NURS6640 week 7 assignment latest

NURS6640 week 7 assignment latest

NURS6640 week 7 assignment latest.

Week 7

Assignment 1: Supportive Psychotherapy Versus Interpersonal
Psychotherapy
Although supportive psychotherapy and interpersonal
psychotherapy share some similarities, these therapeutic approaches have many
differences. When assessing clients and selecting therapies, it is important to
recognize these differences and how they may impact your clients. For this
Assignment, as you compare supportive and interpersonal psychotherapy, consider
which therapeutic approach you might use with your clients.
Learning Objectives
Students will:
Compare supportive psychotherapy and interpersonal
psychotherapy
Recommend therapeutic approaches for clients presenting for
psychotherapy
To prepare:
Review the media in this week’s Learning Resources.
Reflect on supportive and interpersonal psychotherapeutic
approaches.
The Assignment
In a 1- to 2-page paper, address the following:
Briefly describe how supportive and interpersonal
psychotherapies are similar.
Explain at least three differences between these therapies.
Include how these differences might impact your practice as a mental health
counselor.
Explain which therapeutic approach you might use with
clients and why. Support your approach with evidence-based literature.
Note: The School of Nursing requires that all papers
submitted include a title page, introduction, summary, and references. The
Sample Paper provided at the Walden Writing Center provides an example of those
required elements (available at
http://academicguides.waldenu.edu/writingcenter/templates ). All papers
submitted must use this formatting.
By Day 7
Submit your Assignment.
Submission and Grading Information
To submit your completed Assignment for review and grading,
do the following:
Please save your Assignment using the naming convention
“WK7Assgn1+last name+first initial.(extension)” as the name.
Click the Week 7 Assignment Rubricto review the Grading
Criteria for the Assignment.
Click the Week 7 Assignment 1link. You will also be able to
“View Rubric” for grading criteria from this area.
Next, from the Attach File area, click on the Browse My Computer
button. Find the document you saved as “WK7Assgn1+last name+first
initial.(extension)” and click Open.
If applicable: From the Plagiarism Tools area, click the
checkbox for I agree to submit my paper(s) to the Global Reference Database.

Week 7
Assignment 1: Supportive Psychotherapy Versus Interpersonal
Psychotherapy
Although supportive psychotherapy and interpersonal
psychotherapy share some similarities, these therapeutic approaches have many
differences. When assessing clients and selecting therapies, it is important to
recognize these differences and how they may impact your clients. For this
Assignment, as you compare supportive and interpersonal psychotherapy, consider
which therapeutic approach you might use with your clients.
Learning Objectives
Students will:
Compare supportive psychotherapy and interpersonal
psychotherapy
Recommend therapeutic approaches for clients presenting for
psychotherapy
To prepare:
Review the media in this week’s Learning Resources.
Reflect on supportive and interpersonal psychotherapeutic
approaches.
The Assignment
In a 1- to 2-page paper, address the following:
Briefly describe how supportive and interpersonal
psychotherapies are similar.
Explain at least three differences between these therapies.
Include how these differences might impact your practice as a mental health
counselor.
Explain which therapeutic approach you might use with
clients and why. Support your approach with evidence-based literature.
Note: The School of Nursing requires that all papers
submitted include a title page, introduction, summary, and references. The
Sample Paper provided at the Walden Writing Center provides an example of those
required elements (available at
http://academicguides.waldenu.edu/writingcenter/templates ). All papers
submitted must use this formatting.
By Day 7
Submit your Assignment.
Submission and Grading Information
To submit your completed Assignment for review and grading,
do the following:
Please save your Assignment using the naming convention
“WK7Assgn1+last name+first initial.(extension)” as the name.
Click the Week 7 Assignment Rubricto review the Grading
Criteria for the Assignment.
Click the Week 7 Assignment 1link. You will also be able to
“View Rubric” for grading criteria from this area.
Next, from the Attach File area, click on the Browse My Computer
button. Find the document you saved as “WK7Assgn1+last name+first
initial.(extension)” and click Open.
If applicable: From the Plagiarism Tools area, click the
checkbox for I agree to submit my paper(s) to the Global Reference Database.

NURS6640 week 6 assignment latest

NURS6640 week 6 assignment latest

NURS6640 week 6 assignment latest.

AssgnWK6_nurs6640.docx (19.23 KB)

Week 6
Assignment 1: Assessing Clients With Addictive Disorders
Addictive disorders can be particularly challenging for
clients. Not only do these disorders typically interfere with a client’s
ability to function in daily life, but they also often manifest as negative and
sometimes criminal behaviors. Sometime clients with addictive disorders also
suffer from other mental health issues, creating even greater struggles for
them to overcome. In your role, you have the opportunity to help clients
address their addictions and improve outcomes for both the clients and their
families. For this Assignment, as you examine the Levy Family video in this
week’s Learning Resources, consider how you might assess and treat clients
presenting with addiction.
Learning Objectives
Students will:
Assess clients presenting with addictive disorders
Analyze therapeutic approaches for treating clients with
addictive disorders
Evaluate outcomes for clients with addictive disorders
To prepare:
Review this week’s Learning Resources and consider the
insights they provide.
Review the Levy Family video Episodes 1 through 5.
The Assignment
In a 2- to 3-page paper, address the following:
After watching Episode 1, describe:
What is Mr. Levy’s perception of the problem?
What is Mrs. Levy’s perception of the problem?
What can be some of the implications of the problem on the
family as a whole?
After watching Episode 2, describe:
What did you think of Mr. Levy’s social worker’s ideas?
What were your thoughts of her supervisor’s questions about
her suggested therapies and his advice to Mr. Levy’s supervisor?
After watching Episode 3, discuss the following:
What were your thoughts about the way Mr. Levy’s therapist
responded to what Mr. Levy had to say?
What were your impressions of how the therapist worked with
Mr. Levy? What did you think about the therapy session as a whole?
Informed by your knowledge of pathophysiology, explain the
physiology of deep breathing (a common technique that we use in helping clients
to manage anxiety). Explain how changing breathing mechanics can alter blood
chemistry.
Describe the therapeutic approach his therapist selected.
Would you use exposure therapy with Mr. Levy? Why or why not? What evidence
exists to support the use of exposure therapy (or the therapeutic approach you
would consider if you disagree with exposure therapy)?
In Episode 4, Mr. Levy tells a very difficult story about
Kurt, his platoon officer.
Discuss how you would have responded to this revelation.
Describe how this information would inform your therapeutic
approach. What would you say/do next?
In Episode 5, Mr. Levy’s therapist is having issues with his
story.
Imagine that you were providing supervision to this
therapist, how would you respond to her concerns?
Support your approach with evidence-based literature.
Note: The School of Nursing requires that all papers
submitted include a title page, introduction, summary, and references. The
Sample Paper provided at the Walden Writing Center provides an example of those
required elements (available at http://writingcenter.waldenu.edu/57.htm). All
papers submitted must use this formatting.
By Day 7
Submit your Assignment.
Submission and Grading Information
To submit your completed Assignment for review and grading,
do the following:
Please save your Assignment using the naming convention
“WK6Assgn+last name+first initial.(extension)” as the name.
Click the Week 6 Assignment Rubricto review the Grading
Criteria for the Assignment.
Click the Week 6 Assignmentlink. You will also be able to
“View Rubric” for grading criteria from this area.
Next, from the Attach File area, click on the Browse My
Computer button. Find the document you saved as “WK6Assgn+last name+first
initial.(extension)” and click Open.
If applicable: From the Plagiarism Tools area, click the
checkbox for I agree to submit my paper(s) to the Global Reference Database.
Click on the Submit button to complete your submission.

NURS6640 week 4 Assignment 1

NURS6640 week 4 Assignment 1

NURS6640 week 4 Assignment 1 latest.

WK4AssgnNURS6640.docx (20.74 KB)

week 4
Assignment 1: Cognitive Behavioral Theory Versus Rational
Emotive Behavioral Theory
While cognitive behavioral therapy (CBT) and rational
emotive behavioral therapy (REBT) have many similarities, they are distinctly
different therapeutic approaches. When assessing clients and selecting one of
these therapies, you must recognize the importance of not only selecting the
one that is best for the client, but also the approach that most aligns to your
own skill set. For this Assignment, as you examine the similarities and
differences between CBT and REBT, consider which therapeutic approach you might
use with your clients.
Learning Objectives
Students will:
Compare cognitive behavioral therapy and rational emotive
behavioral therapy
Recommend cognitive behavioral therapies for clients
To prepare:
Review the media in this week’s Learning Resources.
Reflect on the various forms of cognitive behavioral
therapy.
The Assignment
In a 1- to 2-page paper, address the following:
Briefly describe how cognitive behavioral therapy (CBT) and
rational emotive behavioral therapy (REBT) are similar.
Explain at least three differences between CBT and REBT.
Include how these differences might impact your practice as a mental health
counselor.
Explain which version of cognitive behavioral therapy you
might use with clients and why. Support your approach with evidence-based
literature.
Note: The School of Nursing requires that all papers
submitted include a title page, introduction, summary, and references. The
Sample Paper provided at the Walden Writing Center provides an example of those
required elements (available at http://writingcenter.waldenu.edu/57.htm). All
papers submitted must use this formatting.
By Day 7
Submit your Assignment.
Submission and Grading Information
To submit your completed Assignment for review and grading,
do the following:
Please save your Assignment using the naming convention
“WK4Assgn1+last name+first initial.(extension)” as the name.
Click the Week 4 Assignment 1 Rubricto review the Grading
Criteria for the Assignment.
Click the Week 4 Assignment 1link. You will also be able to
“View Rubric” for grading criteria from this area.
Next, from the Attach File area, click on the Browse My
Computer button. Find the document you saved as “WK4Assgn1+last name+first
initial.(extension)” and click Open.

NURS6640 week 4 Assignment 1 latest

NURS6640 week 4 Assignment 1 latest

NURS6640 week 4 Assignment 1 latest.

WK4AssgnNURS6640.docx (20.74 KB)

week 4
Assignment 1: Cognitive Behavioral Theory Versus Rational
Emotive Behavioral Theory
While cognitive behavioral therapy (CBT) and rational
emotive behavioral therapy (REBT) have many similarities, they are distinctly
different therapeutic approaches. When assessing clients and selecting one of
these therapies, you must recognize the importance of not only selecting the
one that is best for the client, but also the approach that most aligns to your
own skill set. For this Assignment, as you examine the similarities and
differences between CBT and REBT, consider which therapeutic approach you might
use with your clients.
Learning Objectives
Students will:
Compare cognitive behavioral therapy and rational emotive
behavioral therapy
Recommend cognitive behavioral therapies for clients
To prepare:
Review the media in this week’s Learning Resources.
Reflect on the various forms of cognitive behavioral
therapy.
The Assignment
In a 1- to 2-page paper, address the following:
Briefly describe how cognitive behavioral therapy (CBT) and
rational emotive behavioral therapy (REBT) are similar.
Explain at least three differences between CBT and REBT.
Include how these differences might impact your practice as a mental health
counselor.
Explain which version of cognitive behavioral therapy you
might use with clients and why. Support your approach with evidence-based
literature.
Note: The School of Nursing requires that all papers
submitted include a title page, introduction, summary, and references. The
Sample Paper provided at the Walden Writing Center provides an example of those
required elements (available at http://writingcenter.waldenu.edu/57.htm). All
papers submitted must use this formatting.
By Day 7
Submit your Assignment.
Submission and Grading Information
To submit your completed Assignment for review and grading,
do the following:
Please save your Assignment using the naming convention
“WK4Assgn1+last name+first initial.(extension)” as the name.
Click the Week 4 Assignment 1 Rubricto review the Grading
Criteria for the Assignment.
Click the Week 4 Assignment 1link. You will also be able to
“View Rubric” for grading criteria from this area.
Next, from the Attach File area, click on the Browse My
Computer button. Find the document you saved as “WK4Assgn1+last name+first
initial.(extension)” and click Open.

NURS6640 week 4 Assignment 1: Cognitive Behavioral Theory Versus Rational Emotive Behavioral Theory latest

NURS6640 week 4 Assignment 1: Cognitive Behavioral Theory Versus Rational Emotive Behavioral Theory latest

NURS6640 week 4 Assignment 1: Cognitive Behavioral Theory

NURS6640 week 4 Assignment 1

WK4AssgnNURS6640.docx (20.74 KB)

week 4 Assignment 1: Cognitive Behavioral Theory Versus Rational
Emotive Behavioral Theory
While cognitive behavioral therapy (CBT) and rational
emotive behavioral therapy (REBT) have many similarities, they are distinctly
different therapeutic approaches. When assessing clients and selecting one of
these therapies, you must recognize the importance of not only selecting the
one that is best for the client, but also the approach that most aligns to your
own skill set. For this Assignment, as you examine the similarities and
differences between CBT and REBT, consider which therapeutic approach you might
use with your clients.
Learning Objectives
Students will:
Compare cognitive behavioral therapy and rational emotive
behavioral therapy
Recommend cognitive behavioral therapies for clients
To prepare:
Review the media in this week’s Learning Resources.
Reflect on the various forms of cognitive behavioral
therapy.
The Assignment
In a 1- to 2-page paper, address the following:
Briefly describe how cognitive behavioral therapy (CBT) and
rational emotive behavioral therapy (REBT) are similar.
Explain at least three differences between CBT and REBT.
Include how these differences might impact your practice as a mental health
counselor.
Explain which version of cognitive behavioral therapy you
might use with clients and why. Support your approach with evidence-based
literature.
Note: The School of Nursing requires that all papers
submitted include a title page, introduction, summary, and references. The
Sample Paper provided at the Walden Writing Center provides an example of those
required elements (available at http://writingcenter.waldenu.edu/57.htm). All
papers submitted must use this formatting.
By Day 7
Submit your Assignment.
Submission and Grading Information
To submit your completed Assignment for review and grading,
do the following:
Please save your Assignment using the naming convention
“WK4Assgn1+last name+first initial.(extension)” as the name.
Click the Week 4 Assignment 1 Rubricto review the Grading
Criteria for the Assignment.
Click the Week 4 Assignment 1link. You will also be able to
“View Rubric” for grading criteria from this area.
Next, from the Attach File area, click on the Browse My
Computer button. Find the document you saved as “WK4Assgn1+last name+first
initial.(extension)” and click Open.

NURS 6512 WEEK 4 Assign Differential Diagnosis for Skin Conditions

NURS 6512 WEEK 4 Assign Differential Diagnosis for Skin Conditions

NURS 6512 WEEK 4 Assign Differential Diagnosis

While cognitive behavioral therapy (CBT) and rational
emotive behavioral therapy (REBT) have many similarities,

SCORE A+ WITH HELP FROM OUR PROFESSIONAL WRITERS: ORDER NOW FOR AN ORIGINAL PAPER ASSIGNMENT ON NURS 6512 WEEK 4 Assign Differential Diagnosis for Skin Conditions

WhatsApp

Your assignment woes end here!

Differential Diagnosis For Skin Conditions. Properly identifying the cause and type of a patient’s skin condition involves a process of elimination known as differential diagnosis. Using this process, a health professional can take a given set of physical abnormalities, vital signs, health assessment findings, and patient descriptions of symptoms, and incrementally narrow them down until one diagnosis is determined as the most likely cause.In this Lab Assignment, you will examine several visual representations of various skin conditions, describe your observations, and use the techniques of differential diagnosis to determine the most likely condition.

                                                To Prepare
Review the Skin Conditions document provided in this week’s Learning Resources, and select one condition to closely examine for this Lab Assignment.
Consider the abnormal physical characteristics you observe in the graphic you selected. How would you describe the characteristics using clinical terminologies?
Explore different conditions that could be the cause of the skin abnormalities in the graphics you selected.
Consider which of the conditions is most likely to be the correct diagnosis, and why.
Search the Walden library for one evidence-based practice, peer-reviewed article based on the skin condition you chose for this Lab Assignment.
Review the Comprehensive SOAP Exemplar found in this week’s Learning Resources to guide you as you prepare your SOAP note.
Download the SOAP Template found in this week’s Learning Resources, and use this template to complete this Lab Assignment.
The Lab Assignment
Choose one skin condition graphic (identify by number in your Chief Complaint) to document your assignment in the SOAP (Subjective, Objective, Assessment, and Plan) note format rather than the traditional narrative style.
Refer to Chapter 2 of the Sullivan text and the Comprehensive SOAP Template in this week’s Learning Resources for guidance. Remember that not all comprehensive SOAP data are included in every patient case.
Use clinical terminologies to explain the physical characteristics featured in the graphic.
Formulate a differential diagnosis of three to five possible conditions for the skin graphic that you chose.
Determine which is most likely to be the correct diagnosis and explain your reasoning using at least three different references, one reference from current evidence-based literature from your search and two different references from this week’s Learning Resources.

NURS 6501 Patho Wk1-2Assign

NURS 6501 Patho Wk1-2Assign

NURS 6501 Patho Wk1-2Assign

A 49-year-old patient with rheumatoid arthritis comes into the clinic with a chief complaint of a fever. Patient’s current medications include atorvastatin 40 mg at night, methotrexate 10 mg po every Friday morning and prednisone 5 mg po qam. He states that he has had a fever up to 101 degrees F for about a week and admits to chills and sweats. He says he has had more fatiguethan usual and reports some chest pain associated with coughing. He admits to having occasional episodes of hemoptysis. He works as a grain inspector at a large farm cooperative. After extensive work-up, the patient was diagnosed with Invasive aspergillosis.

An understanding of cells and cell behavior is a critically important component of disease diagnosis and treatment. But some diseases can be complex in nature, with a variety of factors and circumstances impacting their emergence and severity.
Effective disease analysis often requires an understanding that goes beyond isolated cell behavior. Genes, the environments in which cell processes operate, the impact of patient characteristics, and racial and ethnic variables all can have an important impact.

An understanding of the signals and symptoms of alterations in cellular processes is a critical step in the diagnosis and treatment of many diseases. For APRNs, this understanding can also help educate patients and guide them through their treatment plans. In this Assignment, you examine a case study and analyze the symptoms presented. You identify a cell, gene, and/or process elements that may be factors in the diagnosis, and you explain the implications to patient health.
To prepare:
By Day 1 of this week, you will be assigned to a specific case study for this Case Study Assignment. Please see the “Course Announcements” section of the classroom for your assignment from your Instructor.

The Assignment (1- to 2-page case study analysis)
Develop a 1- to 2-page case study analysis in which you:
· Explain why you think the patient presented the symptoms described.
· Identify the genes that may be associated with the development of the disease.
· Explain the process of immunosuppression and the effect it has on body systems.

Reminder: The School of Nursing requires that all papers submitted include a title page, introduction, summary, citations and references. The sample paper provided at the Walden Writing Center provides an example of those required elements (available at /orders/academicguides.waldenu.edu/writingcenter/templates). All papers submitted must use this formatting.

RUBRIC

Develop a 1- to 2-page case study analysis, examining the patient symptoms presented in the case study. Be sure to address the following: Explain why you think the patient presented the symptoms described. 28 (28%) – 30 (30%)
The response accurately and thoroughly describes the patient symptoms. The response includes accurate, clear, and detailed reasons, with explanation for the symptoms supported by evidence and/or research, as appropriate, to support the explanation.		 25 (25%) – 27 (27%)
The response describes the patient symptoms. The response includes accurate reasons, with explanation for the symptoms supported by evidence and/or research, as appropriate, to support the explanation.		 23 (23%) – 24 (24%)
The response describes the patient symptoms in a manner that is vague or inaccurate. The response includes reasons for the symptoms, with explanations that are vague or based on inappropriate evidence/research.		 0 (0%) – 22 (22%)
The response describes the patient symptoms in a manner that is vague and inaccurate, or the description is missing. The response does not include reasons for the symptoms, or the explanations are vague or based on inappropriate or no evidence/research.
Identify the genes that may be associated with the development of the disease. 23 (23%) – 25 (25%)
The response includes an accurate, complete, detailed, and specific analysis of the genes that may be associated with the development of the disease.		 20 (20%) – 22 (22%)
The response includes an accurate analysis of the genes that may be associated with the development of the disease.		 18 (18%) – 19 (19%)
The response includes a vague or inaccurate analysis of the genes that may be associated with the development of the disease.		 0 (0%) – 17 (17%)
The response includes a vague or inaccurate analysis of the genes that may be associated with the development of the disease is missing.
 Explain the process of immunosuppression and the effect it has on body systems. 28 (28%) – 30 (30%)
The response includes an accurate, complete, detailed, and specific explanation of the pathophysiological processes that may be associated with the development of the diagnosed condition.		 25 (25%) – 27 (27%)
The response includes an accurate explanation of the pathophysiological processes that may be associated with the development of the diagnosed condition.		 23 (23%) – 24 (24%)
The response includes a vague or inaccurate explanation of the pathophysiological processes that may be associated with the development of the diagnosed condition.		 0 (0%) – 17 (17%)
The response includes a vague or inaccurate explanation of the pathophysiological processes that may be associated with the development of the diagnosed condition, or the analysis 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. A clear and comprehensive purpose statement and introduction are provided that delineate all required criteria. 5 (5%) – 5 (5%)
Paragraphs and sentences follow writing standards for flow, continuity, and clarity. A clear and comprehensive purpose statement, introduction, and conclusion are provided that delineate all required criteria.		 4 (4%) – 4 (4%)
Paragraphs and sentences follow writing standards for flow, continuity, and clarity 80% of the time. Purpose, introduction, and conclusion of the assignment are stated, yet are brief and not descriptive.		 3 (3%) – 3 (3%)
Paragraphs and sentences follow writing standards for flow, continuity, and clarity 60%–79% of the time. Purpose, introduction, and conclusion of the assignment are vague or off topic.		 0 (0%) – 2 (2%)
Paragraphs and sentences follow writing standards for flow, continuity, and clarity < 60% of the time. No purpose statement, introduction, or conclusion were provided.
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 or 2) grammar, spelling, and punctuation errors.		 3 (3%) – 3 (3%)
Contains several (3 or 4) grammar, spelling, and punctuation errors.		 0 (0%) – 2 (2%)
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 heads, 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 or 2) APA format errors.		 3 (3%) – 3 (3%)
Contains several (3 or 4) APA format errors.		 0 (0%) – 2 (2%)
Contains many (≥ 5) APA format errors.
Total Points: 100

Readings
McCance, K. L. & Huether, S. E. (2019). Pathophysiology: The biologic basis for disease in adults and children (8th ed.). St. Louis, MO: Mosby/Elsevier.
·  Chapter 1: Cellular Biology; Summary Review
·  Chapter 2: Altered Cellular and Tissue Biology: Environmental Agents(pp. 46-61; begin again with Manifestations of Cellular Injury pp. 83-97); Summary Review
· Chapter 3: The Cellular Environment: Fluids and Electrolytes, Acids, and Bases,
· Chapter 4: Genes and Genetic Diseases (stop at Elements of formal genetics); Summary Review
· Chapter 5: Genes, Environment-Lifestyle, and Common Diseases (stop at Genetics of common diseases); Summary Review
· Chapter 7: Innate Immunity: Inflammation and Wound Healing
· Chapter 8: Adaptive Immunity (stop at Generation of clonal diversity); Summary Review
· Chapter 9: Alterations in Immunity and Inflammation (stop at Deficiencies in immunity); Summary Review
· Chapter 10: Infection (stop at Infectious parasites and protozoans); (start at HIV); Summary Review
· Chapter 11: Stress and Disease (stop at Stress, illness & coping); Summary Review
· Chapter 12: Cancer Biology (stop at Resistance to destruction); Summary Review
· Chapter 13: Cancer Epidemiology (stop at Environmental-Lifestyle factors); Summary Review
Note: You previously read these chapters in Week 1 and you are encouraged to review once again for this week.

PRAC 6635 Assignment 2: Practicum Experience Plan (PEP)

PRAC 6635 Assignment 2: Practicum Experience Plan (PEP)

Practicum Professional Experience Plan.

 Refer to the instructions in Week 1 to create practicum professional development objectives that meet the requirements for this course.

Objective 1: Analyze three common barriers to effective communication, then compare and contrast two effective resolution strategies as defined in evidence-based literature.
Objective 2: Contrast units that have success with retention and recruitment of novice nursing staff and those who have high turnover; identifying factors of influence and comparing to peer reviewed literature.
Assignment 1:
Practicum Professional Experience Plan (PPEP)Success comes from knowing that you did your best to become the best that you are capable of becoming.
— John Wooden, My Personal Best: Life Lessons from an All-American JourneyAs you considered in this week’s Discussion, your experiences in the practicum can provide a vital avenue for professional development.For this Assignment, you develop a Practicum Professional Experience Plan (PPEP) to outline how your involvement in the practicum will contribute to your growth as a professional and allow you to hone your specialization knowledge and skills. The PPEP consists of two or three objectives related to professional development that you will address during your Practicum Experience.Note: In the practicum manual these are referred to as your individualized learning objectives.To prepare:As necessary, review the information related to developing objectives provided in this week’s Learning Resources.Revisit the objective(s) you crafted for this week’s Discussion, and reflect on the ideas exchanged in this forum. Refine the objective(s) as needed, making sure they reflect the higher-order domains of Bloom’s Taxonomy (i.e., Application level and above). Note: You will be developing two to three professional development objectives for this assignment.Think more deeply about areas for which you would like to gain application-level experience and/or continued professional growth. How can your experiences in the practicum help you achieve these aims?Discuss your professional aims and your proposed practicum professional development objectives with your Preceptor to ascertain if the necessary resources are available at your practicum site.Download and save the Practicum Professional Experience Plan Form provided in this week’s Learning Resources.
To complete your Practicum Professional Experience Plan:Record the required information in each area of the Professional Practicum Experience Plan, including two or three objectives you will use to facilitate your professional development during the practicum.
Objective 3: Develop and prioritize a one-month productivity expense report that will be used to budget upcoming expenditures and incorporate a balanced unit financial statement in accordance with previous budgets and evidence based literature.
Resources
Cipriano, P. F., & Murphy, J. (2011). The future of nursing and health IT: The quality elixir. Nursing Economic$, 29(5), 286–289.
Note: Retrieved from the Walden Library databases. “Technology tools will continue to revolutionize how we plan, deliver, document, review, evaluate, and derive the evidence about care” (p. 289). This article examines how nurses can use information technology to transform nursing and redesign the health care system. It focuses on the use of technology to promote quality and notes that technology can also be used to address challenges in education, research, leadership, and policy.McKimm, J., & Swanwick, T. (2009). Setting learning objectives. British Journal of Hospital Medicine, 70(7), 406–409.
Note: Retrieved from the Walden Library databases. This article clarifies the terminology associated with learning objectives and explains how learning objectives relate to professional development and the transformation from novice to expert. It also introduces common pitfalls when setting learning objectives and provides suggestions for avoiding them.Murphy, J. (2011). The nursing informatics workforce: Who are they and what do they do? Nursing Economic$, 29(3), 150–153.
Note: Retrieved from the Walden Library databases. The author examines the nursing informatics workforce, explaining that professionals in this well-established specialty area can play an integral role in transforming health care.Sørensen, E. E., Delmar, C., & Pedersen, B. D. (2011). Leading nurses in dire straits: Head nurses’ navigation between nursing and leadership roles. Journal of Nursing Management, 19(4), 421–430.
Note: Retrieved from the Walden Library databases. “Successful nursing leaders navigate between nursing and leadership roles while nourishing a double identity” (p. 421). In this article, the authors examine how individuals in key professional roles negotiate between and apply nursing and leadership skills

Walden NURS6521 Week 11 Quiz 2017

NURS6521 Week 11 Quiz 

Walden NURS6521 Week 11 Quiz 2017.

Question 1 A patient asks the nurse practitioner about food sources such as soybeans and soy products. The nurse practitioner understands that these foods are considered

A) phytoestrogens.
B) monotherapy.
C) taboo.
D) inappropriate
Question 2 A 12-year-old boy is being discharged from the hospital after major surgery. The boy will be taking two medications at home for an extended period. The nurse who is discharging the patient should provide medication teaching specifically to
A) the mother regarding why the boy needs to take the medications.
B) both the boy and his mother regarding all medication issued.
C) the boy by telling him not to worry about the medications and to take them as directed
D) The mother and be sure to reinforce the need to force the medications, if her sondoes not want to take them
Question 3 A 15-year-old boy who has been taking dextroamphetamine for the treatment of ADHD has been experiencing a depressed mood and a sense of hopelessness. He confides in the school nurse that he has begun taking his stepfather’s antidepressant to improve his mood. After immediately phoning the boy’s stepfather, the nurse learns that the drug in question is phenelzine (Nardil), a monoamine oxidase inhibitor (MAOI). The nurse should recognize that this combination of drugs creates a serious risk of what health problem?
A) Cardiac dysrhythmia
B) Hypertensive crisis
C) Nephrotoxicity
D) Hypokalemia
Question 4 A child is admitted to the burn unit with second and third degree burns on both arms and part of his or her face. When administering topical medications to the burned areas, the nurse should
A) cool the medication prior to administration.
B) use sterile technique when applying the medication.
C) allow the child to apply the medication if possible.
D) use clean technique only when applying the medication.
Question 5 A patient is being seen in the emergency department for a sprained ankle and is given a drug to relieve pain. When a second dose of the pain medication is given, the patient develops redness of the skin, itching, and swelling at the site of injection of the drug. The most likely cause of this response is
A) a hepatotoxic response.
B) an idiosyncratic response.
C) a paradoxical response.
D) an allergic response.
Question 6 A 5-year-old boy needs an IM injection. The least painful and most effective injection site would be the
A) deltoid muscle.
B) rectus femoris muscle.
C) ventrogluteal muscle.
D) dorsogluteal muscle.
Question 7 A patient reports to a clinic with complaints of breast tenderness, a right lumpy breast, and no breast discharge. The breast tenderness occurs primarily during her menstrual cycle. The nurse practitioner probably suspects
A) breast cancer
B) PMS
C) pain in the heart
D) cancerous breast tenderness
Question 8 A 29-year-old woman who is morbidly obese has recently begun a comprehensive, medically-supervised program of weight reduction. Prior to adding dextroamphetamine (Dexedrine) to her regimen, the patient should be questioned about her intake of
A) alcohol.
B) trans fat.
C) caffeine.
D) grapefruit juice.
Question 9 A nurse is caring for a 10-year-old boy who complains of chronic headaches. His mother reports that she gives him Tylenol at least three times a day. Which of the following will the nurse work with the physician to evaluate?
A) Renal function
B) Hepatic function
C) Respiratory function
D) Cardiac function
Question 10 A 21-year-old female has a history of irregular menses. She recently became sexually active, and would like to begin taking oral contraceptives (OCs). The nurse practitioner recognizes that most likely this patient would benefit from taking which category of OCs.
A) Monophasic
B) Triphasic OC
C) Ortho Tri-Cyclen
D) Biphasic OC
Question 11 A nurse who provides care on a pediatric medicine unit has conducted a medication reconciliation of a recently-admitted patient. In light of the fact that the child takes methylphenidate (Ritalin), the nurse is justified in considering a history of what health problem?
A) Anxiety
B) Respiratory depression
C) Obesity
D) ADHD
Question 12 A nurse working in a cancer center is preparing to administer medication to a 5-year-old child. The nurse will calculate the drug dosage by using
A) body surface area.
B) weight.
C) age in months.
D) age in years.
Question 13 A 13-year-old female took a weight loss drug that activated the sympathetic nervous system. Which of the following assessment findings would the nurse expect?
A) Decreased myocardial contraction
B) Decreased heart rate
C) Increased cardiac conduction
D) Increased intranodal conduction time
Question 14 A 6-month-old child has developed skin irritation due to an allergic reaction. He has been prescribed a topical skin ointment. The nurse will consider which of the following before administering the drug?
A) That the infant’s skin has greater permeability than that of an adult
B) That there is less body surface area to be concerned about
C) That there is decreased absorption rates of topical drugs in infants
D) That there is a lower concentration of water in an infant’s body compared with an adult
Question 15 A nurse is providing patient education to a 13-year-old girl who was just diagnosed with type 1 diabetes mellitus. Which of the following statements by the patient will alert the nurse that special instructions regarding insulin are necessary?
A) “I walk two blocks to school every day.”
B) “I am on the middle school track team.”
C) “We live in a two-story house.”
D) “My mother is going to give me my insulin.”
Question 16 A nurse who provides care on a pediatric unit of a hospital is aware that the potential for harm as a result of drug errors is higher among infants and children than adults. This fact is primarily due to
A) the inability of infants and children and describe symptoms of adverse drug reactions.
B) increased body surface area relative to body volume in infants and children.
C) increased heart rate and subsequently rapid drug distribution among infants and children.
D) immature liver and kidney function in infants and children.
Question 17 A nurse practitioner orders 150 mg of oral fluconazole for a patient with vulvovaginal candidiasis. The patient should expect to take medication
A) for 20 days.
B) once a day.
C) every day until the infection is gone.
D) for 30 days.
Question 18 To which of the following patients would a medication nurse most likely administer caffeine as part of the treatment plan?
A) A preterm neonate who has apnea
B) A 34-year-old woman with a diagnosis of gastric ulcerations
C) A school-age child with severe ADHD
D) A 52-year-old man with narcolepsy
Question 19 A nurse works at a weight management clinic. To which of the following overweight patients could the nurse safely administer dextroamphetamine?
A) A 38-year-old Caucasian woman with glaucoma
B) A 60-year-old African-American man who experiences angina
C) A 48-year-old Caucasian man who has adult-onset diabetes
D) A 28-year-old African-American woman with hyperthyroidism
Question 20 A 3-year-old boy has developed otitis media and requires antibiotics. In order to increase the chance that the boy will take his prescribed medication, the nurse should
A) teach the boy about the fact that he will feel much better after he takes his medications.
B) have the mother hold the child firmly and sooth him while the drugs are administered.
C) offer a choice between liquid and chewable medications, if possible.
D) insert a central intravenous line.
Question 21 The recommended treatment for trichomoniasis is
A) Flagyl.
B) Diflucan.
C) Meclizine.
D) Amoxicillan
Question 22 A school nurse has been teaching high school students about the risks associated with marijuana use. However, the nurse has been met with considerable skepticism on the part of students, most of whom believe that marijuana is a benign drug. Which of the following teaching points should the nurse provide?
A) “Most people don’t know that marijuana can be just as addictive as heroin or cocaine over time.”
B) “Marijuana can easily interact with other drugs and cause potentially fatal reactions.”
C) “Every year, thousands of Americans end up in emergency departments with marijuana overdoses.”
D) “Smoking marijuana is just as bad, or worse, for your lungs as smoking cigarettes.”
Question 23 A nurse is going to administer medication to an infant using a medicine dropper. The best method is to open the child’s mouth by gently squeezing the cheeks and placing the drops
A) at the back of the mouth.
B) in the buccal pouch.
C) under the tongue.
D) on top of the tongue.
Question 24 A nurse is obtaining baseline physical data from a 7-year-old patient who is to be started on dextroamphetamine for ADHD. After obtaining vital signs, height, and weight, the nurse will prepare the patient for an
A) electrocardiogram (ECG).
B) electromyelogram (EMG).
C) electroencephalogram (EEG).
D) electrophysiologic study (EPS).
Question 25 A 10-year-old boy is taking dextroamphetamine (Dexedrine) daily for ADHD. At each clinic visit, the nurse’s priority assessment would be
A) height and weight.
B) Vision.
C) body temperature.
D) blood pressure.

NURS 6630 Week 4 Assignment: Bipolar Therapy

NURS 6630 Week 4 Assignment: Bipolar Therapy

NURS 6630 Week 4 Assignment: Bipolar Therapy

SCORE A+ WITH HELP FROM OUR PROFESSIONAL WRITERS: ORDER NOW FOR AN ORIGINAL PAPER ASSIGNMENT ON NURS 6630 Week 4 Assignment: Bipolar Therapy

WhatsApp

Your assignment woes end here!

Wk 4 Assignment BiPolar. Bipolar disorder is a unique disorder that causes shifts in mood and energy, which results in depression and mania for clients. Proper diagnosis of this disorder is often a challenge for two reasons: 1) clients often present as depressive or manic, but may have both; and 2) many symptoms of bipolar disorder are similar to other disorders. Misdiagnosis is common, making it essential for you to have a deep understanding of the disorder’s pathophysiology. For this Assignment, as you examine the client case study in this week’s Learning Resources, consider how you might assess and treat clients presenting with bipolar disorder.

 

Learning Resources:

Stahl, S. M. (2013). Stahl’s essential psychopharmacology: Neuroscientific basis and practical applications (4th ed.). New York, NY: Cambridge University Press.

· Chapter 6, “Mood Disorders”
· Chapter 8, “Mood Stabilizers”
Stahl, S. M., & Ball, S. (2009b). Stahl’s illustrated mood stabilizers. New York, NY: Cambridge University Press.

To access the following chapters, click on the Illustrated Guides tab and then the Mood Stabilizers tab.
· Chapter 4, “Lithium and Various Anticonvulsants as Mood Stabilizers for Bipolar Disorder”
· Chapter 5, “Atypical Antipsychotics as Mood Stabilizers for Bipolar Disorder”
Vitiello, B. (2013). How effective are the current treatments for children diagnosed with manic/mixed bipolar disorder? CNS Drugs, 27(5), 331-333. doi:10.1007/s40263-013-0060-3

To prepare for this Assignment:
· Review this week’s Learning Resources. Consider how to assess and treat clients requiring bipolar therapy.
The Assignment
Examine Case Study: An Asian American Woman With Bipolar Disorder. You will be asked to make three decisions concerning the medication to prescribe to this client. Be sure to consider factors that might impact the client’s pharmacokinetic and pharmacodynamic processes.

At each decision point stop to complete the following:
· Decision #1
· Which decision did you select?
· Why did you select this decision? Support your response with evidence and references to the Learning Resources.
· What were you hoping to achieve by making this decision? Support your response with evidence and references to the Learning Resources.
· Explain any difference between what you expected to achieve with Decision #1 and the results of the decision. Why were they different?
· Decision #2
· Why did you select this decision? Support your response with evidence and references to the Learning Resources.
· What were you hoping to achieve by making this decision? Support your response with evidence and references to the Learning Resources.
· Explain any difference between what you expected to achieve with Decision #2 and the results of the decision. Why were they different?
· Decision #3
· Why did you select this decision? Support your response with evidence and references to the Learning Resources.
· What were you hoping to achieve by making this decision? Support your response with evidence and references to the Learning Resources.
· Explain any difference between what you expected to achieve with Decision #3 and the results of the decision. Why were they different?
Also include how ethical considerations might impact your treatment plan and communication with clients.
Note: Support your rationale with a minimum of three academic resources. While you may use the course text to support your rationale, it will not count toward the resource requirement.

Citation for book pages sent for Chapters 6 and 8:
Stahl, S. M. (2008). Essential Psychopharmacology Online. Retrieved March 21, 2019 from
http://stahlonline.cambridge.org.ezp.waldenulibrary.org/essential_4th_chapter.jsf?page=chapter6_summary.htm&name=Chapter%206&title=Summary

  // Bipolar Therapy

Bipolar Therapy Client of Korean Descent/Ancestry
BACKGROUND INFORMATION
The client is a 26-year-old woman of Korean descent who presents to her first appointment following a 21-day hospitalization for onset of acute mania. She was diagnosed with bipolar I disorder.
Upon arrival in your office, she is quite “busy,” playing with things on your desk and shifting from side to side in her chair. She informs you that “they said I was bipolar, I don’t believe that, do you? I just like to talk, and dance, and sing. Did I tell you that I liked to cook?”
She weights 110 lbs. and is 5’ 5”

SUBJECTIVE
Patient reports “fantastic” mood. Reports that she sleeps about 5 hours/night to which she adds “I hate sleep, it’s no fun.”
You reviewed her hospital records and find that she has been medically worked up by a physician who reported her to be in overall good health. Lab studies were all within normal limits. You find that the patient had genetic testing in the hospital (specifically GeneSight testing) as none of the medications that they were treating her with seemed to work.
Genetic testing reveals that she is positive for CYP2D6*10 allele.
Patient confesses that she stopped taking her lithium (which was prescribed in the hospital) since she was discharged two weeks ago.

MENTAL STATUS EXAM
The patient is alert, oriented to person, place, time, and event. She is dressed quite oddly- wearing what appears to be an evening gown to her appointment. Speech is rapid, pressured, tangential. Self-reported mood is euthymic. Affect broad. Patient denies visual or auditory hallucinations, no overt delusional or paranoid thought processes readily apparent. Judgment is grossly intact, but insight is clearly impaired. She is currently denying suicidal or homicidal ideation.