Nursing Case Study

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Purpose

Problem-based learning is a methodology designed to help students develop the reasoning process used in clinical practice through problem solving actual patient problems in the same manner as they occur in practice.  The purpose of this activity is to develop students’ clinical reasoning skills using a case-based learning exercise. Through participation in an online discussion forum, students identify learning issues in a self-directed manner which facilitates learning for the entire group.

Activity Learning Outcomes

Through this discussion, the student will demonstrate the ability to:

1. Synthesize clinical knowledge, didactic learning and research findings to provide appropriate pharmacological care to primary care patients. (CO 1, 2, 3, 4 & 5)

Case Study & Discussion Questions

Margaret is a 59-year-old Caucasian female who presents to the clinic for follow-up of her hypertension.  She reports that she has a worsening of a tremor in her hand over the last few months. She was seen by a neurologist previously and was diagnosed with an essential tremor but opted to not take medication because it wasn’t particularly bothersome.  She reports now that she has difficulty pouring a drink, drinking from a cup, using utensils to eat, and writing or drawing.  Margaret also reports that since you started her on Clonidine last month for her blood pressure, she has been having some difficulties with headaches, dizziness, dry mouth and difficulty urinating. You plan to discontinue the clonidine.

Past Medical History: Hypertension, essential tremor and seasonal allergies.

Surgical History: Tonsillectomy.

Family History: Mother HTN & essential tremor, Father Diabetes, Sister Diabetes all deceased.

Social History: Denies tobacco use, wine one to two glasses a week, denies recreational drugs, exercises twice a week.

Allergies: NKA

Current medications: Multivitamin with Iron 1 tab PO daily, Claritin 10mg daily PO prn for allergies, Clonidine 0.1mg PO BID

All vaccines up to date. 

Vitals: Height 57 inches, Weight 145 pounds, BP 156/85, P 70, R 16.

Physical exam is normal.

· What are your treatment goals for Margaret today?

· What is your pharmacological plan and rationale? (cite with appropriate clinical practice guidelines or scholarly peer-reviewed articles and always include medication name, strength, dosage form, route, frequency and duration when making recommendations)

· Pick one medication from your response above and list five patient-centered teaching points for the medication.

Discussion Guiding Principles

The ideas and beliefs underpinning the discussions guide students through engaging dialogues as they achieve the desired learning outcomes/competencies associated with their course in a manner that empowers them to organize, integrate, apply and critically appraise their knowledge to their selected field of practice. The use of discussions provides students with opportunities to contribute level appropriate knowledge and experience to the topic in a safe, caring, and fluid environment that models professional and social interaction. The ebb and flow of a discussion is based upon the composition of student and faculty interaction in the quest for relevant scholarship. Participation in the discussion generates opportunities for students to actively engage in the written ideas of others by carefully reading, researching, reflecting, and responding to the contributions of their peers and course faculty. Discussions foster the development of members into a community of learners as they share ideas and inquiries, consider perspectives that may be different from their own, and integrate knowledge from other disciplines.

Direct Quotes

Good writing calls for the limited use of direct quotes. Direct quotes in discussions are to be limited to one short quotation (not to exceed 15 words). The quote must add substantively to the discussion. Points will be deducted under the grammar, syntax, APA category.

 

DISCUSSION CONTENT
Category Points % Description
Application of Course Knowledge 35 35% 1. Decisions are well supported with EBM arguments that are in-line with the scenario; AND

2. Proper rationale and reasoning skills are demonstrated; AND

3. Information is taken from source(s) with appropriate interpretation/evaluation to develop a comprehensive analysis or synthesis of the topic at hand; AND

4. Applies concepts to personal experience in the professional setting and/or information has relevant application to real life; AND

5. All of the post makes direct reference to concepts discussed in the lesson; AND

6. Posts are on topic and answer all presented questions which demonstrates a solid understanding of the topic.

(6 critical elements)
Support from Evidence-Based Practice (EBP) 35 35% 1. Discussion post is supported with appropriate, scholarly sources; uses valid, relevant, and reliable outside sources to contribute to the threaded discussion; AND

2. Sources are published within the last 5 years (unless it is the most current CPG); AND

3. Reference list is provided and in-text citations match; AND

4. Provides relevant evidence of scholarly inquiry clearly stating how the evidence informed or changed professional or academic decisions

(4 critical elements)
DISCUSSION FORMAT
Category Points % Description
Grammar, Syntax, Spelling & Punctuation 15 15% Discussion post has minimal grammar, syntax, spelling, punctuation, or APA format errors*

(*) APA style references and in text citations are required; however, there are no deductions for errors in indentation or spacing of references. All elements of the reference otherwise must be included.

 
      Total FORMAT Points= 15 pts

 

 

 

Discussion Rubric

Criteria Ratings Pts
This criterion is linked to a Learning OutcomeApplication of Course Knowledge

1. Decisions are well supported with EBM arguments that are in-line with the scenario; AND 2. Proper rationale and reasoning skills are demonstrated; AND 3. Information is taken from source(s) with appropriate interpretation/evaluation to develop a comprehensive analysis or synthesis of the topic at hand; AND 4. Applies concepts to personal experience in the professional setting and/or information has relevant application to real life; AND 5. All of the post makes direct reference to concepts discussed in the lesson; AND 6. Posts are on topic and answer all presented questions which demonstrate a solid understanding of the topic. (6 critical elements)
35.0 pts

Excellent

All 6 critical elements are present.

 32.0 pts

V. Good

1 critical element is missing.

 29.0 pts

Satisfactory

2-3 critical elements are missing.

 18.0 pts

Needs Improvement

4-5 critical elements are missing.

 0.0 pts

Unsatisfactory

All 6 critical elements are missing.

 

 35.0 pts
This criterion is linked to a Learning OutcomeSupport from Evidence-Based Practice (EBP)

Support from Evidence-Based Practice (EBP) 1. Discussion post is supported with appropriate, scholarly sources; AND  2. Sources are published within the last 5 years (unless it is the most current CPG); AND 3. Reference list is provided and in-text citations match; AND 4. Provides relevant evidence of scholarly inquiry clearly stating how the evidence informed or changed professional or academic decisions (4 critical elements)
35.0 pts

Excellent

All 4 critical elements are present.

 32.0 pts

V. Good

1 critical element is missing.

 29.0 pts

Satisfactory

2 critical elements are missing.

 18.0 pts

Needs Improvement

3 critical elements are missing.

 0.0 pts

Unsatisfactory

4 critical elements missing. *Students should note that factitious sources, sources that are clearly not read by the student and used, or sources that have incorrect dates will result in an automatic ZERO (0) for this section for the week.

 

 35.0 pts
This criterion is linked to a Learning OutcomeGrammar, Syntax, Spelling, & Punctuation

Discussion post has minimal grammar, syntax, spelling, punctuation, or APA format errors* (*) APA style references and in text citations are required; however, there are no deductions for errors in indentation or spacing of references. All elements of the reference otherwise must be included.
15.0 pts

Excellent

0-1 errors in grammar, syntax, spelling, punctuation, or APA format*

 13.0 pts

V. Good

2-3 errors in grammar, syntax, spelling, punctuation, or APA format*

 12.0 pts

Satisfactory

4-5 errors in grammar, syntax, spelling, punctuation, or APA format*

 7.0 pts

Needs Improvement

6-9 errors in grammar, syntax, spelling, punctuation, or APA format*

 0.0 pts

Unsatisfactory

10 or more errors in grammar, syntax, spelling, punctuation, or APA format*

 

 15.0 pts
This criterion is linked to a Learning OutcomeParticipation
0.0 pts

Discussion late penalty deductions

A 10% late penalty will be imposed for discussions posted after the deadline on Wednesday, regardless of the number of days late. NOTHING will be accepted after 11:59pm MT on Sunday (i.e. student will receive an automatic 0)

 0.0 pts

Total Participation Responses:

A 10% penalty will be imposed for not entering the minimum number of interactive dialogue posts (3) OR not posting on the minimum required number of days (3). NOTHING will be accepted after 11:59pm MT on Sunday (i.e. student will receive an automatic 0)

 

 0.0

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Benchmark – Human Experience Across the Health-Illness Continuum

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Research the health-illness continuum and its relevance to patient care. In a 750-1,000 word paper, discuss the relevance of the continuum to patient care and present a perspective of your current state of health in relation to the wellness spectrum. Include the following:

  1. Examine the health-illness continuum and B.discuss why this perspective is important to consider in relation to health and the human experience when caring for patients.
  2. Explain how understanding the health-illness continuum enables you, as a health care provider, to better promote the value and dignity of individuals or groups and to serve others in ways that promote human flourishing.
  3. Reflect on your overall state of health. B.Discuss what behaviors support or detract from your health and well-being. C. Explain where you currently fall on the health-illness continuum.
  4. Discuss the options and resources available to you to help you move toward wellness on the health-illness spectrum. A.Describe how these would assist in moving you toward wellness (managing a chronic disease, recovering from an illness, self-actualization, etc.).

Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

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

Benchmark Information

This benchmark assesses the following competency:

RN-BSN

5.1. Understand the human experience across the health-illness continuum.

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Research Critiques and PICOT Statement Final Draft

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Prepare this assignment as a 1,500-1,750 word paper using the instructor feedback from the previous course assignments and the guidelines below.

PICOT Question 

Revise the PICOT question you wrote in the Topic 1 assignment using the feedback you received from your instructor.

The final PICOT question will provide a framework for your capstone project (the project students must complete during their final course in the RN-BSN program of study).

Research Critiques

In the Topic 2 and Topic 3 assignments, you completed a qualitative and quantitative research critique on two articles for each type of study (4 articles total). Use the feedback you received from your instructor on these assignments to finalize the critical analysis of each study by making appropriate revisions.

The completed analysis should connect to your identified practice problem of interest that is the basis for your PICOT question.

Refer to “Research Critiques and PICOT Guidelines – Final Draft.” Questions under each heading should be addressed as a narrative in the structure of a formal paper.

Proposed Evidence-Based Practice Change

Discuss the link between the PICOT question, the research articles, and the nursing practice problem you identified. Include relevant details and supporting explanation and use that information to propose evidence-based practice changes.

General Requirements

Prepare this assignment according to the APA guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

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Advanced Health Assessment. SOAP

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Week 5: Assessment of Head, Neck, Eyes, Ears, Nose, and Throat

Emily, age 15, is brought to your clinic complaining of chills, aches, and a sore throat. Without any testing, consider all of the possible diagnoses. It could be a cold, the flu, bronchitis, or even something more serious, such as meningitis or mononucleosis. Assessing the actual cause will involve much more than simple visual inspection. Some conditions are so subtle that they require the use of special instruments and tests in addition to a trained eye and ear.

This week, you will explore how to assess the head, neck, eyes, ears, nose, and throat. Whether dealing with a detached retina, sinusitis, meningitis, or even cough, advanced practice nurses need to know the proper assessment techniques in order to form accurate diagnoses.

Ball, J. W., Dains, J. E., Flynn, J. A., Solomon, B. S., & Stewart, R. W. (2019). Seidel’s guide to physical examination: An interprofessional approach (9th ed.). St. Louis, MO: Elsevier Mosby.

  • Chapter 11, “Head and Neck”

    This chapter reviews the anatomy and physiology of the head and neck. The      authors also describe the procedures for conducting a physical examination      of the head and neck.

  • Chapter 12, “Eyes”

    In this chapter, the authors describe the anatomy and function of the      eyes. In addition, the authors explain the steps involved in conducting a      physical examination of the eyes.

  • Chapter 13, “Ears, Nose, and Throat”

    The authors of this chapter detail the proper procedures for conducting a      physical exam of the ears, nose, and throat. The chapter also provides      pictures and descriptions of common abnormalities in the ears, nose, and      throat.

Dains, J. E., Baumann, L. C., & Scheibel, P. (2019). Advanced health assessment and clinical diagnosis in primary care (6th ed.). St. Louis, MO: Elsevier Mosby.

Credit Line: Advanced Health Assessment and Clinical Diagnosis in Primary Care, 6th Edition by Dains, J.E., Baumann, L. C., & Scheibel, P. Copyright 2019 by Mosby. Reprinted by permission of Mosby via the Copyright Clearance Center.

Chapter 15, “Earache”
This chapter covers the main questions that need to be asked about the patient’s condition prior to the physical examination as well as how these questions lead to a focused physical examination.

Chapter 21, “Hoarseness”
This chapter focuses on the most common causes of hoarseness. It provides strategies for evaluating the patient, both through questions and through physical exams.

Chapter 25, “Nasal Symptoms and Sinus Congestion”

In this chapter, the authors highlight the key questions to ask about the patients symptoms, the key parts of the physical examination, and potential laboratory work that might be needed to provide an accurate diagnosis of nasal and sinus conditions.

Chapter 30, “Red Eye”

The focus of this chapter is on how to determine the cause of red eyes in a patient, including key symptoms to consider and possible diagnoses.

Chapter 32, “Sore Throat”

A sore throat is one most common concerns patients describe. This chapter includes questions to ask when taking the patient’s history, things to look for while conducting the physical exam, and possible causes for the sore throat.

Chapter 38, “Vision Loss”
This chapter highlights the causes of vision loss and how the causes of the condition can be diagnosed.

Note: Download the six documents (Student Checklists and Key Points) below, and use them as you practice conducting assessments of the head, neck, eyes, ears, nose, and throat.

Ball, J. W., Dains, J. E., Flynn, J. A., Solomon, B. S., & Stewart, R. W. (2019). Head and neck: Student checklist. In Seidel’s guide to physical examination: An interprofessional approach (9th ed.). St. Louis, MO: Elsevier Mosby.

Credit Line: Seidel’s Guide to Physical Examination, 9th Edition by Ball, J. W., Dains, J. E., Flynn, J. A., Solomon, B. S., & Stewart, R. W. Copyright 2019 by Elsevier Health Sciences. Reprinted by permission of Elsevier Health Sciences via the Copyright Clearance Center.

Ball, J. W., Dains, J. E., Flynn, J. A., & Solomon, B. S., & Stewart, R. W. (2019). Head and neck: Key points. In Seidel’s guide to physical examination: An interprofessional approach (9th ed.). St. Louis, MO: Elsevier Mosby.

Credit Line: Seidel’s Guide to Physical Examination, 9th Edition by Ball, J. W., Dains, J. E., Flynn, J. A., Solomon, B. S., & Stewart, R. W. Copyright 2019 by Elsevier Health Sciences. Reprinted by permission of Elsevier Health Sciences via the Copyright Clearance Center.

Ball, J. W., Dains, J. E., Flynn, J. A., Solomon, B. S., & Stewart, R. W. (2019). Eyes: Student checklist. In Seidel’s guide to physical examination: An interprofessional approach (9th ed.). St. Louis, MO: Elsevier Mosby.

Credit Line: Seidel’s Guide to Physical Examination, 9th Edition by Ball, J. W., Dains, J. E., Flynn, J. A., Solomon, B. S., & Stewart, R. W. Copyright 2019 by Elsevier Health Sciences. Reprinted by permission of Elsevier Health Sciences via the Copyright Clearance Center.

Ball, J. W., Dains, J. E., Flynn, J. A., Solomon, B. S., & Stewart, R. W. (2019). Eyes: Key points. In Seidel’s guide to physical examination: An interprofessional approach (9th ed.). St. Louis, MO: Elsevier Mosby.

Credit Line: Seidel’s Guide to Physical Examination, 9th Edition by Ball, J. W., Dains, J. E., Flynn, J. A., Solomon, B. S., & Stewart, R. W. Copyright 2019 by Elsevier Health Sciences. Reprinted by permission of Elsevier Health Sciences via the Copyright Clearance Center.

Ball, J. W., Dains, J. E., Flynn, J. A., Solomon, B. S., & Stewart, R. W. (2019). Ears, nose, and throat: Student checklist. In Seidel’s guide to physical examination: An interprofessional approach (9th ed.). St. Louis, MO: Elsevier Mosby.

Credit Line: Seidel’s Guide to Physical Examination, 9th Edition by Ball, J. W., Dains, J. E., Flynn, J. A., Solomon, B. S., & Stewart, R. W. Copyright 2019 by Elsevier Health Sciences. Reprinted by permission of Elsevier Health Sciences via the Copyright Clearance Center.

Ball, J. W., Dains, J. E., Flynn, J. A., Solomon, B. S., & Stewart, R. W. (2019). Ears, nose, and throat: Key points. In Seidel’s guide to physical examination: An interprofessional approach (9th ed.). St. Louis, MO: Elsevier Mosby.

Credit Line: Seidel’s Guide to Physical Examination, 9th Edition by Ball, J. W., Dains, J. E., Flynn, J. A., Solomon, B. S., & Stewart, R. W. Copyright 2019 by Elsevier Health Sciences. Reprinted by permission of Elsevier Health Sciences via the Copyright Clearance Center.

Colyar, M. R. (2015). Advanced practice nursing procedures. Philadelphia, PA: F. A. Davis.

Credit Line: Advanced practice nursing procedures, 1st Edition by Colyar, M. R. Copyright 2015 by F. A. Davis Company. Reprinted by permission of F. A. Davis Company via the Copyright Clearance Center.

Sullivan, D. D. (2019). Guide to clinical documentation (3rd ed.). Philadelphia, PA: F. A. Davis.

  • Chapter 2, “The Comprehensive History and      Physical Exam” (Previously read in Weeks 1, 3, 4, and 5)

Bedell, H. E., & Stevenson, S. B. (2013). Eye movement testing in clinical examination. Vision Research 90, 32–37. doi:10.1016/j.visres.2013.02.001. Retrieved from https://www.sciencedirect.com/science/article/pii/S0042698913000217 

Rubin, G. S. (2013). Measuring reading performance. Vision Research, 90, 43–51. doi:10.1016/j.visres.2013.02.015. Retrieved from http://www.sciencedirect.com/science/article/pii/S0042698913000436  

Harmes, K. M., Blackwood, R. A., Burrows, H. L., Cooke, J. M., Harrison, R. V., & Passamani, P. P. (2013). Otitis media: Diagnosis and treatment. American Family Physicians, 88(7), 435–440.

Otolaryngology Houston. (2014). Imaging of maxillary sinusitis (X-ray, CT, and MRI). Retrieved from http://www.ghorayeb.com/ImagingMaxillarySinusitis.html

This website provides medical images of sinusitis, including X-rays, CT scans, and MRIs (magnetic resonance imaging).

Focused Ear Exam

CASE STUDY: Martha brings her 11-year old grandson, James, to your clinic to have his right ear checked. He has complained to her about a mild earache for the past 2 days. His grandmother believes that he feels warm but did not verify this with a thermometer. James states that the pain was worse while he was falling asleep and that it was harder for him to hear. When you begin basic assessments, you notice that James has a prominent tan. When you ask him how he’s been spending his summer, James responds that he’s been spending a lot of time in the pool.

Use the Episodic/Focused SOAP Template and create an episodic/focused note about the patient in the case study to which you were assigned using the episodic/focused note template provided in the Week 5 resources.

Provide evidence from the literature to support diagnostic tests that would be appropriate for each case.

List five different possible conditions for the patient’s differential diagnosis and justify why you selected each.

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Diagramming a Database Design NURS 6412

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Blueprints are used by others besides architects. New home buyers may use the blueprint of their future home to better understand the architect’s vision and to consult with the architect on changes. Municipalities will use the blueprint to issue building permits. Builders will use it to plan construction and estimate costs.

Likewise, you don’t have to be a database designer to apply visual tools such as database diagrams. For example, creating or studying a database diagram can help you, as a leader in a healthcare organization, understand the data needs of the organization or of your team.

This is in turn can create efficiencies and drive improvements at varied levels of patient care. As a nurse, database diagrams can help you analyze the data structure and how to make best use of the available data and functionality in the provision of care. At every level of an organization, an understanding of database diagrams can help in providing feedback to database managers that in turn can help drive improvements.

In your Module 2 Assignment, you create a database diagram for the database that you proposed in the Week 3 Discussion and built upon in the Week 4 Discussion. You also create a PICOT question to be used to search your proposed database. Finally, you develop an analysis of your database design, explaining the proposed structure and design elements while justifying your approach.

To prepare:
  • Review the Learning Resources.
  • Review your posts from the Weeks 3 and 4 Discussions and the scenario on which they are based.
  • Consider a clinical research question you might ask that could be informed by the data in your database.
  • Restate your clinical question as a PICOT question.

Assignment (2- to 3-page paper and a diagram of a database as an appendix):

Using the scenario from Week 3, create a diagram of your proposed database using Microsoft Word.

  • Include the additions made in Week 4.
  • Complete the diagram first, but place it as the final page or pages of your submission. The diagram is separate from the required page count.

In the narrative portion of the assignment:

  • Explain how your diagram articulates your planned design.
  • Explain the principles behind selecting key fields and defining relationships. Be specific and support your response with evidence.
  • Write a sample PICOT question (i.e., a query) you might ask based on the information in the database created during Weeks 3 and 4 to demonstrate your understanding of the connection between data and research.
  • List the tables in the database that you would need to include when answering your question.

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Discussion week 6

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Discussion: Using the Walden Library

Where can you find evidence to inform your thoughts and scholarly writing? Throughout your degree program, you will use research literature to explore ideas, guide your thinking, and gain new insights. As you search the research literature, it is important to use resources that are peer-reviewed and from scholarly journals. You may already have some favorite online resources and databases that you use or have found useful in the past. For this Discussion, you explore databases available through the Walden Library.

To Prepare:

  • Review the information presented in the Learning Resources for using the Walden Library, searching the databases, and  evaluating online resources.
  • Begin searching for a peer-reviewed article that  pertains to your practice area and interests you.

Post the following:

Using proper APA formatting, cite the peer-reviewed article you selected that pertains to your practice area and is of particular interest to you and identify the database that you used to search for the article. Explain any difficulties you experienced while searching for this article. Would this database be useful to your colleagues? Explain why or why not. Would you recommend this database? Explain why or why not.

**Use at least 3 references**

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LEADERSHIP 1.1

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Assignment: Personal Leadership Philosophies

Many of us can think of leaders we have come to admire, be they historical figures, pillars of the industry we work in, or leaders we know personally. The leadership of individuals such as Abraham Lincoln and Margaret Thatcher has been studied and discussed repeatedly. However, you may have interacted with leaders you feel demonstrated equally competent leadership without ever having a book written about their approaches.

What makes great leaders great? Every leader is different, of course, but one area of commonality is the leadership philosophy that great leaders develop and practice. A leadership philosophy is basically an attitude held by leaders that acts as a guiding principle for their behavior. While formal theories on leadership continue to evolve over time, great leaders seem to adhere to an overarching philosophy that steers their actions.

What is your leadership philosophy? In this Assignment, you will explore what guides your own leadership.

To Prepare:

· Identify two to three scholarly resources, in addition to this Module’s readings, that evaluate the impact of leadership behaviors in creating healthy work environments.

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

· Reflect on your results of the CliftonStrengths Assessment, and consider how the results relate to your leadership traits.

· Download your Signature Theme Report to submit for this Assignment.

 

The Assignment (3 pages):

Personal Leadership Philosophies

Develop and submit a personal leadership philosophy that reflects what you think are characteristics of a good leader. Use the scholarly resources on leadership you selected to support your philosophy statement. Your personal leadership philosophy should include the following:

· A description of your core values.

· A personal mission/vision statement.

· An analysis of your CliftonStrengths Assessment summarizing the results of your profile

· A description of two key behaviors that you wish to strengthen.

· A development plan that explains how you plan to improve upon the two key behaviors you selected and an explanation of how you plan to achieve your personal vision. Be specific and provide examples.

· Be sure to incorporate your colleagues’ feedback on your CliftonStrengths Assessment from this Module’s Discussion 2.

· Note: Be sure to attach your Signature Theme Report to your Assignment submission.

 

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Ideal Course of Patient Education

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Sister Mary is a patient in Level 2 Emergency Department. She must have a neural examination, physical assessment, radiographs of her facial bones, and a computed tomography scan of the head. Taking into consideration that she is a Roman Catholic nun, what would be the ideal course of patient education as this woman progresses from department to department?

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Sentinel City Community Health Windshield Survey

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1. Describe the characteristics of the people you see. What race/ethnicity distribution, age ranges and gender mix? Are there signs of poverty or wealth? What are they?

 

 

 

 

2. Who do you see on the streets? Parents with a child, teens, couples, disabled persons? Is there anyone in the city you would not expect to see?

 

 

 

3. Are there homeless persons, beggars, etc.?

I noticed an abundance of homeless people, not necessarily begging. Several were standing in line at the Soup Kitchen. There were also many just basically hanging around

 

 

4. Are the dogs on or off the leash? Are there other animals?

There were several dogs – some were being walked by their owners, some seem to be strays. I also notice there were rats running around trash on the side of buildings and dumpsters.

 

5. Are there churches? What denominations?

The Interfaith Church is the only church I noticed which seems to be Catholic due to meeting the priest, Father Michael Adams.

 

6. Select a target population of interest and discuss relevant demographic data and health status indicators for this population group.

 

 

7. Identify 3 major health concerns for this target population. Include discussion of major health concerns in relation to a global health issue.

 

8. Apply Healthy People 2020 goals to be identified population health concerns.

 

 

9. You are encouraged to add other relevant characteristics you observe.

 

10. What did you find in the virtual city that will be most valuable in helping you understand how to do a windshield survey?

 

 

 

11. What question(s) do you have that was not answered after visiting the city?

 

 

 

 

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m7

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Recall from the chapter on the central nervous system (CNS) that the general senses detect such stimuli as touch, pain, and temperature. General senses refer to the fact that these receptors are relatively simple and located throughout the body in both the skin and internal organs. The special senses, in contrast, are so named because they convey a specific type of information from specialized sensory organs in discrete locations of the head. For this assignment you will;

  • Imagine you are driving or biking on a high-traffic road and you are approaching an intersection with a four-way stop and railroad train track. Additionally, there are three cars in the other lanes of the intersection and visibility is decreased because of foggy weather conditions.
    • Describe what special senses you will use to make the determination to safely proceed into the intersection.
    • Then, in a detailed summary, explain the pathways for each of the special senses involved.
    • Describe the pathways for the special senses not involved in this case and explain why they are not used.
    • Describe how the brain interprets information from each of those special senses.
    • Describe how the brain sends messages to the body to react to information from these special senses.

This PowerPoint® (Microsoft Office) or Impress® (Open Office) presentation should be a minimum of 20 slides, including a title and reference slide, recorded audio and be sure to include a reference slide. You will describe what special senses you will use to make the determination to safely proceed into the intersection.

Your submission should include a minimum of 5 peer-reviewed sources to support any of your perspective. Please review the module’s Signature Assignment Rubric before starting this assignment to ensure that you are meeting all the essential requirements. This presentation is worth 300 points for quality content and presentation.

Assignment Expectations

Length: 8 to 12 minutes, at least 17 slides

Structure:

Title slide and reference slides in APA style. (at least 2 slides)

Special senses: at least 4 slides

Pathways: at least 2 slides

Not involved senses: at least 4 slides

Brain interpretations: at least 3 slides

Messages: at least 2 slides

Include a title slide and reference slide in APA style. These do not count towards the minimal slide amount for this assignment.

References: Use the appropriate APA style in-text citations and references for all resources utilized to answer the questions. Include at least five (5) scholarly sources to support your claims.

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