Nursing homework help

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Nursing homework help

Article

The different methods for conducting qualitative research includes ethnographic, phenomenological, and grounded theory. Ethnographic research refers to research that is conducted by observing and sometimes even interacting with participants in their real-world environment (Hasa, 2017). This type of research aims to study the customs of individual peoples and cultures. Phenomenological refers to research that is described as research that aids in describing the conscious experience of an individual and the deviations from the normal experiences. Phenomenological research studies more than just “the nature of being” of an individual (Hasa, 2017). Grounded theory involves inductive reasoning and uses a “methodology involving the construction of hypotheses and theories through the collecting and analysis of data” (University Libraries, 2022). A common example used to showcase the research done by grounded theory is exploring the reason why a student may become frustrated by the work and tasks they have to do.  Nursing homework help

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All types of research are similar in that their data cannot be reduced to numbers, but also they all explore some aspect of the human experience. The differ however, in the methods that they using in obtaining data, as well as what their focus is in terms of the human experience. Nursing homework help

References:

Hasa. (2017, February 17). Difference between ethnography and phenomenology: Definition, features, Focus, data collection. Pediaa.Com. Retrieved March 28, 2022, from https://pediaa.com/difference-between-ethnography-and-phenomenology/#:~:text=Ethnography%20and%20phenomenology%20are%20two,experiences%20and%20perspectives%20of%20participants. Nursing homework help

University Libraries. (2022, January 7). Qualitative research: Grounded theory: What is it? Research Guides. Retrieved March 28, 2022, from https://guides.temple.edu/groundedtheory Nursing homework help

(Please write a response to the article above using 200-300 words APA format with at least two references. Sources must be published within the last 5 years. There should be a mix between research and your reflections. Add critical thinking in the posts along with research. Apply the material in a substantial way.) Nursing homework help

Nursing homework help

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Nursing homework help

Post your answers to the 6 questions corresponding to this week’s content on primary care medication management. Provide your responses and rationales. Support your rationales with high-level evidence. (See Post Expectations). Nursing homework help

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An obese patient, age 45, comes to your office. She recently moved from another state three weeks ago and told you that her FNP diagnosed her with type 2 diabetes mellitus. She is currently not on any medicine for her diabetes, and she wishes to avoid insulin, if possible. She is a non-smoker. Her blood pressure is 138/74 mmHg. Labs from 3-weeks ago was hemoglobin A1C = 8.4%; total cholesterol = 260 mg/dL, triglycerides = 290 mg/dL, HDL = 49 mg/dL, LDL = 170 mg/dL (calculated 10-year ASCVD risk = 6.2%). You discuss current treatment goal recommendations endorsed by the ADA regarding glycemic control, blood pressure control, and lipid management. She agrees to start any medications that you recommend with lifestyle modification and a DASH diet to treat hypertension.

Q1. Which classes of diabetes medications are either weight neutral or cause weight loss? Please give one (1) example of a drug’s generic and trade name in that class.

Q2. Based on the current guidelines of the ADA, it would be appropriate to treat her with monotherapy since the patient is hesitant to take any injections. What agent would you recommend? Please provide the trade name, generic name, the dose you would start the patient with frequency, and route. Nursing homework help

Q3. What are the contraindications of your selected diabetic therapy?

The patient returns to your office six months later complaining of fatigue for the past two months, constipation, and heavy, irregular menses. Upon examination, you note that her skin is dry, and her fingernails are brittle. You suspect she has hypothyroidism.

Q4. What lab workup should you obtain? What sort of results will you see in patients who have hypothyroidism and hyperthyroidism?

Q5. What is the treatment of choice for hypothyroidism? What is the mechanism of action? Please provide the initial dose, trade, and generic name of the drug, route, and frequency.

Q6. What are the adverse effects, and what important teaching will you provide this patient on thyroid replacement therapy?

 

Directions for Preparing the Scholarly Worksheet

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Directions for Preparing the Scholarly Worksheet

NR439 Week 5 Assignment Rubric

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NR439 Week 5 Assignment Rubric
Criteria Ratings Pts
This criterion is linked to a Learning OutcomeSignificance of Research

Use your own words to summarize in detail:
1. the need for nursing research.
2. the significance for all professional nurses (BSN) to understand the basic principles of research.
3. why this course is important to complete. Directions for Preparing the Scholarly Worksheet
32 pts

All criteria met. Used own words to summarize in detail: 1. the need for nursing research. 2. the significance for all professional nurses (BSN) to understand the basic principles of research. 3. why this course is important to complete.

 28 pts

Mostly summarizes criteria OR one criterion lacks details or is missing.

 25 pts

Minimally summarizes criteria OR two criteria lack details or is missing.

 11 pts

Poorly summarizes criteria OR all criteria lack details.

 0 pts

All criteria are missing.
32 pts
This criterion is linked to a Learning OutcomeQuantitative Research

Use your own words to summarize in detail:
1. quantitative research and what you learned about this type of research.
2. one quantitative design that you learned; explain one important feature that helped you understand this design.
3. the significance of this type of research and how it can be used to improve nursing practice problems.
34 pts

All criteria met. Used own words to summarize in detail: 1. quantitative research and what you learned about this type of research. 2. one quantitative design that you learned; explain one important feature that helped you understand this design. 3. the significance of this type of research and how it can be used to improve nursing practice problems.

 30 pts

Mostly summarizes criteria OR one criterion lacks details or is missing.

 27 pts

Minimally summarizes criteria OR two criteria lack details or is missing.

 13 pts

Poorly summarizes criteria OR all criteria lack details.

 0 pts

All criteria are missing.
34 pts
This criterion is linked to a Learning OutcomeQualitative Research

Use your own words to summarize in detail:
1. qualitative research and what you learned about this type of research.
2. one qualitative design that you learned; explain one important feature that helped you understand this design.
3. the significance of this type of research and how it can be used to improve nursing practice problems.
34 pts

All criteria met. Used own words to summarize in detail: 1. qualitative research and what you learned about this type of research. 2. one qualitative design that you learned; explain one important feature that helped you understand this design. 3. the significance of this type of research and how it can be used to improve nursing practice problems.

 30 pts

Mostly summarizes criteria OR one criterion lacks details or is missing.

 27 pts

Minimally summarizes criteria OR two criteria lack details or is missing.

 13 pts

Poorly summarizes criteria OR all criteria lack details.

 0 pts

All criteria are missing.
34 pts
This criterion is linked to a Learning OutcomeResearch Sampling

Use your own words to summarize in detail:
1. what is sampling and why is sampling important. 2. one sampling strategy you learned that can be used in quantitative research. Include what you learned.
3. one other sampling strategy that you learned.
34 pts

All criteria met. Used own words to summarize in detail: 1. what is sampling and why is sampling important. 2. one sampling strategy you learned that can be used in quantitative research. Include what you learned. 3. one other sampling strategy that you learned. Directions for Preparing the Scholarly Worksheet

 30 pts

Mostly summarizes criteria OR one criterion lacks details or is missing.

 27 pts

Minimally summarizes criteria OR two criteria lack details or is missing.

 13 pts

Poorly summarizes criteria OR all criteria lack details.

 0 pts

All criteria are missing.
34 pts
This criterion is linked to a Learning OutcomeCredible Nursing Practice

Use your own words to summarize in detail:
1. how does research help make nursing practice safe.
2. share a way you believe research has impacted nursing practice.
3. why is research critical for creating an evidence-based nursing profession.
34 pts

All criteria met. Used own words to summarize in detail: 1. how does research help make nursing practice safe. 2. share a way you believe research has impacted nursing practice. 3. why is research critical for creating an evidence-based nursing profession.

 30 pts

Mostly summarizes criteria OR one criterion lacks details or is missing.

 27 pts

Minimally summarizes criteria OR two criteria lack details or is missing.

 13 pts

Poorly summarizes criteria OR all criteria lack details.

 0 pts

All criteria are missing.
34 pts
This criterion is linked to a Learning OutcomeUtilization

Use your own words to summarize in detail:
1. how you plan to utilize your learning to make a difference in your practice. Use your current area of nursing or where you hope to work as a nurse.
2. how you believe this course is meant to help you practice as a BSN.
3. what you learned from completing the worksheet activity.
26 pts

All criteria met. Used own words to summarize in detail: 1. how you plan to utilize your learning to make a difference in your practice. Use your current area of nursing or where you hope to work as a nurse. 2. how you believe this course is meant to help you practice as a BSN. 3. what you learned from completing the worksheet activity.

 22 pts

Mostly summarizes criteria OR one criterion lacks details or is missing.

 18 pts

Minimally summarizes criteria OR two criteria lack details or is missing.

 9 pts

Poorly summarizes criteria OR all criteria lack details

 0 pts

All criteria are missing.
26 pts
This criterion is linked to a Learning OutcomeScholarly Writing, Mechanics, Organization, Spelling, Sentence Structure, Grammar.

Excellent scholarly writing, mechanics, organization, spelling, sentence structure, grammar.
No errors or one error noted.
8 pts

All criteria met. Excellent scholarly writing, mechanics, organization, spelling, sentence structure, grammar. No errors noted.

 6 pts

Good writing, mechanics, organization, spelling, sentence structure, grammar. A few errors.

 3 pts

Fair writing, mechanics, organization, Spelling, sentence structure, grammar. Some errors noted.

 2 pts

Poor writing, mechanics, organization, spelling sentence structure, grammar. Many errors noted.

 0 pts

Very poor writing, mechanics, and organization. Errors throughout are noted. Writing is difficult to understand or follow.
8 pts
This criterion is linked to a Learning OutcomeAPA Formatting

Excellent APA formatting with no errors. Uses mostly own words. No more than 2 direct quotes used.
8 pts

All criteria met. Excellent APA formatting with no errors. Uses mostly own words. No more than 2 direct quotes used.

 6 pts

Good APA formatting with a few errors noted. (1-4)

 3 pts

Fair APA formatting with some errors noted. (5-8)

 2 pts

Poor APA formatting with many errors noted. (9-12)

 0 pts

Very poor APA with errors noted throughout. (more than 12)
8 pts
This criterion is linked to a Learning OutcomeSupporting Evidence

Uses 2 or more relevant scholarly sources to support writing. Textbooks should not be used.
15 pts

All criteria met. Uses 2 or more relevant scholarly sources to support writing. Textbooks are not used.

 9 pts

Uses at least 1 relevant scholarly source to support writing.

 0 pts

No relevant scholarly sources provided.
15 pts
This criterion is linked to a Learning OutcomeLate Deduction
0 pts

0 points deducted

Submitted on time

 0 pts

Not submitted on time – Points deducted

1 day late =11.25 deduction; 2 days=22.5 deduction; 3 days=33.75 deduction; 4 days =45 deduction; 5 days = 56.25 deduction; 6 days =67.5 deduction; 7 days =78.75 deduction; Score of 0 if more than 7 days late
0 pts
This criterion is linked to a Learning OutcomeRequired Worksheet Use
0 pts

0 points deducted

Assigned Worksheet used for this assignment.

 0 pts

22.5 points (10%) deducted

Assigned Worksheet NOT used for this assignment results in a deduction of 22.5 points (10%).
0 pts
Total Points: 225

PreviousNext

 

Assessing And Treating Patients With Bipolar Disorder

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Assessing And Treating Patients With Bipolar Disorder

Bipolar disorder is a unique disorder that causes shifts in mood and energy, which results in depression and mania for patients. Proper diagnosis of this disorder is often a challenge for two reasons: 1) patients often present as depressive or manic but may have both; 2) many symptoms of bipolar disorder are similar to other disorders. Misdiagnosis is common, making it essential for you to have a deep understanding of the disorder’s pathophysiology. For this Assignment, as you examine the patient case study in this week’s Learning Resources, consider how you might assess and treat patients presenting with bipolar disorder. Assessing And Treating Patients With Bipolar Disorder

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To prepare for this Assignment:

  • Review this week’s Learning Resources, including the Medication Resources indicated for this week.
  • Reflect on the psychopharmacologic treatments you might recommend for the assessment and treatment of patients requiring bipolar therapy.

The Assignment: 5 pages

The Case Study: An Asian American Woman diagnosed with Bipolar Disorder.

You will be asked to make three decisions concerning the medication to prescribe to this patient. Be sure to consider factors that might impact the patient’s pharmacokinetic and pharmacodynamic processes.

At each decision point, you should evaluate all options before selecting your decision and moving throughout the exercise. Before you make your decision, make sure that you have researched each option and that you evaluate the decision that you will select. Be sure to research each option using the primary literature.

Introduction to the case (1 page)

  • Briefly explain and summarize the case for this Assignment. Be sure to include the specific patient factors that may impact your decision-making when prescribing medication for this patient.

Decision #1 (1 page)

  • Which decision did you select?
  • Why did you select this decision? Be specific and support your response with clinically relevant and patient-specific resources, including the primary literature.
  • Why did you not select the other two options provided in the exercise? Be specific and support your response with clinically relevant and patient-specific resources, including the primary literature.
  • What were you hoping to achieve by making this decision? Support your response with evidence and references to the Learning Resources (including the primary literature).
  • Explain how ethical considerations may impact your treatment plan and communication with patients. Be specific and provide examples.

Decision #2 (1 page)

  • Why did you select this decision? Be specific and support your response with clinically relevant and patient-specific resources, including the primary literature.
  • Why did you not select the other two options provided in the exercise? Be specific and support your response with clinically relevant and patient-specific resources, including the primary literature.
  • What were you hoping to achieve by making this decision? Support your response with evidence and references to the Learning Resources (including the primary literature).
  • Explain how ethical considerations may impact your treatment plan and communication with patients. Be specific and provide examples.

Decision #3 (1 page)

  • Why did you select this decision? Be specific and support your response with clinically relevant and patient-specific resources, including the primary literature.
  • Why did you not select the other two options provided in the exercise? Be specific and support your response with clinically relevant and patient-specific resources, including the primary literature.
  • What were you hoping to achieve by making this decision? Support your response with evidence and references to the Learning Resources (including the primary literature).
  • Explain how ethical considerations may impact your treatment plan and communication with patients. Be specific and provide examples.

Conclusion (1 page)

Case Study Essay

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Alzheimer’s Disease

Case Study: Alzheimer’s Disease
Suggested Uses: Psychiatric/Mental Health, Medical-Surgical,

Geriatrics

During a physical exam, the nurse notes that Mary Stanfield, a 75-year-old female, forgets common words and is wearing only a thin sweater on a very cold day. Mary is scheduled for in- depth evaluation for possible Alzheimer’s Disease (AD).

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A mental status exam shows altered cognition. The nurse teaches Mary and her husband Sam about early warning signs and risk factors for AD. Lab tests, PET, and MRI are scheduled. The nurse explains the purpose of the tests to the couple. After the tests, trazodone (Desyrel) and donepezil (Aricept) are prescribed, and the nurse provides teaching about the medications.

The nurse identifies “Distorted thought processes” as a priority problem and teaches Sam how to promote cognitive restructuring. Later, he reports that Mary’s symptoms are worsening. The nurse teaches Sam about disease progression, measures to reduce urinary incontinence, and strategies to reduce sundowning behaviors. The nurse also identifies caregiver role strain and develops a plan of care for Sam. Alzheimer’s Disease

Mary goes to adult day care where the nurse implements strategies to promote calm and well- being for the clients. Mary develops urosepsis and is admitted to acute care, where the nurse responds to her hostile behavior. After Mary receives an antipsychotic medication, she becomes hypotensive and the nurse responds.

When Mary is discharged, the interdisciplinary team provides home health care. The nurse offers support when Sam grieves over Mary’s worsening condition.

Points that you can’t miss

1- Explain early sings, risk factors, complications, and nursing interventions for Alzheimer’s Disease.

2- Explain the purpose of the lad test, PET, and MRI.

3- Uses for trazodone and donepezil adverse reactions and contraindications.

4- What is Distorted thought processes and how to promote cognitive restructuring.

5- How to provide home care to patients with Alzheimer’s disease.

Nursing homework help

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Nursing homework help

 

The purpose of this assignment is to draft and submit a complete, organized, detailed outline of your medication paper in APA format with sources cited and referenced accurately. Nursing homework help

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Adhere to the following guidelines for drafting and submitting your outline:

  • Use standard alphanumeric outline format.
  • Include a rough draft of your abstract.
  • Include APA in-text citations.
  • Include an APA formatted reference page.
  • Include a title page.
  • Use APA format throughout.

 

you should include at least five recent references (published within the last five years)

 

Rubic

Content

  1. The outline includes several high quality, thought provoking ideas/points which are skillfully used to creatively and completely support the thesis. Outline demonstrates a well-balanced approach to researching the topic (subcategories are of equal significance under each body paragraph). Subtopics are specific and avoid generalities. Subtopics demonstrate extensive research and thought on the topic.
  2. The thesis is concise and clearly articulated in the beginning. Subtopics are pertinent and highly relevant to the main body paragraphs. Detailed, meaningful quotations and paraphrases aptly and accurately support the topic evenly throughout each subtopic. Nursing homework help

 

 

 

 

 

 

 

 

 

This is the topic proposal, just to give an idea of what was done before,

Imcivree is a medication widely used to treat people suffering from overweight and obesity conditions. The Imcivree medication also helps to control hunger resulting from particular genetic disorders that affect brain control over the feeling of hunger (Ryan, 2021). Generally, a medical practitioner can administer this type of medication to adults and children aged at least six years. It is administered to patients with specific conditions such as leptin receptor (LEPR) deficiency or pro-opiomelanocortin (POMC) deficiency. Such conditions result from mutational changes in the genes used to make LEPR or POMC (Ryan, 2021). However, since pro-opiomelanocortin and leptin deficiencies are uncommon, the Imcivree medication was termed an ‘orphan medicine.’

I’m interested in researching Imcivree medication for various reasons. Firstly, I wish to determine whether the medicine effectively reduces body weight, as argued by past studies. For example, a study by Ryan (2021) shows that Imcivree has proved to be an effective medicine in reducing people’s body weight with LEPR and POMC deficiency conditions, with the rate of at least 10%. Secondly, I am interested in determining the effects of this medicine on hunger feelings. I aim to achieve this by using measured questionnaires to determine the percentage of patients who reduce hunger after taking medication.

According to Ryan (2021), very few patients have POMC and LEPR deficiencies. In this study, the author concluded that Imcivree plays a critical role in reducing the patients’ feeling of hunger and bodyweights. However, the benefits of this medication are remarkable, especially now that there is no other medication for these conditions. Therefore, Imcivree is relevant today because new concerns or changes to current medicine will update the drug. This is because Imcivree is the only authorized medicine for treating obesity and controlling the feeling of hunger in these patients.

 

Critical Incident Analysis

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Critical Incident Analysis

Comprehensive Clinical Nursing: 

Critical Incident Analysis

 

A critical incident is one in which unusual circumstances led to an unexpected outcome.  The incident can be either positive or negative, but must be one that impacted you in some way, either personally or professionally.

 

MY TOPIC IS RaDonda Vaught Case. (I have attached 2 pdf regarding the RaDonda Vaught case).

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This is meant to be a reflective exercise in which the student:

  1. Applies critical thinking to analyze the situation.
  2. Identifies areas in which errors or omissions may have occurred.
  3. Defines positive methods of improvement.
  4. Identifies incident’s relation to Quality Improvement.

 

If a positive incident is described the student must use critical thinking to:

  1. Identify behaviors that led to the positive outcome.
  2. Identify ways in which these behaviors can be applied to the professional practice of nursing.

Using the following questions as a guide, compose a 4-5pages’ essay about the incident. Do not write the paper in a question/answer format. If references are cited, though not required, they must be cited in APA format and a works cited page attached.

 

  1. Describe the incident:(In order to protect privacy DO NOT include any pertinent patient, family, or staff identifiers.)
  2. What positive/negative factors led up to the incident?
  3. What positive/negative behaviors of the staff influenced the outcome of the incident?
  4. If a negative event: What changes could be made to prevent the incident from occurring?
  5. How did the incident impact you personally?
  6. How do you plan to use this incident to impact your career as a professional nurse?

 

 

 

As part of the clinical component of this class students are required to observe for critical incidents. The paper is divided into sections with points divided out accordingly by the key elements description, SBAR/assessment, impact, and reflection.  These occurrences may be positive or negative incidents that impact the student in some way either personally or professionally.  The course objectives met by this assignment will include

 

Component Exemplary

15 points

 Adequate

10 points

 Inadequate

5 points
Description ·         Describes the incident

·         Describes patient outcome

·         Identify if outcome is positive or negative

·         Identify 3 or more errors or omissions that occurred if negative or 3 or more positive occurrences if positive

 ·         Describes the incident

·         Describes patient outcome

·         Identifies if outcome of incident is positive or negative

·         Identifies 2 or more errors or omissions that occurred if negative or 2 or more positive occurrences if positive

 ·         Describes the incident

·         Describes patient outcome

·         Identifies if outcome of incident is positive or negative

·         Identifies 1 error or omission that occurred if negative or 1 or more positive occurrences if positive
 

 

 Exemplary

35 points

 Adequate

27.5 points

 Inadequate

7.5 points
SBAR/Assessment

 

 

 

 

 

 

 

 

 

 

 

 

 

 ·         Uses SBAR to describe assessment data

·         Identifies positive/negative factors leading to incident

·         Presents sufficient data to justify/validate the problem

·         No errors in logic

·         Identifies what changes could have prevented incident if negative

·         Identifies positive behaviors that led to positive outcome if positive

·         Applies critical thinking to analyze incident

 ·         Uses SBAR to describe assessment data

·         Identifies positive/negative factors leading to incident

·         Presents sufficient data to justify/validate the problem

·         No errors in logic

·         Applies critical thinking to analyze incident

 ·         Uses SBAR to describe assessment data

·         Identifies positive/negative factors leading to incident

·         Presents sufficient data to justify/validate the problem
 

 

 Exemplary

35 points

Adequate

27.5 points

Inadequate

7.5 points
Impact

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 ·         Discusses what impact the incident appeared to have on staff

·         Discusses what positive/negative behaviors of the staff influenced the outcome of the incident

·         Lists how two or more staff members reacted

·         Lists types of debriefing that occurred

·         Notes if management was notified or if incident report was filed

·         Discusses how incident is related to need for Quality Improvement project

·         Identifies what QI you would initiate as a professional nurse

 

 

 

 

 

 

 

 

 

 ·         Discusses what impact the incident appeared to have on staff

·         Discusses what positive/negative behaviors of the staff influenced the outcomes of the incident

·         Lists how staff members reacted

·         Lists types of debriefing that occurred

·         Notes if management was notified or if incident report was filed

·         Discusses how incident is related to need for Quality Improvement project

 ·         Discusses what impact the incident appeared to have on staff

·         Discusses what positive/negative behaviors of the staff influenced the outcome of the incident

·         Lists types of debriefing that occurred

·         Notes if management was notified or if incident report was filed
  Exemplary

15 points

 Adequate

10 points

 Inadequate

5 points
Reflection

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 ·         Discuss how incident affected you personally

·         Identifies 3 ways that the incident will impact your professional practice

·         Identifies how incident will affect professional practice

·         If positive or negative, lists 3 ways in which behaviors can be applied to the professional practice of nursing

 ·         Discuss how incident affected you personally

·         Identifies 2 ways that the incident will impact your professional practice

·         Identifies how incident will affect professional practice

·         If positive or negative, lists 2 ways in which behaviors can be applied to the professional practice of nursing

 ·         Discuss how incident affected you personally

·         Identify 1 way that the incident will impact your professional practice

·         Identifies how incident will affect professional practice

·         If positive or negative, lists 1 way in which behavior can be applied to the professional practice of nursing.
Total Point (100 possible) Total Points: Total Points: Total Points:

 

Minimum of 80 to pass

 

Instructor comments:

Assessing The Head, Eyes, Ears, Nose, And Throat

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Assessing The Head, Eyes, Ears, Nose, And Throat

Most ear, nose, and throat conditions that arise in non-critical care settings are minor in nature. However, subtle symptoms can sometimes escalate into life-threatening conditions that require prompt assessment and treatment.

Nurses conducting assessments of the ears, nose, and throat must be able to identify the small differences between life-threatening conditions and benign ones. For instance, if a patient with a sore throat and a runny nose also has inflamed lymph nodes, the inflammation is probably due to the pathogen causing the sore throat rather than a case of throat cancer. With this knowledge and a sufficient patient health history, a nurse would not need to escalate the assessment to a biopsy or an MRI of the lymph nodes but would probably perform a simple strep test. Assessing The Head, Eyes, Ears, Nose, And Throat

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The Case Study/Scenario:

Jason, a 13-year-old male comes in with Mom complaining of painful swallowing. Started yesterday as a “really bad sore throat” made worse with swallowing. He reports feeling very tired. His Mom gave him over-the-counter Children’s Motrin which made his fever better but did not help his sore throat. He reports his symptoms are especially, worse during nighttime. His tonsils are 2+ and erythematous, tonsil stones are present on the right side. He has white patches on his tongue

Ball, J. W., Dains, J. E., Flynn, J. A., Solomon, B. S., & Stewart, R. W. (2019). Seidel’s guide to physical examination: An interprofessional approach (9th ed.). St. Louis, MO: Elsevier Mosby.

 

  • Chapter 11, “Head and Neck”

    This chapter reviews the anatomy and physiology of the head and neck. The authors also describe the procedures for conducting a physical examination of the head and neck.

 

  • Chapter 12, “Eyes”

    In this chapter, the authors describe the anatomy and function of the eyes. In addition, the authors explain the steps involved in conducting a physical examination of the eyes.

 

  • Chapter 13, “Ears, Nose, and Throat”

    The authors of this chapter detail the proper procedures for conducting a physical exam of the ears, nose, and throat. The chapter also provides pictures and descriptions of common abnormalities in the ears, nose, and throat.

Dains, J. E., Baumann, L. C., & Scheibel, P. (2019). Advanced health assessment and clinical diagnosis in primary care (6th ed.). St. Louis, MO: Elsevier Mosby.

Credit Line: Advanced Health Assessment and Clinical Diagnosis in Primary Care, 6th Edition by Dains, J.E., Baumann, L. C., & Scheibel, P. Copyright 2019 by Mosby. Reprinted by permission of Mosby via the Copyright Clearance Center.

Chapter 15, “Earache”
This chapter covers the main questions that need to be asked about the patient’s condition prior to the physical examination as well as how these questions lead to a focused physical examination.

Chapter 21, “Hoarseness”
This chapter focuses on the most common causes of hoarseness. It provides strategies for evaluating the patient, both through questions and through physical exams.

Chapter 25, “Nasal Symptoms and Sinus Congestion”

 

In this chapter, the authors highlight the key questions to ask about the patients symptoms, the key parts of the physical examination, and potential laboratory work that might be needed to provide an accurate diagnosis of nasal and sinus conditions.

Chapter 30, “Red Eye”

 

The focus of this chapter is on how to determine the cause of red eyes in a patient, including key symptoms to consider and possible diagnoses.

Chapter 32, “Sore Throat”

 

A sore throat is one most common concerns patients describe. This chapter includes questions to ask when taking the patient’s history, things to look for while conducting the physical exam, and possible causes for the sore throat.

Chapter 38, “Vision Loss”
This chapter highlights the causes of vision loss and how the causes of the condition can be diagnosed.

 

Note: Download the six documents (Student Checklists and Key Points) below, and use them as you practice conducting assessments of the head, neck, eyes, ears, nose, and throat.

Ball, J. W., Dains, J. E., Flynn, J. A., Solomon, B. S., & Stewart, R. W. (2019). Head and neck: Student checklist. In Seidel’s guide to physical examination: An interprofessional approach (9th ed.). St. Louis, MO: Elsevier Mosby.

Credit Line: Seidel’s Guide to Physical Examination, 9th Edition by Ball, J. W., Dains, J. E., Flynn, J. A., Solomon, B. S., & Stewart, R. W. Copyright 2019 by Elsevier Health Sciences. Reprinted by permission of Elsevier Health Sciences via the Copyright Clearance Center.

Ball, J. W., Dains, J. E., Flynn, J. A., & Solomon, B. S., & Stewart, R. W. (2019). Head and neck: Key points. In Seidel’s guide to physical examination: An interprofessional approach (9th ed.). St. Louis, MO: Elsevier Mosby.

Credit Line: Seidel’s Guide to Physical Examination, 9th Edition by Ball, J. W., Dains, J. E., Flynn, J. A., Solomon, B. S., & Stewart, R. W. Copyright 2019 by Elsevier Health Sciences. Reprinted by permission of Elsevier Health Sciences via the Copyright Clearance Center.

Ball, J. W., Dains, J. E., Flynn, J. A., Solomon, B. S., & Stewart, R. W. (2019). Eyes: Student checklist. In Seidel’s guide to physical examination: An interprofessional approach (9th ed.). St. Louis, MO: Elsevier Mosby.

Credit Line: Seidel’s Guide to Physical Examination, 9th Edition by Ball, J. W., Dains, J. E., Flynn, J. A., Solomon, B. S., & Stewart, R. W. Copyright 2019 by Elsevier Health Sciences. Reprinted by permission of Elsevier Health Sciences via the Copyright Clearance Center.

Ball, J. W., Dains, J. E., Flynn, J. A., Solomon, B. S., & Stewart, R. W. (2019). Eyes: Key points. In Seidel’s guide to physical examination: An interprofessional approach (9th ed.). St. Louis, MO: Elsevier Mosby.

Credit Line: Seidel’s Guide to Physical Examination, 9th Edition by Ball, J. W., Dains, J. E., Flynn, J. A., Solomon, B. S., & Stewart, R. W. Copyright 2019 by Elsevier Health Sciences. Reprinted by permission of Elsevier Health Sciences via the Copyright Clearance Center.

Ball, J. W., Dains, J. E., Flynn, J. A., Solomon, B. S., & Stewart, R. W. (2019). Ears, nose, and throat: Student checklist. In Seidel’s guide to physical examination: An interprofessional approach (9th ed.). St. Louis, MO: Elsevier Mosby.

Credit Line: Seidel’s Guide to Physical Examination, 9th Edition by Ball, J. W., Dains, J. E., Flynn, J. A., Solomon, B. S., & Stewart, R. W. Copyright 2019 by Elsevier Health Sciences. Reprinted by permission of Elsevier Health Sciences via the Copyright Clearance Center.

Ball, J. W., Dains, J. E., Flynn, J. A., Solomon, B. S., & Stewart, R. W. (2019). Ears, nose, and throat: Key points. In Seidel’s guide to physical examination: An interprofessional approach (9th ed.). St. Louis, MO: Elsevier Mosby.

Credit Line: Seidel’s Guide to Physical Examination, 9th Edition by Ball, J. W., Dains, J. E., Flynn, J. A., Solomon, B. S., & Stewart, R. W. Copyright 2019 by Elsevier Health Sciences. Reprinted by permission of Elsevier Health Sciences via the Copyright Clearance Center.

 

Sullivan, D. D. (2019). Guide to clinical documentation (3rd ed.). Philadelphia, PA: F. A. Davis.

 

  • Chapter 2, “The Comprehensive History and Physical Exam” (Previously read in Weeks 1, 3, 4, and 5)

Hayashi, T., Kitamura, K., Hashimoto, S., Hotomi, M., Kojima, H., Kudo, F., Maruyama, Y., Sawada, S., Taiji, H., Takahashi, G., Takahashi, H., Uno, Y., & Yano, H. (2020). Clinical practice guidelines for the diagnosis and management of acute otitis media in children—2018 update. Auris Nasus Larynx, 47(4), 493–526. https://doi.org/10.1016/j.anl.2020.05.019

 

Mustafa, Z., & Ghaffari, M. (2020). Diagnostic methods, clinical guidelines, and antibiotic treatment for Group A streptococcal pharyngitis: A narrative review. Frontiers in Cellular and Infection Microbiology, 10. https://doi.org/10.3389/fcimb.2020.563627

 

Patel, G. B., Kern, R. C., Bernstein, J. A., Hae-Sim, P., & Peters, A. T. (2020). Current and future treatments of rhinitis and sinusitis. The Journal of Allergy and Clinical Immunology: In Practice, 8(5), 1522–1531. https://doi.org/10.1016/j.jaip.2020.01.031

 

 

Sperm migration and fertilization

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Sperm migration and fertilization

RE: 31 The Race of a lifetime: Sperm migration and fertilization: including capacitation, acrosome reaction and egg coatingCOLLAPSECOLLAPSE

Sperm migration and capacitation- Within 12 to 72 hours of ovulation, it takes about 72 hours for an egg to reach the uterus. Since only one sperm will fertilize out of 300 millions many of them will not make it. Many are destroyed by vaginal acids or drain out the vagina, other fail to penetrate the mucus of cervical canal and many destroy by leukocytes of the uterus. About 200 spermatozaa reach the egg. (Saladin,2020,p.1076).

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It takes about 30 minutes or less after ejaculation for sperm to to reach the uterine tube. While migrating they under go a process called capacitation. The capacitation makes the sperm capable of penetrating an egg. When a sperm is fresh, the plasma membrane is toughened by cholesterol. It’s job is to prevent the premature sperm to release acrosomal enzymes while sperm are still in the male. After ejaculation fluids of the woman productive tracts reach cholesterol from the plasma membrane and dilute other inhibitory factors in the semen. Because of calcuim ions the sperm head becomes more fragile and more permanent, After ejaculation the sperm remain viable up to 6 days.(Saladin,2020,p.1077).

Fertilization- When a sperm reach an egg it undergoes an acrosomal reaction. The sperm will penetrate the granulosa cells and zona pellucida that surround it. When a path has been cleared the zona pellucida, It releases enzymes digesting a pathway till it contacts the egg. Once the sperm head and middle pieces enter the egg the egg will destroys the sperm mitochondra and the mitochondra will pass through off springs. Diploid produces when fertilization combine the haploid and the sperm chromosome. Polyspermy is when 2 or more cells fertilized.( Saladin,2020.p.1078).

Before ovulation secondary oocyte begins. The fertilized egg discards one chromatid from each chromosome the egg and nucleic swells and becomes pronuclei. What pushes the sperm toward the egg is the sperm towards the egg is the sperm centrosome sprouts microbules. And once egg is fertilized it calls zygotes.(Saladin,2020,p.1078).

6 days after ovulation, after ovulation, blastocyst attached to the endometrium. This process is call implantation. The trophoblast cells separate into two layers. The trophoblast cells fuse into multinucleate mass called cytotrophoblast. The syncytiotrophoblast grows into the uterus. Endometrium reacts by growing over the blastocyst and cover it. It takes about 1 week for implantation process and completes around the time of the next menstrual period.(Saladin,2020,p.1080)

Embryo-blast undergoes embryo genesis during implantation , it arrange blastomeres into 3 primary germs layers and they are ectoderm. At the beginning of this process embryoblast slightly separate from trophoblast and creates a narrow space between them that calls amniotic cavity. The yolk sac form by some hypo-blast and close the blastocoel. The amniotic cavity on the side and the yolk sac. Around day 15 days primary streak a thick cell layered form along the midline of the epiblast with premature grove running down midline. Then gastrulation happen epiblast cells migrate medially toward the primitively groove and down it. It replaced hypoblast with endoderm (which will become the inner lining of digestive tract). A day later epiblast form a third layer. Once the three primary germs layers are form it complete the individual embryo. And that is day 16 and the embryo is about 2 mm long.(Saladin,2020,p1081).

Critical thinking

A man ejuculate about 300 million sperm and about 200 soermatoza reach the uterus.First trimester is the most dangerous because miscariage can occur to stress, drugs and alcohol and fetus may die due to chromosomal defect factor. Although many pregnacies succeed,not every pregnancy is success during implantation ectopic pregnancy can occure it is 1 out 300 pregnancies.It is when the blastocyst implants some where other than the uterus (Saladin, 2020,p.1076-1077,1081)

Words count: 655Reference 

Saladin, K. (2020). Anatomy & physiology: The unit of form and function (9th ed.). McGraw Hill Education

The benefits of breast-feeding

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The benefits of breast-feeding

#29 The benefits of breast-feeding: Including lactation reflex; describe the mechanism of milk ejection, shifting hormonal balanceCOLLAPSE

Research:

Breastfeeding has a lot of great benefits for both mom and baby. Here are few benefits of breastfeeding:

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  1. Breast milk is the best source of nutrition for most babies.
    As the baby grows, the mother’s breast milk will change to meet her baby’s nutritional needs.
  2. Breastfeeding can help protect babies against some short- and long-term illnesses and diseases.
    Breastfed babies have a lower risk of asthma, obesity, type 1 diabetes, and sudden infant death syndrome (SIDS). Breastfed babies are also less likely to have ear infections and stomach bugs.
  3. Breast milk shares antibodies from the mother with her baby.
    These antibodies help babies develop a strong immune system and protect them from illnesses.
  4. Mothers can breastfeed anytime and anywhere.
    Mothers can feed their babies on the go without worrying about having to mix formula or prepare bottles. When traveling, breastfeeding can also provide a source of comfort for babies whose normal routine is disrupted
  5. Breastfeeding can reduce the mother’s risk of breast and ovarian cancer, type 2 diabetes, and high blood pressure.
    Breastfeeding has health benefits for the mother too! Some cancers, type 2 diabetes, and high blood pressure are less common among women who breastfeed. The benefits of breast-feeding

The let-down reflex is what makes breastmilk flow. When your baby sucks at the breast, tiny nerves are stimulated. This causes two hormones – prolactin and oxytocin – to be released into your bloodstream. Prolactin helps make the milk, while oxytocin causes the breast to push out the milk. Milk is then released or let down through the nipple.

Some women feel the let-down reflex as a tingling sensation in the breasts or a feeling of fullness, although others don’t feel anything in the breast.

Most women notice a change in their baby’s sucking pattern as the milk begins to flow, from small, shallow sucks to stronger, slower sucks.

Some women also notice, while feeding or expressing from one breast, that milk drips from the other.

Your let-down reflex needs to be established and maintained to ensure a good supply of milk. This reflex requires no thought, unless you are having problems with breastfeeding.

The let-down reflex occurs:

  • in response to your baby sucking at the breast
  • hearing, seeing or thinking about your baby
  • using a breast pump, hand expressing or touching your breasts or nipples
  • looking at a picture of your baby
  • hearing your baby (or another baby) cry

The let-down reflex generally occurs 2 or 3 times a feed. Most women only feel the first, if at all. This reflex is not always consistent, particularly early on, but after a few weeks of regular breastfeeding or expressing, it becomes an automatic response.

The let-down reflex can also occur with other stimulation of the breast, such as by your partner.

Our hormones change rapidly post-childbirth. But did you know that breastfeeding causes additional hormonal fluctuations, and can even catalyze additional hormonal imbalance symptoms? Here’s how it works: During the postpartum period, estrogen levels decline after you deliver your placenta. Your placenta is the primary source and contributor to high estrogen levels during pregnancy. On top of that, breastfeeding mimics menopause due to the production of the milk-producing hormone, prolactin, temporarily blocking estrogen production, which keeps your estrogen levels low (1). Decreased estrogen levels impact vaginal tissue, temporarily decreasing elasticity, blood flow, and thinning of the tissue. These vaginal changes cause symptoms like vaginal dryness, itching, burning, irritation, painful intercourse, urinary frequency, and urgency.

Critical Thinking:

I personally have breastfed before, I didn’t do it for long due to my son already being primarily on formula because my breastmilk supply was very low. I didn’t experience a lot of hormonal imbalance but I probably would have produced more milk if I ate better foods. Although I did not breastfeed for long, I did have leaks when my son would cry and I had not pumped yet. I also would leak after a hot shower because of the heat. It was very interesting to feel. Every mom has a different breastfeeding journey so everyone experiences something different.