Nursing

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

Assignment:Analysis of an Age
Assignment:Analysis of an Age
Week 4 Project
Analysis of an Age Related Topic
By the due date assigned, submit your assignment to the Submissions Area
Conduct in-depth analysis of a pertinent topic related to aging Define the problem, specific population affected, cultural implications, and financial/legal/ethical implications What interventions can be used to improve the problem? What resources are available? What are the associated costs? Is this idea sustainable?
Submit your paper in a 6–7-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
References must be within 3 years
Submission Details
Name your document SU_NSG4067_W4_A2_LastName_FirstInitialdoc
Submit your document to the Submissions Area by the due date assigned
Analysis of an Age Related Topic
By the due date assigned, submit your assignment to the Submissions Area
Conduct in-depth analysis of a pertinent topic related to aging Define the problem, specific population affected, cultural implications, and financial/legal/ethical implications What interventions can be used to improve the problem? What resources are available? What are the associated costs? Is this idea sustainable?
Submit your paper in a 6–7-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
References must be within 3 years
Submission Details
Name your document SU_NSG4067_W4_A2_LastName_FirstInitialdoc
Submit your document to the Submissions Area by the due date assigned

Discuss The Genitalia and Rectum
Discuss The Genitalia and Rectum
eek 10 assignment
Assignment 1: Assessing the Genitalia and Rectum
Patients are frequently uncomfortable discussing with health care professional’s issues that involve the genitalia and rectum; however, gathering an adequate history and properly conducting a physical exam are vital. Examining case studies of genital and rectal abnormalities can help prepare advanced practice nurses to accurately assess patients with problems in these areas.
In this assignment, you will consider case studies that describe abnormal findings in patients seen in a clinical setting.
In this assignment, you will analyze a SOAP note case study that describes abnormal findings in patients seen in a clinical setting. You will consider what history should be collected from the patients, as well as which physical exams and diagnostic tests should be conducted. You will also formulate a differential diagnosis with several possible conditions.
GENITALIA ASSESSMENT
Subjective:
CC: “I have bumps on my bottom that I want to have checked out.”
HPI: AB, a 21-year-old WF college student reports to your clinic with external bumps on her genital area. She states the bumps are painless and feel rough. She states she is sexually active and has had more than one partner over the past year. Her initial sexual contact occurred at age 18. She reports no abnormal vaginal discharge. She is unsure how long the bumps have been there but noticed them about a week ago. Her last Pap smear exam was 3 years ago, and no dysplasia was found; the exam results were normal. She reports one sexually transmitted infection (chlamydia) about 2 years ago. She completed the treatment for chlamydia as prescribed.
PMH: Asthma
Medications: Symbicort 160/4.5mcg
Allergies: NKDA
FH: No hx of breast or cervical cancer, Father hx HTN, Mother hx HTN, GERD
Social: Denies tobacco use; occasional etoh, married, 3 children (1 girl, 2 boys)
Objective:
VS: Temp 98.6; BP 120/86; RR 16; P 92; HT 5’10”; WT 169lbs
Heart: RRR, no murmurs
Lungs: CTA, chest wall symmetrical
Genital: Normal female hair pattern distribution; no masses or swelling. Urethral meatus intact without erythema or discharge. Perineum intact with a healed episiotomy scar present. Vaginal mucosa pink and moist with rugae present, pos for firm, round, small, painless ulcer noted on external labia
Abd: soft, normoactive bowel sounds, neg rebound, neg murphy’s, neg McBurney
Diagnostics: HSV specimen obtained
Assessment:
Chancre
PLAN: This section is not required for the assignments in this course (NURS 6512) but will be required for future courses.
To prepare:
With regard to the SOAP note case study provided:
Review this week’s Learning Resources, and consider the insights they provide about the case study.
Consider what history would be necessary to collect from the patient in the case study.
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.
To complete:
Refer to Chapter 5 of the Sullivan text. Analyze the SOAP note case study. Using evidence based resources, answer the following questions and support your answers using current evidence from the literature.
Analyze the subjective portion of the note. List additional information that should be included in the documentation.
Analyze the objective portion of the note. List additional information that should be included in the documentation.
Is the assessment supported by the subjective and objective information? Why or Why not?
Would diagnostics be appropriate for this case and how would the results be used to make a diagnosis?
Would you reject/accept the current diagnosis? Why or why not? Identify three possible conditions that may be considered as a differential diagnosis for this patient. Explain your reasoning using at least 3 different references from current evidence based literature.

Assessment of Respiratory Status
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?

Assignment: General Survey/Skin/Nutrition
Assignment: General Survey/Skin/Nutrition
This week’s graded discussion topic relates to the following Course Outcomes (COs)
CO1 Utilize prior knowledge of theories and principles of nursing and related disciplines to explain expected client behaviors, while differentiating between normal findings, variations, and abnormalities (PO 1)
CO3 Utilize effective communication when performing a health assessment (PO 3)
Your home health agency has received an order from a local hospital to evaluate and treat an elderly woman being discharged from its medical surgical unit
Millie Gardner, an 83-year-old female patient, is being discharged home today to the care of her husband Fred (87 years old) following a 9-day hospitalization for pneumonia, dehydration, and failure to thrive She has a history of hypertension (HTN), Type II Diabetes, and cerebral vascular accident (CVA) with left-sided weakness Patient is alert and oriented but does have periods of forgetfulness during the overnight hours Patient has intermittent incontinence of bowel and bladder and requires assistance with all activities of daily living (ADLs)
Medications:
Lopressor
Lisinopril
Plavix
Metformin
Novolin R per sliding scale *NEW*
Multivitamin
Colace
Zithromax *NEW*
Upon arrival you are greeted by Champ, the couple’s rambunctious miniature Doberman pinscher dog Millie is in her wheelchair staring blankly out the window, and Fred is busy in the kitchen preparing the couple’s lunch
Based on the scenario above, please use the general survey process to describe the areas that you would be observing immediately upon entry to the home
What, if any, concerns related to Millie’s skin and nutritional status do you have?
What nursing interventions will you include in the plan of care to address these concerns?
What teaching strategies will you use to educate Millie and Fred on the new medications?
Using the SBAR, please include the information that you will communicate to the physician’s office at the completion of the visit

Assignment: Discuss Antidepressants
Assignment: Discuss Antidepressants
Chapter 7, “Antidepressants”
Stahl, S. M. (2014b). The prescriber’s guide (5th ed.). New York, NY: Cambridge University Press.
Note: To access the following medications, click on the The Prescriber’s Guide, 5th ed tab on the Stahl Online website and select the appropriate chapter. Be sure to read all sections on the left navigation bar for each chapter.
Review the following medications:
amitriptyline
bupropion
citalopram
clomipramine
Magellan Health, Inc. (2013). Appropriate use of psychotropic drugs in children and adolescents: A clinical monograph. Retrieved from http://www.magellanhealth.com/media/445492/magellan-psychotropicdrugs-0203141.pdf
Rao, U. (2013). Biomarkers in pediatric depression. Depression & Anxiety, 30(9), 787–791. doi:10.1002/da.22171
Note: Retrieved from Walden Library databases.
Vitiello, B. (2012). Principles in using psychotropic medication in children and adolescents. In J. M. Rey (Ed.), IACAPAP e-Textbook of Child and Adolescent Mental Health. Geneva: International Association for Child and Adolescent Psychiatry and Allied Professions. Retrieved from http://iacapap.org/wp-content/uploads/A.7-PSYCHOPHARMACOLOGY-072012.pdf
Poznanski, E., & Mokros, H. (1996). Child Depression Rating Scale–Revised. Los Angeles, CA: Western Psychological Services.
Note: Retrieved from Walden Library databases.
Required Media
Laureate Education (2016e). Case study: An African American child suffering from depression [Interactive media file]. Baltimore, MD: Author.
Note: This case study will serve as the foundation for this week’s Assignment.
Optional Resources
El Marroun, H., White, T., Verhulst, F., & Tiemeier, H. (2014). Maternal use of antidepressant or anxiolytic medication during pregnancy and childhood neurodevelopmental outcomes: A systematic review. European Child & Adolescent Psychiatry, 23(10), 973–992. doi:10.1007/s00787-014-0558-3
Gordon, M. S., & Melvin, G. A. (2014). Do antidepressants make children and adolescents suicidal? Journal of Pediatrics and Child Health, 50(11), 847–854. doi:10.1111/jpc.12655
Seedat, S. (2014). Controversies in the use of antidepressants in children and adolescents: A decade since the storm and where do we stand now? Journal of Child & Adolescent Mental Health, 26(2), iii–v. doi:10.2989/17280583.2014.938497
To prepare for this Assignment:
Review this week’s Learning Resources. Consider how to assess and treat pediatric clients requiring antidepressant therapy.
The Assignment
Examine Case Study: An African American Child Suffering From Depression. 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 3 assignment
Assignment: Assessing and Treating Adult and Geriatric Clients With Mood Disorders
Advances in genetics and epigenetics have changed the traditional understanding of mood disorders, resulting in new evidence-based practices. In your role as a psychiatric mental health nurse practitioner, it is essential for you to continually educate yourself on new findings and best practices in the field. For this Assignment, you consider best practices for assessing and treating adult and geriatric clients presenting with mood disorders.
Required Readings
Note: All Stahl resources can be accessed through the Walden Library using this link. This link will take you to a log-in page for the Walden Library. Once you log into the library, the Stahl website will appear.
Stahl, S. M. (2013). Stahl’s essential psychopharmacology: Neuroscientific basis and practical applications (4th ed.). New York, NY: Cambridge University Press.
Note: To access the following chapters, click on the Essential Psychopharmacology, 4th ed tab on the Stahl Online website and select the appropriate chapter. Be sure to read all sections on the left navigation bar for each chapter.
Chapter 6, “Mood Disorders”
Stahl, S. M. (2014b). The prescriber’s guide (5th ed.). New York, NY: Cambridge University Press.
Note: To access the following medications, click on the The Prescriber’s Guide, 5th ed tab on the Stahl Online website and select the appropriate medication.
Review the following medications:
amitriptyline
bupropion
citalopram
American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). Washington, DC: Author.
Note: Retrieved from Walden Library databases.
Montgomery, S. A., & Asberg, M. (1979). A new depression scale designed to be sensitive to change. British Journal of Psychiatry, 134, 382-389. Retrieved from https://www.researchgate.net/profile/Marie_Asberg/publication/22697065_A_New_Depression_Scale_Designed_to_be_Sensitive_to_Change/links/09e41513f85c708fee000000.pdf
Required Media
Laureate Education. (2016g). Case study: An elderly Hispanic man with major depressive disorder [Interactive media file]. Baltimore, MD: Author.
Note: This case study will serve as the foundation for this week’s Assignment.
To prepare for this Assignment:
Review this week’s Learning Resources. Consider how to assess and treat adult and geriatric clients requiring antidepressant therapy.
The Assignment
Examine Case Study: An Elderly Hispanic Man With Major Depressive Disorder. You will be asked to make three decisions concerning the medication to prescribe to this client. Be sure to consider factors that might impact the client’s pharmacokinetic and pharmacodynamic processes.
At each decision point stop to complete the following:
Decision #1
Which decision did you select?
Why did you select this decision? Support your response with evidence and references to the Learning Resources.
What were you hoping to achieve by making this decision? Support your response with evidence and references to the Learning Resources.
Explain any difference between what you expected to achieve with Decision #1 and the results of the decision. Why were they different?
Decision #2
Why did you select this decision? Support your response with evidence and references to the Learning Resources.
What were you hoping to achieve by making this decision? Support your response with evidence and references to the Learning Resources.
Explain any difference between what you expected to achieve with Decision #2 and the results of the decision. Why were they different?
Decision #3
Why did you select this decision? Support your response with evidence and references to the Learning Resources.
What were you hoping to achieve by making this decision? Support your response with evidence and references to the Learning Resources.
Explain any difference between what you expected to achieve with Decision #3 and the results of the decision. Why were they different?
Also include how ethical considerations might impact your treatment plan and communication with clients.
Assignment: Discuss Antidepressants

Case Study: Senior Retirement Community.
Case Study: Senior Retirement Community.
Question 19 options:
Dedicating the spare bedroom in the home to the family member
A house at a senior retirement community.
A “granny” apartment in a separate part of the house.
Private room at a residential care facility.
Question 20 (5 points) Question 20 Unsaved
An older resident of a long-term care facility diagnosed with dementia has in the last 48 hours become more confused than usual and while usually requiring help with toileting has been incontinent of urine. The client’s healthcare provider orders a complete blood count and serum electrolytes. When the lab tests are all within normal limits the nurse initially:
Question 20 options:
Attributes the changes in the resident’s functioning to advancing dementia.
Suggests that the resident be placed on broad-spectrum antibiotics to prevent infections.
Speaks with the healthcare provider regarding the changes in the client’s function and the possibility of obtaiing a urine culture.
Changes the plan of care to include bladder training and implement a 24-hour calorie count.
Question 21 (5 points) Question 21 Unsaved
An 81-year-old patient is being discharged from the hospital to home. She is on seven different medications, which are to be taken at four different times during the day. What would be most useful in helping this patient manage her medications? The nurse makes the greatest impact on the safe management of an 81-year-old client’s medication administration when included in discharge education is:
Question 21 options:
The package inserts from all of the medications for the client to read.
A pillbox with compartments for each day and each of the doses.
A written list of all the client’s medications and administration routine.
A suggestion that the client’s daughter administer the medications.
Question 22 (5 points) Question 22 Unsaved
A 78-year-old is admitted to the long-term care facility after a hospitalization for pneumonia. The client has a history of a right cerebrovascular accident and dysphagia. When preparing the room for this patient, what equipment is most important in the care of this patient?
Question 22 options:
A room located within sight of the nursing station
An adjustable height bed that goes low to the floor
A suction machine
Oxygen at bedside
Question 23 (5 points) Question 23 Unsaved
The nurse is managing the care of an older client experiencing the symptoms of heat fatigue. Which intervention will the nurse implement to help resolve the condition? Select all that apply.
Question 23 options:
Helping the client assume a comfortable resting position.
Monitoring the client’s intake of electrolyte replacement fluids.
Withholding the client’s prescribed antidiuretic medication.
Documenting that the client’s skin remains pale, moist and cool.
Keeping the environmental humidity low and temperature cool.
Question 24 (5 points) Question 24 Unsaved
Based on recent studies, which statement regarding touch and touch zones is most accurate?
Question 24 options:
Persons age 66 to 100 are the most often touched.
Newly graduated nurses tend to touch clients less often than do nursing students.
When performing peri-care the nurse is working within the zone of intimacy.
The comfort of touch depends on place, situation, social status, and age.
Question 25 (5 points) Question 25 Unsaved
Based on current demographic data, which statement identifies a predictive trend regarding the health care needs of society?
Question 25 options:
There will be an increasing need for health programs for older males.
More nursing services will be required to serve the needs of the population 85 years of age and older.
Fewer nurses will be needed to care for the older, especially in long-term care facilities.
North Dakota is likely to experience the greatest need for gerontological nurses.
Question 26 (5 points) Question 26 Unsaved
Which intervention to manage wandering in clients in a long-term care facility should be implemented? Select all that apply.
Question 26 options:
Camouflaging doorways.
Close observation to identify the person’s individual patterns.
Engaging the person in social interactions.
Using physical restraints to prevent wandering to maintain safety.
Providing enclosed pathways for walking.
Question 27 (5 points) Question 27 Unsaved
When using the Fulmer SPICES assessment tool the nurse expects to ask:
Question 27 options:
“Do you think that you sleep well?”
“Are you ever incontinent of urine?”
“When was the last time you fell?”
“Who helps you when you can’t do something by yourself?”
Question 28 (5 points) Question 28 Unsaved
A woman is terminally ill. Although it has never been discussed in the family nor stated outright by her physician, she suspects that she will die because of her illness. Upon which concept will the nurse base therapeutic intervention on?
Question 28 options:
Closed awareness.
Suspected awareness.
Mutual pretense.
Mutual pretense.
Question 29 (5 points) Question 29 Unsaved
When an older adult client is diagnosed with restless leg syndrome (RLS), the nurse is confident that client education on the condition’s contributing factors has been effective when the client states:
Question 29 options:
“A warm bath at night instead of in the morning is my new routine.”
“Eating a banana at breakfast assures me the potassium I need.”
“I’ve cut way back on my caffeinated coffee, teas and sodas.”
“I elevate my legs on a pillow so as to improve circulation.”
Question 30 (5 points) Question 30 Unsaved
State Death with Dignity Laws require that the terminally ill client be:
Question 30 options:
Educated regarding treatment alternatives.
Over the age of 55.
Be supported in their decision by immediate family members.
Eligible for federal support services.
Question 31 (5 points) Question 31 Unsaved
Serious and well controlled research studies on aging have been available:
Question 31 options:
Only in the past 50 years
Since the turn of the 20th century
Following the Great Depression
Since the year 2000
Question 32 (5 points) Question 32 Unsaved
Which activity would a couple in the reorientation phase of their retirement engage in?
Question 32 options:
Establishing a new budget that will allow them to travel to see the grandchildren.
Reading magazines devoted to making decisions about retirement plans.
Looking for ways to ‘fill up the days.’
Volunteering at the local animal shelter.
Question 33 (5 points) Question 33 Unsaved
What factor is an important contribution to polypharmacy in older adults?
Question 33 options:
Inadequate communication among medical care providers.
Implementation of Medicare Part D prescription drug benefit.
Use of generic medications.
Increasing popularity of dietary and herbal supplements.
Question 34 (5 points) Question 34 Unsaved
Which is the most likely reason that Type 2 diabetes mellitus is often difficult to diagnose in older adults?
Question 34 options:
Presenting symptoms occur very quickly.
The disease rarely occurs in older adults.
The classic symptoms may not be present in older adults.
There are no recognizable symptoms; it is a “silent killer.”
Question 35 (5 points) Question 35 Unsaved
An older client in a long-term care facility is receiving an annual physical and is ordered laboratory tests that include a complete blood count, serum electrolytes, and thyroid tests. When the client’s son questions why these tests are being ordered by saying, “Dad is 85 and supposed to be sleepy,” the nurse’s response is based on an understanding that:
Question 35 options:
The healthcare provider ordering the tests needs to explain the rationale to the son.
When conducted annually, all of the tests are helpful in promoting maximum health for older adults in the long-term care setting.
The tests are useful, but only if clinically indicated.
The complete blood count and serum electrolytes are useful screening tests, but the usefulness of the thyroid test should be questioned.
Question 36 (5 points) Question 36 Unsaved
Which reaction to the loss of a spouse or long-term partner is a unique example of older adult male bereavement?
Question 36 options:
Withdrawing from friends and family.
Remarrying within months of the loss.
Focusing on ‘doing’ rather than ‘feeling.’
Experiencing moderate to severe depression.
Question 37 (5 points) Question 37 Unsaved
It is imperative that nursing take a leadership role in providing effective health care across the lifespan and in various health care settings. Which intervention will have the greatest impact on achieving positive outcomes concerning that issue?
Question 37 options:
An acute care facility providing continuing education credits for geriatric nursing in-services.
A baccalaureate degree nursing program including a geriatric care course into the curriculum.
A professional nursing organization provides advanced practice status as a geriatric specialist.
A long-term care facility’s nursing director is a certified geriatric nurse practitioner.
Question 38 (5 points) Question 38 Unsaved
In order to focus on the older population with the greatest risk for suicide the nurse would conduct a depression screening that targets:
Question 38 options:
African-American men.
White men.
White women.
African-American women.
Question 39 (5 points) Question 39 Unsaved
Which outcome regarding the effects of touch on the skin is not supported by current research?
Question 39 options:
Brings about sensory stimulation.
Help relieves physical and psychosocial pain.
Known to reduce anxiety and tension.
Improves skin integrity.
Question 40 (5 points) Question 40 Unsaved
The nurse is caring for a client with a newly diagnosed chronic illness. In answering the client’s questions, the nurse most accurately responds when basing the response on the fact that:
Question 40 options:
The most prevalent form of disease in older adults at this time is acute illness.
Although chronic illness lasts a long time, the condition primarily affects the client.
Chronic illness is lifelong, and coping can be influenced by perceived uncertainty.
The client’s acquisition of knowledge of the disease will guarantee successful coping.
Question 41 (5 points) Question 41 Unsaved
What research finding is the basis for care planning of the client receiving palliative care?
Question 41 options:
Palliative care is most useful when implement in the last 6 months of life.
Pain management is inadequately addressed among the terminally ill population.
Palliative care is only offered to patients whose deaths are imminent.
Resuscitation in the case of a cardiac or respiratory arrest is not implemented.
Question 42 (5 points) Question 42 Unsaved
When working with a bereaved individual, the goal of nursing interventions is to:
Question 42 options:
Assist the individual to go through the stages of grief work in the optimal order.
Assist the individual to attain a healthy adjustment to the loss experience.
Encourage the individual to talk about his or her feelings about the deceased individual.
Offer support and advice about how to successfully achieve grief work.
Question 43 (5 points) Question 43 Unsaved
Which information will the nurse manager include when discussing the major differentiation between delirium and dementia with novice nurses: Select all that apply.
Question 43 options:
The delirious client learns to make up answers to hide their confusion.
Delirium requires increased monitoring at night.
The client diagnosed with dementia generally looks frightened.
Dementia results in a steady decline in cognitive abilities.
Delirium is characterized by fluctuations in alertness.
Question 44 (5 points) Question 44 Unsaved
The nurse is facilitating a support group for older adults who have recently experienced losses in their lives. What is the basis for the nurse’s understanding of how the individual participants will display stress?
Question 44 options:
An individual’s age has the most influence on the amount of stress they will experience.
Stress tolerance is fairly consistent in both males and females.
Stress is a natural occurrence to loss and is always manifested in physical signs.
There are individual differences in how in how individuals define, perceive, and react to stress.
Question 45 (5 points) Question 45 Unsaved
The Beers list is an effective tool for healthcare professionals prescribing and/or managing the medication therapy of older adults since it identifies medications that for this population:
Question 45 options:
Are not typically covered by drug benefit plans.
Have a higher than usual risk for injury.
Are likely to be abused
Generally cause allergic reactions.
Question 46 (5 points) Question 46 Unsaved
An older client admitted to the hospital after having sustained a fall at home is diagnosed with a right hip fracture and experienced a surgical reduction of the fracture. At 2:30 AM, she awakens from sleep insisting that her daughter is in the other room and wants to see her. Attempts to reorient her to the surroundings are unsuccessful. In reviewing the client’s record, what data would be considered a primary risk factor for the delirium?
Question 46 options:
History of dementia.
Death of the client’s husband last month.
The client’s age.
History of cardiac disease.
Case Study: Senior Retirement Community.
Case Study: Senior Retirement Community.
Case Study: Senior Retirement Community.

Assignment: Electronic Health Record System
Assignment: Electronic Health Record System
Week 1 discussion
At this point, you have selected a facility and preceptor for this practicum. Describe your current knowledge of the facility you have chosen and the reasoning behind your choice. What did you learn about the types of informatics activities/projects the facility has going on right now? What are some broad learning objectives that you have identified during your first week with your preceptor that you should think about for your learning contract next week? What else do you need to know about your site?
Week 2 discussion
This week, your learning contract is due. List some tasks and more focused learning objectives that you and your preceptor have agreed upon and explain why you are going to include them. Describe some of the activities/projects you have identified that you will be able to work on and explain in which stage of the systems development life cycle model each activity/project is in.
Week 3 discussion
Prepare a list of ten pertinent questions that you plan to ask your preceptor throughout your practicum experience to gain more knowledge about the specific role of an informaticist. Share your questions along with a rationale about why you feel these particular questions are important.
Week 4 discussion
What electronic health record (EHR) system does your facility use? How long has it been in place? How was it chosen as the preferred system? What type of struggles occurred during implementation? Now that it is functional, what does the staff view as both pluses and minuses to this particular system?
Week 5 discussion
Does your facility have a patient portal system? Ask about how staff and patients were introduced to the portal. Review the educational materials they have for staff and patients. Is it sufficient? If not, what would you add? Ask about usage data. Is it tracked and analyzed? Discuss your findings with your peers. If your facility does not have a patient portal system, apply these same questions to another tool it is using.
Week 6 discussion
Does your facility participate in TeleHealth with its patients? If so, what type of system does it use? How does the staff feel about it? If it does not have a TeleHealth system, do you think this particular facility would benefit from offering TeleHealth? Why or why not?
Week 7 discussion
Do some online research on your facility, including social media components. Describe what you see. Are there more opportunities available for health promotion? Think in terms of your future employer. What would you suggest putting in place for an online presence that encourages health promotion?
Week 8 discussion
Reflect on your first session of the health informatics practicum. What have you learned thus far in the field? What have you not had the opportunity to apply yet from your previously learned coursework that you may still want experience with during the next session? Give specific examples.
Week 1 to Week 8 same question of assignment
NURS 675LA-B Weekly Health Informatics Practicum Activity Summary/Reflection Log
Weekly practicum activity summaries and reflections to be submitted for review are to be typed, grammatically correct, and error free.
Weekly practicum activity summaries should include:
1. Stated weekly informatics focus and learning objectives.
2. Summary of planned or completed informatics activities.
3. Discussion of technology, processes, data analysis, workflow, gaps, evidence-based practice, and other informatics role activities completed during the week.
4. Reflection on your own learning and implications for future informatics role and/or implications on health care delivery and outcomes.
Students will receive feedback from faculty regarding their weekly personal learning objectives, activities, and reflections.
TemplateforWeeklyPracticumActivitySummary
Directions:Submitathree- to five-pagesummary ofeachweek’s activitiesusingthetemplatebelow.Ifaninterviewisconducted,alsoattachthelist ofinterviewquestionsused.
Name:
Week#_ Focus:
1. Mypersonallearningobjectivesthisweek(list):
a.
b.
c.
2. Summaryof planned/completedactivities:
3. Discussion of technology, processes, data analysis, workflow, gaps, evidence-based practice, and other informatics role activities completed during the week: (IncludetwoormorecitationsfromrelevantliteratureusingAPA6thed.format.)
4. Reflection on your own learning and implications for future informatics role and/or implications on health care delivery and outcomes:

Assignment: Parental Anticipatory Guidance
Assignment: Parental Anticipatory Guidance
Question 14
At which of the following ages in a young child’s life is parental anticipatory guidance about infant sleep position most helpful?
Question options:
1) Birth.
2) 2 weeks.
3) 2 months.
4) 4 months.
Question 15
With regard to seasonal influenza prevention in well children, the NP considers that:
Question options:
1) compared with school-aged children, younger children (? 24 months old) have an increased risk of seasonal influenza-related hospitalization.
2) a full adult dose of seasonal influenza vaccine should be given starting at age 4 years.
3) the use of the seasonal influenza vaccine in well children is discouraged.
4) widespread use of the vaccine is likely to increase the risk of eczema and antibiotic allergies.
Question 16
Rebound tenderness is best described as abdominal pain that worsens with:
Question options:
1) light palpation at the site of the discomfort.
2) release of deep palpation at the site of the discomfort.
3) palpation on the contralateral side of the abdomen.
4) deep palpation at the site of the discomfort.
Question 17
A Still murmur:
Question options:
1) is heard in the presence of cardiac pathology.
2) has a humming or vibratory quality.
3) is a reason for denying sports participation clearance.
4) can become louder when the patient is standing.
Question 18
Common causative organisms of acute suppurative conjunctivitis include all of the following except:
Question options:
1) staphylococcus aureus.
2) haemophilus influenzae.
3) streptococcus pneumoniae.
4) pseudomonas aeruginosa.
Question 19
Which of the following imaging studies potentially exposes the patient being evaluated for abdominal pain to the lowest ionizing radiation burden?
Question options:
1) Ultrasound.
2) Barium enema.
3) CT scan.
4) Abdominal flat plate.
Question 20
At which age is a child at greatest risk of death from pertussis?
Question options:
1) <1 year. 2) 2–4 years. 3) 5–10 years. 4) >10 years.
Question 21
A healthy 3-year-old child is in your office for well-child care. You expect this child to be able to:
Question options:
1) name five colors.
2) alternate feet when climbing stairs.
3) speak in two-word phrases.
4) tie shoelaces.
Question 22
Treatment options in acute and recurrent allergic conjunctivitis include all of the following except:
Question options:
1) cromolyn ophthalmic drops.
2) oral antihistamines.
3) ophthalmological antihistamines.
4) corticosteroid ophthalmic drops.
Question 23
Rectal bleeding associated with anal fissure is usually described by the patient as:
Question options:
1) drops of blood noticed when wiping.
2) dark brown to black in color and mixed in with normal-appearing stool.
3) a large amount of brisk red bleeding.
4) significant blood clots and mucus mixed with stool.
Question 24
Concerning the MMR vaccine, which of the following is true?
Question options:
1) The link between use of MMR vaccine and childhood autism has been firmly established.
2) There is no credible scientific evidence that MMR use increases the risk of autism.
3) The use of the combined vaccine is associated with increased autism risk, but giving the vaccine’s three components as separate vaccines minimizes this risk.
4) The vaccine contains thimerosal, a mercury derivative.
Question 25
You are examining an 18-year-old man who is seeking a sports clearance physical examination. You note a mid-systolic murmur that gets louder when he stands. This may represent:
Question options:
1) aortic stenosis.
2) hypertrophic cardiomyopathy.
3) a physiologic murmur.
4) a Still’s murmur.

Assignment: Healthcare Management Plan
Assignment: Healthcare Management Plan
eek 2 Assignment
Time Management Plan Assignment
Time Management Plan Guidelines and Grading Rubric
Updated 7/2018
PURPOSE
The purpose of this assignment is to allow the learner to use effective strategies to manage time as a professional nurse and online student.
COURSE OUTCOMES
This assignment enables the student to meet the following course outcomes.
CO3. Demonstrate effective verbal, written, and technological communication using legal and ethical standards for transferring knowledge using success resources provided to Chamberlain students. (PO3)
CO4. Integrate critical thinking and judgment in professional decision-making in collaboration with faculty and peers. (PO4)
CO5. Apply concepts of professionalism when planning for personal, intellectual, and professional development. (PO5)
CO9. Demonstrate accountability for personal and professional development by assessing information and technology competence, implementing plans for upgrading technology skills, and using effective strategies for online student success using resources provided to Chamberlain students. (PO5)
DUE DATE
Submit the assignment by Sunday end of Week 2, 11:59 p.m. MT.
POINTS
This assignment is worth a total of 225 points.
PREPARING THE TIME MANAGEMENT PLAN
Carefully read these guidelines and grading rubric.
Download the required Time Management Plan Template (Links to an external site.)Links to an external site..
You are required to complete the form using the productivity tools required by Chamberlain University, which is Microsoft Office Word 2013 (or later version), or Windows and Office 2011 (or later version) for MAC. You must save the file in the “.docx” format. Do NOT save as Word Pad. A later version of the productivity tool includes Office 365, which is available to Chamberlain students for FREE by downloading from the student portal at http://my.chamberlain.edu (Links to an external site.)Links to an external site.. Click on the envelope at the top of the page.
Rename that document as Your Last Name Time Management Plan.docx. Save as a .docs file (NOT Word Pad) to your own computer or flash drive in a location where you will be able to retrieve it later. Type your assignment directly on the saved document. Save your work frequently as you type to prevent loss of your work.
As you prepare your Time Management Plan, consider your own life. When do you work, sleep, and spend time with family and friends? How will the addition of online coursework impact your time management?
Complete the Time Management Plan with your schedule for a future course week. Be sure to consider all of the activities that you will do during that week. Work on this assignment during Weeks 1 and 2. Don’t wait until the due date to begin your work!
An example (Links to an external site.)Links to an external site. of a weekly plan has been provided to help you with this assignment.
Be sure to answer all of the questions in addition to completing the grid.
View the Chamberlain RNBSN Academic Integrity Tutorial in its entirety by visiting the Policies page, found under the Introduction & Resources Module. You may view a transcript of the tutorial.
When your Time Management Plan assignment is completed, save and close the completed template. Enter the course, click on Modules, go to the Week 2 Time Management Plan Assignment page, and click the orange Submit Assignment button.
**Academic Integrity Reminder**
Chamberlain College of Nursing values honesty and integrity. All students should be aware of the Academic Integrity policy and follow it in all discussions and assignments.
By submitting this assignment, I pledge on my honor that all content contained is my own original work except as quoted and cited appropriately. I have not received any unauthorized assistance on this assignment.