Nursing

Assignment:Statistics in Nursing
Assignment:Statistics in Nursing
Instructions:
The quiz is worth 100 points. There are 10 problems, with the points for each problem shown in brackets right after the problem number. Your score on the quiz will be posted in your assignment folder with comments.
This quiz allows open book and open notes, and you may take as long as you like on it provided that you submit the quiz no later than the due date posted in our course schedule of the syllabus. You may refer to your textbook, notes, and online classroom materials, but you may not consult anyone.
You should show all of your work to receive full credit. If you do not show work, you may earn only partial or no credit.
Please type your work in your copy of the quiz, or if you prefer, create a document containing your work, preferably in pdf format. Scanned work is also acceptable. Be sure to include your name and quiz number in the document. Review instructions for submitting your quiz in the Quizzes Module.
If you have any questions, please contact me by e-mail (amir.mobasheran@faculty.umuc.edu)
At the end of your quiz you must include the following dated statement with your name typed in lieu of a signature. Without this signed statement you will receive a zero.
I have completed this quiz myself, working independently and not consulting anyone except the instructor. I have neither given nor received help on this quiz.
Name: Date:
Please remember to show ALL of your work on every problem. Please read each problem very carefully and note its requirement(s).
1) [12 points] Graph the linear equation by finding and plotting the intercepts. Show all work and write each intercept as an ordered pair. You may draw your graph on the grid below or create your own graph. Write the equation of the line next to its graph or as a figure caption.
x-intercept =
y-intercept =
2) [12 points] Given the line with the equation
a) Find at least three ordered pairs that satisfy the equation.
b) Find the slope of the line.
c) Graph the line. You may draw your graph on the grid below or create your own graph. Write the equation of the line next to its graph or as a figure caption.
3) [12 points] Given the line with the equation
a) Find at least three ordered pairs that satisfy the equation.
b) Find the slope of the line.
c) Graph the line. You may draw your graph on the grid below or create your own graph. Write the equation of the line next to its graph or as a figure caption.
4) [12 points] Given the line with equation
a) Write the equation in slope-intercept form.
b) State the slope of the line.
c) State the y-intercept of the line as an ordered pair.
d) Use slope-intercept form to graph the line. You may draw your graph on the grid below or create your own graph. Write the equation of the line next to its graph or as a figure caption.
5) [6 points] Find the slope of the line through the points (5, -4) and (7, 2).
6) [7 points] Write in point-slope form,, the equation of the line through the two points given in Problem 5 above.
7) [7 points] Convert the equation that you wrote in Problem 6 above to slope-intercept form,.
8) [8 points] Convert the equation that you wrote in Problem 6 above to standard form,, where A, B, and C are integers and A > 0.
9) [9 points] Given a line with equation, write an equation in point-slope form of the line perpendicular to the given line through the point (-2, 4).
10) [15 points] The manager at a local Best Buy store kept track of daily sales of the iPhone 6 when it was first introduced. He noticed that sales were very high at first, but showed a steady decrease. For example, on day 6 after the phones first went on sale, the store sold 238 iPhone 6’s, but on day 10 after the phones first went on sale, the store sold only 170 iPhone 6’s. Assume that the relationship between number of days since the phone became available and number sold is linear and, let x = the number of days since the phone was released and y = number of phones sold at this Best Buy store.
a) Write two ordered pairs to represent the sales on the days described.
b) Find the slope of the line through those ordered pairs.
c) Write an equation in point-slope form of the line.
d) Convert the equation to slope-intercept form.
e) Explain what the slope and the y-intercept mean in the context of this problem.

Clinical Reasoning: Skin Lesions
Clinical Reasoning: Skin Lesions
Module 2 discussion
DQ1 Clinical Reasoning: Skin Lesions
For this discussion, you will use the scenario of Mrs Wright, found in the module notes, to answer the questions This discussion provides an opportunity for you to explore the skin and lesions of the skin
Respond to the following:
Question 1: What should your level of concern be for lesions that occur in this area of the face? How should you address this issue and what should be your priority for this patient, who has shingles on her face?
Question 2: What other questions are pertinent in determining how to treat this patient? What should your treatment plan be? What other members of the healthcare team would you work with in establishing a plan of care?
You are expected to participate in academic conversations with peers and faculty to generate scholarly dialogue Expectations for participation in the course discussions are described under the Discussion Rubric: Exploration, Spirit of Inquiry, and Engagement (interactions) when relating your experiences, opinions, viewpoints, and ideas supported by evidence
Submission Instructions
Consult the Discussion Posting Guide for information about writing your discussion posts It is recommended that you write your post in a document first Check your work and correct any spelling or grammatical errors When you are ready to make your initial post, click “Reply” Then copy/paste the text into the message field, and click “Post Reply”
To respond to a peer, click “Reply” beneath her or his post and continue as with an initial post
Evaluation
This discussion will be graded using the discussion board rubric Please review this rubric, located on the Rubrics page within the Start Here module of the course, prior to beginning your work to ensure your participation meets the criteria in place for this discussion All discussions combined are worth 15% of your final course grade
DQ2 Clinical Reasoning: Head and Neck
For this discussion, you will use the scenario of Ms Blackfoot, found in the module notes, to answer the questions This discussion provides an opportunity for you to explore the head and neck
Respond to the following:
Question 1: What other questions regarding Ms Blackfoot’s health history should you ask or be concerned about? What other systems should you include in your examination?
Question 2: What would be your presumptive initial diagnosis? Discuss the clinical reasoning that led you to this conclusion What other diagnosis should you include in your differential diagnosis? What other members of the healthcare team would you work with in establishing a plan of care?
Question 3: Discuss the cultural implications of this woman’s diagnosis What things should you be cognizant of when engaging in a conversation with the patient concerning her diagnosis and treatment?
You are expected to participate in academic conversations with peers and faculty to generate scholarly dialogue Expectations for participation in the course discussions are described under the Discussion Rubric: Exploration, Spirit of Inquiry, and Engagement (interactions) when relating your experiences, opinions, viewpoints, and ideas supported by evidence
Submission Instructions
Consult the Discussion Posting Guide for information about writing your discussion posts It is recommended that you write your post in a document first Check your work and correct any spelling or grammatical errors When you are ready to make your initial post, click “Reply” Then copy/paste the text into the message field, and click “Post Reply”
To respond to a peer, click “Reply” beneath her or his post and continue as with an initial post
Evaluation
This discussion will be graded using the discussion board rubric Please review this rubric, located on the Rubrics page within the Start Here module of the course, prior to beginning your work to ensure your participation meets the criteria in place for this discussion All discussions combined are worth 15% of your final course grade

Assignment:Grading of Health History
Assignment:Grading of Health History
Grading of the Health History is based on complete, comprehensive and concise documentation. This assignment has two sections to it. Once you complete the health history you will accurately document the information based on the guidelines. The second section of the paper is your reflection of the experience. Spelling must be accurate and the correct terminology must be utilized. The assignment must be turned in on time. The assignment is worth 30% of final grade. The documentation including the reflection paper must be typed and well-thought.
Documentation Section:
This section includes concise and accurate documentation of the health history data. It is written in a narrative format. Utilize the rubric to provide guidance.
Question 2
Here is an example of documentation for your competencies. Include all parts on one word document for that week. This only includes general and thorax as an example. You would also include the cardiac component. This is a narrative documentation. I am looking for your to paint a picture of your assessment in a concise and thorough manner. Be sure to utilize the correct terminology. Remember that in documentation you do not need full sentences, so do not write….patient is alert and oriented……
You are required to demonstrate competency in the physical assessment techniques. You also are required to accurately document your physical assessment findings. These two requirements are worth 70% of your grade. You will find the specific guidelines for these two requirements on the course blackboard. You will be required to video record yourself performing the various assessments and submitting them on blackboard.
Here is an example of documentation for your competencies. Include all parts on one word document for that week. This only includes general and thorax as an example. You would also include the cardiac component. This is a narrative documentation. I am looking for your to paint a picture of your assessment in a concise and thorough manner. Be sure to utilize the correct terminology. Remember that in documentation you do not need full sentences, so do not write….patient is alert and oriented……
You are required to demonstrate competency in the physical assessment techniques. You also are required to accurately document your physical assessment findings. These two requirements are worth 70% of your grade. You will find the specific guidelines for these two requirements on the course blackboard. You will be required to video record yourself performing the various assessments and submitting them on blackboard.

Assignment: Assessing and Treating Clients With Pain
Assignment: Assessing and Treating Clients With Pain
Pain can greatly influence an individual’s quality of life, as uncontrolled pain negatively impacts mood, concentration, and the overall physical and mental well-being of clients. Although pain can often be controlled with medications, the process of assessing and treating clients can be challenging because pain is such a subjective experience. Only the person experiencing the pain truly knows the intensity of the pain and whether there is a need for medication therapies. Sometimes, beliefs about pain and treatments for pain can have an adverse effect on the provider-client relationship. For this Assignment, as you examine the interactive case study consider how you might assess and treat clients presenting with pain.
Required Readings
Note: All Stahl resources can be accessed through the Walden Library using this link. This link will take you to a log-in page for the Walden Library. Once you log into the library, the Stahl website will appear.
Stahl, S. M. (2013). Stahl’s essential psychopharmacology: Neuroscientific basis and practical applications (4th ed.). New York, NY: Cambridge University Press.
To access the following chapters, click on the Essential Psychopharmacology, 4th ed tab on the Stahl Online website and select the appropriate chapter. Be sure to read all sections on the left navigation bar for each chapter.
Chapter 10, “Chronic Pain and Its Treatment”
Stahl, S. M., & Ball, S. (2009a). Stahl’s illustrated chronic pain and fibromyalgia. New York, NY: Cambridge University Press.
To access the following chapter, click on the Illustrated Guides tab and then the Chronic Pain and Fibromyalgia tab.
Chapter 5, “Pain Drugs”
Stahl, S. M. (2014b). The prescriber’s guide (5th ed.). New York, NY: Cambridge University Press.
To access information on the following medications, click on The Prescriber’s Guide, 5th ed tab on the Stahl Online website and select the appropriate medication.
Review the following medications:
For insomnia
amitriptyline
amoxapine
carbamazepine
clomipramine
clonidine (adjunct)
desipramine
dothiepin
doxepin
duloxetine
gabapentin
imipramine
lamotrigine
levetiracetam
lofepramine
maprotiline
memantine
milnacipran
nortriptyline
pregabalin
tiagabine
topiramate
trimipramine
valproate (divalproex)
zonisamide
American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). Washington, DC: Author.
Note: Retrieved from Walden Library databases.
National Institute of Neurological Disorders and Stroke. (2016). Pain: Hope through research. Retrieved from http://www.ninds.nih.gov/disorders/chronic_pain/detail_chronic_pain.htm#3084_2
Required Media
Laureate Education (2016a). Case study: A Caucasian man with hip pain [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 clients requiring therapy for pain and sleep/wake disorders.
The Assignment
Examine Case Study: A Caucasian Man With Hip Pain. 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.
Week 8 assignment
Assignment: Assessing and Treating Clients With Impulsivity, Compulsivity, and Addiction
Impulsivity, compulsivity, and addiction are challenging disorders for clients across the lifespan. These disorders often manifest as negative behaviors, resulting in adverse outcomes for clients. In your role as the psychiatric mental health nurse practitioner, you have the opportunity to help clients address underlying causes of the disorders and overcome these behaviors. For this Assignment, as you examine the client case study in this week’s Learning Resources, consider how you might assess and treat clients presenting with impulsivity, compulsivity, and addiction.
Learning Resources
Note: To access this week’s required library resources, please click on the link to the Course Readings List, found in the Course Materials section of your Syllabus.
Required Readings
Note: All Stahl resources can be accessed through the Walden Library using this link. This link will take you to a log-in page for the Walden Library. Once you log into the library, the Stahl website will appear.
Stahl, S. M. (2013). Stahl’s essential psychopharmacology: Neuroscientific basis and practical applications (4th ed.). New York, NY: Cambridge University Press.
To access the following chapters, click on the Essential Psychopharmacology, 4th ed tab on the Stahl Online website and select the appropriate chapter. Be sure to read all sections on the left navigation bar for each chapter.
Chapter 14, “Impulsivity, Compulsivity, and Addiction”
Stahl, S. M., & Grady, M. (2012). Stahl’s illustrated substance use and impulsive disorder New York, NY: Cambridge University Press.
To access the following chapter, click on the Illustrated Guides tab and then the Substance Use and Impulsive Disorders tab.
Chapter 10, “Disorders of Impulsivity and Compulsivity”
Stahl, S. M. (2014b). The prescriber’s guide (5th ed.). New York, NY: Cambridge University Press.
To access information on the following medications, click on The Prescriber’s Guide, 5th ed tab on the Stahl Online website and select the appropriate medication.
Review the following medications:
For insomnia
For obsessive-compulsive disorder
Citalopram
clomipramine
escitalopram
fluoxetine
fluvoxamine
paroxetine
sertraline
venlafaxine
vilazodone
For alcohol withdrawal
chlordiazepoxide
clonidine
clorazepate
diazepam
lorazepam
oxazepam
For bulimia nervosa and binge eating
fluoxetine
topiramate
zonisamide
For alcohol abstinence
acamprosate
disulfiram
For alcohol dependence
nalmefene
naltrexone
For opioid dependence
buprenorphine
naltrexone
For nicotine addiction
bupropion
varenicline
Book Excerpt: Substance Abuse and Mental Health Services Administration. (1999). Treatment of adolescents with substance use disorders. Treatment Improvement Protocol Series, No. 32. Retrieved from http://www.ncbi.nlm.nih.gov/books/NBK64350/
850 × 1081

Discuss: Clinical Judgment
Discuss: Clinical Judgment
Module 1 discussion
Clinical Judgment
Clinical Judgment is the process of integrating evidence-based practice, critical-thought, the Nursing Process, knowledge, skills, and attitudes, as well as application of theory to practice in order to promote safe, quality care to clients in all settings.
Keeping that in mind, answer the following scenario:
You are the Charge Nurse in a large Urban Emergency Department (ED). You nursing staff include:
RN with 12 years of Trauma ED experience
New RN with 6 months ED experience
RN from the Medical Surgical floor with 8 years of experience
The following patients are in the ED, which patient will you give to each of the nurses and why?
A 76-year-old client who was involved in a motor vehicle accident and has hematuria.
A 38-year-old client with kidney stones complaining of severe pain.
A 24-year-old diabetic client with an acute urinary tract infection who will require discharge teaching.
An 80-year-old client that has not had a bowel movement for 4 days.
Please make an initial post by midweek, and respond to at least two other student’s posts with substantial details that demonstrate an understanding of the concepts, and critical thinking. Remember that your posts must exhibit appropriate writing mechanics including using proper language, cordiality, and proper grammar and punctuation. If you refer to any outside sources or reference materials be sure to provide proper attribution and/or citation.
Module 2 discussion
Patient with Hyperkalemia
Mr. Sweet, 38 years old, is brought to the Emergency Department unresponsive. He has a history of Type 1 diabetes and has been sick for the last 3 days. On admission his Blood sugar is 532, Potassium is 7.2 and ABG results include pH 7.08, Bicarb 12, and CO2 28. His VS are HR 116, BP 107/64, RR 36 Deep and rapid, and Temp 101.5. Answer the following questions:
What interventions do expect to be ordered for Mr. Sweet? Why?
What type of acid-base disturbance does he have?
What do you think is Mr. Sweet’s Medical Diagnosis?
Please make an initial post by midweek, and respond to at least two other student’s posts with substantial details that demonstrate an understanding of the concepts, and critical thinking. Remember that your posts must exhibit appropriate writing mechanics including using proper language, cordiality, and proper grammar and punctuation. If you refer to any outside sources or reference materials be sure to provide proper attribution and/or citation
Module 3 discussion
Case Scenario: Tuberculosis
Wilson is a 36-year-old migrant worker. He was admitted to the Hospital with a cough, unintended weight loss, and night sweats. He is staying with 6 friends in a one bedroom apartment near the strawberry field where he works. The ED physician suspects Tuberculosis (TB).
What diagnostic testing will the Provider order to confirm a diagnosis of TB?
What Isolation precautions do you expect to be put in place and why?
Describe the recommended treatment regimen for TB, including the rationale for combination drug therapy.
Identify the reason compliance to medication therapy is often a concern in the patient with TB.
What should be done for Wilson’s 6 roommates?
Please make an initial post by midweek, and respond to at least two other student’s posts with substantial details that demonstrate an understanding of the concepts, and critical thinking. Remember that your posts must exhibit appropriate writing mechanics including using proper language, cordiality, and proper grammar and punctuation. If you refer to any outside sources or reference materials be sure to provide proper attribution and/or citation.
Module 4 discussion
I-SBAR-R Reporting
Think of a situation from clinical when the Provider needed to be informed of a change in patient condition. Using ISBARR write what you would report to the Provider. You can use the ISBARR form for guidance.
Please make an initial post by midweek, and respond to at least two other student’s posts with substantial details that demonstrate an understanding of the concepts, and critical thinking. Remember that your posts must exhibit appropriate writing mechanics including using proper language, cordiality, and proper grammar and punctuation. If you refer to any outside sources or reference materials be sure to provide proper attribution and/or citation.
Module 5 discussion
Patient Teaching: Anticoagulants
Sandra is a 27-year-old female admitted with a possible Deep Vein Thrombosis (DVT). She smokes one pack per day and is on birth control. She has a history of hypertension and obesity. She is admitted to the hospital and placed on bedrest. Heparin drip is started per protocol. The Provider is anticipating on sending her home with Coumadin.
Can Sandra be placed on Coumadin and Heparin at the same time? Explain your answer.
Develop 3 teaching points important for Sandra to know about her medications regimen.
Teach Back is a great way to find out about patient teaching effectiveness. Watch the following video for an example of Teach Back
What questions would you ask Sandra to verify that she understand the 3 teaching points?
Please make an initial post by midweek, and respond to at least two other student’s posts with substantial details that demonstrate an understanding of the concepts, and critical thinking. Remember that your posts must exhibit appropriate writing mechanics including using proper language, cordiality, and proper grammar and punctuation. If you refer to any outside sources or reference materials be sure to provide proper attribution and/or citation.
Module 7 discussion
Type 1 vs. Type 2 and Patient Education
Compare and contrast risk factors, age of onset, pathophysiology and clinical manifestations of Type 1 and Type 2 Diabetes. What do you think is the most important topic that must be taught to the diabetic patient and why?
Please make an initial post by midweek, and respond to at least two other student’s posts with substantial details that demonstrate an understanding of the concepts, and critical thinking. Remember that your posts must exhibit appropriate writing mechanics including using proper language, cordiality, and proper grammar and punctuation. If you refer to any outside sources or reference materials be sure to provide proper attribution and/or citation.
Module 8 discussion
The Older Adult
A nurse at the local Senior Center made the following notation about a client: A 74-year-old female client wearing eyeglasses with bifocal lenses and hearing aid in her left ear. Walks with a shuffling gait, using a cane for support. Wearing house slippers and housedress. States, “My other doctor says I should have my eyes looked at by an expert. It’s been a while, and my eyes seem to be acting up lately. I can’t see so good anymore.” The client states that she takes medication for “sugar” and her blood pressure and has worn glasses for years with the last prescription changed about 3 years ago. “I was a seamstress for many years and quit when I couldn’t see to thread the needles anymore-just in time too. These new materials are too hard to work with!” Denies using any eye drops. Describes vision changes as difficulty seeing well at night, especially if trying to read. Uses a magnifying glass to help when reading. No eye pain or discharge, although eyes sometimes feel “dry and scratchy,” with the left eye being worse than the right. Admits to rubbing eyes but without relief.
Develop a Plan of Care for this patient that includes:
2 Nursing Diagnosis
2 goals for each Nursing Diagnosis
Interventions with rationales
Please make an initial post by midweek, and respond to at least two other student’s posts with substantial details that demonstrate an understanding of the concepts, and critical thinking. Remember that your posts must exhibit appropriate writing mechanics including using proper language, cordiality, and proper grammar and punctuation. If you refer to any outside sources or reference materials be sure to provide proper attribution and/or citation.
Module 10 discussion
Bariatric Surgery Patient
EJ is a 28-year-old female. She is being admitted for Gastric Bypass Surgery. She is 5’6” and 265 pounds. She has a history of Diabetes and hypertension, she is not on medications at the time.
What client education topics are important to reinforce for this client?
How will this client’s diet be advanced?
What complications can occur after this surgery?
What is Dumping Syndrome and what are some interventions to help prevent its development?
Please make an initial post by midweek, and respond to at least two other student’s posts with substantial details that demonstrate an understanding of the concepts, and critical thinking. Remember that your posts must exhibit appropriate writing mechanics including using proper language, cordiality, and proper grammar and punctuation. If you refer to any outside sources or reference materials be sure to provide proper attribution and/or citation.
Discuss: Clinical Judgment
Discuss: Clinical Judgment

Discuss:Transcultural Perspectives Across Lifespan
Discuss:Transcultural Perspectives Across Lifespan
The Course Outcomes covered this week are below.
CO2: Communicate effectively with culturally diverse individuals, families, and organizations. (PO3)
CO Perform a culturally competent nursing assessment. (PO7)
This week
select and read one of the chapters of particular interest to you listed in Assignments under Readings;
discuss what information you should obtain to develop and implement culturally appropriate plans of care for an individual of this group; and
share a brief case study or exemplar as a way to share your formation.
Examples:
Childbearing: A young Hasidic mom just emigrated from Israel to the United States. She is at term and comes to your Mother/Baby Unit for delivery.
Children: Oman is 5 years old. His family members are refugees from Syria. At the local community center a routine blood sugar test indicated his results were very high. He now needs hospitalized for control.
Adult: Luca moved to the United States after earning her BSN in Manila, Philippines. She works three jobs so that she can send money home to her family. She needs a treatment for breast cancer, but taking time off from any of the jobs will create a hardship on her local and extended family at home.
Older Adult: KC is 72 years old and came to the United States many years ago from Ghana. He is divorced, his children do not live in the area, and you often see him at the senior citizen’s center where you volunteer. He has uncontrolled hypertension.
Mental Health: Arkady was born in the former Soviet Union. He has battled depression most of his adult life and has been hospitalized again in the mental health facility 30 miles from his family for a suicide attempt. Although he has health insurance, the benefits for his diagnosis are about to expire.
Week 6 discussion
Standards of Practice
The Course Outcome covered this week is CO3.
CO3: Describe standards of practice for culturally competent nursing care. (PO6)
The basis for our lesson this week came from the Standards of Practice for Culturally Competent Nursing Care Executive Summary, Transcultural Nursing Society: https://www.tcns.org/standards (Links to an external site.)Links to an external site..
Assume your nursing leader has decided that the department needs to better incorporate these Standards of Practice for Culturally Competent Nursing Care into the nursing care delivery model at your organization. There are 12 Standards.
Download and read the Executive Summary, and select one of the 12 standards as the basis for the discussion. Think about the standards as they relate to culturally sensitive care.
Explain how your department or organization currently gives credence to this standard.
If it does not, from your newfound knowledge, offer suggestions of how the standard can be incorporated into patient care in your department or organization.
Note: Make sure you choose a standard that another student has not selected. Keep in mind that each of us does not work in an acute care setting, so examples from other practice settings will add to a more robust discussion.
Week 7 discussion
Diversity in the Healthcare Workforce
The Course Outcome covered this week is CO2.
CO2: Communicate effectively with culturally diverse individuals, families, and organizations. (PO3)
As nurses, we work with providers and healthcare team members whose native language is not English. In fact, some of you may have interviewed a non-native English speaker for your Course Project. This diversity may lead to challenges with communication and the nurse being “caught in the middle.”
Reflect on your newfound knowledge of transcultural nursing.
Share an example of miscommunication that occurred as a result of this diversity and whether an adverse outcome resulted.
Describe how the miscommunication could have been and will be prevented in the future.
Week 8 discussion
Global Nursing Opportunities
The Course Outcome covered this week is CO5.
CO5: Discuss the implications of global nursing for healthcare delivery systems. (PO7)
Reflect on the TCN Self-Assessment you completed during Week 2, and determine if your score changed.
Perform an Internet search, and locate one Global Nursing Opportunity sponsored by a professional organization that utilizes nurses as either paid employees or volunteers. Name the organization, and include a working link. In your own words, share the organization’s mission.
Share two contributions you could make to the organization (patients served) based on your current experiences and future career aspirations based on your learning from this course.
Identify personal opportunities for improvement in providing culturally competent care.
Week 3 Course Project, Transcultural Assessment Milestone 1-Individual’s Profile
Course Project, Transcultural Assessment Milestone 1: Individual’s Profile (graded, 100 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 1 is to identify an adult who is not a relative who is willing to participate in the transcultural assessment and to secure the instructor’s approval for the assessment. Note: The actual assessment does not occur until Milestone 3. It is not a purpose for this assignment.
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. (PO7)
Points
The entire project is worth 600 points. Milestone 1 is worth 100 points of this total.
Due Dates
You are to submit your completed NR394 Milestone 1 by Sunday, 11:59 p.m. MT, at the end of Week 3.
Requirements and Guidelines
Review the Course Outcomes for this assignment, which are listed above.
Review the guidelines for Milestones 1, 2, and 3, paying particular attention to Milestone 1 for this assignment. The guidelines for all of the Milestones are located in Modules on the left-hand navigation menu. Also, read the Course Project Overview page in Introduction & Resources for more details and helpful tips.
Identify a potential individual who has been living in a culture other than the one of origin for at least 2 years. This individual must be born outside the United States. The individual can be a patient, friend, or colleague, such as a physician, or acquaintance, but cannot be a relative. The individual must be living in your community and must be currently receiving or have previously received healthcare services in your community. The individual’s race, ethnicity, language, religion, and culturally based beliefs about healthcare and illness should be quite different from yours. The individual must speak your language. An interpreter is not permitted for the actual assessment, which occurs in Milestone 3 (Week 6).
Note: This is the same individual for whom you will develop verbal assessment questions in Milestone 2 and whom you will ask those questions in Milestone 3 and then reflect on your learning about the Course Project and the assessment.
Individuals can come from a variety of settings. Recent immigrants, migrant workers, exchange students, international students, long-term care residents, refugees, coworkers, physicians, patients, employees at local ethnic businesses, religious venues, community centers, and individuals who have recently moved to your community are some suggestions. The individual does not need to be a healthcare worker but must have received healthcare services in the country of origin as well as since arriving in the United States. Work with your instructor prior to submitting Milestone 1. Approval must be provided by your instructor before submitting Milestone 1 (this assignment).
Speak with the individual, and obtain permission to conduct an assessment later in the course. Clearly explain that statements made in the assessment will be recorded (written) and submitted to the instructor only. It is not intended for public distribution. Anonymity will be maintained by using first and last initials only. Do not use names in any of your documents.
Download the NR394_Individual_Profile_Template (Links to an external site.)Links to an external site.. Although you are not performing the official assessment until Milestone 3, it will be necessary to obtain some general information about your individual to complete Milestone 1. This information may come from the individual or Internet sources.
Fill in information about the potential individual using the template. You are expected to write clearly and use proper grammar and spelling and eliminate typos.
Submit the completed template by the end of Week 3 at 11:59 p.m. MT.
Example: KC was born in Hwidiem, Ghana, a small village in Africa, where he did not graduate from high school. He is 72 years old. He immigrated to the United States at age 28 and has lived in Grove City near Columbus, Ohio since then. Hwidiem is considered the provincial capital (fill in information about the community or city as you can find). He was married but divorced after a traumatic brain injury. Since then, he has had many part-time jobs and studies his Bible faithfully. Grove City is a town in Ohio (fill in information about the city or community). Currently, he receives healthcare for his hypertension control. I met him 3 years ago at a senior citizens’ center where I volunteer.
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 p.m. 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 p.m. 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.
Week 6 Course Project, Milestone 3 Transcultural Assessment and Course Project Reflections
Purpose
The purpose of the Course Project is to give the student the opportunity to apply concepts in transcultural nursing by conducting a transcultural nursing assessment and reflection on completion of the Course Project. The purpose of Milestone 3 is to perform an assessment and reflect on learning related to the Course Project (3 Milestones). You will complete a template reflecting on concepts of transcultural nursing related to the assessment and reflect on learning.
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)
Points
The entire project is worth 600 points. Milestone 3 is worth 300 points of this total.
Due Dates
You are to submit your completed NR394 Milestone 3 by Sunday, 11:59 p.m. MT, at the end of Week 6.
Requirements and Guidelines
Review the Course Outcomes for this assignment, which are listed above.
Schedule a time to meet with the individual to conduct a face-to-face assessment. You may not conduct the assessment by phone call, e-mail, or by asking the individual to fill in the template. You must be able to understand your individual. An interpreter is not allowed.
Do not perform the assessment prior to Week 6 in order to receive feedback from your instructor regarding Milestone 2. This will allow you time to make adjustments in your questions if needed. If the individual’s schedule requires that you perform the assessment prior to Week 6, consult with your instructor regarding early submission of Milestone 2 to ensure that you receive timely feedback before the assessment occurs.
Perform the assessment in a professional manner using the preapproved questions (Milestone 2).
Once you have completed the Assessment and Reflections template (Links to an external site.)Links to an external site., click Save as, and save the file with assignment name and your last name (e.g., NR394_Milestone3_Smith). Submit to assignment page by 11:59 p.m. MT at the end of Week 6 by 11:59 p.m. MT.
Contact your instructor if you have any questions.
Discuss:Transcultural Perspectives Across Lifespan
Discuss:Transcultural Perspectives Across Lifespan
Discuss:Transcultural Perspectives Across Lifespan
Discuss:Transcultural Perspectives Across Lifespan
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Assignment:Evidence-Based Clinical Intervention
Assignment:Evidence-Based Clinical Intervention
By the due date assigned, submit your Evidence-Based Clinical Intervention to the Discussion Area
Your Evidence-Based Clinical Intervention should be submitted in a Microsoft Word document following APA style and should include the following:
The medical problem/diagnosis/disease
Typical presenting signs and symptoms including:
Onset, Characteristics, Location, Radiation, Timing, Setting, Aggravating factors, Alleviating factors, Associated symptoms, Course since onset, Usual age group affected
Concomitant disease states associated with the diagnosis
The pathophysiology of the problem
Three differential diagnoses and the usual presenting signs and symptoms in priority sequence with rationales
Reference to at least two current journal articles that show evidence-based practice as how to best treat this disorder related to the primary differential
The expected outcomes of the intervention
Algorithms if available
A typical clinical note in SOAP format
Respond to at least two of your classmates’ Evidence-Based Clinical Interventions using the lessons and vocabulary found in the reading Support your answers with examples and research Your responses should clarify your understanding of the topic They should be your own, original, and free from plagiarism Follow the APA format for writing style, spelling and grammar, and citation of sources
By the due date assigned, submit your Evidence-Based Clinical Intervention to the Discussion Area
Your Evidence-Based Clinical Intervention should be submitted in a Microsoft Word document following APA style and should include the following:
The medical problem/diagnosis/disease
Typical presenting signs and symptoms including:
Onset, Characteristics, Location, Radiation, Timing, Setting, Aggravating factors, Alleviating factors, Associated symptoms, Course since onset, Usual age group affected
Concomitant disease states associated with the diagnosis
The pathophysiology of the problem
Three differential diagnoses and the usual presenting signs and symptoms in priority sequence with rationales
Reference to at least two current journal articles that show evidence-based practice as how to best treat this disorder related to the primary differential
The expected outcomes of the intervention
Algorithms if available
A typical clinical note in SOAP format
Respond to at least two of your classmates’ Evidence-Based Clinical Interventions using the lessons and vocabulary found in the reading Support your answers with examples and research Your responses should clarify your understanding of the topic They should be your own, original, and free from plagiarism Follow the APA format for writing style, spelling and grammar, and citation of sources

Assessing the Heart Vascular System
Assessing the Heart Vascular System
Week 7 discussion
Discussion: Assessing the Heart, Lungs, and Peripheral Vascular System
Take a moment to observe your breathing Notice the sensation of your chest expanding as air flows into your lungs Feel your chest contract as you exhale How might this experience be different for someone with chronic lung disease or someone experiencing an asthma attack?
In order to adequately assess the chest region of a patient, nurses need to be aware of a patient’s history, potential abnormal findings, and what physical exams and diagnostic tests should be conducted to determine the causes and severity of abnormalities
In this Discussion, you will consider how a patient’s initial symptoms can result in very different diagnoses when further assessment is conducted
Note: By Day 1 of this week, your Instructor will have assigned you to one of the following specific case studies for this Discussion Also, your Discussion post should be in the Episodic/Focused SOAP Note format, rather than the traditional narrative style Discussion posting format Refer to Chapter 2 of the Sullivan text and the Episodic/Focused SOAP Template in the Week 5 Learning Resources for guidance Remember that all Episodic/Focused SOAP notes have specific data included in every patient case
To prepare:
With regard to the case study you were assigned:
Review this week’s Learning Resources and consider the insights they provide
Consider what history would be necessary to collect from the patient
Consider what physical exams and diagnostic tests would be appropriate to gather more information about the patient’s condition How would the results be used to make a diagnosis?
Identify at least five possible conditions that may be considered in a differential diagnosis for the patient
Note: Before you submit your initial post, replace the subject line (“Discussion – Week 6”) with “Review of Case Study” identifying the number of the case study you were assigned
By Day 3
Post an episodic/focused note about the patient in the case study to which you were assigned using the episodic/focused note template provided in week 5 resources Provide evidence from the literature to support diagnostic tests that would be appropriate for each case List five different possible conditions for the patient’s differential diagnosis and justify why you selected each
Note: For this Discussion, you are required to complete your initial post before you will be able to view and respond to your colleagues’ postings Begin by clicking on the “Post to Discussion Question” link and then select “Create Thread” to complete your initial post Remember, once you click on Submit, you cannot delete or edit your own posts, and you cannot post anonymously Please check your post carefully before clicking on Submit!
Read a selection of your colleagues’ responses
By Day 6
Respond to at least two of your colleagues on two different days who were assigned different case studies than you Analyze the possible conditions from your colleagues’ differential diagnoses Determine which of the conditions you would reject and why Identify the most likely condition, and justify your reasoning
Week 8 discussion
Discussion: Assessing Muscoskeletal Pain
The body is constantly sending signals about its health One of the most easily recognized signals is pain Musculoskeletal conditions comprise one of the leading causes of severe long-term pain in patients The musculoskeletal system is an elaborate system of interconnected levers that provide the body with support and mobility Because of the interconnectedness of the musculoskeletal system, identifying the causes of pain can be challenging Accurately interpreting the cause of musculoskeletal pain requires an assessment process informed by patient history and physical exams
In this Discussion, you will consider case studies that describe abnormal findings in patients seen in a clinical setting
Note: By Day 1 of this week, your Instructor will have assigned you to one of the following specific case studies for this Discussion Also, your Discussion post should be in the Episodic/Focused SOAP Note format, rather than the traditional narrative style Discussion posting format Refer to Chapter 2 of the Sullivan text and the Episodic/Focused SOAP Template in the Week 5 Learning Resources for guidance Remember that all Episodic/Focused SOAP notes have specific data included in every patient case

Influenza Nasal spray Vaccine
Influenza Nasal spray Vaccine
Kaplan MN580 midterm exam october 2018 Graded – 00594105
mac123
10-12 minutes
Random Section 1
Question 1
When advising a patient about the influenza nasal spray vaccine, the NP considers the following:
Question options:
1) Its use is acceptable during pregnancy.
2) Its use is limited to children younger than 6 years.
3) It contains live, attenuated virus.
4) This is the preferred method of influenza protection in the presence of airway disease.
Question 2
Which of the following is true about the MMR vaccine?
Question options:
1) This vaccine contains live virus.
2) Its use is contraindicated in persons with a history of egg allergy.
3) Revaccination of an immune person is associated with risk of allergic reaction.
4) One dose is recommended for young adults who have not been previously immunized.
Question 3
Which of the following is the most prudent first-line treatment choice for an otherwise well toddler with acute otitis media (AOM) who requires antimicrobial therapy?
Question options:
1) Ceftibuten.
2) Amoxicillin.
3) Cefuroxime.
4) Azithromycin.
Question 4
The most common causative organism of bronchiolitis is:
Question options:
1) haemophilus influenzae.
2) parainfluenza virus.
3) respiratory syncytial virus.
4) coxsackievirus.
Question 5
At which of the following ages in an infant’s life is parental anticipatory guidance about teething most helpful?
Question options:
1) 1–2 months.
2) 2–4 months.
3) 4–6 months.
4) 8–10 months.
Question 6
A young child should use a rear-facing car seat until at least age:
Question options:
1) 12 months.
2) 18 months.
3) 24 months.
4) 30 months.
Question 7 1 / 2 points
Risk factors for dyslipidemia in children include which of the following? Select all that apply.
Question options:
1) Blood pressure at the 70th to 80th percentile for age.
2) Breastfeeding into the toddler years.
3) Family history of lipid abnormalities.
4) Family history of type 2 diabetes mellitus.
Question 8
Which of the following laboratory tests can identify the causative organism of bronchiolitis?
Question options:
1) Nasal washing antigen test.
2) Antibody test via blood sample.
3) Urine culture.
4) A laboratory test is not available.
Question 9
Physical examination findings in otitis externa include:
Question options:
1) tympanic membrane immobility.
2) increased ear pain with tragus palpation.
3) tympanic membrane erythema.
4) tympanic membrane bullae.
Question 10
Which of the following findings is most consistent with the diagnosis of acute bacterial rhinosinusitis (ABRS)?
Question options:
1) Upper respiratory tract infection symptoms persisting beyond 7 to 10 days.
2) Mild midfacial fullness and tenderness.
3) Preauricular lymphadenopathy.
4) Marked eyelid edema.
Question 11
Aortic stenosis in a 15-year-old male is most likely:
Question options:
1) a sequela of rheumatic fever.
2) a result of a congenital defect.
3) calcific in nature.
4) found with atrial septal defect.
Question 12
Which of the following do you expect to find in an examination of a 2-week-old infant?
Question options:
1) A visual preference for the human face.
2) A preference for low-pitched voices.
3) Indifference to the cry of other neonates.
4) Poorly developed sense of smell.
Question 13
An 18-year-old woman has a chief complaint of a “sore throat and swollen glands” for the past 3 days. Her physical examination includes a temperature of 101° F (38. 3° C), exudative pharyngitis, and tender anterior cervical lymphadenopathy. Right and left upper quadrant abdominal tenderness is absent. The most likely diagnosis is:
Question options:
1) streptococcus pyogenes pharyngitis.
2) infectious mononucleosis.
3) viral pharyngitis.
4) vincent angina.

Study: Complete Soap Notes
Study: Complete Soap Notes
SOAP Note and CORE Entries
Each week, you are required to enter your patient encounters into CORE. Your faculty will be checking to ensure you are seeing the right number and mix of patients for a good learning experience. You will also need to include a minimum of one complete SOAP note using this template . The SOAP note should be related to the content covered in this week, and the completed note should be submitted to the Submissions Area. When submitting your note, be sure to include the reference number from CORE.
Submission Details:
By the end of the week enter your patient encounters into CORE and complete at least one SOAP note in the template provided.
Name your SOAP note document SU_NSG6440_W2_SOAPLastName_FirstInitial.doc.
Include the reference number from CORE in your document.
Submit your document to the Submissions Area by the due date assigned
Week 4 project 2
SOAP Note and eMedley Entries
Each week, you are required to enter your patient encounters into CORE. Your faculty will be checking to ensure you are seeing the right number and mix of patients for a good learning experience. You will also need to include a minimum of one complete SOAP note using this template . The SOAP note should be related to the content covered in this week, and the completed note should be submitted to the Submission Area. When submitting your note, be sure to include the reference number from CORE.
Submission Details:
By the end of the week, enter your patient encounters into CORE and complete at least one SOAP note in the template provided.
Name your SOAP note document SU_NSG6440_W4_SOAPLastName_FirstInitial.doc.
Include the reference number from CORE in your document.
Submit your document to the Submissions Area by the due date assigned.
Week 6 project 3
SOAP Note and eMedley Entries
Each week, you are required to enter your patient encounters into CORE. Your faculty will be checking to ensure you are seeing the right number and mix of patients for a good learning experience. You will also need to include a minimum of one complete SOAP note using this template . The SOAP note should be related to the content covered in this week, and the completed note should be submitted to the Submissions Area. When submitting your note, be sure to include the reference number from CORE.
Submission Details:
By the end of the week, enter your patient encounters into CORE and complete at least one SOAP note in the template provided.
Name your SOAP note document SU_NSG6440_W6_SOAPLastName_FirstInitial.doc.
Include the reference number from CORE in your document.
Submit your document to the Submissions Area by the due date assigned.
Week 8 project 3
SOAP Note and eMedley Entries
Each week, you are required to enter your patient encounters into CORE. Your faculty will be checking to ensure you are seeing the right number and mix of patients for a good learning experience. You will also need to include a minimum of one complete SOAP note using this template. The SOAP note should be related to the content covered in this week, and the completed note should be submitted to the Submissions Area. When submitting your note, be sure to include the reference number from CORE.
Submission Details:
By the due date assigned, enter your patient encounters into CORE and complete at least one SOAP note in the template provided.
Name your SOAP note document SU_NSG6440_W8_SOAPLastName_FirstInitial.doc.
Include the reference number from CORE in your document.
Submit your document to the Submissions Area by the due date assigned.
Week 10 project 3
SOAP Note and eMedley Entries
Each week, you are required to enter your patient encounters into CORE. Your faculty will be checking to ensure you are seeing the right number and mix of patients for a good learning experience. You will also need to include a minimum of one complete SOAP note using this template. The SOAP note should be related to the content covered in this week, and the completed note should be submitted to the Submissions Area. When submitting your note, be sure to include the reference number from CORE.
Submission Details:
By the end of the week, enter your patient encounters into CORE and complete at least one SOAP note in the template provided.
Name your SOAP note document SU_NSG6440_W10_SOAPLastName_FirstInitial.doc.
Include the reference number from CORE in your document.
Submit your document to the Submissions Area by the due date assigned.
Week 3 Midweek Assignment
Aquifer Case Study #1
For this assignment, you will complete a Aquifer case study based on the course objectives and weekly content. Aquifer cases emphasize core learning objectives for an evidence-based primary care curriculum. Throughout your nurse practitioner program, you will use the Aquifer case studies to promote the development of clinical reasoning through the use of ongoing assessment and diagnostic skills and to develop patient care plans that are grounded in the latest clinical guidelines and evidence-based practice.
After you complete the Aquifer case study for the week, please print out the summary of your case session and submit as a PDF file to the Submissions Area. Note that the summary of your case session has your name on the top right hand corner. You need to submit this document as evidence that you have completed the case.
The Aquifer assignments are highly interactive and a dynamic way to enhance your learning. Material from the Aquifer cases will be present in the weekly quizzes, midterm, and final exam. You must have all Aquifer assignments completed in order to successfully pass the course.
Use this link for information on how to access and navigate Aquifer.
This week complete the case entitled “Case #22: 70-year-old male with new-onset unilateral weakness – Mr. Wright.”
Submission Details:
Name your document SU_NSG6440_W3_MidWeekProject_LastName_FirstInitial.pdf.
Submit your document to the Submissions Area by the due date assigned.