Nursing

SMART Goals and Project Objectives
SMART Goals and Project Objectives
N4685 Capstone Seminar
Module 2: Capstone Project – SMART Goals and Project Objectives
Name: Date:
Overview: Capstone Project – Smart Goals and Project Objectives
In this assignment, you will locate and summarize content of 2 articles on the use of SMART goals/objectives: what they are, how they are used, and why they are effective. Assignment must contain citations and references in correct APA format.
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You will also select 3 peer reviewed articles that address your chosen focus area for your Capstone Project and create 3-5 goals/objectives for your Capstone Project using the SMART Goals/Objective format.
Objectives
· Summarize 2 articles discussing what SMART goals are, how they are used, and/or why they can be an effective tool.
· Select 3 peer reviewed articles addressing chosen focus area to include in the provided grid.
· Create 3-5 objectives for Capstone Project using SMART format.
Rubric
Use this rubric to guide your work on the Module 2 assignment.
NOTE: All assignments and discussion posts are expected to be completed on time.
Tasks Target Acceptable Unacceptable
1. SMART Goals Article Summary
(40 pts)
Clear and strong summary of 2 articles on use of and purpose of SMART goals. Writes 2 summaries – one summary for each article. Each summary is 1 paragraph of 3-4 well-written, original sentences. (40 pts) General statements reflecting article summary and/or missing one article summary, missing SMART goal format.
(20 pts)
No synthesis of articles on use of and formulating SMART goals.
(0 pts)
2. Creates 3-5 SMART goals/objectives.
(20 points)
Creates 3-5 goals/objectives using SMART format including Bloom Taxonomy terms.
(20 points)
2 or less goals/objectives utilizing SMART goal format using Bloom Taxonomy terms.
(10 points)
Goals/Objectives not written in SMART goal format and/or no use of Bloom Taxonomy terms.
(0 points)
3. Cites 3 peer reviewed articles related to the chosen focus area of Capstone project (management, education, or clinical specialty)
(30 pts)
Correctly cites 3 peer reviewed articles for chosen focus area of Capstone project
(30 pts)
Cites 2 or less peer reviewed articles.
(15 pts)
No peer reviewed articles cited to support SMART goals/objectives.
(0 points)
APA format
(10 pts)
Articles and lists the APA references correctly – no errors. (10 pts) Articles and lists the APA references correctly. 1-3 errors. (6 pt.) Articles and lists the APA references correctly. 4 or more errors. (0 pts)
1. Summarize Articles on SMART Objectives Format (Type in the box below)
Summarize content of 2 articles found on SMART goals/objectives. Write your summary in proper APA format. Must include in-text citations and references for both articles. Write one paragraph for each article summary. Should have paragraphs.
TYPE IN THE BOX BELOW (Box will expand as you type in it)
2. Create 3-5 Project Objectives (Type in the grid provided below).
3. Cite 3 Peer Reviewed Articles on Chosen Focus Area for Capstone Project
Create a minimum of 3 and maximum of 5 objectives based upon Bloom’s Taxonomy (See and/or and you can always “google” Bloom Taxonomy for more information). These objectives reflect the changes you want to see in the behavior of the participants/audience as a result of acquiring the information that you present. Remember: Objectives must be specific, measurable, attainable, realistic, and timed (S.M.A.R.T.) and each must include a Bloom term. At a minimum, at least one objective should be “immediate” and one “long term.” Use the table below to record the Objectives and Content for your Capstone Project. (You must create at least three objectives. If you have more, insert rows in the table). Remember that your final project will need at least three references (less than five years old). See the example for how to format this grid.
Example Objectives
(3-5 Objectives)
Example Content and Citing of Peer Reviewed Articles
(Total of 3)
1. By the end of the presentation, 98% of the audience will be able to identify three ways to prevent falls in the LTC until.
(Note: this is an immediate outcome, there is a time frame, there is a % of the audience, identify is the Bloom term. This goal is measurable).
· Fall prevention
Doe, J. (2014). How to prevent falls in a long term care unit. Journal of Fall Prevention, 8(26), 23-32. Retrieved from EBSCOhost.
2. Within three months of the presentation, 95% of the audience will be able to recite three reasons to use a fall assessment form with any change in condition for residents.
(Note: this is a long-term goal, there is a time frame, there is a % of the audience, and “recite” is the Bloom term. This goal is measurable).
· Fall assessment forms
Smith, J. (2013). Why are fall assessment forms important? Journal of Fall Assessments, 7(4), 12-15. Retrieved from EBSCOhost.
3. (Write your third outcome here – it can be either immediate or long-term. Remember it must be SMART and include a Bloom term). · Content Topic
Must have at least one reference here as three are required for this assignment – one for each outcome. Please note that for your final project, you will need three references for each outcome that you have for a minimum of nine references. If you have four outcomes, you will need a minimum of twelve references.
Grid provided below for assignment completion.
Complete this grid with your information. Must have a minimum of 3 and maximum of 5.
Project Objectives
(3-5 Objectives)
Content and Citing of Peer Reviewed Articles
(Cite 3 Articles)
1.
2. ·
3. ·
4. ·
5. ·
Uploading Completed Assignment Template:
· Save this completed assignment template with your individual assignment content to your computer in a file you can easily retrieve.
· Upload the completed assignment template into Module 2: Assignment 2 of 2 area in Module 2 of the course.

Assignment: Biological Basis
Assignment: Biological Basis
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Due in week 5 and worth 80 points
Continuing on the research that you started in Week 3, explain what your chosen biotechnology accomplishes and how it is implemented, and describe the body of knowledge that it is based upon. The detailed guidelines are as follows:
Begin with a description of the biotechnology and what it accomplishes. Then, explain whether it involves manipulating the DNA (or RNA) of an organism, or simply utilizing the DNA (or RNA) that is already there naturally.
Provide a full and complete description of exactly how the technology works.
If your technology involves manipulating the DNA of an organism, then you should explain how that is accomplished. Depending on the specific technology, adding DNA to cells is often accomplished with a vector, such as a virus or bacterium, but there are mechanical means as well, such as microinjection or use of a “gene gun.”
If your technology involves interpreting the DNA in an organism (as one might do for personalized medicine), explain how that is accomplished. What are the means of collecting a sample? How is the sample processed? What exactly is being analyzed to generate the interpretation?
Discuss the key biological principles that underlie the technology. Many of them are based on an understanding of genes and how they are expressed. Other technologies may be based on the concept of the genome, transcriptome, or proteome. Others are based on an understanding of non-coding DNA (such as the short-tandem repeats used in DNA fingerprinting). Many are based on an understanding of DNA replication, as well as basic heredity.
The expected length is a proxy for how much detail to go into. Go into enough detail to get at least one page of double-spaced text (about 300 words), but not much more than two pages of double-spaced text (about 600 words). Your overall goal in this assignment is to show the instructor that you understand the underlying science behind the technology.
You must have a reference section which contains an SWS reference to your chosen article and all other sources. Additionally, you must provide in-text citations (in SWS format) to your references in the body of the text. Integrate all sources into your paper using proper techniques of quoting, paraphrasing and summarizing, along with your in-text citations. Double-space your paper. Use standard margins and fonts. Also, follow any additional formatting instructions provided by your instructor.
A large portion of the grading of this assignment is based upon the coherence, depth, and accuracy of your writing.
Objectives evaluated by this assessment:
Categorize a wide range of organisms, from single-celled to multi-celled organisms.
Describe how organisms acquire and utilize both energy and material.
Describe the cell cycle, cell reproduction, and control.
Investigate DNA and gene expression as well as technologies based on our understanding of them.
Discuss interactions between organisms in ecosystems.

Assignment: Gender-Stereotyped Beliefs
Assignment: Gender-Stereotyped Beliefs
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1. During early childhood, gender-stereotyped beliefs
A. first emerge.
B. strengthen.
C. weaken.
D. disappear.
2. Gender-schematic thinking is so powerful that when children see others behaving in gender-inconsistent ways, they
A. become more pronounced in their gender segregation as well as gender-role conformity.
B. experience a crisis of gender labeling that disrupts peer interactions.
C. object and tell that person not to behave in such a way.
D. often can’t remember the behavior or distort their memory to make it gender-consistent.
3. The connection between mature moral reasoning and action is
A. nonexistent due to the fact that theoretical morality and real-life morality are based on different constructs.
B. weak due to the impact of personal relationships on the decision-making process.
C. modest due to the influence of empathy, sympathy, and guilt.
D. strong due to the realization that behavior reflects thinking and judgments.
4. Dr. Arbus is interested in learning how children come to understand their multifaceted world. In her research, she asks questions like, “When do infants discover that they are separate beings, distinct from other people and objects?” Dr. Arbus is studying
A. the inner self.
B. social cognition.
C. personality development.
D. self-concept.
5. Colin says, “I’m Colin. I’m 6 years old and have two older brothers. I’m good at running and football. I’m not very good at wrestling, and I don’t like doing my chores. Sometimes I get mad at my brothers.” Colin is constructing his
A. self-concept.
B. remembered self.
C. theory of mind.
D. autobiographical narrative.
6. Research findings suggest that language is _______ teach children about gender stereotypes and gender roles.
A. the only method to
B. the primary means through which parents
C. not a factor in the way that parents
D. a powerful indirect means to
7. Twin studies reveal that empathy is _______ heritable.
A. slightly
B. highly
C. rarely
D. moderately
8. Which of the following statements is an example of recursive thought?
A. “If she doesn’t give me the book, I’m going to tell the teacher.”
B. “Mommy is mad because I hit my sister.”
C. “I thought you would think I was just kidding when I said that.”
D. “My teacher is always happy.”
9. During the evening drive home, Mr. Cruz looks at his 4-year-old daughter in the rearview mirror and asks what she’s doing. She responds, “I’m thinking inside.” Her response indicates an awareness of the _______ self.
A. categorical
B. enduring
C. remembered
D. inner
10. Eight-year-old Oren has just begun describing other people’s personalities. He is most likely to describe someone as
A. “tall and thin.”
B. “boring and dull.”
C. “angry and sad.”
D. “always fighting with people.”
11. In the United States, _______ students are the most isolated group.
A. white
B. Hispanic
C. black
D. Asian
12. Because cross-cultural findings on the reversals of traditional gender roles are inconclusive, a more direct test of the importance of biology on gender typing could be achieved by
A. studying adolescent boys and girls in tribal villages.
B. observing other-sex play in children who score high in androgyny.
C. observing infant behavioral preferences immediately after birth.
D. testing the impact of sex hormones on gender typing.
13. To manage her emotion, 12-year-old Britney appraises the situation as changeable, identifies the difficulty, and decides what to do about it. Britney is using
A. problem-centered coping.
B. emotion-centered coping.
C. emotional self-efficacy.
D. a secure base.
14. _______ is the only emotion that males express more freely than females in everyday interaction.
A. Anger
B. Sorrow
C. Embarrassment
D. Envy
15. Which of the following four babies who went to the doctor for the same vaccination will most likely remember it better?
A. Mari, who smiled and cooed at the doctor
B. Bina, who was highly upset by the injection
C. Wyatt, who was startled by the injection, but didn’t cry
D. Juan, who remained alert throughout the appointment
16. Mastery-oriented children focus on learning goals, whereas learned-helpless children focus on _______ goals.
A. performance
B. specific
C. short-term
D. social
17. Temper tantrums tend to occur because toddlers
A. frequently compete with siblings for desired toys.
B. are easily overwhelmed and often have a difficult temperament.
C. recall that crying as an infant got them immediate adult attention.
D. can’t control the intense anger that often arises when an adult rejects their demands.
18. After seeing two little boys taunt another child on the playground, Najai tells the teacher that they should make playground rules that protect other people’s rights and welfare. Najai is requesting a common set of
A. social conventions.
B. moral imperatives.
C. moral ideals.
D. matters of personal choice.
19. In 1990, shyness in Chinese children was positively associated with being well-adjusted. However, as China’s market economy exp Assignment: Gender-Stereotyped Beliefs

Mental Illness Is Social Construction
Mental Illness Is Social Construction
1. What is meant by the notion that mental illness is a social construction? How does cross-cultural research suggest that psychopathology is universal rather than a social construction?
2. It is widely recognized that people with autism spectrum disorder display deficits in communication and social behavior. It is perhaps less often noted that in some areas, their abilities may surpass those of people without autism spectrum disorder. What is your understanding if this theory? How do the enhanced abilities of those with autism spectrum disorder lend credence to an evolutionary approach to psychopathology?
3. Phrases such as “broken hearts” and “hurt feelings” liken emotional pain to physical pain. To what extent is the metaphor implied in these phrases supported neuroscientifically?
4. The role of trauma and the experience of unusual states of awareness or identity in the dissociative disorders have led psychologists to explore the relationship between dissociation and post-traumatic stress, on the one hand, and hypnosis, on the other. Briefly summarize the results of this research.
5. Discuss some of the reasons why the treatment of substance-related and addictive disorders is especially challenging. Addiction to methamphetamine is particularly difficult to treat. Review some of the cognitive deficits seen in methamphetamine addiction and explain how these deficits complicate efforts to treat the addiction.
6. Outline the neurodevelopmental hypothesis of the etiology of schizophrenia. In what way does schizophrenia represent a paradox from an evolutionary standpoint?
7. Discuss the evidence for genetic and environmental contributions to personality disorders. Identify the specific experiences that seem to underlie personality disorders. Which personality disorder seems the most genetic?
8. Highlight the beneficial effects of physical exercise not only on preventing cognitive impairment among older adults without neurocognitive disorders but also on reversing decline among those with mild neurocognitive impairment.
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Assignment Outcomes
Analyze the physical, cognitive, social and personality aspects of abnormal psychology and implications across the life span
Examine the major diagnostic domains and specific criteria associated with DSM-5 disorders.
Evaluate legal and ethical issues in mental health treatment
Develop an awareness of diversity and cross-cultural perspectives in abnormal psychology.
Explore available treatment and interdisciplinary services for community members experiencing mental health disorders.
Identify the barriers associated with seeking and receiving therapeutic services.

Assignment: Biomolecules And Nutrition
Assignment: Biomolecules And Nutrition
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You probably want to live a long and healthy life on this earth. What are you willing to do to make that possible? Here is an assignment that can improve the quality of what you eat, and hence, the quality of your life. Let’s develop the rudiments of a maintenance diet for you—a desirable, workable, realistic, non-faddish maintenance diet—one you follow permanently. You have several reference sources:
– the Bible’s many prescriptive texts regarding nutrition (ignore “descriptive” texts)
– your textbook’s chapter on biomolecules; how they are built and used
– the course Presentation entitled “Biomolecules and Nutrition” Assignment: Biomolecules And Nutrition
– trustworthy sources such as
– USDA MyPlate:
– the Mayo Clinic website.
– Very Well website (David Katz’ site):
– Web MD:
The foods you select will contain the same classes of biomolecules that you read about in your textbook: carbohydrates, lipids, proteins, nucleic acids, vitamins, and minerals. Use the following procedure to build your diet.
For your Thread:
1. Click on the link below. This will give you a Word document “work table” to add your foods to. You may wish to print a copy for research purposes. Assignment: Biomolecules And Nutrition
2. Go to the “My Plate Check List Calculator Enter your data to determine how many calories your daily diet should contain. Record this number in your work table.
3. Now go to the USDA MyPlate web site: In the Table, about the middle of the page click on the box representing your caloric needs. Some serving amount data will pop up allocated into 5 food groups. Assignment: Biomolecules And Nutrition
4. Record the suggested serving amounts in your work table to give quantitative values to the categories you will build your diet around.
“What Should I Eat?” – Work Table:
Total Calories:
/per day
Food Group:
Biomolecules in this Group in Order of Relative Biomass*
Serving Amount:
My Food Choices:
10 Fruits
Carbs, Proteins, Oils
My first food, my second food, my third food, my fourth food, etc.
12 Vegetables
Carbs, Proteins, Oils
12 Grains
Carbs, Proteins, Oils
9 Proteins
Proteins, Fats, Oils
7 Dairy Items
Depends on the Food
*as a generalization
5. Start to choose foods using the guideline comments given on the webpage. Use other web pages listed above to get commentary on foods you think (!) are healthy for you. Here are two useful ones to give you ideas:
,
6. Delete the sample foods listed in the “Fruits” category. They are there to show you the format for your own additions. List specific foods that you would eat for each group according the numbers indicated in the first column. The second column of the table will help you with your category accuracy. Do not reuse any food under a second category. You will thus select 50 foods for your diet—not a huge variety, but it’s a start! “Leafy greens” or “seafood” are food categories, not specific foods.
7. “Mouse over the upper left-hand corner of the table to find the tiny navigation box and click on it. This highlights (“selects”) the whole table. Copy it to your computer’s “clipboard”. You can now paste this table into the “Message Box” of your open “Thread” in the discussion board. Along with your table, you may submit up to two prescriptive Bible passages that you feel most constrain your dietary thinking.
Hints:
• Your goal is always to improve your own list. Please include about 70 words for your diet (50 foods, some hyphenated as needed) with space left over for two Bible verses for a total of 120 words. That’s your limit!
• Foods differ in their density of a wide variety of nutrients as compared to just the calories they give you. Which sweet would be better for you: hard candy or a fig bar?
• What is in the food item you’ve selected? Check out: to find out.
• Suppose Mayo Clinic wisdom and Biblical wisdom seem to conflict. Which source will you defer to and why?

Beginner’s Mind And Work Environment
Beginner’s Mind And Work Environment
QUESTION 10
1. “In the ___________ __________ (two words), there are many possibilities; In the experts mind, there are few.” Which of the following best completes this sentence?
A. Beginner’s Mind
B. Principal’s Office
C. Work Environment
D. Steam Engine
0.5 points
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QUESTION 11
1. A baseline assessment in Cognitive Behavioral Couple Therapy involves:
A. Only the use of standardized instruments
B. Only the use of the clinical interview
C. Gaining and understanding of the frequency, intensity, and duration of any given behavior before counseling begins
D. Gaining and understanding of the frequency and intensity ONLY of any given behavior before counseling begins
0.5 points
QUESTION 12
1. When working with a “Customer”, the counselor should utilize ___________ tasks
A. Behavioral
B. Observational
C. Insightful
D. Strenuous
0.5 points
QUESTION 13
1. Which of the following is most like something a Solution Focused Counselor might say?
A. Tell me about your troubled childhood
B. I can tell by the way that you are acting, you are an only child
C. You are making poor choices and you need to change
D. What might you do differently the next time the problem occurs?
0.5 points
QUESTION 14
1. Which of the following is NOT a general goal of Cognitive Behavioral Therapy?
A. Increase desired behaviors and cognitions
B. Bring the subconscious thoughts into the client’s awareness
C. Decrease undesirable behaviors and cognitions
D. Improve problem solving skills
0.5 points
QUESTION 15
1. Extinction is best defined as:
A. The process through which animals and other living beings drastically diminish in number
B. Rewarding negative behaviors with a positive consequence
C. The process in which a behavior is diminished by not reinforcing it
D. The process of balancing risks and rewards
0.5 points
QUESTION 16
1. A “family schema” is best defined as:
A. The way that a family counselor helps clients come up with a “scheme” in order to bring about change in the family system
B. A set of similarly held beliefs about family and life, thus providing a template that organizes the way a family interacts or behaves
C. A genogram, constructed using Bowenian Principles of Interaction
D. All of the above define the family schema
0.5 points
QUESTION 17
1. Narrative therapists maintain that reality is constructed and given meaning through ________.
A. Language
B. Ritual
C. School
D. Cars
0.5 points
QUESTION 18
1. Behavioral Marital Therapy rests on the assumption that:
A. The behavior of each individual is the antecedent and the consequence of another’s actions, meaning that family interaction is “circular” in nature
B. Behavior is “linear” in nature, meaning that all behavior occur without any connection to the behavior of other family members
C. Changes in the marital dyad can only be caused by a practitioner using Behavioral Marital Therapy
D. None of the above describes the assumption upon which Behavioral Marital Therapy rests
0.5 points
QUESTION 19
1. In Narrative Therapy, letters and certificates can be used to:
A. Remind clients that their bill is due at the end of the month
B. Celebrate a new story
C. Highlight accomplishments
D. B and C are correct
0.5 points

Assignment: Anatomy of Pine
Assignment: Anatomy of Pine
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Lab Answers
1. Anatomy of a pine.
a) Place your open seed cone into a cup of tap water.
b) Record: Time into water _2200________
Cone appearance _pine cone ________________________
c) Let the cone sit in the water for at least 30 minutes.
d) Record: Time out of water _2230______
Cone appearance ___cone appeared moist and started to open ______________________
2. Vascular transport.
a) Examine the top of the celery stalk. Record your observations:
The top of the celery had blue stains. The top seemed to have many little blue dots.
b) Make a cross-section cut where the celery stalk has not been split. Record your observations: Assignment: Anatomy of Pine
3. Answer the following questions about seed dispersal.
Why is it important for a parent plant to disperse its seeds? Notice that this is not asking why reproduction is important.
It is important for a parent plant to disperse its seed for many reasons. The ability for the plant to grow near the parent plant may be unfavorable for the plant. Also this may help increase the plants chance for survival. Seed may land on surfaces that provide better nutrients for it. Weather can also damage the seeds, therefore being dispersed to a place that can protect it from the elements can also increase its survival.
What do gymnosperms use to disperse seeds? What do angiosperms use?
Gymnosperm such as (pine, spruce, and douglas fir) have winged seeds dispersed by wind. Other gymnosperms have nuts which are spread by nut-eating animals such as squirrels.
Angiosperm such as ( willows, apple trees, and mangroves adapt and use the environment around them to disperse their seeds.
Some gymnosperms, such as redwoods, release seeds only after a fire. Suggest a reason why this is done.
Redwoods may only release their seeds during a fire due to them adapting to an environment where fires have become part of their life cycle. Fresh nutrients and low competition for direct sunlight are the product of a fire, giving seeds a better survival.
Design an experiment that would test the hypothesis that you posed in c).
4. Which direction does xylem flow? What about phloem?
Xylem-
Water enters thru the roots of a plant and flows upwards to the rest of the plant.
Phloem-
Water flows down from the leaves to the steam to the roots.
5. Use Figure 5.4 to answer this question. What is the function of:
a) radicle?
Is the embryonic root inside of the seed. It is the first thing to emerge out of a seed and down into the ground to allow the seed to suck up water and send out its leaves so that it can start photosynthesizing.
b) hypocotyl?
The hypocotylis is like a stem of a germinating seed. Hypocotyls
c) epicotyl?
Conclusion
Lab Report 6
Purpose
Lab Observations
Lab Answers
Lab 6A: Water transport and salinity
6 Examine the top of the celery stalks. Are there differences between the celery in the high salt and low salt water conditions? Record your observations.
6 Record the distance (cm) traveled by the red dye in high salt conditions (S), the blue dye in high salt conditions (S), the red dye in low salt conditions (non-S) and the blue dye in low salt conditions (non-S).
Table 6.1
Distance (cm)
Red dye (S)
Blue dye (S)
Red dye (non-S)
Blue dye (non-S)
6 From Question 2 above, did the dyes travel at the same rate? What can you conclude about the effect of salinity on water transport in celery from this experiment? Propose a biological or physical explanation for your conclusion.
Lab 6B: Seed germination and environmental conditions
6 Observe the radish seed and sprout. Are radishes monocots or dicots? How can you tell?
6 Describe the results of your experiment in Table 6.2. How many sprouted seeds were present in each group per day? Include any other relevant observations, such as appearance, color, etc. Include any alternative treatments or conditions.
Table 6.2. Seed germination.
Initial date (Day 0): ________________
Record # sprouts, appearance, etc. per day.
Saline solution
Day 1:
Day 2:
Day 3:
Day 4:
0% (“0” cup)
3.1% (“1/32” cup)
6.3% (“1/16 cup)
12.5% (“1/8” cup)
25% (“1/4” cup)
50% (“1/2” cup)
Alternative:
Alternative:
6 From your results in Table 6.2, draw a conclusion about the effect of salinity on sprouting success. Include conclusions drawn from alternative treatments or conditions.
Conclusion
Lab Report 7
Purpose
Lab Observations
Lab Answers
Lab 7A: Fungi
1. List four ways that Fungi are similar to plants.
2. List four differences between Fungi and plants.
3. List four differences between Fungi and animals.
4. List four ways that Fungi are similar to animals.
5. Which two groups are most closely related evolutionarily (explain your answer):
Plants and animals,
Plants and fungi,
Fungi and Animals.
6. List four facts that you learned about Fungi, but did not know before.
Lab 7B: Animalia
7. For the animals that you examined, briefly describe at least three unique or distinctive features for each animal.
8. Compare and contrast the two animals. That is, describe at least four features of their body design that are similar, and at least four ways in which they differ.
Conclusion
Lab Report 8
Purpose
Lab Observations
Lab Answers
Using Figure 8.1, find each of the listed bones on your body. Then, using Figures 8.2 and 8.3, write in a muscle that attaches to the bone and an artery that runs alongside the bone.
Bone Artery
Muscle
Artery
Cranium
Clavicle
Sternum
Humerus
Radius or Ulna
Coxal bone
Metacarpals
Femur
Tibia
Fibula
Metatarsals
Record data for heart rate as measured from the carotid artery (see Figure 8.5).
Table 8.1. Heart rate (carotid artery).
A
B
C
D
(Resting)
(Exercise 1)
(Exercise 2)
(End Rest)
Check 1 (15 sec)
Check 2 (15 sec)
Check 3 (15 sec)
Check 4 (15 sec)
Sum of all checks
Heart rate
Heart rate
Heart rate
Heart rate
(beats/min)
(beats/min)
(beats/min)
(beats/min)
Record data for heart rate as measured from the radial artery (see Figure 8.6).
Table 8.2. Heart rate (radial artery).
A
B
C
D
(Resting)
(Exercise 1)
(Exercise 2)
(End Rest)
Check 1 (15 sec)
Check 2 (15 sec)
Check 3 (15 sec)
Check 4 (15 sec)
Sum of all checks
Heart rate
Heart rate
Heart rate
Heart rate
(beats/min)
(beats/min)
(beats/min)
(beats/min)
Discuss your investigation of heart rate, answering the following:
a) How similar was Resting heart rate (beats/min), as measured on the carotid artery vs. the radial artery?
b) After Exercise 1, did the data change between checks? How does the Exercise 1 heart rate (beats/min) differ from the Resting heart rate?
c) After Exercise 2, did the data change between checks? How does the Exercise 2 heart rate (beats/min) differ from the Resting and Exercise 1 heart rates?
d) Is End Rest heart rate (beats/min) similar to the original Resting heart rate? If not, describe your physical condition at the time of the End Rest heart rate.
Conclusion

Difference Between Plasma And Serum
Difference Between Plasma And Serum
Question 20
During science class, a student asks, “What’s the difference between plasma and serum in the blood?” The nurse responds that the primary difference between plasma and serum is that plasma contains
Answers:
A. hydrogen ions.
B. heparin.
C. white blood cells.
D. fibrinogen.
Question 21
During a flu shot clinic, one of the questions the student nurse asks relates to whether the patient has had Guillain-Barré syndrome in his medical history. The patient asks, “What is that?” How should the nursing student reply?
Answers:
A. “A type of paralysis that affects movement on both sides of the body that may even involve the respiratory muscles”
B. “Influenza-like illness where you had fever and chills for 2 to 3 days after your last flu shot”
C. “A degenerative disease where you have trouble walking without the help of a cane or walker”
D. “Swelling of your arm where you got your flu shot, and maybe your eyes and lips had some swelling as well”
Question 22
A 22-year-old female college student is shocked to receive a diagnosis of myasthenia gravis. What are the etiology and most likely treatment for her health problem?
Answers:
A. Excess acetylcholinesterase production; treatment with thymectomy
B. A decline in functioning acetylcholine receptors; treatment with corticosteroids and intravenous immunoglobulins
C. Cerebellar lesions; surgical and immunosuppressive treatment
D. Autoimmune destruction of skeletal muscle cells; treatment with intensive physical therapy and anabolic steroids
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Question 23
A baseball player was hit in the head with a bat during practice. In the emergency department, the physician tells the family that he has a “coup”injury. How will the nurse explain this to the family so they can understand?
Answers:
A. “It’s like squeezing an orange so tight that the juice runs out of the top.”
B. “When the bat hit his head, his neck jerked backward causing injury to the spine.”
C. “Your son has a contusion of the brain at the site where the bat hit his head.”
D. “Your son has a huge laceration inside his brain where the bat hit his skull.”
Question 24
Which of the following glycoproteins is responsible for treating such diseases as bone marrow failure following chemotherapy and hematopoietic neoplasms such as leukemia? Answers:
A. Growth factors and cytokines
B. T lymphocytes and natural killer cells
C. Neutrophils and eosinophils
D. Natural killer cells and granulocytes
Question 25
While being on subcutaneous heparin injections for deep vein thrombosis during her latter pregnancy, a patient begins to experience major side effects. Her OB-GYN physician has called in a specialist who thinks that the patient is experiencing heparin-induced thrombocytopenia. The nurse should anticipate which of the following orders?
Answers:
A. Immediately discontinue the heparin therapy
B. Switch to Coumadin 2.5 mg once/day
C. Decrease the dose of heparin from 5000 units b.i.d to 3000 units b.i.d
D. Infuse FFP stat
Question 26
Which of the following individuals would most likely experience global ischemia to his or her brain?
Answers:
A. A woman who is being brought to hospital by ambulance following suspected carbon monoxide poisoning related to a faulty portable heater
B. A male client who has just had an ischemic stroke confirmed by CT of his head
C. A woman who has been admitted to the emergency department with a suspected intracranial bleed
D. A man who has entered cardiogenic shock following a severe myocardial infarction
Question 27
A new mother and father are upset that their 2-day-old infant is requiring phototherapy for hyperbilirubinemia. The pediatrician who has followed the infant since birth is explaining the multiplicity of factors that can contribute to high serum bilirubin levels in neonates. Which of the following factors would the physician be most likely to rule out as a contributor?
Answers:
A. Transitioning of hemoglobin F (HbF) to hemoglobin A (HbA)
B. Hepatic immaturity of the infant
C. Hypoxia
D. The fact that the infant is being breast-fed

Assignment: Randomized Controlled Trial
Assignment: Randomized Controlled Trial
Statistical Technique in Review
Most research reports describe the subjects or participants who comprise the study sample. This description of the sample is called the sample characteristics, which may be presented in a table and/or the narrative of the article. The sample characteristics are often presented for each of the groups in a study (i.e., intervention and control groups). Descriptive statistics are calculated to generate sample characteristics, and the type of statistic conducted depends on the level of measurement of the demographic variables included in a study (Grove, Burns, & Gray, 2013). For example, data collected on gender is nominal level and can be described using frequencies, percentages, and mode. Measuring educational level usually produces ordinal data that can be described using frequencies, percentages, mode, median, and range. Obtaining each subject’s specific age is an example of ratio data that can be described using mean, range, and standard deviation. Interval and ratio data are analyzed with the same statistical techniques and are sometimes referred to as interval/ratio-level data in this text.
Research Article
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Source
Oh, E. G., Yoo, J. Y., Lee, J. E., Hyun, S. S., Ko, I. S., & Chu, S. H. (2014). Effects of a three-month therapeutic lifestyle modification program to improve bone health in postmenopausal Korean women in a rural community: A randomized controlled trial. Research in Nursing & Health, 37(4), 292–301.
Introduction
Oh and colleagues (2014) conducted a randomized controlled trial (RCT) to examine the effects of a therapeutic lifestyle modification (TLM) intervention on the knowledge, self-efficacy, and behaviors related to bone health in postmenopausal women in a rural community. The study was conducted using a pretest-posttest control group design with a sample of 41 women randomly assigned to either the intervention (n = 21) or control group (n = 20). “The intervention group completed a 12-week, 24-session TLM program of individualized health monitoring, group health education, exercise, and calcium–vitamin D supplementation. Compared with the control group, the intervention group showed significant increases in knowledge and self-efficacy and improvement in diet and exercise after 12 weeks, providing evidence that a comprehensive TLM program can be effective in improving health behaviors to maintain bone health in women at high risk of osteoporosis” (Oh et al., 2014, p. 292).
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Relevant Study Results
“Bone mineral density (BMD; g/cm2) was measured by dual energy x-ray absorptiometry (DXA) with the use of a DEXXUM T machine?.?.?.?.?A daily calibration inspection was performed. The error rate for these scans is less than 1%. Based on the BMD data, the participants were classified into three groups: osteoporosis (a BMD T-score less than ?2.5); osteopenia (a BMD T-score between ?2.5 and ?1.0); and normal bone density (a BMD T-score higher than ?1.0)” (Oh et al. 2014, p. 295).
“Characteristics of Participants
The study participants were 51–83 years old, and the mean age was 66.2 years (SD = 8.2). The mean BMI was 23.8 kg/m2 (SD = 3.2). Most participants did not consume alcoholic drinks, and all were nonsmokers. Antihypertensives and analgesics such as aspirin and acetaminophen were the most common medications taken by the participants. Less than 20% of participants had a regular routine of exercise at least three times per week. Daily calcium- and vitamin D-rich food intake (e.g., dairy products, fish oil, meat, and eggs) was low. Seventy-five percent (n = 31) of the participants had osteoporosis or osteopenia. There were no differences in the baseline characteristics of the groups (Table 2). The adherence rate to the TLM program was 99.6%” (Oh et al., 2014, p. 296).

Assignment: Inhibition Of Pain To Patient
Assignment: Inhibition Of Pain To Patient
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QUESTION 25
A patient with chronic back pain has been prescribed a serotonin-norepinephrine reuptake inhibitor (SNRI). How does the PMHNP describe the action of SNRIs on the inhibition of pain to the patient?
A. “The SNRI can increase noradrenergic neurotransmission in the descending spinal pathway to the dorsal horn.” B. “The SNRI can decrease noradrenergic neurotransmission in the descending spinal pathway to the dorsal horn.” C. “The SNRI can reduce brain atrophy by slowing the gray matter loss in the dorsolateral prefrontal cortex.” D. “The SNRI can increase neurotransmission to descending neurons.”
QUESTION 26
A patient with fibromyalgia and major depression needs to be treated for symptoms of pain. Which is the PMHNP most likely to prescribe for this patient?
Venlafaxine (Effexor)
Duloxetine (Cymbalta)
Clozapine (Clozaril)
Phenytoin (Dilantin)
QUESTION 27
The PMHNP prescribes gabapentin (Neurontin) for a patient’s chronic pain. How does the PMHNP anticipate the drug to work?
A. It will bind to the alpha-2-delta ligand subunit of voltage-sensitive calcium channels. B. It will induce synaptic changes, including sprouting. C. It will act on the presynaptic neuron to trigger sodium influx. D. It will inhibit activity of dorsal horn neurons to suppress body input from reaching the brain.
QUESTION 28
Mrs. Rosen is a 49-year-old patient who is experiencing fibro-fog. What does the PMHNP prescribe for Mrs. Rosen to improve this condition? A. Venlafaxine (Effexor) B. Armodafinil (Nuvigil) C. Bupropion (Wellbutrin) D. All of the above
QUESTION 29
The PMHNP is caring for a patient with fibromyalgia. Which second-line treatment does the PMHNP select that may be effective for managing this patient’s pain?
A. Methylphenidate (Ritalin) B. Viloxazine (Vivalan) C. Imipramine (Tofranil) D. Bupropion (Wellbutrin
QUESTION 30
The PMHNP is attempting to treat a patient’s chronic pain by having the agent bind the open channel conformation of VSCCs to block those channels with a “use-dependent” form of inhibition. Which agent will the PMHNP most likely select?
A. Pregabalin (Lyrica) B. Duloxetine (Cymbalta) C. Modafinil (Provigil) D. Atomoxetine (Strattera)
QUESTION 31
A patient with irritable bowel syndrome reports chronic stomach pain. The PMHNP wants to prescribe the patient an agent that will cause irrelevant nociceptive inputs from the pain to be ignored and no longer perceived as painful. Which drug will the PMHNP prescribe?
A. Pregabalin (Lyrica) B. Gabapentin (Neurontin) C. Duloxetine (Cymbalta) D. B and C
QUESTION 32
The PMHNP wants to use a symptom-based approach to treating a patient with fibromyalgia. How does the PMHNP go about treating this patient?
A. Prescribing the patient an agent that ignores the painful symptoms by initiating a reaction known as “fibro-fog” B. Targeting the patient’s symptoms with anticonvulsants that inhibit gray matter loss in the dorsolateral prefrontal cortex C. Matching the patient’s symptoms with the malfunctioning brain circuits and neurotransmitters that might mediate those symptoms D. None of the above
QUESTION 33
The PMHNP is working with the student to care for a patient with diabetic peripheral neuropathic pain. The student asks the PMHNP why SSRIs are not consistently useful in treating this particular patient’s pain. What is the best response by the PMHNP?
A. “SSRIs only increase norepinephrine levels.” B. “SSRIs only increase serotonin levels.” C. “SSRIs increase serotonin and norepinephrine levels.” D. “SSRIs do not increase serotonin or norepinephrine levels.”
QUESTION 34
A patient with gambling disorder and no other psychiatric comorbidities is being treated with pharmacological agents. Which drug is the PMHNP most likely to prescribe?
A. Antipsychotics B. Lithium C. SSRI D. Naltrexone
QUESTION 35
Kevin is an adolescent who has been diagnosed with kleptomania. His parents are interested in seeking pharmacological treatment. What does the PMHNP tell the parents regarding his treatment options?
A. “Naltrexone may be an appropriate option to discuss.” B. “There are many medicine options that treat kleptomania.” C. “Kevin may need to be prescribed antipsychotics to treat this illness.” D. “Lithium has proven effective for treating kleptomania.”