Vulnerable Population Assessment Paper

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Vulnerable Population Assessment Paper

Week 4 Milestone 2 Vulnerable Population Assessment

Purpose

The purpose of this Vulnerable Population Assessment Paper is to identify and assess an aggregate or vulnerable population in your community. You will also describe one community health problem that impacts this group. This problem must be one that a community health nurse could positively impact.

Course Outcomes

This Vulnerable Population Assessment Paper assignment enables the student to meet the following course outcomes:

CO2: Assess the health needs of individuals, families, aggregates, and communities using demographic and epidemiological data to identify population health risks. (PO 4) Vulnerable Population Assessment Paper

 

CO6: Utilize a systems-based and collaborative approach to address factors that influence the health of a community and population health problems. (PO 2)

Due Date

Submit the Vulnerable Population Assessment Paper paper by 11:59 p.m. MT Sunday by the end of Week 4.

Points: 225 points

Rubric

Click to view and download the NR443 Milestone 2: Caring for Vulnerable Populations Rubric (Links to an external site.)Links to an external site..

Directions

Watch the Milestone 2 tutorial at http://www.brainshark.com/devry/Milestone2_2016 (Links to an external site.)Links to an external site.

This APA Vulnerable Population Assessment Paper is expected to be no more than four pages in length (not including the title page and reference list). Below are the requirements for successful completion of this paper. Please use the categories described below as the first level headings on your paper (note: the introduction does not carry a heading of “introduction,” instead the title of the paper is repeated and centered at the top of the second page in plain text). APA formatting helps you to format your paper in a professional manner and provides consistent methods for citing your sources within the paper and providing the complete reference on the reference page. See the APA resources for assistance with APA formatting. There is an APA template that you can use to type on and this will help with APA formatting. The SSPRNBSN Student Success Strategies resource has a module on writing scholarly papers and APA formatting. You may access SSPRNBSN by finding its tile in your dashboard, or clicking on the link in your course list. Vulnerable Population Assessment Paper

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Based on your community assessment, including your windshield survey and the assessment information from your discussions, identify one aggregate or vulnerable population in your community that faces a community health problem. See units five (5) and six (6) in Nies and McEwen (2015) for examples of vulnerable populations and aggregates. Your community must be the area where you live or work. Vulnerable Population Assessment Paper.

Introduction (one paragraph): The introduction should be interesting and capture the reader’s attention.

Provide a brief description of your community including the city name and state and key features.

Briefly introduce one aggregate or vulnerable population that you identified in your assessment.

Discuss the purpose of your paper. The purpose statement of the paper should relate to assessing this vulnerable population in your community.

Note: the introduction does not carry a heading of “introduction,” instead; the title of the Vulnerable Population Assessment Paper is repeated and centered at the top of the second page in plain text.

Vulnerable Population Overview (one to two paragraphs):

Describe one aggregate or vulnerable group in your community in greater detail.

Include your observations about this group from the windshield survey.

Discuss events or trends that have affected this vulnerable group such as economic conditions, trends in health related behaviors or disease rates, etc.

Strengths, Risk Factors, and/or Barriers (two to three paragraphs):

Discuss the strengths, risk factors, and/or barriers that impact this vulnerable population’s health.

Include support from at least one scholarly peer-reviewed journal article in this discussion. Go to the Chamberlain library at http:/library.chamberlain.edu (Links to an external site.)Links to an external site.. Search peer reviewed journals to find a scholarly article that discuss the strengths, risk factors, and/or barriers faced by this vulnerable group. Summarize what you learned from this article and cite the source in the text and reference page (Author, year). For this section, you must choose at least one scholarly article from a peer-reviewed journal. The article must be less than 10 years old (less than 5 years is best). You may include and cite your textbook or other scholarly sources as well, but they do not count as the scholarly journal article. Vulnerable Population Assessment Paper.

Please do not include more than two short quotations, at the most. You will need to summarize and analyze the information from the article in your own words. Vulnerable Population Assessment Paper

Community Resources (one to two paragraphs):

Search your local public health department website, the internet, the local newspaper and/or telephone book for health resources available in your community for this vulnerable group.

Briefly describe the resources in your community that are available for this group.

Are these resources adequate? If so, why? If not, discuss gaps in services that you identified.

Community Health Problem Diagnosis (one to two paragraphs):

Based on your assessment and the Healthy People 2020 objectives, identify and discuss one priority community health problem that a community health nurse could positively impact. Examples include an increase in teen pregnancies, prevalence of cancer, high incidence of tobacco use, above average infant mortality etc. The problem must relate to the aggregate or vulnerable population you identified.

Go to the Healthy People topic areas at http://www.healthypeople.gov/2020/topics-objectives (Links to an external site.)Links to an external site.. Find a topic area that relates to your aggregate or vulnerable population. Click on the topic area and then click on the green “Objectives” tab. Find and state the Healthy People 2020 specific numbered objective (not just a goal) that describes your problem (ex. for teen pregnancy, the topic area Family Planning is relevant, click the green objectives tab and you might choose FP-8.1 “Reduce pregnancies among adolescent females aged 15 to 17 years” (US Department of Health and Human Services: Healthy People 2020, 2016, Objectives: Family Planning, para 8).

Summary (one paragraph):

Summarize important points from the body of your paper including the aggregate or vulnerable group you identified and key factors that you discussed above that affect the health of this group.

Include a statement about the priority problem you identified.

End Vulnerable Population Assessment Paper with a concluding statement.

Reference Page:

The Reference Page should start on a new page (insert a page break). All references should be cited within the body of the paper as (Author, year) and the full reference should be included in APA format on the reference page. A URL link alone is not an adequate reference. See the APA Guidelines in Course Resources for examples of properly formatted references.

Guidelines

Application: Use Microsoft Word 2010™ or later to create this Vulnerable Population Assessment Paper assignment.

Scholarly Writing: APA format is required. Review the APA resources and take advantage of the free tutorial resources.

Use the categories above as APA headings for the sections of your paper.

Length: This Vulnerable Population Assessment paper is expected to be no more than 4 pages in length (not including the title page and reference list).

Quotations should be minimal – please paraphrase your sources. A maximum of two short quotations should be used for this paper.

Submission: Submit your Vulnerable Population Assessment Paper by 11:59 p.m. MT Sunday of Week 4.

Save your Vulnerable Population Assessment Paper with your last name in the document title (e.g., Smith Vulnerable Population Assessment).

Late Submission: See the Policies on late submissions.

Best Practices in Preparing the Paper

The following are best practices in preparing this project.

Use the assessment information that you collected in your windshield survey and weekly discussions to identify the aggregate or vulnerable group of interest. Vulnerable Population Assessment Paper

Choose one nursing problem specific to your community that this aggregate or vulnerable group faces.

Find one article about this vulnerable group from the Chamberlain library from a peer reviewed journal.

Visit the SSPRNBSN Student Success Strategies resource for help with writing a scholarly paper, APA formatting, and library navigation. You may access SSPRNBSN by finding its tile in your dashboard, or clicking on the link in your course list.

Make sure all elements of the paper are addressed and headings for each category are included.

Review directions thoroughly. Vulnerable Population Assessment Paper

Cite all sources within the paper as well as on the Reference page.

Proofread prior to final submission.

Check for spelling and grammar errors prior to final submission.

Use the first column of the rubric below to ensure that you have included all the needed elements.

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Week 6 Milestone 3 Intervention and Evaluation

Purpose

The purpose of this PowerPoint presentation is to provide an opportunity to develop a community health nursing intervention and evaluation plan for a community health problem that you identified in your community (described in Milestone 2: Vulnerable Population Assessment). You will apply the components of the nursing process to assist this vulnerable population and develop a proposal that could be presented to community leaders.

Course Outcomes

This assignment enables the student to meet the following course outcomes.

CO1: Apply principles of nursing theory to the public health system by analyzing determinants of health and the public health intervention wheel. (PO 1)

CO3: Plan prevention and population-focused interventions for vulnerable populations using professional clinical judgment and evidence-based practice. (PO 4, 8). Vulnerable Population Assessment Paper.

CO4: Evaluate the delivery of care for individuals, families, aggregates, and communities based on theories and principles of nursing and related disciplines. (PO 1)

Due Date

Submit your PowerPoint presentation by 11:59 p.m. MT Sunday by the end of Week 6.

Points

This Vulnerable Population Assessment Paper assignment is worth a total of 225 points.

Scenario

You are a community public health nurse (C/PHN) working with the vulnerable population you identified in Milestone 2. You will choose a specific community health role that would serve this population. You have analyzed the data collected from your windshield survey and vulnerable population assignments (the first two milestones) and identified one community health problem that a nurse can impact. Now, review the scholarly literature or scholarly websites listed below and identify one specific evidence-based nursing intervention that has the potential to improve the health of this group. Then develop a proposal to implement this intervention and a plan to evaluate the outcomes of this intervention. Create a PowerPoint that you could use to present to an organization in your community to request approval for funding and support for this intervention. (You are not required to implement the intervention or present your PowerPoint, though you may want to consider implementing your project in the future).

Directions

Watch the Milestone 3 tutorial at http://www.brainshark.com/devry/Milestone3_2016 (Links to an external site.)Links to an external site..

Introduction: (average of 2-3 slides)

Describe the identified problem

Include at least two important findings that demonstrate that this is a problem in your community.

Describe your specific community health role: Some examples of roles are school nurse, parish nurse, home health nurse, occupational nurse, health department nurse etc.

Identify the purpose of the presentation which is related to proposing a community health intervention and evaluation plan.

Identify an evidence based intervention: (average of 2-3 slides).

Find an evidence-based nursing intervention from a peer-reviewed journal article OR one of the following databases. These databases evaluate research evidence about community health interventions. Be sure that your intervention is one that is recommended. Cite your source on the slide with the author or organization and year.

Use at least one of the following to identify an evidence based intervention:

A peer reviewed journal article demonstrating that your intervention has been successful

The Community Guide (http://www.thecommunityguide.org/ (Links to an external site.)Links to an external site.) Choose one of the topics in the topic tab to find interventions.

The CDC Community Health Improvement Navigator Database of Interventions (http://wwwn.cdc.gov/chidatabase (Links to an external site.)Links to an external site.)

Healthy People 2020 evidence-based interventions. Find a relevant topic area at (http://www.healthypeople.gov/2020/topics-objectives (Links to an external site.)Links to an external site.), click on that topic area, and then click on the “Interventions and Resources” tab to see the evidence-based interventions list for that topic area

Provide a brief overview of your intervention.

Discuss why this intervention is a good fit for your community (why you expect it to be effective in your community).

Intervention Implementation: (average of 3-4 slides).

Describe how you would implement your community health nursing intervention in your community

Discuss the actions will you take as the community health nurse to accomplish this intervention.

Relate your actions to the Public Health Intervention Wheel (Nies & McEwen, 2015, p. 14, Figure 1-3)

Identify your target population.

Describe how you will reach out to your target population.

Include strategies to engage your target population.

Describe where the intervention will take place.

Identify when your intervention will take place

Will it take place once or multiple times? Vulnerable Population Assessment Paper.

Identify those in the community that you will collaborate with (e.g., physician’s office, church, local resources, etc.).

Explain what level(s) of prevention is your intervention addressing (primary, secondary, or tertiary prevention)?

Proposed Evaluation Methods: (average of 2-3 slides)

Your presentation must include at least one proposed quantitative or qualitative evaluation method that you would use to determine whether your intervention is effective. Outcome measurement is a crucial piece when implementing interventions.

Describe the method you would use to evaluate whether your intervention was effective. (The Qualitative and Quantitative Education Methods (Links to an external site.)Links to an external site. handout can help with understanding qualitative and quantitative methods of evaluation).

Identify the outcomes you would track to show whether your intervention works (eg. BMI would be one outcome you could track for a weight loss intervention).

When would you measure these outcomes?

Describe the short-term and long-term impact on your community if the intervention is successful.

Summary: (average 1 slide)

The summary should reiterate the main points of the presentation and conclude with what you are asking to be accomplished; for example, “Based on ABC, it is imperative our community has XYZ. Can we count on your support? Thank you for your consideration.” Vulnerable Population Assessment Paper.

In addition to the slides described above, your presentation should include a title slide with your name and role and a reference slide. Cite all sources used with (Author, year) on the PowerPoint slide.

The slides should include the most important points in short bullet pointed phrases. Do not include full sentences or paragraphs on the PowerPoint slides. You may add additional comments in the notes section to clarify information for your instructor.

The slides should be visually appealing and not overcrowded. Use an interesting template and include some clipart or graphics for interest. Vulnerable Population Assessment Paper.

Guidelines

Application: Use Microsoft PowerPoint 2010 or later.

Length: The PowerPoint slide show is expected to be no more than 20 slides in length (not including the title slide and reference list slide).

Save the assignment with your last name in the file title: example: “Smith Intervention and Evaluation.”

Submission: Submit your PowerPoint file by 11:59 p.m. Sunday by the end of Week 6.

Late Vulnerable Population Assessment Paper Submission: See Policies on late submissions.

Tutorial: For those not familiar with the development of a PowerPoint slideshow, the following link to the Microsoft website may be helpful. http://office.microsoft.com/en-us/support/training-FX101782702.aspx (Links to an external site.)Links to an external site. The SSP Chamberlain Student Success Strategies offers a module on Computer Literacy that contains a section on PowerPoint. The link to SSP CCSSS may be found on your course list in the student portal. Vulnerable Population Assessment Paper.

Best Practices in Preparing PowerPoint

The following are best practices in preparing this presentation.

Be creative.

Incorporate graphics, clip art, or photographs to increase interest.

Make easy to read with short bullet points and large font.

Review directions thoroughly.

Cite all sources within the slides with (author, year) as well as on the Reference slide.

Proofread prior to final submission.

Spell check the Vulnerable Population Assessment Paper for spelling and grammar errors prior to final submission. Vulnerable Population Assessment Paper

Discussion: Clinical Supervision Assignment

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Discussion: Clinical Supervision Assignment

Clinical Supervision is an essential component of your development as a psychiatric mental health nurse practitioner. It provides an opportunity for professional collaboration as you share experiences with and gain insights from colleagues. For this Clinical Supervision, consider a client whom you do not think is adequately progressing according to expected clinical outcomes.

Learning Objectives

Students will:

  • Analyze clients presenting for treatment of anxiety disorders
  • Evaluate effectiveness of therapeutic approaches for clients diagnosed with an anxiety disorder Discussion: Clinical Supervision Essay.

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To Prepare:

  • Review this week’s Learning Resources concerning treating patients with anxiety disorders.
  • Reflect on a child or adolescent client you are currently counseling or have previously counseled at your practicum site who has been diagnosed with an anxiety disorder.

Note: For this Discussion, you are required to complete your initial post before you will be able to view and respond to your colleagues’ postings. Begin by clicking on the “Post to Discussion Question” link and then select “Create Thread” to complete your initial post Discussion: Clinical Supervision Essay. Remember, once you click submit, you cannot delete or edit your own posts and cannot post anonymously. Please check your post carefully before clicking Submit!

By Day 3

Post a 3- to 5-minute Kaltura video in which you do the following:

  • Describe the client. Note:Do not use the client’s actual name.
  • Explain your therapeutic approach with the client, including the perceived effectiveness of your approach. Discussion: Clinical Supervision Essay.
  • Identify any additional information about this client that may potentially impact expected outcomes.

Note: Nurse practitioners must have strong oral communication skills. This Discussion is designed to help you hone these skills. When filming your Kaltura video, be sure to dress and speak in a professional manner.

View a selection of your colleagues’ responses.

By Day 6

Respond to at least two of your colleagues by suggesting an alternate therapeutic approach. Support your feedback with evidence-based literature and/or your own experiences with clients Discussion: Clinical Supervision Essay.

Advanced Pathophysiology Essay

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Advanced Pathophysiology Essay

Disorders of the Veins and Arteries

Advanced practice nurses often treat patients with vein and artery disorders such as chronic venous insufficiency (CVI) and deep venous thrombosis (DVT). While the symptoms of both disorders are noticeable, these symptoms are sometimes mistaken for signs of other conditions, making the disorders difficult to diagnose. Nurses must examine all symptoms and rule out other potential disorders before diagnosing and prescribing treatment for patients. In this Assignment, you explore the epidemiology, pathophysiology, and clinical presentation of CVI and DVT.

To Prepare

· Review the section “Diseases of the Veins” (pp. 598-599) in Chapter 23 of the Huether and McCance text. Identify the pathophysiology of chronic venous insufficiency and deep venous thrombosis. Consider the similarities and differences between these disorders.

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· Select a patient factor different from the one you selected in this week’s Discussion: genetics, gender, ethnicity, age, or behavior. Think about how the factor you selected might impact the pathophysiology of CVI and DVT. Reflect on how you would diagnose and prescribe treatment of these disorders for a patient based on the factor you selected.

· Review the “Mind Maps—Dementia, Endocarditis, and Gastro-oesophageal Reflux Disease (GERD)” media in the Week 2 Learning Resources. Use the examples in the media as a guide to construct two mind maps—one for chronic venous insufficiency and one for venous thrombosis. Consider the epidemiology and clinical presentation of both chronic venous insufficiency and deep venous thrombosis.

To Complete

Write a 2- to 3-page Advanced Pathophysiology Essay Assignment paper that addresses the following:

· Compare the pathophysiology of chronic venous insufficiency and deep venous thrombosis. Describe how venous thrombosis is different from arterial thrombosis.

· Explain how the patient factor you selected might impact the pathophysiology of CVI and DVT. Describe how you would diagnose and prescribe treatment of these disorders for a patient based on the factor you selected.

· Construct two mind maps—one for chronic venous insufficiency and one for deep venous thrombosis. Include the epidemiology, pathophysiology, and clinical presentation, as well as the diagnosis and treatment you explained in your Advanced Pathophysiology Essay Assignment paper.

                                                                     Learning Resources

Required Readings

Huether, S. E., & McCance, K. L. (2017). Understanding pathophysiology (6th ed.). St. Louis, MO: Mosby.

  • Chapter 23, “Structure and      Function of the Cardiovascular and Lymphatic Systems”

This chapter examines the circulatory system, heart, systemic circulation, and lymphatic system to establish a foundation for normal cardiovascular function. It focuses on the structure and function of various parts of the circulatory system to illustrate normal blood flow.

  • Chapter 24, “Alterations of      Cardiovascular Function”

This chapter presents the pathophysiology, clinical manifestations, evaluation, and treatment of various cardiovascular disorders. It focuses on diseases of the veins and arteries, disorders of the heart wall, heart disease, and shock.

  • Chapter 25, “Alterations of      Cardiovascular Function in Children”

This chapter examines cardiovascular disorders that affect children. It distinguishes congenital heart disease from acquired cardiovascular disorders.

Hammer, G. G. , & McPhee, S. (2014). Pathophysiology of disease: An introduction to clinical medicine. (7th ed.) New York, NY: McGraw-Hill Education.

  • Chapter 11, “Cardiovascular      Disorders: Vascular Disease”

This chapter begins with an overview of the vascular component of the cardiovascular system and how the cardiovascular system is normally regulated. It then describes three common vascular disorders: atherosclerosis, hypertension, and shock.

Required Media

Laureate Education, Inc. (Executive Producer). (2012a). Alterations of cardiovascular functions PPT lecture. Baltimore, MD: Author.

This media presentation outlines common alterations of cardiovascular function, including disorders of the veins and arteries.

Optional Resources

American Heart Association. (2012). Retrieved from http://www.heart.org/HEARTORG/

Million Hearts. (2012). Retrieved from http://millionhearts.hhs.gov/index.html

National Heart, Lung, and Blood Institute. (2012). Retrieved from http://www.nhlbi.nih.gov/ Advanced Pathophysiology Essay

Empirical referents definition essay

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Define empirical referents

Empirical referents is a research term for the measurable aspect that represents a concept of interest. In fact, they refer to quantifiable features that represent the changes of interest in a concept (Brush et al., 2011).  For instance, in seeking to measure pain, they would be objective and subjective empirical referents that quantify pain. The objective empirical referents would refer to the measures of pain that an independent observer notes while subjective empirical referents would refer to how the patient interprets the pain in terms of verbal and non-verbal expressions and experiences. In this case, pain is the concept of interest while the subjective and objective empirical referents are the measurable pain attributes. Empirical referents definition essay. The attributes could include displeasure, discomfort, fear of rejection, tissue damage, neurophysiological indicators, and emotional distress (Walker & Avant, 2005). It is notable that although empirical referents are intended to present accurate quantitative and comparative representations of the concept of interest, they are influenced by antecedents of the individual participants and subjects that could include demographic characteristics and environmental influences. Despite this shortcoming, it is important to note that empirical referents present a valuable opportunity for presenting a quantifiable perspective that helps in understanding all the components within any concept of interest to a researcher (Liu et al., 2014). In this respect, an empirical referent is a measurable approach for detailing the components and occurrences of a concept, acting as a tool that quantifies the processes associated with the concept and their outcomes Empirical referents definition essay.

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References

Brush, B., Kirk, K., Gultekin, L. & Baiardi, J. (2011). Overcoming: a concept analysis. Nurs Forum. 46(3), 160-168. doi: 10.1111/j.1744-6198.2011.00227.x

Liu, Y., Avant, K., Aungsuroch, Y., Zhang, X-Y. & Jiang, P. (2014). Patient outcomes in the field of nursing: a concept analysis. International Journal of Nursing Sciences, 1(1), 69-74. doi: 10.1016/j.ijnss.2014.02.006

Walker, L. O., & Avant, K., (2005). Strategies for theory construction in nursing (4th ed.). Upper Saddle River, NJ: Prentice Hall. Empirical referents definition essay.

Individual Rights in Health Care

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Unit: Individual Rights in Health Care

Due Date: Sun, 6/3/18

Go To:

Assignment Description

Health care organizations are required to follow specific policies. Failure to comply may result in financial restitution, further investigation, and even closure of the health care organization. With information from your previous work, discuss possible recommendations of your selected national or state health care policy. Also include a conclusion that summarizes your paper. Your paper should be reviewed for previous comments and edited as necessary to prepare for the development of your final draft.

Select a national or state health care policy that is currently in effect. This policy will be used to complete your research paper in the final week of the course. In preparation for your final research paper, you will complete weekly tasks related to the policy you have chosen.

Complete 1–2 pages in Word on the following:

  • Choose your national or state health care policy.
  • Recommendations (100–200 words)
    • There should be 2–3 recommendations regarding the specific policy.
    • Thinking outside of the box is permitted with recommendations because this is a proposed study and has not been approved for actual research.
    • Recommendations should be supported with evidence-based research or other factual data.
  • Conclusion (200–400 words)
    • This should summarize the entire paper.
    • A brief discussion on the problem, purpose, and research questions should be present.
  • CITE REFERENCES

Document Preview:

Type: Individual Project- DOCTORAL LEVEL WORK Unit:  Individual Rights in Health Care Due Date:  Sun, 6/3/18 Grading Type: Numeric Points Possible:  100  Assignment Description- PLEASE CHECK WORK FOR PLAGILISM AND CITE REFERENCES PLEASE ANSWER ALL QUESTIONS THAT ARE ASKED. Health care organizations are required to follow specific policies. Failure to comply may result in financial restitution, further investigation, and even closure of the health care organization. With information from your previous work, discuss possible recommendations of your selected national or state health care policy. Also include a conclusion that summarizes your paper. Your paper should be reviewed for previous comments and edited as necessary to prepare for the development of your final draft. Select a national or state health care policy that is currently in effect. This policy will be used to complete your research paper in the final week of the course. In preparation for your final research paper, you will complete weekly tasks related to the policy you have chosen. Chosen topic-How has the fee for service system affected the delivery of services in a clinic? Complete 1–2 pages in Word on the following: Choose your national or state health care policy. Recommendations (100–200 words) There should be 2–3 recommendations regarding the specific policy. Thinking outside of the box is permitted with recommendations because this is a proposed study and has not been approved for actual research. Recommendations should be supported with evidence-based research or other factual data. Conclusion (200–400 words) This should summarize the entire paper. A brief discussion on the problem, purpose, and research questions should be present.

Student identifies global advocacy efforts in this area that the strategy relates to and synthesises findings in a cohesive manner

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Evaluating Success in Public Health Advocacy Strategies: Advocacy Strategy Poster Assignment

Task:

Intent: To develop an advocacy strategy to address the needs of a vulnerable population using a mix of media.

Task: Students will design their own advocacy strategy poster to address a health issue of their own choice that targets the Aboriginal and Torres Strait Islander community. An extended abstract must accompany the poster outlining the health issue and the rationale for the choice of issue, a description of the advocacy strategy as well as
providing literature evidence of global advocacy efforts in this area that the strategy relates to. At least 10 references must be provided. Students will have the opportunity to discuss their assignment with the subject coordinator in class during the weeks starting October 10 & October 17.

Student highlights the engagement with the appropriate health professional(s) through their advocacy strategy

Student describes the health issue being advocated for, while identifying important gaps and unanswered questions related to the issue with statistics and evidence

Student articulates the role of health promotion and how it engages Indigenous and vulnerable population groups

Student identifies challenges and strategies to providing care to Indigenous and vulnerable population groups

Student identifies global advocacy efforts in this area that the strategy relates to and synthesises findings in a cohesive manner

Student uses clear language, supported by evidences using relevant and quality sources.

Implementation strategy for Electronic Health Record in the healthcare facilities incorporating human factors engineering principles

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Write a proposal for evidence-based practice project proposal paper for Health Care Administration.

Write a proposal for evidence-based practice project proposal paper for Health Care Administration.

Business and Industry profile: Implementation strategy for Electronic Health Record in the healthcare facilities incorporating human factors engineering principles.

The proposal should be similar in format to an executive summary (a common element in typical business plans). Outline the nature of your project and explain what type(s) of research is needed to support your project.

Refer to the “Capstone Project Resources” for assistance in developing your proposal.

Prepare this assignment according to the guidelines found in the APA Style Guide.

Write a proposal for evidence-based practice project proposal paper for Health Care Administration.

Write a proposal for evidence-based practice project proposal paper for Health Care Administration.

Business and Industry profile: Implementation strategy for Electronic Health Record in the healthcare facilities incorporating human factors engineering principles.

The proposal should be similar in format to an executive summary (a common element in typical business plans). Outline the nature of your project and explain what type(s) of research is needed to support your project.

Refer to the “Capstone Project Resources” for assistance in developing your proposal.

Prepare this assignment according to the guidelines found in the APA Style Guide.

What is the risk- and quality-management tool

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Resource: Risk and Quality Management Tools Matrix

Imagine you are a quality leader for a health care organization and have been asked to create a manual for new employees to introduce the basic concepts of risk and quality management.

Part I:

Write a 1,750- to 2,100-word manual in which you address the following:

· Explain basic concepts of quality improvement in the health care industry

· Explain the concepts of risk management in the health care industry

· Analyze the information needed for decision-making processes in risk and quality management in the health care industry

· Explain challenges in making risk- and quality-management decisions in the health care industry

Part II:

Within your manual, you must include a matrix in which you do the following:

· Analyze the risk-and quality management tools used in the health care industry.

· Consider the following when completing your matrix:

· What is the risk- and quality-management tool?

· What is the purpose of the tool?

· What are the advantages and disadvantages of the tool selected?

To assist you with the development of your matrix, use the Risk and Quality Management Tools Matrix located under student materials. The matrix must be embedded within your training manual.

Format your manual according to APA guidelines.

Cite at least 4 peer-reviewed, scholarly, or similar references.

Click the Assignment Files tab to submit your assignment.

NR360 Nursing Informatics Essay Paper

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NR360 Nursing Informatics Essay Paper

Unit 1 discussion

What Is Nursing Informatics?

Discuss ways that nursing informatics could be applied to all areas of professional nursing practice, including clinical practice, administration, education, and research. Provide examples of each. What do you see as the biggest significance of nursing informatics, and why?NR360 Nursing Informatics Essay Paper

Unit 2 discussion

Database Search

Choose a topic related to health that has meaning to your personal health, interests, and well-being. This may be a disease, such as diabetes, or a healthy fitness activity.

Conduct a database search comparing one of the following database directories with Google Scholar.

CINAHL and Google Scholar

PubMed and Google Scholar

Explain how you were able to narrow down the number of article hits you had initially, and present within your post a summary of the credible article you chose as your resource. How do you know your article choice is credible? Which database do you prefer and why?

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How will using a database search facilitate your

scholarly work;

nursing work (evidence-based practice); and

personal self-development?NR360 Nursing Informatics Essay Paper

Unit 3 discussion

Healthcare Technology: Local, National, and Global Considerations

Imagine that you are a public health nurse, and you and your colleagues have determined that the threat of a deadly new strain of influenza indicates a need for a mass inoculation program in your community. What public health data would have been used to determine the need for such a program? Where would you locate public health data? What data will be collected to determine the success of such a program? How might you communicate this to other communities or internationally?

Unit 4 discussion

Workarounds and Their Implications for Patient Safety

What is a workaround? Identify a workaround (specific to technology used in a hospital setting) that you have used or perhaps seen someone else use, and analyze why you feel this risk-taking behavior was chosen over behavior that conforms to a safety culture. What are the risks? Are there benefits? Why or why not?

Discuss the current patient safety characteristics used by your current workplace or clinical site. Identify at least three aspects of your workplace or clinical environment that need to be changed with regard to patient safety (including confidentiality), and then suggest strategies for change.

Unit 5 discussion

From Data to Knowledge and Wisdom!

How does data become knowledge and finally wisdom? Explain the relationship between knowledge acquisition, knowledge processing, knowledge generation, knowledge dissemination, and wisdom. Then, provide examples from your clinical practice (or past work experiences) according to the following.

Examples of knowledge acquisition

Examples of knowledge generation

Examples of knowledge processing

Examples of knowledge dissemination

Examples of the use of feedback

Unit 6 discussion

Informatics and the Development of Standards

Discuss the roles of federal, state, and local public health agencies in the development of standards for informatics in healthcare.NR360 Nursing Informatics Essay Paper

Unit 7 discussion

Technology: Benefits and Future Trends

What technology do you find most beneficial to use in your work or school setting? Least beneficial? Why do you find this tool useful or not? Then, using your imagination, look to the future and think about how this tool could be enhanced even further. Describe your dream technology, with consideration for patient care and safety.

Unit 8 discussion

Team Presentation

This week, one member of your team will be responsible for posting your team presentation to this discussion thread under the color-coordinated thread below that corresponds with your team. This must be posted by Monday of Unit 8 by 11:59 p.m.

Critique a team presentation other than your own, and include what the presentation taught you and what you see as far as its effect on patient safety and healthcare technology.

What changes in the presentation would you recommend, and why?

Ask questions! Each team is responsible for responding to questions asked of its presentation!

Remember to include sources of literature in your posts to back up the statements you make! Remember, we are all about evidence-based practice!

This is a short week, and you still must have at least two posts on 2 different days this week. The course ends on Wednesday of Unit 8.

Unit 2ATI Nurse’s Touch-Nursing Informatics & Technology: Informatics

Unit 4-ATI Nurses Touch – Nursing Informatics & Technology

Unit 5 ATI Nurse’s Touch – Nursing Informatics & Technology

Unit 7 ATI Nurse’s Touch – Nursing Informatics & Technology

PURPOSE Nurse’s touch provides interactives that will enhance students’ knowledge, skills, and attitudes with important topics and scenarios in nursing practice. Each module provides case studies along with a practice and proctored assessment of content comprehension.NR360 Nursing Informatics Essay Paper

COURSE OUTCOMES This assignment enables the student to meet the following course outcomes.

1. Describe patient?care technologies as appropriate to address the needs of a diverse patient population.

2. Analyze data from all relevant sources, including technology, to inform the delivery of care.

3. Define standardized terminology that reflects nursing’s unique contribution to patient outcomes.

4. Investigate safeguards and decision?making support tools embedded in?patient care technologies and

information systems to support a safe practice environment for both patients and healthcare workers.

5. Identify patient care technologies, information systems, and communication devices that support safe

nursing practice.

6. Discuss the principles of data integrity, professional ethics, and legal requirements related to data

security, regulatory requirements, confidentiality, and client’s right to privacy.

7. Examine the use of information systems to document interventions related to achieving nurse?sensitive

outcomes.

8. Discuss the value of best evidence as a driving force to institute change in delivery of nursing care.

DUE DATE

Refer to Course Calendar for details. The Late Assignment Policy applies to this assignment.

TOTAL POINTS POSSIBLE

? Actual points earned will be based on the highest percentage score earned on the test multiplied by the

total points possible.

? (ie. If the assignment is worth 20 points, and you get 50% of the questions correct, you will earn 10

points).

? While you may retake the assessment, there may be a time delay of between retakes. Check with your

instructor for more information.

REQUIREMENTS ATI ACCESS

NR360 Information Systems in Healthcare

NR360 Nurses Touch Guidelines.docx Revised 07/19/2017 CSS 2

PREPARING THE ASSIGNMENT Log into your MY ATI Account and Select the “Learn” tab. Go to the ”

NURSE’S TOUCH: NURSING INFORMATICS AND TECHNOLOGY” tutorial. Listed below are the specific assigned

modules under this tutorial and units they are due. Please complete module lesson, case studies and NR360 Nursing Informatics Essay Paper

post?test. Each module ranges from 1.5 to 2 hours for completion.

UNIT 2? INFORMATICS?80 POINTS

UNIT 4? LITERACY SKILLS AND CONSUMER EDUCATIONAL NEEDS?80 POINTS

UNIT 5? INFORMATION MANAGEMENT SYSTEMS?80 POINTS

UNIT 7? VIRTUAL SOCIAL NETWORKS?80 POINTS

DIRECTIONS AND ASSIGNMENT CRITERIA

Assignment

Criteria

Points % Description

Completes the

module, case

study and post?

test

Completes assigned “Nurse’s Touch: Nursing Informatics and

Technology” module, case study and post?test.

Unit 3 assignment

We Can, but Dare We?

As healthcare providers, we look more and more to technology to improve patient outcomes, streamline operations, and lower costs. Sometimes, technology can be used in ways that have ethical, moral, and legal considerations too. You will be writing about the use of personal devices and social media and its use in healthcare. We can do it, but dare we?

This is a “think outside the box” assignment in which there is not necessarily only one right answer. Still, you are required to find sources that support your opinions. Be sure to cite and reference them in your paper. Download the We Can, but Dare We guidelines (Links to an external site.)Links to an external site.. The assignment template can be found in the Assignment Resources folder in the Files area. Please use the template when completing your paper.

Submit the assignment by the due date, as instructed by your faculty member.

Unit 6 assignment

PURPOSE

The purpose of this assignment is to (a) explore and present an information technology used in the

healthcare system that supports the patient care experience and (b) develop the skills of team

communication, collaboration, and production.

Course Outcomes

This assignment enables the student to meet the following course outcomes.

? CO 1: Describe patient?care technologies as appropriate to address the needs of a diverse patient

population. (PO 1)

? CO 5: Identify patient care technologies, information systems, and communication devices that

support safe nursing practice. (PO 5)

? CO 6: Discuss the principles of data integrity, professional ethics, and legal requirements related to

data security, regulatory requirements, confidentiality, and client’s right to privacy. (PO 6)

? CO 8: Discuss the value of best evidence as a driving force to institute change in delivery of nursing

care. (PO 8)

DUE DATE

See Course Schedule in Syllabus. The college’s Late Assignment Policy applies to this activity.

TOTAL POINTS POSSIBLE

This assignment is worth a total of 240 points.

Requirements

1. For this team project, students will be assigned by faculty into teams of three to five individuals

depending upon class size.

2. Teams will receive a project grade based on assessment by the project rubric, which will then be

applied to each individual’s grade for the project minus points for lack of participation in the

development or presentation of the project.

3. The team leader will make all dropbox submissions for the course so that the

a. TURNITIN similarity index will not pickup inadvertent self?plagiarism from another team

member’s submission

b. Course faculty will have only one submission to review and grade.

4. Use Microsoft PowerPoint 2007, 2010 or higher for systems’ compatibility.

NR360 Technology Presentation Guidelines V1.docx Revised for SEP17 tz/css/slp 2

a. Follow the best practices for PowerPoint construction & presentation

Preparing the Presentation

1. Prepare a PowerPoint presentation with speaker notes between 25?30 slides, NOT including the

title and reference slides.

a. Speaker Notes

i. Outline and “script” the presentation for online students.

ii. Online students’ speaker notes should include the name of the student who

researched and presented the slide information.

iii. Campus students follow the guidelines of your course instructor.

b. Scholarly writing and APA 6th Edition guidelines should be followed as applicable to

PowerPoint slides.

c. Cite sources in APA format in the applicable slides and include the APA formatted

reference in your reference list slide(s) ? Minimum 6 references

d. Spelling, grammar, and punctuation apply even in bullet points and speaker slides (e.g.,

quotation marks, italics, verb tense, etc.)

e. Copyright and plagiarism rules apply

2. Each team will be assigned a healthcare information systems technology (e.g., Computerized

Physician Order Entry, Electronic Health Record, Electronic Medical Record, etc.) by the course

instructor. For that technology, include the following discussions in the presentation:

a. Introduce the technology & the team

i. Title slide should identify the assigned technology and introduce team members

ii. Provide an introduction

1. Describe the technology

2. Purpose for the technology in healthcare.

3. Establish the professional tone for the presentation.

b. History & Current Use

i. Describe significant findings that prompted the development of the technology

ii. Discuss the history and current use of the technology in healthcare

iii. Describe three goals of this technology’s implementation.

c. Impact on healthcare and nursing

i. Impact on professional nursing practice.

ii. Patient safety impact (including statistical justification)

iii. Impact on patient care delivery, quality care measures/monitoring, and risk

management (privacy, confidentiality, and security) as applicable.

1. Ethical & legal considerations.

2. Infrastructure/operational consequences (e.g., budget, costs, etc.)

3. Impact on a population and/or geographic region

4. Provide examples & statically significant data to support examples.

d. Three advantages and disadvantages

i. Patient’s vantage point or perspective (e.g., patient outcomes, safety,

patient/family satisfaction).

ii. Nurse’s vantage point (improves/hinders job efficiency/safety)

iii. Healthcare organization’s vantage point (regulatory compliance, financial, etc.)

e. Controversy/Issues/Challenges/Regulatory implications

i. How might issues surrounding the chosen technology be addressed/solved?

ii. Provide statically significant data or evidence to support your findings.

f. Summary

NR360 Technology Presentation Guidelines V1.docx Revised for SEP17 tz/css/slp 3

i. Key points

ii. Discoveries/surprises

iii. Lessons learned by the team

3. Team Project Evaluation (40 points)

a. Place & discuss the following questions and responses in the slides(s) following the

summary slide and prior to the reference slide(s).

i. How did the team function well? (e.g., team strengths, team balance, etc.)

ii. What problems did you have interacting as a team? (e.g., team weaknesses,

outside challenges, technology, etc.)

iii. What specific actions would you recommend to future teams to help them

interact, function, and collaborate successfully?NR360 Nursing Informatics Essay Paper

NR 508 Final Exam

/in /by

Question 1

2 / 2 pts

A patient who has diabetes reports intense discomfort when needing to void. A urinalysis is normal. To treat this, the primary care NP should consider prescribing:

flavoxate (Urispas).

bethanechol (Urecholine).

phenazopyridine (Pyridium).

oxybutynin chloride (Ditropan XL).

Question 2

2 / 2 pts

A patient reports difficulty returning to sleep after getting up to go to the bathroom every night. A physical examination and a sleep hygiene history are noncontributory. The primary care NP should prescribe:

zaleplon.

ZolpiMist.

ramelteon.

chloral hydrate.

Question 3

2 / 2 pts

A 5-year-old child who has no previous history of otitis media is seen in clinic with a temperature of 100° F. The primary care NP visualizes bilateral erythematous, nonbulging, intact tympanic membranes. The child is taking fluids well and is playing with toys in the examination room. NR 508 Final Exam. The NP should:

prescribe azithromycin once daily for 5 days.

prescribe amoxicillin twice daily for 10 days.

prescribe amoxicillin-clavulanate twice daily for 10 days.

initiate antibiotic therapy if the child’s condition worsens.

Question 4

2 / 2 pts

An 80-year-old patient with congestive heart failure has a viral upper respiratory infection. The patient asks the primary care NP about treating the fever, which is 38.5° C. The NP should:

recommend acetaminophen.

recommend high-dose acetaminophen.

tell the patient that antibiotics are needed with a fever that high.

tell the patient a fever less than 40° C does not need to be treated.

Question 5

2 / 2 pts

A patient who takes levodopa and carbidopa for Parkinson’s disease reports experiencing freezing episodes between doses. The primary care NP should consider using:

selegiline.

amantadine.

apomorphine.

modified-release levodopa.

Question 6

2 / 2 pts

A patient is being tapered from long-term therapy with prednisolone and reports weight loss and fatigue. The primary care NP should counsel this patient to:

consume foods high in vitamin D and calcium.

begin taking dexamethasone because it has longer effects.

expect these side effects to occur as the medication is tapered.

increase the dose of prednisolone to the most recent amount taken.

Question 7

2 / 2 pts

The primary care nurse practitioner (NP) sees a 50-year-old woman who reports frequent leakage of urine. The NP learns that this occurs when she laughs or sneezes. She also reports having an increased urge to void even when her bladder is not full. She is not taking any medications. The NP should:

perform a dipstick urinalysis.

prescribe desmopressin (DDAVP).

prescribe oxybutynin chloride (Ditropan XL).

teach exercises to strengthen the pelvic muscles.

Question 8

2 / 2 pts

A 7-year-old patient who has severe asthma takes oral prednisone daily. At a well-child examination, the primary care NP notes a decrease in the child’s linear growth rate. The NP should consult the child’s asthma specialist about:

gradually tapering the child off the prednisone.

a referral for possible growth hormone therapy.

giving a double dose of prednisone every other day.

dividing the prednisone dose into twice-daily dosing.

Question 9

2 / 2 pts

A patient who is taking isoniazid and rifampin for latent TB is seen by the primary care NP for a routine follow-up visit. The patient reports having nausea, vomiting, and a decreased appetite. The NP should:

ask about alcohol intake.

suggest taking the medications with food.

reassure the patient that these side effects are common.

order liver and renal function tests and serum glucose.

Question 10

2 / 2 pts

A primary care NP sees a child with asthma to evaluate the child’s response to the prescribed therapy. The child uses an ICS twice daily and an albuterol metered-dose inhaler as needed NR 508 Final Exam. The child’s symptoms are well controlled. The NP notes slowing of the child’s linear growth on a standardized growth chart. The NP should change this child’s medication regimen to a:

combination ICS/LABA inhaler twice daily.

short-acting ?2-agonist (SABA) with oral corticosteroids when symptomatic.

combination ipratropium/albuterol inhaler twice daily.

SABA as needed plus a leukotriene modifier once daily.

Question 11

2 / 2 pts

A patient is newly diagnosed with Alzheimer’s disease stage 6 on the Global Deterioration Scale. The primary care NP should prescribe:

donepezil (Aricept).

rivastigmine (Exelon).

memantine (Namenda).

galantamine (Razadyne).

Question 12

2 / 2 pts

The primary care NP sees a 12-month-old infant who needs the MMR, Varivax, influenza, and hepatitis A vaccines. The child’s mother tells the NP that she is pregnant. The NP should:

administer all of these vaccines today.

give the hepatitis A and influenza vaccines.

give the Varivax, hepatitis A, and influenza vaccines.

withhold all of these vaccines until after the baby is born.

Question 13

2 / 2 pts

A parent brings a 5-year-old child to a clinic for a hospital follow-up appointment. The child is taking a medication at a dose equal to an adult dose. The parent reports that the medication is not producing the desired effects. The NP should:

order renal function tests.

prescribe another medication to treat this child’s symptoms.

discontinue the drug and observe the child for toxic side effects.

obtain a serum drug level and consider increasing the drug dose.

Question 14

2 / 2 pts

An NP orders an inhaled corticosteroid 2 puffs twice daily and an albuterol metered-dose inhaler 2 puffs every 4 hours as needed for cough or wheezing for a 65-year-old patient with recent onset of reactive airways disease who reports symptoms occurring every 1 or 2 weeks. At a follow-up appointment several months later, the patient reports no change in frequency of symptoms. The NP’s initial action should be to:

order spirometry to evaluate pulmonary function.

prescribe a systemic corticosteroid to help with symptoms.

ask the patient to describe how the medications are taken each day.

give the patient detailed information about the use of metered-dose inhalers.

Question 15

2 / 2 pts

A patient is diagnosed with a condition that causes chronic pain. The primary care NP prescribes an opioid analgesic and should instruct the patient to:

wait until the pain is at a moderate level before taking the medication.

take the medication at regular intervals and not just when pain is present.

start the medication at higher doses initially and taper down gradually.

take the minimum amount needed even when pain is severe to avoid dependency.

ORDER   A PLAGIARISM FREE PAPER   NOW

Question 16

2 / 2 pts

A patient tells the primary care NP that he has difficulty getting and maintaining an erection. The NP’s initial response should be to:

prescribe sildenafil (Viagra).

perform a medication history.

evaluate his cardiovascular status.

order a papaverine injection test to screen for erectile dysfunction.

Question 17

2 / 2 pts

A 55-year-old patient develops Parkinson’s disease characterized by unilateral tremors only. The primary care NP will refer the patient to a neurologist and should expect initial treatment to be:

levodopa.

carbidopa.

pramipexole.

carbidopa/levodopa.

Question 18

2 / 2 pts

A patient who has migraine headaches without an aura reports difficulty treating the migraines in time because they come on so suddenly. The patient has been using over-the-counter NSAIDs. The primary care NP should prescribe:

frovatriptan (Frova).

sumatriptan (Imitrex).

cyproheptadine (Periactin).

dihydroergotamine (D.H.E. 45). NR 508 Final Exam

Question 19

2 / 2 pts

A woman tells a primary care NP that she is considering getting pregnant. During a health history, the NP learns that the patient has seasonal allergies, asthma, and epilepsy, all of which are well controlled with a second-generation antihistamine daily, an inhaled steroid daily with albuterol as needed, and an antiepileptic medication daily. The NP should counsel this patient to:

take her asthma medications only when she is having an acute exacerbation.

avoid using antihistamine medications during her first trimester of pregnancy.

discontinue her seizure medications at least 6 months before becoming pregnant.

use only oral corticosteroids and not inhaled steroids while pregnant for improved asthma control.

Question 20

2 / 2 pts

A patient who has partial seizures has been taking phenytoin (Dilantin). The patient has recently developed thrombocytopenia. The primary care nurse practitioner (NP) should contact the patient’s neurologist to discuss changing the patient’s medication to:

topiramate (Topamax).

levetiracetam (Keppra).

zonisamide (Zonegran).

carbamazepine (Tegretol).

Question 21

2 / 2 pts

A patient is taking dicloxacillin (Dynapen) 500 mg every 6 hours to treat a severe penicillinase-resistant infection. At a 1-week follow-up appointment, the patient reports nausea, vomiting, and epigastric discomfort. The primary care NP should:

change the medication to a cephalosporin.

decrease the dose to 250 mg every 6 hours.

reassure the patient that these are normal adverse effects of this drug.

order blood cultures, a white blood cell (WBC) count with differential, and liver function tests (LFTs).

Question 22

2 / 2 pts

A 75-year-old patient who lives alone will begin taking a narcotic analgesic for pain. To help ensure patient safety, the NP prescribing this medication should:

assess this patient’s usual sleeping patterns.

ask the patient about problems with constipation.

obtain a baseline creatinine clearance test before the first dose.

perform a thorough evaluation of cognitive and motor abilities.

Question 23

2 / 2 pts

A patient has been taking intramuscular (IM) meperidine 75 mg every 6 hours for 3 days after surgery. When the patient is discharged from the hospital, the primary care NP should expect the patient to receive a prescription for _____ mg orally every _____ hours.

hydrocodone 30; 6

hydrocodone 75; 6

meperidine 300;12

meperidine 75; 6

Question 24

2 / 2 pts

A patient who is obese and has hypertension is taking a thiazide diuretic and develops gouty arthritis, which is treated with probenecid. At a follow-up visit, the patient’s serum uric acid level is 7 mg/dL, and the patient denies any current symptoms. The primary care NP should discontinue the probenecid and:

prescribe colchicine.

prescribe febuxostat.

tell the patient to use an NSAID if symptoms recur.

counsel the patient to report recurrence of symptoms.

Question 25

2 / 2 pts

A mother brings her a college-age son to the primary care NP and asks the NP to talk to him about alcohol use. He reports binge drinking on occasion and drinking only beer on weekends. The NP notes diaphoresis, tachycardia, and an easy startle reflex. The NP should:

admit him to the hospital for detoxification.

ask him how much he had to drink last night.

prescribe lorazepam (Ativan) to help with symptoms.

suggest that he talk to a counselor about alcohol abuse.

Question 26

2 / 2 pts

A primary care NP sees a patient who has fever, flank pain, and dysuria. The patient has a history of recurrent urinary tract infections (UTIs) and completed a course of trimethoprim-sulfamethoxazole (TMP/SMX) the week before. A urine test is positive for leukocyte esterase. The NP sends the urine for culture and should treat this patient empirically with:

gemifloxacin.

ciprofloxacin.

azithromycin.

TMP/SMX.

Question 27

2 / 2 pts

A patient who takes carbamazepine (Tegretol) has been seizure-free for 2 years and asks the primary care NP about stopping the medication. The NP should:

order an electroencephalogram (EEG).

prescribe a tapering regimen of the drug.

inform the patient that antiepileptic drug (AED) therapy is lifelong.

tell the patient to stop the drug and use only as needed.

Question 28

2 / 2 pts

A primary care NP has been working with a young woman who wants to quit smoking before she begins having children. She has made several attempts to quit using nicotine replacement therapy and is feeling discouraged. She does not want to take medication at this time. The NP should:

discuss the effects of smoking on fetal development.

ask her to write down any factors that triggered her relapses.

give her information about the long-term effects of smoking.

convince her that taking medication will be essential in her case.

Question 29

2 / 2 pts

A primary care NP prescribes a nonselective NSAID for a patient who has osteoarthritis. The patient expresses concerns about possible side effects of this medication. When counseling the patient about the medication, the NP should tell this patient:

to avoid taking antacids while taking the NSAID.

to take each dose of the NSAID with a full glass of water.

that a few glasses of wine each day are allowed while taking the NSAID.

to decrease the dose of the NSAID if GI symptoms occur.

Question 30

2 / 2 pts

A patient has been taking a COX-2 selective NSAID to treat pain associated with a recent onset of RA. The patient tells the primary care NP that the pain and joint swelling are becoming worse. The patient does not have synovitis or extraarticular manifestations of the disease. The NP will refer the patient to a rheumatologist and should expect the specialist to prescribe:

methotrexate.

corticosteroids.

opioid analgesics.

hydroxychloroquine.

Question 31

2 / 2 pts

A patient has been taking an opioid analgesic for 2 weeks after a minor outpatient procedure. At a follow-up clinic visit, the patient tells the primary care NP that he took extra doses for the past 2 days because of increased pain and wants an early refill of the medication. The NP should suspect:

dependence.

drug addiction.

possible misuse.

increasing pain.

Question 32

2 / 2 pts

An elderly patient with dementia exhibits hostility and uncooperativeness. The primary care NP prescribes clozapine (Clozaril) and should counsel the family about:

a decreased risk of extrapyramidal symptoms.

improved cognitive function.

the need for long-term use of the medication.

a possible increased risk of heart disease and stroke.

Question 33

2 / 2 pts

A patient who was hospitalized for an infection was treated with an aminoglycoside antibiotic. The patient asks the primary care nurse practitioner (NP) why outpatient treatment wasn’t an option. The NP should tell the patient that aminoglycoside antibiotics:

are more likely to be toxic.

cause serious adverse effects.

carry more risk for serious allergic reactions.

must be given intramuscularly or intravenously.

Question 34

2 / 2 pts

A woman who is pregnant tells an NP that she has been taking sertraline for depression for several years but is worried about the effects of this drug on her fetus. The NP will consult with this patient’s psychiatrist and will recommend that she:

stop taking the sertraline now.

continue taking the antidepressant.

change to a monoamine oxidase inhibitor (MAOI).

discontinue the sertraline a week before delivery.

Question 35

2 / 2 pts

A patient who has HIV is being treated with Emtriva. The patient develops hepatitis B. The primary care NP should contact the patient’s infectious disease specialist to discuss:

adding zidovudine.

changing to Truvada.

changing to tenofovir.

ordering Combivir and tenofovir.

Question 36

2 / 2 pts

A patient who was in a motor vehicle accident has been treated for lower back muscle spasms with metaxalone (Skelaxin) for 1 week and reports decreased but persistent pain. A computed tomography scan is normal. The primary care NP should:

suggest ice and rest.

order physical therapy.

prescribe diazepam (Valium).

add an opioid analgesic medication.

Question 37

2 / 2 pts

A primary care NP sees a patient who has dysuria, fever, and urinary frequency. The NP orders a urine dipstick, which is positive for nitrates and leukocyte esterase, and sends the urine to the laboratory for a culture. The patient is allergic to sulfa drugs. The NP should:

order cefaclor (Ceclor).

prescribe cefixime (Suprax).

administer intramuscular ceftriaxone (Rocephin).

wait for culture results before ordering an antibiotic.

Question 38

2 / 2 pts

A patient comes to the clinic several days after an outpatient surgical procedure complaining of swelling and pain at the surgical site. The primary care NP notes a small area of erythema but no abscess or induration. The NP should:

prescribe TMP-SMX.

prescribe topical mupirocin four times daily.

suggest that the patient apply warm soaks three times daily.

refer the patient to the surgeon for further evaluation.

Question 39

2 / 2 pts

A patient who has genital herpes has frequent outbreaks. The patient asks the primary care NP why it is necessary to take oral acyclovir all the time and not just for acute outbreaks. The NP should explain that oral acyclovir may:

prevent the virus from developing resistance.

cause episodes to be shorter and less frequent.

actually eradicate the virus and cure the disease.

reduce the chance of transmitting the virus to others.

Question 40

2 / 2 pts

A patient is taking isoniazid, pyrazinamide, rifampin, and streptomycin to treat TB. The primary care NP should routinely perform:

serum glucose and liver function tests (LFTs).

bone marrow density and ophthalmologic tests.

ophthalmologic, hearing, and serum glucose tests. NR 508 Final Exam

color vision, serum glucose, and LFTs.

Question 41

2 / 2 pts

A primary care NP sees a patient who was recently hospitalized for infection and treated with gentamicin for 10 days. The patient tells the NP that the drug was discontinued early because “my blood level was too high.” The NP should order:

a serial audiometric test.

a serum blood urea nitrogen (BUN) and creatinine.

a urinalysis and complete blood count.

serum calcium, magnesium, and sodium.

Question 42

2 / 2 pts

A 40-year-old woman asks the primary care NP what she can do to minimize her risk of osteoporosis. She takes 800 mg of calcium and drinks 2 cups of skim milk each day. The NP should recommend that she:

decrease dietary fat.

limit her caffeine intake.

consume a high-protein diet.

drink diet instead of sugary sodas.

Question 43

2 / 2 pts

A patient has a sore throat with fever. The primary care NP observes erythematous 4+ tonsils with white exudate. A rapid antigen strep test is negative, and a culture is pending. The NP orders amoxicillin as empiric treatment. The patient calls the next day to report a rash. The NP should suspect:

penicillin drug allergy.

a viral cause for the patient’s symptoms.

a serum sickness reaction to the penicillin.

scarlatiniform rash from the streptococcal infection.

Question 44

2 / 2 pts

A patient is taking sulfisoxazole. The patient calls the primary care NP to report abdominal pain, nausea, and insomnia. The NP should:

change to TMP/SMX.

tell the patient to stop taking the drug immediately.

reassure the patient that these are minor adverse effects of this drug.

order a CBC with differential, platelets, and a stool culture.

Question 45

2 / 2 pts

A patient is in the clinic with acute symptoms of anxiety. The patient is restless and has not slept in 3 days. The primary care NP observes that the patient is irritable and has moderate muscle tension. The patient’s spouse reports that similar symptoms have occurred before in varying degrees for several years. The NP should refer the patient to a psychologist and should prescribe which drug for short-term use?

Alprazolam

Buspirone

Melatonin

Zolpidem

Question 46

2 / 2 pts

A woman who takes oral contraceptive pills develops vaginal candidiasis. The primary care NP prescribes a single dose of fluconazole. When counseling the patient about this drug, the NP should tell her:

that the drug is safe if she were to become pregnant. NR 508 Final Exam

that she may consume alcohol while taking this medication.

to use a backup contraceptive method for the next 2 months.

that she may need a lower dose of fluconazole because she takes oral contraceptive pills.

Question 47

2 / 2 pts

A patient in the clinic reports taking a handful of acetaminophen extra-strength tablets about 12 hours prior. The patient has nausea, vomiting, malaise, and drowsiness. The patient’s aspartate aminotransferase and alanine aminotransferase are mildly elevated. The primary care NP should:

expect the patient to sustain permanent liver damage.

reassure the patient that these symptoms are reversible.

tell the patient that acetylcysteine cannot be given this late.

administer activated charcoal to remove acetaminophen from the body.

Question 48

2 / 2 pts

An NP sees a preschooler in clinic for the first time. When obtaining a medication history, the NP notes that the child is taking a medication for which safety and effectiveness in children has not been established in drug information literature. The NP should:

discontinue the medication.

order serum drug levels to evaluate toxicity.

report the prescribing provider to the Food and Drug Administration (FDA).

ask the parent about the drug’s use and side effects.

Question 49

2 / 2 pts

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A patient who has Parkinson’s disease who takes levodopa and carbidopa reports having drooling episodes that are increasing in frequency. The primary care NP should order:

benztropine.

amantadine.

apomorphine.

modified-release levodopa.

Question 50

2 / 2 pts

The primary care NP sees a 6-month-old infant for a routine physical examination and notes that the infant has a runny nose and a cough. The parents report a 2-day history of a temperature of 99° F to 100° F and two to three loose stools per day. Other family members have similar symptoms. The infant has had two sets of immunizations at 2 and 4 months of age. The NP should:

administer the 6-month immunizations at this visit today.

schedule an appointment in 2 weeks for 6-month immunizations.

administer DTaP, Hib, IPV, hepatitis B, and PCV13 today and RV in 2 weeks.

withhold all immunizations until the infant’s temperature returns to normal and the cough is gone.

Question 51

2 / 2 pts

A patient who was recently hospitalized and treated with gentamicin tells the primary care NP, “My kidney function test was abnormal and they stopped the medication.” The patient is worried about long-term effects. The NP should:

monitor renal function for several months.

reassure the patient that complete recovery should occur.

refer the patient to a nephrologist for follow-up evaluation.

monitor serum electrolytes and serum creatinine and BUN.

Question 52

2 / 2 pts

A patient has begun treatment for HIV. The primary care NP should monitor the patient’s complete blood count (CBC) at least every _____ months.

1 to 3

3 to 6

6 to 9

9 to 12

Question 53

2 / 2 pts

A patient who was recently diagnosed with COPD comes to the clinic for a follow-up evaluation after beginning therapy with a SABA as needed for dyspnea. The patient reports occasional mild exertional dyspnea but is able to sleep well. The patient’s FEV1 in the clinic is 85% of predicted, and oxygen saturation is 96%. The primary care NP should recommend:

a combination LABA/ICS twice daily.

influenza and pneumococcal vaccines.

ipratropium bromide (Atrovent) twice daily.

home oxygen therapy as needed for dyspnea.

Question 54

2 / 2 pts

A patient who takes 150 mg of clozapine (Clozaril) twice daily calls the primary care NP at 10:00 AM one day to report forgetting to take the 8:00 AM dose. The NP should counsel the patient to:

take the missed dose now.

take 75 mg of clozapine now.

wait and take the evening dose at the usual time.

take the evening dose 2 hours earlier than usual.

Question 55

2 / 2 pts

A patient has been taking fluoxetine 20 mg every morning for 5 days and calls the primary care NP to report decreased appetite, nausea, and insomnia. The NP should:

suggest taking a sedative at bedtime.

change the medication to bupropion.

add trazodone to the patient’s regimen.

reassure the patient that these effects will subside.

Question 56

2 / 2 pts

A female patient presents with grayish, odorous vaginal discharge. The primary care NP performs a gynecologic examination and notes vulvar and vaginal erythema. Testing of the discharge reveals a pH of 5.2 and a fishy odor when mixed with a solution of 10% potassium hydroxide. The NP should:

order topical fluconazole.

order metronidazole 500 mg twice daily for 7 days.

withhold treatment until culture results are available.

prescribe a clotrimazole vaginal suppository for 7 days.

Question 57

2 / 2 pts

An 80-year-old patient has a diagnosis of glaucoma, and the ophthalmologist has prescribed timolol (Timoptic) and pilocarpine eye drops. The primary care NP should counsel this patient:

that systemic side effects of these medications may be severe.

that the combination of these two drugs may cause drowsiness.

to begin an exercise program to improve cardiovascular health.

that a higher dose of one or both of these medications may be needed. NR 508 Final Exam

Question 58

2 / 2 pts

An 18-month-old child who attends day care has head lice and has been treated with permethrin 1% (Nix). The parent brings the child to the clinic 1 week later, and the primary care NP notes live bugs on the child’s scalp. The NP should order:

lindane.

malathion.

ivermectin.

permethrin 5%.

Question 59

2 / 2 pts

An adult patient who has a viral upper respiratory infection asks the primary care nurse practitioner (NP) about taking acetaminophen for fever and muscle aches. To help ensure against possible drug toxicity, the NP should first:

determine the patient’s height and weight.

ask the patient how high the temperature has been.

tell the patient to take 325 mg initially and increase as needed.

ask the patient about any other over-the-counter (OTC) cold medications being used.

Question 60

2 / 2 pts

The primary care NP follows a patient who is being treated for RA with methotrexate. The patient asks the NP why the medication does not seem to alleviate pain. The NP tells the patient that:

an immunomodulator may be needed to control pain.

a higher dose of methotrexate may be needed to achieve pain control.

if methotrexate does not control pain, an opioid analgesic may be necessary.

methotrexate is used to slow disease progression and preserve joint function.

Question 61

2 / 2 pts

A patient has a UTI and will begin treatment with an antibiotic. The patient reports moderate to severe suprapubic pain. The primary care NP should prescribe:

ibuprofen as needed.

bethanechol (Urecholine).

phenazopyridine (Pyridium).

increased oral fluid intake to dilute urine.

Question 62

2 / 2 pts

The parent of an 8-year-old child recently diagnosed with AD/HD verbalizes concerns about giving the child stimulants. The primary care NP should recommend:

modafinil (Provigil).

guanfacine (Intuniv).

bupropion (Wellbutrin).

atomoxetine (Strattera).

Question 63

2 / 2 pts

The primary care NP is performing a medication reconciliation on a patient who takes digoxin for congestive heart failure and learns that the patient uses ibuprofen as needed for joint pain. The NP should counsel this patient to:

use naproxen (Naprosyn) instead of ibuprofen.

increase the dose of digoxin while taking the ibuprofen.

use an increased dose of ibuprofen while taking the digoxin.

take potassium supplements to minimize the effects of the ibuprofen.

Question 64

2 / 2 pts

A patient who takes valproic acid for a seizure disorder is preparing to have surgery. The primary care NP should order:

coagulation studies.

a complete blood count.

an EEG.

a creatinine clearance test.

Question 65

2 / 2 pts

A patient who has Alzheimer’s disease is taking 10 mg of donepezil daily and reports difficulty sleeping. The primary care NP should recommend:

decreasing the dose to 5 mg.

increasing the dose to 15 mg.

taking the drug in the morning.

taking the drug in the evening.

Question 66

2 / 2 pts

A child has been taking methylphenidate 5 mg at 8 AM, 12 PM, and 4 PM for 30 days after a new diagnosis of AD/HD and comes to the clinic for evaluation. The child’s mother reports that the child exhibits some nervousness and insomnia but is doing much better in school. The primary care NP should suggest:

discontinuing the 4 PM dose.

increasing the dose to 10 mg each time.

giving 10 mg at 8 AM and 5 mg at noon.

changing the dosing to 15 mg twice daily.

Question 67

2 / 2 pts

A 60-year-old woman is in the clinic for an annual well-woman examination. She has been taking alendronate (Fosamax) 10 mg daily for 4 years. Her last bone density test yielded a T-score of 2.0. Her urine NTx level today is 22. She walks daily. Her fracture risk is low. The primary care NP should recommend that she:

take a 1- to 2-year drug holiday.

change to 70 mg of alendronate weekly.

decrease the alendronate dose to 5 mg daily.

change to ibandronate (Boniva) 3 mg IV every 3 months.

Question 68

2 / 2 pts

The primary care nurse practitioner (NP) is seeing a patient who reports chronic lower back pain. The patient reports having difficulty sleeping despite taking ibuprofen at bedtime each night. The NP should prescribe:

diazepam (Valium).

metaxalone (Skelaxin).

methocarbamol (Robaxin).

cyclobenzaprine (Flexeril).

Question 69

2 / 2 pts

A patient reports smoking two or more packs of cigarettes per day and expresses a desire to quit smoking. The primary care NP learns that the patient smokes heavily during breaks at work and during the evening but with no established schedule. The NP should recommend:

bupropion (Wellbutrin).

nicotine replacement gum or nasal spray.

a high-dose 24-hour nicotine patch.

intensive smoking cessation counseling.

Question 70

2 / 2 pts

A patient is seen in the clinic with a 1-week history of frequent watery stools. The primary care NP learns that a family member had gastroenteritis a week prior. The patient was treated for a UTI with a sulfonamide antibiotic 2 months prior. The NP should suspect:

Clostridium difficile–associated disease (CDAD).

viral gastroenteritis.

serum sickness reaction.

recurrence of the UTI.

Question 71

2 / 2 pts

A female patient has vaginal candidiasis and has taken a single dose of fluconazole without resolution of the infection. The primary care NP obtains a culture and should order:

oral ketoconazole.

griseofulvin for 4 weeks.

another dose of fluconazole.

topical miconazole (Monistat).

Question 72

2 / 2 pts

A patient reports difficulty falling asleep and staying asleep every night and has difficulty staying awake during the commute to work every day. The NP should:

suggest the patient try diphenhydramine first.

perform a thorough history and physical examination.

teach about avoiding caffeine and good sleep hygiene.

suggest melatonin and consider prescribing Ambien if this is not effective.

Question 73

2 / 2 pts

A patient who is newly diagnosed with schizophrenia is overweight and has a positive family history for type 2 diabetes mellitus. The primary care NP should consider initiating antipsychotic therapy with:

ziprasidone (Geodon). NR 508 Final Exam

olanzapine (Zyprexa).

risperidone (Risperdal).

chlorpromazine (Thorazine).

Question 74

2 / 2 pts

A patient asks an NP about using an oral over-the-counter decongestant medication for nasal congestion associated with a viral upper respiratory illness. The NP learns that this patient uses loratadine (Claritin), a ?-adrenergic blocker, and an intranasal corticosteroid. The NP would be concerned about which adverse effects?

Liver toxicity

Excessive drowsiness

Rebound congestion

Tremor, restlessness, and insomnia

Question 75

2 / 2 pts

A patient has been taking paroxetine (Paxil) for major depressive symptoms for 8 months. The patient tells the primary care NP that these symptoms improved after 2 months of therapy. The patient is experiencing weight gain and sexual dysfunction and wants to know if the medication can be discontinued. The NP should:

change to a tricyclic antidepressant medication.

begin to taper the paroxetine and instruct the patient to call if symptoms increase.

tell the patient to stop taking the medication and to call if symptoms get worse.

continue the medication for several months and consider adding bupropion (Wellbutrin).

NR 508 Final Exam