the Portfolio Project Things Fall Apart, management homework help

The Portfolio Project is designed to require you to expand your understanding ofThings Fall Apartby combining knowledge and application of content with your own interpretation and judgment. For the Portfolio Project, you will write a research paper about Chinua Achebe’s Things Fall Apart, supplementing your own interpretation with information from three to five other sources. Your interpretation of this novel should reflect an international perspective. Information about planning your research paper and conducting your research can be found in the lecture material for Module 5. The portfolio project is due in Week 8.

Essay Formatting Requirements:

  • 5-7 pages.
  • Minimum of three sources (excluding the novel) – must be credible, authored sources; anonymous websites or sites like Wikipedia are not acceptable as one of your three main sources.
  • Double-spaced, Times New Roman, 12-point font.
  • Title Page: for an explanation of how to formulate a title page in APA, see The Purdue OWL(scroll down to “Title Page”), or use the APA template provided in the CSU-Global Library. (Titled “Does Your Paper Look Like This?”)
  • Insert page numbers in the top right-hand corner.
  • Include a Reference Page.
  • UseCSU-Global Guide to Writing and APA Requirementsfor correct APA formatting in the paper and on the reference page.
  • Your final paper will be graded not only based on content but also based upon the quality of your writing, syntax, and grammar. Please be sure to pay special attention to the quality of your written work. It is highly recommended that you closely proofread your assignment prior to submission. In addition, you are again expected to provide support for your arguments based upon both the required and recommended readings for the course and your research, as well as to incorporate any relevant points culled from the discussion boards. Review the Portfolio Rubric, located in Course Information.
  • Finally, you will take the particular research question that you are developing as the thesis of your Portfolio Project and contextualize it in such a way as to convey an international or multicultural understanding of the novel. For example, if you are developing a cultural analysis of the novel, you would need to answer, as a part of your research thesis, how one culture develops in direct competition against the emergence of another foreign culture. Or, if you are developing a feminist analysis, you would need to answer, as a part of your research question, how one culture’s treatment of women changes when confronted by another culture’s differing attitude toward women. Or, if you were doing a direct compare/contrast analysis, you would need to directly compare specific aspects of one culture against another culture.
  • In other words, any critical perspective from which you frame your thesis and overall paper needs to convey a sharper international or multicultural understanding of the novel and should be reflected in your outline and reference list.

 

 

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550 Leadership

    Briefly describe the leadership traits that you possess as identified in the results of your leadership self-assessment activity in Module One. Do you agree or disagree with the results? Regarding the skill-building exercise, list and discuss one area of strength from your experience and one area where you need to gain experience and/or professional development. State a brief development plan to gain this professional skill and experience.

    Respond to at least two of your classmates’ posts, reflecting on the results of their self-assessments and development plan.

    For additional details, please refer to the Modules One Through Eight Discussion Board Rubric document in the Assignment Guidelines and Rubrics section of the course.

500words

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How a Law Becomes a Law, homework help

According to the Library of Congress, approximately 40,000 state and federal laws are ratified annually. For this reason, it is important to have an understanding of the manner in which a law is enacted. Imagine that your supervising attorney has approached you to research this topic.

Write a two to three (2-3) page paper in which you:

  1. Identify the source(s) from which the authority to legislate is derived. Determine whether or not Congress has unreasonably and unlawfully expanded upon an identified source’s authority to legislate. Provide a rationale for your response.
  2. Examine the value of dicta to the judicial decisions. Provide two (2) examples that illustrate the potential effect of dicta on judicial decisions.
  3. Use at least two (2) quality references. Note: Wikipedia and other Websites do not qualify as academic resources.

Your assignment must follow these formatting requirements:

  • Be typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all sides; citations and references must follow APA or school-specific format. Check with your professor for any additional instructions.
  • Include a cover page containing the title of the assignment, the student’s name, the professor’s name, the course title, and the date. The cover page and the reference page are not included in the required assignment page length.

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interprofessional health-care team

Discuss the importance of effective communication in the personal relationship, the therapeutic relationship, and the relationship within the interprofessional health-care team.2. What similarities and differences can you identify among the above interactions? 3. Explain the concept of congruence between verbal and nonverbal communication.4. There are many pitfalls to electronic communication. Identify a situation in which an electronic form of communication may result in a miscommunication. What other method of communication would have been more effective? 5. How have you seen ISBAR used during your clinical experiences? 6- Develop a hand-off report for yourself. Include items that you believe are pertinent for safe and effective nursing care. Refer to the information in the chapter for creating this report form. Using the information from the chapter, determine the effectiveness of the system currently in use on your unit for communicating shift-to-shift reports. 7-Dr. Roberts comes into the nurses’ station demanding, “Where are Mr. Adams’s lab reports? I ordered these stat, and they’re not here! Who’s responsible for this patient?” How would you, as the nurse, respond? 8-Explain the concept of accountability in delegation. What are the legal ramifications of accountability in delegation?9. Dennie and Elias arrive in the unit for the 7:00 p.m. to 7:00 a.m. shift. Both nurses completed orientation 4 weeks ago. They find that they will be the only two RNs on the floor that night. There is a census of 48 clients. The remaining staff consists of two NAPs/UAPs and one LPN. What are the responsibilities of the RN, NAP/UAP, and LPN? Can Dennie and Elias effectively delegate client care tasks and care safely for all 48 clients? Use the Delegation Tree to make your decisions.10. Discuss the differences between direct delegation and indirect delegation.  1. You have to observe delegation procedures in your assigned unit:A-What considerations does the RN take into account when delegating patient care? 2-You have to look at the unit census and prioritize the patient care:A- Give the rationale foryour choices.3.Answer the following questions during your clinical experiences:a. What specific tasks did your patients require that you might have been able to delegate?b. How effective was your nurse/preceptor in delegating tasks to others? c. How did your nurse/preceptor ensure that the tasks were completed safely and appropriately?

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Autonomy

A. Research and define the following terms as they relate to the legal and medical ethics presented in the story My Sister’s Keeper. These are the central issues needed to base a medical opinion about any case in court. (12 points)

Medical Ethics:

  • Autonomy
  • Veracity
  • Fidelity
  • Beneficence
  • Non-maleficence
  • Justice

B. Using these as 6 criterion, describe how each of these characteristics related back to the legal arguments and behaviors exhibited by the prosecuting and defense attorneys in this case.

C. Then, in two to three paragraphs, describe the moral, practical, and emotional complication of putting one child in unnecessary pain and danger for the well-being of another?

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Healing and Autonomy

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

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

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.

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Episodic/Focused

Episodic/Focused   SOAP Note Exemplar (pls use this template)
Focused   SOAP Note for a patient with chest pain

S.
CC: “Chest pain”
HPI: The patient is a 65 year old AA male who developed sudden onset of   chest pain, which began early this morning.  The pain is described as   “crushing” and is rated nine out of 10 in terms of intensity. The pain is   located in the middle of the chest and is accompanied by shortness of breath.   The patient reports feeling nauseous. The patient tried an antacid with   minimal relief of his symptoms.
PMH: Positive history of GERD and hypertension is controlled
FH: Mother died at 78 of breast cancer; Father at 75 of CVA.  No   history of premature cardiovascular disease in first degree relatives.
SH : Negative for tobacco abuse, currently or previously; consumes   moderate alcohol; married for 39 years
ROS
General–Negative for fevers,   chills, fatigue
Cardiovascular–Negative for   orthopnea, PND, positive for intermittent lower extremity edema
Gastrointestinal–Positive for   nausea without vomiting; negative for diarrhea, abdominal pain
Pulmonary–Positive for   intermittent dyspnea on exertion, negative for cough or   hemoptysis

O.

VS:   BP 186/102; P 94; R 22; T 97.8; 02 96% Wt 235lbs; Ht 70”

General–Pt appears diaphoretic and anxious

Cardiovascular–PMI is in the 5th inter-costal   space at the mid clavicular line. A grade 2/6 systolic decrescendo murmur is   heard best at the

second   right inter-costal space which radiates to the neck.

A   third heard sound is heard at the apex. No fourth heart sound or rub are   heard. No cyanosis, clubbing, noted, positive for bilateral 2+ LE edema is   noted.

Gastrointestinal–The abdomen is symmetrical   without distention; bowel

sounds   are normal in quality and intensity in all areas; a

bruit   is heard in the right para-umbilical area. No masses or

splenomegaly   are noted. Positive for mid-epigastric tenderness with deep palpation.

Pulmonary— Lungs are clear to   auscultation and percussion bilaterally

Diagnostic   results: EKG, CXR, CK-MB (support with evidenced and guidelines)

A.

Differential   Diagnosis:

1)   Myocardial Infarction (provide supportive documentation with evidence based   guidelines).

2)   Angina (provide supportive documentation with evidence based guidelines).

3)   Costochondritis (provide supportive documentation with evidence based   guidelines).

Primary   Diagnosis/Presumptive Diagnosis: Myocardial Infarction

P. This section is not required for the assignments in this course (NURS 6512) but will be required for future courses.

Assignment 1: Case Study Assignment: Assessing Neurological Symptoms

Case #2: 

CASE STUDY 2: Numbness and Pain A 47-year-old obese female complains of pain in her right wrist, with tingling and numbness in the thumb and index and middle fingers for the past 2 weeks. She has been frustrated because the pain causes her to drop her hair-styling tools

Imagine not being able to form new memories. This is the reality patients with anterograde amnesia face. Although this form of amnesia is rare, it can result from severe brain trauma. Anterograde amnesia demonstrates just how impactful brain disorders can be to a patient’s quality of living. Accurately assessing neurological symptoms is a complex process that involves the analysis of many factors.

In this Case Study Assignment, you will consider case studies that describe abnormal findings in patients seen in a clinical setting.

To Prepare

·  You will be assigned to a specific case study for this Case Study Assignment (Please see Above)

· Also, your Case Study Assignment should be in the Episodic/Focused SOAP Note format( as in exampler above) rather than the traditional narrative style format. Refer to Chapter 2 of the Sullivan text and the Episodic/Focused SOAP Template in the Week 5 Learning Resources for guidance. Remember that all Episodic/Focused SOAP notes have specific data included in every patient case.

With regard to the case study you were assigned:

· Review this week’s Learning Resources, and consider the insights they provide about the case study.

· Consider what history would be necessary to collect from the patient in the case study you were assigned.

· Consider what physical exams and diagnostic tests would be appropriate to gather more information about the patient’s condition. How would the results be used to make a diagnosis?

· Identify at least five possible conditions that may be considered in a differential diagnosis for the patient.

·

The Case Study Assignment

Use the Episodic/Focused SOAP Template and create an episodic/focused note about the patient in the case study to which you were assigned using the episodic/focused note template provided ( ABOVE). Provide evidence from the literature to support diagnostic tests that would be appropriate for each case. List five different possible conditions for the patient’s differential diagnosis, and justify why you selected each.

Resource for references

Ball, J. W., Dains, J. E., Flynn, J. A., Solomon, B. S., & Stewart, R. W. (2019). Seidel’s guide to physical examination: An interprofessional approach (9th ed.). St. Louis, MO: Elsevier Mosby.

  • Chapter 7, “Mental Status”

    This chapter revolves around the mental status evaluation of an      individual’s overall cognitive state. The chapter includes a list of      mental abnormalities and their symptoms.

  • ·Chapter 23, “Neurologic System”

    The authors of this chapter explore the anatomy and physiology of the      neurologic system. The authors also describe neurological examinations and      potential findings.

Dains, J. E., Baumann, L. C., & Scheibel, P. (2019). Advanced health assessment and clinical diagnosis in primary care (6th ed.). St. Louis, MO: Elsevier Mosby.

Credit Line: Advanced Health Assessment and Clinical Diagnosis in Primary Care, 6th Edition by Dains, J.E., Baumann, L. C., & Scheibel, P. Copyright 2019 by Mosby. Reprinted by permission of Mosby via the Copyright Clearance Center.

Chapter 4, “Affective Changes”
This chapter outlines how to identify the potential cause of affective changes in a patient. The authors provide a suggested approach to the evaluation of this type of change, and they include specific tools that can be used as part of the diagnosis.

Chapter 9, “Confusion in Older Adults”
This chapter focuses on causes of confusion in older adults, with an emphasis on dementia. The authors include suggested questions for taking a focused history as well as what to look for in a physical examination.

Chapter 13, “Dizziness”
Dizziness can be a symptom of many underlying conditions. This chapter outlines the questions to ask a patient in taking a focused history and different tests to use in a physical examination.

Chapter 19, “Headache”
The focus of this chapter is the identification of the causes of headaches. The first step is to ensure that the headache is not a life-threatening condition. The authors give suggestions for taking a thorough history and performing a physical exam.

Chapter 31, “Sleep Problems”
In this chapter, the authors highlight the main causes of sleep problems. They also provide possible questions to use in taking the patient’s history, things to look for when performing a physical exam, and possible laboratory and diagnostic studies that might be useful in making the diagnosis.

Sullivan, D. D. (2019). Guide to clinical documentation (3rd ed.). Philadelphia, PA: F. A. Davis.

  • Chapter 2, “The Comprehensive History      and Physical Exam” (“Cranial Nerves and Their Function” and      “Grading Reflexes”) (Previously read in Weeks 1, 2, 3, and 5)

Seidel, H. M., Ball, J. W., Dains, J. E., Flynn, J. A., Solomon, B. S., & Stewart, R. W. (2011). Physical examination objective data checklist. In Mosby’s guide to physical examination (7th ed.). St. Louis, MO: Elsevier Mosby.

Credit Line: Mosby’s Guide to Physical Examination, 7th Edition by Seidel, H. M., Ball, J. W., Dains, J. E., Flynn, J. A., Solomon, B. S., & Stewart, R. W. Copyright 2011 by Elsevier. Reprinted by permission of Elsevier via the Copyright Clearance Center.

Ball, J. W., Dains, J. E., Flynn, J. A., Solomon, B. S., & Stewart, R. W. (2019). Neurologic system: Student checklist. In Seidel’s guide to physical examination: An interprofessional approach (9th ed.). St. Louis, MO: Elsevier Mosby.

Credit Line: Seidel’s Guide to Physical Examination, 9th Edition by Ball, J. W., Dains, J. E., Flynn, J. A., Solomon, B. S., & Stewart, R. W. Copyright 2019 by Elsevier Health Sciences. Reprinted by permission of Elsevier Health Sciences via the Copyright Clearance Center.

Ball, J. W., Dains, J. E., Flynn, J. A., Solomon, B. S., & Stewart, R. W. (2019). Neurologic system: Key points. In Seidel’s guide to physical examination: An interprofessional approach (9th ed.). St. Louis, MO: Elsevier Mosby.

Credit Line: Seidel’s Guide to Physical Examination, 9th Edition by Ball, J. W., Dains, J. E., Flynn, J. A., Solomon, B. S., & Stewart, R. W. Copyright 2019 by Elsevier Health Sciences. Reprinted by permission of Elsevier Health Sciences via the Copyright Clearance Center.

Ball, J. W., Dains, J. E., Flynn, J. A., Solomon, B. S., & Stewart, R. W. (2019). Mental status: Student checklist. In Seidel’s guide to physical examination: An interprofessional approach (9th ed.). St. Louis, MO: Elsevier Mosby.

Credit Line: Seidel’s Guide to Physical Examination, 9th Edition by Ball, J. W., Dains, J. E., Flynn, J. A., Solomon, B. S., & Stewart, R. W. Copyright 2019 by Elsevier Health Sciences. Reprinted by permission of Elsevier Health Sciences via the Copyright Clearance Center.

Bearden , S. T., & Nay, L. B. (2011). Utility of EEG in differential diagnosis of adults with unexplained acute alteration of mental status. American Journal of Electroneurodiagnostic Technology, 51(2), 92–104.

This article reviews the use of electrocenographs (EEG) to assist in differential diagnoses. The authors provide differential diagnostic scenarios in which the EEG was useful.

Athilingam, P ., Visovsky, C., & Elliott, A. F. (2015). Cognitive screening in persons with chronic diseases in primary care: Challenges and recommendations for practice. American Journal of Alzheimer’s Disease & Other Dementias, 30(6), 547–558. doi:10.1177/1533317515577127

Sinclair , A. J., Gadsby, R., Hillson, R., Forbes, A., & Bayer, A. J. (2013). Brief report: Use of the Mini-Cog as a screening tool for cognitive impairment in diabetes in primary care. Diabetes Research and Clinical Practice, 100(1), e23–e25. doi:10.1016/j.diabres.2013.01.001

Roalf, D. R., Moberg, P. J., Xei, S. X., Wolk, D. A., Moelter, S. T., & Arnold, S. E. (2013). Comparative accuracies of two common screening instruments for classification of Alzheimer’s disease, mild cognitive impairment, and healthy aging. Alzheimer’s & Dementia, 9(5), 529–537. doi:10.1016/j.jalz.2012.10.001. Retrieved from http://www.alzheimersanddementia.com/article/S1552-5260(12)02463-6/abstract 

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essay of Multimedia Law, communications homework help

I will expect you to think critically about First Amendment rights as you develop this essay. Four cases will be presented after these instructions. You are to write your essay on only one of the cases. In your essay, address the questions posed following the scenario, but make it all flow as though those questions are thoughts you have and know that they must be considered in arriving at a solution to your journalistic dilemma. Do not list the questions within your essay and then answer them individually. You must fully justify the path you choose. In other words, whether you choose a solution that is provided to you within the case scenario or another one you have come up with on your own, you must explain completely why you have made this choice. Refer to at least two previously decided cases (precedent) as partial support for your decision. Remember: The First Amendment is NOT a precedent. Do not start off writing the scenario as it appears in this assignment simply to add words to your essay. You may begin by briefly explaining the dilemma you are facing.Include page numbers The cases follow:

Case 1 How much information should you report? THE SCENARIO: You are a reporter for a local newspaper. You come back to the office one day to find several staff members discussing this story: Two teenagers have been killed in an automobile accident. The driver, who survived, had been drinking prior to the accident. The two girls in the back seat, both of whom were killed, were nude at the time of the accident. Your colleague, another reporter, is pushing for all the known facts to be reported. But the editor argues that the fact of the girls’ nudity should not be revealed; he claims that such information will just be an additional insult to their parents, who already are suffering from the girls’ deaths. Ask: Do you have a right to publish: The fact that the driver was drinking? The fact that the girls were nude at the time of the accident? 2 Would it be responsible to publish these facts in reporting the accident? Brainstorm ALONE about things to consider in deciding whether to report this information: Do we have all the facts? Has anyone interviewed the survivor? Does the newspaper have a policy on printing names of sexual-assault victims? Will publishing the information help anyone else?

 Case 2 Detachment or involvement? THE SCENARIO: You are a reporter for a large urban daily. The paper plans a major series on poverty. Your editor assigns you to do an in-depth piece on the effects of poverty on children, with special emphasis on what happens when drug addiction becomes part of the story. You have identified several families willing to be subjects for the story. Three families agree to be photographed — and identified — and you spend four months with them, visiting their homes every day and observing what goes on. You tell them your job is to be an observer — a “fly on the wall” — so you can gather information for this important series. In one home, you watch as a mother allows her three-year-old daughter to go hungry for 24 hours. You see this same child living in a filthy room, stepping on broken glass and sleeping on a urine-soaked mattress. You know the mother is HIV-positive and you watch as she brushes her daughter’s teeth with the same toothbrush she uses. You see the mother hit the child with full force. You see the little girl about to bite on an electrical cord. Her plight haunts you. What do you do to satisfy both your conscience and your responsibilities as a reporter? A. Report the mother to the authorities so the girl will be removed from this environment and placed in a foster home. Then write the story. B. Write the story first, detailing your observations. After the story has been published, notify the authorities, giving the mother’s address. C. Write the story, but don’t identify the mother or child to police or social service authorities. Remember, you are a reporter. You’ve put the information in the newspaper. It’s not your job to act as a police officer. D. Your own solution to the dilemma.  

Case 3 To what lengths should you go to get a story? THE SCENARIO: You are a correspondent for a major television network. Your producers have done a great deal of research about a national grocery chain; they allege that some of its grocery stores are asking employees to participate in unsanitary food-handling practices. This is an important story. Consumers may get sick if they eat tainted food, you argue, and they have a right to know that a food store is not handling its food in a safe manner. You want to make sure this story airs on national television. You believe that to get good footage you have to go into the store with cameras and film the store’s workers actually engaging in unsafe practices. You need proof. As the television correspondent, how will you get your story? A. Call the store manager and request an on-site interview, with cameras. Explain that you have some information that consumers will want to know about and give the store a chance to show its side of the story. B. Just appear at the store one day, without advance notice to the manager. That way you won’t tip off the staff that you’re onto a story. C. Pretend to be looking for a job in the store; complete an employment application and actually get hired. Then, while you’re at work, use hidden cameras to document the unsafe practices you see. D. Your own solution to the dilemma. Be specific. 

Case 4 Will a negative story be allowed to run in a high school newspaper? THE SCENARIO: As a high school journalist, you have developed several sources of information about the football camp held each year at your school. You hear that brutal hazing is part of athletes’ initiation to the team. Investigating further, you learn that new players are subject to various humiliations and assaults, sometimes with broomsticks, electrical cords and socks stuffed with tennis balls. This is a big, important story. Kids are being hurt. You work hard to get your facts right and spend a great deal of effort checking and double-checking your sources. Your newspaper’s adviser supports you and your work. But when you are ready to publish the story in the school newspaper, the principal says you can’t run it unless you make substantial changes. You must eliminate a player’s comments and add a prepared statement from the football coach. The coach also says this is “negative journalism” and wants you to hold the story until after the playoffs. 4 What do you do? A. Drop the story. You know you’ve done a good job, but if the principal won’t let you run the story as you have prepared it, you won’t run it at all. B. Wait until after the playoffs, as the coach requests, and then print the story according to the principal’s requirements: Drop the player’s comments and run the football coach’s statement. At least some of the information you have uncovered will come out. C. Print the story as your principal demands, by dropping the player’s comments and running the football coach’s statement. But add an editor’s note at the end of the story, explaining that school officials, including the coach, reviewed the story and insisted that changes be made to it before it was published. D. Your own solution to the dilemma. Be specific.

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Legislation Comparison Grid and Testimony

Assignment: Legislation Comparison Grid and Testimony/Advocacy Statement

As a nurse, how often have you thought to yourself, If I had anything to do about it, things would work a little differently? Increasingly, nurses are beginning to realize that they do, in fact, have a role and a voice.

Many nurses encounter daily experiences that motivate them to take on an advocacy role in hopes of impacting policies, laws, or regulations that impact healthcare issues of interest. Of course, doing so means entering the less familiar world of policy and politics. While many nurses do not initially feel prepared to operate in this space effectively, the reward is the opportunity to shape and influence future health policy.

To Prepare:

  • Select a bill that has been proposed (not one that has been enacted) using the congressional websites provided in the Learning Resources.

The Assignment: (1- to 2-page Comparison Grid; 1- to 2-page Legislation Testimony/Advocacy Statement)

Part 1: Legislation Comparison Grid

Based on the health-related bill (proposed, not enacted) you selected, complete the Legislation Comparison Grid Template. Be sure to address the following:

  • Determine the legislative intent of the bill you have reviewed.
  • Identify the proponents/opponents of the bill.
  • Identify the target populations addressed by the bill.
  • Where in the process is the bill currently? Is it in hearings or committees?
  • Is it receiving press coverage?

Part 2: Legislation Testimony/Advocacy Statement

Based on the health-related bill you selected, develop a 1- to 2-page Legislation Testimony/Advocacy Statement that addresses the following:

  • Advocate a position for the bill you selected and write testimony in support of your position.
  • Describe how you would address the opponent to your position. Be specific and provide examples.
  • Recommend at least one amendment to the bill in support of your position.

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acute medicine unit

PHARM WEEK 5 QUIZ

 

Question 1

A nurse who provides care on an acute medicine unit has frequently recommended the use of nicotine replacement gum for patients who express a willingness to quit smoking during their admission or following their discharge. For which of the following patients would nicotine gum be contraindicated?

 

A.            A patient whose stage III pressure ulcer required intravenous antibiotics and a vacuum dressing

 

B.            A patient with a history of angina who experienced a non-ST wave myocardial infarction

 

C.            A patient who received treatment for kidney failure due to an overdose of acetaminophen

 

D.            A patient whose pulmonary embolism was treated with a heparin infusion

1 points

Question 2

A patient who has been taking buspirone (BuSpar) for 1 week calls the clinic and reports to the nurse that the drug is not working. The patient informs the nurse that she is still having symptoms of anxiety. The nurse will tell the patient that

 

A.            she will report this to the physician immediately.

 

B.            it may take up to 6 months for the drug to relieve her anxiety.

 

C.            optimum relief of anxiety usually occurs after 3 to 4 weeks of treatment.

 

D.            the drug is not going to work for her and the medication needs to be changed.

1 points

Question 3

A patient has been admitted to the ICU because of multiple traumas due to a motor vehicle accident. The physician has ordered propofol (Diprivan) to be used for maintenance of sedation. Before administration of propofol, a priority assessment by the nurse would be to check for a history of

 

A.            diabetic hyperlipidemia.

 

B.            increased intraocular pressure.

 

C.            seizure disorders.

 

D.            low blood pressure.

1 points

Question 4

A 39-year-old patient who is having trouble sleeping is beginning drug treatment with zaleplon (Sonata). The nurse will be sure to ask the patient if she is taking

 

A.            oxycodone (Percodan).

 

B.            secobarbital (Seconal).

 

C.            cimetidine (Zantac).

 

D.            meperidine (Demerol).

1 points

Question 5

A nurse is caring for a patient who has been admitted with acute cocaine intoxication. Which of the following vital signs would the nurse expect to find initially when assessing the patient?

 

A.            BP: 130/88, P: 92, R: 28

 

B.            Blood pressure (BP): 98/50, pulse (P): 120, respirations (R): 40

 

C.            BP: 170/98, P:110, R: 20

 

D.            BP: 150/90, P: 80, R: 16

1 points

Question 6

A nurse is caring for a patient who abuses marijuana. The treatment for marijuana abuse consists mainly of

 

A.            no nursing action unless the patient experiences a “bad trip.”

 

B.            nonpharmacologic interventions combined with an exercise program.

 

C.            aggressive respiratory assistance

 

D.            drug therapy with bromocriptine (Parlodel).

1 points

Question 7

A patient is suffering from acute inhalant intoxication. The priority nursing intervention will be to

 

A.            assess the patient’s psychosocial status.

 

B.            administer oxygen therapy.

 

C.            provide an emesis basin.

 

D.            administer epinephrine.

1 points

Question 8

A 20-year-old man has begun treatment of the psychotic symptoms of schizophrenia using olanzapine (Zyprexa). Which of the following symptoms would be categorized as a negative symptom of schizophrenia?

 

A.            Visual hallucinations

 

B.            Auditory hallucinations

 

C.            Delusional thinking

 

D.            Lack of interest in normal activities

1 points

Question 9

A homeless man who is well known to care providers at the local hospital has been admitted to the emergency department after having a seizure outside a mall. The man is known to be a heavy alcohol user and is malnourished with a very low body mass index. How are this patient’s characteristics likely to influence possible treatment with phenytoin?

 

A.            The patient’s heavy alcohol use will compete with phenytoin for binding sites and he will require a higher-than-normal dose.

 

B.            The patient’s protein deficit will likely increase the levels of the free drug in his blood.

 

C.            Phenytoin is contraindicated within 48 hours of alcohol use due to the possibility of paradoxical effects.

 

D.            The patient will require oral phenytoin rather than intravenous administration.

1 points

Question 10

The wife of a patient who is taking haloperidol calls the clinic and reports that her husband has taken the first dose of the drug and it is not having a therapeutic effect. An appropriate response by the nurse would be

 

A.            “I’ll ask the nurse practitioner if the dosage can be increased.”

 

B.            “Continue the prescribed dose. It may take several days to work.”

 

C.            “I’ll ask the nurse practitioner if the haloperidol can be discontinued and another drug started.”

 

D.            “I’ll report this to the nurse practitioner and see if he will add another drug to enhance the effects of the haloperidol.”

1 points

Question 11

A patient who is experiencing acute alcohol withdrawal is being treated with intravenous lorazepam (Ativan). This drug achieves a therapeutic effect by

 

A.            inhibiting the action of monoamine oxidase.

 

B.            increasing the effects of the neurotransmitter GABA.

 

C.            increasing the amount of serotonin available in the synapses.

 

D.            affecting the regulation of serotonin and norepinephrine in the brain.

1 points

Question 12

A nurse will be prepared to administer naloxone (Narcan) to a patient who has had an overdose of morphine. Repeated doses of Narcan will be necessary because Narcan

 

A.            has a shorter half-life than morphine.

 

B.            has less strength in each dose than do individual doses of morphine.

 

C.            causes the respiratory rate to decrease.

 

D.            combined with morphine, increases the physiologic action of the morphine.

1 points

Question 13

A 4-year-old child is brought to the emergency department by her mother. The mother reports that the child has been vomiting, and the nurse notes that the child’s face is flushed and she is diaphoretic. The mother thinks that the child may have swallowed carbachol drops. A diagnosis of cholinergic poisoning is made. Which of the following drugs would be administered?

 

A.            Nicotine

 

B.            Cevimeline

 

C.            Atropine

 

D.            Acetylcholine

1 points

Question 14

A patient with mild low back pain has been advised to take acetaminophen. The nurse will inform him that excessive intake of acetaminophen may result in

 

A.            gastrointestinal distress.

 

B.            cognitive deficits.

 

C.            acute renal failure.

 

D.            liver damage.

1 points

Question 15

A patient has been hospitalized for treatment of substance abuse after being arrested and jailed for the past 24 hours. The patient is experiencing severe muscle and abdominal cramps, seizures, and acute psychosis due to abrupt withdrawal. Which of the following drug classes is the most likely cause of these severe and potentially fatal withdrawal symptoms?

 

A.            Amphetamines

 

B.            Opioids

 

C.            Benzodiazepines

 

D.            Sedative–hypnotic drugs

1 points

Question 16

A 59-year-old woman has presented to a clinic requesting a prescription for lorazepam (Ativan) in order to treat her recurrent anxiety. Her care provider, however, believes that a selective serotonin reuptake inhibitor (SSRI) would be more appropriate. What advantage do SSRIs have over benzodiazepines in the treatment of anxiety?

 

A.            SSRIs have a more rapid therapeutic effect.

 

B.            SSRIs require administration once per week, versus daily or twice daily with benzodiazepines.

 

C.            SSRIs generally have fewer adverse effects.

 

D.            SSRIs do not require serial blood tests during therapy.

1 points

Question 17

A 64-year-old-patient has been prescribed lorazepam (Ativan) because of increasing periods of anxiety. The nurse should be careful to assess for

 

A.            a history of current or past alcohol use.

 

B.            a diet high in fat.

 

C.            current nicotine use.

 

D.            a diet high in carbohydrates.

1 points

Question 18

Which of the following would be an expected outcome in a patient who has been given atropine during a medical emergency?

 

A.            Restoration of normal sinus rhythm

 

B.            Resolution of respiratory acidosis

 

C.            Reduction of severe hypertension

 

D.            Increased level of consciousness

1 points

Question 19

A trauma patient has been receiving frequent doses of morphine in the 6 days since his accident. This pattern of analgesic administration should prompt the nurse to carefully monitor the patient’s

 

A.            bowel patterns.

 

B.            urine specific gravity.

 

C.            skin integrity.

 

D.            core body temperature.

1 points

Question 20

A middle-aged patient was diagnosed with major depression after a suicide attempt several months ago and has failed to respond appreciably to treatment with SSRIs. As a result, his psychiatrist has prescribed phenelzine. When planning this patient’s subsequent care, what nursing diagnosis should the nurse prioritize?

 

A.            Risk for Injury related to drug–drug interactions or drug–nutrient interactions

 

B.            Risk for Constipation related to decreased gastrointestinal peristalsis

 

C.            Risk for Ineffective Peripheral Tissue Perfusion related to cardiovascular effects of phenelzine

 

D.            Risk for Infection related to immunosuppressive effects of phenelzine

1 points

Question 21

A nurse works in a sleep disorder clinic and is responsible for administering medications to the patients. Which of the following patients would be most likely to receive zaleplon (Sonata)?

 

A.            A 20-year-old woman who will take the drug about once a week

 

B.            A 46-year-old man who receives an antidepressant and needs a sleep aid

 

C.            A 35-year-old man who is having difficulty falling asleep, but once asleep can stay asleep

 

D.            A 52-year-old woman who needs to fall asleep quickly and stay asleep all night

1 points

Question 22

A 26-year-old professional began using cocaine recreationally several months ago and has begun using the drug on a daily basis over the past few weeks. He has noticed that he now needs to take larger doses of cocaine in order to enjoy the same high that he used to experience when he first used the drug. A nurse should recognize that this pattern exemplifies

 

A.            drug tolerance.

 

B.            dependence.

 

C.            addiction.

 

D.            withdrawal.

1 points

Question 23

A postsurgical patient has been provided with a morphine patient-controlled analgesic (PCA) but has expressed her reluctance to use it for fear of becoming addicted. How can the nurse best respond to this patient’s concerns?

 

A.            “It is not uncommon to develop a dependence on pain medications, but this usually takes place over a long period and is not the same as addiction.”

 

B.            “You don’t need to worry. It’s actually not true that you can get addicted to the medications we use in a hospital setting.”

 

C.            “It’s important that you accept that your current need to control your pain is more important than fears of becoming addicted.”

 

D.            “If you do become addicted, we’ll make sure to provide you with the support and resources necessary to help you with your recovery.”

1 points

Question 24

A patient has been prescribed zolpidem (Ambien) for short-term treatment of insomnia. Which of the following will the nurse include in a teaching plan for this patient? (Select all that apply.)

 

A.            The drug does not cause sleepiness in the morning.

 

B.            It is available in both quick-onset and continuous-release oral forms.

 

C.            The drug should not be used for longer than 1 month.

 

D.            It should be taken 1 hour to 90 minutes before going to bed.

 

E.            One of the most common adverse effects of the drug is headache.

1 points

Question 25

A patient who is experiencing withdrawal from heavy alcohol use have developed psychosis and been treated with haloperidol. Which of the following assessment findings should prompt the care team to assess the patient for neuroleptic malignant syndrome?

 

A.            The patient develops yellowed sclerae and intense pruritis (itchiness).

 

B.            The patient demonstrates a significant increase in agitation after being given haloperidol.

 

C.            The patient develops muscle rigidity and a sudden, high fever.

 

D.            The patient complains of intense thirst and produces copious amounts of urine.

1 points

Question 26

A nurse is providing care for a patient who suffered extensive burns to his extremities during a recent industrial accident. Topical lidocaine gel has been ordered to be applied to the surfaces of all his burns in order to achieve adequate pain control. When considering this order, the nurse should be aware that

 

A.            there is a risk of systemic absorption of the lidocaine through the patient’s traumatized skin.

 

B.            intravenous lidocaine may be preferable to topical application.

 

C.            lidocaine must be potentiated with another anesthetic in order to achieve pain control.

 

D.            pain relief is unlikely to be achieved due to the destruction of nerve endings in the burn site.

1 points

Question 27

Which of the following drugs used to treat anxiety would be appropriate for a patient who is a school teacher and is concerned about feeling sedated at work?

 

A.            Lorazepam (Ativan)

 

B.            Diazepam (Valium)

 

C.            Alprazolam (Xanax)

 

D.            Buspirone (BuSpar)

1 points

Question 28

A nurse is caring for a patient who is in severe pain and is receiving an opioid analgesic. Which of the following would be the nurse’s priority assessments?

 

A.            Liver function studies, pain intensity, and blood glucose level

 

B.            Pain intensity, respiratory rate, and level of consciousness

 

C.            Respiratory rate, seizure activity, and electrolytes

 

D.            Respiratory rate, pain intensity, and mental status

1 points

Question 29

A male patient has been brought to the emergency department during an episode of status epilepticus. Diazepam is to be administered intravenously. The nurse will be sure to

 

A.            administer after diluting the drug with gabapentin in intravenous solution.

 

B.            inject very slowly, no faster than 100 mg/minute.

 

C.            inject the diazepam very quickly, 15 mg in 10 to15 seconds.

 

D.            avoid the small veins in the dorsum of the hand or the wrist.

1 points

Question 30

A 30-year-old woman is taking phenelzine (Nardil) 30mg PO tid. The nurse knows that at that dosage, the patient will need to be carefully monitored for

A.            increased secretions.

 

B.            facial flushing.

 

C.            dizziness

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