Case Study Lyme Disease and Peripheral Vascular Disease

Case Study

A 38-year-old male had a 3-week history of fatigue and lethargy with intermittent complaints of headache, fever, chills, myalgia, and arthralgia. According to the history, the patient’s symptoms began shortly after a camping vacation. He recalled a bug bite and rash on his thigh immediately after the trip. The following studies were ordered:

Studies Results

Lyme disease test, Elevated IgM antibody titers against Borrelia burgdorferi (normal: low)

Erythrocyte sedimentation rate (ESR), 30 mm/hour (normal: ≤15 mm/hour)

Aspartate aminotransferase (AST), 32 units/L (normal: 8-20 units/L)

Hemoglobin (Hgb), 12 g/dL (normal: 14-18 g/dL)

Hematocrit (Hct), 36% (normal: 42%-52%)

Rheumatoid factor (RF), Negative (normal: negative)

Antinuclear antibodies (ANA), Negative (normal: negative)

Diagnostic Analysis

Based on the patient’s history of camping in the woods and an insect bite and rash on the thigh, Lyme disease was suspected. Early in the course of this disease, testing for specific immunoglobulin (Ig) M antibodies against B. burgdorferi is the most helpful in diagnosing Lyme disease. An elevated ESR, increased AST levels, and mild anemia are frequently seen early in this disease. RF and ANA abnormalities are usually absent.

Critical Thinking Questions

1. What is the cardinal sign of Lyme disease? (always on the boards)

2. At what stages of Lyme disease are the IgG and IgM antibodies elevated?

3. Why was the ESR elevated?

4. What is the Therapeutic goal for Lyme Disease and what is the recommended treatment

Peripheral Vascular Disease

Case Studies

A 52-year-old man complained of pain and cramping in his right calf caused by walking two blocks. The pain was relieved with cessation of activity. The pain had been increasing in frequency and intensity. Physical examination findings were essentially normal except for decreased hair on the right leg. The patient’s popliteal, dorsalis pedis, and posterior tibial pulses were markedly decreased compared with those of his left leg.

Studies Results

Routine laboratory work Within normal limits (WNL)

Doppler ultrasound systolic pressures Femoral: 130 mm Hg; popliteal: 90 mm Hg; posterior tibial: 88 mm Hg; dorsalis pedis: 88 mm Hg (normal: same as brachial systolic blood pressure)

Arterial plethysmography Decreased amplitude of distal femoral, popliteal, dorsalis pedis, and posterior tibial pulse waves

Femoral arteriography of right leg Obstruction of the femoral artery at the midthigh level

Arterial duplex scan Apparent arterial obstruction in the superficial femoral artery

Diagnostic Analysis

With the clinical picture of classic intermittent claudication, the noninvasive Doppler and plethysmographic arterial vascular study merely documented the presence and location of the arterial occlusion in the proximal femoral artery. Most vascular surgeons prefer arteriography to document the location of the vascular occlusion. The patient underwent a bypass from the proximal femoral artery to the popliteal artery. After surgery he was asymptomatic.

Critical Thinking Questions

1. What was the cause of this patient’s pain and cramping?

2. Why was there decreased hair on the patient’s right leg?

3. What would be the strategic physical assessments after surgery to determine the adequacy of the patient’s circulation?

4. What would be the treatment of intermittent Claudication for non-occlusion?

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Wk 6 Assgn (50)

Nursing is a very highly regulated profession. There are over 100 boards of nursing and national nursing associations throughout the United States and its territories. Their existence helps regulate, inform, and promote the nursing profession. With such numbers, it can be difficult to distinguish between BONs and nursing associations, and overwhelming to consider various benefits and options offered by each.

Both boards of nursing and national nursing associations have significant impacts on the nurse practitioner profession and scope of practice. Understanding these differences helps lend credence to your expertise as a professional. In this Assignment, you will practice the application of such expertise by communicating a comparison of boards of nursing and professional nurse associations. You will also share an analysis of your state board of nursing.

To Prepare:

  • Assume that you are leading a staff development meeting on regulation for nursing practice at your healthcare organization or agency.
  • Review the NCSBN and ANA websites to prepare for your presentation.

The Assignment: (9- to 10-slide PowerPoint presentation)

Develop a 9- to 10-slide PowerPoint Presentation that addresses the following:

  • Describe the differences between a board of nursing and a professional nurse association.
  • Describe the geographic distribution, academic credentials, practice positions, and licensure status of members of the board for your specific region/area.
    • Who is on the board?
    • How does one become a member of the board?
  • Describe at least one federal regulation for healthcare.
    • How does this regulation influence delivery, cost, and access to healthcare (e.g., CMS, OSHA, and EPA)?
    • Has there been any change to the regulation within the past 5 years? Explain.
  • Describe at least one state regulation related to general nurse scope of practice.
    • How does this regulation influence the nurse’s role?
    • How does this regulation influence delivery, cost, and access to healthcare?
  • Describe at least one state regulation related to Advanced Practice Registered Nurses (APRNs).
    • How does this regulation influence the nurse’s role?
    • How does this regulation influence delivery, cost, and access to healthcare?

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DQ-week 1: Health assessment

Home>Homework Answsers>Nursing homework helpnursingDiscussion: Building a Health HistoryEffective communication is vital to constructing  an accurate and detailed patient history. A patient’s health or illness  is influenced by many factors, including age, gender, ethnicity, and  environmental setting. As an advanced practice nurse, you must be aware  of these factors and tailor your communication techniques accordingly.  Doing so will not only help you establish rapport with your patients,  but it will also enable you to more effectively gather the information  needed to assess your patients’ health risks.For this Discussion, you will take on the role  of a clinician who is building a health history for a particular new  patient assigned by your Instructor.To prepare:By Day 1 of this week, you will be assigned a new patient profile by your Instructor for this Discussion. (new patient profile):14-year-old biracial male living with his grandmother in a high-density public housing complexHow would your communication and interview techniques for building a health history differ with each patient?How might you target your questions for building a health history based on the patient’s social determinants of health?What  risk assessment instruments would be appropriate to use with each  patient, or what questions would you ask each patient to assess his or  her health risks?Identify  any potential health-related risks based upon the patient’s age,  gender, ethnicity, or environmental setting that should be taken into  consideration.Selectoneof the risk assessment instruments presented in Chapter 1 orChapter 5 of theSeidel’s Guide to Physical Examinationtext, or another tool with which you are familiar, related to your selected patient.Developat least fivetargeted questions you would ask your selected patient to assess his or her health risks and begin building a health history.Posta summary of the interview and a  description of the communication techniques you would use with your  assigned patient. Explain why you would use these techniques. Identify  the risk assessment instrument you selected, and justify why it would be  applicable to the selected patient. Provide at least five targeted  questions you would ask the patient.NOTE: THIS IS THE LINK TO DOWNLOAD THE BOOK YOU NEED TO COMPLETE THE DISCUSSION QUESTIONhttps://yadi.sk/i/ 8cLDZzWn8FsUbgRequiredReadings.docxRubricDetail.docx6 years ago26.08.201920Report issueAnswer(2)True guru0.5(1)(Not rated)ChatPurchase the answer to view itNOT RATED6 years agoplagiarism checkPurchase $20kim woods4.5(6k+)4.2(157)ChatPurchase the answer to view itNOT RATEDorder_124867_323114.doc6 years agoplagiarism checkPurchase $20Bids(63)Quality AssignmentsabhiishereDoc Daimlerhifsa shaukatGradesMaestroYourStudyGuruAmanda SmithSynco_SolutionsTutor RisperElprofessoriKATHERINE BECKSkite_solJessica LuisEmily BluntWendy Lewisbrilliant answersChance Of a Lifetymwriter respectDr. AmeerahCatherine Owensother Questions(10)Algebra(businees law) answer the 2 quastions in an essay way indiviually 

 

National Trucking Corporation (NTC) files a suit in a state court…Please complete the following tasks using the statistical package, Stata.who are available to write an argument essay ( position paper )Persuasive Essay – Intro To Critical Thinking ClassPartnership vs. CorporationBUS 250 Week 1 Assignment Case Study A Brawl in Mickey’s Backyardsyntgesizing helps writers with which of the following skillsTestJohn Canthar

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Week 1 Leadership.

Discuss how issues currently affecting the nursing workforce will affect you as an individual. How will the nursing workforce shortage affect the profession of nursing and health care delivery?

Do 250 words.

Provide at least 2 references.

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Need response for below discussion

Lesson Title: Medication Administration Checkoff

The selected video demonstrates how to correctly administer medication using the 5 Medication Rights.

Intended Audience: Pre-licensure nursing students

Objectives:

  • The student will demonstrate how to successfully administer medications at the bedside.
  • The student will educate the patient about their medications.
  • The student will explain safety precautions to patient.
  • The student will document medications given on MAR
  • The student will re-assess patient after medication administration

A key strategy in nursing education is to help students connect class time with clinical time (Bristol, n.d.). A significant aspect of this is bringing clinical to class. The video mentioned above, can be used to prepare the learners for the on-site clinical lab as students are able to view the video as many times as needed to familiarize themselves with the content presented. The visual and auditory nature of videos appeals to a wide audience and allows each user to process information in a way that’s natural to them (Next Thought Studios, n.d.). As students review medication administration in their textbooks, they can view the video as a visual to see how to correctly perform a med pass. When the students arrive to class, they are prepared for the skill review and check off. This concept mirrors the flipped classroom approach. “Students gain first-exposure learning prior to class and focus on the processing part of learning in class” (Andrew, n.d.).

When the students arrive to class, the instructor would do a brief overview of the lesson and state the objectives. The students will be given an opportunity to asks any questions they may have about the video or textbook content. They will then role play giving medications at bedside. During checkoffs with the instructors, the students will demonstrate how to correctly give medications as well as explain the rationale about each step during the role playing. The instructor could also have the students record their own video administering medications in class as a way to evaluate the students.

Overall, the referenced video is a good video to use to demonstrate how to correctly administer medications.

Andrew, S. (n.d.). The flipped classroom: preparing students for in-class learning with online activities. Retrieved from https://americanenglish.state.gov/files/ae/resource_files/2.2_presentation_slides_-_final_for_ae_website_-_.pdf

Bristol, T. (n.d.). Help student learn how to learn with clinical skills videos. Retrieved from https://evolve.elsevier.com/education/nursetim/videos-help-students-learn-how-to-learn-with-clinical-skills/

Next Thought Studios. (n.d.). Why videos are important in education. Retrieved from https://www.nextthoughtstudios.com/video-production-blog/2017/1/31/why-videos-are-important-in-education

Nurse Buff Nursing Humor & Lifestyle Blog. (2019). Medication administration checkoff. Retrieved from https://www.nursebuff.com/nursing-skills-video/

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Week 7: Technology: Benefits and Future Trends for Nursing

Home>Homework Answsers>Nursing homework helpWhat technology do you find most beneficial to use in your work ( I work as a medical assistant) or school ( I’m in nursing school) setting? Least beneficial? Why do you find this tool useful or not? Then, using your imagination, look to the future and think about how this tool could be enhanced even further. Describe your dream technology, with consideration for patient care and safety.NursingInformaticsandTheFoundationofKnowledge3rdEditionbyMcGonigle.pdf4 years ago14.04.20215Report issueAnswer(1)Angelah4.9(242)4.9(47)ChatPurchase the answer to view itNOT RATEDTechnologyBasedTool.docxAdvantahes_Of_Technology_and_Upcoming_Trends.edited1001.docx4 years agoplagiarism checkPurchase $5Bids(114)Prof Double RA+GRADE HELPERDiscount AssignTutor Cyrus KenProf. Dr. ReenaTeacher A+ WorkPremiumMaria the tutorRihAN_MendozaHOMWORK_WRITERProfRubbsMichelle GoodManDiscount AnsAmanda SmithAmerican TutorTutor Risperfirstclass tutorRosie SeptemberGreat-WritersFlexible Tutorother Questions(10)1RE: Week 1 Discussion 1marketing discussion questionLabor Relations Midterm and Finalhome work helpInformative Essay: How to break bad habitsMath homeworkMS 4Conference techniquesCan someone help with this assignment?

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nursing clinical reasoning errors

Introduction (300 words)

Provide a very brief overview of your clinical encounter that highlights where the error/challenge/missed opportunity occurred (300 words).

Body (700 words)

Upon reviewing the module content and your previous paper, identify TWO clinical reasoning errors that best aligned to, or potentially could have occurred during your encounter that contributed to why that encounter was challenging or perhaps did not go to plan.

Describe those TWO clinical reasoning errors chosen and discuss how these may have occurred and why. How were the errors eventually remedied? how could they have been mitigated? How could it have impacted on patient outcomes if the error was not identified? In this section you may have to recall elements/assessment data from your clinical encounter to contextualise your discussion.

Conclusion (500 words)

Reflect on and process new learning’

From your exploration, consider your future nursing practice. What did you learn? what would you do differently next time? What strategies will you use? How has this enhanced your clinical reasoning skills? This forms a reasonable portion of your paper and therefore you need to demonstrate deep reflection here. Saying ‘I would read more about…..’, etc is not sufficient. We really need to see the encounter as a whole. What have you learnt from this that has better enabled you to ‘think like a registered nurse’.

In addition to the information provided in the unit outline, a rubric is provided to guide your preparation of this assessment task. Word counts for each section are to be considered as a guideline.

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Module 02 Discussion – Death and Dying

 Discuss the term “clinical death,” especially with respect to when not to initiate CPR. Discuss what is meant by a “peaceful death” and a “good death,” including goals for End-Of-Life care. How would you feel if you knew your patients did not want CPR but the family insisted on it?

NOTE: Please provide 2-3 reference and in-text citation

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Discussion 03.1: Evaluating your Measurement Tool

Home>Homework Answsers>Nursing homework helpMA3010 – Statistics for Health ProfessionsDiscussion 03.1: Evaluating your Measurement ToolAnswer both of the following questions in your initial post:1. Illness Prevalence:The number of cases of illness in a population is referred to as its prevalence.  Comment on what a high illness prevalence does to the positive predictive value (PPV).  What about a low illness prevalence?2. Study Feasibility:In your research involving the BMI of fifth grade boys in the U.S., you will not only be collecting information on a child’s BMI, but also on his TV viewing habits, his eating habits, and his extracurricular activities.  You would like to make contact through the school systems to gather your information.  Discuss at least one factor that might affect the feasibility of this study.MYLAB STATISTICS WITH PEARSON E-TEXT 18 WEEK FOR Biostatistics for the Biological & Health SciencesBiostatisticsfortheBiologicalHealthSciencesplusMyLabStatisticswithPearsoneText.pdf4 years ago18.10.202112Report issueAnswer(1)Dr. Beneve4.9(3k+)4.9(407)ChatPurchase the answer to view itMA3010-StatisticsforHealthProfessions.docx4 years agoplagiarism checkPurchase $12Bids(115)Dr. Freya WalkerJahky BProf Double RBest Assignmentsfirstclass tutorPROF_ALISTERDiscount AssignWIZARD_KIMTeacher A+ WorkJudithTutorDr. Adeline ZoeColeen AndersonDiscount AnsRihAN_MendozaMUSYOKIONES A+prof bradleyDr. Ellen SmartDr. Sophie MilesProfRubbsYourStudyGuruother Questions(10)look thru questions for all requirementsquiz chapter 6DISCUSSIONChemistry quizPerfect Solution: Economics Problem 1 and Problem 2Event PlaningTypes of DataFinance HomeworkEconomics Term Paperadvanced General Psychology for Akademik only

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DNP- Translational Research and Evidence-Based Practice

Scholarly Activities

Throughout the DNP program, learners are required to provide a report documenting participation in a minimum of four scholarly activities outside of clinical or professional practice. These reports will be due in specific courses throughout the program, as described below, and must be documented in your Practice Portfolio by the end of each course in which an activity report is due.

Examples of scholarly activities include attending conferences, seminars, grand rounds, participating in policy and quality improvement committees, writing scholarly publications, participating in community planning, serving as a guest lecturer, etc. Involvement in and contribution to interdisciplinary initiatives are also acceptable scholarly activities.

Documentation of these activities is required

A summary report of the scholarly activity, including who, what, where, when and take home points, will be submitted as the assignment. Include the appropriate program competencies associated with the scholarly activity and future professional goals related to this activity. You may use the “Scholarly Activity Summary” template to help guide this assignment.

Scholarly Activity Summary Template

This document describes the scholarly activity in three or four paragraphs. 

Instructions: Read each section and fill it out using the instructions. Once you have completed the section, erase the instructions that appear in italics.

Overview

This section consists of a single paragraph that succinctly describes the scholarly activity that you attended/participated in, the target market for the activity, and the benefit of the activity to you.

Problem

This section consists of either a short story or a handful of bullet points that concisely identifies the problems the scholarly activity is designed to solve. Educate us – what is the current state of the activity topic? Tell us – why is this a problem, and for whom is it a problem? Inspire us – what could a SNP prepared nurse achieve by participating in the scholarly activity? Use declarative sentences with simple words to communicate each point. Less is more.

Solution

This section consists of either a short paragraph or a handful of bullet points that concisely describe the state solution to a proposed practice problem that the scholarly activity addressed and how it addresses the problem outlined in the previous section. 

Opportunity

This section consists of a short paragraphs that define the opportunity that the scholarly activity is designed to capture. It’s important to cover the GCU Domains and Competencies that were met. How will attending/participating in this scholarly activity help you grow as a DNP prepared nurse?

Program Competencies Addressed

This section consists of a list of program competencies that were addressed in this scholarly activity. Please use the list from the ISP.

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