COVID 19 and MENTAL HEALTH (DEPRESSION)

/in /by

COVID 19 and MENTAL HEALTH (DEPRESSION)

APA format

***Be sure to include a citations and a reference list for each part. All parts of the project must be completed in order to receive a grade for this assignment.

 

  • Compare your analysis of this issue in the media reports with your analysis of this issue in the professional nursing literature
  • Identify the similarities and differences
  • Based on your findings in this comparative analysis identify the implications for nurses or nursing students, health care policy, and/or health care delivery systems
  • Use the following headings:

Name:

Paper Title:

COVID 19 AND MENTAL HEALTH

 

From the current news media, select a contemporary health related issue or trend or chronic illness by the first week of class and follow it for the next four consecutive weeks. COVID 19 and MENTAL HEALTH (DEPRESSION)

***Part 1 should be no longer than 3 pages

Introduction:

 

News Article 1: (Title and bibliography)

  • What is the trend or issue that they represent?
  • In what way does this issue or trend relate to primary & community health care?
  • How does the media represent the issue in this report?
  • How does this representation shape public opinion on this issue or trend?

News Article 2: (Title and bibliography)

  • What is the trend or issue that they represent?
  • In what way does this issue or trend relate to primary & community health care?
  • How does the media represent the issue in this report?
  • How does this representation shape public opinion on this issue or trend?

 

News Article 3: (Title and bibliography)

  • What is the trend or issue that they represent?
  • In what way does this issue or trend relate to primary & community health care?

 

  • How does the media represent the issue in this report?
  • How does this representation shape public opinion on this issue or trend?

News Article 4: (Title and bibliography)

  • What is the trend or issue that they represent?
  • In what way does this issue or trend relate to primary & community health care?
  • How does the media represent the issue in this report?
  • How does this representation shape public opinion on this issue or trend? COVID 19 and MENTAL HEALTH (DEPRESSION)

Conclusion:

Reference List:

 

Head-to-toe Assessment Skills Assignment

/in /by
Head-to-toe Assessment Skills Assignment

Module 11 Content

  1. You completed your full head-to-toe assessment skills demonstration last week and now will document your results. Continue to document only the objective findings for this section without bias or explanation. Remember if you can’t feel something then it is “nonpalpable,” if you can’t hear something just state they were not heard such as no bowel sounds heard (unless you listened for the full five minutes which we wouldn’t want to do for our purposes – then you could document absent bowel sounds). Be descriptive if necessary but at the same time be brief.

Title:

Documentation of the complete head to toe physical assessment.

 

Purpose of Assignment:

To demonstrate the ability to document the findings of an objective head to toe assessment and identify abnormal findings. Head-to-toe Assessment Skills Assignment

 

Course Competency:

Demonstrate physical examination skills of the skin, hair, nails, and musculoskeletal system.

Prioritize appropriate assessment techniques for the gastrointestinal, breasts, and genitourinary systems.

Demonstrate physical examination skills of the head, ears, and eyes, nose, mouth, neck, and regional lymphatics.

Apply assessment techniques for the neurological and respiratory systems.

Select appropriate physical examination skills for the cardiovascular and peripheral vascular systems.

ORDER   A PLAGIARISM FREE PAPER   NOW

Instructions:

 

Content:

  • Objective findings including short descriptive paragraph of findings for each section.
  • Actual or potential risk factors for the client based on the assessment findings with description or reason for selection of them.

 

Format:

  • Standard American English (correct grammar, punctuation, etc.)

Resources:

Chapter 5: SOAP Notes: The subjective and objective portion only

Sullivan, D. D. (2012). Guide to clinical documentation.  [E-Book].

Smith, L. S. (2001, September). Documentation do’s and don’ts. Nursing, 31(9), 30.

 

Documentation Grading Rubric- 20 possible points

Levels of Achievement
Criteria Emerging Competence Proficiency Mastery
Objective

(16 Pts)

 Missing components of assessment for particular system. May contain subjective data. May have signs of bias or explanation of findings. May have included words such as “normal”, “appropriate”,
“okay”, and “good”.

Failure to provide any objective data will result in zero points for this criterion.

 Includes all components of assessment for particular system. Lacks detail. Uses words such as “normal”, “appropriate”, or “good”.  Contains all objective information. May have signs of bias or explanation of findings. Includes all components of assessment for particular system. Avoided use of words such as “normal”, “appropriate”, or “good”.  No bias or explanation for findings evident Contains all objective information Includes all components of assessment for particular system. Detailed information provided.  Avoided use of words such as “normal”, “appropriate”, or “good”.  No bias or explanation for findings evident. All objective information
Points: 11 Points:  14 Points: 15 Points: 16
Actual or Potential Risk Factors                 (4 Pts) Lists one to two actual or potential risk factors for the client based on the assessment findings with no description or reason for selection of them. Failure to provide any potential or actual risk factors will result in zero points for this criterion. Head-to-toe Assessment Skills Assignment Brief description of one or two actual or potential risk factors for the client based on the assessment findings with description or reason for selection of them. Limited description of two actual or potential risk factors for the client based on the assessment findings with description or reason for selection of them. Comprehensive, detailed description of two actual or potential risk factors for the client based on the assessment findings with description or reason for selection of them.
Points: 1 Points: 2 Points: 3 Points: 4
Points: 12 Points: 16 Points: 18 Points:  20

 

 

 

Discussion: Comprehensive Integrated Psychiatric Assessment

/in /by

Discussion: Comprehensive Integrated Psychiatric Assessment

Many assessment principles are the same for children and adults; however, unlike with adults/older adults, where consent for participation in the assessment comes from the actual client, with children it is the parents or guardians who must make the decision for treatment. Issues of confidentiality, privacy, and consent must be addressed. When working with children, it is not only important to be able to connect with the pediatric patient, but also to be able to collaborate effectively with the caregivers, other family members, teachers, and school counselors/psychologists, all of whom will be able to provide important context and details to aid in your assessment and treatment plans.

Some children/adolescents may be more difficult to assess than adults, as they can be less psychologically minded. That is, they have less insights into themselves and their motivations than adults (although this is not universally true). The PMHNP must also take into consideration the child’s culture and environmental context. Additionally, with children/adolescents, there are lower rates of neurocognitive disorders superimposed on other clinical conditions, such as depression or anxiety, which create additional diagnostic challenges.  Discussion: Comprehensive Integrated Psychiatric Assessment

ORDER   A PLAGIARISM FREE PAPER   NOW

In this Discussion, you review and critique the techniques and methods of a mental health professional as the practitioner completes a comprehensive, integrated psychiatric assessment of an adolescent. You also identify rating scales and treatment options that are specifically appropriate for children/adolescents.

 

To Prepare

  • Review the Learning Resources and consider the insights they provide on comprehensive, integrated psychiatric assessment. Watch the Mental Status Examination B-6 and Simulation Scenario-Adolescent Risk Assessment videos.
  • Watch the YMH Boston Vignette 5 video and take notes; you will use this video as the basis for your Discussion post.

 

Based on the YMH Boston Vignette 5 video, post answers to the following questions:

  • What did the practitioner do well? In what areas can the practitioner improve?
  • At this point in the clinical interview, do you have any compelling concerns? If so, what are they?
  • What would be your next question, and why?

 

Then, address the following. Your answers to these prompts do not have to be tailored to the patient in the YMH Boston video.

  • Explain why a thorough psychiatric assessment of a child/adolescent is important.
  • Describe two different symptom rating scales that would be appropriate to use during the psychiatric assessment of a child/adolescent.
  • Describe two psychiatric treatment options for children and adolescents that may not be used when treating adults.
  • Explain the role parents/guardians play in assessment.

Support your response with at least three peer-reviewed, evidence-based sources and explain why each of your supporting sources is considered scholarly. Attach the PDFs of your sources. Discussion: Comprehensive Integrated Psychiatric Assessment

Assignment: Evidence-Based Practice and the Quadruple Aim

/in /by

Assignment: Evidence-Based Practice and the Quadruple Aim

Healthcare organizations continually seek to optimize healthcare performance. For years, this approach was a three-pronged one known as the Triple Aim, with efforts focused on improved population health, enhanced patient experience, and lower healthcare costs.

More recently, this approach has evolved to a Quadruple Aim by including a focus on improving the work life of healthcare providers. Each of these measures are impacted by decisions made at the organizational level, and organizations have increasingly turned to EBP to inform and justify these decisions.

ORDER   A PLAGIARISM FREE PAPER   NOW

 

To Prepare:

  • Read the articles by Sikka, Morath, & Leape (2015); Crabtree, Brennan, Davis, & Coyle (2016); and Kim et al. (2016) provided in the Resources.
  • Reflect on how EBP might impact (or not impact) the Quadruple Aim in healthcare.
  • Consider the impact that EBP may have on factors impacting these quadruple aim elements, such as preventable medical errors or healthcare delivery. Assignment: Evidence-Based Practice and the Quadruple Aim

 

To Complete:

Write a brief analysis (no longer than 2 pages) of the connection between EBP and the Quadruple Aim. (excluding title page and reference page) using formal APA writing convention, using the 7th Edition APA Manual as your guide. Plagiarism free work

Your analysis should address how EBP might (or might not) help reach the Quadruple Aim, including each of the four measures of:

  • Patient experience
  • Population health
  • Costs
  • Work life of healthcare providers

******* I attach a template of how the instructor would like the assignment to be elaborated *****

 

Melnyk, B. M., & Fineout-Overholt, E. (2018). Evidence-based practice in nursing & healthcare: A guide to best practice (4th ed.). Philadelphia, PA: Wolters Kluwer.

  • Chapter 1, “Making the Case for Evidence-Based Practice and Cultivating a Spirit of Inquiry” (pp. 7–32) Assignment: Evidence-Based Practice and the Quadruple Aim

 

 

Nursing homework help

/in /by

List 5 risk factors for gestational diabetes (GDM).

 

What is the diet treatment?

 

How is treating GDM different than regular DM?

 

Name 2 physiological age-related changes that affect cognitive functioning.

 

Complex carbohydrates do not cause a rapid rise in blood glucose when eaten in small amounts.

ORDER   A PLAGIARISM FREE PAPER   NOW

Identify 5 foods from this group.

 

You are preparing to infuse D5LR 1L over 4 hours. The available IV tubing supplies 15 gtt/mL.

 

How many drops per minute will you regulate the infusion?
Show your work.

 

Compare and contrast delirium and dementia.

 

Describe 2 types of dementia.

 

How is Alzheimer’s disease different than dementia?

 

List 5 of the most common signs of depression in the older adult.

 

 

 

Interpret these lab results and Vital Signs:

 

Hemoglobin 12.2 g/dL

 

Hematocrit 44%

 

Red blood cells (RBCs) 4.2 dL

 

BP 110/68

 

HR 88

 

RR 22

 

Name 3 s/s of lithium toxicity.

 

Identify 3 negative symptoms of schizophrenia. What is a positive symptom?  Name 2.

 

Name 6 types of delusional thinking and briefly describe each.

 

What are s/s of paranoid schizophrenia?

 

What are common side effects of antipsychotics such as Zyprexa?

 

How is a diagnosis of anorexia nervosa determined? How is anorexia nervosa different than a patient who is anorexic?  (Hint…elderly can have anorexia)

 

Identify 8 clinical signs or symptoms of anorexia nervosa.

 

How does bulimia nervosa differ from anorexia?

 

List 5 behaviors that a patient with anorexia nervosa may engage in other than self-starvation. Nursing homework help

 

 

Influencing Patient Care Discussion

/in /by

Influencing Patient Care Discussion

Forum Instructions
Each student must post (1) substantial initial post with a minimum of 300 words by
2/29/22. All initial posts must contain at least (2) professional references, one may be
the course textbook, properly cited in the current APA format. Late discussion posts
are not accepted in this course.
The student must also reply to at least (2) classmates using a minimum of 100 words
per reply (please don’t start working on the replies unless I provide the student
replies or tell you to do so). All replies in the discussion forum should enhance the
discussion. Non-informative messages posted in the discussion forum will not be
counted towards the required number of replies for that topic.

ORDER   A PLAGIARISM FREE PAPER   NOW

Discussion Topic
Complete the Critical Thinking 1-2 Exercise from Chapter 1 on your own. Consider your
last clinical experience. How much was your practice based on scientific research?
What other sources of evidence did you use? Divide a circle into sections (like a pie
chart) to show how much influence each of the sources of evidence had on the patient
care you provided. Influencing Patient Care Discussion Then, expand the Critical Thinking Exercise 1-2 to consider your last
clinical experience.
Answer the following questions:
1. Identify strategies to increase the section of the circle that
represents the amount of influence that scientific research has on
the patient care clinical experience that you selected for the critical
thinking exercise? Strategy examples might include: find and read
nursing research studies, peer-reviewed journal sources, and
practice guidelines from specialty nursing/medical organizations,
etc.
2. How will that scientific research affect your patient care?
3. How do you plan to share information with classmates and staff
nurses? Influencing Patient Care Discussion

Discussion Childhood And Adult Nutrition Questions

/in /by

Discussion Childhood and Adult Nutrition Questions

Question #1:

How would you handle a school age child, approximately 5 – 10 years old, who barely eats any fruits and vegetables and will only eat these 5 foods:

  • mac and cheese
  • hot dogs
  • fruit juice
  • white bread
  • bananas

These children do exist!  Give the rationale to your suggestions and be creative!

Question #2

Answer the “Take Action” question about Neil in Chapter 18.  

If you were Neil’s friend or relative and learned of his situation, what are 3 things you could do or suggest to improve his nutritional status and mental outlook? It is important to explain the rationale behind your suggestions for Neil.  Discussion Childhood And Adult Nutrition Questions

ORDER   A PLAGIARISM FREE PAPER   NOW

Neil, a 70-year-old man, lives alone at his house in a suburban area.  His wife died a year ago. He doesn’t have many friends; his wife was his primary confidante.  His neighbors across the street and next door are friendly, and Neil used to help them with yard projects in his spare time.  Neil’s health has been good, but recently he has had trouble with his teeth.  His diet has been poor, and in the past 3 months, his physical and mental vigor has deteriorated. He has been slowly lapsing into depression, so he keeps the shades drawn and rarely leaves his house. Neil keeps very little food in the house because his wife did most of the cooking and shopping, and he just isn’t interested in food.  Discussion Childhood And Adult Nutrition Questions

AGPCNP Clinical Skills and Procedures Self-Assessment

/in /by

AGPCNP Clinical Skills and Procedures Self-Assessment

      • Review your FNP or AGPCNP Clinical Skills and Procedures Self-Assessment Form you submitted for your Week 1 Assignment 2 and think about areas for which you would like to gain application-level experience and/or continued growth as a nurse educator. How can your experiences in the practicum help you achieve these aims?  This is your opportunity to refine and finalize your goals and objectives for your practicum experience.
      • Review the information related to developing objectives provided in this week’s Learning Resources.  Your practicum learning objectives that you want to achieve during your practicum experience must be:
        • Specific
        • Measurable
        • Attainable
        • Results focused
        • Time bound
        • Reflective of the higher order domains of Bloom’s taxonomy (i.e., Application level and above)  AGPCNP Clinical Skills and Procedures Self-Assessment

Note: Please make sure your objectives are outlined in your Professional Experience Plan (PEP).

        • Discuss your professional aims and your proposed practicum objectives with your Practicum Preceptor to ascertain if the necessary resources are available at your practicum site.

          ORDER   A PLAGIARISM FREE PAPER   NOW

Assignment:

Record the required information in each area of the Practicum Experience Plan, including 3-4 practicum learning objectives you will use to facilitate your learning during the Practicum experience

Objective 1: <write your objective here> (Note: This objective should relate to a specific skill you would like to improve from your self-assessment.)

 

Planned Activities:

Mode of Assessment: (Note: Verification will be documented in Meditrek.)

 

PRAC Course Outcome(s) Addressed:

 

·       Develop professional plans in advanced nursing practice for the practicum experience

·       Assess clinical skills of various types of procedures

 

 

Objective 2: <write your objective here> (Note: This objective should relate to a specific skill you would like to improve from your self-assessment.)

 

Planned Activities:

 

Mode of Assessment: (Note: Verification will be documented in Meditrek.)

 

PRAC Course Outcome(s) Addressed:

 

·       Develop professional plans in advanced nursing practice for the practicum experience

·       Assess clinical skills of various types of procedures

 

Objective 3: <write your objective here> (Note: This objective should relate to a specific skill you would like to improve from your self-assessment.)

 

 

Planned Activities:

 

Mode of Assessment: (Note: Verification will be documented in Meditrek.)

 

PRAC Course Outcome(s) Addressed:

 

·       Develop professional plans in advanced nursing practice for the practicum experience

·       Assess clinical skills of various types of procedures. AGPCNP Clinical Skills and Procedures Self-Assessment

Conceptual Frameworks and Grand Theories of Nursing

/in /by

Conceptual Frameworks and Grand Theories of Nursing

Study Daily 009

Nursing science is developed through the work of nurse scientists and theorists who describe and explain what nursing is and what nurses do. Important to the development of nursing science are the foundational structures of nursing:

ORDER   A PLAGIARISM FREE PAPER   NOW

Nursing theories which range from all-encompassing conceptual frameworks and macro grand theories to micro-level theories used in practice. Discuss.

Note: Conceptual frameworks and grand theories of nursing, which are more abstract, give the discipline a unique perspective of the metaparadigm concepts and provide a path for more concrete theory development.

Briefly describe the conceptual framework or grand nursing theory.

Briefly describe the metaparadigm of nursing.

Explain how the metaparadigm concepts are used by the theorist in the conceptual framework or grand nursing theory.

Project how this conceptual framework or grand nursing theory can be used in advanced nursing roles. Conceptual Frameworks and Grand Theories of Nursing

Nursing homework help

/in /by

Post your answers to the 6 questions corresponding to this week’s content on primary care medication management. Provide your responses and rationales. Support your rationales with high-level evidence. (See Post Expectations)

 

A 70-year-old woman is in your office complaining of recently having trouble maintaining her balance after taking diazepam (valium). She occasionally takes diazepam when she feels anxious and has trouble sleeping. She has a 15-year history of taking diazepam.

 

Q1. Explain the cause of this patient’s difficulty in maintaining her balance?

 

Q2. Diazepam experiences a significant first-pass effect. What is the first-pass effect, and how can first-pass metabolism be circumvented?

 

A 75-year-old woman develops symptoms of a cold and buys an over-the-counter cold medication at the grocery store. The medication contains diphenhydramine, acetaminophen, and phenylephrine. She takes the recommended adult dose but soon after taking the medication she becomes very confused and disoriented.

 

Q3. What is likely causing the signs of confusion?

ORDER   A PLAGIARISM FREE PAPER   NOW

A 26-year-old woman who has never been pregnant is seeking preconception care as she is planning to pursue pregnancy in a couple of months. Currently, she has no symptoms to report and on review of body systems, there were no concerns. Her past medical history is significant for a history of rheumatic fever as a child. She subsequently underwent valve replacement with a mechanical heart valve. She is followed by a cardiologist who has already evaluated her cardiac function and she has received clearance from her cardiologist to pursue pregnancy. Records from her cardiologist include a recent cardiac echocardiography report that reveals a normal ejection fraction indicating normal cardiac function. Nursing homework help

 

She has no alterations in her daily activities related to her heart. She has no other significant medical or surgical history. She is a non-smoker, drinks occasionally but has stopped as she is attempting to conceive, and does not use any non-prescription drugs.

 

Current Medications: Her current medications include only prenatal vitamins, which she has begun in anticipation of pregnancy, and warfarin. She has no known drug allergies.

 

Vital Signs: On examination, her pulse is 80 beats per minute, blood pressure is 115/70 mm Hg, respiratory rate is 18 breaths per minute, and she is afebrile.

Measurements: Weight = 152 pounds, Height = 5′5 ″, BMI= 25.29

 

Q4. How is warfarin metabolized? Does warfarin cross the placental barrier?

 

Q5. Explain the hepatic drug metabolism of children 1 year and older. How do they compare with the hepatic drug metabolism of infants and adults?

 

Q6. Explain protein binding in the neonate. Nursing homework help