Respond in a positive way to your  colleagues by comparing the differential diagnostic features of the  disorder you were assigned to the diagnostic features of the disorder  your colleagues were assigned. 

NOTE: Bellow is attached the document with my assigned disorder 

                                                     Main Post

Vascular Neurocognitive Disorder

Cognitive  disorders of vascular etiology are a diverse group of disorders with  various pathologies and clinical manifestations, reviewed broadly below  the category of vascular cognitive disorders (VCD). The variety of  vascular cognitive impairment is identified by Mild Vascular Cognitive  Disorder classifications and Vascular Dementia or Major Vascular  Cognitive Disorder (Sachdev et al., 2014). When diagnosing major or mild  vascular neurocognitive disorder (NCD), numerous criteria must be met.   The first criteria for vascular NCD that need to be completed are that  major or mild NCD criteria are met (APA, 2013).  Once it is determined  that an individual is suffering from a major or mild NCD, then the  criteria of whether the disorder is vascular-related can be explored.   This criterion comprises that the clinical features are reliable with a  vascular etiology. As suggested by either the onset of cognitive  deficits related to cerebrovascular events or evidence of decline is  seen in intricate attention and frontal-executive function (APA, 2013).   According to the DSM-5, the third criterion is that there is evidence  of cerebral vascular disease from a person’s history, physical  examination, or neuroimaging aligned with the deficit.  Definitively,  the symptoms cannot be better supported by systemic disorder or another  brain disease (APA, 2013).

Furthermore,  there are also subcategories for diagnosing vascular NCD, consisting of  probable and possible vascular NCD.  In probable vascular NCD, an  individual is diagnosed when one or more of the following are presented:  Clinical criteria are supported by neuroimaging, the neurocognitive  syndrome is temporally related to a cerebrovascular event, or both  clinical and genetic evidence of cerebrovascular disease is present  (APA, 2013).  If none of these appear, possible vascular NCD should be  diagnosed as an alternative, as the clinical criteria can be met.  However, there is no neuroimaging or temporal relationship to the  neurocognitive syndrome established (APA, 2013).  It is essential to  differentiate between these based on the evidence submitted to the  health care providers.

Psychotherapy and Psychopharmacologic Treatment

There  are no medications approved by the Food and Drug Administration FDA to  treat the vascular neurocognitive disorder. Medications used to treat  Alzheimer’s disease may or may not be helpful. Treatments that have  shown to be effective include medications such as acetylcholinesterase  inhibitors and memantine.  Meanwhile, individuals with vascular NCD  typically display reduced acetylcholine levels in the cerebrospinal  fluid and decreased cholinergic indicators in the brain, drugs such as  donepezil, galantamine, and rivastigmine have been examined and applied  to treat vascular NCD (Gabbard, 2014).  Memantine is another drug  utilized in the past to treat Alzheimer’s disease and has also been used  in individuals with vascular NCD.  This medication is applied based on  its experimental efficiency in animal forms, but the available evidence  is mixed for vascular NCD use (Gabbard, 2014).  The general approaches  to treating individuals with suspected vascular neurocognitive disorders  are the same as those used to treat high blood pressure, heart attack,  etc. Most often, the use of medications for these conditions, dietary  changes, and, if possible, the use of an exercise program are the  standard forms of treatment. For example, calcium channel blockers used  to treat vascular NCD include nimodipine, nicardipine, lacidipine, and  fasudil but the overall evidence for these medications is not compelling  (Gabbard, 2014).  

Unfortunately,  no psychotherapy is currently recommended for the treatment of vascular  NCD.  Every individual living with dementia is unique. Like the rest of  the population, cognitive behavioral therapy (CBT) is likely to work  for some individuals with dementia and not for others. In general,  greater cognitive impairment levels may make it more challenging to  engage with CBT; however, it may be possible to tailor CBT according to  an individual’s functional status. Approaches typically focus on  caregiver training and therapy to help them communicate and cope with a  family member who suffers from vascular NCD. In some instances, speech  therapy, such as cognitive-communication treatment, is used to maximize  the individual’s quality of life and communication success (ASLHA,  2020).  

Risks Versus Benefits

Despite  psychotherapy and psychopharmacologic treatments, there are risks and  benefits.  The main advantage of treatment in vascular NCD can manage  components to assist prevent, decelerate, or delay the progression of  deterioration of cognitive abilities.  It is imperative to note that  even with therapy, only limited benefits in cognitive skills are pointed  out (Gabbard, 2014).  While this may not appear encouraging, even  little improvement can suggest a lot to both the families and  individuals suffering from vascular NCD.  Based on the medication  recommended, there can be heightened risks depending on the individual.   For example, acetylcholinesterase inhibitors such as donepezil can  cause bradycardia (Stahl, 2014).  This can be mainly affecting the older  adult.  These risks require to be weighed with the potential benefits  that the individual may encounter when initiating treatment like  acetylcholinesterase inhibitors and memantine

References

American Psychiatric Association (APA). (2013). Diagnostic and statistical manual of mental 

disorders (5th ed.). Washington, DC: Author.

American Speech-Language-Hearing Association. (ASLHA). (2020). Treatment of Dementia. 

https://www.asha.org/PRPSpecificTopic.aspx?folderid=8589935289§ion=Treatment.

Gabbard, G. O. (2014). Gabbard’s treatment of psychiatric disorders (5th ed.). Washington, DC: 

American Psychiatric Publications.

Sachdev, P., Kalaria, R., O’Brien, J., Skoog, I., Alladi, S., Black, S. E., Blacker, D., Blazer, D. 

G.,  Chen, C., Chui, H., Ganguli, M., Jellinger, K., Jeste, D. V., Pasquier,  F., Paulsen, J., Prins, N., Rockwood, K., Roman, G., Scheltens, P.,  & Internationlal Society for Vascular Behavioral and Cognitive  Disorders (2014). Diagnostic criteria for vascular cognitive disorders: a  VASCOG statement. Alzheimer disease and associated disorders, 28(3), 206–218. https://doi.org/10.1097/WAD.0000000000000034

Stahl, S. M. (2017). Prescriber’s Guide: Stahl’s Essential Psychopharmacology (6th ed.). New 

York, NY: Cambridge University Press.

Chapter 9: Planning for Community Change

1. Explain the planning process of community health improvement. Choose one of the models / tools for community health planning discussed in your book and explain it. (Please, mention which model / tool you chose). 

REQUIREMENTS

APA FORMAT

400 WORDS

AT LEAST 2 CITATIONS AND REFERENCES

LESS THAN 20% PLAGIARISM

DQ 1:

·      Select one question as your DQ 1

·      Follow the discussion questions participation and submission guidelines.

·      Follow the 3 x 3 rule: minimum three paragraphs per DQ, with a minimum of three sentences each paragraph.

·      All answers or discussions comments submitted must be in APA format according to Publication Manual American Psychological Association (APA) (6th ed.) 2009 ISBN: 978-1-4338-0561-5

·      Minimum of two references, not older than 2015.

Chapter 4: Competencies for Professional Nursing Practice

1.  You are assigned to care for Ms. C., an 81-year-old patient who was admitted today with symptoms of increasing shortness of breath over the last week. She is currently receiving oxygen through a nasal cannula at 3 L/min. You go into the room to assess her. You find that she is sitting up in bed at a 60-degree angle. She is restless and her respirations appear labored and rapid. Her skin is pale with circumoral cyanosis. You ask if she feels more short of breath. Because she is unable to catch her breath enough to speak, she nods her head yes. Which action should you take first? Why?

•      Listen to her breath sounds.

•      Ask when the shortness of breath started.

•      Increase her oxygen flow rate to 6 L/min.

•      Raise the head of the bed from 75 to 85 degrees

2.  What do all of the following scenarios have in common?

•      An elderly male becomes acutely confused and refuses to follow directions for his safety.

•      A teen comes into an urgent care setting requesting information about sexually transmitted infections.

•      A mother visits a school nurse and requests information about how the school handles sex education.

•      A team leader needs to rearrange assignments when one team member goes home sick.

•      Nursing staff in an intensive care unit need to develop an evacuation plan.

3.  You will be taking care of a patient in a nursing home for the first time. Your assignment is to care for an older man who has heart disease. In addition, he has five other medical problems and takes 20 medications. While developing a plan of care for this patient, you can identify 8 to 10 nursing problems. You have no previous experience with nursing homes, and most of what you have heard and read about them is negative. Will you find yourself dreading the clinical day and expecting a negative experience before you even begin?

4.  Think about a clinical experience that was troubling to you. Reflect on what bothered you about the experience. What could you have done differently? What were the reasons behind your actions? Try to create and clarify meaning or a new understanding of the particular situation.

5.  Beginning nursing students often tend to focus primarily on their routines, including to get their list of tasks done, including assessments, ordered treatments, daily care, and charting. What if an unexpected situation occurred during the day? Do you think you would be able to reason, plan, and take appropriate action—think critically?

DQ 5

·      Select one question as your DQ 1

·      Follow the discussion questions participation and submission guidelines.

·      Follow the 3 x 3 rule: minimum three paragraphs per DQ, with a minimum of three sentences each paragraph.

·      All answers or discussions comments submitted must be in APA format according to Publication Manual American Psychological Association (APA) (6th ed.) 2009 ISBN: 978-1-4338-0561-5

·      Minimum of two references, not older than 2015.

Chapter 5: Education and Socialization to the Professional Nursing Role

1.  As a nursing student, do you share the values of commitment to public service, autonomy, commitment to lifelong learning and education, and the belief in the dignity and worth of each person? Do nurses with whom you have interacted demonstrate these values?

2.  What do you think are the barriers to the process of professional socialization or formation? Do you think different environments might foster or hinder the process of professional socialization or formation? Do you think that the personal characteristics of nurses might influence the process of professional socialization or formation?

1) Minimum 8 full pages (Follow the 3 x 3 rule: minimum three paragraphs per part)

             Part 1: Minimum 1 page

             Part 2: minimum 1 page

             Part 3: Minimum 3 pages

             Part 4: Minimum 1 page

             Part 5: Minimum 1 pages

             Part 6: Minimum  1 page

Submit 1 document per part

2)¨******APA norms

          All paragraphs must be narrative and cited in the text- each paragraphs

          Bulleted responses are not accepted

          Dont write in the first person 

          Dont copy and pase the questions.

          Answer the question objectively, do not make introductions to your answers, answer it when you start the paragraph

Submit 1 document per part

3)****************************** It will be verified by Turnitin (Identify the percentage of exact match of writing with any other resource on the internet and academic sources, including universities and data banks) 

********************************It will be verified by SafeAssign (Identify the percentage of similarity of writing with any other resource on the internet and academic sources, including universities and data banks)

4) Minimum 3 references per part not older than 5 years

5) Identify your answer with the numbers, according to the question. Start your answer on the same line, not the next

Example:

Q 1. Nursing is XXXXX

Q 2. Health is XXXX

6) You must name the files according to the part you are answering: 

Example:

Part 1.doc 

Part 2.do

__________________________________________________________________________________

Part 1: Assessment and Evaluation in Nursing Education 1

 1. Describe why it is important to use multiple assessment techniques to measure student learning.

2.  What factors may influence assessment?

3. Give a real-life example of a learning objective that you feel needs to be assessed using multiple formats and explain why.

Part 2: Assessment and Evaluation in Nursing Education 2

1. What factors would you and your team need to consider if you decided to put an individual nursing course or a whole program online? 

2. Would your approaches to instruction and assessment of learners need to change? How?

3. Would your approach to program evaluation need to change? How and why?

Part 3: Assessment and Evaluation in Nursing Education 3

1. Introduction 

2. Describe the relationship between evaluation and instruction, and the role of objectives as guidelines for positive learning outcomes.

3. Discuss the purpose of evaluation and the five principles of effective assessment

4. Differentiate between evaluation and measurement, and provide examples of integration into practice.

5. Provide examples of how evaluation promotes accountability.

6. Conclusion of the topic

7. Reference

Part 4: Ethics in Healthcare

Apply the framework of The Five R’s approach to ethical nursing practice from this week’s reading to answer the questions about values and choices.

What are values?

Q. What are your personal values?

Q. Why do you value them?

Q. What are the values in your society?

Q. How do you make choices?

Q. Are your choices based on your values?

Q. What values are useful in society?

What are the limits to personal choice?

Q. Who limits your choices?

Q. Are limits to choices good?

Q. Do you limit other people’s choices?

Q. Should the health care organization or the government limit people’s choices? If so, how, and under what circumstances?

Part 5: Ethics in Healthcare 2

1. Explain the statement, “What may be an ethical dilemma for one registered nurse may not be an ethical dilemma for another registered nurse.” Include and define an ethical dilemma in the course of your discussion. 

2. Describe a challenging situation in your nursing career that required you to consider the ethical dimensions of the patient case and the role you played in providing care. (Be sure to respect and maintain patient and colleague confidentiality.) 

Part 6: Ethics in Healthcare 3

Check: TABLE 2-1 Four Topics Method for Analysis of Clinical Ethics Cases  (See File 1)

1. Apply this model to a challenging situation in your nursing career that required you to consider the ethical dimensions of the patient case and the role you played in providing care. 

2. Specifically apply and address the questions within each topic a rea as they pertain to your situation.

3. Make a conclusion, discuss the impact of the Four Topics process. 

a. Did applying these principles shape your decision making in any way?  

b. Does this seem like a valid process for you to apply in your practice?