Identify the Health Disparity of Interest in your Community, and the name of a nonprofit organization from who you might seek assistance in this matter.

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Use American Heart Association (Non-Profit Organization) for Heart problems among African Americans.
Instructions and Rubric:
1. This is an individual assignment consisting of a 5-page maximum paper, including the title page, text, and references page.
2. Identify the Health Disparity of Interest in your Community, and the name of a nonprofit organization from who you might seek assistance in this matter. This can be a national, state, or local nonprofit organization.
3. Provide an overview of a program you would recommend the nonprofit organization undertake to work to reduce this disparity. Include an explanation of the problem, an overview of the program, and how this program could reduce the problem by noting the expected outcome of the program.
4. Provide at least ten references.

What should your assessment be on this patient? Explain in detail. After completing your assessment, what should your next step be? Be specific.

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Scenario 1:

Your patient C.S is 78 years old. Admitted to the nursing home you work at, with a diagnosis of dehydration. C.S., has been ordered to increase her oral fluid intake to 2500cc per day. When offering her a glass of water, she pushes away your hand and says “I hate water and I don’t drink it much”. You note that after one and a half days she has dry mucous membranes and poor skin turgor.

Questions:

  1. What should your assessment be on this patient? Explain in detail.
  2. After completing your assessment, what should your next step be? Be specific.
  3. Write 3 complete nursing diagnosis from above information. Include all 3 sections (NANDA, Related to (R/T) & Evidence based practice (EBP) & include 2 nursing interventions for each nursing diagnosis.

Scenario 2:

Ms. Cohen is hospitalized for repair of a fractured hip after a fall at home. She requires intravenous (IV) antibiotics after surgery. Shortly after the first dose she became restless and started picking at her IV line and frequently tried to get out of bed. Several restraint alternatives were attempted; but, because of her restlessness, she was successful at pulling out her IV line and getting out of bed. It becomes necessary to restrain Ms. Cohen.

Questions:

  1. You know that a health care provider’s order is required for the restraint. What are essential components of the restraint order?
  2. Which assessments do you need to perform on Ms. Cohen while she is restrained?
  3. The physician orders a belt restraint. Your assessment of Ms. Cohen the next day reveals that during the day she is alert and pleasantly confused but not attempting to get out of bed. Do you continue use of the restraint? Explain.

Identify the Healthy People 2020 topic chosen and why this topic was selected. Develop a holistic plan of care including patient, family and friends acceptance of the diagnosis, coping and impact on plan of care.

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Creating a Plan of Care.
Utilizing the information you have gathered over the last four weeks regarding the specific illness group you identified, this week, you will create a plan of care for your chronic illness group.

In a Microsoft Word document of 5-6 pages formatted in APA style, (this page requirement includes the holistic care plan). Include the following in your plan:

Provide a brief introduction describing the chronically ill group you selected and rationale for selecting this illness and the participants.
Clearly identify the Healthy People 2020 topic chosen and why this topic was selected.
Develop a holistic plan of care including patient, family and friends acceptance of the diagnosis, coping and impact on plan of care.
Summarize the information gathered in each week (Weeks 1–4) over 2 to 3 pages. This is should not to be copied and pasted from previous assignments.
Create a care plan for your chronic illness group organized using the following headings:
Nursing Diagnoses (at least 3 related to topic and interview results)
Assessment Data (objective and subjective)
Interview Results
Desired Outcomes
Evaluation Criteria
Actions and Interventions
Evaluation of Patient Outcomes
Identify strategies for the family or caregiver in the care plan and provide your rationale on how they will work.

Describe strategies to address disclosure and nondisclosure as identified in the scenario you selected. Be sure to reference laws specific to your state.Explain the process of writing prescriptions, including strategies to minimize medication errors.

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As a nurse practitioner, you prescribe medications for your patients. You make an error when prescribing medication to a 5-year-old patient. Rather than dosing him appropriately, you prescribe a dose suitable for an adult.

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

  • Explain the ethical and legal implications of the scenario you selected on all stakeholders involved, such as the prescriber, pharmacist, patient, and patient’s family.
  • Describe strategies to address disclosure and nondisclosure as identified in the scenario you selected. Be sure to reference laws specific to your state.
  • Explain two strategies that you, as an advanced practice nurse, would use to guide your decision making in this scenario, including whether you would disclose your error. Be sure to justify your explanation.
  • Explain the process of writing prescriptions, including strategies to minimize medication errors.

What role did chance, assumptions, and curiosity play in Warren and Marshall’s research on Helicobacter pylori?Describe how the story of Warren and Marshall’s discovery illustrates the process of science.

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Do you think it ethical and appropriate for Marshall to have used himself as a test subject and swallowed a sample of Helicobacter pylori? What precautions did he take? Would you do it? Why or why not?

2. How did the colloidal bismuth subcitrate (CBS) experiment provide evidence supporting Warren and Marshall’s hypothesis? 3. Answer the following questions based on the data presented in Fig.

3: a. In Table II, of those patients with ulcers, how many were positive for H. pylori? Of those patients with normal endoscopic results, how many were positive for the bacteria? b. Based on this data, Warren and Marshall hypothesized that there was a causal relationship between ulcers and bacterial infection. But there were 4 patients with ulcers that were negative for the bacteria. Why is this not signif cant? c. If there is a causal relationship between the presence of H. pylori and ulcers, how might you explain that 50% of the patients with a normal endoscopic examination were infected with the bacteria? d. In your own words, explain the results presented in Table III. What do you conclude from this data?

4. Robert Koch was a German physician who identifed the bacteria causing anthrax and tuberculosis. His methods established four criteria that must be met for a specifc pathogen to be considered the cause of a disease. T ese four criteria are listed below. For each one, discuss whether Warren and Marshall fulflled them and, if so, how. I. Te pathogen should be found in the bodies of animals having the disease. II. Te suspected pathogen should be obtained from the diseased animal and grown outside the body.
“Helicobacter pylori and the Bacterial Teory of Ulcers” by Debra Ann Meuler Page 6
III. Te inoculation of that pathogen, grown in pure cultures, should produce the disease in an experimental animal. IV. Te same pathogen should be isolated from the experimental animal after the disease develops.

5. What role did chance, assumptions, and curiosity play in Warren and Marshall’s research on Helicobacter pylori?

6. Describe how the story of Warren and Marshall’s discovery illustrates the process of science.

7. How does this case illustrate the tentative nature of science? 8. How does this case illustrate the role of technology in scientif c progress?

9. Why is this discovery significant? Do you think it is worthy of a Nobel Prize?

10. What does the Helicobacter story tell us? What lessons can be learned from this story?

11. Albert Gyorgyi, 1937 Nobel Laureate in Physiology and Medicine, once said in his Nobel award speech: “Discovery consists of seeing what everybody has seen and thinking what nobody has thought.” Describe how this statement applies to Warren and Marshall’s pioneering work on peptic ulcer disease.

Develop a nursing plan of care that includes assessment information to formulate a priority nursing diagnosis for Millie with at least one goal using SMART Language (specific, measurable, attainable, realistic & timely)

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Utilize Millie Larsen Case Study to develop a nursing plan of care that includes assessment information to formulate a priority nursing diagnosis for Millie with at least one goal using SMART Language (specific, measurable, attainable, realistic & timely). Then critically think about which nursing interventions would be appropriate to reach your chosen goal/outcome. The nursing interventions need to include an assessment, a physical intervention that the nurse would do, and a patient education or teaching intervention. You will then evaluate at the end by addressing what and how you would measure if you were able to meet your goal/outcome or would need to revise the plan of care. You will need to give some supporting evidence that you would see if the goal was met.

Utilize the attached Module 5 Nursing Care Plan Form to complete all aspects of the nursing process for the nursing diagnosis that you chose to develop for Millie. You can see the grading Rubric for Module 5 Nursing Care Plan Form her to assist you. Your Ladwig resource will help you identify specific NANDA-I diagnoses that might apply to Millie Larsen

Identify characteristics of professional behavior including emotional intelligence, communication, and conflict resolution. Your assignment is to write a letter to yourself on your graduation day

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The purpose of this assignment is to give you the opportunity to reflect back on what inspiration you will take with you through the program, what lessons you will take away from the course, and the ability to write a letter to your future self about where you hope you will be when you graduate from Chamberlain.

Identify characteristics of professional behavior including emotional intelligence, communication, and conflict resolution.

Your assignment is to write a letter to yourself on your graduation day. b. Consider the following questions as you compose your letter.

i. How do you hope you have changed in terms of knowledge and skills, and personally?

ii. What would you like to remind yourself about your inspiration for choosing this career?

iii. You will be preparing to take the NCLEX exam and to start your first job as a baccalaureate-prepared nurse. Are there any words of encouragement that you would like to tell your future self?

iv. Are there any words of caution you want to tell yourself—pitfalls to avoid?

v. What kind of nurse do you hope you have become? What further growth and change do you envision for yourself?

c. Bring this letter on the last day of class in an envelope with your name on the front. We will make sure it is delivered to you when you have completed your academic work at Chamberlain and are ready to receive your baccalaureate degree in nursing.

In addition to the letter, on the last day of class bring in one page that you create that represents your inspiration for becoming a nurse. It may be a picture, a collage, a series of quotes, and so forth. Choose words and images that are meaningful to you. This should be a picture that you can post somewhere, perhaps where you study, in order to motivate yourself as you move forward on your journey to become a nurse.

On the last day of class, you will be asked to come prepared to give a short 5-minute speech that discusses the following topics.

i. What does your inspiration mean?

ii. Name one concept that challenged you during this course. iii. What has been the greatest lesson you have learned?

iv. How will what you have learned help you be successful at Chamberlain?

What should your assessment be on this patient? Explain in detail. After completing your assessment, what should your next step be? Be specific.

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Your patient C.S is 78 years old. Admitted to the nursing home you work at, with a diagnosis of dehydration. C.S., has been ordered to increase her oral fluid intake to 2500cc per day. When offering her a glass of water, she pushes away your hand and says “I hate water and I don’t drink it much”. You note that after one and a half days she has dry mucous membranes and poor skin turgor.

Questions:

1. What should your assessment be on this patient? Explain in detail.

2. After completing your assessment, what should your next step be? Be specific.

3. Write 3 complete nursing diagnosis from above information. Include all 3 sections (NANDA, Related to (R/T) & Evidence based practice (EBP) & include 2 nursing interventions for each nursing diagnosis.

Scenario 2:
Ms. Cohen is hospitalized for repair of a fractured hip after a fall at home. She requires intravenous (IV) antibiotics after surgery. Shortly after the first dose she became restless and started picking at her IV line and frequently tried to get out of bed. Several restraint alternatives were attempted; but, because of her restlessness, she was successful at pulling out her IV line and getting out of bed. It becomes necessary to restrain Ms. Cohen.

Questions:
1. You know that a health care provider’s order is required for the restraint. What are essential components of the restraint order?
2. Which assessments do you need to perform on Ms. Cohen while she is restrained?
3. The physician orders a belt restraint. Your assessment of Ms. Cohen the next day reveals that during the day she is alert and pleasantly confused but not attempting to get out of bed. Do you continue use of the restraint? Explain.

Explain to Neela at least three differences between depression and anxiety—choosing three that apply in particular to her case. List your top two short-term goals and interventions you would recommend for Neela.

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Neela has split up with her boyfriend of four years. “Nick was abusive, but now he’s in jail, so it’s been easy this year to make some changes,” she says. She is confident that she will never go back to him, but says she’s left with “some residue—like nightmares, hyperalertness, a little too much drinking, and the blues.” She says she has always been a light social drinker and denies a history of alcoholism, although she struggles with alcohol now. She also reports that she sleeps “too light”; she can’t get to sleep, and then when she does, she’s hypervigilant, sitting up and thinking that she hears him coming into her apartment every time she drifts off. She wakes up in such moments in a cold sweat with her heart pounding in her temples, she hyperventilates and everything feels unreal, “like I’m in some creepy slasher film on late-night TV. I’m always so glad when the sun comes up!”

The alcohol “takes the edge off” her nerves and “helps with the depression.” Asked if she is sad most of the time, she says, “No. I really am over him, but I’m still scared. I get collect calls from him in prison, but I never accept them. I think if I could just get a different job, a different apartment, in a different city, I’d be fine. I could start all over again. I’ve sent out résumés, but until something comes up, I’m sort of stuck here in limbo where he knows he can find me. Ultimately, then, I’m here to treat this depression. I’m depressed, right?”.

Explain to Neela at least three differences between depression and anxiety—choosing three that apply in particular to her case.
List your top two short-term goals and interventions you would recommend for Neela.

 

How could you apply strategies from the fourth level of crisis intervention—i.e., the individual approach—in tackling Elle’s current situation?

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Elle, 39, has come in for treatment for severe panic attacks. Her daughter, Savannah, is leaving for college for the first time and is planning on driving up with a friend who will attend the same college. Savannah does not want her mother to go along. Elle says, “I have nightmares about them crashing somewhere and nobody knowing where they are.” She says she and Savannah have had arguments about this. Elle reports that the panic attacks began “about two weeks ago when Savannah and her dad both agreed that it was okay for her to drive up to the college with Jason.” Elle says that her worries are “not about sex. Jason is her best friend, but they’ve never dated, and in fact, Jason has a girlfriend. I admit the college is not far away, so it won’t be an overnight trip, but I don’t want Savannah to drive up with Jason. A three-hour drive. I want to do it.”

During assessment, you learn that 2 years ago, Savannah and her twin, Sophia, were in an after-prom car accident, in which teens in a car were driving to the next town over to go to the beach. Savannah’s twin was killed. Savannah was in the hospital for months and needed physical therapy for 18 months. As she describes the accident, Elle points out that the driver, Sophia’s date, escaped serious injury. “Funny, isn’t it?” she says. “The drunk driver always escapes injury while he hurts everyone around him.”

Savannah has pointed out that “Jason doesn’t drink. You know this. You’ve known him all his life. You’ve always liked him, even when I get annoyed with him.” Elle admits this, but still says, “I don’t want that boy driving her up there. It’s a long way.” Savannah complains that every time the subject comes up, Elle has a panic attack. Elle tells you privately, and sincerely, “I don’t mean to have these panic attacks. And I don’t want them. This just isn’t me.”

  1. Elle admits Jason doesn’t drink; he isn’t sexually involved with Savannah, and she has known him all his life, and that she’s always liked him. Yet she refers to him now as “that boy.” (1) Her fears aside, what emotional response to this new crisis for Elle is she displaying, particularly toward Jason? Do you think this emotion is directed just at Jason or at someone else as well? (2) What does this tell you about her current perception of this crisis?
  2. Now that you have a clearer vision of Elle’s perception of the crisis, what further aspects of Elle’s current status should you assess?
  3. While finishing your assessment, you learn that Elle has two very close friends, and a pretty solid marriage. Her husband has avoided the arguments between Savannah and Elle, declaring that “Savannah is a grown-up now, and capable of making such a small choice as who will drive her to school, on her own.” He refuses to get involved, and while he is sympathetic and affectionate during and after Elle’s panic attacks, he says they scare him a little. He wonders if there isn’t medication to control these.
    You also learn that her best friend is her sister, who lives in town. This sister moved in with Elle right after Sophia’s death and was a “great comfort” during the early stages of grief and also came to the hospital almost every day to sit with Elle and Savannah during those first rough months. Elle’s sister has proposed that they have a “girl time” with Savannah the night before she leaves for college, but Elle has said, “I can’t think about that right now.”
    You have not quite decided which level of crisis intervention to use just yet, but how could you apply strategies from the first three levels of crisis intervention—environmental manipulation, general support, and generic approach—in tackling Elle’s current situation?

How could you apply strategies from the fourth level of crisis intervention—i.e., the individual approach—in tackling Elle’s current situation?