Identify the name of the diet and its purpose

/in /by

Research a diet currently being used by the public. It can be a commercial diet such as Atkins, Weight Watchers; a regional diet such as Mediterranean; or one that focuses on types of food such as vegan.

Identify the name of the diet and its purpose (weight maintenance, long term health, etc.). Explain its key points in terms of nutrition (focus on protein, carbohydrates, etc.). Also discuss the diet plan and the diet’s strengths and weaknesses. Summarize your paper by evaluating whether you believe the diet is one that is healthy as compared to dietary guidelines.
The writing assignment should be no more than 2-3 pages and APA Editorial Format must be used for citations and references used.

 

Create a teaching plan with possible barriers to learning and client-specific learning styles in mind.

/in /by

Purpose: To recognize an opportunity for client/family teaching, create a teaching plan with possible barriers to learning and client-specific learning styles in mind.

Read the article An Overview of Adult Learning by Sally Russell: https://www.suna.org/sites/default/files/download/members/unjarticles/2006/06oct/349.pdf

Based on the client scenario below assume you are actually teaching this client/family and follow directions 1-9

  • Determine the client/family knowledge deficit
  • Identify a specific potential barrier(s) to learning
  • Identify potential client/family’s specific learning style(s)
  • Develop a detailed content outline for the teaching plan
  • Access learning materials for the teaching session
  • Implement the teaching plan per the content outline you created
  • Identify specific teaching strategies (refer to article for suggestions)
  • Describe exactly how you taught the content using these strategies?
  • Evaluate- how would know the client/family teaching is effective?
  1. Describe verbal and nonverbal cues
  2. Include patient statements in quotes in the evaluation of the teaching.
  3. Submit an assignment following the example provided.
  4. Turn in materials used to teach the patient with submission of assignment
  5. See example of formatting on the next page

Scenario

You are the nurse caring for a 45-year-old Hispanic client admitted to the hospital for a T6 fracture after fall at work.  You note the following information in the client’s chart:

Past Medical History: hypertension, hyperlipidemia

Past Surgical History: appendectomy 2008

Home Medications: Lisinopril 5mg po daily, Lipitor 10mg po QHS, ASA 81mg po daily

Social History: Denies tobacco, alcohol, or illicit drug use. Graduated high school, has worked in construction for 28 years. English is second language.

The client is being discharged home after two weeks in the hospital. The client’s spouse is at bedside and involved in their care. The client listens and asks questions during your shift but expresses their anxiety by stating “I don’t know how my family is going to take care of me.”

They have been using wheelchair for the last week in the hospital and will be continuing home medications, which they have taken for years. Wound care will be need for a healing stage 2 pressure ulcer that will require mepilex dressings.

Outline your plan to evaluate the success of the proposed risk management program and how well it meets the organization’s short-term, long-term, and end goals.

/in /by

The purpose of this assignment is to create an educational program that supports the implementation of risk management strategies in a health care organization.
In this assignment, you will develop an outline for an “in‐service”‐style educational risk management program for employees of a particular health care organization that will then form the basis for a PowerPoint presentation in Topic 5. Select your topic for this educational session from one of the proposed recommendations or changes you suggested in the Risk Management Program Analysis – Part One assignment to enhance, improve, or secure compliance standards in your chosen risk management plan example.
Create a 500‐750-word comprehensive outline that communicates the following about your chosen topic:
Introduction: Identify the risk management topic you have chosen to address and why it is important within your health care sector.
Rationale: Illustrate how this risk management strategy is lacking within your selected organization’s current risk management plan and explain how its implementation will better meet local, state, and federal compliance standards.
Support: Provide data that indicate the need for this proposed risk management initiative and demonstrate how it falls under the organization’s legal responsibility to provide a safe health care facility and work environment.
Implementation: Describe the steps to implement the proposed strategy in your selected health care organization.
Challenges: Predict obstacles the health care organization may face in executing this risk management strategy and propose solutions to navigate or preempt these potentially difficult outcomes.
Evaluation: Outline your plan to evaluate the success of the proposed risk management program and how well it meets the organization’s short-term, long-term, and end goals.
Opportunities: Recommend additional risk management improvements in adjacent areas of influence that the organization could or should address moving forward.
You are required to incorporate all instructor feedback from this assignment into Educational Program on Risk Management Part Two ‐ Slide Presentation assignment in Topic 5. To save time later in the course, consider addressing any feedback soon after this assignment has been graded and returned to you. It may be helpful to preview the requirements for the Topic 5 assignment to ensure that your outline addresses all required elements for submission of the final presentation.
You are required to support your statements with a minimum of six citations from appropriate credible sources.
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.

Identify cell, gene, and/or process elements that may be factors in the diagnosis, and you explain the implications to patient health.

/in /by

In this Assignment, you examine a case study and analyze the symptoms presented. You identify cell, gene, and/or process elements that may be factors in the diagnosis, and you explain the implications to patient health.

Explain the findings/outcomes of the study in the article. Include whether this will translate into practice with your own clients.

/in /by

Literature in psychotherapy differs from other areas of clinical practice. Generally, there are no clinical trials in psychotherapy because it is often neither appropriate nor ethical to have controls in psychotherapy research. This sometimes makes it more difficult to translate research findings into practice. In your role, however, you must be able to synthesize current literature and apply it to your own clients. For this Assignment, you begin practicing this skill by examining current literature on psychodynamic therapy and considering how it might translate into your own clinical practice.

Learning Objectives
Students will:
Evaluate the application of current literature to clinical practice
To prepare:

Review this week’s Learning Resources and reflect on the insights they provide.
Select one of the psychodynamic therapy articles from the Learning Resources to evaluate for this Assignment.

The Assignment
In a 5- to 9 slide PowerPoint presentation, address the following:

Provide an overview of the article you selected.
What population is under consideration?
What was the specific intervention that was used? Is this a new intervention or one that was already used?
What were the author’s claims?
Explain the findings/outcomes of the study in the article. Include whether this will translate into practice with your own clients. If so, how? If not, why?
Explain whether the limitations of the study might impact your ability to use the findings/outcomes presented in the article. Support your position with evidence-based literature.
Note: The presentation should be 5–10 slides, not including the title and reference slides. Include presenter notes (no more than ½ page per slide) and use tables and/or diagrams where appropriate. Be sure to support your work with specific citations from the article you selected. Support your approach with evidence-based literature.

Why is HDL considered the “good” cholesterol?

/in /by

QUESTION 1

  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?

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?

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.

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 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 2 of 2:

Explain the pathophysiology of chronic bronchitis and how it relates to COPD.

QUESTION 12

  1. 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.

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.

 

 

Identify the genes that may be associated with the development of the disease.

/in /by

An understanding of the signals and symptoms of alterations in cellular processes is a critical step in the diagnosis and treatment of many diseases. For APRNs, this understanding can also help educate patients and guide them through their treatment plans.
In this Assignment, you examine a case study and analyze the symptoms presented. You identify cell, gene, and/or process elements that may be factors in the diagnosis, and you explain the implications to patient health.

To prepare:

By Day 1 of this week, you will be assigned to a specific case study for this Case Study Assignment. Please see the “Course Announcements” section of the classroom for your assignment from your Instructor.

The Assignment (1- to 2-page case study analysis)

Develop a 1- to 2-page case study analysis in which you:

  • Explain why you think the patient presented the symptoms described.
  • Identify the genes that may be associated with the development of the disease.
  • Explain the process of immunosuppression and the effect it has on body systems.

Case Study Analysis:

A 34-year-old Hispanic-American male with end-stage renal disease received kidney transplant from a cadaver donor, as no one in his family was a good match. His post-operative course was uneventful, and he was discharged with the antirejection drugs Tacrolimus (Prograf), Cyclosporine (Neoral), and Imuran (Azathioprine). He did well for 3 months and had returned to his job as a policeman. Six months after his transplant, he began to gain weight, had decreased urine output, was very fatigued, and began to run temperatures up to 101˚F. He was evaluated by his nephrologist, who diagnosed acute kidney transplant rejection.

Develop a 1- to 2-page case study analysis in which you:

  • Explain why you think the patient presented the symptoms described.
  • Identify the genes that may be associated with the development of the disease.
  • Explain the process of immunosuppression and the effect it has on body systems.

Discuss and describe the concepts of transformational leadership and evidence-based management as applied to your current or future leadership role as a nurse leader.

/in /by

Leadership is the key to innovation, change, strong staff and patient satisfaction, high quality and ongoing safety for our patients. Learning is lifelong and this course will present key concepts and competencies to develop and enhance leadership knowledge, skills and attitudes as identified in the QSEN graduate competencies.
Discuss and describe the concepts of transformational leadership and evidence-based management as applied to your current or future leadership role as a nurse leader. What challenges do you currently face or anticipate in the future?

Write a reflection explaining how you might use these apps to help you with common screenings of women and/or LGBTQ+ individuals.

/in /by

To prepare: • Review and download the apps related to common screenings found in this week’s Learning Resources. • Make sure to familiarize yourself with each one of these apps and what is required in order to prepare for your screenings. • Next, consider how these apps are valid based on approving agency guidelines. Assignment: Part 2 (1- to 2-page reflection) • Write a reflection explaining how you might use these apps to help you with common screenings of women and/or LGBTQ+ individuals. • Explain what you found helpful about these particular screening apps. • Explain how these screening apps relate to approving agency guidelines as well as how these apps are valid based on these guidelines. Alvar-Gonzalez, J. (2020). iContraception. https://play.google.com/store/apps/details?id=com.itiox.icontraception&hl=en_US Note: This download is available for Android devices only. ITIOX Technologica S.L. (2020). iContraception. https://apps.apple.com/us/app/icontraception/id668520861 Note: This download is available for iOS devices only. Agency for Healthcare Research and Quality (AHRQ). (n.d.). ePSS Electronic Preventive Services Selector. https://epss.ahrq.gov/PDA/index.jsp Centers for Disease Control and Prevention (2020). CDC Vaccine Schedules. https://www.cdc.gov/vaccines/schedules/hcp/schedule-app.html#download Note: This webpage will provide you with downloads for both iOS and Android Devices. Nurse Practitioners in Women’s Health. (n.d.). Well Woman Visit App: Practice Guidelines. https://www.npwh.org/pages/mobile-app

Explain the importance of using an evidence-based approach in providing clinical patient care in an expository essay format.

/in /by

Purpose: The student will be able to explain the importance of using an evidence-based approach in providing clinical patient care in an expository essay format.
Instructions: Using at least two of the articles in the Reading Materials Folder, your essay will make a case for using an evidence-based approach to answer a clinical question of your choice in the practice of Respiratory Care. For tips on how to write an expository essay see the weblinks below:
Your essay should follow a 5-paragraph format to include:
Introductory paragraph clearly defining your clinical question and what is to follow in your essay.
Three paragraphs in the body of the essay to develop 3 different points that support your EBM approach to answering your clinical question. In the body of your essay you should cite one of the references using one of the following formats for citation demonstrated below:
Rubin and Haynes (2012) in their review addressing myths in Respiratory Therapy practice make the point that….
A review article makes the point that many of the commonly used interventions widely used in respiratory care have no basis in clinical evidence (Rubin & Haynes, 2012).
In the final paragraph restate your thesis tie together the main points you have made.
The essay is to be in APA 7th edition format that includes a title page, running head, page numbers, 12-point Times New Roman font, double spaced. The essay and should be approximately 500 words in length. It should contain 2 references that were cited in the body and in APA reference format at the end of the essay.
Examples of Clinical Question Subjects:
Education, training, current care practice, new practices, technology, patient safety, resource availability, communication, documentation, equipment, public health, diagnostics