Tag Archive for: nursing

Case study

Case study

Shelly is a 4-year-old preschooler who lives with her parents and younger brother. She and her brother attend a local daycare center during the week while their parents are at work. In the evenings she and her brother take a bath and then their parents read to them before bedtime at 8 PM. Shelly’s daycare class includes many children her age and she enjoys playing outside with them. Although snack times are planned, Shelly would rather play and does not always finish her beverages.

Shelly’s mother calls the clinic and tells the nurse practitioner that Shelly has been “running a fever of 101 F for the past 2 days” and although her temperature decreases to 37.2 C (99 F) with Tylenol, it returns to 38.4 C (101 F) within 4 hours of each dose. Further, her mother says that Shelly complains that “it hurts when I pee-pee”. Shelly’s mother also has noticed that her daughter seems to be in the bathroom “every hour”. She makes an appointment to see the nurse practitioner this afternoon.

The potential diagnosis is UTI.

1.  What other assessment data would be helpful for the nurse practitioner to have?

2.  What are the organisms most likely to cause an UTI?

3.  What is the pharmacological treatment for Shelly? Keep in mind safe dosing.

4.  What are the teaching priorities for Shelly and her mother prior to her discharge from the clinic?

Please keep it concise. using peer-reviewed references published within 5 years.

  • Posted: 2 Months Ago
  • Due: 25/03/2020
  • Budget: $30

Shelly is a 4-year-old preschooler who lives with her parents and younger brother. She and her brother attend a local daycare center during the week while their parents are at work. In the evenings she and her brother take a bath and then their parents read to them before bedtime at 8 PM. Shelly’s daycare class includes many children her age and she enjoys playing outside with them. Although snack times are planned, Shelly would rather play and does not always finish her beverages.

Shelly’s mother calls the clinic and tells the nurse practitioner that Shelly has been “running a fever of 101 F for the past 2 days” and although her temperature decreases to 37.2 C (99 F) with Tylenol, it returns to 38.4 C (101 F) within 4 hours of each dose. Further, her mother says that Shelly complains that “it hurts when I pee-pee”. Shelly’s mother also has noticed that her daughter seems to be in the bathroom “every hour”. She makes an appointment to see the nurse practitioner this afternoon.

The potential diagnosis is UTI.

1.  What other assessment data would be helpful for the nurse practitioner to have?

2.  What are the organisms most likely to cause an UTI?

3.  What is the pharmacological treatment for Shelly? Keep in mind safe dosing.

4.  What are the teaching priorities for Shelly and her mother prior to her discharge from the clinic?

Please keep it concise. using peer-reviewed references published within 5 years.

  • Posted: 2 Months Ago
  • Due: 25/03/2020
  • Budget: $30

evaluation of joint pain

Question 1

A 22-year-old advertising copywriter presents for evaluation of joint pain. The pain is new, located in the wrists and fingers bilaterally, with some subjective fever. The patient denies a rash; she also denies recent travel or camping activities. She has a family history significant for rheumatoid arthritis. Based on this information, which of the following pathologic processes would be the most correct?
A) Infectious
B) Inflammatory
C) Hematologic
D) Traumatic

Question 2

A 35-year-old archaeologist comes to your office (located in Phoenix, Arizona) for a regular skin check-up. She has just returned from her annual dig site in Greece. She has fair skin and reddish-blonde hair. She has a family history of melanoma. She has many freckles scattered across her skin. From this description, which of the following is not a risk factor for melanoma in this patient?
A) Age
B) Hair color
C) Actinic lentigines
D) Heavy sun exposure

Question 3

A 15-year-old high school sophomore and her mother come to your clinic because the mother is concerned about her daughter’s weight. You measure her daughter’s height and weight and obtain a BMI of 19.5 kg/m2. Based on this information, which of the following is appropriate?
A) Refer the patient to a nutritionist and a psychologist because the patient is anorexic.
B) Reassure the mother that this is a normal body weight.
C) Give the patient information about exercise because the patient is obese.
D) Give the patient information concerning reduction of fat and cholesterol in her diet because she is obese.

Question 4

A middle-aged man comes in because he has noticed multiple small, blood-red, raised lesions over his anterior chest and abdomen for the past several months.They are not painful and he has not noted any bleeding or bruising. He is concerned this may be consistent with a dangerous condition. What should you do?
A) Reassure him that there is nothing to worry about.
B) Do laboratory work to check for platelet problems.
C) Obtain an extensive history regarding blood problems and bleeding disorders.
D) Do a skin biopsy in the office.

Question 5

Jacob, a 33-year-old construction worker, complains of a “lump on his back” over his scapula. It has been there for about a year and is getting larger. He says his wife has been able to squeeze out a cheesy-textured substance on occasion. He worries this may be cancer. When gently pinched from the side, a prominent dimple forms in the middle of the mass. What is most likely?
A) An enlarged lymph node
B) A sebaceous cyst
C) An actinic keratosis
D) A malignant lesion

Question 6

A patient comes to you for the appearance of red patches on his forearms that have been present for several months. They remain for several weeks. He denies a history of trauma. Which of the following is likely?
A) Actinic keratoses
B) Pseudoscars
C) Actinic purpura
D) Cherry angiomas

Question 7

A 19-year old-college student presents to the emergency room with fever, headache, and neck pain/stiffness. She is concerned about the possibility of meningococcal meningitis. Several of her dorm mates have been vaccinated, but she hasn’t been. Which of the following physical examination descriptions is most consistent with meningitis?
A) Head is normocephalic and atraumatic, fundi with sharp discs, neck supple with full range of motion
B) Head is normocephalic and atraumatic, fundi with sharp discs, neck with paraspinous muscle spasm and limited range of motion to the right
C) Head is normocephalic and atraumatic, fundi with blurred disc margins, neck tender to palpation, unable to perform range of motion
D) Head is normocephalic and atraumatic, fundi with blurred disc margins, neck supple with full range of motion

Question 8

A 58-year-old gardener comes to your office for evaluation of a new lesion on her upper chest. The lesion appears to be “stuck on” and is oval, brown, and slightly elevated with a flat surface. It has a rough, wartlike texture on palpation. Based on this description, what is your most likely diagnosis?
A) Actinic keratosis
B) Seborrheic keratosis
C) Basal cell carcinoma
D) Squamous cell carcinoma

Question 9

A patient presents for evaluation of a cough. Which of the following anatomic regions can be responsible for a cough?
A) Ophthalmologic
B) Auditory
C) Cardiac
D) Endocrine

Question 10

A 72-year-old retired truck driver comes to the clinic with his wife for evaluation of hearing loss. He has noticed some decreased ability to hear what his wife and grandchildren are saying to him. He admits to lip-reading more. He has a history of noise exposure in his young adult years: He worked as a sound engineer at a local arena and had to attend a lot of concerts. Based on this information, what is the most likely finding regarding his hearing acuity?
A) Loss of acuity for middle-range sounds
B) Increase of acuity for low-range sounds
C) Loss of acuity for high-range sounds
D) Increase of acuity for high-range sounds

Question 11

Mrs.Anderson presents with an itchy rash which is raised and appears and disappears in various locations. Each lesion lasts for many minutes. What most likely accounts for this rash?
A) Insect bites
B) Urticaria, or hives
C) Psoriasis
D) Purpura

Question 12

A new mother is concerned that her child occasionally “turns blue.” On further questioning, she mentions that this is at her hands and feet. She does not remember the child’s lips turning blue. She is otherwise eating and growing well. What would you do now?
A) Reassure her that this is normal
B) Obtain an echocardiogram to check for structural heart disease and consult cardiology
C) Admit the child to the hospital for further observation
D) Question the validity of her story

Question 13

An 89-year-old retired school principal comes for an annual check-up. She would like to know whether or not she should undergo a screening colonoscopy. She has never done this before. Which of the following factors should not be considered when discussing whether she should go for this screening test?
A) Life expectancy
B) Time interval until benefit from screening accrues
C) Patient preference
D) Current age of patient

Question 14

You are speaking to an 8th grade class about health prevention and are preparing to discuss the ABCDEs of melanoma. Which of the following descriptions correctly defines the ABCDEs?
A) A = actinic; B = basal cell; C = color changes, especially blue; D = diameter >6 mm; E = evolution
B) A = asymmetry; B = irregular borders; C = color changes, especially blue; D = diameter >6 mm; E = evolution
C) A = actinic; B = irregular borders; C = keratoses; D = dystrophic nails; E = evolution
D) A = asymmetry; B = regular borders; C = color changes, especially orange; D = diameter >6 mm; E = evolution

Question 15

A 79-year-old retired banker comes to your office for evaluation of difficulty with urination; he gets up five to six times per night to urinate and has to go at least that often in the daytime. He does not feel as if his bladder empties completely; the strength of the urinary stream is diminished. He denies dysuria or hematuria. This problem has been present for several years but has worsened over the last 8 months. You palpate his prostate. What is your expected physical examination finding, based on this description?
A) Normal size, smooth
B) Normal size, boggy
C) Enlarged size, smooth
D) Enlarged size, boggy

Question 16

A young man comes to you with an extremely pruritic rash over his knees and elbows which has come and gone for several years. It seems to be worse in the winter and improves with some sun exposure. On examination, you notice scabbing and crusting with some silvery scale, and you are observant enough to notice small “pits” in his nails. What would account for these findings?
A) Eczema
B) Pityriasis rosea
C) Psoriasis
D) Tinea infection

Question 17

A 15-year-old high school sophomore comes to the clinic for evaluation of a 3-week history of sneezing; itchy, watery eyes; clear nasal discharge; ear pain; and nonproductive cough. Which is the most likely pathologic process?
A) Infection
B) Inflammation
C) Allergic
D) Vascular

Question 18

A 68-year-old retired farmer comes to your office for evaluation of a skin lesion. On the right temporal area of the forehead, you see a flattened papule the same color as his skin, covered by a dry scale that is round and feels hard. He has several more of these scattered on the forehead, arms, and legs.Based on this description, what is your most likely diagnosis?
A) Actinic keratosis
B) Seborrheic keratosis
C) Basal cell carcinoma
D) Squamous cell carcinoma

Question 19

An 8-year-old girl comes with her mother for evaluation of hair loss. She denies pulling or twisting her hair, and her mother has not noted this behavior at all. She does not put her hair in braids. On physical examination, you note a clearly demarcated, round patch of hair loss without visible scaling or inflammation. There are no hair shafts visible. Based on this description, what is your most likely diagnosis?
A) Alopecia areata
B) Trichotillomania
C) Tinea capitis
D) Traction alopecia

Question 20

A 19-year-old construction worker presents for evaluation of a rash. He notes that it started on his back with a multitude of spots and is also on his arms, chest, and neck. It itches a lot. He does sweat more than before because being outdoors is part of his job. On physical examination, you note dark tan patches with a reddish cast that has sharp borders and fine scales, scattered more prominently around the upper back, chest, neck, and upper arms as well as under the arms. Based on this description, what is your most likely diagnosis?
A) Pityriasis rosea
B) Tinea versicolor
C) Psoriasis
D) Atopic eczema

Question 21

Which of the following booster immunizations is recommended in the older adult population?
A) Tetanus
B) Diphtheria
C) Measles
D) Mumps

Question 22

A patient presents for evaluation of a sharp, aching chest pain which increases with breathing. Which anatomic area would you localize the symptom to?
A) Musculoskeletal
B) Reproductive
C) Urinary
D) Endocrine

Question 23

Ms.Whiting is a 68 year old who comes in for her usual follow-up visit. You notice a few flat red and purple lesions, about 6 centimeters in diameter, on the ulnar aspect of her forearms but nowhere else. She doesn’t mention them. They are tender when you examine them. What should you do?
A) Conclude that these are lesions she has had for a long time.
B) Wait for her to mention them before asking further questions.
C) Ask how she acquired them.
D) Conduct the visit as usual for the patient.

Question 24

You have recently returned from a medical missions trip to sub-Saharan Africa, where you learned a great deal about malaria. You decide to use some of the same questions and maneuvers in your “routine” when examining patients in the midwestern United States. You are disappointed to find that despite getting some positive answers and findings, on further workup, none of your patients has malaria except one, who recently emigrated from Ghana. How should you next approach these questions and maneuvers?
A) Continue asking these questions in a more selective way.
B) Stop asking these questions, because they are low yield.
C) Question the validity of the questions.
D) Ask these questions of all your patients.

Question 25

On routine screening you notice that the cup-to-disc ratio of the patient’s right eye is 1:2. What ocular condition should you suspect?
A) Macular degeneration
B) Diabetic retinopathy
C) Hypertensive retinopathy
D) Glaucoma

Question 26

Mrs.Hill is a 28-year-old African-American with a history of SLE (systemic lupus erythematosus). She has noticed a raised, dark red rash on her legs. When you press on the rash, it doesn’t blanch. What would you tell her regarding her rash?
A) It is likely to be related to her lupus.
B) It is likely to be related to an exposure to a chemical.
C) It is likely to be related to an allergic reaction.
D) It should not cause any problems.

Question 27

A 47-year-old contractor presents for evaluation of neck pain, which has been intermittent for several years. He normally takes over-the-counter medications to ease the pain, but this time they haven’t worked as well and he still has discomfort. He recently wallpapered the entire second floor in his house, which caused him great discomfort. The pain resolved with rest. He denies fever, chills, rash, upper respiratory symptoms, trauma, or injury to the neck. Based on this description, what is the most likely pathologic process?
A) Infectious
B) Neoplastic
C) Degenerative
D) Traumatic

Question 28

A 28-year-old patient comes to the office for evaluation of a rash. At first there was only one large patch, but then more lesions erupted suddenly on the back and torso; the lesions itch. On physical examination, you note that the pattern of eruption is like a Christmas tree and that there are a variety of erythematous papules and macules on the cleavage lines of the back. Based on this description, what is the most likely diagnosis?
A) Pityriasis rosea
B) Tinea versicolor
C) Psoriasis
D) Atopic eczema

Question 29

Which of the following changes are expected in vision as part of the normal aging process?
A) Cataracts
B) Glaucoma
C) Macular degeneration
D) Blurring of near vision

Question 30

You are examining an unconscious patient from another region and notice Beau’s lines, a transverse groove across all of her nails, about 1 cm from the proximal nail fold. What would you do next?
A) Conclude this is caused by a cultural practice.
B) Conclude this finding is most likely secondary to trauma.
C) Look for information from family and records regarding any problems which occurred 3 months ago.
D) Ask about dietary intake.

Leadership Styles and Nursing

CLC – Leadership Styles and Nursing

  • My Group
  • Group Forum

This is a Collaborative Learning Community (CLC) assignment.

The purpose of this assignment is to assess leadership styles, traits, and practices as a nursing professional, establish the importance of effective interprofessional communication as a leader in nursing, and to explore the role of servant leadership in nursing practice.

Read the study materials on leadership and complete the topic quiz activities to better understand your leadership qualities.

Upon completion, summarize and share with your group what you learned about your specific leadership qualities, so you can become familiar with how you are similar and different from your peers when it comes to being a leader.

As a group, review the study materials related to servant leadership. Using what you have learned about the tenets of servant leadership and traits and practices of successful leaders, create a 4 slide PowerPoint presentation with speaker notes. Add an additional slide for references at the end of your presentation.

 

Include the following in your presentation:

  1. Each group member: Create a slide that summarizes your leadership style, traits, and practices.
  2. Explain why it is important for nursing professionals to be aware of their personal leadership style, traits, and practices.

 

You are required to cite to a minimum of three sources to complete this assignment. Sources must be published within the last 5 years and appropriate for the assignment criteria and relevant to nursing practice.

Refer to the resource, “Creating Effective PowerPoint Presentations,” located in the Student Success Center, for additional guidance on completing this assignment in the appropriate style.

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

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to LopesWrite. Refer to the LopesWrite Technical Support articles for assistance.

 

CLC-Leadership Styles and Nursing

No of Criteria: 11 Achievement Levels: 5CriteriaAchievement LevelsDescriptionPercentageUnsatisfactory0.00 %Less Than Satisfactory75.00 %Satisfactory79.00 %Good89.00 %Excellent100.00 %Content80.0     Individual Group Slides4.0Slides summarizing leadership styles, traits, and practices of each group member are omitted.N/AN/AN/ASlides summarizing leadership styles, traits, and practices of each group member are presented.Comparison of Leadership Styles4.0A comparison of the personal leadership styles of group members is omitted.A comparison of the personal leadership styles of group members is incomplete. The comparison is vague and fails to illustrate the various leadership styles of the group.A general comparison of the personal leadership styles of group members is presented. The comparison generally illustrates the various leadership styles of the group. More information on the various strengths and weaknesses is needed.A comparison of the personal leadership styles of group members is presented. The commonalities and various strengths and weaknesses among the group members are generally presented.A concise and well-developed comparison of the personal leadership styles of group members is presented. The commonalities and various strengths and weaknesses among the group members are clear and insightful.Importance of Awareness of Leadership Styles, Traits, and Practices for Nursing Professionals8.0An explanation of why it is important for nursing professionals to be aware of their personal leadership styles, traits, and practices is omitted.The explanation of why it is important for nursing professionals to be aware of their personal leadership styles, traits, and practices is largely incomplete.A general explanation of why it is important for nursing professionals to be aware of their personal leadership styles, traits, and practices is presented. The explanation requires more information, rationale, or support.An explanation of why it is important for nursing professionals to be aware of their personal leadership styles, traits, and practices is presented. Some rationale or information is needed for support.A well-supported explanation of why it is important for nursing professionals to be aware of their personal leadership styles, traits, and practices is is presented. An understanding of the importance of personal awareness in leadership professionals is evident.Leadership Traits and Styles of Effective Communicators and Adapting Communication Approaches When Working Interprofessionally8.0A discussion on the leadership traits and styles of effective communicators, and the importance of adapting communication approaches when working interprofessionally, is omitted.An incomplete discussion on the leadership traits and styles of effective communicators, and the importance of adapting communication approaches when working interprofessionally, is presented.A summary on the leadership traits and styles of effective communicators, and the importance of adapting communication approaches when working interprofessionally, is presented. There are some omissions or inaccuracies.A discussion on the leadership traits and styles of effective communicators, and the importance of adapting communication approaches when working interprofessionally, is presented. Some detail or rationale is needed for support.A well-supported and thorough discussion on the leadership traits and styles of effective communicators, and the importance of adapting communication approaches when working interprofessionally, is presented.Benefits of Integrating Tenets of Servant Leadership to Empower and Influence8.0The benefits of integrating the tenets of servant leadership to empower and influence as nursing leaders are omitted.The benefits of integrating the tenets of servant leadership to empower and influence as nursing leaders are incomplete.General benefits of integrating the tenets of servant leadership to empower and influence as nursing leaders are summarized. Additional information or rationale is needed for support.Key benefits of integrating the tenets of servant leadership to empower and influence as nursing leaders are discussed.The benefits of integrating the tenets of servant leadership to empower and influence as nursing leaders are thoroughly discussed. Strong support and rationale are provided.The Understanding of Personal Leadership Traits and Servant Leadership in Leading and Navigating Challenges in Nursing and Health Care8.0A discussion of how leaders who practice servant leadership and understand personal leadership traits can lead and navigate challenges of nursing and health care is omitted.An incomplete discussion for how leaders who practice servant leadership and understand personal leadership traits can lead and navigate challenges of nursing and health care is presented.A summary for how leaders who practice servant leadership and understand personal leadership traits can lead and navigate challenges of nursing and health care is presented. Additional information or rationale is needed for support.A discussion for how leaders who practice servant leadership and understand personal leadership traits can lead and navigate challenges of nursing and health care is presented. Some information or rationale is needed for support or clarity.A well-supported discussion for how leaders who practice servant leadership and understand personal leadership traits can lead and navigate challenges of nursing and health care is presented.Presentation of Content40.0The content lacks a clear point of view and logical sequence of information. Includes little persuasive information. Sequencing of ideas is unclear.The content is vague in conveying a point of view and does not create a strong sense of purpose. Includes some persuasive information.The presentation slides are generally competent, but ideas may show some inconsistency in organization and/or in their relationships to each other.The content is written with a logical progression of ideas and supporting information exhibiting a unity, coherence, and cohesiveness. Includes persuasive information from reliable sources.The content is written clearly and concisely. Ideas universally progress and relate to each other. The project includes motivating questions and advanced organizers. The project gives the audience a clear sense of the main idea.Organization, Effectiveness, and Format20.0     Layout5.0The layout is cluttered, confusing, and does not use spacing, headings, and subheadings to enhance the readability. The text is extremely difficult to read with long blocks of text, small point size for fonts, and inappropriate contrasting colors. Poor use of headings, subheadings, indentations, or bold formatting is evident.The layout shows some structure but appears cluttered and busy or distracting with large gaps of white space or a distracting background. Overall readability is difficult due to lengthy paragraphs, too many different fonts, dark or busy background, overuse of bold, or lack of appropriate indentations of text.The layout uses horizontal and vertical white space appropriately. Sometimes the fonts are easy to read, but in a few places the use of fonts, italics, bold, long paragraphs, color, or busy background detracts and does not enhance readability.The layout background and text complement each other and enable the content to be easily read. The fonts are easy to read and point size varies appropriately for headings and text.The layout is visually pleasing and contributes to the overall message with appropriate use of headings, subheadings, and white space. Text is appropriate in length for the target audience and to the point. The background and colors enhance the readability of the text.Language Use and Audience Awareness (includes sentence construction, word choice, etc.)5.0Inappropriate word choice and lack of variety in language use are evident. Writer appears to be unaware of audience. Use of primer prose indicates writer either does not apply figures of speech or uses them inappropriately.Some distracting inconsistencies in language choice (register) or word choice are present. The writer exhibits some lack of control in using figures of speech appropriately.Language is appropriate to the targeted audience for the most part.The writer is clearly aware of audience, uses a variety of appropriate vocabulary for the target audience, and uses figures of speech to communicate clearly.The writer uses a variety of sentence constructions, figures of speech, and word choice in distinctive and creative ways that are appropriate to purpose, discipline, and scope.Mechanics of Writing (includes spelling, punctuation, grammar, language use)5.0Slide errors are pervasive enough that they impede communication of meaning.Frequent and repetitive mechanical errors distract the reader.Some mechanical errors or typos are present, but they are not overly distracting to the reader.Slides are largely free of mechanical errors, although a few may be present.Writer is clearly in control of standard, written academic English.Documentation of Sources (citations, footnotes, references, bibliography, etc., as appropriate to assignment and style)5.0Sources are not documented.Documentation of sources is inconsistent or incorrect, as appropriate to assignment and style, with numerous formatting errors.Sources are documented, as appropriate to assignment and style, although some formatting errors may be present.Sources are documented, as appropriate to assignment and style, and format is mostly correct.Sources are completely and correctly documented, as appropriate to assignment and style, and format is free of error.Total Percentage  100

essential to achieving successful outcomes.

In nursing practice, accurate identification and application of  research is essential to achieving successful outcomes. Being able to  articulate the information and successfully summarize relevant  peer-reviewed articles in a scholarly fashion helps to support the  student’s ability and confidence to further develop and synthesize the  progressively more complex assignments that constitute the components  of the course change proposal capstone project.

For this assignment, the student will provide a synopsis of eight  peer-reviewed articles from nursing journals using an evaluation table  that determines the level and strength of evidence for each of the  eight articles. The articles should be current within the last 5 years  and closely relate to the PICOT statement developed earlier in this  course. The articles may include quantitative research, descriptive  analyses, longitudinal studies, or meta-analysis articles. A  systematic review may be used to provide background information for  the purpose or problem identified in the proposed capstone project.  Use the “Literature Evaluation Table” resource to complete  this assignment.

While APA style 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.

This assignment uses a rubric. Please review the rubric prior to  beginning the assignment to become familiar with the expectations for  successful completion.

You are not required to submit this assignment to Turnitin.

Quantitative Annotated Bibliography

Quantitative Annotated Bibliography

In this week’s discussion question you were asked to consider a potential problem (appropriate to your role option) (See attached paper named POTENTIAL PROBLEM) that you would like to investigate through nursing research. For this assignment you will review current research from South’s Online Library and provide a critical evaluation on that research through an annotated bibliography. An annotated bibliography is a brief summary and analysis of the journal article reviewed. For more information on annotated bibliographies please visit Purdue’s OWL: Purdue Online Writing Lab

A total of two annotated bibliographies are to be submitted (not to exceed one page each). The articles must come from nursing scholarly literature and may not be older than 5 years since publication. Please note that the articles must be research based and reflect a quantitative methodology (review our reading assignments). Web pages, magazines, textbooks, and other books are not acceptable.
Each annotation must address the following critical elements:

  • Explanation of the main purpose and scope of the cited work
  • Brief description of the research conducted
  • Value and significance of the work (e.g., study’s findings, scope of the research project) as a contribution to the subject under consideration
  • Possible shortcomings or bias in the work
  • Conclusions or observations reached by the author
  • Summary as to why this research lends evidence to support the potential problem identified specific to your role option.

Nursing Administration

You will submit a PowerPoint presentation containing a title slide, 10-15 slides each with comprehensive content demonstrating the use of your peer-reviewed sources, and reference slides. Remember to include a source for each image or graphic included on the slides; this is easiest done directly on the slide under or next to the image. Your “talking points” are considered speaker notes and should contain 20-30 minutes of “talk time.” Information read directly from the slide should be included in the speaker notes. We recommend you time yourself while reading your speaker notes to determine if your presentation is within the 20-30 minutes for content. Your speaker notes should be written exactly as you would be speaking to your audience. You do need to include citations in your speaker notes. Be sure to include all of your references on the reference slide(s).

 

Create a formal reference page including all of your nine (or more) references from your project. Please be sure to use formal APA format. Refer to your APA manual for any questions.

 

Introduction of Focused Area: Nursing Administration, Education, or Nurse Practitioner.

My focus area for this capstone project will be Education. I plan to educate my local community on an issue that I am passionate about because it can help save the lives of many. 

Introduction of Capstone Project. Identification of area of Interest and Strengths and why important. 

My area of interest is non-chemical practices for the treatment of bipolar disorder. Bipolar disorder is such a complicated mental illness that too many adults and children suffer from. Even with the use of medications, symptoms are not completely alleviated. I would like to educate the public on additional treatment practices that can make their lives and the lives of their families easier. 

3 references and 3 SMART goals I created for this project that must be used.

 

  1. By the end of my presentation, 88% of the audience will write down a  correlation between suicide and bipolar disorder.

·  Correlation   between suicide and bipolar disorder

Zai, C. C., Gonçalves, V.   F., Tiwari, A. K., Gagliano, S. A., Hosang,

G., de Luca, V., … Kennedy, J. L. (2015). A   genome-wide  association study of suicide severity   scores in bipolar disorder. Journal of   Psychiatric Research, 65, 23–29. https://doi-org.ezproxy.uta.edu/10.1016/j.jpsychires.2014.11.002

 

  1. By the end of my presentation, 95% of the audience will identify one        positive outcome of ECT therapy

· ECT and Bipolar Disorder

Bodnar,   A., Krzywotulski, M., Lewandowska, A., Chlopocka-

Wozniak,   M., Bartkowska-Sniatkowska, A., Michalak, M., &  Rybakowski, J. K. (2016).   Electroconvulsive therapy and cognitive functions in treatment-resistant   depression. World Journal of Biological   Psychiatry, 17(2), 159–164. https://doi-org.ezproxy.uta.edu/10.3109/15622975.2015.1091501

 

  1. Within        three months of the presentation, 90% of the audience will be able to        identify at least two benefits of DBT for treating Bipolar disorder

· Dialectical Behavioural Therapy in Bipolar   Disorder

Zargar, F., Haghshenas, N., Rajabi, F., & Tarrahi, M. J. (2019).

Effectiveness of Dialectical Behavioral   Therapy on Executive Function, Emotional Control and Severity of Symptoms in   Patients with Bipolar I Disorder. Advanced biomedical research8.

problem or concern in your community,

As you have discovered through this course, nurses are influential members of the community and the political system. Therefore, for the purposes of this assignment you will identify a problem or concern in your community, organization, etc. that has the capacity to be legislated. You will conduct research and state a proposal. Through the legislative process, your proposal for the problem or concern may influence an idea for change into a law.

First, refer to the “How a Bill Becomes a Law” media.

http://lc.gcumedia.com/zwebassets/courseMaterialPages/nrs440v_how-a-bill-becomes-a-law-v2.1.php/.

Then, view the “Bill to Law Process” to watch the scenario.

After viewing the scenario, refer to the “Legislative Assignment.” You will need to save the document first in order to use it.

Submit the assignment to the instructor. You also reserve the right to submit your completed proposal to the respective government official. However, this is optional. If you select to submit your proposal as a part of the legislative process, refer to “Find Your Representative” or research the contact information on your own.

( 600-700 words. Find a topic that actually can be legislated (made into a law). It could be a health issue in your community. An example of a problem that troubles me is why restaurant food that is left over is thrown out each night instead of saving and offering it to soup kitchens when 25% of our population has “food insecurity”. Such a topic could be developed into a proposal following the steps on the form.

APA format is not required, but solid academic writing is expected.)

Legislative Worksheet (SBAR Format) –
How a Bill Becomes a Law
SITUATION: IS THIS SOMETHING THAN CAN BE LEGISLATED?

Identify the problem/concern:
State your proposal/idea.

BACKGROUND: DO YOUR RESEARCH

Include studies, reports, personal experience, or anecdotal stories related to your proposal.
Has there been similar legislation introduced and/or passed in other states? If so, include it.

ASSESSMENT: FINANCES AND STAKEHOLDERS

Identify financial impact if any (e.g., added costs, cost savings, increased revenue):
Identify stakeholder groups that would support this bill:
Identify people/groups that would oppose this bill:

RECOMMENDATION

Make an appointment with your legislator to discuss your proposal.

Progress Note

To prepare:

  • Reflect on the client family you selected for the Week 3 Practicum Assignment.

The Assignment

Part 1: Progress Note

Using the client family from your Week 3 Practicum Assignment, address in a progress note (without violating HIPAA regulations) the following:

  • Treatment modality used and efficacy of approach
  • Progress and/or lack of progress toward the mutually agreed-upon client goals (reference the treatment plan for progress toward goals)
  • Modification(s) of the treatment plan that were made based on progress/lack of progress
  • Clinical impressions regarding diagnosis and or symptoms
  • Relevant psychosocial information or changes from original assessment (e.g., marriage, separation/divorce, new relationships, move to a new house/apartment, change of job)
  • Safety issues
  • Clinical emergencies/actions taken
  • Medications used by the patient, even if the nurse psychotherapist was not the one prescribing them
  • Treatment compliance/lack of compliance
  • Clinical consultations
  • Collaboration with other professionals (e.g., phone consultations with physicians, psychiatrists, marriage/family therapists)
  • The therapist’s recommendations, including whether the client agreed to the recommendations
  • Referrals made/reasons for making referrals
  • Termination/issues that are relevant to the termination process (e.g., client informed of loss of insurance or refusal of insurance company to pay for continued sessions)
  • Issues related to consent and/or informed consent for treatment
  • Information concerning child abuse and/or elder or dependent adult abuse, including documentation as to where the abuse was reported
  • Information reflecting the therapist’s exercise of clinical judgment

Note: Be sure to exclude any information that should not be found in a discoverable progress note.

Part 2: Privileged Note

Based on this week’s readings, prepare a privileged psychotherapy note that you would use to document your impressions of therapeutic progress/therapy sessions for your client family from the Week 3 Practicum Assignment.

In your progress note, address the following:

  • Include items that you would not typically include in a note as part of the clinical record.
  • Explain why the items you included in the privileged note would not be included in the client family’s progress note.
  • Explain whether your preceptor uses privileged notes. If so, describe the type of information he or she might include. If not, explain why.

culture chosen is African American

Hi there,

I need assistance in nursing class I am taking creating an APA format15-20 power point presentation (excluding title and reference slides). The culture chosen is African American. The instructions for the assignment are as follows:

  • Power point must include:
    1) Title/Include Names of Students
  • 2) Ethnic/racial Identity
  • 3) History and Value Orientation
  • 4) Language-communication Process
  • 5) Health Beliefs and Healing Practices
  • 6) Religious Beliefs and Spirituality

In addition, these topics must include:

  1. Ethnic/racial identity: How does the group identify itself in terms ethnicity and racial background? What is the range of interaction outside of the cultural group? Are recreational, educational, and other social activities within the ethnic reference group, the wider community, or both?
  2. History and Value Orientation: How are values derived? What is the historical experience of the group that may have impacted values?
  3. Language-communication process: What languages are spoken in the home? And by whom? What language is preferred when speaking to outsiders? Do second and third generations in the U.S. speak the language of their grandparents?
  4. Health Belief and Practices: What are the traditional health beliefs? How common are these beliefs and practices within this group? To what extent are folk healing practices and practitioners used?
  5. Religious Belief and Spirituality: Religious articles & practices, how spirituality is defined. Remember that Religious Beliefs and Spirituality are different concepts.
  6. Life-cycle events: Which life cycle events are important to the culture? What are the customs associated with births, coming of age, marriage, and death?
  7. Nutritional Behavior/Diet: Are there restrictions? Are there common practices?
  8. Medical health care access and experience: Is access to care and equality of care an issue for this group? For example, are group members less likely to receive needed care due to system issues such as financial access or provider biases than another group? (Note: This is a big topic which will be studied in more depth later, but since the interface with health care has had a strong impact on cultural expectations and practices, it will be helpful to begin to examine this aspect of culture in this cultural assessment).
  9. Identify actual or potential health risks among group members.

Please let me know who can assist with this.

Thank you!

delivery of healthcare

Word cloud generators have become popular tools for meetings and team-building events. Groups or teams are asked to use these applications to input words they feel best describe their team or their role. A “word cloud” is generated by the application that makes prominent the most-used terms, offering an image of the common thinking among participants of that role.

What types of words would you use to build a nursing word cloud? Empathetic, organized, hard-working, or advocatewould all certainly apply. Would you add policy-maker to your list? Do you think it would be a very prominent component of the word cloud?

Nursing has become one of the largest professions in the world, and as such, nurses have the potential to influence policy and politics on a global scale. When nurses influence the politics that improve the delivery of healthcare, they are ultimately advocating for their patients. Hence, policy-making has become an increasingly popular term among nurses as they recognize a moral and professional obligation to be engaged in healthcare legislation.

To Prepare:

  • Revisit the Congress.gov website provided in the Resources and consider the role of RNs and APRNs in policy-making.
  • Reflect on potential opportunities that may exist for RNs and APRNs to participate in the policy-making process.

Post an explanation of at least two opportunities that exist for RNs and APRNs to actively participate in policy-making. Explain some of the challenges that these opportunities may present and describe how you might overcome these challenges. Finally, recommend two strategies you might make to better advocate for or communicate the existence of these opportunities to participate in policy-making. Be specific and provide examples.