Explain how you think the cost-benefit analysis in terms of legislators being reelected affected efforts to repeal/replace the ACA

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Home>Homework Answsers>Nursing homework helpnursingQuestion attached in files.RUBRIC ATTACHED -Explain how you think the cost-benefit analysis in terms of legislators being reelected affected efforts to repeal/replace the ACA. Then, explain how analyses of the voters views may affect decisions by legislative leaders in recommending or positioning national policies (e.g., Congress’ decisions impacting Medicare or Medicaid). Remember, the number one job of a legislator is to be re-elected. Please check your discussion grading rubric to ensure your responses meet the criteria.REQUIRED READING:Milstead, J. A., & Short, N. M. (2019).Health policy and politics: A nurse’s guide(6th ed.). Jones & Bartlett Learning.Chapter 3, “Government Response: Legislation” (pp. 37–56)Chapter 10, “Overview: The Economics and Finance of Health Care” (pp. 180–183 only)Congress.govLinks to an external site.. (n.d.). Retrieved September 20, 2018, from https://www.congress.gov/Taylor, D., Olshansky, E., Fugate-Woods, N., Johnson-Mallard, V., Safriet, B. J., & Hagan, T. (2017).Corrigendum to position statement: Political interference in sexual and reproductive health research and health professional education.Nursing Outlook, 65(2), 346–350Links to an external site..United States House of RepresentativesLinks to an external site.. (n.d.). Retrieved September 20, 2018, from https://www.house.gov/United States SenateLinks to an external site.. (n.d.). Retrieved September 20, 2018, from https://www.senate.gov/United States Senate. (n.d.).Senate organization chart for the 117th CongressLinks to an external site..  https://www.senate.gov/reference/org_chart.htmDocument:Legislation Grid Template (Word document)Screenshot2023-12-05at4.08.32PM.pngScreenshot2023-12-05at4.09.09PM.pngScreenshot2023-12-05at4.13.28PM.pngScreenshot2023-12-05at4.13.08PM.png2 years ago11.12.20235Report issueBids(65)PROF_ALISTERProf Double RSheryl Hoganfirstclass tutorDemi_RoseFiona DavaIsabella HarvardMUSYOKIONES A+Dr CloverJudithTutorDiscount AssignSTELLAR GEEK A+Jahky BTop MalaikaProWritingGuruColeen AndersonBrilliant GeekTutor Cyrus KenTeacher A+ WorkAshley EllieShow All Bidsother Questions(10)13219 – 2 pages within 15 hrsEconomics of Personal Finance Personal Financial Plan FormatVulnerable populationHistory Essay 800 wordsinfographicessayproject managementReflection statementSingle Course DesignQuestion

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Home>Homework Answsers>Nursing homework helpMSNa year ago22.01.202410Report issuefiles (1)otherclasswork1212024.docxotherclasswork1212024.docxSOCIAL DETERMINANTS OF HEALTHIntroduction:Use Walden White paper or the CDCAccording to the Centers for Disease Control and Prevention (2022), “Social determinants of health (SDOH) are the nonmedical factors that influence health outcomes. They are the conditions in which people are born, grow, work, live, and age, and the wider set of forces and systems shaping the conditions of daily life… SDOH are one of three priority areas for Healthy People 2030, along with health equity and health literacy. Healthy People 2030 sets data-driven national objectives in five key areas of SDOH: healthcare access and quality, education access and quality, social and community context, economic stability, and neighborhood and built environment. Some examples of SDOH included in Healthy People 2030 are safe housing, transportation, and neighborhoods; polluted air and water; and access to nutritious foods and physical health opportunities”.https://www.cdc.gov/about/sdoh/index.htmlLinks to an external site.RESOURCESLEARNING RESOURCESRequired Readings· McGonigle, D., & Mastrian, K. G. (2022).Nursing informatics and the foundation of knowledge(5th ed.). Jones & Bartlett Learning.· Chapter 14, “The Electronic Health Record and Clinical Informatics” (pp. 293–316)· Chapter 15, “Informatics Tools to Promote Patient Safety, Quality Outcomes, and Interdisciplinary Collaboration” (pp. 323–349)· Chapter 16, “Patient Engagement and Connected Health” (pp. 357–378)· Chapter 17, “Using Informatics to Promote Community/Population Health” (pp. 383–397)· Chapter 18, “Telenursing and Remote Access Telehealth” (pp. 403–432)· Benda, N. C., Veinot, T. C., Sieck, C. J., & Ancker, J. S. (2020).Broadband internet access is a social determinant of health!Links to an external site..American Journal of Public Health,110(8), 1123-1125. https://doi.org/10.2105/AJPH.2020.305784· Dykes, P. C., Rozenblum, R., Dalal, A., Massaro, A., Chang, F., Clements, M., Collins, S. …Bates, D. W. (2017).Prospective evaluation of a multifaceted intervention to improve outcomes in intensive care: The Promoting Respect and Ongoing Safety Through Patient Engagement Communication and Technology StudyDownload Prospective evaluation of a multifaceted intervention to improve outcomes in intensive care: The Promoting Respect and Ongoing Safety Through Patient Engagement Communication and Technology Study.Critical Care Medicine, 45(8), e806–e813. doi:10.1097/CCM.0000000000002449· HealthIT.gov. (2018c).What is an electronic health record (EHR)?Links to an external site.Retrieved from 
https://www.healthit.gov/faq/what-electronic-health-record-ehr· Rao-Gupta, S., Kruger, D. Leak, L. D., Tieman, L. A., & Manworren, R. C. B. (2018).Leveraging interactive patient care technology to Improve pain management engagementLinks to an external site..Pain Management Nursing, 19(3), 212–221.· Sieck, C. J., Sheon, A., Ancker, J. S., Castek, J., Callahan, B., & Siefer, A. (2021).Digital inclusion as a social determinant of healthLinks to an external site..NPJ Digital Medicine,4(1), 52.  https://doi.org/10.1038/s41746-021-00413-8· Skiba, D. (2017).Evaluation tools to appraise social media and mobile applicationsLinks to an external site..Informatics, 4(3), 32–40.· Sharma, P., & Patten, C. A. (2022).A need for digitally inclusive health care service in the United States: Recommendations for clinicians and health care systemsLinks to an external site..Permanente Journal,26(3). https://doi.org/10.7812/TPP/21.156Optional Resources· Iott, B. E., Adler-Milstein, J., Gottlieb, L. M., & Pantell, M. S. (2022).Characterizing the relative frequency of clinician engagement with structured social determinants of health dataLinks to an external site..Journal of the American Medical Informatics Association, 30(3), 503-510.https://doi.org/10.1093/jamia/ocac251 Links to an external site.· Lyles, C. R., Sharma, A. E., Fields, J. D., Getachew, Y., Sarkar, U., & Zephyrin, L. (2022).Centering health equity in telemedicineLinks to an external site..The Annals of Family Medicine,20(4), 362-367. https://doi.org/10.1370/afm.2823· Romain, C. V., Trinidad, S., & Kotagal, M. (2022).The effect of social determinants of health on telemedicine access during the COVID-19 pandemicLinks to an external site..Pediatric Annals,51(8), e311-e315. https://doi.org/10.3928/19382359-20220606-04· Singh, P., Jonnalagadda, P., Morgan, E., & Fareed, N. (2022).Outpatient portal use in prenatal care: differential use by race, risk, and area social determinants of healthLinks to an external site..Journal of the American Medical Informatics Association,29(2), 364-371. https://doi.org/10.1093/jamia/ocab242· Ye, J., & Ma, Q. (2021).The effects and patterns among mobile health, social determinants, and physical activity: a nationally representative cross-sectional studyLinks to an external site..AMIA Summits on Translational Science Proceedings, 653-662. 
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8378627/Be sure to review the Learning Resources before completing this activity.
Click the weekly resources link to access the resources.WEEKLY RESOURCESTo Prepare:· Reflect on the concept of social determinants of health as presented in the resources.· Contemplate whether digital inclusion or broad band access should be added to the 5 key areas of social determinants of health.· Using the optional outside resources or other peer reviewed journal articles, consider how electronic health records, mobile health, patient portals, or telemedicine can impact and be impacted by the social determinants of health.BY DAY 3 OF WEEK 9Posta description of your views on whether or not digital inclusion or broad band access should be added as a key area to the social determinants of health. Be specific and provide examples that support your position. Explain how electronic health records, mobile health, patient portals, or telemedicine can impact and be impacted by the social determinants of health. Support your explanation with the required or optional resources.BY DAY 6 OF WEEK 9Respondto at leasttwoof your colleagueson two different daysusing one or more of the following approaches:· Respond to a colleague whose views differed from yours on whether digital inclusion of broad band access should be added as a key area to the social determinants of health. Expand on your colleagues’ posting by providing additional insights or contrasting perspectives based on the readings.· Respond to a colleague who discussed a different health IT system than you did. Share an insight from having read your colleagues’ posting, synthesizing the readings to provide new perspectives on how the system can impact or be impacted by the social determinants of health.*Note:Throughout this program, your fellow students are referred to as colleagues.otherclasswork1212024.docxSOCIAL DETERMINANTS OF HEALTHIntroduction:Use Walden White paper or the CDCAccording to the Centers for Disease Control and Prevention (2022), “Social determinants of health (SDOH) are the nonmedical factors that influence health outcomes. They are the conditions in which people are born, grow, work, live, and age, and the wider set of forces and systems shaping the conditions of daily life… SDOH are one of three priority areas for Healthy People 2030, along with health equity and health literacy. Healthy People 2030 sets data-driven national objectives in five key areas of SDOH: healthcare access and quality, education access and quality, social and community context, economic stability, and neighborhood and built environment. Some examples of SDOH included in Healthy People 2030 are safe housing, transportation, and neighborhoods; polluted air and water; and access to nutritious foods and physical health opportunities”.https://www.cdc.gov/about/sdoh/index.htmlLinks to an external site.RESOURCESLEARNING RESOURCESRequired Readings· McGonigle, D., & Mastrian, K. G. (2022).Nursing informatics and the foundation of knowledge(5th ed.). Jones & Bartlett Learning.· Chapter 14, “The Electronic Health Record and Clinical Informatics” (pp. 293–316)· Chapter 15, “Informatics Tools to Promote Patient Safety, Quality Outcomes, and Interdisciplinary Collaboration” (pp. 323–349)· Chapter 16, “Patient Engagement and Connected Health” (pp. 357–378)· Chapter 17, “Using Informatics to Promote Community/Population Health” (pp. 383–397)· Chapter 18, “Telenursing and Remote Access Telehealth” (pp. 403–432)· Benda, N. C., Veinot, T. C., Sieck, C. J., & Ancker, J. S. (2020).Broadband internet access is a social determinant of health!Links to an external site..American Journal of Public Health,110(8), 1123-1125. https://doi.org/10.2105/AJPH.2020.305784· Dykes, P. C., Rozenblum, R., Dalal, A., Massaro, A., Chang, F., Clements, M., Collins, S. …Bates, D. W. (2017).Prospective evaluation of a multifaceted intervention to improve outcomes in intensive care: The Promoting Respect and Ongoing Safety Through Patient Engagement Communication and Technology StudyDownload Prospective evaluation of a multifaceted intervention to improve outcomes in intensive care: The Promoting Respect and Ongoing Safety Through Patient Engagement Communication and Technology Study.Critical Care Medicine, 45(8), e806–e813. doi:10.1097/CCM.0000000000002449· HealthIT.gov. (2018c).What is an electronic health record (EHR)?Links to an external site.Retrieved from 
https://www.healthit.gov/faq/what-electronic-health-record-ehr· Rao-Gupta, S., Kruger, D. Leak, L. D., Tieman, L. A., & Manworren, R. C. B. (2018).Leveraging interactive patient care technology to Improve pain management engagementLinks to an external site..Pain Management Nursing, 19(3), 212–221.· Sieck, C. J., Sheon, A., Ancker, J. S., Castek, J., Callahan, B., & Siefer, A. (2021).Digital inclusion as a social determinant of healthLinks to an external site..NPJ Digital Medicine,4(1), 52.  https://doi.org/10.1038/s41746-021-00413-8· Skiba, D. (2017).Evaluation tools to appraise social media and mobile applicationsLinks to an external site..Informatics, 4(3), 32–40.· Sharma, P., & Patten, C. A. (2022).A need for digitally inclusive health care service in the United States: Recommendations for clinicians and health care systemsLinks to an external site..Permanente Journal,26(3). https://doi.org/10.7812/TPP/21.156Optional Resources· Iott, B. E., Adler-Milstein, J., Gottlieb, L. M., & Pantell, M. S. (2022).Characterizing the relative frequency of clinician engagement with structured social determinants of health dataLinks to an external site..Journal of the American Medical Informatics Association, 30(3), 503-510.https://doi.org/10.1093/jamia/ocac251 Links to an external site.· Lyles, C. R., Sharma, A. E., Fields, J. D., Getachew, Y., Sarkar, U., & Zephyrin, L. (2022).Centering health equity in telemedicineLinks to an external site..The Annals of Family Medicine,20(4), 362-367. https://doi.org/10.1370/afm.2823· Romain, C. V., Trinidad, S., & Kotagal, M. (2022).The effect of social determinants of health on telemedicine access during the COVID-19 pandemicLinks to an external site..Pediatric Annals,51(8), e311-e315. https://doi.org/10.3928/19382359-20220606-04· Singh, P., Jonnalagadda, P., Morgan, E., & Fareed, N. (2022).Outpatient portal use in prenatal care: differential use by race, risk, and area social determinants of healthLinks to an external site..Journal of the American Medical Informatics Association,29(2), 364-371. https://doi.org/10.1093/jamia/ocab242· Ye, J., & Ma, Q. (2021).The effects and patterns among mobile health, social determinants, and physical activity: a nationally representative cross-sectional studyLinks to an external site..AMIA Summits on Translational Science Proceedings, 653-662. 
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8378627/Be sure to review the Learning Resources before completing this activity.
Click the weekly resources link to access the resources.WEEKLY RESOURCESTo Prepare:· Reflect on the concept of social determinants of health as presented in the resources.· Contemplate whether digital inclusion or broad band access should be added to the 5 key areas of social determinants of health.· Using the optional outside resources or other peer reviewed journal articles, consider how electronic health records, mobile health, patient portals, or telemedicine can impact and be impacted by the social determinants of health.BY DAY 3 OF WEEK 9Posta description of your views on whether or not digital inclusion or broad band access should be added as a key area to the social determinants of health. Be specific and provide examples that support your position. Explain how electronic health records, mobile health, patient portals, or telemedicine can impact and be impacted by the social determinants of health. Support your explanation with the required or optional resources.BY DAY 6 OF WEEK 9Respondto at leasttwoof your colleagueson two different daysusing one or more of the following approaches:· Respond to a colleague whose views differed from yours on whether digital inclusion of broad band access should be added as a key area to the social determinants of health. Expand on your colleagues’ posting by providing additional insights or contrasting perspectives based on the readings.· Respond to a colleague who discussed a different health IT system than you did. Share an insight from having read your colleagues’ posting, synthesizing the readings to provide new perspectives on how the system can impact or be impacted by the social determinants of health.*Note:Throughout this program, your fellow students are referred to as colleagues.Bids(63)Miss DeannaDr. Ellen RMMathProgrammingPROF_ALISTERProf Double RSheryl HoganEmily ClareProf. TOPGRADEfirstclass tutorDemi_RoseFiona DavaMUSYOKIONES A+JudithTutorJahky BProWritingGuruColeen AndersonDr. Everleigh_JKIsabella HarvardBrilliant GeekTutor Cyrus KenShow All Bidsother Questions(10)Course: International Economy – Report PaperHistStudyingENGLISHfor brilliant answers onlymodifyDoneHR LAW WEEK 6JavaHistory AB 7

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Home>Homework Answsers>Nursing homework helpnursingnursing researchKE4030 assessment 1Create a 2-4 page resource that will describe databases that are relevant to EBP around one of the diagnoses found in the provided PDF supplement and could be used to help a new hire nurse better engage in EBP.Collapse AllIntroductionEvidence-based practice (EBP) integrates the best evidence available to guide optimal nursing care, with a goal to enhance safety and quality. EBP is crucial to nursing practice because it incorporates the best evidence from current literature, along with the expertise of the practicing nurse. The concern for quality care that flows from EBP generates a desired outcome. Without these factors, a nurse cannot be an effective leader. It is important to lead not only from this position but from knowledge and expertise. To gain the knowledge, you require a good understanding of how to search for scholarly resources, as well as identify which databases and websites are credible for the purposes of implementing evidence-based changes in practice.Your Online e-PortfolioCreating an ePortfolio is not required in the BSN program, but you may find it helpful to create one to attach to your professional resume while job hunting. Online ePortfolios serve two key purposes: 1) to support learning and reflection, and 2) to be used as a showcase tool. Your learning journey can be documented, and ePortfolios contribute to lifelong learning and growth through reflection and sharing. Online ePortfolios can also be shared with employers and peers to present artifacts that demonstrate your accomplishments at Capella.Professional ContextAs a baccalaureate-prepared nurse, you will be responsible for providing patient-centered, competent care based on current evidence-based best practices. You will be required to do research, analysis, and dissemination of best evidence to stay abreast of these best practices. Understanding where to go to find credible sources and locate evidence, as well as which search terms to use, is the foundation of incorporation of best practices.ScenarioYou are supervising three nurses working on the medical-surgical floor of a local teaching hospital. This hospital is nationally recognized as a leader in education and has a computer lab with an online library where staff has access to medical research databases (that is, CINAHL, PubMed, Medline, and Cochrane library) and online sources of all hospital policies, procedures, and guidelines, and computers at nurse workstations that also have access to these resources. (For this scenario, use the Capella University Library to simulate the hospital’s online library.) You have given the nurses their patient assignments and you have all participated in shift report. A new nurse who just completed orientation and training a week ago approaches you and tells you that one of the assigned patients has a diagnosis he or she is very unfamiliar with. Knowing that patient-centered care based on best practices is imperative to positive patient outcomes, you want to assist this nurse to find research that can be utilized to provide the best care for this patient. Describe how you would communicate with this nurse to encourage him or her to research the diagnosis. Assume you will assist in the quest to locate evidence, then describe where you would go within the facility and what resources you would look for. These resources may include websites, journals, facility policies or guidelines, or any other sources of online information.To select the diagnosis for the patient in this scenario, review the three diagnoses presented in theAssessment 01 Supplement: Locating Credible Databases and Research [PDF]Download Assessment 01 Supplement: Locating Credible Databases and Research [PDF]resource and select one. You will use this same diagnosis to complete the next two assessments.Create a list of at least five sources that could be used to find evidence, with the best source listed first, and explain why the sources you chose are best to find evidence for the diagnosis you chose and the clinical scenario. You are only evaluating the sources of evidence (database, website, policy database or website, journal article, et cetera). You arenotactually completing a search and selecting evidence. Consider the following examples: a nursing journal in CINAHL may not be the best source of evidence for information on how to administer medications through a central-venous catheter, whereas a hospital policy database found on a website may not be the best source of information on caring for a patient with a rare chromosomal abnormality.PreparationTo help ensure you are prepared to complete this assessment, review the following resources related to the Capella library. These resources will provide you an overview of the types of tools, resources, and guides available in the library. This may be useful in forming a better understanding of the library to apply to the hypothetical situation laid out in the scenario of this assessment.BSN Program Library Research Guide.Evidence-Based Practice in Nursing & Health Sciences.Databases A-Z: Nursing & Health Sciences.Get Critical Search Skills.Remember, it is also appropriate to look toward databases and resources outside of the Capella library, such as organizational policies, professional organizations, and government health care resources.You are encouraged to complete the Evaluating the Credibility of Evidence activity. This activity offers an opportunity to practice evaluating the credibility of evidence. These skills will be necessary to complete Assessment 1 successfully and is for your own practice and self-assessment. Completing this activity is also a way to demonstrate course engagement.InstructionsThe purpose of this assessment is to understand where to find evidence that can be applied to clinical scenarios and to learn effective communication and collaboration with clinical staff during the process of evidence location. As a baccalaureate-prepared nurse, you will not only use research for self-improvement in your clinical role, but you will also serve as a mentor to supervised nursing staff. Therefore, you will need to be able to communicate and collaborate effectively to guide them toward resources to find research, as well as support them through the initial evidence location process. In doing so, nurses can gain access to evidence that can be analyzed and utilized to stay current on best practices. This allows them to provide safe, patient-centered care and improve patient outcomes.For this assessment:Describe your role as a baccalaureate-prepared nurse supervising clinical staff nurses with regard to communication and collaboration in locating evidence for application to a nursing practice scenario.Compile a list of five online databases or other online sources (that is, websites, journals, facility policies or guidelines, et cetera) that can be used to research evidence to apply to the diagnosis in this scenario and describe to which of these you would direct a nurse colleague to search for evidence.Describe where you might go in the work place to complete this research and how you would access the desired, relevant research within research databases or other online sources.Be sure to address the following in this assessment, which correspond to the grading criteria in the scoring guide. Please study the scoring guide carefully so that you will know what is needed for a distinguished score.Describe communication strategies to encourage nurses to research the diagnosis/practice issue, as well as strategies to collaborate with the nurses to access resources.Describe the best places to complete research and what types of resources you would want to access to find pertinent information for the diagnosis/health care issue within the context of a specific health care setting.Identify five sources of online information (medical journal databases, websites, hospital policy databases, et cetera) that could be used to locate evidence for a clinical diagnosis/practice issue.Explain why the sources of online information selected should provide the best evidence for the chosen diagnosis/health care issue.Communicate using writing that is clear, logical, and professional with correct grammar and spelling using current APA style.Note: While you are not selecting and evaluating specific evidence to help with the clinical diagnosis/practice issue, you should still be citing the literature and best practices to support your description of your communication and collaboration approach. Additionally, it is appropriate to cite best practices related to EBP and evaluating databases to support your explanation as to why you selected the five sources of online information that you did.Example Assessment: You may use the following to give you an idea of what a Proficient or higher rating on the scoring guide would look like:Assessment 1 Example [PDF]Download Assessment 1 Example [PDF].Additional RequirementsYour assessment should meet the following requirements:Length of submission: 2-4 pages (not including the title page or the reference page) description of communication, collaboration, and evidence location process, including a list of databases or other sources with description of why they are appropriate for clinical scenario diagnosis/health care issue (that is, something that would be useable in professional practice for other nurses). Be sure to include an APA-formatted reference page at the end of your submission.Number of references: Cite a minimum of three sources of scholarly or professional evidence that supports your findings and considerations. Resources should be no more than five years old.APA formatting: References and citations are formatted according to current APA style.Competencies MeasuredBy successfully completing this assessment, you will demonstrate your proficiency in the course competencies through the following assessment scoring guide criteria:Competency 1: Interpret findings from scholarly quantitative, qualitative, and outcomes research articles and studies.Explain why the sources selected should provide the best evidence for the chosen diagnosis/health care issue.Competency 2: Analyze the relevance and potential effectiveness of evidence when making a decision within the context of a specific health care setting.Describe the best places to complete research within the workplace environment and what types of resources one would want to access to find pertinent information for the diagnosis/health care issue.Competency 4: Plan care based on the best available evidence.Identify five sources of online information (medical journal databases, websites, hospital policy databases, et cetera) that could be used to locate evidence for a diagnosis/health care issue and three out of five should be specific to the diagnosis/health care issue.Competency 5: Apply professional, scholarly communication strategies to lead practice changes based on evidence.Describe communication strategies to encourage nurses to research a diagnosis/health care issue, as well as strategies to collaborate with the nurses to access resources.Organize content so ideas flow logically with smooth transitions; contains few errors in grammar/punctuation, word choice, and spelling.Apply APA formatting to in-text citations and references exhibiting nearly flawless adherence to APA format.nurs-fpx4030-assessment-01-supplement-locating-credible-databases-and-research-D.pdfa year ago02.02.202420Report issueBids(59)Miss DeannaDr. Ellen RMEmily ClareDr. Sarah BlakeMISS HILLARY A+abdul_rehman_Prof Double RDoctor.NamiraYoung NyanyaSTELLAR GEEK A+Jahky BProWritingGuruSheryl HoganDr. Adeline ZoeDr M. MichelleAshley EllieDr. Sophie MilesWIZARD_KIMDr ClovergrA+de plusShow All Bidsother Questions(10)BUS HMWKCJA 474 Week 1 DQ 1Assignment about a Case study and a report that should include the following: Brief Overview (Describe the Company and Identify the…BUSN380 Week 4 TCO 5 Chap 13 Notes – Calculating Time Value of money & Rate of ReturnWEEK 5BUSN380 Week 3 TCO 3 Chap 7 – Consumer credit issues; effects of bankruptcyBUSN380 Week 2 Threaded Discussion – Disposable Income & Alternate Savings Vehicleswhat is economic order quantityDeveloping Persuasive Business Messages Part II89′

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Home>Homework Answsers>Nursing homework helpa year ago17.02.20246Report issuefiles (1)Benchmark-ProfessionalCapstoneandPracticumReflectiveJournal-Topic3.docxBenchmark-ProfessionalCapstoneandPracticumReflectiveJournal-Topic3.docxBenchmark – Professional Capstone and Practicum Reflective Journal – Topic 3SUBMIT ASSIGNMENTStart DateFeb 12, 2024, 12:00 AMDue DateFeb 18, 2024, 11:59 PMPoints15RubricView RubricStatusActiveAssessment TraitsBenchmarkAssessment DescriptionStudents are required to submit reflective journal entries at specific points throughout the course. These reflective narratives help students identify important learning events that happen throughout the course and the practicum.Write a reflective journal (250-500 words) to outline how your experience at your practicum site related to the following reflective questions:1. Reflect on your personal and professional values and your conscious and unconscious biases as they relate to your practicum site. Explain what steps you have taken, or will need to take, to become more aware of how these values and biases influence your interactions. How will values and biases impact your practice?2. Based on your own implicit biases, discuss the relationship that one’s culture and environment have on these biases. How has the environment you live and work in shaped your own implicit biases? Is the environment of your practicum site impacting your biases?3. How can self-reflection be used to help us exhibit ethical comportment and moral courage in decision making in our practice?While APA style is not required for the body of this assignment, solid academic writing is expected.This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.You are required to submit this assignment to LopesWrite. A link to the LopesWrite technical support articles is located in Class Resources if you need assistance.Benchmark InformationThis benchmark assignment assesses the following programmatic competencies:RN-BSN9.6: Integrate diversity, equity, and inclusion as core to one’s professional identity.American Association of Colleges of Nursing Core Competencies for Professional Nursing EducationThis assignment aligns to AACN Core Competencies 9.5, 9.6, and 10.3Benchmark-ProfessionalCapstoneandPracticumReflectiveJournal-Topic3.docxBenchmark – Professional Capstone and Practicum Reflective Journal – Topic 3SUBMIT ASSIGNMENTStart DateFeb 12, 2024, 12:00 AMDue DateFeb 18, 2024, 11:59 PMPoints15RubricView RubricStatusActiveAssessment TraitsBenchmarkAssessment DescriptionStudents are required to submit reflective journal entries at specific points throughout the course. These reflective narratives help students identify important learning events that happen throughout the course and the practicum.Write a reflective journal (250-500 words) to outline how your experience at your practicum site related to the following reflective questions:1. Reflect on your personal and professional values and your conscious and unconscious biases as they relate to your practicum site. Explain what steps you have taken, or will need to take, to become more aware of how these values and biases influence your interactions. How will values and biases impact your practice?2. Based on your own implicit biases, discuss the relationship that one’s culture and environment have on these biases. How has the environment you live and work in shaped your own implicit biases? Is the environment of your practicum site impacting your biases?3. How can self-reflection be used to help us exhibit ethical comportment and moral courage in decision making in our practice?While APA style is not required for the body of this assignment, solid academic writing is expected.This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.You are required to submit this assignment to LopesWrite. A link to the LopesWrite technical support articles is located in Class Resources if you need assistance.Benchmark InformationThis benchmark assignment assesses the following programmatic competencies:RN-BSN9.6: Integrate diversity, equity, and inclusion as core to one’s professional identity.American Association of Colleges of Nursing Core Competencies for Professional Nursing EducationThis assignment aligns to AACN Core Competencies 9.5, 9.6, and 10.3Bids(55)Dr. Ellen RMDr. Aylin JMPROF_ALISTERSheryl HoganProf Double RDr. Sarah Blakefirstclass tutorDemi_RoseFiona DavaMUSYOKIONES A+Dr CloverDiscount AssigngrA+de plusJahky BIsabella HarvardTutor Cyrus KenTeacher A+ WorkPROFESSOR DAISYAmerican TutorYoung NyanyaShow All Bidsother Questions(10)ECO 205 Week 7 DQ 1RES 342 Week 4 Team Assignment Nonparametric Hypothesis Testing PaperRES 342 Week 3 Individual Assignment Applying ANOVA and Nonparametric Tests SimulationMAT 117 Appendix Fwhat is the main force that accounts for high and low tides?stat paperThe Future of Home HealthNegotiable Instruments & HolderBUS 210 Week 3 CheckPoint- Code of EthicsACC 260 WEEK 6 Assignment From the CEO’s Position

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Epidemiology & Population Hlth

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Home>Homework Answsers>Nursing homework helpBlogPOPULATION HEALTH AND EPIDEMIOLOGY THEN AND NOWa year ago24.02.202420Report issuefiles (2)WK.1.Epidemiology.docxNursingInquiry-2020-Gallagher-LearningfromFlorenceNightingaleAslowethicsapproachtonursingduringthe.pdfWK.1.Epidemiology.docxEpidemiology & Population HlthMODULE 1: AT A GLANCEINTRODUCTION TO POPULATION HEALTH AND EPIDEMIOLOGYINTRODUCTIONInterventions at the population level have the potential to improve overall health across communities.—Curley, 2020, p. 1Population health is one of the 10 areas of core competence for nurses as defined by AACN’s The Essentials: Core Competencies for Professional Nursing Education. The goal of population health, as defined by AACN (2021), is “health equity and improved health for all.” Nurses play important roles in advocating for equity, developing collaborative and evidence-based approaches to care, and responding to emergencies and disasters. One important tool that can be leveraged in promoting population health is epidemiological research. In this first module, you explore the connection between population health and epidemiology, beginning with the evolution of the field as well as foundational basics of epidemiology.REFERENCE:American Association of Colleges of Nursing. (2021). The essentials: Core competencies for professional nursing education. https://www.aacnnursing.org/Portals/42/AcademicNursing/pdf/Essentials-2021.pdfWHAT’S HAPPENING THIS MODULE?This course is composed of five separate modules covering 11 weeks of content. Each module consists of an overarching topic, and each week within the module includes specific subtopics for learning. As you work through each module, you will have an opportunity to draw upon the knowledge you gain in the assessments and components of learning throughout each of the modules.In Module 1: Introduction to Population Health and Epidemiology, comprising the first 2 weeks of the course, you will explore the role of epidemiology in population-based nursing practice, as well as descriptive epidemiology and data sources for population health. In Week 1, you will explore how the concepts of population health and epidemiology have evolved and the role advanced nurses play in promoting population health. In Week 2, you will explore descriptive epidemiologic concepts of person, place, and time; and how to collect data and analyze secondary data sources to explore an epidemiologic association.INTRODUCTIONReflect on your nursing practice for a moment. If you could wipe out one illness, what would it be? How would wiping out one illness impact not just an individual patient but your entire patient population? What would be the long-term benefits of eliminating that one illness?This first week of the course introduces you to the principles of epidemiology, as well as how epidemiology is used to study and address population health problems. These are important concepts for all nurses engaged in advanced practice.LEARNING OBJECTIVES· Differentiate between individual and population-based healthcare· Analyze the scope and role of epidemiology in promoting the health of populations· Analyze the role that advanced practice nurses play in promoting population healthDISCUSSIONThis is a graded discussion: 100 points possibledue Feb 26 at 10:59pmWeek 1: BlogPOPULATION HEALTH AND EPIDEMIOLOGY THEN AND NOWA century ago, epidemiology was a population science that focused on infectious diseases and outbreaks. Pioneered by passionate researchers like John Snow and Florence Nightingale, epidemiologic methods were used to curb the spread of debilitating diseases like cholera and the Spanish Flu. Today epidemiology relates to more than just acute outbreaks of illness; it addresses many chronic population health problems that nurses and other healthcare professionals deal with every day, such as obesity, cardiovascular disease, and cancer.For this assignment, you explore the development and evolution of epidemiology and population health, as well as nurses’ roles in advancing care at the population level.RESOURCESBe sure to review the Learning Resources before completing this activity.
Click the weekly resources link to access the resources.Required Readings· Curley, A. L. C. (Ed.). (2020).Population-based nursing: Concepts and competencies for advanced practice(3rd ed.). Springer.· Chapter 1, “Introduction to Population-Based Nursing”· Friis, R. H., & Sellers, T. A. (2021).Epidemiology for public health practice (6th ed.). Jones & Bartlett.· Chapter 1, “History and Scope of Epidemiology”· Chapter 2, “Practical Applications of Epidemiology”· Centers for Disease Control and Prevention. (2021).Morbidity and mortality weekly report (MMRW).Links to an external site.https://www.cdc.gov/mmwr/index.html· Gallagher, A. (2020).Learning from Florence Nightingale: A slow ethics approach to nursing during the pandemicLinks to an external site..Nursing Inquiry, 27,e12369. https://doi.org/10.1111/nin.12369· Michals, D. (Ed.). (2015).Clara BartonLinks to an external site.. National Women’s History Museum. https://www.womenshistory.org/education-resources/biographies/clara-barton· National Women’s Hall of Fame. (n.d.).Mary BreckinridgeLinks to an external site.. https://www.womenofthehall.org/inductee/mary-breckinridge/· Rothberg, E. (2020).Lillian WaldLinks to an external site.. National Women’s History Museum.https://www.womenshistory.org/education-resources/biographies/lillian-waldLinks to an external site.TO PREPARE:· Explore important developments in the history of epidemiology and population health. Consider how current practices differ from those at the genesis of the field.· Reflect on the role of nurses in promoting population health in the light of the Learning Resources you reviewed this week.Posta 300- to 400-word blog post addressing the following:· How has the practice and scope of population health changed? Include in your explanation the role of epidemiology in promoting the health of populations.· What role did nurses play at the advent of these concepts in the 1800s and early 1900s? Be sure to differentiate between individual and population-based care.· How can nurses play an effective role in advancing population health today? Discuss two ways you can make a difference at the population level.Assignment Rubric DetailsCloseRubric_Blog_RubricNURS_8310_Week1_Blog_RubricCriteriaRatingsPtsThis criterion is linked to a Learning OutcomeMain Posting: Idea and Content60 to >49.0 ptsExcellent• Thoroughly responds to the blog prompt/s. • Post provides comprehensive insight, understanding, or reflection about the topic through a focused analysis of the topic supported by personal experiences and/or examples. • Personal opinions are expressed and are clearly related to the topic, activity or process identified in blog prompts. • The post reflects in-depth engagement with the topic. • Posts main blog by due date.49 to >38.0 ptsGood• Responds to all of the blog prompt/s. • Post provides insight, understanding, or reflection about the topic through a reasonably focused analysis of the topic supported by personal experiences and/or examples. • Personal opinions are expressed and are but not fully developed to align with blog prompts. • The post reflects moderate engagement with the topic. • Posts main blog by due date.38 to >27.0 ptsFair• Partially responds to the blog prompt/s. • Posts are typically short and may contain some irrelevant material. • The post is mostly description or summary without connections or analysis between ideas. • The post reflects minimal engagement with the topic. • Posts main blog by due date.27 to >0 ptsPoor• Does not respond to the blog prompt/s or entries lack insight, depth or are superficial. • The entries are short and are frequently irrelevant to the events. • They do not express opinion clearly and show little understanding. • The post does not reflect engagement with the topic. • Does not post main blog by due date.60 ptsThis criterion is linked to a Learning OutcomeFirst Response: Post to colleague’s main blogpost shows evidence of insight, understanding, or reflective thought about the topic. NOTE: Responses to faculty are not counted as first or second colleague responses.20 to >11.0 ptsExcellent• Presents a focused and cohesive viewpoint in addressing this response. • Response includes focused questions or examples related to colleague’s post. • Response stimulates dialogue and commentary. • Posts by due date.11 to >6.0 ptsGood• Presents a specific viewpoint that is focused and cohesive. • Response includes at least one focused question or example related to colleague’s post. • There is some attempt to stimulate dialogue and commentary. • Posts by due date.6 to >2.0 ptsFair• Presents a specific viewpoint but lacks supporting examples or focused questions related to colleague’s post. • The posting is brief and reflects minimal effort to connect with colleague. • Posts by due date.2 to >0 ptsPoor• Response lacks a specific viewpoint and supporting examples or focused questions related to colleague’s post. • The post does not stimulate dialogue or connect with the colleague. • Does not post by due date.20 ptsThis criterion is linked to a Learning OutcomeSecond Response: Post to second colleague blog post shows evidence of insight, understanding, or reflective thought about the topic.20 to >11.0 ptsExcellent• Presents a focused and cohesive viewpoint in addressing this response. • Response includes focused questions or examples related to colleague’s post. • Response stimulates dialogue and commentary. • Posts by due date.11 to >6.0 ptsGood• Presents a specific viewpoint that is focused and cohesive. • Response includes at least one focused question or example related to colleague’s post. • There is some attempt to stimulate dialogue and commentary. • Posts by due date.6 to >2.0 ptsFair• Presents a specific viewpoint but lacks supporting examples or focused questions related to colleague’s post. • The posting is brief and reflects minimal effort to connect with colleague. • Posts by due date.2 to >0 ptsPoor• Response lacks a specific viewpoint and supporting examples or focused questions related to colleague’s post. • The does not stimulate dialogue or connect with the colleague. • Does not post by due date.20 ptsTotal Points: 100NursingInquiry-2020-Gallagher-LearningfromFlorenceNightingaleAslowethicsapproachtonursingduringthe.pdfThis file is too large to display.View in new windowNursingInquiry-2020-Gallagher-LearningfromFlorenceNightingaleAslowethicsapproachtonursingduringthe.pdfThis file is too large to display.View in new windowWK.1.Epidemiology.docxEpidemiology & Population HlthMODULE 1: AT A GLANCEINTRODUCTION TO POPULATION HEALTH AND EPIDEMIOLOGYINTRODUCTIONInterventions at the population level have the potential to improve overall health across communities.—Curley, 2020, p. 1Population health is one of the 10 areas of core competence for nurses as defined by AACN’s The Essentials: Core Competencies for Professional Nursing Education. The goal of population health, as defined by AACN (2021), is “health equity and improved health for all.” Nurses play important roles in advocating for equity, developing collaborative and evidence-based approaches to care, and responding to emergencies and disasters. One important tool that can be leveraged in promoting population health is epidemiological research. In this first module, you explore the connection between population health and epidemiology, beginning with the evolution of the field as well as foundational basics of epidemiology.REFERENCE:American Association of Colleges of Nursing. (2021). The essentials: Core competencies for professional nursing education. https://www.aacnnursing.org/Portals/42/AcademicNursing/pdf/Essentials-2021.pdfWHAT’S HAPPENING THIS MODULE?This course is composed of five separate modules covering 11 weeks of content. Each module consists of an overarching topic, and each week within the module includes specific subtopics for learning. As you work through each module, you will have an opportunity to draw upon the knowledge you gain in the assessments and components of learning throughout each of the modules.In Module 1: Introduction to Population Health and Epidemiology, comprising the first 2 weeks of the course, you will explore the role of epidemiology in population-based nursing practice, as well as descriptive epidemiology and data sources for population health. In Week 1, you will explore how the concepts of population health and epidemiology have evolved and the role advanced nurses play in promoting population health. In Week 2, you will explore descriptive epidemiologic concepts of person, place, and time; and how to collect data and analyze secondary data sources to explore an epidemiologic association.INTRODUCTIONReflect on your nursing practice for a moment. If you could wipe out one illness, what would it be? How would wiping out one illness impact not just an individual patient but your entire patient population? What would be the long-term benefits of eliminating that one illness?This first week of the course introduces you to the principles of epidemiology, as well as how epidemiology is used to study and address population health problems. These are important concepts for all nurses engaged in advanced practice.LEARNING OBJECTIVES· Differentiate between individual and population-based healthcare· Analyze the scope and role of epidemiology in promoting the health of populations· Analyze the role that advanced practice nurses play in promoting population healthDISCUSSIONThis is a graded discussion: 100 points possibledue Feb 26 at 10:59pmWeek 1: BlogPOPULATION HEALTH AND EPIDEMIOLOGY THEN AND NOWA century ago, epidemiology was a population science that focused on infectious diseases and outbreaks. Pioneered by passionate researchers like John Snow and Florence Nightingale, epidemiologic methods were used to curb the spread of debilitating diseases like cholera and the Spanish Flu. Today epidemiology relates to more than just acute outbreaks of illness; it addresses many chronic population health problems that nurses and other healthcare professionals deal with every day, such as obesity, cardiovascular disease, and cancer.For this assignment, you explore the development and evolution of epidemiology and population health, as well as nurses’ roles in advancing care at the population level.RESOURCESBe sure to review the Learning Resources before completing this activity.
Click the weekly resources link to access the resources.Required Readings· Curley, A. L. C. (Ed.). (2020).Population-based nursing: Concepts and competencies for advanced practice(3rd ed.). Springer.· Chapter 1, “Introduction to Population-Based Nursing”· Friis, R. H., & Sellers, T. A. (2021).Epidemiology for public health practice (6th ed.). Jones & Bartlett.· Chapter 1, “History and Scope of Epidemiology”· Chapter 2, “Practical Applications of Epidemiology”· Centers for Disease Control and Prevention. (2021).Morbidity and mortality weekly report (MMRW).Links to an external site.https://www.cdc.gov/mmwr/index.html· Gallagher, A. (2020).Learning from Florence Nightingale: A slow ethics approach to nursing during the pandemicLinks to an external site..Nursing Inquiry, 27,e12369. https://doi.org/10.1111/nin.12369· Michals, D. (Ed.). (2015).Clara BartonLinks to an external site.. National Women’s History Museum. https://www.womenshistory.org/education-resources/biographies/clara-barton· National Women’s Hall of Fame. (n.d.).Mary BreckinridgeLinks to an external site.. https://www.womenofthehall.org/inductee/mary-breckinridge/· Rothberg, E. (2020).Lillian WaldLinks to an external site.. National Women’s History Museum.https://www.womenshistory.org/education-resources/biographies/lillian-waldLinks to an external site.TO PREPARE:· Explore important developments in the history of epidemiology and population health. Consider how current practices differ from those at the genesis of the field.· Reflect on the role of nurses in promoting population health in the light of the Learning Resources you reviewed this week.Posta 300- to 400-word blog post addressing the following:· How has the practice and scope of population health changed? Include in your explanation the role of epidemiology in promoting the health of populations.· What role did nurses play at the advent of these concepts in the 1800s and early 1900s? Be sure to differentiate between individual and population-based care.· How can nurses play an effective role in advancing population health today? Discuss two ways you can make a difference at the population level.Assignment Rubric DetailsCloseRubric_Blog_RubricNURS_8310_Week1_Blog_RubricCriteriaRatingsPtsThis criterion is linked to a Learning OutcomeMain Posting: Idea and Content60 to >49.0 ptsExcellent• Thoroughly responds to the blog prompt/s. • Post provides comprehensive insight, understanding, or reflection about the topic through a focused analysis of the topic supported by personal experiences and/or examples. • Personal opinions are expressed and are clearly related to the topic, activity or process identified in blog prompts. • The post reflects in-depth engagement with the topic. • Posts main blog by due date.49 to >38.0 ptsGood• Responds to all of the blog prompt/s. • Post provides insight, understanding, or reflection about the topic through a reasonably focused analysis of the topic supported by personal experiences and/or examples. • Personal opinions are expressed and are but not fully developed to align with blog prompts. • The post reflects moderate engagement with the topic. • Posts main blog by due date.38 to >27.0 ptsFair• Partially responds to the blog prompt/s. • Posts are typically short and may contain some irrelevant material. • The post is mostly description or summary without connections or analysis between ideas. • The post reflects minimal engagement with the topic. • Posts main blog by due date.27 to >0 ptsPoor• Does not respond to the blog prompt/s or entries lack insight, depth or are superficial. • The entries are short and are frequently irrelevant to the events. • They do not express opinion clearly and show little understanding. • The post does not reflect engagement with the topic. • Does not post main blog by due date.60 ptsThis criterion is linked to a Learning OutcomeFirst Response: Post to colleague’s main blogpost shows evidence of insight, understanding, or reflective thought about the topic. NOTE: Responses to faculty are not counted as first or second colleague responses.20 to >11.0 ptsExcellent• Presents a focused and cohesive viewpoint in addressing this response. • Response includes focused questions or examples related to colleague’s post. • Response stimulates dialogue and commentary. • Posts by due date.11 to >6.0 ptsGood• Presents a specific viewpoint that is focused and cohesive. • Response includes at least one focused question or example related to colleague’s post. • There is some attempt to stimulate dialogue and commentary. • Posts by due date.6 to >2.0 ptsFair• Presents a specific viewpoint but lacks supporting examples or focused questions related to colleague’s post. • The posting is brief and reflects minimal effort to connect with colleague. • Posts by due date.2 to >0 ptsPoor• Response lacks a specific viewpoint and supporting examples or focused questions related to colleague’s post. • The post does not stimulate dialogue or connect with the colleague. • Does not post by due date.20 ptsThis criterion is linked to a Learning OutcomeSecond Response: Post to second colleague blog post shows evidence of insight, understanding, or reflective thought about the topic.20 to >11.0 ptsExcellent• Presents a focused and cohesive viewpoint in addressing this response. • Response includes focused questions or examples related to colleague’s post. • Response stimulates dialogue and commentary. • Posts by due date.11 to >6.0 ptsGood• Presents a specific viewpoint that is focused and cohesive. • Response includes at least one focused question or example related to colleague’s post. • There is some attempt to stimulate dialogue and commentary. • Posts by due date.6 to >2.0 ptsFair• Presents a specific viewpoint but lacks supporting examples or focused questions related to colleague’s post. • The posting is brief and reflects minimal effort to connect with colleague. • Posts by due date.2 to >0 ptsPoor• Response lacks a specific viewpoint and supporting examples or focused questions related to colleague’s post. • The does not stimulate dialogue or connect with the colleague. • Does not post by due date.20 ptsTotal Points: 100NursingInquiry-2020-Gallagher-LearningfromFlorenceNightingaleAslowethicsapproachtonursingduringthe.pdfThis file is too large to display.View in new windowWK.1.Epidemiology.docxEpidemiology & Population HlthMODULE 1: AT A GLANCEINTRODUCTION TO POPULATION HEALTH AND EPIDEMIOLOGYINTRODUCTIONInterventions at the population level have the potential to improve overall health across communities.—Curley, 2020, p. 1Population health is one of the 10 areas of core competence for nurses as defined by AACN’s The Essentials: Core Competencies for Professional Nursing Education. The goal of population health, as defined by AACN (2021), is “health equity and improved health for all.” Nurses play important roles in advocating for equity, developing collaborative and evidence-based approaches to care, and responding to emergencies and disasters. One important tool that can be leveraged in promoting population health is epidemiological research. In this first module, you explore the connection between population health and epidemiology, beginning with the evolution of the field as well as foundational basics of epidemiology.REFERENCE:American Association of Colleges of Nursing. (2021). The essentials: Core competencies for professional nursing education. https://www.aacnnursing.org/Portals/42/AcademicNursing/pdf/Essentials-2021.pdfWHAT’S HAPPENING THIS MODULE?This course is composed of five separate modules covering 11 weeks of content. Each module consists of an overarching topic, and each week within the module includes specific subtopics for learning. As you work through each module, you will have an opportunity to draw upon the knowledge you gain in the assessments and components of learning throughout each of the modules.In Module 1: Introduction to Population Health and Epidemiology, comprising the first 2 weeks of the course, you will explore the role of epidemiology in population-based nursing practice, as well as descriptive epidemiology and data sources for population health. In Week 1, you will explore how the concepts of population health and epidemiology have evolved and the role advanced nurses play in promoting population health. In Week 2, you will explore descriptive epidemiologic concepts of person, place, and time; and how to collect data and analyze secondary data sources to explore an epidemiologic association.INTRODUCTIONReflect on your nursing practice for a moment. If you could wipe out one illness, what would it be? How would wiping out one illness impact not just an individual patient but your entire patient population? What would be the long-term benefits of eliminating that one illness?This first week of the course introduces you to the principles of epidemiology, as well as how epidemiology is used to study and address population health problems. These are important concepts for all nurses engaged in advanced practice.LEARNING OBJECTIVES· Differentiate between individual and population-based healthcare· Analyze the scope and role of epidemiology in promoting the health of populations· Analyze the role that advanced practice nurses play in promoting population healthDISCUSSIONThis is a graded discussion: 100 points possibledue Feb 26 at 10:59pmWeek 1: BlogPOPULATION HEALTH AND EPIDEMIOLOGY THEN AND NOWA century ago, epidemiology was a population science that focused on infectious diseases and outbreaks. Pioneered by passionate researchers like John Snow and Florence Nightingale, epidemiologic methods were used to curb the spread of debilitating diseases like cholera and the Spanish Flu. Today epidemiology relates to more than just acute outbreaks of illness; it addresses many chronic population health problems that nurses and other healthcare professionals deal with every day, such as obesity, cardiovascular disease, and cancer.For this assignment, you explore the development and evolution of epidemiology and population health, as well as nurses’ roles in advancing care at the population level.RESOURCESBe sure to review the Learning Resources before completing this activity.
Click the weekly resources link to access the resources.Required Readings· Curley, A. L. C. (Ed.). (2020).Population-based nursing: Concepts and competencies for advanced practice(3rd ed.). Springer.· Chapter 1, “Introduction to Population-Based Nursing”· Friis, R. H., & Sellers, T. A. (2021).Epidemiology for public health practice (6th ed.). Jones & Bartlett.· Chapter 1, “History and Scope of Epidemiology”· Chapter 2, “Practical Applications of Epidemiology”· Centers for Disease Control and Prevention. (2021).Morbidity and mortality weekly report (MMRW).Links to an external site.https://www.cdc.gov/mmwr/index.html· Gallagher, A. (2020).Learning from Florence Nightingale: A slow ethics approach to nursing during the pandemicLinks to an external site..Nursing Inquiry, 27,e12369. https://doi.org/10.1111/nin.12369· Michals, D. (Ed.). (2015).Clara BartonLinks to an external site.. National Women’s History Museum. https://www.womenshistory.org/education-resources/biographies/clara-barton· National Women’s Hall of Fame. (n.d.).Mary BreckinridgeLinks to an external site.. https://www.womenofthehall.org/inductee/mary-breckinridge/· Rothberg, E. (2020).Lillian WaldLinks to an external site.. National Women’s History Museum.https://www.womenshistory.org/education-resources/biographies/lillian-waldLinks to an external site.TO PREPARE:· Explore important developments in the history of epidemiology and population health. Consider how current practices differ from those at the genesis of the field.· Reflect on the role of nurses in promoting population health in the light of the Learning Resources you reviewed this week.Posta 300- to 400-word blog post addressing the following:· How has the practice and scope of population health changed? Include in your explanation the role of epidemiology in promoting the health of populations.· What role did nurses play at the advent of these concepts in the 1800s and early 1900s? Be sure to differentiate between individual and population-based care.· How can nurses play an effective role in advancing population health today? Discuss two ways you can make a difference at the population level.Assignment Rubric DetailsCloseRubric_Blog_RubricNURS_8310_Week1_Blog_RubricCriteriaRatingsPtsThis criterion is linked to a Learning OutcomeMain Posting: Idea and Content60 to >49.0 ptsExcellent• Thoroughly responds to the blog prompt/s. • Post provides comprehensive insight, understanding, or reflection about the topic through a focused analysis of the topic supported by personal experiences and/or examples. • Personal opinions are expressed and are clearly related to the topic, activity or process identified in blog prompts. • The post reflects in-depth engagement with the topic. • Posts main blog by due date.49 to >38.0 ptsGood• Responds to all of the blog prompt/s. • Post provides insight, understanding, or reflection about the topic through a reasonably focused analysis of the topic supported by personal experiences and/or examples. • Personal opinions are expressed and are but not fully developed to align with blog prompts. • The post reflects moderate engagement with the topic. • Posts main blog by due date.38 to >27.0 ptsFair• Partially responds to the blog prompt/s. • Posts are typically short and may contain some irrelevant material. • The post is mostly description or summary without connections or analysis between ideas. • The post reflects minimal engagement with the topic. • Posts main blog by due date.27 to >0 ptsPoor• Does not respond to the blog prompt/s or entries lack insight, depth or are superficial. • The entries are short and are frequently irrelevant to the events. • They do not express opinion clearly and show little understanding. • The post does not reflect engagement with the topic. • Does not post main blog by due date.60 ptsThis criterion is linked to a Learning OutcomeFirst Response: Post to colleague’s main blogpost shows evidence of insight, understanding, or reflective thought about the topic. NOTE: Responses to faculty are not counted as first or second colleague responses.20 to >11.0 ptsExcellent• Presents a focused and cohesive viewpoint in addressing this response. • Response includes focused questions or examples related to colleague’s post. • Response stimulates dialogue and commentary. • Posts by due date.11 to >6.0 ptsGood• Presents a specific viewpoint that is focused and cohesive. • Response includes at least one focused question or example related to colleague’s post. • There is some attempt to stimulate dialogue and commentary. • Posts by due date.6 to >2.0 ptsFair• Presents a specific viewpoint but lacks supporting examples or focused questions related to colleague’s post. • The posting is brief and reflects minimal effort to connect with colleague. • Posts by due date.2 to >0 ptsPoor• Response lacks a specific viewpoint and supporting examples or focused questions related to colleague’s post. • The post does not stimulate dialogue or connect with the colleague. • Does not post by due date.20 ptsThis criterion is linked to a Learning OutcomeSecond Response: Post to second colleague blog post shows evidence of insight, understanding, or reflective thought about the topic.20 to >11.0 ptsExcellent• Presents a focused and cohesive viewpoint in addressing this response. • Response includes focused questions or examples related to colleague’s post. • Response stimulates dialogue and commentary. • Posts by due date.11 to >6.0 ptsGood• Presents a specific viewpoint that is focused and cohesive. • Response includes at least one focused question or example related to colleague’s post. • There is some attempt to stimulate dialogue and commentary. • Posts by due date.6 to >2.0 ptsFair• Presents a specific viewpoint but lacks supporting examples or focused questions related to colleague’s post. • The posting is brief and reflects minimal effort to connect with colleague. • Posts by due date.2 to >0 ptsPoor• Response lacks a specific viewpoint and supporting examples or focused questions related to colleague’s post. • The does not stimulate dialogue or connect with the colleague. • Does not post by due date.20 ptsTotal Points: 100NursingInquiry-2020-Gallagher-LearningfromFlorenceNightingaleAslowethicsapproachtonursingduringthe.pdfThis file is too large to display.View in new window12Bids(64)Dr. Ellen RMEmily ClareMathProgrammingMISS HILLARY A+abdul_rehman_Prof Double RYoung NyanyaSTELLAR GEEK A+ProWritingGuruJahky BSheryl HoganDr M. 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Home>Homework Answsers>Nursing homework helpa year ago23.03.202420Report issuefiles (2)enzymeConversionDescription1.docxEnzymeConversionDiagram.docxenzymeConversionDescription1.docxenzyme Conversion DescriptionAfter studyingModule 2: Lecture Materials & Resources, submit the following:· Starting with the precursor substance tyrosine or tryptophan, identify and briefly describe each chemical step required to create each neurotransmitter.Submission Instructions:· The typewritten description is original work and logically organized, formatted, and cited in the current APA style, including citation of references.· Complete and submit the assignment by 11:59 PM ET on Sunday.· Late work policies, expectations regarding proper citations, acceptable means of responding to peer feedback, and other expectations are at the discretion of the instructor.· You can expect feedback from the instructor within 48 to 72 hours from the Sunday due date.Grading RubricNeurotransmitter Description RubricNeurotransmitter Description RubricCriteriaRatingsPtsThis criterion is linked to a Learning OutcomeDescription10 to >6.0 ptsExemplaryThe description of the illustration is 100% accurate for each chemical step required to create dopamine, norepinephrine, and serotonin.APA Formatting10 ptsExemplaryProvided one current scholarly academic reference. Follows APA 7th Edition guidelines for graphs and diagrams includinglabeling and numbering the illustrationRead and watch the lecture resources & materials below early in the week to help you respond to the discussion questions and to complete your assignment(s).(Note: The citations below are provided for your research convenience. You should always cross-reference the current APA guide for correct styling of citations and references in your academic work.)Read· Carlat, D., & Puzantian, T. (2022).· pp. 35-68· Preston, J. D., O’Neal, J. H., Talaga, M. C., & Moore, B. A. (2021).· Ch 3, 4, and Appendix A·NUR520 Neurobiology and Pharmacokinetics.pptxDownload NUR520 Neurobiology and Pharmacokinetics.pptxSTU. (2021).NUR 520: Neurobiology and Pharmacokinetics[PPTx].EnzymeConversionDiagram.docxEnzyme Conversion DiagramAfter studyingModule 2: Lecture Materials & Resources, submit the following:· Starting with the precursor substance tyrosine or tryptophan, draw three diagrams showing how the various enzymes convert this substance to serotonin, dopamine and norepinephrine.Submission Instructions:· Your diagrams must be hand-drawn. Scan your diagrams and submit them as an attachment of an image file or PDF.· Follow APA 7th Edition formatting guidelines forgraphs and figuresLinks to an external site.· Complete and submit the assignment by 11:59 PM ET on Sunday.· Late work policies, expectations regarding proper citations, acceptable means of responding to peer feedback, and other expectations are at the discretion of the instructor.· You can expect feedback from the instructor within 48 to 72 hours from the Sunday due date.Grading RubricYour assignment will be graded according to the grading rubric.View RubricNeurotransmitter Diagram RubricNeurotransmitter Diagram RubricCriteriaRatingsPtsIllustrationview longer description20 to >14 ptsDistinguishedThe illustration is 100% accurate. Created 3 handwritten drawings illustrating each chemical step required to create dopamine, norepinephrine, and serotonin.14 to >8 ptsExcellentThe illustration is >75% accurate. Created 3 handwritten drawings illustrating each chemical step required to create dopamine, norepinephrine, and serotonin. Some of the steps were omitted or not illustrated accurately.8 to >3 ptsFairThe illustration is >50% accurate. Created at least 2 handwritten drawings illustrating each chemical step required to create dopamine, norepinephrine, and serotonin. Some of the steps were omitted or not illustrated accurately.3 to >0 ptsPoorThe illustration is<25% accurate. Created at least handwritten drawings illustrating each chemical step required to create dopamine, norepinephrine, and serotonin. Some of the steps were omitted or not illustrated accurately.0 ptsNo MarksNo submission or missing criterion OR the illusion is 100% inaccurate./ 20 ptsVisual Appealview longer description10 to >6 ptsDistinguishedThe illustration and descriptions are neat, labeled 100% accurately, appropriately sized, captioned, placed, and add to the reader’s understanding of the topic.6 to >3 ptsFairDiagrams and illustrations are neat, labeled>75% accurately, appropriately sized, captioned, and placed; for the most part, they add to the reader’s understanding of the topic.3 to >0 ptsDevelopingDiagrams and illustrations are disorganized and labeled >50% inaccurately. The descriptions are inappropriately sized, and captions are not omitted in some areas of the illustration. The illustration appears unprofessional and sloppy.image1.pngEnzymeConversionDiagram.docxEnzyme Conversion DiagramAfter studyingModule 2: Lecture Materials & Resources, submit the following:· Starting with the precursor substance tyrosine or tryptophan, draw three diagrams showing how the various enzymes convert this substance to serotonin, dopamine and norepinephrine.Submission Instructions:· Your diagrams must be hand-drawn. Scan your diagrams and submit them as an attachment of an image file or PDF.· Follow APA 7th Edition formatting guidelines forgraphs and figuresLinks to an external site.· Complete and submit the assignment by 11:59 PM ET on Sunday.· Late work policies, expectations regarding proper citations, acceptable means of responding to peer feedback, and other expectations are at the discretion of the instructor.· You can expect feedback from the instructor within 48 to 72 hours from the Sunday due date.Grading RubricYour assignment will be graded according to the grading rubric.View RubricNeurotransmitter Diagram RubricNeurotransmitter Diagram RubricCriteriaRatingsPtsIllustrationview longer description20 to >14 ptsDistinguishedThe illustration is 100% accurate. Created 3 handwritten drawings illustrating each chemical step required to create dopamine, norepinephrine, and serotonin.14 to >8 ptsExcellentThe illustration is >75% accurate. Created 3 handwritten drawings illustrating each chemical step required to create dopamine, norepinephrine, and serotonin. Some of the steps were omitted or not illustrated accurately.8 to >3 ptsFairThe illustration is >50% accurate. Created at least 2 handwritten drawings illustrating each chemical step required to create dopamine, norepinephrine, and serotonin. Some of the steps were omitted or not illustrated accurately.3 to >0 ptsPoorThe illustration is<25% accurate. Created at least handwritten drawings illustrating each chemical step required to create dopamine, norepinephrine, and serotonin. Some of the steps were omitted or not illustrated accurately.0 ptsNo MarksNo submission or missing criterion OR the illusion is 100% inaccurate./ 20 ptsVisual Appealview longer description10 to >6 ptsDistinguishedThe illustration and descriptions are neat, labeled 100% accurately, appropriately sized, captioned, placed, and add to the reader’s understanding of the topic.6 to >3 ptsFairDiagrams and illustrations are neat, labeled>75% accurately, appropriately sized, captioned, and placed; for the most part, they add to the reader’s understanding of the topic.3 to >0 ptsDevelopingDiagrams and illustrations are disorganized and labeled >50% inaccurately. The descriptions are inappropriately sized, and captions are not omitted in some areas of the illustration. The illustration appears unprofessional and sloppy.image1.pngenzymeConversionDescription1.docxenzyme Conversion DescriptionAfter studyingModule 2: Lecture Materials & Resources, submit the following:· Starting with the precursor substance tyrosine or tryptophan, identify and briefly describe each chemical step required to create each neurotransmitter.Submission Instructions:· The typewritten description is original work and logically organized, formatted, and cited in the current APA style, including citation of references.· Complete and submit the assignment by 11:59 PM ET on Sunday.· Late work policies, expectations regarding proper citations, acceptable means of responding to peer feedback, and other expectations are at the discretion of the instructor.· You can expect feedback from the instructor within 48 to 72 hours from the Sunday due date.Grading RubricNeurotransmitter Description RubricNeurotransmitter Description RubricCriteriaRatingsPtsThis criterion is linked to a Learning OutcomeDescription10 to >6.0 ptsExemplaryThe description of the illustration is 100% accurate for each chemical step required to create dopamine, norepinephrine, and serotonin.APA Formatting10 ptsExemplaryProvided one current scholarly academic reference. Follows APA 7th Edition guidelines for graphs and diagrams includinglabeling and numbering the illustrationRead and watch the lecture resources & materials below early in the week to help you respond to the discussion questions and to complete your assignment(s).(Note: The citations below are provided for your research convenience. You should always cross-reference the current APA guide for correct styling of citations and references in your academic work.)Read· Carlat, D., & Puzantian, T. (2022).· pp. 35-68· Preston, J. D., O’Neal, J. H., Talaga, M. C., & Moore, B. A. (2021).· Ch 3, 4, and Appendix A·NUR520 Neurobiology and Pharmacokinetics.pptxDownload NUR520 Neurobiology and Pharmacokinetics.pptxSTU. (2021).NUR 520: Neurobiology and Pharmacokinetics[PPTx].EnzymeConversionDiagram.docxEnzyme Conversion DiagramAfter studyingModule 2: Lecture Materials & Resources, submit the following:· Starting with the precursor substance tyrosine or tryptophan, draw three diagrams showing how the various enzymes convert this substance to serotonin, dopamine and norepinephrine.Submission Instructions:· Your diagrams must be hand-drawn. Scan your diagrams and submit them as an attachment of an image file or PDF.· Follow APA 7th Edition formatting guidelines forgraphs and figuresLinks to an external site.· Complete and submit the assignment by 11:59 PM ET on Sunday.· Late work policies, expectations regarding proper citations, acceptable means of responding to peer feedback, and other expectations are at the discretion of the instructor.· You can expect feedback from the instructor within 48 to 72 hours from the Sunday due date.Grading RubricYour assignment will be graded according to the grading rubric.View RubricNeurotransmitter Diagram RubricNeurotransmitter Diagram RubricCriteriaRatingsPtsIllustrationview longer description20 to >14 ptsDistinguishedThe illustration is 100% accurate. Created 3 handwritten drawings illustrating each chemical step required to create dopamine, norepinephrine, and serotonin.14 to >8 ptsExcellentThe illustration is >75% accurate. Created 3 handwritten drawings illustrating each chemical step required to create dopamine, norepinephrine, and serotonin. Some of the steps were omitted or not illustrated accurately.8 to >3 ptsFairThe illustration is >50% accurate. Created at least 2 handwritten drawings illustrating each chemical step required to create dopamine, norepinephrine, and serotonin. Some of the steps were omitted or not illustrated accurately.3 to >0 ptsPoorThe illustration is<25% accurate. Created at least handwritten drawings illustrating each chemical step required to create dopamine, norepinephrine, and serotonin. Some of the steps were omitted or not illustrated accurately.0 ptsNo MarksNo submission or missing criterion OR the illusion is 100% inaccurate./ 20 ptsVisual Appealview longer description10 to >6 ptsDistinguishedThe illustration and descriptions are neat, labeled 100% accurately, appropriately sized, captioned, placed, and add to the reader’s understanding of the topic.6 to >3 ptsFairDiagrams and illustrations are neat, labeled>75% accurately, appropriately sized, captioned, and placed; for the most part, they add to the reader’s understanding of the topic.3 to >0 ptsDevelopingDiagrams and illustrations are disorganized and labeled >50% inaccurately. The descriptions are inappropriately sized, and captions are not omitted in some areas of the illustration. The illustration appears unprofessional and sloppy.image1.pngenzymeConversionDescription1.docxenzyme Conversion DescriptionAfter studyingModule 2: Lecture Materials & Resources, submit the following:· Starting with the precursor substance tyrosine or tryptophan, identify and briefly describe each chemical step required to create each neurotransmitter.Submission Instructions:· The typewritten description is original work and logically organized, formatted, and cited in the current APA style, including citation of references.· Complete and submit the assignment by 11:59 PM ET on Sunday.· Late work policies, expectations regarding proper citations, acceptable means of responding to peer feedback, and other expectations are at the discretion of the instructor.· You can expect feedback from the instructor within 48 to 72 hours from the Sunday due date.Grading RubricNeurotransmitter Description RubricNeurotransmitter Description RubricCriteriaRatingsPtsThis criterion is linked to a Learning OutcomeDescription10 to >6.0 ptsExemplaryThe description of the illustration is 100% accurate for each chemical step required to create dopamine, norepinephrine, and serotonin.APA Formatting10 ptsExemplaryProvided one current scholarly academic reference. Follows APA 7th Edition guidelines for graphs and diagrams includinglabeling and numbering the illustrationRead and watch the lecture resources & materials below early in the week to help you respond to the discussion questions and to complete your assignment(s).(Note: The citations below are provided for your research convenience. You should always cross-reference the current APA guide for correct styling of citations and references in your academic work.)Read· Carlat, D., & Puzantian, T. (2022).· pp. 35-68· Preston, J. D., O’Neal, J. H., Talaga, M. C., & Moore, B. A. (2021).· Ch 3, 4, and Appendix A·NUR520 Neurobiology and Pharmacokinetics.pptxDownload NUR520 Neurobiology and Pharmacokinetics.pptxSTU. (2021).NUR 520: Neurobiology and Pharmacokinetics[PPTx].EnzymeConversionDiagram.docxEnzyme Conversion DiagramAfter studyingModule 2: Lecture Materials & Resources, submit the following:· Starting with the precursor substance tyrosine or tryptophan, draw three diagrams showing how the various enzymes convert this substance to serotonin, dopamine and norepinephrine.Submission Instructions:· Your diagrams must be hand-drawn. Scan your diagrams and submit them as an attachment of an image file or PDF.· Follow APA 7th Edition formatting guidelines forgraphs and figuresLinks to an external site.· Complete and submit the assignment by 11:59 PM ET on Sunday.· Late work policies, expectations regarding proper citations, acceptable means of responding to peer feedback, and other expectations are at the discretion of the instructor.· You can expect feedback from the instructor within 48 to 72 hours from the Sunday due date.Grading RubricYour assignment will be graded according to the grading rubric.View RubricNeurotransmitter Diagram RubricNeurotransmitter Diagram RubricCriteriaRatingsPtsIllustrationview longer description20 to >14 ptsDistinguishedThe illustration is 100% accurate. Created 3 handwritten drawings illustrating each chemical step required to create dopamine, norepinephrine, and serotonin.14 to >8 ptsExcellentThe illustration is >75% accurate. Created 3 handwritten drawings illustrating each chemical step required to create dopamine, norepinephrine, and serotonin. Some of the steps were omitted or not illustrated accurately.8 to >3 ptsFairThe illustration is >50% accurate. Created at least 2 handwritten drawings illustrating each chemical step required to create dopamine, norepinephrine, and serotonin. Some of the steps were omitted or not illustrated accurately.3 to >0 ptsPoorThe illustration is<25% accurate. Created at least handwritten drawings illustrating each chemical step required to create dopamine, norepinephrine, and serotonin. Some of the steps were omitted or not illustrated accurately.0 ptsNo MarksNo submission or missing criterion OR the illusion is 100% inaccurate./ 20 ptsVisual Appealview longer description10 to >6 ptsDistinguishedThe illustration and descriptions are neat, labeled 100% accurately, appropriately sized, captioned, placed, and add to the reader’s understanding of the topic.6 to >3 ptsFairDiagrams and illustrations are neat, labeled>75% accurately, appropriately sized, captioned, and placed; for the most part, they add to the reader’s understanding of the topic.3 to >0 ptsDevelopingDiagrams and illustrations are disorganized and labeled >50% inaccurately. The descriptions are inappropriately sized, and captions are not omitted in some areas of the illustration. The illustration appears unprofessional and sloppy.image1.png12Bids(60)Miss DeannaDr. Ellen RMMathProgrammingDr. Aylin JMDr. Sarah BlakeMISS HILLARY A+abdul_rehman_Sheryl HoganProf Double RDoctor.NamiraYoung NyanyaSTELLAR GEEK A+ProWritingGuruJahky BProf. TOPGRADEDr M. MichelleTutor Cyrus KenWIZARD_KIMnicohwilliamDr CloverShow All Bidsother Questions(10)HelpCOMMERCIAL DESIGN RESEARCH AND PROGRAMMINGbusiness law homeworkhere(3r/2r-s)-(2r/2r+8)+(2s^2/4r)DBM 449 LAB 1: Oracle JoinsProjectWeek 4FOR PUTUL ONLY: due 03/17/2015 18:00Discussion question

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Home>Homework Answsers>Nursing homework helpa year ago11.05.202415Report issuefiles (3)assessmentsDescription.docxNRS-445-RS-T2EthicalConductofScholarlyActivities.docxNRS-445Rubric-Benchmark-EthicalConductofScholarlyActivities.pdfassessmentsDescription.docxassessments DescriptionThe focus of this assignment is to apply the principles detailed in the Belmont Report to case studies involving human subjects in research or a quality improvement project.Utilize the “Ethical Conduct of Scholarly Activities” document to complete this assignment.While APA style is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting guidelines, which can be found in the APA Style Guide, located in the Student Success Center.This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.You are required to submit this assignment to LopesWrite. A link to the LopesWrite technical support articles is located in Class Resources if you need assistance.Benchmark InformationThis benchmark assignment assesses the following programmatic competencies and professional standards:RN-BSN4.3: Promote the ethical conduct of scholarly activities [AACN ]American Association of Colleges of Nursing Core Competencies for Professional Nursing EducationThis assignment aligns to AACN Core Competency 1.2, 4.3, 9.1, 10.2NRS-445-RS-T2EthicalConductofScholarlyActivities.docxNRS-445 Topic 2: Benchmark – Ethical Conduct of Scholarly ActivitiesFor this assignment, students will read the two case studies that follow and then complete the application of the Belmont Principles case study tables for each case study as well as a personal reflection at the end.Background:The Belmont Report is a foundational document in the field of research ethics. It was created in response to ethical concerns raised by the Tuskegee Syphilis Study and other research studies that exploited vulnerable populations. The Belmont Report outlines three core ethical principles for research involving human subjects: respect for persons, beneficence, and justice. Institutional review boards (IRBs) are responsible for ensuring that research studies comply with these ethical principles. The Belmont Report has had a significant impact on the formation and function of IRBs. IRBs use the principles outlined in the Belmont Report as a framework for understanding and evaluating the ethical implications of research studies. The principles of respect for persons, beneficence, and justice are used to guide decision-making around issues such as informed consent, risk-benefit analysis, and the selection of human subjects. Overall, the Belmont Report has played a crucial role in shaping the ethical standards for research involving human subjects.Assignment Focus:The focus of this assignment is to allow the student to apply the principles detailed in the Belmont Report to case studies involving human subjects in research or a quality improvement project. Emphasis is placed on developing and demonstrating an understanding of the role of the nurse researcher or quality improvement project manager as an effective facilitator of ethical principles in human-subjects research or quality improvement projects.Resources:Review the “NRS-445 The Belmont Report Lecture” to gain a better understanding of the Belmont Report and the role it plays in conducting research.Case Study 1: An Experimental Trial Worth Taking?Life-threatening cancers can end a person’s life within a matter of weeks to months. Experimental procedures such as a combination of immunotherapy and the novel medication guadecitabine are currently being investigated in aclinical trial. In 8% of cases, the treatment has been highly successful. In one documented case, a woman with breast, colon, and lung cancers with poor odds of survival agreed to partake in receiving the experimental therapy. The experimental therapy compellingly treated the tumors; she has been cancer-free for six years. Regrettably, the treatment does not affect most people, and significant risk is involved: in some trials, the patients suffered immediate cardiac failure.Another woman diagnosed with aggressive cancer, who doctors estimate will live for five months, has inquired about pursuing this therapy. In an extensive informed consent process over a three-week period, she and her spouse are given all the evidence-based background, the risks and benefits, and more. Once the informed consent process is completed, the woman wants to seek the experimental treatment, but her spouse does not support the decision. The woman and her spouse are from a cultural background in which the male partner of the family decides the important choices, and the pair are devoted to their cultural beliefs.Reflection Points: Should researchers accept this woman into the clinical trial to receive the experimental therapy?Case 2: Send Me a Message When You Can!In an African nation, one in seven adults has HIV. Treatment is not accessible to everyone who needs it, and researchers are engrossed in creating effective, economical treatment methods for patients with HIV. The research of new drugs for HIV encounters the issue of the mobility of many African people because many people move from one area to another due to employment, political unrest, or the need to find housing. This issue makes regular contact with research participants challenging. Often, researchers are concerned that their participants will instruct their family members to obtain the experimental drugs they are supposed to have, rather than obtaining the drugs themselves, to split the treatment. This jeopardizes the research and curative value of the medication, which should be taken regularly.Researchers suggest the use of technology to remedy multiple issues. They will scan the participants’ fingerprints and include them in an electronic database for proof that each participant is included in the research study before obtaining treatments. Researchers will also give participants mobile phones to allow the researchers to send text message reminders to participants about their study appointments and to allow rescheduling of visits. GPS tracking will be on the phones to allow researchers to locate participants when necessary, so that they can see the participants in person.Reflection Points: Should research be conducted as described above explained? Is technology the only way to mitigate the impact of equity issues in research?© 2023. Grand Canyon University. All Rights Reserved.2Application of the Belmont Principles: Case Study 1Belmont Report principles and the components of each principleExplain how the case meets the components of each principle.Explain how the case does not meet the components of each principle.What steps can the nurse researcher or quality improvement manager take to adhere to the ethical principles identified in the Belmont Report?Respect for PersonRespect the right to choose, hold views, and act according to personal beliefs.Protect those with decreased capacity to make their own choice.Ensure voluntary participation.Provide informed consent, explaining harms and benefits.BeneficenceMinimize the harm/risks to the greatest extent possible.Maximize the potential benefits.Ensure that the rights and well-being of the patient take precedence over the needs of science.JusticeJustly distribute the benefits and burdens of the research. Guard against using vulnerable populations.Ensure a fair selection of research participants.Guard against coercion and undue influence.Avoid potential financial or other conflicts of interest.Application of the Belmont Principles: Case Study 2Belmont Report principles and the components of each principle.Explain how the case meets the components of each principle.Explain how the case does not meet the components of each principle.What steps can the nurse researcher or quality improvement manager take to adhere to the ethical principles identified in the Belmont Report?Respect for PersonRespect the right to choose, hold views, and act according to personal beliefs.Protect those with decreased capacity to make their own choice.Ensure voluntary participation.Provide informed consent, explaining harms and benefits.BeneficenceMinimize the harm/risks to the greatest extent possible.Maximize the potential benefits.Ensure that the rights and well-being of the patient take precedence over the needs of science.Justice· Justly distribute the benefits and burdens of the research. Guard against using vulnerable populations.· Ensure a fair selection of research participants.· Guard against coercion and undue influence.· Avoid potential financial or other conflicts of interest.Personal ReflectionIn less than 250 words, discuss how the ethical principles from the Belmont Report align with the Christian worldview. Reflect on your current nursing practice and describe how these ethical principles align with your nursing practice.image1.jpegimage2.jpegNRS-445Rubric-Benchmark-EthicalConductofScholarlyActivities.pdfThis file is too large to display.View in new windowNRS-445Rubric-Benchmark-EthicalConductofScholarlyActivities.pdfThis file is too large to display.View in new windowassessmentsDescription.docxassessments DescriptionThe focus of this assignment is to apply the principles detailed in the Belmont Report to case studies involving human subjects in research or a quality improvement project.Utilize the “Ethical Conduct of Scholarly Activities” document to complete this assignment.While APA style is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting guidelines, which can be found in the APA Style Guide, located in the Student Success Center.This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.You are required to submit this assignment to LopesWrite. A link to the LopesWrite technical support articles is located in Class Resources if you need assistance.Benchmark InformationThis benchmark assignment assesses the following programmatic competencies and professional standards:RN-BSN4.3: Promote the ethical conduct of scholarly activities [AACN ]American Association of Colleges of Nursing Core Competencies for Professional Nursing EducationThis assignment aligns to AACN Core Competency 1.2, 4.3, 9.1, 10.2NRS-445-RS-T2EthicalConductofScholarlyActivities.docxNRS-445 Topic 2: Benchmark – Ethical Conduct of Scholarly ActivitiesFor this assignment, students will read the two case studies that follow and then complete the application of the Belmont Principles case study tables for each case study as well as a personal reflection at the end.Background:The Belmont Report is a foundational document in the field of research ethics. It was created in response to ethical concerns raised by the Tuskegee Syphilis Study and other research studies that exploited vulnerable populations. The Belmont Report outlines three core ethical principles for research involving human subjects: respect for persons, beneficence, and justice. Institutional review boards (IRBs) are responsible for ensuring that research studies comply with these ethical principles. The Belmont Report has had a significant impact on the formation and function of IRBs. IRBs use the principles outlined in the Belmont Report as a framework for understanding and evaluating the ethical implications of research studies. The principles of respect for persons, beneficence, and justice are used to guide decision-making around issues such as informed consent, risk-benefit analysis, and the selection of human subjects. Overall, the Belmont Report has played a crucial role in shaping the ethical standards for research involving human subjects.Assignment Focus:The focus of this assignment is to allow the student to apply the principles detailed in the Belmont Report to case studies involving human subjects in research or a quality improvement project. Emphasis is placed on developing and demonstrating an understanding of the role of the nurse researcher or quality improvement project manager as an effective facilitator of ethical principles in human-subjects research or quality improvement projects.Resources:Review the “NRS-445 The Belmont Report Lecture” to gain a better understanding of the Belmont Report and the role it plays in conducting research.Case Study 1: An Experimental Trial Worth Taking?Life-threatening cancers can end a person’s life within a matter of weeks to months. Experimental procedures such as a combination of immunotherapy and the novel medication guadecitabine are currently being investigated in aclinical trial. In 8% of cases, the treatment has been highly successful. In one documented case, a woman with breast, colon, and lung cancers with poor odds of survival agreed to partake in receiving the experimental therapy. The experimental therapy compellingly treated the tumors; she has been cancer-free for six years. Regrettably, the treatment does not affect most people, and significant risk is involved: in some trials, the patients suffered immediate cardiac failure.Another woman diagnosed with aggressive cancer, who doctors estimate will live for five months, has inquired about pursuing this therapy. In an extensive informed consent process over a three-week period, she and her spouse are given all the evidence-based background, the risks and benefits, and more. Once the informed consent process is completed, the woman wants to seek the experimental treatment, but her spouse does not support the decision. The woman and her spouse are from a cultural background in which the male partner of the family decides the important choices, and the pair are devoted to their cultural beliefs.Reflection Points: Should researchers accept this woman into the clinical trial to receive the experimental therapy?Case 2: Send Me a Message When You Can!In an African nation, one in seven adults has HIV. Treatment is not accessible to everyone who needs it, and researchers are engrossed in creating effective, economical treatment methods for patients with HIV. The research of new drugs for HIV encounters the issue of the mobility of many African people because many people move from one area to another due to employment, political unrest, or the need to find housing. This issue makes regular contact with research participants challenging. Often, researchers are concerned that their participants will instruct their family members to obtain the experimental drugs they are supposed to have, rather than obtaining the drugs themselves, to split the treatment. This jeopardizes the research and curative value of the medication, which should be taken regularly.Researchers suggest the use of technology to remedy multiple issues. They will scan the participants’ fingerprints and include them in an electronic database for proof that each participant is included in the research study before obtaining treatments. Researchers will also give participants mobile phones to allow the researchers to send text message reminders to participants about their study appointments and to allow rescheduling of visits. GPS tracking will be on the phones to allow researchers to locate participants when necessary, so that they can see the participants in person.Reflection Points: Should research be conducted as described above explained? Is technology the only way to mitigate the impact of equity issues in research?© 2023. Grand Canyon University. All Rights Reserved.2Application of the Belmont Principles: Case Study 1Belmont Report principles and the components of each principleExplain how the case meets the components of each principle.Explain how the case does not meet the components of each principle.What steps can the nurse researcher or quality improvement manager take to adhere to the ethical principles identified in the Belmont Report?Respect for PersonRespect the right to choose, hold views, and act according to personal beliefs.Protect those with decreased capacity to make their own choice.Ensure voluntary participation.Provide informed consent, explaining harms and benefits.BeneficenceMinimize the harm/risks to the greatest extent possible.Maximize the potential benefits.Ensure that the rights and well-being of the patient take precedence over the needs of science.JusticeJustly distribute the benefits and burdens of the research. Guard against using vulnerable populations.Ensure a fair selection of research participants.Guard against coercion and undue influence.Avoid potential financial or other conflicts of interest.Application of the Belmont Principles: Case Study 2Belmont Report principles and the components of each principle.Explain how the case meets the components of each principle.Explain how the case does not meet the components of each principle.What steps can the nurse researcher or quality improvement manager take to adhere to the ethical principles identified in the Belmont Report?Respect for PersonRespect the right to choose, hold views, and act according to personal beliefs.Protect those with decreased capacity to make their own choice.Ensure voluntary participation.Provide informed consent, explaining harms and benefits.BeneficenceMinimize the harm/risks to the greatest extent possible.Maximize the potential benefits.Ensure that the rights and well-being of the patient take precedence over the needs of science.Justice· Justly distribute the benefits and burdens of the research. Guard against using vulnerable populations.· Ensure a fair selection of research participants.· Guard against coercion and undue influence.· Avoid potential financial or other conflicts of interest.Personal ReflectionIn less than 250 words, discuss how the ethical principles from the Belmont Report align with the Christian worldview. Reflect on your current nursing practice and describe how these ethical principles align with your nursing practice.image1.jpegimage2.jpegNRS-445Rubric-Benchmark-EthicalConductofScholarlyActivities.pdfThis file is too large to display.View in new windowassessmentsDescription.docxassessments DescriptionThe focus of this assignment is to apply the principles detailed in the Belmont Report to case studies involving human subjects in research or a quality improvement project.Utilize the “Ethical Conduct of Scholarly Activities” document to complete this assignment.While APA style is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting guidelines, which can be found in the APA Style Guide, located in the Student Success Center.This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.You are required to submit this assignment to LopesWrite. A link to the LopesWrite technical support articles is located in Class Resources if you need assistance.Benchmark InformationThis benchmark assignment assesses the following programmatic competencies and professional standards:RN-BSN4.3: Promote the ethical conduct of scholarly activities [AACN ]American Association of Colleges of Nursing Core Competencies for Professional Nursing EducationThis assignment aligns to AACN Core Competency 1.2, 4.3, 9.1, 10.2NRS-445-RS-T2EthicalConductofScholarlyActivities.docxNRS-445 Topic 2: Benchmark – Ethical Conduct of Scholarly ActivitiesFor this assignment, students will read the two case studies that follow and then complete the application of the Belmont Principles case study tables for each case study as well as a personal reflection at the end.Background:The Belmont Report is a foundational document in the field of research ethics. It was created in response to ethical concerns raised by the Tuskegee Syphilis Study and other research studies that exploited vulnerable populations. The Belmont Report outlines three core ethical principles for research involving human subjects: respect for persons, beneficence, and justice. Institutional review boards (IRBs) are responsible for ensuring that research studies comply with these ethical principles. The Belmont Report has had a significant impact on the formation and function of IRBs. IRBs use the principles outlined in the Belmont Report as a framework for understanding and evaluating the ethical implications of research studies. The principles of respect for persons, beneficence, and justice are used to guide decision-making around issues such as informed consent, risk-benefit analysis, and the selection of human subjects. Overall, the Belmont Report has played a crucial role in shaping the ethical standards for research involving human subjects.Assignment Focus:The focus of this assignment is to allow the student to apply the principles detailed in the Belmont Report to case studies involving human subjects in research or a quality improvement project. Emphasis is placed on developing and demonstrating an understanding of the role of the nurse researcher or quality improvement project manager as an effective facilitator of ethical principles in human-subjects research or quality improvement projects.Resources:Review the “NRS-445 The Belmont Report Lecture” to gain a better understanding of the Belmont Report and the role it plays in conducting research.Case Study 1: An Experimental Trial Worth Taking?Life-threatening cancers can end a person’s life within a matter of weeks to months. Experimental procedures such as a combination of immunotherapy and the novel medication guadecitabine are currently being investigated in aclinical trial. In 8% of cases, the treatment has been highly successful. In one documented case, a woman with breast, colon, and lung cancers with poor odds of survival agreed to partake in receiving the experimental therapy. The experimental therapy compellingly treated the tumors; she has been cancer-free for six years. Regrettably, the treatment does not affect most people, and significant risk is involved: in some trials, the patients suffered immediate cardiac failure.Another woman diagnosed with aggressive cancer, who doctors estimate will live for five months, has inquired about pursuing this therapy. In an extensive informed consent process over a three-week period, she and her spouse are given all the evidence-based background, the risks and benefits, and more. Once the informed consent process is completed, the woman wants to seek the experimental treatment, but her spouse does not support the decision. The woman and her spouse are from a cultural background in which the male partner of the family decides the important choices, and the pair are devoted to their cultural beliefs.Reflection Points: Should researchers accept this woman into the clinical trial to receive the experimental therapy?Case 2: Send Me a Message When You Can!In an African nation, one in seven adults has HIV. Treatment is not accessible to everyone who needs it, and researchers are engrossed in creating effective, economical treatment methods for patients with HIV. The research of new drugs for HIV encounters the issue of the mobility of many African people because many people move from one area to another due to employment, political unrest, or the need to find housing. This issue makes regular contact with research participants challenging. Often, researchers are concerned that their participants will instruct their family members to obtain the experimental drugs they are supposed to have, rather than obtaining the drugs themselves, to split the treatment. This jeopardizes the research and curative value of the medication, which should be taken regularly.Researchers suggest the use of technology to remedy multiple issues. They will scan the participants’ fingerprints and include them in an electronic database for proof that each participant is included in the research study before obtaining treatments. Researchers will also give participants mobile phones to allow the researchers to send text message reminders to participants about their study appointments and to allow rescheduling of visits. GPS tracking will be on the phones to allow researchers to locate participants when necessary, so that they can see the participants in person.Reflection Points: Should research be conducted as described above explained? Is technology the only way to mitigate the impact of equity issues in research?© 2023. Grand Canyon University. All Rights Reserved.2Application of the Belmont Principles: Case Study 1Belmont Report principles and the components of each principleExplain how the case meets the components of each principle.Explain how the case does not meet the components of each principle.What steps can the nurse researcher or quality improvement manager take to adhere to the ethical principles identified in the Belmont Report?Respect for PersonRespect the right to choose, hold views, and act according to personal beliefs.Protect those with decreased capacity to make their own choice.Ensure voluntary participation.Provide informed consent, explaining harms and benefits.BeneficenceMinimize the harm/risks to the greatest extent possible.Maximize the potential benefits.Ensure that the rights and well-being of the patient take precedence over the needs of science.JusticeJustly distribute the benefits and burdens of the research. Guard against using vulnerable populations.Ensure a fair selection of research participants.Guard against coercion and undue influence.Avoid potential financial or other conflicts of interest.Application of the Belmont Principles: Case Study 2Belmont Report principles and the components of each principle.Explain how the case meets the components of each principle.Explain how the case does not meet the components of each principle.What steps can the nurse researcher or quality improvement manager take to adhere to the ethical principles identified in the Belmont Report?Respect for PersonRespect the right to choose, hold views, and act according to personal beliefs.Protect those with decreased capacity to make their own choice.Ensure voluntary participation.Provide informed consent, explaining harms and benefits.BeneficenceMinimize the harm/risks to the greatest extent possible.Maximize the potential benefits.Ensure that the rights and well-being of the patient take precedence over the needs of science.Justice· Justly distribute the benefits and burdens of the research. Guard against using vulnerable populations.· Ensure a fair selection of research participants.· Guard against coercion and undue influence.· Avoid potential financial or other conflicts of interest.Personal ReflectionIn less than 250 words, discuss how the ethical principles from the Belmont Report align with the Christian worldview. Reflect on your current nursing practice and describe how these ethical principles align with your nursing practice.image1.jpegimage2.jpegNRS-445Rubric-Benchmark-EthicalConductofScholarlyActivities.pdfThis file is too large to display.View in new window123Bids(63)Dr. Ellen RMMathProgrammingnicohwilliamDr. Aylin JMPROF_ALISTERProf Double RProf. TOPGRADEProWritingGurufirstclass tutorDr. Freya WalkerFiona DavaMUSYOKIONES A+Dr CloverDiscount AssigngrA+de plusSheryl Hoganpacesetters2121Dr. Everleigh_JKColeen AndersonIsabella HarvardShow All Bidsother Questions(10)2 accounting problems in 30 minDISCUSSION QUESTION 1: CQI MethodologiesasapRBS brandWeek 6 HR Discussion questionsI need someone to do my online quizEconomicsOpening a New FactoryBUS 308 Week 2 DQ 2 VariationPromoting the Good

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Caring for American Eskimo, Japanese, & Russian Populations

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Home>Homework Answsers>Nursing homework helpdiversityList factors that predispose Eskimos to risk as a result of the consumption of large quantities of sugar.Analyze different strategies useful in communicating with the Japanese American family.When caring for a Russian American client, for the most part, at what distance would a Russian patient feel at most ease?500 words, APA with 2 cited worksa year ago20.05.202415Report issueBids(66)Miss DeannaDr. Ellen RMMathProgrammingnicohwilliamDr. Aylin JMSheryl HoganEmily ClareProWritingGurufirstclass tutorDr. Freya WalkerMISS HILLARY A+PROF_ALISTERMUSYOKIONES A+Dr CloverJudithTutorgrA+de pluspacesetters2121Jahky BDr. Everleigh_JKColeen AndersonShow All Bidsother Questions(10)ECO 204 week 4 Quiz (All correct)I need help from someone that has knowledge and understanding of the following: I will need a paper of approximately 400 words written on it. If you have no knowledge or understanding, please do not consider answering. It also has the attached chart thatsignals and systemE-commerceHealth Care Research UtilizationCompare the various equity and non-equity modes of entry into foreign markets. Which would be best for new products? For new services? Explain.Evaluating Research Questions and Qualitative Research DesignsHHS 445 WEEK FOURFinance QuestionInterview ( make up a subject make sure they are fiction)

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Home>Homework Answsers>Nursing homework helpWORKstudytotal of 1 reply apa format. At least one evidence based practice resourcea year ago02.06.202412Report issuefiles (1)week4replygeriatric.docxweek4replygeriatric.docx2Chosen case studyCase Study 1: A 25-year-old male graduate student who complains of upper abdominal painDemographic data:25 years old maleSUBJECTIVEChief Complaint:The 25-year-old graduate says he has been experiencing intermittent abdominal pain for some weeks now.HPI:The 25-year-old student visited the office complaining of upper abdominal pain that has affected him for several weeks. He notes that the pain is associated with accessional nausea and bloating. He experiences the pain sometimes after eating which he relieves with antacids. An examination of the patient shows he is awake oriented to time and place, and alert. Now, he does not report any pain. He says his most preferred meals are fast foods accompanied by coffee or cola and eats some minutes before bedtime. No history of GI is reported, does not exercise, and denies black stool.Past medical history·Medical history:No past medical history.·Surgeries:no past surgery·Allergies:The patient has no history of food, environmental, or drug allergies.Family History:· Grandfather had diabetes at the age of 75· Grandmother had hypertension at the age of 72 years· Maternal grandfather had colon cancer and died at the age of 66 years.· Father at the age of 50 years has diabetes.· Mother has no medical condition.Social historyThe patient is a graduate student residing in a college town some miles away from his parents. He notes that he went through a rough and stressful experience during the exams and graduation. He is not engaged and looking for a job in one of the leading law firms. Do not smoke or take drugs or alcohol. His meals are fast food, citing a lack of time to cook.Symptoms review:Constitutional:negative fever, weight loss or gain, fatigue, night chills, and sweats.Abdomen: positive nausea, pain, and bloating, no vomiting, constipation, and diarrhea.OBJECTIVEHeight:6.7 inches, weight 184 lbs., BMI 24.0Vitals:Temperature 98.4, BP 119/73, RR 18/minAbdomen:non-distended, soft, negative rebound tenderness, guarding, or masses.ASSESSMENTDifferential DiagnosisGastritis:Refers to a condition leading to inflammation of the stomach lining and is caused by a bacterium that also causes ulcers. Drinking of alcohol and use of some painkillers may lead to this disease. Not a serious condition and improves with treatment. Symptoms include bloating, nausea, and stomach pain (Rugge et al., 2020).Peptic ulcer-ICD-10: K27.9:Occurs as open sores within the stomach lining and may also occur on the upper lining of the small intestine. Characterized by stomach pain and is caused by Helicobacter pylori and continued use of NSAIDs. Spicy meals and stress are other associated factors that lead to peptic ulcers. Positive signs include bloating, nausea, and stomach pain. Negatives include belching and heartburn (Lanas & Chan, 2017).Working DiagnosisFunctional Dyspepsia-ICD-10: K30:Theprocess involved eliminates conditions associated with dyspeptic symptoms. The doctor checks gallstones, stomach cancer, and ulcers which must be negative before giving a diagnosis. Blood tests are also needed to check for the presence of H. pylori. Functional dyspepsia has no cure although management is done through medication and lifestyle change. Positive signs include upper abdominal pain, bloating, and nausea. Negatives are excessive belching and heartburn (Ford et al., 2020).PlanDiagnostics neededLab:CMP, CBC, antibody test for H. pylori.Pharmacological:Administer 20 mg omeprazole tablet taken every day for two weeks.Non-pharmacological:dietary management, acupuncture, lifestyle modification, medical meal.Education:Stop the intake of foods that worsen the condition. Reduce intake of alcohol and take small and frequent meals.RTC:follow up after 14 days for lab results and checkup.Table 1. Common GI DiagnosesDIAGNOSISSIGNS/SYMPTOMSGOLD STANDARD DIAGNOSTICSGOLDEN STANDARD TREATMENTAcute AppendicitisNausea, loss of appetite, lower abdominal pain, vomitingComputer tomography (CT)AppendectomyAcute CholecystitisIntense pain in the upper right belly, vomiting, nausea, belly bloating, jaundice, light-colored and loose stool, and back pains.Cholescintigraphyearly laparoscopic cholecystectomyAcute DiverticulitisTenderness of the abdomen, chills and fever, vomiting and nausea, loss of appetite, and bloatingComputer tomography (CT)Hartmann’s procedureClostridium difficile Colitis (C-diff)Watery diarrhea, painful tummy cramps, fever, loss of weight and appetite, dehydration, less peeing, and headaches.Stool Test for toxigenic culture and tissue culture assay to test toxins.Oral vancomycinGERDChest burning sensation (heartburn), chest and upper belly pain, throat lump, dysphagia.24-h pH-monitoringPPI therapy (Proton pump inhibitors)Irritable Bowel Syndrome (IBS)Abdominal cramping and pain, constipation, diarrhea, swelling of the stomach, bloating, and occasional need for bowel movement.Rome III criteriaNo definitive treatment but can be managed by rifaximin, eluxadoline, or alosetron pharmacological agents.Duodenal UlcerNausea, weight loss, black and bloody stool, vomiting, loss of appetite, and burping.Esophagogastroduodenoscopy (EGD)Proton pump inhibitors (PPIs)Acute PancreatitisUpper belly pain, tender belly, rapid pulse, vomiting, upset stomach, and rapid pulse.Determination of serum pancreatic enzymes.laparotomy and immediate surgical debridementCrohn’s DiseaseFever, fatigue, watery diarrhea, loss of weight, loss of appetite, belly experiences cramp pain.EndoscopySurgeryUlcerative ColitisAbdominal pain, cramping, fever, diarrhea, weight loss, frequent need for bowel movement.Colonoscopy and sigmoidoscopyProctocolectomyReferencesFord, A. C., Mahadeva, S., Carbone, M. F., Lacy, B. E., & Talley, N. J. (2020). Functional dyspepsia.The Lancet,396(10263), 1689-1702.Lanas, A., & Chan, F. K. (2017). Peptic ulcer disease.The Lancet,390(10094), 613-624.Rugge, M., Sugano, K., Sacchi, D., Sbaraglia, M., & Malfertheiner, P. (2020). Gastritis: An update in 2020.Current Treatment Options in Gastroenterology,18, 488-503.week4replygeriatric.docx2Chosen case studyCase Study 1: A 25-year-old male graduate student who complains of upper abdominal painDemographic data:25 years old maleSUBJECTIVEChief Complaint:The 25-year-old graduate says he has been experiencing intermittent abdominal pain for some weeks now.HPI:The 25-year-old student visited the office complaining of upper abdominal pain that has affected him for several weeks. He notes that the pain is associated with accessional nausea and bloating. He experiences the pain sometimes after eating which he relieves with antacids. An examination of the patient shows he is awake oriented to time and place, and alert. Now, he does not report any pain. He says his most preferred meals are fast foods accompanied by coffee or cola and eats some minutes before bedtime. No history of GI is reported, does not exercise, and denies black stool.Past medical history·Medical history:No past medical history.·Surgeries:no past surgery·Allergies:The patient has no history of food, environmental, or drug allergies.Family History:· Grandfather had diabetes at the age of 75· Grandmother had hypertension at the age of 72 years· Maternal grandfather had colon cancer and died at the age of 66 years.· Father at the age of 50 years has diabetes.· Mother has no medical condition.Social historyThe patient is a graduate student residing in a college town some miles away from his parents. He notes that he went through a rough and stressful experience during the exams and graduation. He is not engaged and looking for a job in one of the leading law firms. Do not smoke or take drugs or alcohol. His meals are fast food, citing a lack of time to cook.Symptoms review:Constitutional:negative fever, weight loss or gain, fatigue, night chills, and sweats.Abdomen: positive nausea, pain, and bloating, no vomiting, constipation, and diarrhea.OBJECTIVEHeight:6.7 inches, weight 184 lbs., BMI 24.0Vitals:Temperature 98.4, BP 119/73, RR 18/minAbdomen:non-distended, soft, negative rebound tenderness, guarding, or masses.ASSESSMENTDifferential DiagnosisGastritis:Refers to a condition leading to inflammation of the stomach lining and is caused by a bacterium that also causes ulcers. Drinking of alcohol and use of some painkillers may lead to this disease. Not a serious condition and improves with treatment. Symptoms include bloating, nausea, and stomach pain (Rugge et al., 2020).Peptic ulcer-ICD-10: K27.9:Occurs as open sores within the stomach lining and may also occur on the upper lining of the small intestine. Characterized by stomach pain and is caused by Helicobacter pylori and continued use of NSAIDs. Spicy meals and stress are other associated factors that lead to peptic ulcers. Positive signs include bloating, nausea, and stomach pain. Negatives include belching and heartburn (Lanas & Chan, 2017).Working DiagnosisFunctional Dyspepsia-ICD-10: K30:Theprocess involved eliminates conditions associated with dyspeptic symptoms. The doctor checks gallstones, stomach cancer, and ulcers which must be negative before giving a diagnosis. Blood tests are also needed to check for the presence of H. pylori. Functional dyspepsia has no cure although management is done through medication and lifestyle change. Positive signs include upper abdominal pain, bloating, and nausea. Negatives are excessive belching and heartburn (Ford et al., 2020).PlanDiagnostics neededLab:CMP, CBC, antibody test for H. pylori.Pharmacological:Administer 20 mg omeprazole tablet taken every day for two weeks.Non-pharmacological:dietary management, acupuncture, lifestyle modification, medical meal.Education:Stop the intake of foods that worsen the condition. Reduce intake of alcohol and take small and frequent meals.RTC:follow up after 14 days for lab results and checkup.Table 1. Common GI DiagnosesDIAGNOSISSIGNS/SYMPTOMSGOLD STANDARD DIAGNOSTICSGOLDEN STANDARD TREATMENTAcute AppendicitisNausea, loss of appetite, lower abdominal pain, vomitingComputer tomography (CT)AppendectomyAcute CholecystitisIntense pain in the upper right belly, vomiting, nausea, belly bloating, jaundice, light-colored and loose stool, and back pains.Cholescintigraphyearly laparoscopic cholecystectomyAcute DiverticulitisTenderness of the abdomen, chills and fever, vomiting and nausea, loss of appetite, and bloatingComputer tomography (CT)Hartmann’s procedureClostridium difficile Colitis (C-diff)Watery diarrhea, painful tummy cramps, fever, loss of weight and appetite, dehydration, less peeing, and headaches.Stool Test for toxigenic culture and tissue culture assay to test toxins.Oral vancomycinGERDChest burning sensation (heartburn), chest and upper belly pain, throat lump, dysphagia.24-h pH-monitoringPPI therapy (Proton pump inhibitors)Irritable Bowel Syndrome (IBS)Abdominal cramping and pain, constipation, diarrhea, swelling of the stomach, bloating, and occasional need for bowel movement.Rome III criteriaNo definitive treatment but can be managed by rifaximin, eluxadoline, or alosetron pharmacological agents.Duodenal UlcerNausea, weight loss, black and bloody stool, vomiting, loss of appetite, and burping.Esophagogastroduodenoscopy (EGD)Proton pump inhibitors (PPIs)Acute PancreatitisUpper belly pain, tender belly, rapid pulse, vomiting, upset stomach, and rapid pulse.Determination of serum pancreatic enzymes.laparotomy and immediate surgical debridementCrohn’s DiseaseFever, fatigue, watery diarrhea, loss of weight, loss of appetite, belly experiences cramp pain.EndoscopySurgeryUlcerative ColitisAbdominal pain, cramping, fever, diarrhea, weight loss, frequent need for bowel movement.Colonoscopy and sigmoidoscopyProctocolectomyReferencesFord, A. C., Mahadeva, S., Carbone, M. F., Lacy, B. E., & Talley, N. J. (2020). Functional dyspepsia.The Lancet,396(10263), 1689-1702.Lanas, A., & Chan, F. K. (2017). Peptic ulcer disease.The Lancet,390(10094), 613-624.Rugge, M., Sugano, K., Sacchi, D., Sbaraglia, M., & Malfertheiner, P. (2020). Gastritis: An update in 2020.Current Treatment Options in Gastroenterology,18, 488-503.Bids(69)Dr. Ellen RMMISS HILLARY A+Prof Double RProf. TOPGRADEEmily ClareProWritingGurufirstclass tutorDr. Freya WalkerDoctor.NamiraPROF_ALISTERFiona DavaMUSYOKIONES A+Dr ClovergrA+de plusSheryl Hoganpacesetters2121Jahky BDr. Everleigh_JKColeen AndersonIsabella HarvardShow All Bidsother Questions(10)the short run macro modelCustomer Service On the JobAccounting Questionplease respond to my classmate 100-150 words ( its not an essay) follow the guide in REDAs an HIM professional, you are asked to put together a presentation that shows the level of utilization of the facility. What statistics would you use and why? Identify 10 statistics in your response.quantitative, qualitative, and mixed-method paperEbola at Texas Health Presbyterian Hospital (Dis 1) BEquizesBUS372 week 5 Final Paperunit 6 SC 200

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Nursing homework

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Home>Homework Answsers>Nursing homework helpBSNa year ago07.06.202410Report issuefiles (1)NSG416week2.docxNSG416week2.docxNSG/416: Theoretical Development And Conceptual FrameworksWk 2 – Summative Assessment: Applying Theory to PracticeExam ContentTop of FormIn this assessment, you will produce a presentation or paper based on a real-world scenario. You will identify an outcome goal for the patient, select an appropriate theory relating to the outcome, and use that theory to guide the creation of the care plan. You may select any nursing theory to complete this assessment.ScenarioA nurse working in the emergency department admits a patient with a history of chronic obstructive pulmonary disease exacerbated by heavy smoking. The patient was brought in by ambulance from an automobile accident. The patient does not speak English and has no family members present. The patient’s behavior indicates he may be having hallucinations. He is also having trouble breathing, and lung sounds are diminished on the left side.InstructionsDescribea measurable patient outcome in 1–2 sentences, using the SMART goal framework, that would result in an improvement in the patient’s condition. Example: Patient will have a respiratory rate of less than 30 breaths per minute. (You cannot use this example for your measurable outcome.)Identifya nursing theory that will facilitate the achievement of the measurable patient outcome.Discussthe selected nursing theory that will facilitate the achievement of the measurable patient outcome.Createa plan of care that identifies a total of 3–4 interventions that are supported by the theory selected for this patient.Describehow the nursing theory key concepts relate to professional nursing practice, critical thinking, and clinical decision-making processes.Provideexamples of how nursing theory key concepts can improve patient outcomes based on the given scenario.Establishthe relationship between nursing theory key concepts and specific nursing actions in the plan of care to achieve measurable outcomes using numbers such as blood gases or vital signs.Deliverable Format OptionsChoose1 of the following formats to present your responses:· 12- to 15-slide PowerPoint presentation, with detailed speaker notesor· 875- to 1,050-word paperSupportyour work by citing at least 2 current scholarly sources from the University Library, in addition to any textbook citations, using current APA guidelines.Submityour assessment.Bottom of FormNSG416week2.docxNSG/416: Theoretical Development And Conceptual FrameworksWk 2 – Summative Assessment: Applying Theory to PracticeExam ContentTop of FormIn this assessment, you will produce a presentation or paper based on a real-world scenario. You will identify an outcome goal for the patient, select an appropriate theory relating to the outcome, and use that theory to guide the creation of the care plan. You may select any nursing theory to complete this assessment.ScenarioA nurse working in the emergency department admits a patient with a history of chronic obstructive pulmonary disease exacerbated by heavy smoking. The patient was brought in by ambulance from an automobile accident. The patient does not speak English and has no family members present. The patient’s behavior indicates he may be having hallucinations. He is also having trouble breathing, and lung sounds are diminished on the left side.InstructionsDescribea measurable patient outcome in 1–2 sentences, using the SMART goal framework, that would result in an improvement in the patient’s condition. Example: Patient will have a respiratory rate of less than 30 breaths per minute. (You cannot use this example for your measurable outcome.)Identifya nursing theory that will facilitate the achievement of the measurable patient outcome.Discussthe selected nursing theory that will facilitate the achievement of the measurable patient outcome.Createa plan of care that identifies a total of 3–4 interventions that are supported by the theory selected for this patient.Describehow the nursing theory key concepts relate to professional nursing practice, critical thinking, and clinical decision-making processes.Provideexamples of how nursing theory key concepts can improve patient outcomes based on the given scenario.Establishthe relationship between nursing theory key concepts and specific nursing actions in the plan of care to achieve measurable outcomes using numbers such as blood gases or vital signs.Deliverable Format OptionsChoose1 of the following formats to present your responses:· 12- to 15-slide PowerPoint presentation, with detailed speaker notesor· 875- to 1,050-word paperSupportyour work by citing at least 2 current scholarly sources from the University Library, in addition to any textbook citations, using current APA guidelines.Submityour assessment.Bottom of FormBids(66)Miss DeannaDr. Ellen RMMISS HILLARY A+nicohwilliamDr. Aylin JMSheryl HoganProf Double RProf. TOPGRADEEmily ClareProWritingGurufirstclass tutorDr. Freya WalkerPROF_ALISTERFiona Davasherry proffMUSYOKIONES A+Dr CloverDiscount AssigngrA+de pluspacesetters2121Show All Bidsother Questions(10)Required Readings Huether, S. E., & McCance, K. L. (2012). Understanding pathophysiology (Laureate custom ed.). St. Louis, MO: Mosby. Chapter 33, “Structure and Function of the Digestive System” This chapter provides information relating to the structAMicro economicsPsy 450Language/communiction and culture (consider Improving Intercultural Communication) (Chapter 9).ManagementP-A2Compare and contrastdiscussion 150 wordsdisaster recovery-as-a-service – 5–6-page research paper that examines DRaaS in depthHRM533 Assignment 2

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