Nursing homework help

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Nursing homework help

Instructions: PLEASE READ CAREFULLY!!!Complete the following case study and critical thinking questions. Provide rationales for each item that you write in APA style citation. Provide a full reference list with all citations. Only use credible resources: refer to Stratford Library for the use of credible APA resources. All answers must include a rationale and APA citation for full credit. This is a 2 part assignment. Nursing homework help

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Touhy:Ebersole&Hess’TowardHealthyAging,10th Edition

Chapter 13: Skin Care

Part 1: Case Study:

Patrick is an 82-year-old black male admitted to the hospital for surgical repair of a fractured right hip. He lives alone and his neighbors found him lying on his bathroom floor around 7 pm. James told them he had been lying there since the afternoon but could not reach the phone to call for help and was unable to move. James has a history of hypertension and diabetes.

As the nurse is performing an assessment on the second postoperative day, he documents an area on James’s right heel that is purplish in color and appears to be a bruise. The area is cooler to touch than the surrounding skin. There is no redness and there are no open areas; James denies any pain in the heel.

On the basis of the nursing study, develop a nursing care plan using the following procedure: (Identify a NANDA approved nursing diagnosis in the text or4gcM0.pdf (israa.edu.ps) and identify possible and potential problems for this client. See this resource Nursing Diagnosis Guide for 2022: Complete List & Tutorial – Nurseslabs. Nursing homework help

1) List the subjective data from the client’s case?

 

2) List information from the case study that provides objective data.

 

3) From these data, identify and state, using an accepted format, two prioritynursing diagnoses you determine are most significant at this time with rationales on why you selected these diagnosis for this client.

 

 

4) Determine and state outcome criteria for each diagnosis. These must reflect some alleviation of the problem identified in the nursing diagnosis and must be stated in concrete and measurable terms. Example: The clients wound will not develop infection during the hospital stay. The goal must be measurable. You can not use the example.

 

5) Plan and state one or more interventions for each diagnosed problem. Provide specific documentation of the source used to determine the appropriate intervention (see Chapter 13; Boxes 13-3, 13-8, 13-10, 13-12, 13-14, 13-15; and NPUAP Pressure Ulcer Guidelines).

 

Part 2: Critical thinking Questions and Activities

  1. What risk factors for pressure ulcers are present in this situation?(see Box 13-11 for list of risk factors).

 

  1. How does skin color affect the presentation of deep tissue injury?

 

  1. What areas of the body are susceptible to pressure ulcer development and why?

 

  1. What education needs to be provided to the patient, staff, and family?
  2. Discuss risk factors for pressure ulcers and appropriate assessment of risk factors and skin (see Boxes 13-9, 13-10, 13-11, 13-12; Box 13-4 presents resources for education on prevention).

 

  1. When James returns home, what interventions to enhance his safety would be appropriate?

(Chapter 20).

 

 

 

Nursing homework help

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Nursing homework help

Article

Phenomenological research is qualitative research that focuses on individual life experiences and how they have impacted their lives. This type of research identifies a specific phenomenon in an individual’s life and the person’s perception of that situation. It can also be used to study similarities in the behavior of a group of people. Phenomenological research is based on psychology, education, and philosophy. It can also use observation, art, and documentation to understand and establish the phenomenon and could be based on a single case study or multiple participants.

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The Phenomenological researcher aims to answer two major questions: the individual experiences related to the phenomenon and factors that contributed to or influenced the experience of the phenomenon. (Harappa-diaries, 2021)

Grounded theory is a type of research based on data previously collected and examined about a specific topic, population, or community. This analyzed research provides focused abstract theories or explanations for the researched phenomena. The grounded theory provides a specific guideline for conducting qualitative research, help to streamline data collection and analysis furthermore is being utilized as a standard social research method and is being used by different disciplines and profession. (University Libraries, 2022).

The difference between phenomenological research and grounded theory is 1. Phenomenology is a philosophy used to understand human experiences, while grounded theory emerges from within collected data. 2. Phenomenology is used to understand life experiences; a grounded theory explains the phenomenon. 3. Phenomenology is mostly interviews-based, while Grounded theory utilizes various methods for data collection. Both Phenomenological research and grounded theory are qualitative research. (University Libraries, 2022).

References

Isaac. (2021, September 13). How to organize qualitative data. Academic Transcription Services. Retrieved March 28, 2022, from https://weloty.com/how-to-organize-qualitative-data/

university Libraries. (2022, January 7). Qualitative research: Grounded theory: What is it? Research Guides. Retrieved March 28, 2022, from https://guides.temple.edu/groundedtheory

(Please write a response to the article above using 200-300 words APA format with at least two references. Sources must be published within the last 5 years. There should be a mix between research and your reflections. Add critical thinking in the posts along with research. Apply the material in a substantial way.)

Nursing homework help

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Nursing homework help

Article

The different methods for conducting qualitative research includes ethnographic, phenomenological, and grounded theory. Ethnographic research refers to research that is conducted by observing and sometimes even interacting with participants in their real-world environment (Hasa, 2017). This type of research aims to study the customs of individual peoples and cultures. Phenomenological refers to research that is described as research that aids in describing the conscious experience of an individual and the deviations from the normal experiences. Phenomenological research studies more than just “the nature of being” of an individual (Hasa, 2017). Grounded theory involves inductive reasoning and uses a “methodology involving the construction of hypotheses and theories through the collecting and analysis of data” (University Libraries, 2022). A common example used to showcase the research done by grounded theory is exploring the reason why a student may become frustrated by the work and tasks they have to do.  Nursing homework help

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All types of research are similar in that their data cannot be reduced to numbers, but also they all explore some aspect of the human experience. The differ however, in the methods that they using in obtaining data, as well as what their focus is in terms of the human experience. Nursing homework help

References:

Hasa. (2017, February 17). Difference between ethnography and phenomenology: Definition, features, Focus, data collection. Pediaa.Com. Retrieved March 28, 2022, from https://pediaa.com/difference-between-ethnography-and-phenomenology/#:~:text=Ethnography%20and%20phenomenology%20are%20two,experiences%20and%20perspectives%20of%20participants. Nursing homework help

University Libraries. (2022, January 7). Qualitative research: Grounded theory: What is it? Research Guides. Retrieved March 28, 2022, from https://guides.temple.edu/groundedtheory Nursing homework help

(Please write a response to the article above using 200-300 words APA format with at least two references. Sources must be published within the last 5 years. There should be a mix between research and your reflections. Add critical thinking in the posts along with research. Apply the material in a substantial way.) Nursing homework help

Nursing homework help

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Nursing homework help

Post your answers to the 6 questions corresponding to this week’s content on primary care medication management. Provide your responses and rationales. Support your rationales with high-level evidence. (See Post Expectations). Nursing homework help

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An obese patient, age 45, comes to your office. She recently moved from another state three weeks ago and told you that her FNP diagnosed her with type 2 diabetes mellitus. She is currently not on any medicine for her diabetes, and she wishes to avoid insulin, if possible. She is a non-smoker. Her blood pressure is 138/74 mmHg. Labs from 3-weeks ago was hemoglobin A1C = 8.4%; total cholesterol = 260 mg/dL, triglycerides = 290 mg/dL, HDL = 49 mg/dL, LDL = 170 mg/dL (calculated 10-year ASCVD risk = 6.2%). You discuss current treatment goal recommendations endorsed by the ADA regarding glycemic control, blood pressure control, and lipid management. She agrees to start any medications that you recommend with lifestyle modification and a DASH diet to treat hypertension.

Q1. Which classes of diabetes medications are either weight neutral or cause weight loss? Please give one (1) example of a drug’s generic and trade name in that class.

Q2. Based on the current guidelines of the ADA, it would be appropriate to treat her with monotherapy since the patient is hesitant to take any injections. What agent would you recommend? Please provide the trade name, generic name, the dose you would start the patient with frequency, and route. Nursing homework help

Q3. What are the contraindications of your selected diabetic therapy?

The patient returns to your office six months later complaining of fatigue for the past two months, constipation, and heavy, irregular menses. Upon examination, you note that her skin is dry, and her fingernails are brittle. You suspect she has hypothyroidism.

Q4. What lab workup should you obtain? What sort of results will you see in patients who have hypothyroidism and hyperthyroidism?

Q5. What is the treatment of choice for hypothyroidism? What is the mechanism of action? Please provide the initial dose, trade, and generic name of the drug, route, and frequency.

Q6. What are the adverse effects, and what important teaching will you provide this patient on thyroid replacement therapy?

 

Directions for Preparing the Scholarly Worksheet

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Directions for Preparing the Scholarly Worksheet

NR439 Week 5 Assignment Rubric

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NR439 Week 5 Assignment Rubric
Criteria Ratings Pts
This criterion is linked to a Learning OutcomeSignificance of Research

Use your own words to summarize in detail:
1. the need for nursing research.
2. the significance for all professional nurses (BSN) to understand the basic principles of research.
3. why this course is important to complete. Directions for Preparing the Scholarly Worksheet
32 pts

All criteria met. Used own words to summarize in detail: 1. the need for nursing research. 2. the significance for all professional nurses (BSN) to understand the basic principles of research. 3. why this course is important to complete.

 28 pts

Mostly summarizes criteria OR one criterion lacks details or is missing.

 25 pts

Minimally summarizes criteria OR two criteria lack details or is missing.

 11 pts

Poorly summarizes criteria OR all criteria lack details.

 0 pts

All criteria are missing.
32 pts
This criterion is linked to a Learning OutcomeQuantitative Research

Use your own words to summarize in detail:
1. quantitative research and what you learned about this type of research.
2. one quantitative design that you learned; explain one important feature that helped you understand this design.
3. the significance of this type of research and how it can be used to improve nursing practice problems.
34 pts

All criteria met. Used own words to summarize in detail: 1. quantitative research and what you learned about this type of research. 2. one quantitative design that you learned; explain one important feature that helped you understand this design. 3. the significance of this type of research and how it can be used to improve nursing practice problems.

 30 pts

Mostly summarizes criteria OR one criterion lacks details or is missing.

 27 pts

Minimally summarizes criteria OR two criteria lack details or is missing.

 13 pts

Poorly summarizes criteria OR all criteria lack details.

 0 pts

All criteria are missing.
34 pts
This criterion is linked to a Learning OutcomeQualitative Research

Use your own words to summarize in detail:
1. qualitative research and what you learned about this type of research.
2. one qualitative design that you learned; explain one important feature that helped you understand this design.
3. the significance of this type of research and how it can be used to improve nursing practice problems.
34 pts

All criteria met. Used own words to summarize in detail: 1. qualitative research and what you learned about this type of research. 2. one qualitative design that you learned; explain one important feature that helped you understand this design. 3. the significance of this type of research and how it can be used to improve nursing practice problems.

 30 pts

Mostly summarizes criteria OR one criterion lacks details or is missing.

 27 pts

Minimally summarizes criteria OR two criteria lack details or is missing.

 13 pts

Poorly summarizes criteria OR all criteria lack details.

 0 pts

All criteria are missing.
34 pts
This criterion is linked to a Learning OutcomeResearch Sampling

Use your own words to summarize in detail:
1. what is sampling and why is sampling important. 2. one sampling strategy you learned that can be used in quantitative research. Include what you learned.
3. one other sampling strategy that you learned.
34 pts

All criteria met. Used own words to summarize in detail: 1. what is sampling and why is sampling important. 2. one sampling strategy you learned that can be used in quantitative research. Include what you learned. 3. one other sampling strategy that you learned. Directions for Preparing the Scholarly Worksheet

 30 pts

Mostly summarizes criteria OR one criterion lacks details or is missing.

 27 pts

Minimally summarizes criteria OR two criteria lack details or is missing.

 13 pts

Poorly summarizes criteria OR all criteria lack details.

 0 pts

All criteria are missing.
34 pts
This criterion is linked to a Learning OutcomeCredible Nursing Practice

Use your own words to summarize in detail:
1. how does research help make nursing practice safe.
2. share a way you believe research has impacted nursing practice.
3. why is research critical for creating an evidence-based nursing profession.
34 pts

All criteria met. Used own words to summarize in detail: 1. how does research help make nursing practice safe. 2. share a way you believe research has impacted nursing practice. 3. why is research critical for creating an evidence-based nursing profession.

 30 pts

Mostly summarizes criteria OR one criterion lacks details or is missing.

 27 pts

Minimally summarizes criteria OR two criteria lack details or is missing.

 13 pts

Poorly summarizes criteria OR all criteria lack details.

 0 pts

All criteria are missing.
34 pts
This criterion is linked to a Learning OutcomeUtilization

Use your own words to summarize in detail:
1. how you plan to utilize your learning to make a difference in your practice. Use your current area of nursing or where you hope to work as a nurse.
2. how you believe this course is meant to help you practice as a BSN.
3. what you learned from completing the worksheet activity.
26 pts

All criteria met. Used own words to summarize in detail: 1. how you plan to utilize your learning to make a difference in your practice. Use your current area of nursing or where you hope to work as a nurse. 2. how you believe this course is meant to help you practice as a BSN. 3. what you learned from completing the worksheet activity.

 22 pts

Mostly summarizes criteria OR one criterion lacks details or is missing.

 18 pts

Minimally summarizes criteria OR two criteria lack details or is missing.

 9 pts

Poorly summarizes criteria OR all criteria lack details

 0 pts

All criteria are missing.
26 pts
This criterion is linked to a Learning OutcomeScholarly Writing, Mechanics, Organization, Spelling, Sentence Structure, Grammar.

Excellent scholarly writing, mechanics, organization, spelling, sentence structure, grammar.
No errors or one error noted.
8 pts

All criteria met. Excellent scholarly writing, mechanics, organization, spelling, sentence structure, grammar. No errors noted.

 6 pts

Good writing, mechanics, organization, spelling, sentence structure, grammar. A few errors.

 3 pts

Fair writing, mechanics, organization, Spelling, sentence structure, grammar. Some errors noted.

 2 pts

Poor writing, mechanics, organization, spelling sentence structure, grammar. Many errors noted.

 0 pts

Very poor writing, mechanics, and organization. Errors throughout are noted. Writing is difficult to understand or follow.
8 pts
This criterion is linked to a Learning OutcomeAPA Formatting

Excellent APA formatting with no errors. Uses mostly own words. No more than 2 direct quotes used.
8 pts

All criteria met. Excellent APA formatting with no errors. Uses mostly own words. No more than 2 direct quotes used.

 6 pts

Good APA formatting with a few errors noted. (1-4)

 3 pts

Fair APA formatting with some errors noted. (5-8)

 2 pts

Poor APA formatting with many errors noted. (9-12)

 0 pts

Very poor APA with errors noted throughout. (more than 12)
8 pts
This criterion is linked to a Learning OutcomeSupporting Evidence

Uses 2 or more relevant scholarly sources to support writing. Textbooks should not be used.
15 pts

All criteria met. Uses 2 or more relevant scholarly sources to support writing. Textbooks are not used.

 9 pts

Uses at least 1 relevant scholarly source to support writing.

 0 pts

No relevant scholarly sources provided.
15 pts
This criterion is linked to a Learning OutcomeLate Deduction
0 pts

0 points deducted

Submitted on time

 0 pts

Not submitted on time – Points deducted

1 day late =11.25 deduction; 2 days=22.5 deduction; 3 days=33.75 deduction; 4 days =45 deduction; 5 days = 56.25 deduction; 6 days =67.5 deduction; 7 days =78.75 deduction; Score of 0 if more than 7 days late
0 pts
This criterion is linked to a Learning OutcomeRequired Worksheet Use
0 pts

0 points deducted

Assigned Worksheet used for this assignment.

 0 pts

22.5 points (10%) deducted

Assigned Worksheet NOT used for this assignment results in a deduction of 22.5 points (10%).
0 pts
Total Points: 225

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Assessing And Treating Patients With Bipolar Disorder

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Assessing And Treating Patients With Bipolar Disorder

Bipolar disorder is a unique disorder that causes shifts in mood and energy, which results in depression and mania for patients. Proper diagnosis of this disorder is often a challenge for two reasons: 1) patients often present as depressive or manic but may have both; 2) many symptoms of bipolar disorder are similar to other disorders. Misdiagnosis is common, making it essential for you to have a deep understanding of the disorder’s pathophysiology. For this Assignment, as you examine the patient case study in this week’s Learning Resources, consider how you might assess and treat patients presenting with bipolar disorder. Assessing And Treating Patients With Bipolar Disorder

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To prepare for this Assignment:

  • Review this week’s Learning Resources, including the Medication Resources indicated for this week.
  • Reflect on the psychopharmacologic treatments you might recommend for the assessment and treatment of patients requiring bipolar therapy.

The Assignment: 5 pages

The Case Study: An Asian American Woman diagnosed with Bipolar Disorder.

You will be asked to make three decisions concerning the medication to prescribe to this patient. Be sure to consider factors that might impact the patient’s pharmacokinetic and pharmacodynamic processes.

At each decision point, you should evaluate all options before selecting your decision and moving throughout the exercise. Before you make your decision, make sure that you have researched each option and that you evaluate the decision that you will select. Be sure to research each option using the primary literature.

Introduction to the case (1 page)

  • Briefly explain and summarize the case for this Assignment. Be sure to include the specific patient factors that may impact your decision-making when prescribing medication for this patient.

Decision #1 (1 page)

  • Which decision did you select?
  • Why did you select this decision? Be specific and support your response with clinically relevant and patient-specific resources, including the primary literature.
  • Why did you not select the other two options provided in the exercise? Be specific and support your response with clinically relevant and patient-specific resources, including the primary literature.
  • What were you hoping to achieve by making this decision? Support your response with evidence and references to the Learning Resources (including the primary literature).
  • Explain how ethical considerations may impact your treatment plan and communication with patients. Be specific and provide examples.

Decision #2 (1 page)

  • Why did you select this decision? Be specific and support your response with clinically relevant and patient-specific resources, including the primary literature.
  • Why did you not select the other two options provided in the exercise? Be specific and support your response with clinically relevant and patient-specific resources, including the primary literature.
  • What were you hoping to achieve by making this decision? Support your response with evidence and references to the Learning Resources (including the primary literature).
  • Explain how ethical considerations may impact your treatment plan and communication with patients. Be specific and provide examples.

Decision #3 (1 page)

  • Why did you select this decision? Be specific and support your response with clinically relevant and patient-specific resources, including the primary literature.
  • Why did you not select the other two options provided in the exercise? Be specific and support your response with clinically relevant and patient-specific resources, including the primary literature.
  • What were you hoping to achieve by making this decision? Support your response with evidence and references to the Learning Resources (including the primary literature).
  • Explain how ethical considerations may impact your treatment plan and communication with patients. Be specific and provide examples.

Conclusion (1 page)

Case Study Essay

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Alzheimer’s Disease

Case Study: Alzheimer’s Disease
Suggested Uses: Psychiatric/Mental Health, Medical-Surgical,

Geriatrics

During a physical exam, the nurse notes that Mary Stanfield, a 75-year-old female, forgets common words and is wearing only a thin sweater on a very cold day. Mary is scheduled for in- depth evaluation for possible Alzheimer’s Disease (AD).

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A mental status exam shows altered cognition. The nurse teaches Mary and her husband Sam about early warning signs and risk factors for AD. Lab tests, PET, and MRI are scheduled. The nurse explains the purpose of the tests to the couple. After the tests, trazodone (Desyrel) and donepezil (Aricept) are prescribed, and the nurse provides teaching about the medications.

The nurse identifies “Distorted thought processes” as a priority problem and teaches Sam how to promote cognitive restructuring. Later, he reports that Mary’s symptoms are worsening. The nurse teaches Sam about disease progression, measures to reduce urinary incontinence, and strategies to reduce sundowning behaviors. The nurse also identifies caregiver role strain and develops a plan of care for Sam. Alzheimer’s Disease

Mary goes to adult day care where the nurse implements strategies to promote calm and well- being for the clients. Mary develops urosepsis and is admitted to acute care, where the nurse responds to her hostile behavior. After Mary receives an antipsychotic medication, she becomes hypotensive and the nurse responds.

When Mary is discharged, the interdisciplinary team provides home health care. The nurse offers support when Sam grieves over Mary’s worsening condition.

Points that you can’t miss

1- Explain early sings, risk factors, complications, and nursing interventions for Alzheimer’s Disease.

2- Explain the purpose of the lad test, PET, and MRI.

3- Uses for trazodone and donepezil adverse reactions and contraindications.

4- What is Distorted thought processes and how to promote cognitive restructuring.

5- How to provide home care to patients with Alzheimer’s disease.

Nursing homework help

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Nursing homework help

 

The purpose of this assignment is to draft and submit a complete, organized, detailed outline of your medication paper in APA format with sources cited and referenced accurately. Nursing homework help

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Adhere to the following guidelines for drafting and submitting your outline:

  • Use standard alphanumeric outline format.
  • Include a rough draft of your abstract.
  • Include APA in-text citations.
  • Include an APA formatted reference page.
  • Include a title page.
  • Use APA format throughout.

 

you should include at least five recent references (published within the last five years)

 

Rubic

Content

  1. The outline includes several high quality, thought provoking ideas/points which are skillfully used to creatively and completely support the thesis. Outline demonstrates a well-balanced approach to researching the topic (subcategories are of equal significance under each body paragraph). Subtopics are specific and avoid generalities. Subtopics demonstrate extensive research and thought on the topic.
  2. The thesis is concise and clearly articulated in the beginning. Subtopics are pertinent and highly relevant to the main body paragraphs. Detailed, meaningful quotations and paraphrases aptly and accurately support the topic evenly throughout each subtopic. Nursing homework help

 

 

 

 

 

 

 

 

 

This is the topic proposal, just to give an idea of what was done before,

Imcivree is a medication widely used to treat people suffering from overweight and obesity conditions. The Imcivree medication also helps to control hunger resulting from particular genetic disorders that affect brain control over the feeling of hunger (Ryan, 2021). Generally, a medical practitioner can administer this type of medication to adults and children aged at least six years. It is administered to patients with specific conditions such as leptin receptor (LEPR) deficiency or pro-opiomelanocortin (POMC) deficiency. Such conditions result from mutational changes in the genes used to make LEPR or POMC (Ryan, 2021). However, since pro-opiomelanocortin and leptin deficiencies are uncommon, the Imcivree medication was termed an ‘orphan medicine.’

I’m interested in researching Imcivree medication for various reasons. Firstly, I wish to determine whether the medicine effectively reduces body weight, as argued by past studies. For example, a study by Ryan (2021) shows that Imcivree has proved to be an effective medicine in reducing people’s body weight with LEPR and POMC deficiency conditions, with the rate of at least 10%. Secondly, I am interested in determining the effects of this medicine on hunger feelings. I aim to achieve this by using measured questionnaires to determine the percentage of patients who reduce hunger after taking medication.

According to Ryan (2021), very few patients have POMC and LEPR deficiencies. In this study, the author concluded that Imcivree plays a critical role in reducing the patients’ feeling of hunger and bodyweights. However, the benefits of this medication are remarkable, especially now that there is no other medication for these conditions. Therefore, Imcivree is relevant today because new concerns or changes to current medicine will update the drug. This is because Imcivree is the only authorized medicine for treating obesity and controlling the feeling of hunger in these patients.

 

Critical Incident Analysis

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Critical Incident Analysis

Comprehensive Clinical Nursing: 

Critical Incident Analysis

 

A critical incident is one in which unusual circumstances led to an unexpected outcome.  The incident can be either positive or negative, but must be one that impacted you in some way, either personally or professionally.

 

MY TOPIC IS RaDonda Vaught Case. (I have attached 2 pdf regarding the RaDonda Vaught case).

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This is meant to be a reflective exercise in which the student:

  1. Applies critical thinking to analyze the situation.
  2. Identifies areas in which errors or omissions may have occurred.
  3. Defines positive methods of improvement.
  4. Identifies incident’s relation to Quality Improvement.

 

If a positive incident is described the student must use critical thinking to:

  1. Identify behaviors that led to the positive outcome.
  2. Identify ways in which these behaviors can be applied to the professional practice of nursing.

Using the following questions as a guide, compose a 4-5pages’ essay about the incident. Do not write the paper in a question/answer format. If references are cited, though not required, they must be cited in APA format and a works cited page attached.

 

  1. Describe the incident:(In order to protect privacy DO NOT include any pertinent patient, family, or staff identifiers.)
  2. What positive/negative factors led up to the incident?
  3. What positive/negative behaviors of the staff influenced the outcome of the incident?
  4. If a negative event: What changes could be made to prevent the incident from occurring?
  5. How did the incident impact you personally?
  6. How do you plan to use this incident to impact your career as a professional nurse?

 

 

 

As part of the clinical component of this class students are required to observe for critical incidents. The paper is divided into sections with points divided out accordingly by the key elements description, SBAR/assessment, impact, and reflection.  These occurrences may be positive or negative incidents that impact the student in some way either personally or professionally.  The course objectives met by this assignment will include

 

Component Exemplary

15 points

 Adequate

10 points

 Inadequate

5 points
Description ·         Describes the incident

·         Describes patient outcome

·         Identify if outcome is positive or negative

·         Identify 3 or more errors or omissions that occurred if negative or 3 or more positive occurrences if positive

 ·         Describes the incident

·         Describes patient outcome

·         Identifies if outcome of incident is positive or negative

·         Identifies 2 or more errors or omissions that occurred if negative or 2 or more positive occurrences if positive

 ·         Describes the incident

·         Describes patient outcome

·         Identifies if outcome of incident is positive or negative

·         Identifies 1 error or omission that occurred if negative or 1 or more positive occurrences if positive
 

 

 Exemplary

35 points

 Adequate

27.5 points

 Inadequate

7.5 points
SBAR/Assessment

 

 

 

 

 

 

 

 

 

 

 

 

 

 ·         Uses SBAR to describe assessment data

·         Identifies positive/negative factors leading to incident

·         Presents sufficient data to justify/validate the problem

·         No errors in logic

·         Identifies what changes could have prevented incident if negative

·         Identifies positive behaviors that led to positive outcome if positive

·         Applies critical thinking to analyze incident

 ·         Uses SBAR to describe assessment data

·         Identifies positive/negative factors leading to incident

·         Presents sufficient data to justify/validate the problem

·         No errors in logic

·         Applies critical thinking to analyze incident

 ·         Uses SBAR to describe assessment data

·         Identifies positive/negative factors leading to incident

·         Presents sufficient data to justify/validate the problem
 

 

 Exemplary

35 points

Adequate

27.5 points

Inadequate

7.5 points
Impact

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 ·         Discusses what impact the incident appeared to have on staff

·         Discusses what positive/negative behaviors of the staff influenced the outcome of the incident

·         Lists how two or more staff members reacted

·         Lists types of debriefing that occurred

·         Notes if management was notified or if incident report was filed

·         Discusses how incident is related to need for Quality Improvement project

·         Identifies what QI you would initiate as a professional nurse

 

 

 

 

 

 

 

 

 

 ·         Discusses what impact the incident appeared to have on staff

·         Discusses what positive/negative behaviors of the staff influenced the outcomes of the incident

·         Lists how staff members reacted

·         Lists types of debriefing that occurred

·         Notes if management was notified or if incident report was filed

·         Discusses how incident is related to need for Quality Improvement project

 ·         Discusses what impact the incident appeared to have on staff

·         Discusses what positive/negative behaviors of the staff influenced the outcome of the incident

·         Lists types of debriefing that occurred

·         Notes if management was notified or if incident report was filed
  Exemplary

15 points

 Adequate

10 points

 Inadequate

5 points
Reflection

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 ·         Discuss how incident affected you personally

·         Identifies 3 ways that the incident will impact your professional practice

·         Identifies how incident will affect professional practice

·         If positive or negative, lists 3 ways in which behaviors can be applied to the professional practice of nursing

 ·         Discuss how incident affected you personally

·         Identifies 2 ways that the incident will impact your professional practice

·         Identifies how incident will affect professional practice

·         If positive or negative, lists 2 ways in which behaviors can be applied to the professional practice of nursing

 ·         Discuss how incident affected you personally

·         Identify 1 way that the incident will impact your professional practice

·         Identifies how incident will affect professional practice

·         If positive or negative, lists 1 way in which behavior can be applied to the professional practice of nursing.
Total Point (100 possible) Total Points: Total Points: Total Points:

 

Minimum of 80 to pass

 

Instructor comments:

Assessing The Head, Eyes, Ears, Nose, And Throat

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Assessing The Head, Eyes, Ears, Nose, And Throat

Most ear, nose, and throat conditions that arise in non-critical care settings are minor in nature. However, subtle symptoms can sometimes escalate into life-threatening conditions that require prompt assessment and treatment.

Nurses conducting assessments of the ears, nose, and throat must be able to identify the small differences between life-threatening conditions and benign ones. For instance, if a patient with a sore throat and a runny nose also has inflamed lymph nodes, the inflammation is probably due to the pathogen causing the sore throat rather than a case of throat cancer. With this knowledge and a sufficient patient health history, a nurse would not need to escalate the assessment to a biopsy or an MRI of the lymph nodes but would probably perform a simple strep test. Assessing The Head, Eyes, Ears, Nose, And Throat

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The Case Study/Scenario:

Jason, a 13-year-old male comes in with Mom complaining of painful swallowing. Started yesterday as a “really bad sore throat” made worse with swallowing. He reports feeling very tired. His Mom gave him over-the-counter Children’s Motrin which made his fever better but did not help his sore throat. He reports his symptoms are especially, worse during nighttime. His tonsils are 2+ and erythematous, tonsil stones are present on the right side. He has white patches on his tongue

Ball, J. W., Dains, J. E., Flynn, J. A., Solomon, B. S., & Stewart, R. W. (2019). Seidel’s guide to physical examination: An interprofessional approach (9th ed.). St. Louis, MO: Elsevier Mosby.

 

  • Chapter 11, “Head and Neck”

    This chapter reviews the anatomy and physiology of the head and neck. The authors also describe the procedures for conducting a physical examination of the head and neck.

 

  • Chapter 12, “Eyes”

    In this chapter, the authors describe the anatomy and function of the eyes. In addition, the authors explain the steps involved in conducting a physical examination of the eyes.

 

  • Chapter 13, “Ears, Nose, and Throat”

    The authors of this chapter detail the proper procedures for conducting a physical exam of the ears, nose, and throat. The chapter also provides pictures and descriptions of common abnormalities in the ears, nose, and throat.

Dains, J. E., Baumann, L. C., & Scheibel, P. (2019). Advanced health assessment and clinical diagnosis in primary care (6th ed.). St. Louis, MO: Elsevier Mosby.

Credit Line: Advanced Health Assessment and Clinical Diagnosis in Primary Care, 6th Edition by Dains, J.E., Baumann, L. C., & Scheibel, P. Copyright 2019 by Mosby. Reprinted by permission of Mosby via the Copyright Clearance Center.

Chapter 15, “Earache”
This chapter covers the main questions that need to be asked about the patient’s condition prior to the physical examination as well as how these questions lead to a focused physical examination.

Chapter 21, “Hoarseness”
This chapter focuses on the most common causes of hoarseness. It provides strategies for evaluating the patient, both through questions and through physical exams.

Chapter 25, “Nasal Symptoms and Sinus Congestion”

 

In this chapter, the authors highlight the key questions to ask about the patients symptoms, the key parts of the physical examination, and potential laboratory work that might be needed to provide an accurate diagnosis of nasal and sinus conditions.

Chapter 30, “Red Eye”

 

The focus of this chapter is on how to determine the cause of red eyes in a patient, including key symptoms to consider and possible diagnoses.

Chapter 32, “Sore Throat”

 

A sore throat is one most common concerns patients describe. This chapter includes questions to ask when taking the patient’s history, things to look for while conducting the physical exam, and possible causes for the sore throat.

Chapter 38, “Vision Loss”
This chapter highlights the causes of vision loss and how the causes of the condition can be diagnosed.

 

Note: Download the six documents (Student Checklists and Key Points) below, and use them as you practice conducting assessments of the head, neck, eyes, ears, nose, and throat.

Ball, J. W., Dains, J. E., Flynn, J. A., Solomon, B. S., & Stewart, R. W. (2019). Head and neck: Student checklist. In Seidel’s guide to physical examination: An interprofessional approach (9th ed.). St. Louis, MO: Elsevier Mosby.

Credit Line: Seidel’s Guide to Physical Examination, 9th Edition by Ball, J. W., Dains, J. E., Flynn, J. A., Solomon, B. S., & Stewart, R. W. Copyright 2019 by Elsevier Health Sciences. Reprinted by permission of Elsevier Health Sciences via the Copyright Clearance Center.

Ball, J. W., Dains, J. E., Flynn, J. A., & Solomon, B. S., & Stewart, R. W. (2019). Head and neck: Key points. In Seidel’s guide to physical examination: An interprofessional approach (9th ed.). St. Louis, MO: Elsevier Mosby.

Credit Line: Seidel’s Guide to Physical Examination, 9th Edition by Ball, J. W., Dains, J. E., Flynn, J. A., Solomon, B. S., & Stewart, R. W. Copyright 2019 by Elsevier Health Sciences. Reprinted by permission of Elsevier Health Sciences via the Copyright Clearance Center.

Ball, J. W., Dains, J. E., Flynn, J. A., Solomon, B. S., & Stewart, R. W. (2019). Eyes: Student checklist. In Seidel’s guide to physical examination: An interprofessional approach (9th ed.). St. Louis, MO: Elsevier Mosby.

Credit Line: Seidel’s Guide to Physical Examination, 9th Edition by Ball, J. W., Dains, J. E., Flynn, J. A., Solomon, B. S., & Stewart, R. W. Copyright 2019 by Elsevier Health Sciences. Reprinted by permission of Elsevier Health Sciences via the Copyright Clearance Center.

Ball, J. W., Dains, J. E., Flynn, J. A., Solomon, B. S., & Stewart, R. W. (2019). Eyes: Key points. In Seidel’s guide to physical examination: An interprofessional approach (9th ed.). St. Louis, MO: Elsevier Mosby.

Credit Line: Seidel’s Guide to Physical Examination, 9th Edition by Ball, J. W., Dains, J. E., Flynn, J. A., Solomon, B. S., & Stewart, R. W. Copyright 2019 by Elsevier Health Sciences. Reprinted by permission of Elsevier Health Sciences via the Copyright Clearance Center.

Ball, J. W., Dains, J. E., Flynn, J. A., Solomon, B. S., & Stewart, R. W. (2019). Ears, nose, and throat: Student checklist. In Seidel’s guide to physical examination: An interprofessional approach (9th ed.). St. Louis, MO: Elsevier Mosby.

Credit Line: Seidel’s Guide to Physical Examination, 9th Edition by Ball, J. W., Dains, J. E., Flynn, J. A., Solomon, B. S., & Stewart, R. W. Copyright 2019 by Elsevier Health Sciences. Reprinted by permission of Elsevier Health Sciences via the Copyright Clearance Center.

Ball, J. W., Dains, J. E., Flynn, J. A., Solomon, B. S., & Stewart, R. W. (2019). Ears, nose, and throat: Key points. In Seidel’s guide to physical examination: An interprofessional approach (9th ed.). St. Louis, MO: Elsevier Mosby.

Credit Line: Seidel’s Guide to Physical Examination, 9th Edition by Ball, J. W., Dains, J. E., Flynn, J. A., Solomon, B. S., & Stewart, R. W. Copyright 2019 by Elsevier Health Sciences. Reprinted by permission of Elsevier Health Sciences via the Copyright Clearance Center.

 

Sullivan, D. D. (2019). Guide to clinical documentation (3rd ed.). Philadelphia, PA: F. A. Davis.

 

  • Chapter 2, “The Comprehensive History and Physical Exam” (Previously read in Weeks 1, 3, 4, and 5)

Hayashi, T., Kitamura, K., Hashimoto, S., Hotomi, M., Kojima, H., Kudo, F., Maruyama, Y., Sawada, S., Taiji, H., Takahashi, G., Takahashi, H., Uno, Y., & Yano, H. (2020). Clinical practice guidelines for the diagnosis and management of acute otitis media in children—2018 update. Auris Nasus Larynx, 47(4), 493–526. https://doi.org/10.1016/j.anl.2020.05.019

 

Mustafa, Z., & Ghaffari, M. (2020). Diagnostic methods, clinical guidelines, and antibiotic treatment for Group A streptococcal pharyngitis: A narrative review. Frontiers in Cellular and Infection Microbiology, 10. https://doi.org/10.3389/fcimb.2020.563627

 

Patel, G. B., Kern, R. C., Bernstein, J. A., Hae-Sim, P., & Peters, A. T. (2020). Current and future treatments of rhinitis and sinusitis. The Journal of Allergy and Clinical Immunology: In Practice, 8(5), 1522–1531. https://doi.org/10.1016/j.jaip.2020.01.031