· Explain your diagnosis for the patient, including your rationale for the diagnosis. · Describe an appropriate drug therapy plan based on the patient’s history, diagnosis, and drugs currently prescribed. · Justify why you would recommend this drug therapy plan for this patient. Be specific and provide examples.

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· Explain your diagnosis for the patient, including your rationale for the diagnosis.

· Describe an appropriate drug therapy plan based on the patient’s history, diagnosis, and drugs currently prescribed.

· Justify why you would recommend this drug therapy plan for this patient. Be specific and provide examples.

· Describe an appropriate drug therapy plan based on the patient’s history, diagnosis, and drugs currently prescribed.

· Justify why you would recommend this drug therapy plan for this patient. Be specific and provide examples.

 

How is informatics used? 

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  1. How is informatics used?
  2. Regarding the Pre-TANIC Self-Assessment for this week, how did your perceived competency level prior to the self-assessment compare to after the self-assessment? Explain in detail.
  3. What TWO competencies do you use in your current clinical role? Provide examples.
  4. Identify TWO resources to develop a strategic plan to enhance your competency skills.
  5. Which resources are suited to your needs and why?
  6. How do you intend to enact this improvement plan?

Please follow the rubric when answering each question, APA format, references within the last 5 years

Capstone Project   Change Proposal Presentation for Faculty Review and Feedback 

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PAPER 1

 

Capstone Project   Change Proposal Presentation for Faculty Review and Feedback 

Create a professional presentation of your evidence-based intervention and change proposal to be disseminated to an interprofessional audience of leaders and stakeholders. Include the intervention, evidence-based literature, objectives, resources needed, anticipated measurable outcomes, and how the intervention would be evaluated. Submit the presentation in LoudCloud for feedback from the instructor.

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.

You are not required to submit this assignment to LopesWrite.

PAPER 2

 

Professional   Capstone and Practicum Reflective Journal 

Students are required to submit weekly reflective narratives throughout the course that will culminate in a final, course-long reflective journal due in Topic 10. The narratives help students integrate leadership and inquiry into current practice.

This reflection journal also allows students to outline what they have discovered about their professional practice, personal strengths and weaknesses, and additional resources that could be introduced in a given situation to influence optimal outcomes. Each week students should also explain how they met a course competency or course objective(s).

In each week’s entry, students should reflect on the personal knowledge and skills gained throughout the course. Journal entries should address one or more of the areas stated below.  In the Topic 10 graded submission, each of the areas below should be addressed as part of the summary submission.

  1. New      practice approaches
  2. Interprofessional      collaboration
  3. Health      care delivery and clinical systems
  4. Ethical      considerations in health care
  5. Practices      of culturally sensitive care
  6. Ensuring      the integrity of human dignity in the care of all patients
  7. Population      health concerns
  8. The      role of technology in improving health care outcomes
  9. Health      policy
  10. Leadership      and economic models
  11. Health      disparities

While APA style is not required for the body of this assignment, solid academic writing is expected, and in-text citations and references should be presented using APA documentation 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 not required to submit this assignment to LopesWrite.

Primary prevention/ health promotion

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Primary prevention/ health promotion

Identification of Focus for Community Teaching (Topic Selection):

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tobacco use. The HP2020 objective focuses on reducing disabilities, illness as well as death caused by tobacco use as well as second-hand exposure to smoke.

How Does This HP2020 Objective Relate to Alma Ata’s Health for All Global Initiatives?

HP2020 objective on tobacco use is in line with global initiatives. The Alma Ata’s declaration emphasizes the need for complete physical, mental and social well-being for all (Keith, 2018). By adhering to the objective 17, the community will be able to achieve complete physical, mental and social well-being for all.

Develop Behavioral Objectives (Including Domains), Content, and Strategies/Methods: Behavioral Objective and Domain Example – Third-grade students will name one healthy food choice in each of the five food groups by the end of the presentation. (Cognitive Domain)

Content (be specific) Example – The Food Pyramid has five food groups which are…. Healthy foods from each group are…. Unhealthy foods containing a lot of sugar or fat are….

Strategies/Methods (label and describe) Example – Interactive poster presentation of the Food Pyramid. After an explanation of the poster and each food category, allow students to place pictures of foods on the correct spot on the pyramid. Also, have the class analyze what a child had for lunch by putting names of foods on the poster and discussing what food group still needs to be eaten throughout the day.

1. The high school youths will name at least one harmful effect of tobacco use on the human body.

1. The expected answers include chronic diseases, lung diseases, and heart diseases amongst others (Bush et al., 2016).

1. Use of interactive posters. The youth will be expected to come up with pictures that depict how harmful tobacco use. The pictures will be put on a collage to show the harmful effects of tobacco use.

2. 2. 2.

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Primary prevention: The topic will focus on teaching about the harmful effects of Tobacco use to prevent tobacco use.

Epidemiological Rationale for Topic (Statistics Related to Topic):

As of 2017, the CDC reported that more than 20% of high school students from Arizona had reported using cigarettes. Out of the total population of Arizona youth in high school, approximately 7% reported that they were currently smoking cigarettes (cdc.gov, 2019). It is a growing concern not only in Arizona but in the whole country considering that by the end of 2017 16million Americans suffered from at least one disease caused by direct smoking or second-hand smoking of cigarettes (cdc.gov, 2019).

Teaching Plan Criteria Your teaching plan will be graded based on its effectiveness and relevance to the population selected. This assignment uses a rubric. Please review the rubric before beginning the assignment to become familiar with the expectations for successful completion. Nursing Diagnosis:

Patients may suffer chronic diseases, be at high risk of lung cancer and may have poor eating habits amongst other potential problems.

Readiness for Learning: Identify the factors that would indicate the readiness to learn for the target aggregate. Include emotional and experiential readiness to learn.

Most of the youth In Arizona show a readiness to learn on the best preventive measures against smoke-related conditions and this is evidence by anti-smoking signs in all schools in the region.

Learning Theory to Be Utilized: Explain how the theory will be applied.

The learning theory that will be used is the social control theory. The theory will be used to teach the community how to live good health lives, lives that are against the use of tobacco.

Goal: Healthy People 2020 (HP2020) objective(s) utilized as the goal for the teaching. Include the appropriate objective number and rationale for using the selected HP2020 objective (use at least one objective from one of the 24 focus areas). If an HP2020 objective does not support your teaching, explain how your teaching applies to one of the two overarching HP2020 goals.

The topic that will be taught in the community teaching is under objective 17 which is on

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The high school youths will name at least one advantage of not using tobacco and tobacco-related products.

The expected answers include healthy living, good mental health and reducing medical bills amongst others.

Use of interactive posters. The youth will be expected to come up with pictures that depict the benefits of not using tobacco and tobacco-related products. The pictures will be put on a collage to show the

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Planned Evaluation of Objectives (Outcome Evaluation): Describe what you will measure for each objective and how. 1. The first objective will be measured by the youth mentioning at least one harmful effect of tobacco use.

2. Objective 2 will be measured by the youth mentioning at least one advantage of not using tobacco.

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advantages of not using tobacco.

3. The high school youths will name at least one negative social behavior associated with tobacco use

3. The expected answers include isolation, substance and drug abuse amongst others.

3. Coming up with a pro and con list that details the negative social effects of using tobacco.

4. The high school youths will name at least one way of promoting healthy living.

4. The expected answers include exercising, healthy eating, staying away from drugs and related substances (Jung et al., 2017).

4. Use of interactive posters. The youth will be expected to come up with posters that show how people can live healthily.

Creativity: How was creativity applied in the teaching methods/strategies? Creativity was a big aspect of the teaching methods used considering the target population. The session had to be interactive to capture the attention of the target population. This was important considering that it is not the first time that the target population was hearing of the harmful effects of tobacco use.

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3. Objective 3 will be measured by the youth mentioning at least one learned negative social behavior associated with tobacco use.

4. Objective 4 will be measured by the youth mentioning at least one health-promoting behavior learned in the session.

Planned Evaluation of Goal: Describe how and when you could evaluate the overall effectiveness of your teaching plan.

Conducting an assessment of the target population a month after the community teaching

Planned Evaluation of Lesson and Teacher (Process Evaluation): A survey will be carried out on the target population a month after the teaching to evaluate the effectiveness of the target population.

Barriers: What are potential barriers that may arise during teaching and how will those be handled?

The target population might not be focused on the lesson bearing in mind that they are in high school and for that reason have heard a lot on tobacco and use and substance abuse.

Therapeutic Communication 4.2 Communicate therapeutically with patients.

How will you begin your presentation and capture the interest of your audience? Describe the type of activity will you use with your audience to exhibit active listening? Describe how you applied active listening in tailoring your presentation to your audience? How will you conclude your presentation? What nonverbal communication techniques will you employ?

I will share with them a small video about two people; one who smokes and another that does not. The video will capture their state of health after every ten years. The video will aim to show the difference between the health of smokers and non-smokers after a lengthy time. It has been noted that people actively listen to things that seem to shade doubt into their future (Alt et al., 2016). I will apply active listening by coming up with some light jokes that I would use in my presentation. I will conclude my presentation by showing the final image of the two people in the video that I introduced to the target population at the start of the presentation. The role of the image will be to remind them of the differences that can be brought by unhealthy living.

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Critical Thinking Essay

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Critical Thinking Essay

In 750-1,000 words, critically evaluate Mr. M.’s situation. Include the following:

1. Describe the clinical manifestations present in Mr. M.

1. Based on the information presented in the case scenario, discuss what primary and secondary medical diagnoses should be considered for Mr. M. Explain why these should be considered and what data is provided for support.

2. When performing your nursing assessment, discuss what abnormalities would you expect to find and why.

3. Describe the physical, psychological, and emotional effects Mr. M.’s current health status may have on him. Discuss the impact it can have on his family.

4. Discuss what interventions can be put into place to support Mr. M. and his family.

5. Given Mr. M.’s current condition, discuss at least four actual or potential problems he faces. Provide rationale for each.

You are required to cite to a minimum of two sources to complete this assignment. Sources must be published within the last 5 years and appropriate for the assignment criteria and relevant to nursing practice.

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.

RUBRICS. Subjective and objective clinical manifestations are detailed. The clinical manifestations are accurate and clearly report the observed and perceived signs and symptoms. A detailed discussion on what primary and secondary medical diagnoses should be considered for Mr. M. is presented. Strong rationale and reliable data are used to explain why the diagnoses are relevant and should be considered. A thorough discussion of abnormalities a nurse would expect to find during a nursing assessment is presented. Strong rationale and evidence are provided for support. A thorough discussion of the effects of the health status on the physical, psychological, and emotional aspects of the patient, and the impact the health status has on the family, is presented. Strong support for the discussion is provided. All relevant interventions that can be put into place to support Mr. M. and his family are thoroughly discussed. Four or more actual or potential problems faced by the patient are thoroughly discussed. The posed problems are clearly related to his condition. Strong rationale is provided and supports the discussion. Thesis is comprehensive and contains the essence of the paper. Thesis statement makes the purpose of the paper clear. Clear and convincing argument presents a persuasive claim in a distinctive and compelling manner. All sources are authoritative. Writer is clearly in command of standard, written, academic English. All format elements are correct. Sources are completely and correctly documented, as appropriate to assignment and style, and format is free of error.

By Day 3

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By Day 3

Post an explanation of the differential diagnosis for the patient in the case study you selected. Explain which is the most likely diagnosis for the patient and why. Include an explanation of unique characteristics of the disorder you identified as the primary diagnosis. Then, explain a treatment and management plan for the patient, including appropriate dosages for any recommended treatments. Finally, explain strategies for educating patients and families on the treatment and management of the gastrointestinal disorder.

 

Case Study 1

Jordan is a 4-year-old with a 1-day history of vomiting and diarrhea. His mother reports he awoke this morning vomiting and his vomitus contained last night’s dinner. He vomited three more times this morning but has not vomited in 5 hours. Approximately one hour ago, he had a large diarrhea stool that did not contain blood or mucus. He has had small sips of sports drinks since this morning. His last urination occurred 3 hours ago and the volume was small and the color dark yellow. Physical examination reveals a quiet and tired child with normal exam except for increased bowel sounds, but no abdominal distension, pain with palpation, or masses.

Case Study 2

Victoria is a 15-year-old who complains of chronic sore throat and bad taste in her mouth. Her height and weight are appropriate for age and she remains on the same growth trajectory since infancy. Abdominal examination and chest examination are negative. History reveals frequent burping and occasional feelings of regurgitating food. Diet history reveals she eats a balanced diet, but her primary sources of fluids are coffee, tea, and carbonated drinks.

Case Study 3

Trish is a 7-year-old who presents with abdominal pain. Further questioning reveals frequent stool soiling and a history of chronic constipation since infancy. The child does not remember when her last bowel movement was, but her mother reports that she had an ”accident” at a family gathering last night where she defecated in her underwear prior to reaching the bathroom. Physical examination is benign except for the presence of palpable stool in the descending colon and an enlarged rectal vault with hard stool.

________________________________________________________________________________________

Week 10

To prepare:

  • Review “Genitourinary Disorders” in the Burns et al. text.
  • Review and select one of the three provided case studies. Analyze the patient information.
  • Consider a differential diagnosis for the patient in the case study you selected. Think about the most likely diagnosis for the patient.
  • Think about a treatment and management plan for the patient. Be sure to consider appropriate dosages for any recommended pharmacologic and/or non-pharmacologic treatments.
  • Consider strategies for educating patients and families on the treatment and management of the genitourinary disorder.

By Day 3

Post an explanation of the differential diagnosis for the patient in the case study you selected. Explain which is the most likely diagnosis for the patient and why. Include an explanation of unique characteristics of the disorder you identified as the primary diagnosis. Then, explain a treatment and management plan for the patient, including appropriate dosages for any recommended treatments. Finally, explain strategies for educating patients and families on the treatment and management of the genitourinary disorder.

Case Study 1

You see a 3-year-old with a 2-day history of complaints of dysuria with frequent episodes of enuresis despite potty training about 7 months ago. She is afebrile and denies vomiting. Physical examination is normal. Dipstick voided urine analysis reveals: specific gravity 1.015, Protein 1+ non-hemolyzed blood, 1+ nitrites, 1+ leukocytes, and glucose-negative.

Case Study 2

Mark is a 15-year-old with complaint of acute left scrotal pain with nausea. The pain began approximately 6 hours ago as a dull ache and has gradually worsened to where he can no longer stand without doubling over. He is afebrile and in marked pain. Physical exam is negative except for elevation of the left testicle, diffuse scrotal edema, and the presence of a blue dot sign.

Case Study 3

Maya is a 5-year-old who presents for a well-child visit. She is a healthy child with no complaints. Physical examination is normal. Routine urinalysis indicates 2+ proteinuria; specific gravity 1.020; negative for glucose, blood, leukocytes, and nitrites. Her blood pressure is normal, and she is at the 60th percentile for height and weight.

________________________________________________________________________________________

Week 11

To prepare:

  • Review “Neurologic Disorders” and “Musculoskeletal Disorders” in the Burns et al. text.
  • Review and select one of the three provided case studies. Analyze the patient information.
  • Consider a differential diagnosis for the patient in the case study you selected. Think about the most likely diagnosis for the patient.
  • Think about a treatment and management plan for the patient. Be sure to consider appropriate dosages for any recommended pharmacologic and/or non-pharmacologic treatments.
  • Consider strategies for educating patients and families on the treatment and management of the musculoskeletal or neurologic disorder.

By Day 3

Post an explanation of the differential diagnosis for the patient in the case study you selected. Explain which is the most likely diagnosis for the patient and why. Include an explanation of unique characteristics of the disorder you identified as the primary diagnosis. Then, explain a treatment and management plan for the patient, including appropriate dosages for any recommended treatments. Finally, explain strategies for educating patients and families on the treatment and management of the musculoskeletal or neurologic disorder.

Case Study 1:

Clay is a 7-year-old male who presents in your office with complaints of right thigh pain and a limp. The pain began approximately 1 week ago and has progressively worsened. There is no history of trauma. Physical examination is negative except for pain with flexion and internal rotation of the right hip and limited abduction of the right hip. Limb lengths are equal.

Case Study 2:

Trevon is an 18-month-old with a 3-day history of upper-respiratory-type symptoms that have progressively worsened over the last 8 hours. His immunizations are up to date. Mom states he spiked a fever to 103.2°F this morning and he has become increasingly fussy. He vomited after drinking a cup of juice this afternoon and has refused PO fluids since then. Pertinent physical exam findings include negative abdominal exam, marked irritability with inconsolable crying, and he cries louder with pupil examination and fights head and neck assessment. You are unable to elicit Kernig’s or Brudzinski’s signs due to patient noncompliance.

Case Study 3:

Molly is a 12-year-old who comes to your office after hitting her head on the ground during a soccer game. Her mother reports that she did not lose consciousness, but that she seems “loopy” and doesn’t remember what happened immediately following her fall. She was injured when she collided with another player and fell backward, striking her head on the ground. She has no vomiting and denies diplopia but complains of significant headache. Physical examination is negative except for the presence of slight nystagmus. All other neurologic findings including fundoscopic examination are normal.

 

 

Read a selection of your colleagues’ responses.