Lab Assignment: SS Disability Process PowerPoint /Assignment: Elevator Speech

Lab Assignment: SS Disability Process PowerPoint

1.  Using the SSDR website, (Links to an external site.)Links to an external site. you are to prepare a 6-8 slide PowerPoint presentation outlining the steps in the disability process. You must include detailed speaker notes.

Name your presentation “SS Disability Process “

Assignment: Elevator Speech

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2.  For the C3P Elevator Speech assignment, you will complete one of the following as directed by your instructor:

  • Option 1: Perform an Internet search and identify one company where you would like to work. Then write a short profile of the company, including its main products, its competitors, and who manages the company. Next, list the qualities you think this employer is looking for in an employee.
  • Option 2: Examine the company profiles of three employers in your local market (provided by your instructor). Reflect on the qualities these potential employers may be looking for in an employee. List qualities you already have and any you may need to work on.
  • note: I am study to be medical billing and coding. I live in San Antonio, Texas. I have no experiment in this field.

Serious Illness or Neurologic Impairment with Back Pain

this dq is due for tomorrow 08/18/18

You are working with Dr. Lee today. She hands you a triage note from the nurse regarding your next patient, Mr. Payne:

Forty-five-year-old white male truck driver complaining of two weeks of sharp, stabbing back pain. The pain was better after a couple of days but then got worse after playing softball with his daughter. This morning his pain is so bad that he had trouble getting out of bed.

Dr. Lee provides you some background information about low back pain.

TEACHING POINT

Low Back Pain Prevalence, Cost, & Duration

Low back pain (LBP) is the fifth most common reason for all doctor visits. In the U.S., lifetime prevalence of LBP is 60% to 80%. The direct and indirect costs for treatment of LBP are estimated to be $100 billion annually. Fortunately, most LBP resolves in two to four weeks.

Dr. Lee continues: “There are many causes for LBP. For presenting symptoms that have a broad differential diagnosis, I find it helpful to think of systems of etiologies in which diseases or conditions can be categorized.”

TEACHING POINT

Common Causes of Back Pain

Musculoskeletal (MSK) and Non-MSK Causes of Back Pain

MSK Causes

Axial:

  • Degenerative disc disease
  • Facet arthritis
  • Sacroiliitis
  • Ankylosing spondylitis
  • Discitis
  • Paraspinal muscular issues
  • SI dysfunction

Radicular:

  • Disc prolapse
  • Spinal stenosis

Trauma:

  • Lumbar strain
  • Compression fracture

Non-MSK Causes

Neoplastic:

  • Lymphoma/leukemia
  • Metastatic disease
  • Multiple myeloma
  • Osteosarcoma

Inflammatory:

  • Rheumatoid Arthritis

Visceral:

  • Endometriosis
  • Prostatitis
  • Renal lithiasis

Infection:

  • Discitis
  • Herpes zoster
  • Osteomyelitis
  • Pyelonephritis
  • Spinal or epidural abscess

Vascular:

  • Aortic aneurysm

Endocrine:

  • Hyperparathyroidism
  • Osteomalacia
  • Osteoporosis
  • Paget disease

Dr. Lee suggests, “Now, let’s look a bit more at the risk factors for mechanical low back pain that you can review with Mr. Payne during your history.”

Dr. Lee continues, “The major task in treating back pain is to Now that you have a diagnosis of disc herniation with radiculopathy for Mr. Payne, let’s discuss what would you like to do for him distinguish the common causes for back pain (95% of cases) from the 5% with serious underlying diseases or neurologic impairments that are potentially treatable.”

TEACHING POINT

Risk Factors for Low Back Pain

  • Prolonged sitting, with truck driving having the highest rate of LBP, followed by desk jobs
  • Deconditioning
  • Sub-optimal lifting and carrying habits
  • Repetitive bending and lifting
  • Spondylolysis, disc-space narrowing, spinal instability, and spina bifida occulta
  • Obesity
  • Education status: low education is associated with prolonged illness
  • Psycho-social factors: anxiety, depression stressors in life
  • Occupation: Job dissatisfaction, increased manual demands, and compensation claims

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TEACHING POINT

Red Flags For Serious Illness or Neurologic Impairment with Back Pain

  • Fever
  • Unexplained weight loss
  • Pain at night
  • Bowel or bladder incontinence
  • Neurologic symptoms
  • Saddle anesthesia
HISTORY

You and Dr. Lee take a few minutes to review Mr. Payne’s chart:

Vital signs:

  • Temperature: 98.6° Fahrenheit
  • Heart rate: 80 beats/minute
  • Respiratory rate: 12 breaths/minute
  • Blood pressure: 130/82 mmHg
  • Weight: 170 pounds
  • Body Mass Index: 24 kg/m2

Past Medical History: Diabetes, well controlled. Hypertension, fair control. Hyperlipidemia, fair control.

Past Surgical History: None

Social History: Works as a truck driver, which involves lifting 20-35 lbs 4 hours of the day, married with 2 daughters,

Habits: Quit smoking two years ago, drinks 1 to 2 beers occasionally on the weekends, no history of IV drug use.

Medication:

  • metformin 500mg 2 twice daily
  • glyburide 5mg 2 twice daily
  • amlodipine 2.5 mg daily
  • lisinopril 40 mg daily
  • simavastin 40 mg daily

Allergies: No known drug allergies

After introducing yourself to Mr. Payne, you sit down across from him and begin your history, focusing on the key elements.

“Can you tell me about your back pain?”

“As I told the nurse, the pain started two weeks ago after I lifted a box at work. Right away, I got this sharp pain on the left side of my back. The box wasn’t even that heavy.

“I talked to the nurse at work; she said to ice it and to take ibuprofen. It got better after three days. But, I was playing softball with my daughter last weekend, and the pain came back. This time it was worse than before. This week, the pain is so bad I can hardly get out of bed. I get a sharp pain in my back which goes down my left leg to my ankle.”

“On a scale of 0 to 10, 10 being the worst, how severe is the pain?”

“It’s probably a 7.”

“Have you found anything that improves the pain?”

“Ibuprofen and Naproxen worked at first, but they are not helping much anymore.”Serious Illness or Neurologic Impairment with Back Pain

“What about positions that make things better or worse?”

“The pain is worse with any movement of my back or sitting for a long time. It is better when I lie down.”

“Have you had back pain before?”

“Yes, I have back pain from time to time. But I’m usually better after 2 to 3 days. This is the worst pain I have ever had.”

You complete your history with a review of systems and discover:

Review of Systems

Mr. Payne does not have numbness or weakness in his legs. The pain is better when he lies down. He denies urinary frequency, dysuria, problems with bowel or bladder control, fever or chills, nausea or vomiting, or weight loss. He denies any specific trauma, except for when he lifted a 10-pound box at work. He denies unrelenting night pain.

You excuse yourself from Mr. Payne to discuss your findings with Dr. Lee.

Dr. Lee walks through the steps for completing a neurologic exam in a patient with back pain.

Back Exam – Standing:

Mr. Payne has normal curvature, tenderness on palpation on the left lumbar paraspinous muscle with increase tone. Full range of motion, but has pain with movement. His gait is normal. He can walk on his heels and toes. He can do deep knee bends.

Back Exam – Seated:

Mr. Payne denies feeling pain when checked for CVA tenderness. He has no pain in his right leg with the modified version of SLR. While he does not exhibit a true tripod sign, he does complain of pain when his left leg is raised. Mr. Payne’s reflexes are 2+ and equal at the knees and 1+ at both ankles. The motor exam reveals no weakness of the muscles of the lower extremities. His sensory exam is normal.

Pulmonary Exam: His lungs are clear.

Cardiovascular Exam: His cardiac exam demonstrates a regular rhythm, no murmur or gallop.

Mr. Payne’s abdominal exam is negative. His straight leg raising is positive at 75 degrees on the left and negative on the right. His FABER test is negative and sacroiliac joint is nontender. His motor exam reveals no weakness of the muscles of the lower extremities.

After finishing your exam together, you and Dr. Lee excuse yourselves from the exam room for a moment.

Dr. Lee reminds you that disc herniation, a condition which is self-limited and usually resolves in two to four weeks, remains a working diagnosis for Mr. Payne. She says, “Let’s take a few minutes, though, to discuss some conditions we still don’t want to miss.”

Now that you have a diagnosis of disc herniation with radiculopathy for Mr. Payne, let’s discuss what would you like to do for him

You and Dr. Lee now return to Mr. Payne’s exam room to talk about treatment options with him. Dr. Lee tells Mr. Payne to avoid strenuous activities but to remain active. Dr. Lee increases the dosage of naproxen to 500 mg BID to take with food. Since his pain is intense (7/10), he is given a prescription for acetaminophen with codeine to take at night, when his pain is severe. Mr. Payne declines a muscle relaxant because they usually make him drowsy. He would like to be referred to physical therapy as it was helpful in the past.

Three weeks later, Mr. Payne returns for his follow-up appointment and you discover the following:

Pertinent History

Mr. Payne has had little relief with the treatment prescribed. He is frustrated that he has been in pain for more than a month. His pain has been progressively worse. It radiates down the lateral part of his left leg and side of his left foot. This pain is worse than the back pain. He does not have any problems with bowel or bladder control and there is no weakness of his leg.

Pertinent Exam Findings

Vital signs: stable

Neurologic: Normal gait, but moves slowly due to pain; range of motion is full, with pain on flexion; SLR is positive at 45 degree on the left; motor strength intact; reflexes 2+ bilaterally at the knees, absent at the left ankle, 1+ at the right ankle.

Dr. Lee agrees with your diagnosis of radiculopathy of S1 nerve root with progression. She orders an MRI and sets up an appointment to see Mr. Payne after the MRI.

ne week later, Mr. Payne returns for follow-up. You review the results of the MRI report.

MRI report:

  1. Moderate-size, herniated disc at L5-S1 with associated marked impingement on the left S1 nerve root and mild to moderate impingement on the right S1 nerve root. There is mild central canal stenosis.
  2. Annular tear with a small central disc herniation at L4-5 causing mild central canal stenosis.

You review the findings with Dr. Lee. She agrees with your diagnosis of radiculopathy of S1 nerve root due to a large herniated disc at L5-S1.

You call Mr. Payne two weeks later to see how he is doing. He reports that he is doing quite a bit better. He went to an osteopathic physician who did some manual therapy and started him on a strict walking program. He is very encouraged and plans on losing weight through exercise and diet.

  • Discuss the Mr. Payne’s history that would be pertinent to his genitourinary problem. Include chief complaint, HPI, Social, Family and Past medical history that would be important to know.
  • Describe the physical exam and diagnostic tools to be used for Mr. Payne. Are there any additional you would have liked to be included that were not? 
  • Please list 3 differential diagnoses for Mr. Payne and explain why you chose them.  What was your final diagnosis and how did you make the determination?
  • What plan of care will Mr. Payne be given at this visit, include drug therapy and treatments; what is the patient education and follow-up? Serious Illness or Neurologic Impairment with Back Pain

Case Study: Social Media In Education And Healthcare

Assignment Details:

Perform the following tasks:

· Complete the reading assignment and the interactive lesson before attempting this assignment.

· Read the case study located in the Assignment Worksheet section below and answer the questions that follow 

· Ensure that your responses are free of spelling and grammar errors. 

· Cite all sources used to support your responses in APA format. Case Study: Social Media In Education And Healthcare

Assignment Worksheet

Ø Case Study

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Read the following case study and answer the questions that follow:

Grace Speak is a fourth-year student at Best University. She and her fellow classmates are working hard in their final courses and preparing for exams. Inspired by the teamwork that the healthcare profession espouses, Grace gets an idea for a study group. She thinks it will really help to share case experiences, course notes, and study tips. Unfortunately, several members of her peer group live out of town, which makes it difficult for them to participate fully. Grace is torn, as she does not want to exclude them from the study group. When she voices her concerns to a classmate, her friend suggests using social media tools as the primary medium for sharing information.

Questions 

1. Two required elements that a single social media site must have to meet the needs of her study group are the ability to share ideas and experiences (chat), and share information (store documents). Research several social media sites that meet both of the required elements for Grace’s group. Select one social media tool, include its website, and explain your rationale for selecting that tool.

Selected Social Media Tool (and website)

[Write your response here.] Case Study: Social Media In Education And Healthcare

Rationale

[Write your response here.]

2. Grace discovers that not all of the members of the group use the social media tool she selected. In your own words, create a set of simple instructions that other members of the group could follow to ensure full group participation. 

[Write your response here.]

3. Grace decides to establish a set of “ground rules” from the outset when she forms the study group. Create a set of “ground rules” that will help to create a group with full participation by all members and that will not place members of the group at risk, for either privacy or academic (plagiarism) concerns. Provide your reasoning for the “ground rules” you established.

Ground Rules

[Write your response here.]

Rationale

[Write your response here.]

4. In a specific week, the assignment is particularly challenging. One of the students in the study group offers to post the “answers” he received from a student who completed this same assignment last year from the same instructor. Grace knows that one of her close friends in the study group is at risk of failing if she does not do well on this assignment. Describe how Grace might handle this situation to reduce the academic risk of plagiarism for herself, her friend, and other members of the study group.

[Write your response here.] Case Study: Social Media In Education And Healthcare

Interrelationship Between Theory, Knowledge, And Research And EBP


The Interrelationship Between Theory, Knowledge, and Research and Evidence-Based Practice

Fawcett and Garity (2009) present an overview of the relationship between theory, knowledge, research, nursing research, and evidence-based practice (see attached file). As you prepare for this Discussion, reflect on your own specialty area and consider how the authors’ definitions of evidence-based practice and of research align with your understanding of these concepts based on your professional experiences and your experiences as a doctoral student embarking on your EBP Project.

To prepare:

  • Reflect on Fawcett and Garity’s definitions      of knowledge, theory, research and evidence-based      practice presented in the Learning Resources. How do these      definitions align with your understanding of the concepts? Interrelationship Between Theory, Knowledge, And Research And EBP
  • How does this interrelationship support or      guide your EBP Project?

By Wednesday 9/19/18 by 1:00 am please write a minimum of 550 words essay in APA format with at least 3 scholarly references from the list of required resources below. Include the level 1 headings as numbered below:

Post a cohesive scholarly response that addresses the following:

1) How do Fawcett and Garity’s (see attached file)definitions align with your understanding of knowledge, theory, research and evidence-based practice? Support your response with evidence from the literature (quote the literature below in the required readings).

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2) Discuss the interrelationship between theory, knowledge, research and evidence-based practice.

3) How does this interrelationship support or guide your EBP Project?

Required Readings

Terry, A. J. (2018). Clinical research for the Doctor of Nursing practice (3rd ed.). Burlington, MA: Jones & Bartlett Learning.

With your EBP project in mind, select and read the chapter that best fits your proposed methodologies: (I can attach the following chapters, let me know if you don’t have them and need me to attach them)

  • Chapter      6, “Designing a Clinically-Based Quantitative Capstone Research Project”
  • Chapter      7, “Designing a Clinically-Based Qualitative Capstone Research Project”
  • Chapter      8, “Designing a Clinically-Based Mixed Method Capstone Research Project”

Fawcett, J., & Garity, J. (2009). Chapter 1: Research and evidence-based nursing practice. In Evaluating Research for Evidence-Based Nursing, (pp. 3-20). Philadelphia, PA: F. A. Davis.

Adams, J.M., & Natarajan, S. (2016). Understanding influence within the context of nursing: Development of the Adams influence model using practice, research, and theory. Advances in Nursing Science, 39(3), E40-E56. 

Djulbergovic, B. (2014). A framework to bridge the gaps between evidence-based medicine, health outcomes, and improvement and implementation science. Journal of Oncology Practice, 10(3), 200-202. 

Hutchinson, A.M., Bioeth, M., Wilkinson, J.E., Kent, B., & Harrison, M.B. (2012). Using the promoting action on research implementation in health services framework to guide research use in the practice setting. Worldviews on Evidence-Based Nursing, First Quarter, 59-61.

Leung, K., Trevena, L., & Waters, D. (2014). Systematic review of instruments for measuring nurses’ knowledge, skills and attitudes for evidence-based practice. Journal of Advanced Nursing 70(10), 2181–2195.

Leung, K., Trevena, L., & Waters, D. (2016). Development of a competency framework for evidence-based practice in nursing. Nurse Education Today, 39, 189-196. 

PIICOT Question

In patients in extended intensive care within an urban acute care facility in Eastern United States, how does early mobilization as recommended by National Institute of Health and Care Excellence clinical guidelines on rehabilitation of patients after critical illness impact early transfers from intensive care as measured 6 months post-implementation when compared to the current standard of care including minimal mobilization of patients?

P: Adult patients 

I: in extended intensive care within an urban acute care facility

I: increased mobilization of the patients 

C: minimal mobilization of the patients

O: early transfers of the patients from intensive care

T: 6 months

Due tomorrow 09/19/18 by 1:00 am. Thanks! Interrelationship Between Theory, Knowledge, And Research And EBP

Impact of the mission and vision of the healthcare organization’s strategic plan

Continue analyzing the situation that your case study’s healthcare organization faces. In this milestone, you will continue to evaluate the impact of the mission and vision of the healthcare organization’s strategic plan. You will also consider how the organization’s strengths, weaknesses, opportunities, and threats affect the environmental factors that confront the healthcare organization.

Develop a SWOT analysis of the healthcare organization. Be sure to address the following:

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  1. Briefly summarize your case study.
  2. To what extent do the organization’s policies address this issue? Be sure to justify your response.
  3. To what extent does the organization’s strategic planning around this issue align with its organizational mission and vision? Use evidence and examples to justify your reasoning.
  4. What do you feel are the organization’s strengths, weaknesses, opportunities, and threats (SWOT) with regard to this issue? Be sure to substantiate your claims with evidence and specific examples.
  5. Based on the SWOT analysis you performed, what environmental factors are at play in terms of this issue and what is their impact on the delivery of care within the organization? In other words, identify any new policies or new trends that will affect your day-to-day operation.

The Presence And Effects Of Alteration In The Homeostatic State Secondary To Gender, Genetic, Ethnic And Temporal Variables

Evaluate the presence and effects of alteration in the homeostatic state secondary to gender, genetic, ethnic and temporal variables

Select one of the case studies below, and include in your discussion an evaluation of the presence and effects of alteration in the homeostatic state secondary to gender, genetic, ethnic, and temporal variables.

Requirements:

  1. Make sure all of the topics in the case study have been addressed.
  2. Cite at least three sources; journal articles, textbooks or evidenced-based websites to support the content.
  3. All sources must be within 5 years.
  4. Do not use .com, Wikipedia, or up-to-date, etc., for your sources.
  5. 4 pages APA not including Title page and reference page The Presence And Effects Of Alteration In The Homeostatic State Secondary To Gender, Genetic, Ethnic And Temporal Variables

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Case Study 1

Structure and Function of the Respiratory System

Brad is 45 years old and has been working as a coal cutter in a mine for the last 25 years. He likes the job because it pays well and the same mine had employed his father. Like many of his colleagues, Brad has had problems with a chronic cough. He has avoided his annual checkups for fear that he will be told he has “black lung,” or coal worker’s pneumoconiosis. The disease causes fibrosis, decreased diffusing capacity, and permanent small airway dilation. In later stages, pulmonary capillaries, alveoli, and airways are destroyed.

  1. How can the disease described above create a mismatch between ventilation and perfusion? Use your understanding of alveolar dead space and physiologic shunt to explain your answer.
  2. Individuals with chronic obstructive pulmonary disease have more difficulty exhaling than inhaling. Why is this so?
  3. In general terms, what mechanisms in lung disease can affect diffusing capacity across alveolar membranes? Use the Fick law to explain your answer.

Case Study 2

Respiratory Tract Infections, Neoplasms, and Childhood Disorders

Patricia was called at work by a woman at the local daycare center. She told Patricia to come and pick up her son because he was not feeling well. Her son, three-and-a-half-year-old Marshall, had been feeling tired and achy when he woke up. While at daycare, his cheeks had become red and he was warm to touch. He did not want to play with his friends, and by the time Patricia arrived, he was crying. Later that afternoon, Marshall’s condition worsened. He had fever, chills, a sore throat, runny nose, and a dry hacking cough. Suspecting Marshall had influenza, Patricia wrapped him up and took him to the community health care clinic.

  1. Why did Marshall’s presentation lead Patricia to think he had influenza and not a cold? Why is it important to medically evaluate and diagnose a potential influenza infection?
  2. Describe the pathophysiology of the influenza virus. Outline the properties of influenza A antigens that allow them to exert their effects in the host.
  3. Marshall may be at risk at contracting secondary bacterial pneumonia. Why is this so? Explain why cyanosis may be a feature associated with pneumonia. The Presence And Effects Of Alteration In The Homeostatic State Secondary To Gender, Genetic, Ethnic And Temporal Variables

Creating attribute variable control charts is necessary for health care administration practice

Week 7 Assignment: Textbook Problems:
Create Attribute Control Charts 

Due 10/6/2018 

As a current or future health care administration leader, you will likely engage in creating and presenting attribute control charts for your health services organization. As you have examined in this course, the use of attribute control charts will depend on the specific processes in your health services organization that require monitoring and oversight. Apart from interpreting and understanding the results of control charts for ensuring that processes are in control, developing skills in creating attribute variable control charts is necessary for health care administration practice.

For this Assignment, review the resources for this week that are specific to attribute control charts. You should focus on mimicking the development of p and np charts as demonstrated in the readings for this week.

The Assignment: (3– pages)

· Using SPSS and Microsoft Word, complete problems 1 through 5 on pages 297–299 in the Ross textbook. Show all work. Submit both your SPSS and Word files for grading.

ROBLEMS

1. A hospital is analyzing nosocomial infections and wants to reduce their infection rate below the national average of 2.0%. They have sampled 40 cases every week for the last 20 weeks. The data are shown below. Create p and np control charts. Interpret the graphs. How is the hospital performing in relation to its stated goal?

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1 2 11 3

2 1 12 4

3 1 13 2

4 2 14 3

5 1 15 4

6 1 16 5

7 3 17 3

8 2 18 4

9 1 19 5

10 2 20 6

2. Walter Shewhart ([1931] 1980) presented the following data in his classic Economic Control of Quality of Manufactured Product. Create a p chart for each machine. Does either of the two machines show evidence of special cause variation? Creating attribute variable control charts is necessary for health care administration practice

MACHINE A

MACHINE B

MACHINE B

Month

Defective

Inspected

Defective

Inspected

Jan 4 527

Feb 5 610

Mar 5 428

Apr 2 400

May 15 498

Jun 3 500

Jul 3 395

Aug 2 393

Sep 3 625

Oct 13 465

Nov 5 446

Dec 3 510

Average 5.25 483.08

1 169

3 99

1 208

1 196

1 132

1 89

1 167

2 200

1 171

1 122

3 107

1 132

1.42 149.33

3. From January 1846 through December 1848 Semmelweis ([1860] 1983) recorded births and the number that resulted in the death of the mother at his hospital. The data is available in the Chapter07.xls file, in the Problem07–03 tab. Create a p chart to analyze performance. Interpret the chart. Was the system stable?

4. Postsurgical infections have been reported to affect 2% to 5% of the 16 million patients who undergo surgery in U.S. hospitals. Infections increase the chance of complications and death. Antibiotics given one hour prior to surgery have been shown to reduce the probabil- ity of infection. The director of quality improvement has sampled 20 patients per week over the preceding 25 weeks. The data is available in the Chapter07.xls file in the Problem07–04 tab. The data collected records whether a patient contracted an infection after surgery. Create a p chart to analyze performance. Interpret the hospital’s performance based on your control chart and identify any issues that should be investigated. Assuming the aver- age rate of infection is 3.5%, is the hospital doing a good job?

5. Readmission rates within one year for congestive heart failure have been documented at 35%. A local heart program wants to assess its performance against this standard. The pro- gram has randomly selected ten patients per month over a 24-month period for review. The data is available in the Chapter07.xls file, in the Problem07–05 tab. Some of the patients were deleted from the sample due to death, relocation, or other reasons that preclude follow-up. Create a p chart. Is the process stable? How is the program performing relative to the documented standard? Since not all months have 10 observations, either use 10 as the sample size or use the average sample size to calculate the control limits.

Benchmark – Community Teaching Plan: Community Presentation


Note: This is an individual assignment. Based on the feedback offered by the provider, identify the best approach for teaching. Prepare a presentation to accompany the teaching plan and present the information to your community. Select one of the following options for delivery of the presentation:

  1. PowerPoint presentation – no more than 30 minutes
  2. Pamphlet presentation – 1 to 2 pages
  3. Poster presentation

Appropriate community settings include:

  1. Public health clinic
  2. Community health center
  3. Long-term care facility
  4. Transitional care facility
  5. Home health center
  6. University/School health center
  7. Church community
  8. Adult/Child care center Benchmark – Community Teaching Plan: Community Presentation

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Before presenting information to the community, seek approval from an agency administrator or representative.

Upon receiving approval from the agency, include the “Community Teaching Experience Form” as part of your assignment submission.

While APA style is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting guidelines, which can be found in the APA Style Guide, located in the Student Success Center.

You are required to submit this assignment to LopesWrite. Please refer to the directions in the Student Success Center.

differential diagnoses based on Janet’s subjective and objective data

Janet, a 20 year-old college student, is experiencing a five-week history of itchy eyes and nasal congestion with watery nasal discharge. She also complains of a “tickling” cough, especially at night, and she has had episodes of repetitive sneezing. Janet gets frequent “colds” every spring and fall.

Physical Examination

Vital Signs: Temp, 98.8; BP 110/68; Pulse 72; Respirations 18

Skin: Flaking erythematous rash on the flexor surfaces of both arms

Head, Eyes, Ears, Nose, and Throat: Tender over maxillary sinuses; sclera red and slightly swollen with frequent tearing; outer nares with red, irritated skin; internal nares with red, boggy, moist mucosa and one medium-sized polyp on each side; pharynx slightly erythematous, with clear postnasal drainage differential diagnoses based on Janet’s subjective and objective data

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Lungs: Clear to auscultation and percussion

Discussion Questions:
1. Provide three differential diagnoses based on Janet’s subjective and objective data and discuss your reasoning for each.

2. What additional history questions would be useful in your evaluation of Janet?

3. Discuss the pathophysiological process of your primary diagnosis.

4. Differentiate the types of hypersensitivity mechanisms.

5. As per your analysis, what type of hypersensitivity reaction is Janet experiencing?

Two pages minimun.

Transitioning From Closed to Open Systems

Transitioning From Closed to Open Systems

How do effective nurse leaders and others approach problem solving and decision making in organizations? As suggested in this week’s Learning Resources, systems theory provides a valuable way to assess situations and prepare to address problems.

For this week’s Discussion, you identify an issue or process that could be improved and apply knowledge and strategies related to systems theory. Transitioning From Closed to Open Systems

Note: You may find it helpful to view the Assignment instructions and use the same problem for this Discussion.

To prepare:

  • Review the information presented in this week’s Learning Resources on systems theory and the difference between open and closed systems.
  • Reflect on the practices and processes with which you are familiar in your organization. Identify one problematic issue or process that could be improved.
  • Consider the problem from a closed-system perspective. Then think about how the issue or process you selected could be addressed by viewing it from an open-system perspective. How would the transition from a closed- to an open-system view help you and others to address the problem and improve outcomes?

Post (1) a description of the problem that you identified in your selected organization. (2) Explain the problem from a closed-system perspective. Then, (3) describe how the problem could be addressed by viewing it from an open-system perspective, and (4) explain how this modification would help you and others improve health care outcomes.

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Required Resources

.

Readings

  • Marquis, B. L., & Huston, C. J. (2015). Leadership roles and management functions in nursing: Theory and application (8th ed.). Philadelphia, PA: Lippincott, Williams & Wilkins.
    • Review Chapter 7, “Strategic and Operational Planning”

      See especially Figure 7.1 on page 147.
    • Chapter 8, “Planned Change”
      • Organizational Change Associated With Nonlinear Dynamics (pp. 172–176)

        Read this section of Chapter 8 on planned change. Consider the role of leaders in effectively managing planned change.
    • Chapter 12, “Organizational Structure”
      • “Organizational Culture” (pp. 274–276)

        There are many structures organizations take, and these structures influence how the organization functions. This chapter discusses many different organizational structures and provides insights into how these structures influence the change process, as well as leadership and management.
  • Johnson, J. K., Miller, S. H., & Horowitz, S. D. (2008). Systems-based practice: Improving the safety and quality of patient care by recognizing and improving the systems in which we work. Retrieved from http://www.ahrq.gov/downloads/pub/advances2/vol2/Advances-Johnson_90.pdf Transitioning From Closed to Open Systems

    This article addresses the importance of systems-based practice (SBP) in health care workplaces. The authors state that SBP knowledge is one of six core competencies that physicians have to know in order to provide safe and proper care for their patients.
  • Manley, K., O’Keefe, H., Jackson, C., Pearce, J., & Smith, S. (2014). A shared purpose framework to deliver person-centred, safe and effective care: Organisational transformation using practice development methodology. FoNS 2014 International Practice Development Journal 4 (1) [2].

    Except from Abstract: A shared purpose is an essential part of developing effective workplace cultures and one of the founding principles of practice development in establishing person-centred, safe and effective practices that enables everyone to flourish. When units within health care organizations recognize their interdependence, they can create an interdisciplinary practice through systems integration.
  • Meyer, R. M., & O’Brien-Pallas, L. L. (2010). Nursing services delivery theory: An open system approach. Journal of Advanced Nursing, 66(12), 2828–2838.
    Retrieved from the Walden Library databases.

    In this article, the authors examine the effects of nursing services delivery theory in large-scale organizations. Among other benefits, this theory supports multilevel phenomena and cross-level studies, and it can guide future research and the management of nursing services.

Optional Resources

  • Glennister, D. (2011, July). Towards a general systems theory of nursing: A literature review. Paper presented at the 55th Annual Meeting of the International Society for the System Sciences, Hull, United Kingdom. Retrieved from http://journals.isss.org/index.php/proceedings55th/article/viewFile/1717/569
  • Hayajneh, Y. (2007). Management for health care professionals series: Systems & systems theory. Retrieved from http://www.hayajneh.org/a/readings/Systems-Theory.pdf