Answer Clinical Application Questions 1-3 for Chapter 21 on page 614 and Clinical Application Question 1-3 for Chapter 22 on page 642. Answers should be submitted in a word document with any associate

Answer Clinical Application Questions 1-3 for Chapter 21 on page 614 and Clinical Application Question 1-3 for Chapter 22 on page 642. Answers should be submitted in a word document with any associated references used. 

Answer Clinical Application Questions 1-3 for Chapter 21 on page 614

1) A hospitalized patient recovering from surgery develops an infection that has blue-green pus and a grapelike odor. What is the probable etiology? How might the patient have acquired this infection?

2) A 12-year old diabetic girl using continuous subcutaneous insulin infusion to manager her diabetic developed a fever (39.4  degree C), low blood, abdominal pain, and erythroderma. She was supposed to change the needle-insertion site every 3 days after cleaning the skin with an iodine solution. Frequently she did not change the insertion site more often than every 10 days. Blood culture was negative, and abscesses at insertion sites were not cultured. What is the probable cause of her symptoms?

3) A teenage male with confirmed influenza was hospitalized when he developed respiratory distress, He had a fever, rash, and low blood pressure. S. aureus was isolated from his respiratory secretions. Discuss the relationship between his symptoms and the etiological agent 

Clinical Application Question 1-3 for Chapter 22 on page 642.

1) A 1-year-0ld infant was lethargic and had a fever. When admitted to the hospital , he had multiple brain abscesses with gram-negative coccobacilli. Identify the disease, etiology, and treatment.

2)  A 40-year-old bird handler was admitted to the hospital with soreness over his upper jaw, progressive vision loss, and bladder dysfunction. He had been well 2 months earlier. Within weeks he lost reflexes in his lower extremities and subsequently died. Examination of CSF showed lymphocytes. What etiology do you suspect? What further information do you need?

A normal baby gained weight appropriately for 12 weeks. Then she stopped feeding. Her right eardrum was inflamed, she had a stiff neck, and her temperature was 40  degree C. Examination of CSF revealed Gram-negative coccobacilli. Identify the disease and treatment 

Discussion: Big Data Risks and RewardsWhen you wake in the morning, you may reach for your cell phone to reply to a few text or email messages that you missed overnight. On your drive to work, you may

Discussion: Big Data Risks and Rewards

When you wake in the morning, you may reach for your cell phone to reply to a few text or email messages that you missed overnight. On your drive to work, you may stop to refuel your car. Upon your arrival, you might swipe a key card at the door to gain entrance to the facility. And before finally reaching your workstation, you may stop by the cafeteria to purchase a coffee.

From the moment you wake, you are in fact a data-generation machine. Each use of your phone, every transaction you make using a debit or credit card, even your entrance to your place of work, creates data. It begs the question: How much data do you generate each day? Many studies have been conducted on this, and the numbers are staggering: Estimates suggest that nearly 1 million bytes of data are generated every second for every person on earth.

As the volume of data increases, information professionals have looked for ways to use big data—large, complex sets of data that require specialized approaches to use effectively. Big data has the potential for significant rewards—and significant risks—to healthcare. In this Discussion, you will consider these risks and rewards.

To Prepare:

· Review the Resources and reflect on the web article Big Data Means Big Potential, Challenges for Nurse Execs.

· Reflect on your own experience with complex health information access and management and consider potential challenges and risks you may have experienced or observed.

Post a description of at least one potential benefit of using big data as part of a clinical system and explain why. Then, describe at least one potential challenge or risk of using big data as part of a clinical system and explain why. Propose at least one strategy you have experienced, observed, or researched that may effectively mitigate the challenges or risks of using big data you described. Be specific and provide examples.

Assignment: The Impact of Standardized Nursing Terminology

Among the Resources in this module is the Rutherford (2008) article Standardized Nursing Language: What Does It Mean for Nursing Practice? In this article, the author recounts a visit to a local hospital to view the recent implementation of a new coding system.

During the visit, one of the nurses commented to her, “We document our care using standardized nursing languages but we don’t fully understand why we do” (Rutherford, 2008, para. 1).

How would you respond to a comment such as this one?

To Prepare:

· Review the concepts of informatics as presented in the Resources, particularly Rutherford, M. (2008) Standardized Nursing Language: What Does It Mean for Nursing Practice?

· 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:

In a 2- to 3-page paper, address the following:

· Explain how you would inform this nurse (and others) of the importance of standardized nursing terminologies.

· Describe the benefits and challenges of implementing standardized nursing terminologies in nursing practice. Be specific and provide examples.

· Be sure to support your paper with peer-reviewed research on standardized nursing terminologies that you consulted from the Walden Library.

Multiple Choice Question 1:Which of the following is an example of a deontological argument in opposition to the following statement: “Medical aid in dying is something terminally ill patients who are

Multiple Choice Question 1:

Which of the following is an example of a deontological argument in opposition to the following statement: “Medical aid in dying is something terminally ill patients who are mentally competent should have access to if they so choose.”

a. It is fundamentally against the Hippocratic Oath for a physician to intentionally aid in hastening a patient’s death.”

b. The principle of patient autonomy demands that a terminally ill patient who is mentally competent should have the option for medical aid in dying.

c. “Denying terminally ill patients who are mentally competent access to medical aid in dying causes those patients to unnecessarily suffer physical pain.”

d. “Permitting medical aid in dying for terminally ill patients who are mentally competent may lead to a ‘slippery slope’ where physicians begin hastening the death of patients in other situations.”

Note: Please tell me the correct answer.

Multiple Choice Question 2:

Which of the following is an example of a deontological argument in support of the following statement: “Medical aid in dying is something terminally ill patients who are mentally competent should have access to if they so choose.”

a. “The principle of patient autonomy demands that a terminally ill patient who is mentally competent should have the option for medical aid in dying.”

b. “Denying a terminally ill who is mentally competent access to medical aid in dying causes those patients to unnecessarily suffer physical pain.”

c. “Permitting medical aid in dying for terminally III patients who are mentally competent may lead to a ‘slippery slope’ where physicians begin hastening the death of patients in other situations.”

d. “It is fundamentally against the Hippocratic Oath for a physician to intentionally aid in hastening a patient’s death.”

Note: Please tell me the correct answer.

Multiple Choice Question 9:

Which of the following is NOT true regarding Joshua Greene’s MRI research investigating brain activity in relation to the Trolley Experiment?

a. According to Greene, only decisions reached by the part of the brain associated with rational decision-making can be considered moral.

b. According to Greene, competition between different systems within the brain may lead to our human conceptualization of morality.

c. When people are presented with Version 1 of the Trolley Experiment, the part of the brain associated with rational decision-making is activated.

d. When people are presented with Version 2 of the Trolley Experiment, a less evolved part of the brain associated with emotional responses is activated.

Note: Please tell me the correct answer.

Multiple Choice Question 10:

Which of the following is an example of an outcome-based morality argument in support of the following statement: The government should assure everyone has access to health care regardless of ability to pay.

a. “Giving health care away to everyone will just encourage people to be irresponsible with their personal finances and personal health.”

b. “Providing access to healthcare for everyone regardless of ability to pay will lower the disease burden and improve society for everyone.”

c. “It’s simply unconscionable that people are forced to go without health care in a country as wealthy as the United States.”

d. “It is a fundamental violation of my liberty for the government to take my taxes and use them to benefit someone else.”

Note: Please tell me the correct answer.

Part 1: Assignment ContentAs you learn more about the health care industry, you will find that it is a highly collaborative environment. All systems within health care must collaborate and communicate

Part 1: 

Assignment Content

As you learn more about the health care industry, you will find that it is a highly collaborative environment. All systems within health care must collaborate and communicate effectively to serve their consumers.

Write a 350- to 525-word paper that discusses the principles of communication presented in the scenario, and in which you:

• Describe verbal and nonverbal cues from the scenario.
• Speculate as to how well this group will collaborate based on the description of each group member.
• Explain how verbal and nonverbal communication can be perceived as defensive.
• How can this affect relationships in the work place?

Use the Grammar Checking Tools in the Center for Writing Excellence to ensure proper grammar in your assignment.

Cite at least 1 peer-reviewed, scholarly, or similar reference.

Format your assignment according to APA guidelines.

Communication Scenario

A group of colleagues is meeting to discuss how to market a health care product. Prior to the in-person meeting, several ideas were developed and shared via email with the group. The group was asked to review the ideas and bring their thoughts and feedback to the meeting.

Email:

The email sent out to the group is provided below:

Dear Colleagues,

As you know, we are in the final stages of launching a new product. We are now seeking ways to market the product to the public. I have received a few ideas and wanted to share them with the group prior to our face-to-face meeting.

·         Ice cream social to familiarize the product with staff and internal partners

·         Short video describing the product and how the public should use it

·         Social media campaign to increase knowledge of the product

·         Commercial introducing the product

·         Sharing information about the product via word of mouth

As you can see, we have some good ideas to kick off our meeting, but we need to develop a great marketing plan. Please come prepared to discuss these and any additional ideas you may have. Looking forward to our meeting.

Best,

Gail

In-Person Meeting:

A week later, the group meets to discuss their ideas and feedback. The group consists of the following people:

·         Gail is the meeting organizer and the group lead on the project. She is very detail-oriented as well as focused and communicates effectively. 

·         Larry is the least attentive of the group and less vocal. He wants to get the work done with minimal discussion.

·         Robert is very opinionated but has trouble communicating effectively and uses body language quite often.

·         Melissa is quiet, shy, and has amazing ideas but often has difficulty expressing herself.

Part 2: 

Assignment Content:

As the meeting drew to a close, it was clear that the members still did not agree on the marketing plan addressed. Robert in particular was frustrated by the end of the meeting and told the group that they can just work it out on their own. The group leader asked that the other members create their own marketing plan to bring back to the group at a later date.

Write a 350- to 525-word paper that discusses important collaborative skills and the significance of effective communication when working in groups, and in which you:

• Describe collaborative skills you would use to create a more positive atmosphere.
• Explain the importance of effective communication and the drawbacks of ineffective communication used in this scenario.
• Consider the email and face-to-face meeting.
• Explain the role active listening could have played in this scenario.

Practicum Experience Week 2 – 3By tomorrow Saturday June 15, 2019 write a minimum of 550 words essay in APA format with at least three scholarly references. Include the level one header as numbered be

Practicum Experience Week 2 – 3

By tomorrow Saturday June 15, 2019 write a minimum of 550 words essay in APA format with at least three scholarly references. Include the level one header as numbered below:

As your practicum experience proceeds, talk with individuals in your practicum setting about social, political, technological, and/or financial considerations related to the implementation of an evidence-based practice project. For instance, you may opt to meet with a nurse manager or executive involved in financial matters to do a cost-benefit analysis or a return-on-investment analysis, or to develop a pro forma statement about how much it would cost to implement one practice versus another.

Consider these insights as you: 

1) Evaluate the strengths and limitations of the evidence-based project, 

2) Analyze potential barriers to sustaining practice changes.

Required Readings

Oermann, M. H., & Hays, J. C. (2016). Writing for publication in nursing (3rd ed.). New York, NY: Springer Publishing Company.

• Chapter      6, “Review and Evidence-Based Practice Articles” 

Chapter 6 explains types of reviews and EBP articles that are useful to nurses when exploring the literature on clinical issues. This chapter also provides recommendations for preparing articles for disseminating EBP research findings.

In addition to Chapter 6, select and read the chapter that best supports your scholarly product dissemination plan. Apply the information in these chapters and through additional research of your own as you begin the writing process for your DNP Project scholarly product for dissemination. 

Note: For the scholarly product, you should be able to select a journal or other format and write a letter of inquiry. You also should be able to work on the Literature Review section of your scholarly product. The information on pages 142-143 in the course text may be particularly useful for developing that section.

• Chapter      5, “Writing Research Articles”

This chapter provides general principles for writing research papers.

• Chapter      8, “Clinical Practice Articles” 

Chapter 8 revolves around strategies for writing articles about clinical practice.

• Chapter      9, “Other Types of Writing” 

In this chapter, the authors review strategies for writing a variety of articles, letters, reviews, and case studies.

• Chapter      10, “Books and Book Chapters” 

This chapter provides considerations and guidelines for writing books and book chapters.

• Chapter      11, “Writing Process” 

Chapter 11 describes the various steps of the writing process, including asking preliminary questions, the drafting phase, and revising a manuscript.

Brown, C. E., Ecoff, L., Kim, S. C., Wickline, M. A., Rose, B., Klimpel, K., & Glaser, D. (2010). Multi-institutional study of barriers to research utilisation and evidence-based practice among hospital nurses. Journal of Clinical Nursing, 19(13–14), 1944–1951. 

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

This article details a study that explored the relationship between perceived barriers to research use and the implementation of evidence-based practice among hospital nurses.

Chang, H. C, Russell, C., & Jones, M. K. (2010). Implementing evidence-based practice in Taiwanese nursing homes: Attitudes and perceived barriers and facilitators. Journal of Gerontological Nursing, 36(1), 41–48. 

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

The authors of this article describe a study that investigated attitudes and perceived barriers and facilitators toward research utilization among registered nurses.

Doran, D., Haynes, R., Kushniruk, A., Straus, S., Grimshaw, J., Hall, L., … Jedras, D. (2010). Supporting evidence-based practice for nurses through information technologies. Worldviews on Evidence-Based Nursing, 7(1), 4–15. 

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

This article describes a study that sought to evaluate the usability of mobile information terminals to improve access to nursing information resources. The study also explored the relationship between PDA or tablet-supported information resources and outcomes.

Required Media

Laureate Education, Inc. (Executive Producer). (2012d). Factors affecting implementation of an evidence-based practice project. Baltimore, MD: Author.

Note: The approximate length of this media piece is 5 minutes.

Dr. Kris Mauk explores barriers to implementing change and discusses strategies for addressing those barriers.