Background- The people over the age of 65 are more vulnerable to foodborne allergies owing to immunocompromised health systems. Vulnerable health conditions will increase the focus of nurses to improve patient safety in aged care.
Aim- The discussion aims to outline the role of nurses for patient safety by imparting effective clinical practices. Also the role of theoretical and practical knowledge and its importance in shaping nursing practice to ensure safety
Conclusion- Education plays an essential part in achieving nursing profession goals by combining organizational and workforce interest. The proficient nurses must timely recognize and diagnose the food-related allergies for increases patient safety.
Nutrition is an essential element of the person over the age of 60 and directly impacts their health and wellbeing. The importance of nutrition and diet requirements has been significantly recognized in highly morbid conditions and includes cancer, age-related dementia, and others. Although, reduced dietary intake including imbalanced vitamins is the for-most identified reason for malnutrition among old aged persons (Wells &Dumbrell,2014). Nurses play a major role in maintaining a balanced dietary plan and timely registering all the associated allergies for successful medication. However, food allergies in the older person are always underdiagnosed which leads to failed interventions and affect the care and patient safety (Martinis et al.,2017). Food is majorly responsible for allergies in elderly patients and can create negative reactions in the body and has become a concern in modern healthcare systems (Martinis et al.,2017). Many doctors have specified the role of training for the adoption of new diet care planning helps solve the issues of nutrition status among elderly persons.
The people over the age of 65 are more vulnerable to foodborne allergies owing to immunocompromised health systems. The vulnerable health conditions promote the bacterial multiplication inside the gut, leading to prolonged illness. Food allergies can trigger far more serious health consequences like dehydration, disabling mental conditions, and even death. The elderly persons also require more time to recover from the illness compared to the younger populations (Wells &Dumbrell,2014). The knowledge of the diet plan and the associated food allergies among healthcare workers is essential for improved care and safety also, its focus on reducing the burden of additional illness owing to food allergies. The rising number of food allergies does not remain under noticed and the knowledge among the diet plan is an essential part of the nursing practitioners (Bailey et al.,2014). The role of the experienced manager is essential for the implementation of an effective caring plan for elderly patients for improved care and patient outcome. However, the practical implementation of diet care strategies is a crucial part of the manager's profession (Bailey et al.,2014). In modern healthcare systems, it has become important to adopt all the essential approaches for diet care through various training regarding new procedures for effective system improvement.
The knowledge of food diet and associated allergies can be achieved by improving technical skills. Nursing education is a combination of theoretical and practical training programs. Quality care and patient wellness are closely related to the clinical learning environment (Dinmohammadi et al.,2016). The theoretical information is mostly provided in the classrooms however, the clinical practice offers opportunities to put the theoretical data into practice which consequently shapes the basis of nursing practice. It aims to improve critical thinking, research skills, decision making. and effective communication skills for quality care. The success of clinical practice depends upon instructors, managers employed for providing education (Machado et al.,2014). The nursing staff must be aware of the changes made in the policies for food allergies associated with the daily diet to improve patient safety. The open question and answer question sessions will help to improve the theoretical knowledge followed by doubt clearing sessions.
A lack of theoretical knowledge related to the importance of food and associated anaphylaxis creates a barrier for effective care and safety. Educational interventions that have been proved useful for patient safety targeting nurse's practical knowledge is proved promising. However, the intervention involving evidence-based knowledge and practice always demands cognitive and behavioral changes to uphold the effects of the associated interventions. Moreover, interactive social activities will encourage the transfer of evidence-based knowledge among nurses to achieve the goal of quality care (Vallerand et al.,2015). This kind of approach will help to link the learning data with the evidence-based experiences. Proficient nurses will check the patient's keep and track on the patient's vitals and monitor the physiological changes for quality care. They should adopt a habit of creating a food checklist before proceeding with the interventions and ensure to involve the patient effectively. Individual nurses must upgrade their knowledge with the changing medial world and can be attained through positive interactions with the senior managers (Vallerand et al.,2015). It means the senior managers also must arrange training sessions followed by one on one sessions to upgrade both the theoretical and practical knowledge among nurses to ensure safety and avoid the burden of anaphylaxis in aged care.
Education plays an essential part in achieving nursing profession goals by combining organizational and workforce interest. In modern healthcare systems, training to play a key role in improving the theoretical knowledge which leads to individual improvement, staff development, and achieving organizational plans (Corlett et al.,2014). The nurse is directly related to patient safety and must be aware of all the upgraded theoretical knowledge. Nursing should know the possible side-effects regarding the food included in the patient diet plan. To achieve the educational outputs, it is essential to adopt new models of clinical practices for nursing by introducing seminars, PowerPoint presentations, and including the chapters for food safety to improve patient care. (Corlett et al.,2014). Organizations can deliver teachings by arranging guest lecture or by keeping one on one sessions which debates on the importance of food-related allergies. Active participation of the nursing staff in the advanced care training lead to effective learning and development in their profession. The importance of transferring theoretical knowledge into practice is the principle for clinical credibility. One of the important modes of achieving this is by practice and simulation which sets the broader path for deeper learning practice.
The combination of learning skills and practical knowledge can be applied by using simulation for better application of theoretical knowledge (Handley & Dodge,2015). The use of simulation helps nurses to upgrade their practical knowledge with the changing healthcare background and improve the decision-making capabilities and clinical reasoning. The nurses will use a set of pseudopatients and will keep track of their food-related allergies to improve patient care and linking this knowledge and learning outcomes of simulation also help in the practical application of clinical practices. Demonstrating the links between physiological systems and simulation findings brings understanding and authenticity to the assessment (Wolfgram & Leary, 2014) The depth of knowledge and simulation strategies can increase the confidence of nurses to think critically and impart awareness about all the data to food-related allergies in individual patients. The study material will include a simulated recorded assessment tool for about a week which reflects their practical work (Handley & Dodge,2015). The nurses can use effective communication strategies to create a strong therapeutic relationship to understand the individual patient preference for food and patients inform the associated allergies as well. The nurse must create a checklist related to food allergens before initiating everyday care and must include the patient in the advanced care process.
Education is an important tool to upgrade the theoretical and practical knowledge among nursing practitioners. In modern healthcare systems, it has become important to adopt all the essential approaches for diet care through various training regarding new interventions for effective system improvement. The nursing education is a combination of the theoretical and practical training programs The knowledge of food diet and associated allergies can be achieved by improving the technical skills and the quality care and patient wellness is closely related with the clinical learning environment. The introduction of chapters and practical simulations can support nurses to improve their clinical learning for quality care and improved patient outcomes in aged care.
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Dinmohammadi, M., Jalali, A., Peyrovi, H. (2016). The clinical learning experience of Iranian student nurses: A qualitative study. Nursing Practice Today, 3(1),31-39.
Handley, R., & Dodge, N. (2015). Can simulated practice learning improve clinical competence? The British Journal of Nursing, 22(9), 529-535.
Machado, J.P., Veiga, E.V., Ferreira, P.A., Martins, J.C., Daniel, A.C., Oliveira, S., &Silva, P.C. (2014). Theoretical and practical knowledge of nursing professionals on indirect blood pressure measurement at a coronary care unit. Einstein (Sao Paulo), 12(3),330-335.
Martinis, M.D., Sirufo, M. M., & Ginaldi, L. (2017). Allergy and Aging: An Old/New Emerging Health Issue. Aging and Disease, 8(2),162-175.
Vallerand, A.H., Musto, S., &Polomano, R.C. (2015). Nursing’s role in cancer pain management. Curr Pain Headache Rep.15(2),250–262.
Wells, J.L., & Dumbrell, A.C. (2014). Nutrition and aging: Assessment and treatment of compromised nutritional status in frail elderly patients. Clinical Interventions in Aging, 1(1), 67-79.
Wolfgram, L. J. B., & Leary, Q. A. (2014). Integrating simulation innovatively: Evidence in teaching in nursing education. Clinical Simulation in Nursing, 8(5), 169-175.
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