Case Study Discussion question.
Case Study Discussion question.
Unit 4 Discussion 1 Critical Thinking and Diagnostic Reasoning Please select one of the following case studies and
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complete the chart. Please review audiovideos, PowerPoint presentations, and assigned chapters to assist with this Assignment. You are expected to role play the selected scenario with a family member to gather necessary data to complete the chart. For each person described in the following situations, discuss the developmental/age, socioeconomic, ethical considerations, and cross-cultural considerations that should be considered during the gathering of subjective and objective data, and the provision of health care. Discuss any additional information that might be needed before a judgment or diagnosis can be made. Submit the completed chart to the Discussion Board by Friday at 11:59 p.m. 1. A. E. is a 35-year-old African American female, and is 5 months pregnant presenting to the office today for a routine prenatal visit. She complains that her neck feels swollen and that she has been feeling nervous and tired. She also complains about the heat, excessive sweating, and how she “can’t seem to get cool during these summer months.” She attributes all these complaints to her pregnancy. 2. J. L. is a 55-year-old Caucasian female who had a CVA within the past week. J. L. is easily frustrated, anxious, fearful, and her speech is slurred. She needs verbal cuing for any task she is asked to carry out. She eats only food on the left side of the tray and responds only when approached from the left side. Components of assessment Subjective Diagnostic Reasoning (list key questions — use PQRSTU pneumonic) Objective Normal vs. abnormal findings (must note pertinent body systems to be examined) Normal Differential diagnoses (list 3) Nurses diagnosis (list 1) Differential List relevant labs and diagnostic studies (if any) Abnormal Findings Nurses Diagnosis Developmental/age considerations: Socioeconomic considerations: Cross-cultural considerations: Ethical considerations: Additional info needed to formulate actual diagnosis: Discussion Board (DB) Participation Rubric Discussion boards (DBs) are what make an online course a course and not an independent study. DBs are vital to demonstrating that the learner has met the expected course level outcomes. Collaboration between peers and your instructor in the DB is an important aspect of the online learning experience and is expected in the course. Any exceptions to the following DB rubric will be at the instructor’s discretion. The purpose of a DB is to stimulate critical thinking in a scholarly manner. Critical thinking consists of synthesis, creating solutions, application to real world situations, and testing, debating, and defending evidence-based solutions. Critical thinking is not repetition of assigned reading material. Outside research of the literature is a vital part of the DB. Posts need to be substantive. This means that responses such as “I agree” or “great post” do not meet grading rubric requirements. Initial posts for each discussion question (DQ) is due no later than Saturday of the unit week. The initial post must be an answer to the DQ topic, not a comment on other posts. Initial posts for each DB must also include a minimum of three peer-reviewed citations. Citations must include outside sources and no more than one citation from assigned course readings may be used each week. Additionally, comments should also include a citation to support assertions. While the discussion board tool limits the ability to use APA formatting (e.g., hanging indents), posts must include the required elements of an APA in-text citation and list of references. Inappropriate 1 Below Average Average Above Average 2 3 4 Pr ov id es D oe s no t po st re sp Initial post timeliness Additional comment requirement N/A N/ A Engagement S ub mi ss io n do M aj or er Si gn ifi ca nt er ro rs S ub mi ss io n Content Quality Initial Response APA Format Spelling/ Grammar/ Formatting/ Mechanics Length N/A Partici pates, but does not post Answe rs some questi on/top ics with Minor errors with APA Poor spellin g and gram mar are appar ent. Posts 2 comment s per Discussio n topic on separate days. At least one Attempts to motivate the group discussio Answers all question s with opinions and ideas Rare errors with APA format. Uses Standard America n English with rare errors and misspelli N/A N/A Posts one comm ent per Discus sion topic. Weight Final Score 15% 0.00 10% 0.00 Frequently attempts to motivate the group discussion. 5% 0.00 Answers all questions with opinions/ideas creatively and clearly. Supports post using several 35% 0.00 No errors with APA format. 10% 0.00 10% 0.00 Score Provides an initial post by Saturday. Posts more than 2 comments per Discussion topic on separate days (resulting in total participation on C onsistently uses Standard American English with no misspellings. Appropriate mechanics and formatting. The initial post is at least 200 words. This does not include repeating the 15% 0.00 100% 0.00 0 ##### Final Score Percentage Total available points = 4 Instructions: First enter total points possible in cell C15, under the rubric. Next enter scores (between 0 and 4) into yellow cells only in column F. Low 3.5 Rubric Score High 4.0 2.5 3.49 1.7 2.49 0.0 1.00 Grade points Low 0 0 0 0 Percentage High 0 0 0 0 Low 90% 80% 70% 0 High 100% 89.99% 79.99% 69.99% 240 CHAPTER 8 The Impact of Social Media and the Internet CASE STUDY 1: (IN) SECURE Discuss COMMUNICATION? 1. Dis nur Annie Lewis, a registered nurse, takes a prescribed daily beta blocker to combat a rapid heart rate. Annie was running low with no refills on her prescription, so she called her primary care provider APRN, 2. List pot 3. Dia me pat who provided her with a month’s supply. At the same time, Annie scheduled her yearly wellness visit. When Annie arrived at the APRN’S office, she was given instructions to access her records in the prac- tice’s new electronic record so she, the patient, could receive results and messages in a timely manner. Annie was examined, had rou- tine labwork completed, and requested a refill of her beta blocker, although she did tell the APRN that she still had some medication remaining, so she wouldn’t need the prescription called in yet. After about 2 days, Annie received her first email alerting her that there was new information in her electronic record. When she accessed the record, she found a narrative of her visit, with a diagnosis of dysuria. The next day another email arrived, and she found that her urine had been sent for a culture and came back positive, although she had no symptoms of a UTI. The day after that lab result, Annie received an automated call from the pharmacy that her prescription was ready . Thinking that the APRN had filled her beta blocker prescription early, she was tempted to ignore the pharmacy call. However, Annie did C. In the c 3-year- express The AP vaccine by repo (MMR pertus syndro physi- assumed she should be treated for the UTI, despite having no call the pharmacy and she learned that the prescription waiting for pickup was an antibiotic, apparently for her UTI. Knowing that it was a hassle to call regarding this, Annie decided to pick up the antibiotic and begin therapy, because she knew how to read the lab tests and from the APRN’s office after her well-visit appointment. Another fac- cal symptoms. Annie never had any phone conversations with anyone tor to note: the urine sample was collected in the APRN’s office, not the lab, where Annie had labeled the specimen container in the lava. father incluc recog than beca the it tory using a black marker
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