Disease, Illnesses, And Diagnosis

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Question

Question 1 A patient with bronchial asthma is prescribed a sustained-release preparation of theophylline. To help minimize the adverse effects of the drug, which of the following should the nurse suggest?

Question 2 A female patient has been taking zafirlukast for a week and is experiencing diarrhea. The nurse should instruct her to do which of the following?

Question 3 A 72-year-old man is prescribed theophylline for symptomatic relief of bronchial asthma. Which of the following findings would alert the nurse to the need for close monitoring?

Question 4 A 57-year-old male patient who has been prescribed doxorubicin for small-cell lung cancer is advised by the nurse to avoid taking aspirin or drugs that contain aspirin because it may

Question 5 A 72-year-old female patient is prescribed ipratropium aerosol for pulmonary emphysema. The nurse will instruct her to “test spray” the new metered-dose inhaler (MDI) three times before using it to prevent which of the following?

Question 6 A male patient is to begin treatment for pneumonia with an albuterol (Ventolin) inhaler. The nurse will advise the patient that he will most likely experience which of the following common adverse effects of the drug?

Question 7 The lower respiratory system utilizes a number of different mechanisms that confer protection and maintain homeostasis. Which of the following physiological processes protects the lower respiratory system?

Question 8 A 70-year-old woman has a complex medical and a current drug regimen that includes calcium and vitamin D supplements for osteoporosis, metformin (Glucophage) for type 2 diabetes, phenelzine (Nardil) for depression, and metoprolol (Lopressor) and furosemide (Lasix) for hypertension. The woman is requesting dextromethorphan for the treatment of a recurrent cough. What component of her drug regimen contraindicates the use of dextromethorphan?

Question 9 A 53-year-old man has been treated for severe asthma for several years with prednisone. Recently, his physician initiated alternate-day therapy for him. The patient tells the nurse that he would rather take the medication every day to prevent confusion. Which of the following would be the best response by the nurse?

Question 10 A nurse is providing discharge planning for a 45-year-old woman who has a prescription for oral albuterol. The nurse will question the patient about her intake of which of the following?

Question 11 A 68-year-old man complains of a chronic, nonproductive cough. He states that he has to have relief, that he has been coughing every 2 to 3 minutes, and he is worn out. Dextromethorphan is prescribed for him. Before he leaves the clinic he asks how long it will take for the medicine to work. The nurse will advise him that he should experience therapeutic effects in

Question 12 A female patient, age 36, is prescribed inhaled corticosteroid (ICS) for daily use. Which of the following adverse effects should the nurse closely monitor for in this patient?

Question 13 A patient is being treated for respiratory infection. He is a recovering alcoholic and has impaired liver function. The nurse will instruct the patient to be especially cautious when taking

Question 14 A college student has presented the campus medical clinic complaining of cold symptoms that he has been experiencing for the past 2 weeks. He tells the nurse that he has been taking OTC decongestants twice daily since the onset of the cold. What teaching point should the nurse provide to this student?

Question 15 A high school student was diagnosed with asthma when he was in elementary school and has become accustomed to carrying and using his “puffers”. In recent months, he has become more involved in sports and has developed a habit of administering albuterol up to 10 times daily. The nurse should teach the student that overuse of albuterol can lead to

Question 16 Which of the following will a nurse inform the patient is one of the most common adverse effects of guaifenesin (Robitussin)?

Question 17 A nurse is assigned to a patient who is receiving IV aminophylline. The nurse is aware that the IV infusion rate should be

Question 18 A patient with a diagnosis of nonsmall cell lung cancer is currently undergoing chemotherapy. At the encouragement of a family member, the patient has announced to the nurse his intention to complement this treatment with a regimen of herbal remedies. How should the nurse respond to this patient’s statement?

Question 19 A 47-year-old woman has been diagnosed with open-angle glaucoma. Pilocarpine drops are prescribed. The nurse’s assessment reveals that the patient has worn soft contact lenses for 15 years. The nurse will instruct the patient to

Question 20 A man who smokes one pack of cigarettes daily has been diagnosed with chronic bronchitis. He has been prescribed theophylline by his family doctor. What effect will the patient’s smoking status have on the therapeutic use of theophylline?

Question 21 A nurse is providing patient education to a 42-year-old man who has been prescribed dextromethorphan (Robitussin). The patient is a crane operator for a local construction company. The nurse’s assessment reveals that the patient is a smoker and has diabetes. The most important safety consideration while the nurse is designing a plan of care for this patient would be the fact that he is

Question 22 A nurse is caring for a female patient who has developed atelectasis because of thick mucus secretions. The nurse is monitoring IV administration of acetylcysteine (Mucomyst) and notices that the patient’s face is flushed. The appropriate nursing action would be to

Question 23 A 24-year-old factory worker has been prescribed guaifenesin for the first time. Which of the following will be a priority assessment by the nurse before the patient’s first dose?

Question 24 A 25-year-old woman comes to the clinic because of a chronic, nonproductive cough. Assessment reveals that she has a history of asthma and dextromethorphan, (Robitussin) is prescribed for her. The nurse will question this order because

Question 25 A patient is in the clinic for seasonal allergic rhinitis. Loratadine (Claritin) is prescribed. Which of the following statements will the nurse include when providing patient education concerning this drug?

Question 26 A female patient has been taking prednisone for her asthma for 1 month. The nurse will teach her to gradually decrease her dose of prednisone to avoid

Question 27 A female patient calls the clinic and reports that since she has been taking dextromethorphan (Robitussin), she has been extremely drowsy and dizzy. The nurse will question the patient about which of the following?

Question 28 After a recent history of shortness of breath that has become increasingly severe, a woman has been prescribed ipratropium by MDI while she undergoes a diagnostic workup. What patient teaching should the nurse provide to this patient?

Question 29 The parents of a 7-year-old boy who has just been diagnosed with allergic asthma are being taught about their son’s medication regimen by the nurse. The nurse is currently teaching the parent’s about the appropriate use of a “rescue drug” for acute exacerbations of their son’s asthma. What drug should the nurse suggests the parents to use in these situations?

Question 30 A nurse is providing education to a 56-year-old man who is admitted to the emergency department with an acute asthma attack. The nurse’s initial assessment reveals that the patient has a history of pneumonia, drinks large quantities of coffee, and eats a high-calorie diet.Albuterol is prescribed for him. The important consideration when the nurse is preparing a teaching plan will be that the patient

Spiritual Needs Assessment And Reflection

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Details:

This assignment requires you to interview one person and requires an analysis of your interview experience.

Part I: Interview

Select a patient, a family member, or a friend to interview. Be sure to focus on the interviewee’s experience as a patient, regardless of whom you choose to interview.

Review The Joint Commission resource found in topic materials, which provides some guidelines for creating spiritual assessment tools for evaluating the spiritual needs of patients. Using this resource and any other guidelines/examples that you can find, create your own tool for assessing the spiritual needs of patients.

Your spiritual needs assessment survey must include a minimum of five questions that can be answered during the interview. During the interview, document the interviewee’s responses.

The transcript should include the questions asked and the answers provided. Be sure to record the responses during the interview by taking detailed notes. Omit specific names and other personal information through which the interviewee can be determined.

Part II: Analysis

Write a 500-750 word analysis of your interview experience. Be sure to exclude specific names and other personal information from the interview. Instead, provide demographics such as sex, age, ethnicity, and religion. Include the following in your response:

What went well?
Were there any barriers or challenges that inhibited your ability to complete the assessment tool? How would you address these in the future or change your assessment to better address these challenges?
How can this tool assist you in providing appropriate interventions to meet the needs of your patient?
Did you discover that illness and stress amplified the spiritual concern and needs of your interviewee? Explain your answer with examples.
Submit both the transcript of the interview and the analysis of your results. This should be submitted as one document. The interview transcript does not figure into the word count.

Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.

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.

This benchmark assignment assesses the following competencies:

CONHCP Program Competencies for the RN-BSN:

5.2: Assess for the spiritual needs and provide appropriate interventions for individuals, families, and groups.

                                                             GRADING RUBRICS

1
Unsatisfactory
0.00%

2
Less Than Satisfactory
65.00%
3
Satisfactory
75.00%
4
Good
85.00%
5
Excellent
100.00%
70.0 %Content

40.0 % Tool for Assessing the Spiritual Needs of Patients CONHCP: 5.2
Tool for assessing the spiritual needs of patients show little to no relevance to the experiences of patients. A transcript of the interview is either missing or not relevant.
Tool for assessing the spiritual needs of patients is present but lacks focus on experiences of patients. A clear transcript of the interview is provided.
Tool for assessing the spiritual needs of patients is present and focuses on experiences of patients. A clear transcript of the interview is provided.
Tool for assessing the spiritual needs of patients is present and focuses on experiences of patient. The tool uses reliable methods for gathering data. A clear transcript of the interview is provided.
Tool for assessing the spiritual needs of patients is present and focuses on experiences of patients. The tool uses effective methods for gathering data that produces the results intended. A clear transcript of the interview is provided.
30.0 % Analysis of Interview Experience
An analysis of the interview experience shows little to no relevance to the assignment instructions.
An analysis of the interview experience is included but addresses a few of the points included in the assignment instructions.
An analysis of the interview experience is included and addresses most of the points included in the assignment instructions.
An analysis of the interview experience is included and addresses all of the points included in the assignment instructions.
An analysis of the interview experience is included and addresses all of the points included in the assignment instructions. The analysis shows a deep understanding of the connections.
20.0 %Organization and Effectiveness

7.0 % Thesis Development and Purpose
Paper lacks any discernible overall purpose or organizing claim.
Thesis and/or main claim are insufficiently developed and/or vague; purpose is not clear.
Thesis and/or main claim are apparent and appropriate to purpose.
Thesis and/or main claim are clear and forecast the development of the paper. They are descriptive and reflective of the arguments and appropriate to the purpose.
Thesis and/or main claim are comprehensive. The essence of the paper is contained within the thesis. Thesis statement makes the purpose of the paper clear.
8.0 % Argument Logic and Construction
Statement of purpose is not justified by the conclusion. The conclusion does not support the claim made. Argument is incoherent and uses noncredible sources.
Sufficient justification of claims is lacking. Argument lacks consistent unity. There are obvious flaws in the logic. Some sources have questionable credibility.
Argument is orderly, but may have a few inconsistencies. The argument presents minimal justification of claims. Argument logically, but not thoroughly, supports the purpose. Sources used are credible. Introduction and conclusion bracket the thesis.
Argument shows logical progression. Techniques of argumentation are evident. There is a smooth progression of claims from introduction to conclusion. Most sources are authoritative.
Clear and convincing argument presents a persuasive claim in a distinctive and compelling manner. All sources are authoritative.
5.0 % Mechanics of Writing (includes spelling, punctuation, grammar, language use)
Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice and/or sentence construction are used.
Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register) and/or word choice are present. Sentence structure is correct but not varied.
Some mechanical errors or typos are present, but are not overly distracting to the reader. Correct and varied sentence structure and audience-appropriate language are employed.
Prose is largely free of mechanical errors, although a few may be present. The writer uses a variety of effective sentence structures and figures of speech.
Writer is clearly in command of standard, written, academic English.
10.0 %Format

5.0 % Paper Format (use of appropriate style for the major and assignment)
Template is not used appropriately, or documentation format is rarely followed correctly.
Appropriate template is used, but some elements are missing or mistaken. A lack of control with formatting is apparent.
Appropriate template is used. Formatting is correct, although some minor errors may be present.
Appropriate template is fully used. There are virtually no errors in formatting style.
All format elements are correct.
5.0 % Documentation of Sources (citations, footnotes, references, bibliography, etc., as appropriate to assignment and style)
Sources are not documented.
Documentation of sources is inconsistent or incorrect, as appropriate to assignment and style, with numerous formatting errors.
Sources are documented, as appropriate to assignment and style, although some formatting errors may be present.
Sources are documented, as appropriate to assignment and style, and format is mostly correct.
Sources are completely and correctly documented, as appropriate to assignment and style, and format is free of error.
100 % Total Weightage

The Standardization Of Health Care Terminologies

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Across health care settings, many different terms are used to describe the same or similar conditions. For example, a bed sore may alternatively be called a pressure sore, a pressure ulcer, or a decubitus ulcer. While it may be fairly manageable for a nurse to make the connection among these terms, the same cannot be said for a computer system. Nurses have the ability to reason and reflect upon their clinical knowledge. Computer systems are linear, relying on user input to output information. When diverse terms are used, systems are unable to make the connections between the data. For this reason, the health care industry is vigorously moving towards the standardization of terminologies.

Learning Resources

Saba, V. K., & McCormick, K. A. (2015). Essentials of nursing informatics (6th ed.). New York, NY: McGraw-Hill.

· Chapter 8, “Standardized Nursing Terminology”

This chapter introduces the problems related to terminology and vocabulary standardization across the broader health care field. Nursing-specific.

· Review Chapter 7, “Health Data Standards: Development, Harmonization, and Interoperability”

Health standards, rules, and definitions are requirements for effective and efficient electronic health records (EHRs). This chapter explains various options for these areas and discusses how they can be incorporated into EHRs.

· Appendix A, “Overview of the Clinical Care Classification System”

In this chapter, the authors describe challenges in health care related to clinical care classification and terminology standards. These issues are analyzed and possible solutions are overviewed.

Scherb, C. A., & Weydt, A. P. (2009). Work complexity assessment, nursing interventions classification, and nursing outcomes classification: Making connections. Creative Nursing, 15(1), 16–22.

Retrieved from the Walden Library databases.

The authors of this article discuss the Work Complexity Assessment (WCA), a process that allows nurses to better understand interventions for patient care. The connection between the WCA, the Nursing Interventions Classification (NIC), and the Nursing Outcomes Classification (NOC) are also discussed.

Truran, D., Saad, P., Zhang, M., & Innes, K. (2010). SNOMED CT and its place in health information management practice. Health Information Management Journal, 39(2), 37–39.

Retrieved from the Walden Library databases.

This article focuses on the Systemized Nomenclature of Medicine – Clinical Terminology (SNOMED CT) and how it can be used to support electronic health records (EHRs). The authors describe how SNOMED CT can contribute to EHR improvement with regard to patient safety, quality care delivery, and decision support functionality.

Cimino, J. J. (1998). Desiderata for controlled medical vocabularies in the twenty-first century. Retrieved from http://www.ncbi.nlm.nih.gov/pmc/articles/PMC3415631/

Discussion: James Cimino’s Desiderata

Desiderata is a Latin word that translates to “something that is wanted or needed.” It is obvious that James Cimino had this translation in mind when he created his “Desiderata for Controlled Medical Vocabularies.” In his work, Cimino outlines 12 desiderata he believes the health care community should consider when constructing medical vocabularies. He also highlights the need to control the vocabulary used within terminology sets, as well as the requirements for doing so.

For electronic health records (EHR) and clinical decision support systems (CDS) to truly be successful, Cimino, along with many other health care professionals, expresses the vital need to standardize and control the terminology being used in health care settings.

For this Discussion, you will use one of Cimino’s desiderata (or themes) to critically appraise a nursing terminology set:

Cimino’s 12 themes for the 21st century:

· Vocabulary content

· Concept orientation

· Concept permanence

· Nonsemantic concept identifiers

· Polyhierarchy

· Formal definitions

· Reject NEC “Not Elsewhere Classified”

· Multiple granularities

· Multiple consistent views

· Representing context

· Graceful evolution

· Recognize redundancy

To prepare:

· Review the article “Desiderata for Controlled Medical Vocabularies in the Twenty-First Century” in this week’s Learning Resources. Consider how each theme aims to control the vocabulary used by nursing terminologies.

· Reflect on prominent standardized nursing terminologies sets, such as NIC, SNOMED, SABA, NANDA, and NOC. How might these terminologies compare to the requirements outlined in Cimino’s 12 themes?

· Select one nursing terminology set and one of Cimino’s themes to further examine. Does the terminology align with the requirements of this theme? Why or why not?

By Day 3

Post a brief description of the nursing terminology set and theme you selected. Explain whether this terminology aligns with the requirements and why. Provide terminology and vocabulary examples to support your answer.

· For this discussion I choose NANDA and Formal definitions. (If it difficult, you can choose NANDA and another one of the 12 Cimino’s Theme’s.

· APA Style, 500-600 words minimum, Master Degree Quality Discussion/assignment work.

· Please follow the instructions and read the part that say “to prepare” before do the paper.

. Deadline: 4/18/18 at 8:00pm ET.

· For this discussion I choose NANDA and Formal definitions. (If it difficult, you can choose NANDA and another one of the 12 Cimino’s Theme’s.

· APA Style, 500-600 words minimum, Master Degree Quality Discussion/assignment work.

· Please follow the instructions and read the part that say “to prepare” before do the paper.

Health care Administration

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

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

The Assignment: (3– pages)

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

ROBLEMS

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

1 2 11 3

2 1 12 4

3 1 13 2

4 2 14 3

5 1 15 4

6 1 16 5

7 3 17 3

8 2 18 4

9 1 19 5

10 2 20 6

  1. Walter Shewhart ([1931] 1980) presented the following data in his classic Economic Control of Quality of Manufactured Product. Create a p chart for each machine. Does either of the two machines show evidence of special cause variation?

MACHINE A

MACHINE B

MACHINE B

Month

Defective

Inspected

Defective

Inspected

Jan 4 527

Feb 5 610

Mar 5 428

Apr 2 400

May 15 498

Jun 3 500

Jul 3 395

Aug 2 393

Sep 3 625

Oct 13 465

Nov 5 446

Dec 3 510

Average 5.25 483.08

1 169

3 99

1 208

1 196

1 132

1 89

1 167

2 200

1 171

1 122

3 107

1 132

1.42 149.33

  1. From January 1846 through December 1848 Semmelweis ([1860] 1983) recorded births and the number that resulted in the death of the mother at his hospital. The data is available in the Chapter07.xls file, in the Problem07–03 tab. Create a p chart to analyze performance. Interpret the chart. Was the system stable?
  2. Postsurgical infections have been reported to affect 2% to 5% of the 16 million patients who undergo surgery in U.S. hospitals. Infections increase the chance of complications and death. Antibiotics given one hour prior to surgery have been shown to reduce the probabil- ity of infection. The director of quality improvement has sampled 20 patients per week over the preceding 25 weeks. The data is available in the Chapter07.xls file in the Problem07–04 tab. The data collected records whether a patient contracted an infection after surgery. Create a p chart to analyze performance. Interpret the hospital’s performance based on your control chart and identify any issues that should be investigated. Assuming the aver- age rate of infection is 3.5%, is the hospital doing a good job?
  3. Readmission rates within one year for congestive heart failure have been documented at 35%. A local heart program wants to assess its performance against this standard. The pro- gram has randomly selected ten patients per month over a 24-month period for review. The data is available in the Chapter07.xls file, in the Problem07–05 tab. Some of the patients were deleted from the sample due to death, relocation, or other reasons that preclude follow-up. Create a p chart. Is the process stable? How is the program performing relative to the documented standard? Since not all months have 10 observations, either use 10 as the sample size or use the average sample size to calculate the control limits.

Off-Label Drug Use in Pediatrics

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The unapproved use of approved drugs, also called off-label use, with children is quite common. This is because pediatric dosage guidelines are typically unavailable since very few drugs have been specifically researched and tested with children.

When treating children, prescribers often adjust dosages approved for adults to accommodate a child’s weight. However, children are not just “smaller” adults. Adults and children process and respond to drugs differently in their absorption, distribution, metabolism, and excretion. Children even respond differently during stages from infancy to adolescence. This poses potential safety concerns when prescribing drugs to pediatric patients. As an advanced practice nurse, you have to be aware of safety implications of the off-label use of drugs with this patient group.

To prepare:

· Review the Panther et al (2017) and Corney, Lebel, Bailey, and Bussieres (2015) articles in the Learning Resources. Reflect on situations in which children should be prescribed drugs for off-label use.

· Think about strategies to make the off-label use and dosage of drugs safer for children from infancy to adolescence. Consider specific off-label drugs that you think require extra care and attention when used in pediatrics.

With these thoughts in mind:

Write Include sub headings plz. And purpose of writing.

· an explanation of circumstances under which children should be prescribed drugs for off-label use.

· Then, describe strategies to make the off-label use and dosage of drugs safer for children from infancy to adolescence.

· Include descriptions and names of off-label drugs that require extra care and attention when used in pediatrics.

Diseases, Illnesses And Disoders

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Discussion: What Can Nurses Do?

Many people, most of them in tropical countries of the Third World, die of preventable, curable diseases. . . . Malaria, tuberculosis, acute lower-respiratory infections—in 1998, these claimed 6.1 million lives. People died because the drugs to treat those illnesses are nonexistent or are no longer effective. They died because it doesn’t pay to keep them alive.





–Ken Silverstein, Millions for Viagra. Pennies for Diseases of the Poor, The Nation, July 19, 1999

Unfortunately, since 1998, little has changed. For many individuals living in impoverished underdeveloped countries, even basic medical care is difficult to obtain. Although international agencies sponsor outreach programs and corporations, and although nonprofit organizations donate goods and services, the level of health care remains far below what is necessary to meet the needs of struggling populations. Polluted water supplies, unsanitary conditions, and poor nutrition only exacerbate the poor health prevalent in these environments. Nurses working in developed nations have many opportunities/advantages that typically are not available to those in underdeveloped countries. What can nurses do to support their international colleagues and advocate for the poor and underserved of the world?

In this Discussion, you will consider the challenges of providing health care for the world’s neediest citizens, as well as how nurses can advocate for these citizens.

                                              To prepare:





Consider the challenges of providing health care in underdeveloped countries.


Conduct research in the Walden Library and other reliable resources to determine strategies being used to address these challenges.


Using this week’s Learning Resources, note the factors that impact the ability of individuals in underdeveloped nations to obtain adequate health care.


Consider strategies nurses can use to advocate for health care at the global level. What can one nurse do to make a difference?

CITE AT LEAST 3 REFERENCES

                                    Required Readings





Knickman, J. R., & Kovner, A. R. (Eds.). (2015). Health care delivery in the united states (11th ed.). New York, NY: Springer Publishing.





    Chapter 4, “Comparative Health Systems” (pp. 53–72)





    The chapter showcases different models of health care systems in order to help policymakers and managers critically assess and improve health care in the United States.





    Chapter 10, “The Health Workforce” (pp. 213–225)





    Review this section of Chapter 10, which details health workforce issues for nurses and nurse practitioners.





Milstead,  J. A. (2019). Health policy and politics: A nurse’s guide (6th ed.).  Burlington, MA: Jones and Bartlett Publishers.





    Chapter 11, “The Impact of Globalization: Nurses Influencing Global Health Policy” (pp. 192-204)





    This chapter addresses how the health status of individuals and populations around the world can affect policymaking in a country.





Bloch, G., Rozmovits, L., & Giambrone, B. (2011). Barriers to primary care responsiveness to poverty as a risk factor for health. BMC Family Practice, 12(1), 62–67.





Retrieved from the Walden Library databases.











This article details a qualitative study that was conducted to explore the barriers to primary care responsiveness to poverty. The authors explicate a variety of health impacts attributable to poverty.





Harrowing, J. N. (2009). The impact of HIV education on the lives of Ugandan nurses and nurse-midwives. Advances in Nursing Science, 32(2), E94–E108.





Retrieved from the Walden Library databases.











This article explores the impact of an HIV/AIDS education program for Ugandan nurses and nurse-midwives. The author details the motivations behind the program and recommendations for the future.





Koplan, J. P., Bond, C., Merson, M. H., Reddy, K. S., Rodriquez, M. H., Sewankambo, N. K., & Wasserheit, J. N. (2009). Towards a common definition of global health. The Lancet, 373(9679), 1993–1995.





Retrieved from the Walden Library databases.











This article provides a full description of the components that comprise global health care in detail.





Gapminder. (2011). Retrieved from http://www.gapminder.org











This website explains statistical graphs and tables of life expectancy and incomes around the world.





Global Health Council. (2012). Retrieved from http://www.globalhealth.org











This website houses the productivity and efforts of the Global Health Council as the world’s largest alliance dedicated to improving health throughout the world.





Henry J. Kaiser Family Foundation: U.S. Global Health Policy. (2010). Retrieved from http://kff.org/globaldata/











This website focuses on major health care issues facing the United States, as well as the U.S. role in global health policy.





International Council of Nurses. (2011). Retrieved from http://www.icn.ch/











This website documents the efforts of the International Council of Nurses to ensure quality nursing care for all, as well as sound health policies globally through the advancement of nursing knowledge and presence worldwide.





United Nations Statistics Division. (2011). Retrieved from http://unstats.un.org/unsd/default.htm











This website examines global statistical information compiled by the United Nations Statistics Division.





University of Pittsburgh Center for Global Health. (2009). Retrieved from http://www.globalhealth.pitt.edu/











This website analyzes health issues that affect populations around the globe through research at the University of Pittsburgh.





The World Bank (n.d.) The costs of attaining the millennium development goals. Retrieved from http://www.nationalacademies.org/hmd/Global/News%20Announcements/Crossing-the-Quality-Chasm-The-IOM-Health-Care-Quality-Initiative.aspx.











This article states that many countries will have to reform their policies and improve service delivery to make additional spending effective because the additional aid for education and health with not be enough.

Social Media and the Modern Impact of Informatics

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Write an essay addressing each of the following points/questions. Be sure to completely answer all the questions for each number item. There should be three sections, one for each item number below, as well the introduction (heading is the title of the essay) and conclusion paragraphs. Separate each section in your paper with a clear heading that allows your professor to know which bullet you are addressing in that section of your paper. Support your ideas with at least three (3) citations in your essay. Make sure to reference the citations using the APA writing style for the essay. The cover page and reference page do not count towards the minimum word amount. Review the rubric criteria for this assignment.

Most people remember the story below that made national headlines. As most Americans have smart phones, tablets, and computers the utilization of social media is common place.

Finley, T. (2017, Sept. 20). Navy hospital removes staffers for calling babies ‘mini Satan’s’ on social media. Parenting.

If you were writing a hospital policy on smart phone and social media usage, what should be included in the policy?

What potential ethical and legal liabilities are there for the hospital and employees in the case presented above?

In 2007, Harvard University rescinded admission to 10 students after reviewing their social media post.

Do you feel potential employers, current employers, and colleges have the right to access your social media post? Do you feel employers and universities should make decisions based on your post?

Discuss the relationship between accreditation decisions, reimbursement, quality of care, informatics.

Assignment Expectations

Length: 500 words per essay prompt/section (1500 total for this assignment)

Structure: Include a title page and reference page in APA style. These do not count towards the minimal word amount for this assignment. All APA Papers should include an introduction and conclusion.

References: Use the appropriate APA style in-text citations and references for all resources utilized to answer the questions. Include at least three (3) scholarly sources to support your claims.

Advocating For The Nursing Role In Program Design And Implementation

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As their names imply, the honeyguide bird and the honey badger both share an affinity for honey. Honeyguide birds specialize in finding beehives but struggle to access the honey within. Honey badgers are well-equipped to raid beehives but cannot always find them. However, these two honey-loving species have learned to collaborate on an effective means to meet their objectives. The honeyguide bird guides honey badgers to newly discovered hives. Once the honey badger has ransacked the hive, the honey guide bird safely enters to enjoy the leftover honey.

Much like honeyguide birds and honey badgers, nurses and health professionals from other specialty areas can—and should—collaborate to design effective programs. Nurses bring specialties to the table that make them natural partners to professionals with different specialties. When nurses take the requisite leadership in becoming involved throughout the healthcare system, these partnerships can better design and deliver highly effective programs that meet objectives.

In this Assignment, you will practice this type of leadership by advocating for a healthcare program. Equally as important, you will advocate for a collaborative role of the nurse in the design and implementation of this program. To do this, assume you are preparing to be interviewed by a professional organization/publication regarding your thoughts on the role of the nurse in the design and implementation of new healthcare programs.

To Prepare:

Review the Resources and reflect on your thinking regarding the role of the nurse in the design and implementation of new healthcare programs.

Select a healthcare program within your practice and consider the design and implementation of this program.

Reflect on advocacy efforts and the role of the nurse in relation to healthcare program design and implementation.

Review the User Guide for Uploading Media in your Blackboard Classroom by accessing the Kaltura Media Uploader on the Left Navigation Bar in preparation to record your narrated video or audio for this Assignment.

The Assignment: (2–3 pages)

In a 2- to 3-page paper, create an interview transcript of your responses to the following interview questions:

Tell us about a healthcare program, within your practice. What are the costs and projected outcomes of this program?

Who is your target population?

What is the role of the nurse in providing input for the design of this healthcare program? Can you provide examples?

What is your role as an advocate for your target population for this healthcare program? Do you have input into design decisions? How else do you impact design?

What is the role of the nurse in healthcare program implementation? How does this role vary between design and implementation of healthcare programs? Can you provide examples?

Who are the members of a healthcare team that you believe are most needed to implement a program? Can you explain why?

The Nurse Leader as Knowledge Worker

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The term “knowledge worker” was first coined by management consultant and author Peter Drucker in his book, The Landmarks of Tomorrow (1959). Drucker defined knowledge workers as high-level workers who apply theoretical and analytical knowledge, acquired through formal training, to develop products and services. Does this sound familiar?

Nurses are very much knowledge workers. What has changed since Drucker’s time are the ways that knowledge can be acquired. The volume of data that can now be generated and the tools used to access this data have evolved significantly in recent years and helped healthcare professionals (among many others) to assume the role of knowledge worker in new and powerful ways.

In this Assignment, you will consider the evolving role of the nurse leader and how this evolution has led nurse leaders to assume the role of knowledge worker. You will prepare a presentation with an infographic to educate others on the role of nurse as knowledge worker.

Reference: Drucker, P. (1959). The landmarks of tomorrow. New York, NY: HarperCollins Publishers.

                                                   To Prepare:

Review the concepts of informatics as presented in the Resources.

Reflect on the role of a nurse leader as a knowledge worker.

Consider how knowledge may be informed by data that is collected/accessed.

The Assignment:

Explain the concept of a knowledge worker.

Define and explain nursing informatics and highlight the role of a nurse leader as a knowledge worker.

Develop a simple infographic to help explain these concepts.

NOTE: For guidance on infographics, including how to create one in PowerPoint, see “How to Make an Infographic in PowerPoint” as presented in the Resources.

Present the hypothetical scenario you originally shared in the Discussion Forum( the answer of the discussion question is attached bellow in a document). Include your examination of the data that you could use, how the data might be accessed/collected, and what knowledge might be derived from that data. Be sure to incorporate feedback received from your colleagues’ replies. 

                                                  Learning Resources

Note: To access this week’s required library resources, please click on the link to the Course Readings List, found in the Course Materials section of your Syllabus.

Required Readings

McGonigle, D., & Mastrian, K. G. (2017). Nursing informatics and the foundation of knowledge (4th ed.). Burlington, MA: Jones & Bartlett Learning.

• Chapter 1, “Nursing Science and the Foundation of Knowledge” (pp. 7–19)

• Chapter 2, “Introduction to Information, Information Science, and Information Systems” (pp. 21–33)

• Chapter 3, “Computer Science and the Foundation of Knowledge Model” (pp. 35–62)

24Slides. (2018). How to make an infographic in PowerPoint. Retrieved September 27, 2018, from https://24slides.com/presentbetter/how-make-infographic-powerpoint/

Nagle, L., Sermeus, W., & Junger, A. (2017). Evolving role of the nursing informatics specialist. In J. Murphy, W. Goossen, & P. Weber (Eds.), Forecasting Competencies for Nurses in the Future of Connected Health (212–221). Clifton, VA: IMIA and IOS Press. Retrieved from https://serval.unil.ch/resource/serval:BIB_4A0FEA56B8CB.P001/REF

Sweeney, J. (2017). Healthcare informatics. Online Journal of Nursing Informatics, 21(1).

Note: You will access this article from the Walden Library databases.

Required Media

Laureate Education (Producer). (2018). Health Informatics and Population Health: Trends in Population Health [Video file]. Baltimore, MD: Author.

Accessible player

Public Health Informatics Institute. (2017). Public Health Informatics: “translating” knowledge for health [Video file].

Assessing Muscoskeletal Pain

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The body is constantly sending signals about its health. One of the most easily recognized signals is pain. Musculoskeletal conditions comprise one of the leading causes of severe long-term pain in patients. The musculoskeletal system is an elaborate system of interconnected levers that provide the body with support and mobility. Because of the interconnectedness of the musculoskeletal system, identifying the causes of pain can be challenging. Accurately interpreting the cause of musculoskeletal pain requires an assessment process informed by patient history and physical exams.

In this Discussion, you will consider case studies that describe abnormal findings in patients seen in a clinical setting.

Note: By Day 1 of this week, your Instructor will have assigned you to one of the following specific case studies for this Discussion. Also, your Discussion post should be in the Episodic/Focused SOAP Note format, rather than the traditional narrative style Discussion posting format. Refer to Chapter 2 of the Sullivan text and the Episodic/Focused SOAP Template in the Week 5 Learning Resources for guidance. Remember that all Episodic/Focused SOAP notes have specific data included in every patient case

Case 2: Ankle Pain

A 46-year-old female reports pain in both of her ankles, but she is more concerned about her right ankle. She was playing soccer over the weekend and heard a “pop.” She is able to bear weight, but it is uncomfortable. In determining the cause of the ankle pain, based on your knowledge of anatomy, what foot structures are likely involved? What other symptoms need to be explored? What are your differential diagnoses for ankle pain? What physical examination will you perform? What special maneuvers will you perform? Should you apply the Ottowa ankle rules to determine if you need additional testing?

To prepare:

With regard to the case study you were assigned:

· Review this week’s Learning Resources, and consider the insights they provide about the case study.

· Consider what history would be necessary to collect from the patient in the case study you were assigned.

· Consider what physical exams and diagnostic tests would be appropriate to gather more information about the patient’s condition. How would the results be used to make a diagnosis?

· Identify at least five possible conditions that may be considered in a differential diagnosis for the patient.

Note: Before you submit your initial post, replace the subject line (“Discussion – Week 8”) with “Review of Case Study _.” Fill in the blank with the number of the case study you were assigned.

By Day 3

Post

· an episodic/focused note about the patient in the case study to which you were assigned using the episodic/focused note template provided in week 5 resources.

· Provide evidence from the literature to support diagnostic tests that would be appropriate for each case.

· List five different possible conditions for the patient’s differential diagnosis and justify why you selected each.

Note: For this Discussion, you are required to complete your initial post before you will be able to view and respond to your colleagues’ postings. Begin by clicking on the “Post to Discussion Question” link and then select “Create Thread” to complete your initial post. Remember, once you click on Submit, you cannot delete or edit your own posts, and you cannot post anonymously. Please check your post carefully before clicking on Submit!

Read a selection of your colleagues’ responses.