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1. What are the three levels of clinical prevention and what are their main goals? Provide an example of an
intervention for each level.
- The three levels of clinical prevention are primary, secondary and tertiary. The main goal of primary
prevention is to prevent disease or injury from occurring in the first place. An example of a primary
prevention intervention is immunization. The main goal of secondary prevention is to detect and treat
disease or injury early, before it causes significant harm or complications. An example of a secondary
prevention intervention is screening for breast cancer. The main goal of tertiary prevention is to reduce the
impact and consequences of disease or injury, and to prevent further deterioration or complications. An
example of a tertiary prevention intervention is rehabilitation after a stroke.
2. What are the five A's of evidence-based practice in clinical prevention and health promotion? Explain
what each A stands for and how it can be applied in nursing practice.
- The five A's of evidence-based practice in clinical prevention and health promotion are: Ask, Acquire,
Appraise, Apply and Audit. Ask means to formulate a clear and focused question based on the patient's
needs, preferences and situation. Acquire means to search for the best available evidence from reliable and
relevant sources. Appraise means to critically evaluate the quality, validity and applicability of the evidence.
Apply means to integrate the evidence with clinical expertise, patient values and context. Audit means to
monitor and evaluate the outcomes and effectiveness of the intervention.
3. What are some of the barriers and facilitators to implementing clinical prevention and health promotion
interventions in nursing practice? Give at least two examples of each and suggest possible strategies to
overcome or enhance them.
- Some of the barriers to implementing clinical prevention and health promotion interventions in nursing
practice are: lack of time, resources, knowledge, skills, motivation, support, incentives or feedback;
competing priorities or demands; resistance or reluctance from patients, colleagues or managers; ethical,
legal or cultural issues; organizational or system constraints; conflicting or inconsistent evidence or
guidelines. Some possible strategies to overcome these barriers are: prioritizing prevention and health
promotion activities; allocating sufficient time, resources, training, supervision, recognition or rewards;
engaging patients, colleagues or managers in shared decision making; addressing ethical, legal or cultural
issues with respect and sensitivity; seeking or providing feedback; adapting or tailoring interventions to the
specific context; updating or reviewing evidence or guidelines regularly.
- Some of the facilitators to implementing clinical prevention and health promotion interventions in nursing
practice are: availability, accessibility, quality, relevance or applicability of evidence or guidelines; clear,
consistent, concise or actionable recommendations; strong, positive, supportive or collaborative
relationships with patients, colleagues or managers; shared vision, values, goals or expectations; motivation,
interest, enthusiasm or confidence; incentives, rewards, recognition or feedback; ethical, legal or cultural
alignment; organizational or system support, leadership or culture; innovation, creativity or flexibility. Some
possible strategies to enhance these facilitators are: seeking, using or disseminating evidence or guidelines;
following or developing recommendations; building, maintaining or improving relationships with patients,
colleagues or managers; communicating
or negotiating vision, values, goals or expectations; fostering or expressing motivation,
interest, enthusiasm or confidence; providing or receiving incentives,
rewards,
recognition
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