Nursing

Assignment: Program Outcomes
Assignment: Program Outcomes
Assignment: Program Outcomes
Week 8 discussion Reflection on Achievement of Program Outcomes Reflect back over the past 8 weeks and describe how the achievement of the course outcomes in this course have prepared you to meet the MSN program outcome #2 and the MSN Essential IV, and NP Competencies: Nurse Practitioner Core Competency (NONPF) #4What are program-based student learning outcomes (SLOs) and how can you translate them into
a curricular structure?
Student Learning Outcomes (SLOs) for an academic program are defined as the knowledge, skills, or
behaviors that a program’s students should be able to demonstrate upon program completion. In other
words, what is the ideal portrait of the successful graduate of your program?
Program outcomes represent broad statements that incorporate many areas of inter-related knowledge
and skills developed over the duration of the program through a wide range of courses and experiences.
They represent the big picture, describe broad aspects of behavior, and encompass multiple learning
experiences.
Ideally, SLOs represent a point of transition from education into the students’ chosen profession.
Our shared goals for this seminar can be divided into two parts, which mirror the process of creativity.
Part I – Crafting the “Big Picture” – seeks to foster divergent thinking and thereby to surface and
explore novel possibilities.
Part II – Defining Program Boundaries – then enlists our convergent thinking to define constraints and
guidelines within which we can improvise and fine-tune program details.
In sum, this seminar seeks to help you:
• Articulate student learning outcomes for your program – outcomes that encompass a vision
of “the ideal graduate” of your program, and outcomes that accommodate pre-existing goals set
by other entities (e.g., UC’s General Education Competencies or professional guidelines)
• Define constraints for the design of your program, including requirements set by UC’s Gen
Ed program, Ohio’s OBR/TAG requirements, and/or a field’s accrediting or professional body
• Craft a framework for your program that applies UC’s Integrated Core Learning – a guide that
addresses how the program’s learning objectives will be developed and assessed across three
touchpoints, namely your students’ first-year, mid-collegiate and capstone experiences.

Assignment: Infectious Disease
Assignment: Infectious Disease
Assignment: Infectious Disease
Week 5 assignment INFECTIOUS DISEASEPAPER PURPOSE Infectious disease occurs worldwide and must be addressed just as chronic disease is approached. Thisassignment will offer the opportunity to explore the various communicable diseases, the epidemiological background data, as well as, the implications of these infections. COURSE OUTCOMES Through this assignment, the student will demonstrate the ability to: CO 3: Identify appropriate outcome measures and study designs applicable to epidemiological subfields such as infectious disease, chronic disease, environmental exposures, reproductive health, and genetics. CO 6:Identify important sources of epidemiological data. REQUIREMENTS Criteria for Content Apply the concepts of epidemiology to a communicable disease. Choose one communicable disease from the following list: • Chickenpox • Tuberculosis • Influenza • Mononucleosis • Hepatitis B • HIV • Chlamydia • Gonorrhea • Syphillis • Measles • Pertussis Include the following in your assignment: • Description of the communicable disease (causes, symptoms, mode of transmission, complications, treatment) and the demographic of interest (mortality, morbidity, incidence, and prevalence). • Describe the determinants of health and explain how those factors contribute to the development of this disease. • Discuss the host factors, agent factors (presence or absence), and environmental factors. • Explain the role of the community health FNP (case finding, reporting, data collecting, data analysis, and follow-up). • A minimum of three (3) scholarly literature references is required. PREPARING THE PAPER Submission Requirements 1. Application: Use Microsoft Word 2013™ to create the written assessment. 2. Length: The paper (excluding the title page and reference page) is at maximum two pages. 3. A minimum of three (3) scholarly literature references must be used. Best Practices in Preparing the Project The following are best practices in preparing this project. 1. Review directions thoroughly. 2. Follow submission requirements. 3. Make sure all elements on the grading rubric are included. 4. Rules of grammar, spelling, word usage, and punctuation are followed and consistent with formal, scientific writing. 5. Title page, running head, body of paper, and reference page must follow APA guidelines as found in the 6th edition of the manual. This includes the use of headings for each section of the paper except for the introduction where no heading is used. 6. Ideas and information that come from scholarly literature must be cited and referenced correctly. 7. A minimum of three (3)scholarly literature references must be used. 8. Abide by CCN academic integrity policy.

Assignment: Manager’s and Nurse’s Role
Assignment: Manager’s and Nurse’s Role
Assignment: Manager’s and Nurse’s Role
Question 1 The project manager’s and nurse’s role are to diligently assess the healthcare system and consider how to improve its structure and processes to achieve: Satisfying the requirements of the organization’s stakeholders More favorable patient outcomes in an efficient and effective manner New clinical practice guidelines A promotion and substantial pay raise Question 2 The three sciences that make up nursing informatics are: Nursing, clinical, and computer sciences Information, computer, and nursing sciences Medical, information, and computer sciences Engineer, nursing, and clinical science Question 3 Which is the correct sequence of the informatics continuum? Wisdom to data to knowledge to information Data to information to knowledge to wisdom Wisdom to data to information to knowledge Knowledge to information to data to wisdom Question 4 Six Sigma is a five-step program that supports quality improvement and outcomes in health care. Which is the first step? Defining the project goals Improving the process Analyzing the current problems Making a change and managing the new process Measuring current processes Question 5 Health information management includes: Tools of computers, hardware, software, networking, programming, and data storage Project management, teams, stakeholders, and timelines of different activities Records, coding, documentation, policy, guidelines, administration, and compliance Technology tools and information systems in a healthcare setting
The U.S. Bureau of Labor Statistics projects the need for some 1.1 million new registered nurses to meet the new demand and replace retirees, many in management positions. Nurses who plan to transition from management roles require skills that combine clinical expertise and leadership. Nurse managers are responsible for supervising nursing staff in a hospital or clinical setting. They oversee patient care, make management and budgetary decisions, set work schedules, coordinate meetings and make decisions about personnel.
“The nurse manager is responsible for creating safe, healthy environments that support the work of the health care team and contribute to patient engagement. The role is influential in creating a professional environment and fostering a culture where interdisciplinary team members are able to contribute to optimal patient outcomes and grow professionally,” the American Organization of Nurse Executives sa

Assignment: Radionucleotide Imaging
Assignment: Radionucleotide Imaging
Question 12 (1 point)
A patient has thyroid nodules and the provider suspects thyroid cancer. To evaluate thyroid nodules for potential malignancy, which test is performed?
Question 12 options:
a) Radionucleotide imaging
b) Serum calcitonin
c) Serum TSH level
d) Thyroid ultrasound
Question 13 (1 point)
What are some common goals of neuropsychiatric evaluation?
Question 13 options:
a) To definitively diagnose neurobehavioral disorders
b) To determine the need for neurosurgical procedures
c) To evaluate cognition when neuro-diagnostic tests are normal
d) To help identify rehabilitation goals in brain-injured patients
e) To monitor changes in symptoms over time
Question 14 (1 point)
A patient exhibits visual field defect, ataxia, and dysarthria and complains of a mild headache. A family member reports that the symptoms began several hours prior. An examination reveals normal range of motion of the neck. What type of cerebrovascular event is most likely?
Question 14 options:
a) Hemorrhagic stroke
b) Hypertensive intracerebral hemorrhage
c) Ischemic stroke
d) Transient ischemic attack
Question 15 (1 point)
An elderly patient is brought to the emergency department after being found on the floor after a fall. The patient has unilateral sagging of the face, marked slurring of the speech, and paralysis on one side of the body. The patient’s blood pressure is 220/190 mm Hg. What is the likely treatment for this patient?
Question 15 options:
a) Carotid endarterectomy
b) Close observation until symptoms resolve
c) Neurosurgical consultation
d) Thrombolytic therapy
Question 16 (1 point)
What are initial approaches when managing delirium in a hospitalized patient who is agitated and confused?
Question 16 options:
a) Administer medications for sleep
b) Apply physical restraints
c) Attend to hydration and toileting needs
d) Decrease stimulation
e) Discontinue any non-essential medications
Question 17 (1 point)
A previously lucid patient with early-stage Alzheimer’s disease is hospitalized after a surgical procedure and exhibits distractibility and perceptual disturbances that occur only in the late afternoon. The patient has difficulty sleeping at night and instead sleeps much of the morning. What is the likely cause of these symptoms?
Question 17 options:
a) Hyperactive delirium
b) Hypoactive delirium
c) Sundowner syndrome
d) Worsening dementia
Question 18 (1 point)
An elderly patient has symptoms of depression and the patient’s daughter asks about possible Alzheimer’s disease since there is a family history of this disease. A screening evaluation shows no memory loss. What is the initial step in managing this patient?
Question 18 options:
a) Order brain imaging studies such as CT or MRI
b) Perform genetic testing to identify true risk
c) Prescribe a trial of an antidepressant medication
d) Recommend a trial of a cholinesterase inhibitor drug
Question 19 (1 point)
A patient with dementia experiences agitation and visual hallucinations and is given haloperidol with a subsequent worsening of symptoms. Based on this response, what is the likely cause of this patient’s symptoms?
Question 19 options:
a) Alzheimer’s disease
b) Lewy body dementia
c) Pseudodementia
d) Vascular neurocognitive disorder
Question 20 (1 point)
Which medications may be useful in treating tension-type headache?
Question 20 options:
a) Antiemetics
b) Lithium
c) Muscle relaxants
d) NSAIDs
e) Oxygen
Question 21 (1 point)
A patient has recurrent cluster headaches and asks about abortive therapy. Which therapy is effective for a majority of patients with cluster headaches?
Question 21 options:
a) Lithium
b) NSAIDs
c) Oxygen
d) Verapamil
Question 22 (1 point)
A patient with a seizure disorder has seizures which begin with eye twitching and occasionally visual hallucinations. Which site in the brain is the seizure focus?
Question 22 options:
a) Frontal
b) Occipital
c) Parietal
d) Temporal
Question 23 (1 point)
A patient who has a seizure disorder and who takes levetiracetam is brought to an emergency department with a seizure which has persisted for15 minutes and which immediately followed another 15 minute seizure. What is the priority action for this patient?
Question 23 options:
a) Administer a dose of levetiracetam now and repeat in 10 minutes
b) Administer lorazepam and monitor cardiorespiratory status
c) Administer phenytoin and phenobarbital along with oxygen
d) Admit the patient to the hospital for a diagnostic work up
Question 24 (1 point)
Which drug is used to treat patients with focal epilepsy and complex partial seizures?
Question 24 options:
a) Carbamazepine
b) Ethosuximide
c) Lamotrigine
d) Topiramate
Question 25 (1 point)
Benign prostatic hypertrophy is a common finding as men age. Classically, this condition has many symptoms. Please select all that apply:
Question 25 options:
a) Difficulty initiating urinary stream
b) Urinary hesitancy and urgency
c) Sensations of a full bladder and bladder spasms
d) Incontinence and post void dribbling
Question 26 (1 point)
A 63 year old client presents to you with hematuria, hesitancy and dribbling. Digital rectal examination (DRE) reveals a moderately enlarged prostate that is smooth. The client’s prostate specific antigen (PSA) is 1.2. What is the most appropriate management strategy for the provider to follow at this time?
Question 26 options:
a) Prescribe an alph adrenergic blocker
b) Recommend saw palmetto extract
c) Prescribe antibiotic
d) Refer the client to urology
Question 27 (1 point)
A 15 year old client comes in with acute abdominal pain. When taking his history the nurse practitioner (NP) finds that he fell off his bike this morning and has vomited. Upon closer examination the NP determines his pain is localized to the Left groin and testicle. He is afebrile and reports no dysuria. The most likely differential diagnosis is:
Question 27 options:
a) Testicular torsion
b) Epididymitis
c) Hydrocele
d) Varicocele
Question 28 (1 point)
A client is pregnant and has been taking the same levothyroxine medication for years. What might the provider expect to do with the levothyroxine medication?
Question 28 options:
a) Increase the dosage while pregnant
b) Maintain her established dose
c) Decrease her dosage during the pregnancy
d) Decrease her dosage during the pregnancy
Question 29 (1 point)
A TSH of 0.2 can lead to the following symptoms.
Question 29 options:
a) Osteoporosis
b) Weight loss
c) Bradycardia
d) Diarrhea
Question 30 (1 point)
Which of the following are causes of dementia in older adults that can be removed or reversed?
Question 30 options:
a) Polypharmacy and nutritional disorders
b) Alzheimer’s diease and vascular disorders
c) Metabolic disorders and space-occupying lesions
d) Infections affecting the brain and polypharmacy
Assignment: Radionucleotide Imaging

Assessing Nursing Standards of Practice
Assessing Nursing Standards of Practice
Week 1 discussion
Why Nursing Standards of Practice
After reviewing the Nursing Standards of Practice, describe three reasons why these are important to nursing practice, safety, and achieving good client outcomes.
Week 3 discussion
Agencies and Who They Serve
For this discussion, review the various healthcare settings in your reading (such as hospital, community health center, etc.) and select one. Once selected, research the internet to identify a facility that represents your selected healthcare delivery setting. Review their website and determine:
Location and size
Mission and values
Accreditation and awards
How long they have been serving their target population
Whether they are part of a system or a single institution
Are they for profit or not-for profit
The target populations they serve
The clinical and client services they provide
The type of staff who work in the setting
Contributions to the community
In a two to three paragraph discussion post, identify key aspects of the selected healthcare setting, how their mission and values compare with the services they provide and their target populations, the type of staff who work there, any special or unique aspects of the healthcare setting, and your impression of the healthcare setting after reviewing their website. You don’t need to identify the name of the healthcare setting just the type.
Week 4 discussion
Comparing and Contrasting Theories
For this discussion, in three to four paragraphs, contrast two nursing models and theories found in your reading. Discuss how they are similar or different in the way the define/discuss health and wellness, illness, the client, the environment, and nursing. Summarize by selecting the one model or theory that aligns best with your beliefs and then describe how this would affect the way in which you would practice nursing.
Week 5 discussion
Ethical Nursing Practice
For this discussion you will be examining ethical nursing practice. In three to five paragraphs answer the following questions.
Define in your own words “ethical nursing practice.”
Describe the basis or framework you used for your definition.
Explain the difference between legal and ethical nursing practice.
Discuss one ethical or bioethical dilemma a nurse may encounter and describe how it could be handled.
Week 6 discussion
Developing Clinical Judgment
One of the most important skills a nurse needs is clinical judgment. This is a skill that can be learned. Reflect on your own ability to critically think and the reading for this module.
When see yourself as a nurse and giving care, discuss what qualities and behaviors you possess that make you a person that would have good clinical judgment. What three strategies can you use to develop better clinical judgment? As a nurse, what areas of the nursing process do you think might be more challenging to you given the critical thinking and clinical judgment skills you have now?
Week 8 discussion
Communicating Non-Verbally
For this discussion, describe how you typically communicate nonverbally?
Do you have particular or unique patterns of nonverbal communication?
What have others said to you about your non-verbal communication?
How do you think your non-verbal communication impacts your effectiveness as a communicator?In what ways do you think your non-verbal communication patterns will influence your ability to provide client-centered care?

Assignment: Discuss Data Analytics
Assignment: Discuss Data Analytics
Week 8 discussion
DQ1
Discuss one future trend of data analytics and its implication in health care. Provide specific examples.
DQ2
How can data visualization evolve to better facilitate decision-making in health care?
Week 1 MS Access (or OpenOffice Base for MAC users): Relational Database
PC Users:
Install Microsoft Access if you don’t already have it (available through your student Microsoft 365 account).
Complete the related MS Access training tutorials located in the Assignment Resources below.
Create a simple relational database using information provided in a data set.
You may use one of the student files for chapter 3 provided in the Doc Sharing blog (Access files end in .mdb), a data set from https://www.data.gov/ or a data set you already have of your own.
Submit a screenshot of your completed database along with your relational database file for grading.
Mac Users:
Download and install OpenOffice Base from the following link: http://www.openoffice.org/product/base.html
View the OpenOffice Base videos located in the Assignment Resources below.
Create a simple relational database using information provided in a data set.
You can find a data set from https://www.data.gov/ or use a data set you already have of your own.
Submit a screenshot of your completed database along with your relational database file for grading.
Week 2 MS Access (or OpenOffice Base for MAC Users): Relational Database Query
PC Users:
Complete the related MS Access query training tutorials located in the Assignment Resources below.
Using the relational database created during the first week, run a query to receive meaningful data output (e.g., running a query to filter patients with a specific diagnosis).
Submit a screenshot and your query results for grading.
Mac Users:
Watch the OpenOffice Base Creating Queries video located in the Assignment Resources below.
Using the relational database created during the first week, run a query to receive meaningful data output (e.g., running a query to filter patients with a specific diagnosis).
Submit a screenshot and your query results for grading.
Week 3 Big Data Use Paper
Research a health-related business that collects big data and explain the following in a two-page paper in APA format:
Give a brief overview of big data.
How do the topics learned in this class relate to big data in health care?
In the use case of the business you researched, what kind of data is collected and what are the advantages of collecting this type of data?
Include 2–3 scholarly resources in APA format. Examples of scholarly sources include professional journal articles and books obtained from library databases, national guidelines, and informatics organizations, published within the last five years.
Week 4 XML Overview Paper and Sample XML Document
Discuss the following in a two-page paper in APA format:
What is XML?
Why use XML?
Create a simple XML document for one of the following:
Patient demographics
Patient allergies
Patient vital signs
Patient serum hemoglobin result
Include 2–3 scholarly resources in APA format. Examples of scholarly sources include professional journal articles and books obtained from library databases, national guidelines, and informatics organizations, published within the last five years.
Week 5 Data Mining Software Exercise
This assignment gives you the opportunity to demonstrate your ability to use data mining software.
Download the program RapidMiner (available for Windows or MAC IOS 10.8+) from: https://rapidminer.com/ and register using your WCU student email. (After the 15-day free trial, you can register for a free education license if you’d like. You’ll receive an email from RapidMiner with instructions.)
When you open the program for the first time, tutorials will automatically come up on the left side of the platform’s screen. If you lose this window, click on the file folder icon a the top and choose the Learn option to get it back.
Complete each tutorial within the program and take a screenshot of the results as you finish each one. (list of tutorials provided below)
After you finish the tutorials, submit your screenshots for grading.
Basics
Operators and Processes
Modeling
Accessing Data
Filtering and Sorting
Merging and Grouping
Creating and Removing Columns
Changing Types and Roles
More Modeling
Data Handling
Handle Missing Values
Normalization and Outlier Detection
Pivoting and Renaming
Macros and Sampling
Looping, Branching, and Appending
Writing Data
Modeling, Scoring and Validation
Modeling
Scoring
Test Splits and Validation
Cross Validation
Visual Model Comparison
RapidMiner Server
RapidMiner Radoop
See Assignment Resources below for further RapidMiner support videos.
Week 6 EHR Data Mining Challenges Paper
Discuss the challenges faced by EHR data mining in a two-page paper in APA format. Make sure to include the following:
What is the potential of healthcare data mining?
How can it benefit or improve patient outcomes?
Include 2–3 scholarly resources in APA format. Examples of scholarly sources include professional journal articles and books obtained from library databases, national guidelines, and informatics organizations, published within the last five years.
Week 7 Demonstration of Use of Data Visualization Software
Download a free version of Tableau Desktop for Students (available for Windows PC and MAC OS) at:
https://www.tableau.com/academic/students#product-video Click for more options
View the links listed in the Assignment Resources listed below to learn about Tableau.
Choose a health-related data set from one of the links in the Assignment Resources below.
Follow all eight of the Tableau tutorial steps at the following link to create a meaningful data story from your inputted data set.
http://onlinehelp.tableau.com/current/guides/get-started-tutorial/en-us/get-started-tutorial-home.html
Share your final work in Tableau Public and submit the link along with the link to the data set you used (upload both with the file to Blackboard).
Week 8 Final Data Project
Write a four- to five-page paper that demonstrates comprehension of data mining and data visualization.
Complete the following using a data set from https://www.healthdata.gov/ Click for more options
Clean and prepare the data.
Use any data mining model to extract meaningful data.
Create two data visualizations in Tableau that show data in a meaningful way without information overload.
Explain your data set and describe your data mining model and data visualization technique (two-page maximum).
Submit your data files, links to your visualizations, and your written assignment.
Include the URL of the data set that you downloaded.
Examples of scholarly sources include professional journal articles and books obtained from library databases, national guidelines, and informatics organizations, published within the last five years.

Case Study: The Older Adult
Case Study: The Older Adult
The Older Adult
A nurse at the local Senior Center made the following notation about a client: A 74-year-old female client wearing eyeglasses with bifocal lenses and hearing aid in her left ear. Walks with a shuffling gait, using a cane for support. Wearing house slippers and housedress. States, “My other doctor says I should have my eyes looked at by an expert. It’s been a while, and my eyes seem to be acting up lately. I can’t see so good anymore.” The client states that she takes medication for “sugar” and her blood pressure and has worn glasses for years with the last prescription changed about 3 years ago. “I was a seamstress for many years and quit when I couldn’t see to thread the needles anymore-just in time too. These new materials are too hard to work with!” Denies using any eye drops. Describes vision changes as difficulty seeing well at night, especially if trying to read. Uses a magnifying glass to help when reading. No eye pain or discharge, although eyes sometimes feel “dry and scratchy,” with the left eye being worse than the right. Admits to rubbing eyes but without relief.
Develop a Plan of Care for this patient that includes:
2 Nursing Diagnosis
2 goals for each Nursing Diagnosis
Interventions with rationales
Please make an initial post by midweek, and respond to at least two other student’s posts with substantial details that demonstrate an understanding of the concepts, and critical thinking. Remember that your posts must exhibit appropriate writing mechanics including using proper language, cordiality, and proper grammar and punctuation. If you refer to any outside sources or reference materials be sure to provide proper attribution and/or citation.
odule 02 Course Project-Clinical Question
Clinical Question – Formulate a clinical question using the PICOT format.
P: Patient Population
I: Intervention or area on Interest
C: Comparison intervention or group
O: Outcome
T: Time
Ex: “In acute care hospitals (patient population), how does having a rapid response team (intervention) compared with not having a response team (comparison) affect the number of cardiac arrests (outcome) during a three-month period (time)?”
Submit your completed assignment by following the directions linked below. Please check the Course Calendar for specific due dates.
.1in;margin-bottom:0in; margin-left:-.1in;margin-bottom:.0001pt”>Module 04 Course Project -Reference Page
Turn in a reference page in APA format. You must use three (3) or more relevant sources; to ensure the readings are relevant and current, the selected peer reviewed article must have been written within the past three (3) years.
Submit your completed assignment by following the directions linked below. Please check the Course Calendar for specific due dates.
.1in;margin-bottom:0in; margin-left:-.1in;margin-bottom:.0001pt”>Module 07 Course Project-Paper Submission
Your paper for the course project should be a 2-3 page APA paper (not including title page and the reference page) that describes the clinical problem and the following:
Reason for choosing this topic
The PICOT question
Possible integration of the evidenced that you found in clinical practice
Methods to evaluate the effectiveness of implementation
Submit your completed assignment by following the directions linked below. Please check the Course Calendar for specific due dates.
.1in;margin-bottom:0in; margin-left:-.1in;margin-bottom:.0001pt”>Module 10 Course Project – Staff Development PowerPoint Due
Your staff development PPT presentation will include the information from your written paper in 10-12 slides (including a title and reference slide in APA format). Make sure to include speaker notes at the bottom of your slide to explain the content of your slide.
Submit your completed assignment by following the directions linked below. Please check the Course Calendar for specific due dates.

Case: Assessing Geriatric Clients
Case: Assessing Geriatric Clients
Week 3 assignment
Assignment: Assessing and Treating Adult and Geriatric Clients With Mood Disorders
Advances in genetics and epigenetics have changed the traditional understanding of mood disorders, resulting in new evidence-based practices. In your role as a psychiatric mental health nurse practitioner, it is essential for you to continually educate yourself on new findings and best practices in the field. For this Assignment, you consider best practices for assessing and treating adult and geriatric clients presenting with mood disorders.
Learning Objectives
Students will:
Assess client factors and history to develop personalized plans of antidepressant therapy for adult and geriatric clients
Analyze factors that influence pharmacokinetic and pharmacodynamic processes in adult and geriatric clients requiring antidepressant therapy
Evaluate efficacy of treatment plans
Analyze ethical and legal implications related to prescribing antidepressant therapy to adult and geriatric clients
Learning Resources
Note: To access this week’s required library resources, please click on the link to the Course Readings List, found in the Course Materials section of your Syllabus.
Required Readings
Note: All Stahl resources can be accessed through the Walden Library using this link. This link will take you to a log-in page for the Walden Library. Once you log into the library, the Stahl website will appear.
Stahl, S. M. (2013). Stahl’s essential psychopharmacology: Neuroscientific basis and practical applications (4th ed.). New York, NY: Cambridge University Press.
Note: To access the following chapters, click on the Essential Psychopharmacology, 4th ed tab on the Stahl Online website and select the appropriate chapter. Be sure to read all sections on the left navigation bar for each chapter.
Chapter 6, “Mood Disorders”
Stahl, S. M. (2014b). The prescriber’s guide (5th ed.). New York, NY: Cambridge University Press.
Note: To access the following medications, click on the The Prescriber’s Guide, 5th ed tab on the Stahl Online website and select the appropriate medication.
Review the following medications:
amitriptyline
bupropion
citalopram
clomipramine
desipramine
desvenlafaxine
doxepin
duloxetine
escitalopram
fluoxetine
fluvoxamine
imipramine
ketamine
mirtazapine
nortriptyline
paroxetine
selegiline
sertraline
trazodone
venlafaxine
vilazodone
vortioxetine
American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). Washington, DC: Author.
Note: Retrieved from Walden Library databases.
Montgomery, S. A., & Asberg, M. (1979). A new depression scale designed to be sensitive to change. British Journal of Psychiatry, 134, 382-389. Retrieved from https://www.researchgate.net/profile/Marie_Asberg/publication/22697065_A_New_Depression_Scale_Designed_to_be_Sensitive_to_Change/links/09e41513f85c708fee000000.pdf
Required Media
Laureate Education. (2016g). Case study: An elderly Hispanic man with major depressive disorder [Interactive media file]. Baltimore, MD: Author.
Note: This case study will serve as the foundation for this week’s Assignment.
To prepare for this Assignment:
Review this week’s Learning Resources. Consider how to assess and treat adult and geriatric clients requiring antidepressant therapy.
The Assignment
Examine Case Study: An Elderly Hispanic Man With Major Depressive Disorder. You will be asked to make three decisions concerning the medication to prescribe to this client. Be sure to consider factors that might impact the client’s pharmacokinetic and pharmacodynamic processes.
At each decision point stop to complete the following:
Decision #1
Which decision did you select?
Why did you select this decision? Support your response with evidence and references to the Learning Resources.
What were you hoping to achieve by making this decision? Support your response with evidence and references to the Learning Resources.
Explain any difference between what you expected to achieve with Decision #1 and the results of the decision. Why were they different?
Decision #2
Why did you select this decision? Support your response with evidence and references to the Learning Resources.
What were you hoping to achieve by making this decision? Support your response with evidence and references to the Learning Resources.
Explain any difference between what you expected to achieve with Decision #2 and the results of the decision. Why were they different?
Decision #3
Why did you select this decision? Support your response with evidence and references to the Learning Resources.
What were you hoping to achieve by making this decision? Support your response with evidence and references to the Learning Resources.
Explain any difference between what you expected to achieve with Decision #3 and the results of the decision. Why were they different?
Also include how ethical considerations might impact your treatment plan and communication with clie

Assignment: Patient Teaching Anticoagulants
Assignment: Patient Teaching Anticoagulants
Module 5 discussion
Patient Teaching: Anticoagulants
Sandra is a 27-year-old female admitted with a possible Deep Vein Thrombosis (DVT). She smokes one pack per day and is on birth control. She has a history of hypertension and obesity. She is admitted to the hospital and placed on bedrest. Heparin drip is started per protocol. The Provider is anticipating on sending her home with Coumadin.
Can Sandra be placed on Coumadin and Heparin at the same time? Explain your answer.
Develop 3 teaching points important for Sandra to know about her medications regimen.
Teach Back is a great way to find out about patient teaching effectiveness. Watch the following video for an example of Teach Back
What questions would you ask Sandra to verify that she understand the 3 teaching points?
Please make an initial post by midweek, and respond to at least two other student’s posts with substantial details that demonstrate an understanding of the concepts, and critical thinking. Remember that your posts must exhibit appropriate writing mechanics including using proper language, cordiality, and proper grammar and punctuation. If you refer to any outside sources or reference materials be sure to provide proper attribution and/or citation.
Question 2
Module 3 discussion
Case Scenario: Tuberculosis
Wilson is a 36-year-old migrant worker. He was admitted to the Hospital with a cough, unintended weight loss, and night sweats. He is staying with 6 friends in a one bedroom apartment near the strawberry field where he works. The ED physician suspects Tuberculosis (TB).
What diagnostic testing will the Provider order to confirm a diagnosis of TB?
What Isolation precautions do you expect to be put in place and why?
Describe the recommended treatment regimen for TB, including the rationale for combination drug therapy.
Identify the reason compliance to medication therapy is often a concern in the patient with TB.
What should be done for Wilson’s 6 roommates?
Please make an initial post by midweek, and respond to at least two other student’s posts with substantial details that demonstrate an understanding of the concepts, and critical thinking. Remember that your posts must exhibit appropriate writing mechanics including using proper language, cordiality, and proper grammar and punctuation. If you refer to any outside sources or reference materials be sure to provide proper attribution and/or citation.

Holistic Health & Patient-Centered Care)
Holistic Health & Patient-Centered Care)
Reflect back over the past eight weeks and describe how the achievement of the course outcomes in this course have prepared you to meet the MSN program outcome #1, the MSN Essential VII, and the Nurse Practitioner Core Competencies # 8.
Program Outcome #1: Provide high quality, safe, patient-centered care grounded in holistic health principles. (holistic health & patient-centered care)
MSN Essential VII: Interprofessional Collaboration for Improving Patient and
Population Health Outcomes
Recognizes that the master’s-prepared nurse, as a member and leader of interprofessional teams, communicates, collaborates, and consults with other health professionals to manage and coordinate care.
Nurse Practitioner Core Competencies
# 8 Ethics Competencies
Integrates ethical principles in decision making.
Evaluates the ethical consequences of decisions.
Applies ethically sound solutions to complex issues related to individuals, populations and systems of care.
Question 2
Week 4 discussion
Discussion: Sexually Transmitted Infections
The Centers for Disease Control and Prevention estimates that there are 19 million new cases of sexually transmitted infections every year in the United States (CDC, 2010b). STIs may present serious health implications for infected patients—especially for those who are unaware of their health condition. Studies show that women are not only at greater risk of contracting these infections, but they also tend to have more severe health problems resulting from infections than men (U.S. Department of Health and Human Services, 2009b). As an advanced practice nurse, you must educate female patients and emphasize the importance of prevention and STI testing for all women regardless of marital status, race, ethnicity, or socioeconomic status. For this Discussion, consider STI education strategies for the three patients in the following case studies:
Case Study 1:
A 19-year-old Asian American female comes into the clinic for a well-woman checkup. She states that about three weeks ago she had a non-tender sore on her labia that resolved without treatment. Her gynecologic exam is normal but she has maculopapular lesions on her trunk, neck, palms, and soles of her feet. The remainder of her exam was unremarkable.
Case Study 2:
A 31-year-old African American female is concerned about a white vaginal discharge. She has self-treated in the past with over-the-counter vaginal creams with some success. She has had no relief thus far for this episode.
Case Study 3:
A 21-year-old nulligravida comes to see you concerned about vague lower abdominal pain for two days associated with a yellowish, nonodorous, vaginal discharge. Past history reveals regular menstrual periods and no previous surgeries or significant medical problems. Her last menstrual period was normal and ended two days ago. She had a similar episode about eight months ago for which she did not seek care because of lack of health insurance. She is currently sexually active with one partner and has had two partners in the past year. She is not using any type of contraception. On physical exam you note a temperature of 38º C, a regular pulse of 100, and a BP of 110/65. Her abdomen is diffusely tender in both lower quadrants. Pelvic exam reveals a yellowish cervical discharge with cervical motion tenderness and a tender fullness in both adnexa.
To prepare:
Review Chapter 20 of the Schuiling and Likis text and the Centers for Disease Control and Prevention article in this week’s Learning Resources.
Review and select one of the three provided case studies. Reflect on 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 nonpharmacologic treatments.
Consider strategies for educating patients on the treatment and management of the sexually transmitted infection you identified as your primary diagnosis.
Week 5 discussion
Discussion: Diagnosing and Managing Gynecologic Conditions
Gynecologic conditions can be difficult to diagnose for a variety of reasons, including overlapping symptoms, lack of patient knowledge, or even patient fear or embarrassment about sharing information. Your role provides you the opportunity to develop a relationship of trust and understanding with these patients so that you can gather the appropriate details related to medical history and current symptoms. When caring for this patient population, it is important to make these women an integral part of the process and work collaboratively with them to diagnose and develop treatment and management plans that will meet their individual needs. For this Discussion, consider diagnosis, treatment, and management strategies for the patients in the following four case studies:
Case Study 1:
A 32-year-old African American female is concerned about increasing dysmenorrhea over the past three years. In the past year, this was associated with painful intercourse. She has been in a monogamous relationship with one male partner for the past five years. They tried to have children without success. Menarche was at age 10; menstrual cycles are 21 days apart and last for 6–7 days. The first day of her last menstrual period was 10 days ago and was normal. She denies vaginal itching or discharge. On gynecologic exam there was no swelling, external lesions, or erythema, urethral swelling, or vaginal discharge. Cervix is pink without lesions or discharge. Uterus was small, retroverted, and non-tender. Adnexa were small and non-tender. Nodules are noted along the cul de sac.
Case Study 2:
A 42-year-old African American female is in the clinic for a routine gynecologic exam. When asked, she admits to noticing bleeding in between her menstrual periods for the past several months. She has been pregnant three times and has three children. She is sexually active with one male sex partner in a monogamous relationship. During her bimanual exam, you note an irregular intrauterine non-tender mass about 4 cm in diameter. The mass is palpable abdominally. The remainder of her gynecologic exam was normal.
Case Study 3:
A 48-year-old Caucasian female is in the clinic concerned about prolonged menstrual bleeding for three weeks now. Her prior menstrual periods have been irregular for the past eight months, lasting no more than three days each. There have been one to two months when she had no menstrual cycles at all. She reports occasional hot flushes and mood swings.
Case Study 4:
A 16-year-old Caucasian female comes to the clinic concerned because she has not had a menstrual period for three months. She’s a junior in high school and active in sports. She has lost about 10 lbs. in the past two months. She is currently 5 ft. 4 in. and weighs 100 lbs.
To prepare:
Review Chapter 26 of the Schuiling and Likis text and Chapter 7 of the Tharpe et al. text.
Review and select one of the four 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 nonpharmacologic treatments.
Consider strategies for educating patients on the treatment and management of the sexually transmitted infection you ide