Module 02 Discussion – Patient with Hyperkalemia

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Mr. Sweet, 38 years old, is brought to the Emergency Department unresponsive. He has a history of Type 1 diabetes and has been sick for the last 3 days. On admission his Blood sugar is 532, Potassium is 7.2 and ABG results include pH 7.08, Bicarb 12, and CO2 28. His VS are HR 116, BP 107/64, RR 36 Deep and rapid, and Temp 101.5. Answer the following questions:What interventions do expect to be ordered for Mr. Sweet? Why?What type of acid-base disturbance does he have?What do you think is Mr. Sweet’s Medical Diagnosis?

EBP Annotated Bibliography

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Please see the attached document for details

AACN BSN Essential VIII and Your Future Practice

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CO1 Incorporate appropriate historical perspectives into current professional nursing practice (PO 2).CO2 Use lessons from nursing history to integrate clinical judgment into professional nursing practice (PO 4).AACN BSN Essential VIII clearly calls for BSN graduates to appreciate nursing history and its impact on today’s professional nursing practice. As you consider your future professional nursing practice, tell ushow you will share stories and lessons from nursing history with your nursing colleagues; andhow lessons from nursing history will impact your own future nursing practice.

How do you think your personal nursing philosophy can influence, your practice? Format Apa 100 Words Attached Discussion

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QuestionHow do you think your personal nursing philosophy can influence, your practice?Attached Discuusion

nursing Informatics

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you considered the interaction of nurse informaticists with other specialists to ensure successful care. How is that success determined?Patient outcomes and the fulfillment of care goals is one of the major ways that healthcare success is measured. Measuring patient outcomes results in the generation of data that can be used to improve results. Nursing informatics can have a significant part in this process and can help to improve outcomes by improving processes, identifying at-risk patients, and enhancing efficiency.To Prepare:Review the concepts of technology application as presented in the Resources.Reflect on how emerging technologies such as artificial intelligence may help fortify nursing informatics as a specialty by leading to increased impact on patient outcomes or patient care efficiencies.The Assignment: (4-5 pages)In a 4- to 5-page project proposal written to the leadership of your healthcare organization, propose a nursing informatics project for your organization that you advocate to improve patient outcomes or patient-care efficiency. Your project proposal should include the following:Describe the project you propose.Identify the stakeholders impacted by this project.Explain the patient outcome(s) or patient-care efficiencies this project is aimed at improving and explain how this improvement would occur. Be specific and provide examples.Identify the technologies required to implement this project and explain why.Identify the project team (by roles) and explain how you would incorporate the nurse informaticist in the project team.

Assignment: Clinical Nutrition Assistant

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Assignment: Clinical Nutrition Assistant

Assignment: Clinical Nutrition Assistant

 

Imagine that you are a clinical nutrition assistant working at a local hospital under the supervision of a Registered Dietitian (RD). Overnight, a 74-year-old male patient was admitted to the hospital and needs to be fully assessed for any nutritional risks (in accordance with hospital/medical nutrition care laws). The hospitals initial nutritional screening protocol identified that the patient may be at nutrition risk, due to a high risk admitting diagnosis. The admitting physician suspects that the patient has suffered a heart attack; however the full cardiac consult results are not yet showing in the computer. Furthermore, the patient has recently moved here to the U.S. from a foreign country within the past year so that his daughter can help care for him due to his declining health. The entire family speaks very little English. The patients cultural background is significant because the culture may not place much influence on western-style healthcare practices. The patients expression of his culture needs to be examined further. The nurses notes reveal that the daughter does not know how much her father weighs, but she suspects that he has gained weight since her mother passed away a year ago. Your assignment from the supervising RD is to examine the patients complete cultural, social, medical, and nutritional background so that the next steps of the Nutrition Care Process can be instituted. Upon your initial investigation within the hospitals electronic medical records system, you notice that there is no height or weight listed for the patient. The diet order reads: NPO (nothing by mouth) and they are awaiting more lab results for various tests related to hydration and kidney function. His cardiac enzyme lab work indicates that he suffered a Myocardial Infarction (MI). The MD notes confirm a heart attack diagnosis and the MD also noted that the patient appears to be morbidly obese. Assignment: Clinical Nutrition Assistant

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Assignment: Clinical Nutrition Assistant

His medications include: a blood pressure medication, a diuretic, and a cholesterol-lowering drug.
1.Imagine that you have to complete this demographic/cultural background patient research for your supervisor within the next couple of hours. Record and describe this fictional patients cultural background information by listing the answers to certain questions (translator may be requested in hospitals). Record observations, human expressions, and any other unique characteristics about the patients culture or background that may impact his ability to adhere to any type of medical nutrition therapy, nutrition education, or dietary restrictions. (You may use information created in the Unit 6 Discussion Board here).
2.The patient and daughter are unaware of the patients current height and weight. His hospital bed unfortunately does not have a built-in weight scale. The patient is unable to stand upright due to his medical condition. Therefore, list and describe one alternative way to estimate height (stature) and one alternative way to estimate a persons weight that is covered in Chapter 7 of the textbook. (Refer to page 254 for general ideas and Tables 7.1, 7.3, and 7.4.)
3.Based on your knowledge of the patients cultural background as well as your evaluation and observations of your current interactions with the patient and daughter, do you believe the patient will comply with the MD suggesting a strict, very low calorie (10001200 calories), low fat, low cholesterol, and low salt diet, due to the heart attack/cardiac consultation results and morbidly obese appearance? Assignment: Clinical Nutrition Assistant

Assignment: Soap Note Hypertension

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Assignment: Soap Note Hypertension

Assignment: Soap Note Hypertension

Soap notes will be uploaded to Moodle and put through TURN-It-In (anti-Plagiarism program)
Turn it in Score must be less than 50% 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 50%. Copy paste from websites or textbooks will not be accepted or tolerated. Please see College Handbook with reference to Academic Misconduct Statement.

Example:

PATIENT INFORMATION

Name: Mr. W.S.

Age: 65-year-old

Sex: Male

Source: Patient

Allergies: None

Current Medications: Atorvastatin tab 20 mg, 1-tab PO at bedtime

PMH: Hypercholesterolemia

Immunizations: Influenza last 2018-year, tetanus, and hepatitis A and B 4 years ago.

Surgical History: Appendectomy 47 years ago. Assignment: Soap Note Hypertension

Family History: Father- died 81 does not report information

Mother-alive, 88 years old, Diabetes Mellitus, HTN

Daughter-alive, 34 years old, healthy

Social Hx: No smoking history or illicit drug use, occasional alcoholic beverage consumption on social celebrations. Retired, widow, he lives alone.

SUBJECTIVE:

Chief complain: “headaches” that started two weeks ago

Symptom analysis/HPI:

The patient is 65 years old male who complaining of episodes of headaches and on 3 different occasions blood pressure was measured, which was high (159/100, 158/98 and 160/100 respectively). Patient noticed the problem started two weeks ago and sometimes it is accompanied by dizziness.He states that he has been under stress in his workplace for the last month.

Patient denies chest pain, palpitation, shortness of breath, nausea or vomiting.

ROS:

CONSTITUTIONAL: Denies fever or chills. Denies weakness or weight loss. NEUROLOGIC: Headache and dizzeness as describe above. Denies changes in LOC. Denies history of tremors or seizures.

HEENT: HEAD: Denies any head injury, or change in LOC. Eyes: Denies any changes in vision, diplopia or blurred vision. Ear: Denies pain in the ears. Denies loss of hearing or drainage. Nose: Denies nasal drainage, congestion. THROAT: Denies throat or neck pain, hoarseness, difficulty swallowing.

Respiratory:Patient denies shortness of breath, cough or hemoptysis.

Cardiovascular: No chest pain, tachycardia. No orthopnea or paroxysmal nocturnal

dyspnea.

Gastrointestinal:Denies abdominal pain or discomfort.Denies flatulence, nausea, vomiting or

diarrhea.

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Genitourinary: Denies hematuria, dysuria or change in urinary frequency. Denies difficulty starting/stopping stream of urine or incontinence.

MUSCULOSKELETAL: Denies falls or pain. Denies hearing a clicking or snapping sound.

Skin: No change of coloration such as cyanosis or jaundice, no rashes or pruritus. Assignment: Soap Note Hypertension

Objective Data

CONSTITUTIONAL: Vital signs: Temperature: 98.5 °F, Pulse: 87, BP: 159/92 mmhg, RR 20, PO2-98% on room air, Ht- 6’4”, Wt 200 lb, BMI 25. Report pain 0/10.

General appearance: The patient is alert and oriented x 3. No acute distress noted.NEUROLOGIC: Alert, CNII-XII grossly intact, oriented to person, place, and time. Sensation intact to bilateral upper and lower extremities. Bilateral UE/LE strength 5/5.

HEENT:Head: Normocephalic, atraumatic, symmetric, non-tender. Maxillary sinuses no tenderness. Eyes: No conjunctival injection, no icterus, visual acuity and extraocular eye movements intact. No nystagmus noted. Ears: Bilateral canals patent without erythema, edema, or exudate. Bilateral tympanic membranes intact, pearly gray with sharp cone of light. Maxillary sinuses no tenderness. Nasal mucosa moist without bleeding. Oral mucosa moist without lesions,.Lids non-remarkable and appropriate for race.

Neck: supple without cervical lymphadenopathy, no jugular vein distention, no thyroid swelling or masses.

Cardiovascular:S1S2, regular rate and rhythm, no murmur or gallop noted. Capillary refill < 2 sec.

Respiratory:No dyspnea or use of accessory muscles observed. No egophony, whispered pectoriloquy or tactile fremitus on palpation. Breath sounds presents and clear bilaterally on auscultation.

Gastrointestinal:No mass or hernia observed. Upon auscultation, bowel sounds present in all four quadrants, no bruits over renal and aorta arteries. Abdomen soft non-tender, no guarding, no reboundno distention or organomegaly noted on palpation

Musculoskeletal:No pain to palpation. Active and passive ROM within normal limits, no stiffness.

Integumentary:intact, no lesions or rashes, no cyanosis or jaundice.

Assessment

Essential (Primary) Hypertension (ICD10 I10): Given the symptoms and high blood pressure (156/92 mmhg), classified as stage 2. Once the organic cause of hypertension has been ruled out, such as renal, adrenal or thyroid, this diagnosis is confirmed.

Differential diagnosis:

Ø Renal artery stenosis(ICD10 I70.1)

Ø Chronic kidney disease(ICD10 I12.9)

Ø Hyperthyroidism (ICD10 E05.90)

Plan

Diagnosis is based on the clinical evaluation through history, physical examination, and routine laboratory tests to assess risk factors, reveal identifiable causes and detect target-organ damage, including evidence of cardiovascular disease.

These basic laboratory tests are:

· CMP

· Complete blood count

· Lipid profile

· Thyroid-stimulating hormone

· Urinalysis

· Electrocardiogram

Ø Pharmacological treatment:

The treatment of choice in this case would be:

Thiazide-like diuretic and/or a CCB

· Hydrochlorothiazide tab 25 mg, Initial dose: 25 mg orally once daily.

Ø Non-Pharmacologic treatment:

· Weight loss

· Healthy diet (DASH dietary pattern): Diet rich in fruits, vegetables, whole grains, and low-fat dairy products with reduced content of saturated and trans l fat

· Reduced intake of dietary sodium: <1,500 mg/d is optimal goal but at least 1,000 mg/d reduction in most adults

· Enhanced intake of dietary potassium

· Regular physical activity (Aerobic): 90–150 min/wk

· Tobacco cessation

· Measures to release stress and effective coping mechanisms.

Education

· Provide with nutrition/dietary information.

· Daily blood pressure monitoring at home twice a day for 7 days, keep a record, bring the record on the next visit with her PCP

· Instruction about medication intake compliance.

· Education of possible complications such as stroke, heart attack, and other problems.

· Patient was educated on course of hypertension, as well as warning signs and symptoms, which could indicate the need to attend the E.R/U.C. Answered all pt. questions/concerns. Pt verbalizes understanding to all

Follow-ups/Referrals

· Evaluation with PCP in 1 weeks for managing blood pressure and to evaluate current hypotensive therapy. Urgent Care visit prn. Assignment: Soap Note Hypertension

· No referrals needed at this time.

References

Domino, F., Baldor, R., Golding, J., Stephens, M. (2017). The 5-Minute Clinical Consult 2017 (25th ed.). Print (The 5-Minute Consult Series).

Codina Leik, M. T. (2014). Family Nurse Practitioner Certification Intensive Review (2nd ed.). ISBN 978-0-8261-3424-0

Assignment: Soap Note Hypertension

 

NURS 6003 Discussion: Examining Nursing Specialties

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NURS 6003 Discussion: Examining Nursing Specialties

Discussion: Examining Nursing Specialties

You have probably seen one or more of the many inspirational posters about decisions. A visual such as a forked road or a street sign is typically pictured, along with a quote designed to inspire.

Often decisions are not so easily inspired. Perhaps you discovered this when choosing a specialty within the MSN program. This decision is a critical part of your plan for

success, and you no doubt want to get it right. This is yet another area where your network can help, as well as other sources of information that can help you make an informed choice.

To Prepare:

  • Reflect on your decision to pursue a specialty within the MSN program, including your professional and academic goals as they relate to your program/specialization. NURS 6003 Discussion: Examining Nursing Specialties

By Day 3

Post an explanation of your choice of a nursing specialty within the program. Describe any difficulties you had (or are having) in making your choice, and the factors that drove/are driving your decision. Identify at least one professional organization affiliated with your chosen specialty and provide details on becoming a member.

Support main post with 3 of more current, credible sources and cite source within content of posting and on a reference list in proper APA.

By Day 6

Be sure to offer support from at least 2 current, credible sources in each required response to classmates’ main post and cite per APA.

Respond to at least two of your colleagues on two different days, by sharing your thoughts on their specialty, supporting their choice or offering suggestions if they have yet to choose.

Submission and Grading Information

Grading Criteria

To access your rubric:

Week 6 Discussion Rubric

Post by Day 3 and Respond by Day 6

To participate in this Discussion:

Week 6 Discussion

 

My 20 plus years in nursing is composed of a lot of experiences in many settings and roles and many starts and stops in returning to school. I’m no longer a spring chicken. I think reaching my mid 40’s may have been my propellant to go back to school (and to actually commit to finishing!). Returning to the bedside and taking the stress of leadership responsibilities off my shoulders helped me remember why I became a nurse in the first place and inspired me to do as much as I can to help more. This reckoning was why I decided to return to school and obtain my MSN.

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Now that I knew the what and the when, I needed to decide what specialty. I reviewed the descriptions of the different MSN specialty tracks in the online Walden student handbook (waldenu.edu, 2921).  I knew my feelings towards leadership were strong enough to drop an anvil on any leadership specialties and I crossed that off my list right away. I wanted something that would allow me to provide the most help to the most people and allow me to be the most marketable to the widest net of opportunities. This is why I chose the Family Nurse Practitioner (FNP) route. My second choice was Adult Gerontological Primary Care Nurse Practitioner (AGPCNP). I decided against the AGPCNP because I did not want to have any limit on the type of patient’s I would be able to see and treat. NURS 6003 Discussion: Examining Nursing Specialties

The second part of our discussion this week focuses on affiliation with professional organizations within our chosen field. Our class resources gave us many articles on the importance and benefits of becoming active members in professional organizations. Such benefits include professional development, continuing education, and networking (Echevarria, I., 2018). Larger professional organization also provide membership benefits such as annual national conferences, discounts on goods and services, and the opportunity to earn professional credits (Quin-Szcesuil, 2016).  In reviewing the many nurse practitioner organizations, I decided on the American Association of Nurse Practitioners (AANP). The AANP formed by combining the American Academy of Nurse Practitioners and the American College of Nurse Practitioners. (nursepractitionerschools.com). Members of the AANP are described as having the opportunity to make a difference in the strength of the Nurse Practitioner profession. That speaks to me and is in keeping with my personal and professional goals (https://www.aanp.org/membership).

.

References

Be a part of the voice of the nurse practitioner. (n.d.). AANP: American Association of Nurse Practitioners. Retrieved February 14, 2021, from https://www.aanp.org/membership

Echevarria, I. M. (2018). Make connections by joining a professional nursing organization. Nursing, 48(12), 35–38. https://doi.org/10.1097/01.nurse.0000547721.84857.cb

Master of science in nursing. (n.d.). Walden University. Retrieved February 14, 2021, from https://www.waldenu.edu/online-masters-programs/master-of-science-in-nursing

Quinn-Szcesuil, J. (2016, March 25). Why you should join a nursing association. Dailynurse.com. Retrieved February 14, 2021, from https://dailynurse.com/join-nursing-association/

staff writers. (2020, October 26). List of national, international, & states nurse practitioner associations. nursepractitionerschools.com. Retrieved February 14, 2021, from https://www.nursepractitionerschools.com/blog/np-associations-list/

RESPOND TO AL…

Hello Al,

I agree with your choice of Family Nurse Practitioner (FNP) and Adult Gerontological Primary Care Nurse Practitioner (AGPCNP) options as avenues to reach to more people, be more marketable and cast out the widest net of opportunities. The FNP provide a wide range of healthcare services across members of the family of varying ages (Heale et al., 2018). They provide primary care in terms of conducting diagnostic checks and screening for diseases and symptoms, give the treatment and even order for more tests, in general they assume a number of roles and are held more responsible at promoting the health of all the family members. On the other hand, the Adult Gerontological Primary Care Nurse Practitioner offer routine checkups, assessments, immunizations, health counselling and education. I do also agree with you that it is imperative for any practicing nurse to join a professional association to be able to promote career development, increased avenues of continuing education and broaden the professional networks that could be the connections for future job search and opportunities (Gaines, 2019). NURS 6003 Discussion: Examining Nursing Specialties

References

Heale, R., Dahrouge, S., Johnston, S., & Tranmer, J. E. (2018). Characteristics of Nurse Practitioner Practice in Family Health Teams in Ontario, Canada. Policy, Politics, & Nursing Practice, 19(3-4), 72–81. https://doi.org/10.1177/1527154418792538

Gaines, K. (2019, October 11). You Should Join a Nursing Organization. Here’s Why. Nurse.org. https://nurse.org/articles/benefits-of-nursing-organizations/

 

Learning Resources
Required Readings

Cherry, B., Caramanica, L, Everett, L. Q., Fennimore, L., &amp; Elaine, S. (2019). Leveraging the
power of board leadership in professional nursing organizations. JONA: The Journal of Nursing
Administration, 49(11), 517-519.

Echevarria, I. M. (2018). Make connections by joining a professional nursing organization.
Nursing, 48(12), 35–38.

Quinn-Szcesuil, J. (2016). Why you should join a nursing association. Retrieved from

 

Truant, R., &amp; Chan, R. J. (2017). Future ready: Strengthening oncology nursing leadership in the
context of professional oncology nursing organizations. Canadian Oncology Nursing Journal,
27(1), 2-4.

Walden University. (n.d.). Master of Science in Nursing (MSN). Retrieved October 12, 2018,
from https://www.waldenu.edu/masters/master-of-science-in-nursing

Document: Academic Success and Professional Development Plan Template (Word document)

Choose among the following to review your specialization’s Scope and Standards of
Practice or Competencies:

American Nurses Association. (2015). Nursing informatics: Scope and standards of practice
(2nd ed.). Silver Spring, MD: Author.

Nursing Informatics

E-book: Nursing Informatics: Scope and Standards of Practice

 “The Scope of Nursing Informatics Practice: Functional Areas of Nursing
Informatics” (pp. 18–3

Nursing Education
Website: Competencies for the Academic Nurse Educator
National League for Nursing. (2019). Nurse educator core competency. Retrieved from
http://www.nln.org/professional-development-programs/competencies-for-nursing-
education/nurse-educator-core-competency
Note: The competencies for the Academic Nurse Educator do not encompass the competencies
or scope and standards of practice for the Nursing Professional Developer. The set of
competencies associated with that specific role within the Nurse Education specialization will be
examined in future competencies throughout your specialization program of study.

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Nurse Executive
Website: Nurse Executive Competencies
American Organization for Nursing Leadership. (2015). AONL Nurse Executive competencies.
Retrieved from https://www.aonl.org/resources/nurse-leader-competencies

Public Health Nursing
Website: Public Health Nurse Competencies
Quad Council Coalition. (2018). Community/Public Health Nursing [C/PHN] competencies.
Retrieved from http://www.quadcouncilphn.org/documents-3/2018-qcc-competencies/

American Nurses Association. (2013). Public health nursing: Scope and standards of practice
(2nd ed.) Silver Spring, MD: Author. NURS 6003 Discussion: Examining Nursing Specialties

Public Health Nursing
E-book: Public Health Nursing: Scope and Standards of Practice

Optional Resources

Walden University. (n.d.). Subject Research: Nursing. Retrieved November 9, 2018, from
https://academicguides.waldenu.edu/library/subject/nursing

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Part 1: Writing Sample: The Connection Between Academic and Professional Integrity 

Using the Academic and Professional Success Development Template you began, write a 2-3 paragraph analysis that includes the following:

·   Explanation for the relationship between academic integrity and writing.

·   Explanation for the relationship between professional practices and scholarly ethics.

·   Cite at least 2 resources that support your arguments, being sure to use proper APA formatting.

·   Use Grammarly and SafeAssign to improve the product.

·   Explain how Grammarly, SafeAssign, and paraphrasing contributes to academic integrity.

 Points Range: 32 (32%) – 35 (35%) 

The response clearly and accurately describes in detail the relationship between academic integrity and writing.

The response clearly and accurately describes in detail the relationship between professional practices and scholarly ethics.

The response accurately cites at least two resources that fully support the arguments explained.

The response clearly and accurately describes in detail how Grammarly, SafeAssign, and paraphrasing contributes to academic integrity, including sufficient evidence that Grammarly and SafeAssign were used to improve the responses provided.

 Points Range: 28 (28%) – 31 (31%) 

The response partially describes the relationship between academic integrity and writing.

The response partially describes the relationship between professional practices and scholarly ethics.

The response partially cites at least two resources that partially support the arguments explained.

The response partially describes how Grammarly, SafeAssign, and paraphrasing contributes to academic integrity, including some evidence that Grammarly and SafeAssign were used to improve the responses provided.

 Points Range: 25 (25%) – 27 (27%) 

The response vaguely describes the relationship between academic integrity and writing.

The response vaguely describesthe relationship between professional practices and scholarly ethics.

The response vaguely or inaccurately cites at least two resources that vaguely support the arguments explained.

The response vaguely or inaccurately describes how Grammarly, SafeAssign, and paraphrasing contributes to academic integrity, including vague evidence that Grammarly and SafeAssign were used to improve the responses provided.

 Points Range: 0 (0%) – 24 (24%) 

The response describing the relationship between academic integrity and writing is vague and inaccurate, or is missing.

The response describing the relationship between professional practices and scholarly ethics is vague and inaccurate, or is missing.

The response inaccurately cites at least two resources that inaccurately support the arguments explained, or is missing.

The response vaguely and inaccurately describes how Grammarly, SafeAssign, and paraphrasing contributes to academic integrity, including no evidence that Grammarly and SafeAssign were used to improve the responses provided.
Part 2: Strategies for Maintaining Integrity of Work 

Expand on your thoughts from Part 1 by:

·   Identifying and describing strategies you intend to pursue to maintain integrity and ethics of your 1) academic work while a student of the MSN program, and 2) professional work as a nurse throughout your career. Include a review of resources and approaches you propose to use as a student and a professional.

 Points Range: 45 (45%) – 50 (50%) 

The response clearly identifies and accurately describes in detail strategies intended to pursue to maintain integrity and ethics of academic work while in the MSN program and in professional work as a nurse.

The response clearly reviews and accurately proposes in detail resources and approaches to use as a student and professional.

 Points Range: 40 (40%) – 44 (44%) 

The response partially identifies and describes strategies intended to pursue to maintain integrity and ethics of academic work while in the MSN program and in professional work as a nurse.

The response partially reviews and proposes resources and approaches to use as a student and professional.

 Points Range: 35 (35%) – 39 (39%) 

The response vaguely identifies and describes strategies intended to pursue to maintain integrity and ethics of academic work while in the MSN program and in professional work as a nurse.

The response inaccurately reviews and vaguely proposes resources and approaches to use as a student and professional.

 Points Range: 0 (0%) – 34 (34%) 

The response vaguely and inaccurately identifies and describes strategies intended to pursue to maintain integrity and ethics of academic work while in the MSN program and in professional work as a nurse, or is missing.

The response vaguely and inaccurately reviews and vaguely proposes resources and approaches to use as a student and professional, or is missing.
Written Expression and Formatting – Paragraph Development and Organization: 

Paragraphs make clear points that support well developed ideas, flow logically, and demonstrate continuity of ideas. Sentences are carefully focused–neither long and rambling nor short and lacking substance. A clear and comprehensive purpose statement and introduction is provided which delineates all required criteria.

 Points Range: 5 (5%) – 5 (5%) 

Paragraphs and sentences follow writing standards for flow, continuity, and clarity.

A clear and comprehensive purpose statement, introduction, and conclusion is provided which delineates all required criteria.

 Points Range: 4 (4%) – 4 (4%) 

Paragraphs and sentences follow writing standards for flow, continuity, and clarity 80% of the time.

Purpose, introduction, and conclusion of the assignment is stated, yet is brief and not descriptive.

 Points Range: 3.5 (3.5%) – 3.5 (3.5%) 

Paragraphs and sentences follow writing standards for flow, continuity, and clarity 60%- 79% of the time.

Purpose, introduction, and conclusion of the assignment is vague or off topic.

 Points Range: 0 (0%) – 3 (3%) 

Paragraphs and sentences follow writing standards for flow, continuity, and clarity < 60% of the time.

No purpose statement, introduction, or conclusion was provided.
Written Expression and Formatting – English writing standards:
Correct grammar, mechanics, and proper punctuation		 Points Range: 5 (5%) – 5 (5%) 

Uses correct grammar, spelling, and punctuation with no errors. NURS 6003 Discussion: Examining Nursing Specialties

 Points Range: 4 (4%) – 4 (4%) 

Contains a few (1-2) grammar, spelling, and punctuation errors.

 Points Range: 3.5 (3.5%) – 3.5 (3.5%) 

Contains several (3-4) grammar, spelling, and punctuation errors.

 Points Range: 0 (0%) – 3 (3%) 

Contains many (≥ 5) grammar, spelling, and punctuation errors that interfere with the reader’s understanding.
Written Expression and Formatting – The paper follows correct APA format for title page, headings, font, spacing, margins, indentations, page numbers, running head, parenthetical/in-text citations, and reference list.

Assignment: Nursing Informatics and Practitioner

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Assignment: Nursing Informatics and Practitioner

Assignment:Nursing Informatics and Practitioner

 

lactmed is the website that is my birth month that has to be used

Due Date

This assignment is due no later than the Sunday of Week 6 by 11:59 PM MT.

Total Points Possible: 200 Points

Preparation and Paper Outline:

PART 1: The medical application selection for this assignment is contingent upon the month of your birthday. Use the table below to identify the Medical App for this assignment.

Your Birth Month

Medical App for Assignment

LactMed

PART 2: Answer the Medical App Critical Appraisal questions thoughtfully and comprehensively. Use the criteria headings on this outline as the headings on your properly APA- formatted paper.

NAME: What is the name of the app?

AUTHOR: Who created, developed, or maintains the app? Explain.

ENDORSEMENT: Is the app licensed by the Food and Drug Administration, other government agency, or endorsed by an academic institution or medical professional organization? Explain. Assignment: Nursing Informatics and Practitioner

OPERATION: Which platform (mobile or web-based) is suitable for the app and why?

AESTHETICS: Is the information displayed in a way that is easy to navigate? Is it easy to use? Can you use it without instructions? Explain.

PURPOSE: What is the intended purpose or use of the app?

CLINICAL DECISION MAKING: What influence does the app have on clinical decision making? Explain.

SAFETY: Is there potential for patient harm? Explain.

PRIVACY/SECURITY: Does the app have privacy statement or setting? Is there a clear privacy policy stating information will be encrypted and not shared with third parties? Does the app share information on social networks? Are users notified in the event of a breach of privacy and health information? Explain.

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USER: For whom is the app intended (providers, patients, or others)? Explain.

DISTRIBUTION: Is it designed for local use or wider distribution? Explain.

CREDIBILITY: How credible are the sources of information? How do you know? Explain.

RELEVANCE: How current is the information in the app? When was the last update? Is the content consistent with evidence-based literature or best practices/standards of care? Explain.

PART 3: Provide one example of an appropriate patient or clinical scenario for this app. The example should include the following details:

Patient Age-population (Pediatric, Adult, Geriatric)

Clinical Setting (Hospital, Private Practice, Extended Living Facility)

History of Present Illness and Diagnosis or Condition

Provide a detailed description of the app in your example. When will the app be implemented (at the Point-of-care or elsewhere)? Who will use the app? What potential impact will it have on the scenario? Incorporate the critical appraisal information from Part 2. Provide one evidence-based scholarly article as a reference to support clinical decision making.

This assignment will be graded on the quality of the information, inclusion of one evidence-based scholarly resource, use of citations, use of Standard English grammar, and organization based on the required components (see the paper headings and content details in Part 1).

The length of the paper is to be between 1,000 and 1,500 words, excluding title page and reference list. Assignment: Nursing Informatics and Practitioner

Create this assignment using Microsoft (MS) Word. You can tell that the document is saved as a MS Word document because it will end in “.docx.”

APA format (6th edition) is required in this assignment, explicitly for in-text citations and the reference list. Use 12-point Times New Roman font with 1-inch margins and double spacing. See the APA manual for details regarding proper citation. See resources under Course Resources, “Guidelines for Writing Professional Papers” for further clarification.

* Scholarly Sources: Only scholarly sources are acceptable for citation and reference in this course. These include peer-reviewed publications, government reports, or sources written by a professional or scholar in the field. The textbooks and lessons are NOT considered to be outside scholarly sources. For the threaded discussions and reflection posts, reputable internet sources such as websites by government agencies (URL ends in .gov) and respected organizations (often ends in .org) can be counted as scholarly sources. The best outside scholarly source to use is a peer-reviewed nursing journal.  You are encouraged to use the Chamberlain library and search one of the available databases for a peer-reviewed journal article.  The following sources should not be used: Wikipedia, Wikis, or blogs.  These websites are not considered scholarly as anyone can add to these. Points will be deducted from the rubric if the site does not demonstrate scholarship or quality. Current outside scholarly sources must be published with the last 5 years. Assignment: Nursing Informatics and Practitioner

 

Medication Teaching Plan Assignment

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Medication Teaching Plan Assignment

Medication Teaching Plan Assignment

Medication Teaching Plan Assignment Guidelines

Purpose
The purpose of this assignment is for the student to synthesize pharmacological knowledge (i.e., core drug

knowledge, core patient variables, and nursing implications) of pharmacotherapeutic agents into a useful

teaching and learning tool for nurses and patients.

Course OutcomesThis assignment enables the student to meet the following course outcomes.
CO1 Apply the concepts of pharmacotherapeutics, pharmacokinetics, pharmacodynamics, and pharmacogenomics to the use of specific medication classifications in specific health conditions and in consideration of medication side/adverse effects, nursing implications, and medication
CO2 Apply principles of health promotion, as well as illness and injury prevention, to promote safety and effectiveness of commonly used pharmacologic therapy across the lifespan, taking into consideration sociocultural, genetic/genomic, developmental, and gender implications. (POs 3 and 8) Medication Teaching Plan Assignment

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CO3 Utilize the nursing process in understanding the effects of drug therapy on health outcomes across the lifespan within the framework of a diverse population of individuals, families, and communities. (PO 4)
Due Date

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

Total Points Possible

100 Points

Requirements
Choose a pharmacological agent that has been on the market less than 5 years.
Research the literature and obtain two to three resources for current, evidence-based information related to the pharmacological agent. You must submit your resources with the assignment. Identify the following key/relevant drug information that will be used to develop a medication teaching brochure:
Drug Class
Mechanism of Action
Drug Administration and Dosage
Drug/food Interactions
Lab effects/Interference
Design a brochure to be used as a patient teaching tool containing the identified relevant/key
information outlined above and the following important information:

Nursing Management
Patient Education Considerations
Patient Assessment
Potential Side Effects/Adverse Effects/Toxicities. Medication Teaching Plan Assignment