· Develop at least five targeted questions you would ask your selected patient to assess his or her health risks and begin building a health history.

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Discussion: Building a Health HistoryEffective communication is vital to constructing an accurate and detailed patient history. A patient’s health or illness is influenced by many factors, including

Discussion: Building a Health History

Effective communication is vital to constructing an accurate and detailed patient history. A patient’s health or illness is influenced by many factors, including age, gender, ethnicity, and environmental setting. As an advanced practice nurse, you must be aware of these factors and tailor your communication techniques accordingly. Doing so will not only help you establish rapport with your patients, but it will also enable you to more effectively gather the information needed to assess your patients’ health risks.

For this Discussion, you will take on the role of a clinician who is building a health history for one of the following new patients: Chosen topic in red

· 76-year-old Black/African-American male with disabilities living in an urban setting

To prepare:

With the information presented in Chapter 1 in mind, consider the following:

· How would your communication and interview techniques for building a health history differ with each patient?

· How might you target your questions for building a health history based on the patient’s age, gender, ethnicity, or environment?

· What risk assessment instruments would be appropriate to use with each patient?

· What questions would you ask each patient to assess his or her health risks?

· Select one patient from the list above on which to focus for this Discussion.

· Identify any potential health-related risks based upon the patient’s age, gender, ethnicity, or environmental setting that should be taken into consideration.

· Select one of the risk assessment instruments presented in Chapter 1 or Chapter 26 of the Seidel’s Guide to Physical Examination text, or another tool with which you are familiar, related to your selected patient.

· Develop at least five targeted questions you would ask your selected patient to assess his or her health risks and begin building a health history.

· Include sub headings please

Write: a description of the interview and communication techniques you would use with your selected patient. Explain why you would use these techniques. Identify the risk assessment instrument you selected, and justify why it would be applicable to the selected patient. Provide at least five targeted questions you would ask the patient 

TOPIC WEARABLE DEVICES FITBIT In this presentation, you will explain a chosen issue, describe how it pertains to wellness, and provide a plan of action for addressing this issue. This plan includeTOP

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TOPIC WEARABLE DEVICES FITBIT In this presentation, you will explain a chosen issue, describe how it pertains to wellness, and provide a plan of action for addressing this issue. This plan includeTOP

TOPIC WEARABLE DEVICES FITBIT  In this presentation, you will explain a chosen issue, describe how it pertains to wellness, and provide a plan of action for addressing this issue. This plan include

TOPIC  WEARABLE DEVICES FITBIT 

In this presentation, you will explain a chosen issue, describe how it pertains to wellness, and provide a plan of action for addressing this issue. This plan includes recommendations for improvements as well as strategies and a plan for implementing the recommendations. You will develop your plan as a multimedia presentation that will require an oral narration component. This oral component should be a recorded oral narration that accompanies your multimedia presentation. You will be required to provide written speaker notes that correspond with your presentation in a separate Word document. Be sure to support your answers with appropriate evidence from relevant and appropriate research.  

 Specifically, you must address the following critical elements:   

I. Introduction: For this part of the project, you will examine the importance of wellness in society and how it influences social practices as well as your discipline of study. To help guide your analysis, you will explore a topic that has been discussed in this course (art, transforming practices and attitudes, technological advances, social attitudes, environment, etc.).  A. Analyze the importance (or lack thereof) of wellness and health in society and how it has sparked change in the everyday behavior of individuals or societies? [IDS-402-01] B. Analyze how social practices and our idea of wellness have shaped each other. [IDS-402-02] C. Analyze how wellness has influenced the everyday behavior of individuals in your discipline of study or the professional field you are interested in going into.. [IDS-402-01] 

II. Issue: For this part of the project, you will introduce the issue and how it relates to wellness and any of the topics that have been discussed in the course. A. Using appropriate research strategies, describe a social or global issue that is related to wellness. [IDS-402-03] i. What is the origin of the issue? ii. What is the issue about? B. Using appropriate research strategies, describe the target population of the issue. [IDS-402-03] i. Who is impacted by the issue?  ii. What is important to know about them? C. Using appropriate research strategies, explain how the chosen issue relates to a topic that has been discussed in this course. [IDS-402-03] i. In other words, how can you connect the social or global issue you have chosen with a topic that has been discussed in this course?  ii. How does it inform your understanding of the issue? D. Using relevant research or diverse perspectives, assess how the chosen issue is impacting the target population. [IDS-402-06]   

III. Plan: For this part of the project, you will offer recommendations and a plan to improve the issue, as well as strategies for implementing your plan. A. Explain the goals of your plan. What are the specific goals you are trying to accomplish with your plan? [IDS-402-04] B. Make recommendations for how the current issue could be addressed in order to minimize its impact on the target population. Think of specific strategies or tactics that you could implement to address the issue. [IDS-402-04]  C. Consider the implications of social attitudes and individual choices on lifelong health and wellness. If you were in charge of addressing your chosen issue, what challenges would you face when implementing your plan? How would you address those challenges? Support your answer with relevant research or diverse perspectives. [IDS-402-06] D. Explain the strengths of your plan and why it is likely it would be successful. [IDS-402-04]   

 IV. Conclusion: For this part of the project, you will conclude your presentation by examining the role of wellness in society and how it influences aspects of culture and the individual. A. Using the four lenses, explain how issues in wellness impact modern society. [IDS-402-02]  B. Using the four lenses, explain how your selected topic has or has not shaped your idea of wellness. [IDS-402-02] C. Explain how the various components of wellness influence both your personal and professional contexts. Consider how the components of wellness impact the day-to-day responsibilities or questions faced by practitioners in your field or discipline. [IDS-402-01] D. Reflecting on the research you did for this project and the diverse perspectives presented in this course, assess how changing attitudes, choices, and behaviors have the potential to improve personal and societal wellness. [IDS-402-06]  

 Your multimedia presentation (10 slides minimum) with audio elements must be accompanied by 6 to 8 pages of speaker notes. The notes should be submitted in a Word document with 12-point Times New Roman font, double spacing, and one-inch margins. The length of this presentation (including all audio elements) should be 8 to 12 minutes. Include a minimum of three relevant resources and cite them according to APA or MLA style.  

Identify two criteria related to the problem statement that you created.

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As you complete the problem-scoping phase, your proposed document will include the following information:Develop a problem statement.Determine any potential constraints.Determine the criteria.Identify

As you complete the problem-scoping phase, your proposed document will include the following information:

  • Develop a problem statement.
  • Determine any potential constraints.
  • Determine the criteria.
  • Identify the stakeholders.
  • Develop a procedure for gathering data prior to decision making.

Be sure to thoroughly complete and submit the Problem Scoping Document Template.

Select a public health issue from the CDC website that you reviewed for Module 3 at http://www.cdc.gov/features/datastatistics.html and incorporate the information found there into a Problem Scoping document by following these steps:

  1. Determine what questions you would ask yourself:
    1. Scope of the problem—Part of the Problem Statement.
    2. When and where the problem occurs—Part of the Problem Statement.
    3. Impact—Part of the Problem Statement.
    4. Identify two criteria related to the problem statement that you created.
    5. Who is directly involved with the problem? Stakeholders?
  2. Determine how you would gather data important to educating the public on this issue.

 Assignment Expectations

Address each step above in the Problem Scoping Word document template.

Develop as many alternatives as possible. When you are done, try to categorize your alternatives. Then develop three alternatives.

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Developing three alternative solutions that address the problem definition and criteria that you identified.Comparing the pros and cons of those three alternatives.Selecting the best alternative.Devel

  1. Developing three alternative solutions that address the problem definition and criteria that you identified.
  2. Comparing the pros and cons of those three alternatives.
  3. Selecting the best alternative.
  4. Developing a logical argument to support your choice.

You will apply these same analytic skills throughout your health sciences program, and they will serve you very well in your professional life.

Case Assignment

Use the Evaluate Alternative Solutions Template to complete your Case Assignment.

Note: Developing alternative solutions is essentially a brainstorming process. What can you do to solve the problem? That is an alternative. Proposed alternatives should be consistent with the problem(s) that you identified in your Module 3 SLP assignment.

Developing a list of good alternatives involves creativity and avoiding preconceived attitudes (knee-jerk solutions) and assumptions. Guidelines for alternative development include:

  1. DON’T SETTLE FOR YOUR FIRST IDEA!
  2. Good designers try to generate as many possible solutions as they can before choosing one that they feel is the best. This creative process of developing ideas is called ideation.
  3. Methods of ideation include: 
    1. Examine existing solutions
    2. Conduct brainstorming sessions. Remember the first rule of brainstorming – every idea is a viable one.
    3. Develop as many alternatives as possible. When you are done, try to categorize your alternatives. Then develop three alternatives.
    4. Sketching and doodling to create pictures of possible solutions.

Assignment Expectations

This assignment needs to be completed in paragraph format using full sentences. Insert the decision table you made into your Word document. Use this Insert Table file demonstrating techniques to Insert Tables into Word Documents.

This SLP consists of two parts:Part I: Return to the Health Literacy Education site at http://www.cdc.gov/healthliteracy/findtraining/onlinecourse.html and complete the training for "Creating Easier t

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This SLP consists of two parts:Part I: Return to the Health Literacy Education site at http://www.cdc.gov/healthliteracy/findtraining/onlinecourse.html and complete the training for “Creating Easier t

This SLP consists of two parts:

Part I: Return to the Health Literacy Education site at http://www.cdc.gov/healthliteracy/findtraining/onlinecourse.html and complete the training for “Creating Easier to Understand Lists, Charts, and Graphs” course. Once you are at this site, select the course from the list of available courses in the left-hand column.

Complete the evaluation at the end, select “Print Certificate” and submit it to meet the requirements for Part I of your SLP assignment.

Part II: You will apply the concepts you learned from the online CDC course by making a chart or table.

To meet the requirement for Part II, create a simple illustration of the data you worked with in your Case 3 assignment. Options include a pie chart, table, or bar chart illustrating the data you worked with in your Case 3 assignment, and the display should be chosen based on what you learned about creating lists, charts, and graphs for public health communication. You may choose to use the Obesity data or the custom data you generated in Case 3 to make the visual illustration.

 Assignment Expectations

Create your chart, table, or graph in Excel, and then copy and paste it into a PowerPoint slide. Use the PowerPoint formatting and text tools to include a title and any other important information on your slide.

The Centers for Disease Control contains many interactive datasets for public use. For this Case Assignment, you will apply basic Excel functions to a spreadsheet generated by the CDC on Nutrition, Ph

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The Centers for Disease Control contains many interactive datasets for public use. For this Case Assignment, you will apply basic Excel functions to a spreadsheet generated by the CDC on Nutrition, Ph

The Centers for Disease Control contains many interactive datasets for public use. For this Case Assignment, you will apply basic Excel functions to a spreadsheet generated by the CDC on Nutrition, Physical Activity, and Obesity. Use the Excel Tutorial to learn the steps required for each part of the Case Assignment. Use the optional readings in your Background page to locate additional Excel help and tutorials.

Your assignment consists of three parts:

Part I

Sort the data on the spreadsheet to answer the following questions:

  1. Which state had the highest percent of low-income children aged 2 to less than 5 years who are obese (MBI for age and sex > 95th percentile on CED growth chart)? What is the percent value?
  2. Which state had the highest sample size?
  3. What percent of the total sample size was represented by tribes in the United States?

Save each sort and submit it as a worksheet in your Excel workbook. Label each worksheet.

Part II

Use the linked map generated by this data set to answer the following questions:

  1. What regional trends in this data are illustrated on this map?
  2. Which states showed the highest obesity rates? Which showed the lowest?

Part III

  1. Use the CDC site Nutrition, Physical Activity, and Obesity: Data, Trends and Maps to generate your own table and map by selecting your own criteria. You will need to select a location, an Indicator Category, and then an Indicator from the drop-down menus provided. Once your map and table is generated, scroll to the bottom of the page to locate the citation information you will need for your references section.
  2. Copy and paste the data table you generated into an Excel spreadsheet. Manipulate the columns and cells to display the data accurately, and then report the regions with the highest and lowest trends by sorting the data.
  3. Insert your sorted spreadsheet as a Table and your map as an image on PowerPoint slides. Include a Title slide and a reference slide. Describe the trends for each table and image in the Notes section of the respective slide.

Assignment Expectations

Answer the questions for Parts I and II on a Word document. Use complete sentences. Create a workbook to show your sorting results for Part I as individual worksheets. For example, Worksheet 1 should be titled “Percent Sort;” Worksheet 2 should be title “Sample Size Sort;” and Worksheet 3, “Calculations.” Part III should be submitted as a PowerPoint presentation containing at least 4 slides including the Title slide, Table slide, Map slide, and References slide.

To improve your own health literacy and ability to promote important public health initiatives, define the following terms for this SLP Assignment. Begin at the CDC index at http://www.cdc.gov/az/h.ht

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To improve your own health literacy and ability to promote important public health initiatives, define the following terms for this SLP Assignment. Begin at the CDC index at http://www.cdc.gov/az/h.ht

To improve your own health literacy and ability to promote important public health initiatives, define the following terms for this SLP Assignment. Begin at the CDC index at http://www.cdc.gov/az/h.html and your Background resources for references. Define the terms below in a PowerPoint presentation. Use your creativity to illustrate each term.

  • health advocacy
  • determinants of health
  • empowerment
  • evidence-based
  • health behavior
  • health care management
  • health communication
  • health disparity
  • health education
  • health promotion
  • population health
  • public health
  • self-efficacy
  • wellness
  • risk
  • health literacy demand

2. Compare and contrast the actions of g couple proteins and ion gated channels.

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Discussion: Foundational NeuroscienceAs a psychiatric mental health nurse practitioner, it is essential for you to have a strong background in foundational neuroscience. In order to diagnose and treat

Discussion: Foundational Neuroscience

As a psychiatric mental health nurse practitioner, it is essential for you to have a strong background in foundational neuroscience. In order to diagnose and treat clients, you must not only understand the pathophysiology of psychiatric disorders, but also how medications for these disorders impact the central nervous system. These concepts of foundational neuroscience can be challenging to understand. Therefore, this Discussion is designed to encourage you to think through these concepts, develop a rationale for your thinking, and deepen your understanding by interacting with your colleagues.

Learning Objectives

Students will:

· Analyze the agonist-to-antagonist spectrum of action of psychopharmacologic agents

· Compare the actions of g couple proteins to ion gated channels

· Analyze the role of epigenetics in pharmacologic action

· Analyze the impact of foundational neuroscience on the prescription of medications

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

Post a response to each of the following: Include sub headings please.

1. Explain the agonist-to-antagonist spectrum of action of psychopharmacologic agents.

2. Compare and contrast the actions of g couple proteins and ion gated channels.

3. Explain the role of epigenetics in pharmacologic action.

4. Explain how this information may impact the way you prescribe medications to clients. Include a specific example of a situation or case with a client in which the psychiatric mental health nurse practitioner must be aware of the medication’s action.

Demonstrate how the change will affect current workflows. What revised workflow would you implement?

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In a complex and fast-paced healthcare environment, change is inevitable and constant. The advanced practice nurse is required to lead and adapt to the constant changing environment while working with

In a complex and fast-paced healthcare environment, change is inevitable and constant. The advanced practice nurse is required to lead and adapt to the constant changing environment while working with multidisciplinary teams. Imagine you are assigned by your director to work with a multidisciplinary team that is assisting with transition from the current paper record-based system to an electronic health record (EHR).

Create a PowerPoint presentation (10-15 slides) in which you will assess the situation and the steps that should be taken to successfully implement the change. Be sure to include 100-250 word presenter’s notes per slide. Your presentation should address the following:

  1. Describe the driving forces that relate to the need for implementing electronic health records.
  2. Identify the key interprofessional stakeholders (both internal and external) that should be involved in change efforts.
  3. Outline how you would initiate the change and be a change advocate. Utilizing change theory and innovative models of care, explain how you would provide a structure for the planned change to achieve successful implementation of the EHR.
  4. Demonstrate how the change will affect current workflows. What revised workflow would you implement?
  5. Identify resources (human, time, material, etc.) required for implementation.
  6. Identify risks within the implementation plan. What are the impacts of the poor planning on cost, quality, and safety?
  7. Identify potential barriers when implementing the change and discuss how you will handle resistance.

Integrate 3-5 scholarly sources into your presentation.

Discussion: Nursing Research and Evidence-Based PracticeIn your practice as a nurse, you may use procedures and methods that did not necessarily originate in evide

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Discussion: Nursing Research and Evidence-Based PracticeIn your practice as a nurse, you may use procedures and methods that did not necessarily originate in evide

                   Discussion: Nursing Research and Evidence-Based Practice

In your practice as a nurse, you may use procedures and methods that did not necessarily originate in evidence, but instead were derived from informal and unwritten conventions, traditions, and observations. While these techniques may have merit, practices are constantly being updated and contradicted by information from scholarly research studies and professional guidelines. This new information serves as “evidence” for revising practices to improve outcomes across health care. 

Based on this evidence, you can formulate a question. In this Discussion, you consider the use of evidence-based practice in your own organization and formulate a question that you will need to answer for your portfolio project. This is called a PICOT question. You will also investigate strategies for overcoming barriers to implementing evidence-based practice (EBP).

                                                          To prepare:

Consider a recent clinical experience in which you were providing care for a patient.

Determine the extent to which the care that you provided was based on evidence and research findings or supported only by your organization’s standard procedures. How do you know if the tasks were based on research?

What questions have you thought about in a particular area of care such as a procedure or policy?

Review Chapter 2, pages 31–34 on “Asking Well worded Clinical Questions” in Polit & Beck and consult the resource from the Walden Student Center for Success: Clinical Question Anatomy & examples of PICOT questions (found in this week’s Learning Resources). Formulate your background questions and PICOT question.

Reflect on the barriers that might inhibit the implementation of evidence-based practice in your clinical environment.

Review the article “Adopting Evidence-Based Practice in Clinical Decision Making” in this week’s Learning Resources. Select one of the barriers described that is evident in your organization and formulate a plan for overcoming this barrier. 

Post an evaluation of the use, or lack thereof, of EBP in a recent clinical experience. Identify which aspects of the care delivered, if any, were based on evidence and provide your rationale. List your background questions and PICOT question about this nursing topic. Critique how the policies, procedures, and culture in your organization may hinder or support the adoption of evidence-based practices. Identify the barrier you selected from the article and explain how this barrier could be overcome within your organization.

                                                           Required Readings

Polit, D. F., & Beck, C. T. (2017). Nursing research: Generating and assessing evidence for nursing practice (10th ed.). Philadelphia, PA: Wolters Kluwer.

Chapter 1, “Introduction to Nursing Research in an Evidence-Based Practice Environment” 

This chapter provides an introduction to nursing research, its history, and the evolution of evidence-based practice. It includes an overview of credible sources of evidences and a description of the different paradigms used in nursing research.

Chapter 2, “Evidence-Based Nursing: Translating Research Evidence into Practice”

The focus of this chapter includes an overview of the key aspects of evidence-based practice, a review of how to identify credible research and appraise its value, and, finally, a discussion on how to take the identified evidence and convert it into a practice.

Chapter 3, “Key Concepts and Steps in Qualitative and Quantitative Research” 

In this chapter, quantitative and qualitative research models are compared and the major steps in each approach are described. Information is also presented on the different sections of a research journal article and how you can identify the research model that was utilized.

Adams, J. S. (2010). Utilizing evidence-based research and practice to support the infusion alliance. Journal of Infusion Nursing, 33(5), 273–277.

Retrieved from the Walden Library databases.

This article examines how evidence-based research and practice supports infusion alliances. The text also specifies the increasing challenges that infusion nurses face.

Mallory, G. A. (2010). Professional nursing societies and evidence-based practice: Strategies to cross the quality chasm. Nursing Outlook, 58(6), 279–286.

Retrieved from the Walden Library databases.

This article describes strategies for reducing the gap between research knowledge and practice. The article also details how nursing societies could use these strategies to improve the quality of care.

Newhouse, R. P., & Spring, B. (2010). Interdisciplinary evidence-based practice: Moving from silos to synergy. Nursing Outlook, 58(6), 309–317.

Retrieved from the Walden Library databases.

In this article, the authors examine the state of interdisciplinary evidence-based practice (EBP). The authors detail efforts to promote interdisciplinary EBP, academic and clinical training regarding interdisciplinary EBP, and strategies that may facilitate EBP translation across disciplines.

Majid, S., Foo, S., Luyt, B., Zhang, X., Theng, Y-L., Chang, Y-K., & Mokhtar, I. A. (2011). Adopting evidence-based practice in clinical decision making: Nurses’ perceptions, knowledge, and barriers. Journal of the Medical Library Association, 99(3), 229–236.

Retrieved from the Walden Library databases.

This article reviews a study that sought to determine nurses’ awareness of, knowledge of, and attitude toward EBP. The article also describes factors likely to promote barriers to EBP adoption.

Shivnan, J. C. (2011). How do you support your staff? Promote EBP. Nursing Management, 42(2), 12–14.

Retrieved from the Walden Library databases.

This article explores the role of the nurse manager in supporting evidence-based practice. The article also explains barriers and strategies to promote EBP for a nurse manager.

Walden Student Center for Success. (2012). Clinical Question Anatomy. Retrieved July 9, 2014, from http://academicguides.waldenu.edu/content.php?pid=183871&sid=2950360 

Media

Laureate Education (Producer). (2012). Timeline of nursing research. Baltimore, MD: Author.

This multimedia piece features a timeline of major events in nursing research. The timeline highlights how historical events and seminal research have contributed to nursing practice.

Please cite at least 3 references

My specialty: Mental Health Nurse

To complete the discussion question you have to access to the resources in Walden library, you can access to my student portal:

Walden University

My walden

 username:

                         Password: Piloto05

Let me know if you need anything else, thanks