followed with creatine kinase (CK) values when his lipids
are checked at each visit for the first year.
d. Although his liver panel was normal in the hospital, he should have an
alanine aminotransferase (ALT) done at each subsequent visit.
II. The best answer is b.

Individuals with clinical atherosclerotic cardiovascular disease (ASCVD) are in a
statin benefit group, and if ≤75 years of age, they should be treated with a high
intensity statin unless conditions are present that may increase the risk of
adverse effects. An additional reduction in ASCVD events from a high intensity
statin was shown specifically in individuals with acute coronary syndromes in the
PROVE-IT trial where those assigned to atorvastatin 80 mg/day a greater
reduction in ASCVD events than those assigned to pravastatin 40 mg daily after
2 years of treatment. An additional ASCVD risk reduction benefit was also
observed in 2 randomized controlled trials (RCTs) of atorvastatin 80 mg
compared to either atorvastatin 10 mg or simvastatin 20-40 mg in individuals with
chronic coronary heart disease (TNT and IDEAL). In these trials, there was no
lower limit to LDL–C for eligibility; therefore, individuals with clinical ASCVD
should be treated with a statin regardless of the LDL–C level. Although he did
have muscle symptoms on simvastatin 80 mg, he was able to tolerate
simvastatin 40 mg without difficulty. It is therefore reasonable to initiate
atorvastatin 80 mg with patient instructions to monitor for muscle symptoms.
Although CK may be useful at baseline in certain high-risk individuals or in those
with a history of statin myopathy, the CK should not be routinely measured. In the
statin RCTs, CK elevations occurred with similar frequencies in the statin and
placebo/control groups. A CK should be performed if the patient complains of
severe muscle pain or weakness. This patient may have an SLC01B1 deficiency
to explain the interaction between simvastatin 80 mg/day and the calcium
channel blocker that may have caused his muscle symptoms. He was never
rechallenged to determine whether the muscle aches were indeed caused by the
simvastatin 80 mg. On 12/15/11, the FDA indicated that simvastatin 80 mg
should be used only in patients who have been taking this dose for 12 months or
more without evidence of muscle injury. They emphasized that simvastatin 80 mg
should not be started in new patients, including patients already taking lower
doses of the drug.
On 2/28/12, the FDA determined, based on all available data, including the RCT
data reviewed by the Expert Panel, that “all currently marketed statins appear to
be associated with a very low risk of serious liver injury and that routine periodic
monitoring of serum alanine aminotransferase (ALT) does not appear to detect or
prevent serious liver injury in association with statins.”
Thus, neither routine CK nor liver panel tests are required. Nonetheless, some
patients may experience myalgias with statins. If these recur in this patient now
on atorvastatin, after a wash-out period a dose reduction could be contemplated
at that time, or an attempt with another statin, such as rosuvastatin. If symptoms
persist after a reasonable statin-free interval (2 weeks or more) other causes of
myalgia should be considered.
CASE 2.
After 2 years of treatment with atorvastatin 80 mg daily free of muscle symptoms, the
patient developed progressive muscle pains in both lower legs. He stopped the statin 2
Web-posted 11/12/13, Updated 12/12/13 Page 3 of 18
weeks prior to his clinic visit but the muscle pain and weakness did not noticeably
improve. He now wants to know if he can be switched to red yeast Chinese rice. On
examination, he has mild difficulty getting out of a chair and also has weakness after
doing 3 squats. He remembers he felt fine doing squats at the gym about 6 months ago.
I. Which of the following is the best answer?
a. He should be switched from the atorvastatin 80 mg daily to red yeast
Chinese rice based on evidence in U.S. studies.
b. He should stay off the statin until he is evaluated for possible causes of
his muscle problems. A useful approach is to look for exogenous causes
(e.g., medications, alcohol), systemic causes (examples include
hypothyroidism, rheumatologic disorders such as polymyalgia
rheumatica), and primary muscle disorders. He should be questioned
about a family history of primary muscle disorders or others in the family
with muscle problems taking a statin.
c. He should be switched to rosuvastatin 40 mg daily and given CoQ10.
d. He should be rechallenged with atorvastatin 80 mg daily.
e. If he is African-American, CK levels are not useful in evaluating muscle
symptoms.
II. The best answer is b.
The history is consistent with statin-associated muscle symptoms, but muscle
symptoms on a statin can be mimicked by a variety of other conditions, including
polymyalgia rheumatica in older adults. Because his muscle symptoms had not
shown any improvement within 2 weeks and the muscle weakness persisted
after discontinuing the atorvastatin 80 mg, he was evaluated for systemic causes
of myopathy. His CK was normal but his sedimentation rate was over 100 mm/hr
and he was treated for his polymyalgia rheumatica. In general, statin-related
muscle symptoms begin resolving within 1-2 weeks after statin discontinuation
and muscle symptoms have completely resolved within 2 months. Failure of
muscle symptoms to resolve within this time frame suggests another cause for
the muscle symptoms.
Switching to another statin without determining the underlying etiology for the
muscle symptoms denies the patient the opportunity to have a correct diagnosis.
If his symptoms had instead resolved within two weeks, the cholesterol
guidelines suggest he should be re-challenged with a lower dose of the same
statin or switched to a comparable lower dose of another statin. The statin dose
should then be increased as tolerated.
CoQ10 would not be useful in this case of polymyalgia rheumatica. The data
supporting the use of CoQ10 for statin-associated muscle symptoms is
inconsistent.
African Americans have higher CK levels on average than non African Americans.
However, CK elevation above baseline can still be useful for monitoring statin-associated
muscle symptoms.
Finally, a Chinese formulation containing red yeast rice was shown to reduce
ASCVD events more than placebo in a randomized trial performed in China.
There are no ASCVD outcomes data from U.S. RCTs trials available for red yeast Chinese rice.



CCH-Asking Searchable, Answerable Questions


Asking Searchable, Answerable Questions Finding the right information amidst an overwhelming amount of information in a timely way is imperative. The first step to accomplish this goal is to formulate the clinical issue into a searchable, answerable question. It is important to distinguish between the two types of questions that clinicians might ask—background questions and foreground questions.
 Background questions are those that need to be answered as a foundation for asking the searchable, answerable foreground question . Background questions are described as those that ask for general information about a clinical issue.

 This type of question usually has two components: the starting place of the question (e.g., what, where, when, why, and how) and the outcome of interest (e.g., the clinical diagnosis). 

An example of a background question is: How does the drug acetaminophen work to affect fever? 
{Acetaminophen is an analgesic and antipyretic drug that has almost no anti inflammatory effects. Its mechanism of action is unknown, but it is thought to act centrally through inhibition of the enzymes cyclooxygenase (COX) type 3 (constitutive) and COX-2b (inducible)}
The answer to this question can be found in a drug pharmacokinetics text. Another example of a background question is: How does hemodynamics differ with positioning? This answer can be found in textbooks, as well. Often, background questions are far broader in scope than foreground questions. Clinicians often want to know the best method to prevent a clinically undesirable outcome. For example, What is the best method to prevent pressure ulcers during hospitalization? This question will lead to a foreground question, but background knowledge is necessary before the foreground question can be asked. In this example, the clinician must know what methods of pressure ulcer prevention are being used. Generally, this information comes from knowledge of what is being used in clinicians’ practices and what viable alternatives are available to improve patient outcomes or it may come from descriptive research, such as survey research. Once the methods most supported are identified, clinicians can formulate the foreground question and ask, between the two most effective methods of pressure ulcer prevention, which one will work best in my population? If a clinician does not realize that the question at hand is a background question, time may be lost in searching for an answer in the wrong haystack (e.g., electronic evidence databases versus a textbook). Foreground questions are those that can be answered from scientific evidence about diagnosing, treating, or assisting patients in understanding their prognosis. These questions focus on specific knowledge. In the first two background question examples, the subsequent foreground questions could be: In children, how does acetaminophen compared to ibuprofen affect fever? and In patients with acute respiratory distress syndrome, how does the prone position compared to the supine position affect hemodynamic readings? The first question builds on the background knowledge of how acetaminophen works but can be answered only by a study that compares the two listed medications. The second question requires the knowledge of how positioning changes hemodynamics (i.e., the background question), but the two types of positioning must be compared in a specific population of patients to answer it. 

The foreground question generated from the third background question example could be: In patients at risk for pressure ulcers, how do pressure mattresses compared to pressure overlays affect the incidence of pressure ulcers? The answer provided by the evidence would indicate whether pressure mattresses or overlays are more effective in preventing pressure ulcers. The most effective method will become the standard of care. Recognizing the difference between the two types of questions is the challenge. 
 a novice may need to ask primarily background questions.

 As one gains experience, the background knowledge grows, and the focus changes to foreground questions.

 Although background questions are essential and must be asked, it is the foreground questions that are the searchable, answerable questions

Clinical Inquiry and Uncertainty in Generating Clinical Questions


Where clinical questions come from (i.e., their origin) is an important consideration. On a daily basis, most clinicians encounter situations for which they do not have all the information they need (i.e., uncertainty) to care for their patients as they would like (Ely et al., 2002; Scott et al., 2008). The role of uncertainty is to spawn clinical inquiry. Clinical inquiry can be defined as a process in which clinicians gather data together using narrowly defined clinical parameters to Melnyk_Chap02.indd 28 3/3/2010 12:47:08 PM Asking Compelling, Clinical Questions chapter 2 29 appraise the available choices of treatment for the purpose of finding the most appropriate choice of action (Horowitz, Singer, Makuch, et al., 1996). Clinical inquiry must be cultivated in the work environment. To foster clinical inquiry, a level of comfort must be had with uncertainty. Scott et al. (2008) define uncertainty as the inability to predict what an experience will mean or what outcome will occur. Lindstrom and Rosyik (2003) state that uncertainty is a sequela of ambiguity. Clinicians live in a rather ambiguous world. What works for one patient may not work for another patient. The latest product on the market claims that it is the solution to wound healing, but is it? Collaborating partners in caring for complex patients have “their” way of providing care. Formulating clinical questions in a structured, specific way, such as with PICOT formatting (discussed later in this chapter), assists the clinician in finding the right evidence to answer those questions and to decrease uncertainty. This approach to asking clinical questions facilitates a well-constructed search. Schardt et al. (2007) found that that using PICOT templates improved clinicians’ skills to search PubMed for answers to burning clinical questions. These successes then foster further clinical inquiry. Clinical circumstances, such as interpretation of patient assessment data (e.g., clinical findings from a physical examination or laboratory data), a desire to determine the most likely cause of the patient’s problem among the many it could be (i.e., differential diagnosis), or simply wanting to improve one’s clinical skills in a specific area, can prompt five types of questions. These five types of foreground questions are (a) intervention questions that ask what intervention most effectively leads to an outcome; (b) prognosis/prediction questions that ask what indicators are most predictive of or carry the most associated risk for an outcome; (c) diagnosis questions that ask what mechanism or test most accurately diagnoses an outcome; (d) etiology questions that ask to what extent a factor, process, or condition is highly associated with an outcome, usually an undesirable outcome; or (e) meaning questions that ask how an experience influences an outcome, the scope of a phenomenon, or perhaps the influence of culture on healthcare. Whatever the reason for the question, the components of the question need to be considered and formulated carefully to efficiently find relevant evidence to answer the question.

http://file.zums.ac.ir/ebook/208-Evidence-Based%20Practice%20in%20Nursing%20&%20Healthcare%20-%20A%20Guide%20to%20Best%20Practice,%20Second%20Edition-Be.pdf