Home>Homework Answsers>Nursing homework helpyesnowAssignment:ABDOMINAL ASSESSMENTSubjective:CC: “My stomach hurts, I have diarrhea and nothing seems to help.”HPI: JR, 47 yo WM, complains of having generalized abdominal pain that started 3 days ago. He has not taken any medications because he did not know what to take. He states the pain is a 5/10 today but has been as much as 9/10 when it first started. He has been able to eat, with some nausea afterwards.PMH: HTN, Diabetes, hx of GI bleed 4 years agoMedications: Lisinopril 10mg, Amlodipine 5 mg, Metformin 1000mg, Lantus 10 units qhsAllergies: NKDAFH: No hx of colon cancer, Father hx DMT2, HTN, Mother hx HTN, Hyperlipidemia, GERDAssignment 1: Lab Assignment: Assessing the AbdomenPhoto Credit: Getty Images/Hero ImagesA woman went to the emergency room for severe abdominal cramping. She was diagnosed with diverticulitis; however, as a precaution, the doctor ordered a CT scan. The CT scan revealed a growth on the pancreas, which turned out to be pancreatic cancer—the real cause of the cramping.Because of a high potential for misdiagnosis, determining the precise cause of abdominal pain can be time consuming and challenging. By analyzing case studies of abnormal abdominal findings, nurses can prepare themselves to better diagnose conditions in the abdomen.In this Lab Assignment, you will analyze an Episodic note case study that describes abnormal findings in patients seen in a clinical setting. You will consider what history should be collected from the patients as well as which physical exams and diagnostic tests should be conducted. You will also formulate a differential diagnosis with several possible conditions.To PrepareReview the Episodic note case study your instructor provides you for this week’s Assignment. Please see the “Course Announcements” section of the classroom for your Episodic note case study.With regard to the Episodic note case study provided:Review this week’s Learning Resources, and consider the insights they provide about the case study.Consider what history would be necessary to collect from the patient in the case study.Consider what physical exams and diagnostic tests would be appropriate to gather more information about the patient’s condition. How would the results be used to make a diagnosis?Identifyat least fivepossible conditions that may be considered in a differential diagnosis for the patient.The AssignmentAnalyze the subjective portion of the note. List additional information that should be included in the documentation.Analyze the objective portion of the note. List additional information that should be included in the documentation.Is the assessment supported by the subjective and objective information? Why or why not?What diagnostic tests would be appropriate for this case, and how would the results be used to make a diagnosis?Would you reject/accept the current diagnosis? Why or why not? Identify three possible conditions that may be considered as a differential diagnosis for this patient. Explain your reasoning using at least three different references from current evidence-based literature.Social: Denies tobacco use; occasional ETOH, married, 3 children (1 girl, 2 boys)Objective:VS: Temp 99.8; BP 160/86; RR 16; P 92; HT 5’10”; WT 248lbsHeart: RRR, no murmursLungs: CTA, chest wall symmetricalSkin: Intact without lesions, no urticariaAbd: soft, hyperactive bowel sounds, pos pain in the LLQDiagnostics: NoneAssessment:Left lower quadrant painGastroenteritisPLAN: This section is not required for the assignments in this course (NURS 6512)With regard to the Episodic note case study provided:Review this week’s Learning Resources, and consider the insights they provide about the case study.Consider what history would be necessary to collect from the patient in the case study.Consider what physical exams and diagnostic tests would be appropriate to gather more information about the patient’s condition. How would the results be used to make a diagnosis?Identify at least five possible conditions that may be considered in a differential diagnosis for the patient.Remember to use support literature with your explanations, APA writing.The AssignmentAnalyze the subjective portion of the note. List additional information that should be included in the documentation.Analyze the objective portion of the note. List additional information that should be included in the documentation.Is the assessment supported by the subjective and objective information? Why or why not?What diagnostic tests would be appropriate for this case, and how would the results be used to make a diagnosis?Would you reject/accept the current diagnosis? Why or why not? Identify three possible conditions that may be considered as a differential diagnosis for this patient. Explain your reasoning using at least three different references from current evidence-based literature.Learning ResourcesRequired Readings(click to expand/reduce)Ball, J. W., Dains, J. E., Flynn, J. A., Solomon, B. S., & Stewart, R. W. (2019).Seidel’s guide to physical examination: An interprofessional approach(9th ed.). St. Louis, MO: Elsevier Mosby.Chapter 6, “Vital Signs and Pain Assessment”This chapter describes the experience of pain and its causes. The authors also describe the process of pain assessment.Chapter 18, “Abdomen”In this chapter, the authors summarize the anatomy and physiology of the abdomen. The authors also explain how to conduct an assessment of the abdomen.Dains, J. E., Baumann, L. C., & Scheibel, P. (2019).Advanced health assessment and clinical diagnosis in primary care(6th ed.). St. Louis, MO: Elsevier Mosby.Credit Line: Advanced Health Assessment and Clinical Diagnosis in Primary Care, 6th Edition by Dains, J.E., Baumann, L. C., & Scheibel, P. Copyright 2019 by Mosby. Reprinted by permission of Mosby via the Copyright Clearance Center.Chapter 3, “Abdominal Pain”This chapter outlines how to collect a focused history on abdominal pain. This is followed by what to look for in a physical examination in order to make an accurate diagnosis.Chapter 10, “Constipation”The focus of this chapter is on identifying the causes of constipation through taking a focused history, conducting physical examinations, and performing laboratory tests.Chapter 12, “Diarrhea”In this chapter, the authors focus on diagnosing the cause of diarrhea. The chapter includes questions to ask patients about the condition, things to look for in a physical exam, and suggested laboratory or diagnostic studies to perform.Chapter 29, “Rectal Pain, Itching, and Bleeding”This chapter focuses on how to diagnose rectal bleeding and pain. It includes a table containing possible diagnoses, the accompanying physical signs, and suggested diagnostic studies.Colyar, M. R. (2015).Advanced practice nursing procedures.Philadelphia, PA: F. A. Davis.Credit Line: Advanced practice nursing procedures, 1st Edition by Colyar, M. R. Copyright 2015 by F. A. Davis Company. Reprinted by permission of F. A. Davis Company via the Copyright Clearance Center.These sections below explain the procedural knowledge needed to perform gastrointestinal procedures.Chapter 107, “X-Ray Interpretation: Chest (pp. 480–487)Chapter 115, “X-Ray Interpretation of Abdomen” (pp. 514–520)Note:Download this Student Checklist and Abdomen Key Points to use during your practice abdominal examination.Ball, J. W., Dains, J. E., Flynn, J. A., Solomon, B. S., & Stewart, R. W. (2019). Abdomen: Student checklist. InSeidel’s guide to physical examination: An interprofessional approach(9th ed.). St. Louis, MO: Elsevier Mosby.Credit Line: Seidel’s Guide to Physical Examination, 9th Edition by Ball, J. W., Dains, J. E., Flynn, J. A., Solomon, B. S., & Stewart, R. W. Copyright 2019 by Elsevier Health Sciences. Reprinted by permission of Elsevier Health Sciences via the Copyright Clearance Center.Ball, J. W., Dains, J. E., Flynn, J. A., Solomon, B. S., & Stewart, R. W. (2019). Abdomen: Key points. InSeidel’s guide to physical examination: An interprofessional approach(9th ed.). St. Louis, MO: Elsevier Mosby.Credit Line: Seidel’s Guide to Physical Examination, 9th Edition by Ball, J. W., Dains, J. E., Flynn, J. A., Solomon, B. S., & Stewart, R. W. Copyright 2019 by Elsevier Health Sciences. Reprinted by permission of Elsevier Health Sciences via the Copyright Clearance Center.Document:Midterm Exam Review (Word document)Optional ResourceLeBlond, R. F., Brown, D. D., & DeGowin, R. L. (2014).DeGowin’s diagnostic examination(10th ed.). New York, NY: McGraw Hill Medical.Chapter 9, “The Abdomen, Perineum, Anus, and Rectosigmoid” (pp. 445–527)This chapter explores the health assessment processes for the abdomen, perineum, anus, and rectosigmoid. This chapter also examines the symptoms of many conditions in these areas.Chapter 10, “The Urinary System” (pp. 528–540)In this chapter, the authors provide an overview of the physiology of the urinary system. The chapter also lists symptoms and conditions of the urinary system.Required Media(click to expand/reduce)Assessment of the Abdomen and Gastrointestinal System – Week 6(14m)Accessible player –Downloads–Download Video w/CCDownload AudioDownload TranscriptOnline media forSeidel’s Guide to Physical ExaminationIt is highly recommended that you access and view the resources included with the course text,Seidel’s Guide to Physical Examination. Focus on the videos and animations in Chapter 17 that relate to the assessment of the abdomen and gastrointestinal system. Refer to Week 4 for access instructions onhttps://evolve.elsevier.com/PLS USE 6 RESOURCES FOR THIS ASSIGNbbd2c4c6db673309c065c999b79b237b.docx142c22b743f7d2f23d6afc38ee019734.rtfe09c10e70410cda26e0b2e5702fbc302.rtf4 years ago05.04.202110Report issueAnswer(1)MUSYOKIONES A+5.0(21k+)5.0(4k+)ChatPurchase the answer to view itwk6assignment1nurs6512.docwk6.pdfwk6assignment1nurs65121.docwk6assignment1nurs65122.doc4 years agoplagiarism checkPurchase $30Bids(99)Emily ClareMUSYOKIONES A+Discount AssignWIZARD_KIMTutor Cyrus KenMichelle GoodManDr. Ellen SmartRihAN_MendozaDr. Adeline ZoeQuality AssignmentsTutor RisperDiscount AnsAmanda Smithprof bradleywizard kimRosie SeptemberDr Ava_MiaElprofessoriNightingaleFlexible Tutorother Questions(10)Downpaymentwk1 Desktop clients discussions15-9 You own 1,000 shares of Jennings Corp. stock, which is currently selling for $88.00. Calculate the number ofOn a graph an blank shows the demand portion of equilibriumneed in 6hours, minimum 100 words eachWeek 2 Discussion Bus 518I have a 29 multiple choice questios quiz abbout account entriesINTERNATIONAL HUMAN RESOURCE MANAGEMENTAccounting assignmentreading ENG 100

Needs help with similar assignment?

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

Get Answer Over WhatsApp Order Paper Now

Home>Homework Answsers>Nursing homework helpasapSOONRespondtoat least twoof your colleagues on2different dayswho were assigned different case studies than you. Analyze the possible conditions from your colleagues’ differential diagnoses. Determine which of the conditions you would reject and why. Identify the most likely condition, and justify your reasoning.SW, 46, F, CaucasianS.CC: Bilateral ankle painHPI: SW, 46-year-old Caucasian female presents with bilateral ankle pain that started three days ago. Pt states that her right ankle is more of a concern than her left. States she was playing soccer over the weekend when she heard a “pop.” Claims she was running to kick the soccer ball when she slipped on the grass and fell on top of her right foot. She thinks she “rolled” her foot inward. States she is able to bear weight on both ankles, but the right is uncomfortable. Rates pain 7/10 in intensity for her right ankle, and 3/10 in intensity for her left ankle. She has been taking OTC 600mg ibuprofen every 8 hours for two days and has minor relief. States her right ankle pain is a 4/10 pain with ibuprofen, but only lasts a few hours. Confirms icing both ankles three times a day for the past three days. States walking, and standing is uncomfortable, and most movement makes the pain worse.Current Medications: OTC 600mg Ibuprofen q 8 hours PRN painAllergies:NKAPMHx: No chronic conditions; UTD on immunizations, last TdAp 2011, last influenza vaccine 10/2020.Soc Hx: Lives at home with her husband, 11-year-old daughter, 13-year-old son, and 16-year-old son; works as stay at home for the past 16 years; lives in a multi-family home neighborhood with several friends in the neighborhood; negative tobacco use; consumes moderate alcohol, estimates 2-3 glasses of wine per week; exercises 4 days a week and plays soccer over the weekends with her 16-year-old to help him practice; denies cell phone use while driving; not currently on birth control and LMP was 2 /12 weeks ago; practices safe sexFam Hx: both parents still living; mother, 68-years-old, has history of hyperlipidemia; father, 70-years-old, has a history of HTN, hyperlipidemia, and CHF; paternal grandfather died at age 80 of pancreatic cancer; paternal grandmother died at age 83 of pneumonia; maternal grandfather, 89-years-old, has a history of COPD, HTN, and CHF; maternal grandmother, 86-years-old, has a history of kidney disease; 11-year-old daughter has a history of asthma; 13-year-old son has a history of anxiety, 16-year-old son is healthy; husband, 49-years-old suffers from HTN.ROS:GENERAL:  Right ankle pain, 7/10 pain; no weight loss, fever, chills, weakness or fatigue.HEENT:HEAD: denies headaches, dizziness, head injuries, or past head injuriesEYES: wears corrective lenses for about 20 years; denies any vision changesEARS: denies any changes in hearing; no history of injuries; denies hearing aid useNOSE: denies any changes in sense of smell; denies nasal discharge or swellingTHROAT: denies mouth sores or lesions; denies sore throat, dysphagia, or any injuries or surgeries to throatSKIN: denies contact dermatitis or any other skin conditions; confirms bruising of right ankleCARDIOVASCULAR:  denies chest pain, chest pressure or chest discomfort; denies palpitations or edemaRESPIRATORY:  denies shortness of breath, cough, or wheezeGASTROINTESTINAL:  denies anorexia, nausea, vomiting or diarrhea; denies abdominal painNEUROLOGICAL: denies headaches, head injuries, dizziness, seizures, tremors, difficulty swallowing or speaking; denies gait disturbancesMUSCULOSKELETAL:  confirms right ankle pain near the right lateral malleolus; tenderness and swelling noted on right ankle; denies joint pain, stiffness, swelling, redness, or heat in upper extremities and left lower extremity; denies arthritis, hip dysplasia or scoliosisO.VITALS: BP 126/72 SpO2 99% T 98.7F HR 86 RR 18 W 148 Ht 5’7”GENERAL:  No acute distress; AAO x3; patient sitting comfortably in patient chairHEENT:HEAD: normocephalic; no visible abnormal findingsEYES: no visual loss, double vision, or yellow sclera; conjunctiva moist and pink; PERRLAEARS: no muffled hearing; no dischargeNOSE: nasal mucosa pink; nares patentTHROAT: oral mucosa moist and pinkSKIN: no freckles, birthmarks, or other discoloration of upper extremities; dark purple bruising of right ankle noted; no discoloration of lower left extremities; CRT <3 s of all extremities; no tenting of skinCARDIOVASCULAR:  S1 and S2 audible heart sounds; no gallops, murmurs, or thrills; no edemaRESPIRATORY:  no adventitious breath sounds in all lung quadrantsGASTROINTESTINAL:  abdomen symmetric, rounded, no visible abnormal findings; no abdominal tenderness; no masses; normoactive bowel sounds in all quadrantsNEUROLOGICAL: steady, narrow-based gait; Romberg negative; 2+ reflexes in upper extremities and lower extremities; CN II-XII grossly intact; no focal neurological deficitsMUSCULOSKELETAL:  + right ankle pain near the right lateral malleolus; + tenderness and swelling noted on right ankle; denies joint pain, stiffness, swelling, redness, or heat in upper extremities and left lower extremity; denies arthritis, hip dysplasia or scoliosis; 5/5 muscle strength in upper and lower left extremities; 2/5 muscle strength in lower right extremity; decreased ROM of right ankle, 5 degrees eversion of right foot, 10 degrees inversion of right foot, 5 degrees dorsiflexion of right foot, 20 degrees plantar flexion of right foot; decreased Rom of left foot, 20 degrees inversion, 10 degrees eversion, 20 degrees dorsiflexion, 45 degrees plantar flexion; Full ROM of upper extremities; + Ottawa ankle rules (OAR): bone tenderness at posterior edge of lateral and medial malleolus; decreased ability to bear weight on right extremityDiagnostic results:X-Ray of the bilateral ankles and bilateral lower leg:The X-Ray will help us determine if SW fractured her right lateral malleolus. X-Rays give us a good view of bone structure and can help rule out fracture, break, or strain. OAR is always to be performed before ordering imaging. Curr & Zyrichis (2015) state that providers are to perform an ankle X-ray if the patient is unable to bear weight, 4 steps immediately after injury and in ED, and has bone tenderness at the posterior edge or tip of malleolus. If a patient does not present with both characteristics, they are OAR -. Without bone pain, which is determined using OAR, an X-ray is not indicated. SW had + OAR: bone tenderness at posterior edge of lateral and medial malleolus and decreased ability to bear weight on her right ankle. She had swelling, tenderness, and bruising near the right lateral malleolus.MRI:An MRI is used to get a more detailed look at tissues, ligaments, and organs in the body. Unlike an X-Ray, which can only look at bones, the MRI will help us determine any ligament strain or tears that SW may have had. SW states that she heard a “pop” while she was playing soccer. Most of the time, the popping of the ankle is the sound of the ligament tearing. A crack sound may indicate a fracture or break, and a popping sound usually indicates an ankle sprain. “You hear the popping sound of your ligaments tearing completely, and you can’t put weight on your ankle” (“Common Injuries, 2019). Those characteristics signify an ankle sprain. Knowing that SW heard a “pop” sound when she injured her ankle, leads us to believe a ligament was involved. Therefore, an MRI is an appropriate diagnostic in this scenario.Stress-View Radiography:When an X-Ray doesn’t give a clear enough view of a fracture or break, a stress-view radiography can be used to help determine between an ankle sprain or an injury that may require casting. “because a deltoid injury is not seen on plain radiographs, an unstable injury can appear to be a stable one on a standard mortise view. The quick and easy way to differentiate these two are via stress view of the ankle” (Guiney, 2016).A.Differential Diagnoses:Right Ankle Sprain/Soft-Tissue Injury:An ankle sprain is typically caused by an inversion or eversion of the ankle during strenuous activity, a fall, exercise, or sports activities. SW was playing soccer when she slipped on the grass and rolled on her ankle, which she the heard a “popping sound.” The popping sound indicates a ligament tear or strain, which results in an ankle sprain. “In soccer players, playing on natural grass as opposed to artificial turf increases risk for lateral ankle sprain” (Chen, McInnis, & Borg-Stein, 2019). She had positive right ankle pain near the lateral malleolus, as well as tenderness, swelling, and bruising. Her muscle strength of her right ankle was 2/5 compared to 5/5 for her left ankle. She had decreased ROM of her right ankle and positive OAR. All findings point to an ankle sprain. With proper radiography and an MRI, we will be able to diagnose a soft-tissue injury.Peroneal Tendon Tear:“Pain with resisted eversion and tenderness to palpation are common with peroneal tendon tears. Passive inversion of the hindfoot may provoke pain as well. Subluxation of the peroneal tendons over the posterior border of the fibular may be demonstrated on physical examination” (Danna & Brodsky, 2020). SW had positive findings of swelling/subluxation near the right lateral malleolus, located at the peroneal tendons. ROM was decreased with 10 degrees inversion and 5 degrees eversion of the right foot. SW also heard a “popping sound” at the time of injury, indicating a possible tendon tear, rupture, or sprain of her ankle. An MRI would help determine this diagnosis.Ankle Tendonitis:Tendonitis occurs when a tendon is inflamed and typically presents with a patient unable to bear weight, swelling, pain, and pain with palpation. ROM is usually decreased as well.  It occurs when the ankle is manipulated, usually continuously for a period of time, but can also occur with an injury. SW had + OAR (bone tenderness), swelling, tenderness, unable to bear weight, and decreased ROM. Considering SW plays soccer very regularly with her older son, it is possible that with repetitive overuse of her ankles and feet could have caused tendinitis. It is also important to wear appropriate shoes during exercise. Without appropriate support of her shoes, tendinitis can occur. It is possible SW is suffering from tendonitis considering her symptoms. An MRI would help determine this diagnosis.Right Ankle Fracture:With ankle fractures, individuals can hear a “crack” sound. Seeing as SW heard a “pop,” it is not likely she suffered a fracture. With fractures, pain is usually relieved with rest and an individual is not able to put any weight on the injury. SW is able to bear weight, but has discomfort doing so. Therefore, again, she most likely did not suffer a fracture. This can be confirmed with an X-Ray.Syndesmotic Injury:These injuries are also known as high ankle sprains and they require a lot of force to injure this specific ligament. SW fell and rolled on her ankle, which would not cause a lot of force on her ankle. The syndesmotic ligaments hold the distal tibia and fibula together. They occur when an ankle is externally rotated during injury affecting the interosseous membrane. These injuries typically occur in sports such as hockey and skiing, where injuries cause a lot more force. Her injury was low ankle sprain which occurs when an ankle is everted. Low ankle sprains occur in sports such as soccer and basketball, which SW was playing soccer. Therefore, she most likely did not suffer a syndesmotic injury.ReferencesChen, E., McInnis, K., & Borg-Stein, J. (2019). Ankle sprains: evaluation, rehabilitation, and prevention.Current Sports Medicine Reports: June 2019. 18(6), 217-233. https:/doi.org/10.1249/JSR.0000000000000603Common Injuries. (2019).Backpacker,47(2), 47. https://link.gale.com/apps/doc/A575011128/EAIM?u=minn4020&sid=EAIM&xid=13250273Curr, S., & Xyrichis, A. (2015). Does nurse-led initiation of Ottawa ankle rules reduce ED length of stay?International Emergency Nursing. 23(4), 3147-322.https://doi.org/10.1016/j.ienj.2015.01.006Danna, N., & Brodsky, J. (2020). Diagnosis and Operative Treatment of Peroneal Tendon Tears.Sage Journals.https://doi.org/10.1177/2473011420910407Guiney, A. (2016). Ankle Stress Views: Why, When + What.CoreEm. Retrieved from https://coreem.net/core/ankle-stress-views/#references4 years ago22.04.202110Report issueAnswer(1)DexterMasters4.8(11k+)4.8(2k+)ChatPurchase the answer to view itNOT RATED0S397323B73906143Week8DiscussionAnklePain.edited.docx4 years agoplagiarism checkPurchase $10Bids(124)Emily ClareA+GRADE HELPERMUSYOKIONES A+Dr. Freya WalkerDr Michelle MayaHomeMarket_TutorRihAN_MendozaDiscount AssignTutor Cyrus KenTeacher A+ WorkDr. Adeline ZoeMaria the tutorHOMWORK_WRITERquerubohYourStudyGuruQuality AssignmentsMichelle GoodManTopanswersDiscount AnsAmanda Smithother Questions(10)What solutions would you propose for De Beers in terms of growing amid government interventiosn?MBA 502A Project Financial Statement AnalysisgrstCareer Plan"The Legal EnvironmentConducting a Library SearchFIN-534-week 1DiscussionSuccessfully Funding Your Business VentureEcon 101BUS 311 Week 2 Assignment Critical Analysis Paper. Get an A++.

Needs help with similar assignment?

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

Get Answer Over WhatsApp Order Paper Now

Home>Homework Answsers>Nursing homework helpAssignment: Workplace Environment AssessmentPlease review the complete attached instructions and resources.Review the Grading RubricAssignmentWeek9_NURS6053-Instructions.docxClarkHealthyWorkplaceInventory.pdfWorkPlaceEnvironmentAssessment.docxRubricDetail-Week9.pdfConversationstoinspireandpromoteamorecivilworkplace.pdfFosteringCivilityinNursingEducationandPractice.pdfCombiningCognitiveRehearsalSimulationandEvidence-BaseScriptingtoAddressIncivility.pdfRevisitingCognitiveRehearsalasanInterventionAgainstIncivilityandLateralViolenceinNursing_10yearslater.pdf4 years ago31.07.202160Report issueAnswer(1)WIZARD_KIM4.9(1k+)5.0(376)ChatPurchase the answer to view it1627671694671_WorkEnvironmentAssessment.edited1.docxme.pdf4 years agoplagiarism checkPurchase $60Bids(120)Dr. Ellen RMDr. Adeline ZoeProf Double RCreative GeekQuickly answerTutor Cyrus KenDr Michelle MayagrA+de plusMUSYOKIONES A+WIZARD_KIMQuality AssignmentsYourStudyGuruNightingaleDr shamille ClaraBrilliant GeekDr. ElahiAmanda SmithDr. Ellen SmartBrainy Brianwizard kimother Questions(10)Definition essay about common sensesPersonal Model of Leadership – Part 1Classroom Guidance Lesson for Middle School Studentsessay questions about a film1500 words in less than 24hrsArticle Summary on Management Decision MakingTestPart 2Operation Management2homeworks

Needs help with similar assignment?

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

Get Answer Over WhatsApp Order Paper Now

Home>Homework Answsers>Nursing homework helpBSNNurs2 years ago18.11.202315Report issuefiles (1)Assessment1nurs-fpx4900instructions.docxAssessment1nurs-fpx4900instructions.docxAssessment 1Assessing the Problem: Leadership, Collaboration, Communication, Change Management, and Policy Considerations\instructionsIn a 5–7 page written assessment, define the patient, family, or population health problem that will be the focus of your capstone project. Assess the problem from a leadership, collaboration, communication, change management, and policy perspective. Plan to spend approximately 2 direct practicum hours meeting with a patient, family, or group of your choice to explore the problem and, if desired, consulting with subject matter and industry experts. Document the time spent (your practicum hours) with these individuals or group in the Capella Academic Portal Volunteer Experience Form.Introduction:-This assessment lays the foundation for the work that will carry you through your capstone experience and guide the practicum hours needed to complete the work in this course. In addition, it will enable you to do the following:· Develop a problem statement for a patient, family, or population that’s relevant to your practice.· Begin building a body of evidence that will inform your approach to your practicum.· Focus on the influence of leadership, collaboration, communication, change management, and policy on the problem.Preparation:-In this assessment, you’ll assess the patient, family, or population health problem that will be the focus of your capstone project. Plan to spend approximately 2 hours working with a patient, family, or group of your choice to explore the problem from a leadership, collaboration, communication, change management, and policy perspective. During this time, you may also choose to consult with subject matter and industry experts about the problem (for example, directors of quality or patient safety, nurse managers/directors, physicians, and epidemiologists).To prepare for the assessment, complete the following:· Identify the patient, family, or group you want to work with during your practicum. The patient you select can be a friend or a family member. You’ll work with this patient, family, or group throughout your capstone project, focusing on a specific health care problem.· Begin surveying the scholarly and professional literature to establish your evidence and research base, inform your assessment, and meet scholarly expectations for supporting evidence.In addition, you may wish to complete the following:· Review the assessment instructions and scoring guide to ensure that you understand the work you’ll be asked to complete and how it will be assessed.· Review thePracticum Focus Sheet: Assessment 1 [PDF]Download Practicum Focus Sheet: Assessment 1 [PDF], which provides guidance for conducting this portion of your practicum.Note: As you revise your writing, check out the resources listed on the Writing Center’sWriting Supportpage.Instructions:-Complete this assessment in two parts.Part 1UseAssessment 01 Supplement: Assessing the Problem: Leadership, Collaboration, Communication, Change Management, and Policy Considerations [PDF]Download Assessment 01 Supplement: Assessing the Problem: Leadership, Collaboration, Communication, Change Management, and Policy Considerations [PDF]to define the patient, family, or population health problem that will be the focus of your capstone project. Assess the problem from a leadership, collaboration, communication, change management, and policy perspective and establish your evidence and research base to plan, implement, and share findings related to your project.Part 2Connect with the patient, family, or group you’ll work with during your practicum. During this portion of your practicum, plan to spend at least 2 hours meeting with the patient, family, or group and, if desired, consulting with subject matter and industry experts of your choice. The hours you spend meeting with them should take place outside of regular work hours. Use thePracticum Focus Sheet [PDF]Download Practicum Focus Sheet [PDF]provided for this assessment to guide your work and interpersonal interactions. Document the time spent (your practicum hours) with these individuals or group in the Capella Academic Portal Volunteer Experience Form.Requirements:The assessment requirements, outlined below, correspond to the scoring guide criteria, so be sure to address each main point. Read the performance-level descriptions for each criterion to see how your work will be assessed. In addition, note the additional requirements for document format and length and for supporting evidence.· Define a patient, family, or population health problem that’s relevant to your practice.· Summarize the problem you’ll explore.· Identify the patient, family, or group you intend to work with during your practicum.· Provide context, data, or information that substantiates the presence of the problem and its significance and relevance to the patient, family, or population.· Explain why this problem is relevant to your practice as a baccalaureate-prepared nurse.· Analyze evidence from peer-reviewed literature and professional sources that describes and guides nursing actions related to the patient, family, or population problem you’ve defined.· Note whether the authors provide supporting evidence from the literature that’s consistent with what you see in your nursing practice.· Explain how you would know if the data are unreliable.· Describe what the literature says about barriers to the implementation of evidence-based practice in addressing the problem you’ve defined.· Describe research that has tested the effectiveness of nursing standards and/or policies in improving patient, family, or population outcomes for this problem.· Describe current literature on the role of nurses in policy making to improve outcomes, prevent illness, and reduce hospital readmissions.· Describe what the literature says about a nursing theory or conceptual framework that might frame and guide your actions during your practicum.· Explain how state board nursing practice standards and/or organizational or governmental policies could affect the patient, family, or population problem you’ve defined.· Describe research that has tested the effectiveness of these standards and/or policies in improving patient, family, or population outcomes for this problem.· Describe current literature on the role of nurses in policy making to improve outcomes, prevent illness, and reduce hospital readmissions.· Describe the effects of local, state, and federal policies or legislation on your nursing scope of practice, within the context of this problem.· Propose leadership strategies to improve outcomes, patient-centered care, and the patient experience related to the patient, family, or population problem you’ve defined.· Discuss research on the effectiveness of leadership strategies.· Define the role that you anticipate leadership must play in addressing the problem.· Describe collaboration and communication strategies that you anticipate will be needed to address the problem.· Describe the change management strategies that you anticipate will be required to address the problem.· Document the time spent (your practicum hours) with these individuals or group in the Capella Academic Portal Volunteer Experience Form.· Organize content so ideas flow logically with smooth transitions.· Apply APA style and formatting to scholarly writing.·Additional Requirements: Format: Format your paper using APA style.APA Style Paper Tutorial [DOCX]is provided to help you in writing and formatting your paper. Be sure to include:· A title page and reference page. An abstract is not required.· Appropriate section headings.·Length: Your paper should be approximately 5–7 pages in length, not including the reference page.·Supporting evidence: Cite at least five sources of scholarly or professional evidence that support your central ideas. Resources should be no more than five years old. Provide in-text citations and references in APA format.·Proofreading: Proofread your paper, before you submit it, to minimize errors that could distract readers and make it more difficult for them to focus on its substance.Capella Academic Portal:-Complete the NURS-FPX4900 Volunteer Experience Form inCapella Academic Portal. Include a description of your relationship to the patient, family, or group in the Volunteer Experience comments field.The BSN Capstone Course (NURS-FPX4900 ) requires the completion and documentation of nine (9) practicum hours. All hours must be recorded in the Capella Academic Portal. Please review theBSN Practicum Campuspage for more information and instructions on how to log your hours.Context:-Nurses in all professional roles work to effect positive patient outcomes and improve organizational processes. Professional nurses are leaders in problem identification, planning, and strategy implementation—skills that directly affect patient care or organizational effectiveness.Too often, change agents jump to a conclusion that an intervention will promote the envisioned improvement. Instead, the ideal approach is to determine which interventions are appropriate, based on an assessment and review of credible evidence. Interventions could be patient-facing or involve a change in policy and process. In this assessment, you’ll identify and make the case for your practicum focus area, then explore it in depth from a leadership, collaboration, communication, change management, and policy perspective.Competencies Measured:By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and scoring guide criteria:· Competency 1: Lead people and processes to improve patient, systems, and population outcomes.· Define a patient, family, or population health problem that’s relevant to personal and professional practice.· Competency 2: Make clinical and operational decisions based upon the best available evidence.· Analyze evidence from peer-reviewed literature and professional sources that describes and guides nursing actions related to a defined patient, family, or population problem.· Competency 5: Analyze the impact of health policy on quality and cost of care.· Explain how state board nursing practice standards and/or organizational or governmental policies could affect a defined patient, family, or population problem.· Competency 7: Implement patient-centered care to improve quality of care and the patient experience.· Propose leadership strategies to improve outcomes, patient-centered care, and the patient experience related to a defined patient, family, or population problem and document the practicum hours spent with these individuals or group in the Capella Academic Portal Volunteer Experience Form.· Competency 8: Integrate professional standards and values into practice.· Organize content so ideas flow logically with smooth transitions.· Apply APA style and formatting to scholarly writing.Scoring GuideUse the scoring guide to understand how your assessment will be evaluated.Assessing the Problem: Leadership, Collaboration, Communication, Change Management, and Policy Considerations Scoring GuideCRITERIANON-PERFORMANCEBASICPROFICIENTDISTINGUISHEDDefine a patient, family, or population health problem that’s relevant to personal and professional practice.Analyze evidence from peer-reviewed literature and professional sources that describes and guides nursing actions related to a defined patient, family, or population problem.Explain how state board nursing practice standards and/or organizational or governmental policies could affect a defined patient, family, or population problem.Propose leadership strategies to improve outcomes, patient-centered care, and the patient experience related to a defined patient, family, or population problem and document the practicum hours spent with these individuals or group in the Capella Academic Portal Volunteer Experience Form.Organize content so ideas flow logically with smooth transitions.Apply APA style and formatting to scholarly writing.·Assessment1nurs-fpx4900instructions.docxAssessment 1Assessing the Problem: Leadership, Collaboration, Communication, Change Management, and Policy Considerations\instructionsIn a 5–7 page written assessment, define the patient, family, or population health problem that will be the focus of your capstone project. Assess the problem from a leadership, collaboration, communication, change management, and policy perspective. Plan to spend approximately 2 direct practicum hours meeting with a patient, family, or group of your choice to explore the problem and, if desired, consulting with subject matter and industry experts. Document the time spent (your practicum hours) with these individuals or group in the Capella Academic Portal Volunteer Experience Form.Introduction:-This assessment lays the foundation for the work that will carry you through your capstone experience and guide the practicum hours needed to complete the work in this course. In addition, it will enable you to do the following:· Develop a problem statement for a patient, family, or population that’s relevant to your practice.· Begin building a body of evidence that will inform your approach to your practicum.· Focus on the influence of leadership, collaboration, communication, change management, and policy on the problem.Preparation:-In this assessment, you’ll assess the patient, family, or population health problem that will be the focus of your capstone project. Plan to spend approximately 2 hours working with a patient, family, or group of your choice to explore the problem from a leadership, collaboration, communication, change management, and policy perspective. During this time, you may also choose to consult with subject matter and industry experts about the problem (for example, directors of quality or patient safety, nurse managers/directors, physicians, and epidemiologists).To prepare for the assessment, complete the following:· Identify the patient, family, or group you want to work with during your practicum. The patient you select can be a friend or a family member. You’ll work with this patient, family, or group throughout your capstone project, focusing on a specific health care problem.· Begin surveying the scholarly and professional literature to establish your evidence and research base, inform your assessment, and meet scholarly expectations for supporting evidence.In addition, you may wish to complete the following:· Review the assessment instructions and scoring guide to ensure that you understand the work you’ll be asked to complete and how it will be assessed.· Review thePracticum Focus Sheet: Assessment 1 [PDF]Download Practicum Focus Sheet: Assessment 1 [PDF], which provides guidance for conducting this portion of your practicum.Note: As you revise your writing, check out the resources listed on the Writing Center’sWriting Supportpage.Instructions:-Complete this assessment in two parts.Part 1UseAssessment 01 Supplement: Assessing the Problem: Leadership, Collaboration, Communication, Change Management, and Policy Considerations [PDF]Download Assessment 01 Supplement: Assessing the Problem: Leadership, Collaboration, Communication, Change Management, and Policy Considerations [PDF]to define the patient, family, or population health problem that will be the focus of your capstone project. Assess the problem from a leadership, collaboration, communication, change management, and policy perspective and establish your evidence and research base to plan, implement, and share findings related to your project.Part 2Connect with the patient, family, or group you’ll work with during your practicum. During this portion of your practicum, plan to spend at least 2 hours meeting with the patient, family, or group and, if desired, consulting with subject matter and industry experts of your choice. The hours you spend meeting with them should take place outside of regular work hours. Use thePracticum Focus Sheet [PDF]Download Practicum Focus Sheet [PDF]provided for this assessment to guide your work and interpersonal interactions. Document the time spent (your practicum hours) with these individuals or group in the Capella Academic Portal Volunteer Experience Form.Requirements:The assessment requirements, outlined below, correspond to the scoring guide criteria, so be sure to address each main point. Read the performance-level descriptions for each criterion to see how your work will be assessed. In addition, note the additional requirements for document format and length and for supporting evidence.· Define a patient, family, or population health problem that’s relevant to your practice.· Summarize the problem you’ll explore.· Identify the patient, family, or group you intend to work with during your practicum.· Provide context, data, or information that substantiates the presence of the problem and its significance and relevance to the patient, family, or population.· Explain why this problem is relevant to your practice as a baccalaureate-prepared nurse.· Analyze evidence from peer-reviewed literature and professional sources that describes and guides nursing actions related to the patient, family, or population problem you’ve defined.· Note whether the authors provide supporting evidence from the literature that’s consistent with what you see in your nursing practice.· Explain how you would know if the data are unreliable.· Describe what the literature says about barriers to the implementation of evidence-based practice in addressing the problem you’ve defined.· Describe research that has tested the effectiveness of nursing standards and/or policies in improving patient, family, or population outcomes for this problem.· Describe current literature on the role of nurses in policy making to improve outcomes, prevent illness, and reduce hospital readmissions.· Describe what the literature says about a nursing theory or conceptual framework that might frame and guide your actions during your practicum.· Explain how state board nursing practice standards and/or organizational or governmental policies could affect the patient, family, or population problem you’ve defined.· Describe research that has tested the effectiveness of these standards and/or policies in improving patient, family, or population outcomes for this problem.· Describe current literature on the role of nurses in policy making to improve outcomes, prevent illness, and reduce hospital readmissions.· Describe the effects of local, state, and federal policies or legislation on your nursing scope of practice, within the context of this problem.· Propose leadership strategies to improve outcomes, patient-centered care, and the patient experience related to the patient, family, or population problem you’ve defined.· Discuss research on the effectiveness of leadership strategies.· Define the role that you anticipate leadership must play in addressing the problem.· Describe collaboration and communication strategies that you anticipate will be needed to address the problem.· Describe the change management strategies that you anticipate will be required to address the problem.· Document the time spent (your practicum hours) with these individuals or group in the Capella Academic Portal Volunteer Experience Form.· Organize content so ideas flow logically with smooth transitions.· Apply APA style and formatting to scholarly writing.·Additional Requirements: Format: Format your paper using APA style.APA Style Paper Tutorial [DOCX]is provided to help you in writing and formatting your paper. Be sure to include:· A title page and reference page. An abstract is not required.· Appropriate section headings.·Length: Your paper should be approximately 5–7 pages in length, not including the reference page.·Supporting evidence: Cite at least five sources of scholarly or professional evidence that support your central ideas. Resources should be no more than five years old. Provide in-text citations and references in APA format.·Proofreading: Proofread your paper, before you submit it, to minimize errors that could distract readers and make it more difficult for them to focus on its substance.Capella Academic Portal:-Complete the NURS-FPX4900 Volunteer Experience Form inCapella Academic Portal. Include a description of your relationship to the patient, family, or group in the Volunteer Experience comments field.The BSN Capstone Course (NURS-FPX4900 ) requires the completion and documentation of nine (9) practicum hours. All hours must be recorded in the Capella Academic Portal. Please review theBSN Practicum Campuspage for more information and instructions on how to log your hours.Context:-Nurses in all professional roles work to effect positive patient outcomes and improve organizational processes. Professional nurses are leaders in problem identification, planning, and strategy implementation—skills that directly affect patient care or organizational effectiveness.Too often, change agents jump to a conclusion that an intervention will promote the envisioned improvement. Instead, the ideal approach is to determine which interventions are appropriate, based on an assessment and review of credible evidence. Interventions could be patient-facing or involve a change in policy and process. In this assessment, you’ll identify and make the case for your practicum focus area, then explore it in depth from a leadership, collaboration, communication, change management, and policy perspective.Competencies Measured:By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and scoring guide criteria:· Competency 1: Lead people and processes to improve patient, systems, and population outcomes.· Define a patient, family, or population health problem that’s relevant to personal and professional practice.· Competency 2: Make clinical and operational decisions based upon the best available evidence.· Analyze evidence from peer-reviewed literature and professional sources that describes and guides nursing actions related to a defined patient, family, or population problem.· Competency 5: Analyze the impact of health policy on quality and cost of care.· Explain how state board nursing practice standards and/or organizational or governmental policies could affect a defined patient, family, or population problem.· Competency 7: Implement patient-centered care to improve quality of care and the patient experience.· Propose leadership strategies to improve outcomes, patient-centered care, and the patient experience related to a defined patient, family, or population problem and document the practicum hours spent with these individuals or group in the Capella Academic Portal Volunteer Experience Form.· Competency 8: Integrate professional standards and values into practice.· Organize content so ideas flow logically with smooth transitions.· Apply APA style and formatting to scholarly writing.Scoring GuideUse the scoring guide to understand how your assessment will be evaluated.Assessing the Problem: Leadership, Collaboration, Communication, Change Management, and Policy Considerations Scoring GuideCRITERIANON-PERFORMANCEBASICPROFICIENTDISTINGUISHEDDefine a patient, family, or population health problem that’s relevant to personal and professional practice.Analyze evidence from peer-reviewed literature and professional sources that describes and guides nursing actions related to a defined patient, family, or population problem.Explain how state board nursing practice standards and/or organizational or governmental policies could affect a defined patient, family, or population problem.Propose leadership strategies to improve outcomes, patient-centered care, and the patient experience related to a defined patient, family, or population problem and document the practicum hours spent with these individuals or group in the Capella Academic Portal Volunteer Experience Form.Organize content so ideas flow logically with smooth transitions.Apply APA style and formatting to scholarly writing.·Bids(68)MathProgrammingPROF_ALISTEREmily ClareSheryl HoganA+GRADE HELPERProf Double RDemi_RoseFiona DavaMUSYOKIONES A+Dr CloverJudithTutorDiscount AssignSTELLAR GEEK A+Jahky BColeen AndersonDr. Everleigh_JKBrilliant GeekTutor Cyrus KenWIZARD_KIMTeacher A+ WorkShow All Bidsother Questions(10)Budgeting Projectresearch about how to quit smoking cigarette.EnglishHomework Acc 403 Week 8Assignment 2: LASA 1—IKEA Analysis Reportu02a2Assignment: Bottling Company Case StudyInternational Financial MarketACC305 Wk 5 Ethics Case 10-12 on page 553ACC305 Wk 2 Judgment Case 4-9 page 227

Needs help with similar assignment?

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

Get Answer Over WhatsApp Order Paper Now

Home>Homework Answsers>Nursing homework helpCapstonegcuThe National Academy of Medicine (formerly the Institute of Medicine) championed the goal that 90% of clinical decisions will be evidence-based by 2020. A recent systematic review of the published literature indicates that evidence-based practice (EBP) implementation remains deficient despite an ongoing effort to increase implementation. Discuss two barriers that might hold nursing practice from achieving this goal and suggest ways in which the identified barriers may be addressed.Initial discussion question posts should be a minimum of 200 words and include at least two references cited using APA format. Responses to peers or faculty should be 100-150 words and include one reference. Refer to “RN-BSN DQ Rubric” and “RN-BSN Participation Rubric,” located in Class Resources, to understand the expectations for initial discussion question posts and participation posts, respectively.Syllabus_NRS-465-OL191MN-20241111.pdfNRS-465-R-ClinicalEvaluationTool1.docx8 months ago12.11.20245Report issueBids(46)MISS HILLARY A+Prof Double Rfirstclass tutorsherry proffMUSYOKIONES A+Dr CloverDiscount AssigngrA+de plusSheryl HoganProWritingGuruDr. Everleigh_JKColeen AndersonIsabella HarvardBrilliant GeekPROF_ALISTERAshley EllieMadam MichellePremiumLarry KellyYourStudyGuruShow All Bidsother Questions(10)PSY 600 Article ReviewToolsCorp CorporationECO 365 Week 4 The Economics of Labor MarketscExercise 1epistaxisFor ElProfessori “BusinessStudent201” about Religion11:2 busACT 460 discussion 2Risk Management-Written week 4

Needs help with similar assignment?

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

Get Answer Over WhatsApp Order Paper Now