Peptic ulcer disease presents as an upper abdominal pain. It tends to follow the consumption of a meal and the patient will experience dyspepsia.

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Create a response to this post by ERIN using APA style and minimum 2 refrences 

Peptic ulcer disease presents as an upper abdominal pain. It tends to follow the consumption of a meal and the patient will experience dyspepsia. The patient may also be able to point to an exact location of their pain. Epigastric tenderness, nausea and vomiting, feeling full quickly, weight loss, diarrhea, anemia symptoms, and gastrointestinal bleeding. When collecting the history, if the patient  explains that they have had a past Helicobacter pylori infection, use NSAIDs regularly, smoke, or have a personal or family history of the disease (Lynch, 2019).


Tests to be ordered consist of Helicobacter pylori urea breath test or stool antigen test. A positive result would indicate the presence of that bacteria. Antibiotics, bismuth products and PPIs can interfere with the test results. An upper endoscopy can be used to diagnose the presence of a peptic ulcer. If an ulcer is found, it should be tested for Helicobacter pylori . The endoscopy should be performed again to rule out a gastric ulcer or malignancy.  A CBC should be ordered if the patient is experiencing anemia symptoms (microcytic anemia). The blood test does not diagnose the ulcer, but provides the level of urgency in which the patient should be treated. Lastly, a fasting serum gastrin level can be ordered for patients who have an ulcer and diarrhea, or multiple duodenal ulcers (Lynch, 2019).


For a bleeding ulcer, an endoscopy and blood transfusion should be ordered immediately, including a PPI prescription as well. Embolization of the ulcer via interventional radiology to stop the bleeding if it cannot be stopped via endoscopy. If there is no bleeding and the patient is Helicobacter pylori  negative they can begin a PPI, such as omeprazole, lansoprazole, or esomeprazole. H2 antagonists such as ranitidine, famotidine, or nizatidine are not as effective as PPIs but still provide healing in the majority of patients when using this type of medication. If the patient is not bleeding, but received a positive Helicobacter pylori result then they should discontinue NSAIDs or aspirin if they are currently taking it. PPI and two antibiotics, such as clarithromycin and amoxicillin (triple therapy). For a patient with macrolide exposure, a PPI, bismuth, tetracycline, and nitroimidazole is recommended (quadruple therapy). The use of antibiotics may cause diarrhea, increase risk of other infections and interferes with some birth control options. It is important to reassess for Helicobacter pylori after treatment has concluded (Lynch, 2019).


The patient should be educated on the risk of NSAIDs and aspirin regular use, especially if the patient is taking corticosteroids and is older than sixty years of age.  Avoid excessive alcohol intake should also be avoided. Patients should also understand the risks of perforation of the stomach, gastric antrum or duodenum from the ulcer. This could result in peritonitis or shock (Lynch, 2019).


If I suspected a patient had peptic ulcer disease based on their history, symptoms, physical exam and test results, I would then refer them to a gastrointestinal specialist to manage the ulcer more effectively, especially if the patient is positive for Helicobacter pylori. The antibiotic therapy and combinations of medications should be monitored by someone who prescribes for this disease regularly and could pick up on the nuances of patient symptoms as they progress.


Lynch, K. L. (2019, May 16). Peptic Ulcer Disease. Retrieved from https://online.epocrates.com/diseases/80/Peptic-ulcer-disease.

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What is the accepted name of the condition with which the child will be born? What are the peri-natal risks to the infant? What are the post-natal risks to the infant? What are the post-natal risks to the mother?

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What is the accepted name of the condition with which the child will be born? What are the peri-natal risks to the infant? What are the post-natal risks to the infant? What are the post-natal risks to the mother?


 Maternal opiate use is associated with an increased risk of neonatal abstinence syndrome (NAS), whereby opiate exposure in utero triggers a postnatal withdrawal syndrome (Forray, 2016). Anywhere from 45 to 94% of infants exposed to opioids in utero, including methadone and buprenorphine, can be affected by NAS (Forray, 2016).  NAS results in substantial neonatal morbidity and increased healthcare utilization  and consists of an array of signs and symptoms, including irritability, feeding difficulties, tremors, hypertonia, emesis, loose stools, seizures, and respiratory distress (Forray, 2016). Opioid use in pregnancy is correlated with a greater risk of low birthweight, respiratory problems, third trimester bleeding, toxemia and mortality (Forray, 2016).  Opioid exposure in pregnancy has also been associated with postnatal growth deficiency, microcephaly, neurobehavioral problems, and sudden infant death syndrome (Forray, 2016).  Women with substance use disorders also frequently experience inadequate prenatal care, poor nutrition, chronic medical problems, poverty, and domestic violence (Forray, 2016).   Furthermore, substance use in pregnancy may also result in an early dysfunctional maternal-infant relationship that can potentiate the negative effects of prenatal drug exposure (Forray, 2016).   Another undesirable consequences of prenatal substance use are confounded by the frequency of coexisting substance use and comorbid psychiatric illness (Forray, 2016).  Furthermore, substance use in pregnancy may also result in an early dysfunctional maternal-infant relationship that can potentiate the negative effects of prenatal drug exposure (Forray, 2016). 


 


References


Forray A. (2016). Substance use during pregnancy. F1000Research, 5, F1000 Faculty Rev-887. doi:10.12688/f1000research.7645.1

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Explain how nursing practice has changed over time and how this evolution has changed the scope of practice and the approach to treating the individual.

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The field of nursing has changed over time. In a 750‐1,000 word paper, discuss nursing practice today by addressing the following:

  1. Explain how nursing practice has changed over time and how this evolution has changed the scope of practice and the approach to treating the individual.
  2. Compare and contrast the differentiated practice competencies between an associate and baccalaureate education in nursing. Explain how scope of practice changes between an associate and baccalaureate nurse.
  3. Identify a patient care situation and describe how nursing care, or approaches to decision‐making, differ between the BSN‐prepared nurse and the ADN nurse.
  4. Discuss the significance of applying evidence‐based practice to nursing care and explain how the academic preparation of the RN‐BSN nurse supports its application.
  5. Discuss how nurses today communicate and collaborate with interdisciplinary teams and how this supports safer and more effective patient outcomes.

Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.

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. Please refer to the directions in the Student Success Center.

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When is the ideal time to complete a clinical breast exam? What steps would you follow for concerning findings on the clinical breast exam? What age or risk factors indicate the need for a mammogram?

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NU631 week 6 : Breast exam ,. Discussion topic

Discuss the topic below using APA style and answer all question minimum 2 references 

Question :When is the ideal time to complete a clinical breast exam?  What steps would you follow for concerning findings on the clinical breast exam? What age or risk factors indicate the need for a mammogram?

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Group members will need access to the approved article, and course texts and APA manual as a minimum to complete this assignment.

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COT_PNWAcadBasic-FConWH_outlines.png

Module 3 Assignment
Critical Thinking, Part 3

Please
READ ALL of the following instructions BEFORE providing your answers and responses
to the question/items of the Part 3 Worksheet. First, fill out your identification
information, as below.

Name of group members
and identify group number

 

Date:

 

 

 

 

 

 

 

 

Did all group members participate in the assignment as
outlined by the group and adhering to your Team Charter Agreement?
Yes_______No______

 

If your group responded “no” or individually and you have
concerns about a member’s work quality and/or timeliness/ and/or contributions
to the group  and would like your faculty
to intervene; please send an e-mail correspondence to your faculty as soon as
possible. In your e-mail correspondence, please indicate if you are giving
faculty permission to contact the identified student with your group/individual
concerns.

 

Instructions:

·        
Group members will need access to the approved
article, and course texts and APA manual as a minimum to complete
this assignment.

·        
Recall: you will earn a group grade for this
assignment.

·        
Record responses to each question in the “grey” space provided for each
question.  The grey box will expand as
you type.

·        
Your responses should be your own words and written in
complete sentences.  “Yes” or “no”
answers will not be accepted and will result in point(s) deduction.  N/A responses require justification of why that
criteria/question does not pertain to your article.

·        
Minimize use of direct quotes except where specifically
requested.

·       
Requests for tables must include columns and rows if needed.
It is not appropriate to use spacing for a table. If you are unfamiliar with
how to make a table in a Word document, please to the “Resources” tab in
Blackboard and scroll to: “How to Make a
Table in a Word Document”. Failure to include a table when asked will result in
point deduction for that specific question.

·        
Review the “Hints” placed throughout the worksheet prior
to responding to the question.

·        
Be
sure you understand what the questions are asking and verify that you have
addressed all questions within a specific question set. Do not respond until
you know what is being asked.

·       
Contact
your faculty if clarification is needed.

·        
Read through your responses when
completed for accuracy of responses, and correct APA format, spelling, and
grammar.

 

·        
Hint: 
Lo-Biondo-Wood:  Chapters 14, 15,
16 and 18 may be helpful in addressing these questions).

INSERT the full reference citation for your
APPROVED article in the grey space below (NOTE: Use correct APA. Your faculty
is aware of indentation challenges and will not deduct points for incorrect
indentation).

 

 

 

PROVIDE
YOUR COMPLETE ANSWERS to each of the following items within
this Part 3 Worksheet. 

11. 
Collecting Data

11a. Identify the
research design for your selected study. 
Discuss how the data collection method is appropriate (fits or is
consistent) with the research design. (You may want to review your response
to question 9a-Module 2 Worksheet)

 

(Hint:  This is a question that frequently
perplexes past students.  It is
important for you to understand the concept of design.  Basically, what is being asked is the way
the researcher(s) collected the data consistent/fits/congruent with the study
design.  For example, if I was doing an
experimental study using human subjects and I collected data from observing
mice- this would not fit with an experimental study involving patients-
right?!  I might suggest that you refer
to Resource on the course menu list and review the Quantitative Research
Designs Figure in addition to your text-chapter 9).

 

11b:  What specific data/information did the
researchers collect?  How did this
information/data address the research question?  Under what specific heading in your article
did you find the answer to these questions? 
Identify the page number(s).

 

11c:  Discuss how the researcher collected the
data.

 

Were specific
instruments used to collect the data? 
If yes, what was the name(s) of the instrument(s)?  (Identify the page number you found this
information.  Make a two-column table;
place the exact name of the specific instrument(s) to collect the data (if
the researcher developed the instrument and did not name the tool, then state
researcher developed tool) and in the second column the page number where you
found this information. Make sure you do this for each specific instrument
used in this study.

 

(Hint: 
Interchangeable terms for “instrument(s) may be tools/survey/questionnaire/measurements/surveys/
test, etc.  However, also know that it
is possible that the researcher(s) did not use a paper and pencil type tool
to collect the data.  How data is
collected dependent on the research method).

 

11d:  If an instrument was used, what was the
type and format of the instrument? 
(Likert scale (pages 273; 284-85), open-ended question(s), physiologic
measure (for example, a blood pressure reading), risk assessment tool,
etc.).  Make a table and in the first
column identify the instrument by name and in the second column identify the
type and format of the instrument.  Do
this for each specific instrument used in this study.

 

(Hint: You may need to Google
the specific name of the instrument and see if you can review the instrument
if this information is not provided within your selected article).

 

11e:  How did the participants in the study
obtain/receive or gain access to the
instruments/tools/survey/questionnaire/physiological measures, etc. in order
for the researchers to obtain the data?

 

11f:  Discuss who specifically collected the
data.  Discuss if the person(s)
collecting the data were trained in data collection procedures.  (If yes, state page number(s) where you
found this information).  If this
information is not provided in your article-state “Information Not Provided”.

 

11g:  If an instrument/tool/survey/questionnaire
etc. was developed/written specifically for the study by the researcher(s),
was the reader informed who and how the instrument/tool was developed?

 

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The title “Executive Summary” is at the top of the second page of your curriculum technology proposal paper. It is not bolded, underlined or italicized.

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Executive Summary

The
title “Executive Summary” is at the top of the second page of your curriculum technology
proposal paper. It is not bolded, underlined or italicized. While there are no specific APA
formatting requirements for an executive summary, you will need to make sure
you use the same APA formatting required for your paper. For this proposal
paper, your executive summary should be no longer than one page in length.

An executive summary is a synthesis of key
points from your proposal paper.  It is finalized
after you have completed writing your proposal and is considered a stand-alone
document. After completing each level 1 section in your paper, enter summary
information as a brief paragraph in your executive summary so you can refer to
it after you have completed your proposal. Your executive summary should be
concise with sufficient detail and clarity to allow the reader to make
decisions regarding your proposal. Oftentimes, the executive summary is the
only part of a proposal that is read.

An executive summary is similar to an abstract;
however, there are distinct differences. 
For example, in an abstract, the author’s recommendations are not
included while in an executive summary they should be included.  Remember, you want to grab the attention of
the readers and convince them that they should accept your proposal for a
curriculum technology.

For additional information on writing executive
summaries, please refer to http://libguides.usc.edu/writingguide/executivesummary



 

Title of Your Curriculum
Technology Proposal

            This template provides a guide for a
graduate-level scholarly technology proposal paper that requires APA style and
formatting (American Psychological Association, 2010).  The recommended font style is Times New Roman,
and the font size is 12. Margins are set at 1 inch for top, bottom, left, and
right. Always begin your paper with an introductory paragraph or section that
includes the purpose of your paper. This first section is considered your
“Introduction”; however, the heading should be your title, as it is implied
that this is your introduction. The title of your paper should be centered in
sentence font and should not be bolded.  

            Your introduction should introduce
the reader to your topic and provide the rationale for your technology proposal.
Present background information on the problem your proposal will address in
this section. Include the theoretical framework that will underlie your
project, which can be a nursing, education, change or technology theory. The
theoretical framework you select must be relevant to the topic of your proposal
and/or the process of developing your curriculum change, innovation, or
improvement. The introduction section should end with the purpose of your
curriculum proposal. 

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The purpose of this Assignment is to enable you to present the information that you gather from a systematic review on your PICOT topic. This activity will give you the experience to present what your research findings to others.

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Interpreting Statistical Output for Data Analysis PowerPoint Presentation

Purpose:

The purpose of this Assignment is to enable you to present the
information that you gather from a systematic review on your PICOT
topic. This activity will give you the experience to present what your
research findings to others.

Directions:

  1. Define the clinical key questions based on PICOT.
  2. Briefly review the database selected for key clinical questions.
  3. Identify the studies of the database search that are a Level I or II evidence.
  4. Interpret the statistical results of the studies identified in Step 3.
  5. Design a presentation.
    1. Place results /overview of research in PowerPoint.
    2. Length of the presentation should be 12–15 slides.
  6. Follow APA format.

To view the Grading Rubric for this Assignment, please visit the Grading Rubrics section of the Course Resources.

Assignment Requirements:

Before finalizing your work, you should:

  • be sure to read the Assignment description carefully (as displayed above);
  • consult the Grading Rubric (under the Course Resources) to make sure you have included everything necessary; and
  • utilize spelling and grammar check to minimize errors.

Your writing Assignment should:

  • follow the conventions of Standard English (correct grammar, punctuation, etc.);
  • be well ordered, logical, and unified, as well as original and insightful;
  • display superior content, organization, style, and mechanics; and
  • use APA 6th Edition format.
  • Please see the Writing Center located in the Academic Success Center
    in the student portal for assistance with writing, APA, and online
    communication. https://campus2.purdueglobal.edu/page/writing-center

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What is the most common sexually transmitted infection

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Create a discussion post. Using APA style and minimum 2 refrences and minimum 250/1page NU631

1)What is the most common sexually transmitted infection

2) and what age population presents the highest prevalence? 

3)How is this infection detected, treated, and monitored? 

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Client C is an alert and oriented 65-year-old who lives with a partner in an apartment building. Although still active, arthritis in the hands led to C’s decision to retire 5 years ago from working at a car manufacturing factory.

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Medication Teaching Plan Template (7%)

Scenario: Client C
is an alert and oriented 65-year-old who lives with a partner in an apartment
building. Although still active, arthritis in the hands led to C’s decision to
retire 5 years ago from working at a car manufacturing factory. Since retiring,
C volunteers at the local hospital twice a week and works part-time as a
“greeter” in a department store.

Drug:
Penicillin PO 250 mg q8h

Health Teaching Plan Framework

Learning Theory with rationale:

 

 

 

 

Overview of teaching plan
(synopsis of who, what, when, where, why, how will be taught )

 

 

 

 

Two (2) Learning Outcomes of
teaching session:

 

 

 

By completion of teaching
session….

 

Content/Time frame

 

 

 

 

CONTENT

TIME

 

 

 

 

 

 

 

Teaching
Strategies/Tools/Major domains of learning

 

 

 

SELECTED STRATEGIES/TOOLS

DOMAIN

 

 

Teaching resources/references

 

 

 

 

Evaluation

 

 

 

 

 

 

 

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The most common sexually transmitted infection in the United States is human papillomavirus (HPV).

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The most common sexually transmitted infection in the United States is human papillomavirus (HPV). Statistics show that over 79 million Americans, typically late teens to early 20’s is the most affected population. HPV can cause genital warts or cancer, there are several different types of HPV. There are immunizations to help protect both males and females from contracting the virus. HPV is spread through sexual intercourse, oral, vaginal, or anal sex. The person that is infected can develop symptoms years after they are infected (CDC, 2019). HPV is detected by a Pap in women, if the pap comes back with abnormal cells than the provider will repeat the test in a year. In a year if the pap is still abnormal than the women will have a colposcopy to detect abnormal cells and a biopsy will be done with the colposcopy. After the colposcopy the woman will have a procedure to remove the abnormal cells and she will have a pap yearly. There is no way to test HPV in men currently. Typically, HPV testing is started at the age of 30 years old in women and is continued until the age of 65 (Mayo Clinic, 2019). There is no cure for HPV, but the body’s immune system will fight off the infection. HPV testing is done every three to five years depending on the policy of the facility. If the woman has had an abnormal pap than they will have a pap every year until they have three consecutive negative pap’s than the will be monitored every three years.

References

CDC, (2019). Human Papillomavirus (HPV). Retrieved from https://www.cdc.gov/std/hpv/stdfact-hpv.htm (Links to an external site.)

Mayo Clinic, (2019). HPV Test. Retrieved from https://www.mayoclinic.org/tests-procedures/hpv-test/about/pac-20394355

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