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Please answer the 5 questions below for attendance credit. Submit your answers to the proper assignment folder. Please do not share work.

1. What are the major risk factors for Atopic Dermatitis and what is the therapeutic management for a child suffering from this dermatologic disease? 
2. Explain the differences between bacterial, viral and fungal skin infections.
3. What is pediculous capitis and what would you include when educating parents about the treatment course?
4. Describe characteristics (appearance, sensations patient may feel) of a superficial burn, partial thickness burn, and full thickness burn. Do not discuss first degree, second degree, or third degree burns (they are not medical terms)
5. Describe 4 signs of an inhalation injury in a burn victim

Attention Wizard Kim. 

Week 6 Discussion: Practicum professional Development Objectives/ Progress Appraisal  3 pages. 

Rubrics 

Due on 11/15/2020 @7pm EST

3 – 4 pages

APA FORMAT 

Minimum of 2 scholarly sources and provide links to the FULL article. Scholarly article journals must be in English.

Submit through Turnitin and provide a report

Detailed instructions attached.

Part 1 

 Please select one from the following list of topics for your Initial Post in Once you have made a choice, create your Initial Post in the discussion and identify and describe the advantages, disadvantages, contraindications, and failure rate associated with your choice.

Your selection: Progestogen-only pill (POP) 

Two pages long, 4 nursing research references 

Part 2 (Second part of the paper)

1 page long 

What aspects of your response were similar or different to (combined oral contraceptive (COC))? Locate one resource that supports the use of (combined oral contraceptive (COC) 

To Prepare:

· Review the Resources and examine the leadership theories and behaviors introduced.

· Identify two to three scholarly resources, in addition to this Module’s readings, that evaluate the impact of leadership behaviors in creating healthy work environments.

· Reflect on the leadership behaviors presented in the three resources that you selected for review.

In your upcoming Advanced Practice Nursing Practicum and Culminating Experience courses, you will be asked to develop a change project and to implement this project in the field. To review the early steps in the research process, we have developed a mini-practice research assignment to prepare you. During this lesson, you will use the PICOT questioning format/formula to develop an answerable research question. All elements are listed below:

• P: Population/disease (age, gender, ethnicity, disorder)
• I: Intervention or variable of interest (exposure to a disease, risk behavior, prognostic factor)
• C: Comparison (a placebo or “business as usual” such as no disease, absence of risk factor, or prognostic factor B)
• O: Outcome (risk of disease, accuracy of a diagnosis, rate of occurrence of adverse outcome)
• T: Time (the time it takes to demonstrate an outcome; e.g., the time it takes for the intervention to achieve an outcome or how long participants are observed)

Prepare an evidence-based practice (EBP) presentation on a topic of your choice that is relevant to advanced nursing practice education, leadership, quality improvement, or change.

Your presentation should include:

1. Identification of an advanced practice nursing issue or practice problem of concern
2. Design a research question using the PICOT format
3. A brief literature review and findings related to best practices with at least three scholarly resources cited in APA (6th ed.) format
4. Plan, Do, Study, Act Process that could be used
5. Any implications that the investigation might have for nursing practice
6. Your presentation—created using the Kaltura recording tool—should include, audio, video, and either an integrated PowerPoint presentation or a recording using visual aids

Task

Patient Education

a. Create a lesson pertaining to caring for a patient with COPD who is from another culture.

b. Discuss potential barriers and solutions

c. Address learning evaluation methods.

As in all assignments, cite your sources in your work and provide references for the citations in APA format. Support your work, using your course lectures and textbook readings. Helpful APA guides and resources are available in the University Online Library. Below are guides that are located in the library and can be accessed and downloaded via the  University Online Citation Resources: APA Style page. The American Psychological Association website also provides detailed guidance on formatting, citations, and references at APA Style.

Discussion Question 1

Consider a 12-year-old and 75-year-old have one of the following illnesses:

·  COPD

·  Asthma

·  Heart Failure

·  Cancer

·  Describe the chronic illness trajectory for the selected illness based on the patient’s age.

·  How does the chronically ill patient’s illness trajectory influence the nursing plan of care?

As in all assignments, cite your sources in your work and provide references for the citations in APA format. Support your work, using your course lectures and textbook readings. Helpful APA guides and resources are available in the  University Online Library. Below are guides that are located in the library and can be accessed and downloaded via the  University Online Citation Resources: APA Style page. The American Psychological Association website also provides detailed guidance on formatting, citations, and references at APA Style.

Topic: Nursing and Non-Nursing Theory        

The future of healthcare is focused upon improving patient outcomes and patient satisfaction. Through the application of research studies and theory, evidence based practice development will lead the profession of nursing into the future whereby knowledge and skills support the practice of providing quality care.

Locate one nursing theory and one non-nursing theory. Describe how two practitioners can bring these separate theories together to provide meaningful patient care.

Translation Models

Diabetes is an international crisis and considered to be one of the Global Burden Diseases (The U.S. Burden of Disease Collaborators, 2018). In the primary care setting, translating the evidence of preventing Diabetic Foot Ulcers is done by introducing self-care education to primary care patients with a transitional Model. Almost 1/3 of people with diabetes acquire foot ulcers, and of these ulcers, 3/4 are avoidable (Bus & Van Netten, 2016). Therefore, it is incredibly essential to translate this evidence into action to prevent foot loss by amputation and, ultimately, early mortality. The Knowledge to Action Model (KTA) is used to translate all the evidence-based research knowledge on diabetic foot care into action in the clinic setting. KTA has two main components, “Knowledge Creation” and the “Action Cycle.” Using KTA, we already have numerous research available on diabetic foot care, funneled to identify a knowledge gap or problem. Knowing the problem, we must implement the second phase, which has seven stages called the Action Cycle. It can be continuous and go in either direction if necessary.

Stage One: The problem of poor diabetic foot care education on one-third of diabetics has been identified, and a knowledge gap exists between patients and caregivers.

Stage Two: The local setting of primary care with a high population of Hispanic patients with diabetes.

Stage Three: One of the possible barriers to this self-care program will be staffing and proper nurses’ training as educators. Also, the time it takes to teach patients. Another obstacle will be the patient’s willingness to learn and perform appropriate foot care daily.  This project’s facilitators will be the primary care providers and management at a micro, meso, and macro-level. The facilitators would help ensure proper staffing and more time allotted in the clinic for foot care sessions during diabetic visits.

Stage Four: Implement the project by educating nurses on diabetes and its effect on the body. The second part of implementation would be having the nurses teach foot care to Hispanic Diabetic patients at every visit. Using a transtheoretical Change Model at this stage would be appropriate.

Stage Five: In this stage, we would monitor the nurses’ knowledge using surveys and observation. We would measure the patients learning with a teach-back method and questionnaire.

Stage Six: Evaluating the outcomes might take a little longer to see results. Still, we should assess feedback from the nurses, podiatrist providers, and patients on the knowledge and care provided through surveys and questionnaires.

Stage Seven: This stage is not a final step but rather a step where knowledge is sustained with continuous updates and reassessments. This stage would keep the program fresh, and the key stakeholders would play the role of being receptive to the new norm and not become disengaged.

The resources needed for this project would be a clinical educator to train nurses on the effects and care of diabetic patients, mostly on foot self-care: foot care literature, handouts, and a small foot care kit for patients.  The kit would consist of a lotion, liquid soap, Emory boards, monofilament, and a mirror. This kit would cost about 12-15 dollars per unit. Key stakeholders such as pharmaceutical companies or diabetic organizations and community leaders would be instrumental in funding each diabetic patient with a self-care kit.

References

Bus, S. A., & van Netten, J. J. (2016). A shift in priority in diabetic foot care and research: 75% of foot ulcers are preventable. Diabetes/metabolism research and reviews, 32 Suppl 1, 195–200. https://doi.org/10.1002/dmrr.2738

The U.S. Burden of Disease Collaborators. (2018). The state of U.S. health, 1990–2016 burden of diseases, injuries, and risk factors among U.S. states. JAMA, 319(14), 1444–1472. https://doi.org/10.1001/jama.2018.0158 (Links to an external site.)

I NEED A COMMENT FOR THIS POST WITH AT LEAST TWO-THREE  PARAGRAPH AND TWO SOURCES NO LATER THAN FIVE YEARS