Nursing (Due 24 hours)

 

1) Minimum 3  full pages (Follow the 3 x 3 rule: minimum three paragraphs per part)

           

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 4 references per part not older than 5 years

5) Identify your answer with the numbers, according to the question.

Example:

Q 1. Nursing is XXXXX

Q 2. Health is XXXX

6) You must name the files according to the part you are answering: 

Example:

Part 1.doc 

Part 2.doc 

__________________________________________________________________________________

 (See file 1)

 You must See File 1

Your teaching plan should serve as a road map of what you think students need to learn as well as how you will effectively deliver your instruction and evaluate what the students learned during the class period. While there are many formats for a teaching plan, the following sections should be included in your plan:

1. The subject or topic that you plan to teach: Your topic should be selected from one of the class periods listed in your syllabus ( See File 1) that you developed for an undergraduate nursing course.

2. Level of instruction: The placement of the course in the nursing program curriculum (i.e., freshman, junior, sophomore, senior; beginning, mid-program, or end-of-program level)

3. Method/mode of delivering your teaching presentation: Form of audio-visual delivery, PowerPoint presentation, or similar method

4. Learning objectives: Include 4–5 outcome statements that define what you expect the students to learn or accomplish by the end of the class period. Your learning objectives should be clear and measurable, and appropriate to the information you are teaching, and the level of instruction.

5. Content outline: Develop an outline of the central points and/or skills you plan to cover. Your content should be logically structured.

6. Teaching strategies and learning activities: List the approach, techniques, and methods you will use to drive your instruction and engage your students to reach the learning objectives (e.g., lecture, active learning, discussions). Provide a rationale supporting your selected teaching strategies, as well as their advantages and disadvantages.

7. Plans for individual learning differences: How you plan to adapt your teaching to meet individual learning needs of various students. Explain how individuals with different learning styles will be supported by your teaching strategies and activities.

8. Evaluation process: List the methods you plan to use to assess student learning and evaluate the effectiveness of your teaching strategies (how you will determine if students met the outcome objectives).

  • Include formative (questioning, discussion, games, etc.) and summative (assignment, test, presentation, etc.) evaluation strategies.
  • Include at least one written assignment and develop a rubric that clearly describes your expectations for the assignment. Your rubric should:
    • List the criteria that will be assessed (a breakdown of the assignment parts).
    • Include some type of scale that measures the levels of quality for the criteria being assessed (e.g., from excellent to poor, from exceeds expectations to does not meet expectations).

Walden Module 6 Pathophysiology Knowledge Check

  

QUESTION 1 – 4 

A 21-year-old male college student was brought to Student Health Services by his girlfriend who was concerned about changes in her boyfriend’s behaviors. The girlfriend says that recently he began hearing voices and believes everyone is out to get him. The student says he is unable to finish school because the voices told him he was not smart enough. The girlfriend relates episodes of unexpected rage and crying. Past medical history noncontributory but family history positive for a first cousin who “had mental problems”. Denies current drug abuse but states he smoked marijuana every day during his junior and senior years of high school. He admits to drinking heavily on weekends at various fraternity houses. Physical exam reveals thin, anxious disheveled male who, during conversations, stops talking, cocks his head and appears to be listening to something. There is poor eye contact and conversation is rambling. 

Based on the observed behaviors and information from girlfriend, the APRN believes the student has schizophrenia. 

Question 1 of 4:

Describe the positive symptoms of schizophrenia and relate those symptoms to the case study patient.  

Question 2 of 4:

Explain the genetics of schizophrenia.

Question 3 of 4:

The APRN reviews recent literature and reads that neurotransmitters are involved in the development of schizophrenia. What roles do neurotransmitters play in the development of schizophrenia?

Question 4 of 4

The APRN reviews recent literature and reads that structural problems in the brain may be involved in the development of schizophrenia. Explain what structural abnormalities are seen in people with schizophrenia.

QUESTION 1 – 6

A 34-year-old female was brought to the Urgent Care Center by her husband who is very concerned about the changes he has seen in his wife for the past 3 months. He states that his wife has had been depressed and irritable, has complaints of extreme fatigue, has lost 10 pounds and has had insomnia. He has come home from work to find his wife sitting in front of the TV and not moving for hours. In the past few days, she suddenly has become very hyperactive, has been talking incessantly, has been easily distracted and seems to “flit from one thing to another.”. She hasn’t slept in 3 days. The wife went on an excessive shopping spree for new clothes that resulted in their credit card being denied for exceeding the line of credit. The wife is unable to sit in the exam room and is currently pacing the hallway muttering to herself and is reluctant to talk with or be examined the ARNP. Physical observation shows agitated movements, rapid fire speech, and hyperactivity. Based on the history and observable symptoms, the APRN suspects that the patient has bipolar type 2 disorder. The APRN refers the patient and husband to the Psychiatric Mental Health Nurse Practitioner for evaluation and treatment. 

Question 1 of 6:

Discuss the role genetics plays in the development of bipolar 2 disorders. 

Question 2 of 6:

Explain how the hypothalamic-pituitary-adrenal (HPA) system may be associated with bipolar type 2 disease. 

Question 3 of 6:

Discuss the role inflammatory cytokines play in the development and exacerbation of bipolar type 2 symptoms 

Question 4 of 6:

Discuss the role of the amygdala in bipolar disorder.

Question 5 of 6:

How does neurochemical dysregulation contribute to bipolar disorders?

Question 6 of 6:

What is the current status of the use of nutraceuticals in management of depression? 

QUESTION 1 – 2 

A 27-year-old female presents to the Emergency Room, with a chief complaint of palpitations, rapid heart rate, sweating, tremors, and inability to catch her breath. The symptoms started about 10 hour ago and have gotten worse. She states she has some chest pain that remains constant no matter what. She also has numbness and tingling around her mouth and lips. She says she knows something “terrible is going to happen”. She denies having any similar episode in the past. Past medical history noncontributory. Social history significant for recent stressor of applying for medical school and taking the Medical College Admission Test (MCAT). She had not received the results prior to the episode but is sure that the failed the test. Says she doesn’t know if anyone else in her family has had similar episodes. Physical exam reveals a thin, anxious appearing female who is profusely sweating despite cool ambient air temperature. BP 176/88, Pulse 136, and respirations 26. Electrocardiogram negative for evidence of myocardial infarction and all lab data within normal limits except for mild respiratory alkalosis. The patient’s symptoms are subsiding and the patient states she is feeling better. The APRN suspects the patient has just experienced a panic attack. 

Question 1 of 2:

What are panicogens and how do they contribute to the development of panic attack symptoms? 

Question 2 of 2:

How does the GABA-benzodiazepine (BZ) receptor systems contribute to panic attacks/disorders?

QUESTION 1 – 2 

A 21-year-old female college junior makes an appointment to see the APRN in the Student Health Clinic. The student tells the APRN that it has gotten harder and harder for her to attend classes, especially her history class where the class is preparing for the semester’s end presentations. She says she is terrified to speak to the class and is considering dropping the class so she will not have to present. She has a significant impairment in social activities and has resigned from her sorority. She is unable to go to the library to study as she feels everyone is looking at her and mocking her. She admits to having some of these symptoms in high school, but the guidance counselor was able to work with her to decrease some of her symptoms. Past medical history noncontributory except for the milder symptoms exhibited in high school. Family history noncontributory. Social history positive for anxiety related to social situations that has had a negative impact on both her scholarly and social endeavors. The APRN diagnoses the student with social anxiety disorder (SAD). 

Question 1 of 2:

Describe the areas of the brain that are associated with social anxiety disorder. 

Question 2 of 2:

How is oxytocin associated with SAD? 

QUESTION 1 – 2 

A 36-year-old female comes to see the APRN in clinic with a chief complaint of “I’m so and I feel all keyed up all the time”. She states she feels restless, keyed up, and on edge most of the time. She fatigues easily and has difficulty concentrating and says her mind goes blank. She admits to being irritable and snapping at her coworkers which she worries will affect her job. She says the symptoms have been present for about 8 or 9 months. and Increased muscle tension. She has had difficulty falling asleep or stay sleeping. Further questioning revealed that prior to her symptoms, her parents got divorced which has been a great stressor for her. Past medical history noncontributory. Social history positive for a case of “nerves” when she was in high school that seemed to resolve after she graduated from college. No drug or alcohol history. The APRN believes the patient has generalized anxiety disorder (GAD). 

Question 1 of 2:

Discuss the role of neurotransmitters in the expression of GAD. 

Question 2 of 2:

Explain the structural brain changes that occur in people with GAD. 

QUESTION 1 – 2 

A 27-year-old man comes to the Veteran’s Administration Hospital at the insistence of his fiancée who accompanies him to the appointment. She tells the APRN that her fiancée has not “been the same” since he returned from his second tour in Iraq. He was an infantryman with a local Marine Reserve unit and served 2 tours and was honorably discharged. Since his return, he has had difficulty sleeping, and says he “sleeps with one eye open” and fears sleep. Deep sleep brings vivid nightmares. He grudgingly admits to having experienced several traumatic events during his second tour of duty. He is unwilling to discuss them and will not reveal specific details. He is short tempered and irritable and is afraid to be around people as he doesn’t want to snap at people and alienate them. He startles easily at loud noises, especially the sounds of cars backfiring. He admits to thinking there are threats everywhere and spends an excessive amount of time searching for them but never finding any. He has intrusive memories almost every day and says he really isn’t interested in doing much of anything. He is very worried that these symptoms are irreparably hurting his relationship with his fiancée who he loves very much. The APRN diagnoses him with post-traumatic stress disorder (PTSD). 

Question 1 of 2:

Describe the changes seen in the brain structure in patients with PTSD.

Question 2 of 2:

Briefly discuss the role glucocorticoids may have on the development of PTSD. 

QUESTION 1 – 2 

A 17-year-old male high school junior comes to the clinic to establish care. He recently moved from a relatively urban area to a very rural area and has just started his junior year in a new school. The mother states that she has noticed that her son has been frequently washing his hands and avoids contact with any dirty or soiled object. He uses paper towels or napkins over the knob on a door when opening it. According to the mother, this behavior has just appeared since moving. The patient, upon close questioning, admits that he is “grossed out” by some of the boys in the boys’ room since they use the toilet and do not wash their hand afterwards. He is worried about all the germs the boys are carrying around. Past medical history is noncontributory. Social history -lives with parents and 2 siblings in a house in a new town. Is an honors student. Based on these behaviors, The APRN thinks the patient has obsessive-compulsive disorder (OCD). 

Question 1 of 2:

What is primary pathophysiology of OCD? 

Question 2 of 2:

Describe the role the dorsal anterior cingulate cortex (dACC) has in reinforcement of obsessive behaviors.

Regulation for Nursing Practice Staff Development Meeting

  

Nursing is a very highly regulated profession. There are over 100 boards of nursing and national nursing associations throughout the United States and its territories. Their existence helps regulate, inform, and promote the nursing profession. With such numbers, it can be difficult to distinguish between BONs and nursing associations, and overwhelming to consider various benefits and options offered by each.

Both boards of nursing and national nursing associations have significant impacts on the nurse practitioner profession and scope of practice. Understanding these differences helps lend credence to your expertise as a professional. In this Assignment, you will practice the application of such expertise by communicating a comparison of boards of nursing and professional nurse associations. You will also share an analysis of your state board of nursing.

To Prepare:

Assume that you are leading a staff development meeting on regulation for nursing practice at your healthcare organization or agency.

Review the NCSBN and ANA websites to prepare for your presentation.

The Assignment: (8- to 9-slide PowerPoint presentation)

Develop a 8- to 9-slide PowerPoint Presentation that addresses the following:

Describe the differences between a board of nursing and a professional nurse association.

Describe the board for your specific region/area.(Atlanta, GA-GA board of Nursing)

Who is on the board?

How does one become a member of the board?

Describe at least one state regulation related to general nurse scope of practice.

How does this regulation influence the nurse’s role?

How does this regulation influence delivery, cost, and access to healthcare?

Describe at least one state regulation related to Advanced Practice Registered Nurses (APRNs).

How does this regulation influence the nurse’s role?

How does this regulation influence delivery, cost, and access to healthcare?

Include Speaker Notes on Each Slide (except on the title page and reference page)

Include references on last slide

References:

https://www.nursingworld.org/

https://www.ncsbn.org/index.htm

Ethical Paper: Postion

Write an argument on Euthanisa or Mercy Killing

A paper in moral-ethical consist of at least six(6): (1)  Introduction, (2)the presentation of the arguments, (3) the objections or counter-arguments, (4) a response to these objections, (5) the conclusion, (6) reference.

at least 6 pages.

Question 2

The mix race PowerPoint Presentation

Presentation should include the following

What is mix race 

The size of mix race in America

Composition of mixture

Health concerns

Social concerns

Reference

Classical Music Essay

 

please watch the video of Copland’s Hoe Down using the provided link and write a musical description of the piece in approximately 400 words using the Materials of Music in your textbook as a guide. Below are several questions that I would like you to answer briefly. Of course, you can expand upon these questions as needed and, while I don’t expect you to know all of the answers, I do expect you to make educated guesses and, most importantly, write in your own words.

Please write in full sentences and write more creatively than just providing simple answers. Begin the essay with an introductory sentence or paragraph and finish with a concluding sentence or paragraph.

Submit your essay using the Assignment link below.

Melody

  • Would you say the opening melody of this song uses conjunct or disjunct motion? Is this opening melody the only melody in the piece? If not, is it repeated anywhere else in the piece?

Rhythm

  • Tap your foot to the basic pulse of the piece – although the pulse stays mostly the same throughout the piece, it is particularly clear at about 45 seconds into the piece in the bass line of the piano. Does this pulse seem to be based on a duple rhythmic pattern (patterns of 2 or 4) or a triple rhythmic pattern (patterns of 3)? You may find this difficult but give it your best shot. There is also a lot of syncopation in this piece. For example, from about 2:00-2:05 when the trumpet has a solo moment, can you hear what instrument(s) clearly plays off the beat? Can you find other examples of syncopation?

Harmony

  • Would you classify the overall harmonies of the piece as consonant or dissonant? Can you explain why?

Texture

  • Do you think the texture of the song is monophonic, homophonic, polyphonic, or some combination of the three? Using the descriptions in your textbook, explain your choice.

Dynamics

  • Using the dynamics listed on p. 31 of your textbook, how would you describe the dynamics of the piece? Does the piece maintain one dynamic or does it change?

Form

  • Is the form of the piece clear? There are several small sections to this piece, but is there an overall sense of structure? How are the terms repetition, contrast, and variation apparent in the piece? (see p. 26 in your textbook) For example, how do you hear these three terms used in the first 2:00 of the piece?

Instrumentation

  • What type of ensemble is used for the performance? What instruments stand out to you as most prominent?

History (this will require a tiny amount of research – please acknowledge your sources and please use something other than wikipedia).

  • When did Copland live? What were his birth and death years?
  • During which musical period did he live?

Applying Current Literature to Clinical Practice

PLEASE FOLLOW THE INSTRUCTION BELOW

ZERO PLAGIARISM

5 REFERENCES

Psychiatric mental health nursing practice is one of the newest disciplines to be licensed to provide psychotherapy As such, the majority of psychotherapy research is centered on other disciplines such as psychology, social work, marriage/family therapy, art therapy, psychiatry, and mental health counseling. This makes it essential for you to be able to translate current literature from other disciplines into your own clinical practice. For this Assignment, you practice this skill by examining literature on group work and group therapy and considering its applicability to your own clients.

Learning Objectives

Students will:
  • Evaluate the application of current literature to clinical practice
To prepare:
  • Review this week’s Learning Resources and reflect on the insights they provide on group work and group therapy.
  • Select one of the articles from the Learning Resources to evaluate for this Assignment.

Note: In nursing practice, it is not uncommon to review current literature and share findings with your colleagues. Approach this Assignment as though you were presenting the information to your colleagues.

The Assignment

In a 5- to 10-slide PowerPoint presentation, address the following:

  • Provide an overview of the article you selected, including answers to the following questions:
    • What type of group was discussed?
    • Who were the participants in the group? Why were they selected?
    • What was the setting of the group?
    • How often did the group meet?
    • What was the duration of the group therapy?
    • What curative factors might be important for this group and why?
    • What “exclusion criteria” did the authors mention?
  • Explain the findings/outcomes of the study in the article. Include whether this will translate into practice with your own client groups. If so, how? If not, why?
  • Explain whether the limitations of the study might impact your ability to use the findings/outcomes presented in the article.

Discussion board week # 14

 

There are so many interesting things happening in health care.  So many noteworthy changes to the industry are either related to financial issues or motivated by improving financial performance.

This week you will have the opportunity to explore how many of the aspects of health services finance that we have explored this semester come together with current industry trends.

Please find a current events (within the past year) news article from a reputable news source (MSN, New York Times, Chicago Tribune, etc) that discusses any aspect of health services finance.  For your original post, please provide a 150+ word summary of your article.  Be sure that you demonstrate your understanding of the financial concepts mentioned in the article and be prepared to respond to any questions posed by your classmates.  In addition, you must be sure that your article has not already been used by a classmate before you post your original post.