HEALTH DISCUSSION

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HEALTH DISCUSSION

Discussion Question 1
JT is a fifty-five-year-old man with a three-day history of worsening shortness of breath, fever, chills, right-sided chest pain, and productive cough. He states that the initial symptoms started approximately one week ago. He has been taking over-the-counter (OTC) medications to control the fever and the cough. He comes in today because he feels that he is getting worse. He is coughing up rust-colored mucus, and the chest pain has started to make breathing even more difficult. His physical exam is normal, with the exception of tachypnea, labored breathing, coarse rhonchi through the right lung field, and decreased breath sounds on the right. Answer the following questions:What additional laboratory or radiological tests would be indicated and why? What would you expect to find?What is your diagnosis?What medication would be given and for what period of time? HEALTH DISCUSSION 

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Discussion Question 2
LN is a twenty-six-year-old married woman who presents at the clinic with symptoms of dysuria, frequency, and urgency. Further history yields two days of these symptoms but no fever, chills, or flank pain. She describes a burning discomfort during and immediately following urination and feeling the need to void every half hour. There is no vaginal discharge, itching, or odor. She is not using birth control at this time. She requests “a urine culture and some sulfa pills.” When asked to explain, she says she has had many “bladder infections” over the past three years and “sulfa pills usually work.” She was evaluated approximately five years ago with an IV pyelography and cystogram, and “nothing was wrong.” All her vital signs are normal. Answer the following questions:What additional information would you like to collect?What is your working diagnosis?What are the contributing factors to this potential diagnosis?What treatment would you implement and why?What type of follow-up would you recommend? HEALTH DISCUSSION

CARING FOR A DIABETES VICTIM

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There are multiple issues to consider in caring for someone with diabetes II. Your course textbook lists these as:

  • Race and Ethnic Group
  • Obesity
  • Coronary Artery Disease and Heart Failure
  • Hyperlipidemia
  • Hypertension
  • Nephropathy
  • Neuropathy
  • Retinopathy

From this group, select two specific issues and explain the importance of that variable in the treatment of diabetes. Explain how a provider needs to approach the patient and how these considerations would influence the selection of agents for the treatment of diabetes and related complications. CARING FOR A DIABETES VICTIM

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Discussion Question 2

AG is a sixty-nine-year-old male who presents for an initial visit with a complaint of blurred vision, fatigue, and lack of energy. He is currently being treated for hypertension, hypothyroidism, and gouty arthritis. He is currently retired and married, with three adult children. His vital signs are unremarkable, with a body mass index (BMI) of 30. His current medications include lisinopril 20 mg daily, allopurinol 300 mg daily, and levothyroxine 0.088 mg daily.

As per his blood work today, his A1c level is 7.8%, his fasting blood sugar is 202, his total cholesterol is 180 mg/dL, his high-density lipoprotein (HDL) is 27 mg/dL, his low-density lipoprotein (LDL) is 193 mg/dL, and his triglycerides are 302 mg/dL. Answer the following questions:

  • What additional blood work would you like to complete at this point? Is there any additional information that should be collected from the patient?
  • Evaluate the current therapy and make recommendations concerning any needed changes.
  • What lifestyle modifications or changes do you think would be appropriate for this patient? CARING FOR A DIABETES VICTIM

Evidence-Based Pharmacology

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Evidence-Based Pharmacology

The purpose of this assignment is to provide an opportunity for you to review an area of interest and apply the concepts you have learned in this course to a patient situation. In clinical decision making, you must combine knowledge and evidence to make a good decision. Using critical thinking and reading skills, you will meet multiple objectives for this assignment.

Criteria

  1. Synthesize relevant information, including research related to the diagnosis and treatment of the selected disorder.
  2. Recognize the assumptions inherent in the current literature and identify any unstated or missing information.
  3. Develop and justify various approaches to the stated problem, including nonpharmacological and pharmacological treatment. Evidence-Based Pharmacology
  4. Clearly articulate at least two approaches to the treatment of the condition.
  5. Defend the choice of the treatment option. This must include a reflection on the availability of peer-reviewed information and your analysis of the credibility of that information.
  6. Create a plan for follow-up and referral if needed.

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The following are examples of disease states that you might want to study. These are just examples. You can select whatever area is of interest to you.

  • Asthma
  • Chronic Obstructive Pulmunory Disease (COPD)
  • Hypertension
  • Diabetes Mellitus Type II
  • Major Depression
  • Migraine Headaches
  • Pneumonia
  • Tuberculosis
  • Human Immunodeficiency Virus (HIV) Evidence-Based Pharmacology
  • Hyperlipidemia

Submit your answers in a Microsoft Word document of 10 pages. Include peer-reviewed references in APA format. Be sure to review the directions and grading criteria to assure that you will cover the content well.

Name your document as SU_NSG6005_W9_A2_LastName_FirstInitial.doc.

Assignment 2 Grading Criteria Maximum Points
Described the pathophysiology of the disease process in depth. Included a discussion of the implications of the age continuum for this disease. 20
Discussed the genomic issues inherent in the disease process, including what is known and what is not known. 10
Provided a review of the literature on the basics of the disease and its treatment. 20
Described your approach to collecting this needed information. Included what keywords you used in a literature search, which databases were utilized, and any electronic clinical tools. 10
Identified and utilized at least one published clinical guideline related to the disease process. 10
Described the approach to the treatment of the specific disease, including the various possible approaches. 20
Defended the final selection of the approach for the disease process. 20
Discussed follow-up treatment, along with any referrals. 10
Utilized a minimum of five peer-reviewed articles published within the last seven years. 10
Provided references in APA style. Evidence-Based Pharmacology 20
Total: 150

HEALTH PRESENTATION INFORMATIVE

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Consider the following scenario: 

Due to an increase in cardiovascular disease and cancer death in the United States, the Center for Disease Control and Prevention (CDC), the Food & Drug Administration (FDA), and the National Cancer Institute (NCI) have formed a joint task force and has tasked you with developing an educational presentation on one of these topics to share with your community. Due to the public’s lack of knowledge on these topics, it is your job to create a presentation that is informative and educational regarding your chosen topic. HEALTH PRESENTATION INFORMATIVE

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Research your topic using online sources such as the FDA, CDC, NCI, and local sources for content on your topic for this presentation.

Choose ONE of the following topics:

  • Coronary artery disease
  • Congenital heart disease
  • Congestive heart failure

Create a 15- to 18-slide Microsoft® PowerPoint® presentation with appropriate images to be presented to your community.

Include the following points:

  • Provide a brief background on your chosen disease.
  • Identify how this disease develops or how individuals contract the disease.
  • Identify ways of preventing this disease.
  • How could a fitness or exercise program, if any, help prevent this disease?
  • Explain how to treat this disease using conventional medicine and complementary and alternative medicine (CAM), otherwise known as holistic medicine. HEALTH PRESENTATION INFORMATIVE
  • Identify the nutritional needs of the individual with this disease, as well as what their diet should be to meet the nutritional needs.
  • Make recommendations for where your audience might search for more information regarding this disease.
  • Include credible sources for the information (e.g. not Wikipedia). This will be in addition to the 15-18 slides.
  • For Local Campus students, these are oral presentations accompanied by Microsoft® PowerPoint® presentations.
  • For Online and Directed Study students, the virtual presentation can be created as a Microsoft® PowerPoint® presentation with audio files connected to each slide, podcast, webcast, teleconference, or any other virtual communication tool. HEALTH PRESENTATION INFORMATIVE

PUBLIC HEALTH

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Complete each of the following steps for your team’s chosen public health issue or disease:

  • Review at least two government agency websites identified in the Website Review and Summary assignment.
  • Create a 10- to 15-slide Microsoft® PowerPoint® presentation with speaker notes to summarize your findings pertaining to the issue or disease.

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  •  
    • Explain epidemiology and its relationship to public health.
      • Describe the issue or disease.
      • Identify the underlying nature and cause of the issue or disease.
    • Analyze the uses and effects of demographic data, surveillance data, and vital statistics in public and community health. PUBLIC HEALTH
      • Identify the demographics and effect of the issue or disease on the community.
      • Determine if the effects cross from community to state or national levels.
    • Analyze possible solutions for the issue or disease selected
      • Identify possible solutions.
      • Explain how successful the solutions were.
      • Determine additional suggestions for treatment or resolution.
    • Include how the model served as a guide to understand the cause – illustrate your health issue using the PERIE Model.

Include at least 4 references in addition to the text. Intellectual property is recognized by in-text citations, including information in speaker notes, on slide, and graphics. See grading rubric for more guidance. PUBLIC HEALTH

Format your presentation according to APA guidelines.

NURSING PRACTICE

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The purpose of this assignment is for you to identify an issue of concern for your role as an advanced practice nurse and to formulate a potential policy change to address that issue. There are many potential issues which can influence your practice setting or other issues which may negatively affect the patients with whom you work. All of the course reading will help you to identify a topic for this assignment. You can think about the issue as related to your health promotion project. The policy you consider may be in reaction to the health promotion issue or something larger that is still related to that issue. There are hundreds of possible issues, but here is a list of a few to consider: NURSING PRACTICE

  • Child and elder care
  • Civil rights
  • Domestic violence
  • Drug abuse/addiction
  • HIV/AIDS
  • Homelessness
  • Native American and migrant workers’ health
  • Long-term care
  • Immigration/illegal aliens
  • Legislative issues affecting advanced practice nursing
  • Barriers to practice
  • Access to care

As you begin to work on the possible policy change, the following ideas and steps should be considered:

  • Definition and description of the issue
  • Exploration of the background of the issue
  • Stakeholders
  • Issue statement or statement of clarity
  • Possible methods of addressing the issue
  • Goals and options for changes
  • Risks and benefits of the changes
  • Evaluation methodology
  • Recommendation or solution

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By Monday, March 27, 2017, submit a Word document to the W3 Assignment 2 Dropbox. Be sure to use APA style and include all of your references. NURSING PRACTICE

Grading Criteria Maximum Points
Identify the type of legislation, such as state, federal, scope of practice, reimbursement, loan repayment, or others. 10
Review of the literature consists of a minimum of 3–4 peer-reviewed articles and 6–7 other outside sources. 15
Describe the current policy or health policy issue and specify how it would impact nursing or healthcare. 10
Describe the specific aspects of the proposed policy or policy change. 10
Identify the individuals who would benefit from the policy change and explain where support for the change would be found. 10
Describe the impact of the policy change on nursing practice and health care. 5
Provide an analysis of the policy from your point of view and how this will influence your practice. 10
Use good writing skills, appropriate grammar, and application of APA formatting throughout paper, citations, and references. NURSING PRACTICE 5
Total: 75

HEALTH EDUCATION

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You are a community health educator and you have been tasked with developing a presentation to be given in a setting to educate an audience on one specific kind of diabetes. 

Identify your audience. Examples include the following:

Create a 350- to 700-word resource as a way to share this information. Examples include the following: HEALTH EDUCATION

  • A social media page
  • An information pamphlet
  • A presentation

Consider the best method so it is crafted in an appropriate and understandable way for your identified audience. 

Choose from the two following options, which kind of diabetes you’ll be reporting on:

Option A: Type I

  • How society views diabetes (what society thinks it is versus what it actually is, common beliefs and practices)
  • Signs and symptoms
  • Compliance with treatment regimens
  • Impact on health care resources

Option B: Type II

  • How society views diabetes (what society thinks it is versus what it actually is)
  • Preventive measures
  • Making the right decisions to live a healthy life
  • Compliance with common beliefs
  • Impact on health care resources. HEALTH EDUCATION

Practicum Project Methodology and Evaluation

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Practicum Project Methodology and Evaluation

Consider the following scenario:

With a clear conception of her Practicum Project goal and objectives, Sandra was optimistic that she was on the right track. Then she started to consider the methodology for her project and realized how much she still needed to figure out. She began to think about the theories and concepts she had examined in her program of study and how they might inform her methodology. The biggest challenge, she discovered, was in mapping the strategies that would help her achieve each objective. How would she decide what would be most effective? What barriers were likely to arise? She also realized that she needed to think about evaluation early in order to establish appropriate criteria and make sure she could assess the evidence related to the process, impact, and outcomes of her project. She wondered how she might use formative evaluation to develop and improve the project, as well as how she could use summative evaluation following the implementation of the project to determine if it had been successful. Practicum Project Methodology and Evaluation

Consider the models, theories, and concepts you have examined in your program of study as they relate to your project. Which of these can be applied to the development of methodology to help you achieve the project objectives? Which ones can be used to help you establish criteria and methods of evaluation for your project?

In this Discussion, you examine and propose the methodology for your Practicum Project, as well as evaluation methods. The insights you gain through this Discussion should be integrated into your Practicum Project Plan, which is due in Week 5.

To prepare:

  • Reflect on the Practicum Project goal and objectives you developed in Week 3.
  • Refer to the Practicum Project Plan (PPP) Overview document as needed for information related to the assignment.
  • Consider the models, theories, and concepts you have examined in your program of study as they relate to your project. How can this information be applied to the development of the methodology and evaluation for your project? Practicum Project Methodology and Evaluation
  • Review the information on methodology in the Learning Resources, and conduct additional research to facilitate your analysis for your project. Evaluate the who, what, how, where, and when associated with each objective: Who will make what change, by how much, where, and by when? Consider the methods you could use to meet each objective. Devise your methodology in as much detail as possible to identify how you could meet each objective. For example, identify which professional organizations or regulatory bodies you would consult (by viewing their websites or contacting them directly) to gather evidence.
  • Review the information on formative and summative evaluation in this week’s Learning Resources, and conduct additional research to facilitate your analysis for your project. How could you evaluate achievement of your Practicum Project objectives using formative and/or summative evaluation? Begin to develop an evaluation plan for your Practicum Project.
  • Post a minimum of 550 words in APA format with 3 references from the list below. Include the levels headers as numbered below

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1)      Post a brief summary of your Practicum Project focus, including the goal and objectives of your Practicum Project (to serve as a reminder for your colleagues).

2)      Explain your selected methodology, and justify your selection. Include a detailed explanation of how you could meet each objective using this methodology.

3)      Also explain your evaluation plan, noting at which points during your Practicum Project formative and/or summative evaluation will occur. Practicum Project Methodology and Evaluation

Required Readings

Reminder: Review resources from previous courses as necessary.

Black, P. (2010). Formative assessment. In P. Peterson, E. Baker, & B. McGaw (Eds.), International encyclopedia of education (3rd ed., pp. 359–364). St. Louis, MO: Elsevier.
Note: Retrieved from the Walden Library databases.

 This article outlines the history of formative assessment and its application and use as an evaluation tool.

Duers, L. E., & Brown, N. (2009). An exploration of student nurses’ experiences of formative assessment. Nurse Education Today, 29(6), 654–659.
Note: Retrieved from the Walden Library databases.

 This article compares formative and summative assessment and presents examples of the application of formative assessment in nursing education.

Gantt, L. T. (2013). The effect of preparation on anxiety and performance in summative simulations. Clinical Simulation in Nursing, 9(1), e25–e33.
Note: Retrieved from the Walden Library databases.

This article provides an example of how formative and summative evaluation is used in a nursing simulation lab. The article discusses strategies for improving nurses’ performance on summative evaluations and explores the use of formative evaluation as a strategy for improving performance on summative evaluations.

Pellegrino, J. W. (2010). Technology and formative assessment. In P. Peterson, E. Baker, & B. McGaw (Eds.), International encyclopedia of education (3rd ed., pp. 42–47). St. Louis, MO: Elsevier.
Note: Retrieved from the Walden Library databases.

 The author discusses the importance of formative assessment and examines how technology can be used to support the assessment process. Practicum Project Methodology and Evaluation

Annotated Bibliography Assignment

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 You have three annotations due. Each of your annotations should be approximately 250–300 words.

Annotated Bibliography Assignment:

This week (Part I ) you are to create a complete Annotated Bibliography for 2 academic scholarly sources, which include your introduction and thesis, publication details, and the annotation (see below for examples of each component).  In week 4, you will complete this process for 3 additional sources.  A total of 5 academic-scholarly sources are required for completion of your final research project. Annotated Bibliography Assignment

Scholarship means that

  • the author has a Ph.D. or other terminal degree,
  • the work appears in a multi-volume, peer-reviewed journal,
  • and has ample references at the end.

Good annotations

  • capture publication details,
  • offer a student introduction and thesis, and
  • a detailed reading of the source, covering the following:
  1. Offers the student’s introduction and thesis to the best extent s/he knows it at this point in time,
  2. Summarizes key points, and
  3. identifies key terms (using quotation marks, and citing a page in parentheses);
  4. Locates controversies or “problems” raised by the articles;
  5. States whether the student agrees or disagrees and gives reasons;
  6. Locates one or two quotations to be used in the final research project; and
  7. Evaluates the ways in which this article is important and has helped the student to focus his/her understanding. Annotated Bibliography Assignment

Example Introduction/Thesis to a Student Paper:

It never ceases to amaze me that we pay so little attention to the greatest bulk of our intelligence—that is, the quality of thinking that helps us adapt, deal with stress, love, and live lives of fulfillment. Aristotle argued that educating the mind and not the heart is no education at all. For decades, educators have focused on cognitive skills because they are testable and, therefore, metrics can be applied to them. This kind of education, testing, and then metrically interpreting results has governed American education for decades. And the results have been losses of creativity, imagination, courtesy, civic interest, and the ability to invent businesses that serve people and advance us as a society. Although measurable skills are important, they are not exclusively important, and in fact lose value when separated from an education in the heart, the spirit, and the abstract qualities that make students fully human and excellent participants in a healthy society.

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Example Publication Detail Capture:

Mezirow, J. (2003). Transformative learning as discourse. Journal of Transformative Education, 1(1), 58-63.
.

Annotation Example:

In this article, Mezirow (2003) makes a distinction between “instrumental” and “communicative” learning. “Instrumental learning” refers to those processes which measure and gage learning, such as tests, grades, comments, quizzes, attendance records and the like. “Communicative learning,” on the other hand, refers to understanding created over time between individuals in what Mezirow calls “critical-dialectical-discourse,” (p. 59) which is a fancy way of saying, important conversation between 2 or more speakers. Another key idea Mezirow discusses is “transformative learning,” (p. 61) Annotated Bibliography Assignment. which changes the mind, the heart, the values and beliefs of people so that they may act better in the world. Mezirow argues that “hungry, desperate, homeless, sick, destitute, and intimidated people obviously cannot participate fully and freely in discourse” (p. 59). On the one hand, he is right: there are some people who cannot fully engage because their crisis is so long and deep, they are prevented. But, I don’t think Mezirow should make the blanket assumption that everyone in unfortunate circumstances is incapable of entering the discourse meaningfully. One thing is certain: if we gave as much attention to the non-instrumental forms of intelligence–like goodness, compassion, forgiveness, wonder, self-motivation, creativity, humor, love, and other non-measured forms of intelligence in our school curriculums, we’d see better people, actors in the world, and interested investigators than we currently have graduating high school

Submit your lab to the Dropbox, located at the top of this page. For instructions on how to use the Dropbox, read these step-by-step instructions.

See the Syllabus section “Due Dates for Assignments & Exams” for due date information. Annotated Bibliography Assignment

Electronic Health Records

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The assignment requires that you:

  1. select a topic related to information systems in healthcare from the list provided in the guidelines,
  2. research and analyze the topic, and
  3. describe how you will apply your newly acquired knowledge to your nursing practice. Electronic Health Records

The Topic  for my paper is:

 Electronic Health Records

 Things to Avoid in Your Paper

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In order to help you be successful, here is a list of the things I find often that will cost you points:

  1. DO NOT USE I, we, you, let’s, our, us…… The paper is written in 3rd person.  This means we have to use things like….. “In the opinion of this writer, ….”  or  “This author is very interested ……..”
  2. DO NOT USE questions within the paper, either.
  3. USE THE APA TEMPLATE as the starting point for your paper.  This already has the title page template, the running headers and page numbers, and more already set up for you.  If you don’t use the template, you’ll need to very detailed and astute when you format.
  4. After the title page, the first available line on page #2 starts with a header, centered, not bold.
  5. USE SECTION HEADINGS within the body of the paper.  This is a requirement for proper APA formatting.
  6. DO NOT make this paper an article review. 
  7. Follow the structure discussed in the assignment.
  8. Do NOT make the paper shorter or longer than stated in the assignment as this would cost points, as well. Electronic Health Records