Week 6 Assignment

Directions

Please do not use any of the Nurse Daniel information for your own topic, nursing intervention, or change project. Nurse Daniel serves as an example only to illustrate the change process.

  1. Please review the infographic as way to guide you in getting started with your assignment: Developing an Assignment with Integrity (Links to an external site.)
  2. View a short tutorial with tips for completing this assignment: Evidence-Based Practice Change Process Assignment Tutorial (Links to an external site.) or by reading the transcript (Links to an external site.).
  3. Download the EBP Change Process form (Links to an external site.) during Week 1. The use of this specific form is REQUIRED 
  4. Identify a clinical topic and related nursing practice issue you think needs to be changed. 
  5. Locate a systematic review on your topic from the CCN Library databases. Be sure this involves nursing actions.
  6. Work through each step of the ACE Star Model as outlined on the assignment form (Star Points 1-5: Discovery, Summary, Translation, Implementation, and Evaluation). Respond to the instructions provided on the form.
  7. Follow the activities and thinking of Nurse Daniel in Weeks 1-6 in the ‘Illustration’ part of each lesson. He will be working through a clinical topic and nursing practice issue to demonstrate a change (ACE Star Model and systematic review).
  8. Work on a portion of the process each week, as the illustration unfolds.

Best Practices

  • Please reach out to your instructor for feedback or assistance with your PICOT question as needed.
  • Required and Additional Background Reading in Weeks 1 and 2 under Readings is available for more information on the ACE Star Model and the use of systematic reviews.
  • Please see the grading criteria and rubrics on this page.
  • Please use your browser’s File setting to save or print this page.

Scholarly Sources and Citations

  • Please cite any references (in APA format) of your systematic review or other scholarly document (optional) as needed.
  • Paraphrasing information, rather than quoting, is expected. No quotes for this assignment please!

**Academic Integrity**

Chamberlain College of Nursing values honesty and integrity. All students should be aware of the Academic Integrity policy and follow it in all discussions and assignments.

By submitting this assignment, I pledge on my honor that all content contained is my own original work except as quoted and cited appropriately. I have not received any unauthorized assistance on this assignment.

Rubric

Week 6: EBP Change Process Assignment Grading Rubric

Week 6: EBP Change Process Assignment Grading RubricCriteriaRatingsPtsThis criterion is linked to a Learning OutcomeSelected Systematic ReviewA systematic review from the CCN Library databases was selected, identified, and was appropriate for the selected nursing change process.25.0 ptsOne systematic review from the CCN Library databases was identified and was clearly appropriate.22.0 ptsA systematic review was selected from the CCN Library databases and was mostly appropriate for a nursing change process.20.0 ptsA systematic review was selected from the CCN Library databases and was fairly appropriate for a nursing change process.10.0 ptsA systematic review was selected, but not from the CCN Library databases and/or was not appropriate for this assignment.0.0 ptsNo systematic review selected or used.

25.0 pts
This criterion is linked to a Learning OutcomeStar Point 1 (Discovery)The topic, nursing practice issue, rationale and scope of the problem were clearly identified and described.25.0 ptsStar Point 1 elements in the first column were thoroughly addressed.22.0 ptsStar Point 1 elements in the first column were mostly well addressed.20.0 ptsStar Point 1 was missing one element in the first column or one lacked detail.10.0 ptsStar Point 1 was missing more than one element in the first column and others lacked detail.0.0 ptsThe ACE Star Model Star Point 1 was not completed.

25.0 pts
This criterion is linked to a Learning OutcomeStar Point 2 (Summary)The NURSING practice problem, NURSING related PICOT question, a systematic review from any database in the Chamberlain Library, and other optional references, evidence summary, strength, and solutions, are listed and described.35.0 ptsStar Point 2 elements in the first column were thoroughly addressed.31.0 ptsStar Point 2 elements in the first column were mostly well addressed.28.0 ptsStar Point 2 was missing one element in the first column or one lacked detail.13.0 ptsStar Point 2 was missing more than one element in the first column and others lacked detail. or were inappropriate.0.0 ptsThe ACE Star Model Star Point 2 was not completed.

35.0 pts
This criterion is linked to a Learning OutcomeStar Point 3 (Translation)Care standards, practice guidelines, or protocols; stakeholders and their roles and responsibilities; the nursing role; rationale for including certain stakeholders, and cost analysis plan are addressed.35.0 ptsStar Point 3 elements in the first column were thoroughly addressed.31.0 ptsStar Point 3 elements in the first column were mostly well addressed.28.0 ptsStar Point 3. was missing one element in the first column or one lacked detail.13.0 ptsStar Point 3 was missing more than one element in the first column and others lacked detail.0.0 ptsThe ACE Star Model Star Point 3 was not completed.35.0 pts
This criterion is linked to a Learning OutcomeStar Point 4 (Implementation)Permission process, education plan, timeline, measurable outcomes, forms, resources, and stakeholder meetings, are addressed.35.0 ptsStar Point 4 elements in the first column were thoroughly addressed.31.0 ptsStar Point 4 elements in the first column were mostly well addressed28.0 ptsStar Point 4 was missing one element in the first column or one lacked detail.13.0 ptsStar Point 4 was missing more than one element in the first column and others lacked detail.0.0 ptsThe ACE Star Model Star Point 4 was not completed.

35.0 pts
This criterion is linked to a Learning OutcomeStar Point 5 (Evaluation)Reporting results, process and next steps are addressed.35.0 ptsStar Point 5 elements in the first column were thoroughly addressed.31.0 ptsStar Point 5 elements in the first column were mostly well addressed28.0 ptsStar Point 5 was missing one element in the first column or one lacked detail.13.0 ptsStar Point 5 was missing more than one element in the first column and others lacked detail.0.0 ptsThe ACE Star Model Star Point 5 was not completed.

35.0 pts
This criterion is linked to a Learning OutcomePresentationInformation was presented clearly and thoughts were well organized and logical.20.0 ptsInformation was presented clearly and thoughts were well organized and logical throughout.18.0 ptsInformation was presented clearly and thoughts were mainly organized and logical throughout.16.0 ptsInformation was presented clearly and thoughts were somewhat organized and logical throughout.8.0 ptsInformation was not consistently clear and/or was not consistently organized and logical.0.0 ptsInformation was disorganized and difficult to understand.

20.0 pts
This criterion is linked to a Learning OutcomeMechanics/APAThe systematic review and any other scholarly resources were properly listed in APA format.
The writing includes error free grammar and spelling, and complete sentence structure.15.0 ptsExcellent mechanics and APA formatting with minimal errors in grammar, spelling, and sentence structure.13.0 ptsGood mechanics and formatting considering the elements listed in the first column12.0 ptsFair mechanics and formatting considering the elements listed in the first column6.0 ptsPoor mechanics and formatting considering the elements listed in the first column0.0 ptsVery poor mechanics and formatting such that information is difficult to read.

15.0 pts
This criterion is linked to a Learning OutcomeAssignment Form Used0.0 pts0 points deductedCorrect assignment form used0.0 pts22.5 points (10%) deductedIncorrect form used resulting in point deduction0.0 pts
This criterion is linked to a Learning OutcomeLate Deduction0.0 pts0 points deductedSubmitted on time0.0 ptsNot submitted on time – Point deduction1 day late =11.25 deduction; 2 days=22.5 deduction; 3 days=33.75 deduction; 4 days =45 deduction; 5 days = 56.25 deduction; 6 days =67.5 deduction; 7 days =78.75 deduction; Score of 0 if more than 7 days late0.0 pts
Total Points: 225.0

W8 DQ ANP 650

  

Instructions for Answer to 2 Question

1- After Each DQ (question), write down references

2- 300 minimum words for every DQ, you can go up to 800 words but answer should be complete.

3- 2-3 Peer Reviewed/ scholarly references for each question

4- References should be within 4 years

5- I am in acute care nurse practitioner program.

6- The response to the DQ is expected to be a minimum of 300 words. A minimum of two peer reviewed/ scholarly  resources are expected. These need to be appropriate for a clinical professional to guide decisions about patient care. If a textbook is used for one of these responses, the other needs to be journal or professional-level website. The references need to be correctly formatted, as do the citations for those references.  “ Question words” don’t count towards 300 minimum count”

Nursing and Financing healthcare ( Due 24 hours)

 

1)  minimum 6 slides  slides with speaker notes Avoid using large and unnecessary images. Use the slides to provide substantial and objective information

              

2)¨******APA norms

          All paragraphs must be narrative and cited in the text- each paragraphs

          Bulleted responses are not accepted

          Dont write in the first person 

          Dont copy and pase the questions.

          Answer the question objectively, do not make introductions to your answers, answer it when you start the paragraph

3)****************************** It will be verified by Turnitin (Identify the percentage of exact match of writing with any other resource on the internet and academic sources, including universities and data banks) 

********************************It will be verified by SafeAssign (Identify the percentage of similarity of writing with any other resource on the internet and academic sources, including universities and data banks)

4) Minimum 6 references per part not older than 5 years

5) Identify your answer with the numbers, according to the question. Start your answer on the same line, not the next

Example:

Q 1. Nursing is XXXXX

Q 2. Health is XXXX

 

 

Topic:  The promise of guaranteed health care coverage for all. 

position:  CON/AGAINST

1. Make an introduction to the issue

2. Reflect your stance and explain it

3. Explain the rationale for your stance

4. Describe the ethical principals involved

5. Resalt theories and evidence supporting your position, 

6. Explain your proposed resolution. 

Nurs tech(for MISS Professor)

As a professional nurse, you are expected to apply your expertise to patient care. On occasion, you will also be expected to share that expertise.

With evolving technology and continuous changes to regulations designed to keep up these changes, there is usually a need to share information and expertise to inform colleagues, leadership, patients, and other stakeholders.

In this Assignment, you will study a recent nursing informatics-related healthcare policy, and you will share the relevant details via a fact sheet designed to inform and educate.

To Prepare:

  • Review the Resources on healthcare policy and regulatory/legislative topics related to health and nursing informatics.
  • Consider the role of the nurse informaticist in relation to a healthcare organization’s compliance with various policies and regulations, such as the Medicare Access and CHIP Reauthorization Act (MACRA).
  • Research and select one health or nursing informatics policy (within the past 5 years) or regulation for further study.

The Assignment: (1-2 page)

Create a 1-2 page fact sheet that your healthcare organization could hypothetically use to explain the health or nursing informatics policy/regulation you selected. Your fact sheet should address the following:

  • Briefly and generally explain the policy or regulation you selected.
  • Address the impact of the policy or regulation you selected on system implementation.
  • Address the impact of the policy or regulation you selected on clinical care, patient/provider interactions, and workflow.
  • Highlight organizational policies and procedures that are/will be in place at your healthcare organization to address the policy or regulation you selected. Be specific.

Alcohol Abuse and Distracted Driving Discussion

200 words…

Find a PSA on drinking and diving, texting and driving, or some form of distracted driving

Is distracted driving something we should be concerned about?

Do you see distracted drivers on the road?

Come up with a short phrase or slogan about your topic to spread awareness.

Nursing discussion

 Please answer the following.

Give 3 examples  of Primary, Secondary, and Tertiary Preventative Measures

 How do you differentiate Primary from secondary and Tertiary prevention?

Ethics and Standards

As a nurse informaticist, you may be at the forefront of managing patient data, institutional data, and other record-keeping that has reporting requirements. The reporting of accurate and truthful information is critical to policy compliance, and may affect funding, safety ratings, or other crucial measures. In this Discussion, you analyze one such example where informatics and ethics overlap. 

For this Discussion, consider the following scenario:

Imagine that you are a nurse informaticist in an ER department. The manager informs you that the duration from when a patient arrives in the ER reporting cardiac-related symptoms to being seen in the cardiac catheterization lab is above the national standard. She asks if there is a way to “adjust” the report to make the time look better before the next review.

  • Review the resources and reflect on the actions you would take and the decision you would make to meet standards in an ethical manner as it relates to the scenario provided. 
  • Think about what your response to the manager might be.
By Day 3 of Week 11

Post a response that explains how you would comply with policy and maintain ethical nursing practice in the scenario above. Be specific and provide examples. Next, recommend a solution to address the problem described in the scenario. Justify why you would recommend this solution.

Reply 1 TpN

What are your thoughts about the debate regarding whether health care is a right or a privilege? How has the changing health care environment impacted your practice?

        Do all the United States citizens have the right to healthcare services regardless of their position, or is it a privilege for those who deserve it? This has been the United States debate for over a century, whether healthcare is a right or a privilege. Healthcare as a privilege arises from the limited resources since it requires money to operate, and in this case, is treated like any other commodity in the market. This debate is facilitated by several factors, such as the role an individual believes that the U.S. government is playing in enforcing healthcare rights. Other factors, such as how people view rights and privileges and whether they believe healthcare to be something that every individual should have, play a part in this debate. Therefore, my thoughts on this debate are that healthcare is a right and not a privilege.

The United States has modified the current delivery system and provides healthcare for its citizens in recent years. For instance, in 2008, former President Obama stated and declared that healthcare in the U.S. should be accessible to everyone regardless of socio-economic status (Maruthappu, Ologunde, & Gunarajasingam, 2013). This meant that every citizen had the right to quality and affordable healthcare. Although the statistics do not show how healthcare is a right for every citizen considering the many numbers of uninsured people, the U.S. is taking a step further to making healthcare accessible. According to Maruthappu, Ologunde, & Gunarajasingam (2013), the number of those not covered in 2010 was over 50 million. Enacting and passing the Patient Protection and Affordable Care Act (PPACA) has substantially contributed to ensuring that healthcare is a right and not a privilege. Healthcare has been made accessible to many U.S. citizens, although not all of them. One of ACA’s objectives that have proved that healthcare is a right is its goal in improving availability, affordability, and quality of insurance coverage for all U.S. citizens through Health System Reform and Insurance Reform (Vincent & Reed, 2014).

In recent years, the healthcare environment has changed, which has impacted the practice as a nurse. For instance, in the nursing environment, drastic changes have occurred to enhance medical care efficiency. There are better hospitals, more training programs, more responsibility, and a focus on patient-centered care in the nursing field. Although I am not yet working as a nurse, these changes impact my dedication as a medical professional as I am eager to better the health of the patients. The changing environment that has contributed to more training programs impacted my clinical hours as it had enabled my skills and confidence to build. I am learning new skills and techniques that will be helpful in a clinical setting. Another change in healthcare is social media’s use in increasing engagement in the nursing field (Lucas & Ward, 2016). Through this, nurses can share information and ideas, which has facilitated better communication.

There are rights that the virtues of humanity entitle U.S. citizens or, rather, every human worldwide. Exercise of these rights makes life better and enjoyable with dignity. Thus, among all the rights the humans deserve, healthcare is the most basic, essential, and crucial one. Although the United States mostly has a health insurance system, the right to healthcare is recognized internationally and should strive to make it a fundamental human right for its citizens.

References

Lucas, A., & Ward, C. W. (2016). Using social media to increase engagement in nursing organizations. Nursing, 46(6), 47-49.

Maruthappu, M., Ologunde, R., & Gunarajasingam, A. (2013). Is health care a right? Health reforms in the USA and their impact upon the concept of care. Annals of Medicine and Surgery, 2(1), 15-17.

Vincent, D., & Reed, P. G. (2014). Affordable care act: Overview and implications for advancing nursing. Nursing Science Quarterly, 27(3), 254-259.

Reply 2

What are your thoughts about the debate regarding whether health care is a right or a privilege? How has the changing health care environment impacted your practice?

  The United States assurances its citizens education, police and postal services, military protection, and other services, either federal or state, however, health care coverage is not guaranteed (Bauchner, 2017). Because we are humans, we have rights independently from our culture, religion, sex, race, economic status, or nationality and, among those rights, healthcare should be the most vital (Gerish, 2018). Healthcare is not considered a right but a privilege for the ones who can manage to pay for it (O’Rourke, 2017).

   In my opinion, I believe that healthcare should be a right, but facts showed me that in United States is a privilege. I came from a South America country where, even though it is considered a developing country, healthcare is accessible to all its citizens. Lately, public hospitals are not the best, the buildings are deteriorating, and there is a lack of supplies, nevertheless, they offer free healthcare for the ones in need. Of course, if possible, people prefer to pay medical insurances or prepaid care for a better service. During my first years in United States I received medical insurance for my four children with 100% coverage although not for me. Later, when I started to have better salaries, they denied that service, but my employers offered me plans to cover my children with a fee in every paycheck. I felt that I was earning more money but at the same time having more expenses.

  “We have the least access and by far the highest costs in the world” (O’Rourke, 2017). That is true; I feel that in addition to having to rely in expensive medical insurances, the costs of medical services are luxurious, so yes, healthcare in US is a privilege. O’Rourke, 2017 makes a point with the statement that considering healthcare as a right does not mean that should be free, nor it should be by charity. In addition, not all services should be included, for example elective cosmetic surgery. Considering healthcare as a right is a way to provide accessible needed care without taking in consideration the ability to pay.

During the orientation at my current job, I learned about EMTALA, The Emergency Medical Treatment and Labor Act, which is a federal law that requires emergency departments to stabilize patients regardless their economic or insurance status and if hospitals do not comply with this law fines apply. More of these laws should be written to ensure that all citizen receive adequate treatment, not only in emergency situations. Nonetheless, the problem of considering healthcare as a right and not a privilege is being discuss year after year with only a few changes and little by little additions are made like EMTALA and affordable healthcare.

References

Bauchner, H. (2017). Health care in the United States: A right or a privilege. JAMA 317(1):29. https://doi:10.1001/jama.2016.19687

Gerish, M. (2018). Health care as a human right. Human Rights Magazine 43(3). https://www.americanbar.org/groups/crsj/publications/human_rights_magazine_home/the-state-of-healthcare-in-the-united-states/health-care-as-a-human-right/ (Links to an external site.)

O’Rourke, T. W. (2017). Lost in the health care reform discussion: Health care as a right or privilege. American Journal of Health Education48(3), 138–141. http://eds.a.ebscohost.com/eds/pdfviewer/pdfviewer?vid=5&sid=dd15245d-62a1-4e89-9b6a-dca649770c48@sessionmgr4006

All replies must be constructive and use literature where possible.

Your assignment will be graded according to the grading rubric.

Knowlege check 5

QUESTION 1
1. A 52-year-old obese Caucasian male presents to the clinic with a 2-day history of fever, chills, and right great toe pain that has gotten worse. Patient states this is the first time that this has happened, and nothing has made it better and walking on his right foot makes it worse. He has tried acetaminophen, but it did not help. He took several ibuprofen tablets last night which did give him a bit of relief. Past medical history positive or hypertension treated with hydrochlorothiazide and kidney stones. Social history negative for tobacco use but admits to drinking “a fair amount of red wine” every week. General appearance: Ill appearing male who sits with his right foot elevated. Physical exam remarkable for a temp of 101.2, pulse 108, respirations 18 and BP 160/88. Right great toe (first metatarsal phalangeal [MTP]) noticeably swollen and red. Unable to palpate to assess range of motion due to extreme pain. CBC and Complete metabolic profile revealed WBC 14,000 mm3 and uric acid 8.9 mg/dl. The APRN diagnoses the patient with acute gout.
Question 1 of 2:
Describe the pathophysiology of gout.
1 points   
QUESTION 2
1. A 52-year-old obese Caucasian male presents to the clinic with a 2-day history of fever, chills, and right great toe pain that has gotten worse. Patient states this is the first time that this has happened, and nothing has made it better and walking on his right foot makes it worse. He has tried acetaminophen, but it did not help. He took several ibuprofen tablets last night which did give him a bit of relief. Past medical history positive or hypertension treated with hydrochlorothiazide and kidney stones. Social history negative for tobacco use but admits to drinking “a fair amount of red wine” every week. General appearance: Ill appearing male who sits with his right foot elevated. Physical exam remarkable for a temp of 101.2, pulse 108, respirations 18 and BP 160/88. Right great toe (first metatarsal phalangeal [MTP]) noticeably swollen and red. Unable to palpate to assess range of motion due to extreme pain. CBC and Complete metabolic profile revealed WBC 14,000 mm3 and uric acid 8.9 mg/dl. The APRN diagnoses the patient with acute gout.
Question 2 of 2:
Explain why a patient with gout is more likely to develop renal calculi. 
1 points   
QUESTION 3
1. Stan is a 45-year-old man who presents to the clinic complaining of intermittent fevers, joint pain, myalgias, and generalized fatigue. He noticed a rash several days ago that seemed to appear and disappear on different parts of his abdomen. He noticed the lesion below this morning and decided to come in for evaluation. He denies recent international travel and the only difference in his usual routine was clearing some underbrush from his back yard about a week ago. Past medical history non-contributory with exception of severe allergy to penicillin resulting in hives and difficulty breathing. Physical exam: Temp 101.1 ˚F, BP 128/72, pulse 102 and regular, respirations 18. Skin inspection revealed a 4-inch diameter bull’s eye type red rash over the left flank area. The APRN, based on history and physical exam, diagnoses the patient with Lyme Disease. She ordered appropriate labs to confirm diagnosis but felt it urgent to begin antibiotic therapy to prevent secondary complications.  
Question:
What is Lyme disease and what patient factors may have increased his risk developing Lyme disease? 
1 points   
QUESTION 4
1. A 72-year-old female was walking her dog when the dog suddenly tried to chase a squirrel and pulled the woman down. She tried to break her fall by putting her hand out and she landed on her outstretched hand. She immediately felt severe pain in her right wrist and noticed her wrist looked deformed. Her neighbor saw the fall and brought the woman to the local Urgent Care Center for evaluation. Radiographs revealed a Colles’ fracture (distal radius with dorsal displacement of fragments) as well as radiographic evidence of osteoporosis. A closed reduction of the fracture was successful, and she was placed in a posterior splint with ace bandage wrap and instructed to see an orthopedist for follow up.  
Question:
What is osteoporosis and how does it develop? 
1 points   
QUESTION 5
1. A 42-year-old woman presents to the clinic with a four-month history of generalized joint pain, stiffness, and swelling, especially in her hands. She states that these symptoms have made it difficult to grasp objects and has made caring for her 6 and 4-year-old children problematic. She admits to increased fatigue, but she thought it was due to her stressful job as well as being a single mother. No significant past medical history but recalls that one of her grandmothers had “crippling” arthritis. Physical exam remarkable for bilateral ulnar deviation of her hands as well as soft, boggy proximal interphalangeal joints. The metatarsals of both of her feet also exhibited swelling and warmth. The diagnosis for this patient is rheumatoid arthritis.
Question:
Explain why patients with rheumatoid arthritis exhibit these symptoms and how does it differ from osteoarthritis? 
1 points   
QUESTION 6
1. A 32-year-old Caucasian male presents to the office with complaints of back pain, stiffness, especially in the morning, interrupted sleep due to pain, and difficulty in leaning over to tie his shoes. The patient first noticed these symptoms about 6 months ago but attributed them to his weekend basketball team’s games. He said he is exhausted due to sleep interruption. He has taken acetaminophen with some relief but says the naproxen seems to be working better. Married with 2 small children and works as a bank manager. Physical exam: Lungs clear but decreased chest excursion noted as well as decreased range of motion of hips and forward flexion, rotation, and lateral flexion restricted. Spine radiographs in the office revealed a slight kyphosis along with ankylosis at L5-S1. The APRN suspects the patient may have ankylosing spondylitis (AS). TheAPRN orders laboratory tests including an HLA-B27. 
Question:
Why did the APRN order an HLA-B27 lab? How would that lab result assist in understanding what ankylosing spondylitis?  
1 points   
QUESTION 7
1. A 17-year-old male presents to the clinic with a chief complaint of pain in his right elbow. He says the pain is sharp, especially with pronation and supination.  He noticed the pain several weeks ago after his tennis team went to a regional competition. When he rests, the pain seems to go away. The pain is alleviated when he takes Naprosyn. No history of trauma or infection in the elbow. Past medical and social history noncontributary. He is a junior at the local high school and just started taking tennis lessons 2 months ago and his coach is working with him on his backhand serve. Focused physical exam revealed point tenderness over the lateral epicondyle which increases with pronation and supination. The APRN diagnoses him with lateral epicondylitis and orders a wrist splint to prevent wrist flexion.  
Question:
Why did the APRN feel a wrist splint would be helpful? What patient characteristics lead to this diagnosis.  
1 points   
QUESTION 8
1. A 24-year-old Caucasian male was brought to the Emergency Room (ER) by Emergency Medical System (EMS) after suffering a “convulsion” episode at work that didn’t stop. Upon arrival to the ER, the patient was noted to be actively seizing with tonic-clonic movements. The patient’s boss accompanied him to the ER and gave a statement that the patient appeared in his usual good health earlier in the morning when they started working at their jobs in an auto parts store. The boss didn’t know of any past medical history. The boss brought along the patients next of kin information, and the patients mother told the ER that the patient has a prior history of seizures but hadn’t had a seizure in several years. The family thought he had “outgrown them.” Past medical history, other than previous seizures, and social history non-contributory. No history of alcohol or drug abuse and had no history of vaping. The ER APRN diagnoses the patient with status epilepticus and along with the ER staff, initiated appropriate treatment.
Question:
What is a seizure and why is status epilepticus so dangerous for patients?  
1 points   
QUESTION 9
1. A 32-year-old while female presents to the Urgent Care with complaints of blurry vision and “fuzzy thinking” which has been present for the last several weeks or so. She works as an executive for an insurance company and put her symptoms down to the stress of preparing the quarterly report. Today, she noticed that her symptoms were worse and were accompanied by some fine tremors in her hands. She has been having difficulty concentrating and has difficulty voiding. She remembers her eyes were bothering her a few months ago and she went to the optometrist who recommended reading glasses with small prism to correct double vision. She admits to some weakness as well. No other complaints of fevers, chills, upper respiratory tract infections, or urinary tract infections. Past medical and social history noncontributory. Physical exam significant for 4th cranial nerve palsy. The fundoscopic exam reveals edema of right optic nerve causing optic neuritis. Positive nystagmus on positional maneuvers. There are left visual field deficits. There was short term memory loss with listing of familiar objects. The APRN tells the patient that she will be referred to a neurologist due to the high index of suspicion for multiple sclerosis (MS).  
Question:
What is multiple sclerosis and how did it cause the above patient’s symptoms? 
1 points   
QUESTION 10
1. 61-year-old male complains of intermittent weakness and muscle fatigue that has progressively worsened over the past month. He was an internationally known extreme mountain climber but now he says he has difficulty in getting his morning paper. Initially he thought his symptoms of profound leg weakness and fatigue were due to his age and history of injuries from mountain climbing. Over the past few months, he also reports having noticed “blurriness” when working on his antique train collection or reading for long periods of time. He has developed intermittent double vision that seems to be worse when reading at bedtime. He also reports an occasional “droopy” eye lid. Past medical and social history noncontributory. Physical exam reveals weakness of right extra ocular muscle (EOM) with repetition. There is positive nystagmus and symmetrical upper extremity weakness with fasciculations. Lower extremities within normal limits (WNL).   The APRN suspects the patient has myasthenia gravis (MG).  
Question:
What is the underlying pathophysiology of MG?  
1 points   
QUESTION 11
1. A 67-year-old male presents to the clinic along with his family with a chief complaint of having problems with his short-term memory. His family had dismissed these problems and attributed them to the aging process. Over time they have noticed changes in his behavior, along with increased confusion and difficulty completing basic tasks. He got lost driving home from the bowling alley and had to be brought home by the police department. He is worried that he may have Alzheimer’s Disease (AD). Past medical and social history positive for a minor cerebral vascular accident when he was 50 years old but without any residual motor or sensory defects. No history of alcohol or tobacco use. Current medication is clopidogrel 75 mg po qd.  Neurologicaltesting confirms the diagnosis of AD. 
Question:
What is Alzheimer’s Disease and how does amyloid beta factor into the development and progression of the disease? 
1 points   
QUESTION 12
1. A 22-year-old male was an unrestrained front seat passenger of a car traveling at 50 miles per hour. The driver swerved to avoid hitting a deer that darted in front of the car and hit a tree. The patient was ejected from the vehicle. He was awake and alert at the scene when the paramedics arrived, and his pupils were equal and reactive to light. He was placed in a hard-cervical collar per protocol and log rolled onto a long backboard. He was breathing spontaneously at the scene, but pulse oximetry in the EMS unit revealed a SaO2 of 88% on room air. He was placed on 100% oxygen via non-rebreather mask and was taken to a Level I trauma center with the following vital signs: 
Vital signs: BP 90/50, Pulse 48 and regular, Respirations 24 and shallow with some use of accessory muscles, temp 95.2 F rectally. He was awake and answering questions appropriately but says he cannot feel his arms or legs. Glasgow Coma Scale 14. His skin was warm and dry with minor abrasions noted on his arms. According to family members, past medical history noncontributory and social history reveals only occasional alcohol use and no tobacco or vaping history. Full work up in the ED revealed a fracture-dislocation of C4 with assumed complete tetraplegia (formerly called quadriplegia). No other injuries noted He was given several liters of IV fluid, but his blood pressure remained low.  
Question 1 of 2:
Explain the differences between primary and secondary spinal cord injury (SCI)? 
1 points   
QUESTION 13
1. A 22-year-old male was an unrestrained front seat passenger of a car traveling at 50 miles per hour. The driver swerved to avoid hitting a deer that darted in front of the car and hit a tree. The patient was ejected from the vehicle. He was awake and alert at the scene when the paramedics arrived, and his pupils were equal and reactive to light. He was placed in a hard-cervical collar per protocol and log rolled onto a long backboard. He was breathing spontaneously at the scene, but pulse oximetry in the EMS unit revealed a SaO2 of 88% on room air. He was placed on 100% oxygen via non-rebreather mask and was taken to a Level I trauma center with the following vital signs: 
Vital signs: BP 90/50, Pulse 48 and regular, Respirations 24 and shallow with some use of accessory muscles, temp 95.2 F rectally. He was awake and answering questions appropriately but says he cannot feel his arms or legs. Glasgow Coma Scale 14. His skin was warm and dry with minor abrasions noted on his arms. According to family members, past medical history noncontributory and social history reveals only occasional alcohol use and no tobacco or vaping history. Full work up in the ED revealed a fracture-dislocation of C4 with assumed complete tetraplegia (formerly called quadriplegia). No other injuries noted He was given several liters of IV fluid, but his blood pressure remained low.  
Question 2 of 2:
What is spinal shock and how it is different from neurogenic shock? 
1 points   
QUESTION 14
1. A 22-year-old male was an unrestrained front seat passenger of a car traveling at 50 miles per hour. The driver swerved to avoid hitting a deer that darted in front of the car and hit a tree. EMS on the scene noted a stellate fracture of the windshield on the passenger side. The patient was non-responsive at the at the scene when the paramedics arrived, and his pupils were unequal with the left pupil larger and sluggish to react to light. He was placed in a hard-cervical collar per protocol and log rolled onto a long backboard. He was breathing spontaneously at the scene, but pulse oximetry in the EMS unit revealed a SaO2 of 78% on room air. He was intubated at the scene for airway protection and transported to a Level 1 trauma center. Glasgow Coma Scale=3 
After a full trauma work up, the patient was diagnosed with an isolated traumatic brain injury with acute subdural hematoma secondary to coup-contrecoup mechanism of injury. He was emergently taken to the operating room for craniotomy after which he was taken to the Intensive Care Unit (ICU) for close monitoring. He had an intracranial bolt for measurements of his intracranial pressure (ICP).
Question 1 of 2:
Explain the differences between primary and secondary traumatic brain injuries (TBIs)? 
1 points   
QUESTION 15
1. A 22-year-old male was an unrestrained front seat passenger of a car traveling at 50 miles per hour. The driver swerved to avoid hitting a deer that darted in front of the car and hit a tree. EMS on the scene noted a stellate fracture of the windshield on the passenger side. The patient was non-responsive at the at the scene when the paramedics arrived, and his pupils were unequal with the left pupil larger and sluggish to react to light. He was placed in a hard-cervical collar per protocol and log rolled onto a long backboard. He was breathing spontaneously at the scene, but pulse oximetry in the EMS unit revealed a SaO2 of 78% on room air. He was intubated at the scene for airway protection and transported to a Level 1 trauma center. Glasgow Coma Scale=3 
After a full trauma work up, the patient was diagnosed with an isolated traumatic brain injury with acute subdural hematoma secondary to coup-contrecoup mechanism of injury. He was emergently taken to the operating room for craniotomy after which he was taken to the Intensive Care Unit (ICU) for close monitoring. He had an intracranial bolt for measurements of his intracranial pressure (ICP).
Question 2 of 2:
The APRN is called by the ICU staff because the patient’s ICP has risen to 22 mmHg. The APRN recognizes the urgent need to lower the ICP. The APRN institutes measures to decrease the ICP and increase the cerebral perfusion pressure (CPP). What are the factors that determine CPP?
1 points   
QUESTION 16
1. A 68-year-old man was brought to the emergency department by his family. During his routine morning walk he noticed a sudden onset of left facial numbness associated with a dull headache on the right posterior aspect of his head. He was staggering to the right side and feeling unsteady and nauseated, with no vomiting. He telephoned his wife, who noticed his speech was slow and slurred, but there was no word-finding difficulty. His family immediately took him to the hospital. There was a history of hypertension, hypercholesterolemia, ischemic heart disease (MI and PCI with bare metal stent in 2007) and probable transient ischemic attack (TIA) at the time of cardiac intervention. His medication included atenolol, ramipril, simvastatin, aspirin and clopidogrel.
Within one hour, the patient’s symptoms had totally resolved. The diagnosis of transient ischemic attack was made, and the patient was discharged to home with instructions to contact his healthcare provider (HCP) for follow-up.
Question:
Why did the patient’s symptoms totally resolve?
1 points   
QUESTION 17
1. An 83-year-old man presents with a history of atrial fibrillation (AF), hypertension, and diabetes. His daughter, who accompanied the patient, states that yesterday the patient had a period when he could not speak or understand words, and that approximately 4 weeks prior he staggered against a wall and was unable to stand unaided because of weakness in his legs. She states that both instances lasted approximately a half-hour. She was unable to persuade her father to go to the emergency room either time. Today he suffered another episode of right sided weakness, dysarthria, and difficulty with speech. Past medical history: Hypertension for 15 years, well controlled; diabetes for the past 10 years, and hyperlipidemia. Medications: Diltiazem CD 300 mg daily; lisinopril 40 mg daily; metformin 500 mg twice daily; aspirin 81 mg daily and atorvastatin 20 mg po qhs.  
Social history: reported former smoker with 40 pack year history. Alcohol -drinks one beer a day. Denies any other substance abuse. Review of systems: Denies dyspnea, dizziness, or syncope; complains that he cannot move or feel his right arm or leg. Difficulty with speech.  
Physical exam: Vitals: height = 70 inches; weight = 185 pounds; body mass index = 26.5; BP = 134/82 mm Hg; heart rate = 88 bpm at rest, irregularly irregular pattern.  
HEENT remarkable for expressive aphasia, eyes with contralateral homonymous hemianopsia. 
No loss of sensation but unable to voluntarily move right arm or leg. 
The patient was diagnosed with a right middle cerebral artery vascular accident (CVA) secondary to atrial fibrillation (AF)  
Question:
How does atrial fibrillation contribute to the development of a CVA? 
1 points   
QUESTION 18
1. A 57-year-old male construction worker comes to the clinic with a chief complaint of pain in his right hip. The pain has progressively gotten worse over the last 2 months and he has been having trouble sleeping. There is little pain in the morning, but he is a bit stiff. The pain increases as the day wears on.  has taken acetaminophen without any relief but states that the ibuprofen does work a little bit. He is anxious since the hip pain has limited his ability to work and he is afraid that his boss will fire him if he cannot perform his usual duties. There is no history of past trauma or infection in the joint. Past medical history noncontributory. Social history without history of alcohol, tobacco, or illicit drug use. Physical exam remarkable for decreased range of motion of the right hip. BMI 34 kg/m2. Radiographs in the office demonstrated asymmetrical joint space narrowing of the right hip with osteophyte formation. Several areas of the hip showed bone-on-bone contact with loss of the articular cartilage. The APRN tells the patient he has osteoarthritis (OA) and refers the patient to an orthopedist for evaluation of his need for a total hip replacement.  
Question:
Describe how osteoarthritis develops and forms and distinguish primary osteoarthritis from secondary arthritis.   
1 points   
QUESTION 19
1. A 34-year-old Caucasian female presents to the clinic with a chief complaint of widespread pain in her joints and muscles. She states that her skin seems sensitive and sometimes it hurts to be touched. She has had extreme fatigue for the past 4 months. She admits to being depressed and it unable to sleep well. She has had to drop out of her gardening club due to pain. She says that bright lights and loud noises really bother her. Past medical history noncontributory. Social history is significant for her divorce from her husband 14 months ago. She is the mother of 2 small children and works as an administrative assistant as the local insurance company. Physical exam remarkable for tender points over her posterior supraspinatus muscles, occiput, trapezius, gluteal area, and sacroiliac joints bilaterally. The APRN tells the patient that she most likely has fibromyalgia, based on her physical exam.  
Question 1 of 2:
What are the underlying causes of fibromyalgia? 
1 points   
QUESTION 20
1. A 34-year-old Caucasian female presents to the clinic with a chief complaint of widespread pain in her joints and muscles. She states that her skin seems sensitive and sometimes it hurts to be touched. She has had extreme fatigue for the past 4 months. She admits to being depressed and it unable to sleep well. She has had to drop out of her gardening club due to pain. She says that bright lights and loud noises really bother her. Past medical history noncontributory. Social history is significant for her divorce from her husband 14 months ago. She is the mother of 2 small children and works as an administrative assistant as the local insurance company. Physical exam remarkable for tender points over her posterior supraspinatus muscles, occiput, trapezius, gluteal area, and sacroiliac joints bilaterally. The APRN tells the patient that she most likely has fibromyalgia, based on her physical exam.  
Question 2 of 2:
The APRN tells the patient that the tender points are no longer used to diagnose FM. She suggests that the patient takes the Widespread Pain Index (WPI) and the Symptom Severity Inventory (SSI). The patient asks the APRN what these tests are for. What is the APRN’s best answer?