Ethical And Legal Foundations

Discussion: Ethical And Legal Foundations Of PMHNP Care

Ethical And Legal Foundations

Ethical And Legal Foundations

Ethical And Legal Foundations

Ethical And Legal Foundations

Ethical And Legal Foundations

Advanced practice nursing in all specialties is guided by codes of ethics that put the care, rights, duty, health, and safety of the patient first and foremost. PMHNP practice is also guided by ethical codes specifically for psychiatry. These ethical codes are frameworks to guide clinical decision making; they are generally not prescriptive. They also represent the aspirational ideals for the profession. Laws, on the other hand, dictate the requirements that must be followed. In this way, legal codes may be thought to represent the minimum standards of care, and ethics represent the highest goals for care.
For this Discussion, you select a topic that has both legal and ethical implications for PMHNP practice and then perform a literature review on the topic. Your goal will be to identify the most salient legal and ethical facets of the issue for PMHNP practice, and also how these facets differ in the care of adult patients versus children. Keep in mind as you research your issue, that laws differ by state and your clinical practice will be dictated by the laws that govern your state.

To Prepare

  • Select one of the following ethical/legal topics:
    • Autonomy
    • Beneficence
    • Justice
    • Fidelity
    • Veracity
    • Involuntary hospitalization and due process of civil commitment
    • Informed assent/consent and capacity
    • Duty to warn
    • Restraints
    • HIPPA
    • Child and elder abuse reporting
    • Tort law
    • Negligence/malpractice
  • In the Walden library, locate a total of four scholarly, professional, or legal resources related to this topic. One should address ethical considerations related to this topic for adults, one should be on ethical considerations related to this topic for children/adolescents, one should be on legal considerations related to this topic for adults, and one should be on legal considerations related to this topic for children/adolescents.
By Day 3 of Week 2

Briefly identify the topic you selected. Then, summarize the articles you selected, explaining the most salient ethical and legal issues related to the topic as they concern psychiatric-mental health practice for children/adolescents and for adults. Explain how this information could apply to your clinical practice, including specific implications for practice within your state. Attach the PDFs of your articles.

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Analysis of Workplace

Analysis of Workplace

Analysis of Workplace

Analysis of Workplace Related Stress among the Nurses
Ariel Cordova Lopez
Walden University
NURS – 6052C

Essentials of Evidence-Based Practice

Dr. Christine Frazer
March 21, 2021
Analysis of Workplace Related Stress among the Nurses
Occupational stress is caused by various factors and situations within a healthcare setting that requires the engagement of the available personnel even when such individuals do not have the appropriate expertise to handle such issues, which compromise their expectations. The management in a healthcare facility might delegate duties to the nursing staff without considering the level of workload is capable of handling. If the nursing staff is overburdened the abilities to manage emotional distress is reduced. Besides, nurses might witness various events, which have emotional effects on their ability to dispense their duties effectively. For instance, a patient might die in the hands of the nurse and without due consideration, the management might delegate more duties to such nurses, which creates a feeling of injustice and uncertainties about their work expectations. This affects not only their emotional aspect but also affects their ability to carry out their duties as required. Besides, it can affect teamwork and lead to poor work relationships. This might compromise the overall goal of creating a safety culture with a healthcare facility and affect the overall wellness of the nursing staff. The purpose of this paper is to examine and analyze four different research articles that expounds on the issue by evaluating their methodologies suggested controlling the issue.

Full citation of selected article Article #1 Article #2 Article #3 Article #4
  Dobnik, M., Maletič, M., & Skela-Savič, B. (2018). Work-related stress factors in nurses at Slovenian hospitals–a cross-sectional study. Slovenian journal of public health57(4), 192-200.  doi: 10.2478/sjph-2018-0024
 
Vernekar, S. P., & Shah, H. (2018). A study of work-related stress among nurses in a tertiary care hospital in Goa. International Journal of Community Medicine and Public Health5(2), 657-661. DOI: http://dx.doi.org/10.18203/2394-6040.ijcmph20180246 Gheshlagh, R. G., Parizad, N., Dalvand, S., Zarei, M., Farajzadeh, M., Karami, M., & Sayehmiri, K. (2017). The prevalence of job stress among nurses in Iran: A meta-analysis study. Nursing and Midwifery Studies6(4), 143. DOI: 10.4103/nms.nms_33_17 Kim, S. C., & Sekol, M. A. (2014). Job satisfaction, burnout, and stress among pediatric nurses in various specialty units at an acute care hospital. http://dx.doi.org/10.5430/jnep.v4n12p115
Why you chose this article and/or how it relates to the clinical issue of interest (include a brief explanation of the ethics of research related to your clinical issue of interest) Selection of article
I selected this article because it discusses how the nurses are affected by the changing healthcare environment. Pressure in the workplace can have serious implications on the nursing staff, which may affect the delivery of services within the healthcare system. The article addresses stress related to the workplace and how well this can be managed by ensuring adequate staffing, creating an encouraging work environment and efficient organization.
The ethics of the is that participants were Slovenian hospitals and were required to approve their participation.
 
Selection of article
I selected this article because it stipulates that nursing is a stressful occupation, a situation that is even made further by the multiple and conflicting demands by their supervisors, managers, and administrators. This instances leads to work overload, which adds up the burden to already nature of the stressful nursing occupation. This consequently affects the overall efficiency in healthcare delivery, and compromises the quality of care.
The ethics noted by the author permission was sought from different administrative authorities as well as the study participants prior to giving them questionnaires. The confidentiality of the participants was guaranteed.
 
Selection of article
I selected this article because it addresses the issue of occupational related stress, which is related to mental health wellbeing of the nurses.
Selection of article
I selected this article because it addresses the research topic on how workplace stress affects nurses. Nurses experience stress resulting from a variety of factors including job satisfaction, burnout, compassion, and work-related stress among nurses in a pediatric critical care unit.
The ethics observed in the study include approval by the institutional review board of the hospital, while the participants were selected on voluntary basis. The participants were also granted the autonomy to withdraw at wish.
 
Brief description of the aims of the research of each peer-reviewed article The aim of the study was to establish the level of stress in nurses working in hospitals in Slovenia, and to identify stress related factors. The researcher’s aim in the research was to determine the levels of work related stress in nurses, various sources of stress, and to develop suitable recommendations based on the study findings.
 
The researcher aimed at the analysis of job related stress among the Iranian nurses. The aims of the study were to: evaluate job satisfaction, exhaustion, sympathy, fulfilment, and work-related pressure amongst pediatric nurses at medical, surgical, critical care units in a tertiary acute care hospital; and recognize the predictors of job approval, fatigue, compassion gratification, and work-related stress.
Brief description of the research methodology used Be sure to identify if the methodology used was qualitative quantitative , or a mixed-methods approach. Be specific. Research Methodology:
Quantitative method using cross-sectional epidemiological design and standardized nursing stress scale was used to capture stress related data. A sample of 983 nurses from 21 Slovenian hospitals was employed in the study and a questionnaire with 19 demographic and 24 job related characteristics. Statistical Package for Social Scientists (SPSS) version 22 was used to analyze the data. The data was focused on statistical analysis thus it was quantitative.
 
 
Research Methodology:
Quantitative method using cross-sectional design was used in the study at a 1000 bed tertiary care hospital, Bambolin- Goa, between October 2016- December 2016. A population of registered nurses from different wards in the hospital participated in the study, while new recruits were excluded from the study. Those working in the outpatient department and in operation theatres were also excluded.
The sample size was calculated considering a prevalence puff 38.4% at 95% confidence, and a sample error of 10% was considered. Stratified sampling technique was used to obtain the required sample size. The Statistical Package for Social Scientists (SPSS) version 22 was used to conduct a regression analysis on the data. The study was based on statistical aspect of analysis, therefore, it was quantitative.
Research Methodology:
Qualitative method using meta-analysis design, where study articles were collected based on year of publication, sample size, sampling methods, and job related stress was used. Out of the 126 articles that were consulted, 30 articles met the criteria for research. The data was analyzed using STATA, version 12. The study was qualitative in nature.
 
Research Methodology:
Quantitative method using cross-sectional design at the children’s hospital in South California from February to March, 2013. A group of 240 registered nurses completed a demographic, specialized quality of life, short index and emotional job satisfaction questionnaire. One way Analysis of variance and multiple regression analysis were performed on the data, using SPSS version 20.0. The study was quantitative in nature.
 
A brief description of the strengths of each of the research methodologies used, including reliability and validity of how the methodology was applied in each of the peer-reviewed articles you selected. Strength of Methodology:
The strengths of cross-sectional approach used in the study is quick and easy because it does not involve lengthy follow-up periods. Reliability of the article is that factors under investigation can be measured effectively, creating room for the investigation of multiple outcomes of the study. The validity was assessed using Pearson correlation coefficient was used to show relationships between factors and ordinal variables.
Strength of Methodology:
The strengths of cross-sectional approach made it easier and quicker to collect data because there are no lengthy follow-ups and prolonged wait periods. Reliability and validity on how the data applied to the research was based on multiple factors.
 
Strength of Methodology:
The strengths study was meta-analysis and articles were collected from national and international databases, using key words relating to the research topic. The reliability of the articles is that they were easily found in the national and international databases using PRISMA guidelines were used to direct reporting guidelines. The validity if the article is that references evaluated to relate to the research topic.
Strength of Methodology:
The strength of the study was use of cross-sectional, which made it easier to collect without much follow-up and lengthy waiting periods. Reliability and validity was based on multiple factors were considered when assessing the viability and reliability of the data. Pearson bivariate coefficient was used to assess relationships among study variables.
General Notes/Comments The article was peer reviewed. The article was peer reviewed. The article is peer reviewed. The article was peer reviewed.

Conclusion
Workplace related stress is an important factor that needs to analyzed further because it compromises the quality of healthcare offered. This is attributed to factors such as inefficiencies, increased staff turnover, and deteriorated quality of care. The nurses might end being unsatisfied with their jobs. This is the reason why this study focuses on this important area.
References
Dobnik, M., Maletič, M., & Skela-Savič, B. (2018). Work-related stress factors in nurses at Slovenian hospitals–a cross-sectional study. Slovenian journal of public health57(4), 192-200.  doi: 10.2478/sjph-2018-0024
Gheshlagh, R. G., Parizad, N., Dalvand, S., Zarei, M., Farajzadeh, M., Karami, M., & Sayehmiri, K. (2017). The prevalence of job stress among nurses in Iran: A meta-analysis study. Nursing and Midwifery Studies6(4), 143. DOI: 10.4103/nms.nms_33_17
Kim, S. C., & Sekol, M. A. (2014). Job satisfaction, burnout, and stress among pediatric nurses in various specialty units at an acute care hospital. http://dx.doi.org/10.5430/jnep.v4n12p115
Vernekar, S. P., & Shah, H. (2018). A study of work-related stress among nurses in a tertiary care hospital in Goa. International Journal of Community Medicine and Public Health5(2), 657-661. DOI: http://dx.doi.org/10.18203/2394-6040.ijcmph20180246

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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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ASSIGNMENT AND DISCUSSION

ASSIGNMENT AND DISCUSSION

ASSIGNMENT AND DISCUSSION

ASSIGNMENT AND DISCUSSION

ASSIGNMENT AND DISCUSSION

ASSIGNMENT AND DISCUSSION

Assignment: Off-Label Drug Use in Pediatrics
The unapproved use of approved drugs, also called off-label use, with children is quite common. This is because pediatric dosage guidelines are typically unavailable, since very few drugs have been specifically researched and tested with children.
When treating children, prescribers often adjust dosages approved for adults to accommodate a child’s weight. However, children are not just “smaller” adults. Adults and children process and respond to drugs differently in their absorption, distribution, metabolism, and excretion.
 
Photo Credit: Getty Images
Children even respond differently during stages from infancy to adolescence. This poses potential safety concerns when prescribing drugs to pediatric patients. As an advanced practice nurse, you have to be aware of safety implications of the off-label use of drugs with this patient group.
To Prepare
· Review the interactive media piece in this week’s Resources and reflect on the types of drugs used to treat pediatric patients with mood disorders.
· Reflect on situations in which children should be prescribed drugs for off-label use.
· Think about strategies to make the off-label use and dosage of drugs safer for children from infancy to adolescence. Consider specific off-label drugs that you think require extra care and attention when used in pediatrics.
By Day 5 of Week 11
Write a 1-page narrative in APA format that addresses the following:
· Explain the circumstances under which children should be prescribed drugs for off-label use. Be specific and provide examples.
· Describe strategies to make the off-label use and dosage of drugs safer for children from infancy to adolescence. Include descriptions and names of off-label drugs that require extra care and attention when used in pediatrics.
 
 
Reminder: The College of Nursing requires that all papers submitted include a title page, introduction, summary, and references. The Sample Paper provided at the Walden Writing Center offers an example of those required elements (available at http://writingcenter.waldenu.edu/57.htm). All papers submitted must use this formatting.
 
 

Rubric Detail

 
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Name: NURS_6521_Week11_Assignment_Rubric

 
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· List View

  Excellent Good Fair Poor
Explain the circumstances under which children should be prescribed drugs for off-label use. Be specific and provide examples. 36 (36%) – 40 (40%)
The response accurately and thoroughly explains in detail the circumstances under which children should be prescribed drugs for off-label use. The response includes accurate and specific examples that fully support the explanation provided.
32 (32%) – 35 (35%)
The response accurately explains the circumstances under which children should be prescribed drugs for off-label use. The response includes accurate examples that support the explanation provided.
28 (28%) – 31 (31%)
The response inaccurately or vaguely explains the circumstances under which children should be prescribed drugs for off-label use. The response includes inaccurate or vague examples that may or may not support the explanation provided.
0 (0%) – 27 (27%)
The response inaccurately and vaguely explains the circumstances under which children should be prescribed drugs for off-label use, or is missing. The response includes inaccurate and vague examples that do not support the explanation provided, or is missing.
Explain strategies to making off-label use and dosage of drugs safer for children from infancy to adolescence and descriptions and names of off-label drugs that require extra care and attention when used in pediatrics. Be specific. 41 (41%) – 45 (45%)
The response accurately and clearly describes in detail strategies to make the off-label use and dosage of drugs safer for children from infancy to adolescence. The response includes accurate, complete, and detailed descriptions and names of off-label drugs that require extra care and attention when used in pediatrics.
36 (36%) – 40 (40%)
The response accurately describes strategies to make the off-label use and dosage of drugs safer for children from infancy to adolescence. The response includes accurate descriptions and names of off-label drugs that require extra care and attention when used in pediatrics.
32 (32%) – 35 (35%)
The response inaccurately or vaguely describes strategies to make the off-label use and dosage of drugs safer for children from infancy to adolescence. The response includes inaccurate or vague descriptions and names of off-label drugs that require extra care and attention when used in pediatrics.
0 (0%) – 31 (31%)
The response inaccurately and vaguely describes strategies to make the off-label use and dosage of drugs safer for children from infancy to adolescence, or is missing. The response includes inaccurate and vague or incomplete descriptions and names of off-label drugs that require extra care and attention when used in pediatrics, or is missing.
Written Expression and Formatting – Paragraph Development and Organization: Paragraphs make clear points that support well developed ideas, flow logically, and demonstrate continuity of ideas. Sentences are carefully focused–neither long and rambling nor short and lacking substance. 5 (5%) – 5 (5%)
Paragraphs and sentences follow writing standards for flow, continuity, and clarity.
4 (4%) – 4 (4%)
Paragraphs and sentences follow writing standards for flow, continuity, and clarity 80% of the time.
3.5 (3.5%) – 3.5 (3.5%)
Paragraphs and sentences follow writing standards for flow, continuity, and clarity 60%–79% of the time.
0 (0%) – 3 (3%)
Paragraphs and sentences follow writing standards for flow, continuity, and clarity less than 60% of the time.
Written Expression and Formatting – English writing standards: Correct grammar, mechanics, and proper punctuation 5 (5%) – 5 (5%)
Uses correct grammar, spelling, and punctuation with no errors
4 (4%) – 4 (4%)
Contains a few (1–2) grammar, spelling, and punctuation errors
3.5 (3.5%) – 3.5 (3.5%)
Contains several (3–4) grammar, spelling, and punctuation errors
0 (0%) – 3 (3%)
Contains many (≥ 5) grammar, spelling, and punctuation errors that interfere with the reader’s understanding
Written Expression and Formatting – The paper follows correct APA format for title page, headings, font, spacing, margins, indentations, page numbers, running head, parenthetical/in-text citations, and reference list. 5 (5%) – 5 (5%)
Uses correct APA format with no errors
4 (4%) – 4 (4%)
Contains a few (1–2) APA format errors
3.5 (3.5%) – 3.5 (3.5%)
Contains several (3–4) APA format errors
0 (0%) – 3 (3%)
Contains many (≥ 5) APA format errors
Total Points: 100

Name: NURS_6521_Week11_Assignment_Rubric

 
 
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Cultural And Diversity Awareness In Health

Cultural And Diversity Awareness In Health Assessments

Pick one scenario
Case Study #1: Last names A-H:
CASE STUDY 1 JC, an at-risk 86-year-old Asian male is physically and financially dependent on his daughter, a single mother who has little time or money for her father’s health needs. He has ahx of hypertension (HTN), gastroesophageal reflux disease (GERD), b12 deficiency, and chronic prostatitis. He currently takes Lisinopril 10mg QD, Prilosec 20mg QD, B12 injections monthly, and Cipro 100mg QD. He comes to you for an annual exam and states “I came for my annual physical exam, but do not want to be a burden to my daughter.
Case Study #2: Last names starting with I-Q:
CASE STUDY 2 TJ, a 32-year-old pregnant lesbian, is being seen for an annual physical exam and has been having vaginal discharge. Her pregnancy has been without complication thus far. She has been receiving prenatal care from an obstetrician. She received sperm from a local sperm bank. She is currently taking prenatal vitamins and takes over the counter Tylenol for aches and pains on occasion. She has a strong family history of diabetes. Gravida 1; Para 0; Abortions 0
Case Study 3: Last names starting R-Z:
CASE STUDY 3 MR, a 23-year-old Native American male comes in to see you because he has been having anxiety and wants something to help him. He has been smoking “pot” and says he drinks to help himself too. He tells you he is afraid that he will not get into heaven if he continues in this lifestyle. He is not taking any prescriptions medications and denies drug use. He has a positive family history of diabetes, hypertension, and alcoholism.
In this Discussion, you will consider different socioeconomic, spiritual, lifestyle, and other cultural factors that should be taken into considerations when building a health history for patients with diverse backgrounds. Your Instructor will assign a case study to you for this Discussion.
To prepare:
· Reflect on your experiences as a nurse and on the information provided in this week’s Learning Resources on diversity issues in health assessments.
· Reflect on the specific socioeconomic, spiritual, lifestyle, and other cultural factors related to the health of the patient assigned to you.
· Consider how you would build a health history for the patient. What questions would you ask, and how would you frame them to be sensitive to the patient’s background, lifestyle, and culture? Develop five targeted questions you would ask the patient to build his or her health history and to assess his or her health risks.
· Think about the challenges associated with communicating with patients from a variety of specific populations. What strategies can you as a nurse employ to be sensitive to different cultural factors while gathering the pertinent information?
Post an explanation of the specific socioeconomic, spiritual, lifestyle, and other cultural factors associated with the patient you were assigned. Explain the issues that you would need to be sensitive to when interacting with the patient, and why. Provide at least five targeted questions you would ask the patient to build his or her health history and to assess his or her health risks.
Resources for reference: 
Ball, J. W., Dains, J. E., Flynn, J. A., Solomon, B. S., & Stewart, R. W. (2019). Seidel’s guide to physical examination: An interprofessional approach (9th ed.). St. Louis, MO: Elsevier Mosby.

  • Chapter 1, “The History and      Interviewing Process”  (Previously read in Week 1)

This chapter highlights history and interviewing processes. The authors explore a variety of communication techniques, professionalism, and functional assessment concepts when developing relationships with patients.

  • Chapter 2, “Cultural      Competency”

This chapter highlights the importance of cultural awareness when conducting health assessments. The authors explore the impact of culture on health beliefs and practices.
Dains, J. E., Baumann, L. C., & Scheibel, P. (2019). Advanced health assessment and clinical diagnosis in primary care (6th ed.). St. Louis, MO: Elsevier Mosby.
Credit Line: Advanced Health Assessment and Clinical Diagnosis in Primary Care, 6th Edition by Dains, J.E., Baumann, L. C., & Scheibel, P. Copyright 2019 by Mosby. Reprinted by permission of Mosby via the Copyright Clearance Center.

Melton, C., Graff, C., Holmes, G., Brown, L., & Bailey, J. (2014). Health literacy and asthma management among African-American adults: An interpretative phenomenological analysis. Journal of Asthma, 51(7), 703–713. doi:10.3109/02770903.2014.906605
Credit Line: Health literacy and asthma management among African-American adults: An interpretative phenomenological analysis by Melton, C., Graff, C., Holmes, G., Brown, L., & Bailey, J., in Journal of Asthma, Vol. 51/Issue 7. Copyright 2014 by Taylor & Francis, Inc. Reprinted by permission of Taylor & Francis, Inc. via the Copyright Clearance Center.
The authors of this study discuss the relationship between health literacy and health outcomes in African American patients with asthma.
Centers for Disease Control and Prevention. (2015). Cultural competence. Retrieved from /orders/npin.cdc.gov/pages/cultural-competence
This website discusses cultural competence as defined by the Centers for Disease Control and Prevention (CDC). Understanding the difference between cultural competence, awareness, and sensitivity can be obtained on this website. 
United States Department of Human & Health Services. Office of Minority Health. (n.d.). A physician’s practical guide to culturally competent care. Retrieved June 10, 2019, from /orders/cccm.thinkculturalhealth.hhs.gov/
From the Office of Minority Health, this website offers CME and CEU credit and equips healthcare professionals with awareness, knowledge, and skills to better treat the increasingly diverse U.S. population they serve.
Espey , D. K., Jim, M. A., Cobb, N., Bartholomew, M., Becker, T., Haverkamp, D., & Plescia, M. (2014). Leading causes of death and all-cause mortality in American Indians and Alaska Natives. American Journal of Public Health, 104(Suppl 3), S303–S311. 
Three to four reference must be provided 

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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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Pharmacotherapy For Gastrointestinal And

Pharmacotherapy For Gastrointestinal And Hepatobiliary Disorders

Pharmacotherapy For Gastrointestinal And

Pharmacotherapy For Gastrointestinal And

Pharmacotherapy For Gastrointestinal And

Write a 1-page paper that addresses the following:

  • Explain your diagnosis for the patient, including your rationale for the diagnosis.
  • Describe an appropriate drug therapy plan based on the patient’s history, diagnosis, and drugs currently prescribed.
  • Justify why you would recommend this drug therapy plan for this patient. Be specific and provide examples.
  • Please review the rubric.

Patient HL comes into the clinic with the following symptoms: nausea, vomiting, and diarrhea. The patient has a history of drug abuse and possible Hepatitis C. HL is currently taking the following prescription drugs:

  • Synthroid 100 mcg daily
  • Nifedipine 30 mg daily
  • Prednisone 10 mg daily
o Prepare
  • Review the case study assigned by your Instructor for this Assignment
  • Reflect on the patient’s symptoms, medical history, and drugs currently prescribed.
  • Think about a possible diagnosis for the patient. Consider whether the patient has a disorder related to the gastrointestinal and hepatobiliary system or whether the symptoms are the result of a disorder from another system or other factors, such as pregnancy, drugs, or a psychological disorder.
  • Consider an appropriate drug therapy plan based on the patient’s history, diagnosis, and drugs currently prescribed.
By Day 7 of Week 4

Write a 1-page paper that addresses the following:

  • Explain your diagnosis for the patient, including your rationale for the diagnosis.
  • Describe an appropriate drug therapy plan based on the patient’s history, diagnosis, and drugs currently prescribed.
  • Justify why you would recommend this drug therapy plan for this patient. Be specific and provide examples.

Reminder: 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 offers an example of those required elements (available at http://writingcenter.waldenu.edu/57.htm). All papers submitted must use this formatting.NURS 6521: Pharmacotherapeutics for Advanced Practice
Week 7
INITIAL POST
Pharmacotherapy for Gastrointestinal and Hepatobiliary Disorders
It is important to complete a thorough health history and examination before diagnosing HL. There are several necessary questions related to HL’s medication list that should ask:
· What is the prednisone prescribed for?
· When were the last time drugs used or needles shared?
· How long have the symptoms been present?
· Describe the stools/emesis.
Hepatitis C
Hepatitis C is an infection of the liver. This infection causes few symptoms, so the individuals are not aware and do not seek treatment (WebMD, 2017). However, you may experience stomach pain, loss of appetite, nausea, fatigue, and jaundice (WebMD, 2017). Hepatitis can be ruled out with testing.
Other Diagnosis
After additional testing and further examination, the appropriate diagnosis related HL’s symptoms and medication regime would be gastroenteritis. According to the research, gastroenteritis is defined as “an inflammation of the intestine that causes diarrhea, abdominal cramps, nausea, loss of appetite, and other symptoms of digestive upset” (Drugs.com, 2017). A person usually develops gastroenteritis by contact with someone who has diarrhea, an area where sanitation is poor, recent travel to an underdeveloped country, or has eaten food left out at room temperature for extended periods of time (Drugs.com, 2017). These factors are indicative of viral gastroenteritis.
The current medication regimen does not contribute to the associated symptoms. For HL, the symptoms should reside in one to seven days. As the practitioner, I would encourage hydration if tolerable. Once nausea resides it would be important to resume a normal diet. HL can start with clear liquids and advance as tolerated. For the diarrhea, first line therapy would include the use of over-the-counter anti-diarrhea medication. Rest would also be included in these instructions. Moreover, before changing or tapering the prednisone dose I would encourage HL to take prednisone dose with food “to minimize GI irritation and complications” (p. 401). According to the text, prednisone combined with other agents is often used in “highly emetogenic regimens” (p. 401). If the nausea does not subside, I would prescribe Zofran, a serotonin antagonist. Zofran works by “antagonizing the type 3 (5HT3) serotonin receptors centrally in the chemoreceptor trigger zone (CTZ) and also peripherally at the vagal and splanchnic afferent fibers from the enterochromaffin cells in the upper GI tract” (Arcangelo & Peterson, 2013).
References
Arcangelo, V. P., & Peterson, A. M. (Eds.). (2013). Pharmacotherapeutics for advanced practice: A practical approach (3rd ed.). Ambler, PA: Lippincott Williams & Wilkins.
Drugs.com. (2017). Gastroenteritis in adults. Retrieved from /orders/www.drugs.com/health-guide/gastroenteritis-in-adults.html.
WebMD. (2017). What is Hepatitis C? Retrieved from http://www.webmd.com/hepatitis/hepc-guide/digestive-diseases-hepatitis-c#1.

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Decision Tree For Neurological And Musculoskeletal Disorders

Decision Tree For Neurological And Musculoskeletal Disorders

Decision Tree For Neurological And Musculoskeletal Disorders

Decision Tree For Neurological And Musculoskeletal Disorders

Decision Tree For Neurological And Musculoskeletal Disorders

Decision Tree For Neurological And Musculoskeletal Disorders

For your Assignment, your Instructor will assign you one of the decision tree interactive media pieces provided in the Resources. As you examine the patient case studies in this module’s Resources, consider how you might assess and treat patients presenting symptoms of neurological and musculoskeletal disorders.
 

To Prepare
  • Review the interactive media piece assigned by your Instructor.
  • Reflect on the patient’s symptoms and aspects of the disorder presented in the interactive media piece.
  • Consider how you might assess and treat patients presenting with the symptoms of the patient case study you were assigned.
  • You will be asked to make three decisions concerning the diagnosis and treatment for this patient. Reflect on potential co-morbid physical as well as patient factors that might impact the patient’s diagnosis and treatment.
By Day 7 of Week 8

Write a 1- to 2-page summary paper that addresses the following:

  • Briefly summarize the patient case study you were assigned, including each of the three decisions you took for the patient presented.
  • Based on the decisions you recommended for the patient case study, explain whether you believe the decisions provided were supported by the evidence-based literature. Be specific and provide examples. Be sure to support your response with evidence and references from outside resources.
  • What were you hoping to achieve with the decisions you recommended for the patient case study you were assigned? Support your response with evidence and references from outside resources.
  • Explain any difference between what you expected to achieve with each of the decisions and the results of the decision in the exercise. Describe whether they were different. Be specific and provide examples.

 

Complex Regional Pain Disorder
White Male With Hip Pain

White male on crutches
BACKGROUND
This week, a 43-year-old white male presents at the office with a chief complaint of pain. He is assisted in his ambulation with a set of crutches. At the beginning of the clinical interview, the client reports that his family doctor sent him for psychiatric assessment because the doctor felt that the pain was “all in his head.” He further reports that his physician believes he is just making stuff up to get “narcotics to get high.”
SUBJECTIVE
The client reports that his pain began about 7 years ago when he sustained a fall at work. He states that he landed on his right hip. Over the years, he has had numerous diagnostic tests done (x-rays, CT scans, and MRIs). He reports that about 4 years ago, it was discovered that the cartilage surrounding his right hip joint was 75% torn (from the 3 o’clock to 12 o’clock position). He reports that none of the surgeons he saw would operate because they felt him too young for a total hip replacement and believed that the tissue would repair with the passage of time. Since then, he reported development of a strange constellation of symptoms including cooling of the extremity (measured by electromyogram). He also reports that he experiences severe cramping of the extremity. He reports that one of the neurologists diagnosed him with complex regional pain syndrome (CRPS), also known as reflex sympathetic dystrophy (RSD). However, the neurologist referred him back to his family doctor for treatment of this condition. He reports that his family doctor said “there is no such thing as RSD, it comes from depression” and this was what prompted the referral to psychiatry. He reports that one specialist he saw a few years ago suggested that he use a wheelchair, to which the client states “I said ‘no,’ there is no need for a wheelchair, I can beat this!”
The client reports that he used to be a machinist where he made “pretty good money.” He was engaged to be married, but his fiancé got “sick and tired of putting up with me and my pain, she thought I was just turning into a junkie.”
He reports that he does get “down in the dumps” from time to time when he sees how his life has turned out, but emphatically denies depression. He states “you can’t let yourself get depressed… you can drive yourself crazy if you do. I’m not really sure what’s wrong with me, but I know I can beat it.”
During the client interview, the client states “oh! It’s happening, let me show you!” this prompts him to stand with the assistance of the corner of your desk, he pulls off his shoe and shows you his right leg. His leg is turning purple from the knee down, and his foot is clearly in a visible cramp as the toes are curled inward and his foot looks like it is folding in on itself. “It will last about a minute or two, then it will let up” he reports. Sure enough, after about two minutes, the color begins to return and the cramping in the foot/toes appears to be releasing. The client states “if there is anything you can do to help me with this pain, I would really appreciate it.” He does report that his family doctor has been giving him hydrocodone, but he states that he uses is “sparingly” because he does not like the side effects of feeling “sleepy” and constipation. He also reports that the medication makes him “loopy” and doesn’t really do anything for the pain.
MENTAL STATUS EXAM
The client is alert, oriented to person, place, time, and event. He is dressed appropriately for the weather and time of year. He makes good eye contact. Speech is clear, coherent, goal directed, and spontaneous. His self-reported mood is euthymic. Affect consistent to self-reported mood and content of conversation. He denies visual/auditory hallucinations. No overt delusional or paranoid thought processes appreciated. Judgment, insight, and reality contact are all intact. He denies suicidal/homicidal ideation, and is future oriented.
Diagnosis: Complex regional pain disorder (reflex sympathetic dystrophy)
Decision Point One

Select what you should do:

Savella 12.5 mg orally once daily on day 1; followed by 12.5 mg BID on day 2 and 3; followed by 25 mg BID on days 4-7; followed by 50 mg BID thereafterAmitriptyline 25 mg po QHS and titrate upward weekly by 25 mg to a max dose of 200 mg per dayNeurontin 300 mg po BEDTIME with weekly increases of 300 mg per day to a max of 2400 mg 
PLEASE PAY ATTENTION TO MY CASE STUDY
five references not more than 5 years
Zero plagiarism

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Examination Of Breast

Examination Of Breast

Episodic note Case Study :  Special Examinations—Breast, Genital, Prostate, and Rectal
GENITALIA ASSESSMENT
Subjective: • CC: “I have bumps on my bottom that I want to have checked out.”
• HPI AB, a 21-year-old WF college student reports to your clinic with external bumps on her genital area. She state: s the bumps are painless and feel rough. She states she is sexually active and has had more than one partner during the past year. Her initial sexual contact occurred at age 18. She reports no abnormal vaginal discharge. She is unsure how long the bumps have been there but noticed them about a week ago. Her last Pap smear exam was 3 years ago, and no dysplasia was found; the exam results were normal. She reports one sexually transmitted infection (chlamydia) about 2 years ago. She completed the treatment for chlamydia as prescribed.
• PMH: Asthma • Medications: Symbicort 160/4.5mcg • Allergies: NKDA • FH: No hx of breast or cervical cancer, Father hx HTN, Mother hx HTN, GERD • Social: Denies tobacco use; occasional etoh, married, 3 children (1 girl, 2 boys)
Objective: • VS: Temp 98.6; BP 120/86; RR 16; P 92; HT 5’10”; WT 169lbs • Heart: RRR, no murmurs • Lungs: CTA, chest wall symmetrical • Genital: Normal female hair pattern distribution; no masses or swelling. Urethral meatus intact without erythema or discharge. Perineum intact. Vaginal mucosa pink and moist with rugae present, pos for firm, round, small, painless ulcer noted on external labia • Abd: soft, normoactive bowel sounds, neg rebound, neg murphy’s, negMcBurney • Diagnostics: HSV specimen obtained Assessment: • Chancre PLAN: This section is not required for the assignments in this course (NURS 6512) but will be required for future courses.
Assignment: Assessing the Genitalia and Rectum
Patients are frequently uncomfortable discussing with healthcare professional’s issues that involve the genitalia and rectum; however, gathering an adequate history and properly conducting a physical exam are vital. Examining case studies of genital and rectal abnormalities can help prepare advanced practice nurses to accurately assess patients with problems in these areas.
In this Lab Assignment, you will analyze an Episodic note case study that describes abnormal findings in patients seen in a clinical setting. You will consider what history should be collected from the patients, as well as which physical exams and diagnostic tests should be conducted. You will also formulate a differential diagnosis with several possible conditions.
To Prepare
· Review the Episodic note case study your instructor provides you for this week’s Assignment. Please see the “Course Announcements” section of the classroom for your Episodic note case study.
· Based on the Episodic note case study:
o Review this week’s Learning Resources, and consider the insights they provide about the case study. Refer to Chapter 3 of the Sullivan resource to guide you as you complete your Lab Assignment.
o Search the Walden library or the Internet for evidence-based resources to support your answers to the questions provided.
o Consider what history would be necessary to collect from the patient in the case study.
o 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?
o Identify at least five possible conditions that may be considered in a differential diagnosis for the patient.
The Lab Assignment
Using evidence-based resources from your search, answer the following questions and support your answers using current evidence from the literature.
· Analyze the subjective portion of the note. List additional information that should be included in the documentation.
· Analyze the objective portion of the note. List additional information that should be included in the documentation.
· Is the assessment supported by the subjective and objective information? Why or why not?
· Would diagnostics be appropriate for this case, and how would the results be used to make a diagnosis?
· Would you reject/accept the current diagnosis? Why or why not? Identify three possible conditions that may be considered as a differential diagnosis for this patient. Explain your reasoning using at least three different references from current evidence-based literature.
Resources for reference ( need 3 + references)
Ball, J. W., Dains, J. E., Flynn, J. A., Solomon, B. S., & Stewart, R. W. (2019). Seidel’s guide to physical examination: An interprofessional approach (9th ed.). St. Louis, MO: Elsevier Mosby.
· Chapter 17, “Breasts and Axillae”
This chapter focuses on examining the breasts and axillae. The authors describe the examination procedures and the anatomy and physiology of breasts.
· Chapter 19, “Female Genitalia”
In this chapter, the authors explain how to conduct an examination of female genitalia. The chapter also describes the form and function of female genitalia.
· Chapter 20, “Male Genitalia”
The authors explain the biology of the penis, testicles, epididymides, scrotum, prostate gland, and seminal vesicles. Additionally, the chapter explains how to perform an exam of these areas.
· Chapter 21, “Anus, Rectum, and Prostate”
This chapter focuses on performing an exam of the anus, rectum, and prostate. The authors also explain the anatomy and physiology of the anus, rectum, and prostate.
Dains, J. E., Baumann, L. C., & Scheibel, P. (2019). Advanced health assessment and clinical diagnosis in primary care (6th ed.). St. Louis, MO: Elsevier Mosby.
Credit Line: Advanced Health Assessment and Clinical Diagnosis in Primary Care, 6th Edition by Dains, J.E., Baumann, L. C., & Scheibel, P. Copyright 2019 by Mosby. Reprinted by permission of Mosby via the Copyright Clearance Center.
Chapter 5, “Amenorrhea”
Amenorrhea, or the absence of menstruation, is the focus of this chapter. The authors include key questions to ask patients when taking histories and explain what to look for in the physical exam.
Chapter 6, “Breast Lumps and Nipple Discharge”
This chapter focuses on the important topic of breast lumps and nipple discharge. Because breast cancer is the most common type of cancer in women, it is important to get an accurate diagnosis. Information in the chapter includes key questions to ask and what to look for in the physical exam.
Chapter 7, “Breast Pain”
Determining the cause of breast pain can be difficult. This chapter examines how to determine the likely cause of the pain through diagnostic tests, physical examination, and careful analysis of a patient’s health history.
Chapter 27, “Penile Discharge”
The focus of this chapter is on how to diagnose the causes of penile discharge. The authors include specific questions to ask when gathering a patient’s history to narrow down the likely diagnosis. They also give advice on performing a focused physical exam.
Chapter 36, “Vaginal Bleeding”
In this chapter, the causes of vaginal bleeding are explored. The authors focus on symptoms outside the regular menstrual cycle. The authors discuss key questions to ask the patient as well as specific physical examination procedures and laboratory studies that may be useful in reaching a diagnosis.
Chapter 37, “Vaginal Discharge and Itching”
This chapter examines the process of identifying causes of vaginal discharge and itching. The authors include questions on the characteristics of the discharge, the possibility of the issues being the result of a sexually transmitted infection, and how often the discharge occurs. A chart highlights potential diagnoses based on patient history, physical findings, and diagnostic studies.
Sullivan, D. D. (2019). Guide to clinical documentation (3rd ed.). Philadelphia, PA: F. A. Davis.
· Chapter 3, “SOAP Notes”
Cucci, E., Santoro, A., DiGesu, C., DiCerce, R., & Sallustio, G. (2015). Sclerosing adenosis of the breast: Report of two cases and review of the literature. Polish Journal of Radiology, 80, 122–127. doi:10.12659/PJR.892706. Retrieved from /orders/www.ncbi.nlm.nih.gov/pmc/articles/PMC4356184/  
Sabbagh , C., Mauvis, F., Vecten, A., Ainseba, N., Cosse, C., Diouf, M., & Regimbeau, J. M. (2014). What is the best position for analyzing the lower and middle rectum and sphincter function in a digital rectal examination? A randomized, controlled study in men. Digestive and Liver Disease, 46(12), 1082–1085. doi:10.1016/j.dld.2014.08.045
Westhoff , C. L., Jones, H. E., & Guiahi, M. (2011). Do new guidelines and technology make the routine pelvic examination obsolete? Journal of Women’s Health, 20(1), 5–10.
This article describes the benefits of new technology and guidelines for pelvic exams. The authors also detail which guidelines and technology may become obsolete.
Centers for Disease Control and Prevention. (2019). Sexually transmitted diseases (STDs). Retrieved from http://www.cdc.gov/std/#
This section of the CDC website provides a range of information on sexually transmitted diseases (STDs). The website includes reports on STDs, related projects and initiatives, treatment information, and program tools.

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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Discussion Post. Advanced Health

Discussion Post. Advanced Health Assessment

Discussion Post. Advanced Health

Discussion Post. Advanced Health

Discussion Post. Advanced Health

Discussion Post. Advanced Health

3 citations with 7TH Edition APA Format
Learning Resources
Required Readings (click to expand/reduce) 
Ball, J. W., Dains, J. E., Flynn, J. A., Solomon, B. S., & Stewart, R. W. (2019). Seidel’s guide to physical examination: An interprofessional approach (9th ed.). St. Louis, MO: Elsevier Mosby.
· Chapter 1, “The History and Interviewing Process”
This chapter explains the process of developing relationships with patients in order to build an effective health history. The authors offer suggestions for adapting the creation of a health history according to age, gender, and disability.
· Chapter 5, “Recording Information”
This chapter provides rationale and methods for maintaining clear and accurate records. The authors also explore the legal aspects of patient records.
Sullivan, D. D. (2019). Guide to clinical documentation (3rd ed.). Philadelphia, PA: F. A. Davis.
· Chapter 2, “The Comprehensive History and Physical Exam” (pp. 19–29)
Deckx, L., van den Akker, M., Daniels, L., De Jonge, E. T., Bulens, P., Tjan-Heijnen, V. C. G., … Buntinx, F. (2015). Geriatric screening tools are of limited value to predict decline in functional status and quality of life: Results of a cohort study. BMC Family Practice, 16, 1–12.  /orders/doi-org.ezp.waldenulibrary.org/10.1186/s12875-015-0241- x 
Wu, R. R., & Orlando, L. A. (2015). Implementation of health risk assessments with family health history: Barriers and benefits. Postgraduate Medical Journal, (1079), 508–513. 
Lushniak, B. D. (2015). Surgeon general’s perspectives: Family health history: Using the past to improve future health. Public Health Reports, (1), 3. 
Jardim, T. V., Sousa, A. L. L., Povoa, T. I. R., Barroso, W. K. S., Chinem, B., Jardim, L., … Jardim, P. C. B. V. (2015). The natural history of cardiovascular risk factors in health professionals: 20-year follow-up. BMC Public Health, 15(1111), 1–7. /orders/doi-org.ezp.waldenulibrary.org/10.1186/s12889-015-2477-8 
Shadow Health Support and Orientation Resources
Use the following resources to guide you through your Shadow Health orientation as well as other support resources:
Frey, C. [Chris Frey]. (2015, September 4). Student orientation [Video file]. Retrieved from /orders/www.youtube.com/watch?v=Rfd_8pTJBkY
Shadow Health. (n.d.). Shadow Health help desk. Retrieved from /orders/support.shadowhealth.com/hc/en-us 
Document: Shadow Health. (2014). Useful tips and tricks (Version 2) (PDF)
Document: Shadow Health Nursing Documentation Tutorial (Word document)
Optional Resource
LeBlond, R. F., Brown, D. D., & DeGowin, R. L. (2014). DeGowin’s diagnostic examination (10th ed.). New York, NY: McGraw- Hill Medical.
· Chapter 2, “History Taking and the Medical Record” (pp. 15–33)
Required Media (click to expand/reduce) 
 
Discussion: Building a Health History
Effective communication is vital to constructing an accurate and detailed patient history. A patient’s health or illness is influenced by many factors, including age, gender, ethnicity, and environmental setting. As an advanced practice nurse, you must be aware of these factors and tailor your communication techniques accordingly. Doing so will not only help you establish rapport with your patients, but it will also enable you to more effectively gather the information needed to assess your patients’ health risks.
For this Discussion, you will take on the role of a clinician who is building a health history for a particular new patient assigned by your Instructor.
Photo Credit: Getty Images/Caiaimage
To prepare:
With the information presented in Chapter 1 of Ball et al. in mind, consider the following:

  • By Day 1 of this week, you will be assigned      a new patient profile by your Instructor for this Discussion. Note:      Please see the “Course Announcements” section of the classroom for your      new patient profile assignment.
  • How would your communication and interview      techniques for building a health history differ with each patient?
  • How might you target your questions for      building a health history based on the patient’s social determinants of      health?
  • What risk assessment instruments would be appropriate      to use with each patient, or what questions would you ask each patient to      assess his or her health risks?
  • Identify any potential health-related risks      based upon the patient’s age, gender, ethnicity, or environmental setting      that should be taken into consideration.
  • Select one of the risk      assessment instruments presented in Chapter 1 or Chapter 5 of the Seidel’s      Guide to Physical Examination text, or another tool with which you are      familiar, related to your selected patient.
  • Develop at least five targeted      questions you would ask your selected patient to assess his or her health      risks and begin building a health history.

Post a summary of the interview and a description of the communication techniques you would use with your assigned patient. Explain why you would use these techniques. Identify the risk assessment instrument you selected, and justify why it would be applicable to the selected patient. Provide at least five targeted questions you would ask the patient.
Case study 3
1. 16-year-old white pregnant female living in an inner-city neighborhood

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Assignment: Annotation Of A Quantitative Research Article

Assignment: Annotation Of A Quantitative Research Article

This week, you will submit the annotation of a quantitative research article on a topic of your interest. Quasi-experimental, casual comparative, correlational, pretest–posttest, or true experimental are examples of types of research designs used in quantitative research.
An annotation consists of three separate paragraphs that cover three respective components: summary, analysis, and application. These three components convey the relevance and value of the source. As such, an annotation demonstrates your critical thinking about, and authority on, the source. This week’s annotation is a precursor to the annotated bibliography assignment due in Week 10.
An annotated bibliography is a document containing selected sources accompanied by a respective annotation of each source. In preparation for your own future research, an annotated bibliography provides a background for understanding a portion of the existing literature on a particular topic. It is also a useful first step in gathering sources in preparation for writing a subsequent literature review as part of a dissertation.
Please review the assignment instructions below and click on the underlined words for information about how to craft each component of an annotation.
Please use the document “Annotated Bibliography Template with Example” for additional guidance.
It is recommended that you use the grading rubric as a self-evaluation tool before submitting your assignment.

By Day 7

  • Use the Walden library databases to search for one quantitative research article from a peer-reviewed journal on a topic of your interest.
  • Before you read the full article and begin your annotation, locate the methodology section in the article to be sure that the article describes a quantitative study. Confirm that one of the types of quantitative designs, such as quasi-experimental, casual comparative, correlational, pretest–posttest, or true experimental, was used in the study.
  • Annotate one quantitative research article from a peer-reviewed journal on a topic of your interest.
  • Provide the reference list entry for this article in APA Style followed by a three-paragraph annotation that includes:
  • Format your annotation in Times New Roman, 12-point font, double-spaced. A separate References list page is not needed for this assignment.
  • Submit your annotation.

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Discussion Week 6

Discussion Week 6

Discussion: Using the Walden Library
Where can you find evidence to inform your thoughts and scholarly writing? Throughout your degree program, you will use research literature to explore ideas, guide your thinking, and gain new insights. As you search the research literature, it is important to use resources that are peer-reviewed and from scholarly journals. You may already have some favorite online resources and databases that you use or have found useful in the past. For this Discussion, you explore databases available through the Walden Library.
To Prepare:

  • Review the information presented in the Learning Resources for using the Walden Library, searching the databases, and  evaluating online resources.
  • Begin searching for a peer-reviewed article that  pertains to your practice area and interests you.

Post the following:
Using proper APA formatting, cite the peer-reviewed article you selected that pertains to your practice area and is of particular interest to you and identify the database that you used to search for the article. Explain any difficulties you experienced while searching for this article. Would this database be useful to your colleagues? Explain why or why not. Would you recommend this database? Explain why or why not.
**Use at least 3 references**
**THIS DISCUSSION IS DIVIDE IN TWO PARTS –
 
1. MAIN DISCUSSION POST BY TUESDAY 01/05/2021 BEFORE 8:00 PM EST
2. TWO REPLIES BY FRIDAY 01/08/2021 BEFORE 8:00 PM EST
 
 
Discussion: Using the Walden Library
 
Where can you find evidence to inform your thoughts and scholarly writing? Throughout your degree program, you will use research literature to explore ideas, guide your thinking, and gain new insights. As you search the research literature, it is important to use resources that are peer-reviewed and from scholarly journals. You may already have some favorite online resources and databases that you use or have found useful in the past. For this Discussion, you explore databases available through the Walden Library.
To Prepare:
· Review the information presented in the Learning Resources for using the Walden Library, searching the databases, and evaluating online resources.
· Begin searching for a peer-reviewed article that pertains to your practice area and interests you.
 
Post the following:
Using proper APA formatting, cite the peer-reviewed article you selected that pertains to your practice area and is of particular interest to you and identify the database that you used to search for the article. Explain any difficulties you experienced while searching for this article. Would this database be useful to your colleagues? Explain why or why not. Would you recommend this database? Explain why or why not.
**Use at least 3 references**
 
 
1. Step 1 – Search for letter “P” for Psychiatry – area of interest, found:
 
PsycINFO The largest resource devoted to scholarly peer-reviewed literature in the behavioral sciences and mental health. Also includes book chapters, books, dissertations, and all content from PsycARTICLES (American Psychological Association journals).
 
 

 
 
 
 
 
 
 
 
 
 
 
2. Step 2 – General Search – no specific fields
 

 
 
 
 
 
 
 
 
 
3. Step 3 – Found # 7
 

 
APA
(American Psychological Assoc.)
References
Van den Akker, A. L., Briley, D. A., Grotzinger, A. D., Tackett, J. L., Tucker-Drob, E. M., & Harden, K. P. (2021). Adolescent Big Five personality and pubertal development: Pubertal hormone concentrations and self-reported pubertal status. Developmental Psychology57(1), 60–72. /orders/doi-org.ezp.waldenulibrary.org/10.1037/dev0001135
 /nurs-6002-week-4-discussion-using-the-walden-library-summer-2020/

 
**THIS DISCUSSION IS DIVIDE IN TWO PARTS

 
 
 
1.
 
MAIN DISCUSSION POST BY
TUESDAY
01/05/2021
 
BEFORE 8:00 PM EST
 
2.
 
TWO REPLIES BY FRIDAY 01/0
8
/2021 BEFORE 8:00 PM EST
 
 
 
Discussion: Using the Walden Library
 
 
Where can you find evidence to inform your thoughts and scholarly writing? Throughout your degree program, you will use resea
rch
literature to explore ideas, guide your thinking, and gain new insights. As you
search the research literature, it is important to use
resources that are peer

reviewed and from scholarly journals. You may already have some favorite online resources and databases
that you use or have found useful in the past. For this Discussion, you e
xplore databases available through the Walden Library.
 
To Prepare:
 
·
 
Review the information presented in the Learning Resources for using the Walden Library, searching the databases, and
evaluating online resources.
 
·
 
Begin searching for a peer

reviewed articl
e that pertains to your practice area and interests you.
 
 
Post
 
the following:
 
Using proper APA formatting, cite the peer

reviewed article you selected that pertains to your practice area and is of particular interest
to you and identify the database that y
ou used to search for the article. Explain any difficulties you experienced while searching for this
article. Would this database be useful to your colleagues? Explain why or why not. Would you recommend this database? Explain
 
why
or why not.
 
**Use at leas
t 3 references**
 
 
 
 
1.
 
Step 1
 

 
Sea
r
ch for letter “P”
for Psychiatry

 
area of interest, found:
 
 
 
PsycINFO
 
The largest resource devoted to scholarly peer

reviewed literature in the behavioral sciences and mental he
alth. Also
includes book chapters, books, dissertations, and all content from PsycARTICLES (American Psychological Association
journals).
 
 
 
**THIS DISCUSSION IS DIVIDE IN TWO PARTS –
 
1. MAIN DISCUSSION POST BY TUESDAY 01/05/2021 BEFORE 8:00 PM EST
2. TWO REPLIES BY FRIDAY 01/08/2021 BEFORE 8:00 PM EST
 
 
Discussion: Using the Walden Library
 
Where can you find evidence to inform your thoughts and scholarly writing? Throughout your degree program, you will use research
literature to explore ideas, guide your thinking, and gain new insights. As you search the research literature, it is important to use
resources that are peer-reviewed and from scholarly journals. You may already have some favorite online resources and databases
that you use or have found useful in the past. For this Discussion, you explore databases available through the Walden Library.
To Prepare:
 Review the information presented in the Learning Resources for using the Walden Library, searching the databases, and
evaluating online resources.
 Begin searching for a peer-reviewed article that pertains to your practice area and interests you.
 
Post the following:
Using proper APA formatting, cite the peer-reviewed article you selected that pertains to your practice area and is of particular interest
to you and identify the database that you used to search for the article. Explain any difficulties you experienced while searching for this
article. Would this database be useful to your colleagues? Explain why or why not. Would you recommend this database? Explain why
or why not.
**Use at least 3 references**
 
 
1. Step 1 – Search for letter “P” for Psychiatry – area of interest, found:
 
PsycINFO The largest resource devoted to scholarly peer-reviewed literature in the behavioral sciences and mental health. Also
includes book chapters, books, dissertations, and all content from PsycARTICLES (American Psychological Association
journals).

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