Nursing homework help

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Global Health Issues

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Many Westerners engage in a high degree of ethnocentrism which is the belief that one’s own culture is superior to all others and that their culture’s way of thinking about the world or doing things is the only correct way. Exceptionalism is evident in the belief that people from other cultures are “under-developed”, “primitive”, or “savages”. Western educational systems generally teach from an “Eurocentric” perspective which means students are mostly exposed to the ideas of old,rich,white,straight,often long-dead men. The social theories that underpin the discipline of global health are no exception. The ideas from amazing scholars from the 84% of the world that is non-Western are not regularly presented to students.

We will be critically analyzing how Western ethnocentrism and exceptionalism regularly creates problems in global health work. Some of the problematic Western ethnocentric and exceptionalist ideas we will consider are: 1) “Doing something is always better than doing nothing”, 2) “I want to be a voice for the voiceless”, 3) “Impoverished people in developing countries always want our help”, 4) “Westerners know best how to help impoverished people in developing countries” and 5) ” People in impoverished countries, who are closest to the problems, are not well-educated and are therefore not capable of developing their own solutions”.

Module Learning Objectives

By the completion of this module, the student should be able to do the following:

  • Critically analyze and reflect on ideas that challenge the notion of Western ethnocentrism and exceptionalism.
  • Critically analyze and reflect on the effects of Western ethnocentrism on global health work.

Required Learning Activities

Reading:

Ethnocentrism

The White Savior Industrial Complex — Teju Cole

No White Saviors

The reductive seduction of other people’s problems

The third world is not your classroom

How not to save the world: Why US students who go to poor countries to do good often do the opposite

Volunteering abroad? Read this before you post that selfie

Barbie challenges the ‘white savior complex’

Video:

Meet the women behind #nowhitesaviors

Assignments and Grading Rubric

Reaction and Reflection _1 Assignment instructions and grading rubric.docx

Reaction and reflection 1 questions template.docx

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Define the Work Breakdown Structure (WBS)

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Team Project Part 2: Define the Work Breakdown Structure (WBS)

In Part 2 of your Project, you will develop a work breakdown structure (WBS) that must be accomplished in order to complete the Casino Medical Center project. Use the Team Project Scenario document in this week’s Learning Resources to help define your deliverables. (SEE ATTACHED FILE FOR TEAM PROJECT SCENARIO)

Begin by deciding, with your team, the approach to developing a work breakdown structure you wish to use (WE WILL USE THE TABULAR BREAKDOWN STRUCTURE). This approach will guide your process and the final design of the WBS. Your team will identify project deliverables that need to be accomplished to achieve the project’s goals. For each deliverable, relevant subtasks or activities must be identified (the work that needs to be done). Using these activities, you create a WBS. This WBS will be the basis for creating a project plan and schedule in Microsoft Project.

 

You and your team are not expected to know all of the deliverables and sub-activities that need to occur, but you should be able to use your combined experience, knowledge, and research to identify many of the necessary deliverables and supporting activities. Be sure to utilize course resources, as these resources should provide information on what to include in this part of the Team Project.

 

As you and your team address the discussion question below, you will be able to write and submit

 

a 2- to 3-page team paper that summarizes the group’s work and that includes WBS diagrams of at least five high-level deliverables.

 

Deliverables to consider in defining the activities and tasks for the hypothetical project are included here. Your team will identify the unique deliverables for your project. Use specific names for the deliverables that reflect the project’s purpose.

 

Project Deliverables

  1. Selection: Request for information & Request for Proposal
  2. Installation: Hardware & Applicatio
  3. Configuration:  Screens, Interfaces, & Reports
  4. Tested system: Test Scenarios, Integration test, & Customer acceptance test
  5. New workflow:  Policies & Procedures

 

and a

 

 

Work Breakdown Structure diagram (Tabular Model)

 

To prepare:

 

  • Review this week’s Learning Resources on work breakdown structures.
  • Thoroughly examine the Team Project Overview document in this week’s Learning Resources to familiarize yourself with the requirements of this Assignment.
  • Engage in discussion with your team members on how you will collaborate, distribute work, and submit the Assignment.

     

    To complete Part 2 of your Team Project:

 

  • Collaborate on a 2 to 3-page paper that summarizes the group’s work and includes a WBS diagram of at least five high-level deliverables and a list of relevant tasks and subtasks. Based on the Team Project Scenario (SEE ATTACHED FILE

     

Project Deliverables

 

  1. Selection: Request for information & Request for Proposal

 

  1. Installation: Hardware & Application

 

  1. Configuration:  Screens, Interfaces, & Reports

 

  1. Tested system: Test Scenarios, Integration test, & Customer acceptance test

 

  1. New workflow:  Policies & Procedures

 

and

 

Work Breakdown Structure diagram (Tabular Model)

 

Required Readings

 

Biafore, B. (2010). Microsoft Project 2010: The missing manual. Sebastopol, CA: O’Reilly.

 

  • Chapter 4, “Breaking Work Into Task-Sized Chunks” (pp. 77–100)

    This chapter explains how to create a work breakdown structure and how to import a work breakdown structure into Microsoft Project.

     

    Coplan, S., & Masuda, D. (2011). Project management for healthcare information technology. New York, NY: McGraw-Hill.

 

  • Chapter 3, “Project Management”
    • “Prepare Work Breakdown Structure and WBS Dictionary” (pp. 53–56)

       

      This section of Chapter 3 reviews the core processes of preparing a work breakdown structure (WBS). The chapter provides an example of a WBS and details its essential components.

       

      Project Management Institute. (2013). A guide to the project management body of knowledge (PMBOK guide) (5th ed.). Newtown Square, PA: Author.

 

  • Chapter 5, “Project Scope Management”
    • 5.3, “Create WBS” (pp. 125–132)

      This section of Chapter 5 reviews the process of creating a work breakdown structure. Specifically, the chapter examines how to determine inputs, WBS tools and techniques, and outputs.

       

      Kendrick, T. (2009). Identifying & managing project risk: Essential tools for failure-proofing your project(2nd ed., Ebrary version). New York, NY: AMACOM.

      Retrieved from the Walden Library databases.

 

  • Chapter 3, “Identifying Project Scope Risk” (pp. 40–69)

    This chapter examines methods of identifying scope risks and the types of scope risks pertaining to project deliverables. The chapter highlights a variety of sources of scope risk as well.

     

    Shirey, M. R. (2008). Project management tools for leaders and entrepreneurs. Clinical Nurse Specialist, 22(3), 129–131.

    Retrieved from the Walden Library databases.

     

    The author of this article introduces project management tools that clinical nurse specialists may use to coordinate team work. The article highlights the usage of one such tool, the Gantt chart.

     

    Thomas, M., Jacques, P. H., Adams, J. R., & Kihneman-Wooten, J. (2008). Developing an effective project: Planning and team building combined. Project Management Journal, 39(4), 105–113.

    Retrieved from the Walden Library databases.

    This article analyzes project planning and control and the process of developing a project plan. The article also reports the results of research that sought to determine 137 organizations’ approaches to establishing projects.

     

    U.S. Government Accountability Office. (2009, March 2). Work breakdown structure. GAO Reports, 65–78. 

    Retrieved from the Walden Library databases.

    This article examines the importance of a work breakdown structure (WBS) in project management. The chapter demonstrates how a WBS assists in resource identification, cost estimation, and risk determination.

     

    Wu, Z., Schmidt, L. P., & Wigstrom, M. S. (2010). Product development workflow management based on work breakdown structure. IIE Annual Conference. Proceedings, 1–5.

    Retrieved from the Walden Library databases.

    The authors of this article highlight the usage of WBS in managing complex product development projects. The authors examine how a WBS helps represent and manage the intricacies of tasks and activity relationships.

     

    Mathis, M. (n.d.). Work breakdown structure: Purpose, process and pitfalls. Retrieved March 13, 2013, from http://www.projectsmart.co.uk/work-breakdown-structure-purpose-process-pitfalls.html

    This article provides a general review of the WBS. The author focuses on the purpose, process, and pitfalls of a WBS.

     

    Document: Team Project Scenario (See ATTACHED PDF IN FILE AREA)

    This document presents a scenario your team will use for the Team Project

     

    Required Media

    Laureate Education (Producer). (2013c). Planning, part I: Defining project scope and activities [Video file]. Retrieved from https://class.waldenu.edu 

     

    Note: The approximate length of this media piece is 6 minutes.

    In this presentation, the participants discuss defining project scope and project activities, using the work breakdown structure, and managing project risk through SWOT analysis.

 

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WK9-ADVANCE-ASSESSMENT

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Assignment 1: Case Study Assignment: Assessing Neurological Symptoms

 

Photo Credit: Getty Images/iStockphoto

Imagine not being able to form new memories. This is the reality patients with anterograde amnesia face. Although this form of amnesia is rare, it can result from severe brain trauma. Anterograde amnesia demonstrates just how impactful brain disorders can be to a patient’s quality of living. Accurately assessing neurological symptoms is a complex process that involves the analysis of many factors.

In this Case Study Assignment, you will consider case studies that describe abnormal findings in patients seen in a clinical setting.

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.

· Also, your Case Study Assignment should be in the Episodic/Focused SOAP Note format rather than the traditional narrative style format. Refer to Chapter 2 of the Sullivan text and the Episodic/Focused SOAP Template in the Week 5 Learning Resources for guidance. Remember that all Episodic/Focused SOAP notes have specific data included in every patient case.

With regard to the case study you were assigned:

· Review this week’s Learning Resources, and consider the insights they provide about the case study.

· Consider what history would be necessary to collect from the patient in the case study you were assigned.

· Consider what physical exams and diagnostic tests would be appropriate to gather more information about the patient’s condition. How would the results be used to make a diagnosis?

· Identify at least five possible conditions that may be considered in a differential diagnosis for the patient.

The Case Study Assignment

Use the Episodic/Focused SOAP Template and create an episodic/focused note about the patient in the case study to which you were assigned using the episodic/focused note template provided in the Week 5 resources. Provide evidence from the literature to support diagnostic tests that would be appropriate for each case. List five different possible conditions for the patient’s differential diagnosis, and justify why you selected each.

 

Week 9

A-L CASE STUDY 1: Headaches A 20-year-old male complains of experiencing intermittent headaches. The headaches diffuse all over the head, but the greatest intensity and pressure occurs above the eyes and spreads through the nose, cheekbones, and jaw.

Episodic/Focused SOAP Note Template

 

Patient Information:

Initials, Age, Sex, Race

S.

CC (chief complaint) a BRIEF statement identifying why the patient is here – in the patient’s own words – for instance “headache”, NOT “bad headache for 3 days”.

HPI: This is the symptom analysis section of your note. Thorough documentation in this section is essential for patient care, coding, and billing analysis. Paint a picture of what is wrong with the patient. Use LOCATES Mnemonic to complete your HPI. You need to start EVERY HPI with age, race, and gender (e.g., 34-year-old AA male). You must include the seven attributes of each principal symptom in paragraph form not a list. If the CC was “headache”, the LOCATES for the HPI might look like the following example:

Location: head

Onset: 3 days ago

Character: pounding, pressure around the eyes and temples

Associated signs and symptoms: nausea, vomiting, photophobia, phonophobia

Timing: after being on the computer all day at work

Exacerbating/ relieving factors: light bothers eyes, Aleve makes it tolerable but not completely better

Severity: 7/10 pain scale

Current Medications: include dosage, frequency, length of time used and reason for use; also include OTC or homeopathic products.

Allergies: include medication, food, and environmental allergies separately (a description of what the allergy is ie angioedema, anaphylaxis, etc. This will help determine a true reaction vs intolerance).

PMHx: include immunization status (note date of last tetanus for all adults), past major illnesses and surgeries. Depending on the CC, more info is sometimes needed Soc Hx: include occupation and major hobbies, family status, tobacco & alcohol use (previous and current use), any other pertinent data. Always add some health promo question here – such as whether they use seat belts all the time or whether they have working smoke detectors in the house, living environment, text/cell phone use while driving, and support system.

Fam Hx: illnesses with possible genetic predisposition, contagious or chronic illnesses. Reason for death of any deceased first degree relatives should be included. Include parents, grandparents, siblings, and children. Include grandchildren if pertinent.

ROS: cover all body systems that may help you include or rule out a differential diagnosis You should list each system as follows: General: Head: EENT: etc. You should list these in bullet format and document the systems in order from head to toe.

Example of Complete ROS:

GENERAL:  No weight loss, fever, chills, weakness or fatigue.

HEENT:  Eyes:  No visual loss, blurred vision, double vision or yellow sclerae. Ears, Nose, Throat:  No hearing loss, sneezing, congestion, runny nose or sore throat.

SKIN:  No rash or itching.

CARDIOVASCULAR:  No chest pain, chest pressure or chest discomfort. No palpitations or edema.

RESPIRATORY:  No shortness of breath, cough or sputum.

GASTROINTESTINAL:  No anorexia, nausea, vomiting or diarrhea. No abdominal pain or blood.

GENITOURINARY:  Burning on urination. Pregnancy. Last menstrual period, MM/DD/YYYY.

NEUROLOGICAL:  No headache, dizziness, syncope, paralysis, ataxia, numbness or tingling in the extremities. No change in bowel or bladder control.

MUSCULOSKELETAL:  No muscle, back pain, joint pain or stiffness.

HEMATOLOGIC:  No anemia, bleeding or bruising.

LYMPHATICS:  No enlarged nodes. No history of splenectomy.

PSYCHIATRIC:  No history of depression or anxiety.

ENDOCRINOLOGIC:  No reports of sweating, cold or heat intolerance. No polyuria or polydipsia.

ALLERGIES:  No history of asthma, hives, eczema or rhinitis.

O.

Physical exam: From head-to-toe, include what you see, hear, and feel when doing your physical exam. You only need to examine the systems that are pertinent to the CC, HPI, and History. Do not use “WNL” or “normal.” You must describe what you see. Always document in head to toe format i.e. General: Head: EENT: etc.

Diagnostic results: Include any labs, x-rays, or other diagnostics that are needed to develop the differential diagnoses (support with evidenced and guidelines)

A .

Differential Diagnoses (list a minimum of 3 differential diagnoses).Your primary or presumptive diagnosis should be at the top of the list. For each diagnosis, provide supportive documentation with evidence based guidelines.

P. 

This section is not required for the assignments in this course (NURS 6512) but will be required for future courses.

References

You are required to include at least three evidence based peer-reviewed journal articles or evidenced based guidelines which relates to this case to support your diagnostics and differentials diagnoses. Be sure to use correct APA 6th edition formatting.

 

 

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Discussion Week # 4 NURS6053

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**THIS DISCUSSION IS DIVIDE IN TWO PARTS –

 

1. MAIN DISCUSSION POST BY TUESDAY 6/22/2021 BEFORE 8:00 PM EST

2. TWO REPLIES BY FRIDAY 06/25/2021 BEFORE 8:00 PM EST

 

 

Discussion: Leadership Theories in Practice

 

A walk through the Business section of any bookstore or a quick Internet search on the topic will reveal a seemingly endless supply of writings on leadership.

Formal research literature is also teeming with volumes on the subject.

However, your own observation and experiences may suggest these theories are not always so easily found in practice. Not that the potential isn’t there; current evidence suggests that leadership factors such as emotional intelligence and transformational leadership behaviors, for example, can be highly effective for leading nurses and organizations.

Yet, how well are these theories put to practice? In this Discussion, you will examine formal leadership theories. You will compare these theories to behaviors you have observed firsthand and discuss their effectiveness in impacting your organization.

 

Instructions – Discussion Week 4

 

1. Identify three scholarly resources, that evaluate the impact of leadership behaviors in creating healthy work environments.

2. Reflect on the leadership behaviors presented in the three resources that you selected for review.

3. Post two key insights you had from the scholarly resources you selected.

4. Describe a leader whom you have seen use such behaviors and skills, or a situation where you have seen these behaviors and skills used in practice. Be specific and provide examples.

5. Then, explain to what extent these skills were effective and how their practice impacted the workplace.

 

*Use at least 5 references*

 

 

**THIS DISCUSSION IS DIVIDE IN TWO PARTS

–

 

 

1.

 

MAIN DISCUSSION POST BY TUESDAY

6/

22

/2021

 

BEFORE 8:00

PM EST

 

 

2.

 

 

TWO REPLIES BY FRIDAY

06/

25

/2021 BEFORE 8:00 PM EST

 

 

 

Discussion:

 

Leadership Theories in Practice

 

 

A walk through the Business section of any bookstore or a quick Internet search on the

topic will reveal a seemingly endless supply of writings on

l

eadership.

 

 

 

 

Formal

 

research literature is also teeming with volumes on the subject.

 

 

However, your own observation and experiences may suggest these theories are not

always so easily found in practice. Not that the potential isn’t there; current evidence

suggests that

 

leadership factors such as emotional intelligence and transformational

leadership behaviors, for example, can be highly effective for leading nurses and

organizations.

 

 

Yet, how well are these theories put to practice? In this Discussion, you will examine

 

formal leadership theories. You will compare these theories to behaviors you have

observed firsthand and discuss their effectiveness in impacting your organization.

 

 

Instructions

–

 

Discussion

Week 4

 

 

1.

 

Identify

three scholarly resources,

 

that evaluate the impact of leadership

behaviors in creating healthy work environments.

 

2.

 

Reflect on the leadership behaviors presented

in the three resources that you

selected for review.

 

 

3.

 

Post

two key insights you had from the scholarly resources you selected.

 

 

4.

 

Describe a leader whom you have seen use such behaviors and skills, or a

situation where you have seen t

hese behaviors and skills used in practice. Be

specific and provide examples.

 

 

5.

 

Then, explain to what extent these skills were effective and how their practice

impacted the workplace.

 

 

*Use at le

ast 5 references*

 

 

 

**THIS DISCUSSION IS DIVIDE IN TWO PARTS –

 

1. MAIN DISCUSSION POST BY TUESDAY 6/22/2021 BEFORE 8:00

PM EST

2. TWO REPLIES BY FRIDAY 06/25/2021 BEFORE 8:00 PM EST

 

 

Discussion: Leadership Theories in Practice

 

A walk through the Business section of any bookstore or a quick Internet search on the

topic will reveal a seemingly endless supply of writings on leadership.

Formal research literature is also teeming with volumes on the subject.

However, your own observation and experiences may suggest these theories are not

always so easily found in practice. Not that the potential isn’t there; current evidence

suggests that leadership factors such as emotional intelligence and transformational

leadership behaviors, for example, can be highly effective for leading nurses and

organizations.

Yet, how well are these theories put to practice? In this Discussion, you will examine

formal leadership theories. You will compare these theories to behaviors you have

observed firsthand and discuss their effectiveness in impacting your organization.

 

Instructions – Discussion Week 4

 

1. Identify three scholarly resources, that evaluate the impact of leadership

behaviors in creating healthy work environments.

2. Reflect on the leadership behaviors presented in the three resources that you

selected for review.

3. Post two key insights you had from the scholarly resources you selected.

4. Describe a leader whom you have seen use such behaviors and skills, or a

situation where you have seen these behaviors and skills used in practice. Be

specific and provide examples.

5. Then, explain to what extent these skills were effective and how their practice

impacted the workplace.

 

*Use at least 5 references*

 

 

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Discussion: week 2 The Psychiatric Evaluation and Evidence-Based Rating Scales/NRNP 6635: Psychopathology and Diagnostic Reasoning

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Assessment tools have two primary purposes: 1) to measure illness and diagnose clients, and 2) to measure a client’s response to treatment. Often, you will find that multiple assessment tools are designed to measure the same condition or response. Not all tools, however, are appropriate for use in all clinical situations. You must consider the strengths and weaknesses of each tool to select the appropriate assessment tool for your client. For this Discussion, as you examine the assessment tool assigned to you by the Course Instructor, consider its use in psychotherapy.

To Prepare:

  • Review this week’s Learning Resources and reflect on the insights they provide regarding psychiatric assessment and diagnosis.
  • Consider the elements of the psychiatric interview, history, and examination.
  • Consider the assessment tool assigned to you by the Course Instructor.
By Day 3 of Week 2

Post a brief explanation of three important components of the psychiatric interview and why you consider these elements important. Explain the psychometric properties of the rating scale you were assigned. Explain when it is appropriate to use this rating scale with clients during the psychiatric interview and how the scale is helpful to a nurse practitioner’s psychiatric assessment. Support your approach with evidence-based literature.

I was assigned PATIENT HEALTH QUESTIONAIRE (PHQ-9)
Read a selection of your colleagues’ responses.

By Day 6 of Week 2

Respond to at least two of your colleagues on 2 different days by comparing your assessment tool to theirs.

Note: For this Discussion, you are required to complete your initial post before you will be able to view and respond to your colleagues’ postings. Begin by clicking on the “Post to Discussion Question” link, and then select “Create Thread” to complete your initial post. Remember, once you click on Submit, you cannot delete or edit your own posts, and you cannot post anonymously. Please check your post carefully before clicking on Submit!

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GI SOAP note

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NRNP 6552: Advanced Nurse Practice in Reproductive Health Care

Mr. Max Fisher is an 77-year-old male presenting to the office after having several days of abdominal pain. He lives independently in his home of 45 years. He has been a widow for 3 years and now lives alone.

CC: “I have stomach pain.”

HPI: Max started feeling pain in his abdomen 3 days ago. He generally has normal, regular bowel movements. He has been experiencing cramping abdominal pain, nausea and now some vomiting.

PMH: gastroesophageal reflux disease (GERD), hypertension (HTN), and a pacemaker placed 10 years ago for third-degree heart block. He presents today with a complaint of abdominal pain.

You suspect a bowel obstruction in Max, with complaints of cramping abdominal pain, nausea, and vomiting for 3 days.

Describe six (6) ROS questions you would explore further with him to determine the location, severity, and timing of his pain.

PE: The abdomen appears distended; Max has generalized tenderness over the epigastric region on palpation. He is guarding so the exam is limited. Bowel sounds are decreased.

His vital signs are normal. He describes his abdominal pain as 7/10.

As the APRN, you order an abdominal x-ray. RESULTS: The abdominal x-ray is indeterminate. What are your next diagnostic choices to determine a bowel obstruction in this patient?

List at least three differential diagnoses for abdominal pain in your SOAP note.

 

 

Episodic/Focused SOAP Note Template

 

Patient Information:

Initials, Age, Sex, Race

S.

CC (chief complaint): This is a brief statement identifying why the patient is here in the patient’s own words, for instance, “headache,” not “bad headache for 3 days.”

HPI: This is the symptom analysis section of your note. Thorough documentation in this section is essential for patient care, coding, and billing analysis. Paint a picture of what is wrong with the patient. Use LOCATES Mnemonic to complete your HPI. You need to start every HPI with age, race, and gender (e.g., 34-year-old African American female). You must include the seven attributes of each principal symptom in paragraph form, not a list. If the CC was “headache,” the LOCATES for the HPI might look like the following example:

Location: head

Onset: 3 days ago

Character: pounding, pressure around the eyes and temples

Associated signs and symptoms: nausea, vomiting, photophobia, phonophobia

Timing: after being on the computer all day at work

Exacerbating/relieving factors: light bothers eyes, Naproxen makes it tolerable but not completely better

Severity: 7/10 pain scale

Current Medications: Include dosage, frequency, length of time used, and reason for use. Also include over-the-counter (OTC) or homeopathic products.

Allergies: Include medication, food, and environmental allergies separately. Provide a description of what the allergy is (e.g., angioedema, anaphylaxis). This will help determine a true reaction versus intolerance.

PMHx: Include immunization status (note date of last tetanus for all adults), past major illnesses, and surgeries. Depending on the CC, more info is sometimes needed. Soc & Substance Hx: Include occupation and major hobbies, family status, vaping, tobacco and alcohol use (previous and current use, how many times a day, how many years), and any other pertinent data. Always add some health promotion questions here, such as whether they use seat belts all the time or whether they have working smoke detectors in the house, the condition of the living environment, text/cell phone use while driving, and support systems available.

Fam Hx: Illnesses with possible genetic predisposition, contagious illnesses, or chronic illnesses. The reason for death of any deceased first-degree relatives should be included. Include parents, grandparents, siblings, and children. Include grandchildren if pertinent.

Surgical Hx: Prior surgical procedures.

Mental Hx: Diagnosis and treatment. Current concerns: (Anxiety and/or depression). History of self-harm practices and/or suicidal or homicidal ideation.

Violence Hx: Concern or issues about safety (personal, home, community, sexual—current and historical).

Reproductive Hx: Menstrual history (date of last menstrual period [LMP]), pregnant (gravida and Parity), nursing/lactating (yes or no), contraceptive use (method used), types of intercourse (oral, anal, vaginal, other), gender sexual preference, and any sexual concerns.

ROS: This covers all body systems that may help you include or rule out a differential diagnosis. You should list each system as follows: General: Head: EENT: and so forth. You should list these in bullet format and document the systems in order from head to toe.

Example of Complete ROS:

GENERAL: No weight loss, fever, chills, weakness, or fatigue.

HEENT: Eyes: No visual loss, blurred vision, double vision, or yellow sclerae. Ears, Nose, Throat: No hearing loss, sneezing, congestion, runny nose, or sore throat.

SKIN: No rash or itching.

CARDIOVASCULAR: No chest pain, chest pressure, or chest discomfort. No palpitations or edema.

RESPIRATORY: No shortness of breath, cough, or sputum.

GASTROINTESTINAL: No anorexia, nausea, vomiting, or diarrhea. No abdominal pain or blood.

NEUROLOGICAL: No headache, dizziness, syncope, paralysis, ataxia, numbness, or tingling in the extremities. No change in bowel or bladder control.

MUSCULOSKELETAL: No muscle pain, back pain, joint pain, or stiffness.

HEMATOLOGIC: No anemia, bleeding, or bruising.

LYMPHATICS: No enlarged nodes. No history of splenectomy.

PSYCHIATRIC: No history of depression or anxiety.

ENDOCRINOLOGIC: No reports of sweating or cold or heat intolerance. No polyuria or polydipsia.

GENITOURINARY/REPRODUCTIVE: Burning on urination. Pregnancy. LMP: MM/DD/YYYY. Breast-lumps, pain, discharge? No reports of vaginal discharge, pain?. sexually active?

ALLERGIES: No history of asthma, hives, eczema, or rhinitis.

O.

Physical exam: From head to toe, include what you see, hear, and feel when conducting your physical exam. You only need to examine the systems that are pertinent to the CC, HPI, and history. Do not use “WNL” or “normal.” You must describe what you see. Always document in head-to-toe format (i.e., General: Head: EENT:).

Diagnostic results: Include any labs, x-rays, or other diagnostics that are needed to develop the differential diagnoses (support with evidenced and guidelines).

A .

Primay and Differential Diagnoses (list a minimum of 3 differential diagnoses). Your primary or presumptive diagnosis should be at the top of the list. For each diagnosis, provide supportive documentation with evidence-based guidelines.

P.

Includes documentation of diagnostic studies that will be obtained, referrals to other health care providers, therapeutic interventions, education, disposition of the patient, and any planned follow-up visits. Each diagnosis or condition documented in the assessment should be addressed in the plan. The details of the plan should follow an orderly manner. Also included in this section is the reflection. The student should reflect on this case and discuss whether or not they agree with their preceptor’s treatment of the patient and why or why not. What did they learn from this case? What would they do differently?

Also include in your reflection a discussion related to health promotion and disease prevention, taking into consideration patient factors (e.g., age, ethnic group), PMH, and other risk factors (e.g., socioeconomic, cultural background).

References

You are required to include at least three evidence-based, peer-reviewed journal articles or evidenced-based guidelines that relate to this case to support your diagnostics and differentials diagnoses. Be sure to use correct APA 7th edition formatting.

 

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NURS 535 Principles of Teaching and Learning

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Week 1 Discussion 1

The diversity of both students and faculty poses important considerations for teaching and learning. Reflect on the characteristic differences in gender, race, and culture, as well as the differences among the diverse generations in today’s nursing education classroom. When considering your personal philosophy of teaching, discuss how you might use these characteristic differences and diverse backgrounds and experiences of today’s nursing students as a teaching tool to connect students to nursing content and increase their understanding. In other words, how might you incorporate the background and experiences of your students into your teaching methods to enhance the ability of all students in your classroom to think critically and problem solve patient-care issues?

Week 1 Discussion 2

Nursing faculty is responsible for creating an environment that is conducive to learning and accommodates the multiple learning styles and abilities of students. As a nurse educator, how might you design learning experiences for class and clinical environments to promote positive and effective learning for all students? Do you think students should use their preferred learning styles and perhaps risk becoming rigid and unable to learn in different ways (should a situation demand a different learning style)? Or should educators encourage students to be open to different methods of learning, moving them away from their comfort zones?

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How are biopharmaceuticals distributed and how does this relate to drug administration?

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How are biopharmaceuticals distributed and how does this relate to drug administration?

This is a discussion question at least 200 words, one or two references.

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Case Formulation and Treatment Plan for Borderline Personality Disorder

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Before you answer this week’s discussion, please access the following article and review the information provided. Choose “read full text” option:

https://www.researchgate.net/publication/321685070_A_Case_Study_of_Dialectical_Behavior_Therapy_for_Borderline_Personality_Disorder  (attached)

After reading the article, answer the following:

Clare is brought to the ER after slashing her wrist with a razor. She had previously been in the ER for drug overdose and has history of addictions. She can be sarcastic, belittling and aggressive to those who try to care for her. She has a history of difficulty with interpersonal relationships at her job. Clare is diagnosed with borderline personality disorder.

– First, identify the defense mechanisms Clare is using.

–  second, discuss the various dialectical behavioral activities that can be utilized with Clare.

– Why to select an effective treatment is important that the PMHNP identify the defense mechanisms that a patient diagnosed with a borderline personality disorder is using?

 

*Know that All responses will be Turnitin checked.

Instructions:

Use an APA 7 style and a minimum of 250 words. Provide support from a minimum of at least (2) scholarly sources. The scholarly source needs to be: 1) evidence-based, 2) scholarly in nature, 3) Sources should be no more than five years old (published within the last 5 years), and 4) an in-text citation. citations and references are included when information is summarized/synthesized and/or direct quotes are used, in which APA style standards apply. Include the Doi or URL link.

• Textbooks are not considered scholarly sources. 

• Wikipedia, Wikis, .com website or blogs should not be use

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