Essay about concepts of health and disease and

*****Write a paper defining the concepts of health and disease using references from different authors YOU MUST BE EXPECIFY WHICH AUTHOR SAID IT AND MUST HAVE A LEAST THREE DIFFERENT AUTHORS.

****Add examples of preventive health programs, representing the different levels of prevention, explain their application today

***Use the APA style must be maximum 2 pages long… 

**** must have at least three references and should come from these websites YOU CAN USE OTHER WEBSITES BUT MUST INCLUDED AT LEAST THREE OF THESE.

VERY IMPORTANT! WEBSITES

1) https://www.encyclopedia.com/science/encyclopedias-almanacs-transcripts-and-maps/health-and-disease-i-history-concepts

2)https://www.emerald.com/insight/content/doi/10.1108/JHR-08-2018-045/full/html

3) https://www.fil.lu.se/hommageawlodek/site/papper/NordenfeltLennart.pdf

4) https://www.healthknowledge.org.uk/public-health-textbook/medical-sociology-policy-economics/4a-concepts-health-illness/section2/activity3

Reflect on Your Development

 

Purpose of Assignment:

It is important for nurses to reflect on experiences and new knowledge gained in order to promote professional growth.

Course Competencies:

  • Analyze the increased complexity of care among older adults.
  • Compare care models for nursing practice specific to the older adult.
  • Design plans for care specific to the older adult.
  • Identify local, state, and national resources which facilitate safe and effective transitions of care for older adults.
  • Incorporate professional values, attitudes, and expectations regarding ageism when caring for the older adult.
  • Outline the importance of advocating for older adults in management of their care.

Transferable Skill:

  • Information Literacy: Discovering information reflectively, understanding how information is produced and valued, and using information to create new knowledge and participate ethically in communities of learning.

Instructions:

Reflect on your development as a nursing professional and address the following in a 1-2 page paper:

  1. Describe how you achieved each of the course competencies and the transferable skill.
  2. Provide at least one example of new knowledge gained related to each competency and explain how this new knowledge will impact your nursing practice.

Resources:

HOMEWORK

SUMMARIZE EVERITHING IN MATERNITY/ OB, PATHOPHISIOLOGY SIGNS AND SYPMTOMS, INTERVENTION AND PATIENT TEACHING

  

1. Menstrual Cycle (How long, when is ovulation, temperature)

2. Amniotic Fluid (Function, index)

3. Fetal circulation (Umbilicus, Ductus Arteriosus)

4. Nagele’s Rule

5. GTPAL

6. Presumptive, Probable, Positive Pregnancy signs 

7. Fundal Height landmarks (12, 16, 22, 36, 40 weeks of gestation)

8. Linea Nigra, Lordosis

9. Folic Acid, Listeria Monocytogens, Kcal during breastfeeding, lbs to gain during pregnancy

10. TORCH

11. Coomb’s Test, Dipstick, Biophysical Profile, Percutaneous umbilical sampling, Alpha Feto Protein, Amniocintesis 

12. Nonstress (Reactive, Nonreactive), Stress test (Positive or Negative)

13. Types of Abortions

14. Chorioamnionitis

15. Diabetes Mellitus/Gestational Diabetes

16. Disseminated Intravascular coagulation 

17. Ectopic Pregnancy

18. Hematoma

19. HIV/Hep B

20. Fetal Death in uterus

21. Hyditiform Mole

22. Hyperemesis Gravidarum

23. Gestational Hypertension

24. Preeclampsia/Eclampsia/ HELLP Syndrome

25. Tuberculosis

26. 4 P’s (Process of Labor)

27. Fetal Positions (where to detect the HR?)

28. Leopold’s Maneuver

29. True/False labor

30. Mechanisms of Labor

31. Stages of Labor, (Stations, Dilation, Effacement)

32. Premature Rapture of Membranes

33. Prolapsed Umbilical Cord

34. Placenta Previa

35. Abroptio Placenta

36. Supine Hypotension

37. Dystocia 

38. Rapture of the Uterus

39. Uterine Inversion

40. Lochias

41. Breast-Feeding Procedure

42. Uterine Atony

43. Breast Engorgement

44. Mastitis

45. Involution vs. Sub-involution

46. Perinatal Loss (Interventions, grieving process)

Pharmacology

1. Tocolytics (Indomethacin, Nifedipine, Terbutaline)

2. Magnesium Sulfate (Eclampsia, Antidote, can also be used as tocolytic)

3. Betamethasone/Dexamethasone

4. Misoprostol

5. Oxytocin

6. Methylergonovine 

7. Hemabate 

NEED PROOF IN TURNITIN APA FORMART 25O WORDS

 

Go to the following website by clicking on the provided link, http://www.countyhealthrankings.org/ , and select a county and a state (this may be the county/state in which you reside, attend school, or plan to live and work as an APRN). After reviewing the website and the health outcomes in the County Health Rankings for the area, answer the following questions in a few short sentences as part of your discussion.

  1. Briefly list the general statistics pertaining to a specific health concern that is on the rise in selected the city/county. 
  2. How can the creation of a community health center program help to address this public health problem?
  3. What can you as a nurse practitioner and/or nurse leader do to influence policy innovation to resolve the problem?

– Students are to write their name and the appropriate discussion number/discussion title in the title bar for each discussion. For example Discussion 1: Micheal Cabrera or Discussion 3: Sheila Smith.This is important in identifying that students are submitting original posts as well as response posts as required.

Barriers to Evidence Based by 2020 to Nursing Goal

 

The Institute of Medicine has stated a goal that 90% of practice be evidence-based by 2020.  According to HealthyPeople.gov, the United States is currently at approximately 15%. Discuss two barriers that might hold nursing practice from achieving this goal and suggest ways in which identified barriers may be addressed.

NUR504-REPLT TO ANABEL

Subjective Data to Obtain from Patient

            Inquiry of information medications, including current or previous use of over the counter products, vitamins and other herbal supplements. I can inquire about the history of pregnancies, miscarriages, abortions and deliveries, and lactation history in gynecologic and obstetric history. Early menarche, nulliparity or childbirth after 30 years are essential facts to collect from the patient as they prolong exposure to estrogen, which can predispose a person to malignant breast cancer. I can further assess any irradiation history involving the breast region or surrounding tissues (Hsu et al., 2020). Inquiry can be made on any changes in the patient’s skin and hair noted.

            Further systemic information can be obtained in different areas with symptoms such as mood changes and temperature intolerance. Hematologic/ lymphatic system problems such as anemia, easy bruising, fatigue, history of blood transfusion, and family history of anemia are also vital to obtain. I can also inquire on malignancy in other body systems, especially colon cancer, ovarian or endometrial cancer, which predispose the patient to breast cancer. Lifestyle factors like dietary factors and alcohol consumption may alter estrogen metabolism and are crucial data to inquire (Hsu et al., 2020).

Other Objective Findings to Assess

Objective data to obtain include assessing for swollen legs and hands, which may be due to the tumor in the breast’s dermal lymphatics. Check the thyroid for enlargement or, if fair, assess the throat for any mass or any prominent lymphadenopathy, the mouth mucous membranes, and any lesions (Hsu et al., 2020).

Diagnostic Exams to Order

            Mammography can be conducted to reveal the lump’s size and exact location and for early detection and diagnosis. Another test is a biopsy, either a fine needle biopsy or a tissue specimen taken from the lump to confirm whether the tumor is benign or malignant. Ultrasound may also be conducted to measure the lump’s size and check if it has affected the axillary region; it may also be used in guiding biopsy to obtain a section of the lump (Ultrasound-guided procedure). Breast Magnetic Resonance Imaging may also use magnetic and radio waves to create pictures of the breast’s interior (Abu-Naser & Bastami, 2016).

Three Differential Diagnoses

Fibroadenoma

Breast cysts

Breast cancer

The rationale for Differential Diagnosis

            The patient presents with a non-tender, unilateral, firm, painless, located in the upper outer quadrant; however, the lump is non-mobile and 5mm in size, different from the very mobile lump fibroadenoma, which usually is 1-3cm. Breast cysts present with a lump in the breast; however, the lump is very mobile, and the breast is painful or tender. Breast cancer presents with a non-mobile, non-tender, firm lump in the upper outer quadrant of the breast; however, the lump is problematic irregular and poorly delineated, there is also nipple discharge, nipple retraction, dimpling of the skin over the lump, skin ulceration, enlarged nipples and breast pains which are not apparent in the last stages (Aksanh et al., 2020).

Health Education

            Reassuring the patient on their image mainly because of the difference in size between their breasts; encourages them to express fears, feelings and concerns. Advice the patient to report any complications such as fever. Prepare the patient psychologically to accept the diagnosis they will be given and to be ready to follow the measures for treatment and prevention as will be appropriate.

References

Abu-Naser, S. S., & Bastami, B. G. (2016). A proposed rule based system for breasts cancer diagnosis. http://dstore.alazhar.edu.ps/xmlui/handle/123456789/297

Aksan, H., Kundaktepe, B. P., Sayili, U., Velidedeoglu, M., Simsek, G., Koksal, S., … & Uzun, H. (2020). Circulating miR‐155, let‐7c, miR‐21, and PTEN levels in differential diagnosis and prognosis of idiopathic granulomatous mastitis and breast cancer. BioFactors. https://iubmb.onlinelibrary.wiley.com/doi/abs/10.1002/biof.1676

Hsu, Y. H., Chen, V. C. H., Hsieh, C. C., Weng, Y. P., Hsu, Y. T., Hsiao, H. P., … & Gossop, M. (2020). Subjective and objective cognitive functioning among patients with breast cancer: effects of chemotherapy and mood symptoms. Breast Cancer, 1-10. https://link.springer.com/article/10.1007/s12282-020-01168-y

3-2

 Describe the characteristics of performance-driven team. Describe the difference between intrinsic and extrinsic motivation and explain why it is important in understanding the types of motivation when it comes to team performance. 

Reflection on Achievement of Outcomes Concept Map

 

Requirements

  1. The Concept Map must visually connect all of the specified objectives  (Program Outcomes, MSN Essentials, and NONPF Competencies) to course work (such as specific discussion board topics, written assignments, exams, lessons, and reading content).    
  2. All items should be labeled, for instance, label the objectives and label the course work you select with name of the assignment/reading/discussion board topic and which week it was introduced.
  3. Use Microsoft Word or a PowerPoint to create a Concept Map. You can use the features found on the “Insert” tab of a Word doc (in the horizontal ribbon on the top of a Word doc page). For instance, if you click on “insert” you will see shapes and SmartArt. You can use a PowerPoint slide with shapes and lines to create a concept/mind map. This is not a PowerPoint presentation, but a PowerPoint slide can be used to “draw” the Map.

Outcomes/Competencies to be connected with course learning: 

MSN Program Outcome #2:

Create a caring environment for achieving quality health outcomes (Care-Focused).

MSN Essential VIII:

Clinical Prevention and Population Health for Improving Health

National Organization of Nurse Practitioner Competencies #4: Practice Inquiry Competencies

  • Recognizes that the master’s-prepared nurse applies and integrates broad, organizational, client-centered, and culturally appropriate concepts in the planning, delivery, management, and evaluation of evidence-based clinical prevention and population care and services to individuals, families, and aggregates/identified populations.

Your Concept Map will visually depict how you see the assignments of the course meeting the outcomes above.

Preparing the Assignment

ViewHow to Create a Concept Map (Links to an external site.)

textbook:  Curley, A.L. & Vitale, P.A. (2016). Population-Based Nursing: Concepts and Competencies for Advanced Practice (2nd ed.). New York, NY: Springer Publishing. 

 

Description 

MSN Program Outcome #2 

  • The Map visually connects the Category to a minimum of two (2) assignments. 
  • Each assignment is clearly labeled with week and content topic. 

MSN Essential VIII

  • The Map visually connects the Category to a minimum of two (2) assignments. 
  • Each assignment is clearly labeled with week and content topic. 

NONPF Competencies #4 

  • The Map visually connects the Category to a minimum of two (2) assignments. 
  • Each assignment is clearly labeled with week and content topic.