NURS6001 Week 1 Quiz

NURS6001 Week 1 Quiz

QUESTION 1

When will you lose access to your completed courses (excluding this Student Readiness Orientation)?

a. Never

b. 30 days after the course end date

c. 60 days after the course end date

d. 120 days after the course end date

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QUESTION 2

When you submit an assignment, when should you have the assignment complete by on the day assigned?

a. 11:59 p.m. Mountain Time (MT)—which is 1:59 a.m. Eastern Time (ET) the next day; the time stamp in the classroom will reflect Eastern Time (ET), regardless of your time zone

b. 11:59 p.m. Central Time (CT)—which is 10:59 p.m. Mountain Time (MT); the time stamp in the classroom will reflect Mountain Time (MT), regardless of your time zone

c. 11:59 p.m. Eastern Time (ET)—which is 8:59 p.m. Pacific Time (PT); the time stamp in the classroom will reflect Pacific Time (PT), regardless of your time zone

d. 10:59 p.m. Mountain Time (MT)—which is 12:59 a.m. Eastern Time (ET) the next day; the time stamp in the classroom will reflect Eastern Time (ET), regardless of your time zone NURS6001 Week 1 Quiz

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1 points Save Answer

QUESTION 3

Where in your online course will you find the contact information for your Instructor?

a. Syllabus

b. Student Support

c. Contact the Instructor

1 points Save Answer

QUESTION 4

If you are having trouble accessing your online classroom, what should you do first?

a. Clean your browser’s cookies and cache

b. Check firewall settings

c. Deactivate pop-up blockers

1 points Save Answer

QUESTION 5

In an online course, students can participate in the online classroom and submit assignments whenever it is convenient for them to do so.

True

False

1 points Save Answer

QUESTION 6

In which area will you retrieve written assignments with comments from your instructor?

a. Discussion

b. My Grades area

c. Assignment Link

1 points Save Answer

QUESTION 7

If you have a question about which courses you should register for next term, who should you contact?

a. Student Support Team

b. One of your current instructors

c. Your Academic Advisor

1 points Save Answer

QUESTION 8

As long as you save your work to your home computer’s hard drive, you are safe.

True

False

1 points Save Answer

QUESTION 9

When sending and e-mail to your Instructor or any Walden staff, your e-mail should:

a. Include color stationary as a background

b. USE ALL CAPITAL LETTERS SO THEY KNOW YOUR EMAIL IS IMPORTANT

c. Include your full legal name, your program or course, and your Walden ID Number

1 points Save Answer NURS6001 Week 1 Quiz

QUESTION 10

The online classroom area where you can post an assignment and have your classmates and instructor respond to your ideas is called:

a. My Grades area

b. Discussion

c. Assignment Link

1 points Save Answer

QUESTION 11

Students can always edit their posting in Discussion.

True

False

1 points Save Answer

QUESTION 12

Who should you contact with questions about online classroom technical concerns?

a. Your Instructor

b. Walden Academic Advisor

c. Student Support

d. Program Director

1 points Save Answer

QUESTION 13

Since your online classroom could unexpectedly time out on occasion, what should you do before submitting a long Discussion posting?

a. Type and save the assignment as a word-processed document first.

b. Tell your instructor you are going to submit an assignment.

c. Create a new topic.

d. Call the Student Support Team for help.

1 points

Save Answer

QUESTION 14

Students should avoid referencing Wikipedia as a scholarly resource in their assignments.

True

False

1 points Save Answer

QUESTION 15

Online students are expected to behave with academic integrity and honesty.

True

False NURS6001 Week 1 Quiz

Case Study: Healing And Autonomy

Case Study: Healing And Autonomy

Mike and Joanne are the parents of James and Samuel, identical twins born eight years ago. James is currently suffering from acute glomerulonephritis, kidney failure. James was originally brought into the hospital for complications associated with a strep throat infection. The spread of the A streptococcus infection led to the subsequent kidney failure. James’ condition was acute enough to warrant immediate treatment. Usually cases of acute glomerulonephritis caused by strep infection tend to improve on their own, or with an antibiotic. However, James also had elevated blood pressure and enough fluid buildup that required temporary dialysis to relieve.

The attending physician suggested immediate dialysis. After some time of discussion with Joanne, Mike informs the physician that they are going to forego the dialysis and place their faith in God. Mike and Joanne had been moved by a sermon their pastor had given a week ago, and also had witnessed a close friend regain mobility when she was prayed over at a healing service after a serious stroke. They thought it more prudent to take James immediately to a faith healing service instead of putting James through multiple rounds of dialysis. Yet Mike and Joanne agreed to return to the hospital after the faith healing services later in the week, and in hopes that James would be healed by then Case Study: Healing And Autonomy.

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Two days later the family returned, and was forced to place James on dialysis, as his condition had deteriorated. Mike felt perplexed and tormented by his decision to not treat James earlier. Had he not enough faith? Was God punishing him or James? To make matters worse, James kidneys had deteriorated such that his dialysis was now not a temporary matter, and was in need of a kidney transplant. Crushed and desperate, Mike and Joanne immediately offered to donate one of their own kidneys to James, but they were not compatible donors. Over the next few weeks, amidst daily rounds of dialysis, some of their close friends and church members also offered to donate a kidney to James. However, none of them were tissue matches.

James’ nephrologist called to schedule a private appointment with Mike and Joanne. James was stable, given the regular dialysis, but would require a kidney transplant within the year. Given the desperate situation, the nephrologist informed Mike and Joanne of a donor that was an ideal tissue match, but as of yet had not been considered—James’ brother Samuel Case Study: Healing And Autonomy.

Mike vacillates and struggles to decide whether he should have his other son Samuel lose a kidney, or perhaps wait for God to do a miracle this time around. Perhaps this is where the real testing of his faith will come in? “This time around, it is a matter of life and death, what could require greater faith than that?” Mike reasons.

Write a 1,200-1,500 word analysis of “Case Study: Healing and Autonomy.” In light of the readings, be sure to address the following questions:

  1. Under      the Christian narrative and Christian vision, what sorts of issues are      most pressing in this case study?
  2. Should      the physician allow Mike to continue making decisions that seem to him to      be irrational and harmful to James?
  3. According      to the Christian narrative and the discussion of the issues of treatment      refusal, patient autonomy, and organ donation in the topic readings, how      might one analyze this case?
  4. According      to the topic readings and lecture, how ought the Christian think about      sickness and health? What should Mike as a Christian do? How should he      reason about trusting God and treating James? Case Study: Healing And Autonomy

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.

You are required to submit this assignment to Turnitin. Please refer to the directions in the Student Success Center Case Study: Healing And Autonomy.

Therapeutic Communication

Therapeutic Communication

ASSESSMENT:

  • Background Information: P. is a 54yo separated Caucasian woman who was encouraged to go to ABH after sharing with her day group that she possibly overdosed the day before on one of her home medications.  She has a history of major depressive disorder which has left her out of work for several years and recently she has developed suicidal ideations in the past several months.
  • Medications
    1. Aripiprazole (Abilify), 15mg tab PO nightly—for psychosis Therapeutic Communication

Side effects: dizziness, weakness, nausea, vomiting, fatigue, excess saliva, choking or trouble swallowing, blurred vision, headache, anxiety, weight gain, sleep problems, constipation

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  1. Diphenhydramine (Benadryl), 50mg cap PO nightly—for insomnia

Side effects:  sedation, fatigue, dizziness, disturbed coordination, constipation, dry mucus membranes, blurred vision, tremor, anorexia, nausea

  1. Fluoxetine (Prozac), 5mg tab PO nightly—for depression

Side effects:  nausea, constipation, headache, anxiety, insomnia, drowsiness, dizziness, heart palpitations, weight changes, cold symptoms, dry mouth, impotence

  1. Lithium, 300mg cap PO QID—for mood stability

Side effects: tremors, increased thirst, increased urination, diarrhea, vomiting, weight gain, impaired memory, poor concentration, drowsiness, weakness

  1. Oxybutynin (Ditropan), 5mg tab PO BID—for bladder spasm

Side effects: dry mouth, blurred vision, constipation, diarrhea, nausea, dizziness, weakness, headache, insomnia Therapeutic Communication

  1. Propanolol (Inderal), 10mg tab PO BID—for tremors

Side effects: dizziness, fatigue, nausea, vomiting, stomach pain, vision changes, insomnia

  • Assess myself: While I had prepared to present my teaching project that day, I was eager to help the nurses and spend time with patients.  It was my last week on Montgomery unit, so between my teaching project and interacting with patients on the unit, I was eager to have a productive day.
  • Assess milieu: There were 12 patients on the unit that day.  Many of the patients were spending time with each other in the day room, laughing and chatting as they painted each other’s nails.  Because of MP’s fluctuating SI and recent attempts to hide plastic utensils in her room, the nurse asked if I would sit with MP while she ate dinner.  Therapeutic Communication

DIAGNOSIS:

Nursing diagnosis:  Risk for self-directed violence, ineffective individual coping, anxiety, hopelessness, social isolation

PLANNING:

  • Describe a tentative goal of the TC: I want the patient to openly discuss her recurrent suicidal ideations and contemplate stressors.  Hopefully I can also direct her to focus on the positives in her life, like her family and her possibilities.
  • By completion of the TC, the patient will:
    1. Discuss her desire to die.
    2. Recognize possible stressors leading to SI.
    3. Focus on the positives and motivations in her life.

 

IMPLEMENTATION:

Nurse Communication Patient Communication Analysis of Process Therapeutic Technique
“How are you doing today?” “Okay.  Depressed, I guess, but that’s normal.” Although I’ve talked with this client before, I was a bit surprised at her openness. Using broad openings
“How long have you been feeling depressed?” “I guess about one year with major depression, but about five years depressed.” From her chart I knew she had a history of depression, but I was curious what her perception was. Exploring, seeking clarification
“How have you been feeling lately?” “It’s been… well, bad enough to be hospitalized. I was having suicidal thoughts so they thought it best that I come in.” Her feelings have been fluctuating, so I wanted to understand why they are fluctuating. General leads (nodding my head), exploring
“Do you still have suicidal thoughts?” “Yeah” I ask this not just to gauge her fluctuating feelings but also to check her safety and risk of danger to her safety. Seeking clarification, exploring
“Do you have the desire to kill yourself?” “Sometimes.” After talking with another client about his lack of desire to kill himself but the presence of suicidal thoughts, I was curious if she actively desired to end her life. I am not surprised by her answer, but I want to understand her further. Summarizing, encouraging description of perceptions
“Tell me more about that. What do you think brings on those thoughts?” “Well a long time ago I was abused, and I blamed my mom for the abuse but I also blamed myself.” I hadn’t known about the abuse, so it is an interesting piece of her case.  Because we are alone and it doesn’t sound like she wants to go into details with the abuse, I decide not to press for more details. Exploring, focusing, using broad openings, seeking clarification
“That’s interesting.  Why do you think you blame your mom?” “She was passive.  She was the kind of person who put on a smile even if things were going bad. I respect and admire her in a lot of ways.  She visited me last week and talked about the abuse.” She has a lot to say about her mom, so I guess she has thought a lot about her and their relationship.  Looking back, I should have asked the client why she felt guilty for the abuse. Restating, encouraging description of perceptions, seeking clarification
“You sound glad that she talked about it with you.” “Yeah, she’s never done that before, I was very surprised.  She also talked about my sister’s abuse.  My sister and I only talked about it recently, and I felt like I should have known.” I feel sad that she endured abuse within her family, and that her whole family was affected by it. Thankfully, by talking with her mom about this, it seems like she has begun to heal from it.  I wonder how she would have grown up if her family recognized and dealt with the abuse sooner. Attempting to translate into feelings
“You have a lot of siblings, right?” “Yeah, 6 sisters and 3 brothers. Big Catholic family.” She chuckled as she said the last part. I had remembered her having a big family from a previous conversation. Exploring
“Do you get support from your family?” “No, not really.  Some live nearby but I lost touch with them.  I tend to isolate myself because of the depression, which I know I need to fix.” I found this insight interesting because she seems to want to get better and fight her depression, even though she sometimes has the desire to kill herself. Focusing, exploring,
“So you want to spend more time with people.” “Yea, I think I should try to spend more time with my family.” She sounds interested in improving her health with this feasible fix. Restating
“I think I have to go now, but it was great talking with you and I hope you get better soon. I’ll see you later.” “Thanks, see you later” It was time for me to leave for dinner, but I wanted to assure her that I listened and sincerely wanted her to find healing. Encouraging formulation of a plan of action, offering self

 

EVALUATION:

  • Strengths and weaknesses of the interaction: She seemed honest with me about her risk for suicide, although I think I could have asked her more about that.  She had good insight of her social isolation and how that contributes to her depression.  Despite her openness, I am unsure if she found meaning in our conversation or if she was merely going through the motions.
  • Outcomes of the session: She shared her history of depression and abuse, which shows that she recognizes the negative things in her life.  It was difficult to explore the problems weighing on her mind and give adequate time to redirect to the positive parts of her life.  All in all, I believe that after our conversation, this client has reinforcement to build healthy relationships and fight her depression. Therapeutic Communication

Health History and Medical Information

Health History and Medical Information

It is necessary for an RN-BSN-prepared nurse to demonstrate an enhanced understanding of the pathophysiological processes of disease, the clinical manifestations and treatment protocols, and how they affect clients across the life span.

Evaluate the Health History and Medical Information for Mrs. J., presented below.

Based on this information, formulate a conclusion based on your evaluation, and complete the Critical Thinking Essay assignment, as instructed below Health History and Medical Information.

Health History and Medical Information

Health History

Mrs. J. is a 63-year-old married woman who has a history of hypertension, chronic heart failure, and chronic obstructive pulmonary disease (COPD). Despite requiring 2L of oxygen/nasal cannula at home during activity, she continues to smoke two packs of cigarettes a day and has done so for 40 years. Three days ago, she had sudden onset of flu-like symptoms including fever, productive cough, nausea, and malaise. Over the past 3 days, she has been unable to perform ADLs and has required assistance in walking short distances. She has not taken her antihypertensive medications or medications to control her heart failure for 3 days. Today, she has been admitted to the hospital ICU with acute decompensated heart failure and acute exacerbation of COPD.

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Subjective Data

  1. Is very anxious and asks whether she is going to die.
  2. Denies pain but says she feels like she cannot get enough air.
  3. Says her heart feels like it is “running away.”
  4. Reports that she is exhausted and cannot eat or drink by herself. Health History and Medical Information

Objective Data

  1. Height 175 cm; Weight 95.5kg.
  2. Vital signs: T 37.6C, HR 118 and irregular, RR 34, BP 90/58.
  3. Cardiovascular: Distant S1, S2, S3 present; PMI at sixth ICS and faint: all peripheral pulses are 1+; bilateral jugular vein distention; initial cardiac monitoring indicates a ventricular rate of 132 and atrial fibrillation.
  4. Respiratory: Pulmonary crackles; decreased breath sounds right lower lobe; coughing frothy blood-tinged sputum; SpO2 82%.
  5. Gastrointestinal: BS present: hepatomegaly 4cm below costal margin.

Intervention

The following medications administered through drug therapy control her symptoms:

  1. IV furosemide (Lasix)
  2. Enalapril (Vasotec)
  3. Metoprolol (Lopressor)
  4. IV morphine sulphate (Morphine)
  5. Inhaled short-acting bronchodilator (ProAir HFA)
  6. Inhaled corticosteroid (Flovent HFA)
  7. Oxygen delivered at 2L/ NC

Critical Thinking Essay

In 750-1,000 words, critically evaluate Mrs. J.’s situation. Include the following:

  1. Describe the clinical manifestations present in Mrs. J.
  2. Discuss whether the nursing interventions at the time of her admissions were appropriate for Mrs. J. and explain the rationale for each of the medications listed.
  3. Describe four cardiovascular conditions that may lead to heart failure and what can be done in the form of medical/nursing interventions to prevent the development of heart failure in each condition.
  4. Taking into consideration the fact that most mature adults take at least six prescription medications, discuss four nursing interventions that can help prevent problems caused by multiple drug interactions in older patients. Provide a rationale for each of the interventions you recommend.
  5. Provide a health promotion and restoration teaching plan for Mrs. J., including multidisciplinary resources for rehabilitation and any modifications that may be needed. Explain how the rehabilitation resources and modifications will assist the patients’ transition to independence.
  6. Describe a method for providing education for Mrs. J. regarding medications that need to be maintained to prevent future hospital admission. Provide rationale.
  7. Outline COPD triggers that can increase exacerbation frequency, resulting in return visits. Considering Mrs. J.’s current and long-term tobacco use, discuss what options for smoking cessation should be offered. Health History and Medical Information

You are required to cite to a minimum of two sources to complete this assignment. Sources must be published within the last 5 years and appropriate for the assignment criteria and relevant to nursing practice.

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.

PLEASE FOLLOW RUBRICS

Subjective and objective clinical manifestations are detailed. The clinical manifestations are accurate and clearly report the observed and perceived  Evaluation of appropriateness of nursing interventions at the time of admission is thoroughly discussed. A well-supported explanation for each of the medications listed is presented. Strong and compelling rationale is provided. signs and symptoms.

Four cardiovascular conditions that may lead to heart failure are clearly described. Medical and nursing interventions to prevent the development of heart failure in each condition are discussed. Overall, the discussion demonstrates insight into medical and nursing interventions used to prevent heart failure.

Four nursing interventions that can help prevent problems caused by multiple drug interactions in older patients are discussed. The discussion fulfills the assignment criteria and strong rationale for the interventions is provided.

A well-developed health promotion and restoration teaching plan for the patient is presented. Multidisciplinary resources for rehabilitation and any modifications that may be needed are clearly discussed. An strong explanation for how rehabilitation resources and modifications assist patient transition to independence is presented. The overall discussion is well-supported.

A method for providing education to the patient for the maintenance of prescribed medications that prevents future hospital admissions is thoroughly described. The method is clearly appropriate for the client and prevents readmission. Strong rationale is provided for support.

All appropriate COPD triggers exacerbating return visits are clearly outlined. Strong options for smoking cessation are detailed and are highly relevant to the patient.

All appropriate COPD triggers exacerbating return visits are clearly outlined. Strong options for smoking cessation are detailed and are highly relevant to the patient.

Thesis is comprehensive and contains the essence of the paper. Thesis statement makes the purpose of the paper clear Health History and Medical Information.

Clear and convincing argument presents a persuasive claim in a distinctive and compelling manner. All sources are authoritative.

The Best Approach To Correcting Implicit Bias

The Best Approach To Correcting Implicit Bias

How does the community health nurse recognize bias, stereotypes, and implicit bias within the community?

It may be difficult for nurses to accept that they might be biased against any of their patients, however, it happens, and accepting it and then continually reassessing how they feel and how their approach works are the best approach to correcting implicit bias. A latent human tendency is an implicit bias that therefore interferes with best nursing practices. Recognizing an inherent bias implies recognizing that one might have certain emotions towards a particular population, the presence of an individual or community, or mannerisms that need to be discussed and dealt with in order to provide the best possible treatment The Best Approach To Correcting Implicit Bias.

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How should the nurse address these concepts to ensure health promotion activities are culturally competent?

The following are some of the ways the nurses can address the concepts of bias, stereotypes, and implicit bias to ensure that health promotion activities are culturally competent;

  1. Noticing their assumptions-Anything from language differences to work status to regional inflections may lead individuals to conclude that a patient has certain attributes, attitudes, or values with which one might not agree. When trying to describe therapies to a patient, when listening to their wishes, or when working with an extended and active family, it is important to notice the assumptions that might be made.
  2. Knowing the patients- A good way to learn more about them is to speak with your patients. Understanding cultural differences will also assist one to become mindful of and begin to resolve any implicit bias.
  3. Talking about implicit bias in the work setting also opens the conversation, removes the taboo, and paves the way for better patient care and outcomes.
  4. Nurses should also understand the assumptions that trigger in them- A patient’s race, accent, clothing style, or appearance can spark an instant judgment in nurses, therefore, understanding this aspect will help recognize the bias The Best Approach To Correcting Implicit Bias.

Propose strategies that you can employ to reduce cultural dissonance and bias to deliver culturally competent care.

The following are some of the strategies that can be employed to eliminate cultural dissonance and bias to deliver culturally competent care;

  1. Acknowledgment- With acknowledgment comes to the acceptance of responsibility and accountability to make a difference. By facilitating reactions to promote supportive attitudes, such as empathy, nurses and other healthcare professionals must shift to suppress implicit bias.
  2. Advocacy- Nurses’ advocacy will help patients in the face of implicit bias to receive the individualized care they need. To serve the needs of patients, nurses must advocate for patients with tact, compassion, and professionalism, and connect and interact with other members of the healthcare team.
  3. Education- To raise awareness, acknowledge the presence of implicit bias, and reduce its prevalence, enhanced knowledge is essential. For healthcare professionals and nurses, education may be applied in standardized curricula.
  4. Personal awareness- This is the process of inward reflection to accept biases and ideals that can contribute to implicit bias. An internal compass that is used to direct everyday interactions needs gaining personal knowledge. In the face of the constant challenge of implicit bias, this compass will help nurses distinguish acceptable and inappropriate attitudes and actions and remain on the right path.

Using 200-300 APA format with references in supporting the discussion.  Propose strategies that you can employ to reduce cultural dissonance and bias to deliver culturally competent care. Include an evidence-based article that address the cultural issue  The Best Approach To Correcting Implicit Bias

Philosophies and Theories for Advanced Nursing Practice

Philosophies and Theories for Advanced Nursing Practice

Course objective:

  1. Examine disciplinary influences on nursing inquiry such as biology, medicine, psychology, sociology, and philosophy, among others.
  2. Describe application and adaptation of borrowed theories to nursing practice.

Discussion Question: 6 DQ 1

Discuss “Envisioning Recovery” as an overarching framework for practice development and focus for all health care treatment.

The role of practice development in healthcare is the facilitation of continuous upgrading and improvement of healthcare services. Envisioning recovery is a novel archetype in healthcare that reflects on a model scenario where sustainable changes in health centers is burgeoning renewed interest in innovation and the demonstration of impact from transforming healthcare services Philosophies and Theories for Advanced Nursing Practice.

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Practice development in healthcare is enabled by authentically engaging innovation, ingenious skills, resourceful imagination, and practical wisdom in introducing transformative shifts in hospital culture, and embedding these improvements into health fruitful outcomes. Healthcare recovery in essence means that all practices that are redundant, unnecessary, and found to impede progress in imparting safe and patient-focused care are expunged and replaced by newer and enhanced processes. Bovenkamp and Zuiderent-Jerak (2015) posit that experiential knowledge gathered from the experiences of nurses, physicians, patients, and other hospital staff and stakeholders is crucial in designing strategies for change of healthcare provision approaches Philosophies and Theories for Advanced Nursing Practice.

Mahmud, Olander, Eriksnn, and Haglund (2013) place communication advances in health as the key to the promotion of interventions that incorporate ‘recovery envisioning’ into the health industry. In précis, they engage health literacy by asserting that informatics improvement is the primal foundations that abundantly take health industry paradigms to exemplary levels where patient-centered care delivers palatable wellbeing to patients.

Recovery in healthcare is best achieved by placing considerable reliance on healthcare informatics that is managed by practice development units. These units work in cohorts with researchers and healthcare policymakers who determine amicable paths for instilling change of infrastructure, methods, and procedures. Wholesomely, recovery in healthcare industry marks shifts of healthcare delivery to superior standards and better focus on patients Philosophies and Theories for Advanced Nursing Practice.

It is so important for patients to participate in their healthcare and assist in making decisions for them, as that is the only way services can be tailored to their needs; without patient interest and participation, the interventions are likely to fail.  Patients know what they interventions absolutely won’t work for them and need to be encouraged to speak up and state that fact; however, that is a very difficult task for many people, especially depending on age or culture.  It is the responsibility of the healthcare team to ensure the environment they are providing is one of open communication and respect and there the team also needs to encourage patient participation.

People living with mental illnesses and/or addictions want to have hope, eliminate or manage their symptoms, increase their capacity to participate in valued social roles and relationships, embrace purpose and meaning in their lives, and make worthwhile contributions to the lives of their communities.

Recovery-oriented care is based on the recognition that each person must be either the agent of and/or the central participant within his or her own recovery journey, and that all services therefore need to be organized to support the developmental stages of this recovery process. It follows that services also should instill hope, be person-and family-centered, offer choice, elicit and honor each person’s potential for growth, build on a person’s/family’s strengths and interests, and attend to the overall life, including health and wellness, of a person with mental illness and/or addiction Philosophies and Theories for Advanced Nursing Practice.

Discussion Question: 6 DQ 2

How can the knowledge of economic theory be utilized by advanced practice nurses? How can economic theory be applied in analysis of interventions?

The realization that economic theory plays a crucial role in the management of patients may promote the adoption of effective methodologies of nursing administration among advanced practice nurses. Economic theory is a decision-making model for how people allocate scarce resources.  The goal of economic theory is accurate prediction of the choices people make regarding resource allocation. Among the main elements of economic models are the concepts of scarcity, utility, cost, supply, demand, price, and marginal analysis. (Jones & Yoder, 2010). The US healthcare system, for example, focuses on value-based practicing (VBP) to ensure it provides high quality healthcare, incurs low loses, and meets the customer’s expectations (Turkel & Ray, 2000). Therefore, by embracing economic principles of the economic theory, an advanced practice nurse in the can ensure that the fundamental precepts of VBP are met. Also, the nurse can advise other nurses on the steps to take to provide quality healthcare to the patients. Ultimately, the proliferation of the economic theory amongst advanced practice nurses will promote the continuity of the health institution and enhance efficiency in healthcare provision Philosophies and Theories for Advanced Nursing Practice.

The knowledge of economic theory in nursing can help nurses manage scarce resources such as time. When a nurse is allocated a specific amount of time based on the patient’s needs, the nurse should ensure that each patient acquires quality care (Jones & Yoder, 2010). Consequently, the nurse will find it easy to determine which interventions are logical, time-saving, and effective. By considering the time allocated to each patient, a nurse can also develop effective intervention techniques with help of evidence-based practice. Therefore, EBP can help the nurses improve the quality of care and satisfy the needs of each patient.

Economic theory suggests that nurse managers would incorporate marginal analysis when making decisions regarding resource input and production output. Few would argue that scarcity of resources plagues our current healthcare environment. Reports of missed nursing care and rationing of nursing care because of inadequate staff now appear in the literature with increasing frequency. Decisions regarding allocation of nursing care significantly impact the financial performance of hospitals, the job satisfaction of nurses, and most importantly, the health outcomes of patients. (Jones & Yoder, 2010).

An advanced practice nurse may also determine the success of a health care system and provide recommendations to improve the quality of care based on the analysis of the healthcare system using the precepts of the economic theory.

Public health care reforms are often at odds with the realities of government economic policies. Nurses should understand economic arguments put forth to better understand the benefits and pitfalls of proposed reforms. Competition in health care is particularly problematic because economic principles of competition are often misapplied. Modern economic thought developed as society industrialized and sought to understand exchange of scare resources. Why would economics as a science cease to exist without the concept of scarcity?

Scarcity and Health Care Economics:

Scarcity is the key component of economics and means having too few resources to satisfy the needs and wants of humankind. Without scarcity, the science of economics would not exist because there would be no need to make choices or tradeoffs. Choices made to overcome scarcity via alternatives are of particular interest to economists. Contemporary economics can be broadly divided into two fields: (1) Microeconomics: Behaviors in individual markets and small economic units to understand their behavior within the market; and (2) Macroeconomics: The “big picture” market that consider aggregate functions of all markets

Health care economics is a recently developed specialized field and is differentiated by the level of government intervention, intractable uncertainty, asymmetrical information, and externalities it involves.  Uncertainties in particular lead to inefficient resource allocation in health care that forces non-market institutions to compensate for inequalities Philosophies and Theories for Advanced Nursing Practice.

 

 

 

Discussion: The Role Of The RN/APRN In Policy-Making

Discussion: The Role Of The RN/APRN In Policy-Making

Word cloud generators have become popular tools for meetings and team-building events. Groups or teams are asked to use these applications to input words they feel best describe their team or their role. A “word cloud” is generated by the application that makes prominent the most-used terms, offering an image of the common thinking among participants of that role.

What types of words would you use to build a nursing word cloud? Empathetic, organized, hard-working, or advocate would all certainly apply. Would you add policy-maker to your list? Do you think it would be a very prominent component of the word cloud? Discussion: The Role Of The RN/APRN In Policy-Making

Nursing has become one of the largest professions in the world, and as such, nurses have the potential to influence policy and politics on a global scale. When nurses influence the politics that improve the delivery of healthcare, they are ultimately advocating for their patients. Hence, policy-making has become an increasingly popular term among nurses as they recognize a moral and professional obligation to be engaged in healthcare legislation.

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To Prepare:

  • Revisit the Congress.gov website provided in the Resources and consider the role of RNs and APRNs in policy-making.
  • Reflect on potential opportunities that may exist for RNs and APRNs to participate in the policy-making process.

By Day 3 of Week 8

Post an explanation of at least two opportunities that exist for RNs and APRNs to actively participate in policy-making. Explain some of the challenges that these opportunities may present and describe how you might overcome these challenges. Finally, recommend two strategies you might make to better advocate for or communicate the existence of these opportunities to participate in policy-making. Be specific and provide examples Discussion: The Role Of The RN/APRN In Policy-Making.

By Day 6 of Week 8

Respond to at least two of your colleagues’* posts by suggesting additional opportunities or recommendations for overcoming the challenges described by your colleagues.

*Note: Throughout this program, your fellow students are referred to as colleagues. Everything should be in APA 7 formart. At least 3 references all  with DOI number and at least 3 paragraphs for mainpost and 2 for replies.’

Discussion for reply one  (Guy)

RNs and APRNs have crucial roles in health care to inform decisions of policy making. There are many opportunities that exist for nursing professionals to participate in policy making. According to Burke (2016), “It’s essential that policies exist that define and integrate appropriate standards for delivery of care and address conditions necessary for that care to occur. Through policy work, nurses can and should influence practice standards and processes to assure quality of care. Nurses who influence policy help share the care that will be provided today and tomorrow. Policies also impact resource allocation to support delivery of healthcare”.

One opportunity that exists for nurses to become active in policy making is to become a member of the American Nurses Association. According to Catallo, Spalding, & Haghiri-Vijeh (2014), “Policy products that the ANA offers include a “policy activist took kit”. As part of this took kit, RNs are provided with resources that include how to get involved in a political campaign, writing letters to the editor, how to engage politicians and carry out lobbying activities”. The article “Nursing Professional Organizations: What Are They Doing to Engage Nurses in Health Policy?” discusses how nurses can become engaged in health policy activities and how to address policy issues Discussion: The Role Of The RN/APRN In Policy-Making.

Another opportunity that exists for nurses to become active in policy making is to advance their education by becoming an APRN. According to Regis College (n.d), “Nurse practitioners have an opportunity to serve as advocates for patients, families, communities, other nurses, and health care organizations. Through this advocacy, nurse practitioners can influence health care policy. By gaining a comprehensive understanding in particular areas of health care, nurse practitioners are uniquely situated to support positions that will benefit out communities”. Becoming an APRN prepares your ability to participate in advocacy of health care policy making.

A strategy that can be used to promote nursing professionals involvement in policy making is to do so through nursing employers. For example, I would propose to create and implement a “Policy Committee” through my hospital organization to discuss the potential nurse advocacy benefits we can offer to policy making. In addition, as mentioned by Catallo et al,. (2014), to convey “Political awareness and understanding of the importance of being involved in nursing organizations, time to engage in policy development outside of nursing work, and resources to develop skills in policy participation”Discussion: The Role Of The RN/APRN In Policy-Making.

Another strategy that can be implemented to overcome to barriers of nursing involvement in policy making is to do so through nursing education. According to Short (2008), “The foundations for a professional understanding of health care policy should be well laid in formal education and synthesized with practice and work environments. Without time to promote synthesis of policy concepts related to the practice environment, nurses have no basis for further exploration and may remain naive to the influences of policy throughout their career”. If nursing students (RN or APRN) were exposed to health care policy and the influence their roles can have on policy making during their nursing education, there would be much more nursing involvement in health care policy that is needed today Discussion: The Role Of The RN/APRN In Policy-Making.

References

Burke, A. (2016). Influence Through Policy: Nurses Have a Unique Role. Retrieved October 18, 2020 from https://nursingcentered.sigmanursing.org/commentary/more-commentary/Vol42_2_nurses-have-a-unique-role.

Catallo, C., Spalding, K., & Haghiri-Vijeh, R. (2014). Nursing Professional Organizations: What Are They Doing to Engage Nurses in Health Policy? SAGE Open. https://doi.org/10.1177/2158244014560534

Regis College (n.d). How Does Nursing Influence Health Care Policy? Retrieved October 18, 2020 from https://online.regiscollege.edu/blog/how-does-nursing-influence-health-care-policy/

Short N. M. (2008). Influencing health policy: strategies for nursing education to partner with nursing practice. Journal of professional nursing: official journal of the American Association of Colleges of Nursing. 24(5), 264–269. https://doi.org/10.1016/j.profnurs.2007.10.004 Discussion: The Role Of The RN/APRN In Policy-Making

Discussion for reply two(Megan)

“The design phase of the policy process is the point at which the original intent of a solution to a problem is understood and the appropriate tools are employed to achieve policy success” (Milstead, 2019). The creation of policies, or presenting your idea, is how nurses can participate in policymaking. Actively working in the nursing field can help nurses see problems that arise and a better solution to patient needs. Bringing these ideas to congress to make changes will benefit the need of the patients. “Nurses’ influence in health policies protects patient safety, increases quality of care, and facilitates their access to the required resources and promotes quality health care” (Arabi et al., 2014).

Advocacy is another way that nurses can participate in policymaking. “We have been patient advocates in our interactions with doctors and administrators, why not with Congress“ (L. Phillips, 2020). Nurses should feel excited and empowered that they get to have a voice in the political world to make healthcare changes. Advocating for our patients is our duty, and I cannot think of a better way to do this than policy creation or changes. “As a component of professional nursing, active participation in the policy process is essential in the formulation of policies designed to provide quality health care at sustainable costs to all individuals” (Milstead, 2019).

Some of the challenges nurses face when getting involved with policymaking are getting push back from legislators and finding the evidence-based practice to support ideas. Nurses must band together and fight for what we know is right and what our patients need. Becoming an active member of a nursing organization can help support new policies or change old policies. Support strength comes in numbers. Having multiple people that share the same ideas will decrease pushback. Finding evidence-based practice to support our ideas may pose a problem, but putting in work to find or create research will be worth it, in the end, to help our patients with new or changed policies. Also, becoming a member of a nursing association can assist with finding or creating evidence-based practice.

The strategies I think will help advocate for these opportunities is being involved in a nursing association and providing courses like this to nurses. I know I spoke of nursing associations already, but I cannot think of a better way to come together and share our similar experiences and ideas to improve processes and policies to assist our patients. Providing courses like this to help educate nurses and get them involved in politics helps drive home the importance of our voices.

References

Arabi, A., Rafii, F., Cheraghi, M., & Ghiyasvandian, S. (2014, May 19). Nurses’ policy influence: A concept analysis. PubMed Central (PMC). https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4061635/

Milstead, J. A., & Short, N. M. (2019). Health policy and politics: A nurse’s guide (6th ed.). Burlington, MA: Jones & Bartlett Learning. Pg.  97

Phillips, R. (2003). Health Care Policy: The Nurse’s Crucial Role. American Academy of Ambulatory Care Nursing. https://www.aaacn.org/volunteer/teams/legislative/health-care-policy-nurses-crucial-role Discussion: The Role Of The RN/APRN In Policy-Making

Management For Healthcare Information Technology

Management For Healthcare Information Technology

Within reason, is there such a thing as a project that is too complex to complete? Consider the Space Shuttle. One of the most complex machines ever built, the Space Shuttle had over 2.5 million parts, each of which had to be accounted for by someone. How did anyone manage to track and properly assemble these parts? The answer is through the application of a work breakdown structure (WBS). A WBS is a fundamental tool that project managers use to organize and divide the work of a project. A WBS focuses on breaking down a project’s scope into individual deliverables that may be created by assigned team members Management For Healthcare Information Technology.

There are multiple work breakdown structure formats and each has its own advantages and disadvantages. Project managers select a type of WBS based upon the specifics of the project they are managing. Each WBS format emphasizes different aspects of a project. These varied perspectives may each be appropriate, depending upon what information a project manager needs.

In this Discussion, you analyze different WBS formats and evaluate whether they meet basic criteria for clarity.

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To prepare:

  • Explore the Work Breakdown Structure Formats document included in this week’s Learning Resources. The document presents a scenario and three corresponding WBS formats that pertain to the scenario. (SEE ATTACHED PDF FILE)
  • Consider the advantages and disadvantages of each WBS format included in the document.
  • Think about the level of detail dedicated to task information in each WBS format. Evaluate the formats based on the following criteria for clarity:
    • The task has a measurable status or completion.
    • The task has defined start and end events.
    • The task has a deliverable.
    • The task’s time and cost are easily estimated.
    • The task can be completed without interruption and additional input after its start.

Post  by tomorrow 10/04/16 a minimum of 550 words essay in APA format with 3 references. Based on the Work Breakdown Structure Formats document attached in the file area, address the level one headings as numbered below: Management For Healthcare Information Technology

 

1) An analysis of the advantages and disadvantages of each work breakdown structure format.

 

2) Provide an analysis of whether (and how) the work breakdown structures meet the assigned criteria for clarity.

3) Provide a rationale for your response.

Required Readings

Biafore, B. (2010). Microsoft Project 2010: The missing manual. Sebastopol, CA: O’Reilly.

  • Chapter 4, “Breaking Work Into Task-Sized Chunks” (pp. 77–100)

    This chapter explains how to create a work breakdown structure and how to import a work breakdown structure into Microsoft Project.

    Coplan, S., & Masuda, D. (2011). Project management for healthcare information technology. New York, NY: McGraw-Hill.

  • Chapter 3, “Project Management”
    • “Prepare Work Breakdown Structure and WBS Dictionary” (pp. 53–56)

      This section of Chapter 3 reviews the core processes of preparing a work breakdown structure (WBS). The chapter provides an example of a WBS and details its essential components.

      Project Management Institute. (2013). A guide to the project management body of knowledge (PMBOK guide) (5th ed.). Newtown Square, PA: Author. Management For Healthcare Information Technology

 

  • Chapter 5, “Project Scope Management”
    • 5.3, “Create WBS” (pp. 125–132)

      This section of Chapter 5 reviews the process of creating a work breakdown structure. Specifically, the chapter examines how to determine inputs, WBS tools and techniques, and outputs.

       

      Kendrick, T. (2009). Identifying & managing project risk: Essential tools for failure-proofing your project(2nd ed., Ebrary version). New York, NY: AMACOM.

      Retrieved from the Walden Library databases.

 

  • Chapter 3, “Identifying Project Scope Risk” (pp. 40–69)

    This chapter examines methods of identifying scope risks and the types of scope risks pertaining to project deliverables. The chapter highlights a variety of sources of scope risk as well.

     

    Shirey, M. R. (2008). Project management tools for leaders and entrepreneurs. Clinical Nurse Specialist22(3), 129–131.

    Retrieved from the Walden Library databases.

    The author of this article introduces project management tools that clinical nurse specialists may use to coordinate team work. The article highlights the usage of one such tool, the Gantt chart.

    Thomas, M., Jacques, P. H., Adams, J. R., & Kihneman-Wooten, J. (2008). Developing an effective project: Planning and team building combined. Project Management Journal39(4), 105–113.

    Retrieved from the Walden Library databases.

    This article analyzes project planning and control and the process of developing a project plan. The article also reports the results of research that sought to determine 137 organizations’ approaches to establishing projects Management For Healthcare Information Technology.

     

    U.S. Government Accountability Office. (2009, March 2). Work breakdown structure. GAO Reports, 65–78. 

    Retrieved from the Walden Library databases.

    This article examines the importance of a work breakdown structure (WBS) in project management. The chapter demonstrates how a WBS assists in resource identification, cost estimation, and risk determination.

     

    Wu, Z., Schmidt, L. P., & Wigstrom, M. S. (2010). Product development workflow management based on work breakdown structure. IIE Annual Conference. Proceedings, 1–5.

    Retrieved from the Walden Library databases.

    The authors of this article highlight the usage of WBS in managing complex product development projects. The authors examine how a WBS helps represent and manage the intricacies of tasks and activity relationships Management For Healthcare Information Technology.

     

    Mathis, M. (n.d.). Work breakdown structure: Purpose, process and pitfalls. Retrieved March 13, 2013, from http://www.projectsmart.co.uk/work-breakdown-structure-purpose-process-pitfalls.html

    This article provides a general review of the WBS. The author focuses on the purpose, process, and pitfalls of a WBS.

    Document: Work Breakdown Structure Formats (PDF) (See ATTACHED PDF IN FILE AREA)

    This document presents a scenario and three corresponding work breakdown structures that you will use for your Discussion this week.

    Required Media

    Laureate Education (Producer). (2013c). Planning, part I: Defining project scope and activities [Video file]. Retrieved from https://class.waldenu.edu 

     Note: The approximate length of this media piece is 6 minutes.

    In this presentation, the participants discuss defining project scope and project activities, using the work breakdown structure, and managing project risk through SWOT analysis Management For Healthcare Information Technology.

Nursing homework help

Nursing homework help

Question

Week 6 quiz

Question 1

A 65-year-old woman has an advanced form of rheumatoid arthritis. Her treatment includes a regular dosage of methotrexate. The nurse will advise her to take which of the following vitamin supplements while taking the drug?

A) Vitamin A
B) Vitamin B
C) Vitamin C
D) Vitamin D

Question 2

To minimize the risk of adverse effects of glucagon when given to an unconscious diabetic patient, as the patient regains consciousness, the nurse should

A) administer calcium supplements.
B) position the patient in the side-lying position.
C) administer carbohydrates.
D) monitor for nausea and vomiting.

Question 3

A female patient with a diagnosis of type 1 diabetes mellitus has been experiencing increasing neuropathic pain in recent months, a symptom that has not responded appreciably to conventional analgesics. The patient’s care provider has begun treatment with gabapentin (Neurontin). How is the addition of this drug likely to influence the management of the patient’s existing drug regimen? Nursing homework help

A) The patient may be required to temporarily hold her other medications until a stable serum level of gabapentin is achieved.
B) It is unlikely to influence the patient’s other medications because gabapentin does not interact with other drugs.
C) Gabapentin is contraindicated with the use of exogenous insulin.
D) The patient’s medication-related risk for renal failure must be assessed prior to the use of gabapentin.

Question 4

A nurse is caring for a patient who has been diagnosed with hypothyroidism. Levothyroxine (Synthroid) has been prescribed. Before the drug therapy is started, the nurse will assess for which of the following?

A) History of taking anticoagulant drugs
B) Allergy to seafood
C) Hirsutism
D) The patient’s age

Question 5

A nurse is caring for a male patient who has a spinal cord injury due to a motorcycle accident. He has been taking dantrolene (Dantrium) for 2 weeks. The nurse will monitor which of the following?

A) Prothrombin time and partial thromboplastin time
B) Urine specific gravity
C) Alanine aminotransferase and total bilirubin levels
D) Follicle-stimulating hormone levels

Question 6

A nurse is assessing a patient who has come to the emergency department complaining of back spasms. The patient states that he has a history of opioid addiction and does not want to take any drug that “puts me at risk of becoming physically dependent.” Which of the following medications would the nurse question, if ordered? Nursing homework help

A) Methocarbamol (Robaxin)
B) Orphenadrine (Norflex)
C) Cyclobenzaprine (Flexeril)
D) Metaxalone (Skelaxin)

Question 7

A 40-year-old woman with a diagnosis of fibromyalgia has been prescribed cyclobenzaprine (Flexeril) as an adjunct to her existing drug regimen. What nursing diagnosis should the nurse prioritize when updating the nursing care plan for this patient?

A) Risk for Injury related to CNS depressant effects
B) Diarrhea related to anticholinergic effects
C) Altered Nutrition, Less than Body Requirements, related to appetite suppression
D) Impaired Swallowing related to increased muscle tone

Question 8

A nurse is working with a 57-year-old man who is a former intravenous drug abuser. He has been prescribed a weekly dosage of methotrexate for his rheumatoid arthritis. Which of the following will the nurse include in her teaching plan for this patient?

A) Avoid high-fat foods
B) Drink plenty of water every day
C) Take the tablets before bedtime
D) Avoid red meat

Question 9

Following an assessment by her primary care provider, a 70-year-old resident of an assisted living facility has begun taking daily oral doses of levothyroxine. Which of the following assessment findings should prompt the nurse to withhold a scheduled dose of levothyroxine?

A) The resident has not eaten breakfast because of a recent loss of appetite
B) The resident’s apical heart rate is 112 beats/minute with a regular rhythm
C) The resident had a fall during the night while transferring from her bed to her bathroom
D) The resident received her annual influenza vaccination the previous day Nursing homework help

Question 10

A nurse is caring for a 61-year-old man who has had a severe attack of gout while in the hospital for food poisoning. The nurse administers colchicine intravenously in order to

A) avoid aggravating the gastrointestinal tract.
B) ensure quick distribution of the drug.
C) prevent the risk of infection or bleeding.
D) minimize the risk of depressed bone marrow function.

Question 11

A patient receives 25 units of NPH insulin at 7.AM. At what time of day should the nurse advise the patient to be most alert for a potential hypoglycemic reaction?

A) After breakfast
B) Before lunch
C) Late afternoon
D) Bedtime

Question 12

A male patient is to begin glyburide (Diabeta) for type 2 diabetes. Before the drug therapy begins, a priority action by the nurse will be to assess the patient’s

A) blood pressure.
B) potassium level.
C) use of alcohol.
D) use of salt in his diet.

Question 13

A male patient with a diagnosis of relapsing-remitting multiple sclerosis is in the clinic to discuss with the nurse the possibility of self-administration of glatiramer. During the patient education session for self-administration, the nurse will emphasize

A) the need to rotate the injection site of the drug.
B) the need to avoid crushing the tablet.
C) the need to place the tablet under the tongue.
D) the need to use only the thigh muscle for the drug injection site. Nursing homework help

Question 14

A diabetic patient being treated for obesity tells the nurse that he is having adverse effects from his drug therapy. The patient has been taking dextroamphetamine for 2 weeks as adjunct therapy. Which of the following adverse effects would need the nurse’s immediate attention?

A) Decreased libido
B) Increased blood glucose
C) Dry eyes
D) Jittery feeling

Question 15

A patient with diabetes has had a cough for 1 week and has been prescribed a cough syrup (an expectorant). What special instructions should the nurse include in the patient teaching for this situation?

A) Wash hands before and after taking the medicine
B) Keep track of any gastrointestinal tract infections
C) Monitor glucose levels closely
D) Note the time the medicine is taken each day

Question 16

A 13-year-old patient has juvenile arthritis. He has recently had oral surgery and was told by the surgeon to take aspirin for the pain. The nurse will monitor for which of the following?

A) Bronchoconstriction
B) Hepatotoxicity
C) Aplastic anemia
D) Agranulocytosis

Question 17

A nurse has been invited to speak to a support group for persons with movement disorders and their families. Which of the following statements by the nurse addresses the chronic nature of these diseases and the relevant drug therapies?

A) “Drug therapy can consist of one or more drugs to eliminate the symptoms of these diseases.”
B) “Drugs do not cure these disorders; they instead enhance quality of life.”
C) “Persons of all cultures are treated similarly and respond in similar ways to treatment.”
D) “Drugs used to treat these disorders always pose a risk of severe liver and kidney dysfunction.”

Question 18

A patient in need of myocardial infarction prophylaxis has been prescribed sulfinpyrazone for gout. Which of the following will the nurse monitor the patient most closely for?

A) Hypothermia
B) Hypotension
C) Renal dysfunction
D) Bleeding

Question 19

A nurse is developing a care plan for a patient who has multiple sclerosis. An expected outcome for the patient who is receiving glatiramer would be a decrease in

A) chest pain.
B) fatigue.
C) breathing difficulties.
D) heart palpitations.

Question 20

A 32-year-old female patient is taking tizanidine (Zanaflex) for spasticity related to her multiple sclerosis. The nurse will inform the patient and her husband that the adverse effect that poses the greatest safety risk to the patient is

A) constipation.
B) dry mouth.
C) fatigue.
D) hypotension.

Question 21

A 34-year-old male patient is prescribed methimazole (MMI).The nurse will advise him to report which of the following immediately?

A) Vertigo
B) Intolerance to cold
C) Loss of appetite
D) Epigastric distress

Question 22

A 43-year-old woman was diagnosed with multiple sclerosis 2 years ago and has experienced a recent exacerbation of her symptoms, including muscle spasticity. Consequently, she has been prescribed Dantrolene (Dantrium).In light of this new addition to her drug regimen, what teaching point should the woman’s nurse provide?

A) “This will likely relieve your muscle spasms but you’ll probably develop a certain amount of dependence on the drug over time.”
B) “We’ll need to closely monitor your blood sugar levels for the next week.”
C) “There’s a small risk that you might experience some hallucinations in the first few days that you begin taking this drug.”
D) “You might find that this drug exacerbates some of your muscle weakness while it relieves your spasticity.” Nursing homework help

Question 23

A patient with type 1 diabetes has been admitted to the hospital for orthopedic surgery and the care team anticipates some disruptions to the patient’s blood glucose levels in the days following surgery. Which of the following insulin regimens is most likely to achieve adequate glycemic control?

A) Small doses of long-acting insulin administered four to five times daily
B) Doses of basal insulin twice daily with regular insulin before each meal
C) Large doses of rapid-acting insulin combined with long-acting insulin each morning and evening
D) Divided doses of intermediate-acting insulin every 2 hours, around the clock

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Question 24

During long-term desmopressin therapy in a 48-year-old woman, it will be most important for the nurse to assess which of the following?

A) The patient’s environment
B) The patient’s diet
C) The condition of the patient’s skin
D) The condition of the patient’s nasal passages

Question 25

A 49-year-old woman has been diagnosed with myalgia. The physician has recommended aspirin. The patient is concerned that the aspirin will upset her stomach. The nurse will encourage the patient to

A) crush the tablet before swallowing.
B) swallow the tablet whole.
C) swallow the tablet with milk or food.
D) avoid drinking milk for 3 hours after swallowing the tablet.

Question 26

A nurse will instruct a patient taking allopurinol to take each dose

A) at night.
B) first thing in the morning.
C) after a meal.
D) before a meal.

Question 27

The nurse is conducting a medication reconciliation of a new resident of a long-term care facility. The nurse notes that the resident takes allopurinol on a daily basis for the treatment of gout. What is the primary purpose of this drug?

A) To balance urate concentration and prevent gout attacks
B) To promote the remodeling of damaged synovium
C) To potentiate the metabolism of dietary purines
D) To achieve pain relief in joints affected by gout

Question 28

A nurse is teaching a patient about his newly prescribed drug, colchicine, for gout. The nurse will instruct the patient to avoid which of the following foods?

A) Green beans
B) Shrimp
C) Eggs
D) Milk

Question 29

A nurse is instructing a patient who was recently diagnosed with multiple sclerosis about dantrolene (Dantrium). The patient is a 38-year-old-male and the foreman for a construction company. In order to minimize one important adverse effect of the drug, the nurse will give the patient which of the following instructions? Nursing homework help

A) Eat a high-protein diet
B) Decrease the dosage if any adverse effect is experienced
C) Wear appropriate clothing and sunscreen whenever he is in direct sunlight
D) Have a complete blood cell count done weekly

Question 30

A 33-year-old man has developed acute gouty arthritis. He has been prescribed colchicine. When developing a care plan for this patient, which factor will be most important for the nurse to consider?

A) Dietary habits
B) Work environment
C) Typical daily fluid intake
D) Ethnicity Nursing homework help

Emergency Response Planning

Emergency Response Planning

Activity 6

Emergency Response Planning

Emergency response planning is the organization, coordination, and direction of available resources to respond to an event or bring and emergency under control.

Select one of the scenarios below and complete the activity.

Earthquake Emergency Response

The healthcare team has just been notified that there was an earthquake in the Sentinel Mountains that has destroyed buildings in Industrial Heights and Casper Park residential area of Sentinel City®.  Emergency Response Planning

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  • Visit the Industrial Heights and Casper Park residential areas of Sentinel City® and consider the impact zone of an earthquake.  Observe the services, routes and populations that may be involved with the city as a result of the earthquake.
  • Create a report that describes the potential public health effects, infrastructure damage and environmental hazards related to the earthquake.  Describe the members and roles of the emergency management team and organizations (public and private) that would be activated in Sentinel City®.
  • Who are the members of the emergency response team that will be deployed? What private and public resources will assist with the response in the short and long term?
  • What are the risks and benefits of the quick public responses that will be shared on social media?

Tornado Emergency Response

The healthcare team has just been notified that there was a tornado that ripped through Casper Park and Acer Tech Center in Sentinel City®.  Emergency Response Planning

  • Visit the Casper Park and Acer Tech Center areas of Sentinel City® and consider the impact zone of the tornado.  Observe the services, routes and populations that may be involved with the city as a result of the tornado.
  • Create a report that describes the potential public health effects, infrastructure damage and environmental hazards related to the tornado.  Describe the members and roles of the emergency management team and organizations (public and private) that would be activated in Sentinel City®.
  • Who are the members of the emergency response team that will be deployed? What private and public resources will assist with the response in the short and long term?
  • What are the risks and benefits of the quick public responses that will be shared on social media?

Civic Disturbance Emergency Response

The healthcare team has just been notified that there is a civic disturbance at City Hall with injuries in Sentinel City®. Emergency Response Planning

  • Visit the area City Hall.  Observe the services, routes and populations that may be involved with the city as a result of the civic disturbance.
  • Create a report that describes the potential public health effects and environmental hazards related to the civic disturbance.  Describe the members and roles of the emergency management team and organizations (public and private) that would be activated in Sentinel City®.
  • Who are the members of the emergency response team that will be deployed? What private and public resources will assist with the response in the short and long term?
  • What are the risks and benefits of the quick public responses that will be shared on social media? Emergency Response Planning

Reading and Resources

  • Harkness & DeMarco (2016) Read Chapter 20
  • Visit American Red Cross “Be Red Cross Ready”
  • Visit Federal Emergency Management Agency
  • Visit FEMA: Natural Disasters

Additional Instructions:

  1. All submissions should have a title page and reference page.
  2. Utilize a minimum of two scholarly resources.
  3. Adhere to grammar, spelling and punctuation criteria.
  4. Adhere to APA compliance guidelines.
  5. Adhere to the chosen Submission Option for Delivery of Activity guidelines.

Submission Option

  • 2 to 3-page paper. Include title and reference pages Emergency Response Planning.