homework

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Subjective:

CC: “My stomach has been hurting for the past two days.”

HPI: LZ, 65 y/o AA male, presents to the emergency department with a two days history of intermittent epigastric abdominal pain that radiates into his back. He went to the local Urgent Care where was given PPI’s with no relief. At this time, the patient reports that the pain has been increasing in severity over the past few hours; he vomited after lunch, which led his to go to the ED at this time. He has not experienced fever, diarrhea, or other symptoms associated with his abdominal pain.

PMH: HTN

Medications: Metoprolol 50mg

Allergies: NKDA

FH: HTN, Gerd,  Hyperlipidemia

Social Hx: ETOH, smoking for 20 years but quit both 2 years ago, divorced for 5 years, 3 children, 2 males, 1 female

 

Objective:

  • VS: Temp 98.2; BP 91/60; RR 16; P 76; HT 6’10”; WT 262lbs
  • Heart: RRR, no murmurs
  • Lungs: CTA, chest wall symmetrical
  • Skin: Intact without lesions, no urticaria
  • Abd: abdomen is tender in the epigastric area with guarding but without mass or rebound.
  • Diagnostics: US and CTA

Assessment:

  1. Abdominal Aortic Aneurysm (AAA)
  2. Perforated Ulcer
  3.  Pancreatitis

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

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nursing

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Chamberlain College of Nursing NR394 Transcultural Nursing

Course Project Milestone 3: Transcultural Assessment and Course Project Reflections Template

 

Use this template to record your information for this assignment. Do not modify the template. Do not rely only on this template to determine everything you must include! Please review Milestone 3: Transcultural Assessment and Course Project Reflections guidelines, grading criteria, and grading rubric on the assignment page in order to learn details of what to include on this template.

Once you have completed this template, click Save as and save the file with Assignment name and your last name e.g., NR394_Milestone3_Smith). Submit to assignment page by 11:59 p.m. MT at the end of Week 6 by 11:59 p.m. MT.

Note: This template is expandable to accommodate your typing.

 

Title: Milestone 3 (Fill in all the blanks in this section)

Your Name: __________________________Individual’s Initials______________

Date & Time of Interview ________________Place of Interview_____________________

Working phone number or Email of Individual Assessed _________________________

Individual’s Culture of Origin_________________Age_____________Career/Profession_________________

Assignment Criteria Type statements into the boxes below. Use direct quotes or paraphrasing.

NOTE: See Milestone 3 Grading Rubric for details required in each area.
 
Introduction of Student, Individual being Assessed and Purpose of Assessment

 

  
Individual Gives Permission for Assessment;

States Understanding of Ability to Refuse Answers and Stop Assessment

 

  

 

 

 

 
Questions and Answers:

 

In the left column name the category based on those selected in Milestone 2. Your instructor needs to know to which category your questions and the answers pertain.

 
Primary Question #1:

Fill in Category________________

 Student’s Question

Individual’s Answer
Follow-up a. Student’s Question

Individual’s Answer
Follow-up b. Student’s Question

Individual’s Answer
Primary Question #2:

Fill in Category________________

 Student’s Question

Individual’s Answer
Follow-up a. Student’s Question

Individual’s Answer
Follow-up b. Student’s Question

Individual’s Answer
Primary Question #3:

Fill in Category_______________

 Student’s Question

Individual’s Answer
Follow-up a. Student’s Question

Individual’s Answer
Follow-up b. Student’s Question

Individual’s Answer
Primary Question #4:

Fill in Category_______________

 Student’s Question

Individual’s Answer
Follow-up a. Student’s Question

Individual’s Answer
Follow-up b. Student’s Question

Individual’s Answer
Primary Question #5:

Fill in Category_______________

 Student’s Question

Individual’s Answer
Follow-up a. Student’s Question

Individual’s Answer
Follow-up b. Student’s Question

Individual’s Answer

 
Course Project Reflections See grading rubric for evaluation criteria.

 

 

 

 

 

 

 

 

 

 

 

 

 

NR394 Milestone 3 Template.docx 12-20-18 LMD

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Reflection on Learning

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Reflect on your learning experience in this course. Which concepts stood out to you and made an impact?  How do you envision using these concepts in your future nursing practice as a master’s prepared nurse practitioner?

    • Describe how course learning activities and assignments will help you achieve Program Outcome 3: Engage in lifelong personal and professional growth through reflective practice and appreciation of cultural diversity. (Cultural Humility)
    • Describe how course assignments or activities will help you achieve ONE of the sub-competencies from the advanced-level nursing education competencies from AACN Essentials Competency 5.2 Contribute to a culture of patient safety.
      • 5.2g Evaluate the alignment of system data and comparative patient safety benchmarks.
      • 5.2h Lead analysis of actual errors, near misses, and potential situations that would impact safety.
      • 5.2i Design evidence-based interventions to mitigate risk.
      • 5.2j Evaluate emergency preparedness system-level plans to protect safety.

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Using the Practicum Experience for Professional Growth

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Your practicum experiences in NURS 8410, NURS 8400, and NURS 8500 have provided opportunities to gain knowledge, perspective, and skills that bolster your specialty area practice. They have laid a foundation for reflecting on your own strengths and challenges as a scholar-practitioner and a nurse leader in a dynamic workplace. Indeed, significant self-analysis is a core aspect of this course, and you will be asked to integrate this type of reflection into your work on several assignments in the upcoming weeks.

This Discussion serves as a springboard for the Practicum assignment you are to develop this week. As you plan your practicum experience for this course, consider how you can effectively communicate with key stakeholders in your practicum setting regarding the implementation, evaluation, and dissemination of an evidence-based project.

To prepare:

  • View      and consider the “To prepare” section of the Week 1 Assignment area.
  • Reflect      on your practicum experiences in NURS 8410, NURS 8400, and NURS 8500.
  • Assess      the professional growth (including development of leadership and      communication skills) you have achieved through previous practicum      experiences in the DNP program. Also, think about the topics presented in      courses you completed earlier in the program. Are there content areas or      skills that you would like to—or may need to—address to facilitate your continued      development as a scholar-practitioner and a nurse leader?
  • Think      about competencies that support the successful implementation, evaluation,      and dissemination of an evidence-based project, and assess your strengths      and areas for growth with regard to these competencies.
  • Begin      to develop your plan for the practicum, including two or three learning      objectives.

By tomorrow Tuesday May 28, 2019 write a minimum of 550 words essay in APA format with at least three scholarly references. Include the level one header as numbered below:

Post a cohesive response that addresses the following:

1) Describe how you intend to use your practicum experience to further your goals for successful evidence-based project implementation, evaluation, and dissemination and for your development as a scholar-practitioner and a nurse leader.

Required Readings

Oermann, M. H., & Hays, J. C. (2016). Writing for publication in nursing (3rd ed.). New York, NY: Springer Publishing Company.

· Chapter 1, “Getting Started”

This chapter introduces the steps an author can follow in planning, writing, and publishing manuscripts in nursing. The chapter predominantly focuses on early writing decisions.

· Chapter 2, “Selecting a Journal”

Chapter 2 focuses on how to evaluate and select journals. The chapter also provides guidelines for writing a query letter to gauge the interest of journal editors.

· Chapter 4, “Reviewing the Literature”

In this chapter, the authors make suggestions for conducting and writing a literature review for a manuscript.

Keep in mind that, as noted in Chapter 4, the Literature Review section of an article for publication must be tailored for that format; it is not the same as for an academic paper.

Required Media

Laureate Education, Inc. (Executive Producer). (2012b). The DNP Project. Baltimore, MD: Author.

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

Dr. Kristen Mauk shares her experiences and insights on developing and completing her DNP Project.

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Informatics Competencies

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Nursing informatics is a discipline that is still evolving. Yet, there is a set of core skills and knowledge that applies to all individuals who work as nurse informaticists and many competencies that are specific to informatics roles, positions, tasks, and responsibilities. For example, a nurse informaticist who works as a consultant for a health care technology company and a nurse informaticist who works as a professor at a university will share much of the same expertise and knowledge. However, they will also have distinct competencies specific to their unique roles.

 

In this Discussion, you explore informatics competencies within the informatics functional area you selected for the Week 1 Assignment.

 

To prepare:

 

  • Review nursing informatics competencies such as those outlined by the American Nurses Association (ANA), the Technology Informatics Guiding Education Reform (TIGER), and the Quality and Safety Education for Nurses (QSEN).
  • Review this week’s media presentation Competencies for Nurse Informaticists, and reflect on the competencies outlined by the presenters.
  • Recall the informatics functional area you identified in the Week 1 Assignment. With this in mind, what competencies would be most important for you to master? How might you go about developing these competencies?
  • Create a list of competencies you would like to master.

 

Post on Tuesday 06/21/16 a minimum of 550 words in APA format with 3 references addressing the level one headings below:

 

1)  A brief description of the informatics functional area in which you are interested

 

2) Then, identify at least four ANA, TIGER and/or QSEN competencies that you believe to be vital for success in this functional area, and justify your choices.

 

3) Explain how you might successfully develop and master each of these competencies

 

Required Resources

 

Readings

 

  • American Nurses Association. (2015). Nursing informatics: Scope and standards of practice (2nd ed.). Silver Spring, MD: Author.

    Read the following chapter:

    • “Informatics Competencies: Spanning Careers and Roles ”

      In this section, the authors explain the competencies necessary for nurse informaticists to be successful. The section also highlights which competencies are applicable for various informatics roles and functional areas.

  • Saba, V. K., & McCormick, K. A. (2015). Essentials of nursing informatics (6th ed.). New York, NY: McGraw-Hill.
    • Chapter 2, “Computer Hardware”

      This chapter discusses introduces the basics of computer hardware used for nursing informatics.

    • Chapter 4, “Computer Software”
      This chapter introduces computer software, as well as the programs that are most relevant to nursing informatics.
    • Chapter 11, System Life Cycle: A Framework”

      In this chapter, the authors introduce the systems life cycle (SDLC) and its stages. These stages are often used by organizations for large-scale projects, such as implementing or upgrading health information technology.

    • Chapter 13, “System Life Cycle Tools”

      Chapter 13 focuses on the tools needed to assist with each phase of the System Life Cycle. Successful implementation projects require clinical expertise as well as technical knowledge from nurse informaticists.

    • Chapter 9, “Computer Interaction ”

      This chapter explains the need for nurses to be informed about human-machine interactions to prevent unintended consequences. Increased awareness of these factors can result in improved performance and outcomes in nursing informatics and other technologies.

  • Preheim, G. J., Armstrong, G. E., & Barton, A. J. (2009). The new fundamentals in nursing: Introducing beginning quality and safety education for nurses’ competencies. The Journal of Nursing Education, 48(12), 694–697.
    Retrieved from the Walden Library databases.

    This article discusses the Quality and Safety Education for Nurses (QSEN) initiative and its six competencies, including informatics, that are essential for nursing practice. The authors emphasize that nursing education should shift from task-training and development to more current skills and competencies for informatics and patient-centered care.

  • Quality and Safety Education for Nurses. (2012). Informatics. Retrieved from http://qsen.org/competencies/graduate-ksas/#informatics

    Access this website to explore the knowledge, skills, and attitudes expected of informatics graduates.

  • Healthcare Information and Management Systems Society. (2015). Informatics competencies for every practicing nurse: Recommendations from the TIGER Collaborative. Retrieved from http://www.thetigerinitiative.org/docs/TigerReport_InformaticsCompetencies.pdf

    This comprehensive report provides you with an overview of the TIGER collaborative as well as informatics competencies.

 

Media

 

  • Laureate Education, Inc. (Executive Producer). (2012a). Competencies for nurse informaticists. Baltimore: Author.

    Note: The approximate length of this media piece is 10 minutes.

    In this week’s media presentation, Gail Latimer, Dr. Patricia Button, and Dr. Roy Simpson overview the progress that the ANA and the TIGER initiative have made in outlining key informatics competencies. In addition, each presenter identifies competencies that he or she believes to be vital to working in the informatics field.

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Community Health Assessment / Windshield Survey

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Community Assessment

A community health assessment (sometimes called a CHA), also known as community health needs assessment (sometimes called a CHNA), refers to a state, tribal, local, or territorial health assessment that identifies key health needs and issues through systematic, comprehensive data collection and analysis. Community health assessments use such principles as

  • Multisector collaborations that support shared ownership of all phases of community health improvement, including assessment, planning, investment, implementation, and evaluation
  • Proactive, broad, and diverse community engagement to improve results
  • A definition of community that encompasses both a significant enough area to allow for population-wide interventions and measurable results, and includes a targeted focus to address disparities among subpopulations
  • Maximum transparency to improve community engagement and accountability
  • Use of evidence-based interventions and encouragement of innovative practices with a thorough evaluation
  • Evaluation to inform a continuous improvement process
  • Use of the highest quality data pooled from and shared among, diverse public and private sources

(Retrieved from https://www.cdc.gov/publichealthgateway/cha/plan.html)

Windshield Survey:

“A  windshield survey is an informal method used by community health nurses to obtain basic knowledge about a given community. It provides a subjective view of the various physical characteristics of a communal area as observed while driving or walking through a neighborhood.

.”(Retrieved from;

mynursingprofessionalportfolio.weebly.com/uploads/8/9/3/3/8933086/windshieldsurvey.docx).”

As stated in the syllabus please present your assignment in an APA format word document, Arial 12 font attached to the forum in the discussion board title  “Week 1 discussion questions”.  A minimum of 2 evidence-based references is required (not counting the class textbook) no older than 5 years. A minimum of 1000 words are required.  Make sure the assessment is based in the community where you live.  I don’t want community health assessment from other communities, once again it must be from the community you live.  Please mention the zip code of your community in the first page of the assignment.

Please follow the instructions given in the syllabus  Discussion Question (DQ) Participation Guidelines” and “Discussion Question (DQ) Submission Guidelines.  

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Health Promotion Project

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THE ASSIGNMENT

Writing the Paper: You will explore the topic and explain the information in writing a 3‐4 page APA formatted paper.

A.            Select a minimum of three (3) scholarly nursing or research article (published within the last 5 years) related to your topic that include health promotion and wellness content. Students in a cultural concentration will select at least one article specifically related to the cultural focus for this assignment. You may need to evaluate several articles before you find appropriate selections.

B.            Write a 3‐4 page paper (excluding the title and reference pages) using the following guidelines:  Write brief introduction of the topic and describe why it is important to health promotion in the specific cultural population in your area.

·                     Include a description of the topic and the targeted sub culture or population (include statistics).

·                      Explain how the project relates to the Healthy People 2020 topic area you have chosen.

·                     Discuss how you used the information from the articles for your Health Promotion Project. Provide

·                      Summarize the articles; include key points or findings from the articles.specific examples.

·                     Describe the approach/approaches you developed to educate the target population about the topic. Include specific ways to promote lifestyle changes within the specified population relative to your specific culture. The approach should be appropriate for your cultural concentration.  Write your conclusion and summary.

C.            Your paper must follow APA format. Include a title page and a reference page. Use 12‐point Times New Roman font and include in‐text citations (use citations whenever paraphrasing, using statistics, or quoting from the article). Please refer to your APA manual as a guide for in‐text citations and sample reference pages.

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Discussion: Women’s and Men’s Health, Infectious Disease, and Hematologic Disorders

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Discussion: Women’s and Men’s Health, Infectious Disease, and Hematologic Disorders

As an advanced practice nurse, you will likely experience patient encounters with complex comorbidities. For example, consider a female patient who is pregnant who also presents with hypertension, diabetes, and has a recent tuberculosis infection. How might the underlying pathophysiology of these conditions affect the pharmacotherapeutics you might recommend to help address your patient’s health needs? What education strategies might you recommend for ensuring positive patient health outcomes?For this Discussion, you will be assigned a patient case study and will consider how to address the patient’s current drug therapy plans. You will then suggest recommendations on how to revise these drug therapy plans to ensure effective, safe, and quality patient care for positive patient health outcomes.

To Prepare

Review the Resources for this module and reflect on the different health needs and body systems presented.Review the complex case asisgned by your Instructor for this Discussion.

Consider how you will practice critical decision making for prescribing appropriate drugs and treatment to address the complex patient health needs in the patient case study you selected.

Post a brief description of your patient’s health needs from the patient case study you assigned. Be specific.

Then, explain the type of treatment regimen you would recommend for treating your patient, including the choice or pharmacotherapeutics you would recommend and explain why.

Be sure to justify your response.

Explain a patient education strategy you might recommend for assisting your patient with the management of their health needs.

Be specific and provide examples.

Case Study

 

A 66-year-old, 70-kg woman with a history of MI, HTN, hyperlipidemia, and diabetes mellitus presents with sudden-onset diaphoresis, nausea, vomiting, and dyspnea, followed by a bandlike upper chest pain (8/10) radiating to her left arm.

She had felt well until 1 month ago, when she noticed her typical angina was occurring with less exertion.

Electrocardiography showed ST-segment depression in leads II, III, and aVF and hyperdynamic T waves and positive cardiac enzymes. BP = 150/90 mm Hg, and all labs are normal; SCr =1.2 mg/dL. Home medications are aspirin 81 mg/day, simvastatin 40 mg every night, metoprolol 50 mg twice daily, and metformin 1 g twice daily.

This is the link to download the book:

https://www.sendspace.com/file/4y690p

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MODULE 6 WEEK 11 Discussion

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Discussion: Developing a Culture of Evidence-Based Practice

As your EBP skills grow, you may be called upon to share your expertise with others. While EBP practice is often conducted with unique outcomes in mind, EBP practitioners who share their results can both add to the general body of knowledge and serve as an advocate for the application of EBP.

In this Discussion, you will explore strategies for disseminating EBP within your organization, community, or industry.

To Prepare:

· Review the Resources and reflect on the various strategies presented throughout the course that may be helpful in disseminating effective and widely cited EBP.

· This may include: unit-level or organizational-level presentations, poster presentations, and podium presentations at organizational, local, regional, state, and national levels, as well as publication in peer-reviewed journals.

· Reflect on which type of dissemination strategy you might use to communicate EBP.

By Day 3 of Week 10

Post at least two dissemination strategies you would be most inclined to use and explain why. Explain which dissemination strategies you would be least inclined to use and explain why. Identify at least two barriers you might encounter when using the dissemination strategies you are most inclined to use. Be specific and provide examples. Explain how you might overcome the barriers you identified.

Rubric Detail

 

Select  Grid View  or  List View  to change the rubric’s layout.

Name: NURS_6052_Module06_Week10_Discussion_Rubric

 

  Excellent Good Fair Poor
Main Posting 45 (45%) – 50 (50%)

Answers all parts of the discussion question(s) expectations with reflective critical analysis and synthesis of knowledge gained from the course readings for the module and current credible sources.

 

Supported by at least three current, credible sources.

 

Written clearly and concisely with no grammatical or spelling errors and fully adheres to current APA manual writing rules and style.

 40 (40%) – 44 (44%)

Responds to the discussion question(s) and is reflective with critical analysis and synthesis of knowledge gained from the course readings for the module.

 

At least 75% of post has exceptional depth and breadth.

 

Supported by at least three credible sources.

 

Written clearly and concisely with one or no grammatical or spelling errors and fully adheres to current APA manual writing rules and style.

 35 (35%) – 39 (39%)

Responds to some of the discussion question(s).

 

One or two criteria are not addressed or are superficially addressed.

 

Is somewhat lacking reflection and critical analysis and synthesis.

 

Somewhat represents knowledge gained from the course readings for the module.

 

Post is cited with two credible sources.

 

Written somewhat concisely; may contain more than two spelling or grammatical errors.

 

Contains some APA formatting errors.

 0 (0%) – 34 (34%)

Does not respond to the discussion question(s) adequately.

 

Lacks depth or superficially addresses criteria.

 

Lacks reflection and critical analysis and synthesis.

 

Does not represent knowledge gained from the course readings for the module.

 

Contains only one or no credible sources.

 

Not written clearly or concisely.

 

Contains more than two spelling or grammatical errors.

 

Does not adhere to current APA manual writing rules and style.
Main Post: Timeliness 10 (10%) – 10 (10%)

Posts main post by day 3.

 0 (0%) – 0 (0%) 0 (0%) – 0 (0%) 0 (0%) – 0 (0%)

Does not post by day 3.
First Response 17 (17%) – 18 (18%)

Response exhibits synthesis, critical thinking, and application to practice settings.

 

Responds fully to questions posed by faculty.

 

Provides clear, concise opinions and ideas that are supported by at least two scholarly sources.

 

Demonstrates synthesis and understanding of learning objectives.

 

Communication is professional and respectful to colleagues.

 

Responses to faculty questions are fully answered, if posed.

 

Response is effectively written in standard, edited English.

 15 (15%) – 16 (16%)

Response exhibits critical thinking and application to practice settings.

 

Communication is professional and respectful to colleagues.

 

Responses to faculty questions are answered, if posed.

 

Provides clear, concise opinions and ideas that are supported by two or more credible sources.

 

Response is effectively written in standard, edited English.

 13 (13%) – 14 (14%)

Response is on topic and may have some depth.

 

Responses posted in the discussion may lack effective professional communication.

 

Responses to faculty questions are somewhat answered, if posed.

 

Response may lack clear, concise opinions and ideas, and a few or no credible sources are cited.

 0 (0%) – 12 (12%)

Response may not be on topic and lacks depth.

 

Responses posted in the discussion lack effective professional communication.

 

Responses to faculty questions are missing.

 

No credible sources are cited.
Second Response 16 (16%) – 17 (17%)

Response exhibits synthesis, critical thinking, and application to practice settings.

 

Responds fully to questions posed by faculty.

 

Provides clear, concise opinions and ideas that are supported by at least two scholarly sources.

 

Demonstrates synthesis and understanding of learning objectives.

 

Communication is professional and respectful to colleagues.

 

Responses to faculty questions are fully answered, if posed.

 

Response is effectively written in standard, edited English.

 14 (14%) – 15 (15%)

Response exhibits critical thinking and application to practice settings.

 

Communication is professional and respectful to colleagues.

 

Responses to faculty questions are answered, if posed.

 

Provides clear, concise opinions and ideas that are supported by two or more credible sources.

 

Response is effectively written in standard, edited English.

 12 (12%) – 13 (13%)

Response is on topic and may have some depth.

 

Responses posted in the discussion may lack effective professional communication.

 

Responses to faculty questions are somewhat answered, if posed.

 

Response may lack clear, concise opinions and ideas, and a few or no credible sources are cited.

 0 (0%) – 11 (11%)

Response may not be on topic and lacks depth.

 

Responses posted in the discussion lack effective professional communication.

 

Responses to faculty questions are missing.

 

No credible sources are cited.
Participation 5 (5%) – 5 (5%)

Meets requirements for participation by posting on three different days.

 0 (0%) – 0 (0%) 0 (0%) – 0 (0%) 0 (0%) – 0 (0%)

Does not meet requirements for participation by posting on 3 different days.
Total Points: 100

Name: NURS_6052_Module06_Week10_Discussion_Rubric

 

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Nursing homework help

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Start by writing a summary that defines major points you want to include in the elevator speech. This summary should be supported with scholarly references and properly formatted to meet the rubric standards. Use the summary to identify significant talking points that you will use for your elevator speech. Post a 2- to 3-paragraph draft of an “elevator speech” designed to both educate and “sell” decision makers on the healthcare product or service you have proposed. Your elevator speech summary should address what you believe are the significant talking points necessary to educate decision makers and other stakeholders on the benefits of your idea as well as clarify the business case. Remember, an elevator speech should be approximately 30-60 seconds.

The healthcare product is implementation of an EHR in an urban district hospital.

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