NUR643E Week 2 Discussion

NUR643E/NUR643

NUR643E Advanced Health Assessment for Nurse Educators

Week 1 Discussion

DQ1 You are working with a nursing learner who is introducing herself to a Native American patient to establish rapport. The nursing learner is trying to make eye contact and puts her hand on the shoulder of the patient to get his attention. What situation could arise with this approach?  How would you handle this situation? Defend rationale with references.

DQ2 While completing a health assessment, you notice that there are indications that the patient may have been cutting herself. You inquire about the marks and she indicates that she scratched her wrist when she tried to break her fall. How do you handle this information? How can you incorporate your Christian worldview to help in providing quality care? What are the key elements to accurately obtaining the needed information for effective treatment?

NUR643E/NUR643

NUR643E Advanced Health Assessment for Nurse Educators

Week 2 Discussion

DQ1 As an instructor, you are working with a nursing learner in the second year of a 4-year nursing program. The learner does not perform an ear exam correctly. How would you explain the appropriate technique to examine the ears?

DQ2 You are working the triage desk of the ED. A patient presents with sudden loss of vision of the right eye after a head collision during a volleyball game. What would your assessment include? Identify  initial problems and determine if they would warrant emergent intervention.

NUR643E/NUR643

NUR643E Advanced Health Assessment for Nurse Educators

Week 3 Discussion

DQ1 Select one pulmonary, cardiac, peripheral vascular, or lymphatic system disorder. Discuss the clinical characteristics and identify the appropriate laboratory, imaging, and other diagnostic and screening tools that apply to this disorder. Explain why these tests or tools were chosen as appropriate to the conditions. Select different topics from that of your classmates.

DQ2 You are called to the bedside of a critical patient as a rapid response team member. Upon initial inspection the patient is cyanotic, has labored breathing, and is not responding well. Develop an SBAR (situation, background, assessment, recommendation) for this patient. Use references to substantiate your approach to this clinical scenario.

NUR643E/NUR643

NUR643E Advanced Health Assessment for Nurse Educators

Week 4 Discussion

DQ1 As an instructor, you are working with a nursing learner to develop a problem-focused exam involving the musculoskeletal system and extremities.  Formulate potential questions to support the learner in soliciting specific information about the patient related to past history, drugs that may adversely affect the musculoskeletal system, family history, psychosocial profile. Provide rationale.

DQ2 The goal of a complete musculoskeletal assessment is to detect risk factors, potential problems, or musculoskeletal dysfunction early and then to plan appropriate interventions, including teaching health promotion and disease prevention, and implement treatment measures. By doing so, you can play a signi?cant role in preventing pain and dysfunction in your patients. Describe a plan to provide patient teaching that incorporates health promotion and disease prevention. Provide rationale.

NUR643E/NUR643

NUR643E Advanced Health Assessment for Nurse Educators

Week 5 Discussion

DQ1 Differentiate between the appearances of skin lesions in relation to cancerous versus noncancerous.

DQ2 A patient presents with abdominal discomfort to the point of being in the fetal position. What questions need to be asked of this patient? What examination techniques would you perform for this patient?

NUR643E/NUR643

NUR643E Advanced Health Assessment for Nurse Educators

Week 6 Discussion

DQ1 A patient is experiencing delirium after the initiation of a new medication. What are questions you want answered as well as physical findings would you be looking for?

DQ2 Choose a special population and detail the approach to history taking and physical examination with the patient and/or family member.

NUR643E/NUR643

NUR643E Advanced Health Assessment for Nurse Educators

Week 7 Discussion

DQ1 A patient presents with heaviness in their chest and diaphoretic. What steps will you take in providing a proper assessment?

DQ2 A patient calls out on the call system and requests pain medication. We know that patients are to rate their pain on a scale. If the pain is unrelated to the admission diagnosis, what steps will you take in providing a proper assessment?

NUR643E/NUR643

NUR643E Advanced Health Assessment for Nurse Educators

Week 8 Discussion

DQ1 You walk into a patient’s room and find him unconscious; he does not greet you when you walk in. What are some of your initial assessment techniques that need to be employed and why?

DQ2 You just reviewed the morning laboratory report for a patient in critical care. You noted that the potassium level is 6.5 mEq/L. What are areas you need to be assessing the patient to monitor for complications from hyperkalemia? Explain your approach in a head to toe assessment.

ADDITIONAL INSTRUCTIONS FOR THE CLASS

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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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