Type of toys or play activity would you recommend to parents for each age group

ITS OKAY 8TH AND 9TH EDITION US SIMILAR

Caring throughout the lifespan (Chapters 8-14)

Video: https://www.youtube.com/watch?v=OccwFOcS13M

You will find all information to answer this assignment in Chapter 8-14 of your Fundamentals of nursing textbook 9th edition. All references and citations for this assignment should be from this textbook ONLY. Answers without citations will not be graded. The assignment has a video to watch. Please watch the video and provide an answer based on what the video states. You might have to copy and paste the video link.

Elaborate each of your answers with information from your textbook and include citations from the text book.

Some questions have a video link that specifically addresses that topic and will help you answer the questions.

ALL VIDEOS IN ASSIGNMENTS CAN ALSO BE ACCESSED IN MULTI-MEDIA LINKS

Answers that do not include citations will result in a zero grade for the whole assignment.

Please remember that all answers should be in your own words

I understand that asking everyone to add a page number is not your traditional APA that most are used to, however as your instructors, we require this in order to verify where you are getting your information.

{Research has found that “romantic partners maintain both biased and realistic views of a core relationship trait: physical attractiveness” ((Potter, Perry, Hall, & Stockert, 2017, pp. 200-210).

OR

Potter, Perry, Hall, & Stocker (2017) found that “romantic partners maintain both biased and realistic views of a core relationship trait: physical attractiveness” (p. 210.}

We do require that you provide a complete APA reference at the end of each answer. Most are doing this, however, there are some that are not.You do not have to include the page number in this reference, only in your intext citation.See examples below. Answers that do not contain correct references will not be graded.

Example below

{Potter, P. A., Perry, A. G., Hall, A., & Stockert, P. A. (2017). Fundamentals of nursing (9th ed.). St. Louis, MO: Mosby Elsevier.}

Question 1 Points: 4.00

1) Describe the physical development of children.Include information on Weight, height, dentition, Language and fine and gross motor development

2) What type of toys or play activity would you recommend to parents for each age group?

3) How does playtime foster gross motor, fine motor, and language development?

4) What age-appropriate discipline measures for children can you give to new parents

Your answer should cover the following stages of development.

a) Infancy ( 0-12months) 150 words

b) Toddler (1-3) 150 words

c) Preschool (3-6) 150 words

d) School age (6-12) 150 words

e) Adolescence (12-19) 150 words

Below is a video lecture to assist you in understanding these age groups

This answer should be answered in full with the specified word count

Question 2 Points: 1.00

A nurse has been assigned to perform an assessment on a newborn who is 18 hours old. The student reviews the reflexes that are supposed to be present. Which reflexes should be present in the newborn? What is the significance if one reflex is absent?

Question 3 Points: 1.00

What are some reasons that young adults engage in risky behavior, and what effect can such behavior have on their development

150 word count

Question 4 Points: 1.00

Discuss recommended feeding patterns for a pregnant woman, lactating woman, newborns and older infants.

Your answer should detail feeding recommendations for newborns from birth until 12months. Your answer should detail nutrition recommendations.

Your answer should detail nutrition recommendations for Pregnant women and lactating women.

hint

Look in the ATI Nutrition textbook. For this question ONLY, you can reference this book

Question 5 Points: 1.00

Discuss at least three concerns related to adolescence

hint

Look at health risk factors (substance abuse, eating disorders etc…

This question should be complete and 100-150 words.Please cite and reference as instructed.

Question 6 Points: 3.00

Describe the physical and psychosocial development and changes of

a) Young adults

b) Middle adults

c) Older adults

Your answer should reference theories associated with adult development.

This question should be complete and 300-350 words.Please cite and reference as instructed.

Question 7 Points: 3.00

Identify at least three health concerns of;

a) Young adults

b) Middle adults

c) Older adults

Which points would you include in an educational program to help young and middle adults maintain a healthy lifestyle.

Which points would you include in an educational program to help older adults maintain physical health.

Your answer should include education on health promotion including preventative and primary interventions.

This question should be complete and 300-350 words.Please cite and reference as instructed.

Question 8 Points: 3.00

1) Identify 3 biologic theories of aging

2) Identify 3 psychosocial theories of aging

3) What 4 factors can contribute to longevity?

This question should be complete and 300-350 words.Please cite and reference as instructed.

Question 9 Points: 4.00

1) Identify nursing problems related to changes in psychosocial health in older adults

2) What are the forms of dementia and possible causes of these conditions?

3) What additional health care concerns does the presence of dementia create?

4) What specific suggestions could you give a 75-year-old patient to help prevent cognitive deterioration

This question should be complete and 300-350 words.Please cite and reference as instructed.

Communicable Disease and Infectious Disease

Read chapter 25 of the class textbook and review the attached PowerPoint presentation.  Once done answer the following questions;

  1.  Discuss the principles related to the occurrence and transmission of communicable and infectious diseases.
  2.  Describe the three focus areas in Healthy People 2020 and the objectives that apply to communicable and infectious diseases.
  3. Identify and discuss nursing activities for the control of infectious diseases at primary, secondary and tertiary levels of prevention.

As stated in the syllabus present your assignment in an APA format word document, Arial 12 font attached to the forum in the discussion tab of the blackboard titled “Week 5 discussion questions”.  A minimum of 2 evidence-based references besides the class textbook must be used.  Two replies to any of your peers sustained with the proper references are required. 

A minimum of 700 words is required. 

Chapter 25

Communicable Disease

Copyright © 2015, 2011, 2007, 2001, 1997, 1993 by Saunders, an imprint of Elsevier Inc.

Principles of Infection and Infectious Disease Occurrence

Biological and epidemiological principles

Multicausation

Spectrum of Infection

Stages of Infection

Spectrum of disease occurrence

Copyright © 2015, 2011, 2007, 2001, 1997, 1993 by Saunders, an imprint of Elsevier Inc.

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Multicausation

Disease etiology is complex and multicausal.

An infectious agent alone is not sufficient to cause disease; the agent must be transmitted within a conducive environment to a susceptible host.

Copyright © 2015, 2011, 2007, 2001, 1997, 1993 by Saunders, an imprint of Elsevier Inc.

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Epidemiological Triad

Host

Agent

Environment

Spectrum of Infection

Not all contact with an infectious agent leads to infection, and not all infection leads to an infectious disease.

Subclinical infection: no overt symptomatic disease (unapparent or asymptomatic)

Infections: entry and multiplication of infectious agent in host

Infectious disease and communicable disease: pathophysiological responses of the host to the infectious agent, manifesting as an illness (considered a case)

Carriers: people who continue to shed infectious agent without any symptoms of disease

Copyright © 2015, 2011, 2007, 2001, 1997, 1993 by Saunders, an imprint of Elsevier Inc.

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Stages of Infection

Latent period

Infectious agent has invaded a host and found conditions hospitable to replicate

Replication before shedding

Communicable period

Follows latency

Begins with shedding of agent

Incubation period

Time from invasion to time when disease symptoms first appear

May overlap with communicable period

Copyright © 2015, 2011, 2007, 2001, 1997, 1993 by Saunders, an imprint of Elsevier Inc.

5

Stages of Infection (Cont.)

Copyright © 2015, 2011, 2007, 2001, 1997, 1993 by Saunders, an imprint of Elsevier Inc.

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Figure 25-1 From Grimes DE: Infectious diseases, St Louis, 1991, Mosby.

Spectrum of Disease Occurrence

Incidence—new cases in a population

Endemic—diseases that occur at a consistent, expected level in a geographic area

Outbreak—an unexpected occurrence of an infectious disease in a limited geographic area during a limited period of time

Epidemic—an unexpected increase of an infectious disease in a geographic area over an extended period of time

Pandemic—steady occurrence of a disease over a large geographic area or worldwide

Copyright © 2015, 2011, 2007, 2001, 1997, 1993 by Saunders, an imprint of Elsevier Inc.

7

Chain of Transmission

Infectious agents

Reservoirs

Portals of exit and entry

Modes of transmission

Direct

Indirect

Fomites or vectors

Fecal-oral, airborne

Host susceptibility

Copyright © 2015, 2011, 2007, 2001, 1997, 1993 by Saunders, an imprint of Elsevier Inc.

8

Chain of Transmission (Cont.)

Copyright © 2015, 2011, 2007, 2001, 1997, 1993 by Saunders, an imprint of Elsevier Inc.

9

Figure 25-2

Chain of Transmission: Part 1

Copyright © 2015, 2011, 2007, 2001, 1997, 1993 by Saunders, an imprint of Elsevier Inc.

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Table 25-1

Links

of the Chain

Definition

Factors

Infectious agent

An organism (virus, rickettsia, bacteria, fungus, protozoan, helminth, or prion) capable of producing infection or infectious disease

Properties of the agent: morphology, chemical composition, growth requirements, and viability.

Interaction with the host: mode of action, infectivity, pathogenicity, virulence, toxigenicity, antigenicity, and ability to adapt to the host

Reservoirs

The environment in which a pathogen lives and multiplies

Humans, animals, arthropods, plants, soil, or any other organic substance

Portal of exit

Means by which an infectious agent is transported from the host

Respiratory secretions, vaginal secretions, semen, saliva, lesion exudates, blood, and feces

Chain of Transmission: Part 2

Copyright © 2015, 2011, 2007, 2001, 1997, 1993 by Saunders, an imprint of Elsevier Inc.

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Table 25-1

Links of the Chain

Definition

Factors

Mode of transmission

Method whereby the infectious agent is transmitted from one host (or reservoir) to another host

Direct: person to person

Indirect: implies a vehicle of transmission (biological or mechanical vector, common vehicles or fomite)

Airborne droplets

Portal of entry

Means by which an infectious agent enters a new host

Respiratory passages, mucous membranes, skin, percutaneous injection, ingestion, and through the placenta

Host susceptibility

The presence or lack of sufficient resistance to an infectious agent to avoid or prevent contracting an infection or acquiring an infectious disease

Biological and personal characteristics (e.g., gender, age, genetics), general health status, personal behaviors, anatomical and physiological lines of defense, immunity

Breaking the Chain of Transmission

Controlling the agent

Eradicating the nonhuman reservoir

Controlling the human reservoir

Quarantine—during incubation period

Controlling the portals of exit and entry

Isolation of sick persons

Universal precautions

Improving host resistance and immunity

Copyright © 2015, 2011, 2007, 2001, 1997, 1993 by Saunders, an imprint of Elsevier Inc.

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Types of Immunity

Natural immunity: an innate resistance to a specific antigen or toxin

Acquired immunity: derived from actual exposure to specific infectious agent, toxin, or appropriate vaccine

Active acquired: body produces its own antibodies

Passive acquired: temporary resistance that has been donated to the host

Primary vaccine failure: failure of vaccine to stimulate any immune response

Secondary vaccine failure: waning of immunity following an initial immune response

Copyright © 2015, 2011, 2007, 2001, 1997, 1993 by Saunders, an imprint of Elsevier Inc.

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Types of Acquired Immunity

Copyright © 2015, 2011, 2007, 2001, 1997, 1993 by Saunders, an imprint of Elsevier Inc.

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Table 25-2

Type

How Acquired

Length of Resistance

Natural

Active

Natural contact and infection with the antigen

May be temporary or permanent

Passive

Natural contact with antibody transplacentally or through colostrum and breast milk

Temporary

Artificial

Active

Inoculation of antigen

May be temporary or permanent

Passive

Inoculation of antibody or antitoxin

Temporary

Types of Immunity

Herd immunity: a state in which those not immune to an infectious agent will be protected if a certain proportion (generally considered to be 80%) of the population has been vaccinated or is otherwise immune

Copyright © 2015, 2011, 2007, 2001, 1997, 1993 by Saunders, an imprint of Elsevier Inc.

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Figure 25-3

Public Health Control of Infectious Diseases

Control

The reduction of incidence (new cases) or prevalence (existing cases) of a given disease to a locally acceptable level as a result of deliberate efforts

Elimination

Controlling a disease within a specified geographic area and reducing the prevalence and incidence to near zero

The result of deliberate efforts, but continued intervention measures are required

Eradication

Reducing the worldwide incidence of a disease to zero as a function of deliberate efforts (e.g., smallpox in 1977)

No need for further control measures

Only possible under certain conditions

Copyright © 2015, 2011, 2007, 2001, 1997, 1993 by Saunders, an imprint of Elsevier Inc.

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Criteria for Disease Eradication

Human host only; no host in nature

Easy diagnosis; obvious clinical manifestations

Limited duration and intensity of infection

Natural lifelong immunity after infection

Highly seasonal transmission

Availability of vaccine, curative treatment, or both

Substantial global morbidity and mortality rates

Cost effectiveness of campaign and eradication

Integration of eradication with additional public health variables

Eradication imperative over control measures

– CDC (1993)

Copyright © 2015, 2011, 2007, 2001, 1997, 1993 by Saunders, an imprint of Elsevier Inc.

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Notifiable Infectious Diseases in the United States

HCP MUST report to local or regional health departments  state health dept. CDC

Reported weekly in the MMWR

Go to CDC website for latest listing of diseases: http://www.cdc.gov

Note: State health departments have the responsibility for monitoring and controlling communicable diseases within their respective states; they determine which diseases will be reported within their jurisdiction. Those lists might be longer than the CDC’s list.

Copyright © 2015, 2011, 2007, 2001, 1997, 1993 by Saunders, an imprint of Elsevier Inc.

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Vaccines and Infectious Disease Prevention

Immunization is a broad term used to describe a process by which active or passive immunity to an infectious disease is induced or amplified.

Immunizing agents can include vaccines as well as immune globulins or antitoxins.

Vaccination is a narrower term referring to the administration of a vaccine or toxoid to confer active immunity by stimulating the body to produce its own antibodies.

Copyright © 2015, 2011, 2007, 2001, 1997, 1993 by Saunders, an imprint of Elsevier Inc.

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Recommended Immunization Schedules

Recommendations for international immunization practices determined by WHO

In the United States, AAP and ACIP

Current U.S. recommendations found on CDC website: http://www.cdc.gov/vaccines

Schedules, footnotes, and educational fact sheets provide guidelines for practice

Copyright © 2015, 2011, 2007, 2001, 1997, 1993 by Saunders, an imprint of Elsevier Inc.

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Vaccines: Words of Caution

Information and recommendations on immunizations and vaccine usage change regularly

Vaccine Information Statements (VISs) that explain the benefits and risks must be given out before vaccine is administered—a federal law!! (http://www.cdc.gov/vaccines/hcp/vis/index.html)

Copyright © 2015, 2011, 2007, 2001, 1997, 1993 by Saunders, an imprint of Elsevier Inc.

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Available Vaccines by Type

Live attenuated vaccines (See Textbook Table 25-3)

Viral: measles, mumps, rubella, oral polio, vaccinia, yellow fever, varicella

Bacterial: BCG (Bacille Calmette-Guérin)

Recombinant: oral typhoid

Copyright © 2015, 2011, 2007, 2001, 1997, 1993 by Saunders, an imprint of Elsevier Inc.

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Available Vaccines by Type (Cont.)

Inactivated vaccines (See Textbook Table 25-3)

Viral: influenza, polio, rabies, and hepatitis A

Bacterial: typhoid, cholera, and plague

Subunit (fractional): influenza, acellular pertussis, typhoid Vi and Lyme disease

Toxoid: diphtheria and tetanus

Recombinant: hepatitis B

Conjugate polysaccharide: Haemophilus influenzae type B and pneumococcal 7-valent

Pure polysaccharide: Pneumococcal 23-valent, meningococcal, and Haemophilus influenzae type b

Copyright © 2015, 2011, 2007, 2001, 1997, 1993 by Saunders, an imprint of Elsevier Inc.

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Recommended Vaccine Schedules (Textbook Box 25-6)

Children/adolescents

http://www.cdc.gov/vaccines/schedules/hcp/child-adolescent.html

Adults

http://www.cdc.gov/vaccines/schedules/hcp/adult.html

Travelers

http://wwwnc.cdc.gov/travel/destinations/list

Pregnant women

www.cdc.gov/vaccines/pubs/preg-guide.htm

Health care workers

www.cdc.gov/vaccines/spec-grps/hcw.htm

Specific health conditions

www.cdc.gov/vaccines/spec-grps/conditions.htm

Other special groups

www.cdc.gov/vaccines/spec-grps/default.htm

Copyright © 2015, 2011, 2007, 2001, 1997, 1993 by Saunders, an imprint of Elsevier Inc.

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Vaccine Storage, Transport, and Handling

Cold chain

Routes of administration, dosage, and sites

Proper timing and spacing

Hypersensitivity and contraindications

Documentation

Vaccine safety and reporting of adverse events and vaccine-related injuries (VAERS)

Vaccine needs for special groups

Copyright © 2015, 2011, 2007, 2001, 1997, 1993 by Saunders, an imprint of Elsevier Inc.

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Prevention of Communicable Diseases

Primary prevention

To prevent transmission of an infectious agent and to prevent pathology in the person exposed to an infection

Secondary prevention

Activities to detect early and effectively treat persons who are infected

Tertiary prevention

Caring for persons with an infectious disease to ensure that they are cured or that their quality of life is maintained

Copyright © 2015, 2011, 2007, 2001, 1997, 1993 by Saunders, an imprint of Elsevier Inc.

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Nursing homework help

DQ#1   How do chiropractice practitioners view health and illness?

DQ#2: How can you incorporate pressure point therapies into nursing practice for pain management. Give examples.

DQ#3:  case study

Suppose a 17-year-old male was in a sexual relationship with a female in her thirties. This is a willing relationship on both sides, perhaps even a relationship begun by the male. Now, if the genders were reversed and the male was the older member of the couple, the relationship would be considered sexual assault, pure and simple. But, in a situation with an older woman/younger man:

1. what do you think could or should be done? Anything?

2.Should the woman be prosecuted in this case? Should the young man (a willing participant) be considered as an adult, or as still under-aged?

Think again about the scenario as it stands, and then as it would be with reversed gender roles. Nursing homework help

Did your opinions change from one to the other, and if so, how? Is this a double standard?

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DQ#4: case study:

Joyce is a 34-year-old woman who has been married 10 years. She has three children, all less than 10 years old: Sheena (age 9), Jack (age 6), and Beth (age 2). Her husband is a prominent attorney. They present an ideal picture of an upper-middle-class family. They live in a fashionable suburb. The husband has been successful to the extent that he has been made a full partner in a large law firm. The family is very active in church, the country club, and various other social organizations. Joyce is an active member of several charitable, civic, and social groups. Joyce’s initial call to the abuse center was vague and guarded. She expressed an interest in inquiring for “another woman” in regard to the purpose of the center. After she had received information and an invitation to call back, a number of weeks elapsed. Joyce’s second call occurred after receiving a severe beating from her husband.

Joyce tells the crisis worker in the phone:”Well, last night he beat me worse than ever. I thought he was really going to kill me this time. It had been building up for the past few weeks. His fuse was getting shorter and shorter, both with me and the kids. It’s his work, I guess. Finally he came home late last night. Dinner was cold. We were supposed to go out, and I guess it was my fault . . . I complained about his being late, and he blew up. Started yelling that he was gonna teach me a lesson. He started hitting me with his fists . . .knocked me down . . . and then started kicking me. I got up and ran into the bathroom. The kids were yelling for him to stop and he cuffed Sheena . . . God, it was horrible! (Wracked with sobs for more than a minute. CW waits.) I’m sorry, I just can’t seem to keep control.”

As the crisis worker:

1-What typical dynamics did you see occurring—denial, guilt, fear, rationalization, withdrawal, and so on—in the victim? How would you as the crisis worker handle them?

What are some of the domestic violence intervention strategies? Pick one and how would you apply it to the scenario. Nursing homework help

The Lab Assignment

  • 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 three different references, one reference from current evidence-based literature from your search and two different references from this week’s Learning Resources.

Comprehensive SOAP Exemplar

 

Purpose: To demonstrate what each section of the SOAP note should include. Remember that Nurse Practitioners treat patients in a holistic manner and your SOAP note should reflect that premise. The Lab Assignment

 

Patient Initials: _______                 Age: _______                                   Gender: _______

 

SUBJECTIVE DATA:

 

Chief Complaint (CC): Coughing up phlegm and fever

 

History of Present Illness (HPI): Eddie Myers is a 58 year old African American male who presents today with a productive cough x 3 days, fever, muscle aches, loss of taste and smell for the last three days. He reported that the “cold feels like it is descending into his chest and he can’t eat much”. The cough is nagging and productive. He brought in a few paper towels with expectorated phlegm – yellow/green in color. He has associated symptoms of dyspnea of exertion and fatigue. His Tmax was reported to be 100.3, last night. He has been taking Tylenol 325mg about every 6 hours and the fever breaks, but returns after the medication wears off. He rated the severity of her symptom discomfort at 8/10.

 

Medications:

  • Norvasc 10mg daily
  • Combivent 2 puffs every 6 hours as needed
  • Advair 500/50 daily
  • Singulair 10mg daily
  • Over the counter Tylenol 325mg as needed
  • Over the counter Benefiber
  • Flonase 1 spray each night as needed for allergic rhinitis symptoms

 

Allergies:

Sulfa drugs – rash

Cipro-headache

 

Past Medical History (PMH):

1.) Asthma

2.) Hypertension

3.) Osteopenia

4.) Allergic rhinitis

5.) Prostate Cancer

 

Past Surgical History (PSH):

  • Cholecystectomy 1994
  • Prostatectomy 1986

 

Sexual/Reproductive History:

Heterosexual

 

Personal/Social History:

He has never smoked

Dipped tobacco for 25 years, no longer dipping

Denied ETOH or illicit drug use.

 

Immunization History:

Covid Vaccine #1 3/2/2021 #2 4/2/2021 Moderna

Influenza Vaccination 10/3/2020

PNV 9/18/2018

Tdap 8/22/2017

Shingles 3/22/2016

 

Significant Family History:

One sister – with diabetes, dx at age 65

One brother–with prostate CA, dx at age 62. He has 2 daughters, both in 30’s, healthy, living in nearby neighborhood. The Lab Assignment

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Lifestyle:

He works FT as Xray Tech; widowed x 8 years; lives in the city, moderate crime area, with good public transportation. He is a college grad, owns his home and financially stable.

 

He has a primary care nurse practitioner provider and goes for annual and routine care twice annually and as needed for episodic care. He has medical insurance but often asks for drug samples for cost savings. He has a healthy diet and eating pattern. There are resources and community groups in his area at the senior center but he does not attend. He enjoys golf and walking. He has a good support system composed of family and friends.

 

Review of Systems:

 

General: + fatigue since the illness started; + fever, no chills or night sweats; no recent weight gains of losses of significance.

 

HEENT: no changes in vision or hearing; he does wear glasses and his last eye exam was 6 months ago. He reported no history of glaucoma, diplopia, floaters, excessive tearing or photophobia. He does have bilateral small cataracts that are being followed by his ophthalmologist. He has had no recent ear infections, tinnitus, or discharge from the ears. He reported no sense of smell. He has not had any episodes of epistaxis. He does not have a history of nasal polyps or recent sinus infection. He has history of allergic rhinitis that is seasonal. His last dental exam was 1/2020. He denied ulceration, lesions, gingivitis, gum bleeding, and has no dental appliances. He has had no difficulty chewing or swallowing.

 

Neck: Denies pain, injury, or history of disc disease or compression..

 

Breasts:. Denies history of lesions, masses or rashes.

 

Respiratory: + cough and sputum production; denied hemoptysis, no difficulty breathing at rest; + dyspnea on exertion; he has history of asthma and community acquired pneumonia 2015. Last PPD was 2015. Last CXR – 1 month ago.

 

CV: denies chest discomfort, palpitations, history of murmur; no history of arrhythmias, orthopnea, paroxysmal nocturnal dyspnea, edema, or claudication. Date of last ECG/cardiac work up is unknown by patient.

 

GI: denies nausea or vomiting, reflux controlled, Denies abd pain, no changes in bowel/bladder pattern. He uses fiber as a daily laxative to prevent constipation.

 

GU: denies change in her urinary pattern, dysuria, or incontinence. He is heterosexual. No denies history of STD’s or HPV. He is sexually active with his long time girlfriend of 4 years. The Lab Assignment

 

MS: he denies arthralgia/myalgia, no arthritis, gout or limitation in her range of motion by report. denies history of trauma or fractures.

 

Psych: denies history of anxiety or depression. No sleep disturbance, delusions or mental health history. He denied suicidal/homicidal history.

 

Neuro: denies syncopal episodes or dizziness, no paresthesia, head aches. denies change in memory or thinking patterns; no twitches or abnormal movements; denies history of gait disturbance or problems with coordination. denies falls or seizure history.

 

Integument/Heme/Lymph: denies rashes, itching, or bruising. She uses lotion to prevent dry skin. He denies history of skin cancer or lesion removal. She has no bleeding disorders, clotting difficulties or history of transfusions.

 

Endocrine: He denies polyuria/polyphagia/polydipsia. Denies fatigue, heat or cold intolerances, shedding of hair, unintentional weight gain or weight loss.

 

Allergic/Immunologic: He has hx of allergic rhinitis, but no known immune deficiencies. His last HIV test was 2 years ago.

 

 

OBJECTIVE DATA

 

Physical Exam:

Vital signs: B/P 144/98, left arm, sitting, regular cuff; P 90 and regular; T 99.9 Orally; RR 16; non-labored; Wt: 221 lbs; Ht: 5’5; BMI 36.78

General: A&O x3, NAD, appears mildly uncomfortable

HEENT: PERRLA, EOMI, oronasopharynx is clear

Neck: Carotids no bruit, jvd or thyromegally

Chest/Lungs: Lungs pos wheezing, pos for scattered rhonchi

Heart/Peripheral Vascular: RRR without murmur, rub or gallop; pulses+2 bilat pedal and +2 radial

ABD:  nabs x 4, no organomegaly; mild suprapubic tenderness – diffuse – no rebound

Genital/Rectal: pt declined for this exam

Musculoskeletal: symmetric muscle development – some age related atrophy; muscle strengths 5/5 all groups.

Neuro: CN II – XII grossly intact, DTR’s intact

Skin/Lymph Nodes: No edema, clubbing, or cyanosis; no palpable nodes

 

 

Diagnostics/Lab Tests and Results:

CBC – WBC 15,000 with + left shift

SAO2 – 98%

Covid PCR-neg

Influenza- neg

Radiology:

CXR – cardiomegaly with air trapping and increased AP diameter

ECG

Normal sinus rhythm

Spirometry- FEV1 65%

 

Assessment:

 

Differential Diagnosis (DDx):

  • Asthmatic exacerbation, moderate
  • Pulmonary Embolism
  • Lung Cancer

 

Primary Diagnoses:

 

1.) Asthmatic Exacerbation, moderate

 

PLAN: [This section is not required for the assignments in this course, but will be required for future courses.] The Lab Assignment

 

How are cultural learning styles addressed in the development of curricula and testing

Prompt:  Lincoln, Ch. 21, 22, & 23

Ch. 21

A welcoming environment

  1. In what way does your institution send the message “you are welcome here”?
  2. Do you see any barriers that might send another message?
  3. Is the mission statement visible?
  4. What languages are spoken and by whom?
  5. Are staff, professional and ancillary, reflective of the community?
  6. What would you add to make it even more welcoming?

Decision making/Spokesperson

  1. How were decisions made in your family of origin?
  2. Is that different from your family of today?
  3. How is your decision-making mode different from that of your patients?
  4. Where do you find common ground?

How do you include family members?

  1. In outpatient settings?
  2. During procedures or treatments?
  3. In the emergency room?
  4. In the Intensive Care Unit?
  5. In the Pediatric Unit?
  6. In the Obstetrical Unit?
  7. During end-of-life?

Role of the Sick Person

  1. What was the role of the sick person in your family of origin?
  2. How is it different from that of your patients and their families?
  3. Where do you find common ground?
  4. In what ways do you encourage the patient’s family to participate in the patient’s care?

From your perspective…

  1. Where is it difficult to provide balance between patient and HCP?
  2. Which element would pose the greatest obstacle?
  3. How would you incorporate cultural beliefs and practices into a plan of care?

Ch. 22

Creating a vision

  1. What is your vision of a culturally competent healthcare organization?
  2. How does it address values of cultural diversity?
  3. How does it address a welcoming environment?
  4. Dignity for all who enter?

Do we reflect our community demographics?

  1. Administrators, do they reflect the community demographics?
  2. Professional staff, do they reflect the community demographics?
  3. Ancillary staff, do they reflect the community demographics?
  4. Patient demographics, if not reflective of community demographics, could this lead to health disparities?

Orienting to a new department

  1. Does your departmental orientation program address cultural diversity?
  2. Is there a policy addressing language spoken in the workplace?
  3. Are cultural styles of communication and conflict resolution reviewed and discussed?
  4. Is there discussion of the cultural values, beliefs, and health practices of your patient population?
  5. Are standards of care and Practice reviewed?
  6. What else needs to be added to the program?

Ch.23

Trends over time…the benefits and challenges

  1. What demographics changes have you seen in the student population?
  2. In the faculty population?
  3. What are the challenges of teaching in a culturally diverse student population?
  4. How does faculty address those challenges?
  5. What are the benefits?

Barriers for whom…

  1. Which of those themes resonate immediately with your experience?
  2. Have you observed or heard these mentioned by your students?
  3. From faculty?
  4. Do you treat all students the same?
  5. Can you see where changes could be made?

Student learning outcomes

  1. Who accredits your institution?
  2. What are the student learning outcomes specific to your department?
  3. How are cultural learning styles addressed in the development of curricula and testing?
  4. Do you see any biases?

Self and department cultural assessment

  1. Have you ever completed a cultural self-awareness assessment tool?
  2. What were the results, were they what you expected?
  3. Did you find it helpful?
  4. Were you involved in the decision-making process to do this exercise?
  5. Did new programs, new teaching strategies, better communication emerge?

Five Teaching patterns

  1. Which pattern is most reflective of your teaching style?
  2. Which style intrigues you?
  3. What resources are available to enrich your cultural teaching strategies?

In the classroom setting

  1. What are some of the resources you currently use?
  2. What teaching strategies have you used in the classroom?
  3. Are they effective?
  4. Does faculty work collaboratively to develop these programs?
  5. Are they part of your overall mission statement, goals, and objectives of the department?

Summary: The purpose of the weekly reflective journal exercises is to allow for analysis, synthesis and evaluation of nursing theory using guided questions. Reflection has been referred to as a process that happens internally, privately or in isolation (Hill & Watson, 2011).  Also a useful definition of reflection has been referred to as the examination of an issue of concern, as a consequence of experience, creating clarity and meaning in terms of self, and which results in a change of perspective ( Boyd & Fales, 1983).

Directions: Complete the Reflective Journal questions presented in your Lincoln (Weeks 1-6) and Dayer-Berenson (Weeks 6-8) text as defined in the course outline.  Post the responses to the questions in the D2L dropbox. The assignment in due on Monday by 11:59 PM PST

Nursing homework help

Choose one diagnosis from the Bipolar and Related Disorders group

  • American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders(5th ed.). American Psychiatric Publishing, Inc.
    • Scan pages 123 through 188

 

Overview

As you will learn throughout the program, the diagnosis of a variety of psychiatric illnesses is not always an easy or straightforward process. Multiple observations and assessment methods are often employed to reach a diagnosis. This approach can include the use of standardized assessment instruments.  This then aids you in defining a treatment plan and choosing specific treatment plans to use in the care of your clients.

You are tasked with identifying a standardized assessment instrument/tool to measure the disorders listed for each week. You will keep these instruments in the form of a “portfolio” that you can use in your clinical practice to assess clients who present with a variety of symptoms.

Instructions:

Instrument/ Tool criteria:

For each assessment, you are tasked with selecting, you will identify an instrument and:

  1. List what DSM diagnosis the tool/instrument is used for.
  2. Identify an assessment/diagnosis instrument.
  3. Appraise a scholarly, peer-reviewed article that addresses the use of the instrument to support your choice as an evidence-based instrument for practice.   Nursing homework help
  4. Evaluate the instrument’s appropriateness for diagnosing the condition it is designed to assess or if the developers of the instrument reported that the instrument is only part of a comprehensive assessment for the disorder.
  5. Describe whether or not the instrument can be used to measure patient response to therapy/treatment or if it is strictly for assessment and diagnosis.
  6. Discuss the psychometrics/scoring of the instrument, including reliability and validity.
  7. Discuss any limitations associated with the use of the instrument.
  8. Include a link to view the assessment if possible.

Use the following template in completing your portfolio assignments. Your information can be in bulleted format or just a couple of sentences for each criterion listed above. However, you must use APA citations.  You are NOT required to write this in a paper format.  Turn in one document for each week’s topics.  (However, create a file on your desktop to compile your portfolio as you move through the term.)  This will ensure you can have easy access to show the full portfolio and once you begin clinicals and practice.  Throughout the program, you will continue to add to the portfolio in each course.

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Assignment File(s)

  • Sample Download Sample
  • Template Download Template

Rubric

NU671 Unit 3 Assignment – Clinical Preparation Tool Rubric

NU671 Unit 3 Assignment – Clinical Preparation Tool Rubric
Criteria Ratings Pts
This criterion is linked to a Learning OutcomeThe DSM diagnosis for the assignment . . .
3 pts

Proficient

Is clearly identified and appropriate for the assignment.

2 pts

Approaching Proficiency

Is clearly identified but not appropriate for the assignment.

0 pts

Not Proficient

Is not clearly identified and not appropriate for the assignment.

3 pts
This criterion is linked to a Learning OutcomeAn assessment/diagnosis instrument . . .
3 pts

Proficient

Is clearly identified and appropriate for the assignment.

2 pts

Approaching Proficiency

Is clearly identified but not appropriate for the assignment.

0 pts

Not Proficient

Is not clearly identified and not appropriate for the assignment.

3 pts
This criterion is linked to a Learning OutcomeAn appraisal of a scholarly, peer-reviewed article, that addresses the use of an appropriately selected instrument . . .
4 pts

Proficient

The submission contains an exemplary appraisal of the article where the selected instrument was utilized.

2 pts

Approaching Proficiency

The submission contains a satisfactory appraisal of the article where the selected instrument was utilized.

1 pts

Not Proficient

The submission does not contain an appraisal of the article where the selected instrument was utilized.

4 pts
This criterion is linked to a Learning OutcomeA discussion of either – 1) an evaluation of the instrument’s appropriateness for diagnosing the condition it is designed to assess, OR 2) the developer’s report that the instrument is only part of a comprehensive assessment for the disorder . . . Nursing homework help
4 pts

Proficient

The submission contains an exemplary discussion of either an evaluation of the appropriateness of the selected instrument OR an exemplary discussion of the developer’s report that the selected instrument is only part of a comprehensive assessment of the disorder.

2 pts

Approaching Proficiency

The submission contains a satisfactory discussion of either an evaluation of the appropriateness of the selected instrument OR an exemplary discussion of the developer’s report that the selected instrument is only part of a comprehensive assessment of the disorder.

1 pts

Not Proficient

The submission does not contain a satisfactory discussion of either an evaluation of the appropriateness of the selected instrument OR an exemplary discussion of the developer’s report that the selected instrument is only part of a comprehensive assessment of the disorder.

4 pts
This criterion is linked to a Learning OutcomeA discussion as to whether the selected instrument can be used to measure patient response to therapy/treatment or if the selected instrument is only used for assessment and diagnosis . . .
4 pts

Proficient

The submission contains an exemplary discussion as to whether the selected instrument can be used to measure patient response to therapy/treatment or if the selected instrument is only used for assessment and diagnosis.

2 pts

Approaching Proficiency

The submission contains a satisfactory discussion as to whether the selected instrument can be used to measure patient response to therapy/treatment or if the selected instrument is only used for assessment and diagnosis.

1 pts

Not Proficient

The submission does not contain a discussion as to whether the selected instrument can be used to measure patient response to therapy/treatment or if the selected instrument is only used for assessment and diagnosis.

4 pts
This criterion is linked to a Learning OutcomeA discussion of the psychometrics/scoring of the selected instrument, including reliability and validity . . .
4 pts

Proficient

An exemplary discussion of the psychometrics/scoring of the selected instrument, including reliability and validity, is noted in the submission.

2 pts

Approaching Proficiency

A satisfactory discussion of the psychometrics/scoring of the selected instrument, including reliability and validity, is noted in the submission.

1 pts

Not Proficient

A discussion of the psychometrics/scoring of the selected instrument, including reliability and validity, is not noted in the submission.

4 pts
This criterion is linked to a Learning OutcomeDiscuss any limitations associated with the use of the selected instrument . . .
4 pts

Proficient

An exemplary discussion of any limitations of the use of the selected instrument is noted.

2 pts

Approaching Proficiency

A satisfactory discussion of any limitations of the use of the selected instrument is noted.

1 pts

Not Proficient

A discussion of any limitations of the use of the selected instrument is not noted.

4 pts
This criterion is linked to a Learning OutcomeA link to view the selected instrument is provided, or an explanation as to why a link is not available is provided.
2 pts

Proficient

The submission includes a link to view the selected instrument, OR an explanation as to why a link is not available is provided.

0 pts

Not Proficient

The submission does not include a link to view the selected instrument, OR an explanation as to why a link is not available is not provided.

2 pts
This criterion is linked to a Learning OutcomeThe submission demonstrates the appropriate application of APA 7th edition guidelines for the construction of in-text and reference citations.
2 pts

Proficient

The submission is free from citation construction errors.

1 pts

Approaching Proficiency

The submission contains 1-3 citation construction errors.

0 pts

Not Proficient

The submission contains greater than 3 citation construction errors.

2 pts
Total Points: 30

PreviousNext

Student Example Anxiety and Related Disorders

Week 7

 

Instrument: Social Phobia Inventory (SPIN)

 

Article: Psychometric properties of the Social Phobia Inventory

 

Appropriateness for Dx: This tool is meant for screening of individuals with social phobia and assignment of a severity score (Connor et al., 2000). The tool was created in congruence with DSM-4 but is consistent with the DSM-5 diagnosis of social anxiety disorder, minus some minor changes (Substance Abuse and Mental Health Service Administration [SAMHSA], 2016). Although the study is outdated, Duke University School of Medicine (2020) acknowledges that the tool is still relevant and utilized by their Anxiety and Traumatic Stress Program.

 

Response to Therapy/Treatment: The SPIN is appropriate for testing treatment response and through studies has proven sensitive to symptom changes over time. Changes in scores are able to determine treatment efficiency (Connor et al., 2000).

 

Psychometrics: The tool is self-administered and consists of 17 separate statements regarding problems a patient may exhibit if they have social phobia. The statement is then rated on how much it has bothered the individual in the last week, from ‘not at all’ (0) to ‘extremely’ (4). Any score over 21 is considered clinically significant. In the study, the assessment tool was able to effectively separate individuals with and without social phobia. Validity is strong in regard to detecting the severity of illness and is sensitive to symptom reductions during treatment. The scale shows significant correlation with the Liebowitz Social Anxiety Scale Test, The Brief Social Phobia Scale and The Fear Questionnaire social phobia subscale (Connor et al., 2000). Nursing homework help

 

Limitations: Limitations exist in the tool’s alignment with DSM-4 instead of the more recent edition, although differences are very minor (SAMHSA, 2016). With a cutoff score of 19, sensitivity and specificity were good, but some individuals consider the cutoff score to be 15, in which these measures are weaker (Connor et al., 2000).

 

References

 

Connor, K., Davidson, J., Churchill, E., Sherwood, A., Foa, E., & Wisler, R. (2000).

Psychometric properties of the Social Phobia Inventory. British Journal of Psychiatry, 176, 379-386.

 

 

Professional Capstone and Practicum course

800-1000 words

Students are required to maintain weekly reflective narratives throughout the course to combine into one course-long reflective journal that integrates leadership and inquiry into current practice as it applies to the Professional Capstone and Practicum course.

In your journal, you will reflect on the personal knowledge and skills gained throughout this course. The journal should address a variable combination of the following, depending on your specific practice immersion clinical experiences:

New practice approaches

Intraprofessional collaboration

Health care delivery and clinical systems

Ethical considerations in health care

Population health concerns

The role of technology in improving health care outcomes

Health policy

Leadership and economic models

Health disparities

Students will outline what they have discovered about their professional practice, personal strengths and weaknesses that surfaced, additional resources and abilities that could be introduced to a given situation to influence optimal outcomes, and finally, how the student met the competencies aligned to this course.

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

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

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

Week 13 Discussion: Contraception

J.L., a 27-year-old account executive, presents to the family medicine office for her annual checkup with her primary care provider. She has no significant past medical history except heavy menses. Her medications include calcium carbonate 500 mg orally twice a day and a multivitamin daily. She exercises regularly. Her family history is significant for cardiovascular disease (her father had an MI at age 54 and died of a further MI at age 63). She notes that she has been dating her current partner for approximately 5 months. She is interested in a reliable form of contraception. After discussing the various contraceptive options, she is here for contraceptive counseling. Week 13 Discussion: Contraception

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Questions:

1. Before prescribing an OCP regimen, what tests or examinations would you like to perform?

2. Identify three different contraceptive regimens that could be chosen for J.L. Note their differences and why you chose them.

3. Identify the potential side effects that need to be relayed to J.L. Note especially those side effects for which J.L. should seek immediate medical care.

Provide 3 Postings (Initial Posting and Respond to 2 Peer Based on APA Guidelines). Respond in complete sentences, 2-3 paragraphs. Work must be supported by peer-reviewed article published within 5 years. Week 13 Discussion: Contraception

Nursing homework help

“Fear,” according to the DSM-5, “is the emotional response to real or perceived imminent threat, whereas anxiety is anticipation of future threat” (APA, 2013). All anxiety disorders contain some degree of fear or anxiety symptoms (often in combination with avoidant behaviors), although their causes and severity differ. Trauma-related disorders may also, but not necessarily, contain fear and anxiety symptoms, but their primary distinguishing criterion is exposure to a traumatic event. Trauma can occur at any point in life. It might not surprise you to discover that traumatic events are likely to have a greater effect on children than on adults. Early-life traumatic experiences, such as childhood sexual abuse, may influence the physiology of the developing brain. Later in life, there is a chronic hyperarousal of the stress response, making the individual vulnerable to further stress and stress-related disease.  Nursing homework help

 

For this Assignment, you practice assessing and diagnosing patients with anxiety disorders, PTSD, and OCD. Review the DSM-5 criteria for the disorders within these classifications before you get started, as you will be asked to justify your differential diagnosis with DSM-5 criteria.

To Prepare:

  • Review this week’s Learning Resources and consider the insights they provide about assessing and diagnosing anxiety, obsessive-compulsive, and trauma- and stressor-related disorders.
  • Download the Comprehensive Psychiatric Evaluation Template, which you will use to complete this Assignment. Also review the Comprehensive Psychiatric Evaluation Exemplar to see an example of a completed evaluation document.
  • By Day 1 of this week, select a specific video case study to use for this Assignment from the Video Case Selections choices in the Learning Resources. View your assigned video case and review the additional data for the case in the “Case History Reports” document, keeping the requirements of the evaluation template in mind.
  • Consider what history would be necessary to collect from this patient.
  • Consider what interview questions you would need to ask this patient.
  • Identify at least three possible differential diagnoses for the patient.

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Complete and submit your Comprehensive Psychiatric Evaluation, including your differential diagnosis and critical-thinking process to formulate primary diagnosis.

Incorporate the following into your responses in the template:

  • Subjective: What details did the patient provide regarding their chief complaint and symptomology to derive your differential diagnosis? What is the duration and severity of their symptoms? How are their symptoms impacting their functioning in life?  Nursing homework help
  • Objective: What observations did you make during the psychiatric assessment?
  • Assessment: Discuss the patient’s mental status examination results. What were your differential diagnoses? Provide a minimum of three possible diagnoses with supporting evidence, listed in order from highest priority to lowest priority. Compare the DSM-5 diagnostic criteria for each differential diagnosis and explain what DSM-5 criteria rules out the differential diagnosis to find an accurate diagnosis. Explain the critical-thinking process that led you to the primary diagnosis you selected. Include pertinent positives and pertinent negatives for the specific patient case.
  • Reflection notes: What would you do differently with this client if you could conduct the session over? Also include in your reflection a discussion related to legal/ethical considerations (demonstrate critical thinking beyond confidentiality and consent for treatment!), health promotion and disease prevention taking into consideration patient factors (such as age, ethnic group, etc.), PMH, and other risk factors (e.g., socioeconomic, cultural background, etc.). Nursing homework help

 

American Psychiatric Association. (2013). Anxiety disorders. In Diagnostic and statistical manual of mental disorders (5th ed.). Arlington, VA: Author. doi:10.1176/appi.books.9780890425596.dsm05

 

American Psychiatric Association. (2013). Obsessive compulsive and related disorders. In Diagnostic and statistical manual of mental disorders (5th ed.). Arlington, VA: Author. doi:10.1176/appi.books.9780890425596.dsm06

 

American Psychiatric Association. (2013). Trauma- and stressor-related disorders. In Diagnostic and statistical manual of mental disorders (5th ed.). Arlington, VA: Author. doi:10.1176/appi.books.9780890425596.dsm07

 

 

Population Health Advocacy

Assignment Description:

Population Health Advocacy

Human trafficking, extreme poverty, preventable diseases, the opioid crisis and the lack of adequate low-income housing are a few current societal concerns worthy of social change. Nurses and healthcare leaders are in a good position to shape and influence health care policy.

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Think of a cause you believe in strongly. Access the website of your elected officials either at the local, state, or federal level using the following link: https://www.usa.gov/elected-officials/ or use the website of your choice. Explore some of the issues and committees your legislators are involved in and select at least one that interest you or align with your beliefs. You may also contact your legislator’s office and speak to his or her legislative assistant by calling the U.S. Capitol switchboard operator at (202) 224-3121 for the Senate and (202) 225-3121 for the House. Legislator assistants are very knowledgeable about the legislator’s agenda and can provide a wealth of information.  Population Health Advocacy

This assignment will be at least 1500 words or more. This week reflect on advocacy, collaborative partnerships with other health care practitioners and stakeholders, and the policy making process and write a paper that addresses the following:

  • Describe the policy issue, policy problem of interest or a particular bill that your legislator has introduced
  • Elaborate on why the policy matters and what you can possibly do to strengthen the policy?
  • Briefly define the role you would play as an advocate for the healthcare consumer and healthcare professionals.
  • Explain how the policy impacts the public at large or a particular population.
  • What stakeholders would you collaborate with to promote the cause?  Population Health Advocacy