N512 Advanced Pathophysiology Assignment 1

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N512 Advanced Pathophysiology Assignment 1

The purpose of this paper is to address the following clinical scenario with the use of your textbook, external credible literature, and/or reliable electronic sources. Use the guide below to draft your paper and review the rubric to ensure you have met the assignment criteria. The expected length of the paper is approximately 4-5 pages, which does not include the cover page and reference page(s). N512 Advanced Pathophysiology Assignment 1

Lisa Anderson, a 22 y.o., Caucasian single parent, is referred for genetic counseling by her pediatric Nurse Practitioner. She has a 3-year-old boy with developmental delay and small joint hyperextensibility. The pediatric Nurse Practitioner has diagnosed fragile X-associated mental retardation. She is currently pregnant with her second child at 14 weeks of gestation. The family history is unremarkable.

Please use the following headings/subheadings as a guide to draft your paper:

  1. Introduction (including a brief purpose statement)
  2. Identify the genetic mutation responsible for fragile X-associated mental retardation.
  3. Describe and discuss how it causes the clinical syndrome of developmental delay, joint hyperextensibility, large testes, and facial abnormalities. N512 Advanced Pathophysiology Assignment 1
  4. Identify which parent is the probable carrier of the genetic mutation?
  5. Explain why this parent and the grandparents are phenotypically unaffected.
  6. Discuss the likelihood that the unborn child will be affected?

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VII. Conclusion

In regards to APA format, please use the following as a guide:

  • Include a cover page and running head (this is not part of the 4-5 page limit)
  • Include transitions in your paper (i.e. headings or subheadings)
  • Use in-text references throughout the paper
  • Use double space, 12 point Times New Roman font
  • Spelling, grammar, and organization are appropriate
  • Include a reference list (this is not part of the 4-5 page limit)
  • Attempt to use primary sources only. That said, you may cite reliable electronic sources (i.e. ANA)

Assignment 1 Rubric – N512 Advanced Pathophysiology Assignment 1

Criteria

60 Points

55 Points

50  Points

40 Points

Earned Points

Content: Application & Analysis

 Responds correctly and/or appropriately to all questions and criteria. Content is excellent. N512 Advanced Pathophysiology Assignment 1 

Demonstrates a high level of critical thinking, shows significant insight or creative thought about the topic, and does not merely recite the text/resources. Uses concepts and terminology correctly.  Detail rich and specific. N512 Advanced Pathophysiology Assignment 1

 Responds correctly and/or appropriately to all questions and criteria. Content is good. 

Demonstrates some critical thinking throughout the paper and may also show some insight or creative thinking about the topic. Mostly uses concepts and terminology correctly (1-2 issues). Minor detail inconsistencies (1-2).

 Responds correctly and/or appropriately to at least one question OR if only one question, partially responds to question. Does not address all criteria. Content is minimal. 

Demonstrates at least one critical thinking skill in the paper.  Attempts to use concepts and terminology correctly.  Several detail inconsistencies (3-5).

 Paper is unclear and does not address the questions and/or criteria. Content does not meet requirements. Many inconsistencies and conflicting information (6+). 

 

 

 /60

Criteria

20 Points

16 Points

14 Points

12 Points

Earned Points

Quality: Supporting Research & Sources

 All work is accurately cited (where applicable) and appropriately supports content with research, text, multimedia, and/or other resources.  References are relevant and enhance the topic. Most of the work is accurately cited (where applicable) and adequately supports content with research, text, and/or resources.  One issue with reference or use of one inappropriate reference.  References are relevant to the topic. 2-3 issues with references, including the use of inappropriate references to support content. May fail to provide references to support content.  1-2 references are not relevant to the topic and/or distract from the topic at hand. 4 or more issues with references, including the use of inappropriate references to support content OR failure to include references (where applicable).  No supporting references are used OR they are used but 3+ references are not relevant to the topic. /20

Criteria

10 Points

8 Points

7 Points

6 Points

Earned Points

Organization

 Paper is well-organized. Ideas are clear and arranged logically. Transitions are smooth, no flaws in logic. Paper is organized. Ideas are usually clear and arranged in an acceptable sequence (1-2 issues). Transitions are usually smooth (1-2 issues), good support. N512 Advanced Pathophysiology Assignment 1 Paper lacks organization. There are many problems with the approach (3-5 issues with organization). Some difficulty understanding ideas.  Issues with support and transitions (3-5). Paper is poorly organized and difficult to understand. Many issues with support and transitions (6+). Ideas are arranged illogically and do not make sense.  /10

Accuracy & Basic Writing Mechanics

 Error-free, including APA formatting, reflecting clear understanding of various forms of expression and careful editing. Very few (less than 3) errors in spelling, grammar, syntax, and/or punctuation. Very few (less than 3) issues with APA formatting. Occasional poor choice of word. 4-5 errors in spelling, grammar, syntax, and/or punctuation. 4-5 issues with APA Formatting. Writing may be difficult to understand at times. More than 5 errors in spelling, grammar, syntax, and/or punctuation.  Many (6+ issues with APA formatting.  Writing is difficult to understand in many instances.  /10

 

Discussion 1

See Van, a 35-year-old married Hmong-American woman recently underwent an annual Papanicolaou test (Pap smear) at her Certified Nurse Midwife’s practice, and the results were abnormal.  Her provider diagnosed her with low-grade cervical dysplasia.  What alterations at the cellular level would you expect to see with this diagnosis? Provide and discuss with your colleagues S. V.’s prognosis. Support your discussion with citations from the textbook, external credible literature and/or reliable electronic sources. N512 Advanced Pathophysiology Assignment 1

Remember to respond to at least two of your peers. Please refer to the Course Syllabus for Participation Guidelines & Grading Criteria.

Sample Discussion Response

When undergoing an annual pap smear test and being told that it was abnormal can be scary. As a family nurse practitioner one must be able to discuss the prognosis and treatments options for their patients during a scary time. However, it is also important to discuss with patients the importance of annual testing and especially with woman in child-bearing age. See Vans provider diagnosed her with low-grade cervical dysplasia at her annual pap smear screening. This is when there is abnormal cells that are found on the surface of ones cervix (Laughlin-Tommaso, 2020).  When a pap-smear is done there is a collection of cells from the squamocolumnar junction of the cervix (Laughlin-Tommaso, 2020).  When this is seen in cervical dysplasia squamous metaplasia causes the squamous cells to replace columnar cells (Cooper & McCathran, 2020). When this happens it allows for the entrance of human papillomavirus. Due to See Van only having low-grade cervical dysplasia treatment is not needed. When it comes to low-grade cervical dysplasia no treatment is needed, so given this See Vans prognosis is fair (Cooper & McCathran, 2020). However she should continue to get regular pap smears every year in order to follow up and ensure that the cervical dysplasia has not turned into a more aggressive form. Also given her ethnicity her chances of it turning into a more aggressive form is rare due to this condition being most common in Hispanic females. Sue Van also being married gives her a better prognosis because this helps to determine that she has only had one sex partner (Cooper & McCathran, 2020). However, it is still important for Sue Van to continue to been seen every year for her annual test to ensure her condition has not worsened. N512 Advanced Pathophysiology Assignment 1

Cooper DB, McCathran CE. Cervical Dysplasia. [Updated 2020 May 27]. In: StatPearls [Internet]. Treasure Island (FL): StatPearls Publishing; 2020 Jan-. Available from: https://www.ncbi.nlm.nih.gov/books/NBK430859/

Laughlin-Tommaso. (2020, June 27). Cervical dysplasia: Is it cancer? Mayo Clinic. N512 Advanced Pathophysiology Assignment 1 https://www.mayoclinic.org/diseases-conditions/cervical-cancer/expert-answers/cervical-dysplasia/faq-20058142

338 words

In reply to CD

Re: Dean Discussion 1

by Lorri – 

Hi C,

Thanks for the informative post. I too think that S. V.’s prognosis is good; however, you can’t really make an assumption that she has had only one sex partner based on the fact that she’s married. We don’t know how many partners she’s had, or how many her husband has had in the past. I agree that she should be tested annually, but according to Cooper and McCathran (2020), patients with a low-grade squamous intraepithelial lesion (LSIL) should return once a year for co-testing for the following 2 years, which involves a repeat Pap smear with HPV molecular testing, as the majority of the lesions will regress on their own. If HPV remains positive at either of the next 2 annual follow up visits, the patient would be referred for colposcopy, and if all tests are negative at both the 1- and 2-year follow-up visits, return for retesting with HPV-based testing in 3 years is recommended (Perkins et al., 2019).
I think you make a great point that S. V. should be screened on a regular basis, and I would say that a more in-depth sexual history would also be necessary. The USPSTF (2020) currently recommends the utilization of other health screens such as HIV, and depending on whether she has an increased risk, syphilis, gonorrhea, and chlamydia screenings as well.

Cooper, D. B., & McCathran C. E. (2020). Cervical Dysplasia. Treasure Island, FL: StatPearls Publishing. https://www.ncbi.nlm.nih.gov/books/NBK430859/

Perkins, R. B., Guido, R. S., Castle, P. E., Chelmow, D., Einstein, M. H., Garcia, F., Huh, W. K., Kim, J. J., PhD, Moscicki, A. B., Nayar, R., Saraiya, M., Sawaya, G. F., Wentzensen, N., & Schiffman, M. (2020) 2019 ASCCP risk-based management consensus guidelines for abnormal cervical cancer screening tests and cancer precursors. Journal of Lower Genital Tract Disease, 24(2), 102-131. https://doi:10.1097/LGT.0000000000000525

U.S. Preventive Services Task Force., & United States. (2017). U.S. Preventive Services Task Force (USPSTF). Rockville, MD: U.S. Dept. of Health & Human Services, Agency for Healthcare Research and Quality. https://www.ahrq.gov/prevention/guidelines/guide/section1.html. N512 Advanced Pathophysiology Assignment 1

NRNP 6635 Week10 Assignment Walden Assignment

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NRNP 6635 Week10 Assignment Walden Assignment

NRNP 6635 Week10 Assignment Walden

Week 10: Neurocognitive and Neurodevelopmental Disorders

The human brain only constitutes approximately 2% of an individual’s total body weight, a percentage that pales in comparison to the brain’s level of importance in human development (Koch, 2016). Although externally protected by layers of membranes as well as the skull, the brain is not very resistant to damage. Damage to the brain may compromise its functionality, which may, in turn, lead to neurodevelopmental disorders in childhood and adolescence or neurocognitive disorders for any number of reasons across the lifespan. NRNP 6635 Week10 Assignment Walden

This week, you practice assessing and diagnosing neurocognitive and neurodevelopmental disorders across the lifespan.

Reference: Koch, C. (2016, January 1). Does brain size matter? Scientific American. https://www.scientificamerican.com/article/does-brain-size-matter1/

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Learning Objectives – NRNP 6635 Week10 Assignment Walden

Students will:

  • Apply concepts, theories, and principles related to patient interviewing, diagnostic reasoning, and recording patient information
  • Formulate differential diagnoses using DSM-5 criteria for patients with neurocognitive and neurodevelopmental disorders across the lifespan

Learning Resources

Required Readings (click to expand/reduce) 

American  Psychiatric Association. (2013). Neurocognitive disorders. In Diagnostic and statistical manual of mental disorders (5th ed., pp. 591–644). Author.

American Psychiatric Association. (2013). Neurodevelopmental disorders. In Diagnostic and statistical manual of mental disorders (5th ed.). Arlington, VA: Author. doi:10.1176/appi.books.9780890425596.dsm01. NRNP 6635 Week10 Assignment Walden Assignment

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

  • Chapter 21, Neurocognitive Disorders
  • Chapter 31, Child Psychiatry

Document: Comprehensive Psychiatric Evaluation Template

Document: Comprehensive Psychiatric Evaluation Exemplar

Required Media (click to expand/reduce) 

Classroom Productions. (Producer). (2016). Neurocognitive disorders [Video]. Walden University.

Classroom Productions. (Producer). (2016). Neurodevelopmental disorders [Video]. Walden University.

MedEasy. (2016). Progressive neurocognitive disorders. | USMLE & COMLEX [Video]. YouTube. https://www.youtube.com/watch?v=KdcjyHvaAuQ

Video Case Selections for Assignment (click to expand/reduce) 

Select one of the following videos to use for your Assignment this week. Then, access the document “Case History Reports” and review the additional data about the patient in the specific video number you selected.

Symptom Media. (Producer). (2017). Training title 48 [Video]. https://video-alexanderstreet-com.ezp.waldenulibrary.org/watch/training-title-48

Symptom Media. (Producer). (2017). Training title 50 [Video]. https://video-alexanderstreet-com.ezp.waldenulibrary.org/watch/training-title-50

Document: Case History Reports

Assignment: Assessing and Diagnosing Patients With Neurocognitive and Neurodevelopmental Disorders

Photo Credit: Getty Images

Neurodevelopmental disorders begin in the developmental period of childhood and may continue through adulthood. They may range from the very specific to a general or global impairment, and often co-occur (APA, 2013). They include specific learning and language disorders, attention deficit hyperactivity disorder (ADHD), autism spectrum disorders, and intellectual disabilities. Neurocognitive disorders, on the other hand, represent a decline in one or more areas of prior mental function that is significant enough to impact independent functioning. They may occur at any time in life and be caused by factors such brain injury; diseases such as Alzheimer’s, Parkinson’s, or Huntington’s; infection; or stroke, among others. NRNP 6635 Week10 Assignment Walden

For this Assignment, you will assess a patient in a case study who presents with a neurocognitive or neurodevelopmental disorder.

To Prepare:

  • Review this week’s Learning Resources and consider the insights they provide. Consider how neurocognitive impairments may have similar presentations to other psychological disorders.
  • Review the Comprehensive Psychiatric Evaluation template, which you will use to complete this Assignment.
  • By Day 1 of this week, select a specific video case study to use for this Assignment from the Video Case Selections choices in the Learning Resources. View your assigned video case and review the additional data for the case in the “Case History Reports” document, keeping the requirements of the evaluation template in mind.
  • Consider what history would be necessary to collect from this patient.
  • Consider what interview questions you would need to ask this patient.
  • Identify at least three possible differential diagnoses for the patient. NRNP 6635 Week10 Assignment Walden Assignment
By Day 7 of Week 10

Complete and submit your Comprehensive Psychiatric Evaluation, including your differential diagnosis and critical-thinking process to formulate primary diagnosis.
Incorporate the following into your responses in the template:

  • Subjective: What details did the patient provide regarding their chief complaint and symptomology to derive your differential diagnosis? What is the duration and severity of their symptoms? How are their symptoms impacting their functioning in life?
  • Objective: What observations did you make during the psychiatric assessment?
  • Assessment: Discuss the patient’s mental status examination results. What were your differential diagnoses? Provide a minimum of three possible diagnoses with supporting evidence, listed in order from highest priority to lowest priority. Compare the DSM-5 diagnostic criteria for each differential diagnosis and explain what DSM-5 criteria rules out the differential diagnosis to find an accurate diagnosis. Explain the critical-thinking process that led you to the primary diagnosis you selected. Include pertinent positives and pertinent negatives for the specific patient case.
  • Reflection notes: What would you do differently with this client if you could conduct the session over? Also include in your reflection a discussion related to legal/ethical considerations (demonstrate critical thinking beyond confidentiality and consent for treatment!), health promotion and disease prevention taking into consideration patient factors (such as age, ethnic group, etc.), PMH, and other risk factors (e.g., socioeconomic, cultural background, etc.).

Submission and Grading Information

To submit your completed Assignment for review and grading, do the following:

  • Please save your Assignment using the naming convention “WK10Assgn+last name+first initial.(extension)” as the name.
  • Click the Week 10 Assignment Rubric to review the Grading Criteria for the Assignment.
  • Click the Week 10 Assignment link. You will also be able to “View Rubric” for grading criteria from this area.
  • Next, from the Attach File area, click on the Browse My Computer button. Find the document you saved as “WK10Assgn+last name+first initial.(extension)” and click Open.
  • If applicable: From the Plagiarism Tools area, click the checkbox for I agree to submit my paper(s) to the Global Reference Database.
  • Click on the Submit button to complete your submission. NRNP 6635 Week10 Assignment Walden Assignment

NRS 428VN GCU Community Assessment and Analysis Presentation

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NRS 428VN GCU Community Assessment and Analysis Presentation

NRS 428VN GCU Community Assessment and Analysis Presentation

The RN to BSN program at Grand Canyon University meets the requirements for clinical competencies as defined by the Commission on Collegiate Nursing Education (CCNE) and the American Association of Colleges of Nursing (AACN), using nontraditional experiences for practicing nurses. These experiences come in the form of direct and indirect care experiences in which licensed nursing students engage in learning within the context of their hospital organization, specific care discipline, and local communities. NRS 428VN GCU Community Assessment and Analysis Presentation

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This assignment consists of both an interview and a PowerPoint (PPT) presentation.

Assessment/Interview

Select a community of interest in your region. Perform a physical assessment of the community.

  1. Perform a direct assessment of a community of interest using the “Functional Health Patterns Community Assessment Guide.”
  2. Interview a community health and public health provider regarding that person’s role and experiences within the community.

Interview Guidelines

Interviews can take place in-person, by phone, or by Skype.

Develop interview questions to gather information about the role of the provider in the community and the health issues faced by the chosen community.

Complete the “Provider Interview Acknowledgement Form” prior to conducting the interview. Submit this document separately in its respective drop box.

Compile key findings from the interview, including the interview questions used, and submit these with the presentation.

PowerPoint Presentation

Create a PowerPoint presentation of 15-20 slides (slide count does not include title and references slide) describing the chosen community interest. NRS 428VN GCU Community Assessment and Analysis Presentation

Include the following in your presentation:

  1. Description of community and community boundaries: the people and the geographic, geopolitical, financial, educational level; ethnic and phenomenological features of the community, as well as types of social interactions; common goals and interests; and barriers, and challenges, including any identified social determinates of health.
  2. Summary of community assessment: (a) funding sources and (b) partnerships.
  3. Summary of interview with community health/public health provider.
  4. Identification of an issue that is lacking or an opportunity for health promotion.
  5. A conclusion summarizing your key findings and a discussion of your impressions of the general health of the community. NRS 428VN GCU Community Assessment and Analysis Presentation

Broward Community College Clinical Practice Essay

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Broward Community College Clinical Practice Essay

Broward Community College Clinical Practice Essay

Clinical practice guidelines use available evidence to develop recommendations that guide practice to improve patient care.

Select a clinical practice guideline, based on your area of interest, from one of the web sites below or another site. Describe the following information from the guideline you selected.

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  • Identify the name of the clinical guideline and date developed
  • Identify the population
  • Identify 3 recommendations found in the guideline
  • Identify the grade or level of recommendation for the three recommendations identified and describe what the assigned grade or level means.
  • How can you use the information from the guideline in your practice?

Suggested Clinical Practice Guideline sites: Broward Community College Clinical Practice Essay

HCM 3046 South University Online Week 4 Workforce Diversity Discussion

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HCM 3046 South University Online Week 4 Workforce Diversity Discussion

The concept of healthcare diversity extends beyond cultural, racial, and religious personal identity. Healthcare professionals need to develop the ability to understand the extent of individual differences commonly referred to as diversity. The differences must be recognized, but to what extent is the healthcare provider’s obligation to accommodate? It must also be recognized that some cultures from around the globe view sickness through a different lens and are accustomed to different healthcare approaches and outcomes. Finally, the spectrum of diversity must be recognized as ranging from race and religion to amputee or the hearing impaired. HCM 3046 South University Online Week 4 Workforce Diversity Discussion

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Based on your readings and research, answer the following:

  • What is the best approach to understanding diversity and why?
  • To what extent should the healthcare organization/professional accommodate?
  • Do you believe there are specific categories of diversity that must be recognized? What are they and why?
  • Do you believe the difference in defining diversity is within the lived experience of the patient? HCM 3046 South University Online Week 4 Workforce Diversity Discussion

Personal Approach to Professional Nursing Practice Paper

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Personal Approach to Professional Nursing Practice Paper

Personal Approach to Professional Nursing Practice Paper

In a Microsoft Word document of 5-6 pages formatted in APA style, describe your personal approach to professional nursing practice. Be sure to address each one of the following criteria:

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  • Which philosophy/conceptual framework/theory/middle-range theory describes nursing in the way you think about it?
    • Discuss how you could utilize the philosophy/conceptual framework/theory/middle-range theory to organize your thoughts for critical thinking and decision making in nursing practice.
  • Formulate and discuss your personal definition of nursing, person, health, and environment.
  • Discuss a minimum of two beliefs and/or values about nursing that guide your own practice.
  • Analyze your communication style using one of the tools presented in the course.
    • Discuss the strengths and weaknesses associated with your style of communication.
    • Impact of your communication style on your ability to collaborate as part of an interdisciplinary team. Personal Approach to Professional Nursing Practice Paper

NURS FPX 4900 Capella Healthcare Technology and Care Coordination Research Paper

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NURS FPX 4900 Capella Healthcare Technology and Care Coordination Research Paper

Description

In a 5-7 page written assessment, determine how health care technology, coordination of care, and community resources can be applied to address the patient, family, or population problem you’ve defined. In addition, plan to spend approximately 2 direct practicum hours exploring these aspects of the problem with the patient, family, or group you’ve chosen to work with and, if desired, consulting with subject matter and industry experts. Report on your experiences during the second 2 hours of your practicum.

As a baccalaureate-prepared nurse, you’ll be positioned to maximize the use of technology to achieve positive patient outcomes and improve organizational effectiveness. Providing holistic coordination of patient care across the entire health care continuum and leveraging community resource services can lead both to positive patient outcomes and to organizational improvements.

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DEMONSTRATION OF PROFICIENCY

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

  • Competency 4: Apply health information and patient care technology to improve patient and systems outcomes.
    • Analyze the impact of health care technology on a patient, family, or population problem.
  • Competency 5: Analyze the impact of health policy on quality and cost of care.
    • Analyze state board nursing practice standards and/or organizational or governmental policies associated with health technology, care coordination, and community resources.
  •  Competency 6: Collaborate interprofessionally to improve patient and population outcomes.
    • Explain how care coordination and the utilization of community resources can be used to address a patient, family, or population problem. NURS FPX 4900 Capella Healthcare Technology and Care Coordination Research Paper
  • Competency 8: Integrate professional standards and values into practice.
    • Support main points, assertions, arguments, conclusions, or recommendations with relevant and credible evidence.
    • Apply APA style and formatting to scholarly writing.

PREPARATION

In this assessment, you’ll determine how health care technology, coordination of care, and community resources can be applied to address the health problem you’ve defined. Plan to spend at least 2 direct practicum hours working with the same patient, family, or group. During this time, you may also choose to consult with subject matter and industry experts.

To prepare for the assessment:

  • Review the assessment instructions and scoring guide to ensure that you understand the work you will be asked to complete and how it will be assessed.
  • Conduct sufficient research of the scholarly and professional literature to inform your assessment and meet scholarly expectations for supporting evidence.
  • Review the Practicum Focus Sheet: Assessment 3 [PDF], which provides guidance for conducting this portion of your practicum.

Note: Remember that you can submit all, or a portion of, your draft assessment to Smarthinking for feedback, before you submit the final version. If you plan on using this free service, be mindful of the turnaround time of 24–48 hours for receiving feedback. NURS FPX 4900 Capella Healthcare Technology and Care Coordination Research Paper

INSTRUCTIONS

Complete this assessment in two parts.

Part 1

Determine how health care technology, the coordination of care, and the use of community resources can be applied to address the patient, family, or population problem you’ve defined. Plan to spend at least 2 practicum hours exploring these aspects of the problem with the patient, family, or group. During this time, you may also consult with subject matter and industry experts of your choice. Use the Practicum Focus Sheet: Assessment 3 [PDF] provided for this assessment to guide your work and interpersonal interactions.

Part 2

Report on your experiences during the second 2 hours of your practicum.

  • Whom did you meet with?
    • What did you learn from them?
  • Comment on the evidence-based practice (EBP) documents or websites you reviewed.
    • What did you learn from that review?
  • Share the process and experience of exploring the effect of the problem on the quality of care, patient safety, and costs to the system and individual.

CORE ELMS

Update the total number of hours on the NURS-FPX4900 Volunteer Experience Form in CORE ELMS.

REQUIREMENTS

The assessment requirements, outlined below, correspond to the scoring guide criteria, so be sure to address each main point. Read the performance-level descriptions for each criterion to see how your work will be assessed. In addition, note the additional requirements for document format and length and for supporting evidence.

  • Analyze the impact of health care technology on the patient, family, or population problem.
    • Cite evidence from the literature that addresses the advantages and disadvantages of specific technologies, including research studies that present opposing views.
    • Determine whether the evidence is consistent with technology use you see in your nursing practice.
    • Identify potential barriers and costs associated with the use of specific technologies and how those technologies are applied within the context of this problem.
  • Explain how care coordination and the utilization of community resources can be used to address the patient, family, or population problem.
    • Cite evidence from the literature that addresses the benefits of care coordination and the utilization of community resources, including research studies that present opposing views.
    • Determine whether the evidence is consistent with how you see care coordination and community resources used in your nursing practice.
    • Identify barriers to the use of care coordination and community resources in the context of this problem.
  • Analyze state board nursing practice standards and/or organizational or governmental policies associated with health care technology, care coordination, and community resources.
    • Explain how these standards or policies will guide your actions in applying technology, care coordination, and community resources to address care quality, patient safety, and costs to the system and individual. NURS FPX 4900 Capella Healthcare Technology and Care Coordination Research Paper
    • Describe the effects of local, state, and federal policies or legislation on your nursing scope of practice, within the context of technology, care coordination, and community resources.
    • Explain how nursing ethics will inform your approach to addressing the problem through the use of applied technology, care coordination, and community resources.
  • Support main points, assertions, arguments, conclusions, or recommendations with relevant and credible evidence.
  • Apply APA style and formatting to scholarly writing.
Additional Requirements
  • Format: Format your paper using APA style. Use the APA Style Paper Template. An APA Style Paper Tutorial is also provided to help you in writing and formatting your paper. Be sure to include:
    • A title page and reference page. An abstract is not required.
    • A running head on all pages.
    • Appropriate section headings.
  • Length: Your paper should be approximately 5–7 pages in length, not including the reference page.
  • Supporting evidence: Cite at least five sources of scholarly or professional evidence that support your central ideas. Resources should be no more than five years old. Provide in-text citations and references in APA format.
  • Proofreading: Proofread your paper, before you submit it, to minimize errors that could distract readers and make it more difficult for them to focus on its substance. NURS FPX 4900 Capella Healthcare Technology and Care Coordination Research Paper

Texas A & M University ADHD Medication for Children Literature Review

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Texas A & M University ADHD Medication for Children Literature Review

ASSIGNMENT INSTRUCTIONS for Review of Literature Section of Your Action Research Proposal You will use your outline plan shown on the next page of this PDF to write and submit a synthesized literature review of your action research proposal. You are submitting it for review by the instructor. Assignment Details You will write and submit a literature review with these items: A bold centered title of “Literature Review” on the first page ● A synthesized literature review in paragraph form that follows the outline plan from the Unit 2 Discussion and uses in-text citations throughout ●

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The heading “Summary” in bold print, flush left, with a paragraph to summarize this section ● References page with a full reference for each source cited ● A running head of the title, as in the Introduction section, and page number on each page The Literature Review section will be approximately 3–4 pages in length, not including the reference page. The first paragraph of the literature review will begin on the same page as the title. ● ● This Assignment addresses the following Unit Outcome: Synthesize the topic information for a literature review. It also addresses the following Course Outcome: Develop an action research proposal that focuses on improving practice in an educational or workplace setting. Outline/ Plan for your Review the Literature: ● ● ● ● ● ● Introduction — Should children be put on ADHD medication to treat their behavioral issues in the classroom The controversy of prescribing ADHD medication for children ○ Pros of ADHD medication in children ○ Cons of ADHD medication in children Understanding behavioral modification as behavioral treatment for ADHD students ○ With Therapy ○ With Strategies Percentage of Children Grow out of the need for ADHD Medication after high school and Percentage who become dependent on the medication as a lifelong issue Discussion of the Specific ADHD Medications on the Market for Children ○ Strattera (atomoxetine hydrochloride/ Non-Stimulant) ○ Focalin XR (methylphenidate), Ritalin (methylphenidate), Concerta (methylphenidate), Adderall XR (amphetamine), Vyvanse (lisdexamfetamine dimesylate) Conclusion Here are Five articles that are related to your topic and serve to form a background for and/or seek to answer your research question: !. ”Should Young ADHD Children be Medicated?” In this article, a research study is conducted to determine whether assertions established by former studies claiming that students who are diagnosed with ADD/ ADHD and are put on medicinal substance early on may be able to perform better academically better than the students who are put on medicinal substance in junior high. #. “Psychosocial treatment strategies in the MTA study: Rationale, methods, and critical issues in design and implementation” This article discusses evidence-based research for the treatment of ADHD children with students under the age of 10. The article analyzes the efficacy of medicinal substance vs. behavioral treatment of ADHD students. $. “Using Stimulant Medication for Children with ADHD: What Do Parents $. Say?” This article utilizes real-life qualitative methods of 3 focus groups consisting of care-givers and guardians who are asked to recount their experiences looking after a child with ADHD and utilizing medicinal substance for treatment. [. ”Practitioner review: Non-pharmacological treatments for ADHD: A lifespan approach” This article examines the different non-pharmacological treatments that are currently accessible for children, teenagers, and even adults. In leading this study, the researchers strived to identify the most effective approaches for dealing with the issue of ADHD in the three classes of individuals. . “Medical treatment of Attention Deficit/Hyperactivity Disorder (ADHD) and childrenʼs academic performance” This article utilizes Danish administrative register data to assess the effect of medication treatment of ADHD on childrenʼs academic performance assessed by student grade point average. Texas A & M University ADHD Medication for Children Literature Review

NURS FPX 4050 Capella University Caring for Alzheimers Patient Discussion

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NURS FPX 4050 Capella University Caring for Alzheimers Patient Discussion

Description

Develop a 3-4 page preliminary care coordination plan for a selected health care problem. Include physical, psychosocial, and cultural considerations for this health care problem. Identify and list available community resources for a safe and effective continuum of care.

NOTE: You are required to complete this assessment before Assessment 4.

The first step in any effective project or clinical patient encounter is planning. This assessment provides an opportunity for you to strengthen your understanding of how to plan and negotiate the coordination of care for a hypothetical individual in your community as you consider the hypothetical patient’s unique needs; the ethical, cultural, and physiological factors that affect care; and the critical resources available in your community that are the foundation of a safe plan for the continuum of care. NURS FPX 4050 Capella University Caring for Alzheimers Patient Discussion

As you begin to prepare this assessment, you are encouraged to complete the Care Coordination Planning activity. Completion of this will provide useful practice, particularly for those of you who do not have care coordination experience in community settings. The information gained from completing this activity will help you succeed with the assessment. Completing formatives is also a way to demonstrate engagement.

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DEMONSTRATION OF PROFICIENCY

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

  • Competency 1: Adapt care based on patient-centered and person-focused factors.
    • Analyze a health concern and the associated best practices for health improvement.
  • Competency 2: Collaborate with patients and family to achieve desired outcomes.
    • Describe specific goals that should be established to address a selected health care problem.
  • Competency 3: Create a satisfying patient experience.
    • Identify available community resources for a safe and effective continuum of care.
  • Competency 6: Apply professional, scholarly communication strategies to lead patient-centered care.
    • Organize content so ideas flow logically with smooth transitions; contains few errors in grammar/punctuation, word choice, and spelling.
    • Apply APA formatting to in-text citations and references, exhibiting nearly flawless adherence to APA format.

PREPARATION

Imagine that you are a staff nurse in a community care center. Your facility has always had a dedicated case management staff that coordinated the patient plan of care, but recently, there were budget cuts and the case management staff has been relocated to the inpatient setting. Care coordination is essential to the success of effectively managing patients in the community setting, so you have been asked by your nurse manager to take on the role of care coordination. You are a bit unsure of the process, but you know you will do a good job because, as a nurse, you are familiar with difficult tasks. As you take on this expanded role, you will need to plan effectively in addressing the specific health concerns of community residents. NURS FPX 4050 Capella University Caring for Alzheimers Patient Discussion

To prepare for this assessment, you may wish to:

  • Review the assessment instructions and scoring guide to ensure that you understand the work you will be asked to complete.
  • Allow plenty of time to plan your chosen health care concern.

Note: Remember that you can submit all, or a portion of, your draft plan to Smarthinking Tutoring for feedback, before you submit the final version for this assessment. If you plan on using this free service, be mindful of the turnaround time of 24–48 hours for receiving feedback.

INSTRUCTIONS

Note: You are required to complete this assessment before Assessment 4.

Develop the Preliminary Care Coordination Plan

Complete the following:

  • Identify a health concern as the focus of your care coordination plan. In your plan, please include physical, psychosocial, and cultural needs. Possible health concerns may include, but are not limited to:
    • Stroke.
    • Heart disease (high blood pressure, stroke, or heart failure).
    • Home safety.
    • Pulmonary disease (COPD or fibrotic lung disease).
    • Orthopedic concerns (hip replacement or knee replacement).
    • Cognitive impairment (Alzheimer’s disease or dementia).
    • Pain management.
    • Mental health.
    • Trauma.
  • Identify available community resources for a safe and effective continuum of care.

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Document Format and Length

  • Your preliminary plan should be an APA scholarly paper, 3–4 pages in length.
    • Remember to use active voice, this means being direct and writing concisely; as opposed to passive voice, which means writing with a tendency to wordiness.
  • In your paper include possible community resources that can be used.
  • Be sure to review the scoring guide to make sure all criteria are addressed in your paper.
    • Study the subtle differences between basic, proficient, and distinguished.
Supporting Evidence

Cite at least two credible sources from peer-reviewed journals or professional industry publications that support your preliminary plan.

Grading Requirements

The requirements, outlined below, correspond to the grading criteria in the Preliminary Care Coordination Plan 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.

  • Analyze your selected health concern and the associated best practices for health improvement.
    • Cite supporting evidence for best practices.
    • Consider underlying assumptions and points of uncertainty in your analysis.
  • Describe specific goals that should be established to address the health care problem.
  • Identify available community resources for a safe and effective continuum of care.
  • Organize content so ideas flow logically with smooth transitions; contains few errors in grammar/punctuation, word choice, and spelling. NURS FPX 4050 Capella University Caring for Alzheimers Patient Discussion
  • Apply APA formatting to in-text citations and references, exhibiting nearly flawless adherence to APA format.
    • Write with a specific purpose with your patient in mind.
    • Adhere to scholarly and disciplinary writing standards and current APA formatting requirements.
Additional Requirements

Before submitting your assessment, proofread your preliminary care coordination plan and community resources list to minimize errors that could distract readers and make it more difficult for them to focus on the substance of your plan. Be sure to submit both documents. NURS FPX 4050 Capella University Caring for Alzheimers Patient Discussion

CAM-Complimentary and Alternative Medicine, Patient Education, and Ethics

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CAM-Complimentary and Alternative Medicine, Patient Education, and Ethics

Write a short (50-100-word) paragraph response for each question posed below. Word Document please.

  1. Define CAM.
  2. Describe the patient who uses CAM the most.
  3. List some common misconceptions about CAM.
  4. Identify methods of including the use of CAM in patient education.
  5. Discuss the safe use of CAM.
  6. List ways in which conventional medicine and CAM can be integrated.
  7. Define ethical theories, ethical principles, and values.
  8. Provide examples of ethical issues in patient education and compliance, and describe ways in which an effective professional/patient relationship and a poor health professional/patient relationship can impact these issues.
  9. Explain what is meant by “ethical patient education practices”.

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  10. Explain the purpose of informed consent.
  11. Discuss what factors determine the patient’s ability to give informed consent.
  12. Compose a sample informed consent form. .
  13. Discuss the process of communication to use with the patient and the family when obtaining informed consent.

This assignment would be from a bedside nurse’s perspective so some examples would be appreciated. Thanks.