Nursing

Assignment: Specific Patient Population.
Assignment: Specific Patient Population.
Assignment: Specific Patient Population.
Identify a research or evidence-based article that focuses comprehensively on a specific intervention or new diagnostic tool for the treatment of diabetes in adults or children. In a paper of 750-1,000 words, summarize the main idea of the research findings for a specific patient population. Research must include clinical findings that are current, thorough, and relevant to diabetes and the nursing practice. Prepare this assignment according to the APA guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required. This assignment uses a grading rubric. Instructors will be using the rubric to grade the assignment; therefore, students should review the rubric prior to beginning the assignment to become familiar with the assignment criteria and expectations for successful completion of the assignment. You are required to submit this assignment to Turnitin. Refer to the directions in the Student Success Center. Only Word documents can be submitted to Turnitin. Evidence-Based Practice Project—Intervention Presentation on Diabetes Based on the summary of research findings identified from the Evidence-Based Project—Paper on Diabetes that describes a new diagnostic tool or intervention for the treatment of diabetes in adults or children, complete the following components of this assignment: Develop a PowerPoint presentation (a title slide, 6-12 slides, and a reference slide; no larger than 2 MB) that includes the following: A brief summary of the research conducted in the Evidence-Based Project – Paper on Diabetes. A descriptive and reflective discussion of how the new tool or intervention may be integrated into practice that is supported by sound research. While APA format is not required for the body of this assignment, solid academic writing is expected, and in-text citations and references should be presented using APA documentation guidelines, which can be found in the APA Style Guide, located in the Student Success Center. You are not required to submit this assignment to Turnitin, unless otherwise directed by your instructor. If so directed, refer to the Student Success Center for directions. Only Word documents can be submitted to Turnitin.

Assignment: Medical Journal Entry
Assignment: Medical Journal Entry
Week 10 assignment
Assignment 2: Practicum – Week 8 Journal Entry
Reflect on geriatric patients from your practicum site. Consider frail elder patients that you have assessed for skin wounds such as bumps, bruises, shingles, herpes, bullous pemphigoid, Stevens-Johnson syndrome, etc. Explain the consequences of these types of wounds for frail elders. Then, describe a patient case including the care plan for assessment, diagnoses, treatment, management, and patient education. Explain whether the patient’s care plan was effective. Include how you might proceed differently in the future. If you did not have an opportunity to evaluate a patient with this background during the last 8 weeks, you can select a related case study or reflect on previous clinical experiences.
By Day 7 of Week 10
This Assignment is due. Please submit the Journal Entries (Weeks 8, 9 and 10) by Day 7 of Week 10.
Assignment: Practicum – Week 9 Journal Entry
An advance directive is a legal document that defines a patient’s wishes for medical care. This document is a way for patients to share their wishes with family members and health care providers when their illness or mental capacity prevents them from making decisions. As an advanced practice nurse who has care discussions with patients and their families, you need to not only be familiar with the process of completing an advance directive, but also understand how this document might impact your role in patient care and treatment.
Journal Entry Part 1
For the first part of your journal entry, reflect on the Five Wishes presented on the Five Wishes website and PDF and complete your Five Wishes. Explain your state’s requirements for advance directives, including whether your Five Wishes can be turned into a formal document. Then, explain how your experience of completing your Five Wishes advance directive will help you guide discussions with patients and their families. Finally, explain how you might apply the Five Wishes advance directives to your nursing practice. Include how this advance directive might benefit patients in decision making for specialized areas of care.
Journal Entry Part 2
For the second part of your journal entry, reflect on geriatric patients from your practicum site with disorders related to specialized areas of care, such as oncology, nephrology, urology, gynecology, and neurology. Describe a case of a frail elder patient who must make decisions related to specialized areas of care. Then, explain potential patient outcomes and include whether treatments would be beneficial and how they would impact the patient’s quality of life. Finally, describe the patient’s wishes in terms of treatments and interventions for the disorder (Was there an advanced directive?) and how the patient might want to spend any remaining time. Include how environmental factors, such as family, caregivers, ethnicity, culture, religion, and/or personal values, might impact decision making for treatments and interventions. If you did not have an opportunity to evaluate a patient with this background during the last 9 weeks, you can select a related case study or reflect on previous clinical experiences.
By Day 7 of Week 10
This Assignment is due. You will submit this Week 9 Journal Entry, Week 8 Journal Entry and the Week 10 Journal Entry by Day 7 of Week 10.
Assignment: Practicum – Week 10 Journal Entry
Elder abuse is any intentional or negligent behavior that results in physical, sexual, emotional, pharmacological, and/or financial abuse. Unfortunately, abuse is sometimes difficult to identify, and elders are often hesitant or unable to report abuse themselves (Administration on Aging, n.d.). This makes it important for health care providers to regularly monitor for signs of abuse and react according to local and state laws.
Journal Entry Part 1
For the first part of your journal entry, select and describe one of the following types of elder abuse: physical, sexual, mental/emotional/verbal, pharmacological, or financial. Explain strategies for identifying this abuse. Then, explain how you would proceed based on your local and state laws once you have identified this abuse in a patient. Describe resources in your community that assist victims of this type of abuse and explain how you, as the advanced practice nurse, might apply these resources for abused elders who are identified in the clinical setting.
Journal Entry Part 2
For the second part of your journal entry, reflect on the different cultures—ethnic, religious, regional, or generational—of the elder patient population at your practicum site. Describe the cultures you have observed and explain the influence of these cultures on the prevalence and detection of elder abuse. Then, explain how culture might impact the way you would implement resources for preventing or addressing abuse.
By Day 7 of Week 10
This Assignment is due. You will submit this Week 10 Journal Entry, Week 8 Journal Entry and the Week 9 Journal Entry by Day 7 of Week 10.
For the Journal Entries —which are assessed with a Satisfactory (S) or Unsatisfactory (U) score—the numerical grade will show as 0 points and the “S” or “U” will be posted in the Feedback area by your Instructor. These scores of 0 points do not affect your grade; they simply allow for a placeholder to place the “S” or “U” scoring. This concept also applies to Weeks 4 and 7.
Submission and Grading Information
To submit your completed Assignment for review and grading, do the following:
Please save your Assignment using the following naming convention: WK10Assgn+lastname+first initial.
Click the Assignment Week 10 link.
Next, from the Attach File area, click on the Browse My Computer button. Find the document you saved as “WK10Assgn+last name+first initial.(extension)” and click Open. If you are submitting multiple files, repeat until all files are attached.
Click on the Submit button to complete your submission.

Assignment: Nursing Roles in Surgery
Assignment: Nursing Roles in Surgery
Week 1 discussion
The discussion assignment provides a forum for discussing relevant topics for this week based on the course competencies covered.
For this assignment, make sure you post your initial response to the Discussion Area by the due date assigned.
To support your work, use your course and text readings and articles from 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. 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 for your responses to other classmates. Complete your participation for this assignment by the end of the week
Nursing Research
Using the South University Online Library, find information about nursing research.
Based on your research, respond to one of the following discussion questions.
Discussion Question 1
Is research used in your facility? If so, what type of research and how is this different than other nursing roles? Find out if there is a research committee at your facility. Is research an important component of clinical practice?
Discussion Question 2
Have you had an experience when evidence-based research had a significant impact on the quality of your patient care that resulted in policy making? Please discuss and state the issue and policy.
Citations should conform to APA guidelines. You may use this APA Citation Helper as a convenient reference for properly citing resources or connect to the APA Style website through the APA icon below.
Week 2 discussion
For this assignment, make sure you post your initial response to the Discussion Area by the due date assigned.
To support your work, use your course and text readings and articles from the South University Online Library. As in all assignments, cite your sources in your work and provide references for the citations in APA format.
To learn more about qualitative designs, please visit the following website: Qualitative Research Designs
For quantitative designs, please visit the following website:
Research Designs
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. 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 for your responses to other classmates. Complete your participation for this assignment by the end of the week.
Respond to one of the following discussion questions. List all references in APA format.
Discussion Question 1
Based on the following titles of research studies, identify what you believe to be the methodology, design, and rationale of the studies. You also need to provide a rationale for your assertions.
Exploring the rate of seasonal-pattern depression in an Inuit community
Democracy in America
The relationship between compassion fatigue and burnout among critical care nurses
Two drugs for Alzheimer’s show promise
Evaluating technology with student success
Factors that influence weight control among women
The meaning of living with brain injury and stroke 10 years after the injury
Exploring the beliefs of healing among Aborigines
Discussion Question 2
Use the South University Online Library to research workforce issues and patient safety. Select one of the suggested references listed below.
Based on your research, select an article and complete the following tasks:
Identify and describe the research problems, purpose, objectives, and hypothesis of the research.
Evaluate the credibility and validity of the study.
Suggested References:
Ko, E., Nelson-Becker, H., Park, Y., & Shin, M. (2013). End-of-Life decision making in older Korean adults: Concerns, preferences, and expectations.Educational Gerontology, 39(2), 71–81
Roulston, A., Bickerstaff, D., Haynes, T., Rutherford, L., & Jones, L. (2012). A pilot study to evaluate an outpatient service for people with advanced lung cancer. International Journal of Palliative Nursing, 18(5),225–233.
Sandvik, A., Melender, H., Jonsén, E., Jönsson, G., Salmu, M., & Hilli, Y. (2012). Nursing students’ experiences of the first clinical education: ANordic quantitative study. Nordic Journal of Nursing Research & Clinical Studies /Vård I Norden, 32(3), 20–25.
Shisana, O., Rice, K., Zungu, N., & Zuma, K. (2010). Gender and poverty in South Africa in the era of HIV/AIDS: A quantitative study. Journal of
Women’s Health (15409996), 19(1), 39–46.
Citations should conform to APA guidelines. You may use this APA Citation Helper as a convenient reference for properly citing resources or connect to the APA Style website through the APA icon below.

Assignment: Information Technology Issue.
Assignment: Information Technology Issue.
Assignment: Information Technology Issue.
Week 3 Table and Summary of HIT Gaps This assignment builds on assignments 1 and 2. The purpose is to synthesize critical gap analysis by proposing creative solutions for the health informatics/information technology issue. Instructions Based on the literature review and major gap(s) identified in your HIT project for the first two assignments, propose a creative solution(s) that would resolve the gap(s) and ensure inclusion of evidenced based practices in the solution. Sources for a proposed solution(s) may include the general media, online literature searches using the university library and/or Google Scholar, interviews of health practitioners, developers, computer scientists, technology experts, and the general public. Summarize the solution(s) regarding this topic in a table. The information integrated from the literature will be presented via a tabular column similar to the one shown. Distinct columns will name the discovered gaps, state the evidence-based practice from the literature, and possible solutions based on this information. You will also write a two-paragraph summary below the table stating important takeaways based on the table for your informatics project. Provide a list of references in current APA style. Identified gap EBP from the literature Possible solution
A problem, in an IT service management (ITSM) context, is an issue that could cause an incident. An incident, in turn, is an event that must be dealt with – or at least addressed with a workaround — to ensure that the system it has affected, or could potentially affect, can continue to operate normally.
A problem, in an IT service management () context, is an issue that could cause an . An incident, in turn, is an that must be dealt with – or at least addressed with a — to ensure that the system it has affected, or could potentially affect, can continue to operate normally. Incidents typically involve the failure of an expected service.
The terms problem and incident are often confused. However, in ITSM, the two have a causal relationship: A problem is something that is wrong (or goes wrong), and an incident is the potential result of that problem. In security management, for example, a such as an open , is a problem, and something that indicates an attack has taken place as a result of that open port, such as a system crash, is an incident.
A problem can exist for some time without causing an incident but a single problem can also cause multiple different incidents. Likewise, a single incident may result from a combination of problems that would not separately cause an incident. Incidents may be resolved, meaning that service is restored, without discovering the problem responsible. However, without detecting the root source of an incident, there is no assurance that it will not recur.
See also: ,
See an introductory video clarifying the difference between a problem and an incident in ITSM:

Assignment: Mitigation Plan Discussion
Assignment: Mitigation Plan Discussion
Assignment: Mitigation Plan Discussion
Week 6 Suppliers, Inputs, Process, Outputs, and Customers (SIPOC) Mitigation Plan In your informatics process improvement project, the SIPOC tool will summarize the inputs and outputs of one or more processes in table form. Specifically, the SIPOC identifies project risks and creates a mitigation plan for your identified informatics project. Instructions Create a Suppliers, Inputs, Process, Outputs, and Customers (SIPOC) Mitigation Plan. The acronym SIPOC forms the columns of the table. Incorporate three of the Learning Health Systems (LHS) core values into the Process, Outputs, and Customer column. The LHS core values are described in your week 6 required resources. Download the SIPOC Template at:
Risk Mitigation Planning (it used to be called ) is the process that identifies, evaluates, selects, and implements options in order to set risk at acceptable levels given program constraints and objectives. This includes the specifics on what should be done, when it should be accomplished, who is responsible, and associated cost and schedule. The most appropriate strategy is selected from these mitigation options: [1, 2]
Risk Avoidance
Rick Controlling
Risk Transfer/Sharing
Risk Assumption
For each risk the type of mitigation strategy must be determined and the details of the mitigation described in the . The intent of risk mitigation plan is to ensure successful risk mitigation occurs.
Risk mitigation planning is the activity that identifies, evaluates, and selects options to set risk at acceptable levels given program constraints and objectives. Risk mitigation planning is intended to enable program success. It includes the specifics of what should be done, when it should be accomplished, who is responsible, and the funding required to implement the risk mitigation plan. The most appropriate program approach is selected from the mitigation options listed above and documented in a risk mitigation plan. [1]
The level of detail depends on the program life-cycle phase and the nature of the need to be addressed. However, there must be enough detail to allow a general estimate of the effort required and technological capabilities needed based on system complexity. [1]
Risk Avoidance
Is when it’s decided to perform other activities that don’t carry the identified risk by eliminating the root cause and/or consequence. It seeks to reconfigure the project such that the risk in question disappears or is reduced to an acceptable value.
Risk Controlling
Is when you control the risk by managing the cause and/or consequence. Risk control can take the form of installing data-gathering or early warning systems that provide information to assess more accurately the impact, likelihood, or timing of a risk. If warning of a risk can be obtained early enough to take action against it, then information gathering may be preferable to more tangible and possibly more expensive actions.

Assignment: Blood Cloting Process
Assignment: Blood Cloting Process
It’s All Greek to Me: Physiology Edition
Part I – Something’s Not Right
Dr. James Stephens is a pediatrician serving the Tarpon Springs, Florida, area who is seeing one of his new patients in the clinic today. As Dr. Stephens enters the examination room, he says “kali mera” to Stephania and Nikolaus Stamos, a greeting he uses with a number of his patients who are Greek Americans. Mr. and Mrs. Stamos have brought in their only child, beautiful little Nikoleta. It seems odd to Dr. Stephens that they are here because Nikoleta’s one-year checkup is only six weeks away. Nikoleta’s parents are very concerned and tell the doctor that the baby has been acting strangely. The father, Nikolaus, is a personal trainer and he suspects that Nikoleta has been anemic for some reason. Originally, Nikoleta had been on a low iron formula because she was experiencing gastrointestinal distress. The parents changed her formula to a high iron formula to see if it would help alleviate her symptoms, but Nikolaus tells Dr. Stephens that it did not. His daughter continues to suffer from general malaise and lethargy, and her skin looks a little pale recently. Nikoleta’s parents also tell the doctor that their daughter looks bloated all the time, and seems tired and cranky.
Dr. Stephens notices that Nikoleta’s belly appears to be swollen. Stephania mentions that she too noticed that about a month ago, but thought it was either gas or that the baby was gaining weight.
Nikoleta’s chart reveals that Nikoleta was in the 50th percentile for both weight and length at the time of her birth (7lb 8oz; 20 inches). She is current with all of her vaccinations. Both parents appear attentive and involved in her care. Mr. Stamos is average height and build while Mrs. Stamos appears to be of small stature but within normal range. Dr. Stephen’s assistant, Rebecca, has Nikoleta’s vital signs as follows: length 28 inches, weight 19lb 2oz, temperature 98.6. That puts Nikoleta in the 10th percentile for both length and weight. Dr. Stephens also makes a note of the fact that her head circumference seems relatively large.
Dr. Stephens advises the parents to switch Nikoleta back to her original formula and orders a CBC (Complete Blood Count) panel. Then, almost as an afterthought, he decides to order a radiograph of the skull. “Something just doesn’t look right about her head,” he says to himself.
Questions
1. What does it mean that Nikoleta is in the 10th percentile for both length and weight? Is that a desirable statistic if she was in the 50th percentile at birth?
2. What are the symptoms of anemia?
3. Why did the parents change Nikoleta’s formula to a high iron baby formula?
4. What are some possible reasons why Nikoleta’s abdomen is distended?
Part II – The Test Results
Dr. Stephens receives the lab reports and decides to refer Nikoleta to a hematologist. The results are as follows:
Value
Normal
Hb (hemoglobin)
5g/dL
Male: 13.5–16.5 g/dL
Female: 12.0–15.0 g/dL
RBC (red blood cell count)
4.6 ×106 cells/ml
Male: 4.5–5.5 × 106 cells/ml
Female: 4.0–4.9 × 106 cells/ml
MCV (mean corpuscular volume)
65
80–100
WBC (white blood cell count)
15,000 cells/ml
4500–10,000 cells/ml
Platelet count
250,000
100,000–450,000
Mr. and Mrs. Stamos bring little Nikoleta into the hematologist’s office and Nikoleta has her blood drawn. After a few minutes, the hematologist returns to speak with the parents. Even with just a few moments looking at the sample, he knows that there is something wrong. The hematologist reports that he observed severe hypochromia and microcytosis (lightly colored and small cells), fragmented and nucleated RBCs.
The blood sample taken in the office appears as follows:
.jpg”>
Figure 1A. Nikoleta’s red blood cells Figure 1B. Normal red blood cells
The hematologist meets with the Stamos family in the exam room. “Mr. and Mrs. Stamos, there are some things that do not look normal in Nikoleta’s blood. I am not sure of the cause, but I do know that Nikoleta’s red blood cells aren’t shaped correctly and they are not the right color. The red blood cells should be very red under the microscope and her red blood cells are light pink.”
Mrs. Stamos asks, “Does it matter if her red blood cells aren’t red?”
The hematologist replies, “Yes, it does matter. Healthy red blood cells are very red and carry oxygen. Nikoleta’s red blood cells aren’t able to carry much oxygen to her tissues. I have an additional concern as well. Sometimes disorders like anemia can have a genetic basis. I would like to have both of you to give a sample of blood for a complete blood count.”
The findings from both parents are mild hypochromia and macrocytic (lightly colored and large cells) anemia. The hematologist gives a diagnosis of erythroblastic anemia for both Mr. and Mrs. Stamos.
Questions
5. Are the lab results of the CBC normal? Which values are normal and which are not?
6. Why are there different normal values for hemoglobin levels and RBC count in males and females?
7. Do red blood cells normally have nuclei?
8. Why was an analysis of Mr. and Mrs. Stamos’ blood ordered?
9. Would a picture of Mr. Stamos’ red blood cells look like Nikoleta’s red blood cells?
10. What is erythroblastic anemia?
Dr. Stephens receives a full report from the hematologist and digital images of Nikoleta’s skull.
Figure 2A. Nikoleta’s skull radiograph.
.jpg”>Figure 2B. Normal skull radiograph.
Question
11. Does the radiograph of Nikelta’s skull appear normal? How are the two radiographs different?
Part III – The Family Returns
Dr. Stephens calls Mr. and Mrs. Stamos and asks that they come in for a follow-up visit. This time the parents meet with Dr. Stephens in his office, not in the exam room. After they are seated, Dr. Stephens informs them that Nikoleta’s condition is very serious.
“I am sorry to give you bad news. Nikoleta does have anemia but, unfortunately, giving her a high iron formula was exactly the opposite of what should be done. Nikoleta’s disorder has a genetic basis.”
“But neither one of us has any of the problems Nikoleta has. We aren’t tired all the time. We work out every day,” replies Mr. Stamos.
“That’s a very good thing, and it has probably helped to keep you and your wife healthy. You both have a much milder form of anemia. Unfortunately, Nikoleta’s condition is more severe.”
Questions
12. What is the most likely diagnosis for Nikoleta?
13. What are the general features of this disease?
Part IV – The Doctor Continues
Dr. Stephens continues, “Nikoleta has what is known as beta-thalassemia, which is also called Cooley’s anemia. Do you remember when I spoke with you about hemoglobin and how it functions to carry oxygen? Well, there are two types of hemoglobin proteins involved in the process of carrying oxygen, alpha and beta. You need both of them in order to have properly working hemoglobin. Nikoleta’s beta proteins don’t function correctly. I have spoken to Dr. Jeff Williams, a hematologist who specializes in childhood disorders of the blood. Nikoleta’s condition is very grave and it has a high mortality rate. Her life span may be significantly shortened. Dr. Williams is the best specialist in this area and I believe he will give her the best care possible. He will keep me informed of Nikoleta’s progress. Meanwhile, Nikoleta will still need to see me for her regular checkups. Also, I don’t know what you are considering for the future of your family, but because of these findings, I suggest that you see a genetic counselor before deciding to have another baby. A genetic counselor will give you all the information about how beta-thalassemia is transmitted from parent to child so that you can make an informed decision about having more children naturally.”
Questions
14. What is the structure of hemoglobin and how is oxygen bound to it?
15. What are some possible treatments that Dr. Williams will suggest?
16. If you were the genetic counselor, what would you suggest to Mr. and Mrs. Stamos concerning having more children? Why?
References
Infant formulas.
http://www.medicinenet.com/infant_formulas.
Cooley’s Anemia Facts and Background.
http://www.cooleysanemia.org
Children’s Hospital Oakland, Northern California Comprehensive Thalassemia Center website.
http://www.thalassemia.com.
Cooley’s Anemia Foundation, Inc. website.
http://www.thalassemia.org/gohome.html.
Joint Center for Sickle Cell and Thalassemic Disorders website.
http://cancer.mgh.harvard.edu/medOnc/sickle.htm
Website describing main features and treatments of thalassemia.
http://www.wrongdiagnosis.com/b/beta_thalassemia
3D models of hemoglobin showing binding of heme and iron. http://www.umass.edu/molvis/tutorials/hemoglobin/heme.htm
Marengo-Rowe, A J.2006. Structure-function relations of human hemoglobins. Proc (Bayl Univ Med Cent) 19(3): 239–245.
Image Credits
Fig. 1A—Image reprinted with permission from Medscape.com, 2011. Available at: http://emedicine.medscape.com/ article/958850-overview.
Fig. 1B—Digitally altered version of a public domain image from CDC, ID#12104, http://phil.cdc.gov/phil/details.asp.
Fig. 2A—Radiograph from the “Film Teaching Collection” assembled by David J. Sartoris, used with permission of collection custodian, Tudor Hughes, http://bonepit.com/Cases/David%20Sartoris/David%20Sartoris%20Thalassemia.htm.
Fig. 2B—Image courtesy of Dr. Frank Gaillard, Radiopaedia.org (http://radiopaedia.org/), (original file at http:// radiopaedia.org/cases/normal-skull-x-ray), Creative Commons BY-SA-NC (http://radiopaedia.org/licence).
Case copyright held by the National Center for Case Study Teaching in Science, University at Buffalo, State University of New York. Originally published February 21, 2012. Please see our usage guidelines, which outline our policy concerning permissible reproduction of this work.
Assignment: Blood Cloting Process

Assignment: Implementation Teaching Plan
Assignment: Implementation Teaching Plan
Assignment: Implementation Teaching Plan
Week 3 EHR Implementation Teaching/Training Plan As the nursing informaticist leading the implementation of a new electronic health record, you may be assigned the task of developing a teaching/training plan for your newly acquired EHR. There are a number of things you must consider when developing teaching/training materials. These include, but are not limited to: Setting/Practice type Having a plan for each “role” that needs training at your facility (e.g., IT professionals, providers, patients, management) Figuring out what training each particular group will need and how you will schedule these trainings based on the groupings. Consider grouping different roles for specific trainings where you can for efficiency Meaningful use Although we realize that in reality a teaching/training implementation plan would be an extensive plan involving all stakeholders from employees to patients, for the purpose of this assignment, we are going to have you focus on employee groups in a specific type of setting. Visit the Implementation Resources pages of HealthIT.gov at the following link: https://www.healthit.gov/providers-professionals/implementation-resources Explore the site’s resources by narrowing the search using the tool on the left side of the page several different times to see different materials for different situations. Choose a setting/practice type and describe it in detail. Then, choose three different resources you might use at the start of a teaching/training plan in this setting (include them in your submission as appendices, not counting toward the page count of your paper). Make sure at least two of the resources apply to at least two different roles within the setting. Describe why you chose each one, how you would use each one, who they are geared toward (group roles when possible for efficiency), the setting in which they apply, and any other considerations you made while choosing them. Write a three- to four-page paper in APA format, providing a minimum of three scholarly resources to support your teaching/training initial plan. Examples of scholarly sources include professional journal articles and books obtained from library databases, national guidelines, and informatics organizations, published within the last five years.

Diagnosing and Treating Skin Wounds
Diagnosing and Treating Skin Wounds
Week 8 assignment
Assignment 1: Application – Diagnosing and Treating Skin Wounds
Skin wounds are sometimes challenging for health care providers to diagnose and treat as many have similar presentations. For advanced practice nurses, being able to identify various types of skin wounds, including whether a wound is a colonization or an infection, is critical because it impacts recommended patient care. In your role, you must be able to evaluate skin wounds, determine the diagnosis, and develop an appropriate treatment and management plan according to current evidence-based guidelines.
To prepare:
Review Chapter 46 of the Resnick text, as well as the Burr article in this week’s Learning Resources.
Consider how to properly diagnose skin wounds in frail elders, including how to distinguish between a colonization and infection.
Select a type of skin wound, such as bumps, bruises, shingles, herpes, bullous pemphigoid, Stevens-Johnson syndrome, etc. Research the guidelines for treatment of the skin wound you selected. Reflect on how you would treat and/or dress this wound.
Think about factors that might contribute to the development of the skin wound you selected. Consider strategies for the prevention and improvement of this type of wound.
To complete:
Write a 2- to 3-page paper that addresses the following:
Explain how to properly diagnose skin wounds in frail elders, including how to distinguish between a colonization and infection.
Describe the type of skin wound you selected.
Explain how you would treat and/or dress this wound based on guidelines for treatment.
Explain factors that might contribute to the development of the skin wound you selected. Include strategies for the prevention and improvement of this type of wound.
By Day 7
This Assignment is due.
Note: The School of Nursing requires that all papers submitted include a title page, introduction, summary, and references. The Sample Paper provided at the Walden Writing Center provides an example of those required elements (available at http://academicguides.waldenu.edu/writingcenter/templates). All papers submitted must use this formatting.
Submission and Grading Information
To submit your completed Assignment for review and grading, do the following:
Please save your Assignment using the following naming convention: “WK8Assgn1+lastname+first initial”.
Click the Week 8 Assignment 1 link.
Next, from the Attach File area, click on the Browse My Computer button. Find the document you saved as “WK8Assgn1+last name+first initial.(extension)” and click Open. If you are submitting multiple files, repeat until all files are attached.
Click on the Submit button to complete your submission.

Assignment: Good Learning Experience.
Assignment: Good Learning Experience.
Assignment: Good Learning Experience.
Week 8 assignment Each week, you are required to enter your patient encounters into CORE. Your faculty will be checking to ensure you are seeing the right number and mix of patients for a good learning experience. You will also need to include a minimum of one complete SOAP note using this template . The SOAP note should be related to the content covered in this week, and the completed note should be submitted to the Submissions Area. When submitting your note, be sure to include the reference number from CORE. Submission Details: By the due date assigned, enter your patient encounters into CORE and complete at least one SOAP note in the template provided. Name your SOAP note document SU_NSG6340_W8_SOAPLastName_FirstInitial.doc. Include the reference number from CORE in your document. Submit your document to the Submissions Area by the due date assigned.
Learning experience refers to any interaction, course, program, or other experience in which learning takes place, whether it occurs in traditional academic settings (schools, classrooms) or nontraditional settings (outside-of-school locations, outdoor environments), or whether it includes traditional educational interactions (students learning from teachers and professors) or nontraditional interactions (students learning through games and interactive software applications).
Because students may learn in a wide variety of settings and ways, the term is often used as a more accurate, preferred, or inclusive alternative to terms such as course, for example, that have more limited or conventional connotations. Learning experiencemay also be used to underscore or reinforce the goal of an educational interaction—learning—rather than its location (school, classroom) or format (course, program), for example.
The growing use of the term learning experience by educators and others reflects larger pedagogical and technological shifts that have occurred in the design and delivery of education to students, and it most likely represents an attempt to update conceptions of how, when, and where learning does and can take place. For example, new technologies have dramatically multiplied and diversified the ways in which students can learn from and interact with educators, in addition to the level of independence they may have when learning. Students can email, chat, or have video conversations with teachers, and they can use online course-management systems to organize and exchange learning materials (e.g., the assignments given by teachers or the work turned in by students). Students can use software programs, apps, and educational games to learn on their own time, at their own pace, and without instruction or supervision from teachers. Students can also watch videos created by their teachers, conduct online research to learn more about a concept taught in a class, or use tablets to record scientific observations in a natural environment—among countless other possible options and scenarios. While listening to a lecture, reading a book, or completing a homework assignment remain “learning experiences,” students are now learning in different ways than they have in the past and in a wider variety of outside-of-school settings, such as through internships, volunteer activities, or , to name just a few examples

Topic: Interprofessional Team
Topic: Interprofessional Team
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Topic: Interprofessional Team
A multiprofessional team practice is necessary as you cannot be expected to know everything there is to know and have all the skills to address the complete range of episodic and chronic health problems commonly seen in the primary care setting.
Discuss what you believe is the ideal provider mix for an interprofessional team in primary care. Design an interprofessional team to meet the primary care needs in your community and share with your peers in the discussion forum.
Support your discussion with evidence based practice and recommendation
Unit 6 assignment
.8px;=”” letter-spacing:=”” normal;”=””>Patient care hinges in part on adequate and timely information exchange between treating providers. Referral and reply letters are common means by which doctors and nurse practitioners exchange information pertinent to patient care. Ensuring that letters meet the needs of letter recipients saves time for clinicians and patients, reduces unnecessary repetition of diagnostic investigations, and helps to avoid patient dissatisfaction and loss of confidence in medical practitioners.
As a Nurse Practitioner (NP) you will need to know the difference between a consultation and a referral for treatment, when ordering and when carrying out consultations or referrals.
Consultations
A consultation is a request for opinion or advice, so that the requestor can manage the patient. A consultation is billed under one of the consultation codes listed in Physicians’ Current Procedural Terminology (CPT) (99241-99245 for outpatient of office consultations). If the NP is the consultant, the NP should document the request for a consultation, the reason for the consult, and the NP’s evaluation and recommendations.
When an NP requests a consultation from another provider, the N P should request “consultation” on the referral form, rather than “referring.”
Referrals:
A referral is made when the referring provider wants to turn the management of the patient over to the referred-to provider, at least for the current complaint.
When a NP refers a patient, the NP should state on the referral form that the NP is “referring the patient for evaluation and treatment.” The referred-to provider will bill an evaluation and management code, rather than a consultation code.
Writing Assignment: Consult: Write up a consult request and include all key elements.
Ms. Perez has been referred to Ms. Wilson FNP-C,APRN, MSN for consultation regarding eczema unresponsive to treatment in the past six months.
Document the evaluation and recommendations for how Ms. Wilson FNP-C,APRN,MSN should deal with the consultation request and bill a consultation code.
Writing Assignment: Referral: Write up a referral request and include all key elements.
As an NP and Ms. Perez primary care provider, you decide to refer her to Dr. Owens a dermatologist for evaluation and treatment regarding eczema unresponsive to treatment in the past six months.
1. Document your referral to Dr. Owens
2. Document the evaluation and recommendations for how Dr. Owens should deal with the referral and bill a referral code.
Written Paper (Microsoft Word doc): minimum 2000 words using 6th edition APA formatting
Please review the grading rubric under Course Resources in the Grading Rubric section.
.0pt;margin-right:0cm;margin-bottom: 15.0pt;margin-left:0cm;line-height:normal;mso-outline-level:1?>Unit 7 Discussion
Topic: Medical record documentation is required to record pertinent facts, findings, and observations about an individual’s health history, including past and present illnesses, tests, treatments, and outcomes. The medical record chronologically documents the care of the patient and is an important element contributing to high-quality safe care.
Discuss your State Board of Nursing nurse practitioner documentation guidelines and how this can impact your level of reimbursement in the clinical setting.
Unit 8 Discussion
Click [Start a New Thread] to post to the Discussion, then click [Post] once complete. Be sure to post a response to all Discussion topics. Please review the Discussion Board Participation grading rubric under Course Resources. This is important information that will ensure that you earn maximum points. Your postings should be qualitative and provide substantive depth that advances the discussion. Please see the Writing Center for assistance with writing, APA, and online communication.
Topic: Preventative vs Diagnostic
Discuss the difference between preventative and diagnostic laboratory tests and why this is important to distinguish between in the primary care site. Include in the discussion the ten most commonly ordered laboratory and diagnostic tests ordered in your practicum site and the criteria for ordering.
.0001pt;line-height: normal;vertical-align:top”>Unit 9 Discussion
Discussion Topic
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Click [Start a New Thread] to post to the Discussion, then click [Post] once complete. Be sure to post a response to all Discussion topics. Please review the Discussion Board Participation grading rubric under Course Resources. This is important information that will ensure that you earn maximum points. Your postings should be qualitative and provide substantive depth that advances the discussion. Please see the Writing Center for assistance with writing, APA, and online communication.
Topic: Depression
Depression is one of the leading causes of disability in adults. It affects men and women of all ages, races, and social and economic groups. Depression has a major impact on a person’s quality of life and can increase the risk of suicide. It can make it more difficult for people to care for other health conditions they may have. Depression also can affect family members, especially children.
· Discuss what The U.S. Preventive Services Task Force (Task Force) has recommended concerning screening for depression in the primary care setting. What are the recommended screening tools age specific.
· Share what you have used in your practicum site to screen for depression and how it was addressed.
Unit 10 Discussion
PreviousNext
Click [Start a New Thread] to post to the Discussion, then click [Post] once complete. Be sure to post a response to all Discussion topics. Please review the Discussion Board Participation grading rubric under Course Resources. This is important information that will ensure that you earn maximum points. Your postings should be qualitative and provide substantive depth that advances the discussion. Please see the Writing Center for assistance with writing, APA, and online communication.
Topic: Performance and Evaluation in Primary Care
Share your clinical experience and discuss your areas of strengths and areas in which you would like to improve. How did you meet the course outcomes? Give examples.
Unit 10 Final Assignment
.8px;=”” letter-spacing:=”” normal;”=””>Final Clinical Evaluation — 300 points
This unit will contain the mandatory preceptor final evaluation in Rxpreceptor. Your preceptors will receive an automatic email from the Rxpreceptor system during week 8 and then weekly until week 9 to complete evaluations. Once it is complete, you will review it and upload to the Unit 10 Dropbox for grading. Grading will follow the scale below and will be a collaboration between your faculty and preceptor. Any area of assessment with a score of 2.4 or below will receive an entire evaluation score of 0 points as failure in any area of assessment constitutes a failing evaluation.Any element of the evaluation that states the student is not safe or is unsafe will result in a “0” for the final evaluation and failure of the course.
Final evaluation will be worth 300 points and will follow the grading rubric below:
Score of 4 to 5 = all 300 points awarded
Score of 3 to 3.9 = 240/300 points awarded
Score of 2.5 to 2.9 = 210/300 points awarded
Score of 2.4 and below = 0
Students must also complete both the evaluation of their preceptor and site for credit. The evaluations provide faculty an overview of your clinical performance and experiences with your preceptor and clinical location. The final clinical evaluation is required to pass the course.
Failure to complete all clinical hours or all associated Rxpreceptor documentation (clinical time log, patient encounter log, preceptor evaluation of student, and student evaluation of preceptor) will result in failure of the course.
[Unit 10 Assignment Dropbox]
Upload a copy of your evaluation of the preceptor and clinical site. The form can be found in Rxpre