Mucor belongs to the mold genus, together with yeasts and mushrooms. Mucor comprises of several species which have been identified across the globe. They are eukaryotic organisms living in soil, plants, rotting matter, digestive systems and are capable of causing fatal infections among patients whose immune systems are compromised. Infections from these forms of fungi result in what is commonly known as mucormycosis. Typically, mucormycosis attacks the lungs and sinuses, but may at times affect any part of the body in immunocompromised persons (Rajagopalan, Tachamo, Pathak & Hingorani, 2016). The symptoms of the illness manifest depending on the route of exposure.
Currently, research has identified cutaneous as well as pulmonary exposure (Spellberg & Ibrahim, 2010). Individuals who are at an increased risk of developing mucormycosis include all cases of immune suppression, including those with organ transplants. Patients with ketoacidosis also have a higher chance of developing the disease. Prompt management of the symptoms is essential, bearing in mind the rapidity upon which the infection spreads. The disease attacks the alveoli mucor, which is the first line of defense. A weak defense will allow spores to penetrate within the spaces in the alveoli, an occurrence that triggers a person’s body to trigger an immune reaction in response. A result will be an increase in the number of leucocytes in the alveoli. Similarly, the increase in reactions will cause excess fluid to leak from the blood vessels to the alveoli, causing pneumonia.
Nursing Interventions
Place the patient on oxygen if they are not receiving hyperbaric treatment. In the meantime, the nurse should monitor the patient’s vital signs and pain frequently. Pneumonia impairs the oxygen transport system; necessitating the need for initiating an incentive spirometer aimed at expelling excess fluids from the lungs (Spellberg, 2017).
Question 2
The abnormal laboratory values include a pH of 7.5, partial pressure of oxygen=59, bicarbonate level of 29, partial pressure of 25. All these values show that the patient’s body is compensated partially. The patient has lymphocytes level of 10%, indicating that their immune system is compromised. Similarly, the increased white blood cell count of 15,200/mm means that presence of infection cannot be ruled out in this particular patient.
Question 3
The most important aspect of this patient’s plan of care would be to address the underlying cause of their current state. Neutropenia should be managed by use of colony stimulating factors whereas insulin should be given to patients with diabetic ketoacidosis. Whichever the case, immunosuppressive drugs need to be avoided since they would only worsen the patient’s case. According to Spellberg & Ibrahim, (2010), the lipid formulations of Amphotericin B deoxycholate would safely be administered to patients with mucormycosis. Their significantly reduced nephrotoxicity nature allows practitioners to deliver high doses for long. The drug remains highly preferred since they are more affordable and result in fewer effects. Amphotericin B deoxycholate is administered in the same manner as the lipid formulations of Amphotericin B deoxycholate. The only difference is that the latter cannot be used patients with cardiac conditions (Spellberg, 2017).
Posaconazole and, or isavuconazole medications should be considered in cases where patients do not respond to Amphotericin B treatment. These drugs may be used conjunctively, or when an initial treatment of Amphotericin B has been done (Spellberg, 2017). Of the drugs discussed, Amphotericin B can only be administered intravenously, while the rest can be given by mouth or through the vein. Sometimes, a doctor may request for surgery to cut away the tissue, or tissues (Spellberg, 2017).

A poem by T.S. Eliot (1943) says, “We had the experience but missed the meaning.” As your experience in this course comes to a close, I don’t want you to miss the meaning of the materials you have read, papers you have written, and discussions we have had throughout the session. They are more than a series of assignments and grades – the end result should be an improvement in your higher-order thinking and your ability to make connections between thoughts and ideas.
You can achieve that through reflection, the art of taking charge of your own mind. Reflection is a mental process that challenges you to use critical thinking to examine the course information, analyze it carefully, make connections with previous knowledge and experience, and draw conclusions based on the resulting ideas.
A well cultivated critical thinker (Paul & Elder, 2008): raises vital questions and problems, formulating them clearly and precisely; gathers and assesses relevant information, using abstract ideas to interpret it effectively comes to well-reasoned conclusions and solutions, testing them against relevant criteria and standards; thinks open-mindedly within alternative systems of thought, recognizing and assessing, as need be, their assumptions, implications, and practical consequences; and communicates effectively with others in figuring out solutions to complex problems.
For this discussion, take some time to reflect upon 2 concepts that you learned in this course. What are the concepts? What insight or ideas did you gain from learningeach of these concepts? Were there aspects of the concepts that you would challenge? What is the importance of these concepts to public health? How will you use this new wisdom in your current or future career? In order to earn maximum credit, the comment should be more than your opinion, and more than a quick “off the top of your head” response. Be sure to support your statements, cite sources properly within the text of your comments, and list your reference(s). The response must be a minimum of 250 words.
Britton, B. & Serrat (2013). Reflective Practice. Retrieved from http://www.slideshare.net/Celcius233/reflective-practice-27714069
Eliot. T.S. (1944) Four Quartets, The Dry Salvages, pt.2. London. Paul, R. & Elder, L. (February, 2008). The Miniature Guide to Critical Thinking Concepts and Tools. Foundation for Critical Thinking Press

Stereotypes and Prejudices
1. Think about the stereotypes (both negative and positive) that you hold about various groups of people. Identity the specifically for various groups by writing them down and saying them out loud. Try to identify the origins of each stereotype. Where did it come from? Examples to consider:   a) Mexicans    b) African Americans        c) Japanese            d) Chinese e) Vietnamese  f) Native Americans    g) Central Americans    h) Middle Easterners   i) Jews      j) White Americans  k) Irish Catholic   l) Italian Americans   m) Southerners   n) men                  o) Women   p) Gay men   q) Lesbians    r) Poor people   s) wealthy people  t) The physically challenged Please feel free to include other groups. 2. For the ethnic categories, think about whether or not your stereotypes vary by gender or social class. identify those stereotypes. For the other categories, think about whether your stereotypes vary by race or ethnicity. Do you make other distinctions within groups and hold stereotypes based on those distinctions? Try to identify the origins of each stereotype that you identify. 3. Are you aware of the stereotypes that are held about the groups that you belong to? Identify them, Are they positive or negative? What impact have they had on you? 4. think about situations where your found yourself making generalizations about people. When do your stereotypes become activated. How do they impact your behavior and interactions with people. 5. Both personally and in interactions with others, are there some stereotypes that you challenge and some that you accept as “truth”?  Identify some of those that you tend to challenge and those that you tend to accept. Why do you think you challenge/accept those specific stereotypes? 6a. In what ways  do you think stereotypes and generalizations about groups of people can  impact the process of intercultural psychotherapy?   b. What are some potential implications of stereotypes for your work as a therapist?
Answer each quetion with about one paragraph. The post self 2 first appeared on Nursing School Essays.

Research Methods Literature Review
Prior to beginning work on this assignment, review the qualitative and quantitative research designs encountered so far in this course.
For your literature review, you will select one design from each of the following categories.
Category
Non-experimental
Quantitative experimental
Qualitative
Mixed methods
Designs
DescriptiveArchivalObservationalCorrelationalSurvey research
Pretest-posttest control groupPosttest-only control groupSolomon four-group
EthnographyPhenomenologyGrounded theoryNarrativeParticipatory action research (PAR)
ExplanatoryExploratoryTriangulationParallel
Visit the Research Methods research guide in the Ashford University Library and search the databases for a minimum of one peer-reviewed journal article published within the last 10 years about each of the research designs you selected. The articles must not be research studies using the designs. Instead, they must be about how to conduct a study using the design. Examples of acceptable articles for this assignment are listed at the Suggested Articles tab in the Research Methods research guide.In your paper, briefly outline the topic you selected for your Final Research Proposal in Week One and apply the scientific method by suggesting both a specific research question and a hypothesis for the topic. Evaluate your chosen peer-reviewed articles summarizing each and explaining how the research design described could be useful for designing original research on your topic. Compare and contrast the paradigms or worldviews inherent in the methodology associated with each research design. Apply professional standards and situate yourself as a researcher by identifying which of these approaches best fits with your worldview.
The Research Methods Literature Review

Must be four to six double-spaced pages in length (not including title and reference pages) and formatted according to APA style as outlined in the Ashford Writing Center (Links to an external site.)Links to an external site..
Must include a separate title page with the following:

Title of paper
Student’s name
Course name and number
Instructor’s name
Date submitted

Must use at least four peer-reviewed sources published within the last 10 years.
Must document all sources in APA style as outlined in the Ashford Writing Center.
Must include a separate reference page that is formatted according to APA style as outlined in the Ashford Writing Center.

2–3 page essay
Abraham Maslow (1908–1970) was a humanistic psychologist who studied motivation. He believed that individuals moved through various stages in their quest for self-actualization.

Briefly describe Maslow’s Hierarchy of Needs (1970) model including the 5 stages.  
Do you believe a child or adolescent could self-actualize or are only adults capable? Why?  
Is it best to work through the stages yourself or with the help of others? Why?  
Which of the following hardships would create the largest problem for someone trying to self-actualize (explain why):

Loss of job
Discrimination
Damage to reputation  

Which stage(s) would completing your degree or certificate program satisfy? Explain why.  
The post psych_u2ip first appeared on Nursing School Essays.