Case 1 and 2- 5600

Students must 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 and upload 1 document to Moodle.

Case Study 1 & 2 topics change every semester. Topics will be determined at due time for this semester

The answers must be in your own words with reference to the journal or book where you found the evidence to your answer. Do not copy-paste or use a past students work as all files submitted in this course are registered and saved in turn it in program.

Turn it in Score must be less than 25 % or will not be accepted for credit, must be your own work and in your own words. You can resubmit, Final submission will be accepted if less than 25 %. Copy-paste from websites or textbooks will not be accepted or tolerated. Please see College Handbook with reference to Academic Misconduct Statement.

All answers to case studies must-have reference cited in the text for each answer and a minimum of 2 Scholarly References (Journals, books) (No websites)  per case Study

***On case study one I need the anemia to be classified as well as the cause of the anemia.

body language

Analyzing Body Language

Assignment

Required Resources

Read/review the following resources for this activity:

· Textbook: Chapter 7, 8

· Lesson 3

· APA style manual

· Citation and Writing Assistance: Writing Papers At CU

· Library Overview

· How to Search for Articles – the Everything Tab

Instructions

Social Movements are only as important as the person leading them. The person(s) leading a social movement must have charisma and be able to captivate an audience. Political scientists and historians are taught to analyze body language, especially during debates and speeches.

For this assignment, you will watch Dr Martin Luther King's

I Have a Dream
speech and a

speech by Alicia Garza of the Black Lives Matter movement
and answer questions listed below. Pay special attention to the following aspects in the two speeches.

· Importance of body language while delivering the speech.

· Gestures, cadence and delivery style.

Answer the following: 

1. Provide a summary of the two speeches.

2. Compare Dr. King's leadership, charisma, power and passion to capture his audience to Alicia Garza's speech. What are the similarities, if any? What are the differences, if any?

3. How does the location of the speeches support their messaging? Dr. King's speech was held in a church and at the Lincoln Memorial, whereas today we have social networking and more avenues to relay messages. Does messaging make a difference?

4. Describe how the audience in Dr. King's speeches relate to the Alicia Garza's audience. Do you see a similarity or differences in the speeches and in the audience?

Requirements

· Length: 2-3 pages of substantive content

· 12 pt font

· Parenthetical in-text citations included and formatted in APA style  

· References page (a minimum of 2 outside scholarly sources plus the textbook and/or the weekly lesson for each course outcome) . 

· Title and introduction pages are present.

Euthanasia & Physician Assisted Suicide (PAS)

 

After studying the course materials located on Module 8: Lecture Materials & Resources page, answer the following:

  1. Euthanasia
    • Medical / Generic definition
    • Bioethical definition.
  2. Describe pain and suffering within context of faith
  3. Physician Assisted Suicide / Death ( PAS / PAD)
    • Definition
    • Is it ethical?
    • Should we have the right to end our lives? Why yes or why not?
  4. Better alternatives to PAS; compare and contrast each:
    • Hospice
    • Palliative care / Terminal sedation
  5. Case studies. Brief summary of:
    • Hemlock Society
    • Jacob Kevorkian
    • Britanny Maynard
  6. Read and summarize ERD paragraphs #:  59, 60, 61.

Submission Instructions:

  •  is to be clear and concise and students will lose points for improper grammar, punctuation, and misspelling.
  • If references are used, please cite properly according to the current APA style

Real Due

Name: Cara Jett
Age: 34 years
Provider: R. Mcbride NP
Allergies: NKA
Admit weight: 102 Ibs (46.3kg)
BMI: 17.5
Code status: full code

I just can’t eat. Every time I do, I have horrible pain in my stomach. My family keeps
accusing me of having an eating disorder. It’s not that I don't want to eat. It's that I can’t
without pain and diarrhea!

4/12
1345

Nursing Note: Client presents for ongoing stomach pain after eating. Current BMI of
17.5. Last recorded BMI from 3 years ago was 22.2. States pain has been ongoing for
several years, more severe as of late yesterday. Client skipped lunch today. Current
abdominal pain is 2/10. States that she has tried using over-the-counter pain relievers to
help with the abdominal pain, but this has not been successful. Rates 2/10 RLQ
abdominal pain.

4/12
1355

Neuro/Cognitive: Alert and oriented x4.

Cardiovascular: Regular heartbeat with S1 and S2 heard. No edema present. Capillary
refill <3 seconds. Bilateral pedal and radial pulses +3.

Respiratory: Lungs clear bilaterally.

Gastrointestinal: Abdomen flat, firm, hyperactive bowel sounds x 4 quadrants. Tender
in RLQ. Denies nausea. Last bowel movement was 1045 today. Loose, brown, mucous
looking – per client. Three loose stools today so far.

Genitourinary: Continent. No pain or burning when urinating

Musculoskeletal: Muscle atrophy present. +5 strengths for all extremities. Tenting
present on arm and collarbone.

Psychosocial: Anxious. Becomes tearful several times during visit. States her family is
accusing her of having an eating disorder.

5/7
1435

Nursing Note: Follow-Up Appointment with Gastrointestinal Specialist

Diagnosis: New Crohn’s disease.

Follow-up appointment after colonoscopy and upper GI procedure. Had a CT scan of the
abdomen completed after the procedure. Rates 4/10 abdominal pain. Client is taking
prednisone and metronidazole as prescribed by primary care provider for Crohn's
disease.

Date Temp HR RR BP SpO2 O2

4/12 1345 96.8 °F

(36.0 °C)

78 18 102/54 100% RA

5/1 0945 97.2 °F

(36.2 °C)

64 12 94/45 89% RA

5/1 1000 97.2 °F

(36.2 °C)

69 12 104/50 92% RA

5/1 1015 97.2 °F

(36.2 °C)

72 14 110/52 94% RA

5/7 1430 98.6 °F

(37.0 °C)

88 18 138/78 99% RA

Date Diagnostic Test Findings

5/1
1015

Upper GI
Colonoscopy

No abnormal findings.

Small ulcer found in the transverse portion of the large intestine with
evidence of more in the small intestine. Further testing, including an
MRI, is highly suggested.

5/5
1500

CT Scan of
Abdomen

Impression: Thickening of the wall of the small intestine present.
Three small abscesses noted by entrance to the colon correlating with
recent gastric studies. No fistula apparent.

5/1
0945

Endoscopy Center Nursing Note:

Client has completed an upper GI study and a colonoscopy with no noticeable
complications. Vitals stable. Drowsy but easily woken. Oriented x4.

5/1
1000

Endoscopy Center Nursing Note:

Vitals remain stable. Client drank 60mL of clear soda and two bites of graham cracker.
Swallow and gag reflex present. Mild 2/10 throat discomfort present. Driver present and
atbedside.

5/1
1015

Endoscopy Center Nursing Note:

Client discharged to home in care of mother, Nancy. Follow-up appointment made.

The Value of a Master's-Prepared Nurse

 

Consider the current healthcare delivery models and practice settings. Reflect on how nursing practice is transforming in response to the current demands of the healthcare system and answer one of the following questions:

  1. What differentiates the practice of a master’s-prepared nurse compared to that of a baccalaureate-prepared nurse?
  2. What is the value of a master’s degree in nursing?
  3. What do you consider to be the most essential professional competency for a master’s-prepared nurse practicing in the 21st century?

Refer to AACN Essentials, Chamberlain University Nursing Conceptual Framework and other scholarly sources. Use at least one outside scholarly article to support your position. Provide an example to illustrate an application to professional practice.

Nursing Discussion assignment

Please see attachment.

powerpoint

The group PPT should have a minimum of 20 slides and no more than 40 with speaker notes. (Including group members, outline, reference page). Reference and citations must be in APA format 6th or 7th Ed. 

The presentation should be directed to the pharmacological management of the disease. It should include the following: Drug indications, drug classification, generic name and most common brand name, mechanism of action, side effects, drug interactions, use of the drug in different populations and important pearls.

1: Title • Title: Understanding Anticoagulants 

• Subtitle: Essential Knowledge for Nurse Practitioners 

2: Introduction

• Brief overview of the importance of anticoagulants in healthcare. 

• Mention the aim of the presentation: to provide an understanding of different types of anticoagulants and their clinical applications. 

3: Blood Clotting Process 

• Explain the normal blood clotting process.

• Highlight the role of anticoagulants in preventing abnormal clot formation.

4: Types of Anticoagulants

• Detail the two main categories: Oral and Injectable anticoagulants.

• Mention common examples from each category. 

5: Oral Anticoagulants 

• Discuss commonly used oral anticoagulants like Warfarin, Apixaban, and Rivaroxaban.

• Emphasize their indications, dosages, and monitoring requirements.

6: Injectable Anticoagulants 

• Explain the use of injectable anticoagulants such as Heparin and Enoxaparin.

• Describe when and how these are administered. 

7: Novel Oral Anticoagulants (NOACs) 

• Highlight the benefits and considerations of NOACs like Apixaban and Rivaroxaban.

• Compare them to traditional anticoagulants. 

8: Monitoring and Safety 

• Discuss the importance of regular monitoring for anticoagulant therapy. 

• Address safety concerns, including bleeding risks. 

9: Reversal Agents 

• Explain the availability of reversal agents for anticoagulants. 

• Discuss their use in emergency situations. 

10: Patient Education 

• Provide key points for patient education regarding anticoagulant therapy.

• Emphasize compliance, dietary considerations, and recognizing signs of bleeding.

11: Conclusion 

• Summarize key takeaways from the presentation.

• Reiterate the importance of nurse practitioners’ role in managing anticoagulant therapy. 

12 Resources

• Provide references and recommended readings for further learning.

Interview #2

INTERVIEW WITH A CULTURALLY DIVERSE CLIENT:
Conduct an interview with either a client or a previous healthcare consumer (this may be a neighbor, a volunteer, or a total stranger). Please be mindful of HIPPA and provide for confidentiality. Do not identify the interviewee.
• What are the client’s origins? Where were they born? Do they speak another language? (10 Points)
• How do they access the healthcare system? What resources are used? (10 Points)
• Do they have a primary care physician/nurse practitioner? (10 Points)
• Identify any healthcare disparities associated with the client. (10 Points)
• Did their socioeconomic status influence their level of or quality of healthcare? (10 Points)
• Have they ever experienced any issues during their care while at a healthcare facility? (10 Points)
• What specific needs would they like to have addressed when visiting a healthcare practitioner/facility? (10 Points)
• Do they require assistance with community resources to improve their level of care? (5 Points)

o If yes, provide a teaching moment and document this in your interview.
o If no, provide a listing of resources for future use if needed. Refer to the following link for Monroe County:
http://monroe.floridahealth.gov/programs-and-services/clinical-and-nutrition-services/_documents/community-resource-guide.pdfLinks to an external site.

Respond to this Discussion.

 

Agonist-to-Antagonist Spectrum of Action

The agonist-to-antagonist spectrum refers to the  range of actions that psychopharmacologic agents can have when they  interact with receptors. Agonists activate receptors, while antagonists  block them. Partial agonists and inverse agonists provide intermediate  or opposite actions (Stahl, 2021).

Understanding the agonist-to-antagonist spectrum is  critical for achieving the desired therapeutic effect while minimizing  side effects. For instance, clozapine is an atypical antipsychotic that  acts as an antagonist at various neurotransmitter receptors, including  dopamine D2 and serotonin 5-HT2A receptors. Unlike typical  antipsychotics, which are primarily dopamine D2 antagonists, clozapine’s  broader receptor profile may explain its efficacy in  treatment-resistant schizophrenia as well as its different side-effect  profile (Stahl, 2021).

Partial Agonists: Buspirone is a  partial agonist at serotonin 5-HT1A receptors and is used to treat  generalized anxiety disorder (GAD). Its partial agonist activity allows  for anxiolytic effects without the sedation seen with benzodiazepines,  which are full agonists at GABA receptors (Stahl, 2021).

Inverse Agonists: The antihistamine  loratadine acts as an inverse agonist at the H1 histamine receptor, not  only blocking the action of histamine but reducing the baseline activity  of the receptor, which can be beneficial for controlling allergic  symptoms (Stahl, 2021).

Clozapine, an atypical antipsychotic, acts primarily  as an antagonist at various neurotransmitter receptors, demonstrating  how multi-receptor targeting can be beneficial for certain psychiatric  conditions. On the other hand, buspirone serves as a partial agonist at  5-HT1A receptors, providing anti-anxiety effects with less potential for  sedation. Loratadine, an antihistamine, acts as an inverse agonist,  reducing the baseline activity of H1 histamine receptors.

G-Protein-Coupled Receptors vs. Ion-Gated Channels

G-Protein-Coupled Receptors (GPCRs) and Ion-Gated  Channels are two different types of protein structures that drugs can  target to produce therapeutic effects. GPCRs are involved in slow,  modulatory signaling, while Ion-Gated Channels provide fast synaptic  transmission (Stahl, 2021).

Beta-blockers like propranolol interact with GPCRs,  specifically beta-adrenergic receptors, to modulate cardiac activity by  reducing heart rate and blood pressure. They do this by antagonizing the  beta-adrenergic receptors, thereby inhibiting the action of adrenaline  and noradrenaline (Stahl, 2021)

In contrast, via Ion-Gated Channels, drugs like  gabapentin act on voltage-gated calcium channels, not by blocking them  but by modulating their activity. This makes gabapentin useful for  conditions like neuropathic pain and epilepsy (Stahl, 2021).

Role of Epigenetics in Pharmacologic Action

Epigenetics in pharmacology refers to the  modification of gene expression rather than altering the genetic code  itself. These modifications can affect how an individual responds to  medications (Stahl, 2021).

Antidepressants like fluoxetine (Prozac) may not only  affect neurotransmitter levels but also induce epigenetic changes that  impact long-term mood regulation. They can modify DNA methylation  patterns related to the expression of neuroplasticity-related genes,  possibly contributing to their therapeutic effect (Castrén & Kojima,  2017).

Impact on Prescription Decisions

The impact on prescription decisions refers to how  the aforementioned factors might influence a healthcare provider’s  choice of medication, dosage, and treatment plan for individual  patients(Stahl, 2021).

Understanding the agonist-antagonist spectrum can be  vital in cases like dual diagnosis of opioid addiction and anxiety.  Here, a partial agonist like buspirone could be more appropriate than a  benzodiazepine due to its lower potential for abuse. Also, for patients  with treatment-resistant depression, considering a medication like  ketamine that works through different mechanisms and has potential  epigenetic impacts could offer another treatment avenue (Zanos et al.,  2016).

For example, in a patient with a dual diagnosis of  opioid addiction and anxiety, a nurse practitioner might opt for a  partial agonist like buspirone for the treatment of anxiety instead of a  benzodiazepine, which has a higher abuse potential. Similarly, if a  patient has treatment-resistant depression and has not responded to  typical SSRIs, considering an agent like ketamine, which works through  NMDA receptor antagonism and also induces epigenetic changes, could be a  thoughtful next step (Zanos et al., 2016).

 

Nursing Research Assignment

Research Assignment