Monthly Archives: May 2023

essay about  apply healthy people 2020 gynecologist include ,puberty, vacination hpv ,breast exam and other prevention .  State program 2 pages

://www.healthypeople.gov/2020/tools-and-resources/Program-Planning

Discuss the Nursing care of age-related Physiologic or Psychologic Disorder.

1. Present the age-related Physiologic or Psychologic Disorder
   Choose from one: Integumentary function, Urinary function, Musculoskeletal function or Endocrine function.
2. Describe the age-related changes and common problems and conditions.
3. Summarize the nursing management appropriate for your Physiologic or Psychologic Disorder chosen

Submission Instructions:

• Presentation is original work and logically organized. 
• Followed current APA format including citation of references.
• Power point presentation with 4-6 slides were clear and easy to read. Speaker notes expanded upon and clarified content on the slides.
• Incorporate a minimum of 4 current (published within last five years) scholarly journal articles or primary legal sources (statutes, court opinions) within your work.
• Journal articles and books should be referenced according to current APA style.

TURNITIN APPLY LESS THAN 20%

Your assignment will be graded according to the grading rubric.

AO discussion reply 1

After an implicit Association Test (IAT), unfortunately, I realized that I possess a strong automatic preference for Christianity over Islam. I didn’t know that I was biased over religion because I believe that all religions are equal and teach about almost the same thing. The stereotypes we hear about a particular religion might not be correct. Still, just because you don’t belong to that particular religion, one might be convinced that we have better beliefs than others. Most of the time, children follow a religion they found their parents believing when they grow up, and sometimes changing form the same when you grow up might be somehow challenging (Maina, 2018).

            During my nursing practice, I will treat and care for every patient regardless of their religion. I will anticipate prayer rooms for every religion if the administration allows because by so doing, I will be trying to get rid of my irrelevant biases about religion. This move may help my other colleagues who might not be aware that they have a certain biasness they didn’t know.  Having such programs will also create harmony and respect between people of different religions.

            Religions can result in significant division among people of different races, beliefs, and colors because it’s a comprehensive and critical aspect of human identification. Diversity in religions should be embraced, and stereotypes be discouraged because they can lead to biasness and irrelevant negative evaluation of people in society. Nobody deserves to be viewed differently because of their stand on religion because religion can’t define who we are but a character of an individual.

(I.N reply 2)

The IAT test that I took was the race test. Race (‘Black – White’ IAT). This IAT requires the ability to distinguish faces of European and African origin. It indicates that most Americans have an automatic preference for white over black. The results of my test were that I did not have no automatic preference between African Americans and European Americans. This is information I was currently aware of. I am a firm believer of equality and equal opportunities. Wyatt and Williams suggest that implicit biases are aimed toward European Americans over African Americans, these implicit biases create biased treatment, poor relationships and communication opportunities among patients and healthcare providers (p.555). I believe that no matter what everyone should be allowed proper health care services. Color, race, religion, age sexual orientation and other factors should never matter when health care is the topic. This information will allow me to provide unconditional compassion as a nurse and provide the health care service to all clients that they deserve no matter what. 

A.U Reply 3

Did this video change your opinion on suicide?

Yes. The video made me have a new perspective on suicide. It made me take into account the victim’s feelings and think through what they might undergo up to deciding to commit suicide. Besides, I understood that everyone suffers from mental issues, and we should love and care for one another regardless of our differences.

What did the video teach you about suicide?

The video made me distinguish that the victims do not desire to take away their lives, but their closest people compel them. With no care or affection, they may feel disturbing their family members and being a burden to them. Consequently, one may choose to commit suicide to eradicate their pain and sorrow. Most of the victims feel loathed and abandoned (Turecki & Brent, 2016). On the other hand, despite the fact that they could be given love, their loved ones must express it to them.

When completing an initial assessment for a client with suicidal ideation, what are the most important pieces of information that should be captured?

The form of care in a suicide risk assessment necessitates the counselors to perform a comprehensive assessment when the victim displays any indications of suicide. They ought to form rational formulation menaces (Baldock, 2016). The important information which must be obtained comprises of:

• Information concerning the suicidal behavior of the victim, in conjunction with his or her imagination.
• Information concerning the victim’s health history.
• Developing the information to a prevention-oriented suicide risk base connected to the victim’s.

Topic: Addressing Nutritional Needs with  a medical condition

An in-depth evaluation of both objective and subjective data related to an individual’s food and nutrient intake, lifestyle, and medical history.

APA formatted

Minimum 3 references within 5 years 

Include: Pathophysiology, Nutritional Needs for assigned disease process, How Nutrition contributes to improving their disease process and health outcomes, educational needs of the patient (including foods from food group/mineral, vitamins), food supplements, and any special diet as it relates to their condition.

Topics include: Hypertension, Diabetes Mellitus, Crohn’s disease, Thyroid disorders, low BMI, high BMI, Cancer, Cystic fibrosis, AIDS, Anorexia Nervosa, Hepatitis B, CAD.APA formatted paper, 3 pages excluding title page and reference page.

Minimum 3 references within 5 years

Original Work! NO Plagiarism…

Due Date is  12/4

Create a concept map of a chosen condition, disease, or disorder with glucose regulation or metabolic balance considerations. Write a brief narrative (2–3 pages) that explains why the evidence cited in the concept map and narrative are valuable and relevant, as well as how specific interprofessional strategies will help to improve the outcomes presented in the concept map.

Note: Each assessment in this course builds on the work you completed in the previous assessment. Therefore, you should complete the assessments in this course in the order in which they are presented.

The biopsychosocial (BPS) approach to care is a way to view all aspects of a patient’s life. It encourages medical practitioners to take into account not only the physical and biological health of a patient, but all considerations like mood, personality, and socioeconomic characteristics. This course will also explore aspects of pathophysiology, pharmacology, and physical assessment (the three Ps) as they relate to specific conditions, diseases, or disorders.

The first assessment is one in which you will create a concept map to analyze and organize the treatment of a specific patient with a specific condition, disease, or disorder.

Assessment Instructions

Scenario

You have already learned about evidence-based practice and quality improvement initiatives in previous courses. You will use this information to guide your assessments, while also implementing new concepts introduced in this course. For this assessment, you will develop a concept map and provide supporting evidence and explanations. You may use the case studies presented in the Vila Health: Concept Maps as Diagnostic Tools media, a case study from the literature or your practice that is relevant to the list of conditions below, or another relevant case study you have developed. This case study will provide you with the context for creating your concept map. You may also use the practice context from the case study or extrapolate the case study information and data into your own practice setting. Think carefully when you are selecting the case study for this assessment, as you may choose to build upon it for the second assessment as well.

Some example conditions, diseases and disorders that are relevant to metabolic balance and glucose regulation considerations are:

• Cancer.
• Diabetes (type 2).
• HIV/AIDS.
• Hyperthyroidism.
• Hypothyroidism.
• Metabolic syndrome.
• Obesity.
• Polycycstic ovary syndrome.
• Prediabetes.
• Pregnancy.

Instructions

Develop a concept map and a short narrative that supports and further explains how the concept map is constructed. You may choose to use the Concept Map Template (in the Resources) as a starting point for your concept map, but are not required to do so. The bullet points below correspond to the grading criteria in the scoring guide. Be sure that your evidence-based plan addresses all of them. You may also want to read the Concept Map scoring guide and the Guiding Questions: Concept Map document to better understand how each grading criterion will be assessed.

Part 1: Concept Map

• Develop an evidence-based concept map that illustrates a plan for achieving high-quality outcomes for a condition that has impaired glucose or metabolic imbalance as related aspects.

Part 2: Additional Evidence (Narrative)

• Justify the value and relevance of the evidence you used as the basis for your concept map.
• Analyze how interprofessional strategies applied to the concept map can lead to achievement of desired outcomes.
• Construct concept map and linkage to additional evidence in a way that facilitates understanding of key information and links.
• Integrate relevant sources to support assertions, correctly formatting citations and references using current APA style.

Example Assessment: You may use the following to give you an idea of what a Proficient or higher rating on the scoring guide would look like:

• Assessment 1 Example [PDF].

Additional Requirements

• Length of submission: Your concept map should be on a single page, if at all possible. You can submit the concept map as a separate file, if you need to. Your additional evidence narrative should be 2–3 double-spaced, typed pages. Your narrative should be succinct yet substantive.
• Number of references: Cite a minimum of 3–5 sources of scholarly or professional evidence that supports your concept map, decisions made regarding care, and interprofessional strategies. Resources should be no more than five years old.
• APA formatting:
  • For the concept map portion of this assessment: Resources and citations are formatted according to current APA style. Please include references both in-text and in the reference page that follows your narrative.
  • For the narrative portion of this assessment: use the APA Paper Template linked in the Resources. An APA Template Tutorial is also provided to help you in writing and formatting your analysis. You do not need to include an abstract for this assessment.

Questions to Consider:

As you prepare to complete this assessment, you may want to think about other related issues to deepen your understanding or broaden your viewpoint. You are encouraged to consider the questions below and discuss them with a fellow learner, a work associate, an interested friend, or a member of your professional community. Note that these questions are for your own development and exploration and do not need to be completed or submitted as part of your assessment.
SHOW LESSThe assessment will be based on the case of a specific patient with a specific condition, disease, or disorder. Think about an experience you have had treating a patient with a condition, disease, or disorder that interests you, or one of the cases presented in the Vila Health: Concept Maps as Diagnostic Tools media simulation.

Vila Health attached below as images

examples attached

templates attached

*****Must get distinguished in all categories or revise*****

• What is the primary condition, disease, or disorder affecting the patient? 
  • What types of experience have you had working with patients with this condition, disease, or disorder?
  • How does this condition, disease, or disorder typically present?
  • What are the recommended treatment options? 
    • What, if any, characteristics of an individual patient should be kept in mind when determining a course of treatment.
• How have you used concept maps to help plan and organize care? 
  • What are the advantages of concept maps, from your point of view?
  • How could concept maps be more useful?
• How can interprofessional communication and collaboration strategies assist in driving patient safety, efficiency, and quality outcomes with regard to specific clinical and biopsychosocial considerations? 
  • What interprofessional strategies do you recommend health care providers take in order to meet patient-centered safety and outcome goals?

Apa format instructions are attached bellow 

1) Minimum 10 full pages (Follow the 3 x 3 rule: minimum three paragraphs per part)

              Part 1: Minimum 1 page

              Part 2: minimum 1 page

              Part 3: minimum 1 page

              Part 4: minimum 1 page 

              Part 5: Minimum 1 page

              Part 6: minimum 1 page

              Part 7: minimum 1 page

              Part 8: minimum 1 page

              Part 9: minimum 1 page

              Part 10: minimum 1 page

Submit 1 document 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

         Submit 1 document per part

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 3 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 

__________________________________________________________________________________

Part 1: Nursing and aging

Circulation

1. Identify two of the normal common changes of aging related to the heart 

 a. list one appropriate nursing intervention for each of the changes noted.

Digestion and Bowel Elimination

2. Describe one normal age-related changes of digestion and elimination in the older adult 

a. Describe the impact on health functions related to your choice in point 1.

Part 2: Physiology

1. Analyze how calcium and phosphate are hormonally regulated 

2. describe the pathophysiology, clinical manifestations, evaluation and treatments for hypercalcemia and hypocalcemia.

Part 3: Physiology 2

 1. Discuss the inherited disorders familial adenomatous polyposis and hereditary nonpolyposis colorectal cancer, 

   a. Their prevalence, responsible genes, 

   b. screening recommendations for those confirmed with the inherited gene.

Part 4: Pharamacology

 1.  Discuss the development of new drugs in the United States as compared to other countries

2. evaluate the pharmacoeconomic issues that lead to high prescription costs in the United States.

Part 5: Pharamacology 2

There are several drug classifications (e.g., benzodiazepines, ACE inhibitors). 

1. Choose a classification (benzodiazepines) and one drug within that classification

 a. Discuss the pharmacological aspects of this particular drug. 

 b. Give examples of how and when this drug is used.

Part 6: NURS 510 Policy Organization and Financing 1

Discuss your position regarding access to and coverage for health care. 

1. Are we obligated to provide access to and coverage for health care for all Americans as an entitlement (a right), or should health care be considered a commodity that is subject to the influences of economic, social, and market demand (supply and demand)? 

 a. Give an example.

Part 7: NURS 510 Policy Organization and Financing 2

1. What are the barriers to nurses’ participation in the development of health care policy at the state or national level or in an organization in the United States? 

2. Why do you think these are barriers? 

  a. give a rationale or example.

Part 8: Nursing Role and Scope

1. Reflect about the ethical theories and approaches in Chapter 4 (See file) and the moral conflicts you have experienced in the past. 

2. Have you used one of these approaches to resolving conflict? 

3. Which theory or approach have you used and why?

Part 9:  Physical Assessment 1

See PPT Ch07

The nurse is completing a cardiovascular assessment on a patient diagnosed with orthostatic hypotension. 

1. Identify what can result in a false high or false low blood pressure reading.

Based on specific medical conditions, the nurse may assess variations in vital signs. 

2. Discuss medical conditions that are associated with variations in a person’s vital signs.

Part 10:  Physical Assessment 2

 See PPT Ch09

The nurse is caring for a 60-year-old patient diagnosed with a cervical spinal cord injury in the ICU.

1. Discuss potential risk factors for pressure ulcers in this patient population and others.

Search http://annals.org/article.aspx?articleid=2173506 for the 2015 recommendations for treatment of pressure ulcers. 

2. Discuss the findings in relation to what is the current practice in your hospital facility.

 PLEASE FOLLOW THE INSTRUCTIONS BELOW

5 REFERENCES

ZERO PLAGIARISM

Students will:

• Assess client families presenting for psychotherapy
• Develop genograms for client families presenting for psychotherapy

To prepare:

• Select a client family that you have observed or counseled at your practicum site.
• Review pages 137–142 of Wheeler (2014) and the Hernandez Family Genogram video in this week’s Learning Resources.
• Reflect on elements of writing a comprehensive client assessment and creating a genogram for the client you selected.

Assignment

Part 1: Comprehensive Client Family AssessmentCreate a comprehensive client assessment for your selected client family that addresses (without violating HIPAA regulations) the following:

• Demographic information
• Presenting problem
• History or present illness
• Past psychiatric history
• Medical history
• Substance use history
• Developmental history
• Family psychiatric history
• Psychosocial history
• History of abuse and/or trauma
• Review of systems
• Physical assessment
• Mental status exam
• Differential diagnosis
• Case formulation
• Treatment plan

Part 2: Family GenogramDevelop a genogram for the client family you selected. The genogram should extend back at least three generations (parents, grandparents, and great grandparents).

Directions: Musculoskeletal

• A 72, year old man lived a fairly sedentary lifestyle as an accountant. Now that he is retired, he recognizes the need to be active to maintain his health as long as possible. He is concerned, however, that it is too late for him to start exercising because he has never engaged in such activities.

A theory is a set of proposals that try to offer a rational or plausible explanation of a particular phenomenon. Research is a systematic investigation into resources and materials to establish facts and draw new conclusions. Conversely, practice involves the act of implementing knowledge obtained from experience and training into use. Theories provide basic concepts and suggest ways for people to make sense of research data. Knowledge is not static but instead develops continuously by asking questions and seeking answers. Continuous development of knowledge through theory, research, and practice equip professionals from diverse fields with adequate expertise in dealing with emerging challenges in their respective fields.

The relationships among theory, practice, and research is reciprocal and cyclic. Practice in any given field produces research questions and knowledge for theory. On the other hand, research provides basic guidelines to practice. It helps refine or replace outdated practices.  Research also enhances knowledge through theory development, while theory directs research and improves practice. Hence, in this case, both theories and research provide an essential foundation and set the goals for practice. Simultaneously, practice acts as a source of questions to be addressed by research. Therefore, the relationships among theory, practice, and research are reciprocal in that each enlightens the other in the development of knowledge in all fields (Kumar, 2019).

Historically, practice came first, and theory was extracted from it. Past experiences and in-depth observations developed to become interventions which subsequently became theories. However, over the years, many have concluded that theory guides practice (DeNisco & Barker, 2015). This is because practice cannot position itself without the regulation of theoretical questions that direct the research. Without theory, information may be gathered but without any exact way of expounding on the different observed occurrences. In this regard, the purpose of theory is to predict anticipated results. Some theories are suitable in particular settings when deducing a specific behavior or a set of actions. Hence, theory guides practice because it provides insights that assist in interpreting diverse phenomena contextually. On the other hand, practice is a testing ground for theories where only those theories found to be fundamental to practice can continue and progress. Practice is also a basis for new theories as discoveries emerge on a daily basis.

Also, the relationship between theory, research, and practice is symbiotic, implying that advancement in one automatically necessitates a modification in the others. Theories provide a complex and comprehensive conceptual understanding of things that cannot be pinned down. For instance, how organizations work, why people interact in particular ways, or how societies work. Theories give the researchers diverse ‘lenses’ to look at complex problems and social issues by focusing their attention on different aspects of data and providing a context for conducting their analysis. Therefore, theories are used to help design a research question, direct the selection of relevant data, interpret the data, and propose justifications of the underlying influences or causes of observed phenomena. Alternatively, theories are tested through research studies. As researchers continue conducting empirical research to evaluate theories to prove their validity, some theories may be modified or rejected if multiple extensive studies have negative findings (deductive reasoning). Equally important, new theories may emerge from research studies (inductive reasoning) which may in turn continue updating practice (Maxfield & Babbie, 2017).

In conclusion, practice relies on theories and research to guide what should be done, when to be done, why it should be done, and the means of doing it. On the other hand, practice provides questions that are addressed in research and theory. This proves that the relationships among the three elements are dynamic and flow in all directions. Each of these factors informs and supports the other in applying and developing knowledge in diverse fields.

References

DeNisco, S. M., &Barker, A. M. (eds) (2015). Advanced Practice Nursing: Essential Knowledge for the Profession. Clinical Nurse Specialist, 23(1), 45.

Kumar, R. (2019). Nursing Research & Statistics.Jaypee Brothers Medical Publishers.

Maxfield, M. G., &Babbie, E. R. (2014). Research methods for criminal justice and criminology.Cengage Learning.