Posts in category: Uncategorized

 Review the legal, ethical, or regulatory issues of telehealth’s virtual nursing practice from non-traditional work settings (i.e., home). Provide examples to illustrate your points. 

1. Identify four risk factors for respiratory infections in the child. Include rationale for each risk factor.
2. Discuss  how prescribed inhalers and chest physiotherapy work to synergistically  promote mucus clearance in the child with cystic fibrosis.
3. Name and describe the severity classifications of asthma.
4. Identify and describe four complications of Epstein Barr virus.
5. What are the clinical manifestations of otitis media and why is om common in the pediatric population?

Write a detailed one-page narrative (not a formal paper) explaining the health assessment information required for a diagnosis of your selected patient (include the scenario number). 

Explain how you would respond to the scenario as an advanced practice nurse using evidence-based practice guidelines and applying ethical considerations. 

Justify your response using at least three different references from current evidence-based literature (last 5 years).

PLEASE FOLLOW THE INSTRUCTIONS BELOW

ZERO PLAGIARISM

4 REFERENCES

Clients who are older have often times been dealing with their mental health disorder their entire lives, whiles other disorders may be brought on through the aging process or the trauma of losing a lifelong partner. Treatment can be challenging for both the client and the therapist. For this Discussion, you will focus on therapeutic approaches for an older adult presented in a case study.

Learning Objectives

Students will:

• Assess clients presenting with depression
• Analyze therapeutic approaches for treating clients presenting with depression
• Evaluate outcomes for clients presenting with depression

To prepare:·        

• Download and review the Week 10: Case Study from this week’s Learning Resources. 
• Review this week’s Learning Resources and reflect on the insights they provide.

Note: For this Discussion, you are required to complete your initial post before you will be able to view and respond to your colleagues’ postings. Begin by clicking on the “Post to Discussion Question” link and then select “Create Thread” to complete your initial post. Remember, once you click Submit, you cannot delete or edit your own posts, and cannot post anonymously. Please check your post carefully before clicking Submit!

By Day 3

Post a treatment plan for the older adult client in the Week 10: Case Study found in this week’s Learning Resources. Be sure to address the following in your post:

• Which diagnosis should be considered?
• What is the DSM-V Coding for the diagnosis you are considering?
• What is your rationale for the diagnosis? Be sure and link the client’s signs and symptoms to the DSM-V diagnostic criteria to support your diagnosis.
• What tests or tools should be considered to help identify the correct diagnosis?
• What differential diagnosis should be considered?
• What Treatment Strategy would you recommend?
• What treatment would you prescribe and what is the rationale?
• Safety
• Psychopharmacology
• Diagnostic Tests
• Psychotherapy
• Psychoeducation
• What standard guidelines would you use to treat or assess this patient?
• Clinical Note: Is depression a normal part of aging?

Support your approach with evidence-based literature.

One will “attend” online of course due to COVID guidelines a classical concert. I have a list from my Professor that he has compiled that are sutiable that I can give once the bid is completed. And then a report must be completed. I am attaching the “guidelines.”

I need a research paper, minimum 12 pages , APA stile , 15 references from google scholar  date base only  

Title: Strategies to improve sleep patterns in the elderly at palms spring hospital.

Please follow the instruction  carefully and use the document attached.

 superstorm Sandy health response 500 words due 10.18.2020 

Review the wealth of literature available online (or in journals) for lessons learned from healthcare institutions affected by superstorm Sandy (Oct/Nov 2012), especially those near the New York and New Jersey coasts. You may use the articles below or may search by keyword.

In 500 words essay include at least 5 reference in APA format. 

From the articles gather your thoughts on what could have been done differently, was there enough preparation for what should be done in the case of major downtime? 

What did you learn from these articles?

Several articles appeared on the Healthcare Informatics: Healthcare IT Leadership, Vision, and Strategy website:

“Hospitals Prepared for Hurricane Sandy by Bolstering Infrastructure” (http://www.healthcare-informatics.com/article/

hospitals-prepared-hurricane-sandy-bolstering-infrastructure)

“Hurricane Sandy: Rethinking Disaster Preparation on Long Island” (http://www.healthcare-informatics.com/article/

hurricane-sandy-rethinking-disaster-preparation-long-island)

 Course ReflectionDue date:

Course reflection assignment is part of the portfolio that students must complete during last class of the program. This assignment is due on week #15. Course reflection assignment has a value of 100 points. It accounts for 10% of the final grade.

 
Describe the clinical manifestations, physical findings of one reproductive system diseases of Disorders of testis, scrotum, and epididymis. 

Hello, I m a student nurse in my Bachelor in Nursing, this assignment it‘s more of a discussion paper, has to have a nursing point of view, please refrain to use any nursing protocols from overseas, for eaxample, Australia or Asia, if using any references please use american nursing protocols, the last time my someone sent me a paper used references from New Zeland.This is a simple, straight forward paper, suggesting basic nursing principles and simple languaje is a must. Be familiar with Kosher jewish practice, no pork is allowed, seems to be adressed on this paper. 

COMPETENCIES

734.3.1 : Principles of Leadership

The graduate applies principles of leadership to promote high-quality healthcare in a variety of settings through the application of sound leadership principles.

734.3.2 : Interdisciplinary Collaboration

The graduate applies theoretical principles necessary for effective participation in an interdisciplinary team.

734.3.3 : Quality and Patient Safety

The graduate applies quality improvement processes intended to achieve optimal healthcare outcomes, contributing to and supporting a culture of safety.

INTRODUCTION

National initiatives driven by the American Nurses Association have determined nursing-quality outcome indicators that are intended to focus plans and programs to increase quality and safety in patient care. The following outcomes are commonly used nursing-quality indicators:

• complications such as urinary tract infections, pressure ulcers, hospital-acquired pneumonia, and DVT

• patient falls

• surgical patient complications, including infection, pulmonary failure, and metabolic derangement

• length of patient hospital stay

• restraint prevalence

• incidence of failure to rescue, which could potentially result in increased morbidity or mortality

• patient satisfaction

• nurse satisfaction and staffing

SCENARIO

Mr. J is a 72-year-old retired rabbi with a diagnosis of mild dementia. He was admitted for treatment of a fractured right hip after falling in his home. He has received pain medication and is drowsy, but he answers simple questions appropriately.

A week after Mr. J was admitted to the hospital, his daughter, who lives eight hours away, came to visit. She found him restrained in bed. While Mr. J was slightly sleepy, he recognized his daughter and was able to ask her to remove the restraints so he could be helped to the bathroom. His daughter went to get a certified nursing assistant (CNA) to remove the restraints and help her father to the bathroom. When the CNA was in the process of helping Mr. J sit up in bed, his daughter noticed a red, depressed area over Mr. J’s lower spine, similar to a severe sunburn. She reported the incident to the CNA who replied, “Oh, that is not anything to worry about. It will go away as soon as he gets up.” The CNA helped Mr. J to the bathroom and then returned him to bed where she had him lie on his back so she could reapply the restraints.

The diet order for Mr. J was “regular, kosher, chopped meat.” The day after his daughter arrived, Mr. J was alone in his room when his meal tray was delivered. The nurse entered the room 30 minutes later and observed that Mr. J had eaten approximately 75% of the meal. The meal served was labeled, “regular, chopped meat.” The tray contained the remains of a chopped pork cutlet.

The nurse notified the supervisor, who said, “Just keep it quiet. It will be okay.” The nursing supervisor then notified the kitchen supervisor of the error. The kitchen supervisor told the staff on duty what had happened.

When the patient’s daughter visited later that night, she was not told of the incident.

The next night, the daughter was present at suppertime when the tray was delivered by a dietary worker. The worker said to the patient’s daughter, “I’m so sorry about the pork cutlet last night.” The daughter asked what had happened and was told that there had been “a mix up in the order.” The daughter then asked the nurse about the incident. The nurse, while confirming the incident, told the daughter, “Half a pork cutlet never killed anyone.”

The daughter then called the physician, who called the hospital administrator. The physician, who is also Jewish, told the administrator that he has had several complaints over the past six months from his hospitalized Jewish patients who felt that their dietary requests were not taken seriously by the hospital employees.

The hospital is a 65-bed rural hospital in a town of few Jewish residents. The town’s few Jewish members usually receive care from a Jewish hospital 20 miles away in a larger city. 

REQUIREMENTS

Your submission must be your original work. No more than a combined total of 30% of the submission and no more than a 10% match to any one individual source can be directly quoted or closely paraphrased from sources, even if cited correctly. An originality report is provided when you submit your task that can be used as a guide.

You must use the rubric to direct the creation of your submission because it provides detailed criteria that will be used to evaluate your work. Each requirement below may be evaluated by more than one rubric aspect. The rubric aspect titles may contain hyperlinks to relevant portions of the course.

Analyze the scenario (suggested length of 2–3 pages) by doing the following:

A.  Discuss how the application of nursing-quality indicators could assist the nurses in this case in identifying issues that may interfere with patient care.

B.  Analyze how hospital data of specific nursing-quality indicators (such as incidence of pressure ulcers and prevalence of restraints) could advance quality patient care throughout the hospital.

C.  Analyze the specific system resources, referrals, or colleagues that you, as the nursing shift supervisor, could use to resolve an ethical issue in this scenario.

D.  Acknowledge sources, using in-text citations and references, for content that is quoted, paraphrased, or summarized.

E.  Demonstrate professional communication in the content and presentation of your submission.

File RestrictionsFile name may contain only letters, numbers, spaces, and these symbols: ! – _ . * ‘ ( )
File size limit: 200 MB
File types allowed: doc, docx, rtf, xls, xlsx, ppt, pptx, odt, pdf, txt, qt, mov, mpg, avi, mp3, wav, mp4, wma, flv, asf, mpeg, wmv, m4v, svg, tif, tiff, jpeg, jpg, gif, png, zip, rar, tar, 7z
RUBRICA:UNDERSTANDING OF NURSING QUALITY INDICATORS

NOT EVIDENT

A discussion of applying nursing-quality indicators is not provided.

APPROACHING COMPETENCE

The discussion does not logically address how the application of nursing-quality indicators could assist the nurses in the scenario with identification of issues that may interfere with patient care.

COMPETENT

The discussion logically addresses how the application of nursing-quality indicators could assist the nurses in the scenario with identification of issues that may interfere with patient care.

B:ADVANCING QUALITY PATIENT CARE

NOT EVIDENT

An analysis of potential advancement(s) to patient care is not provided.

APPROACHING COMPETENCE

The analysis does not identify specific nursing-quality indicators from the scenario or does not logically discuss how hospital data on the identified indicators could advance quality patient care throughout the hospital.

COMPETENT

The analysis identifies specific nursing-quality indicators from the scenario and logically discusses how hospital data on the identified indicators could advance quality patient care throughout the hospital.

C:RESOLUTION OF ETHICAL ISSUES

NOT EVIDENT

An analysis of the use of system resources, referrals, or colleague for resolving ethical issues is not provided.

APPROACHING COMPETENCE

The analysis describes one or more system resources, referrals, and/or colleagues that are inappropriate for the candidate to use in the role of nursing shift supervisor to resolve the ethical issue from the scenario.

COMPETENT

The analysis describes specific system resources, referrals, or colleagues that are appropriate for the candidate to use in the role of the nursing shift supervisor to resolve the ethical issue from the scenario.

D:SOURCES

NOT EVIDENT

The submission does not include both in-text citations and a reference list for sources that are quoted, paraphrased, or summarized.

APPROACHING COMPETENCE

The submission includes in-text citations for sources that are quoted, paraphrased, or summarized and a reference list; however, the citations or reference list is incomplete or inaccurate.

COMPETENT

The submission includes in-text citations for sources that are properly quoted, paraphrased, or summarized and a reference list that accurately identifies the author, date, title, and source location as available.

E:PROFESSIONAL COMMUNICATION

NOT EVIDENT

Content is unstructured, is disjointed, or contains pervasive errors in mechanics, usage, or grammar. Vocabulary or tone is unprofessional or distracts from the topic.

APPROACHING COMPETENCE

Content is poorly organized, is difficult to follow, or contains errors in mechanics, usage, or grammar that cause confusion. Terminology is misused or ineffective.

COMPETENT

Content reflects attention to detail, is organized, and focuses on the main ideas as prescribed in the task or chosen by the candidate. Terminology is pertinent, is used correctly, and effectively conveys the intended meaning. Mechanics, usage, and grammar promote accurate interpretation and understanding.