peripheral vascular disease case study

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.

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?

 

Students much review the case study and answer all questions with a scholarly response using APA and include 2 scholarly references. Answer both case studies on the same document and upload 1 document to Moodle.

Case Studies will be uploaded to Moodle and put through TURN-It-In (anti-Plagiarism program)

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power point and narrated document see rubric

topic is cystitis

I will provide you with a similar assignment so you have an exact idea of my expectations but rubric is there.also I attached the narrated sample so you can write yours based on that with is what I ill present please read carefully and follow the rubrics any questions contact me

Purpose

Clinical practice guidelines (CPGs) are written to provide recommendations that are intended to assist providers in making decisions for specific circumstances or disease conditions.  CPGs are based on systematic reviews of the best available evidenced based medicine research.   Interpreting and learning to apply guidelines into practice is necessary to develop and enhance diagnostic reasoning skills.

Activity Learning Outcomes

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

· Read and interpret a primary care related CPG for use in practice. (CO 3)

· Identify the CPG recommendations and strength of evidence. (CO 3)

· Compare and contrast the diagnosis and treatment of a patient seen in the clinical setting to the recommendations given in the CPG. (CO 3)

Due Date:

Students will be RANDOMLY assigned a CPG on a disease topic by their instructor in Week 1.  Students will post a brief, narrated, PowerPoint presentation along with a copy of their CPG and a written transcript of their presentation

Requirements:

1.  Students will RANDOMLY be assigned a CPG on a disease topic by their instructor in Week 1. TOPIC CYSTITIS

2.  In Week 7, students will provide a brief, narrated PowerPoint presentation using Kaltura while following the directions and rubric listed below.

3.  In addition to the presentation, students will provide a written transcript to the Week 7 assignment box for the instructor’s reference. (NOTE: A written transcript is a word for word script of exactly what is said in the PowerPoint Narration. It is not a paper and does not need to be in APA format.  See the transcripts under each lecture in the weekly lessons for examples).

4.  Students will share a copy of their given CPG by attaching it to the discussion board where their presentation (or link) is posted. This will allow the instructor and peer to review along with your presentation.

5.  The narrated PowerPoint presentationcopy of the CPG, and transcript

Preparing the presentation:

The presentation should be developed using the following guidelines:

· All presentations must be in PowerPoint format and narrated using  Kaltura.

· Slides should be professional in appearance and easy to read.

· The presentation should be no more than 15min.

· Submit a written transcript of your presentation (see definition above) Correct grammar, punctuation, and spelling should be observed in all slides.

·  A reference slide should be included as the final slide and APA format should be observed.

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Instructions

ou have made it to Dr. Muchmerry’s lab early this week in hopes of catching her, but you still have not seen her. However, you’ve found a note on the lab bench yet again.

Good Afternoon, Thank you for being early this week, we have a lot to do. By the way, you did a great job figuring out the chemicals in the lab closet last week, so I’m hoping this week can go equally as smooth.  I am giving a talk on oxidation and reduction reactions at a conference Monday of next week. To help me prepare please label these oxidation and reduction reactions.

Dr. Muchmerry

  • Download the attached document
  • Complete the oxidation and reduction reactions
  • Submit the completed document

Please review the rubric to ensure that your assignment meets criteria.

Assignment File(s)

SC186 – Unit 3 – AssessmentPreview the document (Word Document)

Rubric

SC186 Unit 3 AssessmentSC186 Unit 3 AssessmentCriteriaRatingsPtsThis criterion is linked to a Learning OutcomeContentSC186-CO2; SC186-CO560.0 pts5There were zero errors in the assigmment.50.0 pts4There were 4 or fewer errors in the assignment.44.0 pts3There were 7-12 errors in the assignment.39.0 pts2There were 13-18 errors in the assignment.33.0 pts1There were more than 18 errors in the assignment.0.0 pts0Assignment wasn’t submitted.60.0 pts
Total Points: 60.0

 

Combination reactions!

Decomposition   reactions!

Displacement   reactions!

Disproportionation   reaction!

Combustion reactions!

Precipitation   reactions!

Acid-Base reactions!

AND NOW:

Redox reactions!

Help me by labeling   these oxidation and reduction reactions.

– Dr. Ima Muchmerry

Name:

Date:

 

 

Zn(s) + Cu2+(aq) à Zn2+(aq) + Cu(s)

 

Identify oxidation numbers

 

Zn(s)

 

Cu2+(aq)

 

Zn2+(aq)

 

Cu(s)

 

Identify element or compound:

 

Oxidized

 

Reduced

 

Reducing agent

 

Oxidizing agent

Zn(s) + CuCl2(aq) à ZnCl2(aq) + Cu(s)

 

Identify oxidation numbers

 

Zn(s)

 

Cu in CuCl2(aq)

 

Zn in ZnCl2(aq)

 

Cl in CuCl2(aq)

 

Cl in ZnCl2(aq)

 

Cu(s)

 

Identify element or compound:

 

Oxidized

 

Reduced

 

Reducing agent

 

Oxidizing agent

 

Mg(s) + 2HCl(aq) à MgCl2(aq) + H2(g)

 

Identify oxidation numbers

 

Mg(s)

 

H in HCl(aq)

 

Cl in HCl(aq)

 

Mg in MgCl2(aq)

 

Cl in MgCl2(aq)

 

H2(g)

 

Identify element or compound:

 

Oxidized

 

Reduced

 

Reducing agent

 

Oxidizing agent

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policy and advocacy

  Post a comparison of at least two APRN board of nursing regulations in your state/region with those of at least one other state/region. Describe how they may differ. Be specific and provide examples. Then, explain how the regulations you selected may apply to Advanced Practice Registered Nurses (APRNs) who have legal authority to practice within the full scope of their education and experience. Provide at least one example of how APRNs may adhere to the two regulations you selected

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nursing

We begin our journey into discovering the new world of research and evidence-based practice (EBP) by exploring our past. After completing the required readings and lesson, answer the following:

Explain how research has evolved since the Florence Nightingale era.

Discuss how research and EBP are different; include how you believe research supports EBP for nursing.

Describe one past/historical unethical breach of research conduct; then, share how you would ensure care of a study participant using one ethical or legal research consideration (guideline/principle).

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Workplace Environment Assessment

 Post a brief description of the results of your Work Environment Assessment. Based on the results, how civil is your workplace? Explain why your workplace is or is not civil. Then, describe a situation where you have experienced incivility in the workplace. How was this addressed? Be specific and provide examples.

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defining quality

As health care consumers, we all expect quality care and positive outcomes. It is important as professionals that we meet these demands of health care consumers. Consider the work of the major theorists you examined in this week’s Resources, and think about how these theories apply to your own experience as a health care customer and/or practitioner.

By Day 3

Post your definition of quality, and apply it to the work of one major quality theorist (e.g., Donabedian, Juran, Deming, Triple Aim (IHI) – Berwick). Identify a practice problem that you have had some experience with as a customer or as a practitioner, and explain how eliminating wasteful practices could have improved the experience. Include how your definition of quality applies to that experience.

Support your response with references from the professional nursing literature. Your posts need to be written at the capstone level (see checklist).

Notes Initial Post: This should be a 3-paragraph (at least 350 words) response. Be sure to use evidence from the readings and include in-text citations. Utilize essay-level writing practice and skills, including the use of transitional material and organizational frames. Avoid quotes; paraphrase to incorporate evidence into your own writing. A reference list is required. Use the most current evidence (usually ≤ 5 years old). (Refer to AWE Checklist, Capstone)

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Exercise Physiology Assignment 1

Answer the following questions in 2-3 pages, not including the title and reference pages. Attached is a checklist for your convenience. Thank you!!

1. Discuss the relationship between distribution of muscle fiber type and performance. How might exercise training modify or change a person’s fiber-type distribution?

2. Describe the mechanisms by which muscle glycogen is broken down to glucose for use in glycolysis?

3. Describe how a nerve impulse is transmitted along its axon.

4. What are 2 advantages of fat over carbohydrates for fuel storage in the body?

5. Describe the primary structure of the heart and the primary functions of blood.

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assignment mental health disorders

A 38-year-old woman presents to the office with complaints of weight

loss, fatigue, and insomnia of 3-month duration. She reports that she has

been feeling gradually more tired and staying up late at night because

she can’t sleep. She does not feel that she is doing as well in her occupation

as a secretary and states that she has trouble remembering things.

She does not go outdoors as much as she used to and cannot recall the

last time she went out with friends or enjoyed a social gathering. She

feels tired most of the week and states she feels that she wants to go to

sleep and frequently does not want to get out of bed. She denies any

recent medication, illicit drug, or alcohol use. She feels intense guilt

regarding past failed relationships because she perceives them as faults.

She states she has never thought of suicide, but has begun to feel increasingly

worthless.

Her vital signs and general physical examination are normal, although

she becomes tearful while talking. Her mental status examination is significant

for depressed mood, psychomotor retardation, and difficulty attending

to questions. Laboratory studies reveal a normal metabolic panel, normal

complete blood count, and normal thyroid functions.

➤ What is the most likely diagnosis?

➤ What is your next step?

➤ What are important considerations and potential complications of

management?

all job only association journal and references no websites. APA format

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Cardiovascular Alterations

At least once a year, the media report on a seemingly healthy teenage athlete collapsing during a sports game and dying of heart complications. These incidents continue to outline the importance of physical exams and health screenings for teenagers, especially those who play sports. During these health screenings, examiners check for cardiovascular alterations such as heart murmurs because they can be a sign of an underlying heart disorder. Since many heart alterations rarely have symptoms, they are easy to miss if health professionals are not specifically looking for them. Once cardiovascular alterations are identified in patients, it is important to refer them to specialists who can further investigate the cause.

Consider the following scenario:

A 16-year-old male presents for a sports participation examination. He has no significant medical history and no family history suggestive of risk for premature cardiac death. The patient is examined while sitting slightly recumbent on the exam table and the advanced practice nurse appreciates a grade II/VI systolic murmur heard loudest at the apex of the heart. Other physical findings are within normal limits, the patient denies any cardiovascular symptoms, and a neuromuscular examination is within normal limits. He is cleared with no activity restriction. Later in the season he collapses on the field and dies.

To Prepare

· Review the scenario provided, as well as Chapter 25 in the Huether and McCance text. Consider how you would diagnose and prescribe treatment for the patient.

· Select one of the following patient factors: genetics, ethnicity, or behavior. Reflect on how the factor you selected might impact diagnosis and prescription of treatment for the patient in the scenario.

Assignment

Post a description of how you would diagnose and prescribe treatment for the patient in the scenario. Then explain how the factor you selected might impact the diagnosis and prescription of treatment for that patient.

Required Readings

Huether, S. E., & McCance, K. L. (2017). Understanding pathophysiology (6th ed.). St. Louis, MO: Mosby.

  • Chapter 23, “Structure and Function of the      Cardiovascular and Lymphatic Systems”

This chapter examines the circulatory system, heart, systemic circulation, and lymphatic system to establish a foundation for normal cardiovascular function. It focuses on the structure and function of various parts of the circulatory system to illustrate normal blood flow.

  • Chapter 24, “Alterations of Cardiovascular Function”

This chapter presents the pathophysiology, clinical manifestations, evaluation, and treatment of various cardiovascular disorders. It focuses on diseases of the veins and arteries, disorders of the heart wall, heart disease, and shock.

  • Chapter 25, “Alterations of Cardiovascular Function in      Children”

This chapter examines cardiovascular disorders that affect children. It distinguishes congenital heart diseases from acquired cardiovascular disorders.

Hammer, G. D., & McPhee, S. J. (2019). Pathophysiology of disease: An introduction to clinical medicine (8th ed.). New York, NY: McGraw-Hill Education.

  • Chapter 10, “Cardiovascular Disorders: Heart Disease”

This chapter begins by exploring the normal structure and function of the heart. It then examines the etiology, pathophysiology, and clinical manifestations of five heart disorders: arrhythmias, congestive heart failure, valvular heart disease, coronary artery disease, and pericardial disease.

Jacobsen, R. C., & Gratton, M. C. (2011). A case of unrecognized prehospital anaphylactic shock.Prehospital Emergency Care15(1), 61–66.

Retrieved from the Walden Library databases.

 

This article provides information relating to the diagnosis and management of anaphylactic shock. It also explores difficulties encountered when diagnosing uncommon clinical presentations of anaphylactic shock.

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