Applying “Evidence-Based Practice”

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Applying “Evidence-Based Practice”  Population groups with differences determined by culture, religion or ethnicity also show differences in terms of illness behavior and beliefs.  Discuss a patient population that are at risk and apply evidence-based practice guidelines in management of their illnesses across the age continuum.

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Nursing Class 1 assignment

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Home>Homework Answsers>Nursing homework helpMSNa year ago12.06.202413.13Report issuefiles (2)class1ssignment.docxclass1assignment.docxclass1ssignment.docxHi All,Welcome to Week 3. We are moving along in the course, and you all are doing well! This week, we will discuss Differential Diagnoses and Diagnostic Testing. You have three assignments this week: a case study, a quiz, and an I-Human. Please review the requirements for these assignments.Assignment 1 : Diagnostic ReasoningInclude the following:· Identify the patient’s chief complaint.· Identify the most appropriate physical exams and diagnostic tests to gather more information about the patient’s condition. Be specific and explain your reasoning.· Explain how the results would be used to make a diagnosis.· Identify5possible conditions that may be considered in a differential diagnosis for the patient. Explain your thinking.Supporting your thinking with APA Peer-reviewed literatureAssignment 1 case:20 y/o female college student has had abdominal pain for the last 2 weeks. Some mornings, she has nausea and vomiting, but today, she is here with abdominal cramps and nausea. She has lost 8 pounds while having no appetite. She has been having diarrhea for the last few days. No past medical/surgical History or relevant social historyclass1assignment.docxCASE STUDY ASSIGNMENT: DIFFERENTIAL DIAGNOSES AND DIAGNOSTIC TESTINGWhen seeking to identify a patient’s health condition, advanced practice nurses can use a diverse selection of diagnostic tests and assessment tools to help in understanding a patient’s condition. In turn, beginning with a differential diagnosis supports the process of further applying information to narrow the possibilities of what the condition may be and working to arrive at the most accurate diagnosis for planning treatment.For this Case Study Assignment, you will determine the physical exams and diagnostic tests that would be most appropriate for gaining information and better understanding of your patient’s condition. Then, based on your analysis, you will formulate a differential diagnosis for the patient.RESOURCESBe sure to review the Learning Resources before completing this activity.
Click the weekly resources link to access the resources.WEEKLY RESOURCESTo prepare:· By Day 1 of this week, your Instructor will assign a patient profile for this Assignment.Note:Please see theCourse Announcementssection of the classroom for your patient profile Assignment.· Review this week’s Learning Resources.· Review the details of the patient case study.· Consider what physical exams and diagnostic tests would be most appropriate to gather more information about the patient’s condition.· Reflect on how the results would be used to make a diagnosis.· Identifythree to five (3–5)possible conditions that may be considered in a differential diagnosis for the patient.Assignment: Diagnostic ReasoningInclude the following:· Identify the patient’s chief complaint.· Identify what physical exams and diagnostic tests would be most appropriate to gather more information about the patient’s condition. Be specific and explain your reasoning.· Explain how the results would be used to make a diagnosis.· Identifythree to five (3–5)possible conditions that may be considered in a differential diagnosis for the patient. Explain your thinking.BY DAY 7 OF WEEK 3Submityour Assignment.SUBMISSION INFORMATIONBefore submitting your final assignment, you can check your draft for authenticity. To check your draft, access theTurnitin Draftsfrom theStart Herearea.1. To submit your completed assignment, save your Assignment asWK3Assgn1_LastName_FirstInitial2. Then, click onStart Assignmentnear the top of the page.3. Next, click onUpload Fileand selectSubmit Assignmentfor review.RubricNURS_6512_Week 3_Assignment 1_RubricNURS_6512_Week 3_Assignment 1_RubricCriteriaRatingsPtsThis criterion is linked to a Learning OutcomeIdentify the patient’s chief complaint.15 to >12.0 ptsExcellentThe response clearly, accurately, and in detail explains the assigned patient’s chief complaint.12 to >9.0 ptsGoodThe response accurately explains the assigned patient’s chief complaint.9 to >6.0 ptsFairThe response vaguely and with some inaccuracy explains the assigned patient’s chief complaint.6 to >0 ptsPoorThe response is inaccurate and/or missing an explanation of the assigned patient’s chief complaint.15 ptsThis criterion is linked to a Learning OutcomeIdentify what physical exams and diagnostic tests would be most appropriate to gather more information about the patient’s condition. Be specific and explain your reasoning.20 to >17.0 ptsExcellentThe response clearly, accurately, and in detail Identifies physical exams and diagnostic tests that are most appropriate to gather more information about the patient’s condition; reasoning for the exams/tests is clear, accurate, and detailed.17 to >14.0 ptsGoodThe response accurately Identifies physical exams and diagnostic tests that are most appropriate to gather more information about the patient’s condition; reasoning for the exams/tests is specific and accurate.14 to >13.0 ptsFairThe response vaguely and with some inaccuracy Identifies physical exams and diagnostic tests that are appropriate to gather more information about the patient’s condition; reasoning for the exams/tests is vague and somewhat accurate.13 to >0 ptsPoorThe response is inaccurate and/or missing identification of physical exams and diagnostic tests that are appropriate to gather more information about the patient’s condition; reasoning for the exams/tests is inaccurate or missing.20 ptsThis criterion is linked to a Learning OutcomeExplain how the results would be used to make a diagnosis.15 to >12.0 ptsExcellentThe response clearly, accurately, and in detail explains how the results would be used to make a diagnosis.12 to >9.0 ptsGoodThe response accurately explains how the results would be used to make a diagnosis.9 to >6.0 ptsFairThe response vaguely and with some inaccuracy explains how the results would be used to make a diagnosis.6 to >0 ptsPoorThe response explains inaccurately and/or is missing how the results would be used to make a diagnosis.15 ptsThis criterion is linked to a Learning OutcomeIdentify three to five (3–5) possible conditions that may be considered in a differential diagnosis for the patient. Explain your thinking.35 to >29.0 ptsExcellentThe response clearly, accurately, and in detail identifies four or five possible conditions that may be considered in a differential diagnosis for the patient; with clear, accurate, and detailed reasoning for each possible condition.29 to >23.0 ptsGoodThe response accurately identifies three to five possible conditions that may be considered in a differential diagnosis for the patient; with accurate reasoning for each possible condition.23 to >17.0 ptsFairThe response vaguely and lacking specificity identifies three possible conditions that may be considered in a differential diagnosis for the patient; with vague reasoning for each possible condition.17 to >0 ptsPoorThe response inadequately identifies fewer than three possible conditions that may be considered in a differential diagnosis for the patient; with inadequate or missing reasoning for each possible condition.35 ptsThis criterion is linked to a Learning OutcomeWritten Expression and Formatting: Paragraph Development and Organization — Paragraphs make clear points that support well-developed ideas, flow logically, and demonstrate continuity of ideas. Sentences are carefully focused and neither long and rambling nor short and lacking substance. A clear and comprehensive purpose statement and introduction are provided that delineate all required criteria.5 to >4.0 ptsExcellentParagraphs and sentences follow writing standards for flow, continuity, and clarity. A clear and comprehensive purpose statement, introduction, and conclusion are provided that delineate all required criteria.4 to >3.0 ptsGoodParagraphs and sentences follow writing standards for flow, continuity, and clarity 80% of the time. Purpose, introduction, and conclusion of the assignment are stated, yet are brief and not descriptive.3 to >2.0 ptsFairParagraphs and sentences follow writing standards for flow, continuity, and clarity 60%–79% of the time. Purpose, introduction, and conclusion of the assignment are vague or off topic.2 to >0 ptsPoorParagraphs and sentences follow writing standards for flow, continuity, and clarity < 60% of the time. No purpose statement, introduction, or conclusion were provided.5 ptsThis criterion is linked to a Learning OutcomeWritten Expression and Formatting: English Writing Standards — Correct grammar, mechanics, and proper punctuation5 to >4.0 ptsExcellentUses correct grammar, spelling, and punctuation with no errors.4 to >3.0 ptsGoodContains a few (1 or 2) grammar, spelling, and punctuation errors.3 to >2.0 ptsFairContains several (3 or 4) grammar, spelling, and punctuation errors.2 to >0 ptsPoorContains many (≥ 5) grammar, spelling, and punctuation errors that interfere with the reader’s understanding.5 ptsThis criterion is linked to a Learning OutcomeWritten Expression and Formatting: APA The paper follows correct APA format for title page, headings, font, spacing, margins, indentations, page numbers, running heads, parenthetical/in-text citations, and reference list.5 to >4.0 ptsExcellentUses correct APA format with no errors.4 to >3.0 ptsGoodContains a few (1 or 2) APA format errors.3 to >2.0 ptsFairContains several (3 or 4) APA format errors.2 to >0 ptsPoorContains many (≥ 5) APA format errors.5 ptsTotal Points: 100PreviousNextimage1.jpegclass1assignment.docxCASE STUDY ASSIGNMENT: DIFFERENTIAL DIAGNOSES AND DIAGNOSTIC TESTINGWhen seeking to identify a patient’s health condition, advanced practice nurses can use a diverse selection of diagnostic tests and assessment tools to help in understanding a patient’s condition. In turn, beginning with a differential diagnosis supports the process of further applying information to narrow the possibilities of what the condition may be and working to arrive at the most accurate diagnosis for planning treatment.For this Case Study Assignment, you will determine the physical exams and diagnostic tests that would be most appropriate for gaining information and better understanding of your patient’s condition. Then, based on your analysis, you will formulate a differential diagnosis for the patient.RESOURCESBe sure to review the Learning Resources before completing this activity.
Click the weekly resources link to access the resources.WEEKLY RESOURCESTo prepare:· By Day 1 of this week, your Instructor will assign a patient profile for this Assignment.Note:Please see theCourse Announcementssection of the classroom for your patient profile Assignment.· Review this week’s Learning Resources.· Review the details of the patient case study.· Consider what physical exams and diagnostic tests would be most appropriate to gather more information about the patient’s condition.· Reflect on how the results would be used to make a diagnosis.· Identifythree to five (3–5)possible conditions that may be considered in a differential diagnosis for the patient.Assignment: Diagnostic ReasoningInclude the following:· Identify the patient’s chief complaint.· Identify what physical exams and diagnostic tests would be most appropriate to gather more information about the patient’s condition. Be specific and explain your reasoning.· Explain how the results would be used to make a diagnosis.· Identifythree to five (3–5)possible conditions that may be considered in a differential diagnosis for the patient. Explain your thinking.BY DAY 7 OF WEEK 3Submityour Assignment.SUBMISSION INFORMATIONBefore submitting your final assignment, you can check your draft for authenticity. To check your draft, access theTurnitin Draftsfrom theStart Herearea.1. To submit your completed assignment, save your Assignment asWK3Assgn1_LastName_FirstInitial2. Then, click onStart Assignmentnear the top of the page.3. Next, click onUpload Fileand selectSubmit Assignmentfor review.RubricNURS_6512_Week 3_Assignment 1_RubricNURS_6512_Week 3_Assignment 1_RubricCriteriaRatingsPtsThis criterion is linked to a Learning OutcomeIdentify the patient’s chief complaint.15 to >12.0 ptsExcellentThe response clearly, accurately, and in detail explains the assigned patient’s chief complaint.12 to >9.0 ptsGoodThe response accurately explains the assigned patient’s chief complaint.9 to >6.0 ptsFairThe response vaguely and with some inaccuracy explains the assigned patient’s chief complaint.6 to >0 ptsPoorThe response is inaccurate and/or missing an explanation of the assigned patient’s chief complaint.15 ptsThis criterion is linked to a Learning OutcomeIdentify what physical exams and diagnostic tests would be most appropriate to gather more information about the patient’s condition. Be specific and explain your reasoning.20 to >17.0 ptsExcellentThe response clearly, accurately, and in detail Identifies physical exams and diagnostic tests that are most appropriate to gather more information about the patient’s condition; reasoning for the exams/tests is clear, accurate, and detailed.17 to >14.0 ptsGoodThe response accurately Identifies physical exams and diagnostic tests that are most appropriate to gather more information about the patient’s condition; reasoning for the exams/tests is specific and accurate.14 to >13.0 ptsFairThe response vaguely and with some inaccuracy Identifies physical exams and diagnostic tests that are appropriate to gather more information about the patient’s condition; reasoning for the exams/tests is vague and somewhat accurate.13 to >0 ptsPoorThe response is inaccurate and/or missing identification of physical exams and diagnostic tests that are appropriate to gather more information about the patient’s condition; reasoning for the exams/tests is inaccurate or missing.20 ptsThis criterion is linked to a Learning OutcomeExplain how the results would be used to make a diagnosis.15 to >12.0 ptsExcellentThe response clearly, accurately, and in detail explains how the results would be used to make a diagnosis.12 to >9.0 ptsGoodThe response accurately explains how the results would be used to make a diagnosis.9 to >6.0 ptsFairThe response vaguely and with some inaccuracy explains how the results would be used to make a diagnosis.6 to >0 ptsPoorThe response explains inaccurately and/or is missing how the results would be used to make a diagnosis.15 ptsThis criterion is linked to a Learning OutcomeIdentify three to five (3–5) possible conditions that may be considered in a differential diagnosis for the patient. Explain your thinking.35 to >29.0 ptsExcellentThe response clearly, accurately, and in detail identifies four or five possible conditions that may be considered in a differential diagnosis for the patient; with clear, accurate, and detailed reasoning for each possible condition.29 to >23.0 ptsGoodThe response accurately identifies three to five possible conditions that may be considered in a differential diagnosis for the patient; with accurate reasoning for each possible condition.23 to >17.0 ptsFairThe response vaguely and lacking specificity identifies three possible conditions that may be considered in a differential diagnosis for the patient; with vague reasoning for each possible condition.17 to >0 ptsPoorThe response inadequately identifies fewer than three possible conditions that may be considered in a differential diagnosis for the patient; with inadequate or missing reasoning for each possible condition.35 ptsThis criterion is linked to a Learning OutcomeWritten Expression and Formatting: Paragraph Development and Organization — Paragraphs make clear points that support well-developed ideas, flow logically, and demonstrate continuity of ideas. Sentences are carefully focused and neither long and rambling nor short and lacking substance. A clear and comprehensive purpose statement and introduction are provided that delineate all required criteria.5 to >4.0 ptsExcellentParagraphs and sentences follow writing standards for flow, continuity, and clarity. A clear and comprehensive purpose statement, introduction, and conclusion are provided that delineate all required criteria.4 to >3.0 ptsGoodParagraphs and sentences follow writing standards for flow, continuity, and clarity 80% of the time. Purpose, introduction, and conclusion of the assignment are stated, yet are brief and not descriptive.3 to >2.0 ptsFairParagraphs and sentences follow writing standards for flow, continuity, and clarity 60%–79% of the time. Purpose, introduction, and conclusion of the assignment are vague or off topic.2 to >0 ptsPoorParagraphs and sentences follow writing standards for flow, continuity, and clarity < 60% of the time. No purpose statement, introduction, or conclusion were provided.5 ptsThis criterion is linked to a Learning OutcomeWritten Expression and Formatting: English Writing Standards — Correct grammar, mechanics, and proper punctuation5 to >4.0 ptsExcellentUses correct grammar, spelling, and punctuation with no errors.4 to >3.0 ptsGoodContains a few (1 or 2) grammar, spelling, and punctuation errors.3 to >2.0 ptsFairContains several (3 or 4) grammar, spelling, and punctuation errors.2 to >0 ptsPoorContains many (≥ 5) grammar, spelling, and punctuation errors that interfere with the reader’s understanding.5 ptsThis criterion is linked to a Learning OutcomeWritten Expression and Formatting: APA The paper follows correct APA format for title page, headings, font, spacing, margins, indentations, page numbers, running heads, parenthetical/in-text citations, and reference list.5 to >4.0 ptsExcellentUses correct APA format with no errors.4 to >3.0 ptsGoodContains a few (1 or 2) APA format errors.3 to >2.0 ptsFairContains several (3 or 4) APA format errors.2 to >0 ptsPoorContains many (≥ 5) APA format errors.5 ptsTotal Points: 100PreviousNextimage1.jpegclass1ssignment.docxHi All,Welcome to Week 3. We are moving along in the course, and you all are doing well! This week, we will discuss Differential Diagnoses and Diagnostic Testing. You have three assignments this week: a case study, a quiz, and an I-Human. Please review the requirements for these assignments.Assignment 1 : Diagnostic ReasoningInclude the following:· Identify the patient’s chief complaint.· Identify the most appropriate physical exams and diagnostic tests to gather more information about the patient’s condition. Be specific and explain your reasoning.· Explain how the results would be used to make a diagnosis.· Identify5possible conditions that may be considered in a differential diagnosis for the patient. Explain your thinking.Supporting your thinking with APA Peer-reviewed literatureAssignment 1 case:20 y/o female college student has had abdominal pain for the last 2 weeks. Some mornings, she has nausea and vomiting, but today, she is here with abdominal cramps and nausea. She has lost 8 pounds while having no appetite. She has been having diarrhea for the last few days. No past medical/surgical History or relevant social historyclass1assignment.docxCASE STUDY ASSIGNMENT: DIFFERENTIAL DIAGNOSES AND DIAGNOSTIC TESTINGWhen seeking to identify a patient’s health condition, advanced practice nurses can use a diverse selection of diagnostic tests and assessment tools to help in understanding a patient’s condition. In turn, beginning with a differential diagnosis supports the process of further applying information to narrow the possibilities of what the condition may be and working to arrive at the most accurate diagnosis for planning treatment.For this Case Study Assignment, you will determine the physical exams and diagnostic tests that would be most appropriate for gaining information and better understanding of your patient’s condition. Then, based on your analysis, you will formulate a differential diagnosis for the patient.RESOURCESBe sure to review the Learning Resources before completing this activity.
Click the weekly resources link to access the resources.WEEKLY RESOURCESTo prepare:· By Day 1 of this week, your Instructor will assign a patient profile for this Assignment.Note:Please see theCourse Announcementssection of the classroom for your patient profile Assignment.· Review this week’s Learning Resources.· Review the details of the patient case study.· Consider what physical exams and diagnostic tests would be most appropriate to gather more information about the patient’s condition.· Reflect on how the results would be used to make a diagnosis.· Identifythree to five (3–5)possible conditions that may be considered in a differential diagnosis for the patient.Assignment: Diagnostic ReasoningInclude the following:· Identify the patient’s chief complaint.· Identify what physical exams and diagnostic tests would be most appropriate to gather more information about the patient’s condition. Be specific and explain your reasoning.· Explain how the results would be used to make a diagnosis.· Identifythree to five (3–5)possible conditions that may be considered in a differential diagnosis for the patient. Explain your thinking.BY DAY 7 OF WEEK 3Submityour Assignment.SUBMISSION INFORMATIONBefore submitting your final assignment, you can check your draft for authenticity. To check your draft, access theTurnitin Draftsfrom theStart Herearea.1. To submit your completed assignment, save your Assignment asWK3Assgn1_LastName_FirstInitial2. Then, click onStart Assignmentnear the top of the page.3. Next, click onUpload Fileand selectSubmit Assignmentfor review.RubricNURS_6512_Week 3_Assignment 1_RubricNURS_6512_Week 3_Assignment 1_RubricCriteriaRatingsPtsThis criterion is linked to a Learning OutcomeIdentify the patient’s chief complaint.15 to >12.0 ptsExcellentThe response clearly, accurately, and in detail explains the assigned patient’s chief complaint.12 to >9.0 ptsGoodThe response accurately explains the assigned patient’s chief complaint.9 to >6.0 ptsFairThe response vaguely and with some inaccuracy explains the assigned patient’s chief complaint.6 to >0 ptsPoorThe response is inaccurate and/or missing an explanation of the assigned patient’s chief complaint.15 ptsThis criterion is linked to a Learning OutcomeIdentify what physical exams and diagnostic tests would be most appropriate to gather more information about the patient’s condition. Be specific and explain your reasoning.20 to >17.0 ptsExcellentThe response clearly, accurately, and in detail Identifies physical exams and diagnostic tests that are most appropriate to gather more information about the patient’s condition; reasoning for the exams/tests is clear, accurate, and detailed.17 to >14.0 ptsGoodThe response accurately Identifies physical exams and diagnostic tests that are most appropriate to gather more information about the patient’s condition; reasoning for the exams/tests is specific and accurate.14 to >13.0 ptsFairThe response vaguely and with some inaccuracy Identifies physical exams and diagnostic tests that are appropriate to gather more information about the patient’s condition; reasoning for the exams/tests is vague and somewhat accurate.13 to >0 ptsPoorThe response is inaccurate and/or missing identification of physical exams and diagnostic tests that are appropriate to gather more information about the patient’s condition; reasoning for the exams/tests is inaccurate or missing.20 ptsThis criterion is linked to a Learning OutcomeExplain how the results would be used to make a diagnosis.15 to >12.0 ptsExcellentThe response clearly, accurately, and in detail explains how the results would be used to make a diagnosis.12 to >9.0 ptsGoodThe response accurately explains how the results would be used to make a diagnosis.9 to >6.0 ptsFairThe response vaguely and with some inaccuracy explains how the results would be used to make a diagnosis.6 to >0 ptsPoorThe response explains inaccurately and/or is missing how the results would be used to make a diagnosis.15 ptsThis criterion is linked to a Learning OutcomeIdentify three to five (3–5) possible conditions that may be considered in a differential diagnosis for the patient. Explain your thinking.35 to >29.0 ptsExcellentThe response clearly, accurately, and in detail identifies four or five possible conditions that may be considered in a differential diagnosis for the patient; with clear, accurate, and detailed reasoning for each possible condition.29 to >23.0 ptsGoodThe response accurately identifies three to five possible conditions that may be considered in a differential diagnosis for the patient; with accurate reasoning for each possible condition.23 to >17.0 ptsFairThe response vaguely and lacking specificity identifies three possible conditions that may be considered in a differential diagnosis for the patient; with vague reasoning for each possible condition.17 to >0 ptsPoorThe response inadequately identifies fewer than three possible conditions that may be considered in a differential diagnosis for the patient; with inadequate or missing reasoning for each possible condition.35 ptsThis criterion is linked to a Learning OutcomeWritten Expression and Formatting: Paragraph Development and Organization — Paragraphs make clear points that support well-developed ideas, flow logically, and demonstrate continuity of ideas. Sentences are carefully focused and neither long and rambling nor short and lacking substance. A clear and comprehensive purpose statement and introduction are provided that delineate all required criteria.5 to >4.0 ptsExcellentParagraphs and sentences follow writing standards for flow, continuity, and clarity. A clear and comprehensive purpose statement, introduction, and conclusion are provided that delineate all required criteria.4 to >3.0 ptsGoodParagraphs and sentences follow writing standards for flow, continuity, and clarity 80% of the time. Purpose, introduction, and conclusion of the assignment are stated, yet are brief and not descriptive.3 to >2.0 ptsFairParagraphs and sentences follow writing standards for flow, continuity, and clarity 60%–79% of the time. Purpose, introduction, and conclusion of the assignment are vague or off topic.2 to >0 ptsPoorParagraphs and sentences follow writing standards for flow, continuity, and clarity < 60% of the time. No purpose statement, introduction, or conclusion were provided.5 ptsThis criterion is linked to a Learning OutcomeWritten Expression and Formatting: English Writing Standards — Correct grammar, mechanics, and proper punctuation5 to >4.0 ptsExcellentUses correct grammar, spelling, and punctuation with no errors.4 to >3.0 ptsGoodContains a few (1 or 2) grammar, spelling, and punctuation errors.3 to >2.0 ptsFairContains several (3 or 4) grammar, spelling, and punctuation errors.2 to >0 ptsPoorContains many (≥ 5) grammar, spelling, and punctuation errors that interfere with the reader’s understanding.5 ptsThis criterion is linked to a Learning OutcomeWritten Expression and Formatting: APA The paper follows correct APA format for title page, headings, font, spacing, margins, indentations, page numbers, running heads, parenthetical/in-text citations, and reference list.5 to >4.0 ptsExcellentUses correct APA format with no errors.4 to >3.0 ptsGoodContains a few (1 or 2) APA format errors.3 to >2.0 ptsFairContains several (3 or 4) APA format errors.2 to >0 ptsPoorContains many (≥ 5) APA format errors.5 ptsTotal Points: 100PreviousNextimage1.jpegclass1ssignment.docxHi All,Welcome to Week 3. We are moving along in the course, and you all are doing well! This week, we will discuss Differential Diagnoses and Diagnostic Testing. You have three assignments this week: a case study, a quiz, and an I-Human. Please review the requirements for these assignments.Assignment 1 : Diagnostic ReasoningInclude the following:· Identify the patient’s chief complaint.· Identify the most appropriate physical exams and diagnostic tests to gather more information about the patient’s condition. Be specific and explain your reasoning.· Explain how the results would be used to make a diagnosis.· Identify5possible conditions that may be considered in a differential diagnosis for the patient. Explain your thinking.Supporting your thinking with APA Peer-reviewed literatureAssignment 1 case:20 y/o female college student has had abdominal pain for the last 2 weeks. Some mornings, she has nausea and vomiting, but today, she is here with abdominal cramps and nausea. She has lost 8 pounds while having no appetite. She has been having diarrhea for the last few days. No past medical/surgical History or relevant social historyclass1assignment.docxCASE STUDY ASSIGNMENT: DIFFERENTIAL DIAGNOSES AND DIAGNOSTIC TESTINGWhen seeking to identify a patient’s health condition, advanced practice nurses can use a diverse selection of diagnostic tests and assessment tools to help in understanding a patient’s condition. In turn, beginning with a differential diagnosis supports the process of further applying information to narrow the possibilities of what the condition may be and working to arrive at the most accurate diagnosis for planning treatment.For this Case Study Assignment, you will determine the physical exams and diagnostic tests that would be most appropriate for gaining information and better understanding of your patient’s condition. Then, based on your analysis, you will formulate a differential diagnosis for the patient.RESOURCESBe sure to review the Learning Resources before completing this activity.
Click the weekly resources link to access the resources.WEEKLY RESOURCESTo prepare:· By Day 1 of this week, your Instructor will assign a patient profile for this Assignment.Note:Please see theCourse Announcementssection of the classroom for your patient profile Assignment.· Review this week’s Learning Resources.· Review the details of the patient case study.· Consider what physical exams and diagnostic tests would be most appropriate to gather more information about the patient’s condition.· Reflect on how the results would be used to make a diagnosis.· Identifythree to five (3–5)possible conditions that may be considered in a differential diagnosis for the patient.Assignment: Diagnostic ReasoningInclude the following:· Identify the patient’s chief complaint.· Identify what physical exams and diagnostic tests would be most appropriate to gather more information about the patient’s condition. Be specific and explain your reasoning.· Explain how the results would be used to make a diagnosis.· Identifythree to five (3–5)possible conditions that may be considered in a differential diagnosis for the patient. Explain your thinking.BY DAY 7 OF WEEK 3Submityour Assignment.SUBMISSION INFORMATIONBefore submitting your final assignment, you can check your draft for authenticity. To check your draft, access theTurnitin Draftsfrom theStart Herearea.1. To submit your completed assignment, save your Assignment asWK3Assgn1_LastName_FirstInitial2. Then, click onStart Assignmentnear the top of the page.3. Next, click onUpload Fileand selectSubmit Assignmentfor review.RubricNURS_6512_Week 3_Assignment 1_RubricNURS_6512_Week 3_Assignment 1_RubricCriteriaRatingsPtsThis criterion is linked to a Learning OutcomeIdentify the patient’s chief complaint.15 to >12.0 ptsExcellentThe response clearly, accurately, and in detail explains the assigned patient’s chief complaint.12 to >9.0 ptsGoodThe response accurately explains the assigned patient’s chief complaint.9 to >6.0 ptsFairThe response vaguely and with some inaccuracy explains the assigned patient’s chief complaint.6 to >0 ptsPoorThe response is inaccurate and/or missing an explanation of the assigned patient’s chief complaint.15 ptsThis criterion is linked to a Learning OutcomeIdentify what physical exams and diagnostic tests would be most appropriate to gather more information about the patient’s condition. Be specific and explain your reasoning.20 to >17.0 ptsExcellentThe response clearly, accurately, and in detail Identifies physical exams and diagnostic tests that are most appropriate to gather more information about the patient’s condition; reasoning for the exams/tests is clear, accurate, and detailed.17 to >14.0 ptsGoodThe response accurately Identifies physical exams and diagnostic tests that are most appropriate to gather more information about the patient’s condition; reasoning for the exams/tests is specific and accurate.14 to >13.0 ptsFairThe response vaguely and with some inaccuracy Identifies physical exams and diagnostic tests that are appropriate to gather more information about the patient’s condition; reasoning for the exams/tests is vague and somewhat accurate.13 to >0 ptsPoorThe response is inaccurate and/or missing identification of physical exams and diagnostic tests that are appropriate to gather more information about the patient’s condition; reasoning for the exams/tests is inaccurate or missing.20 ptsThis criterion is linked to a Learning OutcomeExplain how the results would be used to make a diagnosis.15 to >12.0 ptsExcellentThe response clearly, accurately, and in detail explains how the results would be used to make a diagnosis.12 to >9.0 ptsGoodThe response accurately explains how the results would be used to make a diagnosis.9 to >6.0 ptsFairThe response vaguely and with some inaccuracy explains how the results would be used to make a diagnosis.6 to >0 ptsPoorThe response explains inaccurately and/or is missing how the results would be used to make a diagnosis.15 ptsThis criterion is linked to a Learning OutcomeIdentify three to five (3–5) possible conditions that may be considered in a differential diagnosis for the patient. Explain your thinking.35 to >29.0 ptsExcellentThe response clearly, accurately, and in detail identifies four or five possible conditions that may be considered in a differential diagnosis for the patient; with clear, accurate, and detailed reasoning for each possible condition.29 to >23.0 ptsGoodThe response accurately identifies three to five possible conditions that may be considered in a differential diagnosis for the patient; with accurate reasoning for each possible condition.23 to >17.0 ptsFairThe response vaguely and lacking specificity identifies three possible conditions that may be considered in a differential diagnosis for the patient; with vague reasoning for each possible condition.17 to >0 ptsPoorThe response inadequately identifies fewer than three possible conditions that may be considered in a differential diagnosis for the patient; with inadequate or missing reasoning for each possible condition.35 ptsThis criterion is linked to a Learning OutcomeWritten Expression and Formatting: Paragraph Development and Organization — Paragraphs make clear points that support well-developed ideas, flow logically, and demonstrate continuity of ideas. Sentences are carefully focused and neither long and rambling nor short and lacking substance. A clear and comprehensive purpose statement and introduction are provided that delineate all required criteria.5 to >4.0 ptsExcellentParagraphs and sentences follow writing standards for flow, continuity, and clarity. A clear and comprehensive purpose statement, introduction, and conclusion are provided that delineate all required criteria.4 to >3.0 ptsGoodParagraphs and sentences follow writing standards for flow, continuity, and clarity 80% of the time. Purpose, introduction, and conclusion of the assignment are stated, yet are brief and not descriptive.3 to >2.0 ptsFairParagraphs and sentences follow writing standards for flow, continuity, and clarity 60%–79% of the time. Purpose, introduction, and conclusion of the assignment are vague or off topic.2 to >0 ptsPoorParagraphs and sentences follow writing standards for flow, continuity, and clarity < 60% of the time. No purpose statement, introduction, or conclusion were provided.5 ptsThis criterion is linked to a Learning OutcomeWritten Expression and Formatting: English Writing Standards — Correct grammar, mechanics, and proper punctuation5 to >4.0 ptsExcellentUses correct grammar, spelling, and punctuation with no errors.4 to >3.0 ptsGoodContains a few (1 or 2) grammar, spelling, and punctuation errors.3 to >2.0 ptsFairContains several (3 or 4) grammar, spelling, and punctuation errors.2 to >0 ptsPoorContains many (≥ 5) grammar, spelling, and punctuation errors that interfere with the reader’s understanding.5 ptsThis criterion is linked to a Learning OutcomeWritten Expression and Formatting: APA The paper follows correct APA format for title page, headings, font, spacing, margins, indentations, page numbers, running heads, parenthetical/in-text citations, and reference list.5 to >4.0 ptsExcellentUses correct APA format with no errors.4 to >3.0 ptsGoodContains a few (1 or 2) APA format errors.3 to >2.0 ptsFairContains several (3 or 4) APA format errors.2 to >0 ptsPoorContains many (≥ 5) APA format errors.5 ptsTotal Points: 100PreviousNextimage1.jpeg12Bids(67)Dr. Ellen RMMISS HILLARY A+Dr. Aylin JMSheryl HoganProf Double REmily ClareDr. Sarah BlakeProWritingGurufirstclass tutorPROF_ALISTERFiona DavaMUSYOKIONES A+Dr CloverDiscount AssigngrA+de plusMARTHA92_PHDpacesetters2121Jahky BDr. Everleigh_JKColeen AndersonShow All Bidsother Questions(10)The _____ approach is considered weak because it fails to grabIt is online course that has assignment and discussion form and a quiz 

 

I will provide you the eBook and information…American historyOffering $15Unit 1 Discussion CJ180Business Rules and Data ModelsBusiness Management AssignmentYou want to be able to withdraw the specified amount periodically from a payout annuity with the given terms. Find how much the account needs to hold to make this possible. Round your answer to the nearest dollar.FOR PHYLLIS ONLY!!!!!!help with a leagal research paper

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What do the four parts of the Christian Biblical Narrative (i.e., creation, fall, redemption, and restoration) say about the nature of God and of reality in relation to the reality of sickness and disease? From where would one find comfort and hope in the light of illness according to this narrative? Explain in detail each part of the narrative above and analyze the implications.

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Nursing homework help

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Please respond to the following: “The Product Life Cycle Part”

  • Assess the value of the product life cycle as a tool for product succession planning and related product management activities. Give your opinion on whether or not the Product Life Cycle can help health care managers in promoting portfolio planning, strategy formulation, and forecasting. Provide one (1) example to support your rationale.
  • Select two (2) stages of the Product Life Cycle. Describe the methods for strategically and tactically managing products during each of the selected stages. Relate the selected stages to two (2) real-life examples of strategic or tactical initiatives within a health care organization.

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NR 306 week 8

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Home>Homework Answsers>Nursing homework helpgood4 patients10 months ago28.08.20244Report issuefiles (2)NR306week8.docxRelearning_Clinical_Judgment_Plan_of_Care_Template_July24.docxNR306week8.docxPatient 1. Gerald Adams 78-years-old: Neurological SystemNURSING ASSESSMENT & NOTES5/6 0800Nursing Note:Alert, oriented x 2 (person and place), disoriented to time and situation. Displays difficulty finding words. Cooperative and obeys commands appropriately. Fine tremors of hands, becomes agitated when buttoning a shirt. Shuffling gait. Reports intermittent dizziness with position changes. Trace edema in feet and pretibial region. +2 pedal pulses, radial pulses bilat.Medical History:· Parkinson’s disease· Mild dementia· Congestive heart failure· Hypertension· Vitamin D deficiencyHome Medications:· Carbidopa-levodopa 25 mg/100 mg by mouth twice daily· Ropinirole 6 mg by mouth daily· Rivastigmine 6 mg by mouth twice daily· Amitriptyline 100 mg by mouth daily· Carvedilol 25 mg by mouth twice daily· Lisinopril 20 mg by mouth dailyPatient 2. Dale Carson 76-years-old: Safety SystemNursing Note:The client was unsteady this morning when rising from sitting to standing. Fall precautions reinforced. Orthostatic blood pressure readings were obtained.VITAL SIGN TRENDDateTempHRRRBPSpO2O29/9 0955
(lying)98.1 °F
(36.7 °C)78 regular20142/8298%RA9/9 0957
(sitting)98.1 °F
(36.7 °C)84 regular22122/7796%RA9/9 0959
(standing)98.1 °F
(36.7 °C)93 regular26105/6895%RAMedical History:· Parkinson’s Disease· Mild Dementia· OsteoarthritisPatient 3. Jacob Edmonds 88-years-old: Sensory SystemNURSING ASSESSMENT & NOTES1/17 1800Neurological Assessment:PERRLA, refused to answer questions, usual shuffling gait with the walker, sometimes refusing to use a walker (poor balance noted without a walker), refuses to squeeze hands, mumbling words that are not understandable, occasional yelling and combativeness, agitated and restless.1/18 0300Nursing Note:The client was found ambulating in his room in the dark at 0220 without his walker. The UAP provided the walker, and the client shouted, “I don’t need that!” and continued to walk toward his door and out of the room. With assistance, the client was directed to the recliner with feet raised.1/18 0430Nursing Note:Found sitting on the floor near his recliner with the recliner still in the reclined position. No injuries were observed. Denies pain. VS WNL. Unable to explain the details of how he got there. Restless and agitated, hitting at the nurse. Pajama bottoms wet, refused to be changed. Able to get him back to bed with a 3 person assist. Agency policy implemented for frequent neuro checks per protocol.VITAL SIGN TRENDDateTempHRRRBPSpO2O21/18 053097.8 °F
(36.5 °C)7820129/8498%RACOLLABORATIVE CARE1/17 1430Physical Therapy Note:Mr. Edmonds easily directed, occasionally losing focus but then redirected. Orientation X 1, sometimes mentioning the facility and time of year. Discussed the use of the walker to assist in ambulation and reinforced how to use it. Demonstrated technique. Cautioned that his balance is poor and that he should use the walker to avoid falling. Became teary when discussing his wife, who died many years ago, and his need to be in a facility. Expressed gratitude, stating, “This is a nice place. I don’t have a purpose right now.” Allowed to ventilate as he told stories about his past. Escorted to the day room and appeared to be watching a football game on television.Medical History:· Major neurocognitive disorder with behavioral disturbance· Benign prostatic hyperplasia· Hypertension· HyperlipidemiaPatient 4. Mary Barrett 85-years-old: Musculoskeletal SystemNURSING ASSESSMENT & NOTES4/19 0930Nursing Note:Client is admitted to the long-term care facility for therapy. She states she just needs some help until her leg heals. She had a left tibia repair 10 days ago. Physical therapy to evaluate her later today. She was transferred from the hospital via ambulance. Both of her children are currently with her at the bedside.4/19 0930Neuro/Cognitive:Client alert/oriented x 4. Speech is even and clear. Pupils 3 mm PERRLA. Obeys all commands. Short and long-term memory intact.Cardiovascular:S1 and S2 sound present. No murmurs, clicks, gallops—normal sinus rhythm on telemetry monitor in the 80s. No edema. Capillary refill less than 3 seconds.Respiratory:Shallow breathing. Lung sounds faint/absent in RLL, crackles in bilateral bases, ineffective, moist cough. 90% on room air.Gastrointestinal:Bowel sounds are present in all 4 quadrants. Abdomen soft, non-distended, non-tender. Last bowel movement this morning.Genitourinary:Reports no problems or pain with urination.Musculoskeletal: Moves all extremities freely. Has some stiffness in her hands. Lower left leg in walking boot and pain with left leg movement.Medical History:Type 2 diabetes mellitus, hypertension, hyperlipidemia, osteoporosis, and hypothyroidismSurgical History:Left tibia repair 10 days ago, hysterectomy in 1981Relearning_Clinical_Judgment_Plan_of_Care_Template_July24.docxThis file is too large to display.View in new windowRelearning_Clinical_Judgment_Plan_of_Care_Template_July24.docxThis file is too large to display.View in new windowNR306week8.docxPatient 1. Gerald Adams 78-years-old: Neurological SystemNURSING ASSESSMENT & NOTES5/6 0800Nursing Note:Alert, oriented x 2 (person and place), disoriented to time and situation. Displays difficulty finding words. Cooperative and obeys commands appropriately. Fine tremors of hands, becomes agitated when buttoning a shirt. Shuffling gait. Reports intermittent dizziness with position changes. Trace edema in feet and pretibial region. +2 pedal pulses, radial pulses bilat.Medical History:· Parkinson’s disease· Mild dementia· Congestive heart failure· Hypertension· Vitamin D deficiencyHome Medications:· Carbidopa-levodopa 25 mg/100 mg by mouth twice daily· Ropinirole 6 mg by mouth daily· Rivastigmine 6 mg by mouth twice daily· Amitriptyline 100 mg by mouth daily· Carvedilol 25 mg by mouth twice daily· Lisinopril 20 mg by mouth dailyPatient 2. Dale Carson 76-years-old: Safety SystemNursing Note:The client was unsteady this morning when rising from sitting to standing. Fall precautions reinforced. Orthostatic blood pressure readings were obtained.VITAL SIGN TRENDDateTempHRRRBPSpO2O29/9 0955
(lying)98.1 °F
(36.7 °C)78 regular20142/8298%RA9/9 0957
(sitting)98.1 °F
(36.7 °C)84 regular22122/7796%RA9/9 0959
(standing)98.1 °F
(36.7 °C)93 regular26105/6895%RAMedical History:· Parkinson’s Disease· Mild Dementia· OsteoarthritisPatient 3. Jacob Edmonds 88-years-old: Sensory SystemNURSING ASSESSMENT & NOTES1/17 1800Neurological Assessment:PERRLA, refused to answer questions, usual shuffling gait with the walker, sometimes refusing to use a walker (poor balance noted without a walker), refuses to squeeze hands, mumbling words that are not understandable, occasional yelling and combativeness, agitated and restless.1/18 0300Nursing Note:The client was found ambulating in his room in the dark at 0220 without his walker. The UAP provided the walker, and the client shouted, “I don’t need that!” and continued to walk toward his door and out of the room. With assistance, the client was directed to the recliner with feet raised.1/18 0430Nursing Note:Found sitting on the floor near his recliner with the recliner still in the reclined position. No injuries were observed. Denies pain. VS WNL. Unable to explain the details of how he got there. Restless and agitated, hitting at the nurse. Pajama bottoms wet, refused to be changed. Able to get him back to bed with a 3 person assist. Agency policy implemented for frequent neuro checks per protocol.VITAL SIGN TRENDDateTempHRRRBPSpO2O21/18 053097.8 °F
(36.5 °C)7820129/8498%RACOLLABORATIVE CARE1/17 1430Physical Therapy Note:Mr. Edmonds easily directed, occasionally losing focus but then redirected. Orientation X 1, sometimes mentioning the facility and time of year. Discussed the use of the walker to assist in ambulation and reinforced how to use it. Demonstrated technique. Cautioned that his balance is poor and that he should use the walker to avoid falling. Became teary when discussing his wife, who died many years ago, and his need to be in a facility. Expressed gratitude, stating, “This is a nice place. I don’t have a purpose right now.” Allowed to ventilate as he told stories about his past. Escorted to the day room and appeared to be watching a football game on television.Medical History:· Major neurocognitive disorder with behavioral disturbance· Benign prostatic hyperplasia· Hypertension· HyperlipidemiaPatient 4. Mary Barrett 85-years-old: Musculoskeletal SystemNURSING ASSESSMENT & NOTES4/19 0930Nursing Note:Client is admitted to the long-term care facility for therapy. She states she just needs some help until her leg heals. She had a left tibia repair 10 days ago. Physical therapy to evaluate her later today. She was transferred from the hospital via ambulance. Both of her children are currently with her at the bedside.4/19 0930Neuro/Cognitive:Client alert/oriented x 4. Speech is even and clear. Pupils 3 mm PERRLA. Obeys all commands. Short and long-term memory intact.Cardiovascular:S1 and S2 sound present. No murmurs, clicks, gallops—normal sinus rhythm on telemetry monitor in the 80s. No edema. Capillary refill less than 3 seconds.Respiratory:Shallow breathing. Lung sounds faint/absent in RLL, crackles in bilateral bases, ineffective, moist cough. 90% on room air.Gastrointestinal:Bowel sounds are present in all 4 quadrants. Abdomen soft, non-distended, non-tender. Last bowel movement this morning.Genitourinary:Reports no problems or pain with urination.Musculoskeletal: Moves all extremities freely. Has some stiffness in her hands. Lower left leg in walking boot and pain with left leg movement.Medical History:Type 2 diabetes mellitus, hypertension, hyperlipidemia, osteoporosis, and hypothyroidismSurgical History:Left tibia repair 10 days ago, hysterectomy in 1981Relearning_Clinical_Judgment_Plan_of_Care_Template_July24.docxThis file is too large to display.View in new windowNR306week8.docxPatient 1. Gerald Adams 78-years-old: Neurological SystemNURSING ASSESSMENT & NOTES5/6 0800Nursing Note:Alert, oriented x 2 (person and place), disoriented to time and situation. Displays difficulty finding words. Cooperative and obeys commands appropriately. Fine tremors of hands, becomes agitated when buttoning a shirt. Shuffling gait. Reports intermittent dizziness with position changes. Trace edema in feet and pretibial region. +2 pedal pulses, radial pulses bilat.Medical History:· Parkinson’s disease· Mild dementia· Congestive heart failure· Hypertension· Vitamin D deficiencyHome Medications:· Carbidopa-levodopa 25 mg/100 mg by mouth twice daily· Ropinirole 6 mg by mouth daily· Rivastigmine 6 mg by mouth twice daily· Amitriptyline 100 mg by mouth daily· Carvedilol 25 mg by mouth twice daily· Lisinopril 20 mg by mouth dailyPatient 2. Dale Carson 76-years-old: Safety SystemNursing Note:The client was unsteady this morning when rising from sitting to standing. Fall precautions reinforced. Orthostatic blood pressure readings were obtained.VITAL SIGN TRENDDateTempHRRRBPSpO2O29/9 0955
(lying)98.1 °F
(36.7 °C)78 regular20142/8298%RA9/9 0957
(sitting)98.1 °F
(36.7 °C)84 regular22122/7796%RA9/9 0959
(standing)98.1 °F
(36.7 °C)93 regular26105/6895%RAMedical History:· Parkinson’s Disease· Mild Dementia· OsteoarthritisPatient 3. Jacob Edmonds 88-years-old: Sensory SystemNURSING ASSESSMENT & NOTES1/17 1800Neurological Assessment:PERRLA, refused to answer questions, usual shuffling gait with the walker, sometimes refusing to use a walker (poor balance noted without a walker), refuses to squeeze hands, mumbling words that are not understandable, occasional yelling and combativeness, agitated and restless.1/18 0300Nursing Note:The client was found ambulating in his room in the dark at 0220 without his walker. The UAP provided the walker, and the client shouted, “I don’t need that!” and continued to walk toward his door and out of the room. With assistance, the client was directed to the recliner with feet raised.1/18 0430Nursing Note:Found sitting on the floor near his recliner with the recliner still in the reclined position. No injuries were observed. Denies pain. VS WNL. Unable to explain the details of how he got there. Restless and agitated, hitting at the nurse. Pajama bottoms wet, refused to be changed. Able to get him back to bed with a 3 person assist. Agency policy implemented for frequent neuro checks per protocol.VITAL SIGN TRENDDateTempHRRRBPSpO2O21/18 053097.8 °F
(36.5 °C)7820129/8498%RACOLLABORATIVE CARE1/17 1430Physical Therapy Note:Mr. Edmonds easily directed, occasionally losing focus but then redirected. Orientation X 1, sometimes mentioning the facility and time of year. Discussed the use of the walker to assist in ambulation and reinforced how to use it. Demonstrated technique. Cautioned that his balance is poor and that he should use the walker to avoid falling. Became teary when discussing his wife, who died many years ago, and his need to be in a facility. Expressed gratitude, stating, “This is a nice place. I don’t have a purpose right now.” Allowed to ventilate as he told stories about his past. Escorted to the day room and appeared to be watching a football game on television.Medical History:· Major neurocognitive disorder with behavioral disturbance· Benign prostatic hyperplasia· Hypertension· HyperlipidemiaPatient 4. Mary Barrett 85-years-old: Musculoskeletal SystemNURSING ASSESSMENT & NOTES4/19 0930Nursing Note:Client is admitted to the long-term care facility for therapy. She states she just needs some help until her leg heals. She had a left tibia repair 10 days ago. Physical therapy to evaluate her later today. She was transferred from the hospital via ambulance. Both of her children are currently with her at the bedside.4/19 0930Neuro/Cognitive:Client alert/oriented x 4. Speech is even and clear. Pupils 3 mm PERRLA. Obeys all commands. Short and long-term memory intact.Cardiovascular:S1 and S2 sound present. No murmurs, clicks, gallops—normal sinus rhythm on telemetry monitor in the 80s. No edema. Capillary refill less than 3 seconds.Respiratory:Shallow breathing. Lung sounds faint/absent in RLL, crackles in bilateral bases, ineffective, moist cough. 90% on room air.Gastrointestinal:Bowel sounds are present in all 4 quadrants. Abdomen soft, non-distended, non-tender. Last bowel movement this morning.Genitourinary:Reports no problems or pain with urination.Musculoskeletal: Moves all extremities freely. Has some stiffness in her hands. Lower left leg in walking boot and pain with left leg movement.Medical History:Type 2 diabetes mellitus, hypertension, hyperlipidemia, osteoporosis, and hypothyroidismSurgical History:Left tibia repair 10 days ago, hysterectomy in 1981Relearning_Clinical_Judgment_Plan_of_Care_Template_July24.docxThis file is too large to display.View in new window12Bids(48)PROF_ALISTERDr. Sarah Blakefirstclass tutorDr CloverDemi_RoseDiscount AssignMISS HILLARY A+Prof Double RSheryl HoganProWritingGuruDr AngelenaIsabella HarvardFiona DavaBrilliant GeekAshley EllieLalaniSumeshAmanda SmithQuality AssignmentsDr. BeneveLarry KellyShow All Bidsother Questions(10)PLEASE all of attachments… Because its a long paper, you still have the BOOK as well.Due today, small work with big rewardwk7 post responsesResponse to Another Student DiscussionFor essays GuruBattleship Java ProgramMedical Privacym4 dYou will be required to do a term paper on one of the topics listed below. Discuss how the unique physical and chemical properties of water contribute to the importance of water for life on Earth to survive. Discuss how the methods of experimentation anWeek 4 Discussion

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1.Describe the importance of evidence-based nursing care,

2.Idendify barriers to the implementation of evidence based-nursinf practice.

3.Identify strategies for the implementation of evidence based nursing practice.

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Discussion 3

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Case

Long-Term Care for All

The newly elected governor of a small state in which the elderly comprise 26% of the total population—twice the national average—is eager to fulfill his campaign promise. He had run for office on the slogan “long-term care for all.” The elderly in the state had overwhelmingly voted for him. Now in office about 9 months, his advisors tell him that providing long-term care services for all citizens in the state will be next to impossible because of high demand for the services. The governor, however, remains undeterred. The cornerstone of his proposed policy includes three things: (1) Develop a state-sponsored long-term care insurance plan. The insurance premiums will be income based, and will cost at least 15% less than a midlevel private long-term insurance plan being sold in the state. (2) Make it mandatory for all citizens, old and young, to purchase LTC insurance, either from the state or from a private insurance company. (3) Place restrictions on the use of nursing home and assisted living services in favor of community-based services.

Questions

1.  Give specific reasons why the governor’s policy may not work, pointing out specific problems that would likely arise.

2.  Will the policy work in a large state, everything else being equal? Give reasons

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Case #5

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Home>Homework Answsers>Nursing homework helpNRSelect one drug to treat the diagnosis(es) or symptoms.List medication class and mechanism of action for the chosen medication.Write the prescription in prescription format.Provide an evidence-based rationale for the selected medication using at least one scholarly reference. Textbooks may be used for additional references but are not the primary reference.List any side effects or adverse effects associated with the medication.Include any required diagnostic testing. State the time frame for this testing (testing is before medication initiation or q 3 months, etc.). Includes normal results range for any listed laboratory tests.Provide a minimum of three appropriate medication-related teaching points for the client and/or family.WK5CaseStudyPsycho.docxNR546WK5CaseStudy9.24.pdfWritetheprescriptioninprescriptionformat_NR5461.pdf7 months ago26.11.202420Report issueBids(64)PROVEN STERLINGMiss DeannaDr. Ellen RMEmily ClareMathProgrammingDr. Sarah BlakeMISS HILLARY A+abdul_rehman_Prof Double RSTELLAR GEEK A+Young NyanyaProWritingGuruProf. TOPGRADEgrA+de plusUbaid TariqDr. Adeline Zoefirstclass tutorDr M. Michellesherry proffPremiumShow All Bidsother Questions(10)Negotiation class (finalDiscussion—Managing Capacity and Evaluation of Business OperationsTwo topic• According toPaper for health studies class3 Major Types of TestResearch PaperResearch about Solar EnergyACC Problem – You have been hired as a consultant for ABC Investment Group 28200Please complete the below problems and submit your answers in a 8579

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assignment 1

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  • Introduce yourself to your classmates and to me.  Write using first person, such as—Hello class, my name is ME, and I want to tell you a little bit about myself and why I am interested in healthcare administration…
    Within the context of your intro, share your perspective on the importance of “finding balance” between the roles of healthcare delivery providers, such as nurses and assorted clinicians in a hospital environment next to the business/financial component that drives variables such as costs, length of stay, discharge protocols, admit/surgical denials, and any others.  Further consider that there is (or should be) a synergy among/between patient care providers and bean counters, yet it requires money to keep the beds open and salaries paid—just as it takes the care provided by trained professionals on the units.  How effective is writing “policy” on matters such as these?

    This first assignment should be at least two pages in length, double spaced, 12 points font, and the title page is not part of the page count.  If you cite, be sure to include your sources within the essay, and at the end in a separate Reference List.  However, because this assignment is more of an opportunity to opine, sources are not mandatory.

    Evaluation Criteria
    You will be evaluated on your ability to complete the following tasks according to points designated:

    1. Introduce yourself…………………………………………………………………………………………………………………………….10 points
    2. Identify and analyze a problem………………………………………………………………..…………………………   20 points
    3. Outline and analyze proposed solutions……………………………………………………………………………………20 points
    4. Explain the background of the issue including its history and previous attempts to address the problem…………….20 points
    5. Name any inherent values that need to be assessed…………………………………………………… …………………..10 points
    6. Determine the resources, both financial and human, needed to bring the issue forward and to reach a resolution…10 points
    7. Describe a plan of action or policy based on your conclusions………………………………………………………….   10 points

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Assigment

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Home>Homework Answsers>Nursing homework helpThree to five pages in length (excluding title page, references, and appendices)Follow APA formatCite a minimum of five research articles- 6 references in total.Please review the rubric prior to submission.HealthPromotionProposalPart1Content.docx7 months ago23.11.202415Report issueBids(56)Miss DeannaDr. Ellen RMMISS HILLARY A+nicohwilliamProf Double RDr. Sarah Blakefirstclass tutorUbaid TariqMUSYOKIONES A+Dr ClovergrA+de plusSheryl HoganProWritingGuruDr. Everleigh_JKColeen AndersonIsabella HarvardWIZARD_KIMPROF_ALISTERMadam MichelleAmerican TutorShow All Bidsother Questions(10)Submit a paper that examines the retrospective risk assessment tool failure mode and effects analysis. Be sure to consider the following: Evaluate different managerial approaches used for systematic quality improvement and risk reduction. ConstruECO 212 Week 5 Individual Assignment Federal Reserve PaperCRJ 201 Week 3 Assignment Categories of Crime PaperWEEK 3 MATH QUIZCJS 200 Week 4 Checkpoint Police and Law EnforcementSTATS Exam 2 QuestionsDivorce MediationIntroduction to Homeland SecurityMATH SEQUENCEShow much.. due tomorrow and need by noon or evening tomorrow exact. 400 words only. responsibility to animals. Phi 208 ethics and moral reasoning

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