Windshield Survey of the Community Assignment Directions|2025

/in /by

You will complete this assignment using the following form:

  • N4465 Assignment Weeks 1 – 3 template-5_19.docPreview the document

Overview of Community Assessment and Community Health Nursing Intervention: Community assessment is a systemic way to determine the health status, resources or needs of a population. Community Health Nurses (CHN) assess the community by using the nursing process:

  • Module 1: CH nurses gather subjective data (i.e. windshield survey and interviewing key informants). Based on this portion of the assignment you will analyze your findings and provide a summary of the key community health issues for your community.

APA focus for this paper: in-text citation of personal commutation, objective writing (avoid biased language), formal writing (avoid use of contractions, numbers, etc) and sentence structure, grammar and flow. Refer to the APA on-line tutorial (Links to an external site.), as needed.

See the Rubric in the Assignment Submission area to view grading criteria.

Needs help with similar assignment?

We are available 24x7 to deliver the best services and assignment ready within 3-4 hours? Order a custom-written, plagiarism-free paper

Get Answer Over WhatsApp Order Paper Now

advanced pharmacology|2025

/in /by

Patient HL comes into the clinic with the following symptoms: nausea, vomiting, and diarrhea. The patient has a history of drug abuse and possible Hepatitis C. HL is currently taking the following prescription drugs:

· Synthroid 100 mcg daily

· Nifedipine 30 mg daily

· Prednisone 10 mg daily

 

There are many causes of nausea and vomiting, most commonly these symptoms are caused by ingestion of substances or drugs, gastrointestinal disorders or metabolic disorders (Arcangelo, Peterson, Wilbur, & Reinhold, 2017). In this particular case study it is important to take into consideration the factors that could be contributing to the nausea, vomiting and diarrhea in patient HL. The patient has a history of drug abuse. With that being said, drug withdraw can be a factor in the cause of nausea, vomiting and diarrhea. Treatment for this type of cause would be dependent on what type of drug that patient was withdrawing from. The next factor would be medications the patient is currently taking. All three of these medications have nausea and vomiting as potential side effects. If this is the cause of the patient’s chief complaint, changing the medications could be an appropriate response. The last consideration would be the patient’s diagnosis of possible Hepatitis C. The most common symptoms of Hepatitis C include nausea, vomiting, and diarrhea (Franciscus, 2015). It would be hard to diagnosis the cause of this episode of nausea vomiting without other information such as aggravating and relieving factors, how long these symptoms have been occurring and if any other symptoms are associated with these. First line treatment of nausea and vomiting include phenothiazines such as promethazine. Promethazine can be given in 12.5-25mgs every four to six hours as needed. Contraindications include hypersensitivity, seizure disorders and Parkinson’s disease. Adverse effects include sedation, agitation, dry mouth and blurred vision (Arcangelo, Peterson, Wilbur, & Reinhold, 2017).  Second line therapy would be to add an antihistamine or anticholinergic such as diphenhydramine. This medication is dosed from 25-50mg every six to eight hours as needed. Adverse effects include drowsiness, confusion and dry mouth. Contraindications include asthma, hypersensitivity and narrow-angle glaucoma (Arcangelo, Peterson, Wilbur, & Reinhold, 2017). If this persists the patient needs to reevaluate for other causes. Alternative therapies including herbal therapies such as vitamin b6 , ginger and even gum chewing are linked to the relief of nausea and vomiting (Darvall, Handscombe & Leslie, n.d.).

Needs help with similar assignment?

We are available 24x7 to deliver the best services and assignment ready within 3-4 hours? Order a custom-written, plagiarism-free paper

Get Answer Over WhatsApp Order Paper Now

Dietary Analysis Project|2025

/in /by

Part I: 24-hour Food & Beverage Recall with Predictions

 

Use this template in conjunction with the Complete Dietary Analysis Project Instructions. Submit this template when finished with each Part (there are Parts I, II and III included).

 

Personal information of person interviewed (please include all):

Gender: Female

Height: 5’5

Weight: 222

Age: 42

Activity level: none

 

Date/Day of the Week (add rows if needed & divide by meals/snacks):

Time Food/Condiment/Beverage How Much Ate/Drank

(use cups or ounces, tablespoons)
9:12 am Oatmeal, regular, cooked (no salt or fat added) 1 cup
9:12 am Bacon, pork cooked 3 medium slices
9:12 am water 16 ounces
1:32pm Salad, grilled chicken, bacon, cheese, lettuce, tomato, carrots, no dressing 1 ½ cup
7:25 pm Pizza, with meat and vegetables, thick crust 1 pizza (5″ across pizza) 5” across pizza
7:25pm Salad, Caesar, with dressing

 

 1 cup
7:25 pm water 16.9 ounces
8:00pm wine 3.5 ounces
     
     
     
     
     
     
     

Predictions (2 parts):

 

Part 1: Original charts with your predictions

  Total Calories Dietary Fiber Food Groups Macronutrients Micronutrients
      Veg Fruit Whole Grains Dairy Protein Carbs Fat Vitamins/ Minerals
Low x     x   x x     x
Adequate   x     x     x x  
High     x              

 

  Sodium Saturated fat Cholesterol
Low   x x
Moderate x    
High      

 

 

 

Part 2:

Write at least five sentences explaining why you are predicting what you predict for each category . Please address the micronutrients in general (if you think overall the 24-hour recall diet will be too low, adequate/moderate or too high in most vitamins and minerals) and also specifically address the mineral, sodium and the sub-categories, saturated fat, cholesterol and dietary fiber in your write-up . You will lose points for not addressing all categories noted here.

 

NUTR 100 – Dietary Analysis Project Template

Part II: Data Findings and Analysis of Original 24-hour Food Recall

 

Data Findings & Analysis

 

Getting Started:

Please submit this Template for Part II, which should include your completed Part I above and any corrections needed per the instructors feedback. Also, be sure to submit the Nutrient Intake Report.

Use this template in conjunction with the Complete Dietary Analysis Project Instructions. Submit this template when finished with each Part.

 

· Start with the Daily Food Group Targets. Click on “View by Meal” (located under the graph on the Food Tracker page). You will want to copy and paste the Food Groups table into this document, replacing the example below. You may not be able to simply copy and paste depending on your computer. You can also take a screenshot, and then crop the graphic as needed (see example below).

 

Food Group Table

 

 

· Next, look at the Daily Food Group Graph (next to the word data and below the daily food group targets). Take a screenshot, and then crop the graphic as needed (see example below); then answer the questions and write a summary of your findings per the instructions below.

 

 

 

 

Food Group Graph

 

 

Food Group Questions:

· What are the total percentages of the target for each food group?

· Example: Grains are 94%, Vegetables are 151%, Fruits are 111%, Dairy is 53% and Protein is 71% of the targets.

· For grains, what percent is whole and what percent is refined (hover the arrow over the sections on the chart and it will show this)?

· Example: Whole grains are 65% of total grains

· For dairy, what percent is from milk/yogurt and what percent is from cheese?

· Example: Milk and yogurt are 80% of dairy intake; cheese is 20% of dairy intake

· For fruit, what percent is from whole fruit and what percent is from fruit juice?

· Whole fruit is 60% of fruit intake and fruit juice is 40% of fruit intake.

· Write at least five sentences addressing your findings regarding the food groups for the diet recall. Address, what foods from the 24-hour diet recall caused the food groups to be in these proportions? How can they be improved upon for the revised diet?

 

· Next, look at Daily Limits. This is below the graph you were just looking over on SuperTracker.

 

As with the above graphs, these charts need to be used in the final presentation, so save them now (sometimes right clicking and selecting “save picture as” will work). You may copy and paste into this template, you may use screenshots (replace the example below).

 

Daily Limits Graph

 

 

Daily Limits Questions: (please answer them all together in paragraph form)

· Write at least five sentences summarizing your findings for daily limits. Address, what foods from the 24-hour diet recall caused these levels of daily limits? How can they be improved upon for the revised diet? Include answers to the questions below as well.

· What are total calories eaten for the day? Are they within 100 calories of the total limit? If not, how can this be achieved with the revised menu?

· Should added sugar be reduced in order to be lower than the limit? If yes, how can you revise the menu to meet this target while meeting other targets?

· How much saturated fat, and sodium were eaten and what were those limits? If these are above the limits how can they be improved upon in the revised menu?

 

 

The next step is to open the Nutrient Intake Report (just below the graph, smaller print, next to “Related Links”). You will need to submit this report with your Part II submission as well as with the final presentation, so make sure to save it! I strongly recommend exporting it as a word document so you can edit it per the requirements for Part III. The report will list the target (or RDA), average eaten, and the status. Make note of those that exceed guidelines and those that do not meet the guidelines. For now, you can assess this as over or under the guideline just based on the status provided. In your final presentation submission you will be converting these to percentages. Remember that for saturated fat, cholesterol and sodium you want to be below the value, so no need to comment if you fall below, only if you exceed it.

 

You now have all the information you need to assess the data and write up your findings. Keep this information, as you will need it for the final presentation of your work.

 

Outcomes of Your Predictions

See if your predictions matched up with the findings. Include both charts below with your original predictions and findings.

 

Original Charts with Your Predictions:

  Total Calories Fiber Food Groups Macronutrients Micronutrients
      Veg Fruit Whole Grains Dairy Protein Carbs Fat Vitamins/ Minerals
Too Low                    
Adequate                    
Too High                    

 

  Sodium Saturated fat Cholesterol
Low      
Moderate      
High      

 

 

Analysis Charts with Your Findings:

  Total Calories Fiber Food Groups Macronutrients Micronutrients
      Veg Fruit Whole Grains Dairy Protein Carbs Fat Vitamins/ Minerals
Too Low                    
Adequate                    
Too High                    

 

  Sodium Saturated fat Cholesterol
Low      
Moderate      
High      

 

 

Outcomes of your predictions summary:

(Write at least 5 sentences discussing and comparing your predictions with the findings. Please summarize which of your predictions were accurate (or close) and which were not. For those predictions that were not in line with the findings discuss why you think your predictions were off)

 

NUTR 100 – Dietary Analysis Project Template

Part III: Original 24-hour Food Recall with Revised 24-hour Final Menu & Analysis

Getting Started:

Please use the provided Template for Parts I, II & III, which should include your completed Part I & II and any corrections needed per the instructors feedback. Label all graphs and tables as “Revised” so it’s easy for me to distinguish between the original menu data and the revised menu data. IMPORTANT: before starting Part III take a look at the check list of requirements for the revised menu at the end of this document.

 

Date/Day of the Week (add rows if needed):

ORIGINAL 24-hour recall REVISED 24-hour menu
Time Original: Food/Condiment/Beverage How Much Ate/Drank

(use cups or ounces, tablespoons)

 Time Food/Condiments/Beverages Amount
           
           
           
           
           
           
           
           
           
           
           
           
           
           
           
           
           

(Revised) Daily Food Group Targets (insert screen shot using revised 24-hour menu you created)

Location Note: the two charts below can be generated using SuperTracker, located under the Daily Food Group Targets, select “View By Meal”, they are the last two charts on the screen.

 

 

(Revised) Daily Food Group Graph (insert screen shot using revised 24-hour menu you created)

 

 

 

(Revised) Daily Limits (insert screen shot using revised 24-hour menu you created)

Fill in the following “Master Comparison Table” to help you address and compare the following areas:

 

  Target (per SuperTracker) Original 24-hour recall Menu Revised 24-hour Menu
Total Calories      
Whole Grains At least 50%    
Added Sugars Limit:    
Saturated Fat Limit:    
Sodium Limit: 2300 mg    
Cholesterol <300 mg    
Dietary Fiber >25 g    

 

 

Revised Menu Questions: (please include at least 8 sentences addressing these questions)

· Based on your findings what were the areas (food groups, nutrients etc.) that needed revising from the original menu?

· Were you successful at improving these areas? If so, how did you improve these areas in the revised menu? If not, why not?

· What were your challenges with revising the menu?

· How did you overcome them?

 

 

Checklist of Requirements for Revised Menu:

To be considered a correct, revised menu, the following should be met: (Use this as a checklist before submitting; part of your grade will be showing you can meet these targets)

 

· Total calories should be within 100 calories from the target calories. For example, if the target calories are 1800 calories, then your revised menu have calories totaling between 1700-1900 calories.

· Daily Food Groups Report: Should read OK; it is acceptable to go over, as long as total calories are +/- 100 calories for the day and there is balance between the overages (for example, 110% grains, 110% dairy, 120% vegetables versus 110% fruit, 350% protein, 200% dairy).

· Graph (Food Group bar graph): Should be at 100% (+/-10%) for all targets, acceptable to go over as long as total calories are +/- 100 calories for the day and there is balance between the overages (for example, 110% grains, 110% dairy, 120% vegetables versus 110% fruit, 350% protein, 200% dairy).

· For grains, at least 50% should be whole grains. Fruit juice should not be in excess.

· Daily Limit: Should be within +/- 100 calories of the target. Added sugar, saturated fat, cholesterol and sodium should not exceed their limits.

· Nutrient Intake Report: There are more nutrients than we are looking at listed on this report, so only focus on the nutrients we covered extensively in class (calories, protein grams and %, carbohydrate grams and %, total fat and %, saturated fat, cholesterol, dietary fiber and all vitamins and minerals listed). There are a few extra that we did not cover as extensively in class, so please do not worry about discussing those (they are: monounsaturated fat, polyunsaturated fat, linoleic acid, alpha-linolenic acid, omega-3 EPA and omega 3-DHA).

· ***IMPORTANT*** Highlight total calories if the average eaten is +/- 100 calories of the target, if the number is outside of the range, write “Less than 100 calories below” or “Greater than 100 calories above.”

· All macronutrients (carbs, protein and total fat) % Calories should be within the AMDR target range listed under Target. Any macronutrient outside of the AMDR should be highlighted and indicated as “Over” or “Under.”

· Dietary Fiber should be at least 25 grams, anything less should be highlighted and labeled as “Under”.

· For Saturated fat , anything over 10 percent should be highlighted and indicated as “Over.”

· For Cholesterol , anything over 300 mg should be highlighted and indicated as “Over.”

· For Sodium , anything over 2400 mg should be highlighted and indicated as “Over.”

· For micronutrients (vitamins and minerals), calculate the % of the target for each and enter it in the status column. To do this, divide the actual intake by the target and multiple by 100. Type this percentage in to the Word version of the report next to the status (for example, OK 105%). This will make it easier for you to make comments on this for the final presentation. Highlight any that are less than 80% or greater than 200% of the target. It may say OK, but we still want to be careful not to go too far over each day. Only highlight those when greater than 200% or less than 80% along with their calculated percentage.

 

Please note: If the person you are creating a menu for has very high calorie needs (2800 calories or more), you will likely need to exceed 200% for many of the vitamins and minerals because you will need a larger amount of total food to meet the calorie needs. Just make sure that the macronutrients are still within the AMDR, even at the higher calorie level. If you have a menu where the calorie needs are 2800 or more you will be graded based on 300% instead of 200% for the high end of the range.

Needs help with similar assignment?

We are available 24x7 to deliver the best services and assignment ready within 3-4 hours? Order a custom-written, plagiarism-free paper

Get Answer Over WhatsApp Order Paper Now

Pathways Mental Health|2025

/in /by

Psychiatric Patient Evaluation

Instructions

   Use the following case template to complete Week 2 Assignment 1. On page 5, assign DSM-5 and ICD-10 codes to the services documented. You will add your narrative answers to the assignment questions to the bottom of this template and submit altogether as one document.

Identifying Information

   Identification was verified by stating of their name and date of birth. Time spent for evaluation: 0900am-0957am

 

Chief Complaint

   “My other provider retired. I don’t think I’m doing so well.”

 

HPI

   25 yo Russian female evaluated for psychiatric evaluation referred from her retiring practitioner for PTSD, ADHD, Stimulant Use Disorder, in remission. She is currently prescribed fluoxetine 20mg po daily for PTSD, atomoxetine 80mg po daily for ADHD. Today, client denied symptoms of depression, denied anergia, anhedonia, amotivation, no anxiety, denied frequent worry, reports feeling restlessness, no reported panic symptoms, no reported obsessive/compulsive behaviors. Client denies active SI/HI ideations, plans or intent. There is no evidence of psychosis or delusional thinking. Client denied past episodes of hypomania, hyperactivity, erratic/excessive spending, involvement in dangerous activities, self-inflated ego, grandiosity, or promiscuity. Client reports increased irritability and easily frustrated, loses things easily, makes mistakes, hard time focusing and concentrating, affecting her job. Has low frustration tolerance, sleeping 5–6 hrs/24hrs reports nightmares of previous rape, isolates, fearful to go outside, has missed several days of work, appetite decreased. She has somatic concerns with GI upset and headaches. Client denied any current binging/purging behaviors, denied withholding food from self or engaging in anorexic behaviors. No self-mutilation behaviors.

 

Diagnostic Screening Results

   Screen of symptoms in the past 2 weeks:  PHQ 9 = 0 with symptoms rated as no difficulty in functioning  Interpretation of Total Score  Total Score Depression Severity 1-4 Minimal depression 5-9 Mild depression 10-14 Moderate depression 15-19 Moderately severe depression 20-27 Severe depression  GAD 7 = 2 with symptoms rated as no difficulty in functioning  Interpreting the Total Score:  Total Score Interpretation ≥10 Possible diagnosis of GAD; confirm by further evaluation 5 Mild Anxiety 10 Moderate anxiety 15 Severe anxiety  MDQ screen negative PCL-5 Screen 32

 

Past Psychiatric and Substance Use Treatment

   Entered mental health system when she was age 19 after raped by a stranger during a house burglary. Previous Psychiatric Hospitalizations:  denied Previous Detox/Residential treatments: one for abuse of stimulants and cocaine in 2015 Previous psychotropic medication trials: sertraline (became suicidal), trazodone (worsened nightmares), bupropion (became suicidal), Adderall (began abusing) Previous mental health diagnosis per client/medical record: GAD, Unspecified Trauma, PTSD, Stimulant use disorder, ADHD confirmed by school records

 

Substance Use History

   Have you used/abused any of the following (include frequency/amt/last use): Substance Y/N Frequency/Last Use Tobacco products Y ½ ETOH Y last drink 2 weeks ago, reports drinks 1-2 times monthly one drink socially  Cannabis N Cocaine Y last use 2015 Prescription stimulants Y last use 2015 Methamphetamine N Inhalants N Sedative/sleeping pills N Hallucinogens N Street Opioids N Prescription opioids N Other: specify (spice, K2, bath salts, etc.) Y reports one-time ecstasy use in 2015 Any history of substance related:  Blackouts: +  Tremors:   – DUI: –  D/T’s: – Seizures: –  Longest sobriety reported since 2015—stayed sober maintaining sponsor, sober friends, and meetings

 

Psychosocial History

   Client was raised by adoptive parents since age 6; from Russian orphanage. She has unknown siblings. She is single; has no children. Employed at local tanning bed salon Education: High School Diploma Denied current legal issues.

 

Suicide / HOmicide Risk Assessment

   RISK FACTORS FOR SUICIDE: Suicidal Ideas or plans – no Suicide gestures in past – no Psychiatric diagnosis – yes Physical Illness (chronic, medical) – no Childhood trauma – yes Cognition not intact – no Support system – yes Unemployment – no Stressful life events – yes Physical abuse – yes Sexual abuse – yes Family history of suicide – unknown Family history of mental illness – unknown Hopelessness – no Gender – female Marital status – single White race Access to means Substance abuse – in remission PROTECTIVE FACTORS FOR SUICIDE: Absence of psychosis – yes Access to adequate health care – yes Advice & help seeking – yes Resourcefulness/Survival skills – yes Children – no Sense of responsibility – yes Pregnancy – no; last menses one week ago, has Norplant Spirituality – yes Life satisfaction – “fair amount” Positive coping skills – yes Positive social support – yes Positive therapeutic relationship – yes Future oriented – yes Suicide Inquiry: Denies active suicidal ideations, intentions, or plans. Denies recent self-harm behavior. Talks futuristically. Denied history of suicidal/homicidal ideation/gestures; denied history of self-mutilation behaviors Global Suicide Risk Assessment: The client is found to be at low risk of suicide or violence, however, risk of lethality increased under context of drugs/alcohol. No required SAFETY PLAN related to low risk

 

Mental Status Examination

   She is a 25 yo Russian female who looks her stated age. She is cooperative with examiner. She is neatly groomed and clean, dressed appropriately. There is mild psychomotor restlessness. Her speech is clear, coherent, normal in volume and tone, has strong cultural accent. Her thought process is ruminative. There is no evidence of looseness of association or flight of ideas. Her mood is anxious, mildly irritable, and her affect appropriate to her mood. She was smiling at times in an appropriate manner. She denies any auditory or visual hallucinations. There is no evidence of any delusional thinking. She denies any current suicidal or homicidal ideation. Cognitively, She is alert and oriented to all spheres. Her recent and remote memory is intact. Her concentration is fair. Her insight is good.

 

Clinical Impression

   Client is a 25 yo Russian female who presents with history of treatment for PTSD, ADHD, Stimulant use Disorder, in remission. Moods are anxious and irritable. She has ongoing reported symptoms of re-experiencing, avoidance, and hyperarousal of her past trauma experiences; ongoing subsyndromal symptoms related to her past ADHD diagnosis and exacerbated by her PTSD diagnosis. She denied vegetative symptoms of depression, no evident mania/hypomania, no psychosis, denied anxiety symptoms. Denied current cravings for drugs/alcohol, exhibits no withdrawal symptoms, has somatic concerns of GI upset and headaches. At the time of disposition, the client adamantly denies SI/HI ideations, plans or intent and has the ability to determine right from wrong, and can anticipate the potential consequences of behaviors and actions. She is a low risk for self-harm based on her current clinical presentation and her risk and protective factors.

 

Diagnostic Impression

   [Student to provide DSM-5 and ICD-10 coding] Double click inside this text box to add/edit text. Delete placeholder text when you add your answers.

 

Treatment Plan

   Medication: Increase fluoxetine 40mg po daily for PTSD #30 1 RF Continue with atomoxetine 80mg po daily for ADHD. #30 1 RF Instructed to call and report any adverse reactions. Future Plan: monitor for decrease re-experiencing, hyperarousal, and avoidance symptoms; monitor for improved concentration, less mistakes, less forgetful Education: Risks and benefits of medications are discussed including non-treatment. Potential side effects of medications discussed. Verbal informed consent obtained. Not to drive or operate dangerous machinery if feeling sedated. Not to stop medication abruptly without discussing with providers. Discussed risks of mixing medications with OTC drugs, herbal, alcohol/illegal drugs. Instructed to avoid this practice. Praised and Encouraged ongoing abstinence. Maintain support system, sponsors, and meetings. Discussed how drugs/ETOH affects mental health, physical health, sleep architecture. Patient was educated about therapy and services of the MHC including emergent care. Referral was sent via email to therapy team for PET treatment. Patient has emergency numbers: Emergency Services 911, the national Crisis Line 800-273-TALK, the MHC Crisis Clinic. Patient was instructed to go to nearest ER or call 911 if they become actively suicidal and/or homicidal. Time allowed for questions and answers provided. Provided supportive listening. Patient appeared to understand discussion and appears to have capacity for decision making via verbal conversation. RTC in 30 days Follow up with PCP for GI upset and headaches, reviewed PCP history and physical dated one week ago and include lab results Patient is amenable with this plan and agrees to follow treatment regimen as discussed.

 
 

Narrative Answers

  [In 1-2 pages, address the following:

· Explain what pertinent information, generally, is required in documentation to support DSM-5 and ICD-10 coding.

· Explain what pertinent documentation is missing from the case scenario, and what other information would be helpful to narrow your coding and billing options.

· Finally, explain how to improve documentation to support coding and billing for maximum reimbursement.]

 

Add your answers here. Delete instructions and placeholder text when you add your answers.

 

 

Needs help with similar assignment?

We are available 24x7 to deliver the best services and assignment ready within 3-4 hours? Order a custom-written, plagiarism-free paper

Get Answer Over WhatsApp Order Paper Now

SOAP NOTE|2025

/in /by

SOAP NOTE

Name: R. A Date: 11/19/2018 Time: 14 00 PM
  Age: 30 y/o Sex: Female
SUBJECTIVE
 

CC: “I had been pelvic pain irradiated to the back with my prolong menstrual period.”

 
 

HPI: Patient is a 30-years-old female presents to the office with pelvic pain irradiated to the back, irritability with her prolonged menstrual period.
Medications: No.
PMH: Denies

Allergies: Denies any allergies to food or medication

Medication Intolerances: Denies.

Major traumas: Denies any trauma

Hospitalizations: Denies hospitalizations

Surgeries: Appendicectomy 2014.

 
Family History

Mother: Alive, Diabetes type II.

Father: Alive, High cholesterol, CAD.

Sibling: 1 Sister, Healthy.

 

Children: 1 Healthy.

 

 
Social History:

Home type: Apartment.

Marital status: Married.

Religion: Catholic.

Tattoos: no

Alcohol: wine 1-2 cup only weekends.

Drugs: Denies any Drugs consumption.

Smoker: Non-smoker

Exercise: 30-45 minutes of walk 3 times a week

Travel: Denies.

Blood Transfusion: Denies

OBSTETRIC/GYNECOLOGICAL HISTORY: married, sexually active, Heterosexual, denies STI’s, Menarche: at age of 11. LMP: 11/24/2018. 28 for 5 days, regular cycle, G1T1P1A0L1. Birth Control: Yes/ IUD. One partner
ROS
General

Denies any weight change in the last past 6 months denies weakness, fatigue report monthly. No distress noted at this moment, responding question in an appropriated mood. No exercise intolerance.

 Cardiovascular

Patient denies chest pain and palpitation. No edema noticed no syncope, no orthopnea.
Skin

Warm and dry, skin is appropriated color for ethnicity.

 Respiratory

Patient denies cough, dyspnea, wheezing or hemoptysis, no acute distress at this moment.
Eyes

Denies changes in vision, no blurred vision, no diplopia, no tearing, no scotomata, and no pain.

 Gastrointestinal

No nauseas, no emesis, no dysphagia, no bowel habit changes, no melena, no constipation.
Ears

Denies ear pain, hearing loss, ringing in ears, discharge, pearly grey membranes.

 Genitourinary/Gynecological

Report dysuria, frequency or urgency. Denies blood in urine. No urinary urgency, no change in nature of urine. Heavy irregular vaginal bleed.

OBSTETRIC/GYNECOLOGICAL HISTORY: married, Sexually active, Heterosexual, denies STI’s, Menarche: at age of 11. LMP: 11/24/2018. 28 for 5 days, regular cycle, G1T1P1A0L1. Birth Control: Yes/ IUD. One partner.
Nose/Mouth/Throat

Denies difficulty in smelling, sinus problems, nose bleeds or discharge. Denies dysphagia, hoarseness, or throat pain.

 Musculoskeletal

Denies cramps, joint stiffness, arthritis or gout, limitation of movement, history of musculoskeletal or disk diseases; denies any muscle or joint pain.
Breast

Denied nipple discharge, breast pain or change in the breast skin.

 Neurological

Denies history of headaches, syncope, seizures, stroke, memory disorder or mood change. No weakness, paralysis, numbness/tingling, tremors or tics, involuntary movements, or coordination problems. No mental disorders or hallucinations.
Heme/Lymph/Endo

Denies easy bruising or bleeding. No history of anemia, blood transfusions or reactions. Denies exposure to toxic agents or radiation. / Denies heat or cold intolerance, excessive sweating, polydipsia, polyphagia, or polyuria. No history of diabetes, thyroid disease, or hormone replacement.

 Psychiatric

Denies depression, memory changes. Denies suicides attempts or thoughts. No history of mental illness.

 
OBJECTIVE
Weight:  142 lbs   

BMI: 23.6

 Temp: 98.9 F BP: 110/77 mm/Hg

Pain: 0/10 on scale of pain
Height: 5’5’’ Pulse: 70 bpm RR: 20 bpm

O2 Saturation: 99 % at Room air
General Appearance

Patient is a 30 y/o WHF, appearing of staged age; Alert and oriented; answers questions appropriately. No acute distress at this time. AAOX4, PERRLA; answers questions appropriately. Pain level: 0/10 on scale of pain at this time.
Skin

General appearance is normal. Normal temperature, Hydrated, no rashes or lesions described. Intact, warm, moist, good turgor. Screening for skin cancer performed no precancerous skin lesion.
HEENT

Head normocephalic, atraumatic and without lesions; hair evenly distributed. Throat: Pharynx mildly erythematous, no exudates. EOMs intact. No conjunctival or scleral injection. Ears: Canals patent. Bilateral TMs pearly grey with positive light reflex; landmarks easily visualized. Nose: Nasal mucosa edematous, clear rhinorrhea, moderate airway obstruction. No septal deviation. Neck: Supple. Full ROM; no cervical lymphadenopathy; no occipital nodes. No thyromegaly or nodules. Oral mucosa pink and moist.
Cardiovascular

No murmur, no rubs or gallop upon auscultation.

Capillary refill 2 seconds. Regular rhythm and rate with S1, S2 normal, no S3 or S4

No edema.
Respiratory

Symmetric chest wall. Lungs: bilateral mildly, lungs clear upon auscultation, no rales, and no wheezes. Breath sounds equal, no rubs. No respiratory distress noted at this time.

 
Gastrointestinal

Abdomen Soft, non-tender, BS normal in all 4 quadrants. No hepatosplenomegaly, mass, or herniation
Breast

Breast is free from masses or tenderness, no discharge, no dimpling, wrinkling or discoloration of the skin. No axillary nodes.
Genitourinary

The bladder is non-distended; no CVA tenderness.

Genitalia:

Normally developed female genitalia. Vaginal irritation, itching present. No perineal or perianal abnormalities are seen. No urethral discharges.

Speculum examination: A small speculum was inserted gently; Scan vaginal walls bleeding, no cervix discharge, erythema, punctate hemorrhages (strawberry-patch cervix), or friability. Noted small polyp through the cervical canal. Bimanual examination: Enlarged, mobile, irregular uterus contour that is palpable, painful and tenderness.

 
Musculoskeletal

Steady gait, no limping or musculoskeletal deformities, or muscular atrophy. Thoracic and lumbar spine, normal. Full ROM in all 4 extremities, no joint stiffness.
Neurological

Speech clear. Good tone. Posture erect. Balance stable; normal gait.

Reflexes 2+ bilaterally throughout.

CN II-XII intact.
Psychiatric

Good judgment. Alert and oriented. Dressed in clean skirt and blouse. Maintains eye contact. Speech is soft, though clear and of normal rate and cadence; answers questions appropriately.
Lab /Tests/Screening/Intervention/Assessment:

Laboratory /Diagnostic Test Ordered:

 

CBC, BMP, PT/INR, PTT, Vaginal culture.

Tranvaginal Pelvic Ultrasound: The uterus meansures 8.8 x 7.2 x 7.3 cm apears normal in echogenesis, There is a 1.3 x 1.1 x 0,8 cm intramural fibroid in the posterior uterine body, There is a 1.1 x 0.5 x 0.5 cm separated cyst in the cervix, the endometrial echocomplex mensures 1.7 cm and demostrated increaded echogenicity. There is 4.2 x 2.2 x 1.6 cm hyperchoic lesion in the endometrial cavity, suggestive of a polyp.

The rigth and left ovarys mansures are normal, and appears in normal echoggenicicy and echotenture.
Special Tests:  Not performed.
 Diagnosis
Uterine fibroids due clinical presentation and Physical exam and Transvaginal Pelvic Ultrasound.

Uterine fibroids (ICD 10: D25.9)

Uterine fibroids are benign uterine tumors of smooth muscle origin. Fibroids frequently cause abnormal uterine bleeding, pelvic pain and pressure, urinary and intestinal symptoms, and pregnancy complications. (Merck Sharp & Dohme Corp 2017)

 

Differential Diagnostic:

1. Uterine rupture is spontaneous tearing of the uterus that may result in the fetus being expelled into the peritoneal cavity. (Merck Sharp & Dohme Corp 2017)

2. Uterine prolapse is descent of the uterus toward or past the introitus. Vaginal prolapse is descent of the vagina or vaginal cuff after hysterectomy. Symptoms include vaginal pressure and fullness. (Merck Sharp & Dohme Corp 2017)

3. Uterine sarcomas are a group of disparate, highly malignant cancers developing from the uterine corpus. Common manifestations include abnormal uterine bleeding and pelvic pain or mass. (Merck Sharp & Dohme Corp 2017)

 
Plan/Therapeutics & Education:
 

Medication:

Pharmacologic treatment: 

 

1. Exogenous progestins: Medroxyprogesterone acetate 5 to 10 mg P/O once/day or megestrol acetate 40 mg P/O once/day taken 10 to 14 days.

3. Antiprogestins: mifepristone, the dosage is 5 to 50 mg once/day for 3 to 6 mo.

4. Tylenol 500 mg P/O q/6-8 hrs as needed for pain.

 

Non-medication treatments and education

Patient will be instructed on:

Importance to maintain Hand Hygiene, General Hygiene. Diet habits and life style modification Healthy diet, Normal calorie diet or fat, increased fiber and vegetables in diet. Increase physical activity.

Cervical cancer screening should begin approximately 3 years after a woman begins having vaginal inter- course, but no later than 21 years of age. Screening should be done every year with conventional Pap tests or every 2 years using liquid-based Pap tests.

 

Follow-ups/Referrals:

* Patient need to return to clinic if there is no improvement after 48 hours of treatment, or sooner if their condition is worsening.

* Follow Dr. orders and in case of emergency please call 911 or come to nearest ER.

* Follow up in two weeks to evaluated patient and laboratory testing results.

* Referrals to Gynecologist.

 
 Evaluation of patient encounter:

Interview process went well, practitioner elaborated the plan of care with patient, and education about Uterine fibroids was provided and patient verbalized understanding.

 

 

Uterine fibroids are noncancerous growths of the uterus that often appear during childbearing years. Also called leiomyomas (lie-o-my-O-muhs) or myomas, uterine fibroids aren’t associated with an increased risk of uterine cancer and almost never develop into cancer. Fibroids are generally classified by their location. Intramural fibroids grow within the muscular uterine wall. Submucosal fibroids bulge into the uterine cavity. Subserosal fibroids project to the outside of the uterus. May discover fibroids incidentally during a pelvic exam or prenatal ultrasound.

Many women who have fibroids don’t have any symptoms. In those that do, symptoms can be influenced by the location, size and number of fibroids. In women who have symptoms, the most common symptoms of uterine fibroids include:

• Heavy menstrual bleeding

• Menstrual periods lasting more than a week

• Pelvic pressure or pain

• Frequent urination

• Difficulty emptying the bladder

• Constipation

• Backache or leg pains

Rarely, a fibroid can cause acute pain when it outgrows its blood supply, and begins to die.

Research and clinical experience point to these factors as causes:

• Genetic changes. Many fibroids contain changes in genes that differ from those in normal uterine muscle cells.

• Hormones. Estrogen and progesterone, two hormones that stimulate development of the uterine lining during each menstrual cycle in preparation for pregnancy, appear to promote the growth of fibroids. Fibroids contain more estrogen and progesterone receptors than normal uterine muscle cells do. Fibroids tend to shrink after menopause due to a decrease in hormone production.

• Other growth factors. Substances that help the body maintain tissues, such as insulin-like growth factor, may affect fibroid growth.

• Other medications. Your doctor might recommend other medications. For example, oral contraceptives or progestins can help control menstrual bleeding, but they don’t reduce fibroid size.

Prevention:

By making healthy lifestyle choices, such as maintaining a normal weight and eating fruits and vegetables, you may be able to decrease your fibroid risk.

 

 

Needs help with similar assignment?

We are available 24x7 to deliver the best services and assignment ready within 3-4 hours? Order a custom-written, plagiarism-free paper

Get Answer Over WhatsApp Order Paper Now

Tenets Essay|2025

/in /by

Reviewing Appendix B in Butts, choose two of the Nine Tenets of the Code of Ethics for Nurses and describe how you will personally apply each tenet in the practice setting with your patients. Describe in detail the purpose of the tenet and provide examples of the tenet applied in practice. Explain why it is important to uphold the tenet in maximizing the quality of patient care, and identify how it enhances your own practice as a nurse.

Your paper should be 1-2 pages.

Include a title page and a reference page to cite your text. Adhere to APA formatting throughout, and cite any outside sources you may use.

I choose:

 

1. The Environment and Ethical Obligation

Virtues focus on what is good and bad in regard to whom we are to be as moral persons; obligations focus on what is right and wrong or what we are to do as moral agents. Obligations are often specified in terms of principles such as beneficence or doing good; nonmaleficence or doing no harm; justice or treating people fairly; reparations, or making amends for harm; fidelity, and respect for persons. Nurses, in all roles, must create a culture of excellence and maintain practice environments that support nurses and others in the fulfillment of their ethical obligations.

Environmental factors contribute to working conditions and include but are not limited to: clear policies and procedures that set out professional ethical expectations for nurses; uniform knowledge of the Code and associated ethical position statements. Peer pressure can also shape moral expectations within a work group. Many factors contribute to a practice environment that can either present barriers or foster ethical practice and professional fulfillment. These include compensation systems, disciplinary procedures, ethics committees and consulting services, grievance mechanisms that prevent reprisal, health and safety initiatives, organizational processes and structures, performance standards, policies addressing discrimination and incivility position descriptions, and more. Environments constructed for the equitable, fair, and just treatment of all reflect the values of the profession and nurture excellent nursing practice.

2.

9.2 Integrity of the Profession

The values and ethics of the profession should be affirmed in all professional and organizational relationships whether local, inter-organizational, or international. Nursing must continually emphasize the values of respect, fairness, and caring within the national and global nursing communities in order to promote health in all sectors of the population. A fundamental responsibility is to promote awareness of and adherence to the codes of ethics for nurses (the American Nurses Association and the International Council of Nurses and others). Balanced policies and practices regarding access to nursing education, workforce sustainability, and nurse migration and utilization are requisite to achieving these ends. Together, nurses must bring about the improvement of all facets of nursing, fostering and assisting in the education of professional nurses in developing regions across the globe.

The nursing profession engages in ongoing formal and informal dialogue with society. The covenant between the profession and society is made explicit through the Code of Ethics for Nurses with Interpretive Statements, foundational documents, and other published standards of nursing specialty practice; continued development and dissemination of nursing scholarship; rigorous educational requirements for entry into practice, advanced practice, and continued practice including certification and licensure; and commitment to evidence informed practice.

Needs help with similar assignment?

We are available 24x7 to deliver the best services and assignment ready within 3-4 hours? Order a custom-written, plagiarism-free paper

Get Answer Over WhatsApp Order Paper Now

Agenda Comparison Grid|2025

/in /by

NURS 6050N

Students will:

1. Compare U.S. presidential agenda priorities

Evaluate ways that administrative agencies help address healthcare issues

Analyze how healthcare issues get on administrative agendas

Identify champions or sponsors of healthcare issues

Create fact sheets for communicating with policymakers or legislators

Justify the role of the nurse in agenda setting for healthcare issues

 

2. Assignment: Agenda Comparison Grid and Fact Sheet or Talking Points Brief

It may seem to you that healthcare has been a national topic of debate among political leaders for as long as you can remember.

Healthcare has been a policy item and a topic of debate not only in recent times but as far back as the administration of the second U.S. president, John Adams. In 1798, Adams signed legislation requiring that 20 cents per month of a sailor’s paycheck be set aside for covering their medical bills. This represented the first major piece of U.S. healthcare legislation, and the topic of healthcare has been woven into presidential agendas and political debate ever since.

 

As a healthcare professional, you may be called upon to provide expertise, guidance and/or opinions on healthcare matters as they are debated for inclusion into new policy. You may also be involved in planning new organizational policy and responses to changes in legislation. For all of these reasons you should be prepared to speak to national healthcare issues making the news.

In this Assignment, you will analyze recent presidential healthcare agendas. You will also prepare a fact sheet to communicate the importance of a healthcare issue and the impact on this issue of recent or proposed policy.

 

 

 

To Prepare:

· Review the agenda priorities of the last three U.S. presidential administrations.

· Select an issue related to healthcare that was addressed by each of the last three U.S. presidential administrations.

· Reflect on the focus of their respective agendas, including the allocation of financial resources for addressing the healthcare issue you selected.

· Consider how you would communicate the importance of a healthcare issue to a legislator/policymaker or a member of their staff for inclusion on an agenda.

 

 

The Assignment: (2- to 3-page Comparison Grid and 1-page Fact Sheet)

Part 1: Agenda Comparison Grid

Based on the presidential administrations you are comparing, complete the Agenda Comparison Grid. Be sure to address the following:

· Identify and provide a brief description of the healthcare issue you selected.

· Identify which administrative agency would most likely be responsible for helping you address the healthcare issue you selected.

· How does the healthcare issue get on the agenda and how does it stay there?

· Who was the entrepreneur/champion/sponsor of the healthcare issue you selected?

 

Part 2: Fact Sheet or Talking Points Brief

Based on your Agenda Comparison Grid for the healthcare issue you selected, develop a 1-page Fact Sheet or Talking Points Brief that you could use to communicate with a policymaker/legislator or a member of their staff for this healthcare issue. Be sure to address the following:

· Summarize why this healthcare issue is important and should be included in the agenda for legislation.

· Justify the role of the nurse in agenda setting for healthcare issues.

Needs help with similar assignment?

We are available 24x7 to deliver the best services and assignment ready within 3-4 hours? Order a custom-written, plagiarism-free paper

Get Answer Over WhatsApp Order Paper Now

Practical Use of Theory|2025

/in /by

 All the information needed for the paper is attached. Paper is about the 2 questions bellow. please stay on topic and use information given.

Read the 10 Caritas Processes™ on the Watson Caring Science Institute website which further elaborate on the carative factors listed in Box 8-4: Watson’s 10 Carative Factors located on p. 183 of Theoretical Basis for Nursing.

Write a 250-word message in which you:

 

1-Reflect upon the caritas and address how these compare to your practice with patients and families, and relationships with other nurses and health care professionals. 

2-Identify how you would use this theory to change your relationships with patients and others.

Needs help with similar assignment?

We are available 24x7 to deliver the best services and assignment ready within 3-4 hours? Order a custom-written, plagiarism-free paper

Get Answer Over WhatsApp Order Paper Now

PROVIDE SUPPORT TO PEOPLE LIVING WITH DEMENTIA ASSESSMENT|2025

/in /by

ASSESSMENT INFORMATION for students

Throughout your training we are committed to your learning by providing a training and assessment framework that ensures the knowledge gained through training is translated into practical on the job improvements.

You are going to be assessed for:

· Your skills and knowledge using written and observation activities that apply to your workplace.

· Your ability to apply your learning.

· Your ability to recognise common principles and actively use these on the job.

 

All of your assessment and training is provided as a positive learning tool. Your assessor will guide your learning and provide feedback on your responses to the assessment materials until you have been deemed competent in this unit.

 

How you will be assessed

The process we follow is known as competency-based assessment. This means that evidence of your current skills and knowledge will be measured against national standards of best practice, not against the learning you have undertaken either recently or in the past. Some of the assessment will be concerned with how you apply your skills and knowledge in your workplace, and some in the training room as required by each unit.

 

The assessment tasks have been designed to enable you to demonstrate the required skills and knowledge and produce the critical evidence to successfully demonstrate competency at the required standard.

 

Your assessor will ensure that you are ready for assessment and will explain the assessment process. Your assessment tasks will outline the evidence to be collected and how it will be collected, for example; a written activity, case study, or demonstration and observation.

 

The assessor will also have determined if you have any special needs to be considered during assessment. Changes can be made to the way assessment is undertaken to account for special needs and this is called making Reasonable Adjustment.

 

What happens if your result is ‘Not Yet Competent’ for one or more assessment tasks?

Our assessment process is designed to answer the question “has the desired learning outcome been achieved yet?” If the answer is “Not yet”, then we work with you to see how we can get there.

 

In the case that one or more of your assessments has been marked ‘NYC’, your trainer will provide you with the necessary feedback and guidance, in order for you to resubmit your responses.

 

What if you disagree on the assessment outcome?

You can appeal against a decision made in regards to your assessment. An appeal should only be made if you have been assessed as ‘Not Yet Competent’ against a specific unit and you feel you have sufficient grounds to believe that you are entitled to be assessed as competent. You must be able to adequately demonstrate that you have the skills and experience to be able to meet the requirements of units you are appealing the assessment of.

 

Your trainer will outline the appeals process, which is available to the student. You can request a form to make an appeal and submit it to your trainer, the course coordinator, or the administration officer. The RTO will examine the appeal and you will be advised of the outcome within 14 days. Any additional information you wish to provide may be attached to the appeal form.

 

What if I believe I am already competent before training?

If you believe you already have the knowledge and skills to be able to demonstrate competence in this unit, speak with your trainer, as you may be able to apply for Recognition of Prior Learning (RPL).

 

Assessor Responsibilities

Assessors need to be aware of their responsibilities and carry them out appropriately. To do this they need to:

· Ensure that participants are assessed fairly based on the outcome of the language, literacy and numeracy review completed at enrolment.

· Ensure that all documentation is signed by the student, trainer, workplace supervisor and assessor when units and certificates are complete, to ensure that there is no follow-up required from an administration perspective.

· Ensure that their own qualifications are current.

· When required, request the manager or supervisor to determine that the student is ‘satisfactorily’ demonstrating the requirements for each unit. ‘Satisfactorily’ means consistently meeting the standard expected from an experienced operator.

· When required, ensure supervisors and students sign off on third party assessment forms or third party report.

· Follow the recommendations from moderation and validation meetings.

 

How should I format my assessments?

Your assessments should be typed in a 11 or 12 size font for ease of reading. You must include a footer on each page with the student name, unit code and date. Your assessment needs to be submitted as a hardcopy or electronic copy as requested by your trainer.

 

How long should my answers be?

The length of your answers will be guided by the description in each assessment, for example:

Type of Answer Answer Guidelines

 
Short Answer 4 typed lines = 50 words, or

5 lines of handwritten text
Long Answer 8 typed lines = 100 words, or

10 lines of handwritten text = of a foolscap page
Brief Report 500 words = 1 page typed report, or

50 lines of handwritten text = 1foolscap handwritten pages
Mid Report 1,000 words = 2 page typed report

100 lines of handwritten text = 3 foolscap handwritten pages
Long Report 2,000 words = 4 page typed report

200 lines of handwritten text = 6 foolscap handwritten pages

 

 

How should I reference the sources of information I use in my assessments?

Include a reference list at the end of your work on a separate page. You should reference the sources you have used in your assessments in the Harvard Style. For example:

Website Name – Page or Document Name, Retrieved insert the date. Webpage link.

For a book:

Author surname, author initial Year of publication, Title of book, Publisher, City, State

assessment guide

The following table shows you how to achieve a satisfactory result against the criteria for each type of assessment task.

Assessment Method Satisfactory Result Non-Satisfactory Result
You will receive an overall result of Competent or Not Yet Competent for the unit. The assessment process is made up of a number of assessment methods. You are required to achieve a satisfactory result in each of these to be deemed competent overall. Your assessment may include the following assessment types.
Questions All questions answered correctly Incorrect answers for one or more questions
  Answers address the question in full; referring to appropriate sources from your workbook and/or workplace Answers do not address the question in full. Does not refer to appropriate or correct sources.
Third Party Report Supervisor or manager observes work performance and confirms that you consistently meet the standards expected from an experienced operator Could not demonstrate consistency. Could not demonstrate the ability to achieve the required standard
Written Activity The assessor will mark the activity against the detailed guidelines/instructions Does not follow guidelines/instructions
  Attachments if requested are attached Requested supplementary items are not attached
  All requirements of the written activity are addressed/covered. Response does not address the requirements in full; is missing a response for one or more areas.
  Responses must refer to appropriate sources from your workbook and/or workplace One or more of the requirements are answered incorrectly.

Does not refer to or utilise appropriate or correct sources of information
Observation All elements, criteria, knowledge and performance evidence and critical aspects of evidence, are demonstrated at the appropriate AQF level Could not demonstrate elements, criteria, knowledge and performance evidence and/or critical aspects of evidence, at the appropriate AQF level
Case Study All comprehension questions answered correctly; demonstrating an application of knowledge of the topic case study. Lack of demonstrated comprehension of the underpinning knowledge (remove) required to complete the case study questions correctly. One or more questions are answered incorrectly.
  Answers address the question in full; referring to appropriate sources from your workbook and/or workplace Answers do not address the question in full; do not refer to appropriate sources.

 

Assessment cover sheet

Assessment Cover Sheet
Student’s name:  
Assessors Name:   Date:
Is the Student ready for assessment? Yes No
Has the assessment process been explained? Yes No
Does the Student understand which evidence is to be collected and how? Yes No
Have the Student’s rights and the appeal system been fully explained? Yes No
Have you discussed any special needs to be considered during assessment? Yes No
The following documents must be completed and attached
Written Activity Checklist

The student will complete the written activity provided to them by the assessor.

The Written Activity Checklist will be completed by the assessor.

 S NYS
Observation / Demonstration

The student will demonstrate a range of skills and the assessor will observe where appropriate to the unit.

The Observation Checklist will be completed by the assessor.

 S NYS
Questioning Checklist

The student will answer a range of questions either verbally or written.

The Questioning Checklist will be completed by the assessor.

 S NYS
I agree to undertake assessment in the knowledge that information gathered will only be used for professional development purposes and can only be accessed by the RTO:
Overall Outcome Competent Not yet Competent
Student Signature: Date:
Assessor Signature: Date:

 

 

 

written activity

For this assessment you will need to complete the following and submit in a professional, word processed, format. For the questions you are required to provide long answers of approximately 8 typed lines which equals 100 words

 

1. Mavis has severe dementia

Your client Mavis suffers from severe dementia. Prior to her diagnosis, she participated in many social activities including the country women’s group, line dancing, and regularly attending church. But after the diagnosis, her condition worsened to the point that she could no longer live in her own home and she now lives in an assisted living facility. She regularly forgets what day it is and gets frustrated over her unfamiliarity with time.

a. In what ways could you assist to make the transition from home to the assisted living facility easier for Mavis?

 

 

b. How can you find out more information about Mavis?

 

 

c. Give two examples of how you would ensure person-centred practice in this scenario.

 

 

d. When communicating with Mavis, what are some communication strategies you can use in order to gain her trust

 

 

e. Describe what activities you could arrange for Mavis in order to enhance her self-esteem as well as allow her to maintain as much independence as possible.

 

 

f. In what ways could you address any possible stigma in relation to this scenario?

 

 

 

2. Beth goes for a check up

Beth is your 67-year-old client who you are taking to the GP for a medical check-up. You arrive at the house to find her in the backyard arguing and hitting her husband with her hand and then with a newspaper. She is accusing him of having a lady friend staying in the house. She appears confused and aimlessly wandering in the garden, incessantly moving pot plants around and accusing the next door neighbour of stealing them.

a. List the behaviours of concern exhibited by Beth.

 

 

b. Which behaviours if exhibited by Beth would you consider a risk to yours and other’s personal safety?

 

 

c. Using your workplace procedures as a guide, discuss the management strategies you have used to manage behavior of concern with a client with dementia. Include in your answer:

· Its effectiveness

· Any assistance provided before during or after

· Evaluation of the management strategy

· Future plans

· Refer to the needs driven behavior model

 

 

d. What could the potential triggers for these behaviors of concern have been?

 

 

e. In what ways could the other members of your team be of value when caring for clients with dementia?

 

 

f. In what ways could you provide support to Beth’s husband in this instance?

 

 

g. Following your workplace procedures, what reports or documentation would need to be completed following care of Beth on this day?

 

 

h. Detail how you would complete the documentation in line with your organisation’s procedures relating the collection storage and dissemination of information.

 

 

i. What possible impacts could Beth’s illness have on Syd or other family members?

 

 

 

 

3. Peter moves in with family

After experiencing a number of health problems, Peter (85 years old) has recently moved in with his son Joe and daughter-in-law Alyssa in an up-and-coming subdivision just outside of the city. In recent months, Peter has experienced a number of health concerns, including some falls and frequent problems remembering things. Doctors think Peter might be showing signs of dementia.

Lately, Peter has noticed that he has not been receiving his mail as he did when he lived by himself. Peter asked Joe if he has noticed anything about the missing mail. Joe assures him that when the mail is delivered to the mailbox at the end of their road, he makes sure to collect and open all of Peter’s mail to ensure it is handled promptly. This makes Peter uneasy. He feels he is completely capable of dealing with his own mail and does not feel that Joe needs to do it for him. However since he has recently moved in with Joe and is relying on Joe to help him with some of his day-to-day tasks, Peter is fearful of confronting his son and hurting his new living arrangement.

a. Do you see any signs of possible abuse? If so, what types of abuse?

 

 

b. How should you provide support services to an older person when suspected or confirmed abuse is occurring?

 

 

c. How should you provide services to the client when the alleged perpetrator is integral to the older person’s life?

 

 

d. Detail the strategies you have in place to monitor how stressful situations have a personal impact on you as a worker.

 

 

e. In what ways can you ensure that you can de-stress following incidents like those listed above?

 

 

 

 

 

4. Research

a. Source recent research on dementia. Provide a short summary on:

· The common indicators and symptoms of dementia,

· The pathological features of dementia,

· Any other conditions that might correlate with the onset of dementia.

 

 

 

 

Questions

The following questions may be answered verbally with your assessor or you may write down your answers. Please discuss this with your assessor before you commence. Short Answers are required which is approximately 4 typed lines = 50 words, or 5 lines of handwritten text.

Your assessor will take down dot points as a minimum if you choose to answer them verbally.

 

Answer the following questions either verbally with your assessor or in writing.

1. Give a brief summary of your understanding of dementia, including the symptoms, causes, and treatments.

 

 

2. What are the principles of person-centred practice?

 

 

3. What are the five major needs of people with dementia which shape person-centred care?

 

 

4. List two examples of each of the following: Neglect, physical abuse, sexual assault, psychological and emotional abuse

 

 

5. What appropriate communication strategies can you use to communicate with people with dementia? Give examples of each strategy.

 

 

6. What factors must you consider when organising activities for people with dementia?

 

 

7. How can you assist a person with dementia to stay safe and happy whilst still having a level of independence?

 

 

8. In what ways can you collect information relevant to your care of a person with dementia?

 

 

9. Give a detailed example of a way in which you can assist the family or carer of a client.

 

 

10. What impacts can caring for a person with dementia have on a family? Provide an example of each.

 

 

11. What are the typical behaviours of concern related to dementia? Give an example of what could cause these behaviours.

 

 

12. List four tips for making the home a safe environment for a person with dementia.

 

 

13. Discuss the documentation you use in your workplace when providing care for people with dementia, and the storage requirements for them.

 

 

14. In what instances are you required to report to your supervisor regarding clients with dementia?

 

 

15. In what ways can you monitor your stress levels to ensure the highest possible service continues whilst working with clients with dementia?

 

 

16. What can you do to ensure that you look after your own health and wellbeing while working to provide support to people living with dementia?

 

 

17. Why is it important to maintain an unchanging environment as much as possible for a person with dementia?

 

 

18. In what ways does your workplace provide for collaboration or debriefing regarding client care? Can you identify any improvements that could be made?

 

 

19. How could you address the stigma associated with dementia?

 

 

Developed by Enhance Your Future Pty Ltd 1 CHCAGE005 – Provide support to people living with dementia Version 1.1 Course code and name

Needs help with similar assignment?

We are available 24x7 to deliver the best services and assignment ready within 3-4 hours? Order a custom-written, plagiarism-free paper

Get Answer Over WhatsApp Order Paper Now

Interaction Between Nurse Informaticists and Other Specialists|2025

/in /by

ASSIGNMENT: Of course, humans don’t fare too badly in this regard either. And healthcare is a great example. As specialists in the collection, access, and application of data, nurse informaticists collaborate with specialists on a regular basis to ensure that appropriate data is available to make decisions and take actions to ensure the general well-being of patients.

In this Discussion, you will reflect on your own observations of and/or experiences with informaticist collaboration. You will also propose strategies for how these collaborative experiences might be improved.

Review the Resources and reflect on the evolution of nursing informatics from a science to a nursing specialty.

Consider your experiences with nurse Informaticists or technology specialists within your healthcare organization.

Resources for assignment 

Wang, Y. Kung, L., & Byrd, T. A. (2018). Big data analytics: Understanding its capabilities and potential benefits for healthcare organizations. Technological Forecasting and Social Change, 126(1), 3–13. doi:10.1016/j.techfore.2015.12.019.

Rutherford, M. A. (2008). Standardized nursing language: What does it mean for nursing practice? Online Journal of Issues in Nursing, 13(1), 1–12. doi:10.3912/OJIN.Vol13No01PPT05.

https://www.youtube.com/watch?v=q1gNQ9dm0zg

https://www.youtube.com/watch?v=sofmUeQkMLU

Post a description of experiences or observations about how nurse informaticists and/or data or technology specialists interact with other professionals within your healthcare organization. Suggest at least one strategy on how these interactions might be improved. Be specific and provide examples. Then, explain the impact you believe the continued evolution of nursing informatics as a specialty and/or the continued emergence of new technologies might have on professional interactions.

DUE 09/11/2019 BY 8AM 

part 2

 

Assignment: The Impact of Nursing Informatics on Patient Outcomes and Patient Care Efficiencies. 

In the Discussion for this module, you considered the interaction of nurse informaticists with other specialists to ensure successful care. How is that success determined?

Patient outcomes and the fulfillment of care goals is one of the major ways that healthcare success is measured. Measuring patient outcomes results in the generation of data that can be used to improve results. Nursing informatics can have a significant part in this process and can help to improve outcomes by improving processes, identifying at-risk patients, and enhancing efficiency.

To Prepare:

  • Review      the concepts of technology application as presented in the Resources.
  • Reflect      on how emerging technologies such as artificial intelligence may help      fortify nursing informatics as a specialty by leading to increased impact      on patient outcomes or patient care efficiencies.

The Assignment: (4-5 pages)

In a 4- to 5-page project proposal written to the leadership of your healthcare organization, propose a nursing informatics project for your organization that you advocate to improve patient outcomes or patient-care efficiency. Your project proposal should include the following:

  • Describe      the project you propose.
  • Identify      the stakeholders impacted by this project.
  • Explain      the patient outcome(s) or patient-care efficiencies this project is aimed      at improving and explain how this improvement would occur. Be specific and      provide examples.
  • Identify      the technologies required to implement this project and explain why.
  • Identify      the project team (by roles) and explain how you would incorporate the      nurse informaticist in the project team.

Needs help with similar assignment?

We are available 24x7 to deliver the best services and assignment ready within 3-4 hours? Order a custom-written, plagiarism-free paper

Get Answer Over WhatsApp Order Paper Now