Week 5 | Part 5: Professional Development

I have developed a curriculum vitae to capture my academic and professional accomplishments to date. I have also developed a statement identifying one or more professional development goals, and a statement proposing how I might align one or more of these professional development goals with the University’s emphasis on social change.

The results of my efforts are below.

Directions: Complete Step 1 by developing (or copying and pasting) a curriculum vitae (CV) in the space provided. Complete Step 2 by completing a statement identifying your professional development goals space identified. Complete Step 3 by writing a statement proposing how you might align one or more of your professional development goals with the University’s emphasis on social change.

Step 1: Curriculum Vitae (CV)

Use the space below to write your CV based on your current education and professional background. Alternatively, you may write this in a separate document and copy/paste the results below. 

NOTE: If needed there are a variety of online resources available with tips and samples of graduate nurse CVs. 

Step 2: Professional Development Goals

Use the space below to write a statement identifying your professional development goals.

Step 3: Alignment with Social Change

Use the space below to write a statement proposing how you might align one or more of your professional development goals with the University’s emphasis on social change.

assignment mental health disorders

A 38-year-old woman presents to the office with complaints of weight

loss, fatigue, and insomnia of 3-month duration. She reports that she has

been feeling gradually more tired and staying up late at night because

she can’t sleep. She does not feel that she is doing as well in her occupation

as a secretary and states that she has trouble remembering things.

She does not go outdoors as much as she used to and cannot recall the

last time she went out with friends or enjoyed a social gathering. She

feels tired most of the week and states she feels that she wants to go to

sleep and frequently does not want to get out of bed. She denies any

recent medication, illicit drug, or alcohol use. She feels intense guilt

regarding past failed relationships because she perceives them as faults.

She states she has never thought of suicide, but has begun to feel increasingly

worthless.

Her vital signs and general physical examination are normal, although

she becomes tearful while talking. Her mental status examination is significant

for depressed mood, psychomotor retardation, and difficulty attending

to questions. Laboratory studies reveal a normal metabolic panel, normal

complete blood count, and normal thyroid functions.

➤ What is the most likely diagnosis?

➤ What is your next step?

➤ What are important considerations and potential complications of

management?

all job only association journal and references no websites. APA format

Before posting to the discussion board, locate one research article or EBP guideline that relates to this week’s topics(Topics included in this module include sexuality, medication, & psychosocial impact of aging and chronic illness), Locate a current research article (within the last 5 years) or EBP guideline which addresses sexuality, medication, or psychosocial aspects of care within the aged, disabled, or chronically ill populations. Then address the following:

Entitle your discussion post with the title of the article/guidelineProvide a rationale for why you’ve chosen this article/guideline and state how you intend to use it in practice in one paragraph.

Apply one of the BSN Core Competencies that fit the article/guideline & state your rationale for using it.

Attach the full research article or EBP guideline as a document in the discussion board so that other students can read them and respond more effectively.

For extra help i provide few core competencies that you can choose one of them that fit with the article you choose. These are core competencies:

1. Incorporate professional attitudes, values, and expectations about physical and mental aging in

the provision of patient-centered care for older adults and their families.

Corresponding to Essential VIII

2. Assess barriers for older adults in receiving, understanding, and giving of information.

Corresponding to Essentials IV & IX

3. Use valid and reliable assessment tools to guide nursing practice for older adults.

Corresponding to Essentials IX

4. Assess the living environment as it relates to functional, physical, cognitive, psychological, and

social needs of older adults.

Corresponding to Essential IX

5. Intervene to assist older adults and their support network to achieve personal goals,

based on the analysis of the living environment and availability of community resources.

Corresponding to Essential VII

6. Identify actual or potential mistreatment (physical, mental or financial abuse, and/or selfneglect)

in older adults and refer appropriately.

Corresponding to Essential V

7. Implement strategies and use online guidelines to prevent and/or identify and manage

geriatric syndromes.

Corresponding to Essentials IV & IX

8. Recognize and respect the variations of care, the increased complexity, and the increased use of

healthcare resources inherent in caring for older adults.

Corresponding to Essentials IV & IX

9. Recognize the complex interaction of acute and chronic co-morbid physical and mental

conditions and associated treatments common to older adults.

Corresponding to Essential IX

10. Compare models of care that promote safe, quality physical and mental health care for older

adults such as PACE, NICHE, Guided Care, Culture Change, and Transitional Care Models.

Corresponding to Essential II

11. Facilitate ethical, non-coercive decision making by older adults and/or families/caregivers

for maintaining everyday living, receiving treatment, initiating advance directives, and

implementing end-of-life care.

Corresponding to Essential VIII

12. Promote adherence to the evidence-based practice of providing restraint-free care (both

physical and chemical restraints).

Corresponding to Essential II

13. Integrate leadership and communication techniques that foster discussion and

reflection on the extent to which diversity (among nurses, nurse assistive personnel,

therapists, physicians, and patients) has the potential to impact the care of older adults.

Corresponding to Essential VI

14. Facilitate safe and effective transitions across levels of care, including acute, community-based,

and long-term care (e.g., home, assisted living, hospice, nursing homes) for older adults and

their families.

Corresponding to Essentials IV & IX

15. Plan patient-centered care with consideration for mental and physical health and

well being of informal and formal caregivers of older adults. .

Corresponding to Essential IX

16. Advocate for timely and appropriate palliative and hospice care for older adults with physical

and cognitive impairments.

Corresponding to Essentials IX

17. Implement and monitor strategies to prevent risk and promote quality and safety (e.g., falls,

medication mismanagement, pressure ulcers) in the nursing care of older adults with physical

and cognitive needs.

Corresponding to Essentials II & IV

18. Utilize resources/programs to promote functional, physical, and mental wellness in older adults.

Corresponding to Essential VII

19. Integrate relevant theories and concepts included in a liberal education into the delivery of

patient-centered care for older adults.

Corresponding to Essential I

Jessica is a 32 y/old math teacher who presents to the ER with a friend for evaluation of sudden decrease of vision in the left eye. She denies any trauma or injury. It started this morning when she woke up and has progressively worsened over the past few hours. She had some blurring of her vision 1 month ago and thinks that may have been related to getting overheated, since it improved when she was able to get in a cool, air-conditioned environment. She has some pain if she tries to move her eye, but none when she just rests. She is also unable to determine colors. She denies tearing or redness or exposure to any chemicals. Nothing has made it better or worse.

She is normally healthy. She had chickenpox at age 10 and a tonsillectomy/adenoidectomy at age 11. She has no medical problems. She has never been hospitalized. She has four children, all spontaneous vaginal deliveries.  She completed a bachelor’s degree in mathematics and a master’s degree in education. She quit smoking 10 years ago (two packs daily for 5 years); she drinks an occasional wine cooler, and she denies illicit drug use. Her father has a coronary artery disease (he had a stent placed at age 67) and a mother with hypertension.

She denies fever, chills, night sweats, weight loss, fatigue, headache, changes in hearing, sore throat, nasal or sinus congestion, neck pain or stiffness, chest pain or palpitations, shortness of breath or cough, abdominal pain, diarrhea, constipation, dysuria, vaginal discharge, swelling in the legs, polyuria, polydipsia, and polyphagia.

Patient is alert; she appears anxious. BP 135/85 mm Hg; HR 64bpm and regular, RR 16 per minute, T: 98.5F. Visual acuity 20/200 in the left eye and 20/30 in the right eye. Sclera white, conjunctivae clear. Unable to assess visual fields in the left side; visual fields on the right eye are intact. Pupil response to light is diminished in the left eye and brisk in the right eye. The optic disc is swollen. Full range of motions; no swelling or deformity. Mental status: Oriented x 3. Cranial nerves: I-XII intact; horizontal nystagmus is present. Muscles with normal bulk and tone; Normal finger to nose, negative Romberg. Intact to temperature, vibration, and two-point discrimination in upper and lower extremities. Reflexes: 2+ and symmetric in biceps, triceps, brachioradialis, patellar, and Achiles tendons; no Babinski.

Instructions:

Make a whole history and physical examination in a comprehensive manner with all its elements included: CC, HPI, PMH, FH, SH, MEDICATIONS, ALLERGIES, ROS PER APPARATUS OR SYSTEMNS, HEAD TO TOE PHYSIACL EXAMINATION PER SYSTEMS ( write your presentation in H&P format no paragraph format).

Based on this information, what is your presumptive nursing diagnosis? All nursing diagnosis that apply to the case written in NANDA format related to … and evidence by…., NO MEDICAL DIAGNOSIS.

Teaching plan and nursing care plan per each nursing diagnosis on this case.

       Requirements.

1- All written assignment and documentations must be  in APA 6th edition format.

2- Double spaces, minimum 4 pages long , minimum 3 up to date bibliography. (UP to date means last 3 years.), Note: have to be written in APA format.

The civilizations studied this week created impressive works of sculpture, with varying purposes and meanings. Carefully examine the following sculptures, and read about each one in your textbook, course and video lectures, and through reliable internet resources:

Stele of Naram-Sin, c. 2254-2218 BCE
Palette of Narmer, c. 3150-3125 BCE
Akhenaten and His Family, 1348-1336 BCE

Then, in a well-developed paragraph of at least 5-7 sentences, describe the composition of each sculpture, including the representation of figures, objects, and space. Consider whether the figures fit into the space around them, whether their movements seem believable, and/or whether their clothes fit their bodies properly. What does the way the figure and objects are represented tell us about the time and place in which the sculpture was created? What similarities or differences do you observe in the compositions of the three works?

Next, in a second paragraph of at least 5-7 sentences, describe the overall subject matter of each sculpture; the meaning of some of the objects in the painting; and any social, historical, political, and/or religious factors that are important to understanding the painting. Explain what the subject of the sculpture tells us about the society and culture in which it was created. Be sure to provide citations for any outside sources you reference in this part of your response.

Question 2: Monumental Architecture

The cultures we studied this week produced grand architectural structures. Carefully examine the following structures, and read about each one in your textbook, course and video lectures, and through reliable internet resources:

Nanna Ziggurat, Ur, c. 2100-2050 BCE
Great Pyramids, Giza, c. 2601-2515 BCE
Lion Gate, Mycenae, c. 1250 BCE

Then, in a minimum of 3 well-developed paragraphs, answer the following questions about each structure:

1. Who created each structure? Who commissioned its creation?
2. What was the function of the structure?
3. What historical events or social or cultural influences affected the creation of each structure?
4. How do the visual characteristics of each structure contribute to or enhance its message or meaning?
5. How do the reasons these structures were created compare with those of a more modern example of monumental art work, such as Mount Rushmore, the 9/11 Memorial, etc.?

Be sure to provide citations for any outside sources you reference in this part of your response.

Respond to both questions as thoroughly as possible, making sure to use information from this week’s readings, lectures, and additional resources. All responses should be in complete sentence form, using proper spelling and grammar.

As soon as possible, review and comment on the work of two of your peers. In your comments, consider areas you would suggest for expansion or clarification.

Submission Details: