Pressure Care Essay Example for Free

Pressure Care Essay After reading Mrs Fs care plan, it states that she prefers a female care staff to assist her with any daily living needs she requires. Mrs F has no specific preference to how she is moved, and is able to move with the support of one care staff. I also check Mrs Fs Norton Scale risk assessment which states that she is at high risk of pressure area breakdown, and therefore it is essential I check to see if she has any pressure breakdowns. Upon entering the room, I assist Mrs F will putting in her hearing aid, ensuring it is on the correct setting and volume. Once Mrs F can hear me, I ask her if she is ready to move, to which she replies she is. I explain the Mrs F that I am going to help her stand up from the bed, and take her into the bathroom, for her to use the facilities and to get washed and dressed, to which she agrees to. I inform Mrs F that I will return shortly, as I need to put on PPE. I walk to the bathroom and thoroughly wash and dry my hands. This is important as it reduces the risk of cross infection. Cross infection is the transferring of harmful bacteria from one person, object or place to another. Transferring of bacteria can be done by human contact, bodily fluids or food. I then apply gloves and an apron, and go back to Mrs Fs room. As I walk through her room, I assess the environment to see if there are any obstacles which may prevent Mrs F from standing up correctly, and walking to the bathroom without any risks or hazards. As I walk through her room, I move her over-the-bed table to one side of the room, as this could pose a hazard for Mrs F. After assessing the rest of the room, I feel it is now safe to move Mrs F. As Mrs F is still laying in bed at this point, I have two movements to do. One is to get her from laying down, to sitting up, and the other to standing up. I ask Mrs F is she could roll towards me, but not too far as she would fall out the bed. I then ask Mrs F to swing her legs over the side of the bed, then to push up with her hands, allowing her to be in a sitting up position. Mrs F does so, and I give her some time to regain her balance. I then ask Mrs F if she is ready to stand up, to which she is. I put on Mrs Fs slippers as this reduces the risk of her feet slipping on the floor. I then ask Mrs F to place both hands by either side of her on the bed. I then place my own hand on the bottom of her back, providing support and balance for when she stands. I ask Mrs F to push down with her hands, in order to stand up. As Mrs F is pushing down with her hands, I gently push Mrs F to give her extra support, and keep my hand there to provide balance in case she falls back onto the bed. Mrs F then puts her hands on the zimmer frame, and I ask her if she has got her balance, to which she has. I then move my hand from the bottom of Mrs Fs back. I walk with Mrs F to her wardrobe and ask her what she would like to wear today. After Mrs F has chosen her clothes, I then take her into the bathroom. I help Mrs F to sit on the toilet, and stand outside the bathroom whilst she uses the facilities. Once Mrs F has finished, I then re-enter the bathroom, I remove the incontinence pad and put it to one-side and start running the water into the sink. I ask Mrs F if she would prefer to use soap or shower gel. Mrs F chooses soap. After filling the sink, I put soap and water on the flannel and hand it to Mrs F to wash her face. Mrs F then dries her face. I then assist Mrs F with removing her nightdress, and place a towel round her to maintain Mrs Fs dignity. Due to Mrs F being at high risk of pressure area breakdown, I ask her if she minds me checking areas for any signs on redness or breakdown. Mrs F agrees. I check Mrs Fs shoulders and elbows; there are no red marks or breakdown areas. I then hand Mrs F the flannel once again, and ask her to wash her front. After this, Mrs F asks me to assist her with washing her back, which I do. I ask Mrs F if she would like talcum powder on, which she does. I place some talcum powder in Mrs Fs hands, and she applies it where she would like it. I then ask Mrs F if she would like any on her back, which she would. I then assist Mrs F will putting on her vest. However, as Mrs F puts on her vest, she knocks out her hearing aid. I assist Mrs F with putting it back in, but it doesnt work. I change the settings and volume, but Mrs F is still unable to hear me. I change the batteries, which still doesnt resolve the problem. I know have to interpret actions in order to finish assisting Mrs F with washing and dressing. Once Mrs Fs vest is on, I move my hands in an upwards motion, to signify standing up. As Mrs F has a raised toilet seat with arms, I point to the arms of the seat signifying Mrs F to place her hands on the arms of the seat, and once again, I will place my hand at the bottom of her back, to help her stand. As I need to permission of Mrs F to check her hips and buttocks for pressure area breakdown, I write down on a piece of paper can I check if you have any red marks? However, Mrs F finds it difficult to read what is on the paper. As Mrs F doesnt know where her glasses are, I move the paper backwards and forwards in the hope of Mrs F being able to focus. Although Mrs F cant read it properly, she deciphers that the paper says can I look. Mrs F then states that I can check whatever I need to. After checking these areas, again, there are no signs of redness or pressure breakdown. I hand Mrs F the flannel, for her to wash herself underneath. I then handed Mrs F the towel for her to dry herself. Once Mrs F was dry, I sit her back down onto the toilet to assist her to finish getting dressed. I assist Mrs F with putting on her underwear and incontinence pad. I also put on her trousers. As Mrs F has stated that I can check what I need to, I check Mrs Fs heels and there is no sign of redness or pressure breakdown. I then put on Mrs Fs slippers. Before standing Mrs F up, I help her put on the top she has chosen. Once Mrs F is ready, I once again go through with Mrs F how we are going to stand her up. I count to three, and I help her stand up. Once stood up, Mrs F pulls up her underwear and trousers. Once her underwear and trousers are pulled up, I hand Mrs F her comb in order for her to brush her hair. I place my hand at the bottom of her back to help her keep her balance whilst she brushes her hair. Once Mrs Fs hair is brushed. I lead her out of the bathroom, and ask her if she is ready for breakfast, to which she is. I sit Mrs F down in her room whilst I dispose of my apron and gloves, the incontinence pad and any dirty washing from the room. I leave the room, and go to the bathroom, where I dispose of the incontinence pad into a yellow clinical bin. I then take the dirty clothes to the laundry and place them in the correctly coloured bin, which are red for towels and flannels, white for underwear and light garments and blue for dark garments. I then go back to the bathroom, and remove my gloves and apron, disposing of them in the yellow clinical bin. I then go over to the sink and thoroughly wash and dry my hands. After doing this, I go back to Mrs Fs room and signify to Mrs F the motions of eating and drinking, symbolising breakfast. Mrs F understands this motion and says she would love a cup of tea and something to eat. I repeat the routine for the benefit of Mrs F in respect placing her hands on the arms of the chair, to help her stand up I place my hand on the bottom of her back, to assist her standing. Once standing, I guide Mrs F out of her room, and sit her down at the breakfast table.

Affirmative Action Essay -- Government Affirmative Action Essays

Though Affirmative Action is a current controversial issue, it is far from new; its decree has been long in the making. Perhaps it originates from amendments 13-15, the series of amendments that outlawed slavery, guaranteed equal protection under the law, and forbid racial discrimination when voting, respectively (Sykes 1). The Supreme Court’s decision in 1896, in the case of Plessy V. Ferguson, mandated separate but equal treatment for African Americans (Sykes 1). However, in 1954, the Supreme Court’s decision from Brown v. Board of Education replaced that of the Plessy v. Ferguson trial. President Lyndon Johnson was the first to use the term â€Å"Affirmative Action† in the Executive Order 11246 of 1965 (Sykes 1). This order required federal contractors to use affirmative action to make sure people were treated equally, â€Å"without regard to their race, creed, color, or national origin† (Cahn 1). Two years later, Johnson amended it to incl ude women (Cahn 1). By 1971, President Nixon issued a Revised Order No. 4 that required contractors to adopt an â€Å"acceptable affirmative action program† (Cahn 1). Over the past three decades, many debates continue as to whether or not affirmative action still belongs in America. Affirmative action is an issue that evokes strong emotions for both supporters and non-supporters alike. Those against affirmative action argue that affirmative action does not help minorities but rather degrades them. They argue that affirmative action sends minorities the message that they can only succeed if they are given extra benefits; thus, resulting in damaged credibility. Often cited as example of affirmative action victims are that of Clarence Thomas and Colin Powell. Critics of affirmativ... ... http://www.pbs.org/weta/washingtonweek/voices/200304/0414action.html Sherman, Mitchell. â€Å"Equal Employment Opportunity: Legal Issues and Societal Consequences.† Public Personnel Management. Washington: March-April 2008. Print. Stevenson, Daniel C. â€Å"Affirmative Action Remains Imperative.† The Tech. Boston: 7 March 1995. Web. 28 March 2015. http://www-tech.mit.edu/V115/N9/danspew.09o.html Sykes, Marquita. â€Å"The Origins of Affirmative Action.† 2004. Web. 28 March 2015. http://www.now.org/nnt/08-95/affirmhs.html Tomasson, Richard F., Faye J. Crosby, and Sharon D. Herzberger. Affirmative Action: The Pros and Cons of Policy and Practice. Lanham: Rowman & Littlefield Publishers, Inc, 2001. Print. Yetman, Norman R. Race and Ethnicity. 2007. found in: Jackson, Robert Max. Social Foundations of Public Issues. USA. McGraw-Hill, 2013. Print. Affirmative Action Essay -- Government Affirmative Action Essays Though Affirmative Action is a current controversial issue, it is far from new; its decree has been long in the making. Perhaps it originates from amendments 13-15, the series of amendments that outlawed slavery, guaranteed equal protection under the law, and forbid racial discrimination when voting, respectively (Sykes 1). The Supreme Court’s decision in 1896, in the case of Plessy V. Ferguson, mandated separate but equal treatment for African Americans (Sykes 1). However, in 1954, the Supreme Court’s decision from Brown v. Board of Education replaced that of the Plessy v. Ferguson trial. President Lyndon Johnson was the first to use the term â€Å"Affirmative Action† in the Executive Order 11246 of 1965 (Sykes 1). This order required federal contractors to use affirmative action to make sure people were treated equally, â€Å"without regard to their race, creed, color, or national origin† (Cahn 1). Two years later, Johnson amended it to incl ude women (Cahn 1). By 1971, President Nixon issued a Revised Order No. 4 that required contractors to adopt an â€Å"acceptable affirmative action program† (Cahn 1). Over the past three decades, many debates continue as to whether or not affirmative action still belongs in America. Affirmative action is an issue that evokes strong emotions for both supporters and non-supporters alike. Those against affirmative action argue that affirmative action does not help minorities but rather degrades them. They argue that affirmative action sends minorities the message that they can only succeed if they are given extra benefits; thus, resulting in damaged credibility. Often cited as example of affirmative action victims are that of Clarence Thomas and Colin Powell. Critics of affirmativ... ... http://www.pbs.org/weta/washingtonweek/voices/200304/0414action.html Sherman, Mitchell. â€Å"Equal Employment Opportunity: Legal Issues and Societal Consequences.† Public Personnel Management. Washington: March-April 2008. Print. Stevenson, Daniel C. â€Å"Affirmative Action Remains Imperative.† The Tech. Boston: 7 March 1995. Web. 28 March 2015. http://www-tech.mit.edu/V115/N9/danspew.09o.html Sykes, Marquita. â€Å"The Origins of Affirmative Action.† 2004. Web. 28 March 2015. http://www.now.org/nnt/08-95/affirmhs.html Tomasson, Richard F., Faye J. Crosby, and Sharon D. Herzberger. Affirmative Action: The Pros and Cons of Policy and Practice. Lanham: Rowman & Littlefield Publishers, Inc, 2001. Print. Yetman, Norman R. Race and Ethnicity. 2007. found in: Jackson, Robert Max. Social Foundations of Public Issues. USA. McGraw-Hill, 2013. Print.

Persuasive Fishing

General purpose: To Persuade Specific purpose: To persuade the audience to go fishing this summer. Central Idea: Fishing is fun and easy Pattern: Topical Pattern Introduction: I have been fishing for 10+ years and really enjoy it and would love to share this hobby of mine with others. Body: There are so many ways to fish and I would like to share with you some information on my favorite ways to fish. Bow fishing is my favorite way to catch fish and it begins around May when the temperature is constantly warm and last thru ought the summer.Some gear you will have to have is a bow a recurve or a compound it doesn’t matter but if you are not the best with a bow the best bow for you would be the compound because you have sights on the bow. A retriever reel and an arrow with any kind of tip will work. And the way the fish is swimming threw the water you must aim below where you see the fish at, it’s difficult at first but it gets easier. Cat fishing can be done anytime durin g the summer day or night.I prefer night time because there are less people fishing and the fish are more active. But the down side to fishing at night you must then bring a light or build a fire to see the end of your poles. The first thing you will need is a fishing pole with a heavy weight on the end of the fishing line with a treble hook around half a foot up from the weight you do this because cat fish usually stay toward the bottom of the lake or river.What I found works the best and smells the worst is punch bait and you push the treble hook down into the punch bait with a stick because if you get it on your hands they will stink for a while. And another good bait to catch the catfish with is chicken livers and they are a little more difficult to put on the hook. Conclusion: Fishing is a great and relaxing hobby to try out.

Utilitarianism V. Pojman s No Rest And Justice Essay

Utilitarianism is the concept that â€Å"holds that actions are right in proportion as they tend to promote happiness; wrong as they tend to produce the reverse of happiness.† In summation, the consequentialist theory states, in reference to Dr. Peetush, that morally â€Å"good† actions are those that promote â€Å"the greatest good for the greatest number of people.† For instance, if a utilitarian were faced with the dilemma of having to kill an innocent for the welfare of 100 other innocents, he would justify this action as morally correct as it, according to Hedonic Calculus, quantitatively produces the most benefit for the largest amount of people. Although utilitarianism is seemingly attractive, it is difficult to digest, as there are several key fallacies that unhinge the theory. This paper will criticize utilitarianism via Louis P. Pojman’s â€Å"no-rest† and â€Å"justice† objections and the utilitarian’s respective rebutta ls, followed by further defense against utilitarianism. To begin, Pojman states that utilitarianism is erroneous due to the â€Å"no-rest objection.† This objection asserts that the theory is far too demanding to be realistic. For example, in reference Pojman’s exmaple, if one wanted to see a film with the friend, they could instead be helping the homeless or repairing the ozone layer; hence, it would be morally correct to pursue the latter as opposed to going to see the film. For any action, the theory implies that there are an infinite number of â€Å"preferable acts [one]