Nursing homework help

March 22, 2022/in Nursing Homework Help /by Naomi Nas

Discussion Questions

This week we learned how research designs are different and help us to objectively study nursing problems; the key is to decide which type of research and design will serve the purpose or intent to find a solution. After completing Week 4 readings and lesson, answer the following:

ORDER A PLAGIARISM FREE PAPER NOW

Reflect on your learning about Quantitative and Qualitative research; share two ways that helped you understand how they are different.
Choose one category of study design that you found interesting and describe; include what you learned about the design and how you believe it can help study nursing problems.
Refer back to your clinical nursing priority problem and evidence you located for your week 3 assignment: The nursing-evidenced practice (NEBP) committee has requested for you to make a recommendation to the team: Describe the type of research and the design that you believe would be the best way to study your problem. Discuss your rationale.

Legislation Comparison Grid And Testimony/Advocacy Statement

March 22, 2022/in /by developer

Post an explanation for how you think the cost-benefit analysis in the statement from page 27 of Feldstein (2006) affected efforts to repeal/replace the ACA. Then, explain how analyses such as the one portrayed by the Feldstein statement may affect decisions by legislative leaders in recommending or positioning national policies (e.g., Congress’ decisions impacting Medicare or Medicaid).

Assignment: Legislation Comparison Grid and Testimony/Advocacy Statement

As a nurse, how often have you thought to yourself, If I had anything to do about it, things would work a little differently? Increasingly, nurses are beginning to realize that they do, in fact, have a role and a voice.

Many nurses encounter daily experiences that motivate them to take on an advocacy role in hopes of impacting policies, laws, or regulations that impact healthcare issues of interest. Of course, doing so means entering the less familiar world of policy and politics. While many nurses do not initially feel prepared to operate in this space effectively, the reward is the opportunity to shape and influence future health policy.

The Assignment: (1- to 2-page Comparison Grid; 1- to 2-page Legislation Testimony/Advocacy Statement)

Part 1: Legislation Comparison Grid

Based on the health-related bill you selected, complete the Legislation Comparison Grid Template. Be sure to address the following:

Determine the legislative intent of the bill you have reviewed.

Identify the proponents/opponents of the bill.

Identify the target populations addressed by the bill.

Where in the process is the bill currently? Is it in hearings or committees?

Is it receiving press coverage?

Part 2: Legislation Testimony/Advocacy Statement

Based on the health-related bill you selected, develop a 1- to 2-page Legislation Testimony/Advocacy Statement that addresses the following:

Advocate a position for the bill you selected and write testimony in support of your position.

Describe how you would address the opponent to your position. Be specific and provide examples.

Recommend at least one amendment to the bill in support of your position.

The impact that EBP may have on factors impacting these quadruple aim elements, such as preventable medical errors or healthcare delivery

March 22, 2022/in /by developer

PART A

Choose a professional healthcare organization’s website (e.g., a reimbursing body, an accredited body, or a national initiative).Explore the website to determine where and to what extent EBP is evident.

Explain a description of the healthcare organization website you reviewed. Describe where, if at all, EBP appears (e.g., the mission, vision, philosophy, and/or goals of the healthcare organization, or in other locations on the website). Then, explain whether this healthcare organization’s work is grounded in EBP and why or why not. Finally, explain whether the information you discovered on the healthcare organization’s website has changed your perception of the healthcare organization. Be specific and provide examples.

PART B

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.

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.

QUESTION

Write a brief analysis (no longer than 2 pages) of the connection between EBP and the Quadruple Aim.

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

Career Planning

March 22, 2022/in /by developer

Required Uniform Assignment: Career Planning

PURPOSE Having a clear vision for the future, setting reasonable goals, and developing strategies for meeting those goals are important steps in ensuring control of one’s professional future. This assignment provides the student with the opportunity to demonstrate a commitment to ongoing personal and professional development through the creation of a one‐year and five‐year professional career plan in nursing.

REQUIREMENTS In this assignment, the student will be producing a 4‐5 page essay that includes the following components:

• Transition into the Professional Nursing Role: Identify actions to be considered in the transition from student to BSN graduate nurse including:

o Identify the state in which the student is seeking employment.

o Detail a minimum of three (3) criteria set forth by the Board of Nursing for obtaining an RN license in that state.

o Conduct a new BSN graduate job search in a 30 mile radius of where the student lives or plans to relocate.

§ Provide the details of what is required to submit an application for hire for the top two choices of employment.

• Holistic Life Balance: Provide a description of the ways in which the student intends to maintain holistic balance in their personal life as well as in the role of professional nurse within the first year and at five years.

• Stressors and Challenges: Identify known stressors and anticipated challenges as well as plans for managing each of them within the first year and at five years.

• Lifelong Learning: Determine a plan for lifelong learning and educational development anticipated within the first year and at five years.

o This plan can include, but is not limited to, specialty certification, advanced nursing education, and the pursuit of formal education outside of the nursing discipline.

• Professional Contributions: Summarize plans for contributing to at least one professional nursing community as well as the student’s general community in the healthcare professional role within the first year and at five years

• Scholarly Resources:

o A minimum of three (3) peer‐reviewed scholarly sources are required in support of this assignment.

o A minimum of one (1) professional nursing organization website or Board of Nursing website is required in support of this assignment.

PREPARING THE ASSIGNMENT

• Maximum of 4‐5 pages including the title page and the reference page. •

Students may find the following list of resources helpful in completing the assignment:

o American Nurses Credentialing Center

o Board of Nursing Contact

o Holistic Nursing

o National Council of State Boards of Nursing

o Nursing Community

o Robert Wood Johnson Foundation

o Sigma Theta Tau International

• The sources cited both in text and on the reference page for this assignment will be formatted according APA 6th edition guidelines.

Synthesizing pharmacological knowledge of pharmacotherapeutic agents into a useful teaching and learning tool for nurses and patients

March 22, 2022/in /by developer

Medication Teaching Plan Assignment Guidelines

Purpose

The purpose of this assignment is for the student to synthesize pharmacological knowledge (i.e., core drug

knowledge, core patient variables, and nursing implications) of pharmacotherapeutic agents into a useful

teaching and learning tool for nurses and patients.

Course Outcomes This assignment enables the student to meet the following course outcomes.

· CO1 Apply the concepts of pharmacotherapeutics, pharmacokinetics, pharmacodynamics, and pharmacogenomics to the use of specific medication classifications in specific health conditions and in consideration of medication side/adverse effects, nursing implications, and medication teaching. (POs 1, 2, and 3)

· CO2 Apply principles of health promotion, as well as illness and injury prevention, to promote safety and effectiveness of commonly used pharmacologic therapy across the lifespan, taking into consideration sociocultural, genetic/genomic, developmental, and gender implications. (POs 3 and 8)

· CO3 Utilize the nursing process in understanding the effects of drug therapy on health outcomes across the lifespan within the framework of a diverse population of individuals, families, and communities. (PO 4)

Due Date

Refer to Course Calendar for details. The Late Assignment Policy applies to this assignment.

Total Points Possible

100 Points

Requirements

1. Choose a pharmacological agent that has been on the market less than 5 years.

2. Research the literature and obtain two to three resources for current, evidence-based information related to the pharmacological agent. You must submit your resources with the assignment. Identify the following key/relevant drug information that will be used to develop a medication teaching brochure:

· Drug Class

· Mechanism of Action

· Drug Administration and Dosage

· Drug/food Interactions

· Lab effects/Interference

3. Design a brochure to be used as a patient teaching tool containing the identified relevant/key

information outlined above and the following important information:

· Nursing Management

· Patient Education Considerations

· Patient Assessment

· Potential Side Effects/Adverse Effects/Toxicities

· Special considerations

Preparing the Assignment

1. After selecting your pharmacotherapeutic agent, use the Chamberlain online library or other database to research the key/relevant drug information.

2. Create your teaching brochure using MS Word or PowerPoint. Microsoft Word has built-in and online templates for brochures. You may choose one of these for your format. The brochure should be printed on one page, two-sided.

3. Include appropriate images, graphics, bulleted items, and subtitles in your brochure. Choose images that illustrate your points and do not serve as mere decorations.

4. Use no higher than seventh-grade reading level, except for required medical terminology. Microsoft Word will calculate a Flesch Kincaid Grade Level for you. Go to Review > Spelling and Grammar. When the check is complete, Word will give you the statistics. You may need to save your file with a new name and temporarily delete required medical terms and then run the Flesch Kincaid statistics again to get to the seventh-grade reading level.

5. Complete a separate document that contains the following information:

· Your name, date and class

· A short paragraph describing the intended audience and use for your teaching brochure. For example, is this for teaching a pediatric patient who is newly diagnosed with asthma about the new drug? Is it designed to teach an older adult about a new cholesterol drug?

· A reference page in APA format

The brochure is not a paper that follows APA format so please use your creativity when developing the

brochure. Consider your audience when choosing font, style and graphics.

6. Submit the brochure and the one-page document to the assignment by the due date.

Directions and Assignment Criteria

Category	Points	%	Description
Brochure: Key/Relevant Drug Information	30	30%	Brochure contains following key/relevant drug information· Drug Class· Mechanism of Action· Drug Administration and Dosage· Drug Interactions· Lab effects/interference· Special Considerations· Potential Side Effects/Adverse Effects/Toxicities
Brochure: Patient Education Considerations	35	35%	Brochure contains the following patient education information· Nursing Management· Patient Education Considerations· Patient Assessment· Potential Side Effects/Adverse Effects/Toxicities· Special considerations
Brochure: Visual Effects/Creativity	10	10%	Brochure meets all of the following· Developed per the required standard· Appropriate for the intended audience· Flesch Kincaid reading level is not higher than seventh grade· Graphics do not distract from the purpose of the brochure· Visually appealing
One Page Paper	15	15%	One page paper is clearly written and contains the following information:· Name· Date· Class· A short paragraph describing the intended audience and use for the teaching brochure.· A reference page
APA format	5	5%	Reference page is present and follows APA format. At least two sources are used and submitted with work
Writing Mechanics	5	5%	Writing follows rules of grammar, spelling, word usage, punctuation, and other aspects of formal written work as found in the 6th edition of the APA manual
Total	100	100%

NR293Pharmacology for Nursing PracticeNR293 Medication Teaching Plan Assignment Guidelines.docx Revised 03/13/2018 WS/SCM1

Grading Rubric

Category
Brochure: Key/Relevant Drug Information	30 Points	25 Points	20 Points	15 points	0 Points
	Presentation of information on brochure is accurate and includes all of the following elements:· Drug Class· Mechanism of Action· Drug Administration and Dosage· Drug Interactions· Lab effects/interference· Special Considerations· Potential Side Effects/Adverse Effects/Toxicities	Presentation of informationon brochure is accurate and includes six (6) of the following elements:· Drug Class· Mechanism of Action· Drug Administration and Dosage· Drug Interactions· Lab effects/interference· Special Considerations· Potential Side Effects/Adverse Effects/Toxicities	Presentation of information on brochureis accurate andincludes five (5) of the following elements:· Drug Class· Mechanism of Action· Drug Administration and Dosage· Drug Interactions· Lab effects/interference· Special Considerations· Potential Side Effects/Adverse Effects/Toxicities	Presentation of informationon brochure is accurate and includes four (4)of the following elements:· Drug Class· Mechanism of Action· Drug Administration and Dosage· Drug Interactions· Lab effects/interference· Special Considerations· Potential Side Effects/Adverse Effects/Toxicities	Presentation of informationon brochure includes less than four (4) of the following elements:· Drug Class· Mechanism of Action· Drug Administration and Dosage· Drug Interactions· Lab effects/interference· Special Considerations· Potential Side Effects/Adverse Effects/Toxicities
Brochure: Patient Education Considerations	35 points	25 Points	15 Points	10 Points	0 Points
	Presentation of informationon brochure is accurate and includes all of the following elements:· Nursing Management· Patient Education Considerations· Patient Assessment· Potential Side Effects/Adverse Effects/Toxicities· Special considerations	Presentation of informationon brochure is accurate and includes four(4) of the following elements:· Nursing Management· Patient Education Considerations· Patient Assessment· Potential Side Effects/Adverse Effects/Toxicities· Special considerations	Presentation of informationon brochure is accurate and includes three (3)of the following elements:· Nursing Management· Patient Education Considerations· Patient Assessment· Potential Side Effects/Adverse Effects/Toxicities· Special considerations	Presentation of informationon brochure is accurate and includes two (2) of the following elements:· Nursing Management· Patient Education Considerations· Patient Assessment· Potential Side Effects/Adverse Effects/Toxicities· Special considerations	Presentation of informationon brochure includes less than two (2) of the following elements:· Nursing Management· Patient Education Considerations· Patient Assessment· Potential Side Effects/Adverse Effects/Toxicities· Special Considerations·
Brochure: Visual Effects/Creativity	10 Points	8 Points	6 Points	4 Points	0 Points
	Presentation of informationon brochureincludes all of the following elements:· Developed per the required standard· Appropriate for the intended audience· Flesch Kincaid reading level is not higher than seventh grade· Graphics do not distract from the purpose of the brochure· Visually appealing	Presentation of informationon brochure includes four (4) of the following elements:· Developed per the required standard· Appropriate for the intended audience· Flesch Kincaid reading level is not higher than seventh grade· Graphics do not distract from the purpose of the brochure· Visually appealing	Presentation of informationon brochure includes three (3) of the following elements:· Developed per the required standard· Appropriate for the intended audience· Flesch Kincaid reading level is not higher than seventh grade· Graphics do not distract from the purpose of the brochure· Visually appealing	Presentation of informationon brochure includes two (2) of the following elements:· Developed per the required standard· Appropriate for the intended audience· Flesch Kincaid reading level is not higher than seventh grade· Graphics do not distract from the purpose of the brochure· Visually appealing	Presentation of information on brochureincludes less than two(2) of the following elements:· Developed per the required standard· Appropriate for the intended audience· Flesch Kincaid reading level is not higher than seventh grade· Graphics do not distract from the purpose of the brochure· Visually appealing
One page paper	15 Points	12 Points	9 Points	6 Points	0 Points
	Presentation of information in the paperis clearly written andincludes all of the following elements:· Name· Date· Class· A short paragraph describing the intended audience and use for the teaching brochure.· A reference page	Presentation of informationin the paper is clearly written and includes four (4)of the following elements:· Name· Date· Class· A short paragraph describing the intended audience and use for the teaching brochure.· A reference page	Presentation of informationin the paper is clearly written and includes three (3)of the following elements:· Name· Date· Class· A short paragraph describing the intended audience and use for the teaching brochure.· A reference page	Presentation of informationin the paper is clearly written andincludes two (2) of the following elements:· Name· Date· Class· A short paragraph describing the intended audience and use for the teaching brochure.· A reference page	Presentation of informationin the paperincludes less than two (2) of the following elements:· Name· Date· Class· A short paragraph describing the intended audience and use for the teaching brochure.· A reference page
APA Format	5 Points	4 Points			0 Point
	APA guidelines, as per the 6th edition of the manual, are demonstrated for allthe following:· Reference page is present and follows APA format· At least two sources are used and submitted with work	APA guidelines, as per the 6th edition of the manual, are demonstrated for one (1) of the following:· Reference page is present and follows APA format· At least two sources are used and submitted with work			APA guidelines, as per the 6th edition of the manual, are demonstrated for none of the following:· Reference page is present and follows APA format· At least two sources are used and submitted with work
Writing Mechanics	5 Points	4 Points	3 Points	1 Point	0 Point
	0–2 errors or exceptions to the rules of grammar, spelling, word usage, punctuation, and other aspects of formal written work as found in the 6th edition of the APA manual	3–4 errors or exceptions to the rules of grammar, spelling, word usage, punctuation, and other aspects of formal written work as found in the 6th edition of the APA manual	5–6 errors or exceptions to the rules of grammar, spelling, word usage, punctuation, and other aspects of formal written work as found in the 6th edition of the APA manual	7–8 errors or exceptions to the rules of grammar, spelling, word usage, punctuation, and other aspects of formal written work as found in the 6th edition of the APA manual	9 or greater errors or exceptions to the rules of grammar, spelling, word usage, punctuation, and other aspects of formal written work as found in the 6th edition of the APA manual
Total Points Possible = 100 points Student’s Score ______/100 Points
Comments:

NR293 Medication Teaching Plan Assignment Guidelines.docx Revised 03/13/2018 WS/SCM

7

Common Health Conditions with Implications for Women

March 22, 2022/in /by developer

Common Health Conditions with Implications for Women

Select a patient that you examined during the last four weeks as a Nurse Practitioner. Select a female patient with common endocrine or musculoskeletal conditions, Evaluate differential diagnoses for common endocrine or musculoskeletal conditions you chose .With this patient in mind, address the following in a SOAP Note:

Subjective: What details did the patient provide regarding or her personal and medical history?

Objective: What observations did you make during the physical assessment?

Assessment: What were your differential diagnoses? Provide a minimum of three possible diagnoses. List them from highest priority to lowest priority. What was your primary diagnosis and why?

Plan: What was your plan for diagnostics and primary diagnosis? What was your plan for treatment and management, including alternative therapies? Include pharmacologic and nonpharmacologic treatments, alternative therapies, and follow-up appointment with the provider, as well as a rationale for this treatment and management plan.

Reflection notes: What would you do differently in a similar patient evaluation? And how can you relate this to your class and clinical readings.

References

Schuiling, K. D., & Likis, F. E. (2013). Women’s gynecologic health (2nd ed.). Burlington, MA: Jones and Bartlett Publishers.

Chapter 22, “Urinary Tract Infection in Women” (pp. 535–546)

Tharpe, N. L., Farley, C., & Jordan, R. G. (2013). Clinical practice guidelines for midwifery & Women’s health (4th ed.). Burlington, MA: Jones & Bartlett Publishers.

Review: Chapter 8, “Primary Care in Women’s Health” (pp. 431–560)

Centers for Disease Control and Prevention. (2012b). Women’s health.

National Institutes of Health. (2012). Office of Research on Women’s Health (ORWH).

U.S. Department of Health and Human Services. (2012a). Womenshealth.gov.

Transcultural Perspectives in Childbearing

March 22, 2022/in /by developer

Read chapter 5 of the class textbook and review the attached PowerPoint presentation. Once done answer and/or develop the following answers;

1. Madge is an intake nurse at high-acuity labor and delivery unit. She is taking down information about a family’s birth plan and notice that the mother is accompanied by only another woman. Write three paragraphs on the following issues;

a. Include cultural assessment technique to explore the family composition without offending the woman present.

b. Discuss the potential challenges lesbian couples may have in childbearing.

c. What are current policies like regarding who is allowed in the labor and delivery in the labor and delivery room? How might these

look in the future?

Chapter 5: Transcultural Perspectives in Childbearing

1

Cultural Belief Systems and Practices #1

Converging cultures call for reorientation of skills and behaviors toward childbearing women.

Culturally congruent care should be maintained throughout pregnancy, birth, and postpartum periods.

Many women and families are attempting to preserve their own valued patterns of experiencing childbirth.

Cultural Belief Systems and Practices #2

Advanced medical technology has become common in childbirth; not necessarily leading to healthier newborns and mothers.

Women in the United States have a higher risk of dying from pregnancy-related complications than those in 40 other countries.

Health disparities in the United States play a role in increased:

Maternal morbidity

Maternal mortality

3

Question #1

Is the following statement true or false?

In contemporary Western society, an increase in the number of women in the work force, advances in reproductive technology, self-care, alternative therapies, the explosion of health information available on the Internet, and the influx of immigrants and refugees have dramatically affected pregnancy and birth practices.

4

Answer to Question #1

True

Rationale: Pregnancy and childbirth practices in contemporary Western society have seen dramatic changes over the past three decades. An increase in the number of women in the work force, advances in reproductive technology, self-care, alternative therapies, the explosion of health information available to consumers on the Internet, and the influx of immigrants and refugees are but a few of the trends that require nurses to examine and rethink how they can better care for their clients.

5

Fertility Control and Culture #1

Fertility depends on:

Likelihood of sterility

Probability of conceiving

Intrauterine mortality

Duration of a postpartum period

6

Fertility Control and Culture #2

Cultural and social variables influencing fertility :

Reproductive health

Residence patterns

Diet

Religion

History of abortion

History of venereal disease

Regulation of birth intervals

7

Fertility Control and Culture #3

Societal factors influencing reproductive rights and population control:

Contraceptive methods: fertility controls versus natural methods

Refugees and reproductive health: barriers to reproductive health

Religion and fertility control: beliefs

Cultural influences on fertility control: misconceptions

8

Pregnancy and Culture #1

Pregnancy is a special transition period often influenced by customs and beliefs that dictate:

Activity

Behavior

Prescriptive beliefs, phrased positively, describe what should be done to have a healthy baby.

Restrictive beliefs, phrased negatively, limit choices and behaviors; practices/behaviors that the mother should not do in order to have a healthy baby.

9

Pregnancy and Culture #2

Customs and beliefs:

Nursing care during pregnancy

Biologic variations: knowledge of certain biologic variations resulting from genetic and environmental backgrounds

Example: genetic disorders, diabetes

Cultural variations

10

Pregnancy and Culture #3

Cultural variations

Alternative lifestyle choices: pursuing careers, same- sex parenting

Nontraditional support systems: perception of the need for care

Cultural beliefs related to:

Parental activity

Food taboos/cravings during pregnancy

Examples: same-sex couples, supernatural consequences, pica

11

Pregnancy and Culture #4

Cultural variations (cont.)

Cultural issues impacting prenatal care

Cultural interpretation of obstetric testing

Cultural preparation for childbirth

12

Question #2

Is the following statement true or false?

Prescriptive or restrictive cultural beliefs practiced during pregnancy may lead to a mother’s guilt about the baby’s outcome.

13

Answer to Question #2

True

Rationale: Although cultural beliefs might not be the cause of a poor neonatal outcome, they may cause harm if there is a poor neonatal outcome and the mother blames herself.

For example, the mother whose fetus has died as a result of a cord accident might believe that hanging laundry caused the cord to encircle the baby’s neck or body and might, therefore, experience severe guilt.

14

Birth and Culture

Birth beliefs and culture influence:

Cultural attitudes

Methods of dealing with the pain of labor

Recommended positions during delivery

Preferred location for the birth

Role of the father and the family

Expectations of the health care practitioner

15

Culture and the Postpartum Period #1

Cultures have developed postpartum practices that mobilize and strengthen the mother and the infant during this perceived time of vulnerability:

Dietary customs

Activity levels

Taboos

Rituals

16

Culture and the Postpartum Period #2

Postpartum depression

All new mothers should be assessed for postpartum depression.

Some cultures do not recognize this as a medical disorder.

Mothers may still exhibit signs/symptoms (anxiety, crying, mood swings).

Pharmaceutical and/or culturally appropriate care and support may be necessary.

17

Culture and the Postpartum Period #3

Breast-feeding/weaning practices

Affected by a variety of values and beliefs:

Societal trends

Religious beliefs

Mother’s work activities

Ethnic cultural beliefs

Social support

Access to information

Past experiences

18

Cultural Issues Related to Domestic Violence During Pregnancy

Domestic violence is one of the most significant health care threats for women and their unborn children.

Outcomes of abuse include:

Stress (physical and emotional)

Poor lifestyle health practices

Delayed prenatal care

Lack of support

19

Question #3

A nurse demonstrates an understanding of the sociologically focused safety risks for a pregnant woman when:

Conducting a suicide assessment

Identifying her cultural health belief system

Evaluating her postpartum support system

Assessing the level of violence in her neighborhood

20

Answer to Question #3

A. Conducting a suicide assessment

Rationale: A study identified homicide as a leading cause of pregnancy-associated death and suicide. Health care providers must screen for both partner violence and suicidal ideation as essential components of comprehensive health and nursing care for women during and after pregnancy.

21

Culturally Competent Care

Nurses caring for pregnant women of all cultures (including Hispanic, African American, and American Indian) should:

Employ good assessment skills

Form trusting relationships

Perform patient education

Show concern, interest, and respect for backgrounds

22

Question #4

It is suspected that a pregnant Hispanic woman is being physically abused. Which intervention will be most helpful initially?

Arranging for a Spanish speaking nurse to assess and provide the client’s care

Providing the client with written and oral information on women’s abuse shelters

Explaining to the client that any information she gives will be held in strict confidence

Offering to call a female member of the woman’s family to help arrive at a solution

23

Answer to Question #4

A. Arranging for a Spanish speaking nurse to assess and provide the client’s care

Rationale: It is initially helpful that the nurse have strong interpersonal skills and a genuine interest in Hispanic culture. In this situation, a Spanish-speaking health care provider might be able to form a trusting relationship more quickly, enabling the woman to share information about domestic violence. The Hispanic culture is a male dominated one, leaving the females with little power to help in this situation. The remaining options will be of little value if implemented as an initial action.

24

Implementation Of The IOM Future Of Nursing Report

March 22, 2022/in /by developer

In a formal paper of 1,000-1,250 words you will discuss the work of the Robert Wood Johnson Foundation Committee Initiative on the Future of Nursing and the Institute of Medicine research that led to the IOM report, “Future of Nursing: Leading Change, Advancing Health.” Identify the importance of the IOM “Future of Nursing” report related to nursing practice, nursing education and nursing workforce development. What is the role of state-based action coalitions and how do they advance goals of the Future of Nursing: Campaign for Action?

Explore the Campaign for Action webpage (you may need to research your state’s website independently if it is not active on this site): http://campaignforaction.org/states

Review your state’s progress report by locating your state and clicking on one of the six progress icons for: education, leadership, practice, interpersonal collaboration, diversity, and data. You can also download a full progress report for your state by clicking on the box located at the bottom of the webpage.

In a paper of 1,000-1,250 words:

Discuss the work of the Robert Wood Johnson Foundation Committee Initiative on the Future of Nursing and the Institute of Medicine research that led to the IOM report, “Future of Nursing: Leading Change, Advancing Health.”

Identify the importance of the IOM “Future of Nursing” report related to nursing practice, nursing education and nursing workforce development.

What is the role of state-based action coalitions and how do they advance goals of the Future of Nursing: Campaign for Action?

Summarize two initiatives spearheaded by your state’s action coalition. In what ways do these initiatives advance the nursing profession? What barriers to advancement currently exist in your state? How can nursing advocates in your state overcome these barriers?

A minimum of three scholarly references are required for this assignment.

RUBRICS

1 Provided an original summary of the key messages of the IOM report, Future of Nursing: Leading Change, Advancing Health. Any specific references should be cited.

2 Identify the role of the Robert Wood Johnson Foundation Initiative and the American Association of Retired Persons on the Future of Nursing Campaign for Action and the State Based Action Coalitions

Identify the importance of the IOM FON report related to the nursing workforce

4 Discuss the intent of the Future of Nursing Campaign for Action

5 Identify the rationale of state-based action coalitions

6 Discuss one state-based action coalition and two initiatives

Developmental Red Flags

March 22, 2022/in /by developer

Wellness visits are an important part of pediatric primary care. During these visits, patient growth and development are assessed. As an advanced practice nurse who performs these assessments, you must be able to distinguish between normal and abnormal growth and development to recognize red flags. While some patients may not meet milestones due to differences in rates of development, abnormal development might also be a red flag of an underlying problem. In this Discussion, you examine the following case studies and consider potential developmental red flags:

Case Study 1

A mother brings in her 16-month-old, Brittany, for treatment of an acute illness. During the history, the mother reports that her mother-in-law is concerned about the toddler’s development. Further questioning reveals the following:

Brittany was a term infant born vaginally with no intrapartum complications. Birth weight was 8 pounds 1 ounce and current weight is 26 pounds 9 ounces.

She was breastfed until 12 months of age and now drinks 24 ounces of whole milk and eats table foods daily.

Physical milestones are as follows: Rolled front to back at 6 months, developed pincer grasp at 11 months, crawled at 8 months, and began cruising at 10 months. She does not walk independently.

Social development includes mimicking adult behavior, four-word vocabulary (mama, dada, baba, and no), follows one-step commands, and quiets easily when comforted.

Case Study 2:

You see a 30-month-old named Brian for a well-child visit. His mother reports the following development:

Physical: Walks independently, runs, able to climb stairs alternating feet, makes a tower of nine cubes, and is able to button his pants.

Social: Follows one-step commands, uses one-word sentences, and has a vocabulary of approximately six words. He is resistant to nighttime and feeding routines, he has marked temper tantrums, and Mom states he does not calm when she tries to comfort him.

Case Study 3

Jose is a 36-month-old who presents for a preschool evaluation. His father reports the following development:

Physical: Walks, runs, and jumps independently, walks up stairs alternating feet, pedals a three-wheeler, scribbles, copies circles and squares, and is able to balance on one foot for 2 to 3 seconds.

Social: Recognizes three colors; speech is 75% understandable; uses three- to four-word sentences; talks about friends, favorite activities, and family; frequently engages in imitative play; has an imaginary friend; does stutter on occasion when excited or when intent on getting something said. Will typically repeat the first word in a sentence three to four times, but does not repeat syllables or consonants. This happens three to four times a week.

To prepare:

Review this week’s media presentations, as well as “Developmental Management of Infants” and “Developmental Management of Toddlers and Preschoolers” in the Burns et al. text.

Think about how physical, social, and cognitive development vary during infancy, toddlerhood, and the preschool years. Reflect on normal versus abnormal growth and development and consider the decision-making process of identifying and managing red flags of abnormal development.

Select one of the three case studies provided. Reflect on the patient information included in the case study and consider any developmental red flags.

Reflect on standardized screening tools, clinical guidelines, and management strategies that would be used to assess and manage the patient in your selected case study.

By Day 3

Post an explanation of any developmental red flags that presented in the case study you selected based on the stages of normal physical, social, and cognitive development for infants, toddlers, and preschoolers. Explain how you differentiated between normal and abnormal growth and development for this patient and identify which standardized screening tools, clinical guidelines, and management strategies you might use to assess and manage this patient and why.

Depressive Disorders

March 22, 2022/in /by developer

The National Institutes of Mental Health acknowledges that depression is one of the most common mental disorders in the United States. It is associated with significant disability, fiscal impact, and considerable personal suffering. It may have significant impact on the individual, their family, and their social network. The PMHNP must be capable of providing comprehensive care for depressive disorders, including both psychotherapy and psychopharmacologic approaches.

This week, you will become “captain of the ship” as you take full responsibility for a client with a depressive disorder. You will recommend psychopharmacologic treatment and psychotherapy, identify medical management needs and community support, and recommend follow-up plans. You will also explore how to obtain a DEA license and the responsibilities for safe prescribing and prescription monitoring.

                                           “Captain of the Ship” – Depressive Disorder

As nurse practitioners strive to achieve full-autonomous practice across the country, it should be noted that many states grant this ability to practice independently to psychiatric mental health nurse practitioners. To that end, you will be engaging in projects this semester that assume that you are practicing in a state that allows full-practice authority for NPs, meaning that the PMHNP may be the “captain of the ship” concerning caring for a patient population. The “captain of the ship” is the one who makes referrals to specialists, coordinates care for their patients/clients, and is responsible and accountable for patient/client outcomes overall. This is a decided change from a few decades ago when physicians were the “captain of the ship” and NPs played a peripheral role.

In this Assignment, you will become the “captain of the ship” as you provide treatment recommendations and identify medical management, community support resources, and follow-up plans for a client with a depression disorder.

                                          Learning Objectives

Students will:

· Recommend psychopharmacologic treatments based on therapeutic endpoints

for clients with depression disorders

· Recommend psychotherapy based on therapeutic endpoints for clients with

depression disorders

· Identify medical management needs for clients with depression disorders

· Identify community support resources for clients with depression disorders

· Recommend follow-up plans for clients with depression disorders

                                                    Assignment (Project)

To prepare for this Assignment:

Select an adult or older adult client with a depressive disorder you have seen in your practicum.

In 3–4 pages, write a treatment plan for your client in which you do the following:

Describe the HPI and clinical impression for the client. Recommend psychopharmacologic treatments and describe specific and therapeutic endpoints for your psychopharmacologic agent. (This should relate to HPI and clinical impression.)

Recommend psychotherapy choices (individual, family, and group) and specific therapeutic endpoints for your choices.

Identify medical management needs, including primary care needs, specific to this client.

Identify community support resources (housing, socioeconomic needs, etc.) and community agencies that are available to assist the client. Recommend a plan for follow-up intensity and frequency and collaboration with other providers including PCP or medical provider

                                                           Tip for the Assignment

This week assignment, you will ‘captain the ship’ you are the provider and writing the diagnostic work-up and treatment plan for a patient with DEPRESSIVE DISORDER. You will develop plans for a patient that you have worked with in your practicum.

A few comments about the ‘Captain of the Ship’ assignment. The spirit of the assignment is that you are directing the client’s care, not simply writing a paper about depressive disorder. When you are the team leader, it’s important to provide authoritative direction for other providers. In your treatment plan, it’s good to outline your collaboration with client’s other providers. Later in the quarter, you will have another opportunity to complete ‘Captain of the Ship’ project.

I have attached an excellent example of a different Captain of the Ship project with this assignment and. Note that this assignment is on depressive disorder, not on Obsessive Compulsive.

                                                          Learning Resources

Required Readings

Sadock, B. J., Sadock, V. A., & Ruiz, P. (2014). Kaplan & Sadock’s synopsis of psychiatry: Behavioral sciences/clinical psychiatry (11th ed.). Philadelphia, PA: Wolters Kluwer.

Chapter 8, “Mood Disorders” (pp. 347–386)

Gabbard, G. O. (2014). Gabbard’s treatment of psychiatric disorders (5th ed.). Washington, DC: American Psychiatric Publications.

Chapter 12, “Psychotherapy of Mood Disorders”

Chapter 14, “Pharmacological and Somatic Treatments for Major Depressive Disorder”

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

“Depressive Disorders”

o Major Depressive Disorder

o Persistent Depressive Disorder (dysthymia)

o Premenstrual Dysphoric Disorder

o Substance/Medication-Induced Depressive Disorder

o Depressive Disorder Due to Another Medical Condition

o Other Specified Depressive Disorder

o Unspecified Depressive Disorder

Stahl, S. M. (2014). Prescriber’s Guide: Stahl’s Essential Psychopharmacology (5th ed.). New York, NY: Cambridge University Press.

Grieve, S. M., Korgaonkar, M. S., Koslow, S. H., Gordon, E., Williams, L. M. (2013). Widespread reductions in gray matter volume in depression. NeuroImage: Clinical, 3, 332-339. doi:10.1016/j.nicl.2013.08.016

Lach, H. W., Chang, Y-P., & Edwards, D. (2010). Can older adults with dementia accurately report depression using brief forms? Reliability and validity of the Geriatric Depression Scale. Journal of Gerontological Nursing, 36(5), 30–37. doi:10.3928/00989134-20100303-01

Steffens, D. C., McQuoid, D. R., & Potter, G. G. (2014). Amnestic mild cognitive impairment and incident dementia and Alzheimer’s disease in geriatric depression. International Psychogeriatrics, 26(12), 2029–2036. doi:10.1017/S1041610214001446

Drug Enforcement Administration. (n.d.). Drug schedules. Retrieved June 14, 2016, from https://www.dea.gov/druginfo/ds.shtml

                                                        Required Media

Hagen, B. (Producer). (n.d.-b). Managing depression [Video file]. Mill Valley, CA: Psychotherapy.net.

                                                    Optional Resources

Gabbard, G. O. (2014). Gabbard’s treatment of psychiatric disorders (5th ed.). Washington, DC: American Psychiatric Publications.

Chapter 15, “Brain Stimulation Treatments for Mood Disorders”

Ahern, E., & Semkovska, M. (2017). Cognitive functioning in the first-episode of major depressive disorder: A systematic review and meta-analysis. Neuropsychology, 31(1), 52–72. doi:10.1037/neu0000319

Anderson, N. D., Damianakis, T., Kröger, E., Wagner, L. M., Dawson, D. R., Binns, M. A., . . . Cook, S. L. (2014). The benefits associated with volunteering among seniors: A critical review and recommendations for future research. Psychological Bulletin, 140(6), 1505–1533. doi:10.1037/a0037610

Inoue, J., Hoshino, R., Nojima, H., Ishida, W., & Okamoto, N. (2016). Additional donepezil treatment for patients with geriatric depression who exhibit cognitive deficit during treatment for depression. Psychogeriatrics, 16(1), 54–61. doi:10.1111/psyg.12121

Sachs-Ericsson, N., Corsentino, E., Moxley, J., Hames, J. L., Rushing, N. C., Sawyer, K., . . . Steffens, D. C. (2013). A longitudinal study of differences in late- and early-onset geriatric depression: Depressive symptoms and psychosocial, cognitive, and neurological functioning. Aging & Mental Health, 17(1), 1–11. doi:10.1080/13607863.2012.717253

Shallcross, A. J., Gross, J. J., Visvanathan, P. D., Kumar, N., Palfrey, A., Ford, B. Q., . . . Mauss, I. B. (2015). Relapse prevention in major depressive disorder: Mindfulness-based cognitive therapy versus an active control condition. Journal of Consulting and Clinical Psychology, 83(5), 964–975. doi:10.1037/ccp0000050

Wanklyn, S. G., Pukay-Martin, N. D., Belus, J. M., St. Cyr, K., Girard, T. A., & Monson, C. M. (2016). Trauma types as differential predictors of posttraumatic stress disorder (PTSD), major depressive disorder (MDD), and their comorbidity. Canadian Journal of Behavioural Science / Revue Canadienne Des Sciences Du Comportement, 48(4), 296–305. doi:10.1037/cbs0000056

Nursing homework help

Legislation Comparison Grid And Testimony/Advocacy Statement

The impact that EBP may have on factors impacting these quadruple aim elements, such as preventable medical errors or healthcare delivery

Career Planning

Synthesizing pharmacological knowledge of pharmacotherapeutic agents into a useful teaching and learning tool for nurses and patients

Purpose

Course Outcomes This assignment enables the student to meet the following course outcomes.

Requirements

Preparing the Assignment

Directions and Assignment Criteria

NR293Pharmacology for Nursing PracticeNR293 Medication Teaching Plan Assignment Guidelines.docx Revised 03/13/2018 WS/SCM1

Grading Rubric

Common Health Conditions with Implications for Women

Transcultural Perspectives in Childbearing

Implementation Of The IOM Future Of Nursing Report

Developmental Red Flags

Depressive Disorders

DISCLAIMER

QUICK LINKS

CONTACT INFO

We accept