ATI Video Case Study

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This discussion requires you to access the ATI Testing website. To access ATI, use the ATI Testing link in the Canvas Navigation Menu or select this ATI Testing Links to an external site. link to access your login page.

Instructions

Once logged in, go to My ATI, select the “Apply” tab, and select the “Video Case Studies RN 3.0.” Watch the video case study Critical Thinking/Clinical Reasoning/Clinical Judgement: Rapid Response/Clinical Emergencies (3:34). The nurse in the video you are about to watch uses the nursing process to care for the client.

As you watch the video, consider the following questions.

  • What are the steps of the nursing process?
  • How does the nursing process assist in prioritizing nursing care?

DO NOT respond to the questions following the video case study. Instead, write 200–250 words responding to the discussion prompts provided. Then, respond to at least two of your peers’ posts.

Discussion Prompts

  • Why is the nursing process used when providing client care?
  • What is a focused nursing assessment?
  • Name one example of a client situation in which you would use a focused nursing assessment vs. the entire nursing process. Explain why.

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Class#2Assessment#2

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Overview

Develop a population health improvement plan, based on your evaluation of the best available demographic, environmental, and epidemiological data, that focuses on your diagnosis of a widespread population health issue.

Part of effectively engaging in evidence-based practice is the ability to synthesize raw health data with research studies and other relevant information in the literature. This will enable you to develop sound interventions, initiatives, and outcomes to address health concerns that you find in data during the course of your practice.

 

In this assessment, you have an opportunity to evaluate community demographic, environmental, and epidemiological data to diagnose a widespread population health issue, which will be the focus of a health improvement plan that you develop.

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

· Competency 2: Apply evidence-based practice to design interventions to improve population health.

. Evaluate community demographic, epidemiological, and environmental data to diagnose widespread population health issues.

. Develop an ethical health improvement plan to address a population health issue within a community.

· Competency 3: Evaluate outcomes of evidence-based interventions.

. Propose criteria for evaluating population health improvement plan outcomes.

· Competency 4: Evaluate the value and relative weight of available evidence upon which to make a clinical decision.

. Justify the value and relevance of evidence used as the basis of a population health improvement plan.

· Competency 5: Synthesize evidence-based practice and academic research to communicate effective solutions.

. Develop a strategy for communicating with colleagues and members of the community in an ethical, culturally sensitive, and inclusive way.

. Integrate relevant and credible sources of evidence to support assertions, correctly formatting citations and references using APA style.

Assessment Instructions

Preparation

Your organization is undertaking a population health improvement initiative focused on one of the pervasive and chronic health concerns in the local community. Examples of health improvement initiatives include nationwide concerns, such as type 2 diabetes, HIV, obesity, and Zika. However, your organization has asked you to determine which widespread health concern should be addressed in a population health improvement plan for the community in which you practice and has entrusted you with gathering and evaluating the relevant data.

Requirements

Note: The requirements outlined below correspond to the grading criteria in the scoring guide, so be sure to address each point. In addition, you may want to review the performance level descriptions for each criterion to see how your work will be assessed.

Data Evaluation

Evaluate community demographic, epidemiological, and environmental data.

· Identify the relevant data.

· Describe the major community health concerns suggested by the data.

· Explain how environmental factors affect the health of community residents.

Health Improvement Plan

Develop an ethical health improvement plan that effectively addresses the population health concern that you identified in your evaluation of the relevant data.

· Base your plan on the best available evidence from a minimum of 3–5 current scholarly or professional sources.

. Apply correct APA formatting to all in-text citations and references.

. Attach a reference list to your plan.

· Ensure that your plan meets the cultural and environmental needs of your community and will likely lead to some improvement in the community’s health related to this concern.

. Consider the environmental realities and challenges that exist in the community.

. Address potential barriers or misunderstandings related to the various cultures prevalent in the community.

· Justify the value and relevance of the evidence you used as the basis of your plan.

. Explain why the evidence is valuable and relevant to the community health concern you are addressing.

. Explain why each piece of evidence is appropriate and informs the goal of improving the health of the community.

· Propose relevant and measurable criteria for evaluating the outcomes of your plan.

. Explain why your proposed criteria are appropriate and useful measures of success.

· Explain how you will communicate with colleagues and members of the community, in an ethical, culturally sensitive, and inclusive way, with regard to the development and implementation of your plan.

. Develop a clear communications strategy mindful of the cultural and ethical expectations of colleagues and community members regarding data privacy.

. Ensure that your strategy enables you to make complex medical terms and concepts understandable to members of the community, regardless of language, disabilities, or level of education.

 

 

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Art Creation-Music/Dance/Poetry

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Essay Assignment – inspiration piece Music/Dance/Poetry

Read/review the following resources for this activity:

  • Textbook: Chapter 9, 10
  • Lesson
  • Minimum of 1 scholarly source (in addition to the textbook)

Instructions
This week you will use your readings from the past week as a point of departure to create your own artistic production and a reflection paper.

Part 1: Art Creation
Select a poem, musical piece, or dance piece to use as a point of inspiration. Create a work of poetry, lyrics, music, or dance, inspired by your selected art piece. Video or audio recordings should be no longer than 5 minutes and must be in MP4 format.

Note: If your art creation requires a separate file submission, please submit in the Art Creation Submission (Recordings) area following this assignment.

Part 2: Reflection
Write a reflection about the relationship between your art production and the inspiration piece. Include the following in the reflection paper:

  • Introduction
  • Inspiration Piece
    • Include the inspiration poem, lyrics, or recording of musical or dance piece within the document. Use a link in the case of a recording.
    • Record the title, artist/author/composer, year, and place of origin.
    • Briefly explain the background of the inspiration piece.
  • Your Art Piece
    • Include your original poem or lyrics within the document. If you selected a musical or dance piece, submit as a separate file in the Art Creation Submission (Recordings) area following this assignment.
    • Provide a title.
    • Explain the background of your piece.
  • Connection
    • Explain the thematic connection between the two pieces.
    • How are they similar and different?
    • Are they the same medium? How does the medium impact what the viewer experiences?

Original Artwork Requirements

  • Methods: typed poem or lyrics, or recording of musical or dance piece
  • No computer-generated pieces

Writing Requirements (APA format)

  • Length: 1.5-2 pages (not including title page, text of inspiration piece, or references page)
  • 1-inch margins
  • Double spaced
  • 12-point Times New Roman font
  • Title page
  • References page (minimum of 1 scholarly source)

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Nursing homework help

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1. Review the work by White (1995) and give an example from nursing practice for each of the patterns of nursing knowledge (empirics, ethics, personal, aesthetics). 2. What are “essential elements” of each pattern of knowing?

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Wk 9 Assgn

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In this Module’s Discussion, you were introduced to the concept of an academic portfolio to begin building your own brand. However, portfolios have value that goes beyond brand building. An academic and professional portfolio can also help you to build your own vision and mission and establish your development goals. In this regard, a portfolio becomes yet another tool in your toolbox as you build your success.

In this Assignment you will continue developing your Academic Success and Professional Development Plan by developing the fifth component–a portfolio for your academic and professional efforts.

To Prepare:

  • Consider your goals for academic accomplishments while a student of the MSN program.

The Assignment:

  • Using the Academic Success and Professional Development Plan Template document that you began to work on in Module 1 and have continued expanding throughout this course, you will develop a curriculum vitae (CV) in Part 5 based on your current education and professional background.
  • Write a statement identifying your professional development goals.
  • Write a statement proposing how you might align one or more of your professional development goals with the university’s emphasis on social change.

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NRS-490 Week 6 Assignment Literature Review

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An implementation plan prepares students to apply the research they have identified and vetted to the problem or issue they have identified for their Capstone Change Proposal Project. A literature review enables students to map out and move into the active planning and development stages of the Project.

 

In this assignment students will develop a 750-1,000-word literature review in which to synthesize what is known and unknown about the Project issue selected. Students will use the information from the PICOT Statement and Evaluation Table assignments prior in the course to develop a planned approach to implementing the evidence-based practice solution. The underlying purpose of this assignment is to analyze how the current research supports the PICOT, and to identify what is known and what is not known in the evidence, providing a logical, constructive argument.

 

Include the following sections:

 

  1. Title page
  2. Introduction section
  3. A comparison of research questions
  4. A comparison of sample populations
  5. A comparison of the limitations of the study
  6. A conclusion section, incorporating recommendations for further research

While APA format is not required for the body of this assignment, solid academic writing is expected, and in-text citations and references should be presented using APA documentation 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.

 

You are required to submit this assignment to Turnitin. Please refer to the directions in the Student Success Center.

 

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Article Analysis and Evaluation of Research Ethics

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Search the GCU Library and find one new health care article that uses quantitative research. Do not use an article from a previous assignment, or that appears in the Topic Materials or textbook.

Complete an article analysis and ethics evaluation of the research using the “Article Analysis and Evaluation of Research Ethics” template. See Chapter 5 of your textbook as needed, for assistance.

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.

You are required to submit this assignment to LopesWrite. Refer to the LopesWrite Technical Support articles for assistance.

AttachmentsHLT-362V-RS5-ArticleAnalysisEthicalEval-Template.docx

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MN551 Advanced Pathophysiology Across the Lifespan week 8 Discussion

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Case Study: Topic

Case Study Posting Requirements

  1. Make sure all of the topics in the case study have been addressed.
  2. Cite at least three sources—journal articles, textbooks or evidenced-based websites to support the content.
  3. All sources must be within five years.
  4. Do not use .com, Wikipedia, or up-to-date, etc., for your sources.

Case Study 1

Structure and Function of the Male Genitourinary System

Mario is a 68-year-old male whose wife died of cancer five years ago. Since her death, he began to eat more fast food and stay at home and watch television. Recently, however, Mario’s friend introduced him to a woman whom he became to like very much. After seeing her a few times, Mario became concerned about his health and went to see his doctor. He noticed a change in his sexual performance when he turned 60 and, after seeing so much on television about erectile dysfunction, was concerned he would experience this with his girlfriend.

  1. What factors are present in Mario’s history that predispose him to erectile dysfunction?
  2. What condition would you suspect if Mario had a blood test indicating elevated LH and decreased testosterone levels? What effect do low testosterone levels have on the reproductive organs of the male?
  3. How do the parasympathetic and sympathetic nervous systems generate erection, emission, and ejaculation?

Case Study 2

Disorders of the Male Genitourinary System

Darius is 63 years old and began to wake up at night to urinate. When he went to the bathroom, he had to strain to initiate the flow, and the stream of urine was weak. Over time, the pattern became more apparent during the day; he often had a sense of urgency and felt he was going to the bathroom frequently. When he did, however, he did not always feel he had emptied his bladder, and he tended to dribble throughout the day. Much to his reluctance, his wife urged him to see a physician. At the doctor’s office, his case history was carefully taken, a digital rectal exam was performed, and lab work was ordered. His blood results were unremarkable, but his urinalysis showed an elevated white blood cell count and bacteria. His physician diagnosed Darius with benign prostatic hyperplasia and urinary tract infection.

  1. How does BPH contribute to the signs and symptoms of bladder dysfunction, and how was Darius prone to developing a urinary tract infection?
  2. What are the static and dynamic components of BPH? Why are α1-adrenergic receptor blockers sometimes used to treat prostatic hyperplasia?
  3. How does the prostate feel during a digital rectal exam with benign prostatic hyperplasia, acute bacterial prostatitis, and prostate cancer?
  4. Why does the patient with prostate cancer present with symptoms later in the disease?

Case Study 3

Structure and Function of the Female Reproductive System

Janice is 49 years old, is married, and has two teenage children. Over the last year, her periods tended to be irregular and heavier than usual. She also noticed intercourse was becoming more painful for her, and her interest in sex declined. She knew her mother was 51 when she reached menopause, and Janice was concerned about having the mood swings and hot flashes her mother had experienced. She phoned some of her friends to seek their advice. Some said she should try hormone therapy, while others said it was not a good idea at all. Other friends said she should use remedies like red clover tea and soy isoflavone supplements. Janice decided her best bet was to go to the local women’s health care clinic to discuss her options with a nurse.

  1. Using the data collected by the Women’s Health Initiative and the Nurses’ Health Study, why are some women at an increased risk for CHD and others are at a decreased risk when hormone therapy is prescribed?
  2. Why are alternative methods like red clover and some plant oils being promoted for the menopausal woman? What are the changes that occur in a woman’s reproductive organs when estrogen levels decline?
  3. How does estrogen affect bone growth during puberty? Why are postmenopausal women at risk for osteoporosis?

Case Study 4

Disorders of the Female Reproductive System

Tracie is 39 years old and is in a casual relationship with a man. She had her first sexual relationship when she was 13 and prefers to have short-term sexual relationships with men instead of a monogamous, committed partnership. It had been several years since Tracie had a complete physical, so before going on a vacation, she decided to have one done. Tracie’s Pap smear indicated CIN 3 (HSIL) dysplasia. Her physician immediately ordered a colposcopy and LEEP excision, and then asked to see Tracie for a follow-up appointment 6 months later.

  1. Why is cervical cancer considered a sexually transmitted disease?
  2. Explain what the Pap smear entails and why it is an effective tool in the detection of cervical cancer. What does Tracie’s result mean?
  3. What is the transformation zone, and why is it vulnerable to the development of cervical cancer?
  4. What is the LEEP procedure, and why is it useful for the diagnosis and treatment of cervical dysplasia?

To view the Grading Rubric for this Assignment, please visit the Grading Rubrics section of the Course Home.

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MEdical Terminology CHP 1-2

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 Dis 1

Topic 1  Baylie needs to learn medical terminology because she wants a career in the medical field. What study habits would help Baylie accomplish this task?

Topic 2  A support group could help empower Baylie to accomplish her goals. What people would you suggest for this group and why?

Topic 3  How can this textbook and other resource materials help her, and you, learn medical terminology?

Topic 4  Discuss strategies that the instructor could use and has already used to help Baylie improve her terminology skills?

ESSAY MEDIA LINKhttp://www.medlineplus.gov/http://www.healthfinder.gov/http://en.wikipedia.org/

After visiting the Media Links for this chapter, complete this assignment by writing a 2 to 3 paragraph essay about something you learned from one or more of the web sites. Enter the essay in the submission box and submit it.

You will be expected to visit each of these web sites, choose one or all of them to write an essay about the information in the websites.

DIS 2

Topic 1 Identify and Discuss the examples of the potential disease transmission methods that are included in Dave’s story, and describe what should have been done to eliminate these risks.

Topic 2 Describe how bloodborne, airborne, and food-borne diseases are transmitted and give an example of each type of transmission.

Topic 3 Discuss what might happen in a school if a cafeteria worker has a food-borne disease and after a trip to the lavatory did not wash his or her hands. Instead the worker went right back to work without putting on gloves– preparing salads and putting out fresh fruit for lunch.

Topic 4  When treating a bloody wound, the caregiver is required to wear protective gloves. Discuss the possible reasons for this. Is this step taken to protect the patient from diseases on the caregiver’s hands? Is this step required to protect the caregiver from a bloodborne disease that the patient might have?

ESSAY

After visiting the Media Links for this chapter, complete this assignment by writing a 2 to 3 paragraph essay about something you learned from one or more of the web sites. Enter the essay in the submission box and submit it.

You will be expected to visit each of these web sites, choose one or all of them to write an essay about the information in the websites.

http://www.cdc.gov/

http://www.innerbody.com/

http://www.ndss.org/

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Discussion: Diagnosing and Managing Gynecologic Conditions

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Gynecologic conditions can be difficult to diagnose for a variety of reasons, including overlapping symptoms, lack of patient knowledge, or even patient fear or embarrassment about sharing information. Your role provides you the opportunity to develop a relationship of trust and understanding with these patients so that you can gather the appropriate details related to medical history and current symptoms. When caring for this patient population, it is important to make these women an integral part of the process and work collaboratively with them to diagnose and develop treatment and management plans that will meet their individual needs. For this Discussion, consider diagnosis, treatment, and management strategies for the patients in the following four case studies:

Case Study 1:

A 32-year-old African American female is concerned about increasing dysmenorrhea over the past three years. In the past year, this was associated with painful intercourse. She has been in a monogamous relationship with one male partner for the past five years. They tried to have children without success. Menarche was at age 10; menstrual cycles are 21 days apart and last for 6–7 days. The first day of her last menstrual period was 10 days ago and was normal. She denies vaginal itching or discharge. On gynecologic exam there was no swelling, external lesions, or erythema, urethral swelling, or vaginal discharge. Cervix is pink without lesions or discharge. Uterus was small, retroverted, and non-tender. Adnexa were small and non-tender. Nodules are noted along the cul de sac.

Case Study 2:

A 42-year-old African American female is in the clinic for a routine gynecologic exam. When asked, she admits to noticing bleeding in between her menstrual periods for the past several months. She has been pregnant three times and has three children. She is sexually active with one male sex partner in a monogamous relationship. During her bimanual exam, you note an irregular intrauterine non-tender mass about 4 cm in diameter. The mass is palpable abdominally. The remainder of her gynecologic exam was normal.

Case Study 3:

A 48-year-old Caucasian female is in the clinic concerned about prolonged menstrual bleeding for three weeks now. Her prior menstrual periods have been irregular for the past eight months, lasting no more than three days each. There have been one to two months when she had no menstrual cycles at all. She reports occasional hot flushes and mood swings.

Case Study 4:

A 16-year-old Caucasian female comes to the clinic concerned because she has not had a menstrual period for three months. She’s a junior in high school and active in sports. She has lost about 10 lbs. in the past two months. She is currently 5 ft. 4 in. and weighs 100 lbs.

To prepare:

Review Chapter 26 of the Schuiling and Likis text and Chapter 7 of the Tharpe et al. text.

Review and select one of the four provided case studies. Analyze the patient information.

Consider a differential diagnosis for the patient in the case study you selected. Think about the most likely diagnosis for the patient.

Think about a treatment and management plan for the patient. Be sure to consider appropriate dosages for any recommended pharmacologic and/or nonpharmacologic treatments.

Consider strategies for educating patients on the treatment and management of the sexually transmitted infection you identified as your primary diagnosis.

By Day 3

 

Post an explanation of the differential diagnosis for the patient in the case study you selected. Provide a minimum of three possible diagnoses and list them from highest priority to lowest priority. Explain which is the most likely diagnosis for the patient and why. Then, explain a treatment and management plan for the patient, including appropriate dosages for any recommended treatments. Finally, explain strategies for educating patients on the disorder.

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