What Can Nurses Do?

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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. What Can Nurses Do?
–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?

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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? What Can Nurses Do?

By Day 3

Post a description of at least two challenges related to providing adequate health care in underdeveloped countries. Then, describe two strategies you might use to address those challenges, and explain why. Finally, describe one strategy nurses might use in advocating for health care at the global level, and explain why this would be an effective strategy.

Read a selection of your colleagues’ responses. What Can Nurses Do?

Analysis of Research & Technology in Nursing Practice

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This assignment is designed to integrate the course concepts for the learner in their selected area of professional nursing practice. –

MY PROFESSIONAL NURSING PRACTICE IS PEDIATRIC HOME HEALTH NURSING

For this assignment, you will:

  • Write a 4–6 page paper and discuss each of the following questions in relation to your nursing practice using APA style and formatting.
  • Use APA level headings to develop each of the required elements of the assignment.
  • Discuss the importance of research as it informs the future of nursing practice.
  • Discuss two specific contributions you make to develop your colleagues in becoming a consumer of nursing research. Analysis of Research & Technology in Nursing Practice
  • Describe at least  two strategies you will use to maintain competency in using nursing research. Examples might include:

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    • Perform a literature search on a particular practice issue and share with colleagues.
    • Join a nursing research discussion group.
    • Champion a nursing clinical issue to become a research study in your organization.
  • Describe three ways that your understanding of technologies and telecommunication in nursing and health care can have a positive impact on your practice. Analysis of Research & Technology in Nursing Practice
  • Propose one strategy to increase the participation of the nursing profession in research and lifelong learning.
    • What role might technology and telecommunications play in promoting research participation?
  • Conclusion:
    • Prepare the assignment.
    • Follow APA style guidelines.
    • Use 12-point Times New Roman font.
    • Include a title and reference page.
    • Use the following subheadings:
      • Advocating for Research in Nursing.
      • Maintaining Competency in Research Practices.
      • The Future of Technologies in Nursing and Research. Analysis of Research & Technology in Nursing Practice
      • Conclusion.
    • Cite all references using APA style and formatting guidelines. – within the paper and as works cited

Report on Drug Use in Pediatrics

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Report on Drug Use in Pediatrics

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. Report on Drug Use in Pediatrics

To prepare:
  • Review the Bazzano et al. and Mayhew 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:

By Day 3

Post 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.

By Day 6

Read a selection of your colleagues’ responses and respond to at least two of your colleagues on two different days who provided a different rationale than you did, in one or more of the following ways:

  • Offer and support an alternative perspective using readings from the classroom or from your own research in the Walden Library.
  • Validate an idea with your own experience and additional research. Report on Drug Use in Pediatrics

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NURS6501 week 11 Discussion: Disorders of the Reproductive Systems

While the male and female reproductive systems are unique to each sex, they share a common function—reproduction. Disorders of this system range from delayed development to structural and functional abnormalities. Since many reproductive disorders not only result in physiological consequences but also psychological consequences such as embarrassment, guilt, or profound disappointment, patients are often hesitant to seek treatment. Advanced practice nurses need to educate patients on disorders and help relieve associated stigmas. During patient evaluations, patients must feel comfortable answering questions so that you, as a key health care provider, will be able to diagnose and recommend treatment options. As you begin this Discussion, consider reproductive disorders that you would commonly see in the clinical setting.

To Prepare

  • Review Chapter 22 and Chapter 23 in the McPhee and Hammer text, as well as Chapter 32 in the Huether and McCance text.
  • Select two disorders of the male and/or female reproductive systems that interest you. Consider the similarities and differences between the disorders.
  • Select one of the following factors: genetics, ethnicity, age, or behavior. Think about how the factor you selected might impact the diagnosis of and treatment for the reproductive disorders. 
By Day 3

Post a description of the two reproductive disorders you selected, including their similarities and differences. Then explain how the factor you selected might impact the diagnosis of treatment for the reproductive disorders. 

Read a selection of your colleagues’ responses.

By Day 6

Respond to at least two of your colleagues on two different days who selected different disorders or factors than you, in one or more of the following ways:

  • Share insights on how the factor you selected impacts the pathophysiology of the disorder your colleague selected.
  • Offer alternative diagnoses and prescription of treatment options for the disorder your colleague selected.
  • Validate an idea with your own experience and additional research. Report on Drug Use in Pediatrics

 

EDUCATING THE USERS

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One of the pivotal goals of consumer health literacy efforts is to design educational materials that attract as well as educate users. In this Assignment, you design a health information document on a topic that is of interest to you.

To prepare:

  • Select a health issue of interest to you.
  • Identify the audience or population that you seek to educate about this issue.
  • Search the Internet to find credible sites containing information about your selected topic.
  • Review the two health literacy websites listed in this week’s Learning Resources. Focus on strategies for presenting information. EDUCATING THE USERS

To complete:

  • Design an educational handout on the health issue you selected.
    • Include a cover page.
    • Include an introduction that provides:
      • An explanation of your issue and why you selected it
      • A description of the audience you are addressing
    • In the handout itself:
      • Develop your handout in such a way that it attracts the attention of the intended audience.
      • Include a description of the health issue and additional content that will enhance your message (i.e., key terms and definitions, graphics, illustrations, etc.). EDUCATING THE USERS
      • Recommend four or five sites that provide clear, valuable, and reliable information on the topic.

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Note: Remember to keep the information in your health handout and its design at the appropriate level for the audience you are seeking to inform. Submit your Assignment as a Word document.

http://www.ahrq.gov/patients-consumers/patient-involvement/ask-your-doctor/videos/clinician06/index.html

This week we will discuss the security of health care records and the protection of patient privacy. You will analyze the nurse’s responsibility to protect patient information and the extent that Health IT has made it easier or more difficult to protect patient privacy.

You will comment on any security or ethical issues related to the use of portable devices to store information. You will also assess the strategies your organization uses to safeguard patient information and how these promote a culture of safety. You will describe an area where improvement is needed and one strategy that could address the situation.

NURS 5051/6051: Week 11, Application Assignment Rubric

           
REQUIRED CONTENT EVALUATIONEXCELLENT EVALUATIONGOOD EVALUATIONFAIR EVALUATIONPOOR SCORE
Includes a cover page and introduction forthe flyer with an explanation of the issue selected, a description of the audience, and the search terms used to identify resources.     (10 possible points) This section demonstrates excellence.  To achieve a rating of “excellent” the student must discuss all of the concepts and key points presented in the text/s and Learning Resources.  Paper provides significant detail including multiple relevant examples, evidence from the readings and other peer reviewed sources published within the past 5 years, and discerning ideas.  (9–10 points) EDUCATING THE USERS This section demonstrates a goodunderstanding of the content. To achieve a rating of “good” the student must discuss mostof the concepts and key points presented in the text/s and Learning Resources. Paper includes moderate detail, evidence from the readings, and discerning ideas.       (8 points) This section demonstrates a fairunderstanding of the content.  To achieve a rating of “fair” the student must discuss some of the concepts and key points as presented in the text/s and Learning Resources. Paper may be lacking in detail and specificity and/or may not include sufficient pertinent examples or provide sufficient evidence from the readings.      (7 points) This section demonstrates poor understanding of the content. To achieve a rating of “poor”, the student includes few of the concepts and key points of the text/s and Learning Resources. Paper is missing detail and specificity and/or does not include any pertinent examples or provide sufficient evidence from the readings.    (0–6 points)      
In the Flyer:Defines key terms in a way that is appropriate for the target audience.     (10 possible points) This section demonstrates excellence.  To achieve a rating of “excellent” the student must discuss all of the concepts and key points presented in the text/s and Learning Resources.  Paper provides significant detail including multiple relevant examples, evidence from the readings and other peer reviewed sources published within the past 5 years, and discerning ideas.  (9–10 points) This section demonstrates a goodunderstanding of the content. To achieve a rating of “good” the student must discuss mostof the concepts and key points presented in the text/s and Learning Resources. Paper includes moderate detail, evidence from the readings, and discerning ideas.       (8 points)  This section demonstrates a fairunderstanding of the content.  To achieve a rating of “fair” the student must discuss some of the concepts and key points as presented in the text/s and Learning Resources. Paper may be lacking in detail and specificity and/or may not include sufficient pertinent examples or provide sufficient evidence from the readings.      (7 points)  This section demonstrates poor understanding of the content. To achieve a rating of “poor”, the student includes few of the concepts and key points of the text/s and Learning Resources. Paper is missing detail and specificity and/or does not include any pertinent examples or provide sufficient evidence from the readings.    (0–6 points)  
Describes the health issue using language appropriate for the audience.      (20 possible points) This section demonstrates excellence.  To achieve a rating of “excellent” the student must discuss all of the concepts and key points presented in the text/s and Learning Resources.  The section provides significant detail including multiple relevant examples, evidence from the readings and other peer reviewed sources published within the past 5 years, and discerning ideas. (19–20 points) This section demonstrates a goodunderstanding of the content. To achieve a rating of “good” the student must discuss mostof the concepts and key points presented in the text/s and Learning Resources. The section includes moderate detail, evidence from the readings, and discerning ideas.      (17–18 points) This section demonstrates a fairunderstanding of the content.  To achieve a rating of “fair” the student must discuss some of the concepts and key points as presented in the text/s and Learning Resources. The section may be lacking in detail and specificity and/or may not include sufficient pertinent examples or provide sufficient evidence from the readings.     (15–16 points) This section demonstrates poor understanding of the content. To achieve a rating of “poor”, the student includes few of the concepts and key points of the text/s and Learning Resources. The section is missing detail and specificity and/or does not include any pertinent examples or provide sufficient evidence from the readings.   (0–14 points)  
Provides guidance on how to identify websites and resources with credible information on the issue.     (20 possible points) This section demonstrates excellence.  To achieve a rating of “excellent” the student must discuss all of the concepts and key points presented in the text/s and Learning Resources.  The section provides significant detail including multiple relevant examples, evidence from the readings and other peer reviewed sources published within the past 5 years, and discerning ideas. (19–20 points) This section demonstrates a goodunderstanding of the content. To achieve a rating of “good” the student must discuss mostof the concepts and key points presented in the text/s and Learning Resources. The section includes moderate detail, evidence from the readings, and discerning ideas.      (17–18 points) This section demonstrates a fairunderstanding of the content.  To achieve a rating of “fair” the student must discuss some of the concepts and key points as presented in the text/s and Learning Resources. The section may be lacking in detail and specificity and/or may not include sufficient pertinent examples or provide sufficient evidence from the readings.     (15–16 points) This section demonstrates poor understanding of the content. To achieve a rating of “poor”, the student includes few of the concepts and key points of the text/s and Learning Resources. The section is missing detail and specificity and/or does not include any pertinent examples or provide sufficient evidence from the readings.   (0–14 points)  
Recommends 4-5 websites with clear, valuable, and reliable information on the issue.      (10 possible points) This section demonstrates excellence.  To achieve a rating of “excellent” the student must discuss all of the concepts and key points presented in the text/s and Learning Resources.  The section provides significant detail including multiple relevant examples, evidence from the readings and other peer reviewed sources published within the past 5 years, and discerning ideas. (9–10 points) This section demonstrates a goodunderstanding of the content. To achieve a rating of “good” the student must discuss mostof the concepts and key points presented in the text/s and Learning Resources. The section includes moderate detail, evidence from the readings, and discerning ideas.      (8 points)  This section demonstrates a fairunderstanding of the content.  To achieve a rating of “fair” the student must discuss some of the concepts and key points as presented in the text/s and Learning Resources. The section may be lacking in detail and specificity and/or may not include sufficient pertinent examples or provide sufficient evidence from the readings.     (7 points) This section demonstrates poor understanding of the content. To achieve a rating of “poor”, the student includes few of the concepts and key points of the text/s and Learning Resources. The section is missing detail and specificity and/or does not include any pertinent examples or provide sufficient evidence from the readings.   (0–6 points)  
Writing used in Introduction     (10 possible points) Paper is well organized, uses scholarly tone, follows APA style, uses original writing and proper paraphrasing, contains very few or no writing and/or spelling errors, and is fullyconsistent with graduate level writing style. Introduction contains multiple, appropriate and exemplary peer reviewed sources (published within the past 5 years) expected/required for the assignment. (9–10 points) Paper is mostlyconsistent with graduate level writing style. Paper may have some small or infrequent organization, scholarly tone, or APA style issues, and/or may contain a few writing and spelling errors, and/or somewhat less than the expected number of or type of sources.       (8 points) Paper is somewhat below graduate level writing style, with multiple smaller or a few major problems. Paper may be lacking in organization, scholarly tone, APA style, and/or contain many writing and/or spelling errors, or shows moderate reliance on quoting vs. original writing and paraphrasing. Paper may contain inferior resources (number or quality).     (7 points) Paper is well below graduate level writing style expectations for organization, scholarly tone, APA style, and writing, or relies excessively on quoting. Paper may contain few or no quality resources.        (0–6 points)      
Writing used in Flyer     (20 possible points) Flyer is well organized, uses a tone appropriate for the audience, uses original writing and proper paraphrasing, contains very few or no writing and/or spelling errors, and is fullyconsistent with a health flyer writing style.   (18–20 points)  Flyer mostly uses a tone appropriate for the intended audience. Flyer may have some small or infrequent organization, tone issues, and/or may contain a few writing and spelling errors.     (16–17 points) Flyer is written in a tone that is somewhat above or below the intended audience, with multiple smaller or a few major problems. Flyer may be lacking in organization, appropriate tone, and/or contain many writing and/or spelling errors, or shows moderate reliance on quoting vs. original writing and paraphrasing. (14–15 points)  Flyer is well below graduate level work, expectations for organization, appropriate tone, and writing.       (0–13 points)  
Instructor comments:        
Up to 20 points may be deducted for lateness.  
   Total Score (100 possible points):       points

Required Readings

McGonigle, D., & Mastrian, K. G. (2015). Nursing informatics and the foundation of knowledge (3rd ed.). Burlington, MA: Jones and Bartlett Learning. EDUCATING THE USERS

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  • Chapter 17, “Supporting Consumer Information and Education Needs”This chapter explores health literacy and e-health. The chapter examines a multitude of technology-based approaches to consumer health education.
  • Chapter 18, “Using Informatics to Promote Community/Population Health”In this chapter, the authors supply an overview of community and population health informatics. The authors explore a variety of informatics tools used to promote community and population health.
  • Chapter 16, “Informatics Tools to Promote Patient Safety and Clinical Outcomes”The authors of this chapter present strategies for developing a culture of safety using informatics tools. In addition, the chapter analyzes how human factors contribute to errors.

Health literacy: How do your patients rate? (2011). Urology Times, 39(9), 32.

Retrieved from the Walden Library databases.

The authors of this article define health literacy and emphasize its poor rates in the United States. Additionally, the authors recommend numerous websites that offer patient education materials.

Huff, C. (2011). Does your patient really understand? H&HN, 85(10), 34.

Retrieved from the Walden Library databases.

This article defines hospital literacy and highlights the barriers that prevent it from increasing. It also emphasizes the difficulties created by language and financial costs.

The Harvard School of Public Health. (2010). Health literacy studies. Retrieved from http://www.hsph.harvard.edu/healthliteracy

This website provides information and resources related to health literacy. The site details the field of health literacy and also includes research findings, policy reports and initiatives, and practice strategies and tools.

Office of Disease Prevention and Health Promotion (n.d.). Health literacy online. Retrieved June 19, 2012, from http://www.health.gov/healthliteracyonline/

This webpage supplies a guide to writing and designing health websites aimed at increasing health literacy. The guide presents six strategies that should be used when developing health websites.

U.S. Department of Health and Human Services. (n.d.a). Quick guide to health literacy. Retrieved June 19, 2012, from http://www.health.gov/communication/literacy/quickguide/Quickguide.pdf

This article contains an overview of key health literacy concepts and techniques for improving health literacy. The article also includes examples of health literacy best practices and suggestions for improving health literacy. EDUCATING THE USERS

Required Media

Agency for Healthcare Research and Quality (Executive Producer). (2012a). Interview with Rachelle Toman, M.D. Ph.D. Rockville, MD: Author. Retrieved from http://www.ahrq.gov/patients-consumers/patient-involvement/ask-your-doctor/videos/clinician06/index.html

In this interview, Dr. Toman discusses the importance of asking patients questions to ensure they have been able to sufficiently communicate their concerns.

Agency for Healthcare Research and Quality (Executive Producer). (2012b). The waiting room video. Rockville, MD: Author. Retrieved from http://www.ahrq.gov/patients-consumers/patient-involvement/ask-your-doctor/videos/waitroom/index.html

 

This video addresses the importance of communication in the patient-health care professional relationship. It highlights the need to ask meaningful questions to the patient to fully understand issues and concerns. EDUCATING THE USERS

APA FORMAT

USE OF TECHNOLOGY IN HEALTH CARE

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Write a six page paper in which you:

  1. Define the fundamental responsibilities and key characteristics of the Chief Information Officer (CIO) and Chief Technology Officer (CTO) within health care organizations. Make one (1) recommendation where they can utilize their expertise to assist with employee and patient satisfaction. Support your response with related examples of such expertise in use.
  2. Suggest two (2) developing technologies that health care systems should use in order to improve health care processes and thus increase the quality and lower the cost of health services. Provide a rationale to support your response.
  3. Determine two (2) significant methods that health care systems should use in order to prevent misuse of information and protect data privacy and thus achieve a high level of security of health information. Provide a rationale to support your response. USE OF TECHNOLOGY IN HEALTH CARE
  4. Suggest one (1) strategy for health care organizations to train providers in using technology in health care. Provide a rationale to support your response.
  5. Provide three (3) best practices for effective IT alignment and strategic planning initiatives. Justify your response.
  6. Use at least three (3) quality academic resources in this assignment. Note: Wikipedia and similar type Websites do not qualify as academic resources.

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Your assignment must follow these formatting guidelines:

  • Be typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all sides; references must follow APA or school-specific format. Check with your professor for any additional instructions.
  • Include a cover page containing the title of the assignment, the student’s name, the professor’s name, the course title, and the date. The cover page and the reference page are not included in the required page length. USE OF TECHNOLOGY IN HEALTH CARE

The specific course learning outcomes associated with this assignment are:

  • Examine the impact technologies have on health care information systems.
  • Describe the basic components of a strategic information system plan.
  • Describe the major types and classifications of health care information standards and the specific organizations that develop and regulate these standards.
  • Discuss the need for, and identify methods of, accomplishing the security of information systems.
  • Evaluate the impact of strategic information system plans on organizational competiveness and performance.
  • Use technology and information resources to research issues in health information systems.
  • Write clearly and concisely about health information systems using proper writing mechanics. USE OF TECHNOLOGY IN HEALTH CARE

BODY SYSTEMS

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Select ONE of the body systems of the following body systems:

Circulatory system
Digestive system
Immune system
Nervous system
Respiratory system
Urinary system
Muscular system
Skeletal system
Endocrine system
Reproductive system

Create a 625 word brochure, using the Brochure Builder, that you could present to high school students to encourage better health-seeking behaviors.

Describe why this body system is vital to a healthy life, as well as why you should take care of it.

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Answer the following questions in your brochure:

  • What is the function of this major body system? BODY SYSTEMS
  • What role does it play in overall health?
  • What major organs comprise this body system?
  • What diseases can affect organs in this body system? What are the effects of these diseases?

Include the following in your brochure:

  • Appropriate pictures, diagrams, and graphics that illustrate your explanations
  • Appropriately cited references

Use terms from your Weekly Vocabulary Exercises. Emphasize the terms by bolding them in your bulletin.

*Note: Students may create a brochure using Microsoft® Word or PowerPoint® if they prefer.

*Note: Brochure Builder works best in Mozilla Firefox and Google Chrome. BODY SYSTEMS

PATIENT ANALYSIS

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  1. Patient History Analysis
    1. a)  Did you summarize the patient history, explaining key patient demographics and family history that could be risk factors for common diseases?
    2. b)  Have you identified the past diagnosis (or diagnoses, if more than one exists in the file) and explained how the diagnosis was made? Specifically, what tests were done?
    3. c)  Did you discuss the symptoms the patient showed according to the file? Did you discuss why and how these symptoms led the doctors to order certain tests? PATIENT ANALYSIS
    4. d)  Did you include what alternate diagnosis (or diagnoses) these symptoms could have indicated? Did you use evidence-based resources to support your conclusions?
    5. e)  Using supportive details from peer-reviewed resources, did you explain the pathophysiology of the diagnosis? In other words, how does the diagnosed disease develop and progress in the body?
    6. f)  Have you identified the past prescribed medications the patient is taking and explained the purposes of their larger pharmacological groupings?
    7. g)  Did you explain what symptoms the specific medications are meant to treat, using resources to support your claims about the impact of the medication on the symptoms?
    8. h)  Did you illustrate how these medications impact the body and its functions? Did you include examples to support your explanations?

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  3. Recent Visit Analysis
    1. a)  Did you explain why the patient has returned to the doctor’s office? Did you discuss what symptoms and signs the patient is experiencing?
    2. b)  Did you analyze the new symptoms and signs to determine whether the past diagnosis is still a reasonable conclusion or could have been a misdiagnosis? Did you use specific information from both the recent visit and the patient history to inform your analysis?

c) Based on the new signs, symptoms, and potential diagnosis (if the doctor has made a new diagnosis), did you discuss what new or potential treatments would be appropriate? Why? PATIENT ANALYSIS

III. Identification of Record Inaccuracies

  1. a)  The patient file contains several inaccuracies and inconsistencies. Using your knowledge of medical terminology, anatomy, and physiology, did you articulate three issues you have identified?
  2. b)  Did you explain in detail what makes the identified issues a problem in terms of patient health and record keeping? Did you use appropriate medical terminology, references to anatomy, and concepts of normal physiology, where appropriate?
  3. c)  Did you discuss the impact of the issues on the patient, the coding system, and the billing system if they had not been caught, using the appropriate terminology?
  4. d)  Did you illustrate how you would work to address each issue, with specific detail regarding who you would pull into the discussion and who would be responsible for the particular details of each issue in a real medical setting?  PATIENT ANALYSIS

Health Information Patient Handout

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One of the pivotal goals of consumer health literacy efforts is to design educational materials that attract as well as educate users. In this Assignment, you design a health information document on a topic that is of interest to you.

To prepare:

  • Select a health issue of interest to you.
  • Identify the audience or population that you seek to educate about this issue.
  • Search the Internet to find credible sites containing information about your selected topic.
  • Review the two health literacy websites listed in this week’s Learning Resources. Focus on strategies for presenting information.

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To complete:

  • Design an educational handout on the health issue you selected.
    • Include a cover page.
    • Include an introduction that provides:
      • An explanation of your issue and why you selected it
      • A description of the audience you are addressing
    • In the handout itself:
      • Develop your handout in such a way that it attracts the attention of the intended audience.
      • Include a description of the health issue and additional content that will enhance your message (i.e., key terms and definitions, graphics, illustrations, etc.).
      • Recommend four or five sites that provide clear, valuable, and reliable information on the topic. Health Information Patient Handout

Note: Remember to keep the information in your health handout and its design at the appropriate level for the audience you are seeking to inform. Submit your Assignment as a Word document.

The health care issue could be, obamacare, medicare or medicaid, drug prices regulation, Mariujana. 

The paper will be 4-5 pages of the paper  with 4-6 references APA FORMAT with pictures to attract audiences . Health Information Patient Handout

HEALTH CARE PLAN

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Analyze and create a comprehensive plan of care for acute/chronic care, disease prevention, and health promotion for that patient and disorder. Your care plan should be based on current best practices and supported with citations from current literature, such as systematic reviews, published practice guidelines, standards of care from specialty organizations, and other research based resources. In addition, you will provide a detailed scientific rationale that justifies the inclusion of this evidence in your plan. Your paper should adhere to APA format for title page, headings, citations, and references. The paper should be no more than 3 pages typed excluding title page and references. HEALTH CARE PLAN

Criteria:

  • SOAP note
  • Evaluation of priority diagnosis
  • Facilitators and barriers to disorder management

Genitourinary Clinical Case

Patient Setting:

28-year-old female presents to the clinic with a 2 day history of frequency, burning and pain upon urination; increased lower abdominal pain and vaginal discharge over the past week.

HPI

Complains of urinary symptoms similar to those of previous urinary tract infections (UTIs) which started approximately 2 days ago; also experiencing severe lower abdominal pain and noted brown fouls smelling discharge after having unprotected intercourse with her former boyfriend. HEALTH CARE PLAN

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PMH

Recurrent UTIs (3 this year); gonorrhea X2, chlamydia X 1; Gravida IV Para III

Past Surgical History

Tubal ligation 2 years ago.

Family/Social History

Family: Single; history of multiple male sexual partners; currently lives with new boyfriend and 3 children.
Social: Denies smoking, alcohol and drug use.

Medication History

None
Trimethoprim (TOM)/ Sulfamethoxazole (SMX) rash

NKDA
ROS
Last pap 6 months ago, Denies breast discharge. Positive for Urine looking dark.

Physical exam

BP 100/80, HR 80,
RR 16,
T 99.7 F, Wt 120,

Ht 5’ 0”

Gen: Female in moderate distress.
HEENT: WNL.
Cardio: Regular rate and rhythm normal S1 and S2.
Chest: WNL.
Abd: soft, tender, increased suprapubic tenderness.
GU: Cervical motion tenderness, adnexal tenderness, foul smelling vaginal drainage. Rectal: WNL.

EXT: WNL. NEURO: WNL.

Laboratory and Diagnostic Testing

Lkc differential: Neutraphils 68%, Bands 7%, Lymphs 13%, Monos 8%, EOS 2%
UA: Starw colored. Sp gr 1.015, Ph 8.0, Protein neg, Glucose neg, Ketones neg, Bacteria – many, Lkcs 10- 15, RBC 0-1
Urine gram stain – Gram negative rods
Vaginal discharge culture: Gram negative diplococci, Neisseria gonorrhoeae, sensitivities pending Positive monoclonal AB for Chlamydia, KOH preparation, Wet preparation and VDRL negative . HEALTH CARE PLAN

HEALTH DISCUSSION QUESTIONS

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HEALTH DISCUSSION QUESTIONS

Select one of the two questions from the discussion questions listed below.

Be sure to respond to the question using the lessons and vocabulary found in the reading. Justify your answers using examples and reasoning. Support your answers with examples and research and cite your research using APA format. HEALTH DISCUSSION QUESTIONS

Discussion Question 1

SE is a twenty-two-year-old Caucasian woman who was diagnosed with asthma at age seven. According to her medical record, she has “mild persistent” asthma. Today, she reports that she has been using her albuterol metered-dose inhaler (MDI) approximately three to four days per week over the last two months. Over the past week, she admits to using albuterol once daily. She has been awakened by a cough three nights during the last month. She states she especially becomes short of breath when she exercises. However, she also admits that the shortness of breath is not always brought on by exercise. She also has a fluticasone MDI, which she uses “most days of the week.” She has been hospitalized twice in the last year for poorly controlled asthma and has been to the emergency department (ED) three times in the last six months for the same problem. Her lab work is all within normal limits, with the exception of a positive human chorionic gonadotropin (HCG). Answer the following questions:

  • What information in the case study suggests that her asthma is not well controlled?
  • What factors could possibly lead to this?
  • How would you classify the symptoms based upon the National Institutes of Health (NIH) guidelines?
  • With the recognition that she is pregnant, how would you alter her treatment for asthma?

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Support your responses with guidelines, including the NIH guidelines, for management of asthma during pregnancy. Use other peer-reviewed articles as needed to support specific aspects of your plan. HEALTH DISCUSSION QUESTIONS

Discussion Question 2

TJ is a fifty-five-year-old police officer who presents to the clinic with complaints of epigastric pain for two weeks. He has been taking over-the-counter (OTC) Zantac without relief. He was diagnosed about a year ago with a bleeding ulcer, and he expresses concerns that the current symptoms remind him of that event. At that time, he was given “multiple prescriptions” for his stomach, but he did not complete the course of therapy because he began to feel better. He also has osteoarthritis in his wrists and hips, for which he takes OTC NSAIDs. He smokes one to two packs per week and drinks an average of one alcoholic beverage daily. His vital signs and blood work are all within normal limits. Answer the following questions:

  • What additional testing would you suggest at this point?
  • Describe any and all variables that could be contributing to his symptoms.
  • What alterations would you suggest in his treatment? Be sure to consider additional diagnoses and whether prophylaxis would be appropriate for NSAID-induced ulcers.

Support your responses with guidelines you locate in the literature and peer-reviewed articles as needed to support your ideas. HEALTH DISCUSSION QUESTIONS