week 10

 

Important information you must know as controlled substance prescriber:

  • There are five classes of substance considered under the Comprehensive Drug Abuse Prevention and Control Act of 1970 (Comprehensive Drug Abuse Prevention and Control Act of 1970, 2019). Review them by visiting the following link https://www.dea.gov/drug-scheduling
  • Once licensed as Florida Nurse Practitioner (NP) license, you will need 2 hours of controlled substance prescription CEUs and to apply for the DEA license. The application cost $ 731 and it’s valid for three years. NPs are required to have a controlled substance agreement with the supervising physician. DEA website https://apps.deadiversion.usdoj.gov/webforms/jsp/regapps/common/newAppLogin.jsp

References

Comprehensive Drug Abuse Prevention and Control Act of 1970. Retrieved on March 10, 2019 from https://en.wikipedia.org/wiki/Comprehensive_Drug_Abuse_Prevention_and_Control_Act_of_1970

Kellams, J. R., & Maye, J. P. (2017). The last state to grant nurse practitioners DEA licensure: An education improvement initiative on the Florida prescription drug monitoring program. Journal of addictions nursing, 28(3), 135-142. doi: 10.1097/JAN.0000000000000177

U.S Department of Justice and Drug Enforcement Administration. Diversion control division. Application for Registration Under Controlled Substances Act of 1970 (NewApplicants Only). Retrieved from https://apps.deadiversion.usdoj.gov/webforms/jsp/regapps/common/newAppLogin.jsp

Discussion

 PLEASE I NEED A RESPONSE 

2 REFERENCES

What did the practitioner do well?

            In the video, the practitioner conducted himself professionally while informing the client of his rights. He then explained the client’s privacy rights in detail and ensured the client understood the limitations. According to Sadock, Sadock, and Ruiz (2014), being upfront and honest about privacy, confidentiality, and limitations, will foster a therapeutic relationship and promotes trust. The practitioner did well attempting to set and maintain a relaxed atmosphere by starting with a normal conversation. This was needed due to the client’s initial demeanor. Following the conversation, the practitioner asked open-ended questions, which elicited the required information. He found that the client has trouble communicating with his mother but was able to talk to his girlfriend and coach. It was apparent that the clinician was attentive, listened well, and kept the client engaged. As the client answered the questions, there was clear empathy shown by the practitioner.  

Areas of Improvement

            An introduction is vital for clients and the therapeutic process. Letting the client know who you are and the purpose of what you are doing is essential to the client’s progress and what you are trying to accomplish. During the video, I did not see where the practitioner introduced himself or the meeting’s purpose. Being that the client was guarded, at times, not communicating what he was writing down could pose a problem with obtaining information.

Compelling Concerns

            There was tension noted initially and when the mother was discussed. Safety could be a concern given that the client states he loses his temper around his mom, which means she should be interviewed separately. The mother’s interview is valuable as it can provide details about the degree of the client’s behavior and why she felt mental health care was needed. Talking also to the girlfriend and coach could explain why the young man has anger issues. Javed and Herrman (2017) state that when allowing families, caregivers, and friends to be a part of the mental health process, it increases the client’s participation, more insight will be gained on the client, and the clients tend to feel more supported. I also feel the practitioner should have questioned the client on his psychosocial behaviors and the usage of any legal or illicit drugs or substances. A more thorough assessment should have been completed addressing all areas.  

Next Question and Why

            The conversation ended with the client mentioning wanting to be supported. I would follow up with how the client wants to be supported, why he feels he needs the support, and what he needs support with? After gathering this information, the practitioner can then build a plan of care and discuss his goals for treatment. In a study completed by Maya et al. (2018), it was found that adolescents’ problematic behaviors also put them at risk for maladjustment. When the family is there for support, it can help them learn and adopt new coping strategies (Maya et al.). I would also explore any issues related to being abused. Adolescents are at high risk of experiencing different kinds of abuse and tend to take their anger out on close family members (Hebert et al., 2016). This may be the reason for his anger at home and with his mother.  

References

Hubert, M., Cenat, J., Blais, M., Lavoie, F., and Guerrier, M. (2016). Child sexual abuse,

bullying, cyberbullying, and mental health problems among high school students: A

moderated mediated model. Depression and Anxiety. Vol 33(7): 623-629.

Javed, A. and Herrman, H. (2017). Involving patients, carers, and families: an international

            Perspective on emerging priorities. BJPsych International. Vol 14(1): 1-4.

Maya, J., Lorence, B., Hidalgo, V., and Jimenez, L. (2018). The role of psychosocial stress on a

family-based treatment for adolescents with problematic behaviors. Int J Environ Res

Public Health. Vol 15(9): 1867.

Sadock, B. J., Sadock, V. A., & Ruiz, P. (2014). Kaplan & Sadock’s synopsis of psychiatry:

            Behavioral sciences/clinical psychiatry (11th ed.). Philadelphia, PA: Wolters Kluwer.

Week 8 Signature Assignment Final Paper Attempt

Feedback from professor that needs to be fixed From rough draft uploaded below 

Your paper is a great start to your final draft. You are on the right track. You have some clear information in your paper about the history of police brutality and the idea of when it started. I would like to see the claim/argument made about the action of police brutality, not the history of when it started. This is not a strong claim or one that produces the critical reasoning I would like to see in this paper. After you have developed that, then produce the counterargument on the opposite side of the claim.  The inclusion of historical data and information can be used to support either side and you can demonstrate the subjective interpretations that are being used on each side around the topic.  The goal is to choose one side of the argument and then explain all of the questions in relation to that argument. 

Many of components you were missing included the research and data surrounding the issue. You can also look at the percentages of people on each side, states data, historical data of reported cases. It looked like all of the cases you mentioned were against African Americans. This is alright, if you want to stick to that population. Just be clear that it is not all cases and forms of police brutality. Be analytical and assess the argument, not just the topic. 

Please read through my comments so you know what needs to change,what is missing, and what may need some clarification. It is especially important to review each of the questions for the final paper and make sure that after you state the claim/argument regarding guns, that you then answer according to that statement.

what the guide lines are below.

The goal of this paper is to construct a fair-minded, unbiased, analytical analysis of a topic in a comprehensive essay.

  • This is not an opinion piece or a persuasive essaythat simply aims to prove or reinforce what you already believe. This would be confirmation bias, and bias must be avoided in this project.
  • This project needs to avoid harsh rhetoric or language that is harmful and hurtful in nature. The point is to be objective and unemotional in your approach.
  • This essay should be written in a fair, academic, respectful, and analytical manner regardless of any of your opinions, feelings, or preconceived notions about the topic.
  • Both sides of your topic must be treated with equal attention, both in terms of the number and quality of sources and in the depth and breadth of their presentation in your essay. Both sides should be addressed in the same number of paragraphs in roughly equivalent detail, and should be supported by the same number of quality sources.
  • You must identify and define rhetorical devices and logical fallacies on both sides of the argument. Be sure you indicate which specific rhetorical device and fallacy you have found, and there is evidence in your sources of these course concepts in practice that is cited in your paper.
  • You will present statements and claims for analyzing both sides of the topic. Only then should you state you own conclusion as an objective, critical thinker given the information presented.

Essay Format: Your essay must be 5–7 pages (1600–1900 words) in length. The abstract, title page, and reference list do not count in the page or word count. The essay must have the following elements:

  • Times New Roman
  • 12-point
  • Double-spaced
  • 1-inch margins
  • Proper Level I and Level II APA section headings for all major sections of the essay
  • All other applicable APA formatting

Required Elements:

  • A properly formatted APA title page
  • A properly formatted APA abstract
  • Body of the paper 
    • Introduction: Identify the issue. Provide the necessary background and/or important recent developments. Define key terms and concepts. Engage the reader and explain the broader significance of the issue.
    • Arguments and Counterarguments: Summarize the best arguments on both sides of the issue. Include relevant research from credible sources used to support each conclusion. Devote at least one paragraph to each side.
    • Evaluation of Critical Thinking: Assess the strength of the arguments and the quality of thinking surrounding this issue. 
      • Identify weaknesses in critical thinking such as fallacies, rhetorical devices, vague language, and cognitive biases. Provide specific examples of how these weaknesses appear in arguments you encountered, using terminology and definitions from the course. Be specific! Present evidence from your sources that show these fallacies/biases being used.
      • Evaluate the quality of scientific and anecdotal evidence using the standards ofinductive and deductive reasoningdescribed in the course. Consider the quality of causal relationship, analogies, generalizations, and/or moral reasoning.
    • Conclusion: Analyze the totality of research and offer a critical thinker’s response to the issue. Identify your own position and experience with the issue and explain how your thinking of the subject has evolved as a result of your analysis. Your conclusion does not have to be absolute, but it should not be equivocal. If both sides have good arguments, which is better, even if only slightly better, and what is the argument that tips the scales in the sides’ favor? Why does that point tip the scales?
  • A properly formatted APA reference list 
    • Sources should appear in alphabetical order according to the last name of the first author listed on the source.
    • If there is no author(s), then the source should be cited by title or organization.

Sources and Research Sources: You must use five scholarly or academic sources and all research should be published within the last five years. Sources not scholarly or academic in nature may affect your grade. It is highly recommended that most of your research be conducted via the WCU Library.

Eligible sources listed best-to-worst: 

  • Peer-reviewed journal articles 
    • Peer review is the process that allows scientists to trust the reliability of published journal articles. The only way to tell if a journal article has been peer reviewed is to look for information about the journal, normally on the publisher’s website. Most databases do not indicate if an article is peer reviewed or not.
    • The WCU library contains many of peer-reviewed sources. This is going to be the most desired type of evidence to use for any paper at WCU.
  • Scholarly research articles 
    • Research articles (original research articles, primary research articles, or case studies) are your standard scientific articles. Most often published in peer-reviewed journals, primary research articles report on the findings of a scientist’s work.
    • They almost always include a description of how the research was conducted and what the results mean. This is also a highly desirable type of research to use for your papers.
  • Government and state reports 
    • Many government agencies like the Department of Health and Human Services (HHS), the Centers for Disease Control and Prevention (CDC), National Institute of Mental Health (NIHM), and the Federal Bureau of Investigation (FBI) may have studies and statistics that may be useful for your topic. However, these sources are usually informational reports in nature, and therefore they rarely dig into the critical arguments used by the sides of a topic.
    • Though usually credible and reliable source, government reports should generally be used as supplemental, secondary sources to support or rebut academic sources. They should not be the main sources of your argument.
  • Other articles or sources 
    • When this general term is used for an assignment, get clarification from your instructor about the source requirements. These are articles or sources that have been well researched and include a lot of citations. When you assess these resources, make sure that they are appropriate to use as evidence because they may contain bias. You should look at the sources these articles are using, determine if they are legitimate, reputable, and credible, and then make a judgment call.
    • These types of articles are the least desirable type of articles from the list of acceptable types to use (depending on each course’s expectations). 
      • Review articles
      • Editorials, opinion, commentary, and perspectives
      • Trade publication articles
      • Technical reports
      • Documentaries
      • Interviews or TED talks

Sources that may not be used on this essay include the following: 

  • Wikipedia and information from freelance websites (check with your professor before using these sources)
  • Information from general or reference sources such as dictionaries, encyclopedias, general information websites, or other reference works online or in print. Check with your teacher regarding textbooks from other courses or other sources if you are not sure.
  • Articles from publications or magazines that lack research to back up their claims
  • Religious texts of any kind
  • Obviously or highly biased sources that contain no credible or reputable support

Reflection #2

 

 Reflect back over the past 14 weeks of woman health and pediatric and describe how your achievements in this course have prepared you to meet the MSN program outcomes.

Read the following article:

https://www.mdedge.co m/clinicianreviews/artic le/152683/practicemanagement/whatareyou-worth-basicsbusiness-healthcare

Knowlege check

QUESTION 1
1. A 28-year-old woman presents to the clinic with a chief complaint of hirsutism and irregular menses. She describes irregular and infrequent menses (five or six per year) since menarche at 12 years of age. She began to develop dark, coarse facial hair when she was 14 years of age, but her parents did not seek treatment or medical opinion at that time. The symptoms worsened after she gained weight in college. She got married 3 years ago and has been trying to get pregnant for the last 2 years without success. Height 66 inches and weight 198. BMI 32 kg.m2. Moderate hirsutism without virilization noted.  Laboratory data reveal CMP within normal limits (WNL), CBC with manual differential (WNL), TSH 0.9 IU/L SI units (normal 0.4-4.0 IU/L SI units), a total testosterone of 65 ng/dl (normal 2.4-47 ng/dl), and glycated hemoglobin level of 6.1% (normal value ≤5.6%). Based on this information, the APRN diagnoses the patient with polycystic ovarian syndrome (PCOS) and refers her to the Women’s Health APRN for further workup and management.  
Question 1 of 2:
What is the pathogenesis of PCOS? 
1 points   
QUESTION 2
1. A 28-year-old woman presents to the clinic with a chief complaint of hirsutism and irregular menses. She describes irregular and infrequent menses (five or six per year) since menarche at 12 years of age. She began to develop dark, coarse facial hair when she was 14 years of age, but her parents did not seek treatment or medical opinion at that time. The symptoms worsened after she gained weight in college. She got married 3 years ago and has been trying to get pregnant for the last 2 years without success. Height 66 inches and weight 198. BMI 32 kg.m2. Moderate hirsutism without virilization noted.  Laboratory data reveal CMP within normal limits (WNL), CBC with manual differential (WNL), TSH 0.9 IU/L SI units (normal 0.4-4.0 IU/L SI units), a total testosterone of 65 ng/dl (normal 2.4-47 ng/dl), and glycated hemoglobin level of 6.1% (normal value ≤5.6%). Based on this information, the APRN diagnoses the patient with polycystic ovarian syndrome (PCOS) and refers her to the Women’s Health APRN for further workup and management.  
Question 2 of 2:
How does PCOS affect a woman’s fertility or infertility? 
1 points   
QUESTION 3
1. A 20-year-old female college student presents to the Student Health Clinic with a chief complaint of abdominal pain, foul smelling vaginal discharge, and fever and chills for the past 4 days. She denies nausea, vomiting, or difficulties with defecation. Last bowel movement this morning and was normal for her. Nothing has helped with the pain despite taking ibuprofen 200 mg orally several times a day. She describes the pain as sharp and localizes the pain to her lower abdomen. Past medical history noncontributory. GYN/Social history + for having had unprotected sex while at a fraternity party. Physical exam: thin, Ill appearing anxious looking white female who is moving around on the exam table and unable to find a comfortable position. Temperature 101.6F orally, pulse 120, respirations 22 and regular. Review of systems negative except for chief complaint. Focused assessment of abdomen demonstrated moderate pain to palpation left and right lower quadrants. Upper quadrants soft and non-tender. Bowel sounds diminished in bilateral lower quadrants. Pelvic exam demonstrated + adnexal tenderness, + cervical motion tenderness and copious amounts of greenish thick secretions. The APRN diagnoses the patient as having pelvic inflammatory disease (PID).  
Question:
What is the pathophysiology of PID? 
1 points   
QUESTION 4
1. A 27-year-old male comes to the clinic with a chief complaint of a “sore on my penis” that has been there for 3 days. He says it burns and leaked a little fluid. He denies any other symptoms. Past medical history noncontributory. Social history: works as a bartender and he states he often “hooks up” with some of the patrons, both male and female after work. He does not always use condoms. Physical exam within normal limits except for a lesion on the lateral side of the penis adjacent to the glans. The area is indurated with a small round raised lesion. The APRN orders laboratory tests, but feels the patient has syphilis.  
Question:
Describe the 4 stages of syphilis.
1 points   
QUESTION 5
1. A 19-year-old female presents to the clinic with a chief complaint of “fluid filled bumps” and intense pruritis of her vulva. She states these symptoms have been present for about 10 days, but she thought she had a yeast infection. She self-medicated with over the counter (OTC) metronidazole (Flagyl™) intravaginally but the symptoms got worse. No other complaints except for fatigue out of proportion to her activity level. Past medical history noncontributory. Social history: sexually active with several men and did forget to use a condom during one sexual encounter. Physical exam negative except for pelvic exam which revealed multiple fluid filled (vesicular) lesions on the vulva and introitus. Positive lymph nodes in inguinal areas. The APRN diagnoses the patient with herpes simplex virus-type 2 known as genital herpes. 
Question:
What is the pathophysiology of HSV-2? 
1 points   
QUESTION 6
1. A 27-year-old male presents to the clinic with a chief complaint of a gradual onset of scrotal pain and swelling of the left testicle that started 2 days ago.  The pain has gotten progressively worse over the last 12 hours and he now complains of left flank pain. He complains of dysuria, frequency, and urgency with urination. He states his urine smells funny. He denies nausea, vomiting, but admits to urethral discharge just prior to the start of his severe symptoms. He denies any recent heavy lifting or straining for bowel movements. He says the only thing that makes the pain better is if he sits in his recliner and elevates his scrotum on a small pillow. Past medical history negative. Social history + for sexual activity only with his wife of 3 years. Physical exam reveals red, swollen left testicle that is very tender to touch. There is positive left inguinal adenopathy. Clean catch urinalysis in the clinic + for 3+ bacteria. The APRN diagnoses the patient with epididymitis.  
Question:
Discuss how bacteria in the urine causes epididymitis.  
1 points   
QUESTION 7
1. A 42-year-old male presents to the clinic with a chief complaint of fever, chills, malaise, arthralgias, dysuria, urinary frequency, low back pain, perineal, and suprapubic pain. He says he feels like he can’t fully empty his bladder when he voids. He states these symptoms came on suddenly about 12 hours ago and have gotten worse. He noticed some blood in his urine the last time he voided. He tried to have a bowel movement several hours ago but could not empty his bowel due to pain. Past medical and social history noncontributory. Physical exam reveals an ill appearing male. Temperature 101.8 F, pulse 122, respirations 20, BP 108/68. Exam unremarkable apart from left costovertebral angle (CVA) tenderness. Rectal exam difficult due to enlarged and extremely painful prostate.  Complete blood count revealed an elevated white blood cell count, elevated C-reactive protein and elevated sedimentation rate. Urine dip in the clinic + for 2+ bacteria.  
Question:
Explain the differences between acute bacterial prostatitis and nonbacterial prostatitis. 
Path: p
Words:0
1 points   
QUESTION 8
1. A 32-year-old woman presents to the clinic with a chief complaint of pelvic pain, excessive menstrual bleeding, dyspareunia, and inability to become pregnant after 18 months of unprotected sex with her husband. She states she was told she had endometrioses after a high school physical exam, but no doctor or nurse practitioner ever mentioned it again, so she thought it had gone away. She has no other complaints and says she wants to have a family. Past medical history noncontributory except for possible endometriosis as a teenager. Social history negative for tobacco, drugs or alcohol. The physical exam is negative except for the pelvic exam which demonstrated pain on light and deep palpation of the uterus. The APRN believes that the patient does have endometriosis and orders appropriate laboratory and radiological tests. The diagnostics come back highly suggestive of endometriosis.    
Question:
Explain how endometriosis may affect female fertility.
1 points   
QUESTION 9
1. An APRN working in an anticoagulation clinic has been asked by the local college to present a lecture on platelets and their role in blood clotting to the graduate pathophysiology nursing students.  
Question:
What key concepts should the APRN include in the presentation? 
1 points   
QUESTION 10
1. A 36-year-old woman presents to the clinic with complaints of dyspnea on exertion, fatigue, leg cramps on climbing stairs, craving ice to suck or chew and cold intolerance. The symptoms have come on gradually over the past 4 months. The only thing that make the symptoms better is for her to sit or lie down and stop the activity. She denies bruising or bleeding and states this is the first time this has happened. Past medical history noncontributory except for a new diagnosis of benign uterine fibroids 6 months ago after experiencing heavy menstrual bleeding every month. Social history noncontributory and she denies alcohol, tobacco, or drug use. Physical exam: pale, thin, Caucasian female who appears older than stated age. Physical exam remarkable for a soft I/IV systolic murmur, pallor of the mucous membranes, spoon-shaped nails (koilonychia), glossy tongue, with atrophy of the lingual papillae, and fissures at the corners of the mouth. The APRN suspects the patient has iron deficient anemia (IDA) secondary to excessive blood loss from uterine fibroids. The appropriate laboratory tests confirmed the diagnosis.  
Question:
Discuss iron deficiency anemia and how the patient’s menstrual bleeding contributed to the diagnosis. 
1 points   
QUESTION 11
1. A 67-year-old woman presents to the clinic with complaints of weakness, fatigue, paresthesias of the feet and fingers, difficulty walking, loss of appetite, and a sore tongue. These symptoms have been present for several months but the patient thought they were due to her recent retirement and geographic move from the Midwest to New England. The symptoms have gotten worse over the past few weeks and she has noticed that she is much more forgetful. This is of great concern as she worries she might have the beginning stages of Alzheimer’s Disease. Past medical history significant for Hashimoto thyroiditis that she developed in her early 20s. The rest of PMH and social history non- contributory. Physical exam reveals an average sized female whose skin has a sallow appearance. BP 128/74, Pulse 120, respirations 18 and temperature 99.0F orally. Examination of the head and neck reveals a smooth and beefy red tongue. Abdominal exam negative for hepatomegaly or splenomegaly.   
The APRN recognizes these symptoms and physical exam indicate the patient has pernicious anemia. After appropriate laboratory data received, the definitive diagnosis of pernicious anemia was made. 
Question 1 of 2:
How does pernicious anemia develop? 
1 points   
QUESTION 12
1. A 67-year-old woman presents to the clinic with complaints of weakness, fatigue, paresthesias of the feet and fingers, difficulty walking, loss of appetite, and a sore tongue. These symptoms have been present for several months but the patient thought they were due to her recent retirement and geographic move from the Midwest to New England. The symptoms have gotten worse over the past few weeks and she has noticed that she is much more forgetful. This is of great concern as she worries she might have the beginning stages of Alzheimer’s Disease. Past medical history significant for Hashimoto thyroiditis that she developed in her early 20s. The rest of PMH and social history non- contributory. Physical exam reveals an average sized female whose skin has a sallow appearance. BP 128/74, Pulse 120, respirations 18 and temperature 99.0F orally. Examination of the head and neck reveals a smooth and beefy red tongue. Abdominal exam negative for hepatomegaly or splenomegaly.   
The APRN recognizes these symptoms and physical exam indicate the patient has pernicious anemia. After appropriate laboratory data received, the definitive diagnosis of pernicious anemia was made. 
Question 2 of 2:
How does pernicious anemia cause the neurological manifestations that are often seen in patients with PA? 
1 points   
QUESTION 13
1. A 49-year-old man with a 22-year history of severe rheumatoid arthritis (RA) presents to clinic for his preadmission testing (PAT) and medical clearance for a planned right total hip arthroplasty. The patient had been severely limited in ambulation due to the RA. Current medications include prednisone 20 mg po qd and methotrexate 7.5 mg Thursdays, 5mg Fridays, and 7.5 mg Saturdays.  The patient had a complete blood count (CBC) with manual differentiation and red blood cell indices, complete metabolic panel (CMP) and coagulation studies (prothrombin time [PT], international normalized ratio [INR] and activated partial thromboplastin time [aPTT]). All the laboratory studies come back within normal limits except for the red blood cell indices. The hemoglobin and hematocrit were low along with mean corpuscle volume, plasma iron and total iron binding capacity, and transferrin also being low. There was a normal reticulocyte count, normal ferritin, serum B12, folate and bilirubin.  
The APRN in the PAT clinic recognizes that the patient has anemia of chronic disease (ACD).  
Question 1 of 2:
What is ACD and how does it develop? 
1 points   
QUESTION 14
1. A 49-year-old man with a 22-year history of severe rheumatoid arthritis (RA) presents to clinic for his preadmission testing (PAT) and medical clearance for a planned right total hip arthroplasty. The patient had been severely limited in ambulation due to the RA. Current medications include prednisone 20 mg po qd and methotrexate 7.5 mg Thursdays, 5mg Fridays, and 7.5 mg Saturdays.  The patient had a complete blood count (CBC) with manual differentiation and red blood cell indices, complete metabolic panel (CMP) and coagulation studies (prothrombin time [PT], international normalized ratio [INR] and activated partial thromboplastin time [aPTT]). All the laboratory studies come back within normal limits except for the red blood cell indices. The hemoglobin and hematocrit were low along with mean corpuscle volume, plasma iron and total iron binding capacity, and transferrin also being low. There was a normal reticulocyte count, normal ferritin, serum B12, folate and bilirubin.  
The APRN in the PAT clinic recognizes that the patient has anemia of chronic disease (ACD).  
Question 2 of 2:
Why do patients with chronic kidney disease (CKD) develop ACD? 
1 points   
QUESTION 15
1. A 14-year-old female is brought to the Urgent Care by her mother who states that the girl has had an abnormal number of bruises and “funny looking red splotches” on her legs. These bruises were first noticed about 2 weeks ago and are not related to trauma. Past medical history not remarkable and she takes no medications. The mother does state the girl is recovering from a “bad case of mono” and was on bedrest at home for the past 3 weeks. The girl noticed that her gums were slightly bleeding when she brushed her teeth that morning.  
Labs at Urgent Care demonstrated normal hemoglobin and hematocrit with normal white blood cell (WBC) differential. Platelet count of 100,000/mm3 was the only abnormal finding. The staff also noticed that the venipuncture site oozed for a few minutes after pressure was released. The doctor at Urgent Care referred the patient and her mother to the ED for a complete work up of the low platelet count including a peripheral blood smear for suspected immune thrombocytopenia purpura (ITP). 
Question:
What is ITP and why do you think this patient has acute, rather than chronic, ITP? 
1 points   
QUESTION 16
1. A 22-year-old male is in the Surgical Intensive Care Unit (SICU) following a motor vehicle crash (MVC) where he sustained multiple life-threatening injuries including a torn aorta, ruptured spleen, and bilateral femur fractures. He has had difficulty maintaining his mean arterial pressure (MAP) and has required various vasopressors. He has a triple lumen central venous catheter (CVC) for monitoring his central venous pressure, administration of medications and blood products, as well as total parenteral nutrition. Per hospital protocol, he is receiving an unfractionated heparin 1:1000 flush after administration of each of the triple antibiotics that have been ordered to maintain patency of the lumens.  Seven days post injury, the APRN in the SICU is reviewing the patient’s morning labs and notes that his platelet count has dropped precipitously to 50,000 /mm3 from 148,000/mm3 two days ago. The APRN suspects the patient is developing heparin induced thrombocytopenia (HIT).  
Question 1 of 2:
What is underlying pathophysiology of heparin induced thrombocytopenia? 
1 points   
QUESTION 17
1. A 22-year-old male is in the Surgical Intensive Care Unit (SICU) following a motor vehicle crash (MVC) where he sustained multiple life-threatening injuries including a torn aorta, ruptured spleen, and bilateral femur fractures. He has had difficulty maintaining his mean arterial pressure (MAP) and has required various vasopressors. He has a triple lumen central venous catheter (CVC) for monitoring his central venous pressure, administration of medications and blood products, as well as total parenteral nutrition. Per hospital protocol, he is receiving an unfractionated heparin 1:1000 flush after administration of each of the triple antibiotics that have been ordered to maintain patency of the lumens.  Seven days post injury, the APRN in the SICU is reviewing the patient’s morning labs and notes that his platelet count has dropped precipitously to 50,000 /mm3 from 148,000/mm3 two days ago. The APRN suspects the patient is developing heparin induced thrombocytopenia (HIT).  
Question 2 of 2:
The APRN assesses the patient and notes there is a decreased right posterior tibial pulse with cyanosis of the entire foot. The APRN recognizes this probably represents arterial thrombus formation. How does someone who is receiving heparin develop arterial and venous thrombosis? 
1 points   
QUESTION 18
1. A 33-year-old female is brought to Urgent Care by her husband who states his wife has gotten suddenly confused and complains of a severe headache. He also noticed large bruises on her legs which were not there yesterday. Only significant past medical history is that the patient developed herpes zoster 2 weeks ago and was given acyclovir for treatment. Physical exam revealed well developed female who is only oriented to person. Large areas of ecchymosis noted on both arms and legs. Stat CBC revealed a platelet count of 18,000/mm3, hemoglobin of 8 g/dl and hematocrit of 24%. The patient was immediately transported to the Emergency Room by Emergency Medical Services (EMS) where further work up demonstrated idiopathic thrombotic thrombocytopenic purpura (TTP).  
Question:
What is the pathophysiology of TTP? 
1 points   
QUESTION 19
1. A 64-year man is recovering from a transurethral resection of the prostate for treatment of benign prostate hyperplasia. The patient is receiving intravenous antibiotics for the urinary tract infection that was found on the preoperative urine culture and sensitivity (C & S). The post-operative course has been smooth and the APRN is removing the 3-way Foley catheter when there is a sudden release of bright red blood with many blood clots in the Foley bag. The patient becomes hypotensive, tachycardic and the APRN notes new ecchymoses on the patient’s arms and legs. The patient was immediately transferred to the surgical intensive care unit (SICU) and a stat hematology consult was conducted. Stat CBC, d-dimer, peripheral blood smear, partial thromboplastin time, Prothrombin time/international normalization ratio (INR), and fibrinogen labs were drawn. Results were:  
CBC with markedly decreased platelet count, peripheral blood smear showed decreased number of platelets and presence of large platelets and fragmented red cells (schistocytes), prothrombin time prolonged as was the partial thromboplastin time. The d-dimer was markedly elevated, and fibrinogen level was low. The diagnosis of disseminated intravascular coagulation (DIC) was made based on clinical picture and laboratory data.  
Question 1 of 2:
What is DIC and how does it develop? 
1 points   
QUESTION 20
1. A 64-year man is recovering from a transurethral resection of the prostate for treatment of benign prostate hyperplasia. The patient is receiving intravenous antibiotics for the urinary tract infection that was found on the preoperative urine culture and sensitivity (C & S). The post-operative course has been smooth and the APRN is removing the 3-way Foley catheter when there is a sudden release of bright red blood with many blood clots in the Foley bag. The patient becomes hypotensive, tachycardic and the APRN notes new ecchymoses on the patient’s arms and legs. The patient was immediately transferred to the surgical intensive care unit (SICU) and a stat hematology consult was conducted. Stat CBC, d-dimer, peripheral blood smear, partial thromboplastin time, Prothrombin time/international normalization ratio (INR), and fibrinogen labs were drawn. Results were:  
CBC with markedly decreased platelet count, peripheral blood smear showed decreased number of platelets and presence of large platelets and fragmented red cells (schistocytes), prothrombin time prolonged as was the partial thromboplastin time. The d-dimer was markedly elevated, and fibrinogen level was low. The diagnosis of disseminated intravascular coagulation (DIC) was made based on clinical picture and laboratory data.  
Question 2 of 2:
What factors contribute to the development of DIC?  

Select one of the organizational or behavioral change models which were used successfully for evidence-based practice change in healthcare for many years. Select one model or theory from the readings or lesson this week and:

Select one of the organizational or behavioral change models which were used successfully for evidence-based practice change in healthcare for many years. Select one model or theory from the readings or lesson this week and:
• List the steps or the components in the change model or theory.
• Does the model or theory contain a component for appraising the evidence?
• Does the model or theory contain a component for networking with the stakeholders during all phases of practice change?
• Does the model contain components for identifying barriers and addressing barriers to implementation?

Comprehensive Health History

 

Your comprehensive health history that was assigned in Module 01 is 10/28/20 due. Complete a comprehensive history, utilizing the form linked below, on either someone over the age of 65 or someone that you know has a lot of medical problems. Write the results in narrative format and include the family history as a genogram (see your text).

Visit the following link for help with narrative format: http://rasmussen.libanswers.com/faq/32455  

Comprehensive Health History Form

Comprehensive Health History Assignment

Submit your completed assignment by following the directions linked below. Please check the Course Calendar for specific due dates.