Create a Discussion using APA 7 format, and scholarly references no older than 5 years.

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Guidance Needed for Presentation on Middle Range Theory

I am working on a presentation related to a middle-range theory and would appreciate assistance in structuring my content effectively. Here are the key areas I need guidance on:

  1. Formatting & Presentation
    • Best practices for structuring a PowerPoint presentation (approximately 20 slides, excluding title and reference slides).
    • Ensuring APA formatting is correctly applied in citations and references.
    • Tips for keeping Turnitin similarity below 20%.
  2. Content Development
    • How to introduce and discuss the historical background of a middle-range theory.
    • Guidance on analyzing the theoretical underpinning of the selected theory and its foundation.
    • Explanation of how the Theory of Pain is applied in practice, with examples.
    • Suggestions for areas where further research could expand the theory.
    • How to effectively summarize key points in the conclusion.
  3. Sources & Writing Clarity
    • Identifying and integrating a minimum of six scholarly references (published within the last five years).
    • Strategies for clear, concise, and effective academic writing.

I’d appreciate any guidance, feedback, or resources that can help me refine my presentation and improve its academic quality.

Mod.3D Discussion/APA STYLE/Turnitin-Plagiarism FREE

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Topic: Caring for American Eskimo, Japanese, & Russian Populations

After studying Module 3: Lecture Materials & Resources, discuss the following:

  1. List factors that predispose Eskimos to risk as a result of the consumption of large quantities of sugar.
  2. Analyze different strategies useful in communicating with the Japanese American family.
  3. When caring for a Russian American client, for the most part, at what distance would a Russian patient feel at most ease? 

Book Reference

  • Giger, J. N., & Haddad, L. (2021). Transcultural Nursing: Assessment and Intervention (8th ed.). St. Louis, MO:  Elsevier.
    • Chapters 12, 13, and 15

Watch

Supplemental Materials & Resources

  • Submission Instructions:
  • Post should be at least 500 words, formatted and cited in current APA style with support from at least 2 current academic sources within past 5 years

Collaboration Cafe Response Week 4 SHJ

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My assigned body system will be – Hematology System

  1. Describe the specific pathophysiological processes in SLE that lead to the manifestations observed in your assigned body system. How does SLE affect your assigned body system?                          – Systemic lupus erythematosus (SLE) is an autoimmune disease characterized by the production of autoantibodies that target various tissues in the body. In the hematologic system, several specific pathophysiological processes occur: –
    • Autoantibody Production: SLE leads to the formation of autoantibodies, such as anti-nuclear antibodies (ANAs) and anti-dsDNA antibodies, which can bind to red blood cells, white blood cells, and platelets. 
    • Hemolytic Anemia: The binding of antibodies to red blood cells can lead to their destruction (hemolysis), resulting in hemolytic anemia, which is characterized by a decrease in red blood cell count. 
    • Thrombocytopenia: Autoantibodies may also target platelets, leading to thrombocytopenia (low platelet count), which increases the risk of bleeding and bruising. 
    • Leukopenia: SLE often causes a decrease in white blood cells (leukopenia), which impairs the immune response and increases susceptibility to infections. 
  2. Discuss the symptoms and clinical manifestations of SLE on your assigned body system. How do these symptoms impact the client’s function and quality of life? Can changes in your assigned body system affect or be affected by other body systems in clients with SLE? – Symptoms and clinical manifestations of SLE affecting the hematologic system include:
    • Fatigue and weakness: Resulting from anemia. 
    • Pallor: Due to decreased red blood cell count. 
    • Easy bruising and bleeding: From thrombocytopenia. 
    • Frequent infections: Due to leukopenia.                                                                                                                                                                                                                                                                 -These symptoms can severely impact the client’s function and quality of life, leading to decreased physical activity, increased healthcare utilization, and emotional distress due to persistent fatigue and fear of bleeding or infections. The interconnectedness of body systems means that changes in the hematologic system can affect other systems, such as the immune system (increased susceptibility to infections) and the cardiovascular system (anemia can lead to cardiovascular strain). 
  3. Discuss the diagnostic tests used to diagnose SLE-related complications in your body system. What challenges are associated with diagnosing SLE if only looking at your assigned body system? – Complete Blood Count (CBC): To assess for anemia, leukopenia, and thrombocytopenia.
    • Peripheral Blood Smear: To evaluate the morphology of blood cells and identify hemolysis signs. 
    • Direct Coombs Test: To determine if hemolytic anemia is present. 
    • Challenges: Diagnosing SLE can be difficult when only focusing on the hematologic system because these abnormalities can also be seen in other conditions, such as infections, malignancies, or other autoimmune diseases. This overlap can lead to misdiagnosis or delayed diagnosis. 
  4. Explore the current treatments for managing SLE symptoms associated with your assigned body system. What are the goals of these treatments, and how effective are they in mitigating the impact of SLE on the body?  
    • Corticosteroids: to reduce inflammation and suppress the immune response in cases of severe anemia or thrombocytopenia. 
    • Immunosuppressants: azathioprine or mycophenolate mofetil, to manage autoimmune activity. 
    • Blood transfusions: for severe anemia. 
    • Erythropoietin-stimulating agents: to stimulate red blood cell production in chronic anemia. 
    •  Goals of Treatment
      – To reduce symptoms and improve blood counts.
      – To minimize the risk of complications, such as severe anemia or bleeding.
      – To enhance overall quality of life by managing fatigue and preventing infections.
      These treatments can effectively mitigate the impact of SLE on the hematologic system, though they may have side effects and require careful monitoring.                                                                The overall goal is to maintain a balance between managing SLE activity and minimizing treatment-related complications. 

SOAP NOTE

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  • Review the Focused SOAP Note template, which you will use to complete this Assignment. There is also a Focused SOAP Note Exemplar provided as a guide for Assignment expectations.
  • Review the video, Case Study: Sherman Tremaine. You will use this case as the basis of this Assignment. In this video, a Walden faculty member is assessing a mock patient. The patient will be represented onscreen as an avatar.
  • Consider what history would be necessary to collect from this patient.
  • Consider what interview questions you would need to ask this patient.

The Assignment

Develop a focused SOAP note, including your differential diagnosis and critical-thinking process to formulate a primary diagnosis. Incorporate the following into your responses in the template:

  • Subjective: What details did the patient provide regarding their chief complaint and symptomology to derive your differential diagnosis? What is the duration and severity of their symptoms? How are their symptoms impacting their functioning in life? 
  • Objective: What observations did you make during the psychiatric assessment?  
  • Assessment: Discuss the patient’s mental status examination results. What were your differential diagnoses? Provide a minimum of three possible diagnoses with supporting evidence, and list them in order from highest priority to lowest priority. Compare the DSM-5-TR diagnostic criteria for each differential diagnosis and explain what DSM-5-TR criteria rules out the differential diagnosis to find an accurate diagnosis. Explain the critical-thinking process that led you to the primary diagnosis you selected. Include pertinent positives and pertinent negatives for the specific patient case.
  • Plan: What is your plan for psychotherapy? What is your plan for treatment and management, including alternative therapies? Include pharmacologic and nonpharmacologic treatments, alternative therapies, and follow-up parameters, as well as a rationale for this treatment and management plan. Also incorporate one health promotion activity and one patient education strategy.
  • Reflection notes: What would you do differently with this patient if you could conduct the session again? Discuss what your next intervention would be if you were able to follow up with this patient. Also include in your reflection a discussion related to legal/ethical considerations (demonstrate critical thinking beyond confidentiality and consent for treatment!), health promotion, and disease prevention, taking into consideration patient factors (such as age, ethnic group, etc.), PMH, and other risk factors (e.g., socioeconomic, cultural background, etc.).
  • Provide at least three evidence-based, peer-reviewed journal articles or evidenced-based guidelines that relate to this case to support your diagnostics and differential diagnoses. Be sure they are current (no more than 5 years old).

By Day 7 of Week 5

Submit your Focused SOAP Note.