Need a response to the attached article

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Select and discuss 3 Health People 2020 objectives for Family Health 1. Reduce the proportion of females

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experiencing pregnancy despite use of a reversible contraceptive method: From 1995-2002 Healthy People 2020 aimed to reduce the number of females becoming pregnant due to failed method of contraceptive use. As of 2002 the number has declined by 12 percent and Healthy People 2020 goals are to have a decline by 25 percent. The 2002 survey asked women, ages 15-44, to check off which contraceptive use they were using on a monthly basis. The contraceptive list included; birth control pills, condoms, partner’s vasectomy, diaphragm, foam, jelly or cream, cervical cap, suppository insert, today sponge, female condom, vaginal pouch, IUD, coil, loop, norplant, depo-provera, injections, morning after pill, rhythm or safe period by calendar, safe period by temperature, cervical mucus test, natural family planning, withdrawal, pulling out, respondent sterile, partner sterile ,other method. 2. Increase the proportion of publicly funded family planning clinics that offer emergency contraception onsite: Healthy People 2020 aims to increase the proportion of publicly funded family planning clinics that offer onsite emergency contraception, by 10 percent. Their goal is to increase the number of family planning clinics to offer emergency contraception onsite. The emergency contraception includes; Plan B, Preven, or a concentrated dose of oral contraceptives for emergency contraception to client’s onsite. 3. Reduce pregnancies among adolescent females aged 15 to 17 years: Adolescent pregnancies include; resident live births, induced abortions, and fetal losses to females aged 15 to 17 years. There are two separate age categories for adolescent females. One category consists of ages 15-17 and the second includes ages 18-19. The objective has been amended to focusing more on reducing the rate of adolescent pregnancy, rather than the actual number of adolescent pregnancies. Access to Health Services Healthy People 2020 set forth the goal of improving access to comprehensive, quality health care services and its importance in maintaining, preventing and managing health. Access to health services relies significantly on three main components; health insurance, available health services and timeliness of care. Programs such as the Patient Protection and Affordable Care Act of 2010 were put into place to help families obtain adequate health insurance. Proper insurance coverage helps alleviate the high cost of providing for a family, which is the main barrier to accessing services. Introducing more healthcare facilities and primary care providers within communities provides structure and ongoing sources of care. Timeliness of care is vital to recognize and treat health needs within the family. This component is achieved by providing availability to schedule appointments and by limiting time spent waiting for health services. Collectively used, the three components will provide a seamless route to better health improvement of families which in turn improved the health of the community. Substance Abuse According to Healthy People 20/20, “Although progress has been made in substantially lowering rates of substance abuse in the United States, the use of mind- and behavior-altering substances continues to take a major toll on the health of individuals, families, and communities nationwide.”. Substance abuse has a huge impact on family health because it can cause stress on the family trying to stop the individual from using drugs and alcohol. It can cause legal issues, financial problems, and domestic violence. The individuals can lose their jobs or if they are younger it can lead them to dropping out of school because of their substance abuse issue. This causes an additional stress on the families. Healthy People 20/20 notes that substantial progress has been made among youths in regards to substance abuse. According to data from the National Institute of Drug Abuse (NIDA) Monitoring the Future (MTF) survey, a drop in the past-year use of methamphetamine use was reported for all grades, and lifetime use dropped significantly among 8th graders, from 2.3 to 1.6 percent. The success in preventing and lowering the rates of substance abuse is due in part to educating the younger generation and talking to them regarding the issues they may face. Sports, after school activities, and friends can all be utilized to help keep kids and teens occupied and away from drugs. One of the objectives was too reduce the rate of drug induced deaths, there was a ten percent improvement in this area. Although some improvements were seen, this country still has a huge opioid problem. This issue is something that’ll have to be addressed over a long period of time. More treatment centers need to be opened and readily available, laws need to be strictly enforced, and doctors need to stop overprescribing narcotics. A syringe exchange program was a step in the right direction because although people will still be using, it lessens the bigger health risks that come with sharing needles. Nutrition, Physical Activity, and Obesity According to Healthy People 2020, nutrition, physical activity, and obesity are very important for a person’s overall health and well-being. It can help lower the risk of developing serious health conditions, such as hypertension, diabetes, heart disease, and cancer. The indicators affect family’s health in many ways. Lack of appropriate nutrition and exercise can result in unhealthy family members, who can become obese over time and develop diabetes, heart problems and other complications. A number of factors play an important role in success or failure of this objective. Socioeconomic factors, education, and family’s access to facilities where family members can engage in physical activities have critical impact on behaviors that influence health. Unfortunately, not all communities have a place to buy fresh fruit and vegetables, or an appealing place to play or be active. Recommendations for success will be education regarding nutrition, and healthy diet on a budget. In addition, education regarding the importance of physical activities, such as walking, running and going to the park, and their incorporation into daily life. Additional resources, such as a social worker or using the internet may help families obtain information regarding free or affordable programs.(Healthy People 2020) Clinical Preventive Services According to Healthy People 2020, clinical preventive services includes routine screening and scheduled immunizations. This indicator has an important impact on family health because “prevention and early detection reduces the risk of illness, disability, early death and medical care costs.” (U.S. Dept. of HHS, 2018) Through data collection and monitoring, Healthy People 2020 has aimed to improve the overall use of four key preventive services which includes: (1) colorectal cancer screening, (2) blood pressure screening and control in adults with hypertension, (3) lowering A1C levels in patients with diabetes, and (4) increasing the amount of children ages 19-35 months who receive the recommended doses of age appropriate vaccinations. According to the most recent data available, the only preventive service that has not shown a statistically significant change towards improvement is the percentage of adults with diabetes having an A1C level < 9 %. Many sociocultural and physical barriers may contribute to this lack of improvement including but not limited to: lack of education and understanding of their disease process, adherence to life style changes, and having access to medications or glucose monitoring equipment. Recommendations to improve the A1C levels and the overall health of adults with diabetes could include utilizing community health nurses who can provide counseling and support when needed. Improving patient education, diabetes testing/monitoring, medication adherence, life style changes and weight management are all necessary steps to achieve this goal. The use of new technology such mobile phone apps and telehealth can also provide an additional source of support for self-care management. Injuries and Violence In American injuries whether intentional or not are listed as one of the 15 leading causes of death in America. The leading cause of death for Americans ages 1 to 44 are injures. It has been shown that every year around 29 million emergency department visits are a result of injures. The indicators for injuries and violence are injury deaths and homicides. Violence related injuries or unintentional injuries can happen anywhere and have a number of causes which include assault and motor vehicle crashes. Injuries and violence not only affect the victim it has a long standing effect on the family. Injuries leads to poor mental health, premature death, high medical cost, years of lost life potential, disability and loss of productivity. The Healthy People 2020’s goal for Injury Deaths is to go from the baseline of 59.7 to the target of 53.7. The most recent study in 2010 showed a decrease of 43.4%. The goal for Homicides is go from the baseline of 6.1 to a target of 5.3. In 2010 it was shown that this goal has been met and the progress towards the target was 133.3%. A barrier to meeting these goals are a lack of educating the public on ways to prevent accidents and violence at a young violence. Ways that these goals can be met is using a community health nurse to get involved at teaching preventive strategies. Educating youth about bullying and violence can help prevent it from occurring in the future. Educating the community about the importance of safe driving and wearing your seat built can prevent injury from car accidents. Having self defense classes and teaching people what to do in an emergency can also be effective in preventing injury.
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Organizational Behavior

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Organizational Behavior

Theft in the Workplace

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The great global recession has claimed many victims. In many countries, unemployment is at near-historic highs, and even those who have managed to keep their jobs have been asked to accept reduced work hours or pay cuts. In some cases—say, the US auto industry—job losses have been predictable but no less painful. However, in other cases, they have come as a surprise.

The financial and psychological pain caused by the recession may lead you to wonder whether employees attempt to get even. Is there evidence the recession has led to increased incidents of workplace violence, sabotage, or theft? Following the economic down-turn in 2008, nearly 400 employees were asked whether the recession had caused a recent rise in thefts of money among employees, 18 percent said yes, 41 percent said no, and 41 percent were unsure.

Put on your investigator hat, ask questions, analyze the situation, and consider the source!

Your discussion assignment this week requires you to locate an article on theft in the workplace attributed to economic recession and share with your class the important points that your article made. Based upon your reading and research, discuss how the following variables may affect an employee’s likelihood to steal from their company:

Employee attitudes
Employee satisfaction
Employee personality
Employee values
Lastly, discuss what you would do to lessen the likelihood of employee theft.

You may draw from your experience, this week’s readings, and your own research.

Demonstrate that your research comes from credible sources and cite them in APA format.

No Plagiarism!

Must have 3 or more references with citations!

Along with a reference page in APA format!

Thank you!

Clinical Skills Self-Assessment Assignment

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Clinical Skills Self-Assessment Assignment

Clinical Skills Self-Assessment Assignment

PLEASE FOLLOW THE INSTRUCTIONS BELOW

4 REFERENCES

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Before embarking on any professional or academic activity, it is important to understand the background, knowledge, and experience you bring to it. You might ask yourself, “What do I already know? What do I need to know? And what do I want to know?” This critical self-reflection is especially important for developing clinical skills such as those for advanced practice nursing. Clinical Skills Self-Assessment Assignment

The Psychiatric-Mental Health Nurse Practitioner (PMHNP) Clinical Skills List and Clinical Skills Self-Assessment Form provided in the Learning Resources can be used to celebrate your progress throughout your practicum and identify skills gaps. The list covers all necessary skills you should demonstrate during your practicum experiences. Clinical Skills Self-Assessment Assignment

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Just as you have in previous practicum courses, for this Assignment, you assess where you are now in your clinical skill development and make plans for this practicum. Specifically, you will identify strengths and opportunities for improvement regarding the required practicum skills. In this practicum experience, when developing your goals and objectives, be sure to keep assessment and diagnostic reasoning in mind. Clinical Skills Self-Assessment Assignment

To Prepare

  • Review the resources and clinical skills in the PMHNP Clinical Skills List document. It is recommended that you print out this document to serve as a guide throughout your practicum.
  • Review the “Developing SMART Goals” resource on how to develop goals and objectives that follow the SMART framework.
  • Review the resources on nursing competencies and nursing theory, and consider how these inform your practice.
  • Download the Clinical Skills Self-Assessment Form to complete this Assignment.

The Assignment

Use the PMHNP Clinical Skills Self-Assessment Form to complete the following:

  • Rate yourself according to your confidence level performing the skills identified on the Clinical Skills Self-Assessment Form.
  • Based on your ratings, summarize your strengths and opportunities for improvement.
  • Based on your self-assessment and theory of nursing practice, develop 3–4 measurable goals and objectives for this practicum experience. Include them on the designated area of the form. Clinical Skills Self-Assessment Assignment
  • attachment 

    SelfAssessment.docx

    PRAC 6665/6675 Clinical Skills 

    Self-Assessment Form

    Desired Clinical Skills for Students to Achieve Confident (Can complete independently) Mostly confident (Can complete with supervision) Beginning (Have performed with supervision or needs supervision to feel confident) New (Have never performed or does not apply)
    Comprehensive psychiatric evaluation skills in: 
    Recognizing clinical signs and symptoms of psychiatric illness across the lifespan
    Differentiating between pathophysiological and psychopathological conditions
    Performing and interpreting a comprehensive and/or interval history and physical examination (including laboratory and diagnostic studies)
    Performing and interpreting a mental status examination. Clinical Skills Self-Assessment Assignment
    Performing and interpreting a psychosocial assessment and family psychiatric history
    Performing and interpreting a functional assessment (activities of daily living, occupational, social, leisure, educational).
    Diagnostic reasoning skill in:
    Developing and prioritizing a differential diagnoses list
    Formulating diagnoses according to DSM 5 based on assessment data
    Differentiating between normal/abnormal age-related physiological and psychological symptoms/changes
    Pharmacotherapeutic skills in:
    Selecting appropriate evidence based clinical practice guidelines for medication plan (e.g., risk/benefit, patient preference, developmental considerations, financial, the process of informed consent, symptom management)
    Evaluating patient response and modify plan as necessary
    Documenting (e.g., adverse reaction, the patient response, changes to the plan of care)
    Psychotherapeutic Treatment Planning:
    Recognizes concepts of therapeutic modalities across the lifespan
    Selecting appropriate evidence based clinical practice guidelines for psychotherapeutic plan (e.g., risk/benefit, patient preference, developmental considerations, financial, the process of informed consent, symptom management, modality appropriate for situation)
    Applies age appropriate psychotherapeutic counseling techniques with individuals and/or any caregivers
    Develop an age appropriate individualized plan of care
    Provide psychoeducation to individuals and/or any caregivers
    Promote health and disease prevention techniques
    Self-assessment skill:
    Develop SMART goals for practicum experiences
    Evaluating outcomes of practicum goals and modify plan as necessary
    Documenting and reflecting on learning experiences
    Professional skills:
    Maintains professional boundaries and therapeutic relationship with clients and staff
    Collaborate with multi-disciplinary teams to improve clinical practice in mental health settings
    Identifies ethical and legal dilemmas with possible resolutions
    Demonstrates non-judgmental practice approach and empathy
    Practices within scope of practice
    Selecting and implementing appropriate screening instrument(s), interpreting results, and making recommendations and referrals:
    Demonstrates selecting the correct screening instrument appropriate for the clinical situation
    Implements the screening instrument efficiently and effectively with the clients
    Interprets results for screening instruments accurately
    Develops an appropriate plan of care based upon screening instruments response
    Identifies the need to refer to another specialty provider when applicable
    Accurately documents recommendations for psychiatric consultations when applicable

     

    Summary of strengths:

     

     

     

     

     

     

     

     

     

    Opportunities for growth:

     

     

     

     

     

     

     

     

     

     

    Now, write three to four (3–4) possible goals and objectives for this practicum experience. Ensure that they follow the SMART Strategy, as described in the Learning Resources.

    1. Goal: 

    a. Objective:

    b. Objective:

    c. Objective:

     

    2. Goal:

    a. Objective:

    b. Objective:

    c. Objective:

     

    3. Goal:

    a. Objective:

    b. Objective:

    c. Objective:

     

    4. Goal:

    a. Objective:

    b. Objective:

    c. Objective:

     

     

     

     

     

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    Signature:

    Date:

    Course/Section:

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    PRAC-6675-14-PMHNP Across Lifespan II Pract-QTR-Term-wks-1-thru-11-(05/31/2021-08/15/2021)-PT27•SafeAssign Drafts•Submitted on Mon, Jun 07, 2021, 11:39 AMView Originality Report – Old Design

    GRACE ELUMA

    View Report SummarySELF-ASSESMENT FORM 6

    1PRAC 6665/6675 Clinical Skills Self-Assessment Form Desired Clinical Skills for Students to Achieve Confident (Can complete independently) Mostly confident (Can complete with supervision) Beginning (Have performed with supervision or needs supervision to feel confident) New (Have never performed or does not apply)

    2Comprehensive psychiatric evaluation skills in:

    1Recognizing clinical signs and symptoms of psychiatric illness across the lifespan

    ✔

    2Differentiating between pathophysiological and psychopathological conditions ✔ Performing and interpreting a comprehensive and/or interval history and physical examination (including laboratory and diagnostic studies) ✔ Performing and interpreting a mental status examination. Clinical Skills Self-Assessment Assignment

    ✔

    2Performing and interpreting a psychosocial assessment and family psychiatric history ✔ Performing and interpreting a functional assessment (activities of daily living, occupational, social, leisure, educational).

    ✔

    2Diagnostic reasoning skill in: Developing and prioritizing a differential diagnoses list

    ✔

    2Formulating diagnoses according to DSM 5 based on assessment data ✔ Differentiating between normal/abnormal age-related physiological and psychological symptoms/changes ✔

    1Pharmacotherapeutic skills in: Selecting appropriate evidence based clinical practice guidelines for medication plan (eg, risk/benefit, patient preference, developmental considerations, financial, the process of informed consent, symptom management)

    ✔

    1Evaluating patient response and modify plan as necessary ✔ Documenting (eg, adverse reaction, the patient response, changes to the plan of care) ✔

    2Psychotherapeutic Treatment Planning:

    1Recognizes concepts of therapeutic modalities across the lifespan

    ✔

    1Selecting appropriate evidence based clinical practice guidelines for psychotherapeutic plan (eg, risk/benefit, patient preference, developmental considerations, financial, the process of informed consent, symptom management, modality appropriate for situation) ✔ Applies age appropriate psychotherapeutic counseling techniques with individuals and/or any caregivers

    ✔

    1Develop an age appropriate individualized plan of care

    ✔

    2Provide psychoeducation to individuals and/or any caregivers ✔ Promote health and disease prevention techniques ✔ Self-assessment skill: Develop SMART goals for practicum experiences ✔ Evaluating outcomes of practicum goals and modify plan as necessary ✔ Documenting and reflecting on learning experiences

    ✔

    Professional skills:

    2Maintains professional boundaries and therapeutic relationship with clients and staff

    ✔

    1Collaborate with multi-disciplinary teams to improve clinical practice in mental health settings ✔ Identifies ethical and legal dilemmas with possible resolutions ✔

    2Demonstrates non-judgmental practice approach and empathy

    ✔

    2Practices within scope of practice

    ✔

    1Selecting and implementing appropriate screening instrument(s), interpreting results, and making recommendations and referrals:

    2Demonstrates selecting the correct screening instrument appropriate for the clinical situation

    ✔

    2Implements the screening instrument efficiently and effectively with the clients

    ✔

    2Interprets results for screening instruments accurately

    ✔

    1Develops an appropriate plan of care based upon screening instruments response

    ✔

    2Identifies the need to refer to another specialty provider when applicable ✔ Accurately documents recommendations for psychiatric consultations when applicable ✔ Summary of strengths:

    i.

    1Identifying clinical signs of a psychiatric illness across the client’s lifespan.

    ii.

    Maintaining therapeutic and professional boundaries with patients and colleagues.

    iii.

    3Demonstrating empathy and non-judgmental practice approach.

    iv.

    2Prioritizing and developing a differential diagnoses list.

    v.

    2Interpreting and performing a mental status examination. Opportunities for growth:

    i.

    2Interpreting accurately the outcomes for screening instruments.

    ii.

    Demonstrating the appropriate selection of a screening instrument for a medical situation.

    iii.

    4Developing an age-appropriate individualized care plan.

    iv.

    5Selecting a correct evidence-based clinical practice guidelines for medication plan.

    v.

    4Applying age proper psychotherapeutic counseling mechanisms with individuals and/or medical caregivers.

    2Now, write three to four (3–4) possible goals and objectives for this practicum experience. Ensure that they follow the SMART Strategy, as described in the Learning Resources. Clinical Skills Self-Assessment Assignment

    1.

    Goal:

    Specific

    a.

    2To demonstrate the appropriate selection of a screening instrument for a medical situation.

    b.

    6To be able to develop an age-appropriate individualized care plan.

    c.

    1To be able to interpret accurately the outcomes for screening instruments.

    2.

    Goal:

    Measurable

    a.

    7To be able to select a correct evidence-based clinical practice guidelines for medication plan b.

    8To be able to apply age proper psychotherapeutic counseling mechanisms with individuals and/or medical caregivers.

    c.

    To be able to document and reflect on learning experiences.

    3.

    Goal:

    Attainable

    a.

    To Interpret outcomes for screening instruments appropriately.

    b.

    2To implement the screening instrument effectively and efficiently with patients.

    c.

    2To practice within the scope of practice.

    Signature:

    Grace Eluma

    9Date:6/6/21

    References

    Adib-Hajbaghery, M., Karbasi-Valashani, K., & Heidari-Haratmeh, A.

    (2012).

    Correlation of clinical skills self-assessment of nursing internship trainees with their teachers’ evaluation.

    Nurs Midwifery Stud, 1(2), 94-9.

    Fuqua, S.

    (2020).

    Incorporating student self-assessment in the clinical setting.

    Nurse educator, 45(4), 205.

    Nasiriani, K.

    H., Farnia, F., Salimi, T., Shahbazi, L., & Motavasselian, M.

    (2006).

    NURSING GRADUATES’SELF-ASSESSMENT OF THEIR CLINICAL SKILLS ACQUIRED IN MEDICAL-SURGICAL WARDS.

    Yazdani, R., Yazdan-Panah, E., Shafian, H., & Ahmadi-Pour, H.

    (2017).

    10Self-Assessment of Clinical Skills in Medical Internship.

    Strides Dev Med Educ, 14(3), e68137.

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    Attachment 1SelfAssessment1 (1).docx100%

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3 paragraph post, 3 replies to classmates 2-3 sentences each.

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3 paragraph post, 3 replies to classmates 2-3 sentences each.

Provide examples of experimental and nonexperimental research design. Contrast the levels of control applied to each.

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Family Health Assessment

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Family Health Assessment

Select a family to complete a family health assessment. (The family cannot be your own.)

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Before interviewing the family, develop three open-ended, family-focused questions for each of the following health patterns:

Values, Health Perception
Nutrition
Sleep/Rest
Elimination
Activity/Exercise
Cognitive
Sensory-Perception
Self-Perception
Role Relationship
Sexuality
Coping
NOTE: Your list of questions must be submitted with your assignment as an attachment.

After interviewing the family, compile the data and analyze the responses.

In 1,000-1,250 words, summarize the findings for each functional health pattern for the family you have selected.

Identify two wellness problems based on your family assessment.

Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

amily Health Assessment

1
Unsatisfactory
0.00%

2
Less than Satisfactory
75.00%

3
Satisfactory
79.00%

4
Good
89.00%

5
Excellent
100.00%

80.0 %Content

20.0 %Develops Open-Minded, Family-Focused Questions for Each of the 11 Identified Health Patterns

The development of open minded, family-focused questions for each of the 11 Identified Health Patterns is not offered.

The development of two to three open minded, family-focused questions for each of the 11 Identified Health Patterns is offered, but may be lacking in quality to elicit needed information.

The development of two to three open minded, family-focused questions for each of the 11 Identified Health Patterns meet the requirements of the assignment and appropriate for eliciting needed information.

The development of two to three open minded, family-focused questions for each of the 11 Identified Health Patterns meet the requirements of the assignment and are appropriate while structured in a way that shows sensitivity to the patient’s culture and beliefs.

The development of two to three open minded, family-focused questions for each of the 11 Identified Health Patterns that are both thoughtful in content and in how they support each other in eliciting a holistic view of the patient.

30.0 %Summarizes the Findings for Each Functional Health Pattern

Brief summarization of the findings for each functional health pattern for your family is not offered.

Brief summarization of the findings for each functional health pattern for your family is offered, but incomplete, lacking relevant information.

Brief summarization of the findings for each functional health pattern for your family meets the requirements of the assignment.

Brief summarization of the findings for each functional health pattern for your family is supported by accurate details.

Brief summarization of the findings for each functional health pattern for your family is supported by accurate details along with thoughtful reflection.

30.0 %Wellness Problems

Identification of two wellness problems based on your family assessment is not offered.

Identification of two wellness problems that you identified about your family based on your assessment are offered, but incomplete, lacking relevant information.

Identification of two wellness problems that you identified about your family based on your assessment meet the requirements of the assignment.

Identification of two wellness problems that you identified about your family based on your assessment are supported by accurate details.

Identification of two wellness problems that you identified about your family based on your assessment are supported by accurate details along with thoughtful reflection.

15.0 %Organization and Effectiveness

5.0 %Thesis Development and Purpose

Paper lacks any discernible overall purpose or organizing claim.

Thesis and/or main claim are insufficiently developed and/or vague; purpose is not clear.

Thesis and/or main claim are apparent and appropriate to purpose.

Thesis and/or main claim are clear and forecast the development of the paper. It is descriptive and reflective of the arguments and appropriate to the purpose.

Thesis and/or main claim are comprehensive; contained within the thesis is the essence of the paper. Thesis statement makes the purpose of the paper clear.

15.0 %Organization and Effectiveness

5.0 %Paragraph Development and Transitions

Paragraphs and transitions consistently lack unity and coherence. No apparent connections between paragraphs are established. Transitions are inappropriate to purpose and scope. Organization is disjointed.

Some paragraphs and transitions may lack logical progression of ideas, unity, coherence, and/or cohesiveness. Some degree of organization is evident.

Paragraphs are generally competent, but ideas may show some inconsistency in organization and/or in their relationships to each other.

A logical progression of ideas between paragraphs is apparent. Paragraphs exhibit a unity, coherence, and cohesiveness. Topic sentences and concluding remarks are appropriate to purpose.

There is a sophisticated construction of paragraphs and transitions. Ideas progress and relate to each other. Paragraph and transition construction guide the reader. Paragraph structure is seamless.

15.0 %Organization and Effectiveness

5.0 %Mechanics of Writing (includes spelling, punctuation, grammar, language use)

Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice and/or sentence construction are used.

Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register), sentence structure, and/or word choice are present.

Some mechanical errors or typos are present, but are not overly distracting to the reader. Correct sentence structure and audience-appropriate language are used.

Prose is largely free of mechanical errors, although a few may be present. A variety of sentence structures and effective figures of speech are used.

Writer is clearly in command of standard, written, academic English.

5.0 %Format

2.0 %Paper Format (use of appropriate style for the major and assignment)

Template is not used appropriately or documentation format is rarely followed correctly.

Template is used, but some elements are missing or mistaken; lack of control with formatting is apparent.

Template is used, and formatting is correct, although some minor errors may be present.

Template is fully used; There are virtually no errors in formatting style.

All format elements are correct.

3.0 %Research Citations (In-text citations for paraphrasing and direct quotes, and reference page listing and formatting, as appropriate to assignment)

No reference page is included. No citations are used.

Reference page is present. Citations are incoansistently used.

Reference page is included and lists sources used in the paper. Sources are appropriately documented, although some errors may be present.

Reference page is present and fully inclusive of all cited sources. Documentation is appropriate and GCU style is usually correct.

In-text citations and a reference page are complete. The documentation of cited sources is free of error.

100 %Total Weightage

 

Paragraph 5

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Paragraph 5

Please write a paragraph responding to the discussion bellow. Add citations and references in alphabetical order.

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Sampling theory as a field of statistics is related to the gathering, analysis and understanding of data collected from random samples of inhabitants under study. The application of sampling theory is not only concerned with the appropriate choice of observations from the population that will establish the random sample, it also includes the usage of probability theory, along with earlier knowledge regarding the population limits, to study the data and facts from the random sample and develop deductions from the study. The normal distribution, accompanied by associated probability distributions, is most greatly used in developing the speculative background for sampling theory.

Sampling theory was developed to determine the most effective way to acquire a sample that accurately reflects the population under study. Key concepts of sampling theory include populations, target population, sampling or eligibility criteria, accessible population, elements, representativeness, sampling frames, and sampling plans or methods (Burns & Groves, 2013). A sampling plan or method outlines strategies used to obtain a sample for a study. Like a design, a sampling plan is not specific to a study. The plan is designed to increase representativeness and decrease systematic variation or bias. The sampling plan may use probability (random) or nonprobability (nonrandom) sampling methods. When critically appraising a study, identify the study sampling plan as either probability or nonprobability.

Burns, N., Gray, J., Grove, S. (2013). Understanding Nursing Research, Building an Evidence-Based Practice, 6th Edition. Elsevier Saunders, St.Louis, Missouri.

Assignment

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Assignment

People of Egyptian Heritage.

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People of Filipino Heritage.

Read chapter 13 and 28 of the class textbook and review the attached PowerPoint presentations. Read chapter 28 in Davis Plus Online Website. Once done, write an essay discussing the health beliefs of both heritages and if there is any similarity in both culture beliefs. Also, discuss how their beliefs influence the delivery of evidence-based healthcare focusing on the nursing care.

Your assignment must have a minimum of 700 words, 3 evidence-based references no older than 5 years (excluding the class the class textbook, You must post two replies to any of your peers sustained with the proper references.

If you have any questions and/or concerns please contact me via FNU email.

Case Analysis End Stage Kidney Disease Case Analysis

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Case Analysis End Stage Kidney Disease Case Analysis

**** ALL RESOURCES NEED TO BE APPROVED AND PEER REVIEWED AND CITED

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textbook:

Human Physiology: An Integrated Approach with Mastering A&P
Author: Silverthorn, D.
Publisher: Pearson
Edition: 8th (2019)
The goal of this assignment is to show that you understand the importance of the liver, pancreas, and kidneys in the proper functioning of the human body.

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Sarah, a 63-year-old female with a past medical history significant for diabetes mellitus, cirrhosis, gout, and a 30-pack a year smoking history, presents to the emergency room

with chest pain revealing pericarditis in the echocardiogram, secondary to recently diagnosed end-stage renal disease. Physical examination reveals yellowish discoloration to the skin and sclera, multiple bruises, and 2+ bilateral edema. Sarah reports weakness lasting more than three weeks. Her medications include Glisten, a new drug for diabetes that causes ATP sensitive potassium channels to close, thereby releasing insulin.

Her recent laboratory results are as follows:

CBC

Sodium

126 mEq/L

Glucose

220 mmol/L

Calcium

7.1 mg/dl

Red blood cell count

3.9 cells / ul

Vitals

Blood pressure

92/64 mmHg

Blood Gases

pH

7.28

CO2

30 mmHg

HCO3

12 mmol/L

Hormone Panel

Renin

Low

ADH

Elevated

Aldosterone

Low

Vitamins

Vit D

low

Vit K

low

Vit E

low

Vit A

low

Urine and Stool Sample

Stool color

Gray

Stool content

Increased fat content

Urine color

White

Address each of the following regarding Sarah’s case:

Explain the cause for her low calcium and sodium levels.
Explain the cause of her anemia. What laboratory test should indicate she is suffering from anemia?
Explain the cause of her hypotension. How will her body attempt to establish homeostasis?
What type of acid-base disorder has she developed, and how will her body compensate?
Explain the cause of her elevated ADH and glucose levels.
What is the correlation between her illnesses and the low vitamins (D, K, E, and A), renin, and aldosterone levels?
Which hormone would the body elevate in response to her low calcium levels? Why?
Explain the physiological reason behind her physical findings (yellowish hint of the skin, sclera, multiple bruises, weakness, and edema).
Explain the cause of her abnormal stool and urine sample.
What cell does Glisten work on? Explain how this medication is able to stimulate insulin secretion.
Specifics

Support your opinions with evidence from your readings and research.
You must reference a minimum of three (3) scholarly sources in your paper, which includes one non-Internet source.
Use current APA format to style your paper and to cite your sources.
Your paper/total responses must be 3–4 pages in length not including the title page, abstract, and reference pages.
Review the rubric for more information on how the assignment will be graded. Submit your assignment here in Blackboard by the due date.

 

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Respond to DQ2 (Thereza Ortiz)

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The difference between nursing theory and the nursing conceptual model is theory is defined according to Thompson (2017), “Nursing theory describes what nurses do and what outcomes can be expected as a result.” The conceptual model is the visual framework, allowing the interpretation of the concept or theory.

VirginiaHenderson, was an educator who developed the need theory. She was very much compared to that of Florence Nightingale, of modern nursing. Her theory is explained as the “importance of increasing the patient’s independence so that progress after hospitalization would not be delayed” (Ahtisham & Jacoline, 2015).

An example Henderson’s theory in nursing practice would be that of a patient diagnosed with heart failure after a heart attack. During discharge the nurse would instruct the patient about a heart healthy diet, weighing himself daily, taking medications as prescribed, and when to notify his physician. The patient is then independent with his care at home. And he has been given the tools for disease management.

References

Ahtisham Y, Jacoline S. Integrating Nursing Theory and Process into Practice; Virginia’s Henderson Need Theory. International Journal of Caring Sciences. 2015;8(2):443-450.https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=102972280&site=eds-live&scope=site. Accessed October 8, 2018.

Cathy J Thompson, C.T. (2017, 14th February). Nursing Education Expert In Pursuit of Nursing Excellence. [Weblog]. Retrieved 8 October 2018, from https://nursingeducationexpert.com/theoretical-fra…

Respond DQ2 (Brooke Perrizo)

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The difference between a nursing conceptual model and a nursing theory is that nursing theories are described as offering purposeful and systematic approaches to nursing care (Whitney, 2018). Conceptual models offer “abstract concepts on a broad scope” (Whitney, 2018). Basically, conceptual models are different ways of proving the theory, or showing how the theory works according to the model.

The Florence Nightingale Environmental Theory believes the environment can be manipulated so that the patient’s disease can be reversed. It believes that each person has the biological, psychological and spiritual components to recover from their illnesses and that the individual should be viewed as holistic and multi-dimensional (Whitney, 2018). Environmental factors such as sunlight, air quality, clean water, sufficient food supply, efficient drainage, adequate temperature, clean environment, personal care in terms of hygiene and low noise are all things that can affect our health (Whitney, 2018). By manipulating these factors, we can be in charge of our own recovery and in a healthcare setting, the nurse is responsible for these things.

An example where the Nightingale Environmental Theory would be effective in managing patient care involves infection rates. If we maintain a clean environment and decrease any hygiene issues or use pure water, any chance of infection should go down dramatically. Florence Nightingale herself figured this out when taking care of soldiers and mortality rates increased tremendously.

References

Whitney, S. (2018) Dynamics in Nursing: Art and Science of Professional Practice. History of Professional

Nursing. Chapter 2. Retrieved from https://www.gcumedia.com/digital-resources/grand-canyon-

university/2018/dynamics-in-nursing_art-and-science-of-professional-practice_1e.php

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