hat is the most probable diagnosis? What are the warning signs of DVT? What are the pathological consequences of this disease if left untreated? What is your differential diagnosis?

Case study

Complete the case study with a one page response to the questions below. One nursing source within the last five years.

A 55-year-old Caucasian man with no history of disease is admitted to Emergency Department after sudden onset of shortness of breath. He complains sharp chest pain that worsen while coughing.
The patient is a truck driver and he has been driving 18 hours a day without rest periods for a month. On admission, physical examination reveals a diaphoretic and dyspneic patient without focal neurologic findings. His heart rate is 128 beats/minute, his blood pressure is 126/72 mmHg without orthostatic changes, and his respiratory rate is 34 breaths/minute. Oxygen saturation is 90%, and arterial blood gas analysis in room air reveals hypoxemia (PO2 = 58 mmHg) with an elevated alveolo-arterial oxygen gradient (A-a O2 gradient). Examination of his head and neck is normal. The results of chest wall examination reveal reduced breath sounds bilaterally at the lung bases. The findings of heart and abdominal examinations are unremarkable, but on examination of his legs, deep venous thrombosis (DVT) signs are noted in his left leg with positive Homans’ sign.
Serum electrolytes, glucose, blood urea and creatinine, and complete blood counts are normal. Results of a computed tomographic scan of his head are negative for bleeding, aneurysm or an embolic event. Chest X-ray is clear. An electrocardiogram shows a regular rhythm consistent with sinus tachycardia. A ventilation-perfusion (V/Q) scan demonstrated an unmatched segmental perfusion defect. A Doppler scan of the legs revealed an acute DVT in the patient’s left popliteal vein.

What is the most probable diagnosis?
What are the warning signs of DVT?
What are the pathological consequences of this disease if left untreated?
What is your differential diagnosis? (list all the possible etiologies)
What are the various diagnostic tests for this disease?
What is the drug treatment of this patient?
How this condition can be prevented?

Analyze assessment tools used to assess older adults. Design evaluation plans for patients with immobility, sensory deprivation, and/or cognitive dysfunction. Identify immunization requirements related to health promotion and disease prevention for older adults.

Assessment of Older Adults

Case Study :

Mr. Abrams, a 69-year-old man, was referred to your office for a hearing evaluation. He continues to work in a printing company, although he works only part time. He has worked at the printing company for the past 35 years. He complains that he cannot hear much of the dialogue on the television. He is accompanied by his wife, who states that her husband cannot hear her at home. He has no history of dizziness, tinnitus, or vertigo. He has had cerumen impactions removed from both ears in the past. Overall, his medical history is quite benign. His only medications are aspirin 81 mg. daily, a multivitamin daily, and occasional ibuprofen for back pain.

Review the case study and based on the provided information, think about a possible patient evaluation plan. As part of your evaluation planning, consider where the evaluation would take place, whether any other professionals or family members should be present, appropriate assessment tools and guidelines, and any other relevant information you may wish to address.
Consider whether the assessment tool you identified was validated for use with this specific patient population and if this poses issues. Think about additional factors that might present issues when performing assessments such as language, education, prosthetics, missing limbs, etc.
Consider immunization requirements that may be needed for this patient.
Keep in mind that as nurse practitioners, whether you are primary care or acute care, patient and family education is always important. This includes education about medications, tests, treatment plans, immunizations, diagnosis, and health promotion.

Analyze assessment tools used to assess older adults.
Design evaluation plans for patients with immobility, sensory deprivation, and/or cognitive dysfunction.
Identify immunization requirements related to health promotion and disease prevention for older adults.

Reference:

Carr, D. B., & Ott, B. R. (2010). The older adult driver with cognitive impairment: “It’s a very frustrating life.” Journal of the American Medical Association Links to an external site., 303(16), 1632–1641. http://www.ncbi.nlm.nih.gov/pmc/articles/PMC2915446/

In reviewing the various concepts that were covered during this course, discuss the concept that you felt you have learned the most about. In your discussion, compare your understanding prior to the course content to after the course content.

Mental health discussion

Response Posts: In addition to your original post, be sure to provide a meaningful response to at least two of your peers’ posts by the end of the week. In your responses to your peers, you might offer some additional ideas for how you might motivate the team or present ideas for creating a more cohesive team.

Discussion Question: In reviewing the various concepts that were covered during this course, discuss the concept that you felt you have learned the most about. In your discussion, compare your understanding prior to the course content to after the course content.

Write an essay on what qualities Make a Good Leader, and why is leadership important within the field of nursing.

Make a Good Leader

Write an essay on what qualities Make a Good Leader, and why is leadership important within the field of nursing.

Identify personal leadership style(s), theories, and skills which may positively and/or negatively affect patient outcomes through self-assessment, concept application, and Quality Safety Education for Nurses (QSEN) principle discussion.

Personal Leadership Assessment

In a Microsoft Word document of 3-4 pages formatted in APA style, identify personal leadership style(s), theories, and skills which may positively and/or negatively affect patient outcomes through self-assessment, concept application, and Quality Safety Education for Nurses (QSEN) principle discussion.

In your paper, address each of the following criteria:

Self-Assessment to identify strengths and weaknesses of personal leadership skills
Leadership theory (at least one) related to personal leadership assessment
Include at least one Quality Safety Education for Nurses (QSEN) principle(s) (see additional resources)
Compare and contrast leadership and management
Include at least one suggestion on applying Week 1 concepts within workplace
select one concept from Week 1 and suggest how that concept can be applied within your workplace
concepts including time management, innovation and change, leadership styles and leadership theory as they relate to personal workplace.

What does it mean to be a change agent within the nursing profession? Give two examples of when you were a change agent or witnessed another nurse as a change agent. Describe potential barriers faced when creating these changes.

Change Agent

Effective leadership can help cultivate a culture of change. Using the South University Online Library and/or the Internet, research change theories and change leadership. Respond to the following questions:

-What does it mean to be a change agent within the nursing profession?
-Give two examples of when you were a change agent or witnessed another nurse as a change agent.
-Describe potential barriers faced when creating these changes.

Analyze a current issue or experience in clinical practice surrounding a medication administration safety risk and identify a quality improvement (QI) initiative in the health care setting.

Discussion Essay

For this assessment, you will develop a 3-5 page paper that examines a safety quality issue pertaining to medication administration in a health care setting. You will analyze the issue and examine potential evidence-based and best-practice solutions from the literature as well as the role of nurses and other stakeholders in addressing the issue.

Health care organizations and professionals strive to create safe environments for patients; however, due to the complexity of the health care system, maintaining safety can be a challenge. Since nurses comprise the largest group of health care professionals, a great deal of responsibility falls in the hands of practicing nurses. Quality improvement (QI) measures and safety improvement plans are effective interventions to reduce medical errors and sentinel events such as medication errors, falls, infections, and deaths. A 2000 Institute of Medicine (IOM) report indicated that almost one million people are harmed annually in the United States, (Kohn et al., 2000) and 210,000–440,000 die as a result of medical errors (Allen, 2013).

The role of the baccalaureate nurse includes identifying and explaining specific patient risk factors, incorporating evidence-based solutions to improving patient safety and coordinating care. A solid foundation of knowledge and understanding of safety organizations such as Quality and Safety Education for Nurses (QSEN), the Institute of Medicine (IOM), and The Joint Commission and its National Patient Safety Goals (NPSGs) program is vital to practicing nurses with regard to providing and promoting safe and effective patient care.

You are encouraged to complete the Identifying Safety Risks and Solutions activity. This activity offers an opportunity to review a case study and practice identifying safety risks and possible solutions. We have found that learners who complete course activities and review resources are more successful with first submissions. Completing course activities is also a way to demonstrate course engagement.

Demonstration of Proficiency
By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:

-Competency 1: Analyze the elements of a successful quality improvement initiative.
-Explain evidence-based and best-practice solutions to improve patient safety focusing on medication administration and reducing costs.
-Competency 2: Analyze factors that lead to patient safety risks.
-Explain factors leading to a specific patient-safety risk focusing on medication administration.
-Competency 4: Explain the nurse’s role in coordinating care to enhance quality and reduce costs.
-Explain how nurses can help coordinate care to increase patient safety with medication administration and reduce costs.
-Identify stakeholders with whom nurses would need to coordinate to drive quality and safety enhancements with medication administration.
-Competency 5: Apply professional, scholarly, evidence-based strategies to communicate in a manner that supports safe and effective patient care.
-Organize content so ideas flow logically with smooth transitions; contains few errors in grammar or punctuation, word choice, and spelling.
-Apply APA formatting to in-text citations and references exhibiting nearly flawless adherence to APA format.

References
Allen, M. (2013). How many die from medical mistakes in U.S. hospitals? Retrieved from https://www.npr.org/sections/health-shots/2013/09/20/224507654/how-many-die-from-medical-mistakes-in-u-s-hospitals.

Kohn, L. T., Corrigan, J., & Donaldson, M. S. (Eds.). (2000). To err is human: Building a safer health system. Washington, DC: National Academy Press.

Professional Context
As a baccalaureate-prepared nurse, you will be responsible for implementing quality improvement (QI) and patient safety measures in health care settings. Effective quality improvement measures result in systemic and organizational changes, ultimately leading to the development of a patient safety culture.

Scenario
Consider a previous experience or hypothetical situation pertaining to medication errors, and consider how the error could have been prevented or alleviated with the use of evidence-based guidelines.

Choose a specific condition of interest surrounding a medication administration safety risk and incorporate evidence-based strategies to support communication and ensure safe and effective care.

For this assessment:

Analyze a current issue or experience in clinical practice surrounding a medication administration safety risk and identify a quality improvement (QI) initiative in the health care setting.

Instructions
The purpose of this assessment is to better understand the role of the baccalaureate-prepared nurse in enhancing quality improvement (QI) measures that address a medication administration safety risk. This will be within the specific context of patient safety risks at a health care setting of your choice. You will do this by exploring the professional guidelines and best practices for improving and maintaining patient safety in health care settings from organizations such as QSEN and the IOM. Looking through the lens of these professional best practices to examine the current policies and procedures currently in place at your chosen organization and the impact on safety measures for patients surrounding medication administration, you will consider the role of the nurse in driving quality and safety improvements. You will identify stakeholders in QI improvement and safety measures as well as consider evidence-based strategies to enhance quality of care and promote medication administration safety in the context of your chosen health care setting.

Be sure that your plan addresses the following, which corresponds to the grading criteria in the scoring guide. Please study the scoring guide carefully so that you know what is needed for a distinguished score.

Explain factors leading to a specific patient-safety risk focusing on medication administration.
Explain evidence-based and best-practice solutions to improve patient safety focusing on medication administration and reducing costs.
Explain how nurses can help coordinate care to increase patient safety with medication administration and reduce costs.
Identify stakeholders with whom nurses would coordinate to drive safety enhancements with medication administration.
Communicate using writing that is clear, logical, and professional, with correct grammar and spelling, using current APA style.

Additional Requirements
Length of submission: 3–5 pages, plus title and reference pages.
Number of references: Cite a minimum of 4 sources of scholarly or professional evidence that support your findings and considerations. Resources should be no more than 5 years old.
APA formatting: References and citations are formatted according to current APA style.

In reviewing the various concepts that were covered during this course, discuss the concept that you felt you have learned the most about. In your discussion, compare your understanding prior to the course content to after the course content.

Discussion Board

Response Posts: In addition to your original post, be sure to provide a meaningful response to at least two of your peers’ posts by the end of the week. In your responses to your peers, you might offer some additional ideas for how you might motivate the team or present ideas for creating a more cohesive team.

Discussion Question: In reviewing the various concepts that were covered during this course, discuss the concept that you felt you have learned the most about.  In your discussion, compare your understanding prior to the course content to after the course content.

 

Does the use of Foley catheters increase the risk of infection in patients?

Power point presentation on the PICO question:Does the use of Foley catheters increase the risk of infection in patients?

Description of your topic and the primary source(s) you examined (this will be similar to the information compiled for the Literature Review Paper). (20 points)

Explanation of issues or questions for analysis: What did you hope to learn about your topic? (20 points)

Brief overview of how you studied your primary source(s) 10

Observations and Discussion: What trends did you find during your research, what social practices did you learn, what connections were found in the literature? What phenomena did you find most interesting or surprising as you researched the topic?
(10 points)

Claim: Based on your observations, what argument can you make about your topic? (10 points)

Connection to course readings: How do selected course readings help you to understand your findings? What elements of your project are not addressed by our readings 10 points)
Conclusion/Recommendation for developing research: Provide target population, research design, research method suggestions (10 points)

take the Life Values Inventory and then write a summary of your results. Values are beliefs that influence people’s behavior and decision-making, therefore it is important to reflect on our values and how that might positively or negatively affect our nursing practice.

Personal reflection

This and next week we are going to take time for personal reflection. This week you will take the Life Values Inventory and then write a summary of your results. Values are beliefs that influence people’s behavior and decision-making, therefore it is important to reflect on our values and how that might positively or negatively affect our nursing practice.