Nursing

Assignment:Apply concepts of professionalism
Assignment:Apply concepts of professionalism
Week 4 Professional Paper Worksheet Assignment
Professional Paper Worksheet Guidelines and Grading Rubrics
Updated 7/2018
PURPOSE
The purpose of this assignment is to allow the learner to demonstrate good organization, appropriate resources, and correct APA formatting for preparing a professional paper.
COURSE OUTCOMES
This assignment enables the student to meet the following course outcomes.
CO3. Demonstrate effective verbal, written, and technological communication using legal and ethical standards for transferring knowledge using success resources provided to Chamberlain students. (PO3)
CO4. Integrate critical thinking and judgment in professional decision-making in collaboration with faculty and peers. (PO4)
CO5. Apply concepts of professionalism when planning for personal, intellectual, and professional development. (PO5)
CO9. Demonstrate accountability for personal and professional development by assessing information and technology competence, implementing plans for upgrading technology skills, and using effective strategies for online student success using resources provided to Chamberlain students. (PO5)
DUE DATE
Submit the assignment by Sunday end of Week 4, 11:59 p.m. MT.
POINTS
This assignment is worth a total of 150 points.
PREPARING THE Professional Paper Worksheet
Carefully read these instructions and the Rubric.
Download the Professional Paper Worksheet Template (Links to an external site.)Links to an external site.
You are required to complete the form using the productivity tools required by Chamberlain University, which is Microsoft Office Word 2013 (or later version), or Windows and Office 2011 (or later version) for MAC. You must save the file in the “.docx” format. Do NOT save as Word Pad. A later version of the productivity tool includes Office 365, which is available to Chamberlain students for FREE by downloading from the student portal at http://my.chamberlain.edu (Links to an external site.)Links to an external site.. Click on the envelope at the top of the page.
Rename that document as Your Last Name Professional Paper Worksheet.docx, for example Smith Professional Paper Worksheet. You must save as a .docx file. Save it to your own computer or drive in a location where you will be able to retrieve it later.
Type your assignment directly on the saved template. Remember that only Microsoft Word 2010 or a later version is acceptable. Save frequently to prevent loss of your work.
The topic of your paper is Communication. This will also be the title of your paper.
Your Hood textbook will be one of the two resources for your paper. Locate pages in your Hood textbook that correspond to the paper topic listed above. HINT: Begin with the readings in Hood for the paper topic.
The other resource for your paper is the following assigned article: [https://chamberlainuniversity.idm.oclc.org/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=mdc&AN=26390744&site=eds-live&scope=site (Links to an external site.)Links to an external site.]
Note: logging in to the Chamberlain Library is needed to access this article. IMPORTANT: Download the article to your computer or flash drive and exit the library. Read the article offline.
Hood and the assigned article are the only sources to be used to write this paper.
Follow the instructions and specifics on the Template and the rubric. You will demonstrate your APA abilities in references, citations, quotations, and paraphrasing.
Prepare a detailed outline for your Professional Paper as indicated on the Template (specific descriptions only; complete sentences not needed). The outline (and later the Professional Paper) should not be a summary of the article. NOTE: The Professional Paper will contain 500-600 words of content (introduction, body, and conclusion).
Double check your answers with the rubric prior to submission.
**Academic Integrity Reminder**
Chamberlain College of Nursing values honesty and integrity. All students should be aware of the Academic Integrity policy and follow it in all discussions and assignments.
By submitting this assignment, I pledge on my honor that all content contained is my own original work except as quoted and cited appropriately. I have not received any unauthorized assistance on this assignment.
Please see the grading criteria and rubrics on this page.
NOTE: Please use your browser’s File setting to save or print this page.
TOPIC Robins, H., & Dai, F. (2015). Handoffs in the Postoperative Anesthesia Care Unit: Use of a Checklist for Transfer of Care. AANA Journal, 83(4), 264-268.
Directions:
1. Carefully read the Professional Paper Worksheet Guidelines and Rubric found in Week 4 Assignments area, which provides specific details on how to complete this assignment.
2. Rename this template by clicking Save As. Change the file name so it reads Your Last Name Professional Paper Worksheet.docx. For example, if your last name is Smith, type Smith Professional Paper Worksheet.
3. Save the document as a .docx file . See instructions in Week 4 Professional Paper Worksheet Assignment page.
4. Type your name and date at the top of this template.
5. Type your answers directly on the template. Follow all instructions on this Template and the Guidelines document (including the Rubric). Save frequently to prevent loss of your work.
6. Submit this completed assignment in the Week 4 Assignments area by the end of Week 4, Sunday at 11:59 p.m. MT.
7. Post questions about this assignment to the Q & A Forum so your classmates can read the advice, too. You may also e-mail private questions to your instructor
Item Instructions
Type your answers below
Page numbers in Hood textbook on the assigned paper topic:
Clearly state page numbers in Hood textbook that correspond to the assigned paper topic.
General Reference Form
Type the general reference form for a journal article from Publication Manual of the APA from page 198.
Reference for Journal Article:
Create a reference for the assigned article using correct APA format including: author(s), year, article title, journal name, volume number, issue number, page numbers, italics, parentheses, punctuation, double line spacing, and hanging indent. Include DOI if available.
[See page 198 in APA Manual and page 5 from Chamberlain Guidelines for Writing Professional Papers]
NOTE: Do not use reference or citation examples found in the library database.
Quotation with Citation:
Type a quotation (10–25 words) from the assigned article using correct APA citation including quotation marks, authors’ names, year, page numbers, and parentheses. Do not use words or ideas the authors cited from another source.
[See pages 170-171 and 177 in APA Manual and page 5 from Chamberlain Guidelines for Writing Professional Papers]
Paraphrased Area and Citation:
Type appropriately paraphrased version of the words quoted in the section above using correct APA citation including authors’ names, year, and parentheses. Do not use words or ideas that the authors cited from another source.
[See pages 171 and 177 in APA Manual and page 5 from Chamberlain Guidelines for Writing Professional Papers]
Professional Paper Outline:
Develop outline on the assigned topic for professional paper including introduction, 2 subtopics consistent with each of the two main topics provided, and conclusion (summary and concluding statements). Excellent specifics used.
Introduction
· Paper topic is Communication
· [type definition of topic in relation to professional nursing here]
Essential Principles of Communication in Professional Nursing (first main topic)
· [type required first subtopic here]
· [type required second subtopic here]
Advantages of Using a Formulated Checklist for Handoff Communication(second main topic)
· [type required first subtopic here]
· [type required second subtopic here]
Conclusion
· [type summary statement here]
· [type concluding statement here]
Week 6 Professional Paper Assignment
Professional Paper Guidelines and Grading Rubric
Updated 7/2018
PURPOSE
The purpose of this assignment is to allow the learner to demonstrate writing skills, organizational skills, and ability to correctly present ideas and credit others in APA formatting when writing a professional paper.
COURSE OUTCOMES
This assignment enables the student to meet the following course outcomes.
CO3: Demonstrate effective verbal, written, and technological communication using legal and ethical standards for transferring knowledge using success resources provided to Chamberlain students. (PO3)
CO4: Integrate critical thinking and judgment in professional decision-making in collaboration with faculty and peers. (PO4)
CO5: Apply concepts of professionalism when planning for personal, intellectual, and professional development. (PO5)
CO9: Demonstrate accountability for personal and professional development by assessing information and technology competence, implementing plans for upgrading technology skills, and using effective strategies for online student success using resources provided to Chamberlain students. (PO5)
DUE DATE
Submit the assignment Sunday, 11:59 p.m. MT. (check your Canvas calendar for your local time).
POINTS
This assignment is worth a total of 225 points.
PREPARING THE Professional Paper
Carefully read these guidelines including the Rubric, which may be found in the Gradebook.
Download the NR351 Professional Paper Template (Links to an external site.)Links to an external site.. Rename that document as Your Last Name Professional Paper.docx. Save it to your own computer or drive in a location where you will be able to retrieve it later. Type your assignment directly on the saved document. Remember that only Microsoft Word 2010 or a later version is acceptable. The document must be saved as a .docx. Save frequently to prevent loss of your work.
Mechanics of the Professional Paper include:
Times New Roman size 12 typeface (font) double spaced with 1-inch margins
No abstract
Correct APA format
Correct spelling, apostrophe use, grammar, punctuation, paragraphing, and sentence structure
Contents must include Title Page, body of the paper (500-600 words including Introduction, two Main Points and subpoints from your Professional Paper Worksheet outline including revisions suggested by instructor, and Conclusion), and References page.
Two Main Points and Conclusion will be Level 1 headings. No Level 2 headings are to be used for this short paper.
References should only include your Hood textbook and the assigned article found here:
https://chamberlainuniversity.idm.oclc.org/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=mdc&AN=26390744&site=eds-live&scope=site (Links to an external site.)Links to an external site.
Contents of the paper must include any revisions suggested by your instructor in Professional Paper Worksheet feedback.
When your assignment is complete, save and close your Professional Paper. When you are happy with your paper, submit it and check your TurnItIn similarity index to see if it is below 25%. You may resubmit up until the due date if you wish to make changes. The last version you submit prior to the deadline will be graded. Per Chamberlain policy, any final paper submitted with a similarity index greater than 24% will be investigated for potential plagiarism.
**Academic Integrity Reminder**
Chamberlain College of Nursing values honesty and integrity. All students should be aware of the Academic Integrity policy and follow it in all discussions and assignments.
By submitting this assignment, I pledge on my honor that all content contained is my own original work except as quoted and cited appropriately. I have not received any unauthorized assistance on this assignment.
TOPIC Robins, H., & Dai, F. (2015). Handoffs in the Postoperative Anesthesia Care Unit: Use of a Checklist for Transfer of Care. AANA Journal, 83(4), 264-268.
Assignment:Apply concepts of professionalism
Assignment:Apply concepts of professionalism

Substance Use Among Adolescents
Substance Use Among Adolescents
Chapter 1, “Substance Use Among Adolescents”
Chapter 2, “Tailoring Treatment to the Adolescent’s Problem”
Chapter 7, “Youths with Distinctive Treatment Needs”
University of Michigan Health System. (2016). Childhood trauma linked to worse impulse control in adulthood, study finds. Retrieved from https://www.sciencedaily.com/releases/2016/01/160120201324.htm
Note: Retrieved from Walden Library databases.
Grant, J. E., Odlaug, B. L., & Schreiber, L. N. (2014). Pharmacological treatments in pathological gambling. British Journal of Clinical Pharmacology, 77(2), 375–381. doi:10.1111/j.1365-2125.2012.04457.x
Note: Retrieved from Walden Library databases.
Loreck, D., Brandt, N. J., & DiPaula, B. (2016). Managing opioid abuse in older adults: Clinical considerations and challenges. Journal of Gerontological Nursing, 42(4), 10–15. doi:10.3928/00989134-20160314-04
Note: Retrieved from Walden Library databases.
Salmon, J. M., & Forester, B. (2012). Substance abuse and co-occurring psychiatric disorders in older adults: A clinical case and review of the relevant literature. Journal of Dual Diagnosis, 8(1), 74–84. doi:10.1080/15504263.2012.648439
Note: Retrieved from Walden Library databases.
Sanches, M., Scott-Gurnell, K., Patel, A., Caetano, S. C., Zunta-Soares, G. B., Hatch, J. P., & … Soares, J. C. (2014). Impulsivity in children and adolescents with mood disorders and unaffected offspring of bipolar parents. Comprehensive Psychiatry, 55(6), 1337–1341. doi:10.1016/j.comppsych.2014.04.018
Note: Retrieved from Walden Library databases.
Required Media
Laureate Education (2016c). Case study: A Puerto Rican woman with comorbid addiction [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 adolescent clients requiring therapy for impulsivity, compulsivity, and addiction.
The Assignment
Examine Case Study: A Puerto Rican Woman With Comorbid Addiction. 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?
Week 9 assignment
Assignment: Assessing and Treating Clients With ADHD
Not only do children and adults have different presentations for ADHD, but males and females may also have vastly different clinical presentations. They may also respond to medication therapies differently. For example, some ADHD medications may cause children to experience stomach pain, while others can be highly addictive for adults. In your role, as a psychiatric mental health nurse practitioner, you must perform careful assessments and weigh the risks and benefits of medication therapies for clients across the lifespan. For this Assignment, you consider how you might assess and treat clients presenting with ADHD.
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: Review all materials from the Discussion.
Conners, C. K., Sitarenios, G., Parker, J. D. A., & Epstein, J. N. (1998). Revision and restandardization of the Conners’ Teacher Rating Scale (CTRS-R): Factors, structure, reliability, and criterion validity. Journal of Abnormal Child Psychology, 26, 279-291.
Note: Retrieved from Walden Library databases.
Required Media
Laureate Education (2016d). Case study: A young Caucasian girl with ADHD [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:
This case study will serve as the foundation for this week’s Assignment.
The Assignment
Examine Case Study: A Young Caucasian Girl With ADHD 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 clients.

Complementary and Alternative Medicine
Complementary and Alternative Medicine
Week 4 discussion
Common Illnesses and the Use of CAM
The Course Outcome covered this week is CO1.
CO1: Identify theories, concepts, and beliefs related to transcultural nursing. (PO1)
We encounter patients after they have explored various avenues of self-help. At times, these avenues involve the use of complementary and alternative medicine (CAM). Our readings this week are very helpful.
Select a common (or not so common) illness or condition that affects a specific ethnic group.
Identify two (2) CAM therapies that patients are likely to try before seeking (or in addition to) allopathic, osteopathic, or ayurvedic medical intervention for the illness or condition.
Discuss the effectiveness of each therapy you identified.
Note: Do not discuss an illness or condition about which a classmate has already posted. The diversity will lead to a more robust discussion. There are many examples you may discuss, including sickle-cell disease in African Americans, constipation in the elderly people, or the use of Reiki for mental and emotional healing by Japanese people. Think of others from your practice settings or prelicensure experiences.
Common Illnesses and the Use of CAM
The Course Outcome covered this week is CO1.
CO1: Identify theories, concepts, and beliefs related to transcultural nursing. (PO1)
We encounter patients after they have explored various avenues of self-help. At times, these avenues involve the use of complementary and alternative medicine (CAM). Our readings this week are very helpful.
Select a common (or not so common) illness or condition that affects a specific ethnic group.
Identify two (2) CAM therapies that patients are likely to try before seeking (or in addition to) allopathic, osteopathic, or ayurvedic medical intervention for the illness or condition.
Discuss the effectiveness of each therapy you identified.
Note: Do not discuss an illness or condition about which a classmate has already posted. The diversity will lead to a more robust discussion. There are many examples you may discuss, including sickle-cell disease in African Americans, constipation in the elderly people, or the use of Reiki for mental and emotional healing by Japanese people. Think of others from your practice settings or prelicensure experiences.

How to Reduce Chronic Pain
How to Reduce Chronic Pain
Week 1 discussion
Discussion Question
There are many factors that affect chronic illness—chronic pain, stigma, social isolation, altered mobility, or fatigue. Utilizing your learning from your readings and the South University Online Library resources, respond to one the following questions:
Based on the research, which of these factors have the greatest impact on a patient? Why? Contrast at least two ways the factors would affect a twelve-year-old with the way they would affect a seventy-five-year-old.
Consider the twelve-year-old and the seventy-five-year-old have a chronic illness. How does the chronically ill patient’s illness trajectory influence the plan of care?
Review Healthypeople.gov website. Discuss how you feel these goals will impact the health of the nation. Briefly discuss how you could incorporate these goals/objectives into your day-to-day nursing practice.
Week 2 discussion
Discussion Question
Click here to read the following article from the South University Online Library on the impact of disease on family members:
Golics, C. J., Basra, M. K. A., Finlay, A. Y., & Salek, S. (2013). The impact of disease on family members: A critical aspect of medical care. Journal of the Royal Society of Medicine, 106(10), 399–407.
After reviewing the article, which factor do you feel has the most impact on family members? Please support your response with examples from readings. What are some of the reasons it is important to include the support persons in the plan of care?
The impact of disease on family members: a critical aspect of medical care.
Images
Chart Chart Color Photograph Chart Chart
Authors:
Golics, Catherine Jane1
Basra, Mohammad Khurshid Azam2
Finlay, Andrew Yule2
Salek, Sam
Source:
Journal of the Royal Society of Medicine. Oct2013, Vol. 106 Issue 10, p399-407. 9p. 1 Color Photograph, 4 Charts.
Document Type:
Article
Abstract:
Most existing health-related quality of life research concerns the impact of disease on patients. However, in several medical specialties including dermatology, oncology, and physical and mental disability, studies have been carried out investigating the impact of disease on the lives of families of patients. The aim of this paper is to review the literature which relates to the impact of disease on family members of patients. The OVIDSP Medline was selected as the primary database, Searches were limited to sources published in English. 158 papers were identified for review. The definition of “family” varied across the literature, and a broad definition was accepted in this review. This review shows that a wide variety of aspects of family members’ lives can be affected, including emotional, financial, family relationships, education and work, leisure time, and social activities. Many of these themes are linked to one another, with themes including financial impact and social impact being linked to emotional impact. Some positive aspects were also identified from the literature, including family relationships growing stronger. Several instruments exist to measure the impact of illness on the family, and most are disease or specialty- specific. The impact of disease on families of patients is often unrecognised and underestimated. Taking into account the quality of life of families as well as patients can offer the clinician a unique insight into issues such as family relationships and the effect of treatment decisions on the patient’s close social group of partner and family. [ABSTRACT FROM PUBLISHER]
Copyright of Journal of the Royal Society of Medicine is the property of Sage Publications, Ltd. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder’s express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Author Affiliations:
1Centre for Socioeconomic Research, School of Pharmacy and Pharmaceutical Sciences, Cardiff University, King Edward VII Avenue, Cardiff, CF10 3NB, UK, Department of Dermatology and Wound Healing, School of Medicine, Cardiff University, Cardiff, CF14 4XW, UK catherinegolics@hotmail.com
2Department of Dermatology and Wound Healing, School of Medicine, Cardiff University, Cardiff, CF14 4XW, UK
Week 3 discussion
Discussion Question
Respond to one of the following questions:
Review Healthy People 2020 Global Health Initiatives. Choose one disease process and discuss the disease process, the goal of Healthy People 2020, and how the CDC plays a role in meeting the goal.
Search the South University Online Library for caregiver role strain. What is the most important factor that causes caregiver role strain? What can be done to prevent it?
Week 4 discussion
Respond to one of the following questions:
Review the Healthy People 2020 objectives for the older adult. Of the objectives listed for the older adult, which do you feel is most important? Be sure to include examples and references to support your response.
There are several vulnerable populations that have a chronic illness (older; homeless; and lesbian, gay, bisexual, and transgender populations) that face challenges when it comes to care. Choose one vulnerable population and discuss what can be done to help alleviate these challenges.
Week 5 discussion
Respond to one of the following questions:
Review the Healthy People 2020 objectives for Access to Care. Of all the objectives listed under this topic, which do you think would be most beneficial to the patients with chronic illness? Please give rationales and support responses with references.
Discuss how you feel nurses can positively impact the Healthy People 2020 goals.

Assignment:Healthy People Initiative
Assignment:Healthy People Initiative
This week’s graded discussion topic relates to the following Course Outcomes (COs)
CO1 Utilize prior knowledge of theories and principles of nursing and related disciplines to explain expected client behaviors, while differentiating between normal findings, variations, and abnormalities (PO 1)
CO3 Utilize effective communication when performing a health assessment (PO 3)
The topic this week asks you to apply what you have learned to the following case study
As the school nurse working in a college health clinic, you see many opportunities to promote health Maria is a 40-year-old Hispanic who is in her second year of nursing school She complains of a 14-pound weight gain since starting school and is afraid of what this will do to both her appearance and health if the trend continues After conducting her history, you learn that she is an excellent cook and she and her family love to eat foods that reflect their Hispanic heritage She is married with two school-age children She attends class a total of 15 hours per week, plus she must be present for 12 hours of labs and clinical She maintains the household essentially by herself and does all the shopping, cooking, cleaning, and chauffeuring of the children She states that she is lucky to get 6 hours of sleep per night, but that is okay with her She lives 1 hour from campus and commutes each day Using Healthy People 2020 (Links to an external site)Links to an external site and your text as a guide, answer the following questions
What additional information would you like to gather from Maria?
What are Maria’s real and potential health risks?
Why is Maria’s culture important when obtaining the health assessment?
Pick one of Maria’s health risks What would be one reasonable short-term goal for this risk?
What nursing interventions would you incorporate into Maria’s plan of care to assist her with meeting your chosen goal? Please provide rationale for your selections

Assignment: Types Of Oral Medication
Assignment: Types Of Oral Medication
Question 71
The nurse practitioner is performing a physical exam on a middle-aged African-American man Which of the following areas is a common site for melanomas in African-Americans and other dark-skinned individuals?
Question 72
A 47 year old male patient presents to the clinic with a single episode of a moderate amount of bright red rectal bleeding On examination, external hemorrhoids are noted How should the nurse practitioner proceed?
Question 73
What oral medication might be used to treat chronic cholethiasis in a patient who is a poor candidate for surgery?
Question 74
A patient complains of “an aggravating cough for the past 6 weeks” There is no physiological cause for the cough Which medication is most likely causing the cough?
Question 75
A middle-aged male presents to urgent care complaining of fever, dysphagia, and shortness of breath The nurse practitioner notes the patient leaning forward in a tripod position and drooling The clinical presentation of this patient suggests:
Question 76
The nurse practitioner is reviewing a patient’s lab report who completed the hepatitis B series 3 months ago Which of the following lab results would you expect to see in this patient?
Question 77
A 45 year old with diabetes has had itching and burning lesions between her toes for 2 months Scrapings of the lesions confirm the diagnosis tinea pedis What is the best initial treatment option for this patient?
Question 78
Which of the following is not a risk factor for coronary arterial insufficiency?
Question 79
A very active elderly patient has a documented diagnosis of arteriosclerosis obliterans Common expected lower extremity physical exam findings include:
Question 80
Which of the following medication classes should be avoided in patients with acute or chronic bronchitis because it will contribute to ventilation-perfusion mismatch in the patient?
Question 81
John, age 33, has a total cholesterol level of 188 mg/dL How often should he be screened for hypercholesterolemia?
Question 82
A 35 year old man presents with radicular pain followed by the appearance of grouped vesicles consisting of about 15 lesions across 3 different thoracic dermatomes He complains of pain, burning, and itching The nurse practitioner should suspect:
Question 83
Margaret, age 32, comes into the office with painful joints and a distinctive rash in a butterfly distribution on her face The rash has red papules and plaques with a fine scale What do you suspect?
Question 84
A child complains that his “throat hurts” with swallowing His voice is very “throaty” and he is hyperextending his neck to talk Examination reveals asymmetrical swelling of his tonsils His uvula is deviated to the left What is the most likely diagnosis?
Question 85
Which intervention listed below is safe for long term use by an adult with constipation?
Question 86
Which of the following is a secondary cause of hyperlipidemia?
Question 87
What condition is associated with mucus production greater than 3 months per year for at least 2 consecutive years?
Question 88
In order to decrease deaths from lung cancer:
Question 89
Marian, age 52, is obese She complains of a rapid onset of severe right upper quadrant abdominal cramping pain, nausea, and vomiting Your differential diagnosis might be:
Question 90
A 76-year-old male complains of weight loss, nausea, vomiting, abdominal cramping and pain Physical findings include an abdominal mass and stool positive for occult blood The nurse practitioner pain suspects a tumor in the small intestine The best diagnostic test for this patient is:
Question 91
Salmeterol (Servent) is prescribed for a patient with asthma What is the most important teaching point about this medication?
Question 92
The differential diagnosis for a patient complaining of a sore throat includes which of the following?
Question 93
Which of the following is the most appropriate therapeutic regimen for an adult patient with no known allergies diagnosed with group A B-hemolytic strep?
Question 94
Diagnosis of Crohn’s disease is made considering signs, symptoms and:
Question 95
A 60 year old male diabetic patient presents with redness, tenderness, and edema of the left lateral aspect of his face His left eyelid is grossly edematous He reports history of a toothache in the past week which “is better” His temperature is 100°F and pulse is 102 bpm The most appropriate initial action is to:
Question 96
A false-positive result with the fecal occult blood test can result from:
Question 97
Carl, age 78, is brought to the office by his son, who states that his father has been unable to see clearly since last night Carl reports that his vision is “like looking through a veil” He also sees floaters and flashing lights but is not having any pain What do you suspect?
Question 98
A 21 year old college student presents to the student health center with copious, markedly purulent discharge from her left eye The nurse practitioner student should suspect:
Question 99
Which antibiotic would be the most effective in treating community acquired pneumonia (CAP) in a young adult without any comorbid conditions?
Question 100
A 20 year old is diagnosed with mild persistent asthma What drug combination would be most effective in keeping him symptom-free?

Assignment: Healthy People Initiative
Assignment: Healthy People Initiative
This week’s graded discussion topic relates to the following Course Outcomes (COs)
CO1 Utilize prior knowledge of theories and principles of nursing and related disciplines to explain expected client behaviors, while differentiating between normal findings, variations, and abnormalities (PO 1)
CO3 Utilize effective communication when performing a health assessment (PO 3)
The topic this week asks you to apply what you have learned to the following case study
As the school nurse working in a college health clinic, you see many opportunities to promote health Maria is a 40-year-old Hispanic who is in her second year of nursing school She complains of a 14-pound weight gain since starting school and is afraid of what this will do to both her appearance and health if the trend continues After conducting her history, you learn that she is an excellent cook and she and her family love to eat foods that reflect their Hispanic heritage She is married with two school-age children She attends class a total of 15 hours per week, plus she must be present for 12 hours of labs and clinical She maintains the household essentially by herself and does all the shopping, cooking, cleaning, and chauffeuring of the children She states that she is lucky to get 6 hours of sleep per night, but that is okay with her She lives 1 hour from campus and commutes each day Using Healthy People 2020 (Links to an external site)Links to an external site and your text as a guide, answer the following questions
What additional information would you like to gather from Maria?
What are Maria’s real and potential health risks?
Why is Maria’s culture important when obtaining the health assessment?
Pick one of Maria’s health risks What would be one reasonable short-term goal for this risk?
What nursing interventions would you incorporate into Maria’s plan of care to assist her with meeting your chosen goal? Please provide rationale for your selections
Week 2 discussion
General Survey/Skin/Nutrition
This week’s graded discussion topic relates to the following Course Outcomes (COs)
CO1 Utilize prior knowledge of theories and principles of nursing and related disciplines to explain expected client behaviors, while differentiating between normal findings, variations, and abnormalities (PO 1)
CO3 Utilize effective communication when performing a health assessment (PO 3)
Your home health agency has received an order from a local hospital to evaluate and treat an elderly woman being discharged from its medical surgical unit
Millie Gardner, an 83-year-old female patient, is being discharged home today to the care of her husband Fred (87 years old) following a 9-day hospitalization for pneumonia, dehydration, and failure to thrive She has a history of hypertension (HTN), Type II Diabetes, and cerebral vascular accident (CVA) with left-sided weakness Patient is alert and oriented but does have periods of forgetfulness during the overnight hours Patient has intermittent incontinence of bowel and bladder and requires assistance with all activities of daily living (ADLs)
Medications:
Lopressor
Lisinopril
Plavix
Metformin
Novolin R per sliding scale *NEW*
Multivitamin
Colace
Zithromax *NEW*
Upon arrival you are greeted by Champ, the couple’s rambunctious miniature Doberman pinscher dog Millie is in her wheelchair staring blankly out the window, and Fred is busy in the kitchen preparing the couple’s lunch
Based on the scenario above, please use the general survey process to describe the areas that you would be observing immediately upon entry to the home
What, if any, concerns related to Millie’s skin and nutritional status do you have?
What nursing interventions will you include in the plan of care to address these concerns?
What teaching strategies will you use to educate Millie and Fred on the new medications?
Using the SBAR, please include the information that you will communicate to the physician’s office at the completion of the visit
Week 3 discussion
Assessment of the Neurological System
This week’s graded discussion topic relates to the following Course Outcomes (COs)
CO1 Utilize prior knowledge of theories and principles of nursing and related disciplines to explain expected client behaviors, while differentiating between normal findings, variations, and abnormalities (PO 1)
CO2 Recognize the influence that developmental stages have on physical, psychosocial, cultural, and spiritual functioning (PO 1)
CO3 Utilize effective communication when performing a health assessment (PO 3)
Randy Adams is a 38-year-old male patient of Dr Joseph Reynolds who was admitted yesterday morning for 24-hour observation for mild concussion following a motor vehicle accident Randy lost consciousness during the accident and was very confused when he arrived in the ER after EMS transport He is an Iraq war veteran and he seemed to think after the accident that this all happened in Iraq Dr Reynolds is concerned that Randy has some residual problems from a couple of explosive incidents that occurred while he was in Iraq The physician is unsure whether Randy’s current symptoms are from the car accident or from prior injuries so he has referred him for consultations to both a neurologist and to a behavioral health specialist
Based on the above please discuss the following
Pathophysiology of concussive injuries and treatment
Neurological assessment tools used in your current practice setting (if not presently working, please describe one used during prior employment or schooling)
Current best practices associated with post-traumatic stress disorder (PTSD)
Nursing interventions you would include in this patient’s plan of care

Assignment:Primary Care Adolescnt & Child
Assignment:Primary Care Adolescnt & Child
NURS-6541 Primary Care Adolescnt & Child
Week 6 Discussion
Diagnosis and Management of Respiratory, Cardiovascular, and Genetic Disorders
Discussion board posting assignments are assigned alphabetically by FIRST NAME to ensure all cases are covered and discussed.
Case Study 1: A-F
Case Study 2: G-M
Case Study 3: N-T
Case Study 4: U-Z
Case Study 1:
HPI: A 14-month-old brought Native American boy by his mom due to cough, low grade fever and runny nose for the past 2 days. This morning, the mother noted that her son was breathing quickly and “it sounds like she has rice cereal popping in her throat.” Mom is worried because her son seems to have a lot of ‘bouts of colds”. Per mom, his oral intake is decreased. He didn’t want to eat this morning.
PE: Smiling, alert Caucasian boy.
VS: Temp of 99.9, pulse 112, resp. 42 reveals the following: respiratory rate is 58 HEENT: There is moderate, thick, clear rhinorrhea and postnasal drip.
CV: Her capillary refill is less than 3 seconds
PULM: lung sounds are diminished in the bases, she has pronounced intercostal and subcostal retractions, expiratory wheezes are heard in all lung fields.
Case Study 2:
HPI: Brian is a 14-year-old known asthmatic with a 2-day history of worsening cough and shortness of breath. He reports using every 3-4 hours over the previous 24 hours. He has a long-acting inhaled corticosteroid. He can’t recall which one. He said he ran out a few weeks ago and has not had time to obtain a refill. He denies cigarette smoking, but his clothing smells like smoke.
PE: Patient is sitting by himself. His parents are in the room during the visit. No purse lip breathing noted. Occasional nonproductive coughing during the interview.
PULM: You note prolonged expiration and expiratory wheezes in all lung fields. There are no signs of dyspnea.
Case Study 3:
HPI: A father brought his 7-year-old with a 3-day history of cough. Dad states that his son is coughing up yellow mucus. The boy is afebrile and is sleeping through the night, but the father’s sleep is disturbed listening to his son coughing. Dad says he thinks his son has bronchitis and is requesting treatment.
PE: VS: respiratory rate 18,
HEENT: there is no cervical adenopathy, nasal turbinates are slightly enlarged, and there is moderate clear rhinorrhea.
PULM: lungs are clear to auscultation, patient is able to take deep breaths without coughing.
Case Study 4
HPI: Miguel is a Latino 15-year-old male who presents for a sports physical. He is a healthy adolescent with no complaints. He plays basketball.
PE: He is 6 feet 5 inches tall and weighs 198 pounds.
MS: You note long arms and long thin fingers. He has joint laxity in his wrists, shoulders, and elbows.
Case Study 5:
HPI: Trina’s mother is concern that her daughter is a picky eater and refuses to eat fruits and vegetables. Her physical activity includes soccer practice for 1 hour a week with one game each weekend from September through November.
FMH: negative for myocardial infarction, but both parents take medication for dyslipidemia.
PE: Trina is a Native American 10-year-old female very engaging when answering questions. Vital signs are as follows: BP 122/79, P 98, R 20. Wt. 110, Ht. 4’11
Case Study 6:
HPI: You see a 2-month-old for a well-child visit. She is breastfed and nurses every 2 to 3 hours during the day, but her mother reports she is not nursing as vigorously as before. She sleeps one 4-hour block at night. PMH: Birth weight was 7 pounds 5 ounces. Weight gain over the last 2 weeks reveals gain of 5 ounces per week.
PE: Fussy two-month-old Chinese infant.
PULM: lung sounds are clear
CV: a new III/VI systolic ejection murmur is noted along the left lower sternal border, cap refill is brisk, skin is pink and moist.
ABD: bowel sounds noted in all quadrants.
To prepare:
Review “Respiratory Disorders,” “Cardiovascular Disorders,” and “Genetic Disorders” in the Burns et al. text.
Review and select one of the six 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 respiratory disorder.
By Day 3
Post an analysis of your assigned case by using the following:
What additional questions will you ask?
Has the case addressed the LOCATES mnemonic? If not, what else do you need to ask? What additional history will you need? (Think FMH, allergies, meds, and so forth that might be pertinent in arriving to your differential diagnoses)
What additional examinations or diagnostic tests, if any will you conduct?
What are your differential diagnoses? What historical and physical exam
features support your rationales? Provide at least 3 differentials.
What is your most likely diagnosis and why?
How will you treat this child?
Provide medication treatment and symptomatic care.
Provide correct medication dosage. Use the knowledge you learned from this week’s and previous weeks’ readings as well as what you have learned from pharmacology to help you with this area.
Patient Education, Health Promotion & Anticipatory guidance:
Explain strategies for educating parents on their child’s disorder and reducing any concerns/fears presented in the case study.
Include any socio-cultural barriers that might impact the treatment and management plans.
Health Promotion:
What immunizations should this child have had?
Based on the child’s age, when is the next well visit?
At the next well visit, what are the next set of immunizations?
What additional anticipatory guidance should be provided today?
Read a selection of your colleagues’ responses.
By Day 6
Respond to at least two of your colleagues on two different days in both of the ways listed below. Respond to a colleague who chose one of the first three case studies and a second colleague who chose one of the last three case studies. Choose colleagues who selected a different case study than you did.
Explain how culture might impact the diagnosis, management, and follow-up care of patients with the respiratory, cardiovascular, and/or genetic disorders your colleagues discussed.
Based on your personal and/or professional experiences, expand on your colleagues’ postings by providing additional insights or different perspectives.

Assignment: Rapid Assessment of a Client
Assignment: Rapid Assessment of a Client
This week’s graded discussion topic relates to the following Course Outcomes (COs).
CO1 Utilize prior knowledge of theories and principles of nursing and related disciplines to explain expected client behaviors, while differentiating between normal findings, variations, and abnormalities. (PO 1)
CO2 Recognize the influence that developmental stages have on physical, psychosocial, cultural, and spiritual functioning. (PO 1)
CO3 Utilize effective communication when performing a health assessment. (PO 3)
CO5 Explore the professional responsibilities involved in conducting a comprehensive health assessment and provide appropriate documentation. (PO 6)
Please choose one of the patient scenarios below. Next, complete a rapid assessment, and provide a SBAR report to a classmate. Remember to include all concepts of patient safety, standard precautions, and professional standards.
You are covering for a coworker who is off the floor for lunch, when you suddenly hear a loud crash coming from a nearby patient room. You quickly run in and discover Mr. Johnson who was admitted yesterday with a diagnosis of cerebral vascular accident (CVA) unconscious on the floor between the bed and the bathroom.
You are called to the room of 2-year-old Jonah by his mother who states the child has suddenly started breathing very loudly and does not look right. Upon entering the room you quickly recognize that the child is in respiratory distress as his lips are cyanotic and the use of accessory muscles is evident.
You are in the process of admitting Ashley, a 27 year old who is 28 weeks pregnant with her first child, to the obstetric unit for complaints of headache, dizziness, and swelling of her lower extremities when she suddenly begins seizing.
Week 2 Assignment
Family Genetic History Guidelines
Updated 7/2018
Purpose
This assignment is to help you gain insight regarding the influence of genetics on an individual’s health and risk for disease. You are to obtain a family genetic history on a willing, nonrelated, adult participant. NOTE: failing to complete this assignment using an adult participant other than yourself will result in a 20% penalty deduction being applied.
Course Outcomes
This assignment enables the student to meet the following Course Outcomes.
CO3: Utilize effective communication when performing a health assessment. (PO3)
CO5: Explore the professional responsibilities involved in conducting a comprehensive health assessment and providing appropriate documentation. (PO6)
Points
This assignment is worth a total of 150 points.
Due Date
The Family Genetic History Assignment is to be submitted at the end of Week 2.
Disclaimer
When taking a family genetic history on an actual client, it is essential that the information is accurate. Please inform the person you are interviewing that they do not need to disclose information that they wish to keep confidential. If the adult participant decides not to share information, please write, “Does not want to disclose.” If the client fails to disclose answers to several items, you will need to find another client who is willing to share.
You are required to use the assignment specific item(s) (article/systematic review/topic/form/templates) or you will earn a “0” for the assignment. In addition, assignments that do not follow the current guidelines or use the required item, as defined above, will be evaluated for evidence of an academic integrity violation.
After the due date, there will be no opportunity for revision or resubmission of assignments that have been uploaded to the submission area. This includes blank, incomplete, incorrect file, and/or incorrect file format documents. It is your responsibility to submit the correct completed assignment in the correct format to the correct submission area. Your last submission before the due date will be graded. You may not resubmit after the due date with a different file and incur a late deduction per the Late Assignment policy.
Directions
Refer to the examples in Chapter 4 of your textbook that discuss development of a genogram.
Download the required NR305_Family_Genetic_History_Form (Links to an external site.)Links to an external site.. You will document the adult participant’s family genetic history using this MS Word document.
Complete the family genetic history using the information that the adult participant is willing to share with you. The focus of this course is on the normal healthy individual so your paper does not need to contain much medical/nursing detail. Refer to your textbook or the Internet to learn what impact the family’s health history may have on the adult participant’s personal state of wellness both now and in the future. This paper does not require APA formatting, but you are expected to write clearly and use proper grammar and spelling. Developing a pictorial genogram using symbols to identify certain relationships (e.g., divorced, sibling, deceased, etc.), may provide more insight, however, drawing may be difficult to accomplish with MS Word, therefore you are not expected to use symbols, lines, or other drawing elements. Instead, describe the relationships among the various people in the adult participant’s family’s genetic history. Remember, the goal is not to learn how to draw with Word, but to gather information about the family and recognize its significance to the adult participant and that person’s health.
You are required to complete the form using the productivity tools required by Chamberlain University, which is Microsoft Office Word 2013 (or later version), or Windows and Office 2011 (or later version) for MAC. You must save the file in the “.docx” format. Do NOT save as Word Pad. A later version of the productivity tool includes Office 365, which is available to Chamberlain students for FREE by downloading from the student portal at http://my.chamberlain.edu (Links to an external site.)Links to an external site.. Click on the envelope at the top of the page.
Save the completed form by clicking on Save as and add your last name to the file name, for example, NR305_Family_Genetic_History_Form_Smith.
Submit the completed form to the Family Genetic History form by Sunday, 11:59 p.m. MT at the end of Week 2. Please post questions about this assignment to the weekly Q & A Forums so the entire class may view the answers.
Week 4 Assignment
Course Project Milestone 1: Health History Guidelines
Purpose
The student will obtain a health history on a willing, nonrelated, adult participant in order to generate written documentation that is clear and accurate. Note: Failing to complete this assignment using an adult participant other than yourself will result in a 20% penalty deduction being applied.
Course Outcomes
This assignment enables the student to meet the following Course Outcomes.
CO #3: Utilize effective communication when performing a health assessment. (PO3)
CO #4: Identify teaching/learning needs from the health history of an individual. (PO2)
CO #5: Explore the professional responsibilities involved in conducting a comprehensive health assessment and providing appropriate documentation. (PO6)
Points
This assignment is worth a total of 225 points.
Due Date
The Course Project Milestone 1: Health History assignment is to be submitted by Sunday, 11:59 p.m. MT at the end of Week 4. Post questions to the Q & A Forum. Contact your instructor if you need additional assistance.
Disclaimer
The focus of this assignment is on communicating details within the written client record. When taking a health history on an actual client, it is essential that the information is accurate. Please inform the person you are interviewing that they do not need to disclose information that they wish to keep confidential. If the interviewee decides not to share information, please write, “Does not want to disclose.” If the client fails to disclose answers to several items, you will need to find another client who is willing to share.
You are required to use the assignment specific item(s) (article/systematic review/topic/form/templates) or you will earn a “0” for the assignment. In addition, assignments that do not follow the current guidelines or use the required item, as defined above, will be evaluated for evidence of an academic integrity violation.
After the due date, there will be no opportunity for revision or resubmission of assignments that have been uploaded to the submission area. This includes blank, incomplete, incorrect file, and/or incorrect file format documents. It is your responsibility to submit the correct completed assignment in the correct format to the correct submission area. Your last submission before the due date will be graded. You may not resubmit after the due date with a different file and incur a late deduction per the Late Assignment policy.
Directions
Find an adult who is not related to you who is willing to let you take a health history.
Download the required NR305_Milestone1_Form (Links to an external site.)Links to an external site.. You will type your answers directly into this Word document. Your paper does not need to follow APA formatting; however, you are expected to be clear in your communication by using correct medical terminology, grammar, and spelling.
You are required to complete the form using the productivity tools required by Chamberlain University, which is Microsoft Office Word 2013 (or later version), or Windows and Office 2011 (or later version) for MAC. You must save the file in the “.docx” format. Do NOT save as Word Pad. A later version of the productivity tool includes Office 365, which is available to Chamberlain students for FREE by downloading from the student portal at http://my.chamberlain.edu (Links to an external site.)Links to an external site.. Click on the envelope at the top of the page.
Review the examples in Chapter 4 of your textbook to gain insight into how to document the health history. Remember this is a health history, not a physical examination. Avoid words like frequently, improved, increased, decreased, good, poor, normal, or WNL as they may have different meanings for different people. Instead, document the specific data that led you to these conclusions, for example, 3x/day instead of frequently, or consuming four servings of vegetables/day instead of increased vegetable servings.
Save the file by clicking Save as and adding your last name to the file name, for example, NR305_Milestone1_Form_Smith. You must save as a .docx file, but do not save as a “Word Pad” document.
Submit the completed form by Sunday, 11:59 p.m. MT at the end of Week 4.
Please post questions in the Q & A Forum so the entire class may view the answers.
850 × 1112

Assignment:Concepts of Professionalism
Assignment:Concepts of Professionalism
Week 6 Professional Paper Assignment
Professional Paper Guidelines and Grading Rubric
Updated 7/2018
PURPOSE
The purpose of this assignment is to allow the learner to demonstrate writing skills, organizational skills, and ability to correctly present ideas and credit others in APA formatting when writing a professional paper
COURSE OUTCOMES
This assignment enables the student to meet the following course outcomes
CO3: Demonstrate effective verbal, written, and technological communication using legal and ethical standards for transferring knowledge using success resources provided to Chamberlain students (PO3)
CO4: Integrate critical thinking and judgment in professional decision-making in collaboration with faculty and peers (PO4)
CO5: Apply concepts of professionalism when planning for personal, intellectual, and professional development (PO5)
CO9: Demonstrate accountability for personal and professional development by assessing information and technology competence, implementing plans for upgrading technology skills, and using effective strategies for online student success using resources provided to Chamberlain students (PO5)
DUE DATE
Submit the assignment Sunday, 11:59 pm MT (check your Canvas calendar for your local time)
POINTS
This assignment is worth a total of 225 points
PREPARING THE Professional Paper
Carefully read these guidelines including the Rubric, which may be found in the Gradebook
Download the NR351 Professional Paper Template (Links to an external site)Links to an external site Rename that document as Your Last Name Professional Paperdocx Save it to your own computer or drive in a location where you will be able to retrieve it later Type your assignment directly on the saved document Remember that only Microsoft Word 2010 or a later version is acceptable The document must be saved as a docx Save frequently to prevent loss of your work
Mechanics of the Professional Paper include:
Times New Roman size 12 typeface (font) double spaced with 1-inch margins
No abstract
Correct APA format
Correct spelling, apostrophe use, grammar, punctuation, paragraphing, and sentence structure
Contents must include Title Page, body of the paper (500-600 words including Introduction, two Main Points and subpoints from your Professional Paper Worksheet outline including revisions suggested by instructor, and Conclusion), and References page
Two Main Points and Conclusion will be Level 1 headings No Level 2 headings are to be used for this short paper
References should only include your Hood textbook and the assigned article found here:
https://chamberlainuniversityidmoclcorg/login?url=https://searchebscohostcom/loginaspx?direct=true&db=mdc&AN=26390744&site=eds-live&scope=site (Links to an external site)Links to an external site
Contents of the paper must include any revisions suggested by your instructor in Professional Paper Worksheet feedback
When your assignment is complete, save and close your Professional Paper When you are happy with your paper, submit it and check your TurnItIn similarity index to see if it is below 25% You may resubmit up until the due date if you wish to make changes The last version you submit prior to the deadline will be graded Per Chamberlain policy, any final paper submitted with a similarity index greater than 24% will be investigated for potential plagiarism
**Academic Integrity Reminder**
Chamberlain College of Nursing values honesty and integrity All students should be aware of the Academic Integrity policy and follow it in all discussions and assignments
By submitting this assignment, I pledge on my honor that all content contained is my own original work except as quoted and cited appropriately I have not received any unauthorized assistance on this assignment
TOPIC Robins, H, & Dai, F (2015) Handoffs in the Postoperative Anesthesia Care Unit: Use of a Checklist for Transfer of Care AANA Journal, 83(4), 264-268