Nursing

Common Adolescent Health Conditions
Common Adolescent Health Conditions
Week 3 discussion
In week 3 you learned about other common adolescent health conditions. Review the following case study and answer the following questions:
An 18 year old white female presents to your clinic today with a 2 week history of intermittent abdominal pain. She also is positive for periodic cramping and diarrhea as well as low grade fever. She also notes reduced appetite. She notes that She admits smoking ½ PPD for the last 2 years. Denies any illegal drug or alcohol use. Does note a positive history of Crohn’s Disease. Based on the information provided answer the following questions:
What are the top 3 differentials you would consider with the presumptive final diagnosis listed first?
What focused physical exam findings would be beneficial to know?
What diagnostic testing needs completed if any to confirm diagnosis?
Using evidence based treatment guidelines note a treatment plan.
Question 2
A fifteen-year-old female presents to your clinic complaining of shortness of breath and a nonproductive nocturnal cough. She states she used to feel this way only with extreme exercise, but lately, she has felt this way continuously. She denies any other upper respiratory symptoms, chest pain, gastrointestinal symptoms, or urinary tract symptoms. Her past medical history is significant only for seasonal allergies, for which she takes a nasal steroid spray but is otherwise on no other medications. She has had no surgeries. Her mother has allergies and eczema, and her father has high blood pressure. She is the only child. She denies smoking and illegal drug use. On examination, she is in no acute distress and her vital signs are: T 98.6, BP 120/80, pulse 80, and respirations 20. Her head, eyes, ears, nose, and throat examinations are essentially normal. Inspection of her anterior and posterior chest shows no abnormalities. On auscultation of her chest, there is decreased air movement and high-pitched whistling on expiration in all lobes. Percussion reveals resonant lungs.
What is the chief complaint?
Based on the subjective and objective information provided what are your 3 top differential diagnosis listing the presumptive final diagnosis first?
What treatment plan would you consider utilizing current evidence based practice guidelines?

Case Study: Periorbital Erythema
Case Study: Periorbital Erythema
Question 19
A patient presents with periorbital erythema and edema, fever, and nasal drainage. The nurse practitioner should:
Question 20
An employee picnic menu includes grilled hamburgers, potato salad, and homemade ice cream sundaes. Within an hour after the meal, several children and parents begin to have nausea, vomiting and stomach cramps. None of those affected have fever. What is the most likely etiologic agent?
Question 21
Stacy, age 27, states that she has painless, white, slightly raised patches in her mouth. They are probably caused by:
Question 22
Treatment of H.pylori includes which of the following?
Question 23
Janine, age 29, has numerous transient lesions that come and go, and she is diagnosed with urticaria. What do you order?
Question 24
A patient comes in complaining of 1 week of pain in the posterior neck with difficulty turning the head to the right. What additional history is needed?
Question 25
Your patient Jerry has gout. What do you suggest?
Question 26
A 70 year old patient presents with a slightly raised, scaly, erythematous patch on her forehead. She admits to having been a “sun worshiper.” The nurse practitioner suspects actinic keratosis. This lesion is a precursor to:
Question 27
Martha had a less than 7% value on her Schilling test. What medication do you anticipate she might need?
Question 28
The nurse practitioner observes a tympanic membrane that is opaque, has decreased mobility, and is without bulging or inflammation. The least likely diagnosis for this patient is:
Question 29
Which statement below is correct about pertussis?
Question 30
An AST that is more than twice the level of ALT is suggestive of:
Question 31
Your 31-year-old patient, whose varicella rash just erupted yesterday, asks you when she can go back to work. What do you tell her?
Question 32
Acute rheumatic fever is an inflammatory disease which can follow infection with:
Question 33
A 46-year-old female with a past medical history of diabetes presents with a swollen, erythematous right auricle and is diagnosed with malignant otitis externa. The nurse practitioner knows that the most likely causative organism for this patient’s problem is:
Question 34
Of the following, the patient who should be referred for periodic colonoscopy is the patient with:
Question 35
Which type of lung cancer has the poorest prognosis?
Question 36
Alan, age 54, notices a bulge in his midline every time he rises from bed in the morning. You tell him it is a ventral hernia, also known as:
Question 37
Treatment of acute vertigo includes:
Question 38
Marvin, age 56, is a smoker with diabetes. He has just been diagnosed as hypertensive. Which of the following drugs has the potential to cause the development of bronchial asthma and inhibit gluconeogenesis?
Question 39
A patient presents to the primary care provider complaining of a rash on his right forehead that started yesterday and is burning and painful. The physical exam reveals an erythematous, maculopapular rash that extends over the patient’s right eye to his upper right forehead. Based on the history and examination, the most likely cause of this patient’s symptoms is:
Question 40
Of the following choices, the least likely cause of cough is:
Question 41
An 83-year-old female presents to the office complaining of diarrhea for several days. She explains she has even had fecal incontinence one time. She describes loose stools 3–4 times a day for several weeks and denies fever, chills, pain, recent antibiotic use. The history suggests that the patient has:
Question 42
A 40 year old presents with a hordeolum. The nurse practitioner teaches the patient to:
Question 43
An elderly patient is being seen in the clinic for complaint of “weak spells” relieved by sitting or lying down. How should the nurse practitioner proceed with the physical examination?
Question 44
The Centor criteria for diagnosis of Group A B-hemolytic streptococcus includes which of the following?
Question 45
Group A ?-hemolytic streptococcal (GABHS) pharyngitis is most common in which age group?
Question 46
Which of the following statements about malignant melanomas is true?
Question 47
What conditions must be met for you to bill “incident to” the physician, receiving 100% reimbursement from Medicare?
Question 48
Appropriate therapy for peptic ulcer disease (PUD) is:
Question 49
A cashier complains of dull ache and pressure sensation in her lower legs. It is relieved by leg elevation. She occasionally has edema in her lower legs at the end of the day. What is the most likely cause of these problems?
Question 50
A 16 year old male presents with mild sore throat, fever, fatigue, posterior cervical adenopathy, and palatine petechiae. Without a definitive diagnosis for this patient, what drug would be least appropriate to prescribe?

Assignment: Urban Emergency Department
Assignment: Urban Emergency Department
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.

Oregon Death with Dignity Act
Oregon Death with Dignity Act
NUR3826 Ethical and Legal Aspects of Nursing
Week 4 discussion
DQ1
Read the attached ethical situations. Choose one of the case study scenarios and answer the questions that follow it (Autonomy, Euthanasia, Oregon Death with Dignity Act, Assisted Reproduction, Universal Health Care, and Bioterrorism). Consider the nurses role, legal considerations, and the ethical principles involved.
DQ2
Choose the health care setting that most closely correlates with your own place of practice or one you desire to work in.
1. Acute Care Setting
2. Ambulatory and Managed Care Setting
3. Public and Community Health Setting
4. Long-Term Care Setting
5. Research
6. Education
Describe the legal and ethical issues that can arise in your chosen setting and reflect on what you have learned in this course to assist you in your practice.
Oregon
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Current Status
The has been in effect since October 27, 1997. It has worked as intended and without flaws or any evidence of abuse or coercion.
Learn how the works ›
2019 Legislative Session
In the 2019 legislative session, the Oregon legislature approved and Governor Brown on July 23, 2019 signed a bill that eliminates the 15-day waiting period between oral requests for patients who are fewer than 15 days from death. The law goes into effect on January 1, 2020. Learn more about SB 579 ›
Oregon’s Death with Dignity Act has helped to improve end-of-life health care for thousands of Oregonians. We are proud Oregon leads the way in palliative care, hospice care and in providing peace of mind for the terminally ill.
—U.S. Senator Ron Wyden (D-Oregon)
The Oregon Health Authority monitors and enforces compliance with the Act and each February produces an annual report.
Read Oregon Death with Dignity Act Reports ›
History
Oregon voters approved the Death with Dignity Act at the ballot in 1994. In 1997, Oregonians reiterated their support when they defeated a ballot measure aiming to repeal the law. The Act went into into effect shortly thereafter, and implementation began in 1998. Over the 18 years since the law took effect, the State of Oregon reports over 1,500 terminally ill patients have received prescriptions for aid in dying medication, and just under 1,000 used that medication to hasten their deaths.
The Act has withstood multiple attempts to nullify it, both legislatively, in the Oregon legislature and the US Congress, and in federal courts. In 2006, US Supreme Court ruled that Oregon physicians can prescribe life-ending medication under the Act.
Read the complete history of Oregon’s Law ›
Resources and Additional Information
About the Statute and Its Implementation
Full text of the
Annual reports on the usage of the Act (our visual summary of the 2015 and 2016 reports)
Oregon Health Authority’s Public Health Division – provides information about the statute, offers request and compliance forms
Resources for Patients
How to access the Oregon Death with Dignity Act
End of Life Choices Oregon – a nonprofit organization which helps patients navigate the request process of the Oregon Death with Dignity Act.
Form for patients – Request for Medication to End My Life in a Peaceful and Dignified Manner
Resources for Healthcare Providers
Forms for healthcare providers
Attending physician’s compliance form
Attending physician follow-up form
Consulting physician’s compliance form
Psychiatric/psychological consultant’s compliance form
Pharmacy dispensing record

Assignment: Urinary Elimination Disorders
Assignment: Urinary Elimination Disorders
NUR2571 ALL Modules Assignments latest 2018 july – 00593537
nyanya
9-11 minutes
Module 01 Written Assignment – Bowel and Urinary Disorders
Complete the comparison tables on urinary disorders and bowel disorders.
Submit your completed assignment by following the directions linked below. Please check the Course Calendar for specific due dates.
Comparison of Urinary Elimination Disorders:
Stress Incontinence
Benign Prostatic Hypertrophy
Pyelonephritis
Pathophysiology
Etiology
Clinical Manifestations
Interventions
Comparison of Bowel Elimination Disorders:
Diarrhea
Bowel Obstruction
Hemorrhoids
Pathophysiology
Etiology
Clinical Manifestations
Interventions
Module 02 Written Assignment – Fluid/electrolyte disturbances and ABG interpretation
Complete the Fluid disturbance table and answer the following ABGs (Arterial Blood Gases).
Submit your completed assignment by following the directions linked below. Please check the Course Calendar for specific due dates.
Comparison of Fluid Deficit and Fluid Overload
a
Fluid Deficit
Fluid Overload
Definition
Causes/Risk Factors
Clinical Manifestations (including laboratory data)
Collaborative Management (Interventions)
Interpret the following Arterial Blood Gases
1. pH 7.33 PaCO2 60 HCO3 34
A. Normal ABG values
B. Respiratory acidosis without compensation
C. Respiratory acidosis with partial compensation
D. Respiratory acidosis with full compensation
2. pH 7.48 PaCO2 42 HCO3 30
A. Metabolic acidosis without compensation
B. Respiratory alkalosis with partial compensation
C. Respiratory alkalosis with full compensation
D. Metabolic alkalosis without compensation
3. pH 7.38 PaCO2 38 HCO3 24
A. Respiratory alkalosis
B. Normal
C. Metabolic Alkalosis
D. None of the above
4. pH 7.21 PaCO2 60 HCO3 24
A. Normal
B. Respiratory acidosis without compensation
C. Metabolic acidosis with partial compensation
D. Respiratory acidosis with complete compensation
5. pH 7.48 PaCO2 28 HCO3 20
A. Respiratory alkalosis with partial compensation
B. Respiratory alkalosis with complete compensation
C. Metabolic alkalosis without compensation
D. Metabolic alkalosis with complete compensation
Module 03 Written Assignment – Respiratory Disease
Complete the Respiratory Diseases comparison table.
Submit your completed assignment by following the directions linked below. Please check the Course Calendar for specific due dates.
Comparison of Respiratory Disorders:
Asthma
Emphysema
Chronic Bronchitis
Pneumonia
Pathophysiology
Etiology/Population at Risk
Clinical Manifestations including Laboratory data
Typical Nursing Diagnosis
Interventions
Module 04 Written Assignment – Concept Map-Hypertension
Develop and Concept Map, using the form provided, on the following patient. Include Diagnostic data and medical orders that you expect to be ordered on the patient.
T.J., a 30-year-old African American client, is in his last year of law school and is clerking for a prestigious law firm. He and his fiancé plan to marry as soon as he graduates. During the last week he has had four dizzy spells and a headache at the base of his skull upon awakening for the last 2 days. His father has a history of hypertension, so T.J. is aware that his symptoms may indicate high blood pressure. On his way home from work, T.J. stops by the clinic and asks the nurse to check his blood pressure. The nursing assessment yields the following data.
Subjective data: States he has had four dizzy spells and has awakened with a headache in the occipital lobe the last two mornings. T.J. has 1 glass of wine at lunch and 2-3 beers in the evening to relax from the tension of school and work. Most of his meals are at fast-food establishments and have a high fat content. T.J. does not smoke. He used to jog 4 mornings a week but quit when he started clerking. He has had nocturia for the last 3 weeks. He is not taking any medication. T.J. states he is concerned about having hypertension because he does not want to take medication.
Objective data: T 98.6°F(37°C), AP 78 beats/min, R 16 breaths/min, BP 142/92 mm Hg, Wt 190 lbs (optimum weight 160). No edema noted in hands, feet, or legs.
Possible Nursing Diagnosis
Patient Data/Risk Factors
Clinical Manifestations
Subjective:
Objective:
Module 05 Written Assignment – Medications affecting Coagulation
Please go through and fill out the table on Medications affecting Coagulation. If need be go back on previous lectures or your textbook for resources to help you complete the assignment.
Submit your completed assignment by following the directions linked below. Please check the Course Calendar for specific due dates.
Module 06 Written Assignment – Inflammatory Diseases
Complete the comparison table for Inflammatory Diseases.
Submit your completed assignment by following the directions linked below. Please check the Course Calendar for specific due dates.
Comparison of Inflammatory Disease:
Rheumatoid Arthritis
Systemic Lupus Erythematosus
Ulcerative Colitis
Pathophysiology
Etiology
Clinical Manifestations
Common Laboratory Tests
Treatment
Module 07 Written Assignment – Acute Complications of Diabetes
Fill out the Table comparing the Acute Complications of Diabetes.
Submit your completed assignment by following the directions linked below. Please check the Course Calendar for specific due dates.
Comparison of Acute Complications of Diabetes:
Hypoglycemia
Diabetic Ketoacidosis
Hyperosmolar Hyperglycemic Nonketotic syndrome
Clinical Manifestations
Diagnostic Data
Interventions
Patient Teaching
Module 08 Written Assignment – Otitis Media
An 8-year-old girl comes to your ambulatory care clinic with complaints of left ear pain for the past 3 days. She had respiratory infection a week ago. On physical examination, the tympanic membrane is bulging.
Answer the following questions:
What else should you ask the client?
What teaching would you reinforce to prevent the recurrence of otitis media?
What expected outcomes would be specific to this situation?
Submit your completed assignment by following the directions linked below. Please check the Course Calendar for specific due dates.
Module 09 Written Assignment – Seizures
An older client was recently discharged from the hospital for evaluation of seizure activity. His history reveals that he has late-stage Alzheimer’s disease, Parkinson’s disease, hypertension, and type II diabetes mellitus, which is controlled by diet. He lives at home, where his wife and daughter take care of him. His discharge medications include phenytoin (Dilantin), 100 mg BID; hydrochlorothiazide (HydroDIURIL), 50 mg QD; levodopa (Sinemet), 25/100 TID; and haloperidol (Haldol), 1 mg before bed. The client has been referred for home care nursing follow-up.
Questions:
On the initial home visit by the nurse, what assessments should be made?
The wife and daughter need teaching about his antiepileptic medication. What teaching should be included?
During the initial home visit, the client experiences a generalized seizure. What action should the nurse take?
Submit your completed assignment by following the directions linked below. Please check the Course Calendar for specific due dates.
Module 10 Written Assignment – Exemplars
Fill out the Alteration in Metabolism Exemplar Table.
Submit your completed assignment by following the directions linked below. Please check the Course Calendar for specific due dates.
Alterations in Metabolism
Obesity
Hyperthyroid
Hypothyroid
Pathophysiology
Risk Factors
Assessment Findings (including Labs)
Possible Nursing Diagnosis
Interventions (including Medications)

Assignment: Family Nurse Practitioner
Assignment: Family Nurse Practitioner
Week 1 discussion
Discussion Questions
The discussion assignment provides a forum for discussing relevant topics for this week based on the course competencies covered
For this assignment, post a response to one question in the Discussion Area by the due date assigned You may respond to your classmates’ postings for either question
To support your work, use your course and text readings and also use the South University Online Library As in all assignments, cite your sources in your work and provide references for the citations in APA format
Start reviewing and responding to the postings of your classmates as early in the week as possible Respond to at least two of your classmates’ initial postings Participate in the discussion by asking a question, providing a statement of clarification, providing a point of view with a rationale, challenging an aspect of the discussion, or indicating a relationship between two or more lines of reasoning in the discussion Cite sources in your responses to other classmates Complete your participation for this assignment by the end of the week
You are a Family Nurse Practitioner working in a community health center You are seeing a 14-year-old adolescent patent for an annual visit The patient’s mother is also present during the visit and notes that the patient’s grades in school have been declining Her son is also hanging out with a group of kids that she has concerns about The mother has concerns for what is going on with her son Answer the following questions using course resources (texts) and two other evidence-based sources (current guidelines and/or scholarly articles that are within a 3-5 year time frame)
What are the components of an annual exam for an adolescent patient?
Is the mother required to be present during your exam?
Describe 1 health promotion idea that you would discuss with your middle adolescence patient Why is this idea important?
What are some screening tools that might be of importance in this situation? (hint: do you suspect drug or alcohol abuse here?)
Week 2 discussion
A fifteen-year-old female presents to your clinic complaining of shortness of breath and a nonproductive nocturnal cough She states she used to feel this way only with extreme exercise, but lately, she has felt this way continuously She denies any other upper respiratory symptoms, chest pain, gastrointestinal symptoms, or urinary tract symptoms Her past medical history is significant only for seasonal allergies, for which she takes a nasal steroid spray but is otherwise on no other medications She has had no surgeries Her mother has allergies and eczema, and her father has high blood pressure She is the only child She denies smoking and illegal drug use On examination, she is in no acute distress and her vital signs are: T 986, BP 120/80, pulse 80, and respirations 20 Her head, eyes, ears, nose, and throat examinations are essentially normal Inspection of her anterior and posterior chest shows no abnormalities On auscultation of her chest, there is decreased air movement and high-pitched whistling on expiration in all lobes Percussion reveals resonant lungs
What is the chief complaint?
Based on the subjective and objective information provided what are your 3 top differential diagnosis listing the presumptive final diagnosis first?
What treatment plan would you consider utilizing current evidence based practice guidelines?
Week 3 discussion
In week 3 you learned about other common adolescent health conditions Review the following case study and answer the following questions:
An 18 year old white female presents to your clinic today with a 2 week history of intermittent abdominal pain She also is positive for periodic cramping and diarrhea as well as low grade fever She also notes reduced appetite She notes that She admits smoking ½ PPD for the last 2 years Denies any illegal drug or alcohol use Does note a positive history of Crohn’s Disease Based on the information provided answer the following questions:
What are the top 3 differentials you would consider with the presumptive final diagnosis listed first?
What focused physical exam findings would be beneficial to know?
What diagnostic testing needs completed if any to confirm diagnosis?
Using evidence based treatment guidelines note a treatment plan
Week 4 discussion
Discussion
This week’s content addressed common chronic diseases Please review the case study below and answer the following questions:
A sixty-year-old baker presents to your clinic, complaining of increasing shortness of breath and nonproductive cough over the last month She feels like she can’t do as much activity as she used to do without becoming tired She even has to sleep upright in her recliner at night to be able to breathe comfortably She denies any chest pain, nausea, or sweating Her past medical history is significant for high blood pressure and coronary artery disease She had a hysterectomy in her 40s for heavy vaginal bleeding She is married and is retiring from the local bakery soon She denies any tobacco, alcohol, or drug use Her mother died of a stroke, and her father died from prostate cancer She denies any recent upper respiratory illness, and she has had no other symptoms On examination, she is in no acute distress Her blood pressure is 160/100, and her pulse is 100 She is afebrile, and her respiratory rate is 16 With auscultation, she has distant air sounds and she has late inspiratory crackles in both lower lobes On cardiac examination, the S1 and S2 are distant and an S3 is heard over the apex
What is the chief complaint?
Based on the subjective and objective information provided what are your 3 top differential diagnosis listing the presumptive final diagnosis first?
What treatment plan would you consider utilizing current evidence based practice guidelines?

Capitalism and Racism Assignment
Capitalism and Racism Assignment
Permalink:
Identify an action/occurrence that you consider to have been racist and discuss:
who profited from the action, and what was gained.
Describe the happening in detail and then decide who profited from the situation or action and in what way? Talk about what was gained and who gained it. Don’t focus on what was lost or who lost, focus on profit. This paper should expand on your discussion; go further in depth.
This assignment should be 2 pages in length, double spaced. It is due on LESSON 2 WRITING: Capitalism and Racism
Identify an action/occurrence that you consider to have been racist and discuss:
who profited from the action, and what was gained.
Describe the happening in detail and then decide who profited from the situation or action and in what way? Talk about what was gained and who gained it. Don’t focus on what was lost or who lost, focus on profit. This paper should expand on your discussion; go further in depth.
Identify an action/occurrence that you consider to have been racist and discuss:
who profited from the action, and what was gained.
Describe the happening in detail and then decide who profited from the situation or action and in what way? Talk about what was gained and who gained it. Don’t focus on what was lost or who lost, focus on profit. This paper should expand on your discussion; go further in depth.
This assignment should be 2 pages in length, double spaced. It is due on LESSON 2 WRITING: Capitalism and Racism
Identify an action/occurrence that you consider to have been racist and discuss:
who profited from the action, and what was gained.
Describe the happening in detail and then decide who profited from the situation or action and in what way? Talk about what was gained and who gained it. Don’t focus on what was lost or who lost, focus on profit. This paper should expand on your discussion; go further in depth.

Capella FPX4010 Assessment 2
Capella FPX4010 Assessment 2 Assignment
For this assessment, you will create a 2-4 page report on an interview you have conducted with a health care professional. You will identify an issue from the interview that could be improved with an interdisciplinary approach, and review best practices and evidence to address the issue.
As a baccalaureate-prepared nurse, your participation and leadership in interdisciplinary teams will be vital to the health outcomes for your patients and organization. One way to approach designing an improvement project is to use the Plan-Do-Study-Act (PDSA) cycle. The Institute for Healthcare Improvement describes it thus:
The Plan-Do-Study-Act (PDSA) cycle is shorthand for testing a change in the real work setting—by planning it, trying it, observing the results, and acting on what is learned. This is the scientific method adapted for action-oriented learning…Essentially, the PDSA cycle helps you test out change ideas on a smaller scale before evaluating the results and making adjustments before potentially launching into a somewhat larger scale project (n.d.).
You might also recognize that the PDSA cycle resembles the nursing process. The benefit of gaining experience with this model of project design is that it provides nurses with an opportunity to ideate and lead improvements. For this assessment, you will not be implementing all of the PDSA cycle. Instead, you are being asked to interview a health care professional of your choice to determine what kind of interdisciplinary problem he or she is experiencing or has experienced in the workplace. This interview, in Assessment 2, will inform the research that you will conduct to propose a plan for interdisciplinary collaboration in Assessment 3.
Reference
Institute for Healthcare Improvement. (n.d.).How to improve.Retrieved from http://www.ihi.org/resources/Pages/HowtoImprove/default.aspx
Demonstration of Proficiency
· Competency 2: Explain how interdisciplinary collaboration can be used to achieve desired patient and systems outcomes.
o Summarize an interview focused on past or current issues at a health care organization.
o Describe collaboration approaches from the literature that could be relevant in establishing or improving an interdisciplinary team to address an organizational issue.
· Competency 3: Describe ways to incorporate evidence-based practice within an interdisciplinary team.
o Identify an issue from an interview for which an evidence-based interdisciplinary approach would be appropriate. Capella FPX4010 Assessment 2 Assignment
· Competency 4: Explain how change management theories and leadership strategies can enable interdisciplinary teams to achieve specific organizational goals.
o Describe change theories and a leadership strategy that could help develop an interdisciplinary solution to an organizational issue.
· Competency 5: Apply professional, scholarly, evidence-based communication strategies to impact patient, interdisciplinary team, and systems outcomes.
o Communicate with writing that is clear, logically organized, and professional, with correct grammar and spelling, using current APA style.
Professional Context
This assessment will introduce the Plan-Do-Study-Act (PDSA) Model to create change in an organization. By interviewing a colleague of your choice, you will begin gathering information about an interprofessional collaboration problem that your colleague is experiencing or has experienced. You will identify a change theory and leadership strategies to help solve this problem. Capella FPX4010 Assessment 2 Assignment
Scenario: Capella FPX4010 Assessment 2 Assignment
This assessment is the first of three related assessments in which you will gather interview information (Assessment 2); design a proposal for interdisciplinary problem-solving, (Assessment 3); and report on how an interdisciplinary improvement plan could be implemented in a place of practice (Assessment 4). At the end of the course, your interviewee will have a proposal plan based on the PDSA cycle that he or she could present to stakeholders to address an interdisciplinary problem in the workplace.
For this assessment, you will need to interview a health care professional such as a fellow learner, nursing colleague, administrator, business partner, or another appropriate person who could provide you with sufficient information regarding an organizational problem that he or she is experiencing or has experienced, or an area where they are seeking improvements. Consult the Interview Guide [DOCX] for an outline of how to prepare and the types of information you will need to complete this project successfully.
Remember: this is just the first in a series of three assessments.
Instructions
For this assessment, you will report on the information that you collected in your interview, analyzing the interview data and identifying a past or current issue that would benefit from an interdisciplinary approach. This could be an issue that has not been addressed by an interdisciplinary approach or one that could benefit from improvements related to the interdisciplinary approach currently being used. Additionally, you will start laying the foundation for your Interdisciplinary Plan Proposal (Assessment 3) by researching potential change theories, leadership strategies, and collaboration approaches that could be relevant to issue you have identified.
When submitting your plan, use the .capella.edu/bbcswebdav/institution/NURS-FPX/NURS-FPX4010/190400/Course_Files/cf_interview_issue_id_template.docx” title=”Select this link to launch this material in a new window.”>Interview and Issue Identification Template [DOCX],which will help you to stay organized and concise. As you complete the template, make sure you use APA format for in-text citations for the evidence and best practices that are informing your plan, as well as for the reference list at the end. Capella FPX4010 Assessment 2 Assignment
Additionally, be sure to address the following, which corresponds to the grading criteria in the scoring guide. Please study the scoring guide carefully so you understand what is needed for a distinguished score.
· Summarize an interview focused on past or current issues at a health care organization.
· Identify an issue from an interview for which an evidence-based interdisciplinary approach would be appropriate.
· Describe potential change theories and a leadership strategies that could inform an interdisciplinary solution to an organizational issue.
· Describe collaboration approaches from the literature that could facilitate establishing or improving an interdisciplinary team to address an organizational issue.
· Communicate with writing that is clear, logically organized, and professional, with correct grammar and spelling, and using current APA style.
Additional Requirements
· Length of submission:Use the provided template. Most submissions will be 2 to 4 pages in length. Be sure to include a reference page at the end of the plan.
· Number of references: Cite a minimum of 3 sources of scholarly or professional evidence that support your central ideas. Resources should be no more than 5 years old.
· APA formatting: Make sure that in-text citations and reference list follow current APA style.

Assignment: Impact of Aquifer Case Study
Assignment: Impact of Aquifer Case Study
Aquifer Case Study
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 in the top-right 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, the midterm exam, and the 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 #26: 55-year-old male with fatigue – Mr. Cunha.”
Submission Details:
Name your document SU_NSG6440_W6_Project1_LastName_FirstInitial.pdf.
Submit your document to the Submissions Area by the due date assigned.
Abstract
The Chalk aquifer of the English South Downs is very heavily utilised. The groundwater resources have enjoyed a formal programme of management which started in the 1950s, although a number of actions had been taken earlier in order to deal with saline intrusion and potential risk to groundwater quality from urbanisation. In the late 1950s the policy of ‘leakage/storage’ boreholes was first adopted, whereby the ‘leakage’ boreholes along the coast were pumped in winter to intercept fresh water discharge to the sea and to maximise the recharge potential inland, and inland ‘storage’ boreholes were used, as much as possible, in the summer months only. A comprehensive monitoring programme supported by aquifer modelling has enabled a gradual increase in overall abstraction to take place without increasing groundwater degradation due to saline intrusion. There have been various pollution prevention strategies over the years, and these have been effective in protecting the groundwater despite the high population density and widespread agricultural activity within the South Downs. The management of the aquifer has clearly been successful; there are many lessons from this experience that can be applied to other regions and other aquifers.
groundwater management monitoring pollution prevention saline intrusion
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References
Headworth, H. G. and Fox, G. B.: 1986, The South Downs Chalk aquifer: its development and management, J. Inst. Water Engineers Scientists 40, 345–361.Google Scholar
Headworth, H. G.: 1994, The groundwater schemes of Southern Water 1970–90, recollections of a golden age, Technical Report, Southern Water Group.Google Scholar
Jones H. K. and Robins N. S. (eds): 1998, The South Downs Aquifer. National Groundwater Survey, Report British Geological Survey.Google Scholar
Miles, R.: 1993, Maintaining groundwater supplies during drought conditions in the Brighton area, J. Inst. Water Environ. Manage. 7, 382–386.Google Scholar
NRA: 1990, Groundwater Vulnerability Map of Sussex, 1: 100 000, National Rivers Authority, Worthing.Google Scholar
NRA: 1992, Policy and practice for the protection of groundwater, HMSO, London.Google Scholar
Nutbrown, D. A.: 1976, A model study of the effects of artificial recharge, J. Hydrology 31, 1–2, 57–65.Google Scholar
Price, M., Bird, M. J. and Foster, S. S. D.: 1976, Chalk pore size measurements and their significance, Water Services (October) 596–600.Google Scholar
Southern Water Authority: 1984, Aquifer protection policy, Southern Water Authority, Brighton.Google Scholar

Capella FPX4010 Assessment 1
Capella FPX4010 Assessment 1 Assignment
For this assessment you will create a 5-10 minute video reflection on an experience in which you collaborated interprofessionally, as well as a brief discussion of an interprofessional collaboration scenario and how it could have been better approached.
Interprofessional collaboration is a critical aspect of a nurse’s work. Through interprofessional collaboration, practitioners and patients share information and consider each other’s perspectives to better understand and address the many factors that contribute to health and well-being (Sullivan et al., 2015). Essentially, by collaborating, health care practitioners and patients can have better health outcomes. Nurses, who are often at the frontlines of interacting with various groups and records, are full partners in this approach to health care.
Reflection is a key part of building interprofessional competence, as it allows you to look critically at experiences and actions through specific lenses. From the standpoint of interprofessional collaboration, reflection can help you consider potential reasons for and causes of people’s actions and behaviors (Saunders et al., 2016). It also can provide opportunities to examine the roles team members adopted in a given situation as well as how the team could have worked more effectively.
References
Saunders, R., Singer, R., Dugmore, H., Seaman, K., & Lake, F. (2016). Nursing students’ reflections on an interprofessional placement in ambulatory care. Reflective Practice, 17(4), 393–402.
Sullivan, M., Kiovsky, R., Mason, D., Hill, C., & Duke, C. (2015). Interprofessional collaboration and education. American Journal of Nursing, 115(3), 47–54.
Demonstration of Proficiency
Competency 1: Explain strategies for managing human and financial resources to promote organizational health.
Identify how poor collaboration can result in inefficient management of human and financial resources supported by evidence from the literature.
Competency 2: Explain how interdisciplinary collaboration can be used to achieve desired patient and systems outcomes.
Reflect on an interdisciplinary collaboration experience noting ways in which it was successful and unsuccessful in achieving desired outcomes.
Identify best-practice interdisciplinary collaboration strategies to help a team to achieve its goals and work more effectively together.
Competency 4: Explain how change management theories and leadership strategies can enable interdisciplinary teams to achieve specific organizational goals.
Identify best-practice leadership strategies from the literature, which would improve an interdisciplinary team’s ability to achieve its goals.
Competency 5: Apply professional, scholarly, evidence-based communication strategies to impact patient, interdisciplinary team, and systems outcomes.
Communicate in a professional manner that is easily audible and uses proper grammar. Format reference list in current APA style.
Professional Context
This assessment will help you to become a reflective practitioner. By considering your own successes and shortcomings in interprofessional collaboration, you will increase awareness of your problem-solving abilities. You will create a video of your reflections, including a discussion of best practices of interprofessional collaboration and leadership strategies, cited in the literature.
Scenario
As part of an initiative to build effective collaboration at your Vila Health site, where you are a nurse, you have been asked to reflect on a project or experience in which you collaborated interprofessionally and examine what happened during the collaboration, identifying positive aspects and areas for improvement. Capella FPX4010 Assessment 1 Assignment
You have also been asked to review a series of events that took place at another Vila Health location and research interprofessional collaboration best practices and use the lessons learned from your experiences to make recommendations for improving interprofessional collaboration among their team. Your task is to create a 5–10 minute video reflection with suggestions for the Vila Health team that can be shared with leadership as well as Vila Health colleagues at your site. Note: If you require the use of assistive technology or alternative communication methods to participate in this activity, please contact DisabilityServices@Capella.edu to request accommodations. If, for some reason, you are unable to record a video, please contact your faculty member as soon as possible to explore options for completing the assessment.
Instructions
Using Kaltura, record a 5–10 minute video reflection on an interprofessional collaboration experience from your personal practice, proposing suggestions on how to improve the collaboration presented in the Vila Health: Collaboration for Change activity.
Be sure that your assessment addresses the following criteria. Please study the scoring guide carefully so you will know what is needed for a distinguished score:
Reflect on an interdisciplinary collaboration experience, noting ways in which it was successful and unsuccessful in achieving desired outcomes.
Identify how poor collaboration can result in inefficient management of human and financial resources, citing supporting evidence from the literature.
Identify best-practice leadership strategies from the literature that would improve an interdisciplinary team’s ability to achieve its goals, citing at least one author from the literature.
Identify best-practice interdisciplinary collaboration strategies to help a team achieve its goals and work together, citing the work of at least one author.
Communicate in a professional manner, is easily audible, and uses proper grammar. Format reference list in current APA style. Capella FPX4010 Assessment 1 Assignment
You will need to relate an experience that you have had collaborating on a project. This could be at your current or former place of practice, or another relevant project that will enable you to address the requirements. In addition to describing your experience, you should explain aspects of the collaboration that helped the team make progress toward relevant goals or outcomes, as well as aspects of the collaboration that could have been improved.
A simplified gap-analysis approach may be useful:
What happened?
What went well?
What did not go well?
What should have happened?
After your personal reflection, examine the scenario in the Vila Health activity and discuss the ways in which the interdisciplinary team did not collaborate effectively and the negative implications for the human and financial resources of the interdisciplinary team and the organization as a whole.
Building on this investigation, identify at least one leadership best practice or strategy that you believe would improve the team’s ability to achieve their goals. Be sure to identify the strategy and its source or author and provide a brief rationale for your choice of strategy.
Additionally, identify at least one interdisciplinary collaboration best practice or strategy to help the team achieve its goals and work more effectively together. Again, identify the strategy, its source, and reasons why you think it will be effective.
You are encouraged to integrate lessons learned from your self-reflection to support and enrich your discussion of the Vila Health activity.
You are required to submit an APA-formatted reference list for any sources that you cited specifically in your video or used to inform your presentation. The Example Kaltura Reflection will show you how to cite scholarly sources in the context of an oral presentation. Capella FPX4010 Assessment 1 Assignment
Refer to the Campus tutorial Using Kaltura [PDF] as needed to record and upload your reflection.
Additional Requirements
References:Cite at least 3 professional or scholarly sources of evidence to support the assertions you make in your video. Include additional properly cited references as necessary to support your statements.
APA Reference Page:Submit a correctly formatted APA reference page that shows all the sources you used to create and deliver your video.
You may wish to refer to the Campus APA Module for more information on applying APA style. Capella FPX4010 Assessment 1 Assignment