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Nursing questions
Discussion postChronic illness

DQ 2 :Discuss what resources are often necessary for nonacute care for cardiorespiratory issues.

Two outcome claims are attached to the resource list: independence and readmission. They are different mechanisms, and the resources that serve both are worth naming precisely.

Editorial process

Last reviewed · August 18, 2026

01

Resources named, then tied to independence and readmission

List the resources by what they do rather than by who provides them. Cardiac and pulmonary rehabilitation are the anchors, because they are structured, referral-based programmes with exercise training, education and risk-factor management, and they have the strongest evidence for both outcomes the prompt names. Then home health nursing for assessment, medication reconciliation and early detection of decompensation; durable medical equipment including home oxygen, nebulisers, continuous positive airway pressure and monitoring scales; pharmacy support for a regimen that often runs to ten or more medications; nutrition support where sodium and fluid restriction are part of the plan; palliative care for symptom burden in advanced disease; and the social resources that decide whether any of the rest is usable — transport, energy assistance so oxygen concentrators can run, and prescription cost help. Both mechanisms deserve naming separately, because a resource can serve one and not the other.

Then separate the two mechanisms, because they are different and the prompt names both. Independence comes from capability and confidence: rehabilitation increases exercise tolerance so a patient can climb their own stairs, self-management education teaches them to recognise a two-kilogram weight gain or a change in sputum colour and act on it, and equipment removes a barrier that would otherwise require another person. Readmission reduction works through earlier detection and faster response — a home health nurse who sees the weight gain on day three, a rehabilitation programme that has already taught the patient to call, a follow-up appointment that exists within seven days rather than in a month. Note that both mechanisms fail on the same thing: a resource the patient cannot reach is not a resource, and referral to a rehabilitation programme forty miles away with no transport is a discharge plan on paper only. That sentence is what turns a list into an answer.

Likely learning objectives

  • Name nonacute resources by function rather than by provider type.
  • Identify rehabilitation as the best-evidenced resource for both outcomes.
  • Distinguish the independence mechanism from the readmission mechanism.
  • Recognise access as the common failure point for both.

Assignment instructions

Read the full question

Review every instruction before using the planning guidance that follows.

NRS 410 Topic 1 DQ 2 DQ 2 :Discuss what resources are often necessary for nonacute care for cardiorespiratory issues. Explain how they support patient independence and decrease readmission.

02

Turn the brief into deliverables

  1. 01At least five resources, named specifically.
  2. 02The function each performs.
  3. 03The independence mechanism, explained.
  4. 04The readmission mechanism, explained separately.
  5. 05An access barrier that would defeat both.
03

The resources, then the two mechanisms the prompt names

01

Rehabilitation as the anchor

Describe what cardiac and pulmonary rehabilitation actually contain.

What the assessor is likely looking for

Components named — exercise, education, risk factor management.

02

Home, equipment and pharmacy

Cover home health, durable equipment and medication support.

What the assessor is likely looking for

A function stated for each resource.

03

Independence: capability and confidence

Show resources increasing what a patient can do alone.

What the assessor is likely looking for

A specific self-management action with a threshold.

04

Readmission: detection and response

Show earlier detection and faster response as the pathway.

What the assessor is likely looking for

A timeframe in which detection has to happen.

05

The access failure

Identify transport, cost and eligibility as the common defeater.

What the assessor is likely looking for

A barrier that would make a correct referral useless.

04

Evidence on rehabilitation and transitional care

Recommended databases

  • PubMed Central
  • Cochrane Library
  • CINAHL Complete
  • MedlinePlus

Search sequence

  1. 1.Find the evidence base for cardiac or pulmonary rehabilitation on readmission.
  2. 2.Look for a disease management review for the transitional care mechanism.
  3. 3.Check what self-management thresholds are taught for heart failure or COPD.
  4. 4.Read on social determinants for the access barrier.
05

Reference shortlist

These are authoritative starting points, not a ready-made bibliography. A qualified reviewer must confirm that each source fits the assignment and supports the claim beside which it is cited.

Use the Teach-Back Method: Tool 5

Health Literacy Universal Precautions Toolkit, Agency for Healthcare Research and Quality · 2024

Review before citing

Teach-back, the technique that makes self-management education actually stick.

Social Determinants of Health

Office of Disease Prevention and Health Promotion · 2024

Review before citing

Social determinants, for the transport and cost barriers to using a resource.

PRAPARE

National Association of Community Health Centers · 2026

Review before citing

A screening tool for the social risks that decide whether a referral is usable.

06

Review before submission

Common mistakes

  • Listing services without connecting them to either outcome.
  • Treating independence and readmission as the same mechanism.
  • Omitting social and transport resources, which decide usability.
  • Naming rehabilitation without saying what it actually contains.

Submission checklist

  • Are at least five resources named specifically?
  • Is each tied to a function?
  • Are the two mechanisms separated?
  • Have you named a specific self-management action a patient would take?
  • Is an access barrier addressed?

Use this guide to plan and review your own work. Follow your institution's rules and read Brinevia's academic-integrity policy.

Written by

Maren Caldwell

MSN, RN, CNE

Medical-surgical nursing, pharmacology and NCLEX preparation

Maren is a registered nurse with over 15 years of clinical and educational experience in medical-surgical nursing. She writes on NCLEX preparation, patient care fundamentals, pharmacology and evidence-based practice.

Reviewed by

Dr. Tessa Redmond

DNP, RN, CNE

Evidence-based practice and clinical education

Tessa is a doctorally-prepared nurse educator. She reviews Brinevia content for clinical accuracy and alignment with current evidence-based guidelines.

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