In the realm of marketing, a successful branding strategy is one of the most important contributors to organizational success. A solid branding strategy can help add visibility and credibility to a company’s products.

 In the realm of marketing, a successful branding strategy is one of the most important contributors to organizational success. A solid branding strategy can help add visibility and credibility to a company’s products. 

NURSING

Student Instructions for i-Human Virtual Simulation

NR325/NR330 Maggie Naganashe Scenario 2

PURPOSE:

The following information is to be used in guiding your preparation and participation in the virtual simulation scenario for this course. This document will provide applicable course outcomes in preparation for your simulation.

SCENARIO OVERVIEW:

Maggie Naganashe is a 62-year-old American Indian female with chronic renal failure. She also has a 15-year history of type II diabetes mellitus and a history of hypertension, and hyperlipidemia. She lives on an American Indian reservation and is a proud member of the Odawa tribe. Mrs. Naganashe reports that she was unable to go to her dialysis treatment this week because her husband had to use their only car for a job interview. She was admitted for shortness of breath, swelling, weight gain and fatigue.

LEARNER OBJECTIVES:

1. Utilize clinical reasoning skills to perform a health history and physical assessment on an adult patient. (CO 1, 2, 3, 4)

2. Construct a plan of care based by prioritizing assessment findings and nursing diagnoses (CO 4, 5, 6, 7)

3. Evaluate patient outcomes to determine the effectiveness of nursing interventions and need for ongoing care (CO 4, 8)

4. Communicate and collaborate with the patient, family, and interdisciplinary healthcare team members (CO 3, 6)

STUDENT ROLES DURING SIMULATION:

You are the staff nurse at the hospital who will be conducting a comprehensive assessment. After completing your assessment, you are expected to document your findings as a nurse’s note in SBAR format.

KEY FEATURES OF i-HUMAN:

· As the nurse, you are expected to complete the case scenario using the following tabs: EHR, History, Physical, Analyze, Actions, Nursing Notes, Summary

· There are required questions and/or additional information provided related to this case. The questions, information, and videos must be completed/reviewed prior to progressing to the next tab.

· Nursing Notes: At the end of the simulation, you will document your assessment findings using ISBAR.

CONFIDENTIALITY:

To preserve the educational value, integrity, and safety of the learning environment, you agree to maintain strict confidentiality about the proceedings of the simulation session, details of the training scenarios and the performance of all participants. You acknowledge that this expectation aligns with the guidelines related to the Health Insurance Portability and Accountability Act (HIPAA) as well as laws governing Protected Health Information (PHI) in client care environments.  You will not view, discuss, share, record or disclose any confidential information pertaining to the session. You understand that lapses in confidentiality are considered academic misconduct and could result in dismissal from the academic program. 


FICTION AGREEMENT:

You will suspend judgment of realism for any given simulation in exchange for the promise of learning new knowledge and skills, treating the simulated patients with the same care due an actual patient, act with a genuine desire to learn even when it may be difficult to do so.  

DUE DATE:

The virtual simulation is assigned to be completed during

Week 4
prior to your scheduled debriefing with faculty/peers.

SIMULATION TIMING:

· Pre-simulation preparation: 30-60 minutes

· Pre-brief: 15 minutes

· Run Time: 2.75 hours

· Debriefing: 60 minutes

ASSESSMENT & EVALUATION

Faculty will utilize your participation measurements in the i-Human case, and debriefing discussions to identify areas of opportunity for enhancement of your clinical growth. Your experiences in i-Human will contribute to your overall completion of clinical requirements for the course as documented on the Clinical Learning Evaluation tool.

i-Human Evaluation – What does my total score mean?


REVIEW AND COMPLETE PRIOR TO THE START OF THE VIRTUAL SIMULATION:

In order to prepare for the simulation, you are
required to complete the pre-simulation questions below and submit this prework to the faculty via uploading your responses in Canvas prior to the start of the virtual simulation. If you do not complete the pre-simulation questions and upload them, you will

not
be able to access or participate in the simulation.

1. Describe the fluid and electrolyte imbalance that occur with chronic renal failure.

2. What are key patient education concepts related to chronic kidney disease?

3. Explore the CDC Tribal Data, Information, and Resources at
www.cdc.gov/tribal/data-resources and read the following article.

Mitchell, F. (2012). Reframing diabetes in American Indian communities: A social determinants of health perspective.
Health & Social Work, 37(2):71–79.

[Note: This article can be located through the Chamberlain University Library.]

4. Describe risk factors and conditions that lead to health disparities for American Indians.

Immediately following the completion of the virtual simulation, you will complete the evaluation of the simulation using the link provided.

©2023 Chamberlain University LLC. All rights reserved.

Chamberlain University | National Management Offices | 500 W. Monroe St., Suite 1300 | Chicago, IL 60661

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Unit 11 Medications for Pain Management. Peer Response Due 11-14-23. 800w. 4 references

1


Unit 11 – Discussion Medications for Pain Management.

Name

Institution

Course Number and Title

Professor

Date


Concerns about the use of opioids for pain management

Many parties are concerned about the use of opioids for pain management because that which makes them effective also makes them dangerous. Opioids work by binding to opioid receptors in the central nervous system and incite a pleasurable sensation while dulling pain when they bind to receptors in the brain. However, opioids have a pleasurable, tempting effect for some, and their continuous use has a high risk of leading to misuse, abuse, and eventual addiction. At higher doses, opioids can cause fatal heart rate and respiration slowdowns, whereas, at lower dosages, they may only make patients drowsy. Increased attention has been brought about by the increasing incidence of opioid use disorder and the related health effects. Opioids are useful for numbing pain, but they have a double-edged impact since they may also cause tolerance, physical dependency, and addiction.

Furthermore, opioid overdose has elevated to a serious public health emergency, grabbing the attention of governments and medical professionals everywhere. Because of the rising death rates associated with opioid overdoses, with over 75% of overdose cases related to opioids in 2021 (CDC, 2021), the U.S. government, in particular, has taken the lead in fighting the opioid crisis. The illegal usage of synthetic opioids like fentanyl has contributed significantly to the rise in opioid overdose mortality observed in recent years. The American government has responded by enacting several laws, tightening prescription regulations, boosting access to alternative medication, and expanding the availability of addiction treatment programs. These efforts indicate a thorough effort to address the many problems related to the use of opioids in pain treatment.

Article “America’s opioid crisis: the need for an integrated public health approach”

The article presents a timely and comprehensive understanding of the opioid crisis in the U.S. and the need for a comprehensive approach to address the crisis. I agree with the article’s overall premise of the vital necessity of implementing an integrated public health strategy to successfully address this issue, particularly in light of the ongoing rise in overdose fatalities and the fall in life expectancy. Notably, I also think it is necessary to use a collaborative approach across different disciplines, such as neuroscience, pharmacology, epidemiology, treatment services, and prevention, and to integrate interventions across diverse settings for a holistic response.

The article highlights four interrelated themes that encompass the essential elements of a successful public health strategy: bridging the gap between implementation science and practice, person-centered approaches for prevention and treatment, social determinants of health and disease, and using data to build learning systems of care. These topics highlight how important it is to address the intricate relationships between biological and social elements and how development affects brain function and sensitivity to outside stimuli. However, one aspect I would add to the article is to emphasize the role that the pharmaceutical industry, companies, and the drive for profit played in the development and severity of the crisis. It is well-documented that companies such as Purdue Pharma marketed opioids aggressively and had sale agents and sponsored doctors who pushed for more prescriptions; this started the cycle of addiction (Arteaga et al., 2021). Therefore, any comprehensive approach to address the opioid crisis requires new legislation that prevents companies from pushing prescriptions for profit.

Disorders commonly associated with patients who also need pain relief

The demand for pain relief and mental health concerns frequently coexist, complicating healthcare situations. Depression and chronic pain are commonly associated and co-occur with anxiety in people with chronic pain problems (Murez, 2021). Psychological and physical distress co-occurrence can intensify pain perception and impede efficient treatment. Because of the complex relationship that exists between depression and chronic pain, treating both conditions at the same time requires an integrated strategy. The co-occurrence of anxiety disorders and chronic pain issues is another significant correlation. Anxiety can cause increased pain sensitivity and intensify one’s subjective perception of pain (Harvard Health Publishing, 2021). Additionally, it may exacerbate avoidance habits, preventing patients from participating in physical therapy or other non-pharmacological pain relief techniques.

MME

The Morphine Milligram Equivalent (MME) is a standardized metric used in the healthcare industry to quantify the strength and equivalence of different opioid drugs and facilitate simpler comparisons of their effects. When opioid doses must be translated to a standard measure for safety, effectiveness, and regulatory considerations, the MME is very helpful in clinical practice and research. An opioid’s potency in relation to a standard, usually morphine, is represented by a conversion factor, which is applied to determine the MME for a particular opioid. A uniform metric helps assess and compare the various amounts of opioids patients are given, facilitating safer and more effective pain management.

Since MME gives medical providers a common standard to discuss and track opioid doses, it is crucial to reduce the dangers associated with opioid medication. Because it enables a more thorough assessment of a patient’s opioid regimen, this method also helps lower the risk of an opioid overdose. In addition to being beneficial for healthcare professionals, MME is also a crucial instrument for legislators, allowing them to create policies and rules that promote safer prescription practices.

References

Arteaga, C., Barone, V., Lleras-Muney, A., Reber, S., Maclean, C., Aslan, M., Kroft, K., Zarate, R., Weisburst, E., Van Effenterre, C., & Price, D. (2021).
The Opioid Epidemic: Causes and Consequences.
http://www.carolinaarteaga.com/s/Opioids_ArteagaBarone_Nov12.pdf

Blanco, C., Wiley, T. R. A., Lloyd, J. J., Lopez, M. F., & Volkow, N. D. (2020). America’s opioid crisis: the need for an integrated public health approach.
Translational Psychiatry,
10(1).
https://doi.org/10.1038/s41398-020-0847-1

Centers for Disease Control. (2021).
Understanding the epidemic | CDC’s response to the opioid overdose epidemic |.
https://www.cdc.gov/opioids/basics/epidemic.html

Murez, C. R. (2021).
Chronic Pain and Mental Health: The Empowered Patient’s Guide.
https://www.healthcentral.com/pain-management/chronic-pain-and-mental-health

Publishing, H. H. (2021).
Pain, anxiety, and depression. Harvard Health.
https://www.health.harvard.edu/mind-and-mood/pain-anxiety-and-depression

Stahl, S. M. (2021).
Stahl’s Essential Psychopharmacology.
https://doi.org/10.1017/9781108975292

WEEK 7 CASE STUDY MSN5600L

 Students much review the case study and answer all questions with a scholarly response using APA and include 2 scholarly references. Answer both case studies on the same document .

Attached you can find both case study.

Nursing Theory NP 501

For many students enrolled in NR501, this is an initial course for nursing theory. So, let’s have a debate. Is nursing theory important to the nursing profession? In particular, is it important for nurse practitioners? Does theory inform nurse practitioner practice? If you believe that it is important, explain why it is useful. If you do not believe that it is useful, explain why nursing theory is not necessary to the profession.  

under-served population project

please take a look at attachment.

LEADERSHIP THEORIES IN PRACTICE

 A walk through the Business section of any bookstore or a quick Internet search on the topic will reveal a seemingly endless supply of writings on leadership. Formal research literature is also teeming with volumes on the subject.

However, your own observation and experiences may suggest these theories are not always so easily found in practice. Not that the potential isn’t there; current evidence suggests that leadership factors such as emotional intelligence and transformational leadership behaviors, for example, can be highly effective for leading nurses and organizations.

Yet, how well are these theories put to practice? In this Discussion, you will examine formal leadership theories. You will compare these theories to behaviors you have observed firsthand and discuss their effectiveness in impacting your organization.

To Prepare:

  • Review the Resources and examine the leadership theories and behaviors introduced.
  • Identify two to three scholarly resources, in addition to this Module’s readings, that evaluate the impact of leadership behaviors in creating healthy work environments.
  • Reflect on the leadership behaviors presented in the three resources that you selected for review. Post two key insights you had from the scholarly resources you selected. Describe a leader whom you have seen use such behaviors and skills, or a situation where you have seen these behaviors and skills used in practice. Be specific and provide examples. Then, explain to what extent these skills were effective and how their practice impacted the workplac

Nursing

Hello, Can you help me with my homework. 

Final Career Project, NO PLAGARISM & PROFESSOR USES SAFEASSIGN

Rubric for ALHS 1113/ Allied Health Professions Presentation:

This is to be a PowerPoint presentation. The project will count for 30% of your overall grade. For more details read all content items to be included below.

Include in your project the information related to
the profession or career of your choice License Practical Nurse (LPN):

· Visuals (Pictures, graphs, or charts) to attract the audience.

· Describe/list specific responsibilities,

· Describe/ list challenges of this profession.

· Governing bodies/ Professional organizations- (hint: we covered these with every career).

· Required Education: Explain in detail how many years of schooling, training, and continuing education will be required.

· Work environments. (Career paths) – Where can this person work? What can they do with their credentials?

· List employment opportunities: local to Georgia, Nationally and Salary ranges

· Current trends in this career: Is this career growing, or expanding? Why or why not?

You will also be scored on the following items:

· Grammar/spelling

· References/citing in APA format

Allied Health professions:

1. Certified Nurse Assistant (CNA)

2. Medical Assistant

3. Emergency Medical Service (EMS)

4. Dental Professions (Hygienist, Assistant, Technician.)

5. Surgical Technician

6. Respiratory Therapist (RT)

7. Radiography

8. Health Information Systems

9. Speech Language Pathologist (SLP)

10. Physical Therapist (PT) /Physical Therapist Assistant (PTA)

11. Occupational Therapist (OT) /Occupational Therapist Assistant (OTA)

12. Mental Health: Counselor, Psychologist, Social Worker

13. Clinical laboratory Science

14. Dietetics

15. Health Information Management

16. Nursing: Registered Nurse (RN), License Practical Nurse (LPN), Nurse Practitioner (NP), Certified Registered Nurse Anesthetist (CRNA), Certified Nurse Manager (CNM).

17. Physician, Physician Assistant (PA)

18. Pharmacy

Weight of Possible Points

Information not

Included 0%

Limited information

62%

Detailed information

100%

Total

Visuals

· No Visuals aids

0 Points

· 1-4 Visuals aids included

10 Points

· 5 + Visuals aids included

15 Points

Basic

Responsibilities

· Not included

0 Points

· 1-4 Responsibilities listed

6 Points

· 5 + Responsibilities listed

10 Points

Challenges

· No challenges included

0 points

· 1-2 Challenges included

5 points

· 3 or more challenges explained

10 points

Governing Body/

Professional

Organizations

· Governing body or Professional

Organizations not listed

0 Points

· Only 1 Governing body or Professional Organizations listed

6 Points

· 2+ Accrediting governing body or Professional

· Organizations listed.

10 Points

Education

· No degrees listed

0 Points

· Vague information given

6 Points

· Detailed information given

10 Points

Work

Environments

· career paths not included

0 Points

· 2 career paths listed

6 Points

· 4 + career paths listed

10 Points

Employment

and Salary

· No opportunities /salary listed

0 Points

· Only one category listed

6 Points

· Detailed information listed.

10 Points

Current Trends

· Not mentioned

0 Points

· Vague information given

6 Points

· Detailed and concise information given.

10 Points

Grammar/Spelling

· Several grammar/spelling errors

0 Points

· Very limited grammar/spelling errors

6 Points

· No grammar/spelling errors

10 Points

References

· No references listed

0 Points

· 1-3 references. However, not using APA citation

4 Points

· 4+ references listed with appropriate APA citation.

5 Points

Total points

questions

Original Work, No Plagiarism, Cite and Reference

Kara is a pre-doctoral student who works for a very demanding principal investigator (PI) in psychology. Dr. Srichaphan considers himself her mentor even though he seems to offer no constructive guidance.

She considers herself an expert problem solver. The trouble is, she can’t figure out how to solve her problems with her mentor. Not only is he exacting and demanding, but he also is exploitative and intolerant—finding fault with her for not being able to keep up with the rigors of academic and clinical studies even though he’s the one who’s overloading her with too much work.

The last straw is an invitation to be a “guest lecturer” in a section of her mentor’s undergraduate cognitive processes class. She can’t very well say no. It would only make her look inept. Still, it couldn’t come at a worse time. The research study that Kara is primary coordinator of has just been halted—it turns out one of the protocols needs many changes, and some of the changes will have to go through the IRB again. They are complex and require careful thought. All the protocol forms will need to be filled out again, the consent forms revised, and the study procedures redone. These changes will have to be made quickly since the study cannot resume until the IRB approves of the new modifications. 

Meanwhile, the undergraduate section of the class Kara’s been given to lead is so large that it’s fast becoming like a full teaching load. The course is not going well because the syllabus that her mentor developed was not well thought out, and many students are coming to Kara’s office to complain. One of the complaints is that there is a cheating ring among some of the students. When she tells her mentor, Dr. Srichaphan blames it on her teaching. She is so taken aback that all she can do is splutter that it’s not her fault—the cheating ring extends to other study sections as well and may even have begun there. Ignoring her protests, he informs her that she needs to provide assistance at a clinical rotation site.

Kara can’t believe her ears. She feels like she will crack under the strain if one more thing is added to her load of duties. Just the thought of arguing with her mentor makes her queasy, but she does her best to remind him that she has her own coursework as a doctoral student and has two term papers due in the next three weeks. She begs him to assign someone else to the clinical rotation. He frowns. “It’s gotten to the point where you cannot handle your research and teaching responsibilities, evidently,” he goads her.  Kara, who prides herself on her “can do” style, finds she simply cannot do all that is required of her. She’s on the verge of retching from nerves. Her mentor is not impressed. He shakes his head and tells her that science is not for the faint of heart.

Questions

1. What’s the worst thing that could happen if she does nothing?

2. What’s the worst that could happen if she seeks a new approach to getting through this?

3. How might Kara ask for help? From whom? With what likely result?

4. What types of expectations should have been discussed among Kara, the mentor, the program director, and/or the graduate school to avoid these types of problems?

5. Can you offer an example of stressful or disastrous situation based on your own learning experiences? How did you deal with it, and what lessons did you learn?