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Diseases of the Veins

Advanced practice nurses often treat patients with vein and artery disorders such as chronic venous insufficiency (CVI) and deep venous thrombosis (DVT). While the symptoms of both disorders are noticeable, these symptoms are sometimes mistaken for signs of other conditions, making the disorders difficult to diagnose. Nurses must examine all symptoms and rule out other potential disorders before diagnosing and prescribing treatment for patients. In this Assignment, you explore the epidemiology, pathophysiology, and clinical presentation of CVI and DVT.

To Prepare

  • Review the section “Diseases of the Veins” (pp. 598-599) in Chapter 23 of the Huether and McCance text. Identify the pathophysiology of chronic venous insufficiency and deep venous thrombosis. Consider the similarities and differences between these disorders.
  • Select a patient factor different from the one you selected in this week’s Discussion: genetics, gender, ethnicity, age, or behavior. Think about how the factor you selected might impact the pathophysiology of CVI and DVT. Reflect on how you would diagnose and prescribe treatment of these disorders for a patient based on the factor you selected.
  • 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 two mind maps—one for chronic venous insufficiency and one for venous thrombosis. Consider the epidemiology and clinical presentation of both chronic venous insufficiency and deep venous thrombosis.

To Complete

Write a 2- to 3-page paper that addresses the following:

  • Compare the pathophysiology of chronic venous insufficiency and deep venous thrombosis. Describe how venous thrombosis is different from arterial thrombosis.
  • Explain how the patient factor you selected might impact the pathophysiology of CVI and DVT. Describe how you would diagnose and prescribe treatment of these disorders for a patient based on the factor you selected.
  • Construct two mind maps—one for chronic venous insufficiency and one for deep venous thrombosis. Include the epidemiology, pathophysiology, and clinical presentation, as well as the diagnosis and treatment you explained in your paper.

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general overview of statistics

In this assignment you will assume the role of a senior analyst hired by a fictitious company, Premium Acceptance, a midsized property insurance carrier. Premium Acceptance is performing well with respect to several key performance indicators, including policies in force, policy retention, and new business counts.

However, the company’s bottom line has been hindered due to poor loss ratios. A loss ratio is simply the difference between the ratios of claims paid by an insurance carrier and the ratio of premiums paid. The board of directors depends on the ability to forecast loss ratios, which in turn enables them to forecast profitability metrics to the shareholders. The organization will now consider implementing the use of statistics for measuring risks.

 

For this assignment, you will write a minimum three-page paper (not including APA title or references pages). In this paper, please address the following:

  • Provide a general overview of statistics and how they support the risk assessment process.
  • Discuss at least two statistical tools that can be employed to measure risk.
  • Convey which tool best serves the company’s purposes and explain why it is.
  • What are the ramifications of the organization electing not to use statistics in this process?
  • Be sure to include an introductory paragraph at the beginning and a concluding paragraph at the end of your paper.
  • Because your paper is required to be at least three pages in length, you should use subject headings to label your paper as appropriate.
  • Be sure to include APA citations to support your assertions and to inform your paper.
  • You will need to include an APA formatted reference page with this paper (separate from the body of your paper).
  • Be sure to proofread your paper to ensure that is free from all grammar and spelling errors.

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Assessing the Head, Eyes, Ears, Nose, and Throat

Assignment 1: Case Study Assignment: Assessing the Head, Eyes, Ears, Nose, and Throat

Most ear, nose, and throat conditions that arise in non-critical care settings are minor in nature. However, subtle symptoms can sometimes escalate into life-threatening conditions that require prompt assessment and treatment.

Nurses conducting assessments of the ears, nose, and throat must be able to identify the small differences between life-threatening conditions and benign ones. For instance, if a patient with a sore throat and a runny nose also has inflamed lymph nodes, the inflammation is probably due to the pathogen causing the sore throat rather than a case of throat cancer. With this knowledge and a sufficient patient health history, a nurse would not need to escalate the assessment to a biopsy or an MRI of the lymph nodes but would probably perform a simple strep test.

In this Case Study Assignment, you consider case studies of abnormal findings from patients in a clinical setting. You determine what history should be collected from the patients, what physical exams and diagnostic tests should be conducted, and formulate a differential diagnosis with several possible conditions.

To Prepare

· By Day 1 of this week, you will be assigned to a specific case study

CASE STUDY 1: Focused Ear Exam 

· Martha brings her 11-year old grandson, James, to your clinic to have his right ear checked. He has complained to her about a mild earache for the past 2 days. His grandmother believes that he feels warm but did not verify this with a thermometer. James states that the pain was worse while he was falling asleep and that it was harder for him to hear. When you begin basic assessments, you notice that James has a prominent tan. When you ask him how he’s been spending his summer, James responds that he’s been spending a lot of time in the pool.

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

With regard to the case study you were assigned:

· Review this week’s Learning Resources and consider the insights they provide.

· Consider what history would be necessary to collect from the patient.

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

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

 

The Assignment

Use the Episodic/Focused SOAP Template and create an episodic/focused note about the patient in the case study to which you were assigned using the episodic/focused note template provided in the Week 5 resources.

Provide evidence from the literature to support diagnostic tests that would be appropriate for each case.

List five different possible conditions for the patient’s differential diagnosis and justify why you selected each

 

book link

https://www.sendspace.com/file/wd7quh

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Using Evaluation Tools to Assess Quality Improvement Efforts

Discussion: Using Evaluation Tools to Assess Quality Improvement Efforts

 

Evaluation is a critical component of any quality improvement plan. This week, you examine evaluation tools that can be used to monitor quality improvement efforts, and consider how to appropriately measure outcomes. In addition, you explore the value of metrics for communicating this information.

 

Also this week, you continue to develop your Course Project by synthesizing your analysis and recommendations into an action plan for a quality improvement initiative.

 

Like most other things in life, outcomes are the bottom line with respect to measurement of success along the path of quality improvement. However, without a careful analysis of the link between access, process, and structure of care, improvements in outcomes seem unattainable.

 

—Sadeghi, Barzi, Mikhail, & Shabot, 2013

 

In this Discussion, you consider how to collect and analyze qualitative and quantitative data to evaluate the results of quality improvement initiatives. In addition, you discuss the significance of evaluation and how you, as a nurse leader-manager, can contribute in an organization to the large-scale goal of facilitating quality improvement.

To prepare:

Review methods for measuring and evaluating quality improvement efforts presented in the Learning Resources. Pay particular attention to how and why it is important to measure outcomes.

Select one evaluation tool and analyze its benefits and relevance for the quality improvement plan you are developing for your Course Project.

 

Consider how you, as a nurse leader-manager, can use the results from the evaluation to support the organization’s overarching goals for quality improvement.

 

 

Post a brief description of the evaluation tool that you selected. Explain the benefits of applying this tool as part of your quality improvement plan in the Course Project. Also explain how you could use the results from the evaluation to support the organization’s overarching goals for quality improvement.

 

Read a selection of your colleagues’ responses.

Respond to at least two of your colleagues on two different days using one or more of the following approaches:

Suggest an alternative evaluation tool and support your suggestion with evidence from current research literature.

Share an insight from having read your colleagues’ postings, synthesizing the information to provide new perspectives.

Validate an idea with your own experience and additional resources.

 

Required Readings

 

Hickey, J. V., & Brosnan, C. A. (2017). Evaluation  of health care quality in for DNPs (2nd  ed.). New York, NY: Springer Publishing Company.

Review Chapter 3, “Conceptual Models for Evaluation in Advanced Nursing Practice” (pp. 61-86) (assigned in Week 3)

Sadeghi, S., Barzi, A., Mikhail, O., & Shabot, M. M. (2013). Integrating quality and strategy in health care organizations, Burlington, MA: Jones & Bartlett Publishers.

Review Chapter 8, “Quantifying the Quality Performance Gaps” (pp. 161–177) (assigned in Week 6)

 

The authors focus on performance measures with particular focus on the relationship between financial and quality performance.

 

Review Chapter 9, “Closing the Gaps” (pp. 179–194) (assigned in Week 7)

 

This chapter explains how to utilize data collected during the evaluation stage in order to improve the quality of health care.

Institute of Medicine. (2001). Crossing the quality chasm: A new health system for the 21st century. Washington, DC: National Academy Press.

Retrieved from https://www.nationalacademies.org/hmd/~/media/Files/Report%20Files/2001/Crossing-the-Quality-Chasm/Quality%20Chasm%202001%20%20report%20brief.pdf

 

This report outlines the Institute of Medicine’s (IOM’s) six aims to improve the quality of health care. Review this information through the lens of evaluation. (Assigned in a previous week.)

Kaplan, R. S., & Norton, D. P. (1992). The balanced scorecard—Measures that drive performance. Harvard Business Review, 70(1), 71–79.

Retrieved from https://cb.hbsp.harvard.edu/cbmp/pl/51234252/51234314/2e0c84fdce3c69ab0253b5cbc9db9988

 

In this seminal article, the authors introduce the use of a new performance measurement system called the balanced scorecard. The balanced scorecard provides a comprehensive framework for leaders and managers to align strategic objectives with performance measures.

Kaplan, R. S., & Norton, D. P. (1996). Linking the balanced scorecard to strategy. California Management Review, 39(1), 53–79.

Retrieved from the Walden Library databases.

 

In this early follow-up article, Kaplan and Norton further explain research on the use and application of the balanced scorecard.

Balanced Scorecard Institute. (2012). What is the balanced scorecard? Retrieved from http://www.balancedscorecard.org/BSCResources/AbouttheBalancedScorecard/tabid/55/Default.aspx

Institute for Healthcare Improvement. (2012b). The IHI triple aim. Retrieved from http://www.ihi.org/offerings/Initiatives/TripleAim/Pages/default.aspx

Optional Resources

Marr, B. (2012). What is a balanced scorecard? Retrieved from http://www.ap-institute.com/Balanced%20Scorecard.html

 

Please use the below links:

 

https://www.ap-institute.com/kpi-white-papers/what-is-a-modern-balanced-scorecard

 

http://www.ihi.org/engage/initiatives/TripleAim/Pages/default.aspx

 

http://www.balancedscorecard.org/Resources/About-the-Balanced-Scorecard

 

https://services.hbsp.harvard.edu/services/proxy/content/51234252/51234314/2e0c84fdce3c69ab0253b5cbc9db9988

 

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graduate education

MASTERS PREPARED NURSE INTERVIEW.

Interview a nurse who is master’s-prepared in nursing and is using this education in a present position. Select someone who is in a leadership role. The purpose of the interview is to gain insight into the interplay among education, career path, and opportunities. Be certain to identify specific competencies that the MSN-prepared nurse gained, and is presently using, that reflect advanced education. Organize your interview around the topics below:

Ø Overview of the master’s-prepared nurse’s career

Ø Reason for seeking graduate education

Ø Description of present position and role

Ø Usefulness of graduate education for present role

Ø Pearls of wisdom he/she is willing to share

In 1,000 words, write the interview in a narrative format. Use the following guidelines:

– Within the paper’s introduction, explain your interview selection.

– Do not identify the individual by name.

– Use centered headings to separate parts of the interview.

– In the conclusion, identify one or more competencies from the interview that are consistent AACN education essentials.

– In addition, provide a statement that reflects what you gained from the interview.

STRICT APA FORMAT PLEASE WITH IN TEXT CITATION AND REFERENCES.

PLEASE USE THE INTERVIEW GUIDE IS BELOW IN ITALICS:

 

Master’s Prepared Nurse Interview Guide

Introduction

In this section, provide the general purpose of the paper. State the reasons for selecting this individual as an interviewee. Do not use the actual name of individual.

Overview of Career

In this section, describe the interviewee’s career. Start with their pre-licensure education. It is appropriate to include geographical location, type of institutions(s), and type of position(s) held. In addition, include interesting facts, examples of practice, etc. Place information regarding their graduate program in the Graduate Education section. If the interviewee shared interesting and relevant personal information, this can be included as well.

Graduate Education

In this section, provide information about the graduate program: institution and type of program. Start by providing the reason why the interviewee chose to attend graduate school. Describe additional information that the interviewee may have shared about the graduate program.

Present Position

In this section, describe the interviewee’s present position. Identify specific competencies that the interviewee described as important to this position that were gained from the graduate program. Include other interesting information that the interviewee provided regarding the present position. Mention certification(s) if appropriate to present position.

Pearls of Wisdom

In this section, share special information about the interviewee, including lessons learned and any suggestions/advice the interviewee gave for individuals starting a graduate program.

Conclusion

In this section, summarize what was gained from the interview: what was learned about the effects of graduate education in regards to change in knowledge, skills, and attitudes; and perhaps how this fits with the program outcomes for a specialty. Describe what else may have been learned from the interview. End the conclusion with general comments about the selection of an interviewee and whether the interview developed a clearer idea as to what to expect from graduate education.

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Allergies

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

In this assignment, you will analyze a SOAP note case study that describes abnormal findings in patients seen in a clinical setting. You will consider what history should be collected from the patients, as well as which physical exams and diagnostic tests should be conducted. You will also formulate a differential diagnosis with several possible conditions.

GENITALIA ASSESSMENT

Subjective:

· CC: “I have bumps on my bottom that I want to have checked out.”

· HPI: AB, a 21-year-old WF college student reports to your clinic with external bumps on her genital area. She states the bumps are painless and feel rough. She states she is sexually active and has had more than one partner over the past year. Her initial sexual contact occurred at age 18. She reports no abnormal vaginal discharge. She is unsure how long the bumps have been there but noticed them about a week ago. Her last Pap smear exam was 3 years ago, and no dysplasia was found; the exam results were normal. She reports one sexually transmitted infection (chlamydia) about 2 years ago. She completed the treatment for chlamydia as prescribed.

· PMH: Asthma

· Medications: Symbicort 160/4.5mcg

· Allergies: NKDA

· FH: No hx of breast or cervical cancer, Father hx HTN, Mother hx HTN, GERD

· Social: Denies tobacco use; occasional etoh, married, 3 children (1 girl, 2 boys)

Objective:

· VS: Temp 98.6; BP 120/86; RR 16; P 92; HT 5’10”; WT 169lbs

· Heart: RRR, no murmurs

· Lungs: CTA, chest wall symmetrical

· Genital: Normal female hair pattern distribution; no masses or swelling. Urethral meatus intact without erythema or discharge. Perineum intact with a healed episiotomy scar present. Vaginal mucosa pink and moist with rugae present, pos for firm, round, small, painless ulcer noted on external labia

· Abd: soft, normoactive bowel sounds, neg rebound, neg murphy’s, neg McBurney

· Diagnostics: HSV specimen obtained

Assessment:

· Chancre

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

To prepare:

With regard to the SOAP note case study provided:

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

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

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

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

To complete:

Refer to Chapter 5 of the Sullivan text. Analyze the SOAP note case study.  Using evidence based resources, answer the following questions and support your answers using current evidence from the literature.

· Analyze the subjective portion of the note. List additional information that should be included in the documentation.

· Analyze the objective portion of the note. List additional information that should be included in the documentation.

· Is the assessment supported by the subjective and objective information? Why or Why not?

· Would diagnostics be appropriate for this case and how would the results be used to make a diagnosis?

· Would you reject/accept the current diagnosis? Why or why not? Identify three possible conditions that may be considered as a differential diagnosis for this patient. Explain your reasoning using at least 3 different references from current evidence based literature.

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

In this assignment, you will analyze a SOAP note case study that describes abnormal findings in patients seen in a clinical setting. You will consider what history should be collected from the patients, as well as which physical exams and diagnostic tests should be conducted. You will also formulate a differential diagnosis with several possible conditions.

GENITALIA ASSESSMENT

Subjective:

· CC: “I have bumps on my bottom that I want to have checked out.”

· HPI: AB, a 21-year-old WF college student reports to your clinic with external bumps on her genital area. She states the bumps are painless and feel rough. She states she is sexually active and has had more than one partner over the past year. Her initial sexual contact occurred at age 18. She reports no abnormal vaginal discharge. She is unsure how long the bumps have been there but noticed them about a week ago. Her last Pap smear exam was 3 years ago, and no dysplasia was found; the exam results were normal. She reports one sexually transmitted infection (chlamydia) about 2 years ago. She completed the treatment for chlamydia as prescribed.

· PMH: Asthma

· Medications: Symbicort 160/4.5mcg

· Allergies: NKDA

· FH: No hx of breast or cervical cancer, Father hx HTN, Mother hx HTN, GERD

· Social: Denies tobacco use; occasional etoh, married, 3 children (1 girl, 2 boys)

Objective:

· VS: Temp 98.6; BP 120/86; RR 16; P 92; HT 5’10”; WT 169lbs

· Heart: RRR, no murmurs

· Lungs: CTA, chest wall symmetrical

· Genital: Normal female hair pattern distribution; no masses or swelling. Urethral meatus intact without erythema or discharge. Perineum intact with a healed episiotomy scar present. Vaginal mucosa pink and moist with rugae present, pos for firm, round, small, painless ulcer noted on external labia

· Abd: soft, normoactive bowel sounds, neg rebound, neg murphy’s, neg McBurney

· Diagnostics: HSV specimen obtained

Assessment:

· Chancre

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

To prepare:

With regard to the SOAP note case study provided:

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

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

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

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

To complete:

Refer to Chapter 5 of the Sullivan text. Analyze the SOAP note case study.  Using evidence based resources, answer the following questions and support your answers using current evidence from the literature.

· Analyze the subjective portion of the note. List additional information that should be included in the documentation.

· Analyze the objective portion of the note. List additional information that should be included in the documentation.

· Is the assessment supported by the subjective and objective information? Why or Why not?

· Would diagnostics be appropriate for this case and how would the results be used to make a diagnosis?

· Would you reject/accept the current diagnosis? Why or why not? Identify three possible conditions that may be considered as a differential diagnosis for this patient. Explain your reasoning using at least 3 different references from current evidence based literature.

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data interpretation

Discuss the basic principles of data interpretation used to translate research outcomes into practice. What are common barriers to translating research outcomes into practice? Describe any barriers you may anticipate as you plan to translate the results of your own prospectus into practice. 1 page, APA. 2 sources.

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Scenario

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, as well as Chapter 6 in the Huether and McCance text.

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)” media in this week’s Learning Resources. Then select one of the disorders you identified from the scenarios. Use the examples in the media as a guide to construct a mind map for the disorder you selected. Consider the epidemiology, pathophysiology, risk factors, clinical presentation, and diagnosis of the disorder, as well as any adaptive responses to alterations.

  • Review the Application Assignment Rubric found under Course Information

To Complete

Write a 2- to 3-page paper excluding the title page, reference page and Mind Map that addresses the following:

  • For each of the three scenarios explain the pathophysiology, associated alterations and the patients’ adaptive responses to the alterations caused by the disease processes.  You are required to discuss all three scenarios within the paper component of this assignment.
  • 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.

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junior administrato

You are a junior administrator in a small hospital. The clinical staff in the hospital have done a good job in ensuring that patient care falls in line with the National Culturally and Linguistically Appropriate Services (CLAS) policy. However, in a recent assessment of your facility, it was found that these competencies are lacking in the interactions of patients with administrative services. Your supervisor has learned that you have taken this course and has asked you to prepare a PowerPoint presentation to share with the various administrative departments such as billing, customer service, scheduling, etc. Your presentation should include the following:

  • 1. A thorough explanation of the CLAS Standards
  • 2. Why culturally competent services are important throughout the hospital
  • 3. Suggestions for how different departments can better serve the hospitals’ diverse clientele
  • 4. A slide with resources for staff members
  • 5. A slide with references

You must include speaker’s notes with your slides, which will elaborate on the content in each slide. Be sure to cite your sources in your slides and speaker’s notes.

Assignment Expectations

  1. Conduct additional research to gather sufficient information to justify/support your analysis.
  2. Your presentation should be at least 8 slides, not including your cover slide and reference slide.
  3. Support your presentation with a minimum of 3 reliable sources.

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American Diabetes Association

According to the American Diabetes Association (2011), 25.8 million children and adults have been diagnosed with diabetes in the United States. Approximately 2 million more are diagnosed every year, with another 79 million people considered to be in a pre-diabetes state. These millions of people are at risk of several alterations, including heart disease, stroke, kidney failure, neuropathy, and blindness. Since diabetes has a major impact on the health of millions of people around the world, it is essential for nurses to understand the pathophysiology and associated alterations of this disorder. In this Discussion, you compare two types of diabetes—diabetes mellitus and diabetes insipidus.

To Prepare

Review Chapter 19 in the Huether and McCance text and Chapter 18 in the Hammer and McPhee text. Identify the pathophysiology of diabetes mellitus and diabetes insipidus. Consider the similarities and differences between resulting alterations of hormonal regulation.
Select two of the following patient factors: genetics, gender, ethnicity, age, or behavior. Think about how the factors you selected might impact the diagnosis and prescription of treatment for these two types of diabetes.
By Day 3
Post an explanation of the pathophysiology of diabetes mellitus and diabetes insipidus. Describe the differences and similarities between resulting alterations of hormonal regulation. Then explain how the factors you selected might impact the diagnosis and prescription of treatment for these two types of diabetes.

Note: For this Discussion, you are required to complete your initial post before you will be able to view and respond to your colleagues’ postings. Begin by clicking on the “Post to Discussion Question” link and then select “Create Thread” to complete your initial post. Remember, once you click on Submit, you cannot delete or edit your own posts, and you cannot post anonymously. Please check your post carefully before clicking on Submit!

4 reference not more than five years

zero plagiarism

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