Tuesday, February 18, 2020

Developing a care pathway for patients with fractured neck of femur Essay

Developing a care pathway for patients with fractured neck of femur - Essay Example The study is done in St. Vincent Hospital, Melbourne, Victoria in October 1, 1997 to November 30, 1998. It has 111 patients with 80 women and 31 men with mean age of 81 years old. They have found that a proactive multidisciplinary approach can reduce the length of stay. The study also shows that early intervention is another way to reduce the stay in the hospital therefore the risk of having complications brought about by the longer stay in the hospital has lessen. St. Vincent Hospital includes patients with language and cognitive difficulties. Since not all of their population does not speak English. They believed that the inclusion would test the efficacy of clinical pathways in the delivery of multidisciplinary care. Also during the study they found no significant clinical difference in time of mobilization or complication or readmission rates. Possible explanation includes the frequent existence of unstable and often untreated premorbid conditions in patients with fractured neck of femur, which requires attention during their acute admission. In contrast, patients undergoing elective joint replacement have the benefit of preadmission assessment clinics which may resolve expected medical, allied health or discharge issues before admission.. ( Choong , Langford, Dowsey, Santamaria 2000 ) The report of the South Tyneside health Care Trust in 2003 whi... The pathway starts at the waiting after the Triage to see the A&E doctor, which could be up to an hour since patient with these case are given low priority. Another hour of waiting for the X-ray department since they could handle one patient at a time. The next wait would be for the porter staff to come to take the patient to the X-ray Department and again, once the X-rays have been taken, another one to bring the patient back to A&E. The films had then to be interpreted by the A&E doctor, who may not have been immediately available. Once the diagnosis has been made, the orthopedic doctor on duty had to see the patient and the transfer to the ward again another wait for the porter. They want to make the pathway much easier for the patient they make a study and make necessary adjustment to lessen the waiting time. The changes were made, on arrival the patient is seen by a senior A&E nurse who has undergone appropriate training. The nurse assess the patient's need for analgesia and adm inister it according to protocol. The A&E Nurse fills out the X-ray request form and contacts the X-ray Department. The Bed Coordinator is contracted and warned of the portable need for an orthopedic bed. The patient is offered the use of a cordless telephone to contact relatives and or neighbors. The patient is taken to the X-ray department and the films taken. Once the radiographer made necessary impression the radiographer notifies the A&E. Since the patient will take only for a few minutes in the x-ray department the porters will wait for her and take the patient directly to the orthopedic ward. If no fracture is seen, the patient is returned to A&E for further assessment. The

Monday, February 3, 2020

India Under the British Raj Research Paper Example | Topics and Well Written Essays - 1250 words

India Under the British Raj - Research Paper Example The paper makes an oversight concerning various attempts of Indians to liberate themselves from the tyrannical rule of British. Introduction Many colonialists appeared in the colonies as trade partners who wanted to foster trade relationship with a foreign country. Majority of the world colonialists originated from various European countries and spread to conquer other countries outside the continent of Europe. The ordeal of these perceived colonialists was to explore certain resources in the countries of their colonies. They were mostly interested in items like gold, ivories, skins, and some other precious items. They also targeted certain ideal reproductive lands where they could practice their commercial farming activities (Szczepanski, 2011). What was initially trade turned out to be tyrannical rule directed to the native dwellers by the foreigners. Indian British Raj is one of the vast examples of initial trade incidences turning to brutal rule and forcible transformation of cul tures and societies’ ways of life. In the views of McNamara (2011), Raj is an Indian term for king and which was used to refer to British rule in India. As used to be the common case with colonization, Indians underwent brutal treatment due from their colonizer, but also they gained in terms of civilization. Duiker (2009) mentions that British approached India subcontinent as traders who later acted to subdue every trade in and out of India. As they continued to operate and trade in India, the British started engaging in the internal politics of the country. In 1800, British deployed its armies to attack the Mughal Empire and reduce its greatness in the land (Duiker & Spielvogel). British attacked certain territories some of which were captured by the East India Company. In the view of Duiker and Spielvogel (2006) the initial territories under the East India Company were recovered by the British crows as other ware set under indirect rule of local rajas and maharajas. Duiker and Spielvogel confirm that most of the British rule in India was more with decency considering that upon their arrival they managed to quell civil wars that were among the Indians. British initiated a relative government that worked to favor and respect the rights and wishes of the local populace. British rule in India was termed by historians as honest and efficient that targeted enlightenment and education of the barbaric Indians. British administrators in India built learning centers that allowed the Indians to attain education up to some set levels. According to Duiker and Spielvogel (2006), Thomas Macaulay the head of British administration in India initiated and perfected plans of building schools, which trained Indian children. Thomas in conjunction with British civil service initiated examinations for the learners. British schools also illuminated particular concerns on training Indian girls on how they would become good wives under the wedlock of learned men of Indian. In 1875, British rule in India opened official madras for training females who became medical practitioners. Duiker and Spielvogel (2006) ascertain that British rulers brought sense of humanity in India when they disregarded certain Indian traditions that did not work to respect freedom of citizens. Furthermore, British brought into India fantastic development that included railways and telegraph for communication. The British administra