Social Isolation

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Home>Homework Answsers>Nursing homework helpsocial2 months ago28.04.202510Report issuefiles (2)ADNG1200_ClinicalI_GeriatricCarePlanConceptMap_Template1.docxADNG1200_ClinicalI_GeriatricCarePlanConceptMap_InstructionsandRubric.docxADNG1200_ClinicalI_GeriatricCarePlanConceptMap_Template1.docxGeriatric Care Plan Concept MapRisk Factors for Nursing Diagnosis (3)1. Dementia2. Lung disease3. Recent viral illnessComplications to Report (3)1. Weight loss2. Falls3. DizzinessChallenges to Implementing Care Plan (3)1. Resident’s mental capacity2. Time3. Etc.Things I Learned/Surprised Me After Building Map (2)1.2.(Data in tables are examples – delete and fill in your own data in each)Medical Diagnoses (2)1. Arthritis2. COPDNursing Diagnosis: 3 partImbalanced nutrition, less than body requirementsr/tpatient’s lack of appetite and early feelings of fullnessa/e/bpatient statements of “I don’t like to eat the food here” and patient eating less than 25% of mealsGoal: Measurable & With Time FramePatient will eat at least 50% of meals by the end of the monthPatient Education (3)1. Counting calories2. Role of Protein3. Food intake goal chartNursing Assessment Data to Support Nursing Diagnosis (3)1. O2 sats 88% when ambulating2. Wheezes in lungs3. Etc.Labs or Tests related to Nursing Diagnosis (2)1. Albumin2. HemoglobinNursing Interventions (3)1. Offer small, frequent high calorie snacks2. Ask patient what foods are appealing3. Etc.Rationale Behind Interventions (3- use course books and UCentral app)1. Small, frequent meals better tolerated with breathing problems. Maximize calories taken in. (Lewis et al., 2017)2. Involving patient in choices increases compliance. (UCentral, 2018)3. Etc.ADNG1200_ClinicalI_GeriatricCarePlanConceptMap_InstructionsandRubric.docxGeriatric Care Plan Concept Map and Presentation (20 points)A.Care Plan Diagnosis Assignmenta. Faculty will assign each student one of the following nursing diagnoses related to the geriatric population:· Ineffective Airway Clearance·Mobility, Impaired Physical· Bowel Incontinence· Urinary Incontinence· Self-Care Deficit· Pain, Chronic· Impaired Skin Integrity· Social Isolation· Ineffective Coping· Impaired MemoryB.Completing the Concept Mapa. Student will complete the care plan using the concept map template below. Data in the template is an example; student to delete and insert own data. All criteria must be filled out. Student may use course textbooks and UCentral app to obtain data.b. Student will site sources using the examples provided as a guide in the “Rationale Behind Interventions” box.C.The Presentation (see template below)a. Student will present concept map to nursing faculty and clinical group during post-clinical.b. Student will explain each element on the map, rationale behind each component, and how each relates to the nursing diagnosis.c. Presentation will be allowed 15 minutes maximum. Student is expected to speak clearly and professionally. Student will address questions as appropriate.d. Assignment is graded by faculty while student is presenting their concept map. Therefore student needs to be sure to discuss all elements. Student may bring note cards as reminders as needed.e. Student must submit concept map to assignment dropbox in D2L for grade to be assigned.Grading Rubric: Geriatric Care Plan Concept Map & Presentation (20 points)Concept Map (10)Level 5(10-9)Level 4(8-7)Level 3(6-5)Level 2(4-3)Level 1(2-1)Successfully utilizes data from resources to create a geriatric care plan concept map that illustrates connections between nursing diagnosis and all 12 of the following elements of map:· 3-part nursing diagnosis· Medical diagnoses (2)· Risk Factors (3)· Complications (3)· Assessment Data (3)· Labs/tests (2)· Goal with measurable time frame· Nursing process- at least three relevant interventions (3)· Discussion of rationale for each intervention with citations (3)· Patient Education (3)· Challenges (3)· Learning/Surprises (2)Utilizes data from resources to create a concept map that illustrates connection between nursing diagnosis and data from11of the following. Or addresses all but missing data within some elements:· 3-part nursing diagnosis· Medical diagnoses (2)· Risk Factors (3)· Complications (3)· Assessment Data (3)· Labs/tests (2)· Goal with measurable time frame· Nursing process- at least three relevant interventions (3)· Discussion of rationale for each intervention with citations (3)· Patient Education (3)· Challenges (3)· Learning/Surprises (2)Utilizes data from resources to create a concept map that illustrates connection between nursing diagnosis with some error. Includes data from10of the following. Or addresses all but missing data within some elements:· 3-part nursing diagnosis· Medical diagnoses (2)· Risk Factors (3)· Complications (3)· Assessment Data (3)· Labs/tests (2)· Goal with measurable time frame· Nursing process- at least three relevant interventions (3)· Discussion of rationale for each intervention with citations (3)· Patient Education (3)· Challenges (3)· Learning/Surprises (2)Does not utilize evidence-based data to create concept map. Presents information on fewer than 10 of the following or presents data on several but at superficial and/or inaccurate level:· 3-part nursing diagnosis· Medical diagnoses (2)· Risk Factors (3)· Complications (3)· Assessment Data (3)· Labs/tests (2)· Goal with measurable time frame· Nursing process- at least three relevant interventions (3)· Discussion of rationale for each intervention with citations (3)· Patient Education (3)· Challenges (3)· Learning/Surprises (2)Rudimentary concept map. No credible evidence-based material provided. Many required elements are missing or insufficiently or inaccurately addressed.Presentation (10)Level 5(10-9)Level 4(8-7)Level 3(6-5)Level 2(4-3)Level 1(2-1)· Professionally presents current, evidence-based, credible information from resources on nursing diagnosis to clinical group using the concept map to illustrate all key elements· Shares minimum of two significant/ surprising findings with clinical group and discusses significance of each· Uses professional communication skills to answer questions· Presents current, evidence-based information from resources on nursing diagnosis to clinical group using the concept map to illustrate most, but not all elements· Shares two significant/surprising findings with clinical group but with shallow discussion/ minimal information· Uses professional communication skills to answer questions· Utilizes the concept map to present evidence-based information on the nursing diagnosis but misses at least two of the required elements of the concept map· Information on map does not consistently support nursing diagnosis· Shares one significant/surprising finding with clinical group but with shallow discussion/ minimal information· Answers questions with some difficulty· Presents information on the nursing diagnosis but addresses only a few of the required elements of the concept map· Minimal evidence is present· Information on map does not consistently support nursing diagnosis· Shares one significant/surprising finding with clinical group without discussion· Answers questions with great difficulty· Unable to professionally present information on nursing diagnosis in a coherent, meaningful manner· Credible evidence is absent· Information on map does not support nursing diagnosis· Unable to identify/share a significant or surprising finding from concept map project· Unable to answer questionsADNG1200_ClinicalI_GeriatricCarePlanConceptMap_InstructionsandRubric.docxGeriatric Care Plan Concept Map and Presentation (20 points)A.Care Plan Diagnosis Assignmenta. Faculty will assign each student one of the following nursing diagnoses related to the geriatric population:· Ineffective Airway Clearance·Mobility, Impaired Physical· Bowel Incontinence· Urinary Incontinence· Self-Care Deficit· Pain, Chronic· Impaired Skin Integrity· Social Isolation· Ineffective Coping· Impaired MemoryB.Completing the Concept Mapa. Student will complete the care plan using the concept map template below. Data in the template is an example; student to delete and insert own data. All criteria must be filled out. Student may use course textbooks and UCentral app to obtain data.b. Student will site sources using the examples provided as a guide in the “Rationale Behind Interventions” box.C.The Presentation (see template below)a. Student will present concept map to nursing faculty and clinical group during post-clinical.b. Student will explain each element on the map, rationale behind each component, and how each relates to the nursing diagnosis.c. Presentation will be allowed 15 minutes maximum. Student is expected to speak clearly and professionally. Student will address questions as appropriate.d. Assignment is graded by faculty while student is presenting their concept map. Therefore student needs to be sure to discuss all elements. Student may bring note cards as reminders as needed.e. Student must submit concept map to assignment dropbox in D2L for grade to be assigned.Grading Rubric: Geriatric Care Plan Concept Map & Presentation (20 points)Concept Map (10)Level 5(10-9)Level 4(8-7)Level 3(6-5)Level 2(4-3)Level 1(2-1)Successfully utilizes data from resources to create a geriatric care plan concept map that illustrates connections between nursing diagnosis and all 12 of the following elements of map:· 3-part nursing diagnosis· Medical diagnoses (2)· Risk Factors (3)· Complications (3)· Assessment Data (3)· Labs/tests (2)· Goal with measurable time frame· Nursing process- at least three relevant interventions (3)· Discussion of rationale for each intervention with citations (3)· Patient Education (3)· Challenges (3)· Learning/Surprises (2)Utilizes data from resources to create a concept map that illustrates connection between nursing diagnosis and data from11of the following. Or addresses all but missing data within some elements:· 3-part nursing diagnosis· Medical diagnoses (2)· Risk Factors (3)· Complications (3)· Assessment Data (3)· Labs/tests (2)· Goal with measurable time frame· Nursing process- at least three relevant interventions (3)· Discussion of rationale for each intervention with citations (3)· Patient Education (3)· Challenges (3)· Learning/Surprises (2)Utilizes data from resources to create a concept map that illustrates connection between nursing diagnosis with some error. Includes data from10of the following. Or addresses all but missing data within some elements:· 3-part nursing diagnosis· Medical diagnoses (2)· Risk Factors (3)· Complications (3)· Assessment Data (3)· Labs/tests (2)· Goal with measurable time frame· Nursing process- at least three relevant interventions (3)· Discussion of rationale for each intervention with citations (3)· Patient Education (3)· Challenges (3)· Learning/Surprises (2)Does not utilize evidence-based data to create concept map. Presents information on fewer than 10 of the following or presents data on several but at superficial and/or inaccurate level:· 3-part nursing diagnosis· Medical diagnoses (2)· Risk Factors (3)· Complications (3)· Assessment Data (3)· Labs/tests (2)· Goal with measurable time frame· Nursing process- at least three relevant interventions (3)· Discussion of rationale for each intervention with citations (3)· Patient Education (3)· Challenges (3)· Learning/Surprises (2)Rudimentary concept map. No credible evidence-based material provided. Many required elements are missing or insufficiently or inaccurately addressed.Presentation (10)Level 5(10-9)Level 4(8-7)Level 3(6-5)Level 2(4-3)Level 1(2-1)· Professionally presents current, evidence-based, credible information from resources on nursing diagnosis to clinical group using the concept map to illustrate all key elements· Shares minimum of two significant/ surprising findings with clinical group and discusses significance of each· Uses professional communication skills to answer questions· Presents current, evidence-based information from resources on nursing diagnosis to clinical group using the concept map to illustrate most, but not all elements· Shares two significant/surprising findings with clinical group but with shallow discussion/ minimal information· Uses professional communication skills to answer questions· Utilizes the concept map to present evidence-based information on the nursing diagnosis but misses at least two of the required elements of the concept map· Information on map does not consistently support nursing diagnosis· Shares one significant/surprising finding with clinical group but with shallow discussion/ minimal information· Answers questions with some difficulty· Presents information on the nursing diagnosis but addresses only a few of the required elements of the concept map· Minimal evidence is present· Information on map does not consistently support nursing diagnosis· Shares one significant/surprising finding with clinical group without discussion· Answers questions with great difficulty· Unable to professionally present information on nursing diagnosis in a coherent, meaningful manner· Credible evidence is absent· Information on map does not support nursing diagnosis· Unable to identify/share a significant or surprising finding from concept map project· Unable to answer questionsADNG1200_ClinicalI_GeriatricCarePlanConceptMap_Template1.docxGeriatric Care Plan Concept MapRisk Factors for Nursing Diagnosis (3)1. Dementia2. Lung disease3. Recent viral illnessComplications to Report (3)1. Weight loss2. Falls3. DizzinessChallenges to Implementing Care Plan (3)1. Resident’s mental capacity2. Time3. Etc.Things I Learned/Surprised Me After Building Map (2)1.2.(Data in tables are examples – delete and fill in your own data in each)Medical Diagnoses (2)1. Arthritis2. COPDNursing Diagnosis: 3 partImbalanced nutrition, less than body requirementsr/tpatient’s lack of appetite and early feelings of fullnessa/e/bpatient statements of “I don’t like to eat the food here” and patient eating less than 25% of mealsGoal: Measurable & With Time FramePatient will eat at least 50% of meals by the end of the monthPatient Education (3)1. Counting calories2. Role of Protein3. Food intake goal chartNursing Assessment Data to Support Nursing Diagnosis (3)1. O2 sats 88% when ambulating2. Wheezes in lungs3. Etc.Labs or Tests related to Nursing Diagnosis (2)1. Albumin2. HemoglobinNursing Interventions (3)1. Offer small, frequent high calorie snacks2. Ask patient what foods are appealing3. Etc.Rationale Behind Interventions (3- use course books and UCentral app)1. Small, frequent meals better tolerated with breathing problems. Maximize calories taken in. (Lewis et al., 2017)2. Involving patient in choices increases compliance. (UCentral, 2018)3. Etc.ADNG1200_ClinicalI_GeriatricCarePlanConceptMap_InstructionsandRubric.docxGeriatric Care Plan Concept Map and Presentation (20 points)A.Care Plan Diagnosis Assignmenta. Faculty will assign each student one of the following nursing diagnoses related to the geriatric population:· Ineffective Airway Clearance·Mobility, Impaired Physical· Bowel Incontinence· Urinary Incontinence· Self-Care Deficit· Pain, Chronic· Impaired Skin Integrity· Social Isolation· Ineffective Coping· Impaired MemoryB.Completing the Concept Mapa. Student will complete the care plan using the concept map template below. Data in the template is an example; student to delete and insert own data. All criteria must be filled out. Student may use course textbooks and UCentral app to obtain data.b. Student will site sources using the examples provided as a guide in the “Rationale Behind Interventions” box.C.The Presentation (see template below)a. Student will present concept map to nursing faculty and clinical group during post-clinical.b. Student will explain each element on the map, rationale behind each component, and how each relates to the nursing diagnosis.c. Presentation will be allowed 15 minutes maximum. Student is expected to speak clearly and professionally. Student will address questions as appropriate.d. Assignment is graded by faculty while student is presenting their concept map. Therefore student needs to be sure to discuss all elements. Student may bring note cards as reminders as needed.e. Student must submit concept map to assignment dropbox in D2L for grade to be assigned.Grading Rubric: Geriatric Care Plan Concept Map & Presentation (20 points)Concept Map (10)Level 5(10-9)Level 4(8-7)Level 3(6-5)Level 2(4-3)Level 1(2-1)Successfully utilizes data from resources to create a geriatric care plan concept map that illustrates connections between nursing diagnosis and all 12 of the following elements of map:· 3-part nursing diagnosis· Medical diagnoses (2)· Risk Factors (3)· Complications (3)· Assessment Data (3)· Labs/tests (2)· Goal with measurable time frame· Nursing process- at least three relevant interventions (3)· Discussion of rationale for each intervention with citations (3)· Patient Education (3)· Challenges (3)· Learning/Surprises (2)Utilizes data from resources to create a concept map that illustrates connection between nursing diagnosis and data from11of the following. Or addresses all but missing data within some elements:· 3-part nursing diagnosis· Medical diagnoses (2)· Risk Factors (3)· Complications (3)· Assessment Data (3)· Labs/tests (2)· Goal with measurable time frame· Nursing process- at least three relevant interventions (3)· Discussion of rationale for each intervention with citations (3)· Patient Education (3)· Challenges (3)· Learning/Surprises (2)Utilizes data from resources to create a concept map that illustrates connection between nursing diagnosis with some error. Includes data from10of the following. Or addresses all but missing data within some elements:· 3-part nursing diagnosis· Medical diagnoses (2)· Risk Factors (3)· Complications (3)· Assessment Data (3)· Labs/tests (2)· Goal with measurable time frame· Nursing process- at least three relevant interventions (3)· Discussion of rationale for each intervention with citations (3)· Patient Education (3)· Challenges (3)· Learning/Surprises (2)Does not utilize evidence-based data to create concept map. Presents information on fewer than 10 of the following or presents data on several but at superficial and/or inaccurate level:· 3-part nursing diagnosis· Medical diagnoses (2)· Risk Factors (3)· Complications (3)· Assessment Data (3)· Labs/tests (2)· Goal with measurable time frame· Nursing process- at least three relevant interventions (3)· Discussion of rationale for each intervention with citations (3)· Patient Education (3)· Challenges (3)· Learning/Surprises (2)Rudimentary concept map. No credible evidence-based material provided. Many required elements are missing or insufficiently or inaccurately addressed.Presentation (10)Level 5(10-9)Level 4(8-7)Level 3(6-5)Level 2(4-3)Level 1(2-1)· Professionally presents current, evidence-based, credible information from resources on nursing diagnosis to clinical group using the concept map to illustrate all key elements· Shares minimum of two significant/ surprising findings with clinical group and discusses significance of each· Uses professional communication skills to answer questions· Presents current, evidence-based information from resources on nursing diagnosis to clinical group using the concept map to illustrate most, but not all elements· Shares two significant/surprising findings with clinical group but with shallow discussion/ minimal information· Uses professional communication skills to answer questions· Utilizes the concept map to present evidence-based information on the nursing diagnosis but misses at least two of the required elements of the concept map· Information on map does not consistently support nursing diagnosis· Shares one significant/surprising finding with clinical group but with shallow discussion/ minimal information· Answers questions with some difficulty· Presents information on the nursing diagnosis but addresses only a few of the required elements of the concept map· Minimal evidence is present· Information on map does not consistently support nursing diagnosis· Shares one significant/surprising finding with clinical group without discussion· Answers questions with great difficulty· Unable to professionally present information on nursing diagnosis in a coherent, meaningful manner· Credible evidence is absent· Information on map does not support nursing diagnosis· Unable to identify/share a significant or surprising finding from concept map project· Unable to answer questionsADNG1200_ClinicalI_GeriatricCarePlanConceptMap_Template1.docxGeriatric Care Plan Concept MapRisk Factors for Nursing Diagnosis (3)1. Dementia2. Lung disease3. Recent viral illnessComplications to Report (3)1. Weight loss2. Falls3. DizzinessChallenges to Implementing Care Plan (3)1. Resident’s mental capacity2. Time3. Etc.Things I Learned/Surprised Me After Building Map (2)1.2.(Data in tables are examples – delete and fill in your own data in each)Medical Diagnoses (2)1. Arthritis2. COPDNursing Diagnosis: 3 partImbalanced nutrition, less than body requirementsr/tpatient’s lack of appetite and early feelings of fullnessa/e/bpatient statements of “I don’t like to eat the food here” and patient eating less than 25% of mealsGoal: Measurable & With Time FramePatient will eat at least 50% of meals by the end of the monthPatient Education (3)1. Counting calories2. Role of Protein3. Food intake goal chartNursing Assessment Data to Support Nursing Diagnosis (3)1. O2 sats 88% when ambulating2. Wheezes in lungs3. Etc.Labs or Tests related to Nursing Diagnosis (2)1. Albumin2. HemoglobinNursing Interventions (3)1. Offer small, frequent high calorie snacks2. Ask patient what foods are appealing3. Etc.Rationale Behind Interventions (3- use course books and UCentral app)1. Small, frequent meals better tolerated with breathing problems. Maximize calories taken in. (Lewis et al., 2017)2. Involving patient in choices increases compliance. (UCentral, 2018)3. Etc.ADNG1200_ClinicalI_GeriatricCarePlanConceptMap_InstructionsandRubric.docxGeriatric Care Plan Concept Map and Presentation (20 points)A.Care Plan Diagnosis Assignmenta. Faculty will assign each student one of the following nursing diagnoses related to the geriatric population:· Ineffective Airway Clearance·Mobility, Impaired Physical· Bowel Incontinence· Urinary Incontinence· Self-Care Deficit· Pain, Chronic· Impaired Skin Integrity· Social Isolation· Ineffective Coping· Impaired MemoryB.Completing the Concept Mapa. Student will complete the care plan using the concept map template below. Data in the template is an example; student to delete and insert own data. All criteria must be filled out. Student may use course textbooks and UCentral app to obtain data.b. Student will site sources using the examples provided as a guide in the “Rationale Behind Interventions” box.C.The Presentation (see template below)a. Student will present concept map to nursing faculty and clinical group during post-clinical.b. Student will explain each element on the map, rationale behind each component, and how each relates to the nursing diagnosis.c. Presentation will be allowed 15 minutes maximum. Student is expected to speak clearly and professionally. Student will address questions as appropriate.d. Assignment is graded by faculty while student is presenting their concept map. Therefore student needs to be sure to discuss all elements. Student may bring note cards as reminders as needed.e. Student must submit concept map to assignment dropbox in D2L for grade to be assigned.Grading Rubric: Geriatric Care Plan Concept Map & Presentation (20 points)Concept Map (10)Level 5(10-9)Level 4(8-7)Level 3(6-5)Level 2(4-3)Level 1(2-1)Successfully utilizes data from resources to create a geriatric care plan concept map that illustrates connections between nursing diagnosis and all 12 of the following elements of map:· 3-part nursing diagnosis· Medical diagnoses (2)· Risk Factors (3)· Complications (3)· Assessment Data (3)· Labs/tests (2)· Goal with measurable time frame· Nursing process- at least three relevant interventions (3)· Discussion of rationale for each intervention with citations (3)· Patient Education (3)· Challenges (3)· Learning/Surprises (2)Utilizes data from resources to create a concept map that illustrates connection between nursing diagnosis and data from11of the following. Or addresses all but missing data within some elements:· 3-part nursing diagnosis· Medical diagnoses (2)· Risk Factors (3)· Complications (3)· Assessment Data (3)· Labs/tests (2)· Goal with measurable time frame· Nursing process- at least three relevant interventions (3)· Discussion of rationale for each intervention with citations (3)· Patient Education (3)· Challenges (3)· Learning/Surprises (2)Utilizes data from resources to create a concept map that illustrates connection between nursing diagnosis with some error. Includes data from10of the following. Or addresses all but missing data within some elements:· 3-part nursing diagnosis· Medical diagnoses (2)· Risk Factors (3)· Complications (3)· Assessment Data (3)· Labs/tests (2)· Goal with measurable time frame· Nursing process- at least three relevant interventions (3)· Discussion of rationale for each intervention with citations (3)· Patient Education (3)· Challenges (3)· Learning/Surprises (2)Does not utilize evidence-based data to create concept map. Presents information on fewer than 10 of the following or presents data on several but at superficial and/or inaccurate level:· 3-part nursing diagnosis· Medical diagnoses (2)· Risk Factors (3)· Complications (3)· Assessment Data (3)· Labs/tests (2)· Goal with measurable time frame· Nursing process- at least three relevant interventions (3)· Discussion of rationale for each intervention with citations (3)· Patient Education (3)· Challenges (3)· Learning/Surprises (2)Rudimentary concept map. No credible evidence-based material provided. Many required elements are missing or insufficiently or inaccurately addressed.Presentation (10)Level 5(10-9)Level 4(8-7)Level 3(6-5)Level 2(4-3)Level 1(2-1)· Professionally presents current, evidence-based, credible information from resources on nursing diagnosis to clinical group using the concept map to illustrate all key elements· Shares minimum of two significant/ surprising findings with clinical group and discusses significance of each· Uses professional communication skills to answer questions· Presents current, evidence-based information from resources on nursing diagnosis to clinical group using the concept map to illustrate most, but not all elements· Shares two significant/surprising findings with clinical group but with shallow discussion/ minimal information· Uses professional communication skills to answer questions· Utilizes the concept map to present evidence-based information on the nursing diagnosis but misses at least two of the required elements of the concept map· Information on map does not consistently support nursing diagnosis· Shares one significant/surprising finding with clinical group but with shallow discussion/ minimal information· Answers questions with some difficulty· Presents information on the nursing diagnosis but addresses only a few of the required elements of the concept map· Minimal evidence is present· Information on map does not consistently support nursing diagnosis· Shares one significant/surprising finding with clinical group without discussion· Answers questions with great difficulty· Unable to professionally present information on nursing diagnosis in a coherent, meaningful manner· Credible evidence is absent· Information on map does not support nursing diagnosis· Unable to identify/share a significant or surprising finding from concept map project· Unable to answer questions12Bids(44)Dr. Ellen RMMISS HILLARY A+Dr. Aylin JMProf Double RProf. TOPGRADEEmily Clarefirstclass tutorMiss DeannaDemi_RoseDr ClovergrA+de plusSheryl HoganProWritingGuruDr. Everleigh_JKColeen AndersonIsabella HarvardBrilliant GeekWIZARD_KIMPROF_ALISTERAshley EllieShow All Bidsother Questions(10)TaskHealth Organization Case StudyQNT/561 Week 5 Quiz/Final – John CantharnortonTesting claims about proportions. Test the given claim. Identify the null hypothesis, alternativeFor “The Think Tank”MarketingMATLABpsychology discussionengineering & ethics

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DPI Project

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How are you incorporating technology at your site to enhance your project? What technology will you use to gather data and analyze the data?

The project is Doctor of Nursing with the topic-

Impacts of Medication errors on 3-4-year-old Leukemia Patients

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Health Information Technology

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Home>Homework Answsers>Nursing homework help1,000 words2 months ago28.04.202530Report issuefiles (1)Requirements.docxRequirements.docxuse two to three scholarly sources to write a 1,000-1,250-word essay. Based on your current practice, clinical experience, course materials, and review of outside resources, include the following:· Discuss the history of health information technologies and the evolution of nursing informatics.· Based on the various areas of practice discussed on the American Medical Informatics Association (AMIA) website, describe the one that is most relevant to day-to-day nursing practices.· Explain two to three information and communication technologies and the components used on a daily basis to provide care to patients, communities, and populations.· Describe the appropriate use of multimedia applications in health care.· Evaluate how technology impacts the way you modify the plan of care to meet the needs of your patients. Provide two examples.· Explain the importance of nursing engagement in the planning and selection of health care technologies.Cite a minimum of two sources to complete this assignment. Sources must be published within the past 5 years, appropriate for the assignment criteria, and relevant to nursing practice.Requirements.docxuse two to three scholarly sources to write a 1,000-1,250-word essay. Based on your current practice, clinical experience, course materials, and review of outside resources, include the following:· Discuss the history of health information technologies and the evolution of nursing informatics.· Based on the various areas of practice discussed on the American Medical Informatics Association (AMIA) website, describe the one that is most relevant to day-to-day nursing practices.· Explain two to three information and communication technologies and the components used on a daily basis to provide care to patients, communities, and populations.· Describe the appropriate use of multimedia applications in health care.· Evaluate how technology impacts the way you modify the plan of care to meet the needs of your patients. Provide two examples.· Explain the importance of nursing engagement in the planning and selection of health care technologies.Cite a minimum of two sources to complete this assignment. Sources must be published within the past 5 years, appropriate for the assignment criteria, and relevant to nursing practice.Bids(47)PROVEN STERLINGMiss DeannaDr. Ellen RMEmily ClareMathProgrammingDr. Aylin JMMISS HILLARY A+Dr Michelle Ellaabdul_rehman_STELLAR GEEK A+ProWritingGuruWIZARD_KIMYoung Nyanyafirstclass tutorProf Double RDr. Adeline ZoeDr. Sophie MilesIsabella HarvardDr CloverPROF_ALISTERShow All Bidsother Questions(10)CRJ 300 Week 4 DiscussionResearch one partfor phd Isaac newton onlyCalculating RatiosProf. Macqueenstatistics questionsM6, AssignmentGwendolyn B.BennettThe Think Tank OnlyEssay-tutor

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Female Genitourinary & Musculoskeletal

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Home>Homework Answsers>Nursing homework help2 months ago29.04.202515Report issuefiles (1)Femalegenitourinarymusculoskeletal.docxFemalegenitourinarymusculoskeletal.docxChief Complaint:“My back hurts so bad I can barely walk”History of Present Illness: A 35-year-old male painter presents to your clinic with the complaint of low back pain. He recalls lifting a 5-gallon paint can and felt an immediate pull in the lower right side of his back. This happened 2 days ago and he had the weekend to rest, but after taking Motrin and using heat, he has not seen any improvement. His pain is sharp, stabbing, and he scored it as a 9 on a scale of 0 to 10.Drug Hx: Motrin for pain.Family Hx: Father hypertension, Mother DM
Subjective: He is having some right leg pain but no bowel or bladder changes. No numbness or tingling.VS: temperature: 98.2°F, respiratory rate 16, heart rate 90, blood pressure 120/60 
O2 saturation 98%General: well-developed healthy 35-year-old male; no gross deformitiesHEENT: Atraumatic, normocephalic, PERRLA, EOMI, sclera with mild icterus, nares patent, nasopharynx clear, poor dentition – multiple carries.Lungs: CTA AP&LCardiac: S1S2 without rub or gallopBreast: INSPECTION: no dimpling or abnormalities noted upon inspectionPALPATION: Left breast – no abnormalities noted. Right breast – denies tenderness, pain, no abnormalities noted.Lymph: no bruising, fever, or swelling noted, no acute bleeding or trauma to skin.Abd: benign, normoactive bowel sounds x 4; Hepatomegaly 2cm below the costal margin.GU: Bladder is non-distended.Integument: intact without lesions masses or rashes.MS: No obvious deformities, masses, or discoloration. Palpable pain noted at the right lower lumbar region. No palpable spasms. ROM limited to forward bending 10 inches from floor; able to bend side to side but had difficulty twisting and going into extension.Neuro: DTRs 2+ lower sensory neurology intact to light touch and patient able to toe and heel walk. Gait was stable and no limping noted.1.What other subjective data would you obtain?2.What other objective findings would you look for?3.What diagnostic exams do you want to order?4.Name 3 differential diagnoses based on this patient presenting symptoms?5.Give rationales for your each differential diagnosis.6.What teachings will you provide?500 words, APA style, 2 academic resourcesFemalegenitourinarymusculoskeletal.docxChief Complaint:“My back hurts so bad I can barely walk”History of Present Illness: A 35-year-old male painter presents to your clinic with the complaint of low back pain. He recalls lifting a 5-gallon paint can and felt an immediate pull in the lower right side of his back. This happened 2 days ago and he had the weekend to rest, but after taking Motrin and using heat, he has not seen any improvement. His pain is sharp, stabbing, and he scored it as a 9 on a scale of 0 to 10.Drug Hx: Motrin for pain.Family Hx: Father hypertension, Mother DM
Subjective: He is having some right leg pain but no bowel or bladder changes. No numbness or tingling.VS: temperature: 98.2°F, respiratory rate 16, heart rate 90, blood pressure 120/60 
O2 saturation 98%General: well-developed healthy 35-year-old male; no gross deformitiesHEENT: Atraumatic, normocephalic, PERRLA, EOMI, sclera with mild icterus, nares patent, nasopharynx clear, poor dentition – multiple carries.Lungs: CTA AP&LCardiac: S1S2 without rub or gallopBreast: INSPECTION: no dimpling or abnormalities noted upon inspectionPALPATION: Left breast – no abnormalities noted. Right breast – denies tenderness, pain, no abnormalities noted.Lymph: no bruising, fever, or swelling noted, no acute bleeding or trauma to skin.Abd: benign, normoactive bowel sounds x 4; Hepatomegaly 2cm below the costal margin.GU: Bladder is non-distended.Integument: intact without lesions masses or rashes.MS: No obvious deformities, masses, or discoloration. Palpable pain noted at the right lower lumbar region. No palpable spasms. ROM limited to forward bending 10 inches from floor; able to bend side to side but had difficulty twisting and going into extension.Neuro: DTRs 2+ lower sensory neurology intact to light touch and patient able to toe and heel walk. Gait was stable and no limping noted.1.What other subjective data would you obtain?2.What other objective findings would you look for?3.What diagnostic exams do you want to order?4.Name 3 differential diagnoses based on this patient presenting symptoms?5.Give rationales for your each differential diagnosis.6.What teachings will you provide?500 words, APA style, 2 academic resourcesBids(42)Dr. Ellen RMMathProgrammingDr. Aylin JMProf Double REmily Clarefirstclass tutorMiss DeannaMUSYOKIONES A+Dr ClovergrA+de plusSheryl Hoganpacesetters2121ProWritingGuruDr. Everleigh_JKColeen AndersonIsabella HarvardBrilliant GeekWIZARD_KIMPROF_ALISTERAshley EllieShow All Bidsother Questions(10)Describe any four rights of users of information systemAfter studying the cell cycle, how does cancer relate to it? Why is it that some of us will get cancer in our lives and some of us will not, from a biological perspective?Organizational Behavior: “What Makes ______ the Best Place to Work and Why?”History assignment 5Gender Role*****Already A++ Rated Tutorial*****Use as Guide Paper*****DiscussionUNIT V ASSIGNMENTProject Abstract and Executive SummaryImiigration Lawweek4

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Advance Application of Practice-based Research in health

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Week 10: Advance Application of Practice-Base Research in Health

 

 

 

Looking Back, Looking Forward

 

Completing the draft Prospectus is a key milestone in the Doctoral Study process. Take a moment to look back and consider the research you have conducted, the Prospectus you developed, the problems you have considered, and the questions you have posed—to yourself and to others. Think, as well about all the pieces of the Doctoral Study you have developed, clarified, and revised. Changes will continue as you proceed through the process, but this point represents a significant step forward in solidifying the research you plan to do. Congratulations!

 

Learning Objectives

Students will:

 

· Create a plan for completion of Doctoral Study

· Analyze milestones necessary for completion of Doctoral Study

· Analyze approaches to inform Doctoral Study committee on progress related to completion of Doctoral Study milestones.

 

 

Learning Resources

Required Readings

 

Rudestam, K. E., & Newton, R. R. (2015). Surviving your dissertation: A comprehensive guide to content and process (4th ed.). Thousand Oaks, CA: Sage Publications.

Chapter 9, “Overcoming Barriers: Becoming an Expert while Controlling Your Own Destiny” (pp.247-258).

 

Walden University. (n.d.a). APA style: Overview. Retrieved from http://academicguides.waldenu.edu/writingcenter/apa

 

Walden University. (n.d.j). Office of Student Research Administration: DHA Doctoral Study. Retrieved from http://academicguides.waldenu.edu/researchcenter/osra/DHA

 

Walden University. (n.d.k). Scholarly writing: Overview. Retrieved from http://academicguides.waldenu.edu/writingcenter/scholarly

 

Walden University. (n.d.l). Walden University catalog [2016–2017]. Retrieved from http://catalog.waldenu.edu/

 

 

 

Required Media

Laureate Education (Producer). (2015f). Looking forward: Challenges related to and strategies for completing the Doctoral Study [Video file]. Baltimore, MD: Author.

Note: The approximate length of this media piece is 18 minutes.

 

The video Transcript

 

 

Looking Forward: Challenges Related to and Strategies for

Completing Dissertation

Program Transcript

[MUSIC PLAYING]

CHRISTINE M. WALLACE: So one of the biggest challenges are the people

around you in your life are not always very supportive. I don’t think they really

understand if you don’t have a lot of people around you that have completed

either a medical degree or maybe a JD or a PhD, there’s a lot of people that

might be in your life that don’t see the value and don’t really understand that the

sacrifices that it really takes in order to be able to complete a dissertation. So it’s

constantly understanding that despite what those people might be saying to you,

not to let that play over and over in your head, keeping the goal focused right in

front of you at all times.

I had a screensaver on my computer that sort of made me laugh and kept me

motivated. And it said, “Non illegitimi carborundum,” which in Latin means, “Don’t

let the bastards get you down.” And I think that was always something that made

me feel like I had one up on my committee or people that were in my life that

maybe weren’t always as supportive as I hoped that they would be as part of this

process.

Some of the advice that I would give students that are beginning the dissertation

process. I think, first of all, you have to begin with the end in mind. Some of the

things that people told me that I thought were really interesting was to visualize

how many pages your dissertation would look like. And actually, put it in a

notebook, divide it into chapters, figure out about how many chapters, and put

blank pages into a book, which is something that I did do. And then every time

you write a page, you rip out a page.

So it begins to make you feel like you’re moving towards accomplishing a goal.

Another one of the things that people suggested to me as I was going through is

they said it’s very easy to get distracted as you’re going through your

dissertation. You come up with all kinds of things as you’re doing research,

especially on your lit review, that you think, oh, it would be really interesting to do

some research on this or to write an article. And I had a file in my desk, and

every time I came across one of those ideas, I would just take the article or the

idea, write something up about it, and throw it into the file cabinet. That meant

that I kept staying focused on what my original premise and what my original

purpose was.

Some other things that I used that helped me be able to get through the

dissertation process. I picked a set amount of time and a set time of the day that I

worked on at every single day. So for instance, I tend to work very late at night

after my family was in bed and after my children were asleep, my dishes were done, and everything else was sort of finished. I would spend, like, from 1 to 3

o’clock in the morning doing my writing.

And that seemed to work for me. I didn’t have to go to work in the morning until

about 10 o’clock. So that actually turned out to be a very good way for me to

make sure that I had a set amount of time getting it done.

ELIZABETH MAHLER: Well, throughout the dissertation process, the challenges

I encountered mostly had to do with fear of the unknown. But they were in a

couple of different areas. One being fear of my own capacity to be able to even

complete this kind of a daunting task. The second was fear of time and the ability

to balance my life so that I could actually do it in a reasonable time frame and

that it wouldn’t totally take up my entire life during the process.

The strategies that I used to get through it were multiple and many. Number 1

was planning and organization. I have an ability to do that, but it was definitely

taken to a whole new level so that I could work full time and complete the

dissertation within the two to three-year time frame I had given myself for that

goal.

The first thing that I had to do was make sure my office at home was organized in

a way that I could really get to my resources and not spend hours looking for

things. So I had to put my books in proper order. I purchased some rolling file

cabinets that I could designate for certain areas. I had three constructs that I was

dealing with– huge, huge constructs in my dissertation that had a lot of literature

related to each of them. So the organizing of all of my research articles and

background materials was really important to me to do.

Other organizational tools that I used was a planning calendar. I bought one of

those large calendars that you put on your desk that has no dates on it. And I

filled it in for three months at a time and put deadlines in it and days and things

that I would like to focus with on certain days and was able to use that as a

guide.

It’s not that I always met those dates. As a matter of fact, a lot of times, I didn’t.

But what it did for me was, one, gave me a sense of goal for the small steps that

I was completing along the way. But, two, it also gave me a kind of a reward

system in looking back and seeing what I had accomplished with my hour or two

I was spending on it on a daily basis. So those were really helpful kinds of

supports that I put in place.

Additionally, I put a support structure together. I had been in a cohort during my

coursework. And people were in different phases of the dissertation process, but

we tried to stay connected because it can be very isolating. So being very intentional about putting supports together, staying in touch with

people who are going through the same thing because it’s very isolating. And it

can be very lonely at times. You feel like at 10 o’clock at night or 12 o’clock at

night, you are the only one in the world actually sitting in front of a computer

doing this kind of work. And that’s not true at all. There’s a lot of us out there, so

we tried to stay in touch.

My family was very understanding. And I think when I first entered our program,

they did say this could have effects on relationships and marriages. And you

really needed to address those issues up front.

So my husband was extremely supportive. My family helped out. And when I

couldn’t host a family celebration or do something like that, they understood.

The advice that I would give to individuals who are now going through the

dissertation process is to actually trust that process, to know that there had been

systems put in place and directions that are given to us as we go through each

step of the process that are there for a reason. And they do make sense. Often,

that sense-making doesn’t come till you’re finished, but it does make sense.

And one of the things that I was told when I started out in my program was that

you would find your voice while you were working on your dissertation. And that

is really the whole point of the scholarship of the dissertation process, and that

was the goal. And truly, if you can look at it as a journey and not just a

destination, and even though it’s painful and can be lonely, it is a life-changing

experience. If you pay attention to what’s happening as you move along and

perhaps don’t rush too fast to get it completed, if that’s possible, then you will

discover the emergence of your own voice during the process. And I don’t think

there was a greater gift to me in the dissertation.

BARRY SUGARMAN: Everybody encounters problems during the dissertation. I

think mine were primarily time-related. I was working full time. I had a family with

three young children. And finding the time for that was definitely a challenge.

For the strategies that I used to overcome the time limitations that I had was to

wake up very early, get to my office hours before everyone else got there–

usually, around 6 o’clock in the morning– and I just cranked out two or three

hours of work every morning before my compatriots got to their desks, and

chugged through that for nine straight months. Another challenge that I

encountered during my dissertation was being able to pay attention to my family.

With three young children, it was definitely not an easy situation for them. They

required an awful lot of patience on the part of my wife, who played just a

tremendous role in my being able to get through all of the work and cover up the

timeAnd even though I was spending a lot of time in the morning at the office, which

was not really a drain on my family time, I would come home. There will be work

to do. There’d phone calls to make. And they just cleared the decks for me. They

did a wonderful job, and I couldn’t have done it without them.

There are a couple of pieces of advice, I think, I would offer a student who’s just

starting. I had two very good faculty members early on who gave me just very

short pieces of advice, but they really stuck with me. The first one was to pick a

topic that you can do.

And it sounds very simple, but there is an issue of scope creep that comes up in

most dissertations, which is you started off with something simple and it just gets

bigger and bigger and bigger as time progresses. So it’s you pick a topic that you

can work on, and you keep it to that topic throughout the entire time. And the way

she phrased it to me was, you can get the Nobel Prize on your next paper, but on

this first one, on your dissertation, pick a topic that you can do.

The second one was– from that second advisor– was very simple. It was put pen

to paper and write. This is before we wrote them mostly on the computer. But just

the process of putting that pen to paper, being actively involved in writing it rather

than just thinking about it, rather than just planning it, actually writing the words

stimulates the thought process, gets you going, gives you momentum, gives you

incentive. And being actively involved in that way was a big help.

Now, 15 years after I completed my dissertation, if there is one piece of advice

that would have been helpful then that I would like to impart to someone now,

this is to pick a project that you love. Going through the one year, the two years,

however long that it actually takes you to complete your dissertation, having a

project that you love that’s meaningful to you, that you think will not just change

yourself but maybe change the way you look at projects, change the way you

look at your subject matter, change, the world; but whatever it is, if it’s something

that you really love and that you want to be engaged in, it helps with resilience. It

helps get through those hours when you’d really rather be doing something else,

when you’d rather be playing with your kids, when you’ve got a project that’s due

at work, but you need to focus on this. Having that enjoyment and having that

connection to the topic, I think, carries you through those difficult times.

ARAVINDAN VEERASAMY: So some of the challenges that I faced in doing the

PhD work is choosing the right topic. Many times, if you come to PhD with no

industry experience– say, from undergraduate in my case or from master’s

straight into PhD– then you are slightly at a disadvantage because, first, you

need to identify the problem you are trying to solve, the research problem, then

finding the solution. So in my own case, it took maybe 60%, 70% of the time

finding the right topic. A related issue is, especially in the IT field, in the computing field– and this is the

second challenge that I faced– it’s a fast-changing field. And so you are seeing in

the industry, they are also very quickly solving problems as they are facing

things. And so you wonder whether it’s much better off being in the industry trying

to solve problems or staying in academia doing PhD research because, many

times, it’s just that solutions have a shelf life of, say, three to five years or so. And

then if you take three to five years in your PhD, and the solution is there for

another three to five years, you wonder whether it’s much better off being in the

industry to solve the problem and then come up with the product simultaneously.

The third one is staying motivated, keeping a high level of motivation. Many

times, you will see that it’s hard to keep going. And it’s like– one of the seniors in

my PhD would say it’s like having a midlife crisis.

Why am I doing this? Keeping a final goal in mind would always help. And at the

end, it is very worth it.

DEBORAH SEYMOUR: I encountered multiple challenges in writing my

dissertation. For one thing, the institution in which I was doing my dissertation

was a very good institution in linguistics. Actually, it was ranked fifth in the United

States at the time. But in terms of finding faculty members who were really wellversed in my particular topic, that was a little bit difficult.

And so I did find two external members. There was actually the executive director

of the entire program in which I was a student, and then there was another

faculty member. But the committee had to have at least three people on it, and

they actually preferred four. And so I had to search externally to the graduate

center in order to find other committee members.

And when you’re going to ask people to participate in your committee with whom

you’ve not studied before, you’re always taking a risk. So that was one risk that I

had to take is asking people to work with me whom I had not worked with before,

didn’t know what their standards were, didn’t know exactly what their areas of

expertise were, although I had a general idea. So that was one challenge that I

encountered.

And I was a working mom. And I was a single mom at the time. So I had three

part-time jobs, and I was putting myself through graduate school, and I had two

children. And so that alone formed a very, very big challenge in trying to

complete my dissertation.

So in order to overcome the challenges, I had to develop various different

strategies. For one thing, when I had a lot of time with my children, that was what

I was focused on. If I was thinking about my dissertation while I was with my

children, that didn’t work so well. So you really had to learn to compartmentalize

very well. But I also was very fortunate. I was working with somebody who is very wellknown in the area of linguistics that has to do with child language acquisition.

That is how children learn language. That was one of the part-time jobs I had at

the time. I was working in this person’s lab in which we were actually testing how

children learn language. And she offered me various strategies.

And one of the strategies the she offered me was what she called the one-minute

rule. So how does the one-minute rule work? Well, the one-minute rule becomes

the five-minute rule becomes the 10-minute rule.

The one-minute rule is you start by writing one minute a day. Force yourself to do

it, even if what you’re producing is garbage. But you force yourself, you time it–

60 seconds. You write one minute every single day, 365 days a year.

Once you find that you’re actually comfortable with the one-minute rule and

you’re not necessarily producing garbage or a paragraph that is useless, you

move to the five-minute rule. Produce five minutes every single day, 365 days a

year, unless you have a real problem and can’t do it on a given day for five

minutes. And then you move to 10 minutes and eventually to 20 minutes and so

forth.

And that was very, very good advice for me. So I did force myself to do that. And

eventually, I would find that I would sit down in front of the computer and two

hours would go by, and I had no idea how the time had passed. So that was a

very, very useful strategy for me.

Another strategy that the same faculty member provided me with at the time was

what she called the reward rule. And that one was also equally effective for me.

So how does the reward rule work? The reward rule works in the following way.

You sit down to write for several hours or whatever the amount of time you’ve

allotted to yourself by then happens to be. It might be 10 minutes. It might be 15

minutes. And if you’ve really gotten far along in your one-minute rule, you’re up to

three hours or so. So I would sit down to write for about three hours on a Sunday

afternoon, and at the very end, I would promise myself a reward.

Now, you can’t promise yourself a huge reward every single day of the week. So

it can’t be that you’re going to go out and buy yourself something very expensive

just for writing for three hours. But I would sit down on a Sunday afternoon at 1

o’clock and promise myself that if I managed to write for three hours, I would go

see a movie that night. And if I didn’t manage to write for three hours– no movie.

And that reward rule worked very, very well for me.

Another strategy that I used in helping myself to get through the dissertation

process was actually spending a lot of time with colleagues– multiple colleagues who are also in the midst of the dissertation process. There is nothing like peer

support. Peer support in writing the dissertation is huge.

And if you have other candidates with whom you’re familiar and you associate

with them regularly either online or by phone or in person, through support

groups, even through one-on-one conversations, that is a huge help. And you

can really support each other in what the challenges are, how you overcome

them, even how to do research on your question. If your research goes awry,

what you can do in order to fix it. All of those things. Colleagues are huge.

Well, here’s the advice that I would offer. And it actually comes from a very

different context, and not a context that had anything to do with my dissertation. I

was fortunate enough to hear the first woman general in the United States Army

once give a speech. And what she told herself to get herself to the position that

she was in was never give up.

And when she was speaking, she repeated that to the audience 11 times. “Never

give up. Never give up. Never give up.” And if you make that your mantra and

repeat that to yourself as often as you need, that’s probably the best advice you

can give yourself.

 

 

Optional Resources

American Psychological Association. (2014). Learning APA style. Retrieved from http://www.apastyle.org/learn/

 

Walden University. (n.d.h). Grammar. Retrieved from http://writingcenter.waldenu.edu/Grammar-and-ELL.htm

 

Walden University. (n.d.m). Welcome to the Center for Research Quality. Retrieved from http://academicguides.waldenu.edu/researchcenter

 

 

 

Discussion Part (3 pages)

 

Plan for Completing the Doctoral Study

 

Now that you are completing your proposed Doctoral Study Prospectus, it is appropriate to look ahead at completing the Doctoral Study itself. The entire process will be much smoother if you take time at the beginning to plan each step and consider how you will go about achieving your research plans.

 

By Day 4

· Post your plan for completing your Doctoral Study. In your plan, be sure to list the specific milestones and your detailed timetable for completing these milestones, Make sure to indicate when, in particular (e.g., in the evening, on weekends, etc.), you will work on your Doctoral Study. Also, comment on how you will keep your Doctoral Study committee informed of your progress. Be specific and provide examples.

 

· Support your Discussion with citations and specific references to all resources used in its preparation. You are asked to provide a reference list for all resources, including those in the resources for this course.

 

Read a selection of your colleagues’ postings.

 

By Day 6

Respond to at least two of your colleagues’ postings offering additional suggestions for completing their Doctoral Study or communicating with their committee.

 

Return to this Discussion in a few days to read the responses to your initial posting. Note any insights you have gained as a result of the comments your colleagues made.

 

Submission and Grading Information

Grading Criteria

To access your rubric:

 

Week 10 Discussion Rubric

 

Post by Day 4 and Respond by Day 6

To participate in this Discussion: Week 10 Discussion

 

 

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Health Promotion & Middle-Age Adults

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Home>Homework Answsers>Nursing homework helphealth2 months ago29.04.202515Report issuefiles (1)Healthpromotionmiddle-ageadults.docxHealthpromotionmiddle-ageadults.docxCase: R.K. is a home health nurse practitioner who delivers primary care to a predominantly Medicare population. The role of the home health nurse practitioner is to provide assessments to individuals inclusive of the environment, provide direct skilled care and treatment, and provide education and referrals as needed. He must work closely with the patient and his or her caregiver in trying to prevent complications of illness.R.K. specializes in providing wound care services in the home. He visits many diabetic patients living in a senior community. These patients are considered to be homebound and use wheelchairs or walkers to reach the common dining room where meals are served every evening. He is interested in assessing the nutritional content of the meals that are served.Question: Create a list of recommendations of major activities older adults can engage in to promote health and prevent frailty.1.Discuss how you would advise young adults in selecting contraceptive methods. Do you have any personal, religious reservations, or discomforts that would interfere with your ability to advise clients and ask them how they would address these personal conflicts?2.Have students develop a smoking cessation plan for a client.3.Evaluate the impact of poverty on older adults. Make sure to include the impact on their physical and mental health and health promotion recommendations.500 words, APA style, 2 Academic ResourcesHealthpromotionmiddle-ageadults.docxCase: R.K. is a home health nurse practitioner who delivers primary care to a predominantly Medicare population. The role of the home health nurse practitioner is to provide assessments to individuals inclusive of the environment, provide direct skilled care and treatment, and provide education and referrals as needed. He must work closely with the patient and his or her caregiver in trying to prevent complications of illness.R.K. specializes in providing wound care services in the home. He visits many diabetic patients living in a senior community. These patients are considered to be homebound and use wheelchairs or walkers to reach the common dining room where meals are served every evening. He is interested in assessing the nutritional content of the meals that are served.Question: Create a list of recommendations of major activities older adults can engage in to promote health and prevent frailty.1.Discuss how you would advise young adults in selecting contraceptive methods. Do you have any personal, religious reservations, or discomforts that would interfere with your ability to advise clients and ask them how they would address these personal conflicts?2.Have students develop a smoking cessation plan for a client.3.Evaluate the impact of poverty on older adults. Make sure to include the impact on their physical and mental health and health promotion recommendations.500 words, APA style, 2 Academic ResourcesBids(45)Dr. Ellen RMMathProgrammingDr. Aylin JMProf Double RProf. TOPGRADEEmily Clarefirstclass tutorMiss DeannaMUSYOKIONES A+Dr ClovergrA+de plusSheryl Hoganpacesetters2121ProWritingGuruDr. Everleigh_JKColeen AndersonIsabella HarvardBrilliant GeekWIZARD_KIMPROF_ALISTERShow All Bidsother Questions(10)Animals pose several planning challenges since they fulfill many roles (e.g., livestock for human consumption, service animals, companion animals as pets, local wildlife, etc…). If you were the Emergency Manager, who might you involve in emergency planniPolice brutality/profiling – How could their training be different?coll 100CPCN-515 Module 6 DQ 1Capital budgeting Questins and Answers4-6 pages DiversityPCN-445 Topic 3 DQ 2Using Strengths to Increase Motivation*****Already A++ Rated Tutorial*****Use as Guide Paper*****kindly rate me

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Discussion 6

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Home>Homework Answsers>Nursing homework helpdiscussionresponsesBegin your initial post with a one-sentence summary of your proposal topic. Then, provide a brief description of how your organization (and potential funders) will know the program is successful. Include a description of the analysis and collection of data for your program proposal.This discussion will help you complete Milestone Six, which is due in Module Seven.2 months ago28.04.202516Report issueBids(44)Dr. Ellen RMMathProgrammingDr. Aylin JMProf Double RProf. TOPGRADEEmily Clarefirstclass tutorMiss DeannaMUSYOKIONES A+Dr ClovergrA+de plusSheryl Hoganpacesetters2121ProWritingGuruDr. Everleigh_JKColeen AndersonIsabella HarvardBrilliant GeekWIZARD_KIMPROF_ALISTERShow All Bidsother Questions(10)BUS 640 Week 3 Production Cost Analysis and Estimation Applied ProblemsSQL Assignment IIPower Point Project Outline; Click here to access the assignmentThe study of Political ScienceAssignmentPortfolio Milestone:Macro economic indicatorsMGT 3045 Week 4 Assignment 2, Case Analysis/Scenario1CIS 417 Week 6 Assignment 3, Securing the SceneAssignment

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Capstone Change Project Evaluation Plan

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Review your strategic plan to implement the change proposal, the objectives, the outcomes, and listed resources. Develop a process to evaluate the intervention if it were implemented. Write a 150-250 word summary of the evaluation plan that will be used to evaluate your intervention.

The assignment will be used to develop a written implementation plan.

APA style is not required, but solid academic writing is expected.

Am writing on this : For patients and healthcare workers in the hospital (p) does hand washing using soap and water (I) compared to an alcohol hand-based rub (C) reduce hospital acquired infection (O) within a period of stay in the hospital (T).)

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Milestone 5

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Home>Homework Answsers>Nursing homework helpFollow rubric VerbatimWhat to SubmitThe draft of your implementation section should be submitted as a 3- to 4-page Microsoft Word document with double spacing, 12- point Times New Roman font, and one-inch margins. Any references should be cited in APA format. Use appropriate headings to identify each critical element.rubric1.pdf2 months ago28.04.202525Report issueBids(44)PROVEN STERLINGMiss DeannaDr. Ellen RMEmily ClareMathProgrammingDr. Aylin JMabdul_rehman_STELLAR GEEK A+ProWritingGuruWIZARD_KIMProf. TOPGRADEfirstclass tutorProf Double RDr. Adeline ZoeDr. Sophie MilesIsabella HarvardMUSYOKIONES A+Dr CloverPROF_ALISTERgrA+de plusShow All Bidsother Questions(10)For The ideasPolitical Science 3 newNed and Mary Ann are saving their files to a CD. When prompted, Ned will click on Burn file to disc, indicate…computer scienceInformed consent paperRatio or Proportional Reasoning Assessmentexamine how film/media employs colorblind racism unconsciously by exploring a narrative trope.BUSINESS LETTERType 1 DiabetesManagement Theories and The Workplace

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Influencing Social Change

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Post an explanation of how you, as a nurse practitioner, might become a social change agent for psychiatric mental health. Include how you might advocate for change within your own community.

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