Interprofessional Response and Instructions

Order Description

This is a collaborative response. The feedback should be specific and meaningful, and it should provide discussion of resources, references, or both to assist the
student’s project.

Student project:

Title: Importance of Mobility in Acute Care.

Problem Statement: Prolong periods of bedrest increase the patients’ length of stay at the hospital, increase the risk for falls, which can lead to functional decline
and increased readmission rates. This can also increase the risk for hospital-acquired infections, pressure ulcers, deep vein thrombosis, and decrease muscle
strength. Brown, Friedkin, and Inouye (2004) found several adverse outcomes are due to the lack of ambulation during hospitalization, leading to a higher incidence of
skilled nursing facility placement and higher length of stay. In a study by Hastings, Sloane, Morey, Pavon Hoeing (2014) evidence showed that early ambulation during
hospitalization reduces the number of patients being discharged to a skilled nursing facility.

Plan: Evidence of completion: Teaching plan, PowerPoint presentation, brochure

Goal: At the completion of the power point presentation educational session on the importance of mobilizing patients during their hospital stay the medical-surgical
and critical care nursing staff will employ ambulating patients daily, and get 100% of their patients out of bed by day one of admission. As evidenced by a randomized
survey to show patients are being ambulated daily for the next six months.

References
Brown, C. J., Friedkin, R. J., & Inouye, S. K. (2004). Prevalence and outcomes of low mobility in hospitalized older adults. Journal of the American Geriatric Society,
52(8), 1263-1270. https://dx.doi.org/10.1111/j.1532-5415.2004.52354.x

Hastings, N., Sloane, R., Morey, M., Pavon, J. M., & Hoenig, H. (2014, November). Assisted early mobility for hospitalized older veterans: Preliminary data from the
STRIDE program. The American Geriatrics Society, 62(11), 2180-2184. https://dx.doi.org/ 10.1111/jgs.13095

Interprofessional Response and Instructions

Your first response as primary responder is very important, as you are critiquing and helping each other perfect your projects. Your response helps faculty evaluate
how well you synthesize the concepts of writing up a project. The two requirements for this assignment are as follows: 1. Use constructive, professional, and
supportive feedback and assist with critique of selected project. Initially, you should be evaluating the title, problem statement, plan, and overall goal,
demonstrating how well you comprehend the concepts. Ask yourself the following questions: How well does it meet the expectations in the rubric? What suggestions can
you offer? Is the problem statement clear or is it missing something? Does it address who, what, where, and why? Is the plan complete? Is the evidence of completion
complete? Is the goal well written? Does it have all the following components: condition, who, performance, and criterion. If not, what changes can you offer? Can the
performance be properly evaluated for the criterion selected? Are the objectives solid? Have they overlooked a possible objective, etc.? Essentially, you are helping
to make sure they are on the right track and avoid any surprises. This is similar to when you complete a review of the literature; you are using all your critical
reflection and critical thinking skills. 2. Share relevant and meaningful information, helpful literature, websites, etc. Find resources that will help enhance the
project. Inform the project manager why the resource will aid the project. What makes the resource especially important? Share your own professional experiences as
they relate to the project. Again, faculty is evaluating your ability to critically think – not just for your project, but for a peer project too