Nursing

Assignment:Personal Growth in Nursing
Assignment:Personal Growth in Nursing
Purpose
The purpose of this assignment is to prepare for the professional presentation to an elected official of the selected healthcare concern and the proposed solution. This includes the identification of communication strategies as well as development of presentation content.
Course Outcomes
This assignment enables the student to meet the following course outcomes:
CO 2. Communicate with decision-makers to advocate for effective policies that impact nurses and nursing, consumers, or the healthcare system. (PO 2)
CO 3. Demonstrate professional and personal growth regarding the advocacy role of the advance practice nurse in healthcare policy for diverse healthcare settings. (PO 3)
CO 5. Advocate for institutional, local, national, and international policies that influence person-centered healthcare, consumers, and nursing practice. (PO 5)
Due Date Sunday 11:59 p.m. MT at the end of Week 4
Total Points: 200 points
Requirements
Description of the Assignment
For this assignment, the focus is preparation for the presentation to the selected elected official regarding the healthcare concern and the proposed resolution. A video presentation of the healthcare concern and its proposed resolution will be prepared and presented. Following completion of this, a written self-evaluation is required.
Criteria for Content
Video Presentation:
Content: The video presentation is to include the following elements:
Introduction of self
Presentation of healthcare policy concern
Presentation of student identified solution to the healthcare policy concern
Summary
Evaluation of video presentation includes the following elements:
Content:
Introduction of self
Presentation of healthcare policy concern
Presentation of student identified solution to the healthcare policy concern
Summary
Information is relevant to healthcare concern and its solution
Method of Delivery:
Effective opening
Stayed connected to audience
Grammar was correct
Style of Delivery:
Eye contact
Voice clarity
Gestures
Appearance
Paper Content:
Overview of the healthcare policy concern and solution: This section provides a concise but comprehensive overview of the healthcare policy as well as the solution. Required content includes:
Identification of the healthcare policy
Identification of the student identified solution
Relevance to the community or population group
Identification of communication techniques: This section requires the delineation of communication techniques useful to the upcoming presentation to the selected elected official. Required content includes:
Identification of the selected elected official and position
Rationale for the selection
Identification of 4 (four) beneficial communication/presentation techniques
Providing scholarly resources that support the use of the identified communication techniques
Self-evaluation of video presentation: This section provides an opportunity for self-evaluation of the video recording. The student must self-evaluate oneself in each major content area by identifying one positive and one area to improve (i.e. content, method of delivery, and style of delivery):
Content:
Introduction of self
Presentation of healthcare policy concern
Presentation of student identified solution to the healthcare policy concern
Summary
Information is relevant to healthcare concern and its solution
Method of Delivery:
Effective opening
Stayed connected to audience
Grammar was correct
Style of Delivery:
Eye contact
Voice clarity
Gestures
Appearance
Conclusion: This section requires a summary of the key points from the video and paper assignment.
Preparing the Assignment
Criteria for Format and Special Instructions:
The video presentation will be recorded via the use of Voice Thread located within the course on the initial page in the left column.
The video presentation will last a minimum of 3 minutes and no longer than 5 minutes.
The paper (excluding the title page and reference page) should be at least 2, but no more than 4 pages. Points will be lost for not meeting these length requirements.
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.
A minimum of 4 (four) appropriate research-based scholarly references must be used.
Required textbook for this course, dictionary and Chamberlain College of Nursing lesson information may NOT be used as scholarly references for this assignment. For additional assistance regarding scholarly nursing references, please see “What is a scholarly source” located in the Course Resources tab. Be aware that information from .com websites may be incorrect and should be avoided. References are current – within a 5-year time frame unless a valid rationale is provided and the instructor has approved them prior to submission of the assignment.
Ideas and information from scholarly, peer reviewed, nursing sources must be cited and referenced correctly.
Rules of grammar, spelling, word usage, and punctuation are followed and consistent with formal, scientific writing.

Assessment: Neurological System
Assessment: 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
Week 4 discussion
Assessment of Cardiac Status
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)
Esther Jackson is a 56-year-old black female who is 1-day post-op following a left radical mastectomy. During morning rounds, the off-going nurse shares with you during bedside report that the patient has been experiencing increased discomfort in her back throughout the night and has required frequent help with repositioning. She states that the patient was medicated for pain approximately 2 hours ago but is voicing little relief and states that you might want to mention that to the doctor when he rounds later this morning. With the patient appearing to be in no visible distress, you proceed on to the next patient’s room for report.
Approximately 1 hour later, you return to Ms. Jackson’s room with her morning pills and find her slumped over the bedside stand in tears. The patient states, “I don’t know what is wrong, I don’t feel right. My back hurts and I’m just so tired. What is wrong with me?” The patient refuses to take her medications at this time stating that she is starting to feel sick to her stomach.
Just then the nursing assistant comes into the patient’s room to record Ms. Jackson’s vital signs, you take this opportunity to quickly research the patient’s medication record to determine if she has a medication ordered for nausea. Upon return, the nursing assistant hands you the following vital signs: T 37, R 18, and BP 132/54, but states she couldn’t get the patient’s pulse because “it is all over the place.”
Please address the following questions related to the scenario.
What do you suspect is the cause of the patient’s symptoms?
Describe the course of action that you will take to confirm this suspicion and prevent further decline.
What further assessments, lab values, and tests will likely be ordered for this patient and how often? If testing is to be completed more than once, please explain the rationale for doing so.
While you are caring for this patient, how will you ensure that the needs of your other patients are being met?
Week 5 discussion
Assessment of Respiratory Status
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)
CO4 Identify teaching/learning needs from the health history of an individual. (PO 2)
Please review the video above as it will provide you with an opportunity to immerse yourself in the role of a nurse addressing tobacco use during routine patient care. Click to review a transcript (Links to an external site.)Links to an external site. of this recording.
While viewing, reflect on what you have learned about tobacco use and the role that nurses and other interdisciplinary team members play in helping to assist tobacco users with quitting. While viewing, it is also important to keep in mind that tobacco users move through stages of change in the process of quitting. They move from pre-contemplation to contemplation, contemplation to preparation; preparation to abstinence; abstinence to maintenance. Every stage requires a different strategy by a nurse.
After watching the video, and reflecting on the information presented, address each of the following questions.
What are the common symptoms associated with an exacerbation of COPD?
What assessment techniques will you use to assess Mary?
Identify smoking strategies that would be appropriate for each of the encounters that Mary had with the nurse throughout the video that could have been used to assist Mary in quitting smoking.
Find a resource in your community that could assist Mary. Start by searching the Internet for your local health department’s website. What services are available to Mary? Briefly describe the services that the state quit line provides. Does it meet the 4 As? Is it accessible, acceptable, affordable, or available for Mary?
What will you do to follow-up on Mary’s smoking cessation process?
Week 6 discussion
Assessment of the Abdomen and Genitourinary 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)
Amira is a 27-year-old Syrian refugee who has been residing in a local homeless shelter since her arrival here in the United States 4 weeks ago. She was brought into the emergency room this morning via squad after being found by a shelter employee sitting in a pool of blood on the bathroom floor crying and holding her abdomen. Due to her limited English speaking abilities, she is unable to provide specific details as to her complaints but the shelter employee states that she has recently stopped eating and has not looked well for the past couple of days.
Based on the limited information provided, please answer the following questions.
How will you prioritize your care of Amira, what assessments will you complete, and in what order? Please provide rationale for choosing this order.
Are there any cultural beliefs/practices that must be taken into consideration when planning her care?
Considering her symptoms of abdominal pain and bleeding, is it possible that her status as a homeless refugee is a causative or contributing factor to her illness? Please provide rationale for your response.
Week 7 discussion
Assessment of the Musculoskeletal System and Pain
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)
Fred is an 83-year-old male who is being admitted to the medical-surgical unit status post fall. He is alert and oriented and reports that while visiting a local casino with his wife Margaret earlier this evening, he tripped over a curb and fell landing on his right side. After receiving morphine in the emergency room prior to transfer to your unit, Fred is rating his pain at 6/10. He has multiple bruises from his jawbone to his knee as well as a slight rotation of his right leg.
Past medical history includes: myocardial infarction (MI) x 2, peripheral vascular disease (PVD) with bilateral iliac stents, non-insulin-dependent diabetes mellitus (NIDDM), sleep apnea, and degenerative joint disease.
Medications include: aspirin, Plavix, Lopressor, Lisinopril, and Metformin.
After reviewing the above scenario please answer the following questions.
Based on the information provided, how will you prioritize your care, what assessments will you include and in what order? Please provide rationale for your response.
Considering this patient’s age, injury, past medical history, and list of current medications, what, if any, concerns do you have related to his potential need for surgery?
Should surgery to repair his right femur be required; what type of clearance and pre-op orders would you anticipate receiving related to his diet, meds, lab work, and so on?
Week 8 discussion
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.
Assessment: Neurological System
Assessment: Neurological System
Assessment: Neurological System

Assignment:Essentials for Future Practice
Assignment:Essentials for Future Practice
AACN BSN Essentials and Your Future Practice
This week’s graded discussion topic relates to the following Course Outcomes (COs).
CO2 Demonstrate leadership strategies that promote safety and improve quality in nursing practice and increase collaboration with other disciplines when planning patient-centered care within systems-based practice. (PO 2)
CO7 Compare and contrast the professional nursing roles for ADN/diploma through PhD/DNP prepared nurses in providing cost-effective, quality healthcare in structured and unstructured systems. (PO 7)
Select one of the AACN BSN Essentials and elaborate on its meaning and importance in your own future professional nursing practice.
In your post (intended to provide a clear and thorough answer), be sure to
identify the AACN BSN Essential that you have selected by name and number.
explain why you selected this Essential.
explain how this Essential will be used to improve quality in your future professional nursing career.
For your response to a classmate to further develop that person’s ideas, select at least one classmate who has written about a different AACN BSN Essential from the one you selected.
This week’s graded discussion topic relates to the following Course Outcomes (COs).
CO2 Demonstrate leadership strategies that promote safety and improve quality in nursing practice and increase collaboration with other disciplines when planning patient-centered care within systems-based practice. (PO 2)
CO7 Compare and contrast the professional nursing roles for ADN/diploma through PhD/DNP prepared nurses in providing cost-effective, quality healthcare in structured and unstructured systems. (PO 7)
Select one of the AACN BSN Essentials and elaborate on its meaning and importance in your own future professional nursing practice.
In your post (intended to provide a clear and thorough answer), be sure to
identify the AACN BSN Essential that you have selected by name and number.
explain why you selected this Essential.
explain how this Essential will be used to improve quality in your future professional nursing career.
For your response to a classmate to further develop that person’s ideas, select at least one classmate who has written about a different AACN BSN

Models of Transcultural Nursing Assessment
Models of Transcultural Nursing Assessment
Week 1 discussion
Models of Transcultural Nursing
The Course Outcome covered this week is CO1
CO1: Identify theories, concepts, and beliefs related to transcultural nursing (PO1)
Chapter 1 of Andrews and Boyle (2016) discusses Leininger’s Sunrise Model of transcultural nursing However, other models are described and are important to acknowledge, as well An outstanding resource may be found at the Transcultural Nursing Society’s (TCNS) website
Locate the website for TCNS (http://wwwtcnsorg (Links to an external site)Links to an external site) Click on the Theories tab
Besides the Leininger and Purnell models, describe one model
Explain how you may use the model in your practice setting
argaret M. Andrews, PhD, RN, CTN, FAAN and Joyceen S. Boyle, PhD, RN, CTN, FAAN: Transcultural Concepts in Nursing Care, 7th edition (2016). Philadelphia: Wolters Kluwer. ISBN 13:978-14551-0397-8.
To read the first chapter for free, clink on http://thepoint.lww.com/book/show/597900#
Josepha Campinha-Bacote, PhD, APRN, BC, CNS, CTN, FAAN:
Campinha-Bacote Model of Cultural Competence: http://www.transculturalcare.net/
Joyce Newman Giger and Ruth Elaine Davidhiza: The Giger and Davidhizar Transcultural Assessment: Joyce Newman Giger and Ruth Elaine Davidhizar (Adapted in Table 2-2 on the SAMSHA’s National Mental Health and Information Center Website, “Developing Cultural Competence in Diaster Mental Health Programs: Guiding Principles and Recommendations.” A complete description of the model can be found in Transcultural Nursing: Assessment and Intervention: https://www.amazon.com/Transcultural-Nursing-Assessment-Intervention-7e/dp/0323399924
Marianne R. Jeffreys – TCNS scholar and NE Chapter President – New book release — “Teaching Cultural Competence in Nursing and Health Care: Inquiry, Action, and Innovation”, 3rd Edition (2016), New York: Springer Publishing. Based on proven research, this textbook is a unique “how-to” for nursing faculty called upon to educate students, nurses, and other health care providers on how to provide optimal care for culturally diverse populations. http://www.springerpub.com/teaching-cultural-competence-in-nursing-and-health-care-third-edition.html
Madeleine M. Leininger PhD, RN, FAAN: Culture Care Diversity and Universality: A Worldwide Nursing Theory, Second Edition . Jones and Bartlett Publishers is based in Sudbury, Massachusetts, and the website is www.jbpub.com . A direct link to the online catalog page for the book authored by Madeleine M. Leininger, PhD, RN, FAAN, and Marilyn McFarland, PhD, RN, CTN book is: http://www.jbpub.com/catalog/0763734373/
Dr. Madeleine Leininger: Sunrise Enabler
Larry D. Purnell, PhD, RN, FAAN: Transcultural Health Care : A Culturally Competent Approach 4th Edition
Uses the Purnell twelve-step model to organize the discussion of each cultural group, looking at the following factors: Inhabited localities, topography, and overview; Communications; Family roles and organization; Workforce issues; Biocultural ecology; High-risk behaviors; Nutrition; Pregnancy and childbearing practices; Death rituals; Spirituality; Health-care practices; Health-care practitioners. Includes multiple vignettes in each culture-based chapter clearly illustrating situations and issues across the nursing continuum. Provides expanded focus on evidence-based practice. Featues knowledge and understanding questions. – See more at: http://www.fadavis.com/product/transcultural-health-care-competent-purnell#/collapseTwo
Guide to Culturally Competent Health Care 3rd Edition: Discusses the Purnell Model’s 12 domains of Culturally Competent Care and examines how they apply to all ethnic groups. Highlights specific instructions, guidelines, tips, warnings, intervention strategies, and pproaches. – See more at: https://www.fadavis.com/product/nursing-community-public-health-culturally-competent-health-care-purnell-3#/collapseThree
Dr. Marilyn Ray:Transcultural Caring Dynamics in Nursing and Health Care: 2nd Edition; Philadelphia: F. A. Davis Company. Download Flyer Here!
Stephanie M. Schim, PhD, RN Wayne State University College of Nursing, Detroit, MI. Ardith Doorenbos, PhD, RN University of Washington, School of Nursing, Seattle, Ramona Benkert, PhD, RN Wayne State University, College of Nursing, Detroit, June Miller, PhD, RN Johns Hopkins School of Nursing, Baltimore, MD: Link to the article: http://journals.sagepub.com/doi/pdf/10.1177/1043659606298613
Dr. Rachel E. Spector: Eighth edition of Cultural Diversity in Health and Illness. The text continues to promote an awareness of the dimensions and complexities involved in caring for people from diverse cultural backgrounds and examines the differences in the HEALTH – the balance of the person, both within one’s being, physical, mental, and spiritual—and in the outside world—natural, communal, and metaphysical – beliefs and practices existing within North America. Features include – a student resource page that is an online study guide that further enriches learning as it features chapter objectives and outlines, a glossary, provocative exercises, activities, and readings that faciltate climbing the steps to Cultural Competency; and the Cultural Care Museum with the book’s grey tone illustrations in color. There is also a faculty teaching manual, power points and test bank available. Website: http://www.prenhall.com/spector/
The Core Curriculum for Transcultural Nursing and Health Care (2010) by Douglas & Pacquiao can now be ordered on amazon.com. 420 pages. References available on web with purchase of book.
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Assignment:Factors That Affect Chronic Illness
Assignment:Factors That Affect Chronic Illness
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.
Week 1 Project
Introduction
While treating the chronically ill, a major challenge is developing a plan of care that addresses the specific needs of a patient and a caregiver. You need to be in close touch with patients and their support group, family and peers, to come up with an ideal plan.
In this course project, you are going to develop a plan of care for a chronic illness group of your choice using the Healthy People 2020 Topics. While executing the tasks of this project, remember that while you need to give a general overview of the biomedical considerations of the case, the focus should always be on the psychosocial elements. Your perspective in this care plan should be the patient’s goals rather than those of the medical team.
Each week, you will complete a part of this project. You will submit a final completed project in Week 5. Be sure to take the time to carefully complete each of the weekly assignments and then put it all together in Week 5.
Ensure that you save a copy of this course project after you have submitted it at the end of this course. You are expected to resubmit this project along with the other course projects at the end of the Registered Nurse (RN) to Bachelor of Science in Nursing (BSN) program. File Transfer Protocol (FTP) details will be provided in the Capstone course.
Identifying a Group
Identify an area of chronic illness of specific interest to you and that is represented as a Healthy People 2020 topic (healthypeople.gov). Explain your choice and your interest in it. Prepare a questionnaire utilizing your knowledge of health and illness, with the aim of acquiring all information you need from patients to prepare a plan of care for the specific illness group. Submit your information in a 4- to 5-page Microsoft Word document. In addition to your questionnaire, be sure to include the following details in your paper.
Chronic Illness of interest
Morbidity and comorbidity of the disease
Impact of the chronic illness and patient morbidity and the affect to overall health of nation
Healthy People 2020 goals and objectives for specific illness group
Support your responses with examples.
On a separate references page, cite all sources using APA format.
Use this APA Citation Helper as a convenient reference for properly citing resources.
This handout will provide you the details of formatting your essay using APA style.
You may create your essay in this APA-formatted template.
Week 2 Project
The Impact of Chronic Illness
Identify one person from the illness group you chose in Week 1. The person should not be a patient at the facility in which you work. You can use friends, family members, or coworkers. Do not use the person’s name in the paper but only initials. Administer the questionnaire you created in Week 1 to that person. Compile the data and analyze the responses to better illustrate where this person, his or her family, and friends are in relation to accepting the diagnosis in relation to the standard health or illness definitions. The analysis should also include coping skills, treatment, and support aspects of the illness. Identify how this will direct care plan development for the chosen illness group.
Compile a report of your interview with the questions you created, the responses you received, your analysis, and your interpretation of how it will affect planning care for the group in a 4- to 5-page Microsoft Word document.
Support your responses with examples.
On a separate references page, cite all sources using APA format.
Use this APA Citation Helper as a convenient reference for properly citing resources.
This handout will provide you the details of formatting your essay using APA style.
You may create your essay in this APA-formatted template.
Week 3 Project
Instructions
Using the information from the interview you conducted in Week 2, list in descending order the support needs of your participant. Also discuss how to implement objectives of Healthy People 2020 to increase wellness. Give examples of appropriate interventions of the professional caregiver, for example, the nurse.
Submit your findings in a 4- to 5-page Microsoft Word document.
Support your responses with examples.
On a separate references page, cite all sources using APA format.
Use this APA Citation Helper as a convenient reference for properly citing resources.
This handout will provide you the details of formatting your essay using APA style.
You may create your essay in this APA-formatted template.
Week 4 Project
Locating Resources
Locate a minimum of three community or national resources for your illness group chosen in Week 1, preferably in your community. Study these resources and write a report about them in a 4- to 5-page Microsoft Word document. Include in your response all the information the patient should know about them (the specific services they offer, fee schedules, if and when appropriate, criteria for eligibility, and any other important information). Discuss potential advantages and disadvantages for vulnerable populations in seeking these resources.
Support your responses with examples.
On a separate references page, cite all sources using APA format.
Use this APA Citation Helper as a convenient reference for properly citing resources.
This handout will provide you the details of formatting your essay using APA style.
You may create your essay in this APA-formatted template.
Week 5 Project
Creating a Plan of Care
Utilizing the information you have gathered over the weeks regarding the specific illness group you identified, this week, you will create a plan of care for your chronic illness group.
Create the plan in a 4- to 6-page Microsoft Word document (the 4–6 pages include the holistic care plan). Include the following in your plan:
Start the paper with a brief introduction describing the chronically ill group you selected and provide rationale for selecting this illness and the participants. Clearly identify the Healthy People 2020 topic chosen and why this topic was chosen.
You will want to compile the information gathered from Weeks 1–4 over 2 to 3 pages. This should be in APA format and paragraph form. This is not to be copied and pasted from previous assignments. It is to be a summary of each week.
The paper should include the care plan for your chronic illness group organized under the following headings:
Nursing Diagnoses
Assessment Data (objective and subjective)
Interview Results
Desired Outcomes
Evaluation Criteria
Actions and Interventions
Evaluation of Patient Outcomes
You will need to ensure that the care plan is holistic and includes at least 3 nursing diagnoses related to the topic and interview results from the previous weeks.
Include strategies for the family or caregiver in the care plan and provide your rationale on how they will work.
Include a reference page to provide reference for all citations for the paper as well as the care plan.
On a separate references page, cite all sources using APA format.
Use this APA Citation Helper as a convenient reference for properly citing resources.
This handout will provide you the details of formatting your essay using APA style.
You may create your essay in this APA-formatted template.
Assignment:Factors That Affect Chronic Illness
Assignment:Factors That Affect Chronic Illness
Assignment:Factors That Affect Chronic Illness

Case Study:Transcultural nursing
Case Study:Transcultural nursing
Week 4 Course Project, Transcultural Assessment, Milestone 2 Guide and Questions
Course Project, Transcultural Assessment, Milestone 2: Guide and Questions (graded, 200 points)
Updated 7/2018
Purpose
The purpose of the Course Project is to give the student the opportunity to apply concepts in transcultural nursing by performing a transcultural nursing assessment The purpose of Milestone 2 is to develop an assessment guide utilizing open-ended questions that will encourage participation by the individual
Course Outcomes
The completion of the Course Project enables the student to meet the following Course Outcomes
CO1: Identify theories, concepts, and beliefs related to transcultural nursing (PO1)
CO2: Communicate effectively with culturally diverse individuals, families, and organizations (PO3)
CO4: Perform a culturally competent nursing assessment (PO3)
Points
The entire project is worth 600 points Milestone 3 is worth 200 points of this total
Due Dates
You are to submit your completed NR394 Milestone 2 by Sunday, 11:59 pm MT, at the end of Week 4
Requirements and Guidelines
Review the Course Outcomes for this assignment, which are listed above
Review the best practices in Introduction & Resources and Course Project Overview in Canvas
Research your individual’s cultural background prior to developing questions Think about the impact the culture of origin has on the individual’s physical health; that is, what illnesses and conditions are prevalent in this culture? What are commonly held beliefs about health in the individual’s culture of origin that could influence the individual’s perception of healthcare and health practices in the current culture/community?
Refer to Appendix A in your text and select five (5) categories upon which you will concentrate for your assessment guide and questions Thoroughly review each of the categories, and think about your individual
Develop an assessment guide and questions with specific initial and follow-up questions Include questions that reflect a thorough understanding of the categories (Appendix A) that you selected about the influence culture may have on the individual’s health and well-being
Review the Differences Between Closed and Open-Ended Questions document (Links to an external site)Links to an external site Use the suggestions as you formulate/propose your initial and follow-up questions
Download the Milestone 2 assessment template (Links to an external site)Links to an external site embedded in these guidelines
Fill in information using the template This does not require APA formatting; however, you are expected to write clearly and use proper grammar and spelling The template is expandable to accommodate your typing
Submit the completed template to the Milestone 2 assignment page by Sunday of Week 4 at 11:59 pm MT
Prior to submission of Milestone 3, revise the Assessment Guide and Questions based on instructor feedback
Note: Do not schedule the assessment to occur until after midnight on Friday of Week 5 to allow your instructor time to grade this Milestone unless you have obtained special permission from your instructor Do not perform the assessment until after midnight on Friday of Week 5 for the same reason If the individual’s schedule requires that you conduct the assessment before this day and time, consult your instructor regarding early submission of Milestone 2 (Assessment Guide and Questions) to ensure that you receive comments and incorporate revisions/suggestions in your assessment Make sure you obtain your instructor’s permission before proceeding

The Impact of Chronic Illness
The Impact of Chronic Illness
Identify one person from the illness group you chose in Week 1. The person should not be a patient at the facility in which you work. You can use friends, family members, or coworkers. Do not use the person’s name in the paper but only initials. Administer the questionnaire you created in Week 1 to that person. Compile the data and analyze the responses to better illustrate where this person, his or her family, and friends are in relation to accepting the diagnosis in relation to the standard health or illness definitions. The analysis should also include coping skills, treatment, and support aspects of the illness. Identify how this will direct care plan development for the chosen illness group.
Compile a report of your interview with the questions you created, the responses you received, your analysis, and your interpretation of how it will affect planning care for the group in a 4- to 5-page Microsoft Word document.
Support your responses with examples.
On a separate references page, cite all sources using APA format.
Use this APA Citation Helper as a convenient reference for properly citing resources.
This handout will provide you the details of formatting your essay using APA style.
You may create your essay in this APA-formatted template.
Identify one person from the illness group you chose in Week 1. The person should not be a patient at the facility in which you work. You can use friends, family members, or coworkers. Do not use the person’s name in the paper but only initials. Administer the questionnaire you created in Week 1 to that person. Compile the data and analyze the responses to better illustrate where this person, his or her family, and friends are in relation to accepting the diagnosis in relation to the standard health or illness definitions. The analysis should also include coping skills, treatment, and support aspects of the illness. Identify how this will direct care plan development for the chosen illness group.

Case:Patient With Schizophrenia
Case:Patient With Schizophrenia
Question 30
Mrs. Schwartzman is a 52-year-old patient with schizophrenia and no established history of depression. When meeting with the PMHNP, she presents with apathy and withdrawn social behavior, and she reports a loss of joy from enjoyable activities. What does the PMHNP infer from this encounter with the patient?
Question 31
The PMHNP is taking a history on a patient who has been on antipsychotics for many years. Which risk factors are most likely to contribute to a person developing tardive dyskinesia (TD)?
Question 32
The student inquires about antipsychotic medications. Which response by the PMHNP describes the factors that contribute to reduced risk of extrapyramidal symptoms (EPS) for patients who take antipsychotics?
Question 33
Mr. Gordon is a middle-aged patient who is taking antipsychotics. When meeting with the PMHNP, he reports positive responses to the medication, stating, “I really feel as though the effects of my depression are going away.” Which receptor action in antipsychotic medications is believed to be the most beneficial in producing the effects described by Mr. Gordon?
Question 34
A patient who was recently admitted to the psychiatric nursing unit is being treated for bipolar disorder. Which neurotransmitter is the PMHNP most likely to target with pharmaceuticals?
Question 35
Ms. Ryerson is a 28-year-old patient with a mood disorder. She recently requested to transfer to a new PMHNP, after not getting along well with her previous provider. The new PHMNP is reviewing Ms. Ryerson’s medical chart prior to their first appointment. Upon review, the PMHNP sees that the former provider last documented “patient had rapid poop out.” What does the PMHNP infer about the patient’s prescription based on this documentation?
Question 36
The PMHNP recognizes that which patient would be contraindicated for antidepressant monotherapy?
Question 37
Why does the PMHNP avoid treating a patient with cyclothymia, and has major depressive episodes, with antidepressant monotherapy?
Question 38
The PMHNP is caring for a patient with the s genotype of SERT. What does the PMHNP understand regarding this patient’s response to selective serotonin reuptake inhibitor (SSRI)/SNRI treatment?
Question 39
Ms. Boeckh is a 42-year-old patient with major depression. The PMHNP understands that which action of norepinephrine will affect Ms. Boeckh’s serotonin levels?
Question 40
Which statement made by the PMHNP correctly describes the relationship between NE neurons and pharmaceutical treatment?
Question 41
The PMHNP is assessing a patient in the psychiatric emergency room. The patient tells the PMHNP that he does not understand why his depression has not lifted after being on four different antidepressants over the course of a year. Which of the following symptoms can be residual symptoms for patients who do not achieve remission with major depressive disorder?
Question 42
Fluoxetine (Prozac) has been prescribed for a patient. Which of the following statements is true regarding the action of this medication?
Question 43
The nurse educator knows that teaching was effective when one of the students compares fluvoxamine to sertraline and notes which of the following similarities?
Question 44
A 45-year-old female patient with allergic rhinitis and normal blood pressure has had no reduction in depressive symptoms after trying bupropion, paroxetine, and venlafaxine. What precautions are needed in considering monoamine oxidase inhibitors (MAOI) in treating her depression?
Question 45
After sitting in on an interdisciplinary treatment team meeting, the student nurse asks the instructor to explain a system-based approach to the treatment of depression. What is the appropriate response?
Question 46
A 51-year-old female patient presents with symptoms of depression, including lack of motivation and difficulty sleeping. What risk factors would increase her vulnerability for a diagnosis of depression?
Question 47
A nurse overhears that a patient has failed single therapy with an SSRI and SNRI. She also learns that the patient has been on dual SSRI/SNRI therapy without adequate symptom control. She approaches the PMHNP and asks what the next treatment option could be in this seemingly treatment-resistant patient. The PMHNP tells the nurse she will treat the patient with the following regimen:
Question 48
Mrs. Radcliff is a 42-year-old patient who is considering stopping paroxetine. Why does her PMHNP advise against this abrupt discontinuation of the medicine?
Question 49
A patient is prescribed fluoxetine but is concerned about the side effects. Which statement demonstrates accurate patient teaching when discussing the side effects associated with fluoxetine?
Question 50
The PMHNP is caring for a patient with anxiety who develops mild to moderate hepatic impairment. Which action does the PMHNP take regarding the use of venlafaxine?

Assignment:Positive Patient Outcomes
Assignment:Positive Patient Outcomes
This week, you will develop a PowerPoint presentation reviewing the theories from each module. Please select one theory from each module (1-8) and answer the following questions. You should have two slides per theory:
Describe the theory
Provide 3 examples of how the theory applies to current practice
Provide 3 positive patient outcomes resulting from utilizing the theory
Explain 3 benefits to nursing satisfaction when utilizing the theory
Describe two barriers to using the theory in practice and at least one method for overcoming each barrier (support methods with sources)
Support from literature clearly noted throughout
The PowerPoint presentation should include at least two outside references and the textbook. The presentation should contain 2 to 4 slides per theory, for a total of 16 to 32 slides.
Total Point Value of Assignment: 500 points
Question 2
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.

Assignment: Diagnosis of Major Depression
Assignment: Diagnosis of Major Depression
A patient has been taking fluoxetine (Prozac) since being diagnosed with major depression, first episode, 2 months ago. She reports considerable improvement in her symptoms and her intention to discontinue the medication. What should be the nurse practitioner’s recommendation?
Question 24
Steve, age 69, has gastroesophageal reflux disease (GERD). When teaching him how to reduce his lower esophageal sphincter pressure, which substances do you recommend that he avoid?
Question 25
Risk factors for prostate cancer include all of the following except:
Question 26
An obese hyperlipidemic patient, newly diagnosed with type 2 diabetes mellitus, has fasting glucose values 180 to 250 mg/Dl. What is the most appropriate initial treatment to consider?
Question 27
The primary goals of treatment for patients with alcohol abuse disorder are:
Question 28
What is the most commonly abused substance?
Question 29
Central obesity, “moon” face, and dorsocervical fat pad are associated with:
Question 30
Reed-Sternberg B lymphocytes are associated with which of the following disorders:
Question 31
Deficiency of which nutritional source usually presents with an insidious onset of paresthesias of the hands and feet that are usually painful?
Question 32
The most commonly recommended method for prostate cancer screening in a 55 year old male is:
Question 33
What is the most common cause of Cushing’s syndrome?
Question 34
Urine cultures should be obtained for which of the following patients?
Question 35
The cornerstone of treatment for stress fracture of the femur or metatarsal stress fracture is:
Question 36
The 4 classic features of Parkinson’s disease are:
Question 37
The correct treatment for ankle sprain during the first 48 hours after injury includes:
Question 38
Martin, age 24, presents with an erythematous ear canal, pain, and a recent history of swimming. What do you suspect?
Question 39
The nurse practitioner is following a child with juvenile rheumatoid arthritis (JRA) who has been previously diagnosed and is being managed for the disease by a pediatric rheumatologist. The mother asks for information about the child’s long term prognosis. What is the most appropriate reply?
Question 40
Josh, age 22, is a stock boy and has an acute episode of low back pain. You order and NSAID and tell him which of the following?
Question 41
The initial clinical sign of Dupuytren’s contracture is:
Question 42
A patient presents with dehydration, hypotension, and fever. Laboratory testing reveals hyponatremia, hyperkalemia, and hypoglycemia. These imbalances are corrected, but the patient returns 6 weeks later with the same symptoms of hyperpigmentation, weakness, anorexia, fatigue, and weight loss. What action(s) should the nurse practitioner take?
Question 43
In which of the following presentations is further diagnostic testing not warranted?
Question 44
A 27 year old female patient with epilepsy is well controlled with phenytoin (Dilantin). She requests information about contraception. The nurse practitioner should instruct her that while taking phenytoin:
Question 45
A patient complains of generalized joint pain and stiffness associated with activity and relieved with rest. This patient history is consistent with which of the following disorders?
Question 46
Beth, age 49, comes in with low back pain. An x-ray of the lumbosacral spine is within normal limits. Which of the following diagnoses do you explore further?
Question 47
The intervention known to be most effective in the treatment of severe depression, with or without psychosis, is:
Question 48
Establishment of a definitive diagnosis of osteomyelitis requires:
Question 49
Dave, age 38, states that he thinks he has an ear infection because he just flew back from a business trip and feels unusual pressure in his ear. You diagnose barotrauma. What is your next action?
Question 50
Successful management of a patient with attention deficit hyperactivity disorder (ADHD) may be achieved with: