Assessment 3 Instructions: Disaster Recovery Plan

Assessment 3 Instructions: Disaster Recovery Plan

  • Develop a disaster recovery plan to lessen health disparities and improve access to community services after a disaster. Then, develop and record an 8-10 slide presentation (PowerPoint preferred) of the plan with audio for the Vila Health system, city officials, and the disaster relief team.
    As you begin to prepare this assessment, you are encouraged to complete the Disaster Preparedness and Management activity. The information gained from completing this activity will help you succeed with the assessment as you think through key issues in disaster preparedness and management in the community or workplace. Completing activities is also a way to demonstrate engagement.
    Professional Context
    Nurses fulfill a variety of roles, and their diverse responsibilities as health care providers extend to the community. The decisions we make daily and in times of crisis often involve the balancing of human rights with medical necessities, equitable access to services, legal and ethical mandates, and financial constraints. When an unanticipated event occurs, such as an accident or natural disaster, issues can arise that complicate decisions about meeting the needs of an individual or group, including understanding and upholding their rights and desires, mediating conflict, and applying established ethical and legal standards of nursing care. As a nurse, you must be knowledgeable about disaster preparedness to safeguard those in your care. You are also accountable for promoting equitable quality of care for community residents.
    This assessment provides an opportunity for you to apply the concepts of emergency preparedness, public health assessment, triage, management, and surveillance after a disaster. You will also focus on hospital evacuation and extended displacement periods.
    Demonstration of Proficiency
    By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:

    • Competency 1: Analyze health risks and health care needs among distinct populations.
      • Describe the determinants of health and the cultural, social, and economic barriers that impact safety, health, and disaster recovery efforts in a community.
    • Competency 2: Propose health promotion strategies to improve the health of populations.
      • Present specific, evidence-based strategies to overcome communication barriers and enhance interprofessional collaboration to improve disaster recovery efforts.
    • Competency 3: Evaluate health policies, based on their ability to achieve desired outcomes.
      • Explain how health and governmental policy affect disaster recovery efforts.
    • Competency 4: Integrate principles of social justice in community health interventions.
      • Explain how a proposed disaster recovery plan will lessen health disparities and improve access to community services.
    • Competency 5: Apply professional, scholarly communication strategies to lead health promotion and improve population health.
      • Present a compelling case to community stakeholders to obtain their approval and support for a proposed disaster recovery plan.
    • Note: Complete the assessments in this course in the order in which they are presented.
      Preparation
      When disaster strikes, community members must be protected. A comprehensive recovery plan, guided by the MAP-IT (Mobilize, Assess, Plan, Implement, Track) framework, is essential to help ensure everyone’s safety. The unique needs of residents must be assessed to lessen health disparities and improve access to equitable services after a disaster. Recovery efforts depend on the appropriateness of the plan, the extent to which key stakeholders have been prepared, and the allocation of available resources. In a time of cost containment, when personnel and resources may be limited, the needs of residents must be weighed carefully against available resources.
      In this assessment, you are a member of a community task force responsible for developing a disaster recovery plan for the Vila Health community using MAP-IT, which you will present to city officials and the disaster relief team.
      To prepare for the assessment, complete the Vila Health: Disaster Recovery Scenariosimulation.
      In addition, you are encouraged to complete the Disaster Preparedness and Management activity. The information gained from completing this activity will help you succeed with the assessment as you think through key issues in disaster preparedness and management in the community or workplace. Completing activities is also a way to demonstrate engagement.
      Begin thinking about:
    • Community needs.
    • Resources, personnel, budget, and community makeup.
    • People accountable for implementation of the disaster recovery plan.
    • Healthy People 2020 goals.
    • A timeline for the recovery effort.
    • You may also wish to:
    • Review the MAP-IT (Mobilize, Assess, Plan, Implement, Track) framework, which you will use to guide the development of your plan:
      • Mobilize collaborative partners.
      • Assess community needs.
      • Plan to lessen health disparities and improve access to services.
      • Implement a plan to reach Healthy People 2020 objectives.
      • Track community progress.
    • Review the assessment instructions and scoring guide to ensure that you understand the work you will be asked to complete.
    • Note: Remember that you can submit all, or a portion of, your draft recovery plan to Smarthinking Tutoring for feedback, before you submit the final version for this assessment. If you plan on using this free service, be mindful of the turnaround time of 24–48 hours for receiving feedback.
      Note: If you require the use of assistive technology or alternative communication methods to participate in this activity, please contact DisabilityServices@capella.edu to request accommodations.
      Instructions
      Complete the following:
    1. Develop a disaster recovery plan for the Vila Health community that will lessen health disparities and improve access to services after a disaster. Refer back to the Vila Health: Disaster Recovery Scenario to understand the Vila Health community.
      • Assess community needs.
      • Consider resources, personnel, budget, and community makeup.
      • Identify the people accountable for implementation of the plan and describe their roles.
      • Focus on specific Healthy People 2020 goals.
      • Include a timeline for the recovery effort.
    2. Use the MAP-IT (Mobilize, Assess, Plan, Implement, Track) framework to guide the development of your plan:
      • Mobilize collaborative partners.
      • Assess community needs.
      • Plan to lessen health disparities and improve access to services.
      • Implement a plan to reach Healthy People 2020 objectives.
      • Track community progress.
    3. Develop a slide presentation of your disaster recovery plan with an audio recording of you presenting your assessment of the Vila Health: Disaster Recovery Scenario for city officials and the disaster relief team. Be sure to also include speaker notes.
    4. Presentation Format and Length
      You may use Microsoft PowerPoint (preferred) or other suitable presentation software to create your slides and add your voice-over along with speaker notes. If you elect to use an application other than PowerPoint, check with your instructor to avoid potential file compatibility issues.
      Be sure that your slide deck includes the following slides:
    • Title slide.
      • Recovery plan title.
      • Your name.
      • Date.
      • Course number and title.
    • References (at the end of your presentation).
    • Your slide deck should consist of 8–10 content slides plus title and references slides. Use the speaker’s notes section of each slide to develop your talking points and cite your sources as appropriate. The speaker notes should match your recorded voice-over. Make sure to review the Microsoft PowerPoint tutorial for directions for inserting your speaker notes.
      The following resources will help you create and deliver an effective presentation:
    • Record a Slide Show With Narration and Slide Timings.
      • This Microsoft article provides steps for recording slide shows in different versions of PowerPoint, including steps for Windows, Mac, and online.
    • Microsoft Office Software.
      • This Campus page includes tip sheets and tutorials for Microsoft PowerPoint.
    • PowerPoint Presentations Library Guide.
      • This library guide provides links to PowerPoint and other presentation software resources.
    • SoNHS Professional Presentation Guidelines [PPTX].
      • This presentation, designed especially for the School of Nursing and Health Sciences, offers valuable tips and links, and is itself a PowerPoint template that can be used to create a presentation.
    • Supporting Evidence
      Cite at least three credible sources from peer-reviewed journals or professional industry publications within the past 5 years to support your plan.
      Graded Requirements
      The requirements outlined below correspond to the grading criteria in the scoring guide, so be sure to address each point:
    • Describe the determinants of health and the cultural, social, and economic barriers that impact safety, health, and recovery efforts in the community.
      • Consider the interrelationships among these factors.
    • Explain how your proposed disaster recovery plan will lessen health disparities and improve access to community services.
      • Consider principles of social justice and cultural sensitivity with respect to ensuring health equity for individuals, families, and aggregates within the community.
    • Explain how health and governmental policy impact disaster recovery efforts.
      • Consider the implications for individuals, families, and aggregates within the community of legislation that includes, but is not limited to, the Americans with Disabilities Act (ADA), the Robert T. Stafford Disaster Relief and Emergency Assistance Act, and the Disaster Recovery Reform Act (DRRA).
    • Present specific, evidence-based strategies to overcome communication barriers and enhance interprofessional collaboration to improve the disaster recovery effort.
      • Consider how your proposed strategies will affect members of the disaster relief team, individuals, families, and aggregates within the community.
      • Include evidence to support your strategies.
    • Present a compelling case to community stakeholders to obtain their approval and support for the proposed disaster recovery plan.
      • Develop your presentation with a specific purpose and audience in mind.
      • Adhere to scholarly and disciplinary writing standards and APA formatting requirements.
    • Additional Requirements
      Before submitting your assessment, proofread all elements to minimize errors that could distract readers and make it difficult for them to focus on the substance of your presentation.
      Portfolio Prompt: Remember to save the assessment to your ePortfolio so that you may refer to it as you complete the final capstone course.
 
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Assessment 4 Instructions: Health Promotion Plan Presentation

Assessment 4 Instructions: Health Promotion Plan Presentation

*** note, this assignment is meant to tie into assignment 1***

  • Build a slide presentation (PowerPoint preferred) of the hypothetical health promotion plan you developed in the first assessment. Then, implement your health promotion plan by conducting a hypothetical face-to-face educational session addressing the health concern and health goals of your selected group. How would you set goals for the session, evaluate session outcomes, and suggest possible revisions to improve future sessions?
    As you begin to prepare this assessment, you are encouraged to complete the Vila Health: Conducting an Effective Educational Session activity. The information gained from completing this activity will help you succeed with the assessment as you consider key issues in conducting an effective educational session for a selected audience. Completing activities is also a way to demonstrate engagement.
    Note: All assignments in the course are based upon hypothetical individuals or groups.
    Professional Context
    Health education is any combination of learning experiences designed to help community individuals, families, and aggregates improve their health by increasing knowledge or influencing attitudes (WHO, 2018). Education is key to health promotion, disease prevention, and disaster preparedness. The health indicator framework identified in Healthy People 2020 helps motivate action in such areas as health service access, clinical preventive services, environmental quality, injury or violence, maternal, infant and child health, mental health, nutrition, substance abuse, and tobacco use.
    Nurses provide accurate evidence-based information and education in various formal and informal settings. They draw upon evidence-based practice to provide health promotion and disease prevention activities to create social and physical environments conducive to improving and maintaining community health. When provided with the tools to be successful, people demonstrate lifestyle changes (self-care) that promote health and help reduce readmissions. They are better able to tolerate stressors, including environmental changes, and enjoy a better quality of life. In times of crisis, a resilient community is a safer community (ODPHP, n.d.; Flanders, 2018).
    This assessment provides an opportunity for you to apply teaching and learning concepts to the presentation of a health promotion plan.
    Demonstration of Proficiency
    By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:

    • Competency 3: Evaluate health policies, based on their ability to achieve desired outcomes.
      • Evaluate educational session outcomes in terms of progress made toward Healthy People 2020 goals and leading health indicators.
    • Competency 4: Integrate principles of social justice in community health interventions.
      • Evaluate educational session outcomes and the attainment of agreed-upon health goals in collaboration with participants.
    • Competency 5: Apply professional, scholarly communication strategies to lead health promotion and improve population health.
      • Present a health promotion plan to an individual or group within a community.
    • References
      U.S. Department of Health and Human Services, Office of Disease Prevention and Health Promotion (ODPHP). (n.d.). Healthy People 2020. Retrieved from https://www.healthypeople.gov/
      Flanders, S. A. (2018). Effective patient education: Evidence and common sense. Medsurg Nursing, 27(1), 55–58.
      Note: This is the second part of a two-part assessment. You must complete Assessment 1 before completing this assessment.
      Preparation
      This assessment builds upon Assessment 1 where you developed a health promotion plan for a hypothetical individual or group based on a topic list. You will resume the role of a community nurse tasked with addressing the specific health concern in your community. This time, you will present, via educational outreach, the hypothetical health promotion plan you developed in Assessment 1 to your chosen individual or group. In this hypothetical scenario, the presentation would be live and face-to-face. You must determine an effective teaching strategy, communicate the plan with professionalism and cultural sensitivity, obtain input on the value of the plan to the individual or group, and revise the plan, as applicable, to improve future educational sessions. To engage your audience, you decide to develop a PowerPoint presentation with voice-over and speaker notes to communicate your plan.
      Remember that your first assessment (Assessment 1) MUST be satisfactorily completed to initiate this assessment (Assessment 4).
      Please review the assessment scoring guide for more information.
      To prepare for the assessment, you are encouraged to complete the Vila Health: Conducting an Effective Educational Session simulation. You may also wish to review the health promotion plan presentation assessment and scoring guide to ensure that you understand all requirements.
      Note: Remember that you can submit all, or a portion of, your draft plan to Smarthinking Tutoring for feedback before you submit the final version for this assessment. If you plan on using this free service, be mindful of the turnaround time of 24–48 hours for receiving feedback.
      Instructions
      Complete the following:
    1. Hypothesize what a face-to-face educational session would consist of, addressing the health concern and health goals of your selected community member, friend, family member, or group. Imagine collaborating with the hypothetical participant(s) in setting goals for the session, evaluating session outcomes, and suggesting possible revisions to improve future sessions.
    2. Prepare a PowerPoint presentation, which should include audio-recorded voice over, of the health promotion plan you developed in Assessment 1, with detailed speaker’s notes that include your evaluation of session outcomes. Speaker notes should reflect what you would actually say were you to conduct the presentation with an actual audience.
    3. As you begin to prepare this assessment, you are encouraged to complete the Vila Health: Conducting an Effective Educational Session activity. The information gained from completing this activity will help you succeed with the assessment as you consider key issues in conducting an effective educational session for a selected audience. Completing activities is also a way to demonstrate engagement.
      PRESENTATION FORMAT AND LENGTH
      You may use Microsoft PowerPoint (preferred) or other suitable presentation software to create your presentation. If you elect to use an application other than PowerPoint, check with your faculty to avoid potential file compatibility issues.
      The number of content slides in your presentation is dictated by nature and scope of your health promotion plan. Be sure to include title and references slides per the following:
    • Title slide:
      • Health promotion plan title.
      • Your name.
      • Date.
      • Course number and title.
    • References (at the end of your presentation).
      • Be sure to apply correct APA formatting to your references.
    • The following resources will help you create and deliver an effective presentation:
    • Record a Slide Show With Narration and Slide Timings.
      • This Microsoft article provides steps for recording slide shows in different versions of PowerPoint, including steps for Windows, Mac, and online.
    • Microsoft Office Software.
      • This Campus page includes tip sheets and tutorials for Microsoft PowerPoint.
    • PowerPoint Presentations Library Guide.
      • This library guide provides links to PowerPoint and other presentation software resources.
    • SoNHS Professional Presentation Guidelines [PPTX].
      • This presentation, designed especially for the School of Nursing and Health Sciences, offers valuable tips and links, and is itself a PowerPoint template that can be used to create a presentation.
    • SUPPORTING EVIDENCE
      Support your plan with at least three professional or scholarly references, published within the last 5 years, which may include peer-reviewed articles, course study resources, and Healthy People 2020 resources.
      GRADED REQUIREMENTS
      The requirements outlined below correspond to the grading criteria in the assessment scoring guide, so be sure to address each point. Read the performance-level descriptions for each criterion to see how your work will be assessed.
    • Present your health promotion plan to your hypothetical audience.
      • Tailor the presentation to the needs of your hypothetical audience.
      • Adhere to scholarly and disciplinary writing standards and APA formatting requirements.
    • Evaluate educational session outcomes and the attainment of agreed-upon health goals in collaboration with participants.
      • Which aspects of the session would you change?
      • How might those changes improve future outcomes?
    • Evaluate educational session outcomes in terms of progress made toward Healthy People 2020 goals and leading health indicators.
      • What changes would you recommend to better align the session with Healthy People 2020 goals and leading health indicators?
    • Additional Requirements
      Before submitting your assessment, proofread your presentation slides and speaker’s notes to minimize errors that could distract readers and make it difficult for them to focus on the substance of your presentation.
      Portfolio Prompt: Remember to save the assessment to your ePortfolio so that you may refer to it as you complete the final capstone course.
 
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Clinical Global Impression

i need a responce

2 references

The Clinical Global Impression Scale (CGI) is one of the most widely used brief rating scales in mental health and pharmaceutical trials. The CGI is a standardized assessment tool that allows the clinician to rate the severity of illness, change over time, and efficacy of medication; while taking into account the client’s clinical condition and the severity of side effects. The CGI Scale is widely used in clinical psychopharmacology trials as an outcome measure. The CGI consists of three domains; Global Severity, Global Improvement, and Therapeutic Index. The Global Severity domain of the CGI is a single overall rating of severity of illness, which is rated on a seven-point scale rated from no mental illness to severely ill clients and change over time.  The CGI-Improvement is rated 1-7 from very much improved to very much worse (Jones et al., 2019).   This rating is based upon observed and reported symptoms, behavior, and function in the past seven days.  Symptoms and behaviors can fluctuate over a week; the score should reflect the average severity level during the seven days. The clinicians have many parameters to judge the severity of mental illness for clients in different settings.   However, the CGI is known for its ease of use and ability to track progress through time and is as effective as other more lengthy and tedious instruments (Jones et al., 2019).

The CGI was developed as a simplified global measure to reflect the clinician’s view of the client’s condition before and after initiating medication.  The CGI tool is used to measure mental illness (medical history, psychosocial circumstances, symptoms, behaviors, and impact on functioning) to diagnose clients and measure the client’s response to treatment. For example, the CGI correlates well to scales such as the Hamilton Rating Scale for Depression, Hamilton Rating Scale for Anxiety, Positive and Negative Syndrome Scale, Brief Psychiatric Rating Scale to name a few (Jones et al., 2019).

The CGI is well established and may be used for all psychiatric disorders in all FDA-regulated and most CNS trials; and the non-researcher clinician can easily use it in practice. The CGI is appropriate for use in depression, schizophrenia, anxiety, other mental disorders, regardless of the population, drug, or study measures. The CGI tool may also be used for other disorders such as sleep apnea (Dieltjens et al., 2019). The CGI is a brief and easy tool that may be administered by the practicing clinician to study the progression of treatment while using professional clinical judgment regarding the illness severity over the clinical experience.

In conclusion, the Clinical Global Impression (CGI) is one of the most useful clinical tools available for monitoring outcomes across multiple clinically relevant domains, over time.  The CGI is valid, reliable, and easy to use. The CGI can be effectively and efficiently used across cultures, for clients of all ages and across socio-economic locations, and mental disorders.  The CGI scale allows the APPN to provide a more comprehensive treatment plan by creating a quantifiable measurement of symptoms and treatment efficacy. The clinician can monitor symptoms and improvement or lack of, to determine if the client is getting better or not throughout treatment.  Therefore, allowing the client and provider to make an informed decision providing patient-centered treatment utilizing evidence-based practice.

 
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Knowlege Check

1. CC: “I have been having terrible chest and arm pain for the past 2 hours and I think I am having a heart attack.”
HPI: Mr. Hammond is a 57-year-old African American male who presents to the Emergency Department with a chief complaint of chest pain that radiates down his left arm. He states that he started having pain several hours ago and says the pain “it feels like an elephant is sitting on my chest”. He rates the pain as 8/10. Nothing has made the pain better or worse. He denies any previous episode of chest pain. Denies nausea, dyspnea, or lightheadedness. He was given 0.4 mg nitroglycerine tablet sublingual x 1 which decreased, but not stopped the pain.
Lipid panel reveals Total Cholesterol 324 mg/dl, high density lipoprotein (HDL) 31 mg/dl, Low Density Lipoprotein (LDL) 122 mg/dl, Triglycerides 402 mg/dl, Very Low-Density Lipoprotein (VLDL) 54 mg/dl
His diagnosis is an acute inferior wall myocardial infarction.
1 of 2 Questions:
Why is HDL considered the “good” cholesterol?
QUESTION 2
1. CC: “I have been having terrible chest and arm pain for the past 2 hours and I think I am having a heart attack.”
HPI: Mr. Hammond is a 57-year-old African American male who presents to the Emergency Department with a chief complaint of chest pain that radiates down his left arm. He states that he started having pain several hours ago and says the pain “it feels like an elephant is sitting on my chest”. He rates the pain as 8/10. Nothing has made the pain better or worse. He denies any previous episode of chest pain. Denies nausea, dyspnea, or lightheadedness. He was given 0.4 mg nitroglycerine tablet sublingual x 1 which decreased, but not stopped the pain.
Lipid panel reveals Total Cholesterol 324 mg/dl, high density lipoprotein (HDL) 31 mg/dl, Low Density Lipoprotein (LDL) 122 mg/dl, Triglycerides 402 mg/dl, Very Low-Density Lipoprotein (VLDL) 54 mg/dl
His diagnosis is an acute inferior wall myocardial infarction.
2 of 2 Questions:
Explain the role inflammation has in the development of atherosclerosis.
QUESTION 3
1. A 45-year-old woman with a history of systemic lupus erythematosus (SLE) presents to the Emergency Room (ER) with complaints of sharp retrosternal chest pain that worsens with deep breathing or lying down. She reports a 3-day history of low-grade fever, listlessness and says she feels like she had the flu. Physical exam reveals tachycardia and a pleural friction rub. She was diagnosed with acute pericarditis.
Question:
What does the Advanced Practice Registered Nurse (APRN) recognize as the result of the pleural friction rub?
1 points
QUESTION 4
1. A 15-year-old adolescent male comes to the clinic with his parents with a chief complaint of fever, nausea, vomiting, poorly localized abdominal pain, arthralgias, and “swollen lymph nodes”. States he has felt “lousy” for a couple weeks. The fevers have been as high as 102 F. His parents thought he had the flu and took him to an Urgent Care Center. He was given Tamiflu® and sent home. He says the Tamiflu didn’t seem to work. States had a slight sore throat a couple weeks ago and attributed it to the flu. Physical exam revealed thin young man who appears to be uncomfortable but not acutely ill. Posterior pharynx reddened and tonsils 3+ without exudate. + anterior and posterior cervical lymphadenopathy. Tachycardic and a new onset 2/6 high-pitched, crescendo-decrescendo systolic ejection murmur auscultated at the left sternal border. Rapid strep +. The patient was diagnosed with acute rheumatic heart disease (RHD).
Question:
Explain how a positive strep test has caused the patient’s symptoms.
QUESTION 5
1. The APRN sees a 74-year-old obese female patient who is 2 days post-op after undergoing left total hip replacement. The patient has had severe post op nausea and vomiting and has been unable to go to physical therapy. Her mucus membranes are dry. The patient says she feels like the skin on her left leg is too tight. Exam reveals a swollen, tense, and red colored calf. The patient has a duplex ultrasound which reveals the presence of a deep venous thrombosis (DVT).
Question:
Describe the factors that could have contributed to the development of a DVT in this patient explain how each of the factors could cause DVT.
QUESTION 6
1. A 45-year-old woman is 10 days status post partial small bowel resection for Crohn Disease and has been recuperating at home. She suddenly develops severe shortness of breath, becomes weak, and her blood pressure drops to 80/40 mmHg (previous readings ~130/80s mmHg). The pulse oximetry is 89% on room air. The APRN suspects the patient experienced a massive pulmonary embolus.
Question:
Explain why a large pulmonary embolus interferes with oxygenation.
QUESTION 7
1. A 45-year-old woman is 10 days status post partial small bowel resection for Crohn Disease and has been recuperating at home. She suddenly develops severe shortness of breath, becomes weak, and her blood pressure drops to 80/40 mmHg (previous readings ~130/80s mmHg). The pulse oximetry is 89% on room air. While waiting for the Emergency Medical Service (EMS) to arrive, the APRN places EKG leads and the EKG demonstrates right ventricular strain.
Question:
Explain why a large pulmonary embolism causes right ventricular strain.
— Fo
QUESTION 8
1. A 12-year-old girl is brought to the Emergency Room (ER) by her mother with complaints of shortness of breath, wheezing, tachypnea, tachycardia, and a non-productive cough. The mother states they had just come from a fall festival where the entire family enjoyed a hayride. The symptoms began shortly after they left the festival but got better a couple hours after they returned home. The symptoms began again about 6 hours later and seem to be worse. The mother states there is no history of allergies or frequent respiratory infections. The child is up to date on all vaccinations. The child was diagnosed with asthma. The nurse practitioner explained to the mother that her child was exhibiting symptoms of asthma, and probably had an early asthmatic response and a late asthmatic response.
Question 1 of 2:
Explain early asthmatic responses and the cells responsible for the responses.
QUESTION 9
1. A 12-year-old girl is brought to the Emergency Room (ER) by her mother with complaints of shortness of breath, wheezing, tachypnea, tachycardia, and a non-productive cough. The mother states they had just come from a fall festival where the entire family enjoyed a hayride. The symptoms began shortly after they left the festival but got better a couple hours after they returned home. The symptoms began again about 6 hours later and seem to be worse. The mother states there is no history of allergies or frequent respiratory infections. The child is up to date on all vaccinations. The child was diagnosed with asthma. The nurse practitioner explained to the mother that her child was exhibiting symptoms of asthma, and probably had an early asthmatic response and a late asthmatic response.
Question 2 of 2:
Explain late asthmatic responses and the cells responsible for the responses.
QUESTION 10
1. A 64-year-old man with a 40 pack/year history of cigarette smoking has been diagnosed with emphysema.  He asks the APRN if this means he has COPD.
Question 1 of 2:
Explain the pathophysiology of emphysema and how it relates to COPD.
QUESTION 11
1. A 64-year-old man with a 40 pack/year history of cigarette smoking has been diagnosed with emphysema.  He asks the APRN if this means he has COPD.
Question 2 of 2:
Explain the pathophysiology of chronic bronchitis and how it relates to COPD.
QUESTION 12
1. Mr. Jones is a 78-year-old gentleman who presents to the clinic with a chief complaint of fever, chills and cough. He also reports some dyspnea. He has a history of right sided CVA, COPD, dyslipidemia, and HTN. Current medications include atorvastatin 40 mg po qhs, lisinopril, and fluticasone/salmeterol. He reports more use of his albuterol rescue inhaler.
Vital signs Temp 101.8 F, pulse 108, respirations 21. PaO2 on room air 86% and on O2 4 L nasal canula 94%. CMP WNL, WBC 18.4. Physical exam reveals thin, anxious gentleman with mild hemiparesis on left side due to CVA. HEENT WNL except for diminished gag reflex and uneven elevation of the uvula, CV-HR 108 RRR without murmurs, rubs, or click, no bruits. Resp-coarse rhonchi throughout lung fields. CXR reveals consolidation in right lower lobe. He was diagnosed with community acquired pneumonia (CAP).
Question:
Patient was hypoxic as evidenced by the low PaO2. Explain the pathologic processes that caused this patient’s hypoxemia.
1 points
QUESTION 13
1. A 64-year-old woman with moderately severe COPD comes to the pulmonary clinic for her quarterly checkup. The APRN reviewing the chart notes that the patient has lost 5% of her body weight since her last visit. The APRN questions the patient and patient admits to not having much of an appetite and she also admits to missing some meals because it “takes too much work” to cook and consume dinner.
Question:
The APRN recognizes that COPD has a deleterious effect on patients. Explain why patients with COPD are at risk for malnutrition.
 
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ESRD

It is necessary for an RN-BSN-prepared nurse to demonstrate an enhanced understanding of the pathophysiological processes of disease, the clinical manifestations and treatment protocols, and how they affect clients across the life span.

Evaluate the Health History and Medical Information for Mr. C., presented below.

Based on this information, formulate a conclusion based on your evaluation, and complete the Critical Thinking Essay assignment, as instructed below.

Health History and Medical Information

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 750-1,000 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 a minimum of two 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.

Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.

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.

RUBRIC

Attempt Start Date: 07-Sep-2020 at 12:00:00 AM

Due Date: 13-Sep-2020 at 11:59:59 PM

Maximum Points: 120.0

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Nursing Evidence Based Practice Discussion Post

Professional nurses rely on research findings to inform practice decisions; they use critical thinking to apply research directly to specific patient care situations.

Think about an independent nursing practice problem you care passionately about and would be interested in searching for evidence. The below problems should not be used:

*medical/doctor/physician problems such as medications, or medications administration or effects, diagnostics such as EKGs, labs, cardiac catherizations.

*staffing, nurse-to-patient ratios, workforce issues are organizational/system /political/administrative/multi-stakeholder problems which nursing cannot solve independently.

 
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Nursing Theory And Conceptual Model Presentation

Nursing theories are tested and systematic ways to implement nursing practice. Select a nursing theory and its conceptual model. Prepare a 10‐15 slide PowerPoint in which you describe the nursing theory and its conceptual model and demonstrate its application in nursing practice. Include the following:

  1. Present an overview of the nursing theory. Provide evidence that demonstrates support for the model’s efficacy in nursing practice. Explain how the theory proves the conceptual model.
  2. Explain how the nursing theory incorporates the four metaparadigm concepts.
  3. Provide three evidence‐based examples that demonstrate how the nursing theory supports the nursing practice. Provide support and rationale for each.

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.

 
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Nursing Ethics and Legal Issues

  • Read the case study presented at the end of Chapter 11 (Guido, p. 222)
    • Did the facility have sufficient evidence to suspend the nurse?
    • How should the testimony of the other nurses in the unit affect the outcome of this case?
    • What additional questions should the institution address before the court rules in this case?
    • How would you have ruled in this case?
  • Read the case study presented at the end of Chapter 12 (Guido, p. 238)
    • Did the ANP have a duty to consult with the child\’s physician or another emergency center physician regarding the possibility of child abuse before she reported her findings to the case worker?
    • What questions would you anticipate might be asked regarding the injury itself and the possibility that the child had caused her own injury?
    • Did the ANP have a duty to report the injury, even though the diagnosis was not absolutely conclusive at the point that the child was initially examined?
    • How would you determine liability in this case, assuming that the trial court found liability against any of the three defendants?
  • Read the case study presented at the end of Chapter 16 (Guido, p. 329)
    • Did the nurse manager have a responsibility to supervise the care of the patient?
    • Was the care of this patient appropriately assigned to the LPN by the charge nurse, or could the charge nurse have delegated this patient\’s care more appropriately?
    • If the charge nurse assigned the care of the patient to the LPN, did she retain any supervisory responsibility that would result in her liability in this case?
    • How do the principles associated with delegation and supervision figure into this case?
    • How would you decide this case?

 

 
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Liability Issues in Nursing

Professional Development Exercises :

  • Read the case study presented at the end of Chapter 9 (Guido, p. 185-186).
    • Did the lack of documentation in the admitting nurse\’s assessment and notes affect the ultimate outcome of this case?
    • Was there negligence on the part of the nursing staff in the care of this patient?
    • What could the nurse have done differently to facilitate a different outcome in this case?
    • How would you decide this case?
  • Using the sample professional liability insurance policy (Guido, p. 193-194), locate the various provisions:
    • Limits of liability
    • Declarations
    • Deductibles
    • Exclusions
    • Reservation of rights
    • Covered injuries
    • Defense costs
    • Coverage conditions and supplementary payments
    • Did you have difficulty finding some of the sections? Would this be a policy that you would consider purchasing for your own liability coverage? Why or why not?
  • Read the case study presented at the end of Chapter 10 (Guido, p. 198)
  • What provisions of an insurance policy would you consult to determine if an insurance company should pay such a claim, and what would the limits of the liability be?
  • Is the nursing home insurance company correct in saying that this is a professional judgment issue?
  • Which insurance company (the nursing home\’s or that of the administrator of the nursing home, assuming she has coverage) should pay the court-ordered judgment?
  • How would you decide the case?
 
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Signature Assignment: Legal and Ethical Considerations in Nursing

Presentation:

Among various stakeholders, the registered nurse must incorporate legal and ethical theories and principles into practice. There is a need to evaluate the legal and ethical considerations that exist in healthcare today, to assess nursing’s role in health initiatives, and to find ways that we can help improve health and health outcomes. This presentation will help nurses recognize and respond to dilemmas within diverse health care settings and nursing roles. This presentation will provide an overview of regulatory action and the legislative and judicial processes, enabling nurses to become familiar with changes affecting the health care system such as patient rights, technological advances, and managed care.

This presentation will examine the role of the nurse as a health professional, advocate, and leader:

  • Select five legal or ethical concepts that you feel influence nursing practice.
  • Explain the selected concepts regarding both the impact on agency viability and quality patient care.
  • Review the selected concepts and strategically analyze for priorities, challenges, and issues from a legal and ethical perspective.
  • Identify instances of actions taken by an agency or provider that would or could violate the ethical duties and responsibilities of the health care providers or the rights of patients.
  • Develop a policy proposal, measures, and recommendations for prevention of legal and ethical violations.
  • Detail how nursing could intervene or advocate to incorporate legal and ethical theories and principles more effectively into practice.

 

This PowerPoint® (Microsoft Office) or Impress® (Open Office) presentation should be a minimum of 20 slides, including a title, introduction, conclusion and reference slide, with detailed speaker notes and recorded audio comments for all content slides. Use at least four scholarly sources and make certain to review the module’s Signature Assignment Rubric before starting your presentation. This presentation is worth 400 points for quality content and presentation.

 
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