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case
Mr. Smith brings his 4-year-old son to your primary care office. He states the boy has been ill for three days. Mr. Smith indicates that he would like antibiotics so he can send his son back to pre-school the next day.
History – Child began with sneezing, mild cough, and low grade fever of 100 degrees three days ago. All immunizations UTD. Father reports that the child has had only two incidents of URI and no other illnesses.
Social – non-smoking household. Child attends preschool four mornings a week and is insured through his father’s employment. No other siblings in the household.
PE/ROS -T 99, R 20, P 100. Alert, cooperative, in good spirits, well-hydrated. Mildly erythemic throat, no exudate, tonsils +2. Both ears mild pink tympanic membrane with good movement. Lungs clear bilaterally. All other systems WNL.
Do not consider COVID-19 for this patient diagnosis.
For the assignment, do the following:
1. Diagnose the child and describe how you arrived at the diagnosis (i.e. how you ruled out other diagnoses).
2. Provide a specific treatment plan for this patient, pharmacologic and/or nonpharmacologic.
3. Provide a communication plan for how the family will be involved in the treatment plan.
4. Provide resources that Mr. Smith could access which would provide information concerning your treatment decisions.
5. Utilize national standards, your pharm and/or patho book and medical or advanced practice professional sources. Do not use patient-facing sources or general nursing texts to support your diagnosis and treatment.
6. Use references to support your concepts. Utilize correct APA formatting and mechanics of professional communication.
Present this Assignment as a narrative document, with a minimum of 4, and maximum of 5 pages not counting the cover page or reference page. It is not necessary to repeat the facts of the case in your narrative.
Before finalizing your work, you should:
·
Read the Assignment description carefully (as displayed above);
·
Consult the Grading Rubric (under Course Resources) to make sure you have included everything necessary; and
· Utilize
spelling and
grammar check to minimize errors.
Your writing assignment should:
· Follow the conventions of
Standard American English (correct grammar, punctuation, mechanics, etc.);
· Be
well organized, logical, and
unified, as well as
original and insightful;
· Utilize correct APA formatting, 7th edition.
· Submit to, and review results of Turnitin.
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Unit 6 Assignment Criteria |
Level III |
Level II |
Level I |
Not Present |
|
Criteria 1 |
Level III Max Points Points: 8 |
Level II Max Points Points: 6.4 |
Level I Max Points Points: 4.8 |
Not Present 0 Points |
|
Making a correct diagnosis |
· An accurate diagnosis is provided · Rationale for arrival at the diagnosis with support from literature |
· An accurate diagnosis is provided · Rationale for the diagnosis is provided without support from literature |
· An accurate diagnosis is provided · Rationale for the diagnosis is not provided |
· Does not meet the criteria |
|
Criteria 2 |
Level III Max Points Points: 12 |
Level II Max Points Points: 9.6 |
Level I Max Points Points: 7.2 |
Not Present 0 Points |
|
Developing a treatment plan |
· A correct and specific pharmacologic and non-pharmacologic treatment plan for the case study patient is provided |
· A specific treatment plan is provided for the case study patient but is missing less than 50% of pharmacologic and non-pharmacologic treatment. |
· A specific treatment plan is provided for the case study patient but is missing more than 50% of pharmacologic and non-pharmacologic treatment. |
· Does not meet the criteria |
|
Criteria 3 |
Level III Max Points Points: 8 |
Level II Max Points Points: 6.4 |
Level I Max Points Points: 4.8 |
Not Present 0 Points |
|
Providing the patient or family with resources |
· Three or more patient resources to assist with understanding the treatment plan are provided |
· Two patient resources to assist with understanding the treatment plan are provided |
· One patient resource to assist with understanding the treatment plan is provided |
· Does not meet the criteria |
|
Criteria 4 |
Level III Max Points Points: 7 |
Level II Max Points Points: 5.6 |
Level I Max Points Points: 4.2 |
Not Present 0 Points |
|
Developing a communication plan |
· A communication plan which includes principles of therapeutic communication is included |
· A communication plan that does not include principles of therapeutic communication is provided |
· Does not meet the criteria |
· Does not meet the criteria |
|
Criteria 5 |
Level III Max Points Points: 10 |
Level II Max Points Points: 8 |
Level I Max Points Points: 6 |
Not Present 0 Points |
|
College-level academic writing |
· Professional, peer-reviewed, advanced practice references are used · Grammar and mechanics of writing demonstrate graduate level work · Adheres to page number requirements |
· The majority of references used are professional, peer-reviewed and advanced practice · Errors in grammar or mechanics of writing are present but do not interfere with readability · Adhere to page number requirements |
· The minority of references used are professional, peer-reviewed and advanced practice · Errors in grammar or mechanics of writing are present Which interferes with readability · Does not adhere to page number requirements |
· Does not meet the criteria |
|
Criteria 6 |
Level III Max Points Points: 10 |
Level II Max Points Points: 8 |
Level I Max Points Points: 6 |
Not Present 0 Points |
|
Citations and Formatting |
· Includes a strong attempt to cite all sources using APA style. · Minor paper formatting errors may occur. · Minor in-text citation errors may occur. · All authorship is clear and retrievable. |
· Includes an overall attempt at APA formatting and citation style. · Errors in formatting of citation or sources are present. · All sources have some form of citation and all citations have a matching source. · Citations generally make authorship clear. |
· Major errors in citations or source formatting are present. · Citation or source information may be missing or incorrect. · Authorship may be unclear. |
· Does not meet the criteria |
|
Maximum Total Points |
55 |
44 |
33 |
0 |
|
Minimum Total Points |
45 points minimum |
34 points minimum |
1 point minimum |
0 |
NUR 445 – Week 3 Discussion: Researching and Recommending Evidence-Based Research Resources
tep 1 Read the case scenario.
You are part of an interprofessional team working on an evidence-based project to look at falls in patients with dementia in the long-term care setting. The team was brought together in response to a noted increase in the incidence of falls in residents with dementia over the past three months. One of the recent changes before the increase in falls was a mandate to no longer use physical restraints on residents. Several staff members feel that the use of restraints is a must, and they do not have time to use the restraint alternatives that have been suggested. They also feel they do not have enough time to continuously check on residents. This has caused major issues of concern and has compromised the quality and safety of the residents.
When the team meets together, one of the first items discussed is the clinical question. The team uses the PICO question format to develop the following question:
In patients with a diagnosis of dementia in the long-term care setting (P), how does the use of a comprehensive falls assessment prevention plan that includes restraint alternatives (I) compare with the use of a fall prevention protocol that includes the use of restraints (C) affect the number of falls that occur (O)?
Step 2 Post to the discussion forum.
In your initial response, address the following questions:
- Determine the best resources to use when conducting a search on the topic. Consider these questions: What databases would be most appropriate? Where would you locate clinical practice guidelines that could be used in the EBP process for this issue?
- Conduct a search using the resources you identified in Step 2a. What key search terms did you use? What filters did you use?
- From your search, identify at least three articles that you would consider using in an EBP project such as the one described in the case scenario. If possible, suggest resources that meet the highest level (Level I) of evidence. Why would these sources be most appropriate in determining best practices and supporting clinical decision-making for this issue?
Research the health-illness continuum and its relevance to patient care.
- Examine the health-illness continuum and discuss why this perspective is important to consider in relation to health and the human experience when caring for patients.
- Explain how understanding the health-illness continuum enables you, as a health care provider, to better promote the value and dignity of individuals or groups and to serve others in ways that promote human flourishing and are consistent with the Christian worldview.
- Reflect on your overall state of health. Discuss what behaviors support or detract from your health and well-being. Explain where you currently fall on the health-illness continuum.
- Discuss the options and resources available to you to help you move toward wellness on the health-illness spectrum. Describe how these would assist in moving you toward wellness (managing a chronic disease, recovering from an illness, self-actualization, etc.).
nutrition
Nutrition plays a vital role in a person's overall health and well-being. Not getting enough of the recommended
nutrients over the long-term can lead to malnutrition which often results in disease and illness.
In a 3-page paper, written in APA format using proper spelling/grammar, address the following:
1. Define malnutrition and identify a specific disease that can result from it.
2. Perform library research about the selected disease, and explain its physiological effects on a
person's body.
3. Describe the relationship between specific foods/nutrients and the disease. Use the questions
below to guide your response.
4. Does research indicate that a lack of specific foods/nutrients increase a person's chance of
contracting the disease?
5. Are there specific foods/nutrients that should be avoided by an individual afflicted with the
disease?
6. How do specific foods/nutrients work physiologically within the body to help combat the
disease?
7. Evaluate nutritional recommendations to help combat the disease.
8. Cite at least 3 credible references and present the resources in APA format on the References
page.
9.
question 2
Improving Patient Readiness for Outpatient Palliative Care
Instructions: answer the following 2 questions and add them to the paragraph below. Cite, reference (should be within 7 years), no plagiarism, original work.
1. “Onboarding” without an explanation of what it is.
2. I think you should focus the lens on readiness more than onboarding. Your paper is about patient readiness. Your introduction should be better with how many people need Palliative care and how many aren't enrolling in palliative care because they do not understand what palliative care is.
Palliative care refers to alleviating and relieving the symptoms and pain of an incurable medical condition the patient is experiencing (Schlick & Bentrem, 2019). The palliative process begins with the onboarding process. The onboarding process for palliative care is critical in ensuring that patients and their families receive the highest quality of care and support. It involves the initial assessment, coordination and planning, communication and education, emotional and psychological support, and continuity of care. This process sets the stage for a collaborative and supportive relationship between patients, their families, and the providers.
CASE STUDY ANALYSIS
Please see attached
STRATEGIES FOR ACADEMIC PORTFOLIOS
To Prepare:
- Reflect on strategies that you can pursue in developing portfolios or portfolio elements that focus on academic achievements.
- Review one or more samples from your own research of resources focused on portfolio development.
BY DAY 3
Post an explanation of at least two strategies for including academic activities and accomplishments into your professional development goals. Then, explain how those goals may align with the University’s emphasis on social change. Be specific and provide examples.
A little about me: I am a behavioral health nurse with 6 years of experience, currently completing my masters in psychiatry nursing
Nursing
Health Disparities Assignment.html
Health Disparities Assignment
Population health is shaped by the social and economic conditions in which we are born, live, and work. Statistics indicate that many of us are one paycheck away from a financial crisis, especially since past recessions and the current state of inflation. In this module, you will explore the impact of poverty on health. In your professional roles and perhaps your own personal lives, you have all been exposed to the issues to some extent. The intent of this module will be to explore in more detail the prevalence of poverty, its impact on health, and barriers to attaining healthy outcomes.
Resources:
Use the following resources to complete this assignment:
- Read Nies & McEwen (2019) Chapters 21-23; 25; 28
- Format your paper using 7th ed. APA formatting (i.e., Title page, headings, Reference page, etc.)
Instructions:
- Students will submit answers to the following questions using 3 headings, General Poverty, Food Security, and Homelessness into the appropriate NURS 410 assignment dropbox, using 7th ed. APA formatting.
Activities
-
General Poverty (4 points)
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Play Spent Activity:
The Urban Ministries of Durham have a great online poverty simulation that goes through a month in the life of a person living in poverty. To access the simulation, go to this website: playspent.org Summarize your experience with this simulation activity
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Did you have money left over?
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What difficult decisions did you need to make?
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What was your overall feeling when the month was over?
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Have you experienced similar financial challenges in your life?
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What safety nets were there to support you during this time?
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Go to Poverty USA website at
http://www.povertyusa.org/
Poverty Tour USA –Read the various information sections – What surprises you?
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Interactive Poverty Map
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Compare the state you live in with at least one other state.
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Poverty Facts
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What is the definition of poverty and who lives in poverty?
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Snapshots of Poverty
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Review at least one of the “Stories of Hope”– What are possible health implications?
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Food Security (3 points)
Click on
United States Food Drug Administration– Household Food Security-
How is food insecurity defined?
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Which populations are most at risk for food insecurity?
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What programs are available to improve food access? Consider Supplemental Nutrition Assistance Program (SNAP)
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Homelessness (3 points)
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Who are the Homeless and why are they homeless?
Go to the website of the National Coalition for the Homeless.
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Click on Fact Sheets and go to:
http://www.nationalhomeless.org/factsheets/index.html
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Click on Issues – Read about 2 topics that interest you.
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Click on Populations – read about one population.
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Click on Public Policy Recommendation – read about one policy recommendation
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Describe the face of “homeless”
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What are the numbers?
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Who is homeless?
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Why are they homeless?
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How are health and homelessness related?
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Identify and describe one policy project to reduce/end homelessness.
-
Go to Minnesota Interagency Council on Homelessness:
https://mn.gov/dhs/heading-home-minnesota/
-
What is purpose of this organization?
-
Cover Letter
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Charmine asseng
Contact
Professional Summary A highly motivated student for strengths in MS office suite, Telephone Etiquette, CPR and first aid certified and a quick learner. Also, an analytical critical thinking professional with experience at Asbury Methodist Village. A deadline-driven individual that is a fast learner and uses critical analysis skills to make informed decisions.
Skills · Quick Leaner · CPR and first aid certified. · MS Office Suite · Determined Team Player · Clear Communication Skills · Telephone Etiquette · Detail Oriented · Strong Interpersonal Skills · Adaptability · Quick decision making · Ability to work under pressure. |
Experience
InternShip – Asbury Methodist Village, Gaithersburg MD · I updated patient files, took them to their various daily activities, and photocopied and typed information. · greeting patients, handling phone calls, preparing medical documents. · scheduling appointments ensure that appropriate medical forms are signed. · verify patient’s information and health insurance. · Served victors by greeting, welcoming, and directing them appropriately. David’s Bridal- Sep 9th, 2017 ‐ present Bridal stylist, Rockville MD · Consistently honor all service and selling vows, outfitting each customer head to toe. · Sell the gown, headpiece, foundations, shoes, jewelry, etc.; outfit and accessorize the bridal party. · Educate customers on the David’s Differences; attributes that make David’s Bridal unique. · Maximize sales and customer satisfaction by providing superior service with every customer visit. · Maintain David’s Bridal hourly sales productivity. · Prepare for all upcoming appointments by printing the customers' profile and favorites. · Know David's Bridal merchandise and build on product knowledge on an ongoing basis. · Follow up and communicate with customers, following Relationship Management standards. · Explain services provided by the alterations department to the customer and the importance. · Support store management in performing responsibilities, including maintaining responsibility, inventory counts, merchandising the sales floor, and completing markdowns. · Provide an efficient and friendly checkout experience for customers, as needed. · Maintain housekeeping standards in the store. · Answer multi-line business phone using the correct David's Bridal greeting and provide information in a professional manner. Smart brand online- June 2015‐ July 2017 Assistant, Gaithersburg MD · Helped with time and daily management. · Scheduling of meetings, correspondence, and note-taking. · Shipping out items to customers · Assist customers with any questions they might have. · Updating paperwork, maintaining documents, and word processing. · Helping organize and maintain common office areas. · Maintaining supply inventory Clinical Experience Shady grove Adventist- January -May 2023 · Help take patient vital signs. · Help give patient medications with nurse supervision. · Assist patient in using the bathroom and eating. · Assist nurse in caring for the patient. Nurse Externship Program Adventist Healthcare Shady Grove– June 2023-up till date (Extended) · A student nurse who is receiving training and following a nurse to develop clinical and critical thinking skills, and how to provide patient care. · Working alongside the nurse assistant to take vital signs and assist with bedside skills. · Acquired knowledge in the Peds ed and Med Surg unit by assisting in nursing tasks, helping patients with hygiene and dressing. · Acquired nursing knowledge and the ability to follow instructions, as well as time management, and communication skills.
Education High school Diploma- Gaithersburg High school Gaithersburg, MD Associate DEGREE AWARDS Honor roll, Dean’s List |
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