Health History

Mr. C., a 32-year-old single male, is seeking information at the outpatient center regarding possible bariatric surgery for his obesity. He currently works at a catalog telephone center. He reports that he has always been heavy, even as a small child, gaining approximately 100 pounds in the last 2-3 years. Previous medical evaluations have not indicated any metabolic diseases, but he says he has sleep apnea and high blood pressure, which he tries to control by restricting dietary sodium. Mr. C. reports increasing shortness of breath with activity, swollen ankles, and pruritus over the last 6 months.

Objective Data:

1. Height: 68 inches; weight 134.5 kg

2. BP: 172/98, HR 88, RR 26

3. 3+ pitting edema bilateral feet and ankles

4. Fasting blood glucose: 146 mg/dL

5. Total cholesterol: 250 mg/dL

6. Triglycerides: 312 mg/dL

7. HDL: 30 mg/dL

8. Serum creatinine 1.8 mg/dL

9. BUN 32 mg/dl

Critical Thinking Essay

In 900-words, critically evaluate Mr. C.’s potential diagnosis and intervention(s). Include the following:

1. Describe the clinical manifestations present in Mr. C.

2. Describe the potential health risks for obesity that are of concern for Mr. C. Discuss whether bariatric surgery is an appropriate intervention.

3. Assess each of Mr. C.’s functional health patterns using the information given. Discuss at least five actual or potential problems can you identify from the functional health patterns and provide the rationale for each. (Functional health patterns include health-perception, health-management, nutritional, metabolic, elimination, activity-exercise, sleep-rest, cognitive-perceptual, self-perception/self-concept, role-relationship, sexuality/reproductive, coping-stress tolerance.)

4. Explain the staging of end-stage renal disease (ESRD) and contributing factors to consider.

5. Consider ESRD prevention and health promotion opportunities. Describe what type of patient education should be provided to Mr. C. for prevention of future events, health restoration, and avoidance of deterioration of renal status.

6. Explain the type of resources available for ESRD patients for nonacute care and the type of multidisciplinary approach that would be beneficial for these patients. Consider aspects such as devices, transportation, living conditions, return-to-employment issues.

You are required to cite to three sources to complete this assignment. Sources must be published within the last 5 years. Also, you must have an abstract and a conclusion with a minimum of 5 sentences to wrap up this case stu

Assignment : The Pathophysiology of Disorders

During the last 5 weeks, you have explored various body  systems: neurological, cardiovascular, respiratory, and hematological.  These four systems work together along with other body systems to  complete a myriad of functions. For this reason, when disorders occur  within one body system, it can create potentially devastating effects  throughout the entire body. For instance, Parkinson’s disease is a  disorder of the central nervous system, yet its alterations actually  affect multiple body systems from the cardiovascular system to the  gastrointestinal system. In this Assignment, you examine alterations  associated with disorders, as well as the impact of the alterations on  multiple body systems.

                                            To Prepare

From the list below, select a disorder of interest to you:

Alzheimer’s disease

Asthma in children

Chronic obstructive pulmonary disease (COPD)

Congestive heart failure

Hepatic disease (liver disease)

Hypertension

Hyperthyroidism and hypothyroidism

Seizures

Sepsis

Identify alterations associated with your selected  disorder. Consider the pathophysiology of the alterations.

Think about  how these alterations produce pathophysiological changes in at least two  body systems.

Reflect on how patient factors such as genetics,  gender, ethnicity, age, and behavior might impact the pathophysiology of  the alterations you identified, as well as the diagnosis and treatment  of your selected disorder.

Review the “Mind maps—Dementia, Endocarditis, and  Gastro-oesophageal Reflux Disease (GERD)” media in the Week 2 Learning  Resources. Use the examples in the media as a guide to construct a mind  map for the disorder you selected.

Consider the epidemiology and  clinical presentation of your selected disorder.

                                        To Complete

Develop a 5- to 10-slide PowerPoint presentation that addresses the following:

Describe your selected disorder, as well as  associated alterations. Explain the pathophysiology of the alterations,  including changes that occur in at least two body systems.

Explain how genetics, gender, ethnicity, age, and  behavior might impact the pathophysiology of the alterations you  identified, as well as diagnosis and treatment of your selected  disorder.

Construct a mind map for the disorder you selected.  Include the epidemiology, pathophysiology of alterations, risk factors,  and clinical presentation, as well as the diagnosis and treatment of the  disorder.

 

NOTE: This is the link of the book you have to use

https://drive.google.com/file/d/12MGt6z2PicuM1y4rM-SN8rpGD09-Tmkj/view?usp=sharing
https://drive.google.com/file/d/12MGt6z2PicuM1y4rM-SN8rpGD09-Tmkj/view?usp=sharing

Locate and read at least three scholarly articles on nursing and leadership styles. Summarize and critically analyze each article separately (250–300 words for each article’s annotated bibliography).

For each article, determine the following:

1. Comprehension: Select a scholarly research or other article on the assigned topic and introduce the article in your own words.

2. Application: Apply the research findings or article content to course concepts.

3. Analysis: Provide objective and subjective analysis of the article.

4. Evaluation: Summarize the value of the content to nursing leadership and nursing.

Please, see attached rubric.

Turnitin Assignment (No plagiarism)

Discussion: Cognitive Behavioral Therapy:

                            Group Settings Versus Family Settings

As you might recall from previous lecture, there are significant differences in the applications of cognitive behavior therapy (CBT) for families and individuals. The same is true for CBT in group settings and CBT in family settings. In your role as Psychiatric and Mental Health Nurse Practitioner (PMHNP), it is essential to understand these differences to appropriately apply this therapeutic approach across multiple settings. For this Discussion, as you compare the use of CBT in group settings and family settings, consider challenges of using this approach with your own groups.

                                                 Learning Objectives

Students will:

· Compare the use of cognitive behavioral therapy for groups to cognitive

behavioral therapy for families

· Analyze challenges of using cognitive behavioral therapy for groups

· Recommend effective strategies in cognitive behavioral therapy for groups

   To prepare:

· Reflect on your practicum experiences with CBT in group and family settings.

                                         Assignment 

Write an explanations of how the use of cognitive behavior therapy (CBT) in groups compares to its use in family settings. Provide specific examples from your own practicum experiences. Then, explain at least two challenges counselors might encounter when using CBT in the group setting. Support your response with specific examples from this week’s media.

N.B. ATTACHED IS THE ASSIGNMENT 

                                                      Learning Resources

Required Readings

Yalom, I. D., & Leszcz, M. (2005). The theory and practice of group psychotherapy (5th ed.). New York, NY: Basic Books.

• Chapter      11, “In the Beginning” (pp. 309–344)

Yalom, I. D., & Leszcz, M. (2005). The theory and practice of group psychotherapy (5th ed.). New York, NY: Basic Books.

• Chapter      12, “The Advanced Group” (pp. 345–390)

American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). Washington, DC: Author.

Bjornsson, A. S., Bidwell, L. C., Brosse, A. L., Carey, G., Hauser, M., Mackiewicz Seghete, K. L., … Craighead, W. E. (2011). Cognitive-behavioral group therapy versus group psychotherapy for social anxiety disorder among college students: A randomized controlled trial. Depression and Anxiety, 28(11), 1034–1042. doi:10.1002/da.20877

Safak, Y., Karadere, M. E., Ozdel, K., Ozcan, T., Türkçapar, M. H., Kuru, E., & Yücens, B. (2014). The effectiveness of cognitive behavioral group psychotherapy for obsessive-compulsive disorder. Turkish Journal of Psychiatry, 25(4), 225–233. Retrieved from http://www.turkpsikiyatri.com/