Non-pharmacological Nursing Interventions Literature Review

Non-pharmacological Nursing Interventions Literature Review 5 METHODOLOGY A literature review is defined as a critical analysis of a segment of a published body of knowledge through summary, classification, and comparison of prior research studies, reviews of literature, and theoretical articles. In addition to that a literature review will be used for conducting the research. According to Fink (2010), literature review is an evaluative report that is a systematic, explicit and reproducible method for identifying, evaluating and synthesizing the existing body of completed and recorded work produced by researchers and scholars. In this literature review the main focus was to search the existing literature on non-pharmacological nursing interventions in order to be able to describe and analyze the similarities, differences, consistencies and inconsistencies and issues within the research topic. 5.1 Inclusion and exclusion criteria Inclusion criteria are characteristics that proposed subjects must possess in order to be integrated in the future study. On the other hand, Exclusion criteria are characteristics that help the researcher to eliminate subject from being integrated in the study. A clear comprehension of the inclusion and exclusion criteria ensures that the research yields accurate and genuine results (Fink 2010). The inclusion and exclusion criteria of this literature review are described below in table 1. TABLE 1. Inclusion and Exclusion criteria Inclusion criteria Exclusion criteria The research focused on the non-pharmacological nursing interventions of geriatric depression The articles which are not related to the research questions. Articles were limited from 2005 to present Articles were not related to the studies and carried out before 2005. The articles were in full text, abstract and within the keywords The articles without full text, abstract and within the keywords Languages used were English and Finnish. The articles which were not in English and Finnish. Evidence based research were used. Articles that were not related to nursing and were not scientific. 4.3 Data collection The research articles for the literature review were limited to a time frame between 2006-2015. The information was gathered using different computerized databases such as Ebrary, CINAHL, Ovid, SAGE Premier and Science Direct, to find scientific journals. Moreover web based publications such as WHO, kaypahoito and Terveyden ja Hyvinvoinnin Laitos were also used. In addition to that numerous articles were gathered from well known scientific journals such as Journal of Advanced Nursing and Journal of Nursing Education. Keywords used in the search were focused on the research topic, they included Geriatric Depression, non-pharmacological interventions and Signs of geriatric depression. The key words and the time frame were combined in order to constrict the range of articles; the materials obtained for this study were in both English and Finnish. 4.4 Data analysis The collected data will be analyzed through content analysis of the collected articles, journals and electronic web pages. All the collected data related to the topic will be divided into different groups to make analysis easy. 5 ETHICS AND RELIABILITY High ethics will be maintained throughout the research process. I will also consider a good scientific conduct to ensure that the research is ethically acceptable. The authors in the references will be respected and thus referred accurately. The research project is about finding out the effectiveness of non- pharmacological treatment methods when dealing with geriatric depression. I plan to follow the set thesis guidelines of Centria University of Applied Sciences while carrying out my research. Reliability will be ensured by only referring to recent research materials available concerning geriatric depression. The articles and other materials will be obtained from reliable electronic sources and the school’s library databases to ensure that valid results are obtained that can be used in the future. 6 FINDINGS 6.1 Non-pharmacological nursing interventions Physical Exercise In a study by Park, Han and Kang (2014), it was found that regular exercise for older adults suffering from depression increased their social contact and improved their self efficacy. Physical activities also had inverse relationship with depression among the elderly. This meant that older adults engaging in physical exercises were found to have improved mental and physical health. (Lee, Brar, rush and Jolley 2014.)Regular physical exercises reduced depressive symptoms and anxiety associated with aging and other predisposing factors such as chronic ailments. In additional to that, older adults involved in physical activities ended up having some positive thoughts and opinions on their own aging process. (Park et al 2014.) As a result of physical exercise physical exhaustion was also highly reduced as a result of improved cardiovascular activity, immune system and the endocrine system. These also translated to reduction of depressive symptoms and an improvement in psychological well being. (Tsang, Fung, Chan, Lee, and Chan, 2006). In another study by Stanton and Reaburn (2014), it was confirmed that aerobic and non aerobic exercises including outdoor walking and stationary cycles demonstrated a reduction in depressive symptoms among the elderly. Exercises were conducted three times a week for a total duration of twelve weeks. (Stanton et al 2014.) Furthermore, regular physical activities among the elderly were found to improve their quality of sleep. Poor sleep quality and related sleep disturbances were attributed to in active lifestyles and repetitive daily routines, which further lead to cases of depression, anxiety, agitation, fatigue and daytime drowsiness. In a related article by Cheng, Huan, Li and Chang (2014), found that elderly people who engaged in physical activities such as the senior elastic band exercise reported improved sleep quality and significant decrease in depressive symptoms. In additional to that, Chen et al (2013) developed the wheelchair-bound senior elastic band (WSEB) exercise program, which granted the depressed older adults bound on wheel chairs an opportunity to exercise too. (Chen et al 2013.) Cognitive Exercise According to a study by Khatri, Blumenthal, Babyak and Krishman (2001), it was determined that physical exercise impacts positive effects on the cognitive functioning among elderly people suffering from depression. The study was carried out on two different groups of randomized participants: medication group and the aerobic exercise group. All the groups underwent the tests for duration of four months. In the medication group they received antidepressants while the exercise group underwent aerobic training. In addition to depression cognitive functions were also assessed, for example memory, executive functioning, concentration and psychomotor speed. Assessment tools used in the study included Beck Depression Inventory (BDI) and Wechsler Memory Scale (WMS). It was established that participants in the exercise group exhibited greater improvements in both memory and executive functioning than those in the medication group. Furthermore, the exercise group also showed better improvements in the Wechsler Memory Scale visual reproduction delayed recall scores. However there were no significant differences in the verbal memory and concentration. (Khatri et al 2001.) Vasques, Moraes, Silveira, Deslandes and Laks (2011), found that despite physical exercise having significant effects on depression it also exhibited positive effect on the brain function. During their study neuropsychological tests were performed in the forms of Mini Mental State Examination (MMSE), the Digit Span Test (DST)and the Stroop Color-Word Test (SCW) to assess the cognitive functions of their elderly participants suffering from major depressive disorder. After the participants walking on the treadmill for half an hour cognitive tests were performed before, during, after and 10-15 minutes after the training session. Similar cognitive tests were also performed on the control group but without exercise. There were no significant differences for both the control and the exercise group on the Digit Span Test. However in the Stroop Color-Word Test, the exercise group had improvements in their results when compared to the control group. The improvements were a clear indication that physical exercise had a positive effect on the cognitive functions of the depressed participants. (Vasques et al 2011.) According to Nicholas et al (2006), nurses used Problem solving therapy to help patients with depression to improve their cognitive functioning. Individuals were assigned certain tasks to handle in the form of games which varied from cheap to hard. This helped the individuals to think in a structured way which in turn improved their cognitive functioning. In additional to that it helped relieve depressive symptoms. (Nicholas et al 2006; Haggerty 2006.) Family Therapy In another study by Tanner, Martinez and Harris (2014), to examine the functional and social determinants of depression on community dwelling older adults it was concluded that support from family showed an improvement in general functions and a decrease in loneliness. In additional to that, family support satisfaction scale (FSSS) was used on the older adults to assess satisfaction with support received. The instrument consisted of 13 questions constructed to investigate the participant’s satisfaction with the family support they received from family members. The participants were expected to respond with either agreement or disagreement. It was found that those participants who had higher support scores had decreased levels of depression. Loneliness was also identified as one of the main causes of depression in addition to other predisposing factors. Older adults who were satisfied with the family support they received confirmed that it helped them cope with depression as well as chronic illnesses. (Tanner et al 2014). Nurses were found to play a crucial role in helping elderly people dealing with depression developed as a result of social isolation or bereavement. It was discovered that leaving these psychosocial factors not dealt with it made it difficult to make a lasting or complete recovery. (Hughes 2005). Nurses were found to play an important role in guiding, supporting and encouraging elderly people dealing with depression to keep contact with their family members. (Parello 2012.) According to a study by Merema (2014), it was found that older adults with good social network between them and their family members had higher levels of self esteem and self worth. In additional to that they were less likely to attempt suicide when compared to their counterparts with little or no social network at all. Music therapy According to a research carried out by Chan, Mok and Tse (2009), to determine the effects of music on depression levels in elderly people. The study was conducted on 47 elderly people (23 using music and 24 controls), majority of who were 75 and above. It was pointed out that music exerts psycho-physiological responses through influence on the limbic system. The limbic system is involved in our feelings of pleasure and emotions such as fear, anger as well as motivations. Therefore the limbic system is mostly affected by music rhythm as well as pitch and is also responsible for processing the music stimuli. It was found that music expends its effects through entertaining the body rhythms. In this context entertainment can be described as a tendency by two bodies locking together and vibrating in harmony. When an elderly person is going through a depressive phase they tend to experience mixed feelings of discomfort or agitation which in turn disrupts their body rhythms. The Body rhythm s is disrupted through change in breath, blood flow and heartbeat which further lead to changes in blood pressure levels and oxygen saturation. (Chan et al 2009). The music interventions used included four different types of music which included western classical, western jazz, Chinese classical and Asian classical. Each type of music was played for a duration of 30-min once per week for a duration of four weeks. The participants listened to the music without any interaction with the therapist. At the end of the study the depression levels of the experimental group had significantly decreased from form mild depression to normal levels. On the contrary there was no change in the depression levels for the control group within the four weeks. (Chan et al 2009). Furthermore, the physiological measures monitored including systolic and diastolic blood pressure, heart rate and respiratory rate of the elderly in the experimental group had reduced significantly in comparison to those of the control group. The findings demonstrated the benefits music has on older people suffering from geriatric depression. Music had a soothing physiological and Psychological effect on the elderly suffering from geriatric depression. This also support that music has the capability of to resonate with the listeners feelings. (Chan et al 2009). It was discovered that giving participants an opportunity to choose their music led to effective treatment. Chang, Wong and Thayala (2011), suggested that when the participants chose their own music it facilitated the entertainment process because the listener was in tune with their music of choice. The effects of music listening did not occur after one or a few sessions. In contrary to that, significant decrease in depression levels were reached after the participants had music listening sessions for a few weeks. In additional to that it was found that different kinds of music had similar effects on depressive symptoms among the elderly depending on the listener’s preference of music. (Chang et al. 2011). Music therapy was found to reduce irritability, agitation, and problem behaviors in people with geriatric depression. In additional to that it was also found that music therapy improves the sleep quality of people dealing with geriatric depression. (Rice et al 2010). Social activities While going through recent randomized trials it was found that social activities were effective interventions which improved depression outcomes among the elderly. (Merema 2014.) Social activities were provided in form of recreational group events such as day meetings, group outings and visits from family. These social activities generated social interaction and support among the elderly. (Hsu and Wright 2014). In additional to that it was found that through social activities the elderly were able to establish enduring relationships which in turn provided an effective method of reducing or limiting the severity of depression. It was also established that social activities improved the sleep quality and the cognitive functions of the elderly people. Social activities had a direct effect on the levels of loneliness faced by elderly people with depression. Furthermore it was discovered that depressed old adults felt much better when they were around other people. (Merema 2014.) Engagement in social activities was found to reduce cases of social isolation thus limiting worsening in the severity of depression. (Hsu et al 2014.) In a study by Hsu et al (2014), it was indicated that meaningful and enjoyable social activities lead to a decrease in depressive symptoms among institutionalized elderly living with depression. Social activities that were interesting to the elderly dealing with depression showed a decrease in depressive symptoms. It was found that a large number participated in social activities in the institution due to the positive emotions they experienced or out of personal interest. (Merema 2014.) The reduction in depressive symptoms was as a result of the psychosocial mechanism which includes a positive feedback where there is an improved mood due to pleasant events. Surprisingly it was found that institutionalized depressed elders participated more in social group activities. The institutional environment offered them an opportunity to participate in activities that led to more positive mental attitude and a decrease in depressive symptoms. (Hsu et al 2014.)

Jan and Ken Case Study Essay

1. Using the chapters on language and emotions to help frame your answer, suggest two ways that Ken could open this conversation more productively. For instance, clearly expressing his emotions and using â€Å"I† language. Ken could have tried opening the conversation more productively by saying something like, â€Å"Jan, do you have a few minutes? (This acknowledges to Jan that ken feels that her time is valuable), I would appreciate if we could talk about a problem that I am having. I believe that Shannon is upset with me, and does not want to speak to me. I was wondering if you told Shannon about Katie and me (trying not to be accusatory, so that Jan will not become defensive), 2. How do you perceive Jan’s effort to convince Ken to forgive her? Based on what you have learned in this chapter, suggest two ways she might more effectively seek Ken’s forgiveness. Jan attempt to get Ken to forgive her is full of defensiveness and self interest. Jan could more effectively seek and obtain Ken’s forgiveness by acknowledging ken’s point of view. Jan would be more effective in seeking ken’s forgiveness if she did not seem to be so defensive, and she tried to see the situation from his perspective. Jan also needs to demonstrate that she has a desire to restore the well-being of their friendship. Jan repeated saying, â€Å"I’m sorry, okay?† is not helping the situation at all. She needs to show some genuine remorse. 3. The conversation so far seems to be framed in a win-lose orientation to conflict. Each person wants to be right, to win at the expense of the other. How can Jan and Ken move their conflict discussion into a win-win orientation? Ken and Jan can move their conflict discussion to win-win orientation by identifying what they need out of this situation. They both have problem that need to be addressed. Ken’s problem is more recent and Jan’s issue seems to have been smoldering for a while. Ken needs to be  able to†¦

Second Amendment Validity And Today s View - 1068 Words

Second Amendment Validity and Today’s View Although there are many people against the Second Amendment, one must understand that the constitution of the United States recognizes and safeguards rights that profoundly exist in the Bill of Rights. Does the second Amendment continued to be valid today? The answer is quite simple: yes, it does. Civilian or militia does no need to protect themselves from the government, since the government has strong armed forces to protect the state and the federal government. However, the right still remains valid and it is mostly used for protection of common criminals, since the police can take a long time to show up when needed; and it is also used for hunting and other recreational activities. One case that proofs its validity is the case of the District of Columbia vs. Dick Anthony Heller (2008) at the Supreme Court. â€Å"JUSTICE SCALIA delivered the opinion of the Court. We consider whether a District of Columbia prohibition on the possession of usable handguns in the home violates the Second Amendment to the Constitution† (D.C. vs. Heller 2008:01). D.C. generally prohibited the possession of guns without a special license from the chief of the police, valid for one year. Furthermore, such guns needed to be â€Å"unloaded and disassembled or bound by a trigger lock or similar device unless they are located in a place of business or are being used for lawful recreational activities† (01). Here the court justices stated that the Second AmendmentShow MoreRelatedThe Supreme Court On The American Public School System Essay1702 Words   |  7 Pagesopinion laid out an interpretation of the Establishment Clause in the First Amendment of the Constitution for the first time in regards to how it should be applied. As such, it would set the precedence for the way that the Supreme Court would look at the First Amendment even until today. Although in this particular instance, the Supreme Court ruled in favor of religion and schools, this new definition of the First Amendment would go on to be used against religion in the American public school systemRead MoreThe Inclusion Of The Phrase Under God1602 Words   |  7 PagesSince the phrase was added in 1954, cases have been found in the Supreme Court questioning its validity. In one particular case the Supreme Judicial Court... ruled 7-0 in the case brought against the Acton-Boxborough school district. A family identified only as Doe argued that schools conduct a patriotic exercise that exalts and validates one religious view while marginalizing their ‘religious views’ on atheism and humanism, in violation of the state constitution.† (Massachusetts 2). The reasoningRead MoreWomen s Rights Movement : Seneca Falls Convention1628 Words   |  7 Pagesare earnestly invited to attend. The public generally are invited to be present on the second day, when Lucretia Mott, of Philadelphia, and other ladies and gentlemen, will address the Convention (â€Å"Seneca Falls Convention†). Anywhere from around 100-300 people were in attendance at the convention, more than 2/3 were women on the first day of the convention and on the second day about forty men. On the second day, The Declaration of Sentiments and Grievances, which specified the inequality that womenRead MoreClassism And Prohibition In The Great Gatsby1569 Words   |  7 PagesAbraham Lincoln famously said: A house divided against itself cannot stand; in today’s world full of conflicts, protests, and wars, this is an idiom that holds immense truth. It has been so for as long as there have been people with opinions, and 1920’s America was an era full of opinions. The Great Gatsby, a novel by F. Scott Fitzgerald, is a classic tale of the Jazz Age told from the perspective of Nick Carraway, a newcomer to the fast-paced life of East and West Egg. Through his eyes the reader seesRead MoreMaking a Case for Pro-Choice1553 Words   |  6 Pagescomprehend the other point of view we are trying to ma ke. Just because certain people view abortions as something that is against humanity doesn’t mean that state laws should make it illegal. Abortions are a very serious issue that everyone around the world has to hear about or deal with. The fact that they want to make it illegal in the US to have an abortion is not right. Certain states in the US have trigger laws where it’s illegal to get an abortion after the first and second trimesters. It’s illegalRead MoreThe Declaration Of Independence Of The United States Of America Essay1481 Words   |  6 PagesUnited States Constitution draws up a number of rights and liberties for all its people, and argues against a dominant central power, outlining the three branches of the nation’s federal government. In addition, the Bill of Rights mentions several amendments, which offer citizens unique privileges. A few of the privileges which are of great importance include the right to exercise free speech, the right to bear arms, the right to speedy trials and that is just to name a few. Undoubtedly, these are characteristicsRead MoreObtaining Physical And Other Evidence Essay1967 Words   |  8 Pageswhere the officer has a reasonable suspicion to believe there is a crime. This is called a â€Å"Terry Stop†. This is because in the case Terry v. Ohio, 392 U.S. 1 (1968), was a decision by the United States Supreme Court which held that the Fourth Amendment prohibition on unreasonable searches and seizures is not violated when a police officer stops a suspect on the street and frisks him or her without probable cause to arrest, if the police officer has a reasonable suspicion that the person has committedRead MoreEnglish Language Learners : Bilingual Education1694 Words   |  7 Pagesdepended on the superintendent’s and school board’s view on language programs. It was not until 1950 that classes started such as English as a Second Language aimed at helping immigrant children learn the English language. In the United States in 1950 and in 2016, the most popular language among English-language learners is Spanish; about 80 percent of English-language learners speak Spanish as their first language. Prior to English as a Second Language classes, immigrants exhibited a high dropoutRead MoreGun Violence : Shouldn t We Or Should We1234 Words   |  5 Pagespaper explores the validity of the statement. The debate should be whether the issues or challenge is gun access or the individual with trigger access. The researcher maintains that crime or violence leading to death can be lowered if the guns purchase could be legalized and training for the appropriate gun use was conducted. Many factors can be said as root causes of gun violence. These include a decline in family and parenting values, short sentencing, and pop culture. Today s teenagers are proneRead MoreHow The Virginia State Statue Of Anti Miscegenation And The Fourteenth Amendment Essay2353 Words   |  10 PagesFor years there have been forbidden love and marriage in the history of the United States, I decided to write a reflection on my thoughts views, fact findings and information regarding biracial marriages and segregation laws that were discriminatory in history. I read the short story about the Loving family and their pursuit to the Supreme Court in 1967, I thought of my own family history and realized that my paternal grandparents would’ve been prosecuted had they lived in Virginia or any other

How Is Espérer Conjugated in French

When you want to say to hope in French, use the verb  espà ©rer. In order to transform it to a specific tense, such as hoped or hoping, you will need to conjugate it. This one is a bit of a challenge, but a quick lesson will run you through the simplest and most useful verb forms. Conjugating the French Verb  Espà ©rer French verb conjugations are more complicated than they are in English. Where English uses just a few endings like -ing or -ed, French requires a new infinitive ending for every subject pronoun as well as every tense of the verb. This means that we have more words to commit to memory. Espà ©rer  is a  stem-changing verb  and it follows the rules of most verbs that end with -e_er. In general, you should look out for the forms in which the acute à © changes to the grave à ¨. At the same time, in the future tense, either accented E can be used. Other than that minor (but important) spelling change,  espà ©rer  uses the same endings as regular -ER verbs. Simply match the subject pronoun with the appropriate tense in this table to study these forms. For instance, I hope is jespà ¨re while we will hope can be either nous espà ©rerons or nous espà ¨rerons. Subject Present Future Imperfect j' espà ¨re espà ©reraiespà ¨rerai espà ©rais tu espà ¨res espà ©rerasespà ¨reras espà ©rais il espà ¨re espà ©reraespà ¨rera espà ©rait nous espà ©rons espà ©reronsespà ¨rerons espà ©rions vous espà ©rez espà ©rerezespà ¨rerez espà ©riez ils espà ¨rent espà ©rerontespà ¨reront espà ©raient The Present Participle of  Espà ©rer To form the  present participle  of espà ©rer,  add -ant  to the verb stem. This creates the word  espà ©rant, which can be useful beyond a verb. In some circumstances, it becomes an adjective, gerund, or noun. The Past Participle and Passà © Composà © Besides the imperfect, you can also use the  passà © composà ©Ã‚  to express the past tense hoped in French. When doing so, conjugate the  auxiliary verb  avoir, then add the  past participle  espà ©rà ©. As an example, I hoped is jai espà ©rà © while we hoped is nous avons espà ©rà ©. More Simple  Espà ©rer  Conjugations While those are the most important conjugations of espà ©rer  to memorize, you may find a few more helpful as well. For instance, when the verbs action is questionable, either the subjunctive verb mood or the conditional form may be appropriate. If you read a lot of French, its likely that you will encounter either the passà © simple or the imperfect subjunctive. These are common in literature and its a good idea to be able to recognize them. Subject Subjunctive Conditional Passà © Simple Imperfect Subjunctive j' espà ¨re espà ©reraisespà ¨rerais espà ©rai espà ©rasse tu espà ¨res espà ©reraisespà ¨rerais espà ©ras espà ©rasses il espà ¨re espà ©reraitespà ¨rerait espà ©ra espà ©rà ¢t nous espà ©rions espà ©rerionsespà ¨rerions espà ©rà ¢mes espà ©rassions vous espà ©riez espà ©reriezespà ¨reriez espà ©rà ¢tes espà ©rassiez ils espà ¨rent espà ©reraientespà ¨reraient espà ©rà ¨rent espà ©rassent The imperative verb form is used to form quick and often assertive statements or exclamations. When using this one, skip the subject pronoun. Rather than saying tu espà ¨re, use espà ¨re alone. Imperative (tu) espà ¨re (nous) espà ©rons (vous) espà ©rez