Nursing Essays – Healthcare Research and Quality (AHRQ) Quality Indicators (QIs)

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Nursing Essays – Healthcare Research and Quality (AHRQ) Quality Indicators (QIs)

Nurses use Quality Indicators (QIs) for several purposes. QIs highlight potential quality concerns, identify areas that need further study and investigation, and track changes over time. The Agency for Healthcare Research and Quality (AHRQ) QIs include Prevention Quality Indicators, Inpatient Quality Indicators, Patient Safety Indicators, and Pediatric Quality Indicators (Agency for Healthcare Research and Quality, n.d.). You will use these quality indicators within your Assignment.

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•Draft a 2- to 3-page paper describing your selected QI in general, and then describe how this QI has the potential to improve the quality, safety, and outcomes of your patients and their families. •Describe the current data available and leadership’s goal for improvement. •Draft a solution using 2 sources from professional and scholarly literature to support your proposal. •Use the 2000/3000 AWE Level Assignment Template in the resources for this week to complete your Assignment. •Use in-text citations to support your paper. Use essay-level writing skills, including the use of transitional material and organizational frames. APA citation. Prefer any quality indicators related to percutaneous coronary intervention or acute myocardial infarction

Discussion 8 The data Collection Method Essay

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Discussion 8 The data Collection Method Essay

Question a

The elements that make this a descriptive essay are that it does not focus on why the patients are ill but rather what makes them sick. Subsequently, the article describes the population the data is being collected from and the conditions affecting one area concerning the other, and when they make visits to the hospitals.

Question b

The data collection method applied to the scenario uses a survey on the residents of both towns to find out relevant information about what is causing the people from one town to have an increased cancer rate.  Discussion 8  The data Collection Method.

Question c

The researcher collected information on the residents’ lifestyle to see if the cancer cause is related to the way they lived, which means it answers the “what” question. The question about the workplace place answers the “where” question since it could also cause their condition. Finally, their hospital records answer the question when since this is how they could answer when the symptoms started.

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Question d and e

No, the investigator cannot conclude using descriptive research since it is not definitive and is collected in general, and the hospital data has not been put into account. The descriptive essay can only give the likelihood of the problem rather than a conclusion. Therefore, further research needs to be conducted using other accurate methods to determine if the heightened smoking and a chemical company’s presence are why people are getting cancer in community A. The absence of the said items in the second town is why they are not affected by cancer Discussion 8  The data Collection Method.

NRS-429VN – VARK Analysis Paper

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VARK Analysis

Since birth, human beings are continually learning, and their learning styles differ depending on the person. It is thus essential for each to identify the learning style that best suits them (Bhagat et al., 2015).  A specific analysis tool is the Visual, aural, read/write and kinesthetic (VARK) allows one to recognize their style that better prepares them throughout their educational process. Neil Fleming designed the tool in 1987 as a sixteen question assessment scores. After tallying the results, the tool shows where the individual falls within the five strategies. Understanding an individual’s learning styles improves the capacity of teaching others in different settings. The purpose of the paper is to discuss the nurse’s scores of the VARK questionnaire, compare their identified learning style with the rest and identify the required changes to improve one’s learning behavior.

Learning styles are the modes used to collect, interpret, process and reflect on educational materials. Learning preferences are those modalities in which one has a natural preference for (Almigbal, 2015). Students are different in their learning preferences, and it is crucial for educators to effectively deliver information in accordance with the demands of the students. Learners understand proficiently when teaching approaches combine different activities which exhilarate and enhance the visual, aural, read/ write and kinesthetic learning modalities.

After tallying the scores, I identified myself as a multimodal with a firm emphasis on read/write and kinesthetic. Multimodal refers to the combination of two or more learning types. According to Fleming, multifocal individuals are more flexible on how they deliver information NRS-429VN – VARK Analysis Paper. However, such individuals require sensory input and output through all modes before they become satisfied with what they have learned. As a nurse, I was not surprised with the results as I tend to utilize read/write and kinesthetic modalities in most learning processes.

The highest scores were in kinesthetics, which I agree to, since doing activities hands-on provides me with a better understanding of the educational material. For example, when carrying out clinical rotations, I am better adapted to certain activities after doing them. An example is the insertion of catheters. I excel well by overlapping the two modalities using hands-on approach, visual aids, dictionaries and handouts. When studying for exams and quizzes, I find textbooks and other written materials of great importance.

As a kinesthetic learner, I am partial in acquiring knowledge through practice and exposure. Rather, I find the acquisition of knowledge associated with reality. I grasp information best by utilizing all the senses such as smell, touch, sight, hearing and taste. Particularly, working in the hospital laboratory, participating in field trips, listening to lectures on real-life circumstances, working hands-on and, looking at recipes that are capable of resolving a problem are of great significance. Retaining information is enhanced through the reduction of notes and using illustrations to illuminate a concept.

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In the third and fourth position were visual and aural modalities. It reflects my preference for visual modality since picture graphs and coloration grab my attention and enable me to remember the content taught. Particularly, I utilize the aural modality through engagement in discussions with classmates since talking about a subject increases my understanding. During the comparison, I noted that my preferred style is visual and kinesthetic. The fact that the visual modality was not at the top of the list was however astonishing. Kinesthetic modality topped the list, and I found it odd that visual modality and learning from doing correlate.

I scored in all the four modalities, reflecting the usefulness and the capability of adapting in various learning situations. Nonetheless, I feel that aural learning modality presents the possibility of errors. One should learn the relevant knowledge and understand and not repeating it in their head over and over. Similarly, read/ write contributes to memorization. In the field of nursing, nurses should gain knowledge through understanding instead of memorizing a material which could be tested as a broader subject later.

After reviewing the learning styles, it is imperative to note that some modifications are required to improve my learning capabilities. Significant changes include incorporating more books and diagrams. Also using a tape recorder to brainstorm ideas and explaining data to people unfamiliar with what they are learning is essential. Information on learning styles with be of a profound benefit since one effectively understands themselves through acquiring knowledge concerning the overall learning theories. Through incorporation of different strategies, I will improve my study habit, education and grades, contributing to overall satisfaction about my work as well as studies NRS-429VN – VARK Analysis Paper.

According to Michael and Prithishkumar (2014), educators should diversify their teaching styles to gratify the preferences of each learner. Awareness of preferred learning styles for different learners is necessary to allow teaching fluctuate from traditional teacher-centric approach to a student-centric reciprocating process. Diverse knowledge modalities are imperative to the practical moulding of learners educational preferences. People with multimodal educational preference need similar objectives presented in multiple modalities to understand educational materials fully. Previous studies have concluded that educators who match their teaching with the preferred learning styles of students record higher scores (Laxman et al., 2014).  It also makes learning easy and enjoyable.

In conclusion, VARK enables an individual to understand their learning style of preference. Utilizing the tools specifically designed for an individual improve their learning and comprehension of various educational materials. I identified myself as a multifocal learner, with a high preference for kinesthetic learning. VARK also highlighted other learning modalities than that can be utilized to reinforce one’s study habits.

References

Almigbal, T. H. (2015). Relationship between the learning style preferences of medical students and academic achievement. Saudi medical journal, 36(3), 349.

Bhagat, A., Vyas, R., & Singh, T. (2015). Students awareness of learning styles and their perceptions to a mixed method approach for learning. International Journal of Applied and Basic Medical Research, 5(Suppl 1), S58.

Prithishkumar, I. J., & Michael, S. A. (2014). Understanding your student: using the VARK model. Journal of postgraduate medicine, 60(2), 183.

Laxman, K., Sandip, S., & Sarun, K. (2014). Exploration of preferred learning styles in medical education using VARK modal. Russian Open Medical Journal, 3(3).

 

VARK Analysis Paper

Learning styles represent the different approaches to learning based on preferences, weaknesses, and strengths. For learners to best achieve the desired educational outcome, learning styles must be considered when creating a plan. Complete “The VARK Questionnaire,” located on the VARK website (­ http://vark-learn.com/the-vark-questionnaire/ ), and then complete the following:

  1. Click “OK” to receive your questionnaire scores.
  2. Once you have determined your preferred learning style, review the corresponding link to view your learning preference.
  3. Review the other learning styles: visual, aural, read/write, kinesthetic, and multimodal (listed on the VARK Questionnaire Results page).
  4. Compare your current preferred learning strategies to the identified strategies for your preferred learning style.
  5. Examine how awareness of learning styles has influenced your perceptions of teaching and learning.

In a paper (900-words), summarize your analysis of this exercise and discuss the overall value of learning styles. Include the following:

  1. Provide a summary of your learning style according the VARK questionnaire.
  2. Describe your preferred learning strategies. Compare your current preferred learning strategies to the identified strategies for your preferred learning style.
  3. Describe how individual learning styles affect the degree to which a learner can understand or perform educational activities. Discuss the importance of an educator identifying individual learning styles and preferences when working with learners.
  4. Discuss why understanding the learning styles of individuals participating in health promotion is important to achieving the desired outcome. How do learning styles ultimately affect the possibility for a behavioral change? How would different learning styles be accommodated in health promotion?

Cite to at least 4 peer‐reviewed or scholarly sources to complete this assignment. Sources should be published within the last 5 years and appropriate for the assignment criteria.

Prepare this assignment according to APA guidelines.

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, so no plagiarism. NRS-429VN – VARK Analysis Paper.

 

 

Course Code Class Code
NRS-429VN NRS-429VN-O505 VARK Analysis Paper 100.0
Criteria Percentage Unsatisfactory (0.00%) Less than Satisfactory (75.00%) Satisfactory (79.00%) Good (89.00%) Excellent (100.00%)
Content 80.0%
Personal Learning Styles According to VARK Questionnaire 20.0% Personal learning style content is missing. Personal learning style presented is not reflective of VARK questionnaire. Personal learning style according to the VARK questionnaire is identified, but summary is incomplete. Personal learning style according to the VARK questionnaire is identified and basic summary is provided. Personal learning style according to the VARK questionnaire is identified and described. Personal learning style according to the VARK questionnaire is identified and described in detail. Summary offers examples that display personal insight or reflection.
Preferred Learning Strategies 20.0% Personal learning strategy content is missing. Personal learning strategy is partially described. A comparison of current preferred learning styles and VARK identified learning styles is incomplete. Personal learning strategy is summarized. A comparison of current preferred learning styles and VARK identified learning styles is generally described. Personal learning strategy is described. A comparison of current preferred learning styles and VARK identified learning styles is presented. Personal learning strategy is clearly described. A comparison of current preferred learning styles and VARK identified learning styles is detailed. Overall discussion demonstrates insight into preferred learning strategies and how these support preferred learning styles.
Learning Styles (Effect on educational performance and importance of identifying learning styles for learners as an educator) 20.0% Importance of learning styles for a learner, and importance of educator identifying individual learning styles and preferences when working with learners, is not presented. Importance of learning styles for a learner, and importance of educator identifying individual learning styles and preferences when working with learners, is partially presented. The importance of learning styles for learners participating in healthy promotion, and identifying them as an educator, is unclear. There are inaccuracies. Importance of learning styles for a learner, and importance of educator identifying individual learning styles and preferences when working with learners, is generally discussed. The importance of learning styles for learners participating in healthy promotion, and identifying them as an educator, is generally established. There are minor inaccuracies. More rationale or evidence is needed for support. Importance of learning styles for a learner, and importance of educator identifying individual learning styles and preferences when working with learners, is discussed. The importance of learning styles for learners participating in healthy promotion, and identifying them as an educator, is established. Some rationale or evidence is needed for support. Importance of learning styles for a learner, and importance of educator identifying individual learning styles and preferences when working with learners, is thoroughly discussed. The importance of learning styles for learners participating in healthy promotion, and identifying them as an educator, is clearly established. Strong rationale and evidence support discussion.
Learning Styles and Health Promotion (learning styles and importance to achieving desired outcome for learners, learning styles and effect on behavioral change, accommodation of different learning styles in health promotion) 20.0% Understanding the learning styles of individuals participating in health promotion, the correlation to behavioral change and achieving desired outcomes, and the accommodation of different learning styles is not discussed. Understanding the learning styles of individuals participating in health promotion and the correlation to behavioral change and achieving desired outcomes is partially presented; a correlation has not been established. Accommodation of different learning styles is incomplete. There are inaccuracies. Understanding the learning styles of individuals participating in a health promotion, and the correlation to behavioral change and achieving desired outcomes is generally presented; a general correlation has been established. More rationale or evidence is needed to fully establish correlation. Accommodation of different learning styles is summarized. Understanding the learning styles of individuals participating in a health promotion, and the correlation to behavioral change and achieving desired outcomes is discussed; a correlation has been established. Accommodation of different learning styles is discussed. Some detail or minor support is needed. Understanding the learning styles of individuals participating in a health promotion, and the correlation to behavioral change and achieving desired outcomes is discussed in detail. A strong correlation has been established. Accommodation of different learning styles is discussed. The narrative demonstrates insight into the importance of learning styles to health promotion and behavioral outcomes.
Organization and Effectiveness 15.0%
Thesis Development and Purpose 5.0% Paper lacks any discernible overall purpose or organizing claim. Thesis is insufficiently developed or vague. Purpose is not clear. Thesis is apparent and appropriate to purpose. Thesis is clear and forecasts the development of the paper. Thesis is descriptive and reflective of the arguments and appropriate to the purpose. Thesis is comprehensive and contains the essence of the paper. Thesis statement makes the purpose of the paper clear.
Argument Logic and Construction 5.0% Statement of purpose is not justified by the conclusion. The conclusion does not support the claim made. Argument is incoherent and uses noncredible sources. Sufficient justification of claims is lacking. Argument lacks consistent unity. There are obvious flaws in the logic. Some sources have questionable credibility. Argument is orderly, but may have a few inconsistencies. The argument presents minimal justification of claims. Argument logically, but not thoroughly, supports the purpose. Sources used are credible. Introduction and conclusion bracket the thesis. Argument shows logical progressions. Techniques of argumentation are evident. There is a smooth progression of claims from introduction to conclusion. Most sources are authoritative. Clear and convincing argument that presents a persuasive claim in a distinctive and compelling manner. All sources are authoritative.
Mechanics of Writing  (includes spelling, punctuation, grammar, language use) 5.0% Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice or sentence construction is used. Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register), sentence structure, or word choice are present. Some mechanical errors or typos are present, but they are not overly distracting to the reader. Correct sentence structure and audience-appropriate language are used. Prose is largely free of mechanical errors, although a few may be present. A variety of sentence structures and effective figures of speech are used. Writer is clearly in command of standard, written, academic English.
Format 5.0%
Paper Format  (use of appropriate style for the major and assignment) 2.0% Template is not used appropriately or documentation format is rarely followed correctly. Template is used, but some elements are missing or mistaken; lack of control with formatting is apparent. Template is used, and formatting is correct, although some minor errors may be present. Template is fully used; There are virtually no errors in formatting style. All format elements are correct.
Documentation of Sources (citations, footnotes, references, bibliography, etc., as appropriate to assignment and style) 3.0% Sources are not documented. Documentation of sources is inconsistent or incorrect, as appropriate to assignment and style, with numerous formatting errors. Sources are documented, as appropriate to assignment and style, although some formatting errors may be present. Sources are documented, as appropriate to assignment and style, and format is mostly correct. Sources are completely and correctly documented, as appropriate to assignment and style, and format is free of error.
Total Weightage 100%

 

VARK Analysis

Since birth, human beings are continually learning, and their learning styles differ depending on the person. It is thus essential for each to identify the learning style that best suits them (Bhagat et al., 2015).  A specific analysis tool is the Visual, aural, read/write and kinesthetic (VARK) allows one to recognize their style that better prepares them throughout their educational process. Neil Fleming designed the tool in 1987 as a sixteen question assessment scores. After tallying the results, the tool shows where the individual falls within the five strategies. Understanding an individual’s learning styles improves the capacity of teaching others in different settings. The purpose of the paper is to discuss the nurse’s scores of the VARK questionnaire, compare their identified learning style with the rest and identify the required changes to improve one’s learning behavior.

Learning styles are the modes used to collect, interpret, process and reflect on educational materials. Learning preferences are those modalities in which one has a natural preference for (Almigbal, 2015). Students are different in their learning preferences, and it is crucial for educators to effectively deliver information in accordance with the demands of the students. Learners understand proficiently when teaching approaches combine different activities which exhilarate and enhance the visual, aural, read/ write and kinesthetic learning modalities.

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After tallying the scores, I identified myself as a multimodal with a firm emphasis on read/write and kinesthetic. Multimodal refers to the combination of two or more learning types. According to Fleming, multifocal individuals are more flexible on how they deliver information. However, such individuals require sensory input and output through all modes before they become satisfied with what they have learned. As a nurse, I was not surprised with the results as I tend to utilize read/write and kinesthetic modalities in most learning processes.

The highest scores were in kinesthetics, which I agree to, since doing activities hands-on provides me with a better understanding of the educational material. For example, when carrying out clinical rotations, I am better adapted to certain activities after doing them. An example is the insertion of catheters. I excel well by overlapping the two modalities using hands-on approach, visual aids, dictionaries and handouts. When studying for exams and quizzes, I find textbooks and other written materials of great importance.

As a kinesthetic learner, I am partial in acquiring knowledge through practice and exposure. Rather, I find the acquisition of knowledge associated with reality. I grasp information best by utilizing all the senses such as smell, touch, sight, hearing and taste. Particularly, working in the hospital laboratory, participating in field trips, listening to lectures on real-life circumstances, working hands-on and, looking at recipes that are capable of resolving a problem are of great significance NRS-429VN – VARK Analysis Paper. Retaining information is enhanced through the reduction of notes and using illustrations to illuminate a concept.

In the third and fourth position were visual and aural modalities. It reflects my preference for visual modality since picture graphs and coloration grab my attention and enable me to remember the content taught. Particularly, I utilize the aural modality through engagement in discussions with classmates since talking about a subject increases my understanding. During the comparison, I noted that my preferred style is visual and kinesthetic. The fact that the visual modality was not at the top of the list was however astonishing. Kinesthetic modality topped the list, and I found it odd that visual modality and learning from doing correlate.

I scored in all the four modalities, reflecting the usefulness and the capability of adapting in various learning situations. Nonetheless, I feel that aural learning modality presents the possibility of errors. One should learn the relevant knowledge and understand and not repeating it in their head over and over. Similarly, read/ write contributes to memorization. In the field of nursing, nurses should gain knowledge through understanding instead of memorizing a material which could be tested as a broader subject later.

After reviewing the learning styles, it is imperative to note that some modifications are required to improve my learning capabilities. Significant changes include incorporating more books and diagrams. Also using a tape recorder to brainstorm ideas and explaining data to people unfamiliar with what they are learning is essential. Information on learning styles with be of a profound benefit since one effectively understands themselves through acquiring knowledge concerning the overall learning theories. Through incorporation of different strategies, I will improve my study habit, education and grades, contributing to overall satisfaction about my work as well as studies.

According to Michael and Prithishkumar (2014), educators should diversify their teaching styles to gratify the preferences of each learner. Awareness of preferred learning styles for different learners is necessary to allow teaching fluctuate from traditional teacher-centric approach to a student-centric reciprocating process. Diverse knowledge modalities are imperative to the practical moulding of learners educational preferences. People with multimodal educational preference need similar objectives presented in multiple modalities to understand educational materials fully. Previous studies have concluded that educators who match their teaching with the preferred learning styles of students record higher scores (Laxman et al., 2014).  It also makes learning easy and enjoyable.

In conclusion, VARK enables an individual to understand their learning style of preference. Utilizing the tools specifically designed for an individual improve their learning and comprehension of various educational materials. I identified myself as a multifocal learner, with a high preference for kinesthetic learning. VARK also highlighted other learning modalities than that can be utilized to reinforce one’s study habits.

 

References

Almigbal, T. H. (2015). Relationship between the learning style preferences of medical students and academic achievement. Saudi medical journal, 36(3), 349.

Bhagat, A., Vyas, R., & Singh, T. (2015). Students awareness of learning styles and their perceptions to a mixed method approach for learning. International Journal of Applied and Basic Medical Research, 5(Suppl 1), S58.

Prithishkumar, I. J., & Michael, S. A. (2014). Understanding your student: using the VARK model. Journal of postgraduate medicine, 60(2), 183.

Laxman, K., Sandip, S., & Sarun, K. (2014). Exploration of preferred learning styles in medical education using VARK modal. Russian Open Medical Journal, 3(3) NRS-429VN – VARK Analysis Paper.

Gastrointestinal and Hepatobiliary Disorders

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Hepatitis C is one of the main sources of cirrhosis and builds the danger of wellbeing difficulties, particularly when there is liver irritation. Before interceding, there is a need to comprehend the patient’s clinical history since it may impact measures to improve the patient’s prosperity (Rosenthal & Burchum, 2020). For example, prednisone smothers the immune system, and there is a need to comprehend why the patient is utilizing the intercession. The clinical history likewise extends to the period when the side effects have happened and Hepatitis.

Primary Diagnosis

            Although a comprehensive history and physical assessment, a diagnostic workup is expected to concoct a primary diagnostic; in light of the introducing symptoms, I will give a primary finding of intense gastroenteritis (Chalasani, Younossi, & Lavine, 2018). The cause is that the stomach and intestinal system are frequently triggered by the virus and bacterial disturbances/aggravation of foods sullied with viruses and parasites. Squeezing, nausea, groaning, or running can have symptoms. Most of the disease efficiently spread from contact with a weakened person or consumes, and drinks of sullied food or foods often spread the disease (Arcangel & Peterson, 2017) Gastrointestinal and Hepatobiliary Disorders. The signs typically occur one to three days after pollution. Because the patient is sick, loose, and thick bowels and does not have a fever, I would end up with severe bacterial gastroenteritis.

Differential Diagnosis

            In the context of the history of the patient’s drug abuse, I will be speaking of a specific assessment of hepatitis C severity in the use of IV medicines and of adding indications. Hepatitis C is a serious hepatitis disease caused by hepatitis C infection. It usually results from harming blood or bodily fluid, sex, or needle exchange, which may be severe unclear stomach torment, and often diarrhea, individually or separately. It may be caused by the use of illicit drugs or drugs (Rosenthal & Burchum, 2020). Intense hepatitis C causes diarrhea. Though this underlying infection is most unlikely to cause signs, about 21-30 % of people show indicators approximately 1 to 3 months after the infection has occurred.

Drug Therapy and Treatment Plan

            The primary goal of treatment is lessening the indications and the avoidance of complications. Because the patient is vomiting, dehydration and diarrhea, either 0.8 percent of intravenous liquid hydration will lead to the depletion of fluid from and runs and will avoid further dehydration (Chalasani, Younossi, & Lavine, 2018). I advise the patient to drink clear beverages and stock to support the lack of supplants and electrolytes as nausea subsides. On the other hand, if it is bacterial contamination, I will proceed with IV liquid and an anti-infection like an expansive range anti-toxin like Ciprofloxacin. Gastrointestinal and Hepatobiliary Disorders.

References

Arcangel, V. P., & Peterson, A. M. (2017). Pharmacotherapeutics for Advanced Practice: A Practical Approach. Wolters Kluwer.

Chalasani, N., Younossi, Z., & Lavine, J. E. (2018). The Diagnosis and Management of Nonalcoholic Fatty Liver Disease: Practice Guidance From the American Association for the Study of Liver Diseases. Hepatology, 328-357.

Rosenthal, L., & Burchum, J. (2020). Lehne’s Pharmacotherapeutics for Advanced Practice Nurses and Physician Assistants. Elsevier – Health Sciences Division.

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Assignment: Pharmacotherapy for Gastrointestinal and Hepatobiliary Disorders

Photo Credit: Getty Images/iStockphoto

Gastrointestinal (GI) and hepatobiliary disorders affect the structure and function of the GI tract. Many of these disorders often have similar symptoms, such as abdominal pain, cramping, constipation, nausea, bloating, and fatigue. Since multiple disorders can be tied to the same symptoms, it is important for advanced practice nurses to carefully evaluate patients and prescribe a treatment that targets the cause rather than the symptom.

Once the underlying cause is identified, an appropriate drug therapy plan can be recommended based on medical history and individual patient factors. In this Assignment, you examine a case study of a patient who presents with symptoms of a possible GI/hepatobiliary disorder, and you design an appropriate drug therapy plan.

To Prepare
  • Review the case study assigned by your Instructor for this Assignment
  • Reflect on the patient’s symptoms, medical history, and drugs currently prescribed.
  • Think about a possible diagnosis for the patient. Consider whether the patient has a disorder related to the gastrointestinal and hepatobiliary system or whether the symptoms are the result of a disorder from another system or other factors, such as pregnancy, drugs, or a psychological disorder.
  • Consider an appropriate drug therapy plan based on the patient’s history, diagnosis, and drugs currently prescribed.
By Day 7 of Week 4

Write a 1-page paper that addresses the following:

  • Explain your diagnosis for the patient, including your rationale for the diagnosis. Gastrointestinal and Hepatobiliary Disorders.
  • Describe an appropriate drug therapy plan based on the patient’s history, diagnosis, and drugs currently prescribed.
  • Justify why you would recommend this drug therapy plan for this patient. Be specific and provide examples.

Reminder: The College of Nursing requires that all papers submitted include a title page, introduction, summary, and references. The Sample Paper provided at the Walden Writing Center offers an example of those required elements (available at http://writingcenter.waldenu.edu/57.htm). All papers submitted must use this formatting.

Submission and Grading Information

To submit your completed Assignment for review and grading, do the following:

  • Please save your Assignment using the naming convention “WK4Assgn+last name+first initial.(extension)” as the name.
  • Click the Week 4 Assignment Rubric to review the Grading Criteria for the Assignment.
  • Click the Week 4 Assignment link. You will also be able to “View Rubric” for grading criteria from this area.
  • Next, from the Attach File area, click on the Browse My Computer button. Find the document you saved as “WK4Assgn+last name+first initial.(extension)” and click Open.
  • If applicable: From the Plagiarism Tools area, click the checkbox for I agree to submit my paper(s) to the Global Reference Database.
  • Click on the Submit button to complete your submission.

NURS_6521_Week4_Assignment_Rubric

Excellent Good Fair Poor
Explain your diagnosis for the patient, including your rationale for the diagnosis.
23 (23%) – 25 (25%)
The response accurately and clearly explains in detail the diagnosis for the patient, including an accurate and thorough rationale for the diagnosis that supports clinical judgment.
20 (20%) – 22 (22%)
The response provides a basic explanation of 1-2 diagnoses for the patient, including an accurate rationale for the diagnosis that may support clinical judgment.
18 (18%) – 19 (19%)
The response inaccurately or vaguely explains the diagnosis for the patient, including an inaccurate or vague rationale for the diagnosis that may or may not support clinical judgment.
0 (0%) – 17 (17%)
The response inaccurately and vaguely explains the diagnosis for the patient, including an inaccurate and vague rationale for the diagnosis that does not support clinical judgment, or is missing.
Describe an appropriate drug therapy plan based on the patient’s history, diagnosis, and drugs currently prescribed.
27 (27%) – 30 (30%)
The response accurately and completely describes in detail an appropriate drug therapy plan based on the patient’s history, diagnosis, and drugs currently prescribed.
24 (24%) – 26 (26%)
The response describes a basic explanation of the appropriate drug therapy plan based on the patient’s history, diagnosis, and drugs currently prescribed.
21 (21%) – 23 (23%)
The response inaccurately or vaguely describes an appropriate drug therapy plan based on the patient’s history, diagnosis, and drugs currently prescribed.
0 (0%) – 20 (20%)
The response inaccurately and vaguely describes an appropriate drug therapy plan based on the patient’s history, diagnosis, and drugs currently prescribed.
Justify why you would recommend this drug therapy plan for this patient. Be specific and provide examples.
27 (27%) – 30 (30%)

The response provides an accurate, clear, and detailed justification for the recommended drug therapy plan for this patient.

The response includes specific, accurate, and detailed examples that fully support the justification provided.
24 (24%) – 26 (26%)

The response provides a basic justification for the recommended drug therapy plan for this patient.

The response includes only 1-2 examples that fully support the justification provided.
21 (21%) – 23 (23%)

The response provides an inaccurate or vague justification for the recommended drug therapy plan for this patient.

The response may include examples, which may inaccurately or vaguely support the justification provided.
0 (0%) – 20 (20%)

The response provides an inaccurate and vague justification for the recommended drug therapy plan for this patient, or is missing.

The response does not include examples that support the justification provided, or is missing.
Written Expression and Formatting – Paragraph Development and Organization:
Paragraphs make clear points that support well developed ideas, flow logically, and demonstrate continuity of ideas. Sentences are carefully focused–neither long and rambling nor short and lacking substance.
5 (5%) – 5 (5%)
Paragraphs and sentences follow writing standards for flow, continuity, and clarity.
4 (4%) – 4 (4%)
Paragraphs and sentences follow writing standards for flow, continuity, and clarity 80% of the time.
3.5 (3.5%) – 3.5 (3.5%)
Paragraphs and sentences follow writing standards for flow, continuity, and clarity 60%–79% of the time.
0 (0%) – 3 (3%)
Paragraphs and sentences follow writing standards for flow, continuity, and clarity less than 60% of the time.
Written Expression and Formatting – English writing standards:
Correct grammar, mechanics, and proper punctuation
5 (5%) – 5 (5%)
Uses correct grammar, spelling, and punctuation with no errors
4 (4%) – 4 (4%)
Contains a few (1–2) grammar, spelling, and punctuation errors
3.5 (3.5%) – 3.5 (3.5%)
Contains several (3–4) grammar, spelling, and punctuation errors
0 (0%) – 3 (3%)
Contains many (≥ 5) grammar, spelling, and punctuation errors that interfere with the reader’s understanding
Written Expression and Formatting – The paper follows correct APA format for title page, headings, font, spacing, margins, indentations, page numbers, running head, parenthetical/in-text citations, and reference list.
5 (5%) – 5 (5%)
Uses correct APA format with no errors
4 (4%) – 4 (4%)
Contains a few (1–2) APA format errors
3.5 (3.5%) – 3.5 (3.5%)
Contains several (3–4) APA format errors
0 (0%) – 3 (3%)
Contains many (≥ 5) APA format errors
Total Points: 100

Name: NURS_6521_Week4_Assignment_Rubric

Nurs 6512 Wk 1 Discussion – Building a Health History

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Nurs 6512 Wk 1 Discussion – Building a Health History

Effective communication is vital to constructing an accurate and detailed patient history. A patient’s health or illness is influenced by many factors, including age, gender, ethnicity, and environmental setting. As an advanced practice nurse, you must be aware of these factors and tailor your communication techniques accordingly. Doing so will not only help you establish rapport with your patients, but it will also enable you to more effectively gather the information needed to assess your patients’ health risks. Nurs 6512 Wk 1 Discussion – Building a Health History.

For this Discussion, you will take on the role of a clinician who is building a health history for one of the following new patients:

·        76-year-old Black/African-American male with disabilities living in an urban setting

·        Adolescent Hispanic/Latino boy living in a middle-class suburb

·        55-year-old Asian female living in a high-density poverty housing complex

·        Pre-school aged white female living in a rural community. Nurs 6512 Wk 1 Discussion – Building a Health History.

·        16-year-old white pregnant teenager living in an inner-city neighborhood

To prepare:

With the information presented in Chapter 1 in mind, consider the following:

·        How would your communication and interview techniques for building a health history differ with each patient?

·        How might you target your questions for building a health history based on the patient’s age, gender, ethnicity, or environment?

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·        What risk assessment instruments would be appropriate to use with each patient?

·        What questions would you ask each patient to assess his or her health risks?

·        Select one patient from the list above on which to focus for this Discussion. Nurs 6512 Wk 1 Discussion – Building a Health History.

·        Identify any potential health-related risks based upon the patient’s age, gender, ethnicity, or environmental setting that should be taken into consideration.

·        Select one of the risk assessment instruments presented in Chapter 1 or Chapter 26 of the course text, or another tool with which you are familiar, related to your selected patient.

·        Develop at least five targeted questions you would ask your selected patient to assess his or her health risks and begin building a health history. Nurs 6512 Wk 1 Discussion – Building a Health History.

Post a 1 page paper APA format  1. a description of the interview and communication techniques you would use with your selected patient.

2. Explain why you would use these techniques.

3 Identify the risk assessment instrument you selected, and justify why it would be applicable to the selected patient.

4 Provide at least five targeted questions you would ask the patient. Nurs 6512 Wk 1 Discussion – Building a Health History.

Readings

·        Ball, J. W., Dains, J. E., Flynn, J. A., Solomon, B. S., & Stewart, R. W. (2015). Seidel’s guide to physical examination (8th ed.). St. Louis, MO: Elsevier Mosby.

o   Chapter 1, “The History and Interviewing Process” (pp. 1–21)

This chapter explains the process of developing relationships with patients in order to build an effective health history. The authors offer suggestions for adapting the creation of a health history according to age, gender, and disability. Nurs 6512 Wk 1 Discussion – Building a Health History.

o   Chapter 26, “Recording Information” (pp. 616–631)

This chapter provides rationale and methods for maintaining clear and accurate records. The authors also explore the legal aspects of patient records.

·        Sullivan, D. D. (2012). Guide to clinical documentation (2nd ed.). Philadelphia, PA: F. A. Davis.

o   Chapter 1, “Medicolegal Principles of Documentation” (pp. 1–12 and abbreviations, pp. 18)

o   Chapter 2, “The Comprehensive History and Physical Exam” (pp. 19–36)

·        Deeks, A., Lombard, C., Michelmore, J., & Teede, H. (2009). The effects of gender and age on health related behaviors. BMC Public Health, 9, 213–220.
Retrieved from the Walden Library databases.

This article describes a study that sought to determine the effects of gender and age on health-related behaviors. In the study, the authors also investigated the effects of screening practices, health beliefs, and perceived future health needs. Nurs 6512 Wk 1 Discussion – Building a Health History.

·        Delpierre, C., Lauwers-Cances, V., Datta, G. D., Berkman, L., & Lang, T. (2009). Impact of social position on the effect of cardiovascular risk factors on self-rated health. American Journal of Public Health, 99(7), 1278–1284.
Retrieved from the Walden Library databases.

This study assessed the influence of education level on the association between self-rated health and cardiovascular risk factors. The authors explain their methods and results, and they provide recommendations for similar studies in different countries and cultures.

·        Lee, D. W., Neumann, P. J., & Rizzo, J. A. (2010). Understanding the medical and nonmedical value of diagnostic testing. Value in Health, 13(2), 310–314.
Retrieved from the Walden Library databases.

The authors of this article detail their attempts to develop a framework for defining the potential value of diagnostic testing. The authors also discuss the implications of their framework for health care delivery systems. Nurs 6512 Wk 1 Discussion – Building a Health History.

·        University of Michigan Medical School. (2003). Geriatric functional assessment.
Retrieved from http://www.med.umich.edu/lrc/coursepages/m1/HGD/GeriatricFunctionalAssess.pdf

This article provides an exercise that emphasizes accurate functional status assessments and effective communication with older patients. The authors recommend tools and techniques to be used when caring for older patients.

Note about Uploading Media:
Please refer to the Kaltura Media Uploader page located in the course navigation menu.. The documents on this page provide guidance on how to upload media for your Health Assessment Videos assignments for this course.

Optional Resources

·        LeBlond, R. F., Brown, D. D., & DeGowin, R. L. (2009). DeGowin’s diagnostic examination (9th ed.). New York, NY: McGraw- Hill Medical.

o   Chapter 2, “History Taking and the Medical Record” (pp. 15–33). Nurs 6512 Wk 1 Discussion – Building a Health History.

NURS 6050 – Policy and Advocacy for Improving Population Health Essays and Exams

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NURS 6050 – Policy and Advocacy for Improving Population Health Essays and Exams

In today’s rapidly changing healthcare delivery system, decisions made within the political arena impact the future of healthcare systems and the populations that healthcare professionals serve. In this course, students examine healthcare reform and its impact on healthcare delivery, population health, and nursing practice. They evaluate policies that influence the structure, financing, and quality in healthcare and examine healthcare delivery from a global perspective. Through discussions, case studies, and other activities, students examine the effects of legal and regulatory processes on nursing practice, healthcare delivery, and population health outcomes. Students also examine ways to advocate for promotion and preservation of population health and gain the necessary skills to influence policy and support changes effected by the passing of new healthcare reform legislation.

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NURS 6050 Policy & Advocacy for Improving Population Health: Welcome & Course Readings

Welcome to your course guide

Please find your required library readings below. Please see the links on the left for library skills assignment support.

If you have problems with the links below, please contact the Library. If you have APA questions about these materials, please contact the Writing Center.

NURS 6050 Required Course Readings

The links are for required readings found in the Walden databases ONLY. For all other readings, see your course resources.

Enter your myWalden user name and password at the prompt. NURS 6050 – Policy and Advocacy for Improving Population Health Essays and Exams.

ANA’s Foundation of Nursing Reading:

Fowler, M. D., & American Nurses Association. (2008). Guide to the code of ethics for nurses: Interpretation and application. Silver Spring, MD: American Nurses Association.

American Nurses Association. (2010). Nursing’s social policy statement: The essence of the profession. Silver Spring, MD: American Nurses Association. American Nurses Association. (2010). Nursing: Scope & standards of practice. Silver Spring, MD: American Nurses Association.

Backer, E. L., Geske, J. A., McIlvain, H. E., Dodendorf, D. M., & Minier, W. C. (2005). Improving female preventive health care delivery through practice change: An Every Woman Matters study. Journal of the American Board of Family Practice, 18(5), 401–408.

Bainbridge, D., Brazil, K., Krueger, P., Ploeg, J., & Taniguchi, A. (2010). A proposed ystems approach to the evaluation of integrated palliative care. BMC Palliative Care, 9, 8-19. doi: 10.1186/1472-684X-9-8 

Begley, A. (2010). On being a good nurse: Reflections on the past and preparing for the future. International Journal of Nursing Practice, 16(6), 525-532. doi: 10.1111/j.1440-172X.2010.01878.x   

Berwick, D. (2005). My right knee. Annals of Internal Medicine, 142(2), 121–125.

Bloch, G., Rozmovits, L., & Giambrone, B. (2011). Barriers to primary care responsiveness to poverty as a risk factor for health. BMC Family Practice, 12, 62. doi: 10.1186/1471-2296-12-62

Craig, H. D. (2010). Caring enough to provide healthcare: An organizational framework for the ethical delivery of healthcare among aging patients. International Journal for Human Caring, 14(4), 27-30.

Crippen, D., & Barnato, A. E. (2011). The ethical implications of health spending: Death and other expensive conditions.Journal of Law, Medicine & Ethics, 39(2), 121-129. doi: 10.1111/j.1748-720X.2011.00582.

Davis-Alldritt, L. (2011). Presidential inaugural address: Advocacy, access, and achievement. Journal of School Nursing, 27(4), 249-251.

Deyton, L., Hess, W. J., & Jackonis, M. J. (2008, Winter). War, its aftermath, and U.S. health policy: Toward a comprehensive health program for America’s military personnel, veterans, and their families. Journal of Law, Medicine, & Ethics, 36(4), 677-689.

Erlen, J. (2010). Informed consent: Revisiting the issues. Orthopaedic Nursing, 29(4), 276-80. doi:10.1097/NOR.0b013e3181e517f1

Gallagher, T. H. (2009). A 62-year-old woman with skin cancer who experienced wrong-site surgery: Review of medical error. JAMA: Journal of the American Medical Association, 302(6), 669–677. doi: 10.1001/jama.2009.1011

Gardner, D. (2010). Health policy and politics. Expanding scope of practice: Inter-professional collaboration or conflict?Nursing Economic$, 28(4), 264-266.

Goethals, S., Gastmans, C., & Dierckx de Casterle, B. (2010). Nurses’ ethical reasoning and behaviour: A literature review. International Journal of Nursing Studies, 47(5), 635-650. doi: 10.1016/j.ijnurstu.2009.12.010

Hancock, C., & Cooper, K. (2011). A global initiative to tackle chronic disease by changing lifestyles. Primary Health Care, 21(4), 24-26.

Harrowing, J. (2009). The impact of HIV education on the lives of Ugandan nurses and nurse-midwives. Advances in Nursing Science, 32(2), E94-E108. doi: 10.1097/ANS.0b013e3181a3d754

Karpf, T., Ferguson., & Swift, R. (2010). Light still shines in the darkness: Decent care for all. Journal of Holistic Nursing, 28(4), 266-274. doi: 10.1177/0898010109359310

Kindig, D. (2007). Understanding population health terminology.  The Milbank Quarterly, 85(1), 139-61. doi: 10.1111/j.1468-0009.2007.00479.x

Kindig, D., Asada, Y., & Booske, B. (2008). A population health framework for setting national and state health goals.JAMA, 299(17), 2081-2083. doi: 10.1001/jama.299.17.2081

Koplan, J. P., Bond, C., Merson, M. H., Reddy, K. S., Rodriquez, M. H., Sewankambo, N. K., & Wasserheit, J. N. (2009). Towards a common definition of global health. The Lancet, 373, 1993–1995.

Mullinix, C., & Bucholtz, D. (2009). Role and quality of nurse practitioner practice: A policy issue. Nursing Outlook, 57(2), 93-8. doi:10.1016/j.outlook.2008.07.006

Paquin, S. (2011). Social justice advocacy in nursing: What is it? How do we get there?. Creative Nursing, 17(2), 63-67. : 10.1891/1078-4535.17.2.63

Pavlish, C., Brown-Saltzman, K., Hersh, M., Shirk, M., & Rounkle, A. (2011). Nursing priorities, actions, and regrets for ethical situations in clinical practice. Journal of Nursing Scholarship, 43(4), 385-395. doi: 10.1111/j.1547-5069.2011.01422.x  NURS 6050 – Policy and Advocacy for Improving Population Health Essays and Exams.

Reinhardt, U. E. (2010, Jan 20). State of the nation (a special report): Voices—A good start. The Wall Street Journal, p. R5.

Reinhardt, U. E. (2010, Jan 30). Repercussions of simplicity. New York Times p. A14.

Schwartz, S., Ireland, C., Strecher, V., Nakao, D., Wang, C., and Juarez, D. (2010). The economic value of a wellness and disease prevention program. Population Health Management, 13(6), 309-317. doi: 10.1089/pop.2009.0070

Soloman, P. (2010). Inter-professional collaboration: Passing fad or way of the future? Physiotherapy Canada, 62(1), 47-55. doi: 10.3138/physio.62.1.47

Stein, R. (2010, Nov 08). Medicare renews debate on health costs. The Washington Post, pp. A.1-A.1.

Stein, R. (2010, Nov 08). Review of prostate cancer drugs Provenge renews medical cost-benefit debate. The Washington Post.

Tengland, P. (2010). Health promotion and disease prevention: Logically different conceptions? Health Care Analysis, 18(4), 323-341.doi: 10.1007/s10728-009-0125-0

Zomorodi, M., & Foley, B. (2009). The nature of advocacy vs. paternalism in nursing: Clarifying the ‘thin line.’ Journal of Advanced Nursing, 65(8), 1746–1752. doi: 10.1111/j.1365-2648.2009.05023.x NURS 6050 – Policy and Advocacy for Improving Population Health Essays and Exams.

 

Epidemiology Assignment Paper

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Epidemiology Assignment Paper

Include the following in your assignment:

  1. A thorough description of the disease including causes, mode of transmission, symptoms, treatment and complications. Discuss the demographic most affected-incidence, prevalence, morbidity and mortality.
  2. What are the determinants of health affecting this disease? https://www.healthypeople.gov/2020/about/foundation-health-measures/Determinants-of-Health.
  3. Identify the epidemiologic triad including host, agent and environmental factors as related to this disease.
  4. Discuss the role of the public health nurse in relation to this disease. How is the public health nurse involved in finding, reporting, collection and analysis of data and follow up?

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A minimum of three references is required. The written essay should be at least 1250 words in length.

APA format is required Epidemiology Assignment Paper.

Pharmacotherapy of Mental & CNS Disorders Essay

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Module 7 Overview

Introduction

This week we will focus on the pharmacotherapeutics of mental and CNS disorders, including commonly occurring conditions and their commonly prescribed medications.

Learning Objectives

After completing this module, you will be able to:

  • Utilize advanced nursing and pharmacological interventions in mental and CNS disorders to resolve complex and biological, psychological, physiological and pathophysiologic conditions.
  • Teach patients, family members, and others from diverse populations regarding safe and effective use of drugs and natural products in mental and CNS disorders. Pharmacotherapy of Mental & CNS Disorders Essay

Reading & Resources

Read Chapters 38-45. In Arcangelo, V. P., & Peterson, A. M. (2017). Pharmacotherapeutics for advanced practice: A practical approach (4th ed.). Philadelphia, PA: Wolters Kluwer/Lippincott Williams & Wilkins.

Learning Activities

  • Discussion: Participate in Discussion 7.
  • Assignment: Complete & Submit Assignment 3. Click on the Assignment 3 link for more details.

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Discussion 7

J. T., who is a Native American male, age 8, is always interrupting his teacher, jumping out of his seat in class, fidgeting relentlessly, and butting into other children’s games. At home, he runs around recklessly and is uncontrollable. His mother comes to the CNP in the Pediatric Clinic and wonders why he will not listen. She is concerned because his grades at school are dropping. After medical evaluation, you find nothing wrong with J. T. physically, and he is taking no other medications. Through questioning, you determine that he has trouble concentrating on his homework, often forgets he has homework, loses pieces of games frequently, and hates to sit and read. His mother is unsure of the time frame over which these behaviors developed, but she thinks it has been since her second child was born 5 years ago. Pharmacotherapy of Mental & CNS Disorders Essay While in your office, J. T. did not seem to be hyperactive or inattentive, but you notice he is easily distracted by people passing in the hallway because the door is slightly ajar.

Diagnosis: Attention-Deficit Hyperactive Disorder (ADHD)

In this discussion forum:

  1. Discuss specific goals for pharmacotherapy for treating J. T.’s ADHD.
  2. Discuss the first-line drug therapy for J. T., and why.
  3. Discuss monitoring parameters you would institute for J. T.’s parents and his teachers.
  4. Discuss specific patient education you would provide to J. T.’s parents based on the prescribed therapy.

Remember to respond to at least two of your peers. Please see the Course Syllabus for Pharmacotherapy of Mental & CNS Disorders Essay Discussion Participation Requirements and Grading Criteria.

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