Identify and describe the first diagnosis listed under the Chronic Diagnoses section.

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Identify and describe the first diagnosis listed under the Chronic Diagnoses section.

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Which medication was prescribed for Nancy’s diagnosis of gastroesophageal reflux disease?

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Which anatomical organ did Nancy have removed in 1992?

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Which of Nancy’s relatives experienced a condition that could be described as “a protrusion of an abdominal organ”?

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Around 1996, Nancy received a vaccination that will protect which of her digestive organs?

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In Nancy’s physical examination, which two abdominal organs are explicitly noted?

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On her March 6th visit, Nancy received a prescription for a new medication. As noted in her medical chart, what is the medical abbreviation of how many times per day should she take this medication?

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On her April 8 office visit, Nancy reports a new symptom involving blood. Identify the medical term and define it.

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Nancy’s physician notes her pain complaints as “epigastric.” What does this mean?

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Throughout Nancy’s medical chart, a hernia is mentioned. What type of hernia does she have? Describe where it is and which anatomical structures are involved.

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On April 8, Nancy’s physician orders an imaging procedure. Name and define this procedure.

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On April 8, which lab test is ordered with the order number 1704Q0Y0? If this test were positive, it would mean blood is present in the _____.

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According to Nancy’s imaging report, which of the 3 anatomical regions of the small intestine was explored?

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In Nancy’s imaging report, what does the abbreviation LES stand for?

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Nancy’s imaging report notes a new finding that is not mentioned anywhere else in her medical chart. What is it?

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References

You will primarily use your textbook as a reference this week. Provide a citation for your textbook (in APA format) here:

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You will also likely need to use other course materials or resources to answer all of this assignment’s questions. If you used other references, cite them here:

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Identify the clinical problem and research problem that led to the study.

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· Identify the clinical problem and research problem that led to the study. What was not known about the clinical problem that, if understood, could be used to improve health care delivery or patient outcomes? This gap in knowledge is the research problem.

· How did the author establish the significance of the study? In other words, why should the reader care about this study? Look for statements about human suffering, costs of treatment, or the number of people affected by the clinical problem.

· Identify the purpose of the study. An author may clearly state the purpose of the study or may describe the purpose as the study goals, objectives, or aims.

· List research questions that the study was designed to answer. If the author does not explicitly provide the questions, attempt to infer the questions from the answers.

· Were the purpose and research questions related to the problem?

Method of Study:

· Were qualitative methods appropriate to answer the research questions?

· Did the author identify a specific perspective from which the study was developed? If so, what was it?

· Did the author cite quantitative and qualitative studies relevant to the focus of the study? What other types of literature did the author include?

· Are the references current? For qualitative studies, the author may have included studies older than the 5-year limit typically used for quantitative studies. Findings of older qualitative studies may be relevant to a qualitative study.

· Did the author evaluate or indicate the weaknesses of the available studies?

· Did the literature review include adequate information to build a logical argument?

· When a researcher uses the grounded theory method of qualitative inquiry, the researcher may develop a framework or diagram as part of the findings of the study. Was a framework developed from the study findings?

Results of Study

· What were the study findings?

· What are the implications to nursing?

· Explain how the findings contribute to nursing knowledge/science. Would this impact practice, education, administration, or all areas of nursing?

Ethical Considerations

· Was the study approved by an Institutional Review Board?

· Was patient privacy protected?

· Were there ethical considerations regarding the treatment or lack of?

Conclusion

· Emphasize the importance and congruity of the thesis statement.

· Provide a logical wrap-up to bring the appraisal to completion and to leave a lasting impression and take-away points useful in nursing practice.

· Incorporate a critical appraisal and a brief analysis of the utility and applicability of the findings to nursing practice.

· Integrate a summary of the knowledge learned.

Quantitative Study

Background of Study:

· Identify the clinical problem and research problem that led to the study. What was not known about the clinical problem that, if understood, could be used to improve health care delivery or patient outcomes? This gap in knowledge is the research problem.

· How did the author establish the significance of the study? In other words, why should the reader care about this study? Look for statements about human suffering, costs of treatment, or the number of people affected by the clinical problem.

· Identify the purpose of the study. An author may clearly state the purpose of the study or may describe the purpose as the study goals, objectives, or aims.

· List research questions that the study was designed to answer. If the author does not explicitly provide the questions, attempt to infer the questions from the answers.

· Were the purpose and research questions related to the problem?

Methods of Study

· Identify the benefits and risks of participation addressed by the authors. Were there benefits or risks the authors do not identify?

· Was informed consent obtained from the subjects or participants?

· Did it seem that the subjects participated voluntarily in the study?

· Was institutional review board approval obtained from the agency in which the study was conducted?

· Are the major variables (independent and dependent variables) identified and defined? What were these variables?

· How were data collected in this study?

· What rationale did the author provide for using this data collection method?

· Identify the time period for data collection of the study.

· Describe the sequence of data collection events for a participant.

· Describe the data management and analysis methods used in the study.

· Did the author discuss how the rigor of the process was assured? For example, does the author describe maintaining a paper trail of critical decisions that were made during the analysis of the data? Was statistical software used to ensure accuracy of the analysis?

· What measures were used to minimize the effects of researcher bias (their experiences and perspectives)? For example, did two researchers independently analyze the data and compare their analyses?

Results of Study

· What is the researcher’s interpretation of findings?

· Are the findings valid or an accurate reflection of reality? Do you have confidence in the findings?

· What limitations of the study were identified by researchers?

· Was there a coherent logic to the presentation of findings?

· What implications do the findings have for nursing practice? For example, can the findings of the study be applied to general nursing practice, to a specific population, or to a specific area of nursing?

· What suggestions are made for further studies?

Ethical Considerations

· Was the study approved by an Institutional Review Board?

· Was patient privacy protected?

· Were there ethical considerations regarding the treatment or lack of?

What do all living organisms have in common? What distinguishes a living organism from a nonliving thing?

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What do all living organisms have in common? What distinguishes a living organism from a nonliving thing?

The living organisms present on Earth today are a very diverse group of beings. Think about the features of humans, elephants, spiders, birds, bacteria, fish, and trees. All of these are living things, but they are very different in appearance, shape, size, behavior, and life cycle. Despite their outward differences, all living organisms share a basic set of similar characteristics and features.

Our first readings will help you identify what common features distinguish biotic (living) from abiotic (nonliving) things. How is it that you know a bird is alive but fire is not? Why do we say a tree is a living thing, but not water? It’s trickier than it sounds.

Further complicating the definition of life, living things are made of nonliving things: the atoms and molecules that make up their bodies. The basic building blocks of living organisms are chemical substances: subatomic particles, atoms, and molecules.

How can we get life from something that isn’t alive? To answer this question and to understand how life functions, we must learn some foundational chemistry.

Next week we will learn how cells (the smallest units of structure and function in biology) rely on atoms, molecules, and molecular forces in order to be fully functional.

During the latter weeks of the semester, we will move on to examine larger and more complex layers of organization. As we move to these layers, we begin to see distinct differences between living organisms and nonliving things. Each of the remaining layers of organization is present in living organisms but absent from nonliving things.

The study of living organisms, whose characteristics we described above, forms the science of biology.

So what exactly is science?

What do you think is the most interesting aspect of      Tarnita’s research?

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  1. What do you think is the most interesting aspect of      Tarnita’s research?
  2. Discuss how the termite mounds benefit other organisms on the savanna.

1. Explain the importance of monitoring plateau pressures and its use in calculating static compliance

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1. Explain the importance of monitoring plateau pressures and its use in calculating static compliance

2. Explain the use of volume-controlled ventilation and pressure-controlled ventilation

3. List and describe ventilatory support treatment plans for patient’s based on their clinical diagnosis

Topic 1

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Topic 1

: Evo-devo. Watch the video (1)* featuring Sean Carroll discussing the science of evolution and the field of evolutionary-developmental biology (evo-devo).

  • (a) Describe three things that you learned from the video.
  • (b) Of the three things you described, which was the most surprising, and why?
  • (c) Discuss what these things teach us about biology.

Topic 2 [article]: The cusp of a revolution in medicine. In a recent op-ed, Craig Venter (2)* shares his opinion that we are “on the cusp of a revolution” in medicine.

  • (a)  Describe three things that you learned from this op-ed.
  • (b)  Of the three things you describe, which was the most surprising, and why?
  • (c)  Discuss what these things teach us about biology.

Topic 3 [article]:  Earth will survive; we may not. In a provocative Op-Ed, astrophysicist Adam Frank says that “pretending we can just extend the Holocene in perpetuity” is just a foolish excuse to put off making inevitable choices brought about by climate change.

  • (a)  Summarize Frank’s basic argument.
  • (b)  Some biologists, particularly conservation biologists reacted negatively to this essay. What is your reaction to this essay?
  • (c)  Explain how this relates to biology.