Nursing homework help

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Nursing homework help

Instructions

Students must review the case study and answer all questions with a scholarly response using APA and include 2 scholarly references. Answer both case studies on the same document and upload 1 document to Moodle.

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Case Study 1 & 2 topics change every semester.  Topic TBD Nursing homework help

The answers must be in your own words with reference to the journal or book where you found the evidence to your answer. Do not copy-paste or use past students’ work as all files submitted in this course are registered and saved in turn it in the program.

Answers must be scholarly and be 3-4 sentences in length with rationale and explanation. No Straight forward / Simple answer will be accepted.

Turn it in Score must be less than 25 % or will not be accepted for credit, must be your own work and in your own words. You can resubmit, Final submission will be accepted if less than 25 %. Copy paste from websites or textbooks will not be accepted or tolerated. Please see College Handbook with reference to Academic Misconduct Statement.

All answers to case studies must have reference cited in the text for each answer and a minimum of 2 Scholarly References (Journals, books) (No websites)  per case Study

Case Study # 1

Copyright © 2018 by Elsevier Inc. All rights reserved.

Pagana: Mosby’s Manual of Diagnostic and Laboratory Tests, 6th Edition

Iron-Deficiency Anemia

Case Study

A 72-year-old man developed chest pain whenever he was physically active. The pain ceased on

stopping his activity. He has no history of heart or lung disease. His physical examination was

normal except for notable pallor.

Studies Result

Electrocardiogram (EKG), p. 485 Ischemia noted in anterior leads

Chest x-ray study, p. 956 No active disease

Complete blood count (CBC), p.

156

Red blood cell (RBC) count, p.

396

2.1 million/mm (normal: 4.7–6.1 million/mm)

RBC indices, p. 399

Mean corpuscular volume

(MCV)

72 mm3

(normal: 80–95 mm3

)

Mean corpuscular hemoglobin

(MCH)

22 pg (normal: 27–31 pg)

Mean corpuscular hemoglobin

concentration (MCHC)

21 pg (normal: 27–31 pg)

Red blood cell distribution width

(RDW)

9% (normal: 11%–14.5%)

Hemoglobin (Hgb), p. 251 5.4 g/dL (normal: 14–18 g/dL)

Hematocrit (Hct), p. 248 18% (normal: 42%–52%)

White blood cell (WBC) count, p.

466

7800/mm3

(normal: 4,500–10,000/mcL)

WBC differential count, p. 466 Normal differential

Platelet count (thrombocyte

count), p. 362

Within normal limits (WNL) (normal: 150,000–

400,000/mm3

)

Half-life of RBC 26–30 days (normal)

Liver/spleen ratio, p. 750 1:1 (normal)

Spleen/pericardium ratio <2:1 (normal)

Reticulocyte count, p. 407 3.0% (normal: 0.5%–2.0%)

Haptoglobin, p. 245 122 mg/dL (normal: 100–150 mg/dL)

Blood typing, p. 114 O+

Iron level studies, p. 287

Iron 42 (normal: 65–175 mcg/dL)

Total iron-binding capacity

(TIBC)

500 (normal: 250–420 mcg/dL)

Transferrin (siderophilin) 200 mg/dL (normal: 215–365 mg/dL)

Transferrin saturation 15% (normal: 20%–50%)

Case Studies

Copyright © 2018 by Elsevier Inc. All rights reserved.

2

Ferritin, p. 211 8 ng/mL (normal: 12–300 ng/mL)

Vitamin B12, p. 460 140 pg/mL (normal: 100–700 pg/mL)

Folic acid, p. 218 12 mg/mL (normal: 5–20 mg/mL or 14–34 mmol/L)

Diagnostic Analysis

The patient was found to be significantly anemic. His angina was related to his anemia. His

normal RBC survival studies and normal haptoglobin eliminated the possibility of hemolysis..

His RBCs were small and hypochromic. His iron studies were compatible with iron deficiency.

His marrow was inadequate for the degree of anemia because his iron level was reduced.

On transfusion of O-positive blood, his angina disappeared. While receiving his third unit of

packed RBCs, he developed an elevated temperature to 38.5°C, muscle aches, and back pain.

The transfusion was stopped, and the following studies were performed:

Studies Results

Hgb, p. 251 7.6 g/dL

Hct, p. 248 24%

Direct Coombs test, p. 157 Positive; agglutination (normal: negative)

Platelet count, p. 362 85,000/mm3

Platelet antibody, p. 360 Positive (normal: negative)

Haptoglobin, p. 245 78 mg/dL

Diagnostic Analysis

The patient was experiencing a blood transfusion incompatibility reaction. His direct Coombs

test and haptoglobin studies indicated some hemolysis because of the reaction. His platelet count

dropped because of antiplatelet antibodies, probably the same ABO antibodies that caused the

RBC reaction.

He was given iron orally over the next 3 weeks, and his Hgb level improved. A rectal

examination indicated that his stool was positive for occult blood. Colonoscopy indicated a rightside colon cancer, which was removed 4 weeks after his initial presentation. He tolerated the

surgery well.

Critical Thinking Questions

  1. What was the cause of this patient’s iron-deficiency anemia?
  2. Explain the relationship between anemia and angina.
  3. Would your recommend B12 and Folic Acid to this patient? Explain your rationale for

the answer

  1. What other questions would you ask to this patient and what would be your rationale for

them?

 

Case Study # 2

Copyright © 2018 by Elsevier Inc. All rights reserved.

Pagana: Mosby’s Manual of Diagnostic and Laboratory Tests, 6th Edition

AIDS (Acquired Immunodeficiency Syndrome)

Case Studies

The patient, a 30-year-old homosexual man, complained of unexplained weight loss, chronic

diarrhea, and respiratory congestion during the past 6 months. Physical examination revealed

right-sided pneumonitis. The following studies were performed:

Studies Results

Complete blood cell count (CBC), p. 156

Hemoglobin (Hgb), p. 251 12 g/dL (normal: 14–18 g/dL)

Hematocrit (Hct), p. 248 36% (normal: 42%–52%)

Chest x-ray, p. 956 Right-sided consolidation affecting the posterior

lower lung

Bronchoscopy, p. 526 No tumor seen

Lung biopsy, p. 688 Pneumocystis jiroveci pneumonia (PCP)

Stool culture, p. 797 Cryptosporidium muris

Acquired immunodeficiency syndrome

(AIDS) serology, p. 265

p24 antigen Positive

Enzyme-linked immunosorbent assay

(ELISA)

Positive

Western blot Positive

Lymphocyte immunophenotyping, p. 274

Total CD4 280 (normal: 600–1500 cells/L)

CD4% 18% (normal: 60%–75%)

CD4/CD8 ratio 0.58 (normal: >1.0)

Human immune deficiency virus (HIV)

viral load, p. 265

75,000 copies/mL

Diagnostic Analysis

The detection of Pneumocystis jiroveci pneumonia (PCP) supports the diagnosis of AIDS. PCP is

an opportunistic infection occurring only in immunocompromised patients and is the most

common infection in persons with AIDS. The patient’s diarrhea was caused by Cryptosporidium

muris, an enteric pathogen, which occurs frequently with AIDS and can be identified on a stool

culture. The AIDS serology tests made the diagnoses. His viral load is significant, and his

prognosis is poor.

The patient was hospitalized for a short time for treatment of PCP. Several months after he was

discharged, he developed Kaposi sarcoma. He developed psychoneurologic problems eventually

and died 18 months after the AIDS diagnosis.

Case Studies

Copyright © 2018 by Elsevier Inc. All rights reserved.

2

Critical Thinking Questions

  1. What is the relationship between levels of CD4 lymphocytes and the likelihood of

clinical complications from AIDS?

  1. Why does the United States Public Health Service recommend monitoring CD4

counts every 3–6 months in patients infected with HIV?

  1. This is patient seems to be unaware of his diagnosis of HIV/AIDS. How would you

approach to your patient to inform about his diagnosis?

  1. Is this a reportable disease in Florida? If yes. What is your responsibility as a

provider?

.

NURS-FPX4060 Assessment 4: Health Promotion Plan Presentation Assignment

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NURS-FPX4060 Assessment 4: Health Promotion Plan Presentation Assignment

PART TWO

Assessment 4 Instructions: Health Promotion Plan Presentation

  • PRINT
  • CREATE A 6 page or 20 min oral presentation of the hypothetical health promotion plan you developed in the first assessment. Then, implement your health promotion plan by conducting a hypothetical face-to-face educational session addressing the health concern and health goals of your selected group. How would you set goals for the session, evaluate session outcomes, and suggest possible revisions to improve future sessions? NURS-FPX4060 Assessment 4: Health Promotion Plan Presentation

Professional Context

Health education is any combination of learning experiences designed to help community individuals, families, and aggregates improve their health by increasing knowledge or influencing attitudes (WHO, n.d.). Education is key to health promotion, disease prevention, and disaster preparedness. The health indicator framework identified in Healthy People 2030 prompts action in health services accessibility, clinical preventive services, environmental quality, injury or violence prevention, maternal, infant, and child health, mental health, nutrition, substance abuse prevention, and tobacco use cessation or prevention. NURS-FPX4060 Assessment 4: Health Promotion Plan Presentation Assignment

Nurses provide accurate evidence-based information and education in formal and informal settings. They draw upon evidence-based practice to provide health promotion and disease prevention activities to create social and physical environments conducive to improving and maintaining community health. When provided with the tools to be successful, people demonstrate lifestyle changes (self-care) that promote health and help reduce readmissions. They are better able to tolerate stressors, including environmental changes, and enjoy a better quality of life. In times of crisis, a resilient community is a safer community (Flanders, 2018; Healthy People 2030, n.d.).

This assessment provides an opportunity for you to apply teaching and learning concepts to the presentation of a health promotion plan. NURS-FPX4060 Assessment 4: Health Promotion Plan Presentation Assignment

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Demonstration of Proficiency

By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:

  • Competency 3: Evaluate health policies, based on their ability to achieve desired outcomes.
    • Evaluate educational session outcomes in terms of progress made toward Healthy People 2030 objectives and leading health indicators.
  • Competency 4: Integrate principles of social justice in community health interventions.
    • Evaluate educational session outcomes and the attainment of agreed-upon health goals in collaboration with participants.
  • Competency 5: Apply professional, scholarly communication strategies to lead health promotion and improve population health.
    • Present a health promotion plan to an individual or group within a community.
    • Organize content with clear purpose/goals and with relevant and evidence-based sources (published within 5 years).
    • Detailed audio and speaker notes are provided. Audio is clear, organized, and professionally presented.
References

Flanders, S. A. (2018). Effective patient education: Evidence and common sense. Medsurg Nursing, 27(1), 55–58.

U.S. Department of Health and Human Services, Office of Disease Prevention and Health Promotion. (n.d.). Healthy People 2030. https://health.gov/healthypeople

Note: This is the second part of a two-part assessment. You must complete Assessment 1 before completing this assessment.

Preparation

For this assessment, you will conclude the clinical learning activity you began in Assessment 1.

You will resume the role of a community nurse tasked with addressing the specific health concern in your community. This time, you will present, via educational outreach, the hypothetical health promotion plan you developed in Assessment 1 to your fictitious audience. In this hypothetical scenario, you will simulate the presentation as though it would be live and face-to-face. You must determine an effective teaching strategy, communicate the plan with professionalism and cultural sensitivity, evaluate the objectives of the plan, revise the plan as applicable, and propose improvement for future educational sessions. NURS-FPX4060 Assessment 4: Health Promotion Plan Presentation

Remember that your first assessment (Assessment 1) MUST be satisfactorily completed to initiate this assessment (Assessment 4).

Please review the assessment scoring guide for more information.

Instructions

Complete the following:

  • Prepare a 6 page or 20 min presentation that reflects your hypothetical presentation. This presentation is the implementation of the plan you created in Assessment 1. The speaker notes should be a transcript of the voice-over
  • Simulate the hypothetical face-to-face educational session addressing the health concern and health goals of your selected community individual or group. NURS-FPX4060 Assessment 4: Health Promotion Plan Presentation Assignment
  • Imagine collaborating with the hypothetical participant(s) in setting goals for the session, evaluating session outcomes, and suggesting possible revisions to improve future sessions.

PRESENTATION FORMAT AND LENGTH – NURS-FPX4060 Assessment 4: Health Promotion Plan Presentation

SUPPORTING EVIDENCE

Support your plan with at least 4 professional or scholarly references, published within the last 5 years, which may include peer-reviewed articles, course study resources, and Healthy People 2030 resources.

GRADED REQUIREMENTS

The requirements outlined below correspond to the grading criteria in the assessment scoring guide, so be sure to address each point. Read the performance-level descriptions for each criterion to see how your work will be assessed.

  • Present your health promotion plan to your hypothetical audience.
    • Tailor the presentation to the needs of your hypothetical audience.
    • Adhere to scholarly and disciplinary writing standards and APA formatting requirements.
  • Evaluate educational session outcomes and the attainment of agreed-upon health goals in collaboration with participants.
    • Which aspects of the session would you change?
    • How might those changes improve future outcomes?
  • Evaluate educational session outcomes in terms of progress made toward Healthy People 2030 objectives and leading health indicators.
    • What changes would you recommend to better align the session with Healthy People 2030 objectives and leading health indicators? NURS-FPX4060 Assessment 4: Health Promotion Plan Presentation Assignment
  • Organize content with clear purpose/goals and with relevant and evidence-based sources (published within 5 years).

Part TWO scoring guide- MUST INCLUDE:

 

  1. Presents a professional, evidence-based, and engaging presentation. The plan is based on specific, identified health needs and goals, and is well supported. The audio and speaker notes of the details of the educational session were clear and appropriate for the hypothetical audience.

 

  1. Evaluates educational session outcomes and the attainment of agreed-upon health goals in collaboration with hypothetical participants. Clearly explains the need for revisions to future educational sessions.

 

  1. Evaluates educational session outcomes in terms of progress made toward Healthy People 2030 objectives and leading health indicators. Clearly explains the need for revisions to better align future sessions with Healthy People 2030 objectives. NURS-FPX4060 Assessment 4: Health Promotion Plan Presentation Assignment

Nursing homework help

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Nursing homework help

Musculoskeletal Function:
G.J. is a 71-year-old overweight woman who presents to the Family Practice Clinic for the first time complaining of a long history of bilateral knee discomfort that becomes worse when it rains and usually feels better when the weather is warm and dry. “My arthritis hasn’t improved a bit this summer though,” she states. Discomfort in the left knee is greater than in the right knee. She has also suffered from low back pain for many years, but recently it has become worse. She is having difficulty using the stairs in her home. The patient had recently visited a rheumatologist who tried a variety of NSAIDs to help her with pain control. The medications gave her mild relief but also caused significant and intolerable stomach discomfort. Her pain was alleviated with oxycodone. However, when she showed increasing tolerance and began insisting on higher doses of the medication, the physician told her that she may need surgery and that he could not prescribe more oxycodone for her. She is now seeking medical care at the Family Practice Clinic. Her knees started to get significantly more painful after she gained 20 pounds during the past nine months. Her joints are most stiff when she has been sitting or lying for some time and they tend to “loosen up” with activity. The patient has always been worried about osteoporosis because several family members have been diagnosed with the disease. However, nonclinical manifestations of osteoporosis have developed. Nursing homework help

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Case Study Questions

  1. Define osteoarthritis and explain the differences with osteoarthrosis. List and analyze the risk factors that are presented on the case that contribute to the diagnosis of osteoarthritis.
  2. Specify the main differences between osteoarthritis and rheumatoid arthritis, make sure to include clinical manifestations, major characteristics, joints usually affected and diagnostic methods.
  3. Describe the different treatment alternatives available, including non-pharmacological and pharmacological that you consider are appropriate for this patient and why.
  4. How would you handle the patient concern about osteoporosis? Describe your interventions and education you would provide to her regarding osteoporosis.

 Neurological Function:
H.M is a 67-year-old female, who recently retired from being a school teacher for the last 40 years. Her husband died 2 years ago due to complications of a CVA. Past medical history: hypertension controlled with Olmesartan 20 mg by mouth once a day. Family history no contributory. Last annual visits with PCP with normal results. She lives by herself but her children live close to her and usually visit her two or three times a week.
Her daughter start noticing that her mother is having problems focusing when talking to her, she is not keeping things at home as she used to, often is repeating and asking the same question several times and yesterday she has issues remembering her way back home from the grocery store.
Case Study Questions

  1. Name the most common risks factors for Alzheimer’s disease
  2. Name and describe the similarities and the differences between Alzheimer’s disease, Vascular Dementia, Dementia with Lewy bodies, Frontotemporal dementia.
  3. Define and describe explicit and implicit memory.
  4. Describe the diagnosis criteria developed for the Alzheimer’s disease by the National Institute of Aging and the Alzheimer’s Association
  5. What would be the best therapeutic approach on C.J.

 

Family Nursing / Module 3 Assignments Overview

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Family Nursing / Module 3 Assignments Overview

Family Nursing / Module 3 Assignments

Overview

Choose a chronic illness that could affect a patient in your nursing practice. Discuss three (3) ways you could promote the health of the patient and the family dealing with the specific illness. Family Nursing / Module 3 Assignments Overview

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Objectives

Incorporate health promotion ideas into nursing practice

Points: 40

Due Date: Sun, May 29 by 11:59 p.m. Eastern Standard Time (EST) of the US.

References

Minimum of three (3) total references: one (1) reference from required course materials and two (2) peer-reviewed references. All references must be no older than five years (unless making a specific point using a seminal piece of information)

Peer-reviewed references include references from professional data bases such as PubMed or CINHAL applicable to population and practice area, along with evidence based clinical practice guidelines. Examples of unacceptable references are Wikipedia, UpToDate, Epocrates, Medscape, WebMD, hospital organizations, insurance recommendations, & secondary clinical databases.

Style

Unless otherwise specified, all the written assignment must follow APA 7th edition formatting, citations and references. Click here to download a Microsoft Word APA template. Review this annotated student sample paper guide which draws attention to relevant content and formatting in 7th edition APA style. Make sure you cross-reference the APA 7th edition book as well before submitting the assignment. Refer to the ‘LEARNER SUPPORT’ tab for more information regarding APA 7th edition with comparisons to 6th edition.

Number of Pages/Words

Unless otherwise specified all papers should have a minimum of 600 words (approximately 2.5 pages) excluding the title and reference pages.

 

Family Nursing/Module 3 Discussion Overview

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Family Nursing/Module 3 Discussion Overview

Family Nursing/Module 3 Discussion

Overview

For this discussion, choose a nursing intervention strategy that you can use to promote health for a specific family. Review pp 166 – 171 of your text.  Select one of the nursing intervention strategies found (Self-Care Contract: Involvement of all family members; Family Empowerment and Family Strengths-Based Nursing Care; Anticipatory Guidance and Offering Information; Use of Rituals/Routines and Family Time; Family Meal and Healthy Eating). Describe the major points of the strategy you select. Then, identify and describe a family you know who might benefit from the selected strategy. Identify why the family needs to develop this health promotion practice. Explain specifically how you would go about intervening with this family to help them with health promotion activities.

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Your initial post must be posted before you can view and respond to colleagues, must contain minimum of two (2) references, in addition to examples from your personal experiences to augment the topic. The goal is to make your post interesting and engaging so others will want to read/respond to it. Synthesize and summarize from your resources in order to avoid the use of direct quotes, which can often be dry and boring. No direct quotes are allowed in the discussion board posts.

Post a thoughtful response to at least two (2) other colleagues’ initial postings. Responses to colleagues should be supportive and helpful (examples of an acceptable comment are: “This is interesting – in my practice, we treated or resolved (diagnosis or issue) with (x, y, z meds, theory, management principle) and according to the literature…” and add supportive reference. Avoid comments such as “I agree” or “good comment.” Family Nursing/Module 3 Discussion Overview

Objectives

  • Describe nursing intervention strategies that promote family health

Points: 30

Due Dates:

  • Initial Post: Fri, May 27 by 11:59 p.m. Eastern Standard Time (EST) of the US.
  • Response Post: Sun, May 29 by 11:59 p.m. Eastern Standard Time (EST) of the US – (the response posts cannot be done on the same day as the initial post).

References:

  • Initial Post: Minimum of two (2) total references: one (1) from required course materials and one (1) from peer-reviewed references.
  • Response posts: Minimum of one (1) total reference: one (1) from peer-reviewed or course materials reference per response.

Words Limits

  • Initial Post: Minimum 200 words excluding references (approximately one (1) page)
  • Response posts: Minimum 100 words excluding references.

 

Note: Since it is difficult to edit the APA reference in the Blackboard discussion area, you can copy and paste APA references from your Word document to the Blackboard discussion area.  Points will not be deducted because of format changes in spacing.

 

Assignment: Evaluate Research Databases in the Walden Library

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Assignment: Evaluate Research Databases in the Walden Library

 

This week, you explore the Walden Library and consider the differences between peer-reviewed research evidence and non-peer reviewed evidence. In addition, you continue your examination of effective scholarly writing as you analyze writing in terms of its purpose, audience, bias, and quality of evidence. Assignment: Evaluate Research Databases in the Walden Library

Looking Ahead: In Week 5 you will develop a Professional Development Plan in which you consider your professional goals. You are advised to look ahead and begin working on that Assignment during this week.

Learning Objectives

Students will:

  • Evaluate research databases in the Walden Library
  • Analyze a peer-reviewed article in terms of its purpose, audience, presence of bias, and quality of evidence

Learning Resources

Required Readings

Academic Integrity

Please review the Academic Integrity area located on the Course Information page, particularly the SafeAssign Student Tutorial.

 

Cornell University Library. (2010). Distinguishing scholarly journals from other periodicals. Retrieved from http://guides.library.cornell.edu/scholarlyjournals

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This online article from the Cornell University Library distinguishes scholarly journals from other periodic literature and provides the general criteria that define an academic journal.

 

Eaton, S. E. (2010). Reading strategies: Differences between summarizing and synthesizing. Retrieved from http://drsaraheaton.wordpress.com/2010/09/29/reading-strategies-differneces-between-summarizing-and-synthesizing/

 

The author proposes that critical reading must include using critical thinking to create “new” information and insights from this information.

 

Walden University. (2012g). Walden University: Scholarly writing. Retrieved from http://writingcenter.waldenu.edu/312.htm

 

Another excellent resource provided by the Walden Writing Center, this website defines scholarly writing and explains the characteristics of scholarly writing.

 

Walden University. (2012h). Walden University webinar archives. Retrieved from http://writingcenter.waldenu.edu/26.htm

 

Review the following archived webinar:

Walden University Library Links and Resources

The Walden Library webinars provide relevant information on accessing and evaluating scholarly sources. The information on retrieving evidence-based practice sources is especially pertinent to MSN students. Assignment: Evaluate Research Databases in the Walden Library

 

Introduction to the Walden University Library

 

Searching and Retrieving Materials in the Research Databases

 

Identifying and Evaluating Online Resources

 

The Walden Library and Your Total Information Network

 

Document: Introduction to Scholarly Writing: Finding a Scholarly Voice (PDF)

 

What does it mean to write with a scholarly voice? This document reinforces the information presented in the media program and provides information about how to find your scholarly voice.

 

Document: Introduction to Scholarly Writing: Purpose, Audience, and Evidence (PDF)

 

Purpose, audience, and evidence are three important topics a scholar-practitioner needs to keep in mind when writing. This document will help to reinforce the information presented in the video program and enrich your understanding of scholarly writing.

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Document: Introduction to Scholarly Writing: Tips for Success (PDF)

 

This document, which accompanies the media program of the same title, provides resources for improving your scholarly writing and critical-thinking skills.

 

Document: Stages in Critical Reading of Research Articles (Word document)

 

This chart describes the purpose of, and questions for, six stages of critically reading research articles. Focus on the many activities and questions that make up the critical reading process. Begin to consider the journal articles and books you read in terms of these criteria.

 

Document: APA Basics Checklist: Citations, Reference List, and Style (PDF)

Using the Walden Library

Where can you find evidence to inform your thoughts and scholarly writing? Throughout your degree program, you will use the research literature to explore ideas, guide your thinking, and gain new insights. As you search the research literature, it is important to use resources that are peer-reviewed and from scholarly journals. You may already have some favorite online resources and databases that you use or have found useful in the past. For this Discussion, you explore databases available through the Walden Library.

To prepare:

  • Review the information presented in the Learning Resources for using the Walden Library, searching the databases, and evaluating online resources.
  • Begin searching for a peer-reviewed article that pertains to your practice area and is of particular interest to you.
  • Identify the database that you used to search for a peer-reviewed article in your area of practice and interest.
  • Reflect on your experience with searching the database. Did you note any difficulties when searching for an article? What steps/strategies did you find helpful for locating a peer-reviewed article? Would this database be useful to your colleagues? Would you recommend this database? Assignment: Evaluate Research Databases in the Walden Library
  • Once you have select your peer-reviewed article, evaluate its strengths and weaknesses in terms of scholarly writing, bias, opinion, quality of evidence, and appropriateness to its target audience.

Write a brief summary of your peer-reviewed article, the database you located your article in, your database searching experience, key words utilized in the search, and analysis of the strengths and weaknesses of the article.

Support your Discussion assignment with specific resources used in its preparation using APA formatting. You are asked to provide a reference for all resources, including those in the Learning Resources for this course. Assignment: Evaluate Research Databases in the Walden Library. Assignment: Evaluate Research Databases in the Walden Library

Disaster Planning

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Disaster Planning

Disaster Planning

In this assessment, you will explore the nurse’s role in disaster planning, preparedness, response, and recovery. You will develop a teaching tool to be used in the community that teaches community members how to be prepared for a variety of disasters common to your state.  Disaster Planning

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Part 1: Disaster Response 

Public health officials can play a huge part in disaster planning and emergency preparedness.

Analyze disaster response and emergency preparedness:

  • Identify nursing roles and responsibilities during each phase of disaster management. Consider:
  • Planning
  • Preparedness
  • Response
  • Recovery

Summarize your findings for submission.

Evaluate your community or state’s plan for preparedness and disaster management. Summarize your findings.

Create a teaching tool for your family or the community. Include the following:

  • How to plan an emergency kit, or “go bag”
  • How to do regular drills of your evacuation plan
  • How you will communicate with each other in the family
  • How to respond to natural disasters such as a fire, flood, or earthquake
  • How to respond in a mass casualty situation such as a major car accident or active shooter incident

Include at least 1 peer-reviewed and 2 evidence-based references and an APA-formatted reference page.

Format your assignment as a 1-page handout or brochure.

Part 2: Disaster Planning, Preparedness, and Response 

Research disaster planning, preparedness, and response in Skokie, IL.

Develop 10 interview questions for use with first responders about local community disaster planning, preparedness, and response to use in community interviews. Include questions about how responders work with the community.

Pretend you are interviewing workers and leaders at Skokie IL, in person or online from:

  • Local fire station
  • Local emergency room
  • Local police station
  • Local first responders (fire/ambulance)

Write a 500-word summary detailing the results of your survey that describes your community’s disaster preparedness.

 

Nursing homework help

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Nursing homework help

 

 

Instructions:

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After doing the readings using the textbook, answer the following questions from the Case Study.

Use the rubric to do the work.

This case study will be done individually. Nursing homework help

You must answer all the questions and deliver them within the established time.

Remember that your answers must be based on scientific evidence (eg your textbook, scientific journals, among others).

 

Application Work: Case Study

 

Goals:

 

  1. Contrast signs and symptoms with client diagnostic tests in hypothetical situations to promote quality and safe care to diverse populations. Ess. II
  2. Contrast protective and predictive factors, including genetics, that influence the health of individuals and populations. Ess. 7th
  3. Identify risk factors considering health / disease beliefs, values, attitudes and practices of individuals and populations. Ess. 7th

 

Mr. Arroyo is a 65-year-old man diagnosed with Type 2 Diabetes Mellitus, hyperparathyroidism, and normochromic macrocytic anemia. The patient reports that he has not been able to get out of bed for 2 days, feels weak, fatigued, has tachycardia, poor skin turgor and muscle pain. He has had a severe cold and has been unable to eat or drink during this time. On admission his lab values ​​reflected the following:

 

  1. Serum glucose 310 mg/dl
  2. Serum sodium (Na+) 150 mEq/l
  3. Serum potassium (K+) 5.8 mEq/l
  4. Calcium 12mg/dl
  5. Phosphorus 2.5 mg/dl
  6. Hgb 9g/dL
  7. MCV 105 fL
  8. Arterial blood gases ABG, pH 7.2, PaCO2 32 mmHg, PaO2 70 mmHg, HCO3- 20 mEq/l

 

reflective questions

 

  1. What type of water and solute imbalance does Mr. Arroyo have?
  2. What conditions does the patient have?
  3. What symptoms do you expect to find?
  4. What questions would you ask the patient to validate your findings?
  5. What would be the appropriate treatment?
  6. What do his ABG results indicate?

 

 

Physical Assessment And Health Promotion

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Physical Assessment And Health Promotion

Physical Assessment And Health Promotion

Parts  2 and 3 have the same questions, however, you must answer with references and different writing always addressing them objectively, that is as if you were different students. Similar responses in wording or references will not be accepted.

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Parts  4 and 5 have the same questions, however, you must answer with references and different writing always addressing them objectively, that is as if you were different students. Similar responses in wording or references will not be accepted. Physical Assessment And Health Promotion

 

APA format

 

1) Minimum 7 pages  (No word count per page)- Follow the 3 x 3 rule: minimum of three paragraphs per page

 

You must strictly comply with the number of paragraphs requested per page.

 

           Part 1: minimum  1 page

           Part 2: minimum 1 page

           Part 3: minimum 1 page

           Part 4: minimum 1 page

           Part 5: minimum  1 page

           Part 6: minimum  2 pages

 

  Submit 1 document per part

 

2)¨******APA norms

All paragraphs must be narrative and cited in the text- each paragraph

         Bulleted responses are not accepted

         Don’t write in the first person 

Don’t copy and paste the questions.

Answer the question objectively, do not make introductions to your answers, answer it when you start the paragraph

 

Submit 1 document per part

 

3)****************************** It will be verified by Turnitin (Identify the percentage of exact match of writing with any other resource on the internet and academic sources, including universities and data banks)

********************************It will be verified by SafeAssign (Identify the percentage of similarity of writing with any other resource on the internet and academic sources, including universities and data banks)

 

4) Minimum 3 references (APA format) per part not older than 5 years  (Journals, books) (No websites)

All references must be consistent with the topic-purpose-focus of the parts. Different references are not allowed.

 

5) Identify your answer with the numbers, according to the question. Start your answer on the same line, not the next

Example:

Q 1. Nursing is XXXXX

Q 2. Health is XXXX

 

6) You must name the files according to the part you are answering: 

Example:

Part 1.doc 

Part 2.doc

__________________________________________________________________________________

Part 1: Nursing role and scope (Write in the first person)

 

  1. Describe a clinical experience that was troubling to you.
  2.  Describe what bothered you about the experience
  3. What could have you done differently utilizing CRITICAL THINKING.

 

Parts  2 and 3 have the same questions, however, you must answer with references and different writing always addressing them objectively, that is as if you were different students. Similar responses in wording or references will not be accepted.

 

Part 2: Physical Assessment

 

 

A patient has come to the emergency room with severe dyspnea. A pulmonary embolism (PE) is

suspected.

  1. What other clinical manifestations are indicative of a PE? Explain
  2. What is a major risk factor for development of a PE? Explain

 

Part 3: Physical Assessment

 

 

A patient has come to the emergency room with severe dyspnea. A pulmonary embolism (PE) is

suspected.

  1. What other clinical manifestations are indicative of a PE? Explain
  2. What is a major risk factor for development of a PE? Explain

 

Parts  4 and 5 have the same questions, however, you must answer with references and different writing always addressing them objectively, that is as if you were different students. Similar responses in wording or references will not be accepted.

 

Part 4: Physical Assessment

 

Stroke volume (the volume of blood ejected with each heartbeat) depends in turn on preload, myocardial contractility, and afterload.

 

  1. Explain these cardiovascular components
  2. Discuss disease processes related to each of them.

 

Part 5: Physical Assessment

 

Stroke volume (the volume of blood ejected with each heartbeat) depends in turn on preload, myocardial contractility, and afterload.

 

  1. Explain these cardiovascular components
  2. Discuss disease processes related to each of them.

 

 

Part 6: Health Promotion

 

Health problem:  Smoking in adolescents prevention

 

Model:  Health belief model  (1 page)

  1. Why is this model suitable as a health promotion framework for your health problem?
  2. Describe two strengths and two potential barriers to implement a health promotion strategy that you may wish to articulate in your community or group of interest.

 

Model:   Stages of change model  (1 page)

  1. Explain why this model is not applicable to the potential goal of your health promotion initiative.
  2. Explain why you arrived at such a conclusion, including:
  3. Two potential barriers
  4. Two challenges for its articulation.

 

Assignment: Diagnosing, and Treating Patients With Neurocognitive Disorders

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Assignment: Diagnosing, and Treating Patients With Neurocognitive Disorders

Photo Credit: Getty Images/iStockphoto

Neurocognitive disorders (NCDs) such as delirium, dementia, and amnestic disorders are more prevalent in older adults. As the population ages and as life expectancy in the United States continues to increase, the incidence of these disorders will continue to increase. Cognitive functioning in such areas as memory, language, orientation, judgment, and problem solving are affected in clients with NCDs. Caring for someone with a neurocognitive disorder is not only challenging for the clinician; it is stressful for the family as well. The PMHNP needs to consider not only the patient but also the “family as patient.” Collaboration with primary care providers and specialty providers is essential. Anticipatory guidance also becomes extremely important. Assignment: Diagnosing, and Treating Patients With Neurocognitive Disorders

 

There is no Assignment due this week. You should review this week’s Learning Resources and consider the insights they provide about assessing, diagnosing, and treating neurocognitive disorders. Use this quiet week to work on your practicum assignment if you are taking both courses concurrently.

What’s Coming Up in Week 8?

Photo Credit: [BrianAJackson]/[iStock / Getty Images Plus]/Getty Images

In Week 8, you will analyze the signs, symptoms, and pathophysiology of neurodevelopmental disorders. These disorders occur when brain development does not follow expected trajectories. While some of these disorders can be resolved with appropriate intervention, others are chronic.

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NRNP – 6665 Week 7: Neurocognitive Disorders

My mother used to be a teacher—an elementary school teacher. We were all so proud of her when she completed her PhD when she was 50. Now she is 75 and has begun to have times when she does not know what day it is. We found her wandering around the neighborhood because she could not find her way home. Once, she forgot where she parked her car at the grocery store. She thought someone had stolen it. The manager was so kind to drive her around the parking lot until she recognized her car. We are afraid she might get hurt or lost.

 

—Gary, age 50, son of Dorothy, age 75

Neurocognitive disorders are unique among the other psychiatric disorders you have studied in that they “are syndromes for which the underlying pathology, and frequently the etiology as well, can potentially be determined” (DSM-5, 2013). That is, diseases or injuries are to blame for the neurocognitive manifestations. These conditions are acquired and (in contrast to neurodevelopmental disorders) represent a decline from a previous higher level of functioning. Neurocognitive disorders present a diagnostic challenge for the PMHNP in that many of the signs and symptoms overlap. Assignment: Diagnosing, and Treating Patients With Neurocognitive Disorders

This week, you will explore evidence-based psychotherapy and psychopharmacologic treatment for neurocognitive disorders.

Learning Resources

Required Readings (click to expand/reduce)

 

Sadock, B. J., Sadock, V. A., & Ruiz, P. (2015). Kaplan & Sadock’s synopsis of psychiatry (11th ed.). Wolters Kluwer.

  • Chapter 21, “Neurocognitive Disorders”

Zakhari, R. (2020). The psychiatric-mental health nurse practitioner certification review manual. Springer.

  • Chapter 8, “Delirium and Neurocognitive Disorders”

Required Media (click to expand/reduce)

 

PhysioPathoPharmaco. (2018, December 19). Alzheimer’s disease – plaques, tangles, pathogenesis, risk factors, disease progression [Video]. YouTube. https://www.youtube.com/watch?v=2du03tXjopQ

Speed Pharmacology. (2019, July 6). Pharmacology – drugs for Alzheimer’s disease (Made easy) [Video]. YouTube. https://www.youtube.com/watch?v=euzRPrvrwj0

 

Medication Review

Review the FDA-approved use of the following medicines related to treating neurocognitive disorders.

Alzheimer’s disease Delirium Parkinson’s disease dementia/psychosis
caprylidene
donepezil
galantamine
memantine
rivastigmine		 There are no FDA-approved medications for the treatment of delirium. nuplazid
rivastigmine
pimavanserin

Next Week

Module 3: Assessing, Diagnosing, and Treating Neurocognitive, Neurodevelopmental, Dissociative, Somatic Symptom-Related, Disruptive, Impulse-Control, and Conduct Disorders

In Module 3, you will continue to apply the knowledge that you have gained throughout your program as you practice assessing, diagnosing, and formulating treatment plans for a variety of mental health disorders that are found across the lifespan.  Week 7 covers neurocognitive disorders, which describe diminished mental functioning due to causes such as brain injury and degenerative disorders. In Week 8, you will turn to neurodevelopmental disorders, which encompass a variety of disorders that occur due to abnormalities in the developmental trajectory. Dissociative disorders are the focus of Week 9, which involve a significant disconnect between thoughts and feelings and reality. Somatic symptom-related disorders, which occur when patients encounter disproportionate reactions to physical symptoms, will be explored in Week 10. In the last week of the course, you will explore disruptive, impulse-control, and conduct disorders, which are all rooted in a lack of self-control. The effective PMHNP will have a command of these disorders in order to prepare for the certification exam and be able to recognize them in the practice setting. Assignment: Diagnosing, and Treating Patients With Neurocognitive Disorders.

What’s Happening This Module?

Module 3—Assessing, Diagnosing, and Treating Neurocognitive, Neurodevelopmental, Dissociative, Somatic Symptom-Related, Disruptive, Impulse-Control, and Conduct Disorders—is a 5-week module that continues to focus on assessment, diagnosis, and treatment plans for a variety of disorders the PMHNP will need to identify to be an effective practitioner.

What do I have to do? When do I have to do it?
Review your Learning Resources. Days 1–7, Weeks 7–11
Assignment: Study Guide Forum Submit your Assignment by Day 7 of Week 8.
Assignment: Controversy Associated
With Dissociative Disorders		 Submit your Assignment by Day 7 of Week 9.
Final Exam Complete by Day 7 of Week 11.