Pharmacological intervention Essay Assignment

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Pharmacological intervention Essay Assignment

Pharmacological Treatments  For this Pharmacological intervention Essay Assignment, you will select and examine a disease or health condition that requires a pharmacological intervention. You may choose any disease or health condition you wish, but the disease or health condition must be relevant to nurses in a variety of settings (for example, the E.R., pediatrics, public health). Once you have selected and identified a disease or health condition, identify the areas where nurses are likely to see the disease or health condition.

Pharmacological intervention Essay Assignment Instructions

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•Identify the disease or health condition.

•Describe the health issues or symptoms associated with the condition.

•Identify drugs most often used in the treatment of the condition.

•Explain the types of actions, side effects, indications, and contraindications that could be expected from this pharmacological treatment.

•Describe the treatment regime (including pharmacology) that is most often prescribed for this condition.

•Explain how this treatment regime, including pharmacology, impacts a client’s lifestyle (including financials, ease of administration – complexity, how hard are instructions to understand – frequency, length of medication).

◦Are there any controversies related to the medication? For example, is there a black box warning with this medication?

•Describe how a nurse should monitor a client being treated for this condition in order to obtain a quality patient outcome.

Additional Pharmacological intervention Essay Assignment Requirements

•Length of paper: Be as specific as possible, but try to limit this assignment to no more than 4 pages, not including title page and reference page.

•References: Support your plan with references to at least two resources, in which one resource should be outside the required readings for this course.

•Formatting: Follow proper APA style and formatting.

Pharmacological intervention Essay Assignment

Evidence-Based Practice Paper in Pediatrics

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Evidence-Based Practice Paper in Pediatrics

Nurses must be able to understand the application of evidence-based research in their nursing practices. This type of research requires nurses to evaluate outcomes while using evidence-based practices. The readings in this unit demonstrate that evidence-based practice is part of nearly everything we do in nursing and they are meant to have you think about it from many angles. After reading about the use of evidence-based research in nursing:

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•Describe an example of how you currently use evidence-based practice in your workplace. •Offer a rationale for this practice.

I work as a pediatric (kids) nurse, so this post needs to be about evidence based practice, especially within the pediatric population.

Evidence-Based Practice Paper in Pediatrics

Basic Principles of Pharmacology Essay

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Basic Principles of Pharmacology Essay

For this Basic Principles of Pharmacology Essay discussion post, you need to reference pharmacology in working with the pediatric (children) population.

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Basic Principles of Pharmacology

For this discussion:

•Think about the daily aspects of your nursing practice.

•Identify and describe the basic principles of pharmacology as they relate to nursing and patient care.

•Discuss how pharmacology impacts your daily practice.

This Basic Principles of Pharmacology Essay post needs to have at least 150 words and reference in APA format, at least one reference

Body System Disorder Essay – Cystic Fibrosis

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Body System Disorder Essay – Cystic Fibrosis

Application – Protocol for Diagnosis, Management, and Follow-up care of Disorders

As pediatric patients grow from infancy to adolescence, there are many common body system disorders that may potentially present. As an advanced practice nurse caring for these patients, you must understand the pathophysiology and epidemiology of these disorders as this will help you to recognize symptoms and select appropriate assessment and treatment options. In this Assignment, you prepare for your role in clinical settings as you design a protocol for the diagnosis, management, and follow-up care for a common body system disorder.

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To prepare:

  • Reflect on the body system disorder that you selected in Week 5. Cystic Fibrosis is the disorder selected.
  • Think about the pathophysiology and epidemiology of the disorder.
  • Consider a protocol for the diagnosis, management, and follow-up care of the disorder you selected.
  • Think about how culture might impact the care of patients who present with this disorder.

To complete:

Write a 2- to 3-page paper that addresses the following:

  • Explain the disorder you selected, including its pathophysiology and epidemiology.
  • Explain a protocol for the diagnosis, management, and follow-up care of this disorder.
  • Explain how culture might impact the care of patients who present with the disorder you selected.
  • Body System Disorder Essay – Cystic Fibrosis

Essay Assignment – Quality Improvement Initiative

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Essay Assignment – Quality Improvement Initiative

Quality Improvement Initiative

When attempting to garner support for a quality improvement initiative, it is important to demonstrate how the initiative supports the organization’s mission, vision, and values, as well as external factors that influence an organization’s priorities. Delivering a proposal for a quality improvement initiative requires clear, concise communication of the plan.

Write a minimum of 550 words essay with at least 2 references in APA format. Include the level one headings as numbered below:

1) Choose a QI initiative which has been the subject of focus in any healthcare setting. Explain the rationale that your senior leaders used in selecting this initiative for attention and focus.

2) Explain how adverse events are handled in your organization from the public’s perspective and well as internally.

3) Find a scholarly article or one from the public press, published within the last 5 years which recounts a serious error. Relate this error to any organization with which you have some familiarity.

Required Readings

Joshi, M.S., Ransom, E.R., Nash, D.B., & Ransom, S.B., (Eds.). (2014). The Healthcare Quality Book, 3rd ed. Chicago, IL: Health Administration Press.

Chapter 11: “Patient Safety and Medical Errors”

Clarke, C. M., & Persaud, D. D. (2011). Leading clinical handover improvement: a change strategy to implement best practices in the acute care setting. Journal of Patient Safety, 7(1), 11–18. doi:10.1097/PTS.0b013e31820c98a8

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Designed for leaders who want to improve quality care, this article focuses on clinical handovers that occur within acute care facilities. It provides a model for improvement and is intended to be a supplemental resource that can be used with the existing research and literature on this topic.

Sennett, C. (2010). Healthcare reform: Quality outcomes measurement and reporting. American Health & Drug Benefits. Retrieved from http://www.ahdbonline.com/article/healthcare-reform-quality-outcomes-measurement-and-reporting

The article on this website discusses features of the Patient Protection and Affordable Care Act (PPACA), focusing on the outcomes and implications for quality outcomes measuring and reporting.

Lazarus, I.R. (2011). What will It take? Exploiting trends in strategic planning to prepare for reform. Journal of Healthcare Management, 56(2), 89–93. Essay Assignment – Quality Improvement Initiative

Required Media

Laureate Education, Inc. (Executive Producer). (2011). Organizational and systems leadership for quality improvement: Organizational priorities for quality improvement. Baltimore: Author.

Note: The approximate length of this media piece is 9 minutes.

This video provides an overview of organizational factors that influence quality. Lillee Gelinas discusses the importance of teamwork and enlisting leadership to help move quality initiatives forward. Other topics addressed include the role of stakeholders in improving patient safety and the responsibility of hospital board members in setting the quality and safety agenda.

Essay Assignment – Quality Improvement Initiative

Structural Family Therapy (SFT) Essay Assignment

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Structural Family Therapy (SFT) Essay Assignment

Divorce and remarriage are not always easy on children because it creates a break up in the family. Children that go through this need a set of combined beliefs and values. Often times structural family therapy (SFT) is used as a treatment that addresses patterns of interaction that create problems with in families. Furthermore, single parents, blended families, and extended families are at risk for family problems and most times can benefit from SFT.

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When joining two separate families, there are external and internal stressors. Thus, a good support system is important for children to aid with this transition. Along with being accommodating and supportive as adults we must also set rules and directions that we expect. The power must be equal among the adults and the rules need to be recognized by the family members.

Structural Family Therapy (SFT) Essay Assignment

Disparities and Determinants of Health Reflective Assignment Paper

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Disparities and Determinants of Health Reflective Assignment Paper

Health disparities and the social determinants of health can be influenced by many factors, some obvious and some you may never have considered until now. What does health equity mean to you? What can be done to improve the health of vulnerable populations in your community, nationally, and even globally?

To prepare for this Application Assignment, review your Learning Resources and the Discussion posts from your classmates this week. Think about your community, and particularly the vulnerable populations and their health risks, as you answer the questions in this week’s application. Find at least two additional resources to add information to your application. One resource should be from a recent (last 5 years) peer-reviewed journal (from the Walden University Library). For suggestions to help with your search, visit the Library. The other additional resource should be from an online source with “.edu”, “.org”, or “.gov” in the web address to ensure you are accessing a reliable resource.

To complete this Application Assignment, write a 2- to 3-page Disparities and Determinants of Health Reflective Assignment Paper that discusses how health equity and the social determinants of health, as described in this week’s Learning Resources, relate to a racial, ethnic, or geographic group of your choice. In your paper, answer the following questions:

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  1. What does health equity mean to you? What is the impact of health equity from the perspective of a health care professional?
  2. What racial, ethnic, or geographic population are you basing this application on? What types of issues related to health equity are reported in the population you selected for this application?
  3. How does your definition of health equity and diversity relate to Walden’s mission of social justice?

Instruction:

Be sure to support your Disparities and Determinants of Health Reflective Assignment Paper work with specific citations from this week’s Learning Resources and additional scholarly sources, as required.

Resources:

Resources for files below:

https://www.cdc.gov/nccdphp/dch/programs/healthycommunitiesprogram/tools/pdf/SDOH-workbook.pdf

https://class.waldenu.edu/bbcswebdav/institution/USW1/201830_05/BS_HLST/HLTH_3115_WC/artifacts/USW1_HLTH_3115_Week2-WHO_Social_Determinants_health_exec_summary.pdf

Resources:

https://www.ncbi.nlm.nih.gov/pmc/articles/PMC2137064/

https://www.cdc.gov/obesity/data/adult.html

https://www.cdc.gov/nchs/

Disparities and Determinants of Health Reflective Assignment Paper

Essay Assignment Paper: Population Health Tools – Measuring Health

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Essay Assignment Paper: Population Health Tools – Measuring Health

How Healthy is Your Community?

The expression “Think Globally, Act Locally” guides your Discussion this week. By accessing information from the U.S. Department of Health and Human Services, you will have the opportunity to learn how healthy your community is. You will identify the key health issues and vulnerable populations in your own county. Understanding the factors that influence the health status of residents in your county will provide you with a local perspective to compare to global health challenges you will examine in weeks to come.

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To prepare for this Discussion, first learn a little about the health statistics for your county. If you are not located in the U.S., pick a state and county you might like to visit or know more about to complete this assignment. Go to the Community Health Status Indicators Report, and select your state and county to review your local report.
http://wwwn.cdc.gov/CommunityHealth/homepage.aspx?j=1

Then, go to the Walden Library and find at least one recent (within last 5 years) article in addition to your Learning Resources to document, and support, the concepts you include in your Discussion post. For suggestions to help with your search, visit the Library http://library.waldenu.edu/908.htm

By Day 4, post a comprehensive response to the following:

Using the information available on the Community Health Status Indicators Report, provide a summary of the following information in your county. Use the article(s) you located, as well as your Learning Resources, to support your answers to the following questions in your post:

1. Identify your county and state.
2. How healthy is your county? What evidence did you use to come to your conclusion?
3. What vulnerable populations are identified in your county? Are there groups of individuals who have health disparities? Are there issues related to access to care within your county? If so, what are they?
4. Highlight the risk factors for premature death and environmental health concerns seen in you county.
5. Where does your county excel or fall behind in preventive health? Provide examples.
Resources for files below:

https://www.cdc.gov/nccdphp/dch/programs/healthycommunitiesprogram/tools/pdf/SDOH-workbook.pdf

https://class.waldenu.edu/bbcswebdav/institution/USW1/201830_05/BS_HLST/HLTH_3115_WC/artifacts/USW1_HLTH_3115_Week2-WHO_Social_Determinants_health_exec_summary.pdf

State-specific Prevalence of Obesity Among U.S. Adults, by Race.Ethnicity, 2006-2008

Resources:

https://www.ncbi.nlm.nih.gov/pmc/articles/PMC2137064/

https://www.cdc.gov/obesity/data/adult.html

https://www.cdc.gov/nchs/

Essay Assignment Paper: Population Health Tools – Measuring Health

Streptococcal Pharyngitis NURS 6501 Week 1 Discussion: Alterations in Cellular Processes

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Streptococcal Pharyngitis NURS 6501 Week 1 Discussion: Alterations in Cellular Processes

Week 1 Discussion: Streptococcal Pharyngitis
Streptococcal Pharyngitis

Streptococcal pharyngitis, also known as Strep throat, is a bacterial infection in the throat. The type of bacteria commonly identified in strep throat is group A streptococcus. It presents with symptoms such as sore throat, dysphagia, white exudate on tonsils, enlarged tonsils, fever, and adenopathy. Streptococcal bacteria are contagious and can spread through airborne droplets. Treatment includes oral antibiotics, acetaminophen, and ibuprofen (Strep throat, 2018).

It has been found that patients that frequently contract strep throat are correlated with recurrent tonsillitis and a weak immune response to group A streptococcus. Some people are carriers of the Group A strain and there could also be a family history of recurrent streptococcal pharyngitis (Citroner, 2019). Streptococcal Pharyngitis NURS 6501 Week 1 Discussion: Alterations in Cellular Processes

The patient develops a fever in response to the immune system trying to fight the infection. The streptococcal bacteria caused the sore throat, the reddened posterior pharynx, the white exudate on tonsils that were enlarged, and anterior and posterior adenopathy.

The patient was prescribed an antibiotic called Amoxicillin to treat his strep throat. The physiological response to him taking the antibiotic was swelling of the tongue and lips with difficulty breathing; which is known as an allergic reaction. This response occurred due to the immune system overreacting to the allergen, which was the antibiotic. The body produces antibodies called Immunoglobulin E that travel to cells that release a chemical called histamine that caused the symptoms such as difficulty breathing and swelling of the tongue and lips (Allergies 2018).

The cells that are involved in strep throat include epithelial cells, neutrophils, macrophages, and dendritic cells. Epithelial cells are one of the first cells that encounter group A streptococcus pyogenes, also known a GAS, during pharyngeal infection. They enact barrier defenses, secretion of antimicrobial peptides, and innate immune signals (Soderholm et al., 2018). Neutrophils begin to multiple and entrap and kill invading bacteria, such as GAS. Macrophages and dendritic cells activate inflammatory signaling pathways and pathogen recognition to fight against GAS infection (Valderrama & Nizet, 2018).

Children age five through fifteen are more likely to get strep throat. Since the bacteria is highly contagious, close contact with other people such as in schools and daycares increases the risk of getting and spreading the infection. Children also don’t cover their mouth and nose when they sneeze or wash their hands frequently, which contributes to spreading the infection (Worried your sore throat may be strep, 2018).

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References

Allergies. (2018, January 06). Retrieved June 03, 2020, from https://www.mayoclinic.org/diseases-conditions/allergies/symptoms-causes/syc-20351497

Citroner, G. (2019, February 11). Here’s Why Certain Kids Repeatedly Get Strep Throat. Retrieved June 03, 2020, from https://www.healthline.com/health-news/why-your-kid-keeps-getting-strep-throat

Soderholm, A. T., Barnett, T. C., Korn, O., Rivera-Hernandez, T., Seymour, L. M., Schulz, B. L., . . . Walker, M. J. (2018). Group A Streptococcus M1T1 Intracellular Infection of Primary Tonsil Epithelial Cells Dampens Levels of Secreted IL-8 Through the Action of SpyCEP. Frontiers in Cellular and Infection Microbiology, 8. doi:10.3389/fcimb.2018.00160

Strep throat. (2018, September 28). Retrieved June 03, 2020, from https://www.mayoclinic.org/diseases-conditions/strep-throat/symptoms-causes/syc-20350338

Valderrama, J. A., & Nizet, V. (2018). Group A Streptococcus encounters with host macrophages. Future Microbiology,13(1), 119-134. doi:10.2217/fmb-2017-0142

Worried your sore throat may be strep? (2018, November 01). Retrieved June 03, 2020, from https://www.cdc.gov/groupastrep/diseases-public/strep-throat.html

Discussion: Alterations in Cellular Processes

Photo Credit: Getty Images

At its core, pathology is the study of disease. Diseases occur for many reasons. But some, such as cystic fibrosis and Parkinson’s Disease, occur because of alterations that prevent cells from functioning normally.

Understanding of signals and symptoms of alterations in cellular processes is a critical step in diagnosis and treatment of many diseases. For the Advanced Practice Registered Nurse (APRN), this understanding can also help educate patients and guide them through their treatment plans.

For this Discussion, you examine a case study and explain the disease that is suggested. You examine the symptoms reported and explain the cells that are involved and potential alterations and impacts.

To prepare:

  • By Day 1 of this week, you will be assigned to a specific scenario for this Discussion. Please see the “Course Announcements” section of the classroom for your assignment from your Instructor.
By Day 3 of Week 1

Post an explanation of the disease highlighted in the scenario you were provided. Include the following in your explanation:

  • The role genetics plays in the disease.
  • Why the patient is presenting with the specific symptoms described.
  • The physiologic response to the stimulus presented in the scenario and why you think this response occurred.
  • The cells that are involved in this process.
  • How another characteristic (e.g., gender, genetics) would change your response.

Read a selection of your colleagues’ responses.

By Day 6 of Week 1

Respond to at least two of your colleagues on 2 different days and respectfully agree or disagree with your colleague’s assessment and explain your reasoning. In your explanation, include why their explanations make physiological sense or why they do not

Note: For this Discussion, you are required to complete your initial post before you will be able to view and respond to your colleagues’ postings. Begin by clicking on the “Post to Discussion Question” link and then select “Create Thread” to complete your initial post. Remember, once you click on Submit, you cannot delete or edit your own posts, and you cannot post anonymously. Please check your post carefully before clicking on Submit! Streptococcal Pharyngitis NURS 6501 Week 1 Discussion: Alterations in Cellular Processes

NURS_6501_Discussion_Rubric

Excellent Good Fair Poor
Main Posting
45 (45%) – 50 (50%)

Answers all parts of the Discussion question(s) with reflective critical analysis and synthesis of knowledge gained from the course readings for the module and current credible sources.

Supported by at least three current, credible sources.

Written clearly and concisely with no grammatical or spelling errors and fully adheres to current APA manual writing rules and style.
40 (40%) – 44 (44%)

Responds to the Discussion question(s) and is reflective with critical analysis and synthesis of knowledge gained from the course readings for the module.

At least 75% of post has exceptional depth and breadth.

Streptococcal Pharyngitis NURS 6501 Week 1 Discussion: Alterations in Cellular Processes

Supported by at least three credible sources.

Written clearly and concisely with one or no grammatical or spelling errors and fully adheres to current APA manual writing rules and style.
35 (35%) – 39 (39%)

Responds to some of the Discussion question(s).

One or two criteria are not addressed or are superficially addressed.

Is somewhat lacking reflection and critical analysis and synthesis.

Somewhat represents knowledge gained from the course readings for the module.

Post is cited with two credible sources.

Written somewhat concisely; may contain more than two spelling or grammatical errors.

Contains some APA formatting errors.
0 (0%) – 34 (34%)

Does not respond to the Discussion question(s) adequately.

Lacks depth or superficially addresses criteria.

Lacks reflection and critical analysis and synthesis.

Does not represent knowledge gained from the course readings for the module.

Contains only one or no credible sources.

Not written clearly or concisely.

Contains more than two spelling or grammatical errors.

Does not adhere to current APA manual writing rules and style.
Main Post: Timeliness
10 (10%) – 10 (10%)
Posts main post by Day 3.
0 (0%) – 0 (0%)
N/A
0 (0%) – 0 (0%)
N/A
0 (0%) – 0 (0%)
Does not post main post by Day 3.
First Response
17 (17%) – 18 (18%)

Response exhibits synthesis, critical thinking, and application to practice settings.

Provides clear, concise opinions and ideas that are supported by at least two scholarly sources.

Demonstrates synthesis and understanding of Learning Objectives.

Communication is professional and respectful to colleagues.

Responses to faculty questions are fully answered, if posed.

Response is effectively written in standard, edited English.
15 (15%) – 16 (16%)

Response exhibits critical thinking and application to practice settings.

Communication is professional and respectful to colleagues.

Responses to faculty questions are answered, if posed.

Provides clear, concise opinions and ideas that are supported by two or more credible sources.

Response is effectively written in standard, edited English.
13 (13%) – 14 (14%)

Response is on topic and may have some depth.

Responses posted in the Discussion may lack effective professional communication.

Responses to faculty questions are somewhat answered, if posed.

Response may lack clear, concise opinions and ideas, and a few or no credible sources are cited.
0 (0%) – 12 (12%)

Response may not be on topic and lacks depth.

Responses posted in the Discussion lack effective professional communication.

Responses to faculty questions are missing.

No credible sources are cited. Streptococcal Pharyngitis NURS 6501 Week 1 Discussion: Alterations in Cellular Processes
Second Response
16 (16%) – 17 (17%)

Response exhibits synthesis, critical thinking, and application to practice settings.

Provides clear, concise opinions and ideas that are supported by at least two scholarly sources.

Demonstrates synthesis and understanding of Learning Objectives.

Communication is professional and respectful to colleagues.

Responses to faculty questions are fully answered, if posed.

Response is effectively written in standard, edited English.
14 (14%) – 15 (15%)

Response exhibits critical thinking and application to practice settings.

Communication is professional and respectful to colleagues.

Responses to faculty questions are answered, if posed.

Provides clear, concise opinions and ideas that are supported by two or more credible sources.

Response is effectively written in standard, edited English.
12 (12%) – 13 (13%)

Response is on topic and may have some depth.

Responses posted in the Discussion may lack effective professional communication.

Responses to faculty questions are somewhat answered, if posed.

Response may lack clear, concise opinions and ideas, and a few or no credible sources are cited.
0 (0%) – 11 (11%)

Response may not be on topic and lacks depth.

Responses posted in the Discussion lack effective professional communication.

Responses to faculty questions are missing.

No credible sources are cited.

Streptococcal Pharyngitis NURS 6501 Week 1 Discussion: Alterations in Cellular Processes
Participation
5 (5%) – 5 (5%)
Meets requirements for participation by posting on 3 different days.
0 (0%) – 0 (0%)
N/A
0 (0%) – 0 (0%)
N/A
0 (0%) – 0 (0%)
Does not meet requirements for participation by posting on 3 different days.
Total Points: 100

 

Discussion Post 1

The patient is presenting signs consistent with positive symptoms of sore throat or better called streptococcal pharyngitis. This disease condition is caused by group A streptococcus pyrogen. The infection is indicated by elevated temperature of 99.9, redness of the pharynx which may include exudate, tonsils that are enlarged lymph nodes. Other symptoms of strep throat include pain, difficulty swallowing and breathing problems. Streptococcal Pharyngitis NURS 6501 Week 1 Discussion: Alterations in Cellular Processes

The role genetics plays in the disease: It is important to note that genetics play a very important role in the disease process (Keene, Christiensen, & Stiller, 2018). Variations in the DNA and differences in how the DNA function which includes coding for structural proteins that stimulate the biochemical pathways that lead to disease conditions. In the case of sore throat the genetics involvement in the disease process is not clear. It is possible that some families are more susceptible to this disease than others

Why the patient is presenting with the specific symptoms described: This disease is usually transmitted through contact with infected person. The person described in the scenario is infected with the bacteria which survives in the pharynx of an infected person. The infection is the reason for the symptoms.

The physiologic response to the stimulus presented in the scenario and why you think this response occurred: The human body naturally increase body temperature as an innate immune response to fight the growth of any foreign objects found in the body. The toxins produced by the bacteria released into the bloodstream can lead to systemic immune response. The physiologic response here is because of anaphylactic reaction which can be a form of allergic reaction to amoxicillin. The medication acted as allergen and caused the release of histamines and prostaglandins. The swelling, difficulty breathing and other symptoms are signs of allergic reaction.

The cells that are involved in this process: According to Hammer & Mcphee, (2014) the bacteria pathogen that causes strep throat arrange itself in fragment of red blood cells to avoid detection. It was discovered that Group A Streptococcus (GAS) produces protein named S protein which binds to red blood cells to avoid being destroyed by phagocytic immune cells (Bergamini, 2019)

How another characteristic (e.g., gender, genetics) would change your response: The condition is most common in children 5- 15 years old. Adults suffer from the condition but at much lower rate. There is no evidence at this time to suggest that gender is a risk factor. As per genetics, it is possible that some family lineage can be more vulnerable to certain disease than others. Streptococcal Pharyngitis NURS 6501 Week 1 Discussion: Alterations in Cellular Processes

 

References

Bergamini, A. (2019). The allergic reaction to carboplatin. Cancer & Chemotherapy

            Reviews, 14(4), 69–72.

Hammer, G. D. & Mcphee, S. J. (2014). Pathophysiology of Disease: An Introduction to Clinical

            Medicine (7th ed.). New York, NY: Mc Graw Hills

Keene, K., Christiensen, T., & Stiller, J. (2018). From DNA to Proteins. Science Teacher, 86(1),

35–39. Streptococcal Pharyngitis NURS 6501 Week 1 Discussion: Alterations in Cellular Processes

NURS 4100 / 4105 Position Paper on Health Policy: Death with Dignity Act

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URS 4100 / 4105 Position Paper on Health Policy: Death with Dignity Act

Now that you have analyzed many different aspects of health care policy, you are better able to form a comprehensive evidence-based opinion on its effectiveness. The policy you chose to focus on, like all policy, as you now well know, is a conglomeration of many different facets. Each of those facets is integral to the policy’s success, efficiency, and value.

As a nursing professional and advocate for change, having an all-inclusive understanding of health care policy (the Death with Dignity) is extremely important. Nurses have a tremendous amount of untapped power to make positive changes. NURS 4100 / 4105 Position Paper on Health Policy: Death with Dignity Act. Your knowledge of policy is just a first step. With this new process of breaking down and analyzing each of the pieces of health care policy, you have added another tool to your toolkit.

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To complete this Assignment, consider all of your findings from the Discussion in Week 1 and the Assignments in Weeks 2 and 3. Analyze your research on the policy, including costs, quality, and/or safety issues.

Address the following:

Introduce the topic by drawing from your previous work. Introduce the policy by providing an overview of the suggested or implemented policy: background of the topic, including main elements of the policy, costs, and quality/safety. Assert your main thesis statement.
Offer an evidence-based, informed opinion in support of the suggested or implemented policy. Describe at least two major contributions that this policy makes to health care, nursing, or health outcomes. Provide support with at least three sources of evidence. NURS 4100 / 4105 Position Paper on Health Policy: Death with Dignity Act
Discuss at least one opposing opinion to the suggested or implemented policy. Provide evidence and/or data to support the counterargument.
Present a final position on the policy. Support the final defensible argument with current literature.
Conclusion:
A. Restate your argument.
B. Provide a plan of action, but do not introduce new information. In total, your paper will be 4–5 pages in length, not including the title page or reference page.

Academic Writing Expectations Checklist

NURS 4100: Weeks 1–6

 

The items noted below are areas where you can improve. Click on the links to access Writing Center resources:NURS 4100 / 4105 Position Paper on Health Policy: Death with Dignity Act

 

  • Sentence-level skills

Using commas appropriately. See examples of the different comma uses.

Ensuring that pronouns match their nouns. See this discussion of noun-pronoun agreement.

Proofreading for grammar, mechanics, and spelling. Read these proofreading tips.

 

Comments:

 

  • Paragraph-level skills

Focusing each paragraph on one central idea (rather than multiple ideas). See an explanation of how topic sentences work.

Ordering sentences logically in a paragraph. See an explanation of how the MEAL plan builds a strong paragraph.

 

Comments:

 

  • Essay-level skills

Structuring the paper (with an introduction, body, and conclusion). See an explanation of outlining a paper to plan organization.

Making an overall argument. See description and examples of thesis statements.

Using transitions to guide the reader and show relationships. See a guide to transitional phrases.

 

Comments:

 

  • Awareness of audience and discipline

Writing in an academic voice. See the different facets of an appropriately formal tone.

Formatting the paper according to APA style guidelines. See the course paper template for correct margins, spacing, font, and more.

 

Comments:

  • Use of evidence

Using readings, statistics, or data to effectively support a claim. See examples of integrating evidence in a paper.

Avoiding quotes. If used, enclose direct quotes in quotation marks. Read about the purpose of quotation marks.

Paraphrasing to avoid plagiarizing the source. See paraphrasing strategies. (Paraphrase rather than quote—no more than one quote)

Use the most current evidence (usually ≤ 5 years old). NURS 4100 / 4105 Position Paper on Health Policy: Death with Dignity Act

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Comments:

 

  • Credit to source

Using in-text citations appropriately. See examples of citations in APA style.

Setting up your reference list at the end of the paper or Discussion post. See this reference list overview.

Formatting the reference entries according to APA style. See common reference examples here.

 

Comments:

 

 

Rubric Detail

 

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Name: NURS_4105_Week5_Assignment_Rubric

Show Descriptions

Required Content “Introduction presents overview of policy, including background, main policy elements, costs and quality/safety elements.

“—

Excellent 45 (15%) – 50 (16.67%)

Proficient 40 (13.33%) – 44 (14.67%)

Basic 35 (11.67%) – 39 (13%)

Needs Improvement 0 (0%) – 34 (11.33%)

Required Content Policy is supported with an evidence-based argument. A minimum of two major contributions to health care, nursing, and/or health outcomes are presented.—

Excellent 76 (25.33%) – 85 (28.33%)

Proficient 68 (22.67%) – 75 (25%)

Basic 59 (19.67%) – 67 (22.33%)

Needs Improvement 0 (0%) – 58 (19.33%)

Required Content An opposing opinion to the suggested policy is presented with evidence.—

Excellent 36 (12%) – 40 (13.33%)

Proficient 32 (10.67%) – 35 (11.67%)

Basic 28 (9.33%) – 31 (10.33%)

Needs Improvement 0 (0%) – 30 (10%)

Required Content Final position stated supported with current literature.—

Excellent 36 (12%) – 40 (13.33%)

Proficient 32 (10.67%) – 35 (11.67%)

Basic 28 (9.33%) – 31 (10.33%)

Needs Improvement 0 (0%) – 30 (10%)

Required Content A plan of action with conclusion is presented.—

Excellent 23 (7.67%) – 25 (8.33%)

Proficient 20 (6.67%) – 22 (7.33%)

Basic 18 (6%) – 19 (6.33%)

Needs Improvement 0 (0%) – 17 (5.67%)

Academic Writing Expectations (AWE 3) 4000 Level “Displays sentence and paragraph level skills: Constructs simple, complex and compound sentences; Writes without spelling, grammatical or syntax errors; Writes without sentence fragments or run on sentences; Uses punctuation appropriately; Writes appropriate introductions and conclusions. Demonstrates essay level skills: Cohesion and flow by using transition sentences; Precision, clarity and academic tone; Awareness of discipline specific audience. NURS 4100 / 4105 Position Paper on Health Policy: Death with Dignity Act. Displays academic expression: Scholarly voice: evidence of the student’s own ideas with a well-organized presentation of evidence; Synthesizes resources by using own words; Uses evidence from course learning resources, scholarly resources and seeks additional resources to support content as required in the assignment, Provided support with 5 additional scholarly articles as sources of evidence. “—

Excellent 27 (9%) – 30 (10%)

Proficient 24 (8%) – 26 (8.67%)

Basic 21 (7%) – 23 (7.67%)

Needs Improvement 0 (0%) – 20 (6.67%)

APA
“APA Formatting: cover page, title of paper on second page, level headings, Times New Roman 12 font, 1″” margins, and page numbers. APA References: Uses in-text citations appropriately and format correctly. Paraphrases to avoid plagiarizing the source.
Reference list is in alphabetical order, hanging indent, double spaced in format. Each specific entry contains all information required by APA format including author, year of publication, title of publication, pages, DOI, website, as appropriate.” NURS 4100 / 4105 Position Paper on Health Policy: Death with Dignity Act

Excellent 27 (9%) – 30 (10%)

Proficient 24 (8%) – 26 (8.67%)

Basic 21 (7%) – 23 (7.67%)

Needs Improvement 0 (0%) – 20 (6.67%)

Total Points: 300

Name: NURS_4105_Week5_Assignment_Rubric