VARK Analysis Assignment Paper

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VARK Analysis Assignment Paper

Learning styles represent the different approaches to learning based on preferences, weaknesses, and strengths. For learners to best achieve the desired educational outcome, learning styles must be considered when creating a plan. Complete “The VARK Questionnaire,” located on the VARK website, and then complete the following: VARK Analysis Assignment Paper

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VARK Result: Visual 11, Aura 5, Read/write 14, Kinetic 8, Multimodal learning preferences

1.  Click “OK” to receive your questionnaire scores.

2.  Once you have determined your preferred learning style, review the corresponding link to view your learning preference.

3.  Review the other learning styles: visual, aural, read/write, kinesthetic, and multimodal (listed on the VARK Questionnaire Results page).

4.  Compare your current preferred learning strategies to the identified strategies for your preferred learning style.

5.  Examine how awareness of learning styles has influenced your perceptions of teaching and learning.

In a paper(1000 words),summarize your analysis of this exercise and discuss the overall value of learning styles. Include the following:

1.  Provide a summary of your learning style according the VARK questionnaire.

2.  Describe your preferred learning strategies. Compare your current preferred learning strategies to the identified strategies for your preferred learning style.

3.  Describe how individual learning styles affect the degree to which a learner can understand or perform educational activities. Discuss the importance of an educator identifying individual learning styles and preferences when working with learners. VARK Analysis Assignment Paper

4.  Discuss why understanding the learning styles of individuals participating in health promotion is important to achieving the desired outcome. How do learning styles ultimately affect the possibility for a behavioral change? How would different learning styles be accommodated in health promotion?

Cite to at least three peer-reviewed or scholarly sources to complete this assignment. Sources should be published within the last 5 years and appropriate for the assignment criteria.

Prepare this assignment according to the guidelines found in the APA Style Guide, 

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Differential Diagnosis for Skin Conditions

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Differential Diagnosis for Skin Conditions

Assignment 1: Differential Diagnosis for Skin Conditions

Properly identifying the cause and type of a patient’s skin condition involves a process of elimination known as differential diagnosis. Using this process, a health professional can take a given set of physical abnormalities, vital signs, health assessment findings, and patient descriptions of symptoms, and incrementally narrow them down until one diagnosis is determined as the most likely cause. Differential Diagnosis for Skin Conditions

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In this Assignment, you will examine several visual representations of various skin conditions, describe your observations, and use the techniques of differential diagnosis to determine the most likely condition.

To prepare:

· Review the Skin Conditions document provided in this week’s Learning Resources, and select one condition to closely examine for this Assignment.

· Consider the abnormal physical characteristics you observe in the graphic you selected. How would you describe the characteristics using clinical terminologies?

· Explore different conditions that could be the cause of the skin abnormalities in the graphics you selected.

· Consider which of the conditions is most likely to be the correct diagnosis, and why.

· Download the SOAP Template found in this week’s Learning Resources. Differential Diagnosis for Skin Conditions

To complete:

· Choose one skin condition graphic (identify by number in your Chief Complaint) to document your assignment in the SOAP (Subjective, Objective, Assessment, and Plan) note format, rather than the traditional narrative style. Refer to Chapter 2 of the Sullivan text and the Comprehensive SOAP Template in this week’s Learning Resources for guidance. Remember that not all comprehensive SOAP data are included in every patient case.

· Use clinical terminologies to explain the physical characteristics featured in the graphic. Formulate a differential diagnosis of three to five possible conditions for the skin graphic that you chose. Determine which is most likely to be the correct diagnosis and explain your reasoning using at least 3 different references from current evidence based literature. 

Links:

http://www.skinsight.com/professionals
https://www.aafp.org/afp/2010/0315/p726.html
https://www.aafp.org/afp/2010/0315/p735.html Differential Diagnosis for Skin Conditions

Nursing Mobilization Plan

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Nursing Mobilization Plan

Create an 8–10-slide mobilization plan PowerPoint presentation (with detailed speaker’s notes) for a mobilization plan by your health care organization to commit 20 nurses to participate in a 4-month-long multinational effort to treat patients exposed to a highly contagious virus in a hot zone in Africa.

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This assessment is based upon the scenario below. The scenario is very limited in detail; where more detail is needed, incorporate any assumptions you make to flesh out the scenario. It is intended to assess your ability to communicate your approach to a challenge by evaluating issues of organization, leadership, safety, quality improvement, multiculturalism and diversity. Nursing Mobilization Plan

Your approach should be very conceptual and high-level.

Scenario
Your health care organization has recently committed 20 nurses to participate in a 4-month-long multinational effort to treat patients exposed to a highly contagious virus in a “hot zone” in Africa. The director of your organization has asked you, because of your previous medical mission experience, to outline nursing-related plans for preparing for the mobilization and present this information at an upcoming staff meeting. Nursing Mobilization Plan

Deliverable: Mobilization Plan PowerPoint Presentation

Create an 8–10-slide PowerPoint presentation (with detailed speaker’s notes) of your mobilization plan. It should be targeted toward members of the hospital’s administrative staff, nurses, and the physicians who will also participate in this medical mission.

  • Use bullet points and phrases on the slides.
  • The narrative, or explanation for each slide, should be in the speaker’s notes section.

The mobilization plan should address the following:

  • Identify the major stakeholders within the health care system that would be affected by the mobilization plan.
  • Analyze how the mobilization effort will impact staffing patterns and nursing care at the hospital.
  • Describe the medical mission team’s organizational structure of the mission team and how power is distributed.
    • Include one slide of an organizational diagram for the mission.
      • Describe the roles (in the speaker’s notes).
  • Assess how the organizational structure empowers team members.
    • Provide 1–2 examples of how team members will have power.
  • Identify key actions needed to assure quality of care and safety for mission patients and personnel.
  • Evaluate potential power issues that may arise when dealing with a multinational contingent.
    • (Be generic; that is, do not address individual nationalities, races, et cetera.)
    • Consider interactions with health care personnel from other countries.
  • Examine potential multicultural and diversity issues that mission personnel may encounter.
    • Consider that the indigenous population may be hostile to treatment.
    • Outline possible training requirements to improve cultural competencies of the personnel. Nursing Mobilization Plan

Additional Requirements

  • Written communication: Written communication should be free of errors that detract from the overall message.
  • APA formatting: Resources and in-text citations should be formatted according to current APA style and formatting.
  • Length: Presentation should be 8–10 slides. Include speaker’s notes on each content slide.
  • References: Include a minimum of three peer-reviewed resources on the final slide (in APA format).
  • General formatting: Choose an appropriate theme if using a template. Nursing Mobilization Plan

Diagnosis and Management of Eye, Ear, Nose, and Throat Disorders

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Diagnosis and Management of Eye, Ear, Nose, and Throat Disorders

Case Study 2:

 Kaitlyn is a 4-year-old with a 2-day history of nasal congestion and cough in the early morning. Her mother reports thick, green nasal discharge. She is afebrile, and appetite and sleep are normal. Physical examination reveals: lungs clear to auscultation, tympanic membranes pearly gray without fluid in a neutral position, no cervical adenopathy, nasal turbinates are red, and clear rhinorrhea and postnasal drip. Diagnosis and Management of Eye, Ear, Nose, and Throat Disorders

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To prepare:

•Review “Eye Disorders” and “Ear Disorders” in the Burns et al. text.

•Review your selected  case studies. Analyze the patient information, including the parent’s perspective.

•Consider a differential diagnosis for the patient in the case study you selected. Think about the most likely diagnosis for the patient.

•Think about a treatment and management plan for the patient. Be sure to consider appropriate dosages for any recommended pharmacologic and/or non-pharmacologic treatments.

•Consider strategies for educating parents on the child’s disorder and reducing any concerns/fears presented in the case study. Diagnosis and Management of Eye, Ear, Nose, and Throat Disorders

:

Post 1 to 2 page paper on  : An explanation of the differential diagnosis for the patient in the case study you selected.

Explain which is the most likely diagnosis for the patient and why. Include an explanation of unique characteristics of the disorder you identified as the primary diagnosis.

Then, explain a treatment and management plan for the patient, including appropriate dosages for any recommended treatments.

Finally, explain strategies for educating parents on their child’s disorder and reducing any concerns/fears presented in the case study.

References

Readings

• Burns, C. E., Dunn, A. M., Brady, M. A., Starr, N. B., & Blosser, C. G. (2013). Pediatric primary care (5th ed.). Philadelphia, PA: Elsevier.

◦Chapter 28, “Eye Disorders” (pp. 622–651)

◦Chapter 29, “Ear Disorders” (pp. 652–668)

American Academy of Pediatrics. (2004). Clinical practice guideline: Diagnosis and management of acute otitis media. Pediatrics, 113(5), 1451–1465.

Chow , A.W., Benninger, M.S., Brook, I., Brozek, J.L., Goldstein, E.J.C., Hicks, L.A., Pankey, G.A., Seleznick, M., Volturo, G., Wald, E.R., & File Jr, T.M. (2012). IDSA clinical practice guideline for acute bacterial rhinosinusitis in children and adults. Clinical Infectious Diseases , 54(8), 72-112. Diagnosis and Management of Eye, Ear, Nose, and Throat Disorders

Quality and Cost Measurements

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NURS 6565: Quality and Cost Measurements

As nurse practitioners continue to expand their role in delivering health care, it is imperative for NPs to provide the data and evidence to demonstrate the impact of NP care on patient outcomes. There are several challenges that advanced practice nurses face to provide quality care and meet productivity goals of an organization. This week it is important to explore the connection of quality care and performance measures. Some questions to consider as we discuss this topic are: Quality and Cost Measurements

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Why are quality measures important?

What is the difference between quality measures and performance indicators?

What performance measures are used for NP productivity?

Why are incentive plans used in clinical organizations?

To prepare:

Read the article, An Incentive Plan for Advanced Practice Registered Nurses: Impact on Provider and Organizational Outcomes, by Catherine A. Rhodes, Mavis Bechtle, and Molly McNett (2015), ,  Buppert , C. 2015 Measuring Nurse Practitioner Performance and other articles provided

Explore quality measures and identify at least one clinical performance measure, such as the Agency for Healthcare Research and Quality (AHRQ)

To Complete

Post 1 to 2 pages on :  An explanation of the importance of quality measures using the clinical performance measure you identified as an example.

 Then, identify the performance measures used for NP productivity in Rhodes, Bechtle, and McNett (2015) article.

Finally, share your opinion on incentive payment for care, including external motivators and at least one business model. Quality and Cost Measurements

REFERENCES

Rhodes, C. A., Bechtle, M., & McNett, M. (2015). An Incentive Plan for Advanced Practice Registered Nurses: Impact on Provider and Organizational Outcomes. Nursing Economics, 33(3), 125-131.

Buppert, C. (2015). Measuring Nurse Practitioner Performance. In Nurse Practitioner’s Business Practice and Legal Guide (5th ed.) (469 – 478). Burlington, MA: Jones & Bartlett.

Hain, D., & Fleck, L. M. (2014). Barriers to NP practice that impact healthcare redesign. OJIN: The Online Journal of Issues in Nursing, 19(2).

Hamric, A. B., Hanson, C. M., Tracy, M. F., & O’Grady, E. T. (2014). Evidence-Based Practice. In Advanced Practice Nursing: An Integrative Approach (5th ed.) (237-262). St. Louis, MO: Elsevier Saunders.

Stanik-Hutt, J., Newhouse, R. P., White, K. M., Johantgen, M., Bass, E. B., Zangaro, G., . . . Weiner, J. P. (2013). The Quality and Effectiveness of Care Provided by Nurse Practitioners. Journal for Nurse Practitioners, 9(8), 492-500. doi:10.1016/j.nurpra.2013.07.004 Quality and Cost Measurements

Nursing Diagnosis: Impaired physical mobility

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  1. Short term goals can usually be achieved by the end of your shift. Long term goals are usually achieved by discharge. Write one short term and one long term goal for the following nursing diagnosis.
  2. Nursing Diagnosis:  Impaired physical mobility related to ventilation-perfusion mismatch as evidenced by shortness of breath on ambulation and inability to ambulate more than 10 feet independently.
  3. Registered nurses perform interventions based on the following actions: (MEATA) Nursing Diagnosis: Impaired physical mobility

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  • Monitor

  • Evaluate
  • Assess
  • Teach
  • Administer

Provide 2 RN interventions for each goal that you developed in #1. Provide rationale for each intervention being performed by an RN.

Short term goals can usually be achieved by the end of your shift. Long term goals are usually achieved by discharge. Write one short term and one long term goal for the following nursing diagnosis.
Nursing Diagnosis:  Impaired physical mobility related to ventilation-perfusion mismatch as evidenced by shortness of breath on ambulation and inability to ambulate more than 10 feet independently.
Registered nurses perform interventions based on the following actions: (MEATA)
Monitor
Evaluate
Assess
Teach
Administer
Provide 2 RN interventions for each goal that you developed in #1. Provide rationale for each intervention being performed by an RN. Nursing Diagnosis: Impaired physical mobility 

implications of age-related changes in geriatric patients.

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implications of age-related changes in geriatric patients.

Week 1 Journal

As a future advanced practice nurse, it is important that you are able to connect your classroom experience to your practicum experience. By applying the concepts you study in the classroom to clinical settings, you enhance your professional competency. Each week, you complete an Assignment such as a Journal Entry or SOAP Note that prompts you to reflect on your practicum experiences and relate them to the material presented in the classroom. This week, you begin documenting your practicum experiences in your Practicum Journal. To prepare for this course’s Practicum Experience, address the following in your practicum journal: implications of age-related changes in geriatric patients.

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  • Select an aging theory to guide your practice.
  • Develop goals and objectives for the Practicum Experience in this course. Be sure to consider geriatric competencies.
  • Create a timeline of practicum activities based on your practicum requirements.

Week 2 Journal

To prepare for this course’s Practicum Experience, reflect on implications of age-related changes in geriatric patients. Explain how you might differentiate between normal behaviors/disorders due to aging and abnormal behavior/disorders that are not age related. Include how functional assessments might help distinguish “normal” from “abnormal.” implications of age-related changes in geriatric patients.

Week 4 Journal

Reflect on medication adherence issues you have encountered with geriatric patients in your practicum setting. Explain implications of these issues on patient health, as well as strategies to improve medication adherence for geriatric patients. If you did not have an opportunity to evaluate a patient with this background during the last 4 weeks, you can select a related case study or reflect on previous clinical experiences.

*Please use APA format. Cite references within the paper along with a reference list at the end. implications of age-related changes in geriatric patients.

Client Termination Summary

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  Mental Health Practicum – 

                                                  Client Termination Summary

Although termination is an inevitable part of the therapeutic process, it is often difficult for clients. However, by discussing termination throughout therapy, you can better prepare your clients for life without you. Once a client has achieved his or her therapeutic goals, termination sessions should be held and documented in a client termination summary.  Client Termination Summary

For this Assignment, you have the opportunity to practice writing a termination summary for a client with whom you have worked during your practicum experience.

                                              Learning Objectives

Students will:

· Develop client termination summaries

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To prepare:

· For guidance on writing a client termination summary, review pages 693–712 of 

  Wheeler (2014) in this week’s Learning Resources.

· Identify a client who may be ready to terminate therapy.

                                                                   The Assignment

· Identifying information of client (e.g., hypothetical name and age)

· Date the client initially contacted therapist, date therapy began, duration of 

  therapy, and date therapy will end

· Total number of sessions, including number of missed sessions

· Whether termination was planned or unplanned

· Presenting problem Client Termination Summary

· Major psychosocial issues

· Types of services rendered (e.g., individual, couple/family therapy, group therapy)

· Overview of treatment process

· Goal status (goals met, partially met, unmet)

· Treatment limitations (if any)

· Remaining difficulties and/or concerns

· Recommendations

· Follow-up plan (if indicated)

· Instructions for future contact

· Signatures

With the client you selected in mind, address in a client termination summary (without violating HIPAA regulations) the following:

                                             Learning Resources

Required Readings

Wheeler, K. (Ed.). (2014). Psychotherapy for the advanced practice psychiatric nurse: A how-to guide for evidence-based practice. New York, NY: Springer.

  • Chapter 17, “Psychotherapy with Children” (pp. 597–624)
  • Chapter      20, “Termination and Outcome Evaluation” (pp. 693–712)

American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). Washington, DC: Author.

McGillivray, J. A., & Evert, H. T. (2014). Group cognitive behavioural therapy program shows potential in reducing symptoms of depression and stress among young people with ASD. Journal of Autism and Developmental Disorders, 44(8), 2041–2051. doi:10.1007/s10803-014-2087-9

Restek-Petrović, B., Bogović, A., Mihanović, M., Grah, M., Mayer, N., & Ivezić, E. (2014). Changes in aspects of cognitive functioning in young patients with schizophrenia during group psychodynamic psychotherapy: A preliminary study. Nordic Journal of Psychiatry, 68(5), 333–340. doi:10.3109/08039488.2013.839738 Client Termination Summary

                                             Required Media

Microtraining Associates (Producer). (2009). Leading groups with adolescents [Video file]. Alexandria, VA: Author. 

Psychotherapy.net (Producer). (2002). Adlerian parent consultation [Video file]. Mill Valley, CA: Author. 

                                                            Optional Resources

Psychotherapy.net (Producer). (2012). Group counseling with adolescents: A multicultural approach [Video file]. Mill Valley, CA: Author.

PLEASE PART OF THE CONTRACT IS TO HAVE IT DONE IN 12 HOURS Client Termination Summary

risk factors for heart disease

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risk factors for heart disease

Lat…. 

Week 3 discussion

An anxious patient is having rapid and shallow breathing. After a few moments, he complains of a tingling sensation.

What could be the causes of this tingling sensation? risk factors for heart disease

What are the various patterns of respiration and their significance?

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Ethnicity and culture influence risk factors for heart disease. Do you agree? Why or why not?

What is the technique of percussion and palpation of the chest wall for tenderness, symmetry, bulges, fremitus, and thoracic expansion? Explain.

Would you anticipate hearing hyper-resonance on a patient with a history of tobacco use? Why or why not?

What are the mechanics of breathing with reference to lung borders and the anatomical structure of the lungs and diaphragm?

The patient is having rapid and shallow breathing because of a decrease in Co2 in the blood to the extremities. The patient is experiencing hyperventilation. This could be a result of a panic attack or cardiac related.

Norml respirations between 12-20 breaths/min. The chest expands and falls with a normal and even rate and rhythm Tachypnea: Respiratory rate that is above 20 breath/min. Some things that can cause this change is fever, pain, anxiety, respiratory issues. Bradypnea: Respiratory rate below 12 breaths per/min. Some causes of this could be certain medications such as narcotics or sedatives. Cheyene Stokes: Deep shallow breathing with periods of apnea. This could be in relation to renal faluire or drug overdose. African Americans are at a higher risk for devoloping heart disease due to genetics. Yes, I do agree because African Americans consume alot of sodium in their diet, and are geneticly sensitive to salt consumption which causes an increase in blood volume and raises blood pressure.

Palpitation: Stand behind the patient and place your thumbs at the 10 th rib. Your hands will be out with thumbs touching. You can ask your patient to take a deep breath and you would watch for symmetry movement on your thumbs. During this point in the examination you will ask the patient to say ninety-nine as you bring your hands down along the sides of chest. You should have the same type of vibration throughout as you make your way down. To feel for bulges you would assess both posteriorly and anteriorly. You would use the tips of your fingers and gently palpate the area below the breast tissue. Percussion: You can perform the anterior assessment this way with your patient lying down. Then, strike the finger placed on the patient’s skin with the end of the middle finger of your dominant hand. You are listening and feeling for differences.risk factors for heart disease

For someone that has a history of tobacco use, I would anticipate hyper resonance because tobacco use can cause emphysema or COPD. The action of breathing in and out is due to changes of pressure within the thorax, in comparison with the outside. This action is also known as external respiration . When we inhale the intercostal muscles (between the ribs) and diaphragm contract to expand the chest cavity. The diaphragm flattens and moves downwards and the intercostal muscles move the rib cage upwards and out. This increase in size decreases the internal air pressure and air from the outside (at a now higher pressure that inside the thorax) rushes into the lungs to equalise the pressures. When we exhale the diaphragm and intercostal muscles relax and return to their resting positions. This reduces the size of the thoracic cavity, thereby increasing the pressure and forcing air out of the lungs

health assessment techniques

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health assessment techniques

In May 2012, Alice Randall wrote an article for The New York Times on the cultural factors that encouraged black women to maintain a weight above what is considered healthy. Randall explained—from her observations and her personal experience as a black woman—that many African-American communities and cultures consider women who are overweight to be more beautiful and desirable than women at a healthier weight. As she put it, “Many black women are fat because we want to be” (Randall, 2012). health assessment techniques

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Randall’s statements sparked a great deal of controversy and debate; however, they emphasize an underlying reality in the health care field: different populations, cultures, and groups have diverse beliefs and practices that impact their health. Nurses and health care professionals should be aware of this reality and adapt their health assessment techniques and recommendations to accommodate diversity.

In this Discussion, you will consider different socioeconomic, spiritual, lifestyle, and other cultural factors that should be taken into considerations when building a health history for patients with diverse backgrounds.

Case 1

JC, an at-risk 86-year-old Asian male is physically and financially dependent on his daughter, a single mother who has little time or money for her father’s health needs. He has a hx of hypertension (HTN), gastroesophageal reflux disease (GERD), b12 deficiency, and chronic prostatitis. He currently takes Lisinopril 10mg QD, Prilosec 20mg QD, B12 injections monthly, and Cipro 100mg QD. He comes to you for an annual exam and states “I came for my annual physical exam, but do not want to be a burden to my daughter.” health assessment techniques

Case 2

TJ, a 32-year-old pregnant lesbian, is being seen for an annual physical exam and has been having vaginal discharge. Her pregnancy has been without complication thus far. She has been receiving prenatal care from an obstetrician. She received sperm from a local sperm bank. She is currently taking prenatal vitamins and takes Tylenol over the counter for aches and pains on occasion. She a strong family history of diabetes. Gravida 1; Para 0; Abortions 0.

Case 3

MR, a 23-year-old Native American male comes in to see you because he has been having anxiety and wants something to help him. He has been smoking “pot” and says he drinks to help him too. He tells you he is afraid that he will not get into Heaven if he continues in this lifestyle. He is not taking any prescriptions medications and denies drug use. He has a positive family history of diabetes, hypertension, and alcoholism. 

To prepare:

· Reflect on your experiences as a nurse and on the information provided in this week’s Learning Resources on diversity issues in health assessments.

· Select one of the three case studies. Reflect on the provided patient information.

· Reflect on the specific socioeconomic, spiritual, lifestyle, and other cultural factors related to the health of the patient you selected. health assessment techniques

· Consider how you would build a health history for the patient. What questions would you ask, and how would you frame them to be sensitive to the patient’s background, lifestyle, and culture? Develop five targeted questions you would ask the patient to build his or her health history and to assess his or her health risks.

· Think about the challenges associated with communicating with patients from a variety of specific populations. What strategies can you as a nurse employ to be sensitive to different cultural factors while gathering the pertinent information?

Post an explanation of the specific socioeconomic, spiritual, lifestyle, and other cultural factors associated with the patient you selected. Explain the issues that you would need to be sensitive to when interacting with the patient, and why. Provide at least five targeted questions you would ask the patient to build his or her health history and to assess his or her health risks.

Links:

https://cccm.thinkculturalhealth.hhs.gov/
https://npin.cdc.gov/pages/cultural-competence health assessment techniques