Preview the document

Assignment 1

 

Part I

A condition/medication template will be provided. Conditions will be given for each system. You will identify one drug/medication to treat each condition and give full details for that medication on the template provided herePreview the document.

Conditions:

  • Psoriasis
  • Thrush
  • Dystonia
  • Gout

Part II

Answer the following questions.

1. Describe the risk factors for hypocalcemia.

2. Describe osteoporosis.

3. Describe the treatment for abnormal calcium levels.

4. Describe osteoarthritis and rheumatoid arthritis.

5. Describe the treatment for arthritis.

6. Describe gout, including its risk factors and treatment.

7. Describe the use of nonsteroidal anti-inflammatory drugs, cyclooxygenase-2 inhibitors, disease-modifying antirheumatic drugs, and corticosteroids for bone and joint inflammation.

8. Describe phantom limb pain and its treatmen

Part III

 

When I attended elementary school back in the late 80’s, it was not uncommon for the school nurse to visit classrooms and check children’s hair for head lice. If the nurse did detect head lice on an individual they would be sent home until successfully treated in order to not spread head lice to other children. It seems that in this day in age checks and restrictions for children with headlice have became much more relaxed. Please follow the link and read the article.

https://www.cbsnews.com/news/should-kids-with-head-lice-be-allowed-at-school/  

Now answer the question: Should kids with head lice be allowed at school?

case study

 

(40 points) you will choose, and review ONE case study provided. You will be responsible for reviewing the case and assigning multi-axial diagnoses. You will also be responsible for providing a rationale for the diagnoses, as well as a discussion of rule outs, differential diagnoses, and prognosis. This assignment should be 2-3 pages in length (typed, double-spaced, one-inch margins in APA format)

Case Summary #1

Robin Henderson is a 30-year-old married Caucasian woman with no children who lives in a middle-class urban area with her husband. Robin was referred to a clinical psychologist by her psychiatrist. The psychiatrist has been treating Robin for more than 18 months with primarily anti-depressant medication. During this time, Robin has been hospitalized at least 10 times (one hospitalization lasted 6 months) for treatment of suicidal ideation (and one near lethal attempt) and numerous instances of suicidal gestures, including at least 10 instances of drinking Clorox bleach and self-inflicting multiple cuts and burns. Robin was accompanied by her husband to the first meeting with the clinical psychologist. Her husband stated that both he and the patient’s family considered Robin “too dangerous” to be outside a hospital setting. Consequently, he and her family were seriously discussing the possibility of long-term inpatient care. However, Robin expressed a strong preference for outpatient treatment, although no therapist had agreed to accept Robin as an outpatient client. The clinical psychologist agreed to accept Robin into therapy, if she was committed to working toward behavioral change and stay in treatment for at least 1 year. This agreement also included Robin contracting for safety- agreeing she would not attempt suicide.

Clinical History Robin was raised as an only child. Both her father (who worked as a salesman) and her mother had a history of alcohol abuse and depression. Robin disclosed in therapy that she had experienced severe physical abuse by her mother throughout childhood. When Robin was 5, her father began sexually abusing her. Although the sexual abuse had been non-violent for the first several years, her father’s sexual advances became physically abusive when Robin was about 12 years old. This abuse continued through Robin’s first years of high school. Beginning at age 14, Robin began having difficulties with alcohol abuse and bulimia nervosa. In fact, Robin met her husband at an A.A (Alcoholics Anonymous) meeting while she was attending college. Robin continued to display binge-drinking behavior at an intermittent frequency and often engaged in restricted food intake with consequent eating binges. Despite these behaviors, Robin was able to function well in work and school settings, until the age of 27.

She had earned her college degree and completed 2 years of medical school. However, during her second year of medical school, a classmate that Robin barely knew committed suicide. Robin reported that when she heard of the suicide, she decided to kill herself as well. Robin displayed very little insight as to why the situation had provoked her inclination to kill herself. Within weeks, Robin dropped out of medical school and became severely depressed and actively suicidal. A certain chain of events seemed to precede Robin’s suicidal behavior. This chain began with an interpersonal encounter, usually with her husband, which caused Robin to feel threatened, criticized or unloved (usually with no clear or objective basis for this perception. These feelings were followed by urges to either self-mutilate or kill herself. Robin’s decision to self-mutilate or attempt suicide were often done out of spite- accompanied by the thought, “I’ll show you.” Robin’s self-injurious behaviors appeared to be attention-seeking. Once Robin burned her leg very deeply and filled the area with dirt to convince the doctor that she needed medical attention- she required reconstructive surgery. Although she had been able to function competently in school and at work, Robin’s interpersonal behavior was erratic and unstable; she would quickly and without reason, fluctuate from one extreme to the other. Robin’s behavior was very inconsistent- she would behave appropriately at times, well-mannered and reasonable and at other times she seemed irrational and enraged, often verbally berating her friends. Afterwards she would become worried that she had permanently alienated them. Robin would frantically do something kind for her friends to bring them emotionally closer to her. When friends or family tried to distance themselves from her, Robin would threaten suicide to keep them from leaving her. During treatment, Robin’s husband reported that he could not take her suicidal and erratic behavior any longer. Robin’s husband filed for divorce shortly after her treatment began. Robin began binge drinking and taking illegal pain medication. Robin reported suicidal ideation and feeling of worthlessness. Robin displayed signs of improvement during therapy, but this ended in her 14 months of treatment when she committed suicide by consuming an overdose of prescription medication and alcohol.

Case Summary #2

 At the time of his admission to the psychiatric hospital, Carl Landau was a 19-year-old single African American male. Carl was a college freshman majoring in philosophy who had withdrawn from school because of his incapacitating symptoms and behaviors. He had an 8-year history of emotional and behavioral problems that had become increasingly severe, including excessive washing and showering; ceremonial rituals for dressing and studying; compulsive placement of any objects he handled; grotesque hissing, coughing, and head tossing while eating; and shuffling and wiping his feet while walking.

These behaviors interfered with every aspect of his daily functioning. Carl had steadily deteriorated over the past 2 years. He had isolated himself from his friends and family, refused meals, and neglected his personal appearance. His hair was very long, as he had refused to have it cut in 5 years. He had never shaved or trimmed his beard. When Carl walked, he shuffled and took small steps on his toes while continually looking back, checking and rechecking. On occasion, he would run in place. Carl had withdrawn his left arm completely from his shirt sleeve, as if it was injured and his shirt was a sling.

Seven weeks prior to his admission to the hospital, Carl’s behaviors had become so time-consuming and debilitating that he refused to engage in any personal hygiene for fear that grooming, and cleaning would interfere with his studying. Although Carl had previously showered almost continuously, at this time he did not shower at all. He stopped washing his hair, brushing his teeth and changing his clothes. He left his bedroom infrequently, and he had begun defecating on paper towels and urinating in paper cups while in his bedroom, he would store the waste in the corner of his closet. His eating habits degenerated from eating with the family, to eating in the adjacent room, to eating in his room. In the 2 months prior to his admission, Carl had lost 20 pounds and would only eat late at night, when others were asleep. He felt eating was “barbaric” and his eating rituals consisted of hissing noises, coughs and hacks, and severe head tossing. His food intake had been narrowed to peanut butter, or a combination of ice cream, sugar, cocoa and mayonnaise. Carl did not eat several foods (e.g., cola, beef, and butter) because he felt they contained diseases and germs that were poisonous. In addition, he was preoccupied with the placement of objects. Excessive time was spent ensuring that wastebaskets and curtains were in the proper places. These preoccupations had progressed to tilting of wastebaskets and twisting of curtains, which Carl periodically checked throughout the day. These behaviors were associated with distressing thoughts that he could not get out of his mind, unless he engaged in these actions. Carl reported that some of his rituals while eating was attempts to reduce the probability of being contaminated or poisoned. For example, the loud hissing sounds and coughing before he out the food in his mouth were part of his attempts to exhale all of the air from his system, thereby allowing the food that he swallowed to enter an air-free and sterile environment (his stomach) Carl realized that this was not rational, but was strongly driven by the idea of reducing any chance of contamination. This belief also motivated Carl to stop showering and using the bathroom. Carl feared that he may nick himself while shaving, which would allow contaminants (that might kill him) to enter his body. The placements of objects in a certain way (waste basket, curtains, shirt sleeve) were all methods to protect him and his family from some future catastrophe such as contracting AIDS. The more Carl tried to dismiss these thoughts or resist engaging in a problem behavior, the more distressing his thoughts became.

 Clinical History

 Carl was raised in a very caring family consisting of himself, a younger brother, his mother, and his father who was a minister at a local church. Carl was quiet and withdrawn and only had a few friends. Nevertheless, he did very well in school and was functioning reasonably well until the seventh grade, when he became the object of jokes and ridicule by a group of students in his class. Under their constant harassment, Carl began experiencing emotional distress, and many of his problem behaviors emerged. Although he performed very well academically throughout high school, Carl began to deteriorate to the point that he often missed school and went from having few friends to no friends. Increasingly, Carl started withdrawing to his bedroom to engage in problem behaviors described previously. This marked deterioration in Carl’s behavior prompted his parents to bring him into treatment.

Case Summary #3

Mr. Ben Simpson is a single, unemployed, 44-year-old Caucasian man brought to the emergency room by the police for striking an elderly woman in his apartment building. His chief complaint is, “That damn bitch. She and the rest of them deserved more than that for what they put me through.” The patient has been continuously ill since age 22. During his first year of law school, he gradually became more and more convinced that his classmates were making fun of him. He noticed that they would snort and sneeze whenever he entered the classroom. When a girl he was dating broke off the relationship with him, he believed that she had been “replaced” by a look-alike. He called the police and asked for their help to solve the “kidnapping.” His academic performance in school declined dramatically, and he was asked to leave and seek psychiatric care.

Mr. Simpson got a job as an investment counselor at a bank, which he held for 7 months. However, he was receiving an increasing number of distracting “signals” from co-workers, and he became more and more suspicious and withdrawn. It was at this time that he first reported hearing voices. He was eventually fired and soon thereafter was hospitalized for the first time, at age 24. He has not worked since

Mr. Simpson has been hospitalized 12 times, the longest stay being 8 months. However, in the last 5 years he has been hospitalized only once, for 3 weeks. During the hospitalizations he has received various antipsychotic drugs. Although outpatient medication has been prescribed, he usually stops taking it shortly after leaving the hospital. Aside from twice-yearly lunch meetings with his uncle and his contacts with mental health workers, he is totally isolated socially. He lives on his own and manages his own financial affairs, including a modest inheritance. He reads the Wall Street Journal daily. He cooks and cleans for himself.

Mr. Simpson maintains that his apartment is the center of a large communication system that involves all the major television networks, his neighbors, and apparently hundreds of “actors” in his neighborhood. There are secret cameras in his apartment that carefully monitor all his activities. When he is watching television, many of his minor actions (e.g., going to the bathroom) are soon directly commented on by the announcer. Whenever he goes outside, the “actors” have all been warned to keep him under surveillance. Everyone on the street watches him. His neighbors operate two different “machines”; one is responsible for all his voices, except the “joker.” He is not certain who controls this voice, which “visits” him only occasionally and is very funny. The other voices, which he hears many times each day, are generated by this machine, which he sometimes thinks is directly run by the neighbor whom he attacked. For example, when he is going over his investments, these “harassing” voices constantly tell him which stocks to buy. The other machine he calls “the dream machine.” This machine puts erotic dreams into his head, usually of “black women.”

Mr. Simpson described other unusual experiences. For example, he recently went to a shoe

store 30 miles from his house in the hope of buying some shoes that wouldn’t be “altered.”

However, he soon found out that, like the rest of the shoes he buys, special nails had been

put into the bottom of the shoes to annoy him. He was amazed that his decision concerning

which shoe store to go to must have been known to his “harassers” before he himself knew

it, so that they had time to get the altered shoes made up especially for him. He realizes that

great effort and “millions of dollars” are involved in keeping him under surveillance. He

sometimes thinks this is all part of a large experiment to discover the secret of his “superior

intelligence.”

At the interview, Mr. Simpson is well groomed, and his speech is coherent, and goal directed. His affect is, at most, only mildly blunted. He was initially very angry at being brought in by the police. After several weeks of treatment with an antipsychotic drug that failed to control his psychotic symptoms, he was transferred to a long-term care facility with a plan to arrange a structured living situation for him.

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paper

 

Describe sampling theory and provide examples to illustrate your definition. Discuss generalizability as it applies to nursing research

COMMUNITY HEALTH PLAN

Title Begin this paragraph with your introduction. The introduction should briefly talk about the purpose for a Community Health Assessments. Introduce your selected Sentinel City community. Assessment Using your eight social determinants of health (subsystems), discuss the living condition within your community. Present your overall findings relative to the assignment’s social determinants of health in weeks 1-4. Analysis From the information you discussed above, analysis the information as the overall health of the community. What are the strengths and the challenges of the community? Describe the data you found that directly relates to the health concern you believe exist for your chosen community or a vulnerable population in the community. This data can be obtained from your templates in weeks 1-4. Make the connection between your community’s major health concerns and the Healthy People 2020/2030 objectives. Nursing Diagnosis You may have to brush up writing nursing diagnoses. Once you identified the leading challenge for the community/population, write a nursing diagnosis. Here is a link to help you figure some out – https://nursekey.com/community-diagnosis-planning-andintervention/ Be thorough and specific related to the problem, interventions, and expected outcomes.  3 Plan In this section, you will detail your plan for improvement for you community. This is the section for your interventions. Interventions must be achievable, measurable, and time limited. Include the information gained from Social Determinate worksheet to build the plan. Include the people from the city and the community you will work with, for example, the mayor, the police, the local church leaders, etc. Plans should be detailed, realistic (funding and supplies type of stuff), time limited, and measurable. Evaluation Because this is a simulation, you will not have an actual implementation for evaluation, but you will have an evaluation plan. How would you measure the success or needed adjustments to the plan? Did the intervention help correct the issue? How would you know? Explain how these interventions will increase the quality of life for the people that live in your chosen SC community. Conclusion Briefly summarize your paper and draw your conclusions. Make observations about the community and its place within Sentinel City. What future do you see for this community?

Capstone Project Topic Selection and Approval

In collaboration with the approved course preceptor, students will identify a specific evidence-based topic for the capstone project change proposal. Students should consider the clinical environment in which they are currently employed or have recently worked. The capstone project topic can be a clinical practice problem, an organizational issue, a leadership or quality improvement initiative, or an unmet educational need specific to a patient population or community. The student may also choose to work with an interprofessional collaborative team.

Students should select a topic that aligns to their area of interest as well as the clinical practice setting in which practice hours are completed.

Write a 500-750 word description of your proposed capstone project topic. Include the following:

  1. The problem or issue, intervention, quality initiative, educational need, or collaborative interprofessional team project that will be the focus of the change proposal.
  2. The setting or context in which the problem or issue, intervention, quality initiative, educational need, or collaborative interprofessional team project can be observed.
  3. A description (providing a high level of detail) regarding the problem or issue, intervention, quality initiative, educational need, or collaborative interprofessional team project.
  4. Effect of the problem or issue, intervention, quality initiative, educational need, or collaborative interprofessional team project.
  5. Significance of the topic and its implications for nursing practice.
  6. A proposed solution to the identified project topic with an explanation of how it will affect nursing practice.

You are required to cite to a minimum of eight peer-reviewed sources to complete this assignment. Sources must be published within the last 5 years, appropriate for the assignment criteria, and relevant to nursing practice. Plan your time accordingly to complete this assignment.

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.

PLEASE FOLLOW ALL INSTRUCTIONS!! 

ALL 8 ARTICLES NEED TO BE PEER-REVIEWED AND NO OLDER THAN 5 YEARS OLD

MY TOPIC IS ON: FACILITATING HAND-OFFS: IMPROVING COMMUNICATION IN THE PACU

PLEASE ANSWER ALL QUESTIONS

Project Plan Overview

  

To prepare:

Review the information in the Practicum Project Plan Overview document as needed. The overview describes the elements that must be included in your plan.

Reflect on the development of your Practicum Project Plan thus far. Address any questions you have and/or identify areas in need of further consideration or improvement. How can you craft your proposal objectively yet persuasively?

Develop any outstanding components of your Practicum Project Plan. For instance, you may need to continue your review of the literature that justifies your project and create your project timeline.

Review the information on scholarly writing in this week’s Learning Resources; be sure to integrate these principles as you develop your Practicum Project Plan. 

  

Write a 4- to 6-page scholarly paper in which you formulate a detailed plan for the problem or issue you are examining at your practicum site. Your paper should include the following:

Order # 12605

Title: cancer screening guidelines

Paper type Coursework

Paper format APA

Course level Master

Subject Area

# pages 1   ( or 300 words Minimum)

Spacing Double Spacing

# sources 3

Paper Details

Find two screening guidelines for testicular cancer or prostate cancer.

Discuss the similarities/differences in the screening guidelines and find available resources to help encourage adherence to screening guidelines in the target population.

Your response should include evidence of review of the course material, websites, and literature through proper citations using APA format.

Health services organizations place and price decisions

 Your third assignment will be an analysis of the place and price decisions of a health services organization. You might have to seek out some information on the organization by visiting its website, or if it is an employer interviewing someone who has knowledge of the pricing and distribution decisions.  After you have completed your research, answer each of the following questions in turn following all the general guidelines or written assignments posted in the syllabus.  

  1. Brief overview of the organizations service/products and a description of their target market.  This is important to ensure that your analysis considers the needs of the target market in evaluating their pricing and channel decisions.
  2. How do you think the organization arrives at its price?  Refer to the Week 6 Overview for a framework of some of the pricing considerations and discuss those that appear relevant to your organization. 
  3. Do you think the pricing strategy is appropriate?  Can it be improved to better meet its customer’s needs?
  4. Is the organization hindered or helped in their pricing decisions by government or payer restrictions.  If so, how do these restrictions impact their pricing strategy?
  5. What kind of value delivery network does the organization employ, e.g. horizontal or vertical, and what is their distribution strategy, e.g. exclusive, intensive or intensive? What factors influence the distribution strategies of this organization?  Are they customer-focused?   If possible, outline all of the channel members and what function they perform to serve the customer?
  6. Can you recommend any changes to the value delivery network that would serve customer needs better?  

Comprehensive Integrated Psychiatric Assessment – CH

 Please follow the instructions below

Zero plagiarism

4 references

The comprehensive integrated psychiatric assessment of a child or adolescent consists of gathering information from not only the child but from several sources, most notably the family members, caregivers, and the child’s teacher or school counselor. Because of this, the diagnostic assessment becomes more complicated. Issues of confidentiality, privacy, and consent must be addressed. Also, the PMHNP must take into consideration the impact of culture on the child.

In this Discussion, you review and critique the techniques and methods of a mental health professional as he or she completes a comprehensive integrated psychiatric assessment of an adolescent.

Learning Objectives

Students will:
  • Evaluate comprehensive integrated psychiatric assessment techniques
  • Recommend assessment questions

To Prepare for the Discussion:

  • Review the Learning Resources concerning the comprehensive integrated psychiatric assessment.
  • Watch the Mental Status Examination video.
  • Watch the two YMH Bostonvideos.

 https://www.youtube.com/watch?v=pQy-jwiu7gM

Based on the YMH Boston Vignette 4 video, post answers to the following questions:

  • What did the practitioner do well?
  • In what areas can the practitioner improve?
  • At this point in the clinical interview, do you have any compelling concerns? If so, what are they?
  • What would be your next question, and why?