All posts by : Agaih

Soap Note: Duodenal Ulcer

Soap Note # Main Diagnosis ( Exp: H&P Note #3 DX: Hypertension)

Student Name

Miami Regional University

Date of Encounter:

Preceptor/Clinical Site:

Clinical Instructor: Dr. Rafael Camejo

Soap Note # Main Diagnosis ( Exp: Soap Note #3 DX: Hypertension)

PATIENT INFORMATION

Name: Mr. DT

Age: 68-year-old

Gender at Birth: Male

Gender Identity: Male

Source: Patient

Allergies: PCN, Iodine

Current Medications: 

· Atorvastatin tab 20 mg, 1-tab PO at bedtime

· ASA 81mg po daily

· Multi-Vitamin Centrum Silver

PMH: Hypercholesterolemia

Immunizations: Influenza last 2018-year, tetanus, and hepatitis A and B 4 years ago.

Preventive Care: Coloscopy 5 years ago (Negative)

Surgical History: Appendectomy 47 years ago.

Family History: Father- died 81 does not report information

Mother-alive, 88 years old, Diabetes Mellitus, HTN

Daughter-alive, 34 years old, healthy

Social History: No smoking history or illicit drug use, occasional alcoholic beverage consumption on social celebrations. Retired, widow, he lives alone.

Sexual Orientation: Straight

Nutrition History: Diets off and on, Does not each seafood

Subjective Data:

Chief Complaint: “headaches” that started two weeks ago

Symptom analysis/HPI:

The patient is 65 years old male who complaining of episodes of headaches and on 3 different occasions blood pressure was measured, which was high (159/100, 158/98 and 160/100 respectively). Patient noticed the problem started two weeks ago and sometimes it is accompanied by dizziness. He states that he has been under stress in his workplace for the last month. Patient denies chest pain, palpitation, shortness of breath, nausea or vomiting.

Review of Systems (ROS)

CONSTITUTIONAL: Denies fever or chills. Denies weakness or weight loss. NEUROLOGIC: Headache and dizziness as describe above. Denies changes in LOC. Denies history of tremors or seizures.

HEENT: HEAD: Denies any head injury, or change in LOC. Eyes: Denies any changes in vision, diplopia or blurred vision. Ear: Denies pain in the ears. Denies loss of hearing or drainage. Nose: Denies nasal drainage, congestion. THROAT: Denies throat or neck pain, hoarseness, difficulty swallowing.

RESPIRATORY: Patient denies shortness of breath, cough or hemoptysis.

CARDIOVASCULAR: No chest pain, tachycardia. No orthopnea or paroxysmal nocturnal

dyspnea.

GASTROINTESTINAL: Denies abdominal pain or discomfort. Denies flatulence, nausea, vomiting or

diarrhea.

GENITOURINARY: Denies hematuria, dysuria or change in urinary frequency. Denies difficulty starting/stopping stream of urine or incontinence.

MUSCULOSKELETAL: Denies falls or pain. Denies hearing a clicking or snapping sound.

SKIN: No change of coloration such as cyanosis or jaundice, no rashes or pruritus.

Objective Data:

VITAL SIGNS: Temperature: 98.5 °F, Pulse: 87, BP: 159/92 mmhg, RR 20, PO2-98% on room air, Ht- 6’4”, Wt 200 lb, BMI 25. Report pain 2/10.

GENERAL APPREARANCE: The patient is alert and oriented x 3. No acute distress noted. NEUROLOGIC: Alert, CNII-XII grossly intact, oriented to person, place, and time. Sensation intact to bilateral upper and lower extremities. Bilateral UE/LE strength 5/5.

HEENT: Head: Normocephalic, atraumatic, symmetric, non-tender. Maxillary sinuses no tenderness. Eyes: No conjunctival injection, no icterus, visual acuity and extraocular eye movements intact. No nystagmus noted. Ears: Bilateral canals patent without erythema, edema, or exudate. Bilateral tympanic membranes intact, pearly gray with sharp cone of light. Maxillary sinuses no tenderness. Nasal mucosa moist without bleeding. Oral mucosa moist without lesions,. Lids non-remarkable and appropriate for race.

Neck: supple without cervical lymphadenopathy, no jugular vein distention, no thyroid swelling or masses.

CARDIOVASCULAR: S1S2, regular rate and rhythm, no murmur or gallop noted. Capillary refill < 2 sec.

RESPIRATORY: No dyspnea or use of accessory muscles observed. No egophony, whispered pectoriloquy or tactile fremitus on palpation. Breath sounds presents and clear bilaterally on auscultation.

GASTROINTESTINAL: No mass or hernia observed. Upon auscultation, bowel sounds present in all four quadrants, no bruits over renal and aorta arteries. Abdomen soft non-tender, no guarding, no rebound no distention or organomegaly noted on palpation

MUSKULOSKELETAL: No pain to palpation. Active and passive ROM within normal limits, no stiffness.

INTEGUMENTARY: intact, no lesions or rashes, no cyanosis or jaundice.

ASSESSMENT:

Main Diagnosis

Essential (Primary) Hypertension (ICD10 I10): Given the symptoms and high blood pressure (156/92 mmhg), classified as stage 2. Once the organic cause of hypertension has been ruled out, such as renal, adrenal or thyroid, this diagnosis is confirmed (Codina Leik, 2015). Diagnosis is based on the clinical evaluation through history, physical examination, and routine laboratory tests to assess risk factors, reveal identifiable causes and detect target-organ damage, including evidence of cardiovascular disease (Domino et al,. 2017).

Differential diagnosis:

Ø Renal artery stenosis (ICD10 I70.1)

Ø Chronic kidney disease (ICD10 I12.9)

Ø Hyperthyroidism (ICD10 E05.90)

PLAN:

Labs and Diagnostic Test to be ordered:

· CMP

· Complete blood count (CBC)

· Lipid profile

· Thyroid-stimulating hormone (TSH)

· Urinalysis with Micro

· Electrocardiogram (EKG 12 lead)

Pharmacological treatment: 

· Hydrochlorothiazide tab 25 mg, Initial dose: 25 mg orally once daily.

· Lisinopril 10mg PO Daily

Non-Pharmacologic treatment:

· Weight loss

· Healthy diet (DASH dietary pattern): Diet rich in fruits, vegetables, whole grains, and low-fat dairy products with reduced content of saturated and trans l fat

· Reduced intake of dietary sodium: <1,500 mg/d is optimal goal but at least 1,000 mg/d reduction in most adults

· Enhanced intake of dietary potassium

· Regular physical activity (Aerobic): 90–150 min/wk

· Tobacco cessation

· Measures to release stress and effective coping mechanisms.

Education

· Provide with nutrition/dietary information.

· Daily blood pressure monitoring log at home twice a day for 7 days, keep a record, bring the record on the next visit with her PCP

· Instruction about medication intake compliance.

· Education of possible complications such as stroke, heart attack, and other problems.

· Patient was educated on course of hypertension, as well as warning signs and symptoms, which could indicate the need to attend the E.R/U.C. Answered all pt. questions/concerns. Pt verbalizes understanding to all

Follow-ups/Referrals

· Follow up appointment 1 weeks for managing blood pressure and to evaluate current hypotensive therapy.

· No referrals needed at this time.

References

Domino, F., Baldor, R., Golding, J., Stephens, M. (2017). The 5-Minute Clinical Consult 2017

(25th ed.). Print (The 5-Minute Consult Series).

Codina Leik, M. T. (2014). Family Nurse Practitioner Certification Intensive Review (2nd ed.).

ISBN 978-0-8261-3424-0

Note:
I need it to be very low deplagiarism index, with at least three updated references, with the main diagnosis, cos reference of some author of the reference.

Mattel Responds To Ethical Challenges Case 19

• Case #19, “Mattel Responds to Ethical Challenges,” Answers should total one to two paragraphs for each question. Each paragraph should contain three to five complex sentences.

1.  Do manufacturers of products for children have special obligations to consumers and society? If so, what are these responsibilities?
2. How effective has Mattel been at encouraging ethical and legal conduct by its manufacturers?
3. What changes and additions would you make to the company’s Global Manufacturing Principles?
4. To what extent is Mattel responsible for issues related to its production of toys in China?
5. What lessons can be learned from Mattel’s experience?
   

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   • Discussion Questions (DQ)

   Initial responses to the DQ should address all components of the questions asked, including a minimum of one scholarly source, and be at least 250 words. Successful responses are substantive (i.e., add something new to the discussion, engage others in the discussion, well-developed idea) and include at least one scholarly source. One or two-sentence responses, simple statements of agreement or “good post,” and responses that are off-topic will not count as substantive. Substantive responses should be at least 150 words. I encourage you to incorporate the readings from the week (as applicable) into your responses.

   • Weekly Participation

   Your initial responses to the mandatory DQ do not count toward participation and are graded separately. In addition to the DQ responses, you must post at least one reply to peers (or me) on three separate days, for a total of three replies. Participation posts do not require a scholarly source/citation (unless you cite someone else’s work). Part of your weekly participation includes viewing the weekly announcement and attesting to watching it in the comments. These announcements are made to ensure you understand everything that is due during the week.

   • APA Format and Writing Quality

   Familiarize yourself with the APA format and practice using it correctly. It is used for most writing assignments for your degree. Visit the Writing Center in the Student Success Center, under the Resources tab in Loud-cloud for APA paper templates, citation examples, tips, etc. Points will be deducted for poor use of APA format or absence of APA format (if required). Cite all sources of information! When in doubt, cite the source. Paraphrasing also requires a citation. I highly recommend using the APA Publication Manual, 6th edition.

   • Use of Direct Quotes

   I discourage over-utilization of direct quotes in DQs and assignments at the Master’s level and deduct points accordingly. As Masters’ level students, it is important that you be able to critically analyze and interpret information from journal articles and other resources. Simply restating someone else’s words does not demonstrate an understanding of the content or critical analysis of the content. It is best to paraphrase content and cite your source.

   • LopesWrite Policy

   For assignments that need to be submitted to Lopes Write, please be sure you have received your report and Similarity Index (SI) percentage BEFORE you do a “final submit” to me. Once you have received your report, please review it. This report will show you grammatical, punctuation, and spelling errors that can easily be fixed. Take the extra few minutes to review instead of getting counted off for these mistakes. Review your similarities. Did you forget to cite something? Did you not paraphrase well enough? Is your paper made up of someone else’s thoughts more than your own? Visit the Writing Center in the Student Success Center, under the Resources tab in Loud-cloud for tips on improving your paper and SI score.

   • Late Policy

   The university’s policy on late assignments is a 10% penalty PER DAY LATE. This also applies to late DQ replies. Please communicate with me if you anticipate having to submit an assignment late. I am happy to be flexible, with advance notice. We may be able to work out an extension based on extenuating circumstances. If you do not communicate with me before submitting an assignment late, the GCU late policy will be in effect. I do not accept assignments that are two or more weeks late unless we have worked out an extension. As per policy, no assignments are accepted after the last day of class. Any assignment submitted after midnight on the last day of class will not be accepted for grading.

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   Communication is so very important. There are multiple ways to communicate with me: Questions to Instructor Forum: This is a great place to ask course content or assignment questions. If you have a question, there is a good chance one of your peers does as well. This is a public forum for the class. Individual Forum: This is a private forum to ask me questions or send me messages. This will be checked at least once every 24 hours.

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Benchmark – Capstone Project Change Proposal

Details:
In this assignment, students will pull together the change proposal project components they have been working on throughout the course to create a proposal inclusive of sections for each content focus area in the course. At the conclusion of this project, the student will be able to apply evidence-based research steps and processes required as the foundation to address a clinically oriented problem or issue in future practice.

Students will develop a 1,250-1,500 word paper that includes the following information as it applies to the problem, issue, suggestion, initiative, or educational need profiled in the capstone change proposal:

1. Background
2. Problem statement
3. Purpose of the change proposal
4. PICOT
5. Literature search strategy employed
6. Evaluation of the literature
7. Applicable change or nursing theory utilized
8. Proposed implementation plan with outcome measures
9. Identification of potential barriers to plan implementation, and a discussion of how these could be overcome
10. Appendix section, if tables, graphs, surveys, educational materials, etc. are created

Review the feedback from your instructor on the Topic 3 assignment (PICOT Statement Paper) and Topic 6 assignment (Literature Review). Use the feedback to make appropriate revisions to the portfolio components before submitting.

Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to Turnitin. Please refer to the directions in the Student Success Center.

6512 Discussion Wk 5

Discussion: Assessing the Ears, Nose, and Throat

Most ear, nose, and throat conditions that arise in non-critical care settings are minor in nature. However, subtle symptoms can sometimes escalate into life-threatening conditions that require prompt assessment and treatment. Nurses conducting assessments of the ears, nose, and throat must be able to identify the small differences between life-threatening conditions and benign ones. For instance, if a patient with a sore throat and a runny nose also has inflamed lymph nodes, the inflammation is probably due to the pathogen causing the sore throat rather than a case of throat cancer. With this knowledge and a sufficient patient health history, a nurse would not need to escalate the assessment to a biopsy or an MRI of the lymph nodes, but would probably perform a simple strep test.

In this Discussion, you consider case studies of abnormal findings from patients in a clinical setting. You determine what history should be collected from the patients, what physical exams and diagnostic tests should be conducted, and formulate a differential diagnosis with several possible conditions.

Note: By Day 1 of this week, your Instructor will have assigned you to one of the following specific case studies for this Discussion. Also, your Discussion post should be in the Episodic/Focused SOAP Note format, rather than the traditional narrative style Discussion posting format. Refer to Chapter 2 of the Sullivan text and the Episodic/Focused SOAP Template in the Week 5 Learning Resources for guidance. Remember that all Episodic/Focused SOAP notes have specific data included in every patient case. 

Case 1: Nose Focused Exam
Richard is a 50-year-old male with nasal congestion, sneezing, rhinorrhea, and postnasal drainage. Richard has struggled with an itchy nose, eyes, palate, and ears for 5 days. As you check his ears and throat for redness and inflammation, you notice him touch his fingers to the bridge of his nose to press and rub there. He says he’s taken Mucinex OTC the past two nights to help him breathe while he sleeps. When you ask if the Mucinex has helped at all, he sneers slightly and gestures that the improvement is only minimal. Richard is alert and oriented. He has pale, boggy nasal mucosa with clear thin secretions and enlarged nasal turbinates, which obstruct airway flow but his lungs are clear. His tonsils are not enlarged but his throat is mildly erythematous.

Case 2: Focused Throat Exam
Lily is a 20-year-old student at the local community college. When some of her friends and classmates told her about an outbreak of flu-like symptoms sweeping her campus over the past two weeks, Lily figured she shouldn’t take her three-day sore throat lightly. Your clinic has treated a few cases similar to Lily’s. All the patients reported decreased appetite, headaches, and pain with swallowing. As Lily recounts these symptoms to you, you notice that she has a runny nose and a slight hoarseness in her voice but doesn’t sound congested.

Case 3: Focused Ear Exam
Martha brings her 11-year old grandson, James, to your clinic to have his right ear checked. He has complained to her about a mild earache for the past two days. His grandmother believes that he feels warm but did not verify this with a thermometer. James states that the pain was worse while he was falling asleep and that it was harder for him to hear. When you begin basic assessments, you notice that James has a prominent tan. When you ask him how he’s been spending his summer, James responds that he’s been spending a lot of time in the pool.

To prepare:

With regard to the case study you were assigned:

· Review this week’s Learning Resources and consider the insights they provide.

· Consider what history would be necessary to collect from the patient.

· Consider what physical exams and diagnostic tests would be appropriate to gather more information about the patient’s condition. How would the results be used to make a diagnosis?

· Identify at least 5 possible conditions that may be considered in a differential diagnosis for the patient.

Note: Before you submit your initial post, replace the subject line (“Week 5 Discussion”) with “Review of Case Study ___,” identifying the number of the case study you were assigned.

Post an episodic/focused note about the patient in the case study to which you were assigned using the episodic/focused note template provided in week 5 resources. Provide evidence from the literature to support diagnostic tests that would be appropriate for each case. List five different possible conditions for the patient’s differential diagnosis and justify why you selected each.

Leadership Case Study: Applying Leadership Style And Skills

REQUIRED REFERENCES

Roussel, L., & Thomas, P. L. (2020). Leadership theory and application for nurse leaders. In L. Roussel, P. L. Thomas, & J. L. Harris (Eds.), Management and leadership for nurse administrators (8th ed., 23–42). Burlington, MA: Jones & Bartlett Learning.

Gokenbach, V., & Thomas, P. L. (2020). Maximizing human capital. In L. Roussel, P. L. Thomas, & J. L. Harris (Eds.), Management and leadership for nurse administrators (8th ed., 189–226). Burlington, MA: Jones & Bartlett Learning.

Boamah, S. A., Spence Laschinger, H. K., Wong, C., & Clarke, S. (2018). Effect of transformational leadership on job satisfaction and patient safety outcomes. Nursing Outlook, 66(2), 180–189.

Fischer, S. A. (2016). Transformational leadership in nursing: A concept analysis. Journal of Advanced Nursing, 72(11), 2644–2653.

Sherman, R. O. (2006). Leading a multigenerational nursing workforce: Issues, challenges and strategies. Online Journal of Issues in Nursing, 11(2), 13.

QUESTION:

Describe the situation or case study you selected. If it is one from your professional practice (rather than the case studies from the course text), be sure to provide relevant details about the setting, situation, and challenge you faced.

Then, explain what you might have done differently in the management of the situation. Be sure to justify your position using the Resources and evidence-based practices from the literature, particularly as these relate to situational leadership and (as applicable) a multigeneration workforce.

· Review the Resources, focusing in particular on those related to situational leadership.

· Search a reputable academic/professional resources on the Internet to locate and analyze a peer-reviewed article related to situational leadership.

· Critically examine a leadership situation in your professional practice. As an alternative, you may select one of the case studies included in the Roussel, Thomas and Harris text:

· Case Study 2-1: Is a Leader a Leader Only When Paid? (p. 39)

· Case Study 2-2: Managing Conflict (p. 40–41)

· Case Study 9-1: Healthy Work Environments (p. 223)

Basic Windshield Survey – Rural

Enter Sentinel Town® via the link to begin your virtual experience by taking a tour by car of Sentinel Town®.  Since this is your first tour, select the slowest speed and stay in the car the entire time at least once before getting out of the car.

As you take the tour, write down your observations, specifically those that align with the following demographics and/or subsystems listed in the left-hand column of the rubric.

• Describe the characteristics of the people you see in Sentinel Town®.
  • What are the race/ethnicity distribution, age ranges, and gender mix?
  • Are there signs of poverty or wealth? What are they?
• Who do you see on the streets?
  • Parent with child, teens, couples, disabled persons?
  • Are there homeless persons, beggars, etc.?
  • Is there anyone in the city you would not expect to see?
• Are there dogs on or off leash? Are there other animals?
• Are there churches and other formal religious buildings?
  • What are their denominations?

Compile your observations addressing each item listed in the first column of the rubric.  You are encouraged to add other relevant observations that may not be listed in the first column.

Select a target population of interest and discuss relevant demographic data and health status indicators for this population group.  Identify major health concerns for this target population.  Include a discussion of major health concerns in relation to a global health issue.

Reading and Resources

• Harkness & DeMarco (2016) Read Chapters 1 & 2
• Read all Sentinel City information available at the top of the course homepage.
• Visit QSEN: Quality and Safety Education for Nurses
• Read the Report: The Future of Nursing: Leading Change, Advancing Health
• Read the Report: The Future of Public Health
• Review Final Project Requirements
• Watch the Henry Street Settlement: 120 Years in 4 Minutes Video
• View this 9 minute video entitled Community Assessment Windshield Survey, to help you see what types of things to look for when you conduct a windshield survey in the Sentinel City simulation

Additional Instructions:

• All submissions should have a title page and reference page.
• Utilize a minimum of two scholarly resources.
• Adhere to grammar, spelling and punctuation criteria.
• Adhere to APA compliance guidelines.
• Adhere to the chosen Submission Option for Delivery of Activity guidelines.

Submission Option

Instruction

Paper

• 4 to 6-page paper. Include title and reference pages.

Note: Title and reference pages/slides do not count towards the count requirements.

Attachments areaPreview YouTube video Henry Street Settlement: 120 Years in 4 MinutesPreview YouTube video Community Assessment Windshield SurveyCommunity Assessment Windshield SurveyReplyReply allForward

Week1 Discussion

Beth Martin RE: Discussion – Week 1

Module 1 Healthcare Technology

Healthcare Information Technology is always evolving and changes rapidly in today’s world. All healthcare workers rely on HIT to do a large portion of their job. One of the main reasons nurses need data to take care of patients is safety (Glassman, 2017). When we use previous data to show what has worked or has not worked previously with patients, nurses can then make decisions on their practice efforts based on these results. Previous experience or knowledge can also be used to provide effective data (McGonigle & Mastrian, 2017). Healthcare is always evolving and information changes continuously (Laureate,2018). There are various ways data is used in nursing to improve safety. Data can pull together with information about a patient and alert the nurse that they may be a fall risk, or that their vital signs and labs may show patient deterioration.

One-way nurses can use data is to provide safe patient assignments based on acuity. Staffing and heavy patient loads are one of the leading causes of nurse burnout. Turnover of nurses is not only costly; it can cause an increase in patient dissatisfaction and safety concerns and the continuum of care is not happening. Having a high acuity of patients can also be a safety issue as the nurse is not able to deliver adequate care to each of his or her patients. The use of the EHR could help with collecting pertinent information to see how much time a patient is needing for care. Medication administration times and route, the seriousness of the illness, falls risk, mobility assistance, cognition, upcoming procedures, help with feeding and meals, are just some of the ways collected data could help with safer assignments.  A nurse informatician can help to translate information to the electronic health record by gathering data such as this and the  relaying it in a way that can be used for knowledge to make an informed decision on how to best care for patients (Public Health informatics  Institute, 2017). Data can be revisited and updated to see if any improvements need to be made for patient care.

Glassman, K., (2018) Using Data in Nursing Practice American Nurse Retrieved by /orders/www.myamericannurse.com/using-data-nursing-practice/

Laureate Education (2018) Health Informatics and Population Health: Trends in Population Health [Video file]. Baltimore, MD: Author.

McGonigle, D., & Mastrian, K. G. (2017). Nursing informatics and the foundation of knowledge pp.9 (4th ed.). Burlington, MA: Jones & Bartlett Learning.

Public Health Informatics Institute (2017) /orders/www.youtube.com/watch?v+fLUygA8Hpfo

Chizoba Uba RE: Discussion – Week 1

The process of obtaining information or data and its utilization long method of solving problems.  As such nursing informatics has been identified as a specialty in nursing and science (Dee McGonigle, 2018, p.7) The use of technology is found in every aspect of human existence. The field of nursing according to McGonigle and Mastrian states that “nursing is an information-intensive profession” (2018). This implies that the nursing field has a lot to do with data collection and gathering of data is still relevant to today’s nursing world and in the healthcare profession as a whole.

In my current practice as a registered in the Neonatal Intensive Care Unit (NICU) data collection and use of technology is very essential in our daily practice. The newborn screening is required by the state of New Jersey that all newborn babies are required to do a bloodspot screening within 48 hours of birth against 59 childhood disorders which could cause lifelong disabilities in children. Early dictation and coordination with primary care providers and other specialties make it easy for the prevention and treatment of these disorders. More than 110,000 newborn screening test is done yearly in NJ. In my primary place of work as a newborn screening champion nurse in the unit. Coordination with both parents, outpatients, inpatients, and specialties are done perfecting through information and data. This enables us to reach out to parents once information are obtained from the state department of health, arrange for follow up treatment and prevention of the outcome of those disorders.

According to Nagle, Sermeus & Junger in their 2017 article says that the health care industries knowledge bank is evolving as such informatics is part of the growth in the health care industry. The fact that data collection and processing takes months to complete, this implies that most information obtained will be out of date. Therefore the relevance of the role of informatics can never be overemphasized. Nursing informatics will continue to evolve and adapt to nursing needs. (Nagle et al 2017). As a graduate practitioner, I am looking forward to being a part of this evolving process in my career pathway as it helps in improving the future of nursing as a profession.

References

McGonigle, D., & Mastrian, K. G. (2018). Nursing informatics and the foundation of knowledge.

Burlington, MA: Jones & Bartlett Learning.

Nagle, J., Sermeus, W., & Junger, A. (2017). Evolving Role of the Nursing Informatics

Specialist. Retrieved from

/orders/serval.unil.ch/resource/serval:BIB_4A0FEA56B8CB.P001/REF

Newborn Screening. Retrieved from nj.gov/health

Has Any One Ever Worked With Sentinel City For Nursing Assignments

Has Any One Ever Worked With Sentinel City

Has Any One Ever Worked With Sentinel City

Has Any One Ever Worked With Sentinel City

Has Any One Ever Worked With Sentinel City

Has Any One Ever Worked With Sentinel City

Has Any One Ever Worked With Sentinel City

Has Any One Ever Worked With Sentinel City

Has Any One Ever Worked With Sentinel City

Assignment – Professional Roles and Organizations

Overview

There are many roles a professional nurse may assume. As a member of a professional group, nurses should become active in one or more professional nursing organizations. There are many reasons to get involved-becoming involved in a professional nursing organization provides the nurse with a voice to address issues that impact nursing practice and provides a means to help the nurse stay up to date in their area of practice.

Prerequisites

Student Instructions for Sentinel City®

Sentinel City® is an educational simulation developed by SentinelU to represent what you may find in any real United States city. This educational simulation provides a unique opportunity to explore the health and environmental issues facing American cities today, without having to leave your home. You will be able to take a simulated bus trip and/or walk around the city while observing the environment and people of Sentinel City®. Through your observations, you will gather information to assess potential health issues and risks within this educational simulation learning environment.

We encourage you to keep a notepad nearby and take notes about your observations of the city. You may take the bus tour as many times as needed to complete your assignments. You will assess different factors that may contribute to or detract from the health and wellness of the community and its citizens. After making your observations, you will return to the course and complete the related assignments. Please review the grading rubric for each assignment prior to exploring Sentinel City®.

During your first trip through the city, you will focus on the core of the community, its people. You may be asked to describe the people you see, and any expected or unexpected findings related to the citizens of Sentinel City®. Your keen observations will be the foundation to successfully completing upcoming assignments within your course.

Assignment is due: Tuesday, November _10th_ at Midnight on D2L Clinical Week 12 Drop Box

Part 1 – Take a Getting Started With Sentinel City Tour on the bus and answer the following:

You are a __Community Registered Nurse___.

Your job is to ___Answer the following questions in paragraph format as you tour Sentinel City on the bus_______.

− Who do you see?

− What would you do?

− What is your plan?

− Who would be involved?

− What strategies will be used?

− What resources are needed?

− What additional questions would you ask?

− What information do you need? From whom? When?

− Where did you notice this in Sentinel City® Community Health Simulation?

− How would you resolve the situation?

− Why are the conditions this way?

Part 2 – Assignment Instructions

1. Enter Sentinel City® and interview the City Health Director. The City Health Director has additional information about the various roles that a professional nurse may assume.

2. Review course readings and other available resources. Chapter 1 & 2 of Demarco & Healy-Walsh (2020)

3. Select three professional roles that are available to nurses and discuss how each role may impact the patient, family, or healthcare in general.

4. Identify two professional organizations and discuss how active involvement would advance the nursing profession as well as contribute to your professional development.

· For a list of state, national, and international nursing organizations, visit Nursing.org at

http://nurse.org/orgs.shtml

· Review the Sentinel Watch. Every Nurse Should Belong to Professional Organization http://www.americansentinel.edu/blog/2017/01/17/every-nurse-should-belong-to-professional-organizations/

5. To demonstrate mastery, each student will complete the following.

A 5-6 slide PowerPoint presentation, addressing #3 and #4 above. References in APA format. The title slide and reference slide are separate.

6. For questions, contact your instructor.

Learning Objectives

· Identify professional nursing roles

· Analyze how the professional nursing role impacts healthcare

· Identify professional nursing organizations

· Discuss the importance of involvement in a professional nursing organization

AACN BSN Essentials

This assignment addresses the following AACN BSN Essentials:

· Essential VI: Interprofessional Communication and Collaboration for Improving Patient Health

· Communication and collaboration among healthcare professionals are critical to delivering high quality and safe patient care

· Essential VII: Clinical Prevention and Population Health for Optimizing Health

· Practice evidence-based public health nursing to promote the health of individuals, families, and groups

AACN Public Health Essentials

This assignment addresses the following AACN Public Health Essential:

· Essential VIII: Professionalism and Professional Values

· Professionalism and the inherent values of altruism, autonomy, human dignity, integrity,

and social justice are fundamental to the discipline of nursing.

/orders/nursinganswers.net/essays/community-health-and-population-focused-nursing-action-report.php

1.

Grading Rubric – Professional Roles and Organizations

Case Study Assignment: Assessing The Head, Eyes, Ears, Nose, And Throat

Most ear, nose, and throat conditions that arise in non-critical care settings are minor in nature. However, subtle symptoms can sometimes escalate into life-threatening conditions that require prompt assessment and treatment. Nurses conducting assessments of the ears, nose, and throat must be able to identify the small differences between life-threatening conditions and benign ones. For instance, if a patient with a sore throat and a runny nose also has inflamed lymph nodes, the inflammation is probably due to the pathogen causing the sore throat rather than a case of throat cancer. With this knowledge and a sufficient patient health history, a nurse would not need to escalate the assessment to a biopsy or an MRI of the lymph nodes but would probably perform a simple strep test.

In this Case Study Assignment, you consider case studies of abnormal findings from patients in a clinical setting. You determine what history should be collected from the patients, what physical exams and diagnostic tests should be conducted, and formulate a differential diagnosis with several possible conditions.

With regard to the case study you were assigned:

· Review this week’s Learning Resources and consider the insights they provide.

· Consider what history would be necessary to collect from the patient.

· Consider what physical exams and diagnostic tests would be appropriate to gather more information about the patient’s condition. How would the results be used to make a diagnosis?

· Identify at least five possible conditions that may be considered in a differential diagnosis for the patient.

The Assignment

Use the Episodic/Focused SOAP Template and create an episodic/focused note about the patient in the case study to which you were assigned using the episodic/focused note template provided in the Week 5 resources. Provide evidence from the literature to support diagnostic tests that would be appropriate for each case. List five different possible conditions for the patient’s differential diagnosis and justify why you selected each.

Case Study 1:   This assignment you will be doing in SOAP format.

Richard is a 50-year-old male with nasal congestion, sneezing, rhinorrhea, and postnasal drainage. Richard has struggled with an itchy nose, eyes, palate, and ears for 5 days. As you check his ears and throat for redness and inflammation, you notice him touch his fingers to the bridge of his nose to press and rub there. He says he’s taken Mucinex OTC the past 2 nights to help him breathe while he sleeps. When you ask if the Mucinex has helped at all, he sneers slightly and gestures that the improvement is only minimal. Richard is alert and oriented. He has pale, boggy nasal mucosa with clear thin secretions and enlarged nasal turbinates, which obstruct airway flow but his lungs are clear. His tonsils are not enlarged but his throat is mildly erythematous

Grief

• Grief: define and describe the physical symptoms, psychological and social responses and its spiritual aspects.
• Summarize the types of grief.
• Although death is a universal human experience, please specify culture-specific considerations that exist regarding attitudes toward the loss of a loved one, including age (child or older adult) and cause of death.  At least 500 words with support from at least 2 academic sources.
  

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  ADDITIONAL INSTRUCTIONS FOR THE CLASS

  Who We Are 

  We are a professional custom writing website. If you have searched for a question and bumped into our website just know you are in the right place to get help with your coursework.

  Do you handle any type of coursework?

  Yes. We have posted our previous orders to display our experience. Since we have done this question before, we can also do it for you. To make sure we do it perfectly, please fill out our Order Form. Filling the order form correctly will assist our team in referencing, specifications, and future communication.

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  • 2. Fill in your paper’s requirements in the “PAPER INFORMATION” section and the system will calculate your order price/cost.
  • 3. Fill in your paper’s academic level, deadline, and the required number of pages from the drop-down menus.
  • 4. Click “FINAL STEP” to enter your registration details and get an account with us for record-keeping and then, click on “PROCEED TO CHECKOUT” at the bottom of the page.
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  • Discussion Questions (DQ)

  Initial responses to the DQ should address all components of the questions asked, including a minimum of one scholarly source, and be at least 250 words. Successful responses are substantive (i.e., add something new to the discussion, engage others in the discussion, well-developed idea) and include at least one scholarly source. One or two-sentence responses, simple statements of agreement or “good post,” and responses that are off-topic will not count as substantive. Substantive responses should be at least 150 words. I encourage you to incorporate the readings from the week (as applicable) into your responses.

  • Weekly Participation

  Your initial responses to the mandatory DQ do not count toward participation and are graded separately. In addition to the DQ responses, you must post at least one reply to peers (or me) on three separate days, for a total of three replies. Participation posts do not require a scholarly source/citation (unless you cite someone else’s work). Part of your weekly participation includes viewing the weekly announcement and attesting to watching it in the comments. These announcements are made to ensure you understand everything that is due during the week.

  • APA Format and Writing Quality

  Familiarize yourself with the APA format and practice using it correctly. It is used for most writing assignments for your degree. Visit the Writing Center in the Student Success Center, under the Resources tab in Loud-cloud for APA paper templates, citation examples, tips, etc. Points will be deducted for poor use of APA format or absence of APA format (if required). Cite all sources of information! When in doubt, cite the source. Paraphrasing also requires a citation. I highly recommend using the APA Publication Manual, 6th edition.

  • Use of Direct Quotes

  I discourage over-utilization of direct quotes in DQs and assignments at the Master’s level and deduct points accordingly. As Masters’ level students, it is important that you be able to critically analyze and interpret information from journal articles and other resources. Simply restating someone else’s words does not demonstrate an understanding of the content or critical analysis of the content. It is best to paraphrase content and cite your source.

  • LopesWrite Policy

  For assignments that need to be submitted to Lopes Write, please be sure you have received your report and Similarity Index (SI) percentage BEFORE you do a “final submit” to me. Once you have received your report, please review it. This report will show you grammatical, punctuation, and spelling errors that can easily be fixed. Take the extra few minutes to review instead of getting counted off for these mistakes. Review your similarities. Did you forget to cite something? Did you not paraphrase well enough? Is your paper made up of someone else’s thoughts more than your own? Visit the Writing Center in the Student Success Center, under the Resources tab in Loud-cloud for tips on improving your paper and SI score.

  • Late Policy

  The university’s policy on late assignments is a 10% penalty PER DAY LATE. This also applies to late DQ replies. Please communicate with me if you anticipate having to submit an assignment late. I am happy to be flexible, with advance notice. We may be able to work out an extension based on extenuating circumstances. If you do not communicate with me before submitting an assignment late, the GCU late policy will be in effect. I do not accept assignments that are two or more weeks late unless we have worked out an extension. As per policy, no assignments are accepted after the last day of class. Any assignment submitted after midnight on the last day of class will not be accepted for grading.

  • Communication

  Communication is so very important. There are multiple ways to communicate with me: Questions to Instructor Forum: This is a great place to ask course content or assignment questions. If you have a question, there is a good chance one of your peers does as well. This is a public forum for the class. Individual Forum: This is a private forum to ask me questions or send me messages. This will be checked at least once every 24 hours.

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