Diabetes in Older Adults on Signs Discussion

Diabetes in Older Adults on Signs Discussion

Create a simple one-page handout on the signs and symptoms of a disease of your choice that is prevalent in your population chosen for this assignment.

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POPULATION FOCUS – OLDER CLIENTS

1.Cardiovascular disease
2. Diabetes
OR
PICK 1 OF THESE 2 DISEASES AND MAKE ONE PAGE HANDOUT ON SIGNS AND SYMPTOMS( PLEASE USE MINIMUM OF 2 REFERENCES WITH IN TEXT CITATIONS AS NEEDED) PLEASE REFER TO LINK AS A GUIDE FOR MAKING HANDOUT

https://www.cdc.gov/healthliteracy/pdf/simply_put….

Tags: nursing signs and symptoms Topic: Cardiovascular Disease

NUR3846 St Pauls Hypertension Depression Caesarean Section Evidential Paper

NUR3846 St Pauls Hypertension Depression Caesarean Section Evidential Paper

Patient AD is 38 years old. Full code. Primary diagnoses Pancreatitis. Medical History – Hypertension, Depression,

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History of cesarean section, Cholelithiasis, obesity, Hyperlipidemia, anxiety and the recent diagnosis of gallstone. AD marred has 3 kids. The three one only 6 weeks. Patient activity level performs the activity safely with an assistive device. Diet status NPO. Iv left-hand 100/hr. patient orders pending sugar consult, getting ready cholecystectomy. Patient vital signs 98.3, Pulse 103, Resp 16, Blood pressure 150/89 , pulse 96, Lab value Glucose 90, Creatine 0.53 (low), Albumin 3.1(low), ALT 493 (high), WBC 11.2 (high), Alkalive phosphate 553 (high), HGB 10.8 (LOW), HCT 34.4 (LOW). Patient Cholecystectomy localized to the epigastrium. Patient Nero status – no risk for fall. Alert and oriented x4. patient answering all question appropriately. Depression and anxiety. Cardic – Palpable distal pulses , Hypertention , hyperlipidemia. GI- independent tolerate, pump breastfeeding. Pt NPO for more than 36 hours. Epigastric, soft, mild, difficult pain, gallstone, pancreatitis, tender across the upper abdomen, GI consult. Pending Gl evaluation, multiple gallstones with thicking tiny gallstone. GU – recent pregnancy. Post bowel sounds diminished. Intake and output – use of IV 100/HR pump every 3 hours. Pain- extreme abdominal pain, upper right abdomen. A patient takes oxycodone for pain. Activity, no musculoskeletal, independent, perform the activity safely without assist, ambulated in a room, bathroom independently. Skin- warm to touch c-section scar wks postpartum. Part 2: Written Assignment, p. 3-4 Part 3: Oral Presentation, p. 5 Assignment Explanation- This main focus of this assignment is designed to help you to further analyze your care of the individual, participate in the delivery of safe and apply best practice standards and use available evidence to assess or improve upon your nursing care in entry level BSN practice. Please do not include any names (use initials only) in your paper or presentation. Assignment Layout 1. Pick a client, you worked with during clinical and describe what you did for that client (assessments and interventions). If you were unable to do some of the cares but were aware of nursing and medical interventions in place please include these in this section also. It is ok to speak in the first person for this section of the paper. Included is a list of health patterns (Gordons, 2013; Clements & Averil, 2006) and examples of disorders you may find in your clinical setting. Once you have identified your patient, the specific system or disorder you want to research and compare clinical practice to research. Once you have chosen your patient for the case study move on to #2 etc… and please follow the instructions below. Regulation – Acute Renal Failure, Hyperthyroid/Hypothyroid, Cushing & Graves’ Disease Intracranial Regulation (CVA, Parkinsons Disease Perfusion – (CAD, Myocardial Infarction) Tissue Integrity – Arterial Stasis Ulcers, Venous Stasis Ulcers Burn) Neuro Cognition Regulation – Delirium Versus Psychosis Acute Stroke Migraines Epilepsy, Multiple Sclerosis, Regulation (Liver Failure, Crohn’s Disease, Irritable Bowel Syndrome, Inflammatory Bowel Disease, Kidney Stones, Acute kidney Disease, Disorders of the Spleen Amyotrophic Lateral Sclerosis Myasthenia Gravis End of Life (Palliative Care, Hospice, Cancer — pick only one type (Skin, Breast, Lung, Colorectal, Prostate, Bone , Pancreatic , Stomach, Liver, leukemia, lymphoma, multiple myeloma, Brain tumor Perfusion – Coronary Artery disease, Angina and Acute Coronary Syndrome Anemias, Metabolism – Liver failure, Chronic Pancreatitis, Cholecystitis, Cholelithiasis 2. Write about your client’s primary or most pertinent pathophysiological process that affected their care using at least two scholarly resources. (See Article “Seven Steps of Evidence based Practice Melnyk et al, 2010) 1a Evaluator(s) Name Date planned to enhance readability and is creative. is 1-2 areas that are difficult to read or lacking creativity. content, but there is 3 or more areas that are difficult to read and lacking creativity. Points Spelling and Grammar 5 Presentation has no misspellings or grammatical errors. 3 Presentation contains 3-4 misspellings, but no grammatical errors. 2 Presentation contains 3-4 misspellings, and 1-2 grammatical errors. 0 Presentation does not meet the proficient level 3 Points References and APA formatting 5 References present and in correct APA format References present, but contain 1-2 deviations from correct APA format 2. 0 References present, but References not present or contain a 2 or more present, but contain a 3 or deviations from correct APA more deviations from format correct APA format Total possible=100 /100 Points Comments: 41 Pag Name Evaluator(s) Oral Presentation Layout Date your oral presentation near the end of class will allow you a chance to describe your case scenario and what you have learned from your research do differently if you were to care for this patient again? What obstacles were in your way that may have or did prevent you or the nurse from providing care that was evidenced-based or within the realm of best practice guidelines? 15 7.5 Oral Assignment Guidelines 1. Presentations should be between 4-6 minutes in length. 2. You may have 1-2 minutes for questions from classmates afterwards that are not included in this time. 3. Presentation must include some type of visual aide or handout for your classmates. You will have access to AV materials (ex. Power Point) if desired. Please let the instructor know ahead of time if there are any more advanced technological requirements for your presentation. 4. You will have peer evaluations done (in class) for your speaking assignment in addition to your grade for this project. Instructor will organize this. No points toward the class are applied through these peer evaluations. They are simply for feedback purposes so you can continually improve on your presentation skill Criteria Points possible Impact of visual aids: Visual aids (Powerpoint/poster or pamphlet/handout) were effective, organized, and helpful Critical thinking demonstrated by presentation: Presentation includes description of clinical scenario Should include nursing interventions provided Describe what he/she learned from research Clarity/connection with audience: 25 12.5 ideas were clearly expressed and sufficient eye contact was maintained with audience Length requirement: 10 Demonstrated time management skills by delivering a clear and concise presentation in the time allotted (6 minutes) Total possible=75 0 . 25 12.5 0 0 5 0 SlPage Evaluator(s) Name Date 3. Research best practice standards of nursing care for your client’s pathophysiological process or specific nursing needs/skills being performed. Explain these standards of nursing practice and 4. for research sources that describe how to best provide care for your patient. Areas covered should include expected assessment findings, nursing interventions, expected outcomes, and health promotion activities related to the specific condition or health need. Please use at least two scholarly nursing resources to demonstrate where you obtained this information. 5. Week Eight (8) drop box draft copy and print 2 copies for peer review. Part 1: Peer Evaluations Assignment Description (25 Points) The rough draft of the final paper will be due about 2 weeks before the final written paper is due. During this time students will be randomly given another student’s paper to evaluate and offer feedback before the final draft is due. Instructor collect papers and the completed feedback form, grade the quality of the feedback provided and hand back the feedback and the draft to the original paper to the writer so that this can be used to improve upon his or her final paper. Feedback provided will not be anonymous, but rather a way to offer constructive criticism to peers in order to improve on the overall quality of the final paper. Grading rubric Student must turn in a completed, printed rough draft of his or her paper in class. No points will be allocated for peer evaluation assignment if the student’s own rough draft is not done on this date or the student does not return his or her peer’s paper with feedback in class (See Schedule – Week 8 or 9) The late policy does not apply with this assignment as timeliness is a necessity for the feedback to be helpful for your peer. Peer evaluation complete. In depth responses and demonstration of knowledge of peer’s paper. Notes written on the paper itself. – 25 points Peer evaluation form partially complete. Little evidence of clear understanding of paper. Brief answers that provide little feedback. None or few notes written on paper itself. – 15 points Rough draft not turned in on time/Peer evaluation form not done or not turned in on time-0 points Points 25 15 0 Criteria Peer evaluation complete. In Peer evaluation form partially Rough draft not turned in on depth responses and complete. Little evidence of time/Peer evaluation form not demonstration of knowledge clear understanding of paper. done or not turned in on time of peer’s paper. Notes Brief answers that provide written on the paper itself. little feedback. None or few notes written on paper itself. Total possible= 25 21P
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Florida National Hindu and Polish Heritage Culture Comparison PPT

Florida National Hindu and Polish Heritage Culture Comparison PPT

By the end of this week (May 25, 2019 @ 11:59 PM) you should choose from the list of cultural and sociocultural

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groups below and prepare a PowerPoint presentation that is due at the end of week 8. Preparation for the presentation will include synthesizing the information from readings, scientific literature, Internet resources and other sources. NO PLAGIARISM ALLOWED, SUBMITTED THROUGH TURNITIN.COM

This presentation should address the following:

History, values, and worldview, language and communication patterns, art and other expressive forms, norms and rules, lifestyle characteristics, relationship patterns, rituals, the degree of assimilation or marginalization from mainstream society, and health behavior and practices.

In addition to describing these characteristics, the presentation must include:

a) a comparative and contrast analysis of common characteristics and distinguishing traits between the groups

b) a discussion of differential approaches needed by health care professionals

This is the only special assignment in this course and as I stated above it is due at the end of week 8. The assignment will be posted in Turnitin for grading and verify originality and in the discussion tab of the blackboard for your peers to view and comment. The assignment must be presented in an APA format, PowerPoint, Times New Roman 12 font attached to the forum in the assignment tab and discussion board title “Population presentation”. A rubric will be used to grade the assignment.

The list of the cultural groups and sociocultural-groups can be found in the table of contents of the class textbook unit 2 chapter 6 to 24.

interview project

interview project

Functional Health Patterns Community Assessment Guide Functional Health Pattern (FHP) Template Directions: This

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FHP template is to be used for organizing community assessment data in preparation for completion of the topic assignment. Address every bulleted statement in each section with data or rationale for deferral. You may also add additional bullet points if applicable to your community. Value/Belief Pattern • Predominant ethnic and cultural groups along with beliefs related to health. • Predominant spiritual beliefs in the community that may influence health. • Availability of spiritual resources within or near the community (churches/chapels, synagogues, chaplains, Bible studies, sacraments, self-help groups, support groups, etc.). • Do the community members value health promotion measures? What is the evidence that they do or do not (e.g., involvement in education, fundraising events, etc.)? • What does the community value? How is this evident? • On what do the community members spend their money? Are funds adequate? Health Perception/Management • Predominant health problems: Compare at least one health problem to a credible statistic (CDC, county, or state). • Immunization rates (age appropriate). • Appropriate death rates and causes, if applicable. • Prevention programs (dental, fire, fitness, safety, etc.): Does the community think these are sufficient? • Available health professionals, health resources within the community, and usage. • Common referrals to outside agencies. Nutrition/Metabolic • Indicators of nutrient deficiencies. • Obesity rates or percentages: Compare to CDC statistics. • Affordability of food/available discounts or food programs and usage (e.g., WIC, food boxes, soup kitchens, meals-on-wheels, food stamps, senior discounts, employee discounts, etc.). • Availability of water (e.g., number and quality of drinking fountains). • Fast food and junk food accessibility (vending machines). © 2011. Grand Canyon University. All Rights Reserved. • • • Evidence of healthy food consumption or unhealthy food consumption (trash, long lines, observations, etc.). Provisions for special diets, if applicable. For schools (in addition to above): o Nutritional content of food in cafeteria and vending machines: Compare to ARS 15-242/The Arizona Nutrition Standards (or other state standards based on residence) o Amount of free or reduced lunch Elimination (Environmental Health Concerns) • Common air contaminants’ impact on the community. • Noise. • Waste disposal. • Pest control: Is the community notified of pesticides usage? • Hygiene practices (laundry services, hand washing, etc.). • Bathrooms: Number of bathrooms; inspect for cleanliness, supplies, if possible. • Universal precaution practices of health providers, teachers, members (if applicable). • Temperature controls (e.g., within buildings, outside shade structures). • Safety (committee, security guards, crossing guards, badges, locked campuses). Activity/Exercise • Community fitness programs (gym discounts, P.E., recess, sports, access to YMCA, etc.). • Recreational facilities and usage (gym, playgrounds, bike paths, hiking trails, courts, pools, etc.). • Safety programs (rules and regulations, safety training, incentives, athletic trainers, etc.). • Injury statistics or most common injuries. • Evidence of sedentary leisure activities (amount of time watching TV, videos, and computer). • Means of transportation. Sleep/Rest • Sleep routines/hours of your community: Compare with sleep hour standards (from National Institutes of Health [NIH]). • Indicators of general “restedness” and energy levels. • Factors affecting sleep: o Shift work prevalence of community members o Environment (noise, lights, crowding, etc.) o Consumption of caffeine, nicotine, alcohol, and drugs o Homework/Extracurricular activities © 2011. Grand Canyon University. All Rights Reserved. o Health issues Cognitive/Perceptual • Primary language: Is this a communication barrier? • Educational levels: For geopolitical communities, use http://www.census.gov and compare the city in which your community belongs with the national statistics. • Opportunities/Programs: o Educational offerings (in-services, continuing education, GED, etc.) o Educational mandates (yearly in-services, continuing education, English learners, etc.) o Special education programs (e.g., learning disabled, emotionally disabled, physically disabled, and gifted) • Library or computer/Internet resources and usage. • Funding resources (tuition reimbursement, scholarships, etc.). Self-Perception/Self-Concept • Age levels. • Programs and activities related to community building (strengthening the community). • Community history. • Pride indicators: Self-esteem or caring behaviors. • Published description (pamphlets, Web sites, etc.). Role/Relationship • Interaction of community members (e.g., friendliness, openness, bullying, prejudices, etc.). • Vulnerable populations: o Why are they vulnerable? o How does this impact health? • Power groups (church council, student council, administration, PTA, and gangs): o How do they hold power? o Positive or negative influence on community? • Harassment policies/discrimination policies. • Relationship with broader community: o Police o Fire/EMS (response time) o Other (food drives, blood drives, missions, etc.) Sexuality/Reproductive • Relationships and behavior among community members. © 2011. Grand Canyon University. All Rights Reserved. • • • • Educational offerings/programs (e.g., growth and development, STD/AIDS education, contraception, abstinence, etc.). Access to birth control. Birth rates, abortions, and miscarriages (if applicable). Access to maternal child health programs and services (crisis pregnancy center, support groups, prenatal care, maternity leave, etc.). Coping/Stress • Delinquency/violence issues. • Crime issues/indicators. • Poverty issues/indicators. • CPS or APS abuse referrals: Compare with previous years. • Drug abuse rates, alcohol use, and abuse: Compare with previous years. • Stressors. • Stress management resources (e.g., hotlines, support groups, etc.). • Prevalent mental health issues/concerns: o How does the community deal with mental health issues o Mental health professionals within community and usage • Disaster planning: o Past disasters o Drills (what, how often) o Planning committee (members, roles) o Policies o Crisis intervention plan © 2011. Grand Canyon University. All Rights Reserved.
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HUM101 Chamberlain College Keto Diet Argumentative Essay

HUM101 Chamberlain College Keto Diet Argumentative Essay

Required Resources

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Read/review the following resources for this activity:

Textbook: Chapter 8, 9
Lesson
Completed Week 5 Source Evaluation Worksheet
Minimum of 5 sources (from Week 5)
Instructions
This week, you will complete your argumentative essay. Following the direction offered by Jackson and Newberry (2016) in Chapter 12, write an argumentative essay on the issue you chose in Week 2. Be sure your essay contains the following:

 

WEEK 2 Topic is Keto attached is some of the outline

An introduction containing a thesis that states the issue, your position on the issue, what the paper will cover, and in what order
At least 2 paragraphs that each contain a well-supported (and documented) claim or sub-argument that will provide strong support for your fallacy-free argument
At least 1 paragraph discussing a documented, reasonable counterclaim to your position that needs to be a legitimate claim that someone has actually made as a counter-position on your issue
At least 1 paragraph offering a reasonable, documented response to that counterclaim
A conclusion that summarizes the argument and conclusion
Note: As you do your research, it is permissible to change your sources. Also, because of the recency and relevance of these issues, no sources older than 5 years should be used other than as historical information. Critical thinkers do the research first and then side with the preponderance of evidence. You might want to follow that principle.

Writing Requirements (APA format)

Length: 750-1000 words – approx. 3-4 pages (not including title page or references page)
1-inch margins
Double spaced
12-point Times New Roman font
Title page
References page (5 sources)
Grading
This activity will be graded using the Argumentative Essay Grading Rubric.

Course Outcomes (CO): 2, 3, 5, 6, 7

Due Date: By 11:59 p.m. MT on Sunday

Rubric
Argumentative Essay Grading Rubric – 150 pts

Argumentative Essay Grading Rubric – 150 pts

Criteria Ratings Pts
This criterion is linked to a Learning OutcomeIntro Paragraph: Thesis Preview of Argument

10.0 ptsWell-developed introductory paragraph with stated thesis, detailed description of issue, necessary background; and preview (roadmap) to essay.

8.5 ptsThesis stated with some background and description of issue but somewhat vague or unclear, and incomplete or unclear preview.

7.5 ptsThesis is largely unclear; contains extraneous material not relevant to topic with little or no preview.

6.0 ptsThesis is completely unclear, not relevant, or missing entirely. No preview of argument is present. Largely opinion or irrelevant material.

0.0 ptsNo thesis statement; no argument stated.

10.0 pts

This criterion is linked to a Learning OutcomeBody Paragraphs

40.0 ptsMain points are well-developed, relevant and well-connected to thesis; preview developed as stated in introduction.

34.0 ptsMain points develop preview, but not all are explicitly linked to thesis.

30.0 ptsOne or more points not developed or with minimal development.

24.0 ptsIdeas are poorly developed; lacks central theme or development of thesis.

0.0 ptsIdeas are disjointed; there is no central theme.

40.0 pts

This criterion is linked to a Learning OutcomeOpposing View

20.0 ptsRefutation fairly recognizes strongest points of opposing view; refutation is relevant and responsive.

17.0 ptsAcknowledges opposing view but does not address with relevant and responsive refutation.

15.0 ptsVague refutation of opposing view.

12.0 ptsNo refutation of opposing view.

0.0 ptsNo opposing view mentioned.

20.0 pts

This criterion is linked to a Learning OutcomeConcluding Paragraph

10.0 ptsConclusion effectively sums up and restates argument without repetition.

8.5 ptsConclusion merely restates thesis but does not sum up argument.

7.5 ptsConclusion does not effectively capture thesis and/or argument.

6.0 ptsConclusion merely repeats intro.

0.0 ptsNo conclusion.

10.0 pts

This criterion is linked to a Learning OutcomeOrganization

20.0 ptsFocused and well-organized. Logical and convincing progression of ideas. Clear premises leading to clear conclusions. Smooth transitions. No “filler” or extraneous material.

17.0 ptsOrganized and focused. Logical presentation of ideas developed as arguments, but some parts conclusory without adequate support/premises. Some awkward transitions. Little to no extraneous material is included.

15.0 ptsSomewhat disorganized or lacking in focus; progression of ideas difficult to follow. Awkward or no transitions. Extraneous material.

12.0 ptsHigh degree of disorganization. No transitions. Lacks focus. Does not employ argumentative forms.

0.0 ptsDisorganized; no focus.

20.0 pts

This criterion is linked to a Learning OutcomeIntegration of Sources

20.0 ptsReferences are scholarly; all points well-supported by credible and authoritative sources, used accurately, appropriately, offering solid support to points, without excessive quotation. Presented concisely in paraphrase or summation with no long quotes.

17.0 ptsMost references are scholarly. May have some incorrect citations, long quotations as opposed to summations; may have few or weak connections to sources; some support maybe weak or not well-integrated.

15.0 ptsSources are few or are not scholarly; source may lack credibility, be dated. Sources do not actually offer support for points for which they are cited; weak support; support not well-integrated.

12.0 ptsSources are not scholarly. Points are unsupported by credible, reliable and authoritative evidence.

0.0 ptsNo sources cited.

20.0 pts

This criterion is linked to a Learning OutcomeFormatting of Sources

10.0 ptsAll references/in-text citations are properly formatted per APA style.

8.5 ptsMost references/in-text citations are properly formatted per APA style.

7.5 ptsSome references/in-text citations are properly formatted per APA style, but there are several errors.

6.0 ptsSeveral major errors in formatting of references/in-text citations that indicate a lack of understanding of APA format.

0.0 ptsNo sources cited/formatted.

10.0 pts

This criterion is linked to a Learning OutcomeMechanics

20.0 ptsThe writing is free of major errors in grammar, spelling, and punctuation that would detract from a clear reading of the paper.

17.0 ptsThe writing contains a few major errors in grammar, spelling, and punctuation, but the errors do not detract from a clear reading of the text.

15.0 ptsThe writing contains some major errors in grammar, spelling, and punctuation that need to be addressed for a clearer reading of the paper.

12.0 ptsThe writing contains several major errors in grammar, spelling, and punctuation that impede a clear reading of the paper.

0.0 ptsNo effort

20.0 pts

Total Points: 150.0

NSG482 UOPX The Role of Community on Health Nursing and Community Partnerships

NSG482 UOPX The Role of Community on Health Nursing and Community Partnerships

Running Head: FAMILY ASSESSMENT Family Assessment Robin Ward NSG/482: Promoting Healthy Communities

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Carol Vreeland Dallred 6/17/19 1 FAMILY ASSESSMENT 2 Introduction Stanhope & Lancaster (2015) argued that periodical family assessments that nurses perform is the linchpin for family nursing interventions and more significantly is utilized systematically in identifying developmental stages and respective family risk factors. Several tools issue guidelines on ways of knowing families, conduct analysis on their situations with the aim of determining their strengths as well as weaknesses. The Friedman Family assessment tool is one such important tool. This paper entails an assessment of the psychological, emotional, and physical needs of a selected family. Assessment of family is a vital nurse exercise that assists in the establishment of healthcare needs as afore step in the provision of counseling (Kaakinen, 2018). In this report, structural and clear framework is utilized in the assessment of the family needs. Family Overview The family under consideration comprises an 86 year old man called Harry; a 93-year wife named Gladys together with four fully grown children. The family residence is located in an upscale community, evidence that they belong to a higher social class. The old man, Harry, is practiced as a criminal defense lawyer but is currently retired. He had a lengthy practice that lasted for 50 years in San Diego City. Currently, the old man battles Alzheimer’s disease. Gladys, the wife, is a retired nurse whose length of practice lasted for more than thirty years. She remains to be of stable health condition and currently provides care to her sickling husband. Jim is the couple’s firstborn and lives in the city of New York and practices law just like the father. Jim is currently divorced, and his estranged wife with their only child lives away from New York City. The second born child is another son, named Tim. He is a 64-year-old practicing medical doctor FAMILY ASSESSMENT 3 and leaves in Maine together with his wife and children. Thirdly is Mabel who is currently 56 years of age and practices dentistry and leaves in North Carolina with her husband and other relatives. She has no child. Marly, who was a twin to Mabel, died a few years ago. Identifying Data 1. Family Name: Harry’s family 2. Phone and Address: Unavailable 3. Family Composition: As Indicated in the family Genogram. 4. Type of Family Form: Nuclear Father: Retired-Lawyer, Mother: Retired-Nurse, two sons lawyer and physician (one divorced one married), two daughters (one living, married and practicing dentistry, one dead). 5. Background in cultural sense (Ethnically): not stated but speaks English. 6. Religious affiliation: Christians (specifically Catholics of irregular attendants) 7. Social Class Status: Upper Class (as illustrated with the line, “got enough savings to carter for their lifestyle”) 8. Income sources of the family: parents had saved adequately, two sons one is a physician while the other practices law, the remaining child is a daughter practicing dentistry. 9. Social class mobility: the parents’ side has become stationary while the children are mobile. Developmental Stage and history of the family 10. Late adult stage_: Stage viii: the family reflects on life with a high sense of integrity as an indication of fulfillment and contentment considering the sound contributions they have made to the society. The father was a successful criminal defense lawyer and is now FAMILY ASSESSMENT 4 retired with a lot of savings; the wife too was a successful nurse and currently retired. All three surviving children have some of the greatest careers. 11. Nuclear family history: both Harry and Gladys originated from traditional nuclear families. 12. History of the family of origin of both the parents: both Mr. Harry and his wife were raised in nuclear families where both of their parents had good careers and were adequately providing for their families respectively. Environmental Data Home characteristics: there is a lonely feeling at home. Constantly present are two family members: Harry and Gladys together with a resident gardener living with them. The children live away from home rarely visit with the exception of one who visits occasionally. The family residential house is larger by standards of the neighborhood residential style, which is reported to be found in an up-market estate, and it is said to be very expensive. There is a large backyard pool that seems maintained but is unfenced. Regarding the family’s geographical mobility, they are partly stationary and partly mobile. However, they are reported not to have lived in more than moved from one state to another except the children who now live in different states. The transaction and association of the family with the surrounding community are a bit lukewarm. It is only Gladys who makes limited contact with the community. She is reported to be the person that drives Mr. Harry around, goes for groceries, and runs other errands for the family. Her husband’s disease made her stop frequenting church and other social gatherings as she was previously accustomed to. FAMILY ASSESSMENT 5 Family Structure The communication patterns within the family are through phone calls coming from the children to Mr. Harry and Mrs. Gladys enquiring about their father’s medical condition. Inside the homestead, much of the constructive conversation takes place between the gardener and Mrs. Harry inform of orders and instructions. She also finds herself confiding to friends, telling them how providing care to her husband was taking a tall order on her. Concerning the family power structure, Mrs. Harry is dominant while Mr. Harry is passive. A marital relationship of such kind is considered as complementary one as stated by (Tao, 2016). The above family power structure might have been brought about by Mr. Harry’s condition of mental confusion. Initially, the father was the family head before being reduced by the current condition. Family Functions The helpful capacity of the family depicts the couple relationship as close and brimming with affection and care. The connection between the kids and their parents is additionally that of care, however not exceptionally close. Regarding socialization function, the dad and mother have been in a union for more than 65 years. The two of them went to church normally in the formative years. The parents played an important role in guaranteeing their children to gain the best of education. As to healthcare function, the father had figured out how to live with his Alzheimer’s condition. The spouse is of stable health; however, at times, experiences hypertension. She is additionally answered to experience the ill effects of declining vision most likely incited by the FAMILY ASSESSMENT 6 old age. She has lost weight due to not eating effectively. This is realized by the monotony of work of caring for the spouse. Family Stress, Coping, and Adaptation The major source of stress to the family is the medical condition of Mr. Harry, the death of their twin daughter, and Mrs. Harry’s old age condition. The two has since stopped frequenting church and have very little time to catch up with old friends and play their favorite games. However, the family finds strength in their financial ability and love that exists among them as their means of coping. Their strategy of adaptation has been eating healthily (food with less sugar and salt, and fats) and health insurance. Key Questions Having conducted a comprehensive family assessment, there are few observations made that the family needs to pay attention to. Below are a few: 1. The family needs to increase its bonding and cohesion. 2. The family should consider employing a caregiver who can drive and take care of errands. 3. The couple needs to regularize their church attendance Conclusion The family assessment procedure assists in making a decent comprehension of the requirement for assurance of psychosocial, physical, emotional needs of a family. This further aids in boosting wellbeing and above all, avoiding medical issues. The principal work of a nurse is to give help and other vital data regarding health to families (Svavarsdottir et al., 2015). FAMILY ASSESSMENT 7 FAMILY ASSESSMENT 8 References Kaakinen, J. R., Coehlo, D. P., Steele, R., & Robinson, M. (2018). Family health care nursing: Theory, practice, and research. FA Davis. Stanhope, M., & Lancaster, J., (2015). Public health nursing-e-book: Population-centered health care in the community. Elsevier Health Sciences. Svavarsdottir, E. K., Sigurdardottir, A. O., Konradsdottir, E., Stefansdottir, A., Sveinbjarnardottir, E. K., Ketilsdottir, A., … & Guðmundsdottir, H. (2015). The process of translating family nursing knowledge into clinical practice. Journal of Nursing Scholarship, 47(1), 5-15. Tao, B. A. N. (2016). Framework About Family Power Structure New Change——Young Couple’s “Two Sides to Walk.” Journal of Northwest A&F University (Social Science Edition), (2), 15. Case Study 2 Harry and Gladys are an older nuclear family with four grown children. The couple currently lives in an upscale community. Harry (Father and spouse) – Harry is a retired lawyer who is 86 years old. Both of Harry’s parents died from Alzheimer’s disease. Harry retired from a career as a criminal defense lawyer for the city of San Diego, having served in that position for almost 50 years. Harry is currently suffering from late-stage Alzheimer’s disease. Harry has been known to wander away from home and has had two recent incidents where the police had to be called to find him. He has also had one incident of agitation where he threw a chair through a glass window about two weeks ago. He no longer drives and is dependent on his wife for care including all activities of daily living. Gladys (Mother and spouse) – Gladys is a retired nurse who is 93 years old. She is in good health but does suffer from mild hypertension and depression. She still drives but has had declining vision over the past six months. She provides total care for her husband and feels it is her total responsibility to care for him as “he was such a loving husband and excellent provider to her and their children.” She does not like outside help with what she sees as her responsibilities. She has only recently allowed her husband to go to a four-hour (morning) adult day care center two days a week so she can run family errands and take care of her other responsibilities. Her father died of a stroke at age 57 and her mother died of natural causes at the age of 102. Jim (Son) – Jim is a 57-year-old male who lives in New York. He is a lawyer, divorced, and has one child who lives with his former wife. He speaks with his mom and dad every two weeks by phone and came home for a visit about three years ago. He is a workaholic and is devoted to being the best lawyer he can be. He is in good health. Tim (Son) – Tim is a 64-year-old male with a wife and older children. He is a physician with a busy oncology practice in Maine. He admits to not seeing his parents in over five years but tries to call them when he can. He doesn’t like to visit his parents as he finds it depressing to see his vibrant dad in his current state of mental confusion. He is in good health. Mabel (Daughter) – Mabel is a 56-year-old female who lives in North Carolina with her husband. They don’t have children. She is a dentist. She too rarely sees her parents but tries to call them at Christmas. She has suffered from depression since the death of her identical twin sister, Marly. Marly died five years ago in a traffic accident as a passenger in Mabel’s car. Marly (Daughter) – The identical twin sister of Mabel who died five years ago in a traffic accident when Mabel unintentionally ran a red light. Harry and Gladys are Catholic. They used to go to church on a regular basis but have not attended church in years due to Harry’s Alzheimer’s disease and mental confusion. They own a newer car and Gladys drives the couple where they need to go. Gladys suffers from declining vision and has had two recent incidents where she hit parked cars while driving and was not aware that she had done so. They live in an expensive home in an upper-class neighborhood and have adequate financial resources and savings to maintain their current lifestyle. They have health and dental insurance and go to the doctor on a regular basis. Gladys does all the housework but they do have a gardener that keeps up the yard and pool services to maintain their large backyard pool (which does not have a fence around it). Gladys also handles all the other family affairs, pays bills, purchases groceries, and cleans their large home. There are no in-home support services for the family, but Gladys has recently begun to take Harry to an adult day care center two days a week for four hours. Gladys admits she is stressed about caring for her husband and since he does not sleep well she does not sleep well. She states she is always very tired. Their extended family and children live on the East Coast and rarely visit them. Gladys likes to play bridge with her friends, but it is getting more and more difficult due to Harry’s mental confusion and the fact that she is his primary caregiver. Other than Gladys’s friends, they have no other social support system in the area. The family eats a healthy diet with lots of chicken and fish (low sugar, low salt, and low fat), which Gladys prepares. Harry is at his ideal body weight. Gladys is underweight and states she just doesn’t have time to eat, with all her other responsibilities.
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NUR3050 Nova Southeastern Pediatric Palliative Care Quantitative Critique

NUR3050 Nova Southeastern Pediatric Palliative Care Quantitative Critique

Running head: QUANTITATIVE CRITIQUE XXXXXXXXXXXXXX XXXXXXX XXXXXXXXXXXXXX 1 QUANTITATIVE CRITIQUE

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2 Topic name Introduction Include purpose statement (The purpose of this paper is to….) Research Problems, Research Questions and Hypotheses What is the research problem? Does the problem build a persuasive argument for the new study? Is the problem statement easy to locate? What are the research questions and hypothesis? Do the hypothesis state a predicted relationship between two or more variables? Methods Ethical Aspects of a Study Was the study approved and monitored by an Institutional Review Board, Research Ethics Board or similar committee? Were appropriate informed consent procedures used with all participants? Research Design Was the design experimental, quasi-experimental, or non-experimental? Was the study longitudinal or cross-sectional? What are the threats to the studies internal validity? Sampling What type of sampling design was used? Are possible sample biases or weaknesses identified? Data Collection QUANTITATIVE CRITIQUE 3 What methods of data collection were utilized (Self-reports, Scales, Observation, and Rating Scales)? If self-report methods were used, did the researchers make good decisions about specific methods (in-person interviews, mailed questionnaires, etc.)? If observational methods were used, did the report adequately describe what the observations entailed? Results Statistical Analysis Identify the type of analyses undertaken to address each research question or test each hypothesis. Were appropriate statistical methods used, given the level of measurement of the variables, number of groups being compared, and so on? Results How are important results presented? Do the authors make causal or correlational inferences? Are the inferences justified based on the study design and the results? Discussion Findings What limitations do the authors discuss? What other limitations that may affect internal validity do you find in the study? Are the findings the authors present directly related to the results from the data in the study? Clinical Practice Did the researchers discuss the study’s implications for clinical practice or future research and if so, were the implications grounded in the study evidence, and in evidence from earlier research? QUANTITATIVE CRITIQUE 4 Conclusion QUANTITATIVE CRITIQUE 5 References Chen, Y. C., Peng, N. H., Chen, C. H., Lu, F. L., Chang, Y. C., Liu, H. L., & Yeats, M. (2017). Effectiveness of pain and symptom management training for paediatric clinicians. Journal of Research in Nursing, 22(5), 405-415. doi: 10.1177/1744987117690195
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Phoenix Research and Evidence Articles Summary

Phoenix Research and Evidence Articles Summary

Assignment Content

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In this assignment you find evidence from literature and journals that supports the need for your proposed change. Find a minimum of three original research articles to support your project and Summarize the articles in 350 words. The articles must be:
Peer reviewed
Recent (published within 5 years)
Statistically significant
Find current guidelines and summarize them in 350 words.
Consider processes, policies, and clinical guidelines that relate to your chosen issue or problem.
Include PDFs of the articles as well as a reference page with an APA-formatted citation for each article.Submit the assignment.

Characteristic Pattern of Attitudes Shared by Population Discussion

Characteristic Pattern of Attitudes Shared by Population Discussion

Discussion 1 1. Yosniel Gonzalez Effective communication is very essential especially in organizations that provide

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services to its individuals. For that reason, in a health care setting, it is important for health care professionals acknowledge and understand other people’s cultural difference so that they can provide quality health care to individuals. Consequently, one of the best communication strategy medical providers can adopt, is taking some time to learn other people’s language. By doing so, health experts can easily understand the health complaints of patients who are not exposed to common languages which are known by many people. Moreover, when medical experts learn other people’s languages the productivity of the organization will be improved since communication will flow effortlessly (Silverman et al., 2016). Studies have shown that many people prefer seeking medical treatments in health care facilities that establish an ambiance that holds up a platform of diversity. In areas where culture is highly diversified, health care professionals need to be good active listeners and practice on keeping an open mind. Typically, patients feel comfortable when they get doctors who are able to give them the ultimate attention. In fact, according to (Nardon et al., 2011) for an organization to be successful, the most important thing is to accept other people cultural differences by always trying to listen to some of their beliefs. When it comes to families, health care professionals should strive to maintain healthy and long lasting correlations with them, this would help medical experts in earning respect from the families and confide in them. Also, health care providers can use good communicators from families as their interpreters so that they can be explained with certain statements which may seem difficult to comprehend. Therefore, health care professionals need to be vigilant when selecting different methods of communication. Medical experts should use face to face type of communication which is considered to be the most effectual method of transferring information from one individual to another. 2. Tenzing Kunchok Every individual has their own reasons for believing in their culture, values, norms and the treatment methods used, since it has been passed down from their elders/or the cultural treatment method has been successful. It’s true that each and every healthcare professionals will not be able to know all the details of all cultures, but it is necessary to learn and know at least the basics in order to get started. Also taking the initiative to learn the language that is mostly used by the patients can help in communication. It needs to be understood that along with respect to the patient’s culture the healthcare professionals need to learn the receptivity of the patient towards the healthcare treatment and recommendations when providing education (Falvo, 2019). Through effective communication (if there is a language barrier than the use of a qualified interpreter) we need to gather information on what the patient wants and how the treatment plans can be incorporated that are consistent with their values (AHRQ,2015). Every individual is different, and stereotyping because of their same culture needs to be avoided. For instance, a muslim female living in USA is fine with having a PAP smear done by a male health provider when compared to a muslim female who recently arrived to USA. 3. Katreina Steward Living in British Columbia (Canada), I have had to become familiar with the Sikh faith and people, as they are very common in my area. Before moving to Canada, I grouped them into the large population/culture grouping of Indians (India), and knew very little about their culture. In learning more about their faith and culture, a majority of the Sikh population comes from a province in India called Punjab and can speak one or a combination of Punjabi, English or Hindi (Fraser Health Authority, 2013). It would be important to examine their English proficiency as well as their health literacy level before beginning patient education with a patient of Sikh faith. As for family, they typically have a very strong presence in each others lives. This would be important, as all the family may wish to be educated or involved in as much care as possible. Medical decision making may also include the family, friends, dependents or those they are dependent on (Fraser Health Authority, 2013). Culturally, it is important to know that the Sikhs place high value on modesty and may wish to have a same-gender nurse or doctor (Fraser Health Authority, 2013). This is critically important, as they may feel uncomfortable if this is not addressed before education, which would greatly interfere with the efficiency of the education itself. Lastly, as for the method of communication, extensive explanation if doing any physical demonstrations or anything invasive is important, especially if a same-gender staff member cannot be granted (Fraser Health Authority, 2013). With the Sikh culture, it is important to ask permission from the patient or family to ensure smooth care, as there are many different sub-cultures that have different allowances. Discussion 2 1. Katreina Steward Culture is defined as “the characteristic pattern of attitudes, values, beliefs, and behaviors shared by members of a society or population” (Falvo, pg. 161, 2011). Ethnicity is defined as “a common social and cultural heritage passed on to each successive generation” (Falvo, pg. 167, 2011). Lastly, acculturation is defined as “the individual’s adaptation to the customs, values, and behaviors of a new culture” (Falvo, pg. 168, 2011). In comparison, these three terms are linked in that they all reference a patient’s set of beliefs and their lifestyle, which is important to competent patient care in the health care world. Knowing a patient’s culture (like important rituals or prayer times to be observed), ethnicity (a means of determining which cultures match commonly with which ethnicities), and acculturation (if the patient has adopted any Western culture pieces or values that would impact care), are essential to treating the whole patient, both physically and spiritually. They are different in that knowing one does not necessarily mean the other two can be assumed. For instance, a nurse may have an adult patient that comes into the ER unconscious accompanied by his parents, who speak limited English and appear to be Japanese in culture/ethnicity. Seeing this, the nurse might assume that the patient is similar to his parents in the three terms above; however, when the patient wakes, the nurse discovers that the patient speaks perfect English with a southern accent and does not wish to abide by his parents’ cultural customs commonly seen in their culture. 2. Nadine Tyson Culture, Ethnicity, and Acculturation are very important in educating patients. Health care professionals need to know the differences between them because patients culture, ethnicity, and acculturation are always different. Culture is the influence society has on a person (Lindblad, Ernestam, Van Citters, Lind, Morgan & Nelson, 2017). Ethnicity describes the genetic background of a person. Acculturation is described by change in the world. Health care providers can run into several problems when it comes to these topics. Some of these problems are no experience, biases, categorizing patients to specific cultures and not realizing there is a difference and that people from all over can look the same. Health care providers are in charge of treating patients and in order to treat someone effectively we have to get to know them. This also means getting to know them as an individual and include background, ethnicity and where they live. We have to remember just because someone looks a certain way docent mean they are. We as health care professionals must learn to control our biases and beliefs when we do not know or understand the patient. The best way to get to know a new person is to talk to them. 3.Samantha Harrison Culture is a way of life. It is an integrated patter of behavioral norms that are present in human society. It is not a newfound set of values, but a set that is transmitted from generation to generation. Culture is not transmitted through genes, but through symbols. It contains various races such as African, Asian, and Russian. Cultural wars that are established are often related due to conflict between values and beliefs of two opposing groups. It is classified based on individual’s beliefs and values as it pertains to their religion, language, livelihood, and spirituality (Favio, 2019). Ethnicity is similar to culture, however it is not taught by generations. It is a common tradition that belongs to a social group and identified based on shared nationality or traditions. For example, Indian Americans are an ethnicity. As ethnicity was recognized in the 19th century, it is embodied into culture and genetic background. Individuals that share the same ethnicity share the same rituals, language, cuisines, and cultural attitudes (Favio, 2019). These individuals are attached to a specific group. It is about where you are from and not what you look like. It is based off of a geographic region that is able to conform to practices such as customs, religion, and heritage. These people are able to identify established on a common ancestral, social experiences, and cultures. Acculturation is a modification of the culture as it attempts to merge together social groups related to a prolonged exposure. It is the ability to adopt values from other cultures that hold the majority in the community. Acculturation serves as a continuous process to adopt a culture that is not the individuals (Favio, 2019). For example, a family from Mexico travels to USA and embarks on a journey of acculturation as the family is forced to modify their own culture with that of America. All of these involve behaviors, beliefs, and values of daily living. They are all linked into specific values that are essential to the individual whom is seeking care. Plan of care and treatment is based on individualized beliefs and not assumed ideations. For example, a Muslim woman may not practice the belief to pray five times a day as her mother does. It is essential to identify the patient’s wishes by asking the right questions. Health care professionals should not assume that people abide by rituals due to what they look like but by who they present.
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Advanced Family Practicum II and III Essay

Advanced Family Practicum II and III Essay

Advanced Family Practicum II and III Essay

1) Minimum 6 full pages  (No word count per page)- Follow the 3 x 3 rule: minimum three paragraphs per part.

Parts 1 and 2   have the same question 1, however, you must answer the question 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.

Parts 3, 4, 5, and 6   have the same questions but different topics. So, you must answer the questions 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.Advanced Family Practicum II and III Essay

             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 1 page

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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 per part not older than 5 years

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

Example:Advanced Family Practicum II and III Essay

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.do

__________________________________________________________________________________

Part 1:   Advanced Family Practicum  III

 

Topic: Clinical preventive service and nurses’ role on disease prevention.

A valuable website to review the screening prevention recommendations based on the latest evidence-based practice :

https://www.uspreventiveservicestaskforce.org/Page/Name/home

Questions:

1. What is the U.S. Preventive Task Force (USPTF)?

Disease: Cardiac Arrhythmia

2. Discuss the screening age recommendations

a. Discuss the screening tools recommended for early prevention

Part 2:   Advanced Family Practicum  III

 

Topic: Clinical preventive service and nurses’ role on disease prevention.

A valuable website to review the screening prevention recommendations based on the latest evidence-based practice :

https://www.uspreventiveservicestaskforce.org/Page/Name/home

Questions:

1. What is the U.S. Preventive Task Force (USPTF)?

Disease: Hypertension

2. Discuss the screening age recommendations

a. Discuss the screening tools recommended for early prevention

Parts 3, 4, 5, and 6   have the same questions but different topics. So, you must answer the questions 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 3:   Advanced Family Practicum  II

Review the following website

https://phsc.edu/sites/defa ult/files/program/files/Nurs e-Practice- Act.pdf American Association of Nurse Practitioners

“Standards of Practice” http://www.aanp.org/imag es/documents/publication s/standardsofpractice.pdf

1. Discuss at least 3 regulations impose in APRN in the state of Florida

-APRNs may specialize but they cannot be licensed solely within a specialty area

– APRNs  who have accumulated at least 3,000 hours of experience under physician supervision will have the right to independently operate primary care practices in Florida

-Nurse Practitioners (NPs) from being able to help with the physician shortage

2. Would you like to change the process

Part 4:   Advanced Family Practicum  II

Review the following website

https://phsc.edu/sites/defa ult/files/program/files/Nurs e-Practice- Act.pdf American Association of Nurse Practitioners

“Standards of Practice” http://www.aanp.org/imag es/documents/publication s/standardsofpractice.pdf

1. Discuss at least 3 regulations impose in APRN in the state of Florida

-Consent requirements on health care providers who are performing pelvic examinations

-Must obtain and maintain professional liability coverage (malpractice insurance) in the amount of at least 100k per claim / 300k aggregate or obtain and maintain an irrevocable letter of credit in the amount of at least 100k per claim / 300k aggregate.Advanced Family Practicum II and III Essay

-Completion of 3 graduate-level semester hours, or the equivalent, in pharmacology within the 5 years immediately preceding the application request

2. Would you like to change the process

Part 5:   Advanced Family Practicum  II

Review the following website

https://phsc.edu/sites/defa ult/files/program/files/Nurs e-Practice- Act.pdf American Association of Nurse Practitioners

“Standards of Practice” http://www.aanp.org/imag es/documents/publication s/standardsofpractice.pdf

1. Discuss at least 3 regulations impose in APRN in the state of Florida

-Once the APRN license of autonomous practice is successfully issued, the NP is granted signature authority which includes the Baker Act involuntary examination, signing death certificates, admitting/discharging patients from a facility and “provide a signature, certification, stamp, verification, affidavit, or endorsement that is otherwise required by law to be provided by a physician (except for medical cannabis). This is known as signature authority.

-Nurse Practitioners who are issued a licensed to practice autonomously must engage in such practice only in primary practice.

-Nurse Practitioners who are issued a licensed to practice autonomously must engage in such practice only in  family medicine

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2. Would you like to change the process

Part 6:   Advanced Family Practicum  II

Review the following website

https://phsc.edu/sites/defa ult/files/program/files/Nurs e-Practice- Act.pdf American Association of Nurse Practitioners

“Standards of Practice” http://www.aanp.org/imag es/documents/publication s/standardsofpractice.pdf

1. Discuss at least 3 regulations impose in APRN in the state of Florida

-The Board of Nursing shall adopt rules, in consultation with a new established Council on Advanced Practice Registered Nurse Autonomous Practice for independent practice. This council shall recommend standards of practice for APRNs registered as independent and is composed of 9 members

-The IP license of the APRN must be renewed every 2 years with their standard APRN license but an additional 10 hours of continuing education approved by the BON must now be completed in addition to completing 30 hours of continuing education requirements required already by the BON.Advanced Family Practicum II and III Essay

-Ability to sign death certificates

2. Would you like to change the process

Advanced Family Practicum II and III Essay