These experiences come in the form of direct and indirect care experiences in which licensed nursing students engage in learning within the context of their hospital organization, specific care discipline, and local communities.

Note:  The teaching plan proposal developed in this assignment will be used to develop your Community Teaching Plan: Community Presentation due in Topic 5. You are strongly encouraged to begin working on your presentation once you have received and submitted this proposal.

Select one of the following as the focus for the teaching plan:

1. Primary Prevention/Health Promotion
2. Secondary Prevention/Screenings for a Vulnerable Population
3. Bioterrorism/Disaster
4. Environmental Issues

Use the “Community Teaching Work Plan Proposal” resource to complete this assignment. This will help you organize your plan and create an outline for the written assignment.

1. After completing the teaching proposal, review the teaching plan proposal with a community health and public health provider in your local community.
2. Request feedback (strengths and opportunities for improvement) from the provider.
3. Complete the “Community Teaching Experience” form with the provider. You will submit this form in Topic 5.

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 LopesWrite.

The final discussion is a concluding argument revealing a “defensible solution to the topic “What  facts about neurological disorder help to relate the condition of spinal cord tumor/cancers to neurological dysfunction”, supported by the “evidence” explained in the first two papers.

• Revise and re-order each of the informative papers you have composed for the course, placing them in a strategic arrangement that supports the final section of this final paper, your argument for a “defensible solution” to the health care issue you have studied, researched, and written about. As a result, this final paper will be comprehensive and summative.
• Important: this final paper should include a newly composed introductory section, and a final conclusion section which presents your discussion of (and argument for) the solution. Your argument for the defensible solution that you propose should be the focus of this paper.

Your paper must:

• Be 15–20 pages in length
  • Title page (1 page)
  • Introduction (1–2 pages)
  • Reworked informative papers (10-15 pages)
  • Conclusion (1–2 pages)
  • References page (1–2 pages)
• Reference 12–15 scholarly, peer-reviewed resources (compiled by combining all of the references from your Perspective of Inquiry papers and any additional resources you use in this final paper.)
• Follow all APA formatting guidelines for this paper, with each of your previous four papers being presented as “sections” of this fifth paper, using Level 1 headings.
• Use the provided template.

Refer to the rubric for evaluation details and to assist in preparing the paper.

Due: Submit by 11:59 pm (Pacific time) the evening before the Week 8 onsite class
Points: 150

Team Meeting Notes:

• In your team meetings this week (both in-class and online) focus on sharing your solutions as you develop them.
• Pay attention to (and learn from) the unique aspects of each team member’s solutions, but do not reference them in your final paper. (You will reference one another’s solutions in your final presentation assignment.)

Other Important Notes:

• Use the Learning Resources that address introductions and conclusions to help understand best practices and procedures for argumentative paper
• That being said, realize that this paper is unique, as it is a culmination of Informative Papers (rather than a traditional argumentative essay). Use the aforementioned Learning Modules as guidelines for best practices, not as procedural requirements.
• It is highly recommended that you compose the conclusion section of your paper (your solution) first, then move backward into the introduction, and finally the abstract.
• Use the final paper template provided, adapting the titles of each of your four short papers as headings in this final paper, and following instructions and examples provided in our in-class meeting.
• Make sure to review the SafeAssign report generated when you submit your paper, and address and revise any portions of your work which might be plagiarized.

Respond on two different days who selected different factors than you, in one or more of the following ways:

Share insights on how the factor you selected impacts the pathophysiology of diabetes mellitus and diabetes insipidus.

Offer alternative diagnoses and prescription of treatment options for diabetes mellitus and diabetes insipidus.

Validate an idea with your own experience and additional research.

Main post

Diabetes affects millions of Americans and the cost of diabetes is a constant healthcare stressor as Insulin costs continue to rise. Diabetes mellitus is separated into three classes; Type 1, the pancreas fails to produce enough insulin to meet the body’s demand and Type 2, where the body’s cells do not respond to the insulin production and can be managed with lifestyle modifications, and gestational diabetes. Diabetes insipidus is not as common as diabetes mellitus but can have a severe effect on the human body due to the fluid imbalance that is created. It is important for the practitioner to understand the pathophysiologies and the roles behavior and ethnicity play in the diagnosis and treatment.

Pathophysiology of Diabetes Mellitus

Type 1 diabetes mellitus is an autoimmune disease that results from beta-cell destruction in pancreatic islets. Beta-cell death via virus directed or physiological mechanisms induces the release of antigens and initiation of immune responses against other beta-cells (Saberzadeh-Ardestani et al., 2018). Type 2 diabetes also has beta-cell destruction more but, more variable different degrees of beta-cell failure relative to varying degrees of insulin resistance. Kumar et al. (2018) acknowledge that insulin resistance impairs the ability of muscle cells to take up and store glucose and triglycerides, which results in high levels of glucose and triglycerides circulating in the blood. Type 2 diabetes can be managed with diet and exercise; like these, both can improve insulin resistance and delay the long-term complications associated with diabetes mellitus.

Pathophysiology of Diabetes Insipidus

Diabetes insipidus is separated into four classifications; central, nephrogenic, dipsogenic, and gestational. The results are that the body excretes an abundance of urine, causing the patient to have an unquenchable thirst. Kalra et al. (2016) describe central diabetes insipidus due to impaired secretion of arginine vasopressin could result from traumatic brain injury, surgery, or tumors whereas nephrogenic diabetes insipidus due to failure of the kidney to respond to arginine vasopressin is usually inherited.

Differences and Similarities of Hormonal Regulation

Despite sharing a name, the differences between diabetes mellitus and diabetes insipidus are great, from the pathophysiology to the treatment. Similarities between diabetes insipidus and diabetes mellitus due to hormonal changes lie within the symptoms that the patient is experiencing. Diabetes mellitus involves blood sugar levels and insulin resistance; diabetes insipidus, it isn’t blood sugar that is the problem, but blood water levels. The similarities of these diseases lie within the signs and symptoms that the patients may be present. Diabetes insipidus, excessive fatigue occurs because of an overall lack of hydration or an electrolyte imbalance. For diabetes mellitus, excessive fatigue generally occurs because blood sugar levels are too low or too high. Excessive thirst occurs in diabetes insipidus because the body senses a lack of Vasopressin, and so it demands more fluids because it thinks it needs them. For diabetes mellitus, excessive thirst occurs because of excessive glucose levels that need to be expelled from the body.

Ethnicity and Behavior’s Impact

Research by Saberzadeh-Ardestani et al. (2018) shows environmental factors include reduction in gut microbiota, obesity, early introduction to fruit or cow milk during childhood, gluten, toxins, lack of vitamins, and viruses play a role in the development of diabetes mellitus type 1; while previously most prevalent in Europeans, it is becoming more common in other ethnic groups. Diet and exercise can help delay diabetes mellitus type 2 from other disease processes related to diabetes mellitus. Diabetes insipidus is common when a traumatic brain injury (TBI) occurs, wearing seatbelts when driving and helmets when participating in cycling or sporting events can decrease the opportunity for diabetes insipidus to occur.

Conclusion

It is important for a practitioner to distinguish between the multiple types of diabetes that patients may present with, although signs and symptoms may be similar, the diagnosis and treatments are completely different. Patient education for each disease is also important because diabetes mellitus type 1 cannot be managed with diet and exercise alone. Diabetes insipidus can occur, but the underlying cause must be singled out to classify and treat. Central diabetes insipidus may require long term treatment depending on the extent of trauma, whereas gestational diabetes insipidus is usually a short term treatment, but the treatments remain the same.

References

Kalra, S., Zargar, A. H., Jain, S. M., Sethi, B., Chowdhury, S., Singh, A. K., … Malve, H. (2016). Diabetes insipidus: The other diabetes. Indian Journal of Endocrinology & Metabolism, 20(1), 9–21. https://doi-org.ezp.waldenulibrary.org/10.4103/2230-8210.172273Kumar, A. S., Maiya, A. G., Shastry, B. A., Vaishali, K., Ravishankar, N., Hazari, A., … & Jadhav, R. (2018). Exercise and insulin resistance in type 2 diabetes mellitus: A systematic review and meta-analysis. Annals of physical and rehabilitation medicine. https://doi-org.ezp.waldenulibrary.org/10.1016/j.rehab.2018.11.001Saberzadeh-Ardestani, B., Karamzadeh, R., Basiri, M., Hajizadeh-Saffar, E., Farhadi, A., Shapiro, A. M. J., … Baharvand, H. (2018). Type 1 Diabetes Mellitus: Cellular and Molecular Pathophysiology at A Glance. Cell Journal (Yakhteh), 20(3), 294–301. https://doi-org.ezp.waldenulibrary.org/10.22074/cellj.2018.5513

Assignment 1: Psychotherapeutic Approaches to Group Therapy for Addiction

When selecting a psychotherapeutic approach for a client, you must consider the unique needs and characteristics of that particular client. The same is true when selecting a psychotherapeutic approach for groups. Not every approach is appropriate for every group, and the group’s unique needs and characteristics must be considered. For this Assignment, you examine psychotherapeutic approaches to group therapy for addiction.

To prepare:

• Review this week’s Learning Resources and reflect on the insights they provide on group therapy for addiction.
• View the media, Levy Family: Sessions 1-7, and consider the psychotherapeutic approaches being used.

The Assignment

In a 2- to 3-page paper, address the following:

• Identify the psychotherapeutic approach that the group facilitator is using, and explain why she might be using this approach.
• Determine whether or not you would use the same psychotherapeutic approach if you were the counselor facilitating this group, and justify your decision.
• Identify an alternative approach to group therapy for addiction, and explain why it is an appropriate option.
• Support your position with evidence-based literature.

Religion, Culture, and Nursing

Read chapter 13 attached to files of the class textbook and review the attached PowerPoint presentation once done select 2 between amish ;catholic, and buddhist religion.

1. Write a summary (700 words minimum) comparing and contrasting two spiritual or religious beliefs about sickness causation and health.

a. Include the potential benefits of understanding spirituality to both health care providers and patients.

b. What health issues may be better addressed by a nursing care staff with knowledge about religious diversity?

c. How will you accommodate prayer, meditation or spiritual focus in the clinical setting?

2. You must write two replies to 2 class peers in different paper that the assignment # 1 ( 250-300words ) sustained with the proper references and make sure that the references that you use in your assignment are properly quoted in it.

DIRECTION:

1. The assignment in an APA format word document, Arial 12 font titled  “Religion, Culture, and Nursing” 

2. It will be checked by Turnitin to verify originality.

3. The references used in the assignment must be quoted in the assignment. If it is not in quoted it will be considered plagiarism.

4. A minimum of 3 evidence-based references besides the class textbook must be used and one of them must be from a gerontological nursing magazine.

If you have any questions you can contact me via email.

Due date: Friday, July 26, 2019 @ 11:59 Am Easter time