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patient’s pathophysiology.

Read a selection of your colleagues’ responses and respond to at least two of your colleagues on two different days who selected a different interactive media piece on a psychological disorder, and provide recommendations for alternative drug treatments to address the patient’s pathophysiology.

Main Post

Depression Scenario

The interactive depression scenario described a 70-year-old male who presented with complaints of depression (Laureate Education, 2019). He also reported shoulder pain related to warehouse labor, experiencing the death of his mother at a young age, being an outsider at school, anhedonia, recent weight gain, insomnia, and poor concentration (Laureate Education, 2019). On exam, he had poor eye contact, soft speech, constricted affect without evidence of psychosis or suicidal/homicidal ideation (Laureate Education, 2019). For the first decision, I chose to start the patient on Zoloft 25 mg oral daily. When the patient returned four weeks later with a 25 percent improvement of depressive symptoms and a new onset of erectile dysfunction, I chose to add Wellbutrin IR 150 mg in the morning. When the patient came in four weeks later with the continued decrease of depressive symptoms, no erectile dysfunction, and feelings of increased nervousness, I chose to change the Wellbutrin order to Wellbutrin XL 150 mg oral in the morning.

Pharmacotherapeutic Impact on Pathophysiology

When choosing initial treatment options for depression, the classes of medications have similar efficacy, so it is best to focus on safety and medication tolerance (Rosenthal & Burchum, 2018). Therefore, I chose to start with a Selective Serotonin Reuptake Inhibitor (SSRI), recognized as the safest and most tolerated medications for treating major depression (Rosenthal & Burchum, 2018). The pathophysiology of these medications is unclear; however, the theory suggests that these medications compensate for serotonin deficiency in the synapse (Holck, Wolkowitz, Mellon, Reus, Nelson, Westrin, & Lindqvist, 2019). Serotonin is needed to regulate sleep, mood, and cognition (Holck et al., 2019). By increasing the amount of Serotonin in the synapse, this patient’s depressive symptoms decreased.           In the second decision, I chose to add Wellbutrin IR to the patient’s medication regimen to help treat his erectile dysfunction symptoms. Wellbutrin is an atypical antidepressant where the mechanism of action is also not understood (Rosenthal & Burchum, 2018). However, the effects may be related to blocking the reuptake of dopamine, which regulates behavior and influences learning, and norepinephrine, which plays a role in getting the brain and body ready for action (Berke, 2018; Rosenthal & Burchum, 2018). While Wellbutrin helps depression, it also seems to help with sexual desire (Rosenthal & Burchum, 2018). Fortunately, this additional medication helped the patient in the scenario. After four weeks of taking both drugs, he had a continued decrease in depressive symptoms and no longer struggled with sexual dysfunction.           In my third decision, I chose to change the Wellbutrin order to extended-release since the patient was experiencing restlessness symptoms. The immediate-release may have been too much, too fast for the patient as it reaches its peak two hours after administration (Rosenthal & Burchum, 2018). Extended-release Wellbutrin reaches its peak at five hours with a half-life of approximately 21 hours (Food and Drug Administration, n.d.). This change will help to settle the experienced side effects of the medication.

Treatment Plan The effect of Zoloft and Wellbutrin on the patient’s pathophysiology will impact the patient’s treatment plan. Common side effects of SSRIs include weight gain, insomnia, sexual dysfunction, and increased risk of suicide (Rosenthal & Burchum, 2018). I already addressed sexual dysfunction by adding Wellbutrin, but the monitoring for the other side effects is also essential for safety and compliance purposes. The patient already has had a significant amount of weight gain and complains about insomnia. Therefore, follow up appointments are necessary for close monitoring of these possible side effects. Treatment should include education about proper diet and activity to regulate weight. The provider should also assess the patient’s sleep to ensure the medication is helping rather than worsening the amount and quality of sleep. It is also crucial for the provider to educate the patient on the increased risk of suicide and encourage the patient to seek help immediately if he starts having these thoughts. The provider should assess the patient for suicidal ideation frequently.

Wellbutrin is usually well tolerated; however, it carries a risk for seizures and psychotic symptoms. Therefore, the provider should assess for any seizure risk factors such as a history of seizures, a head injury, an eating disorder, or a CNS tumor (Rosenthal & Burchum, 2018). The provider should also assess the patient for psychotic symptoms at each follow-up visit, such as hallucinations or delusional thoughts (Rosenthal & Burchum, 2018).

References

Berke, J.D. (2018). What does dopamine mean? Nature Neuroscience, 21(6), 787-793. Retrieved from https://www.ncbi.nlm.nih.gov/pubmed/29760524Food and Drug Administration. (n.d.). Wellbutrin XL. Retrieved from https://www.accessdata.fda.gov/drugsatfda_docs/label/2011/021515s026s027lbl.pdfHolck, A., Wolkowitz, O. M., Mellon, S. H., Reus, V. I., Nelson, J. C., Westrin, Å., & Lindqvist, D. (2019). Plasma serotonin levels are associated with antidepressant response to SSRIs. Journal of Affective Disorders250, 65–70. https://doi-org.ezp.waldenulibrary.org/10.1016/j.jad.2019.02.063Laureate Education (Producer). (2019). Adult geriatric depression [Interactive media file]. Baltimore, MD: Author.Rosenthal, L. D., & Burchum, J. R. (2018). Lehne’s pharmacotherapeutics for advanced practice providers. St. Louis, MO: Elsevier.

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Agency for Healthcare Research and Quality

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. •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

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CASE STUDY

CASE STUDY- Must Include 1 Scholarly Reference

You are working as a clinician in a clinic that serves the indigent population. Many of the patients are 50 years of age and older and have chronic congestive heart failure. Your manager asked you for evidence-based resources to identify strategies to reduce frequent hospital readmissions. The hospital use “Cerner” for health information.

-What is your PICO (PICOT, PICOTT) question?

-What strategies will you use to identify evidence-based resources?

-What timeframe for publication will you use?

-Would you use information from websites? Why or why not?

Outline for the paper

Clearly state your PICO question

What strategies will you use to identify evidence-based resources?

What timeframe for publication will you use?

Would you use information from websites? Why or why not?

Title Page
Use of headings
Use a minimum of 1 reference from a scholarly source or peer review NO blogs or Wikipedia

Logical flow, free of grammatical errors, and adherence to directions/ Page limit- not more than 2 pages

No plagiarism

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Health Information Patient Handout

Assignment: Health Information Patient Handout

One of the pivotal goals of consumer health literacy efforts is to design educational materials that attract as well as educate users. In this Assignment, you design a health information document on a topic that is of interest to you.

To prepare:

  • Select a health issue of interest to you.
  • Identify the audience or population that you seek to educate about this issue.
  • Search the Internet to find credible sites containing information about your selected topic.
  • Review the two health literacy websites listed in this week’s Learning Resources. Focus on strategies for presenting information.

To complete:

  • Design an educational handout on the health issue you selected.
    • Include a cover page.
    • Include an introduction that provides:
      • An explanation of your issue and why you selected it
      • A description of the audience you are addressing
    • In the handout itself:
      • Develop your handout in such a way that it attracts the attention of the intended audience.
      • Include a description of the health issue and additional content that will enhance your message (i.e., key terms and definitions, graphics, illustrations, etc.).
      • Recommend four or five sites that provide clear, valuable, and reliable information on the topic.

Note: Remember to keep the information in your health handout and its design at the appropriate level for the audience you are seeking to inform. Submit your Assignment as a Word document.

 

 

http://www.ahrq.gov/patients-consumers/patient-involvement/ask-your-doctor/videos/clinician06/index.html

This week we will discuss the security of health care records and the protection of patient privacy. You will analyze the nurse’s responsibility to protect patient information and the extent that Health IT has made it easier or more difficult to protect patient privacy. You will comment on any security or ethical issues related to the use of portable devices to store information. You will also assess the strategies your organization uses to safeguard patient information and how these promote a culture of safety. You will describe an area where improvement is needed and one strategy that could address the situation.

 

NURS 5051/6051: Week 11, Application Assignment Rubric

 

REQUIRED CONTENT EVALUATION

EXCELLENT

EVALUATION

GOOD

EVALUATION

FAIR

EVALUATION

POOR

SCORE
Includes a cover page and introduction forthe flyer with an explanation of the issue selected, a description of the audience, and the search terms used to identify resources.

 

 

 

 

 

(10 possible points)

This section demonstrates excellence.  To achieve a rating of “excellent” the student must discuss all of the concepts and key points presented in the text/s and Learning Resources.  Paper provides significant detail including multiple relevant examples, evidence from the readings and other peer reviewed sources published within the past 5 years, and discerning ideas.

 

 

(910 points)

This section demonstrates a good understanding of the content. To achieve a rating of “good” the student must discuss most of the concepts and key points presented in the text/s and Learning Resources. Paper includes moderate detail, evidence from the readings, and discerning ideas.

 

 

 

 

 

 

 

(8 points)

This section demonstrates a fairunderstanding of the content.  To achieve a rating of “fair” the student must discuss some of the concepts and key points as presented in the text/s and Learning Resources. Paper may be lacking in detail and specificity and/or may not include sufficient pertinent examples or provide sufficient evidence from the readings.

 

 

 

 

 

 

(7 points)

This section demonstrates poor understanding of the content. To achieve a rating of “poor”, the student includes few of the concepts and key points of the text/s and Learning Resources. Paper is missing detail and specificity and/or does not include any pertinent examples or provide sufficient evidence from the readings.

 

 

 

 

(0–6 points)

In the Flyer:

Defines key terms in a way that is appropriate for the target audience.

 

 

 

 

 

(10 possible points)

This section demonstrates excellence.  To achieve a rating of “excellent” the student must discuss all of the concepts and key points presented in the text/s and Learning Resources.  Paper provides significant detail including multiple relevant examples, evidence from the readings and other peer reviewed sources published within the past 5 years, and discerning ideas.

 

 

(910 points)

This section demonstrates a good understanding of the content. To achieve a rating of “good” the student must discuss most of the concepts and key points presented in the text/s and Learning Resources. Paper includes moderate detail, evidence from the readings, and discerning ideas.

 

 

 

 

 

 

 

(8 points)

 

This section demonstrates a fairunderstanding of the content.  To achieve a rating of “fair” the student must discuss some of the concepts and key points as presented in the text/s and Learning Resources. Paper may be lacking in detail and specificity and/or may not include sufficient pertinent examples or provide sufficient evidence from the readings.

 

 

 

 

 

 

(7 points)

 

This section demonstrates poor understanding of the content. To achieve a rating of “poor”, the student includes few of the concepts and key points of the text/s and Learning Resources. Paper is missing detail and specificity and/or does not include any pertinent examples or provide sufficient evidence from the readings.

 

 

 

 

(0–6 points)

 
Describes the health issue using language appropriate for the audience.

 

 

 

 

 

 (20 possible points)

This section demonstrates excellence.  To achieve a rating of “excellent” the student must discuss all of the concepts and key points presented in the text/s and Learning Resources.  The section provides significant detail including multiple relevant examples, evidence from the readings and other peer reviewed sources published within the past 5 years, and discerning ideas.

 

(1920 points)

This section demonstrates a good understanding of the content. To achieve a rating of “good” the student must discuss most of the concepts and key points presented in the text/s and Learning Resources. The section includes moderate detail, evidence from the readings, and discerning ideas.

 

 

 

 

 

 

(17–18 points)

This section demonstrates a fairunderstanding of the content.  To achieve a rating of “fair” the student must discuss some of the concepts and key points as presented in the text/s and Learning Resources. The section may be lacking in detail and specificity and/or may not include sufficient pertinent examples or provide sufficient evidence from the readings.

 

 

 

 

 

(15–16 points)

This section demonstrates poor understanding of the content. To achieve a rating of “poor”, the student includes few of the concepts and key points of the text/s and Learning Resources. The section is missing detail and specificity and/or does not include any pertinent examples or provide sufficient evidence from the readings.

 

 

 

(0–14 points)

Provides guidance on how to identify websites and resources with credible information on the issue.

 

 

 

 

 

(20 possible points)

This section demonstrates excellence.  To achieve a rating of “excellent” the student must discuss all of the concepts and key points presented in the text/s and Learning Resources.  The section provides significant detail including multiple relevant examples, evidence from the readings and other peer reviewed sources published within the past 5 years, and discerning ideas.

 

(1920 points)

This section demonstrates a good understanding of the content. To achieve a rating of “good” the student must discuss most of the concepts and key points presented in the text/s and Learning Resources. The section includes moderate detail, evidence from the readings, and discerning ideas.

 

 

 

 

 

 

(17–18 points)

This section demonstrates a fairunderstanding of the content.  To achieve a rating of “fair” the student must discuss some of the concepts and key points as presented in the text/s and Learning Resources. The section may be lacking in detail and specificity and/or may not include sufficient pertinent examples or provide sufficient evidence from the readings.

 

 

 

 

 

(15–16 points)

This section demonstrates poor understanding of the content. To achieve a rating of “poor”, the student includes few of the concepts and key points of the text/s and Learning Resources. The section is missing detail and specificity and/or does not include any pertinent examples or provide sufficient evidence from the readings.

 

 

 

(0–14 points)

Recommends 4-5 websites with clear, valuable, and reliable information on the issue.

 

 

 

 

 

 (10 possible points)

This section demonstrates excellence.  To achieve a rating of “excellent” the student must discuss all of the concepts and key points presented in the text/s and Learning Resources.  The section provides significant detail including multiple relevant examples, evidence from the readings and other peer reviewed sources published within the past 5 years, and discerning ideas.

 

(910 points)

This section demonstrates a good understanding of the content. To achieve a rating of “good” the student must discuss most of the concepts and key points presented in the text/s and Learning Resources. The section includes moderate detail, evidence from the readings, and discerning ideas.

 

 

 

 

 

 

(8 points)

 

This section demonstrates a fairunderstanding of the content.  To achieve a rating of “fair” the student must discuss some of the concepts and key points as presented in the text/s and Learning Resources. The section may be lacking in detail and specificity and/or may not include sufficient pertinent examples or provide sufficient evidence from the readings.

 

 

 

 

 

(7 points)

This section demonstrates poor understanding of the content. To achieve a rating of “poor”, the student includes few of the concepts and key points of the text/s and Learning Resources. The section is missing detail and specificity and/or does not include any pertinent examples or provide sufficient evidence from the readings.

 

 

 

(0–6 points)

 
Writing used in Introduction

 

 

 

 

 

(10 possible points)

Paper is well organized, uses scholarly tone, follows APA style, uses original writing and proper paraphrasing, contains very few or no writing and/or spelling errors, and is fully consistent with graduate level writing style. Introduction contains multiple, appropriate and exemplary peer reviewed sources (published within the past 5 years) expected/required for the assignment.

 

(9–10 points)

Paper is mostly consistent with graduate level writing style. Paper may have some small or infrequent organization, scholarly tone, or APA style issues, and/or may contain a few writing and spelling errors, and/or somewhat less than the expected number of or type of sources.

 

 

 

 

 

 

 

(8 points)

Paper is somewhat below graduate level writing style, with multiple smaller or a few major problems. Paper may be lacking in organization, scholarly tone, APA style, and/or contain many writing and/or spelling errors, or shows moderate reliance on quoting vs. original writing and paraphrasing. Paper may contain inferior resources (number or quality).

 

 

 

 

 

(7 points)

Paper is well below graduate level writing style expectations for organization, scholarly tone, APA style, and writing, or relies excessively on quoting. Paper may contain few or no quality resources.

 

 

 

 

 

 

 

 

(0–6 points)

 
Writing used in Flyer

 

 

 

 

 

(20 possible points)

Flyer is well organized, uses a tone appropriate for the audience, uses original writing and proper paraphrasing, contains very few or no writing and/or spelling errors, and is fully consistent with a health flyer writing style.

 

 

 

(18–20 points)

 

Flyer mostly uses a tone appropriate for the intended audience. Flyer may have some small or infrequent organization, tone issues, and/or may contain a few writing and spelling errors.

 

 

 

 

 

(16–17 points)

Flyer is written in a tone that is somewhat above or below the intended audience, with multiple smaller or a few major problems. Flyer may be lacking in organization, appropriate tone, and/or contain many writing and/or spelling errors, or shows moderate reliance on quoting vs. original writing and paraphrasing.

 

(14–15 points)

 

Flyer is well below graduate level work, expectations for organization, appropriate tone, and writing.

 

 

 

 

 

 

 

(0–13 points)

 
Instructor comments: 
Up to 20 points may be deducted for lateness.
 

Total Score (100 possible points):

      points

 

 

 

Required Readings

McGonigle, D., & Mastrian, K. G. (2015). Nursing informatics and the foundation of knowledge (3rd ed.). Burlington, MA: Jones and Bartlett Learning.

    • Chapter 17, “Supporting Consumer Information and Education Needs”This chapter explores health literacy and e-health. The chapter examines a multitude of technology-based approaches to consumer health education.
    • Chapter 18, “Using Informatics to Promote Community/Population Health”In this chapter, the authors supply an overview of community and population health informatics. The authors explore a variety of informatics tools used to promote community and population health.
  • Chapter 16, “Informatics Tools to Promote Patient Safety and Clinical Outcomes”The authors of this chapter present strategies for developing a culture of safety using informatics tools. In addition, the chapter analyzes how human factors contribute to errors.

Health literacy: How do your patients rate? (2011). Urology Times, 39(9), 32.

Retrieved from the Walden Library databases.

 

The authors of this article define health literacy and emphasize its poor rates in the United States. Additionally, the authors recommend numerous websites that offer patient education materials.

Huff, C. (2011). Does your patient really understand? H&HN, 85(10), 34.

Retrieved from the Walden Library databases.

 

This article defines hospital literacy and highlights the barriers that prevent it from increasing. It also emphasizes the difficulties created by language and financial costs.

The Harvard School of Public Health. (2010). Health literacy studies. Retrieved from http://www.hsph.harvard.edu/healthliteracy

 

This website provides information and resources related to health literacy. The site details the field of health literacy and also includes research findings, policy reports and initiatives, and practice strategies and tools.

Office of Disease Prevention and Health Promotion (n.d.). Health literacy online. Retrieved June 19, 2012, from http://www.health.gov/healthliteracyonline/

 

This webpage supplies a guide to writing and designing health websites aimed at increasing health literacy. The guide presents six strategies that should be used when developing health websites.

U.S. Department of Health and Human Services. (n.d.a). Quick guide to health literacy. Retrieved June 19, 2012, from http://www.health.gov/communication/literacy/quickguide/Quickguide.pdf

 

This article contains an overview of key health literacy concepts and techniques for improving health literacy. The article also includes examples of health literacy best practices and suggestions for improving health literacy.

Required Media

Agency for Healthcare Research and Quality (Executive Producer). (2012a). Interview with Rachelle Toman, M.D. Ph.D. Rockville, MD: Author. Retrieved from http://www.ahrq.gov/patients-consumers/patient-involvement/ask-your-doctor/videos/clinician06/index.html

 

In this interview, Dr. Toman discusses the importance of asking patients questions to ensure they have been able to sufficiently communicate their concerns.

Agency for Healthcare Research and Quality (Executive Producer). (2012b). The waiting room video. Rockville, MD: Author. Retrieved from http://www.ahrq.gov/patients-consumers/patient-involvement/ask-your-doctor/videos/waitroom/index.html

 

This video addresses the importance of communication in the patient-health care professional relationship. It highlights the need to ask meaningful questions to the patient to fully understand issues and concerns.

APA FORMAT

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/nutritional-health-alliance

Review Nutritional Health Alliance v. Food and Drug Administration, and answer the following: https://openjurist.org/318/f3d/92/nutritional-health-alliance-v-food-and-drug-administration

  1. Who are the parties in the case and what are their respective interests?
  2. Why was the lawsuit filed?
  3. What is the role of the FDA and what were the policy considerations for the regulation that served as the central focus of the NHA case?
  4. What was/is the proper resolution of the ultimate issue/question?

Assignment Expectations

Length: Assignment should be from 3 to 4 pages (750 to 1000 words) in length.

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interprofessional collaboration

Write a 3–4-page article that addresses the topic of interprofessional collaboration and teamwork in health care organizations.

The majority of health care leaders today state that interprofessional collaboration is essential for effective and efficient health care delivery. But this type of collaboration rarely occurs (Bankston & Glazer, 2013). In this assessment you will consider what it takes to develop truly effective interprofessional collaborative teams.

By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:

  • Competency 1: Explain strategies for effective interprofessional teamwork and collaboration in health care delivery.
    • (IMPORTANT) -Describe strategies to help people work effectively together.
  • Competency 2: Analyze the implications of working with interprofessional teams in multifaceted health care settings.
    • (IMPORTANT) -Explain the meaning of the term “interprofessional collaboration” from a nursing perspective.
    • (IMPORTANT) -Describe the characteristics and qualities of effective interprofessional teams in terms of patient safety.
    • (IMPORTANT) -Describe the benefits, limitations, and challenges of working in interprofessional teams for health care organizations, team members, and patients.
  • Competency 4: Communicate in a manner that is scholarly, professional, and consistent with expectations of a nursing professional.
    • (IMPORTANT) -Write content clearly and logically, with correct use of grammar, punctuation, and mechanics. Use correct APA format.

Assessment Instructions

Preparation

Search the Capella library and Internet to locate scholarly and professional journal articles on the elements of an effective interprofessional health care team to use as support in this assessment.

Requirements

You have been asked to submit an article to be published in your organization’s newsletter. After careful deliberation, you have decided to address the topic of interprofessional collaboration and teamwork in health care organizations, and how teams can be successful. Your article should be 3–4 pages in length, not including the title page and references page. Format this assessment following APA guidelines.

Complete the following in your article:

  • Explain what is meant by the term interprofessional collaboration from a nursing perspective. (Do not simply copy a definition from a dictionary or other resource!)
  • Describe the characteristics and qualities of effective interprofessional teams in terms of patient care and safety.
  • Describe the benefits and limitations of interprofessional teams for health care organizations, members of a team, and patients.
  • Explain the challenges of working in an interprofessional team.
  • Describe strategies to help people come together to function effectively as a collaborative team.
  • Explain how interprofessional teams define success. Consider how the definition might change based on the types of situations the team was formed to handle.

Additional Requirements

  • Include a separate title page and references page.
  • Reference at least three current scholarly or professional resources.
  • Use APA format.
  • Use Times New Roman font, 12 point.
  • Double space.

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Pamphlet

To prepare for this assignment view the following brief video from the American Medical Association titled, “Health Literacy and Patient Safety: Help Patients Understand.” The video can be accessed through the following link:

Part I: Pamphlet
Develop a pamphlet to inform parents and caregivers about environmental factors that can affect the health of infants.
Use the “Pamphlet Template” document to help you create your pamphlet. Include the following:
Select an environmental factor that poses a threat to the health or safety of infants.
Explain how the environmental factor you selected can potentially affect the health or safety of infants.
Offer recommendations on accident prevention and safety promotion as they relate to the selected environmental factor and the health or safety of infants.
Offer examples, interventions, and suggestions from evidence-based research. A minimum of three scholarly resources are required.
Provide readers with two community resources, a national resource, and a Web-based resource. Include a brief description and contact information for each resource.
In developing your pamphlet, take into consideration the healthcare literacy level of your target audience.
Part II: Pamphlet Sharing Experience

Share the pamphlet you have developed with a parent of an infant child. The parent may be a person from your neighborhood, a parent of an infant from a child-care center in your community, or a parent from another organization, such as a church group with which you have an affiliation.
Provide a written summary of the teaching / learning interaction. Include in your summary:
Demographical information of the parent and child (age, gender, ethnicity, educational level).
Description of parent response to teaching.
Assessment of parent understanding.
Your impressions of the experience; what went well, what can be improved.
Submit Part I and Part II of the Accident Prevention and Safety Promotion for Parents and Caregivers of Infants assignment by the end of Topic 1.

While APA format is not required for the body of this assignment, solid academic writing is expected and in-text citations and references should be presented using APA documentation guidelines, which can be found in the APA Style Guide, located in the Student Success Center.

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Shanell McFadden

Discussion Board Week 4

Shanell McFadden

For this week’s discussion board, I was able to use ProQuest in the Walden Library to search for a peer reviewed articles for the assignment.  My area of interest and focus is mental health.  ProQuest in the Walden Library is accessible to my peers enrolled in the university and I do recommend it for them but not accessible for my colleagues.  I would not be able to recommend using ProQuest to help my professional colleagues gain more information about mental health practice and how it affects the nurse practitioner’s role. Some of the difficulties that I faced when searching ProQuest in the Walden Library database is the use of keywords.  Often times I find that when I search general keywords, I have an overwhelming amount of results that not always meet the criteria of what I am looking for. For example, when searching through ProQuest I noticed that the keywords are being highlighted not only in the titles but in some of the literature even if the topic of the article is not necessarily what I am looking for.

With the articles that I am able to find such as, “Meeting The Needs of People with Mental Illness” (Ramirez, 2016), discusses how the expansion of access healthcare for individuals with mental health illnesses came about. It highlights how people with mental health illness is a significant public health issue (Ramirez, 2016).  It also discusses the acts that allowed for the expansion and how it impacted the need for more PMHNP’s.  Unfortunately, I have learned that the scope of practice for the PMHNP is limited due to regulatory barriers which explains in part the shortage of specialty advance practice nurses (Ramirez, 2016).  The PMHNP was just offered exams to certify and allow the receipt of credentials in 1999 per the ANCC (Ramirez, 2016).  To say that this is a new area with a desperate need is an understatement.

The shortage of PMHNP and the need for them fueled my interest in continuing my education to assist in providing care for a growing demographic.  I have family with mental health illnesses and to watch them not be treated medically appropriate is another driving force that caused me to make the final decision to pursue this degree in advanced nursing practice.

 

References

Young, C.C. & Calloway S.J. (2020) Assessing mental health stigma: Nurse practitioners’ attitudes regarding managing patients with mental health disorders. Journal of the American Association of Nurse Practitioners. Electronic publication. doi: 10.1097/JXX. 0000000000000351

Chapman, S.A., Phoenix, B.J., Hahn, T.E., & Strod, D.C. (2018). Utilization and economic contribution of psychiatric mental health nurse practitioner in public behavioral health services. The Behavioral Health Workforce: Planning, Practice, and Preparation. American Journal of Preventive Medicine, 54(6), Supplement 3: S243-S249.

Ramirez, J. (2016). Meeting the needs of people with mental illness: Psychiatric Mental Health Nurse Practitioners, 97(1), 42-46. Retrieved from https://search-proquest-com.ezp.waldenulibrary.org/nahs/docview/1771785859/98CB314F30D64C43PQ/2?accountid=14872

Jennifer Lubrano

Week 4 Main Discussion Post

This week we are looking closer at scholarly writing also known as academic writing.  The goal of this style or category of writing is to convey a logical argument from an objective standpoint (Writing Center, 2020). It avoids emotions, Inflammatory, or biased language. Whether you personally agree or disagree with the idea that you are writing about it must be presented accurately and objectively (Writing Center, 2020). Some tips are to use clear statements with a limited focus, have a logical structure, and be evidenced-based (all statements must be supported by evidence). On the flip side, some common mistakes include wordiness, using vague statements, using informational language, description without analysis, and not properly citing sources (Writing, 2020).

As I started searching for my article this week, I had a few difficulties such as the amount of information that was available through all the databases (there are thousands of articles). Then questions started to arise such as how to pick out the pertinent information and how do I narrow down my findings? This is when I turned to the resources in the library to help guide me in my research. I searched multiple databases to find the article I chose.  I also used the filters to help narrow down the selection (went from thousands to just a few). I did use EBSCO host to find the article and feel that this could be useful to my peers as it has so many articles on a vast array of topics.

I chose the article “working with families impacted by the opioid crisis: Education, best practices, and providing hope”. I chose this as I understand that the opioid crisis is a heavy burden today I wanted to look further into not only the person with addiction but the family as well.

References:

Sapp, A. J., & Hooten, P. (2019). Working with families impacted by the opioid crisis: Education, best practices, and providing hope. Archives of Psychiatric Nursing, 33(5), 3.

Walden University Writing Center. (n.d.). Scholarly writing: Overview. Retrieved October 12, 2018, from https://academicguides.waldenu.edu/writingcenter/scholarly

What Is Academic Writing?. (2020). Retrieved 16 April 2020, from https://www.thoughtco.com/what-is-academic-writing-1689052

pls response to those two discussions separately and cite two sources each

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principle of justice

Please share your research, experience, and thoughts:   Using the ethical principle of justice, determine whether health care in this country should be a right or a privilege. Are the uninsured and the insured “unequals” that should be treated according to their differences? Does the type of health insurance that one has also create a system of “unequals”? If so, are the unequals being treated according to their differences?  Specifically, what should health care providers “do” to positively contribute to help foster a healthier society?  Your research, experience, and opinion are welcomed in this forum.

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Adaptive Response

Assignment: Adaptive Response

As an advanced practice nurse, you will examine patients presenting with a variety of disorders. You must, therefore, understand how the body normally functions so that you can identify when it is reacting to changes. Often, when changes occur in body systems, the body reacts with compensatory mechanisms. These compensatory mechanisms, such as adaptive responses, might be signs and symptoms of alterations or underlying disorders. In the clinical setting, you use these responses, along with other patient factors, to lead you to a diagnosis.

Consider the following scenarios:

Scenario 1:

Jennifer is a 2-year-old female who presents with her mother. Mom is concerned because Jennifer has been “running a temperature” for the last 3 days. Mom says that Jennifer is usually healthy and has no significant medical history. She was in her usual state of good health until 3 days ago when she started to get fussy, would not eat her breakfast, and would not sit still for her favorite television cartoon. Since then she has had a fever off and on, anywhere between 101oF and today’s high of 103.2oF. Mom has been giving her ibuprofen, but when the fever went up to 103.2oF today, she felt that she should come in for evaluation. A physical examination reveals a height and weight appropriate 2-year-old female who appears acutely unwell. Her skin is hot and dry. The tympanic membranes are slightly reddened on the periphery, but otherwise normal in appearance. The throat is erythematous with 4+ tonsils and diffuse exudates. Anterior cervical nodes are readily palpable and clearly tender to touch on the left side. The child indicates that her throat hurts “a lot” and it is painful to swallow. Vital signs reveal a temperature of 102.8oF, a pulse of 128 beats per minute, and a respiratory rate of 24 beats per minute.

Scenario 2:

Jack is a 27-year-old male who presents with redness and irritation of his hands. He reports that he has never had a problem like this before, but about 2 weeks ago he noticed that both his hands seemed to be really red and flaky. He denies any discomfort, stating that sometimes they feel “a little bit hot,” but otherwise they feel fine. He does not understand why they are so red. His wife told him that he might have an allergy and he should get some steroid cream. Jack has no known allergies and no significant medical history except for recurrent ear infections as a child. He denies any traumatic injury or known exposure to irritants. He is a maintenance engineer in a newspaper building and admits that he often works with abrasive solvents and chemicals. Normally he wears protective gloves, but lately they seem to be in short supply so sometimes he does not use them. He has exposed his hands to some of these cleaning fluids, but says that it never hurt and he always washed his hands when he was finished.

Scenario 3:

Martha is a 65-year-old woman who recently retired from her job as an administrative assistant at a local hospital. Her medical history is significant for hypertension, which has been controlled for years with hydrochlorothiazide. She reports that lately she is having a lot of trouble sleeping, she occasionally feels like she has a “racing heartbeat,” and she is losing her appetite. She emphasizes that she is not hungry like she used to be. The only significant change that has occurred lately in her life is that her 87-year-old mother moved into her home a few years ago. Mom had always been healthy, but she fell down a flight of stairs and broke her hip. Her recovery was a difficult one, as she has lost a lot of mobility and independence and needs to rely on her daughter for assistance with activities of daily living. Martha says it is not the retirement she dreamed about, but she is an only child and is happy to care for her mother. Mom wakes up early in the morning, likes to bathe every day, and has always eaten 5 small meals daily. Martha has to put a lot of time into caring for her mother, so it is almost a “blessing” that Martha is sleeping and eating less. She is worried about her own health though and wants to know why, at her age, she suddenly needs less sleep.

To Prepare

· Review the three scenarios.

· Identify the pathophysiology of the disorders presented in each of the three scenarios, including their associated alterations. Consider the adaptive responses to the alterations.

· Review the examples of “Mind Maps—Dementia, Endocarditis, and Gastro-oesophageal Reflux Disease (GERD)”

· Link to examples of Mind Maps for a Guide to making Mind Map in Assignment: https://class.waldenu.edu/bbcswebdav/institution/USW1/202010_27/MS_NURS/NURS_6501/Readings/NURS_6501_Week02_mindMaps.pdf

THE TWO PART ASSIGNMENT:

Write a 4 to 5-page paper excluding the title page, reference page and Mind Map that addresses the following:

· In Scenario 1 explain the pathophysiology, associated alterations and the patients’ adaptive responses to the alterations caused by the disease processes of Tonsilitis

· In Scenario 2 explain the pathophysiology, associated alterations and the patients’ adaptive responses to the alterations caused by the disease processes of Contact Dermatitis.

· In Scenario 3 explain the pathophysiology, associated alterations and the patients’ adaptive responses to the alterations caused by the disease processes of Stress.

· You are required to discuss all three scenarios within the paper component of this assignment.

Part Two:

· Construct one mind map on a selected disorder presented in one of the scenarios. Your Mind Map must include the epidemiology, pathophysiology, risk factors, clinical presentation, and diagnosis of the disorder, as well as any adaptive responses to alterations.

Attached is a blank template for Mind Map.

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