Cardiovascular Disease Presentation

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Cardiovascular Disease Presentation

TOPIC: Cardiovascular Disease Presentation

 

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Competency

Prioritize nursing care strategies for clients with cardiovascular disorders.

Scenario

Cardiac disease a one of the leading causes of death in the United States. Since it is so prevalent, you want to ensure your co-workers are fully prepared to care for patients. You are hosting a lunch to provide a refresher on heart disease and how to care for patients. During the lunch, you will present a PowerPoint Presentation to your co-workers. Cardiovascular Disease Presentation

Instructions

  • Choose one of the cardiac diseases (coronary artery disease)

. Within your presentation include:

 

  • Provide a detailed overview of the disease process
  • Diagnosis
  • Treatment
  • Multidimensional care including risk reduction,
  • health promotion
  • nursing interventions specific to the disease process

 

  • CREATE A POWERPOINT PRESENTATION ( 10 SLIDE) EXCLUDING  INTRODUCTION, CONCLUSION AND REFETRENCE PAGE.

 

  • Be sure to provide presenter notes to disseminate this research to your co-workers.
  • PICTURES
  • INTRODUCTION
  • CONCLUSION
  • SPEAKER NOTES ON EACH SLIDE
  • SHOULD GREATLY BE DONE WELL WITH CLEAR UNDERSTANDING TO READ
  • Grammarly will be check with your assignment and there should be 0% plagiarism noted in your work.
  • PLEASE READ AND FOLLOWING ALL INSTRUCTIONS VERY CAREFULLY TO AGAIN ALL 100% Cardiovascular Disease Presentation

 

NO CONSIDERATION FOR PLAGIARISM

APA FORMAT AND INDEX CITATION

PLEASE WRITE FROM NURSING PERSPECTIVE

REFERENCE FOUR

DUE 4/20/2022

 

 

FOLLOW ALL THE SCORING GUIDE BY ApplyingOverview of a Cardiovascular Disorder TO GAIN ALL POINTS

Mastery: Advanced or exceeds achievement

Provided a thorough overview of a cardiovascular disorder including in-depth pathophysiology and signs and symptoms.

4.8

Proficiency: Clear/effective achievement

Provided a complete overview of the cardiovascular disorder.

4.46

Competence: Adequate/basic achievement

Provided a basic overview of the cardiovascular disorder.

4.03

Emerging: Limited or growing achievement

Provided a vague overview of the cardiovascular disorder.

3.12

  • Diagnostic Tests

12% of total grade

Mastery: Advanced or exceeds achievement

Detailed identification of the diagnostic tests for the chosen disorder.

4.8

Proficiency: Clear/effective achievement

Substantial identification of the diagnostic tests for the chosen disorder.

4.46

Competence: Adequate/basic achievement

Reasonable identification of the diagnostic tests for the chosen disorder.

4.03

Emerging: Limited or growing achievement

Partial identification of the diagnostic tests for the chosen disorder.

3.12

  • Treatment

12% of total grade

Mastery: Advanced or exceeds achievement

Detailed identification of treatment modalities for the chosen disorder.

4.8

Proficiency: Clear/effective achievement

Substantial identification of treatment modalities for the chosen disorder.

4.46

Competence: Adequate/basic achievement

Reasonable identification of treatment modalities for the chosen disorder.

4.03

Emerging: Limited or growing achievement

Rudimentary identification of treatment modalities for the chosen disorder.

3.12

  • Nurse’s Role in Providing Multidimensional Care

50% of total grade

Mastery: Advanced or exceeds achievement

Detailed description of the nurse’s role in multidimensional care for the chosen disorder and provided appropriate interventions.

20

Proficiency: Clear/effective achievement

Sufficient description of the nurse’s role in the multidimensional care for the chosen disorder.

18.6

Competence: Adequate/basic achievement

Moderate description of the nurse’s role in the multidimensional care for the chosen disorder.

16.8

Emerging: Limited or growing achievement

Attempted to describe the nurse’s role in multidimensional care for the chosen disorder.

13

  • Spelling, Grammar and Creativity

14% of total grade

Mastery: Advanced or exceeds achievement

Minimal to no spelling and grammar errors. Outstanding creativity was exhibited.

5.6

Proficiency: Clear/effective achievement

Few spelling and grammar errors. Sufficient creativity was exhibited.

5.21

Competence: Adequate/basic achievement

Some spelling and grammar errors, which detracts from the audience’s ability to comprehend material. Some creativity was exhibited.

4.7

Emerging: Limited or growing achievement

Numerous spelling and grammar errors, which detract from the audience’s ability to comprehend material. Little creativity was exhibited. Cardiovascular Disease Presentation

3.64

 

Healthcare Financing

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Healthcare Financing

Purpose

The purpose of this discussion is to explore the DNP-prepared nurse’s role in meeting the organization’s mission through effective planning, budgeting, and determining the allocation of resources. Healthcare Financing

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Instructions

This week, you will have an opportunity to estimate the budget for your practice change project. The practice change project includes the estimated resources with associated expenses and the estimated revenues. The practice change project budget must balance to a positive number or to zero. (A negative balance reveals there is insufficient planning and revenues needed for the project to be successful.)

Reflect upon your readings and professional experience and complete the budget for your practice change project.

  1. Start by listing all of the Resources needed for your budget. Some resources that may be needed in your budget are listed here and some items may not apply to your project: the number of staff and their roles,  education time for staff (how many and how long), office and/or medical supplies, marketing materials, statistician consult, meeting rooms, overhead (if renting the room), and any other resources not covered in this list.
  2. Next, estimate the Expense for each of the resources. For example, when estimating the salary and benefits for staff, first calculate the number of hours X the hourly salary (adding in the estimated cost of employee benefits) X the number of individuals. An example is 20 nurses for 3 hours at an average salary and benefit of $50 hour:  20  x  3 x  50 =  $3000. The expenses in your budget can be estimated.
  3. Next, discuss the Revenue sources which will pay for the expenses. All expenses in the budget must have a revenue source. Examples of revenue sources are:
    • Institutional Budget Support (if the hospital or facility is paying the costs of salary, supplies, and/or services).
    • In-Kind Donation (If you, or a department, or both are paying the statistician consult or out-of-pocket payment for the refreshments for meetings, etc.)
    • There are limited projects in which billing for a new procedure or new treatment type is applicable. If the organization is currently billing for the visit or treatment or procedure then do not include this in your budget.(Check the state laws for rules regarding billing and reimbursement for services such as telehealth (Links to an external site.)). Encounter Charge  X   # patients per day   X   # days per week   X   # weeks
    • Grant money: If grant money is used, state the name of the grant and the specific elements within the budget that the grant is paying for. Add the revenues for the exact elements of the budget. Please ensure that the grant funding states it will pay for that specific expense(s) in your budget.
  4. Balance the Budget. Add the expenses and the revenues then subtract the expenses from the revenues. The result should be a zero-dollar balance or a positive dollar balance.
    (Revenues – Expenses = 0 or positive $$)
  5. Examine your role in monitoring and controlling your practice change project expenses and resources.

*Know that All responses will be Turnitin checked.

Instructions:

Use an APA 7 style and a minimum of 250 words. Provide support from a minimum of at least (3) scholarly sources. The scholarly source needs to be: 1) evidence-based, 2) scholarly in nature, 3) Sources should be no more than five years old (published within the last 5 years), and 4) an in-text citation. citations and references are included when information is summarized/synthesized and/or direct quotes are used, in which APA style standards apply. Include the Doi or URL link.

• Textbooks are not considered scholarly sources. 

• Wikipedia, Wikis, .com website or blogs should not be use

Nursing homework help

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Nursing homework help

PICOT Paper Requirements

Formulating your question for Mod 2 assignment:

  • Clinical Question– Formulate a clinical question using the PICOT format (the sequence of PICOT needs to be followed)
  • P: Patient Population (for example—Did women ages 20-40 with DMII)
  • I: Intervention (what was done to fix this issue) (for example—who were prescribed insulin)
  • C: Comparison intervention or group (for example—compared to those who were prescribed oral diabetic medications)
  • O: Outcome (show better blood glucose management)
  • T: Time (for example—over a 1 year period of time, over a 6 month period of time, over a 3 day period of time)
  • Sample sequence: “In acute care hospitals (patient population), how does having a rapid response team (intervention) compared with not having a response team (comparison) affect the number of cardiac arrests (outcome) during a three-month period (time)?” Nursing homework help

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So, using the example above, you would “plug in” your information like this:

 

Did women ages 20-40 with DMII (P) who were prescribed insulin (I) compared to those who were prescribed oral diabetic medications (C) show better blood glucose management (O) over a 6 month period of time (T)?**You may not use this PICOT question for your paper**

 

 

PICOT Paper details for Mod 7:

Your paper for the course project should be a 2-3 page APA paper (not including title page and the reference page) that describes the clinical problem and the following (your paper should have the following items in this order in the paper): Nursing homework help

  1. Reason for choosing this topic (state “I chose this topic because….”)
  2. The PICOT question (Needs to be the same question that you submit for the Mod 2 assignment)
  3. Possible integration of the evidencethat you found in clinical practice(how was this used or how could it be used in clinical practice?)
  4. Methods to evaluate the effectiveness of implementation (discuss HOW would the effectiveness be evaluated? Would you use a tally system to see how many patients fell during a certain time period? Would you use the patient’s blood sugar readings over a certain time period to see if your intervention was effective? Would you compare how many children contracted polio using one vaccine compared to how many children contracted polio using another vaccine?) **You may not use these topics for your PICOT paper as these are for example purposes**

 

Keep in mind:

  1. Sources must be within the last 3 years, the years 2019-2021 are the only acceptable years for your sources for this paper
  2. Utilize the Rasmussen library APA resources and the Writing Lab resources
  3. Every reference must have a matching citation in the paper
  4. You will lose points if you have a citation with no matching reference or a reference with no matching citation
  5. Citations that are in your paper that have no matching reference will not be accepted
  6. Your sources must be peer-reviewed sources (an informational article, for instance, is not a peer-reviewed source)
  7. You must have at least 3 references for your paper, only use as many as you need, more references are not always better

 

 

 

 

 

Simulation technology in nursing

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Simulation technology in nursing

Taymir Torres

Simulation technology in nursing has both positive and negative outcomes that all operate to serve the healthcare industry. Opportunities for the concept involve management of training in areas where physical clinical sites are limited, in educational sessions where students are not allowed to administer medication, at hospitals where medical records are confidential, and when dealing with a shortage of healthcare trainers for nursing students (Koukourikos et al., 2021). All these are valid opportunities to allow nursing students to generate better learning and health improvement for patients since they can get theoretical concepts and then find it easier to get integrated into the professional environment. Disadvantages of simulation in nursing technology include the issue of being unreal affects accurate clinical procedures, the expenses involved in the process are too much, there is a mandatary requirement for technological maintenance, and limited training for healthcare educators. Simulation technology in nursing

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Improvement of advanced practice nursing (APRN) is possible using simulation which serves the entire health management procedure. Healthcare reforms are possible using simulation technology that shall produce APRN’s who are versatile, highly experienced, and capable of promoting clinical adherence to healthcare environment requirements. Simulation can improve on decision-making by integrating sessions which produce real-life experiences for patients then nurses can get involved to manage patient requirements (Guerrero et al., 2021).

APRN’s shall gain better experience since simulation shall assist them to close the gap between theoretical coursework and skills. Integration of a real-life healthcare environment shall push nurses to perform in better capacity even as they learn about concepts required in simulation. Use of advanced simulation technology generates a better method of boosting APRN’s educational journey since they shall then get allowed to produce effective healthcare management procedures. Patient safety can get improved on as all APRNs integrate their high level of thinking into the work environment (Lacostte, 2018). Simulation technology in nursing

References

Guerrero, J., Hafiz, A., Eltohamy, N., Gomma, N., & Jarrah, I. (2021). Repeated Exposure to High-fidelity Simulation and Nursing Interns’ Clinical Performance: Impact on Practice Readiness. Clinical Simulation In Nursing, 60, 18-24. https://doi.org/10.1016/j.ecns.2021.06.011.

Koukourikos, K., Tsaloglidou, A., Kourkouta, L., Papathanasiou, I. V., Iliadis, C., Fratzana, A., &Panagiotou, A. (2021). Simulation in Clinical Nursing Education. Acta informatica medica : AIM : journal of the Society for Medical Informatics of Bosnia & Herzegovina : casopisDrustva za medicinskuinformatiku BiH, 29(1), 15–20. https://doi.org/10.5455/aim.2021.29.15-20.

Lacostte, T. (2018). Nursing education on the move: Technology, creativity, and Innovation. Clinical Simulation in Nursing, 2(1). https://doi.org/10.1016/j.ecns.2009.05.011

 

Maria Lazarte

 

The challenges of simulation technology include limited realistic human intervention and a lack of physiological symptoms. There might be no physiological symptoms such as shaking voice or facial freezing. Some students might fail to take the simulations seriously. Another challenge is the lack of training among health educators. Some health educators might not have acquired adequate training in simulation technologies (Rauen, 2020). Educators have to be prepared by acquiring simulation skills. Students might not learn how to use the simulation technologies if their educators are not skilled. There is a challenge of high maintenance. The patient simulators in nursing education require adequate space. Schools require adequate time and money for teaching the faculty members about simulation technologies.

The opportunities include the ability to customize the simulation technologies for individualized learning. The simulation technologies can guarantee learning experiences for all students. They can also increase standardization and reduce training variability. Students can obtain immediate feedback when they use simulation technologies. They can use simulation technologies for practicing their clinical skills (Nelson et al., 2018). Nursing students can use patient simulators. They can develop non-technical skills and practice emergencies through simulation technologies. There are opportunities for repetitive practice learning. Students can simulate various scenarios several times. They can practice their skills several times because the simulation technologies provide opportunities for repetition.

In APRN education, students can use simulation technologies to reduce their performance anxiety. They can make mistakes and turn them into learning opportunities without harming patients. Students can reduce their errors through the use of simulation technologies. They can use simulations such as virtual patients, screen-based simulations, human patient simulators, and partial task trainers. Students can acquire critical thinking skills and interpersonal skills (Foronda et al.,2019). They can also engage in the deliberative practice. Simulation technologies give students the opportunity to engage in experiential learning. Simulation technologies can provide students with opportunities to provide patient care. The technologies enable students to learn at their pace.

REFERENCES

Foronda, C. L., Alfes, C. M., Dev, P., Kleinheksel, A. J., Nelson Jr, D. A., O’Donnell, J. M., &Samosky, J. T. (2019). Virtually nursing: Emerging technologies in nursing education. Nurse educator, 42(1), 14-17.

Nelson, D. L., &Blenkin, C. (2018). The power of online role-play simulations: technology in nursing education. International Journal of Nursing Education Scholarship, 4(1).

Rauen, C. A. (2020). Simulation as a teaching strategy for nursing education and orientation in cardiac surgery. Critical care nurse, 24(3), 46-51.

 

 

Quality Standards Table

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Quality Standards Table

Research quality dimensions, quality standards, or quality indicators used by various health care organizations that work to improve the quality of health care.

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Consider using the following list of organizations and you may also use other organizations that you find in your research:

· Centers for Medicare & Medicaid Services (CMS) Quality Standards Table

· Agency for Healthcare Research and Quality (AHRQ)

· The Joint Commission

· The National Academies of Sciences, Engineering, and Medicine, Health and Medicine Division

· National Committee for Quality Assurance (NCQA)

Assignment Directions

Complete the Quality Standards Table. You must be specific in your work, list a specific standard like, CLABSI/CAUT (or any HAI/PSI) zero harm; reduction in mortality

Quality Standards Table

 

Select 6 qualitystandards or measures used in the health care industry.

 

Complete thefollowing sections of the Quality Standards Table using the provided spaces:

  • Quality-Reporting Standard column: Identify the quality reporting standard or measure. What is being reported on? This may be a specific measure, indicator, or quality-measurement program.
  • Source column: Identify the source of the standard. Which health care organization developed the standard or measurement indicators?
  • Description of the Standard column: Describe the standard. What is the purpose and what does it measure? Does the standard apply primarily to a specific stakeholder, such as the patient, a provider, payors, the health care facility (i.e., a hospital), or something else?
  • Description of How the Standard Drives Quality Improvement in Health Care column: Explain how the standard demonstrates quality in health care. What does it mean for stakeholders when this standard is met or not met? Quality Standards Table

Review the following completed Quality Standards TableExample:

Quality Standards Table Example

Quality-Reporting Standard Source Description of the Standard Description of How the Standard Drives Quality Improvement in Health Care
Example: 30-day unplanned readmissions for cancer patients

 

 The Alliance of Dedicated Cancer Centers (ADCC), endorsed by the Centers for Medicare & Medicaid Services (CMS) It measures the rate at which adult cancer patients have unplanned readmissions within 30 days of discharge from an eligible index admission as compared to all inpatient admissions with a primary or secondary malignant cancer diagnosis. By analyzing patient readmission within 30 days of discharge, acute care hospitals can better identify causes of readmission and make improvement to reduce costs and improve outcomes specific to cancer patients, as opposed to other measures that are hospital-wide readmissions. It only compares unplanned readmissions because cancer patients often have planned hospital stays as part of their treatment plans.

 

Cite at least 2 peer-reviewed, scholarly, or similar references and your textbook to support your information.

Include references in the provided “References” section located at the end of this document.

Format your citations and references according to APA guidelines.

Submit your assignment.

 

Quality Standards Table

Quality Standard Number Quality-Reporting Standard Source Description of the Standard How the Standard Drives Quality Improvement in Health Care
1        
2        
3        
4        
5        
6        

 

References

 

Nursing homework help

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Nursing homework help

Module 02 Content

Course Competency:

Analyze the increased complexity of care among older adults.

Your supervisor needs to make sure that each of the in-service topics will be covered by someone, so she is asking the staff to communicate their topic preference. Below is the list of problems your supervisor wants the nursing staff to be able to teach older adult clients (and/or their family members) about.

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In-service Topic Options:

Hypertension

Diabetes

Coronary artery disease

Depression

Dementia

Polypharmacy

Increased risk of falls

Vison/hearing impairment

Nutrition and hydration Nursing homework help

Your supervisor has asked you to submit a 1-page proposal, written using proper spelling, grammar, and APA, which addresses the following:

Identify the client problem your in-service will address. Nursing homework help

Describe at least 5 consequences of the client problem as it relates to the health, safety, and well-being of older adults.

Explain your rationale for choosing the client problem you selected.

Write from nursing perspective

No consideration for plagiarism

IN TEXT CITATION

THREE REFERENCES

WITH Conclusion

DUE 04/ 11/2022

Module 02 Content

Course Competency:

Analyze the increased complexity of care among older adults.

Your supervisor needs to make sure that each of the in-service topics will be covered by someone, so she is asking the staff to communicate their topic preference. Below is the list of problems your supervisor wants the nursing staff to be able to teach older adult clients (and/or their family members) about.

In-service Topic Options:

Hypertension

Diabetes

Coronary artery disease

Depression

Dementia

Polypharmacy

Increased risk of falls

Vison/hearing impairment

Nutrition and hydration

Your supervisor has asked you to submit a 1-page proposal, written using proper spelling, grammar, and APA, which addresses the following:

Identify the client problem your in-service will address.

Describe at least 5 consequences of the client problem as it relates to the health, safety, and well-being of older adults.

Explain your rationale for choosing the client problem you selected.

 

Write from nursing perspective

No consideration for plagiarism

IN TEXT CITATION

THREE REFERENCES

WITH Conclusion

DUE 04/ 11/2022

Sepsis and Early Prevention

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Sepsis and Early Prevention

Nursing CAP

 

Topic

 

Sepsis and Early Prevention

 

UNIT – 4NW

 

 

 

àInstructions

 

On thisFinal Paper(combination of the 1st and 2nd Draft), please, make the necessary adjustments as follows: Sepsis and Early Prevention

 

à The paper shouldonly be aboutSepsis and Early Prevention in UNIT 4NW

(I provided you with some data/statistics to make that critical correction)

 

àPlease, read the notes of the teacher at the end of the 1st Draft to make the necessary corrections. Sepsis and Early Prevention

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———————————————————————————————————————

 

 

à  Instructions: CAP e-Poster Creation & Presentation

 

 

Poster presentations share research and clinical projects. Your electronic (e-) poster will present key elements of your Clinical Application Project (CAP).

  • The CAP e-poster is to be designed on a PowerPoint template, but not printed. You will simply submit the PowerPoint file to the Brightspace submission folder.
  • If you are unfamiliar with creating a scientific poster, instructions are outlined at the bottom of this document. It’s easier than you think. Because you are limited by space in the poster format, you must be clear and concise in your writing.
  • Refer to the CAP rubric for all necessary requirements.

 

General guidelines for e-poster:

 

  • The e-poster should look neat, professional, and visually appealing
  • Use a simple font (like Arial), no smaller than size 32; larger for section headings and even larger for title/presenter name
  • Regarding text:
    • Labels or headings should be clear and easy to understand.
    • Select contrasting colors; darker letters are effective when used on a light background & vice versa.
    • Text should be brief and to the point; use short sentences or phrases to summarize key points; bullet points work well.
  • If you are planning to use charts or graphs on your poster:
    • Visual data help to express ideas; graphics should be understandable.
    • Keep it simple; don’t overwhelm the audience with too many numbers.
    • Make sure there is a clear caption so the reader understands the significance.
  • Assure consistency in use of format.
  • Check and double check

 

Reminders:

  • Include any form, brochure, or handout you develop as part of the project.
  • A reference page in APA format must be submitted with your e-poster. The reference page should include at least the journal articles that were discussed in the literature reviews of the clinical topic and solution.

 

 

CAP Instructions and Rubric

Grading criteria for PAPER Points Comments
Introduction

·         Introduces topic and provides overview of the issue (2 pts.)

·         Discusses why this issue is pertinent to the particular unit/organization and what led student to choose the topic (2 pts.)

·         Identifies unit, manager, etc. support for the project (1 pt.)

·         Identifies how the project will specifically benefit the unit/organization (2 pts.)

  

 

 

 

/7

  
Literature review: topic/issue

·         Includes two recent articles (less than 5-7 years) from professional nursing or health sciences journals (2 pts.)

·         For each article: provides brief summary and discusses how the article is pertinent and relevant to the topic/issue (4 pts./each article=8 total)

  

 

 

/10

  
Literature review: solution/intervention

·         Includes two recent (less than 5-7 years) articles from professional nursing or health sciences journals (2 pts.)

·         For each article: provides brief summary and discusses how the article is pertinent and relevant to the solution or interventions (4 pts./each article=8 total)

·         Articles support the student’s chosen solution or intervention (2 pts.)

  

 

 

 

/12

 

  
Implementation/intervention

·         Clearly describes final project or intervention (2 pts.)

·         Outlines specific steps to implement final project/solution, including timeline for how the project could be “rolled out” (4 pts.)

·         Discusses how the project will address/improve the clinical issue (2 pts.)

·         Discusses future follow-up, evaluation, and/or measurement of the impact of the project (3 pts.)

  

 

 

/11

 

 

  
Paper mechanics

·         Incorporates required content in a 4-5-page paper (not including title page and reference page) (2 pts.)

·         Follows correct APA:

    • Proper title page (1 pt.)
    • Appropriate text spacing, font size, headings, and in-text citations (2 pts.)
    • Formatted reference page (2 pts.)

·         Writes clearly; uses correct grammar, spelling, and punctuation; avoids first person voice (3 pts.)

  

 

 

/10

 

  
Grading criteria for e-POSTER Points Comments
Topic/issue

·         Clearly displays the topic or issue (2 pts.)

·         Includes general information about the topic or issue

(2 pts.) *

·         Communicates specifics about why it is pertinent to the particular unit or organization (2 pts.) *

·         States institutional support (1 pt.)

*If applicable, poster uses appropriate graphic or visual which conveys national or local data, trends, organization or unit statistics, etc.

  

 

/7

  
Literature review of the topic/issue

·         Includes literature support of the topic or issue (1 pt.)

·         Summarizes most important point(s) of each article (4 pts.)

·         Clearly connects authors with literature points (1 pt.)

  

 

/6

  
Solution/intervention

·         Clearly outlines solution and presents as feasible (3 pts.)

·         Includes literature support of chosen solution (2 pt.)

·         Clearly connects authors with solution literature (1 pt.)

  

 

/6

  
Implementation

·         Identifies and explains final project and attaches a copy of “work product” (in-service handouts, pamphlet, form, pocket card, for example) (4 pts.)

·         Specifically describes how the final project would be implemented, including timeline for “roll-out” (2 pts.)

·         Describes how the impact of the project could be measured or evaluated (2)

·         Addresses the future implications of the project for the unit and/or nursing in general (2 pts.)

  

 

 

/10

  
e-Poster mechanics

·         Professional looking: follows elements of e-poster construction; organized and clear layout that flows well (2 pts.)

·         Visually appealing: words and graphics are easy to see; appropriate use of color (2 pts.)

·         Student’s name, Resurrection University and project site are clearly identified (1 pt.)

·         Reference page is complete, in proper APA format, and submitted with the e-poster (1 pt.)

  

 

 

 

/6

  

                                                                                                                                                                                   TOTAL          /85

 

                                                                                                                       

 

Thanks !

Nursing homework help

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Nursing homework help

Episodic/Focused SOAP Note Template

 

Patient Information:

Initials, Age, Sex, Race

S.

CC (chief complaint) a BRIEF statement identifying why the patient is here – in the patient’s own words – for instance “headache”, NOT “bad headache for 3 days”. Nursing homework help

HPI: This is the symptom analysis section of your note. Thorough documentation in this section is essential for patient care, coding, and billing analysis. Paint a picture of what is wrong with the patient. Use LOCATES Mnemonic to complete your HPI. You need to start EVERY HPI with age, race, and gender (e.g., 34-year-old AA male). You must include the seven attributes of each principal symptom in paragraph form not a list. If the CC was “headache”, the LOCATES for the HPI might look like the following example:

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Location: head

Onset: 3 days ago

Character: pounding, pressure around the eyes and temples

Associated signs and symptoms: nausea, vomiting, photophobia, phonophobia

Timing: after being on the computer all day at work

Exacerbating/ relieving factors: light bothers eyes, Aleve makes it tolerable but not completely better

Severity: 7/10 pain scale

Current Medications: include dosage, frequency, length of time used and reason for use; also include OTC or homeopathic products.

Allergies: include medication, food, and environmental allergies separately (a description of what the allergy is ie angioedema, anaphylaxis, etc. This will help determine a true reaction vs intolerance).

PMHx: include immunization status (note date of last tetanus for all adults), past major illnesses and surgeries. Depending on the CC, more info is sometimes needed

Soc Hx: include occupation and major hobbies, family status, tobacco & alcohol use (previous and current use), any other pertinent data. Always add some health promo question here – such as whether they use seat belts all the time or whether they have working smoke detectors in the house, living environment, text/cell phone use while driving, and support system.

Fam Hx: illnesses with possible genetic predisposition, contagious or chronic illnesses. Reason for death of any deceased first degree relatives should be included. Include parents, grandparents, siblings, and children. Include grandchildren if pertinent.

ROS: cover all body systems that may help you include or rule out a differential diagnosis You should list each system as follows: General: Head: EENT: etc. You should list these in bullet format and document the systems in order from head to toe.

Example of Complete ROS:

GENERAL:  Denies weight loss, fever, chills, weakness or fatigue.

HEENT:  Eyes: Denies visual loss, blurred vision, double vision or yellow sclerae. Ears, Nose, Throat:  Denies hearing loss, sneezing, congestion, runny nose or sore throat.

SKIN:  Denies rash or itching.

CARDIOVASCULAR:  Denies chest pain, chest pressure or chest discomfort. No palpitations or edema.

RESPIRATORY:  Denies shortness of breath, cough or sputum.

GASTROINTESTINAL:  Denies anorexia, nausea, vomiting or diarrhea. No abdominal pain or blood.

GENITOURINARY:  Burning on urination. Pregnancy. Last menstrual period, MM/DD/YYYY.

NEUROLOGICAL:  Denies headache, dizziness, syncope, paralysis, ataxia, numbness or tingling in the extremities. No change in bowel or bladder control.

MUSCULOSKELETAL:  Denies muscle, back pain, joint pain or stiffness.

HEMATOLOGIC:  Denies anemia, bleeding or bruising.

LYMPHATICS:  Denies enlarged nodes. No history of splenectomy.

PSYCHIATRIC:  Denies history of depression or anxiety.

ENDOCRINOLOGIC:  Denies reports of sweating, cold or heat intolerance. No polyuria or polydipsia.

ALLERGIES:  Denies history of asthma, hives, eczema or rhinitis.

O.

Physical exam: From head-to-toe, include what you see, hear, and feel when doing your physical exam. You only need to examine the systems that are pertinent to the CC, HPI, and History. Do not use “WNL” or “normal.” You must describe what you see. Always document in head to toe format i.e. General: Head: EENT: etc.

Diagnostic results: Include any labs, x-rays, or other diagnostics that are needed to develop the differential diagnoses (support with evidenced and guidelines)

A.

Differential Diagnoses (list a minimum of 3 differential diagnoses).Your primary or presumptive diagnosis should be at the top of the list. For each diagnosis, provide supportive documentation with evidence based guidelines.

This section is not required for the assignments in this course (NURS 6512) but will be required for future courses.

References

You are required to include at least three evidence based peer-reviewed journal articles or evidenced based guidelines which relates to this case to support your diagnostics and differentials diagnoses. Be sure to use correct APA 7th edition formatting.

 

MHealth App Essay

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MHealth App Essay

You will use the same scenario you developed and same mHealth app you identified in Week 2.

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Directions

  • Select a Microsoft PowerPoint OR a Poster presentation for this assignment. See the Guidelines below for each of the options.
  • You are required to complete this assignment using the productivity tools required by Chamberlain University, which is Microsoft Office 2013 (or later version), or Windows and Office 2011 (or later version) for MAC. You must save the file in the “.pptx” format. A later version of the productivity tool includes Office 365, which is available to Chamberlain students for FREE by downloading from the student portal at http://my.chamberlain.edu (Links to an external site.) MHealth App Essay

PowerPoint Assignment Guidelines

  • You are required to cite your source(s) as it relates to your application slide. Other citations are permitted, but this is not a requirement for the assignment.
  • Title slide (first slide): Include a title slide with your name and the title of the presentation.
  • Scenario Slide (one slide): This slide should include the approved patient scenario from Milestone 1 and 2. You will use the approved patient scenario and include a disease process, diagnosis, OR identify a patient with a desire to maintain good health and prevent illness and who would benefit from an already developed and reliable mHealth app. Include the nurse’s assessment of learning needs and readiness to learn.
  • mHealth application slide (one slide): Identify a developed and reliable mHealth app that could benefit the patient. Describe the app, including the following.
    • Name of app
    • Purpose of app
    • Intended audience
    • Mobile device(s) upon which the app will operate
    • Where to download or obtain it (include a working link if it is to be downloaded from a website)
    • Any other information you believe would be pertinent to this situation
    • Be sure to cite all sources you use.
  • Teaching slide(s) (one to three slides): Prepare slides that contain important points about the app that you want to teach to the patient, such as how to use the app safely and effectively (including how to interpret and act on the information that is provided).
  • Evaluation slide(s) (one to three slides): Describe how you would determine the success of the patient’s use of this app. For example, include ways to evaluate the effectiveness of the teaching plan that are a good fit for the type of app and focus on specific ways that this app benefits the patient’s health and wellness.
  • References (last slide): List any references for sources that were used and cited in the presentation.
  • Number of PowerPoint slides: 6-10 slides total

HOW ARE FINANCIAL STATEMENTS USED TO DEMONSTRATE THE FINANCIAL HEALTH OF A HEALTH CARE SETTING?

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200- 250 words APA format
_____________________________
Budgets, balance sheets, and other accounting tools provide a wealth of information for managers, but only if they know what they are looking at. It is time to learn the language and rules of finance!
To prepare for this Discussion, complete the readings in your Learning Resources. Think about the financial decisions of many health care settings.

Post a comprehensive response to the following:

How might the basic accounting rules under the accrual principle differ for you as an individual (or family) from those applied in a health care setting?
How are financial statements used to demonstrate the financial health of a health care setting? Select three key terms from the chapters (pp. 180 & 206) and explain how those key factors influence financial reporting in health care.
___________________________________
resources

 
Introduction to Health Care Economics & Financial Management
Chapter 10, “Basics of Financial Accounting and Reporting”Health care administrators often have to review and interpret financial statements. Financial statements are assessments and indicators of the financial health of an organization. They also reflect the perspective, tax status, and priorities of an organization. Financial statements show the impact of decisions made by leadership. In this chapter, you will review a brief history of financial accounting, regulation, and other accounting concepts. You will review the financial statements of the nonprofit SouthSide Hospital in this chapter and in Chapter 11.

Chapter 11, “Basic Financial Analysis”In this chapter, income statements and balance sheets from nonprofit SouthSide Hospital are used to enhance the health care professional’s ability to analyze a health care settings financial performance. Various methods for financial statement analysis and operating analysis are presented.
Donal, B., & Cebenoyna, F. (2007). Alternative evidence on financial analysts’ use of financial statement information. Review of Accounting & Finance, 442. Retrieved from the Walden Library databases: http://search.proquest.com.ezp.waldenulibrary.org/docview/215633746/fulltextPDF/CE74F497BFCF455DPQ/13?accountid=14872
Murty, A. V. N., & Misra, D. P. (2004). Cash flow ratios as indicators of corporate failure. Finance India, 18(3), 1315-1325. Retrieved from the Walden Library databases: http://search.proquest.com.ezp.waldenulibrary.org/docview/224377843?accountid=14872
Palmer, M., & Sanders, T. B. (2008). Going concern debt rations: is the firm safe? Corporate Finance Review, 13(3), 25-33. Retrieved from the Walden Library databases: http://search.proquest.com.ezp.waldenulibrary.org/docview/198761845?accountid=14872