What are three additional history questions you might ask regarding her mobility? What is your assessment of Mrs. C.’’s self-care ability? Are there other questions that should be included in a functional assessment?

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Remediation Exam 3

 Define the following terminology

  1. Cyanosis
  2. Stupor
  3. Erythema
  4. Exudate
  5. Sanguineous
  6. Serosanguinous
  7. Lethargic
  8. Xerosis
  9. Pruritis
  10. Palor
  11. Supination
  12. Pronation
  13. Presbyopia
  14. Nystagmus
  15. Photophobia

 

Cranial Nerves-Below write the cranial nerve and provide a unique example on how to assess each cranial nerve.

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

Provide a description of the following Wound stages (describe exudate and thickness)

  • Stage I
  • Stage II
  • Stage III
  • Stage IV

Describe the different types of headaches below:

 

Case Study:

Mrs. C., a 68-year-old African American, is in the physician’s office because of continuing visual problems and joint pain in his left knee. As you begin taking a history, you note that she is wearing a hearing aid. You decide to do a functional assessment.

Mrs. C. states that she can bathe herself as long as she sits down to bathe but that she cannot climb into the bathtub. Her husband has placed a chair in the bathroom for her use during bathing. She has no difficulties with toileting, dressing, or eating, but she gets “tired and sore” if she walks more than a block. She dreads going to stores because she “can’t walk that much” and relies on her husband for grocery shopping, housekeeping, cooking, and laundry chores. She lives in a two-story home, and she says that once she is downstairs for the day, she tries not to go upstairs until bedtime. Her home has one bathroom on the lower level. She is a retired postal worker and enjoys spending time with her husband and working in her flower garden. Lately the knee pain has kept her from her gardening chores. She is active in her church and local civic clubs.

  • What are three additional history questions you might ask regarding her mobility?
  • What is your assessment of Mrs. C.’’s self-care ability? Are there other questions that should be included in a functional assessment?
  • What can you do to enhance your communication with Mrs. C. during the interview and examination?

After completing the history, you perform the physical assessment. When assessing her knee joints, you find stiffness in the left knee (especially after walking), swelling, pain with motion, and limited range of motion. The joints are not warm, red, or tender. The right knee is unaffected. She walks with a limp, favoring her left knee, and reaches for the table to stabilize himself. She rates the pain level as a “6” on a scale of 1 to 10. She has temperature is 98.3° F (36.8C), and he denies weight loss or general weakness.

Her knee pain could be caused by osteoarthritis, rheumatoid arthritis (RA), or ankylosing spondylitis. Which condition is best suggested by your assessment? Support your answer

Create an annotated bibliography of three resources that address the central question of this module: What is Bioethics?

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What is Bioethics: Annotated bibliography

Create an annotated bibliography of three resources that address the central question of this module: What is Bioethics?

1.For each resource, provide a brief annotation -a short paragraph of 250 words split, approximately, between these two tasks: SUMMARIZING the content of each; EVALUATING the usefulness of each for understanding bioethics.

The three sources to use are:

1.Helland, D. E. (2001). What is bioethics? Teaching bioethics, 11. https://uni.hi.is/vilhjarn/files/2015/02/Teaching.Bioeth.pdf#page=11

2.Drane, J. F. (2001). What is bioethics? A history. Interfaces between bioethics and the empirical social sciences, 15. https://biblioteca.multiversidadreal.com/BB/Biblio/Fernando%20Lolas%20Stepke/Interfaces%20between%20bioethics%20and%20th%20%281157%29/Interfaces%20between%20bioethics%20an%20-%20Fernando%20Lolas%20Stepke.pdf#page=13

3.Now, C. (2019). New head of bioethics center says new technology raises moral questions https://angelusnews.com/news/life-family/new-head-of-bioethics-center-says-new-technology-raises-moral-questions/?highlight=What%20is%20Bioethics%3F

 

If all findings are not reported how would this affect the applicability of findings to your patient population and practice setting?

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Class Debate

Engage your class in a debate to either Defend or Refute the following statement:

“All results should be reported and interpreted whither or not they support the research question or hypothesis.”

If all findings are not reported how would this affect the applicability of findings to your patient population and practice setting?

 

Explore the disease in the pathophysiology textbook and compare and contrast a scientific understanding to the one presented in the book.

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Discussion

In the second part of the assignment, the student will then explore the disease in the pathophysiology textbook and compare and contrast a scientific understanding to the one presented in the book. Begin your search of the literature to include at least three (3) additional scholarly sources to be incorporated into the discussion. Use the “advanced search” feature of the CINAHL.

 

Develop a disaster recovery plan to lessen health disparities and improve access to community services after a disaster. Develop and record a 8-10 slide presentation of the plan with audio and speaker notes for the Vila Health system, city officials, and the disaster relief team.

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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 a 8-10 slide presentation (please refer to the PowerPoint tutorial) of the plan with audio and speaker notes 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.

Introduction
Nurses perform a variety of roles and their 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. In the event of a major accident or natural disaster, many issues can complicate decisions concerning the needs of an individual or group, including understanding and upholding 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 and recovery to safeguard those in your care. As an advocate, you are also accountable for promoting equitable services and quality care for the diverse community.

Nurses work alongside first responders, other professionals, volunteers, and the health department to safeguard the community. Some concerns during a disaster and recovery period include the possibility of death and infectious disease due to debris and/or contamination of the water, air, food supply, or environment. Various degrees of injury may also occur during disasters, terrorism, and violent conflicts.

To maximize survival, first responders must use a triage system to assign victims according to the severity of their condition/prognosis in order to allocate equitable resources and provide treatment. During infectious disease outbreaks, triage does not take the place of routine clinical triage.

Trace-mapping becomes an important step to interrupting the spread of all infectious diseases to prevent or curtail morbidity and mortality in the community. A vital step in trace-mapping is the identification of the infectious individual or group and isolating or quarantining them. During the trace-mapping process, these individuals are interviewed to identify those who have had close contact with them. Contacts are notified of their potential exposure, testing referrals become paramount, and individuals are connected with appropriate services they might need during the self-quarantine period (CDC, 2020).

An example of such disaster is the COVID-19 pandemic of 2020. People who had contact with someone who were in contact with the COVID-19 virus were encouraged to stay home and maintain social distance (at least 6 feet) from others until 14 days after their last exposure to a person with COVID-19. Contacts were required to monitor themselves by checking their temperature twice daily and watching for symptoms of COVID-19 (CDC, 2020). Local, state, and health department guidelines were essential in establishing the recovery phase. Triage Standard Operating Procedure (SOP) in the case of COVID-19 focused on inpatient and outpatient health care facilities that would be receiving, or preparing to receive, suspected, or confirmed COVID- 19 victims. Controlling droplet transmission through hand washing, social distancing, self-quarantine, PPE, installing barriers, education, and standardized triage algorithm/questionnaires became essential to the triage system (CDC, 2020; WHO, 2020).

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 evacuation, extended displacement periods, and contact tracing based on the disaster scenario provided.

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, the quality of the trace-mapping, 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 community task force member responsible for developing a disaster recovery plan for the Vila Health community using MAP-IT and trace-mapping, which you will present to city officials and the disaster relief team.

To prepare for the assessment, complete the Vila Health: Disaster Recovery Scenario simulation.

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 and 2030 objectives.
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 goals or 2030 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: As you revise your writing, check out the resources listed on the Writing Center’s Writing Support page.

Note: If you require the use of assistive technology or alternative communication methods to participate in this activity, contact DisabilityServices@capella.edu to request accommodations.

Instructions
Every 10 years, The U.S. Department of Health and Human Services and the Office of Disease Prevention and Health Promotion release information on health indicators, public health issues, and current trends. At the end of 2020, Healthy People 2030 was released to provide information for the next 10 years. Healthy People 2030 provides the most updated content when it comes to prioritizing public health issues; however, there are historical contents that offer a better understanding of some topics. Disaster preparedness is addressed in Healthy People 2030, but a more robust understanding of MAP-IT, triage, and recovery efforts is found in Healthy People 2020. For this reason, you will find references to both Healthy People 2020 and Healthy People 2030 in this course.

Complete the following:

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 and 2030 objectives.
Include a timeline for the recovery effort.
Apply the MAP-IT (Mobilize, Assess, Plan, Implement, Track) framework to guide the development of your plan:
Mobilize collaborative partners.

Assess community needs.
Use the demographic data and specifics related to the disaster to identify the needs of the community and develop a recovery plan. Consider physical, emotional, cultural, and financial needs of the entire community.
Include in your plan the equitable allocation of services for the diverse community.
Apply the triage classification to provide a rationale for those who may have been injured during the train derailment. Provide support for your position.
Include in your plan contact tracing of the homeless, disabled, displaced community members, migrant workers, and those who have hearing impairment or English as a second language in the event of severe tornadoes.
Plan to lessen health disparities and improve access to services.
Implement a plan to reach Healthy People 2020 goals and 2030 objectives.
Track and trace-map community progress.
Use the CDC’s Contract Tracing Resources for Health Departments as a template to create your contact tracing.
Describe the plan for contact tracing during the disaster and recovery phase.
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.

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.

For the antidepressant prozac write a paper and discuss the following information related to the medication.

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Antidepressant prozac

For the antidepressant prozac write a paper and discuss the following information related to the medication:
Evidence based treatment selection (FDA approved uses)
Off label uses, if any Contraindications, if any to use Mechanism of action
Potential side effects
Lab monitoring/ follow up

Role of the Psychiatric Mental Health Nurse Practitioner in the role of prescribing and managing the medication
Include a minimum of 4 evidence-based articles to support your paper that are 5 years old or less

Did Nurse Greene fulfill the role of patient advocate? Would an expert nurse witness need to testify at trial? How do you think the jury ruled on this case? What, if any, types of damages should be awarded?

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Case Study

Read the case below and address the following criteria in a 2-3 page paper. In analyzing the case, rely only on what is written here. If it was not documented, or noted in the case, consider it to be not done. Define all terms (negligence/four elements, standards of care, patient advocacy, expert witness, and damages/types of damages). Explain your answers. No credit will be given for simple “yes” or “no” answers.

  1. Is this a case of negligence? If not, why not? If so, discuss how the four elements of negligence were met?
  2. Did Nurse Greene violate standards of care (standards of care in the legal sense of the word)?
  3. Did Nurse Greene fulfill the role of patient advocate?
  4. Would an expert nurse witness need to testify at trial?
  5. How do you think the jury ruled on this case?
  6. What, if any, types of damages should be awarded?

Marion M. Burgess, the plaintiff’s husband, brought a lawsuit against Kent Hospital, the admitting physician (Dr. Bishop), the gastroenterologist (Dr. Regal) and Nurse Greene. The patient was admitted to the cardiac care unit at 10:30 AM Saturday morning directly from her cardiologist’s (Dr. Joseph Bishop) office, to be monitored and treated for new onset atrial fibrillation. Her condition and vital signs were stable throughout the morning, but she complained to Nurse Greene at 2:15 PM that she was having abdominal pain (#5 on a scale from 0-10) and nausea. The nurse examined her abdomen and determined that it appeared normal, despite the patient’s complaints of pain. Nurse Greene notified Dr. Bishop at 2:30 of the pain and nausea. He ordered Tylenol (acetaminophen) and Phenergan (promethazine), which Nurse Greene gave at 2:55 PM. Her “focus note” for 3:55 p.m. indicated that the patient was still having abdominal pain— “the worst she had ever had” (#10 on a scale from 0-10), and nausea, and at the same time her blood pressure and heart rate had increased significantly. The nurse called the physician’s answering service and again reported the patient still had abdominal pain, was nauseous, and other symptoms related to her cardiac condition. The answering service did not perceive the call to be any type of emergency. The physician then ordered some cardiac medications. At 5:00 PM the patient continued to have the pain and nausea, and the pain was “worse than usual.” The husband requested that a doctor examine the patient (the second such request according to the family), so Nurse Greene again called the answering service to report her symptoms, but again did not indicate any emergency. The family claimed that the patient had been “doubled over” and was “screaming in pain.”

The admitting physician saw the patient at 6:50 PM and consulted a gastroenterologist. The gastroenterologist (Dr. Regal) saw the patient at 8:30 PM and noted tenderness in the abdomen, normal bowel sounds, and noted that the patient’s complaints of pain (#10 on a scale from 0-10) to be out of proportion with his physical findings. On Sunday morning, Nurse Greene returned for another shift and found the patient “moaning” and with her abdomen hard and distended at 7:25 AM. She notified both Dr. Bishop and Dr. Regal and the patient was transferred to the intensive care unit. After the intensivist examined the patient, it was determined she needed emergency surgery. The surgery revealed the patient’s large intestine was necrotic and infected, the necrosis being caused by a mesenteric blood clot. The patient died the next day. In the lawsuit, the husband claimed, among other allegations, that the nurses were negligent in administering pain medication before knowing the cause of her acute abdominal pain and that they failed to act on a significant decline/change in the patient on Saturday.

Paper requires a minimum of two references: one from a peer-reviewed NURSING journal (less than 5 years-old), which speak to nursing practice in the U.S. and one from the course textbook. Professional, governmental, or educational organizations (.org, .gov, or .edu) may be used as supplemental references.

 

Choose whatever episode you have an interest in. Then share which episode of Nurse Coffee Talk you listened to and what you thought.

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Nurse Coffee Talk or Other Podcast

Listen to a Podcast from https://nursecoffeetalk.com/ You may choose whatever episode you have an interest in. Then share which episode of Nurse Coffee Talk you listened to and what you thought. To keep things organized it would be helpful if you would post the name of the episode in the title of your post, then if you listened to the same episode just respond within that thread. No need to create a new thread each time you post.

Chose episode 421: nurses divided

link: https://www.buzzsprout.com/607330?client_source=large_player&iframe=true&referrer=https://www.buzzsprout.com/607330.js?player=large#

Identify and describe the sample including demographics, in the studies chosen in W2 Assignment 2. Discuss the steps of the data collection process used in the studies.

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NSG3029 W4 Project

Research Template Name

Cite both articles reviewed in APA style:

***In the template, any direct quotes from the articles needs to only include the page number.

Week 4 Template Quantitative Article Qualitative Article
Identify and describe the sample including demographics, in the studies chosen in W2 Assignment 2    
Discuss the steps of the data collection process used in the studies    
Identify the study variables (independent and dependent)    

 

 

Identify the sampling design    
Describe the instrument, tool, or survey used in each article.    
Summarize the discussion about the validity and reliability of the instruments, tools, or surveys used in each article    
Identify the legal and ethical concerns for each article, including informed consent and IRB approval    

 

What skills do you feel you are learning more about related to the list in the overview? Discuss one or more. What areas do you feel you need to learn more about? How do you plan to build your current knowledge and skills as you move toward the goal of being an expert practitioner?

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Clinical Reflection 2

Purpose

The purpose of the clinical reflections is to help you to learn more deeply. The clinical reflections are specifically designed to help you think about (and thus learn from) your transition from RN to FNP and student to practitioner.

Overview

Consider the healthcare experience you have so far. As you do, reflect on the following:

  • Adaptation of continuous learning routine in a rapidly changing field
  • Differential diagnosis
  • Knowledge and budding skills of competency in assessment
  • Patient education and inter-professional collaboration
  • Plan development
  • Use of appropriate evidence based resources for knowledge

This is the second of three reflection assignments. We ask you to respond to the same prompt in each activity—see below. It is expected that as you have new experiences and assimilate them, your reflections will show growth in at least some of the areas listed above.

Action Items

  1. Read the overview and consider the items to reflect on.
  2. At this particular time of the course, describe your experience of transitioning roles from RN to FNP and a student to a practitioner. What skills do you feel you are learning more about related to the list in the overview? Discuss one or more. What areas do you feel you need to learn more about? How do you plan to build your current knowledge and skills as you move toward the goal of being an expert practitioner? Give a specific example.
  3. Compose your work in a Microsoft Word document.
  4. Submit the completed first draft of your assignment. Your work will automatically be checked by Turnitin.
  5. Access your Turnitin report by reviewing your Submission Details for this assignment. Revise your work as needed based on the feedback.
  6. Re-submit the final version of your work by the due date.