Two different  papers same topic

86 Years Old Asian Male Annual Physical Test and Results

Specific Socioeconomic, Spiritual, Lifestyle, and other Cultural Factors that are related to the Health of our Patient 

The patient comes from a low socio-economic background. This is proven by the fact that the patient depends on his daughter for his survival. This type of background negatively affects the patient type of medication and diets taken. On the spiritual background, the patient comes from an Asian country where most people are Muslims. The religion dictates some aspects of diets and health practices to be done on their people (Ball et al., 2015). The patient has a simple lifestyle on his lifestyle, considering he does not have the capital capability, and the culture dictates so. Many patients about his age are demanded by their religion to be role models and look after their own families. Lastly, the health of our patients may be dictated by the facts of his social organization. The patient seems to have no other people who can support him apart from his daughter, thus worrying more about his life. Patients about his age are supposed to have a family that is taking care of him. 

The Domain I would utilize on my Patient when Conducting a Comprehensive Nutritional Assessment.

When conducting a comprehensive nutritional assessment, the best domain to utilize to my patient is better communication and questionnaires. Other domains are health, behavior, and mental state (Ball et al., 2015). Many patients feel free to answer written questions rather than face to face questions. I would consider presenting my patient with a questionnaire and giving them quality time to answer. Also, when communicating, I would avoid maintaining a firm gaze since the patients may feel uncomfortable. 

More so, I would research my patient language preference and try to speak to them accordingly. Many people prefer to come open to nurses who understand them better. On other matters, as a nurse, I would consider knowing my patient’s environment as it impacts their health (Sullivan, 2012). As a nurse, I would consider knowing all the patients’ diets to create a comprehensive nutritional assessment table for my patient. Lastly, a good nurse researches the health history of the patient. This dearly helps the nurse to know the drugs to administer to the patient. For example, a patient history clearly outlines the effects of a certain medicine; thus, the nurse will avoid administering it. 

Discussion of the Functional Anatomy and Physiology of a Psychiatric Mental Health Patient Together with the Key Concepts, a Nurse must know to Assess Specific Functions.

The patient’s functional anatomy seems to be out of normal, with bruises on his upper arm and back. Also, there is chronic prostatitis, frequent falls, unexplainable weight loss, and elevated blood pressure (Ball et al., 2015). In my opinion, the patient may be undergoing physical abuse or an unpleasant environment. These symptoms may also point to malnutrition or much medication as the patient is enlisted to various medications types. 

His body seems to be normal on our patient’s physiology, with his various parts functioning normally. His pupils seem well-positioned and normal. Also, his extraocular movements are intact and well-positioned. More so, his arcus senilis seems high, with this disorder been common with older adults. Moreover, his conjunctiva and scleral have inflammation. Furthermore, his bowels sound normal, and his objective data are ranging correctly. His blood pressure, pulse, temperature, and his body mass index all ranging normally.

For a nurse to assess a patient well, they should familiarize themselves with the following key factors; firstly, the nurse should know the systems of administering medications. Secondly, the nurse should create a better relationship with the patient (Sullivan, 2012). The nurse should also learn the art of knowing all given symptoms and coming up with a precise treatment.

References

Ball, J. W., Dains, J. E., Flynn, J. A., Solomon, B. S., & Stewart, R. W. (2015). Seidel’s guide to physical examination (8th edition.). St. Louis, MO: Elsevier Mosby.

Sullivan, D. D. (2012). Guide to clinical documentation (2nd edition.). Philadelphia, PA: F. A.  Davis.

You must use this template for Soap note 1 and 2. Use the information provided in the PDF as an “EXAMPLE”. You must use the word temple file and tailor it to your patient and their diagnosis. Using this template will make it very easy to learn the things needed in the note and help you not forget to put something or lose points due to incorrect format or missing information. 

The Chief Complaint, Patient info, HPI, Plan section, and references must all be of your own work and no copy-paste.

The Main Areas of Focus that will be checked for plagiarism is Chief Complain, History of Present Illness (HPI), Assessment with Rationale and Explanation, and the Plan. All of this should be in your own words and not copy-pasted from a past note or website or book. There should be minimum likeness noted by turn it in software in these areas. 

The Objective and Subjective information can be from a template (Standard Documentation) and will only be looked at for content and not for plagiarism. So if you are past 50% and the above main areas of focus sections are clear and minimum then you are ok. You can resubmit as many times but after 3 it takes up to 24 hours to get turn it in a score.

This is a made-up patient, so review your diagnosis and have the patient have the standard presentation, objective and subjective symptoms that would typically present and adjust them on

The patient is a 24-year-old female administrative assistant who comes to the emergency department with a chief complaint of severe right-sided headache. She states that this is the sixth time in the last 2 months she has had this headache. She says the headaches last 2–3 days and have impacted her ability to concentrate at work. She complains of nausea and has vomited three times in the last 3 hours. She states, “the light hurts my eyes.” She rates her pain as a 10/10 at this time. Ibuprofen and acetaminophen ease her symptoms somewhat but do not totally relieve them. No other current complaints.

Course Competency:

• Design plans for care specific to the older adult.

Consider the scenario below, then follow the instructions underneath it to complete the assignment.

Mrs. Y

Mrs. Y is an 84-year-old client who was recently discharged from the hospital for an infected diabetic ulcer on her left leg. During her hospitalization, Mrs. Y required intravenous antibiotic therapy through a peripherally inserted central catheter (PICC) line.

Due to Mrs. Y’s long history of diabetes, her physician ordered that intravenous antibiotic therapy be continued at home. Subsequently, home health services were initiated, a home health nurse was assigned to Mrs. Y’s case, and an initial home visit was scheduled.

The home health nurse arrives at Mrs. Y’s home and introduces herself to the client and the family. The nurse explains the home nursing services that will be provided, including the PICC line and intravenous antibiotic therapy treatments.

During the initial home visit, the nurse assessed the physiological, psychological, functional, and safety needs of the client. The nurse’s findings were as follows:

• Mrs. Y lives alone; however, her daughter checks on her frequently throughout the day.
• The client is noted to have moderate functional issues and ambulates with a cane.
• The client has several throw rugs in the main walking quarters and minimal lighting throughout the hallways.
• Mrs. Y states “I used to get around my house with ease, but now I get a little tired and have to sit down and rest frequently.”

Consider Mrs. Y’s current health status and functional decline, then address the following:

1. Download the Concept Map and Plan of Care worksheet below. An example is also provided for your reference.
   • File: Concept Map and Plan of Care worksheet
   • File: Concept Map and Plan of Care example
2. Identify three (3) priority nursing diagnoses for Mrs. Y. Consider using the resource below to assist you.
   • eBook: Nursing Diagnosis Manual: Planning, Individualizing, and Documenting Client Care – Chapter 5 Nursing Diagnoses in Alphabetical Order
3. Create a visual representation of the three (3) priority nursing diagnoses by incorporating them into the Concept Map (template in the worksheet). Be sure each nursing diagnosis includes the following elements:
   1. “related to (r/t)” — description of the client’s problem
   2. “as evidenced by” — description of the client’s symptoms
4. Complete the Nursing Plan of Care (table in the worksheet) describing what should be implemented for Mrs. Y.
   1. Goals: Establish at least one (1) goal for each of the nursing diagnoses you identified (for a total of 3 goals). Goals should be: patient specific, measurable, actionable, realistic, and time limited.
   2. Nursing Interventions: Describe at least three (3) nursing interventions for each of the goals (for a total of 9 nursing interventions). Each intervention should be in alignment with the goal it is supporting.
5. Complete the assignment using proper spelling, grammar, and APA.

For information about creating a concept map, consult the resource(s) below.

• eBook: Nursing Diagnosis Manual: Planning, Individualizing, and Documenting Client Care, Chapter 4 – Concept or Mind Mapping to Create and Document the Plan of Care
• Q. What is a concept map and how do I create one?

Please provide a statement of your professional goals and aspirations.It should be typewritten and about one page in length.

I NEED A COMMENT FOR THIS POST WITH AT LEAST TWO-THREE  PARAGRAPH AND TWO SOURCES NO LATER THAN FIVE YEARS

Vid reflection

Make a PPT with Evidence Base Practice. PICOT Question:  Are educated Medical-Surgical nurses (I) more successful in performing COVID-19 nasopharyngeal swabs (P) compared with non-educated Medical-Surgical nurses (C) for accurate COVID-19 test results (O)? 

I uploaded a PPT that you can use/edit. Check all the articles in the reference list I put in and search 3 more articles that is related to my PICOT question. You have to base all the articles to my PICOT questions. I need it tomorrow in less than 24 hours, if early I appreciate it. Thank you.

*Hope you know how to grade articles using The Johns Hopkins Nursing Evidence-based Practice Rating Scale.

Respond to  your  colleagues who argued the opposite side as you by countering their  argument with evidence. Identify at least two consequences to support  your position. 

NOTE( my position is against the issue of diagnosing pediatric bipolar depression disorder)

                                                    Main post

Pediatric Bipolar Depression Disorder

Bipolar  disorder is a mood disorder distinguished by profound fluctuations in  emotions, moods, energy, and activity levels in which the individual  experiences episodes of mania, depression, or hypomania (National Institute of Mental Health,  2020). Moreover, bipolar depression disorder is a subdivision of  bipolar disorder characterized by depression extreme enough to impair  day-to-day activities involving school, work, social, and family  interactions (Mayo Clinic, 2018). Symptoms of bipolar depression  include but are not limited to the presence or history of 1 or more  major depressive episodes, presence or history of 1 or more hypomanic  episodes, absence of manic/mixed episodes, significant impairments in  all aspects of life, feeling sad, hopeless, worthless, irritability,  loss of interest in previously enjoyed activities, weight loss/gain,  increased/decreased appetite, sleep disturbance, fatigue, decreased  concentration, decreased ability to make decisions, and suicidal  ideations (American Psychiatric Association, 2013). 

Additionally,  diagnosing bipolar depression disorder in the pediatric population can  be debated both for and against the diagnosis. However, it is a real  mental health condition effecting the pediatric population. Hence, the  diagnosis should be made if criteria is met. Therefore, the remainder of  this discussion will aim to justify the diagnosing of pediatric bipolar  depression disorder. 

To begin, the Diagnostic and Statistical Manual of Mental Disorders 5th edition (DSM-V) is a clinical guideline that uses a common language and standard criteria to diagnosis mental disorders (American Psychiatric Association,  2013). It does not dictate an age requirement when diagnosing bipolar  disorder. Hence, it is suggested that any age group can be diagnosed  with bipolar disorder if criteria is met. Next, a familial history of  bipolar disorder increases the likelihood of the pediatric client having  the disorder with a five-time greater chance if a 1st degree family member has the disorder (Cleveland Clinic,  2019). Also, a research roundtable identified and concluded that  pediatric children can be diagnosed with bipolar disorder using  psychiatric assessment tools (Lynn, 2001). Too, the  Oregon Adolescent Depression Project identified a peak onset of bipolar  disorder at 14 years old with significant progression throughout  developmental stages including adulthood (Lewinsohn et al., 2002). Therefore, there is sufficient support for the diagnosing of pediatric bipolar depression disorder.

Conclusion

While  controversy exist regarding diagnosing pediatric clients with bipolar  depression disorder, the diagnosis should be made if the client meets  criteria. Accurate diagnosing is vital as bipolar depression disorder is  a lifelong mood disorder that will require treatment for effective  management. With accurate diagnosing and treatment management, the  pediatric client can live a productive life. 

References

American Psychiatric Association. (2013). Diagnostic and Statistical Manual of Mental Disorders (5th ed.). Washington, DC: Author.

Cleveland Clinic. (2019). Bipolar Disorder in Children. https://my.clevelandclinic.org/health/diseases/14669-bipolar-disorder-in-children 

Lewinsohn, P. M., Seeley, J. R., Buckley, M. E., & Klein, D. N. (2002). Bipolar disorder in adolescence and young adulthood. Child and Adolescent Psychiatric Clinics of North America, 11(3):461-75. DOI: 10.1016/s1056-4993(02)00005-6

Lynn, G. T. (2001). National Institute of Mental Health research roundtable on prepubertal bipolar disorder. Journal of American Academy of Child Adolescent Psychiatry, 40(8):871-8. DOI: 10.1097/00004583-200108000-00007 

Mayo Clinic. (2018). Bipolar disorder. https://www.mayoclinic.org/diseases-conditions/bipolar-disorder/symptoms-causes/syc-20355955

National Institute of Mental Health. (2020). Bipolar Disorder. https://www.nimh.nih.gov/health/topics/bipolar-disorder/index.shtml