Herbs And Nutritional Supplements – Savvy Essay Writers | savvyessaywriters.net

Herbs And Nutritional Supplements – Savvy Essay Writers | savvyessaywriters.net

(Wk # 3: May 18 to May 24 – Main post under Assignment by Wed, May 20 at 11:59 PM EST). 

Students are required to post a minimum of three times per week (1 main post answering the question 100% before Wednesday at 11:59 PM EST and 2 peer responses by Sunday at 11:59 PM EST). The three posts in each individual discussion must be on separate days (same day postings / replies will not be accepted).

Chapter 7 – Herbs and Nutritional Supplements

Questions:  Choose one of the common medicinal herbs (table 7.3 / page #123 & 124 of your textbook)(PLEASE DO St. JOHN’S WORT) answer the following questions?

1. Mention the herb that you chose. What are the common uses of this herb? Mention possible contraindications.

2. Is there any research study done on this herb? Mention the research study and discuss results of it.

Guidelines: The answer should be based on the knowledge obtained from reading the textbook, no just your opinion. Is there are 5 questions in the discussion, you must answer all of them. (the book is Complementary and alternative Therapies for Nursing Practice Fourth Edition, Karen Fontaine)

Grading Criteria: Student mentions one medicinal herb discussed in the book (10 points). Common uses (20 points). Contraindications (20 points). Mention research study (20 points). Discuss results of research study (30 points).

COMPLEMENTARY AND ALTERNATIVE THERAPIES FOR NURSING PRACTICE

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Milan Munich Paris Montreal Toronto Delhi Mexico City São Paulo Sydney Hong Kong Seoul Singapore Taipei Tokyo

F o u r t h E d i t i o n

Karen Lee Fontaine Professor, College of Nursing, Purdue University Calumet,

Hammond, Indiana

Notice: Care has been taken to confirm the accuracy of information presented in this book. The authors, editors, and the publisher, however, cannot accept any responsibility for errors or omissions or for consequences from application of the information in this book and make no warranty, express or implied, with respect to its contents.

The authors and publisher have exerted every effort to ensure that drug selections and dosages set forth in this text are in accord with current recommendations and practice at time of publication. However, in view of ongoing research, changes in government regulations, and the constant flow of information relating to drug therapy and reactions, the reader is urged to check the package inserts of all drugs for any change in indications or dosage and for added warning and precautions. This is particularly important when the recommended agent is a new and/or infrequently employed drug.

Copyright © 2015, 2011, 2005 by Pearson Education, Inc. All rights reserved. Manufactured in the United States of America. This publication is protected by Copyright and permission should be obtained from the publisher prior to any prohibited reproduction, storage in a retrieval system, or transmission in any form or by any means, electronic, mechanical, photocopying, recording, or likewise. To obtain permission(s) to use material from this work, please submit a written request to Pearson Education, Inc., Permissions Department, One Lake Street, Upper Saddle River, New Jersey 07458 or you may fax your request to 201-236-3290.

Many of the designations by manufacturers and seller to distinguish their products are claimed as trademarks. Where those designations appear in this book, and the publisher was aware of a trademark claim, the designations have been printed in initial caps or all caps. Library of Congress Cataloging-in-Publication Data Fontaine, Karen Lee, 1943–author. [Complementary & alternative therapies for nursing practice] Complementary and alternative therapies for nursing practice / Karen Lee Fontaine, professor, College of Nursing, Purdue University Calumet, Hammond, Indiana.—Fourth edition. pages cm Revision of: Complementary & alternative therapies for nursing practice.—3rd ed.—©2009. Includes bibliographical references and index. ISBN-13: 978-0-13-334650-3 ISBN-10: 0-13-334650-1 1. Nursing. 2. Alternative medicine. I. Title. RT42.F64 2015 610.73—dc23 2013045244

Publisher: Julie Alexander Publisher’s Assistant: Regina Bruno Project Management Team Lead: Patrick Walsh Program Manager: Erin Rafferty Project Manager: Maria Reyes Director of Marketing: David Gessell Executive Marketing Manager: Phoenix Harvey

Marketing Specialist: Debi Doyle Media Project Manager: Karen Bretz Creative Director: Jayne Conte Cover Designer: Bruce Kenselaar Cover Image: © Kara-Kotsya/Fotolia Composition: Aptara®, Inc. Printer/Binder: RRD Donnelley/ STP Harrisonburg

10 9 8 7 6 5 4 3 2 1

ISBN-13: 978-0-13-334650-3 ISBN-10: 0-13-334650-1

Dedication

This book is dedicated to Peggy Gerard, Dean, and Kathy Nix, Undergraduate Coordinator, College of Nursing,

Purdue University Calumet for all their support and enthusiasm as complementary and alternative medicine

was integrated into the curriculum.

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CONTENTS

Preface ix

Acknowledgments xiii

Reviewers xiv

UNIT 1 Healing Practices: Complementary and Alternative Therapies for Nurses 1

Chapter 1 Integrative Healing 3

Chapter 2 Basic Concepts Guiding Alternative Therapies 19

Chapter 3 The Role of Evidence-Based Health Care in Complementary and Alternative Therapies 37

UNIT 2 Systematized Health Care Practices 47 Chapter 4 Traditional Chinese Medicine 49

Chapter 5 Ayurvedic Medicine 70

Chapter 6 Native American Healing and Curanderismo 90

UNIT 3 Botanical Healing 111 Chapter 7 Herbs and Nutritional Supplements 113

Chapter 8 Aromatherapy 133

Chapter 9 Homeopathy 149

Chapter 10 Naturopathy 162

UNIT 4 Manual Healing Methods 169 Chapter 11 Chiropractic 171

Chapter 12 Massage 183

Chapter 13 Pressure Point Therapies 202

Chapter 14 Hand-Mediated Biofield Therapies 217

Chapter 15 Combined Physical and Biofield Therapy 230

UNIT 5 Mind–Body Techniques 239 Chapter 16 Yoga 241

Chapter 17 Meditation 256

Chapter 18 Hypnotherapy and Guided Imagery 269

v

Chapter 19 Dreamwork 286

Chapter 20 Intuition 301

Chapter 21 Music as a Therapeutic Tool 311

Chapter 22 Biofeedback 320

Chapter 23 Movement-Oriented Therapies 327

UNIT 6 Spiritual Therapies 339 Chapter 24 Shamans 341

Chapter 25 Faith and Prayer 352

UNIT 7 Other Therapies 367 Chapter 26 Bioelectromagnetics 369

Chapter 27 Animal-Assisted Therapy 378

Appendix Alternative Therapies for Common Health Problems 393

Index 417

vi Contents

TRY THIS

vii

Energy 34 Massage 88 Positive Thoughts 107 Herbal Remedies 128 Soothing Potions 144 Top 10 Remedies 157 Pet Remedies 158 Visualization 167 Energy Boosters 181 Massage 199 Foot Massage 213 Experience Your Energy Field 227 Emotional First Aid 235 Redirecting the Flow of Energy 236 Heart Breathing 252 Loving–Kindness Meditation 266

Renovating Your Day 283 Shrinking Antagonistic

Forces 283 Improving Dream Recall 298 Positive Affirmations 308 Practice Intuition 309 Music for Stress Reduction 316 Mind Control of Muscular

Strength 324 Feel Your Qi 335 Wave Hands Like Clouds (Water

T’ai Chi) 336 Shamanic Journey 349 Absorbing Earth Energy 375 Going to the Mountains 376 Interacting with Your Pet 389

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PREFACE

The profession of nursing has advanced beyond the Western biomedical model to incorporate many healing tools used by our Asian, Latino, Native American, African, and European ancestors. We are rapidly rediscovering that these ancient principles and practices have significant therapeutic value. Some see this movement as a “return to our roots.” Others believe it is a response to runaway health care costs, growing dissatisfaction with high-tech medicine, and increasing concern over the adverse effects and misuse of med- ications. The growth of consumer empowerment also fuels this movement.

As nurses, how do you begin to assimilate thousands of years of healing knowledge? How do you begin this journey of integrating practices into your own lives? In your professional practice, how do you model healthful living? How do you help clients choose their own healing journeys? How do you break down the barriers between conventional and complementary and alter- native medicine (CAM)? Learning about CAM practices, like anything else, is a slow process involving a steady accumulation of bits of information and skills that eventually form a coherent pattern called knowledge. Although it is possible to learn a great deal about healing practices from reading, thinking, and asking questions, you must in the long run learn about healing through participation. Without hands-on experience, you can be a good student, but you can never be a great nursing practitioner of the healing arts. I trust this book will be one step in a lifelong exploration of and experiences with healing practices.

Consumers do not wish to abandon conventional medicine, but they do want to have a range of options available to them including herbs and nutri- tional supplements, manual healing methods, mind–body techniques, and spiritual approaches. Some CAM practices, such as exercise, proper nutrition, meditation, and massage, promote health and prevent disease. Others, such as herbs and homeopathic remedies, address specific illnesses. Many other CAM practices do both. The rise of chronic disease rates in Western society is increasingly motivating consumers to consider self-care approaches. As recently as the 1950s, only 30% of all disease was chronic, and curable—largely infectious—diseases dominated, for which medical interventions were both appropriate and effective. Now, 80% of all disease is chronic. Western medi- cine, with its focus on acute disorders, trauma, and surgery, is considered to be the best high-tech medical care in the world. Unfortunately, it is not responding adequately to the current epidemic of chronic illnesses.

Ethnocentrism, the assumption that one’s own cultural or ethnic group is…

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MT460 Discussions

1. Why have outsourcing initiatives become a key element in shaping functional tactics for today’s global companies? As a team, choose a Fortune 1,000 company that has adopted the use of outsourcing and has done so successfully. Work with your assigned teammates in the Team Discussion Area to create a collaborative post in this Discussion Board addressing the outsourcing question per your team’s company of choice. Support your finding through proper citation.

Minimum 200 words.

 

2. Corporate social responsibility (CSR) is an “idea that business has [as] a duty to serve in general as well as the financial interest of stockholders.” Do you believe society’s expectations for CSR will change in the next decade? Please explain.

Minimum 200 words.

 

3. Retail companies like Walmart are heavy users of strategic control systems. Think about how it utilizes RFID technology to track products from inventory to the market shelves. Discuss how Walmart relies upon strategic surveillance, special alert control, and implementation control. What improvements might you suggest to the company’s COO relative to strategic control and why? 

Minimum 200 words.

 

4. In preparation for this week’s Discussion, your ethical principles will be tested with a short case study where Duke’s Fuqua School of Business was under scrutiny in the manner it addressed the ten percent of MBA Program learners of cheating on a take home test. Another college from New Jersey had a similar incident with its Chinese-based MBA Program learners for plagiarism. Read the Test Your Principles, Exhibit 12.3, page 361, article in your text and respond to the following questions:

a) If you were asked to serve as an Ethics Review Arbitrator, what decision would you have rendered in support of the Duke University MBA Program learners’ issue? The Centenary College Chinese MBA Program

b) In support of your ruling as Ethics Review Arbitrator, explain your key reasons for your decision.

Minimum 200 words,

 

5. What is intrapreneurship and how is it best enabled?

Minimum 200 words.

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Post and Contrast two differing health care organization’s mission, vision, and values, and describe at least two potential implications of these distinctions for stakeholders of each organization.

Post and Contrast two differing health care organization’s mission, vision, and values, and describe at least two potential implications of these distinctions for stakeholders of each organization.
Acute care…primary care

Teaching organization…research facility

Myriad characteristics influence the experiences of patients, nurses, and others in any health care setting. In addition to the factors noted above, the mission, vision, and values that guide an organization, as well as an institution’s commitments to patient care, teaching, and/or research, warrant significant consideration.

As a nurse leader–manager, it is helpful to look at all of these aspects, especially as they relate to strategic planning and the sustainability of the organization. To that end, for this Discussion you compare multiple aspects of two organizations and consider the implications for nursing. In addition, you will apply a Strategic Planning tool, such as SWOT or Balanced Scorecard, or Six Sigma principles to establish one realistic goal or objective consistent with the mission of the organization.

To Prepare

Review the information in the Learning Resources regarding strategic planning; types of organizations; organizational commitments to patient care, teaching, and/or research; and the mission, vision, and values of organizations.
Using the Internet, research various health care organizations (including those with which you are already familiar) that differ in focus, commitment, and mission, vision, and values. For the purposes of this Discussion, select two organizations with significant differences.
Compare information about the two organizations. Based on the information presented in the Learning Resources, how do they differ?
What are some possible implications of these differences for various stakeholders (e.g., nursing administration, patients, and community)? What does this mean for nursing’s role within each organization?
Identify a goal or objective based on a strategic planning tool, such as SWOT or Balanced Scorecard, or Six Sigma consistent with the mission of the organization.
By Day 3
Post and Contrast two differing health care organization’s mission, vision, and values, and describe at least two potential implications of these distinctions for stakeholders of each organization. Explain how this informs the focus for nursing, noting the role that nursing administration plays in supporting and fulfilling the mission, vision, and values, and organizational strategies. Write a goal or objective, based on a strategic planning tool, such as SWOT, Balanced Scorecard, or Six Sigma consistent with the mission of one of the organizations.

Marquis, B. L., & Huston, C. J. (2015). Leadership roles and management functions in nursing: Theory and application (8th ed.). Philadelphia, PA: Lippincott, Williams & Wilkins.

Note: This textbook is also used in NURS 6053 and NURS 6241

Chapter 7, “Strategic and Operational Planning”

Chapter 12, “Organizational Structure”
Read a sample of articles from the following resources. Choose at least one that focuses on Balanced Scorecard or SWOT. You might also want to explore the concepts of Lean operation and Six Sigma.

Abraham, M., & Moretz, J. (2012). Implementing patient– and family–centered care: Part I–Understanding the challenges. Pediatric Nursing, 38(1), 44–47.

Retrieved from the Walden Library databases.

Daly, R. (2014). Building blocks for organizational change. Healthcare Financial Management: Journal of the Healthcare Financial Management Association, 68(5), 68–73.

Retrieved from the Walden Library databases.

 

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classroom concepts and the realities of life

What are your thoughts

The one thing that stands out for one is the relationship between the classroom concepts and the realities of life. Throughout the course studies, the assignments depicted a strong link with daily life occurrences. The activities enabled one to comprehend the nature of life and prevailingcircumstances that could affect anyone. One instance is the case study about James and the dialysis procedure. Normally, individuals are bound to face difficult situations, which push them into doubting medical interventions, and turning into religion and faith (Timmins & Caldeira, 2017). Despite such reactions, the course readings offer a better alternative in such instances. Undertaking the assignments allows one to realize that adverse conditions can still be managed through medicine and spirituality. The activities highlight the significance of weighing options and selecting the best that guarantees beneficence. The relationships with the reality also assist anindividual in appreciating life and good health. From the practices, better traits are developed to handle diseases, death,and end of life decisions at the extremes.

The class helped in dealing with complex decisions in healthcare through aspects of ethical reasoning and utilitarianism. Biomedical ethics play essential roles in guiding choices within healthcare settings (McDermott-Levy, Leffers &Mayaka, 2018). Essentially, caregivers are required to respect the autonomy of their patients while advising them accordingly. Such factors promote utilitarian approaches in end of life choices. The principles require physicians to offer maximum guidance to their patients while guaranteeing the highest good and benefits to them. Through the medical Hippocratic Oath, physicians protect life and do their best to enhance quality outcomes (McDermott-Levy et al., 2018). Therefore, through the class, one gets adequate preparations to work within professional settings. The concepts promote competency while increasing critical thought in medical decisions. The class was highly educative and informative. The tasks promoted elements of critical thought, effective communication skills, and teamwork in assignment completion.

References

McDermott-Levy, R., Leffers, J., & Mayaka, J. (2018). Ethical principles and guidelines of global health nursing practice. Nursing outlook66(5), 473-481.

Timmins, F., & Caldeira, S. (2017). Understanding spirituality and spiritual care in nursing. Nursing Standard31(22).

 

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