Tag: Clinical-Nursing

Walden NURS6501 all weeks essay discussion assignments

Discussion 1 – Week 2

Maladaptive Responses to Immune Disorders

Maladaptive responses to disorders are compensatory mechanisms that ultimately have adverse health effects for patients. For instance, a patient’s allergic reaction to peanuts might lead to anaphylactic shock, or a patient struggling with depression might develop a substance abuse problem. To properly diagnose and treat patients, advanced practice nurses must understand both the pathophysiology of disorders and potential maladaptive responses that some disorders cause. Walden NURS6501 all weeks essay discussion assignments.

Consider immune disorders such as HIV, psoriasis, inflammatory bowel disease, and systemic lupus E. What are resulting maladaptive responses for patients with these disorders?

To prepare:

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· Review Chapter 5 and Chapter 7 in the Huether and McCance text. Reflect on the concept of maladaptive responses to disorders.

· Select two of the following immune disorders: HIV, psoriasis, inflammatory bowel disease, or systemic lupus E (SLE).

· Identify the pathophysiology of each disorder you selected. Consider the compensatory mechanisms that the disorders trigger. Then compare the resulting maladaptive and physiological responses of the two disorders.

· Select one of the following factors: genetics, gender, ethnicity, age, or behavior. Reflect on how the factor might impact your selected immune disorders.

By Day 3

Post a brief description of the pathophysiology of your selected immune disorders. Explain how the maladaptive and physiological responses of the two disorders differ. Finally, explain how the factor you selected might impact the pathophysiology of each disorder. Walden NURS6501 all weeks essay discussion assignments

Read a selection of your colleagues’ responses.

By Day 5

Respond to at least two of your colleagues on two different days who selected different immune disorders and/or factors than you, in the following ways:

· Share insights on how the factor you selected impacts the pathophysiology of the immune disorder your colleague selected.

· Expand on your colleague’s posting by providing additional insights or contrasting perspectives based on readings and evidence.

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Discussion 2 – Week 2

Arthritis

While arthritis impacts nearly 50 million adults in the United States, it is not a disease that is limited to adulthood. Consider the case of Ashley Russell. At the age of 14 months, Ashley was diagnosed with juvenile rheumatoid arthritis. As a baby, her parents noticed that her knee was always swollen and that she often wanted to be carried instead of walking on her own (Cyr, 2012). After seeking medical care, Ashley’s underlying disorder was discovered. Arthritis in children is not uncommon. According to the CDC (2011), an estimated 294,000 children under age 18 have some form of arthritis or rheumatic condition. Due to the prevalence of the disorder in both children and adults, you must understand the pathophysiology and symptoms of arthritis in order to properly diagnose and prescribe treatment. Walden NURS6501 all weeks essay discussion assignments

To prepare:

· Review Chapter 37 in the Huether and McCance text and Chapter 24 in the McPhee and Hammer text. Identify the pathophysiology of osteoarthritis and rheumatoid arthritis. Consider the similarities and differences of the disorders.

· Select two of the following patient factors: genetics, gender, ethnicity, age, or behavior. Reflect on how the factors you selected might impact the pathophysiology of the disorders, as well as the diagnosis of and treatment for the disorders.

By Day 4

Post a description of the pathophysiology of osteoarthritis and rheumatoid arthritis, including the similarities and differences between the disorders. Then explain how the factors you selected might impact the pathophysiology of the disorders, as well as the diagnosis of treatment for the disorders.

Read a selection of your colleagues’ responses.

By Day 6

Respond to at least two of your colleagues on two different days who selected different factors than you, in one or more of the following ways:

· Offer alternative diagnoses and prescription of treatment options for osteoarthritis and rheumatoid arthritis.

· Share an insight from having read your colleague’s posting, synthesizing the information to provide new perspectives.

References:

Centers for Disease Control and Prevention. (2011). Arthritis-related statistics. Retrieved from http://www.cdc.gov/arthritis/data_statistics/arthritis_related_stats.htm

Cyr, J. (2012). 7-year-old from Aroostook County chosen as youth ambassador for Bangor Arthritis Walk. Bangor Daily News. Retrieved from http://bangordailynews.com/2012/05/10/health/7-year-old-from-aroostook-county-chosen-as-youth-ambassador-for-bangor-arthritis-walk/

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Discussion – Week 3

Pain

The neurological system affects all parts and functions of the body through nerve stimulation. Nerves also control the sensation and perception of pain. While pain can be described in a variety of ways, it is essentially labeled according to its duration and source. As an advanced practice nurse evaluating a patient, you need to consider the following questions: Does the pain quickly come and go, or is it persistent and ongoing? Does the pain arise at the source of injury or in another location? In this Discussion, you compare three common types of pain—acute, chronic, and referred. Walden NURS6501 all weeks essay discussion assignments

To prepare:

· Review this week’s media presentation on the neurological system, as well as Chapter 13 in the Huether and McCance text.

· Identify the pathophysiology of acute, chronic, and referred pain. Consider the similarities and differences between these three types of pain.

· Select two of the following patient factors: genetics, gender, ethnicity, age, or behavior. Reflect on how the factors you selected might impact the pathophysiology, diagnosis, and prescription of treatment for acute, chronic, and referred pain.

By Day 3

Post a description of the pathophysiology of acute, chronic, and referred pain, including similarities and differences between them. Then, explain how the factors you selected might impact the pathophysiology, diagnosis, and prescription of treatment for acute, chronic, and referred pain.

Read a selection of your colleagues’ responses.

By Day 6

Respond to at least two of your colleagues on two different days who selected different factors than you, in the following ways:

· Share insights on how your colleague’s factors impact the pathophysiology of pain.

· Suggest alternative diagnoses and treatment options for acute, chronic, and referred pain.

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Discussion – Week 4

Cardiovascular Disorders

Veins and arteries are vital elements of the cardiovascular system. They carry the blood supply through the body and are essential for proper function. Sometimes veins and arteries malfunction, resulting in cardiovascular disorders. Malfunctions of arteries and veins are similar to malfunctions of a water hose. Consider the structure and function of a hose. A tap releases water, which then travels through the hose and comes out the other end. If the hose has been dormant for several months, dirt and rusty particles might build up inside, resulting in a restricted flow of water. Similarly, buildup of plaque inside the coronary arteries restricts blood flow and leads to disorders such as coronary heart disease. This disease is one of the most common cardiovascular disorders, and according to the National Heart, Lung and Blood Institute (2011), is the leading cause of death for men and women in the United States. In this Discussion, you examine the pathophysiology of cardiovascular disorders such as coronary heart disease.

To prepare:

· Review this week’s media presentation on alterations of cardiovascular functions, as well as Chapter 23 in the Huether and McCance text. Identify the pathophysiology of cardiovascular disorders.

· Select one patient factor: genetics, gender, ethnicity, age, or behavior. Consider how the factor you selected might impact the pathophysiology of cardiovascular disorders.

· Select one of the following alterations of cardiovascular disorders: peripheral arterial disease, myocardial infarction, coronary artery disease, congestive heart failure, or dysrhythmia. Think about how hypertension or dyslipidemia can lead to the alteration you selected.

By Day 3

Post a description of the pathophysiology of cardiovascular disorders, including how the factor you selected might impact the pathophysiology. Then, explain how hypertension or dyslipidemia can lead to the alteration you selected for patients with the factor you identified.

Read a selection of your colleagues’ responses.

By Day 6

Respond to at least two of your colleagues on two different days who selected different alterations and factors than you, in one or more of the following ways:

· Share insights on how the factor you selected impacts the cardiovascular alteration your colleague selected.

· Offer and support an alternative perspective using readings from the classroom or from your own research in the Walden Library.

· Validate an idea with your own experience and additional research.

Reference:

National Heart Lung and Blood Institute. (2011). What is coronary heart disease? Retrieved from http://www.nhlbi.nih.gov/health/health-topics/topics/cad/

Discussion 1 – Week 5

Discussion 1: Cardiovascular Disorders

At least once a year, the media report on a seemingly healthy teenage athlete collapsing during a sports game and dying of heart complications. These incidents continue to outline the importance of physical exams and health screenings for teenagers, especially those who play sports. During these health screenings, examiners check for cardiovascular alterations such as heart murmurs because they can be a sign of an underlying heart disorder. Since many heart alterations rarely have symptoms, they are easy to miss if health professionals are not specifically looking for them. Once cardiovascular alterations are identified in patients, it is important to refer them to specialists who can further investigate the cause.

Consider the following scenario:

A 16-year-old male presents for a sports participation examination. He has no significant medical history and no family history suggestive of risk for premature cardiac death. The patient is examined while sitting slightly recumbent on the exam table and the advanced practice nurse appreciates a grade II/VI systolic murmur heard loudest at the apex of the heart. Other physical findings are within normal limits, the patient denies any cardiovascular symptoms, and a neuromuscular examination is within normal limits. He is cleared with no activity restriction. Later in the season he collapses on the field and dies. Walden NURS6501 all weeks essay discussion assignments

To prepare:

· Review the scenario provided, as well as Chapter 24 in the Huether and McCance text. Consider how you would diagnose and prescribe treatment for the patient.

· Select one of the following patient factors: genetics, ethnicity, or behavior. Reflect on how the factor you selected might impact diagnosis and prescription of treatment for the patient in the scenario.

By Day 3

Post a description of how you would diagnose and prescribe treatment for the patient in the scenario. Then explain how the factor you selected might impact the diagnosis and prescription of treatment for that patient.

Read a selection of your colleagues’ responses.

By Day 5

Respond to at least two of your colleagues who selected a different factor than you, in one of the following ways:

· Make a suggestion based on additional evidence drawn from readings or after synthesizing multiple postings.

· Share insights based on your own experience and additional research.

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Discussion 2 – Week 5

Discussion 2: Anaphylactic Shock

The treatment of anaphylactic shock varies depending on a patient’s physiological response to the alteration. Immediate medical intervention and emergency room visits are vital for some patients, while others can be treated through basic outpatient care.

Consider the January 2012 report of a 6-year-old girl who went to her school nurse complaining of hives and shortness of breath. Since the school did not have any medication under her name to use for treatment and was not equipped to handle her condition, she was sent to an emergency room where she was pronounced dead. This situation has raised numerous questions about the progression of allergic reactions, how to treat students with severe allergies, how to treat students who develop allergic reactions for the first time, and the availability of epinephrine in schools. If you were the nurse at the girl’s school, how would you have handled the situation? How do you know when it is appropriate to treat patients yourself and when to refer them to emergency care?

To prepare:

· Review “Anaphylactic Shock” in Chapter 23 of the Huether and McCance text, “Distributive Shock” in Chapter 10 of the McPhee and Hammer text, and the Jacobsen and Gratton article in the Learning Resources.

· Identify the multisystem physiologic progression that occurs in anaphylactic shock. Think about how these multisystem events can occur in a very short period of time.

· Consider when you should refer patients to emergency care versus treating as an outpatient.

· Select two patient factors different from the one you selected in this week’s first Discussion: genetics, gender, ethnicity, age, or behavior. Reflect on how the factors you selected might impact the process of anaphylactic shock.

By Day 4

Post an explanation of the physiological progression that occurs in anaphylactic shock. Then, describe the circumstances under which you would refer patients for emergency care versus treating as an outpatient. Finally, explain how the patient factors you selected might impact the process of anaphylactic shock.

Read a selection of your colleagues’ responses.

By Day 6

Respond to at least two of your colleagues who selected at least one different factor than you in one of the following ways:

· Share insights on how the factor your colleague selected impacts the pathophysiology of anaphylactic shock.

· Offer and support an alternative perspective using readings from the classroom or from your own research in the Walden Library.

· Validate an idea with your own experience and additional research.

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Reference:

Moisse, K. (2012). Death of allergic student raises questions about school’s responsibility. Retrieved from http://abcnews.go.com/Health/AllergiesFood/year-virginia-girl-dies-allergic-reaction-school/story?id=15295949#.T7qD0sWPRBk

Discussion – Week 6

Respiratory Alterations

In clinical settings, patients often present with various respiratory symptoms such as congestion, coughing, and wheezing. While identifying a symptom’s underlying illness can be challenging, it is essential because even basic symptoms such as persistent coughing can be a sign of a more severe disorder. Advanced practice nurses must be able to differentiate between moderate and severe respiratory disorders, as well as properly diagnose and prescribe treatment for their patients. For this reason, you must have an understanding of the pathophysiology of respiratory disorders.

Consider the following three scenarios:

Scenario 1:

Ms. Teel brings in her 7-month-old infant for evaluation. She is afraid that the baby might have respiratory syncytial virus (RSV) because she seems to be coughing a lot, and Ms. Teel heard that RSV is a common condition for infants. A detailed patient history reveals that the infant has been coughing consistently for several months. It’s never seemed all that bad. Ms. Teel thought it was just a normal thing, but then she read about RSV. Closer evaluation indicates that the infant coughs mostly at night; and, in fact, most nights the baby coughs to some extent. Additionally, Ms. Teel confirms that the infant seems to cough more when she cries. Physical examination reveals an apparently healthy age- and weight-appropriate, 7-month-old infant with breath sounds that are clear to auscultation. The infant’s medical history is significant only for eczema that was actually quite bad a few months back. Otherwise, the only remarkable history is an allergic reaction to amoxicillin that she experienced 3 months ago when she had an ear infection.

Scenario 2:

Kevin is a 6-year-old boy who is brought in for evaluation by his parents. The parents are concerned that he has a really deep cough that he just can’t seem to get over. The history reveals that he was in his usual state of good health until approximately 1 week ago when he developed a profound cough. His parents say that it is deep and sounds like he is barking. He coughs so hard that sometimes he actually vomits. The cough is productive for mucus, but there is no blood in it. Kevin has had a low-grade temperature but nothing really high. His parents do not have a thermometer and don’t know for sure how high it got. His past medical history is negative. He has never had childhood asthma or RSV. His mother says that they moved around a lot in his first 2 years and she is not sure that his immunizations are up to date. She does not have a current vaccination record.

Scenario 3:

Maria is a 36-year-old who presents for evaluation of a cough. She is normally a healthy young lady with no significant medical history. She takes no medications and does not smoke. She reports that she was in her usual state of good health until approximately 3 weeks ago when she developed a “really bad cold.” The cold is characterized by a profound, deep, mucus-producing cough. She denies any rhinorrhea or rhinitis—the primary problem is the cough. She develops these coughing fits that are prolonged, very deep, and productive of a lot of green sputum. She hasn’t had any fever but does have a scratchy throat. Maria has tried over-the-counter cough medicines but has not had much relief. The cough keeps her awake at night and sometimes gets so bad that she gags and dry heaves.

To prepare:

· Review the three scenarios, as well as Chapter 26 and Chapter 27 in the Huether and McCance text.

· Select one of the scenarios and consider the respiratory disorder and underlying alteration associated with the type of cough described.

· Identify the pathophysiology of the alteration that you associated with the cough.

· Select two of the following factors: genetics, gender, ethnicity, age, or behavior. Reflect on how the factors you selected might impact the disorder.

By Day 3

Post a description of the disorder and underlying respiratory alteration associated with the type of cough in your selected scenario. Then, explain the pathophysiology of the respiratory alteration. Finally, explain how the factors you selected might impact the disorder. Walden NURS6501 all weeks essay discussion assignments

Read a selection of your colleagues’ responses.

By Day 6

Respond to at least two of your colleagues on two different days who selected a different scenario than you, in one or more of the following ways:

· Share insights on how the factor you selected impacts the disorder your colleague identified.

· Ask a probing question regarding the disorder that your colleague identified.

· Suggest an alternative disorder for the scenario your colleague selected.

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Discussion – Week 7

Anemia

In clinical settings, advanced practice nurses often encounter patients with blood disorders such as anemia. Consider the case of a 17-year-old girl who is rushed to the emergency room after suddenly fainting. The girl’s mother reports that her daughter has had difficulty concentrating for the past week, frequently becomes dizzy, and has not been eating normally due to digestion problems. The mother also informs the nurse that their family has a history of anemia. With the family history of anemia, it appears that this is the likely diagnosis. However, in order to properly diagnose and treat the patient, not only must her symptoms and family history be considered, but also factors such as gender, ethnicity, age, and behavior. This poses the question: How do patient factors impact the incidence and prevalence of different types of anemia?

To prepare:

· Review Chapter 20 in the Huether and McCance text. Reflect on the pathophysiological mechanisms of iron deficiency anemia.

· Select one of the following types of anemia: pernicious anemia, folate deficiency anemia, sideroblastic anemia, chronic inflammation anemia, or post-hemorrhagic anemia. Identify the pathophysiological mechanisms of the anemia you selected.

· Consider the similarities and differences between iron deficiency anemia and the type of anemia you selected.

· Reflect on how patient factors such as genetics, gender, ethnicity, age, and behavior might impact these anemic disorders.

By Day 3

Post an explanation of the pathophysiological mechanisms of iron deficiency anemia and the anemia you selected. Compare these two types of anemia, as well as their potential causes. Finally, explain how genetics, gender, ethnicity, age, and behavior might impact the anemic disorders you selected.

Read a selection of your colleagues’ responses.

By Day 6

Respond to at least two of your colleagues on two different days who selected different types of anemia than you, in the following ways:

· Share insights on how the anemia you selected is similar to or different from the one your colleague selected.

· Discuss how genetic, gender, ethnic, age, and behavioral factors impact the diagnosis and prescription of treatment for anemic patients.

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Discussion – Week 8

Digestive Disorders

Many patient symptoms can be tied to multiple disorders, which may lead to misdiagnoses. For instance, consider two digestive disorders of the gastrointestinal tract—inflammatory bowel disease and irritable bowel syndrome. These two disorders are commonly confused because they present similar symptoms. As an advanced practice nurse, you must know the differences to properly diagnose and treat the disorders. How does the pathophysiology of inflammatory bowel disease compare to the pathophysiology of irritable bowel syndrome? How do treatments for the two disorders compare?

To prepare:

· Review Chapter 34 in the Huether and McCance text and Chapter 13 in the McPhee and Hammer text.

· Identify the pathophysiological mechanisms of inflammatory bowel disease and irritable bowel syndrome. Think about similarities and differences between the disorders.

· Consider common treatments for inflammatory bowel disease and irritable bowel syndrome. Reflect on whether treatments for one disorder would work for the other disorder.

· Select one of the following patient factors: genetics, gender, ethnicity, age, or behavior. Reflect on how the factor you selected might impact the pathophysiology of and treatments for each disorder.

By Day 3

Post an explanation of the pathophysiological mechanisms of inflammatory bowel disorder and irritable bowel syndrome, including similarities and differences. Then describe common treatments, addressing whether treatments for one disorder would work for the other disorder. Finally, explain how the patient factor you selected might impact the pathophysiology of and treatments for each disorder.

Read a selection of your colleagues’ responses.

By Day 6

Respond to at least two of your colleagues on two different days who selected different treatments and factors than you, in the following ways:

· Offer alternative common treatments for the disorders.

· Share insight on how the factor you selected impacts the treatment of alterations of digestive function.

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Discussion – Week 9

Diabetes

According to the American Diabetes Association (2011), 25.8 million children and adults have been diagnosed with diabetes in the United States. Approximately 2 million more are diagnosed every year, with another 79 million people considered to be in a pre-diabetes state. These millions of people are at risk of several alterations, including heart disease, stroke, kidney failure, neuropathy, and blindness. Since diabetes has a major impact on the health of millions of people around the world, it is essential for nurses to understand the pathophysiology and associated alterations of this disorder. In this Discussion, you compare two types of diabetes—diabetes mellitus and diabetes insipidus.

To prepare for this Discussion: v

· Review Chapter 18 in the Huether and McCance text and Chapter 18 in the McPhee and Hammer text. Identify the pathophysiology of diabetes mellitus and diabetes insipidus. Consider the similarities and differences between resulting alterations of hormonal regulation. Walden NURS6501 all weeks essay discussion assignments

· Select two of the following patient factors: genetics, gender, ethnicity, age, or behavior. Think about how the factors you selected might impact the diagnosis and prescription of treatment for these two types of diabetes.

By Day 3

Post an explanation of the pathophysiology of diabetes mellitus and diabetes insipidus. Describe the differences and similarities between resulting alterations of hormonal regulation. Then explain how the factors you selected might impact the diagnosis and prescription of treatment for these two types of diabetes.

Read a selection of your colleagues’ responses.

By Day 6

Respond to at least two of your colleagues on two different days who selected different factors than you, in one or more of the following ways:

· Share insights on how the factor you selected impacts the pathophysiology of diabetes mellitus and diabetes insipidus.

· Offer alternative diagnoses and prescription of treatment options for diabetes mellitus and diabetes insipidus.

· Validate an idea with your own experience and additional research.

Reference:

American Diabetes Association. (2011). Diabetes statistics. Retrieved from http://www.diabetes.org/diabetes-basics/diabetes-statistics/

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Discussion – Week 10

Urinary Tract Infections

Urinary tract infections (UTIs) are caused by bacteria—most often Escherichia coli. However, certain viruses, fungi, and parasites can also lead to infection. The infection can affect the lower and upper urinary tract, including the urethra, prostate (in males), bladder, ureter, and kidney. Due to the progression of the disease and human anatomy, symptoms present differently among the sexes as well as among age groups. It is important to understand how these factors, as well as others, impact the pathophysiology of UTIs. Advanced practice nurses must have this foundation in order to properly diagnose patients.

To prepare:

· Review Chapter 29 in the Huether and McCance text. Identify the pathophysiology of lower and upper urinary tract infections. Consider the similarities and differences between the two types of infections.

· Select two of the following patient factors: genetics, gender, ethnicity, age, or behavior. Reflect on how the factors you selected might impact the pathophysiology of the infections, as well as the diagnosis of and treatment for the infections.

By Day 3

Post a description of the pathophysiology of lower and upper urinary tract infections, including their similarities and differences. Then explain how the factors you selected might impact the pathophysiology of the infections, as well as the diagnosis of and treatment for the infections.

Read a selection of your colleagues’ responses.

By Day 6

Respond to at least two of your colleagues on two different days who selected at least one different factor than you, in one or more of the following ways:

· Offer alternative diagnoses and prescription of treatment options for urinary tract infections.

· Share an insight from having read your colleague’s posting, synthesizing the information to provide new perspectives.

Click on the Reply button below to reveal the textbox for entering your message. Then click on the Submit button to post your message. Walden NURS6501 all weeks essay discussion assignments

Discussion – Week 11

Disorders of the Reproductive Systems

While the male and female reproductive systems are unique to each sex, they share a common function—reproduction. Disorders of this system range from delayed development to structural and functional abnormalities. Since many reproductive disorders not only result in physiological consequences but also psychological consequences such as embarrassment, guilt, or profound disappointment, patients are often hesitant to seek treatment. Advanced practice nurses need to educate patients on disorders and help relieve associated stigmas. During patient evaluations, patients must feel comfortable answering questions so that you, as a key health care provider, will be able to diagnose and recommend treatment options. As you begin this Discussion, consider reproductive disorders that you would commonly see in the clinical setting.

To prepare for this Discussion:

· Review Chapter 22 and Chapter 23 in the McPhee and Hammer text, as well as Chapter 32 in the Huether and McCance text.

· Select two disorders of the male and/or female reproductive systems that interest you. Consider the similarities and differences between the disorders.

· Select one of the following factors: genetics, ethnicity, age, or behavior. Think about how the factor you selected might impact the diagnosis of and treatment for the reproductive disorders.

By Day 3

Post a description of the two reproductive disorders you selected, including their similarities and differences. Then explain how the factor you selected might impact the diagnosis of treatment for the reproductive disorders.

Read a selection of your colleagues’ responses.

By Day 6

Respond to at least two of your colleagues on two different days who selected different disorders or factors than you, in one or more of the following ways: Walden NURS6501 all weeks essay discussion assignments

· Share insights on how the factor you selected impacts the pathophysiology of the disorder your colleague selected.

· Offer alternative diagnoses and prescription of treatment options for the disorder your colleague selected.

· Validate an idea with your own experience and additional research.

Click on the Reply button below to reveal the textbox for entering your message. Then click on the Submit button to post your message. Walden NURS6501 all weeks essay discussion assignments

Cystic Fibrosis Essay Assignment- pathophysiology and etiology

A five-month-old Caucasian female is brought into the clinic as the parent indicates that she has been having ongoing foul-smelling, greasy diarrhea. She seems to be small for her age and a bit sickly but, her parent’s state that she has a huge appetite. Upon examination you find that the patient is wheezing and you observe her coughing. After an extensive physical exam and work-up, the patient isdiagnosed with cystic fibrosis. Cystic Fibrosis Essay Assignment- pathophysiology and etiology

What is the etiology of cystic fibrosis?

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Describe in detail the pathophysiological process of cystic fibrosis.

Identify hallmark signs identified from the physical exam and symptoms.

Describe the pathophysiology of complications of cystic fibrosis.

What teaching related to her diagnosis would you provide the parents?

In addition to the textbook, utilize at least one peer-reviewed, evidence based resource to develop your post.

Discussion 2

Tammy is a 33-year-old who presents for evaluation of a cough. She reports that about 3 weeks ago she developed a “really bad cold” with rhinorrhea. The cold seemed to go away but then she developed a profound, deep, mucus-producing cough. Now, there is no rhinorrhea or rhinitis—the primary problem is the cough. She develops these coughing fits that are prolonged, very deep, and productive of a lot of green sputum. She hasn’t had any fever but does have a scratchy throat. Tammy has tried over-the-counter cough medicines but has not had much relief. The cough keeps her awake at night and sometimes gets so bad that she gags and dry heaves. Through and extensive work-up, she is diagnosed with bronchitis.

What is the etiology of bronchitis?

Describe in detail the pathophysiological process of bronchitis.

Identify hallmark signs identified from the physical exam and symptoms.

Describe the pathophysiology of complications of bronc

Cystic Fibrosis Essay Assignment- pathophysiology and etiology

Cystic Fibrosis Essay Assignment- pathophysiology and etiology

NR500 Assessment: Artistic Expression – Concept of Caring

Guidelines with Scoring Rubric

PURPOSE

Nursing practice is both an art and a science with caring as a central concept to nursing practice and the

profession of nursing. Caring is influenced by the nurse’s knowledge, skills, and attitudes formed through

lifelong learning and experiences. The purpose of this assessment is to explore definitions of caring in nursing.

Students will create a definition of caring and an artistic expression of their perception on caring. COURSE OUTCOMES

Through this assessment, the student will meet the following Course Outcomes.

CO 1: Examine roles and competencies of master’s-prepared nurses essential to performing as leaders

and advocates of holistic, safe, and quality care. (POs 1, 2, 3, and 10)

CO 2: Apply concepts of person-centered care to nursing practice situations. (POs 1, 6, and 7) TOTAL POINTS POSSIBLE

This assessment is worth 100 points. DUE DATE

Submit your file(s) by 11:59 p.m. MT Sunday at the end of Week 2. REQUIREMENTS

Criteria for Content

Take a moment to reflect on how you demonstrate caring in your current professional practice.

1. Create an artistic representation of your perception on caring in nursing. The artistic expression can

be a drawing, sculpture, collage, poem, short story, or dance.

a. Videos are to be 1 to 3 minutes in length.

b. Poems and short stories should not exceed one-page, double-spaced wording.

c. Drawings, pictures, or collages should be formatted on an 8 x 10 document.

d. Sculptures submitted as a jpg.

2. In a one- to two-page written paper, address the following.

a. The importance of caring to nursing practice and the profession

b. A personal definition of caring; include principles of holistic care

c. Definitions of caring found in nursing literature that support your perspective on caring

d. An explanation of the artistic expression you chose and how it represents caring

e. Summary of key concept presented in the paper PREPARING THE PAPER

Submission Requirements

1. Application: Use Microsoft Word 2013™ to create the written component of this assessment.

NR500 Guidelines & Rubric.docx_08.01.2017(JC) 1 Chamberlain College of Nursing

NR500

2. Length:

a. The paper (excluding the title page and reference page) should be at least one but no more

than two pages.

b. Artistic representation:

i. Poem or short story submitted as a Word document not to exceed one-page, doublespaced wording

ii. Drawing or college submit as an 8 x 10 pdf

iii. Sculpture submit as a jpeg

iv. Song or dance should be at least 1 but no more than 3 minutes in length. Submit as

an MP4

3. A minimum of three (3) scholarly literature references must be used.

4. Submission: Submit your files.

Best Practices in Preparing the Project

The following are best practices in preparing this project.

1. Review directions thoroughly.

2. Follow submission requirements for selected type of artistic expression.

3. Make sure all elements on the grading rubric are included.

4. Rules of grammar, spelling, word usage, and punctuation are followed and consistent with formal,

scientific writing.

5. Title page, running head, body of paper, and reference page must follow APA guidelines as found

in the 6th edition of the manual. This includes the use of headings for each section of the paper

except for the introduction where no heading is used.

6. Ideas and information that come from scholarly literature must be cited and referenced correctly.

7. A minimum of three (3) scholarly literature references must be used.

8. Abide by CCN academic integrity policy. GRADING CRITERIA

Category Points % Description Artistic

Expression of

Caring 25 25% Select an artistic form for representing your personal perspective on

caring. Artistic expressions can be a drawing, sculpture, collage,

poem, short stories, song, or dance. Follow submission guidelines. Introduction 10 10% Introduction includes general statements on caring as a nursing

concept and why this concept is important to the practice and

profession. Identify sections of the paper. Provide support from

scholarly literature. Definition of

Caring 30 30% Provide your personal definition of caring. Incorporate principles of

holistic care. Provide citations from scholarly nursing literature that

support and are congruent with your definition of caring. Expression of

Caring 15 15% Explain what artistic expression you chose and how it represents

caring. Conclusion 10 10% Provide a summary of key concepts presented in the paper. Provide a

self-reflection regarding what was learned from completing this

assessment. NR500 Guidelines & Rubric.docx_08.01.2017(JC) 2 Chamberlain College of Nursing

NR500

APA Format 5 5% Title page, running head, body of paper, and reference page must

follow APA guidelines as found in the 6th edition of the manual. This

includes the use of headings for each section or topic of the paper

(one deduction for each type of APA style error). Ideas and

information that come from scholarly sources must be cited and

referenced correctly. Three (3) scholarly literature references are

used. Writing

Mechanics 5 5% Rules of grammar, spelling, word usage, and punctuation are followed

and consistent with formal written work as found in the 6th edition of

the APA manual. For this assignment first person may be used. Total 100 100 A quality assessment will meet or exceed all the above requirements. NR500 Guidelines & Rubric.docx_08.01.2017(JC) 3 Chamberlain College of Nursing NR500 GRADING RUBRIC

Assessment

Criteria Exceptional Exceeds Meets Needs Improvement Developing (100%) (88%) (80%) (38%) (0) Outstanding or highest

level of performance Very good or high level

of performance Competent or

satisfactory level of

performance Poor or failing level of

performance Unsatisfactory level of

performance 23 Points 20 Points 15 Points 0 Points Content Possible Points = 90 Points Artistic Expression of

Caring 25 Points

Artistic expression fully

demonstrates the

concept of caring.

Submission guidelines

are followed. Artistic expression is a

superficial

demonstration of the

concept of caring. Artistic expression

minimally

demonstrates the

concept of caring. Artistic expression of

caring in one of the

following elements fails

to meet expectations or

is missing the following: Submission guidelines

are followed. Submission guidelines

are followed. Selected artistic

expression

demonstrates the

concept of caring.

Submission

guidelines are

followed. Artistic expression of

caring in both

following elements

fails to meet

expectations or are

missing the following: Selected artistic

expression

demonstrates the

concept of caring. Submission

guidelines are

followed. Chamberlain College of Nursing

10 Points Introduction Presentation of

information is

comprehensive and

concise and includes all

of the following

elements: Definition of Caring General statements

on caring as a

nursing concept

Explains why caring

is important to

nursing practice and

profession

Identifies sections of

the paper

Provides support

from scholarly

literature 30 Points

Presentation of

information is

comprehensive and

concise and includes all NR500 9 Points

Presentation of

information is

superficial and includes

all of the following

elements: General statements

on caring as a

nursing concept

Explains why caring

is important to

nursing practice and

profession

Identifies sections

of the paper

Provides support

from scholarly

literature 27 Points

Presentation of

information is

superficial in places and

includes all the 8 Points

Presentation of

information is

minimally

demonstrated and

includes all of the

following elements: General statements

on caring as a

nursing concept 6 Points 0 Points Presentation of

information in one of the

following elements fails

to meet expectations or

is missing the following: Presentation of

information in two or

more of the following

elements fail to meet

expectations or are

missing the following: General statements

on caring as a

nursing concept

Explains why caring

is important to

nursing practice and

profession Explains why caring

is important to

nursing practice and

profession Identifies sections

of the paper Identifies sections of

the paper Provides support

from scholarly

literature Provides support

from scholarly

literature 24 Points

Presentation of

information is

minimally

demonstrated and General

statements on

caring as a

nursing concept Explains why

caring is

important to

nursing practice

and profession Identifies sections

of the paper Provides support

from scholarly

literature 18 Points 0 Points Presentation of

information in one of the

following elements fails

to meet expectations or Presentation of

information in two or

more following

elements fail to meet Chamberlain College of Nursing

the following elements: following elements: Describes personal

definition of caring Incorporates

principles of holistic

care in definition of

caring Includes scholarly

nursing literature

that support

personal definition

of caring 15 Points Expression of Caring Presentation of

information is

comprehensive and

concise and includes all

of the following

elements: Explains artistic

expression selected

Describes how the Describes personal

definition of caring

Incorporates

principles of holistic

care in definition of

caring

Includes scholarly

nursing literature

that support

personal definition

of caring NR500

includes all the

following elements: 13 Points

Presentation of

information is

superficial in places and

includes all of the

following elements: Explains artistic

expression selected

Describes how the

expression Describes personal

definition of caring

Incorporates

principles of holistic

care in definition of

caring is missing: Includes scholarly

nursing literature

that support

personal definition

of caring 12 Points

Presentation of

information is

minimally

demonstrated and

includes all of the

following elements: Explains artistic

expression selected

Describes how the Describes personal

definition of caring expectations or are

missing: Incorporates

principles of holistic

care in definition of

caring Describes

personal

definition of

caring Includes scholarly

nursing literature

that support

personal definition of

caring Incorporates

principles of

holistic care in

definition of

caring Includes scholarly

nursing literature

that support

personal

definition of

caring 9 Points 0 Points Presentation of

information in one of the

following elements fails

to meet expectations or

is missing the following: Presentation of

information in both

following elements

fail to meet

expectations or are

missing the following: Explains artistic

expression selected

Describes how the

expression Explains artistic

expression

selected Chamberlain College of Nursing

expression

represents caring represents caring expression

represents caring represents caring 10 Points 9 Points 8 Points 6 Points 0 Points Presentation of

information is good but

superficial in places and

includes all of the

following elements: Presentation of

information is

minimally

demonstrated in all of

the following elements: Presentation of

information in one of the

following elements fails

to meet expectations or

is missing the following: Presentation of

information in two or

more of the following

elements fail to meet

expectations or are

missing the following: Conclusion Presentation of

information is

comprehensive and

concise and includes all

of the following

elements: NR500 Summarizes

information

regarding caring

in nursing Summarizes

expression of caring

concept

Presents selfreflection regarding

what was learned

from completing this

assessment Summarizes

information

regarding caring in

nursing Summarizes

expression of caring

concept Presents selfreflection regarding

what was learned

from completing

this assessment Summarizes

information

regarding caring in

nursing Summarizes

expression of caring

concept Presents selfreflection regarding

what was learned

from completing

this assessment Summarizes

information

regarding caring in

nursing

Summarizes

expression of caring

concept

Presents selfreflection regarding

what was learned

from completing this

assessment Describes how

the expression

represents caring Summarizes

information

regarding caring

in nursing Summarizes

expression of

caring concept Presents selfreflection

regarding what

was learned from

completing this

assessment Content Subtotal ___ /90 points Format Possible Points = 10 Points Chamberlain College of Nursing

5 Points APA Format APA guidelines, as per

the 6th edition of the

manual, are

demonstrated for the title page;

running head;

body of paper

(including citations

and headings); and

reference page. NR500 4 Points

APA guidelines, as per

the 6th edition of the

manual, are

demonstrated for the title page;

running head;

body of paper

(including citations

and headings); and

reference page. 3 Points

APA guidelines, as per

the 6th edition of the

manual, are

demonstrated for the title page;

running head;

body of paper

(including citations

and headings); and

reference page. 2 Points

APA guidelines, as per

the 6th edition of the

manual, are

demonstrated for the title page;

running head;

body of paper

(including citations

and headings); and

reference page. 0 Points

APA guidelines, as per

the 6th edition of the

manual, are

demonstrated for the References and Page

Length

Note: Students are to

use at least three (3)

scholarly references.

The paper (excluding

the title page and

reference page) should

be at least one but no One deduction for each

type of APA format error. One deduction for each

type of APA format

error. 0 to 1 APA error is

present 2–3 APA errors are

present One deduction for each

type of APA format

error.

4–5 APA errors are

present One deduction for each

type of APA format error.

6–7 APA errors are

present title page;

running head;

body of paper

(including

citations and

headings); and

reference page. One deduction for

each type of APA

format error.

8 or greater APA

errors are present

3 Point deduction

Does not use at least

three (3) scholarly

references and/or

exceeds required

page length. Chamberlain College of Nursing NR500 more than two pages.

Writing Mechanics 5 Points 4 Points 3 Points 2 Points 0 Points 1–2 errors or exceptions

to the rules of grammar,

spelling, word usage,

punctuation, and other

aspects of formal written

work as found in the 6th

edition of the APA

manual. For this

assignment, first person

may be used. 3–4 errors or exceptions

to the rules of grammar,

spelling, word usage,

punctuation, and other

aspects of formal

written work as found in

the 6th edition of the

APA manual. For this

assignment, first person

may be used. 5–6 errors or exceptions

to the rules of grammar,

spelling, word usage,

punctuation, and other

aspects of formal

written work as found in

the 6th edition of the

APA manual. For this

assignment, first person

may be used. 7–8 errors or exceptions

to the rules of grammar,

spelling, word usage,

punctuation, and other

aspects of formal written

work as found in the 6th

edition of the APA

manual. For this

assignment, first person

may be used. 9 or greater errors or

exceptions to the

rules of grammar,

spelling, word usage,

punctuation, and

other aspects of

formal written work

as found in the 6th

edition of the APA

manual. For this

assignment, first

person may be used. Format Subtotal ____/10 points Total Points ____/100 points

Comments:

NR500 Assessment: Artistic Expression – Concept of Caring

walden nurs6530 week 5-11 discussions

Week 5 discussion

To prepare:

• Review the information in this week’s Learning Resources regarding the stages of group formation, problematic roles individuals play in groups, and strategies for facilitating and maintaining positive group collaboration. In particular, review Learning Exercise 19.12 on page 464 of the course text.

• Reflect on various groups with which you have been or are currently involved. Select one specific group to analyze for the purposes of this Discussion. Identify the purpose or task that the group is or was meant to perform.

• Consider the four stages of group formation (forming, storming, norming, and performing). How would you describe the progression between stages? Is there a stage in which you believe your group is or was “stuck”?

• Consider the task or group-building role you normally play in a group setting. How could you apply the information from the Learning Resources to improve your group participation and facilitation, as well as the functioning of the group as a whole?

• In addition, think about which individuals within your group (including yourself) may fall into problematic roles such as the Dominator, the Aggressor, or the Blocker. How have you and your group members addressed the enactment of these roles and its impact on interactions? With information from the Learning Resources in mind, what strategies would you apply now or going forward?

By Day 3

Post a description of a group with which you have been or are currently involved. Assess where the group is in terms of the four stages of group formation. If you are reflecting on a past experience, explain if your group moved through all four stages. Describe the task or group-building role you typically play, or played, in this group. Then, explain what strategies you, as a leader, can apply to better facilitate the group process and address any problematic individual roles in the group.

Week 6 discussion

Week 6: Power and the Image of Nursing

Bring to mind a nurse whose words, behaviors, or reputation convey power. What is it about this individual that suggests power? How does your perception of this person relate to your view of yourself as a nurse leader and the image you associate with nursing?

This week addresses the concept of power. Through reflection, you examine types and sources of power as well as opportunities for expanding one’s own power base. In addition, you continue to work on your group paper for the Week 7 Assignment.

Learning Objectives

Students will:

• Differentiate types and associated sources of power

• Evaluate strategies for increasing nursing’s power base

Photo Credit: monkeybusinessimages/iStock/Getty Images Plus/Getty Images

________________________________________

Learning Resources

Note: To access this week’s required library resources, please click on the link to the Course Readings List, found in the Course Materials section of your Syllabus.

Required Readings

Marquis, B. L., & Huston, C. J. (2015). Leadership roles and management functions in nursing: Theory and application (8th ed.). Philadelphia, PA: Lippincott, Williams & Wilkins.

• Chapter 13, “Organizational, Political, and Personal Power”

Chapter 13 delves into different types of power. As you read, consider how you see power demonstrated within your own organization.

Anderson, C., & Brion, S. (2014). Perspectives on power in organizations. Annual. Rev. Organ. Psychol. Organ. Behavior, 1(1), 67–97. doi:10.1146/annurev-orgpsych-031413-091259. Retrived from http://www.annualreviews.org/doi/pdf/10.1146/annurev-orgpsych-031413-091259

Retrieved from the Walden Library databases.

Leach, L. S., & McFarland, P. (2014). Assessing the professional development needs of experienced nurse executive leaders. Journal of Nursing Administration, 44(1), 51–62. Retrieved from the Walden Library databases.

McMurry, T. B. (2011). The image of male nurses and nursing leadership mobility. Nursing Forum, 46(1), 22–28. Retrieved from the Walden Library databases.

This article discusses the underrepresentation of males in nursing and the advantages and difficulties faced by men in the nursing profession.

Rao, A. (2012). The contemporary construction of nurse empowerment. Journal of Nursing Scholarship, 44(4), 396–402. Retrieved from the Walden Library databases.

Spence Laschinger, H. K., & Fida, R. (2014). New nurses burnout and workplace wellbeing: The influence of authentic leadership and psychological capital. Burnout Research. 1(1), 19–28.Retrieved from the Walden Library databases.

Required Media

Laureate Education (Producer). (2012h). Personal power plan. Baltimore, MD: Author.

Note: The approximate length of this media piece is 14 minutes.In this week’s media presentation, experts share patient experiences that have enriched their lives personally and professionally along with strategies for increasing personal power.

Discussion: Power Dynamics

There is no graded Discussion Board assignment this week; however, a Week 6 optional discussion board is available for your voluntary participation.

Bring to mind a nurse whose words, behaviors, or reputation convey power.

What is it about this individual that suggests power?

How does your perception of this person relate to your view of yourself as a nurse leader and the image you associate with nursing?

?

Week 7 discussion

Post a summary of an incident involving ineffective communication. Describe communication barriers and other challenges that contributed to the incident. Propose one or more strategies that could have been employed to promote a better outcome. Be sure to refer to elements of the communication process.

Week 8 discussion

Week 8: Leadership and Management

Management is efficiency in climbing the ladder of success; leadership determines whether the ladder is leaning against the right wall.—Stephen R. Covey

What does it take to successfully lead and manage in today’s health care settings?

In your practice setting, you have undoubtedly performed many leadership and management activities. However, you may or may not have been provided with the training and preparation needed to be an effective manager and leader. Moreover, being a good manager is not necessarily the same as being a good leader.

Throughout this course, you have been introduced to many concepts related to leadership and management. This week, you examine more closely the distinctions between management and leadership, as well as the characteristics of effective managers and leaders.

Learning Objectives

Students will:

• Analyze how management and leadership roles differ in terms of supporting an organization to set and achieve goals

• Distinguish characteristics of effective managers and leaders

• Differentiate the concepts of leadership and management within the nursing profession/a health care organization

Learning Resources Note: To access this week’s required library resources, please click on the link to the Course Readings List, found in the Course Materials section of your Syllabus.

Required Readings

Marquis, B. L., & Huston, C. J. (2015). Leadership roles and management functions in nursing: Theory and application (8th ed.). Philadelphia, PA: Lippincott, Williams & Wilkins.

• Review Chapters 2 and 3

Note: Many of the articles in this week’s Required Readings are foundational in the leadership and management literature. The concepts presented in these early articles still apply to today’s workplace.

Brunettoa Y., Shacklockb K., et al. (2012). Comparing the impact of leader–member exchange, psychological empowerment and affective commitment upon Australian public and private sector nurses: implications for retention. The International Journal of Human Resource Management, 23(11), 2238-2255.Retrieved from the Walden Library databases.

Jennings, B. M., Scalzi, C. C., Rodgers, J. D., & Keane, A. (2007). Differentiating nursing leadership and management competencies. Nursing Outlook, 55(4), 169–175.Retrieved from the Walden Library databases.

In this foundational article, Jennings explores the similarities and differences between leadership and management competencies. The research implies that there is a growing ambiguity between the competencies required in nursing that must be addressed.

Keys, Y. (2014). Looking ahead to our next generation of nurse leaders: Generation X Nurse Managers. Journal of nursing management, 22(1), 97–105.doiI: 10.1111/jonm.12198. Retrieved from the Walden Library databases.

Leach, L. S., & McFarland, P. (2014). Assessing the Professional Development Needs of Experienced Nurse Executive Leaders. Journal of Nursing Administration, 44(1), 51–62. doi: 10.1097/NNA.0000000000000021. Retrieved from the Walden Library databases.

Marker, D. (2010). Leadership or management? Management Quarterly, 51(2), 31–34.Retrieved from the Walden Library databases.

This article defines what leadership and management are and explains differences between the concepts. According to Marker, managers are associated with position and power, while leadership is associated with position, guidance, and communication.

Ross, E. J., Fitzpatrick, J. J., Click, E. R., Krouse, H. J., & Clavelle, J. T. (2014). Transformational leadership practices of nurse leaders in professional nursing associations. Journal of Nursing Administration, 44(4), 201–206.doi: 10.1097/NNA.0000000000000044

Retrieved from the Walden Library databases.

Stoddart, K., Bugge, C., Shepherd, A., & Farquharson, B. (2014). The new clinical leadership role of senior charge nurses: a mixed methods study of their views and experience. Journal of Nursing Management, 22(1), 49–59.DOI: 10.1111/jonm.12008

Retrieved from the Walden Library databases.

Required Media

Laureate Education (Producer). (2012f). Integrating leadership and management competencies. Baltimore, MD: Author.

Note: The approximate length of this media piece is 15 minutes.

Effective nurses need both leadership and management skills. In this week’s media, experts discuss management competencies and leadership competencies (which are distinct) and explain the value of management and leadership skills within the context of effective organizations.

Discussion: The Distinction Between Leadership

and Management

Think of the managers you have reported to thus far in your career. Now consider the people you have worked with or know of that you would consider leaders. Based on these experiences, what would you surmise about the responsibilities of managers and leaders and about the distinctions between these two categories in health care settings?

This week’s Learning Resources classify management and leadership (which are often confused in everyday discussion) and explain their significance for health care organizations. As you advance professionally, it is critical to understand the distinctions between management and leadership and how you can apply this knowledge for increasing effectiveness in your workplace.

To prepare:

• Review the information in the Learning Resources.

• Conduct additional research on your own and select at least two current, credible sources that contribute to your understanding of management and leadership.

• Reflect on how the roles of management and leadership differ in supporting the organization to set and achieve goals.

• Drawing upon specific examples from a current or previous practice setting, bring to mind someone who seemed to be a leader but not a manager and someone who seemed to be a manager but not a leader (generally speaking, or within a specific circumstance). Be prepared to support your assessment with specific behavioral descriptions found in the literature.

By Day 3

Post an analysis of how management and leadership roles differ in terms of supporting an organization to set and achieve goals. In addition, post descriptions of an individual who demonstrates leadership behaviors but not management behaviors and an individual who demonstrates management behaviors but not leadership behaviors. Provide your rationale, identifying specific characteristics of effective managers and leaders. (Note: Do not identify these individuals by name, position, or location.)

Read a selection of your colleagues’ responses.

Week 9 discussion

Week 9: Styles of Leadership

What makes a good leader? This question is likely to elicit a diversity of responses from various individuals. Yet, leadership is frequently regarded as a critical contributor to organizational success—and an individual’s professional success as well.

This week, you examine leadership characteristics and styles and consider how particular contexts shape the need for leadership. As a key component of your coursework this week, you explore your own leadership skills and preferences through the use of assessments and self-reflection.

Learning Objectives

• Differentiate among authoritative, democratic, and laissez-faire leadership styles

• Assess personal leadership characteristics using standardized instruments

• Analyze potential challenges associated with various leadership styles

• Formulate recommendations for personal leadership development

Required Readings

Marquis, B. L., & Huston, C. J. (2015). Leadership roles and management functions in nursing: Theory and application (8th ed.). Philadelphia, PA: Lippincott, Williams & Wilkins.

• Review Chapters 2 and 3

Azaare, J., & Gross, J. (2011). The nature of leadership style in nursing management. British Journal of Nursing, 20(11), 672–676, 678–680.Retrieved from the Walden Library databases.

The authors examine the different styles of leadership that nurse managers use and discusses how staff nurses in their study preferred managers who use a proactive, articulate, and independent leadership style.

Benoliela, P. & Somecha, A. (2014). The health and performance effects of participative leadership: Exploring the moderating role of the Big Five personality dimensions European Journal of Work and Organizational Psychology, 23(2), 277–294. doi:10.1080/1359432X.2012.717689Retrieved from the Walden Library databases.

Graham, S., & Melnyk, B. M. (2014). The Birth of a Healthcare Leadership Academy: Lessons Learned From The Ohio State University. Nurse Leader, 12(2), 55–74. doi:10.1016/j.mnl.2014.01.001. Retrieved from the Walden Library databases.

Zydziunaite, V, & Suominen, T. Leadership styles of nurse managers in ethical dilemmas: Reasons and consequences. Contemporary Nurse, 48(2), 150–16. doi:10.5172/conu.2014.48.2.150. Retrieved from the Walden Library databases.

Wall Street Journal staff. (n.d.). Leadership Styles. Retrieved from http://guides.wsj.com/management/developing-a-leadership-style/how-to-develop-a-leadership-style/?mod=WSJBlog

This section of the Wall Street Journal website features a variety of articles and video clips on leadership. The Walden Library also has holdings of Wall Street Journal articles.

Keirsey Temperament Sorter (KTS-II). (n.d.). Retrieved July 20, 2012, from http://www.keirsey.com/

Discussion: Leadership Style – Throughout your career, you will work with many people who display differing leadership styles. As a nurse leader, it is imperative that you communicate well and get along with those whose leadership style does not align with your preferences. It is also important to understand your own leadership style, as this can prompt insight into how others relate to you and what skills you may need to develop as your leadership responsibilities grow.

To prepare:Review the information in the Learning Resources, including the leadership styles identified in Chapter 2 of the course text.

• Bring to mind a leader in your organization or one with which you are familiar. Would you describe his or her style as authoritative, democratic, or laissez-faire? Why?

• Which characteristics or approaches demonstrated by this person would you integrate into your own leadership style? Which ones would you prefer not to integrate?

• Think about how this leader’s style and resulting interactions may impact health care quality and patient outcomes.

By Day 3 – Post a description of a leader, distinguishing his or her style as authoritative, democratic, or laissez-faire. Describe the characteristics that inform your perception, and explain which ones you would integrate into your own leadership style, as well as which ones you would prefer not to integrate. Explain at least one potential effect of this leadership style on health care quality and patient outcomes.

Week 10 discussion

Discussion – Week 10

COLLAPSE

Effective Ethical, Moral, and Legal Leadership

Week 11 discussion

Week 11: Conflict Management

What do you think of when you read or hear the word “conflict”??Conflict, in itself, is a neutral phenomenon. Yet, it is typically thought of as a negative occurrence, particularly in organizations that rely on well-coordinated efforts to promote patient safety and other critical outcomes.?This week, you examine conflict as an essential, yet complicated, topic that must be addressed in every health care organization.

As a nurse leader, your preferred conflict-management style—and how you respond to the styles of the people you work with—can have a profound impact on your leadership effectiveness, the resolution of important issues, and patient and staff satisfaction. As such, for this week’s Discussion, you examine conflict management styles and assess strategies for dealing with conflict effectively.

Learning Objectives

• Evaluate conflict management styles

• Evaluate the impact of conflict management styles on leadership effectiveness

• Analyze conflict management strategies

Learning Resources: Note: To access this week’s required library resources, please click on the link to the Course Readings List, found in the Course Materials section of your Syllabus.

Required Readings

Marquis, B. L., & Huston, C. J. (2015). Leadership roles and management functions in nursing: Theory and application (8th ed.). Philadelphia, PA: Lippincott, Williams & Wilkins.

Chapter 21, “Managing Conflict” ?This chapter explores the many facets of conflict, describes what contributes to conflict, and provides strategies for resolving conflict.

CPP. (n.d.). TKI. Retrieved July 24, 2012, from https://www.cpp.com/products/tki/index.aspx

Review the sample report and other items on the Thomas-Kilmann website. You may consider completing this assessment to better understand your conflict management style.

Eagar, S. C., Cowin, L. S., Gregory, L., & Firtko, A. (2010). Scope of practice conflict in nursing: A new war or just the same battle? Contemporary Nurse, 36(1/2), 86–95.Retrieved from the Walden Library databases.

This article focuses on creating nursing teams as rapid change occurs within health care. The authors state that for a team to successfully handle conflict, there have to be clear boundaries, minimal confusion, and maximum communication.

Johansen, M. L. (2012). Performance potential. Keeping the peace: Conflict management strategies for nurse managers. Nursing Management, 43(2), 50–54.Retrieved from the Walden Library databases.

“Handling conflicts in an efficient and effective manner results in improved quality, patient safety, and staff morale, and limits work stress for the caregiver,” (p. 50). This article presents strategies for managing conflict. Review the methods suggested and consider how you might be able to apply them in the workplace.

Williams, S. (n.d.). Understanding conflict and conflict management. Retrieved from http://www.wright.edu/~scott.williams/LeaderLetter/conflict.htm

This short editorial delineates the major points of conflict resolution.

Discussion: Conflict Management Styles

In Week 10, you considered how ethical, moral, and legal dilemmas can provoke internal conflict when a nurse’s values are not in alignment with the apparent demands of a situation or with others’ values, as well as external conflict that can arise as these dynamics are played out. Of course, conflict can also emerge through seemingly simple issues of little consequence—little consequence, that is, except when they are not properly managed.

Nurse leaders need to be familiar with conflict management styles and the impact these styles can have on interpersonal dynamics, and, ultimately, patient care. For this Discussion, you evaluate a situation marked by conflict and consider how conflict management strategies could be applied to promote positive results.

To prepare:

• Consider a conflict situation you witnessed or were engaged in within your practice setting. Then, proceed as follows:

o Think about who was involved, how it was resolved (if it was), and how it might have been handled more effectively.

o Identify the conflict management style(s) employed by various individuals, including ineffective responses or no response to the situation.

o Evaluate your personal response to this conflict.

• What do your thoughts and actions in this and other conflict situations reveal about your typical approach to conflict?

By Day 3

Post a description of how you handled or avoided a conflict, as well as the results of your approach. Explain how would you respond to this conflict today and/or what steps you would take to improve your comfort level and skill for managing conflict in the future (including specific conflict management strategies you would use). Explain how conflict management relates to your effectiveness as a leader.

Read a selection of your colleagues’ responses.

By Day 6

Respond to at least two of your colleagues on two different days using one or more of the following approaches:

• Ask a probing question, substantiated with additional background information, evidence or research.

• Share an insight from having read your colleagues’ postings, synthesizing the information to provide new perspectives.

• Offer and support an alternative perspective using readings from the classroom or from your own research in the Walden Library.

• Make a suggestion based on additional evidence drawn from readings or after synthesizing multiple postings.

?

walden nurs6530 week 5-11 discussions

Give a positive comment on the following Evidence-Based Practice Projects – Clinical & Statistical significance Discussion Essay Assignment post;

Evidence-based practice projects are fundamental in medical practice. This is the reason as to why such projects emanate into results that are statistically significant. A distinction between clinical significance and statistical significance will be discussed in its relation to evidence based projects (Gillani, 2011). The use of clinical significance in supporting positive outcomes in the project will also be highlighted.

ORDER A PLAGIARISM-FREE PAPER

Clinical significance refers to that ability displayed by a treatment to enable a patient return to his or healthy state of body functioning. However, it differs from statistical significance in a sense that it is more objective i.e. it determines whether the prescribed treatment was able to achieve the intended purpose (Sedgwick, 2014). Statistical significance, though a determinant that was only used sometimes back is expressed as a variable meaning that it is never exact on whether the treatment recommended is going to restore a patient’s normality. It operates on the principle of probability.

The ultimate aim of the evidence-based practice project is to bring forth positive outcome. Incorporation of clinical significance can prove to be of great help in achieving this. Carrying out a clinical interpretation in the entire research process will be fundamental in ensuring that the patient’s safety, as well as efficacy need, is put into consideration when it comes to decisions made. This will significantly enhance positive outcomes of the research work.

A critical evaluation of the research project by clinicians so as to qualify internal as well as external validity will trigger positive results. The employment of all these aspects of clinical significance will see to it that Evidence-based practice project becomes not only meaningful but also helpful to those seeking medical solutions to their unhealthy conditions.

 

References

Gillani, S. (2011). Is statistical significance a relevant tool for assessing clinical significance?. Journal Of Pharmaceutical Negative Results, 2(2), 121. http://dx.doi.org/10.4103/0976-9234.90227. Evidence-Based Practice Projects – Clinical & Statistical significance Discussion Essay Assignment

Sedgwick, P. (2014). Clinical significance versus statistical significance. BMJ, 348(mar14 11), g2130-g2130. http://dx.doi.org/10.1136/bmj.g2130. Evidence-Based Practice Projects – Clinical & Statistical significance Discussion Essay Assignment

HCA 450 : Healthcare quality Essay Assignment – GCU

A health care organization is comprised of different professionals who serve different functions. Their roles may determine how they view quality initiatives, including the different methods measurement and types of improvement tools.

Design a graphic organizer (such as a chart or table) that identifies a minimum of three quality measurement/improvement tools. Describe how they are used for measuring quality by at least four professionals in a health care organization. You must include at least one administrative health professional, one midlevel provider, one physician, and one auxiliary staff member.

Make sure to include a References page with at least four references, including your textbook.

While APA format is not required for the body of this assignment, solid academic writing is expected, and in-text citations and references should be presented using APA documentation guidelines, which can be found in the APA Style Guide, located in the Student Success Center.

HCA 450 : Healthcare quality Essay Assignment – GCU

End-of-life care essay

End-of-life care becomes an issue at some point for elderly clients. Even with the emergence of palliative care programs and hospice programs, the majority of elderly people do not die in their own home as is their preference. What are the reasons for this trend? Discuss what you can do as a nurse to support your clients in end-of-life care and in supporting their desires.

Support your response with evidence-based literature. MINIMUM OF 2 REFERENCES. 400 WORDS. NO PLAGIARISM PLEASE

End-of-life care essay

NURS 6560 – Advanced Practice Care of Adults in Acute Care Settings

Discussion – Week 1

Discussion Part I: Scope of Practice, Credentialing, and Negotiation

Note:
In this course, some Discussions will have two parts:

· Part I will consist of a specific topic related to the week’s content.

· Part II will consist of a pharmacology review of approximately 250 words. Please submit each posting separately but within the same Discussion thread.

You will be assessed on your posting and responses to both parts.

As medical care evolves, so does the role and scope of practice of the advanced practice nurse in acute care settings. When providing patient care, however, you, as an advanced practice nurse, must always ensure that you are working within the scope of practice outlined by your state’s laws and institution’s regulations. For this Discussion, you examine these laws and regulations and consider how they might affect your future clinical practice, consider the credentialing process for your area, and discuss negotiation techniques you may use in a job search.

To prepare:

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· Locate a collaborative practice agreement. Based on this agreement, consider the scope of practice of an advanced practice nurse in your state.

· Locate and select at least two hospitals where you would be interested in working at once you obtain your licensure.

· Locate the hospitals’ credentialing documents and investigate the scope of practice at each hospital.

o
Note:
All hospitals do not have the same scope of practice even if they are located within the same city and state.

· Consider how the laws and regulations of the state and hospitals might affect your practice with medical and surgical patients in acute care settings.

· Think about how you would negotiate your first Advanced Practice role. Consider issues such as salary range, Continueing Medical Education (CME), license and DEA costs, insurance, hours, on call requirements, etc.

Post on or before Day 3
an explanation of the scope of practice of advanced practice nurses, as outlined in the collaborative practice agreement. Then, identify the two hospitals of interest that you selected. Based on the credentialing documents, explain the scope of practice for acute care advanced practice nurses at each hospital. Explain how this might affect your practice in terms of caring for medical and surgical patients in acute care settings (i.e., medical treatments, procedures you can perform, interpreting diagnostics, etc.). Finally, describe job negotiation considerations.

Note:
To support your Discussion post, you must include references (with URL links) from the state and the hospitals you selected.

Read
a selection of your colleagues’ responses.

Respond on or before Day 6
to at least
two
of your colleagues on 2 different days who selected a different state or hospital from yours. Share additional insights or alternative perspectives.

Discussion Part II: Pharmacology

Note:
To access this week’s required library resources, please click on the link to the Course Readings List, found in the
Course Materials
section of your Syllabus.

To prepare:

Read the following articles to enhance your knowledge of commonly prescribed medications:

· Chalikonda, S. A. (2009). Alpha2-adrenergic agonists and their role in the prevention of perioperative adverse cardiac events.
AANA Journal
,
77
(2), 103–108.

Retrieved from the Walden Library databases.

· Frankenstein, L., Katus, H. A., Grundtvig, M., Hole, T., de Blois, J., Schellberg, D., … Agewall, S. (2013). Association between spironolactone added to beta-blockers and ACE inhibition and survival in heart failure patients with reduced ejection fraction: A propensity score-matched cohort study.
European Journal of Clinical Pharmacology
,
69
(10), 1747–1755.

Retrieved from the Walden Library databases.

· Hao, G., Wang, Z., Guo, R., Chen, Z., Wang, X., Zhang, L., & Li, W. (2014). Effects of ACEI/ARB in hypertensive patients with type 2 diabetes mellitus: A meta-analysis of randomized controlled studies.
BMC Cardiovascular Disorders
,
14,
148.

Retrieved from the Walden Library databases.

· Levy, P. D., Laribi, S., & Mebazaa, A. (2014). Vasodilators in acute heart failure: Review of the latest studies.
Current Emergency and Hospital Medicine Reports
,
2
(2), 126–132.

· Shi, C. (2013). Blood pressure lowering efficacy of alpha blockers for primary hypertension.
International Journal of Evidence-Based Healthcare
,
11
(3), 204–205.

Retrieved from the Walden Library databases.

· Tocci, G., Battistoni, A., Passerini, J., Musumeci, M. B., Francia, P., Ferrucci, A., & Volpe, M. (2015). Calcium channel blockers and hypertension.
Journal of Cardiovascular Pharmacology and Therapeutics
,
20
(2), 121–130.

Retrieved from the Walden Library databases.

· Toppen, W., Sareh, S., Satou, N., Shemin, R., Hunter, C., Buch, E., & Benharash, P. (2014). Do preoperative ?-blockers improve postoperative outcomes in patients undergoing cardiac surgery? Challenging societal guidelines.
American Surgeon
,
80
(10), 1018–1021.

Retrieved from the Walden Library databases.

· Wang, A. (2012). Efficacy of class III antiarrhythmics and magnesium combination therapy for atrial fibrillation.
Pharmacy Practice
,
10
(2), 65–71.

Retrieved from the Walden Library databases.

All of the following groups of medications are commonly prescribed in the acute care setting. Choose one of the topics below to discuss. If it is a medication group, select a specific drug within that group. (This is a good way to prepare for clinical practice, because you will get to know the drugs you will prescribe for patients.). Focus your discussion on the hospital or ICU setting and IV usage.

1. Alpha agonists

2. Alpha blockers

3. Beta blockers

4. Antiarrhythmics

5. Calcium channel

6. Vasodilators

7. ACE versus BBlocker with spironolactone in CHF

8. ACE versus ARB

Note:
When sharing your initial post, select a topic that has not yet been discussed. If all topics have been discussed, then you may select that topic again, but select a different drug within the medication group.

For this Discussion, address 1 of the following options. Post by Day 3:

· Option 1:
Post
a description of a patient you have taken care of (inpatient as an RN, or as an NP student) who has been prescribed the medication you selected. Include the scenario, indication, dosing, complications, and outcome. Then explain whether or not you would have ordered the same drug and same dose.

· Option 2: Conduct an evidence-based drug search on the drug you selected and
post
an explanation of any possible issues. Are there any drug interactions? Any black box warnings? To what type of patient would you prescribe this medication?

· Option 3:
Post
an explanation of the properties of the drug you selected, including usages and dosing in the hospital or ICU. Describe a patient to whom you would prescribe this medication.

Note:
To be considered as one of your required responses, your pharmacology rationale must include a supporting reference.

Click on the
Reply
button below to reveal the textbox for entering your message. Then click on the
Submit
button to post your message.

Bottom of Form

Week 2

Discussion Part I: Limitations and Challenges

From providing ongoing assessments to monitoring for complications and facilitating recovery, advanced practice nurses who care for patients in perioperative environments experience a unique set of limitations and challenges. Reflecting on your experiences in this complex and critical environment will help you develop your professional competency and prepare you for your future role as an advanced practice nurse. In this week’s Discussion, you consider limitations and challenges of clinical practice in perioperative care settings. NURS 6560 – Advanced Practice Care of Adults in Acute Care Settings

To prepare:

· Reflect on this week’s clinical experiences.

· Consider one limitation or challenge you encountered.

· Think about how you overcame this limitation or challenge and how this might affect your future practice in pre- and post-operative care settings.

Post on or before Day 3
a description of at least one limitation or challenge you encountered during your clinical experience this week. Explain how you overcame this limitation or challenge and how this might affect your future practice.

Note:
If you refer to a patient in your Discussions or Assignments, be sure to use a pseudonym or other false form of identification. This is to ensure the privacy and protection of the patient.

Read
a selection of your colleagues’ responses.

Respond on or before Day 6
to two colleagues by sharing additional insights or alternative perspectives.

Discussion Part II: Pharmacology

Note:
To access this week’s required library resources, please click on the link to the Course Readings List, found in the
Course Materials
section of your Syllabus.

To prepare:

Read the following articles to enhance your knowledge of commonly prescribed medications:

· Ando, S., Yasugi, D., Matsumoto, T., Kanata, S., & Kasai, K. (2014). Serious outcomes associated with overdose of medicines containing barbiturates for treatment of insomnia.
Psychiatry Clinical Neuroscience, 68
(9), 721.

· Dassanayake, T. L., Jones, A. L., Michie, P. T., Carter, G. L., McElduff, P., Stokes, B. J., & Whyte, I. M. (2012). Risk of road traffic accidents in patients discharged following treatment for psychotropic drug overdose: A self-controlled case series study in Australia.
CNS Drugs 26
(3), 269–276.

Retrieved from the Walden Library databases.

· Kulick, D., & Deen, D. (2011). Specialized nutrition support.
American Family Physician
,
83
(2), 173–183. Retrieved from .aafp.org/afp/2011/0115/p173.html” title=”Specialized Nutrition Support”>http://www.aafp.org/afp/2011/0115/p173.html

· Martini, D. I., Nacca, N., Haswell, D., Cobb, T., & Hodgman, M. (2015). Serotonin syndrome following metaxalone overdose and therapeutic use of a selective serotonin reuptake inhibitor.
Clinical Toxicology 53
(3), 185–187.

· Robinson, A., & Wermeling, D. P. (2014). Intranasal naloxone administration for treatment of opioid overdose.
American Journal of Health-System Pharmacy
,
71
(24), 2129–2135.

Retrieved from the Walden Library databases.

· Thomas, D. R. (2013). Total parenteral nutrition (TPN). In
The Merck Manual Professional Edition
. Retrieved from .merckmanuals.com/professional/nutritional_disorders/nutritional_support/total_parenteral_nutrition_tpn.html” title=”Total Parenteral Nutrition (TPN)”>http://www.merckmanuals.com/professional/nutritional_disorders/nutritional_support/total_parenteral_nutrition_tpn.html

All of the following groups of medications are commonly prescribed in the acute care setting. Choose one of the topics below to discuss. If it is a medication group, select a specific drug within that group. (This is a good way for you to prepare for clinical practice, because you will get to know the drugs you will prescribe for patients.). Focus your discussion on the hospital or ICU setting and IV usage.

1. KPhos, bicarb, calcium, magnesium

2. Iron, folic acid, B12

3. Diamox

4. Macrolides

5. Muinolones/mluoroquinolone

6. Cephalosporins, 4th and 5th generation

7. Aminoglycosides

8. Carbapenems

9. Lipopeptide

10. Tigecycline

Note:
When sharing your initial post, select a topic that has not yet been discussed. If all topics have been discussed, then you may select that topic again, but select a different drug within the medication group.

For this Discussion, address 1 of the following options. Post by Day 3:

· Option 1:
Post
a description of a patient you have taken care of (inpatient as an RN, or as an NP student) who has been prescribed the medication you selected. Include the scenario, indication, dosing, complications, and outcome. Then explain whether or not you would have ordered the same drug and same dose.

· Option 2: Conduct an evidence-based drug search on the drug you selected and
post
an explanation of any possible issues. Are there any drug interactions? Any black box warnings? To what type of patient would you prescribe this medication?

· Option 3:
Post
an explanation of the properties of the drug you selected, including usages and dosing in the hospital or ICU. Discuss a patient to whom you would prescribe this medication.

Note:
To be considered as one of your required responses, your pharmacology rationale must include a supporting reference. NURS 6560 – Advanced Practice Care of Adults in Acute Care Settings

Click on the
Reply
button below to reveal the textbox for entering your message. Then click on the
Submit
button to post your message.

Reply
Quote

Week 4

Discussion – Week 4

.
Discussion Part I: Assessment and Care of Patients With Cardiovascular Conditions

Many cardiac disorders such as myocardial infarctions are a common problem in the acute care setting. Thus it is essential for you, as the advanced practice nurse caring for acute patients, to identify potential signs and symptoms of complications. Although some cardiac disorders require outpatient treatment and management, other procedures such as CABGs or valve replacements are more common and frequently require major interventions. In your role with acute cardiac patients, you must evaluate symptoms and determine how to treat patients. For this Discussion, consider potential diagnoses, treatment, and/or referral options for the patients in the following 3 case studies.

Case Study 1:
Tom is 56-year-old African American male who presented to the ED with chest pain radiating to his back. The pain has been continuous for 1 hour. The patient complains of shortness of breath. The pain has not been relieved with rest. The patient’s vitals are: 99.1-98-18-198/110. The patient’s cardiac enzymes are negative. Labs results are as follows:

· Na 134

· K 4.1

· Cr 1.8

· BUN 42

· Glucose 248

· WBC 13.1

· Hbg 14.1

· Hct 44.2

· Plt 236

· EKG sinus rhythm no ekg changes

Case Study 2:
Liz is a 79-year-old female with a history of aortic stenosis and hypertension. The patient underwent elective aortic valve replacement yesterday. This AM during rounds, the patient is sitting up in the chair. Vital signs: 99.4-54-20-85/50. Pa 29/13, CVP10. Urine output 20 ml/hr for the last 3 hours. Cardiac output 3.9, cardiac index 1.8. Patient’s preop ef was 50%. Labs are as follows:

· K 4.0

· Cr 1.5

· BUN 42

· Hgb 9.8

· Hct 29.1

· Plt 138

· Postoperative chest X-ray normal

Case Study 3:
Arvid is a 69-year-old male you are seeing in CCU 1 hour after he had a CABG × 4. The patient is intubated. VS: 97.1-78-14-90/50. PA 30/13, CVP 12. ABG 7.21-49-98-19.6-99%- -6 base deficit. Mixed venous O2 sat 68. Hgb 10.2, Hct 32.1. The patient is sedated. Vent settings FiO2 50%, IMV 12, PEEP 5, tidal volume 550.

To prepare:

· Review and select
1
of the 3 case studies provided. Analyze the patient information.

· Consider a differential diagnosis for the patient in the case study you selected. Think about the most likely diagnosis for the patient.

· Think about a treatment and management plan for the patient. Be sure to consider appropriate dosages for any recommended pharmacologic and/or nonpharmacologic treatments.

· Consider strategies for educating patients and families on the treatment and management of the cardiac disorder.

Post on or before Day 3
an explanation of the differential diagnosis for the patient in the case study you selected. Explain which is the most likely diagnosis for the patient and why. Include an explanation of unique characteristics of the disorder you identified as the primary diagnosis. Then, explain a treatment and management plan for the patient, including appropriate dosages for any recommended treatments. Finally, explain strategies for educating patients and families on the treatment and management of the cardiac disorder.

Read
a selection of your colleagues’ responses.

Respond on or before Day 6
to at least
two
of your colleagues
on 2 different days
in
both of the ways
listed below. Respond to colleagues who selected different case studies from yours.

· Describe how a patient factor such as age, gender, ethnicity or culture might affect the diagnosis, management, and follow-up care of patients with the cardiac disorders your colleagues discussed.

· Based on your personal and/or professional experiences, expand on your colleagues’ postings by providing additional insights or different perspectives.?

Discussion Part II: Pharmacology

To prepare:

Read the following article to enhance your knowledge of commonly prescribed medications:

· Kalil, A., & Bailey, K. L. (2014, October 20). Septic shock medication. Retrieved from .medscape.com/article/168402-medication” title=”Septic Shock Medication”>http://emedicine.medscape.com/article/168402-medication

All of the following groups of medications are commonly prescribed in the acute care setting. Choose one of the topics below to discuss. If it is a medication group, select a specific drug within that group. (This is a good way for you to prepare for clinical practice, because you will get to know the drugs you will prescribe for patients.). Focus your discussion on the hospital or ICU setting and IV usage.

All of the following groups of medications are commonly prescribed in the acute care setting. This Discussion will focus on CABG patients. Choose one of the topics below to discuss in terms of management of a post-CABG patient. Focus your discussion on the hospital or ICU setting and IV usage.

1. Amicar

2. Epinephrine

3. Vasopressin

4. Nitroglycerin

5. Cardene

6. Insulin drip

7. Dopamine

8. Dobutamine

9. Norepinephrine

10. Phenylephrine

Note:
When sharing your initial post, select a drug that has not yet been discussed. If all drugs have been discussed, then you may select that drug again.

For this Discussion, address 1 of the following options. Post by Day 3:

· Option 1:
Post
a description of a patient you have taken care of (inpatient as an RN, or as an NP student) who has been prescribed the medication you selected. Include the scenario, indication, dosing, complications, and outcome. Then explain whether or not you would have ordered the same drug and same dose.

· Option 2: Conduct an evidence-based drug search on the drug you selected and
post
an explanation of any possible issues. Are there any drug interactions? Any black box warnings? To what type of patient would you prescribe this medication? NURS 6560 – Advanced Practice Care of Adults in Acute Care Settings

· Option 3:
Post
an explanation of the properties of the drug you selected, including usages and dosing in the hospital or ICU. Describe a patient to whom you would prescribe this medication.

Note:
To be considered as one of your required responses, your pharmacology rationale must include a supporting reference.

Click on the
Reply
button below to reveal the textbox for entering your message. Then click on the
Submit
button to post your message.

Bottom of Form

Week 9

Discussion – Week 9

 

Discussion Part I: Assessment and Care of Patients With Adrenal and Urogynecologic Conditions

Many genitourinary (GU) disorders such as kidney disease start developing during adolescence (Johns Hopkins Children’s Center, 2010). This early onset of disease makes it essential for you, as the advanced practice nurse caring for adolescent patients, to identify potential signs and symptoms. Although some adolescent GU disorders require long-term treatment and management, other disorders such as urinary tract infections are more common and frequently require only minor interventions. In your role with adolescent patients, you must evaluate symptoms and determine whether to treat patients or refer them for specialized care. For this Discussion, consider potential diagnoses, treatment, and/or referral options for the patients in the following 3 case studies.

Case Study 1:
Alicia is an 18-year-old female who is brought into urgent care by her mother. She is complaining of dizziness. She recently started to lift weights for softball season. She has been healthy up to this point. Vitals are: temp 101.9°F, HR 120, RR 24, BP 90/54. She has lower extremity edema and decreased skin turgor. She states that her shoulders, thighs, and lower back hurt. She is having trouble moving her arms and legs. She also complains of vague abdominal pain, with nausea and vomiting. Labs came back with CK 10,000, uric acid 40 mg/dl, WBC 14.3, BUN:creatinine ratio 6:1, K 5.8. Urinalysis shows a presence of myoglobin of more than 25.

Case Study 2:
Mark is a 15-year-old male with a complaint of acute left scrotal pain with nausea. The pain began approximately 6 hours ago as a dull ache and gradually has worsened such that he can no longer stand without doubling over. He is afebrile and in marked pain. Physical exam results are negative except for elevation of the left testicle, diffuse scrotal edema, and the presence of a blue dot sign. NURS 6560 – Advanced Practice Care of Adults in Acute Care Settings

Case Study 3:
Maya is a 16-year-old female who presents to the ER for urinary pain. She is a healthy adolescent with complaints of lower abdominal pain, low back pain, and burning with urination. She had a fever of 102°F at home. Physical examination results are normal. Routine urinalysis indicates 2+ proteinuria; specific gravity 1.020; negative for glucose, blood. Leukocytes are moderate and nitrites, moderate. Her blood pressure is normal, and she is at the 60th percentile for height and weight. Vitals are: temp 103.1°F, HR 116, RR 18, BP 100/58. P Ox is 98% (Johns Hopkins Children’s Center, 2010).

To prepare:

· Review and select
1
of the 3 provided case studies. Analyze the patient information.

· Consider a differential diagnosis for the patient in the case study you selected. Think about the most likely diagnosis for the patient.

· Think about a treatment and management plan for the patient. Be sure to consider appropriate dosages for any recommended pharmacologic and/or nonpharmacologic treatments.

· Consider strategies for educating patients and families on the treatment and management of the genitourinary disorder.

Post on or before Day 3
an explanation of the differential diagnosis for the patient in the case study you selected. Explain which is the most likely diagnosis for the patient and why. Include an explanation of unique characteristics of the disorder you identified as the primary diagnosis. Then, explain a treatment and management plan for the patient, including appropriate dosages for any recommended treatments. Finally, explain strategies for educating patients and families on the treatment and management of the genitourinary disorder.

Read
a selection of your colleagues’ responses.

Respond on or before Day 6
to at least
two
of your colleagues
on 2 different days
in
both of the ways
listed below. Respond to colleagues who selected different case studies from yours.

· Describe how culture might affect the diagnosis, management, and follow-up care of patients with the genitourinary disorders your colleagues discussed.

· Based on your personal and/or professional experiences, expand on your colleagues’ postings by providing additional insights or different perspectives.? NURS 6560 – Advanced Practice Care of Adults in Acute Care Settings

Discussion Part II: Pharmacology

Read the following articles to enhance your knowledge of commonly prescribed medications:

· Daley, B. (2015, February 23). Peritonitis and abdominal sepsis. Retrieved from .medscape.com/article/180234-overview” title=”Peritonitis and Abdominal Sepsis”>http://emedicine.medscape.com/article/180234-overview

· Shahedi, K., Chudasama, Y. N., Dea, S. K., & Cooperman, A. (2015, January 14). Diverticulitis treatment and management. Retrieved from .medscape.com/article/173388-treatment” title=”Diverticulitis Treatment and Management”>http://emedicine.medscape.com/article/173388-treatment

· Tobias, J. D., & Leder, M. (2011). Procedural sedation: A review of sedative agents, monitoring, and management of complications.
Saudi Journal of Anasthesia
,
5
(4), 395–410. Retrieved from .ncbi.nlm.nih.gov/pmc/articles/PMC3227310/” title=”Procedural Sedation: A Review of Sedative Agents, Monitoring, and Management of Complications”>http://www.ncbi.nlm.nih.gov/pmc/articles/PMC3227310/

All of the following groups of medications are commonly prescribed in the acute care setting. Choose one of the topics below to discuss. If it is a medication group, select a specific drug within that group. (This is a good way for you to prepare for clinical practice, because you will get to know the drugs you will prescribe for patients.). Focus your discussion on the hospital or ICU setting and IV usage.

· Sedation

1. Diazepam

2. Fentanyl

3. Ketamine

4. Lorazepam

5. Midazolam

6. Propofol

· Nonsedation

7. Chlorpromazine

8. Peritonitis—what antibiotics are chosen for peritonitis?

9. Nerve blocks—what drugs are used with nerve blocks?

10. Diverticulitis—what drugs are used with diverticulitis?

Note:
When sharing your initial post, select a topic that has not yet been discussed. If all topics have been discussed, then you may select that topic again, but select a different drug within the medication group.

For this Discussion, address 1 of the following options. Post by Day 3:

· Option 1:
Post
a description of a patient you have taken care of (inpatient as an RN, or as an NP student) who has been prescribed the medication you selected. Include the scenario, indication, dosing, complications, and outcome. Then explain whether or not you would have ordered the same drug and same dose.

· Option 2: Conduct an evidence-based drug search on the drug you selected and
post
an explanation of any possible issues. Are there any drug interactions? Any black box warnings? To what type of patient would you prescribe this medication?

· Option 3:
Post
an explanation of the properties of the drug you selected, including usages and dosing in the hospital or ICU. Describe a patient to whom you would prescribe this medication.

Note:
To be considered as one of your required responses, your pharmacology rationale must include a supporting reference.

Click on the
Reply
button below to reveal the textbox for entering your message. Then click on the
Submit
button to post your message.

Week 10

Discussion Part I: Neurologic and Orthopedic Conditions and Plastic/Reconstructive Surgery

This week, you study neurologic and orthopedic conditions with plastic surgery considerations. Both neurologic and orthopedic conditions are seen in the trauma areas of the hospital. These conditions encompass cardiovascular, pulmonary, and metabolic aspects of care in the ICU. For this Discussion, focus on adolescent patients, and consider potential diagnoses, treatment, and/or referral options for the patients in the following 3 case studies. NURS 6560 – Advanced Practice Care of Adults in Acute Care Settings

Case Study 1:
A 17-year-old male was celebrating his birthday with friends and alcohol. At one point he jumped into the hotel pool three stories below, hitting the side of the pool with his chest. EMS arrived and packaged him with spinal support. He arrives in the ER with breathing difficulty, chest pain, GCS 10, and O2 sat of 94%. You do initial assessment in the first 10 minutes and find that his chest is asymmetric for breathing and contusions are noted all over his chest. His CXR shows multiple rib fractures on both sides and pulmonary contusions. His cervical spine is stable in a collar. His thoracic and lumbar films are negative for fractures. In the next hours, what are your priorities, and what plan would you have for this patient as he moves to the ICU? At what stage of development is he, and how does that affect his care?

Case Study 2:
A 13-year-old female restrained passenger of a vehicle was involved in an MVA at 60 mph on the highway. The vehicle experienced a frontal impact. The patient arrived in the ER with closed fractures of the left tibia and fibula with angulation, dislocation of the right ankle, multiple pelvic fractures, and femur fracture on the left side. Her BP is 92/54 with pulse of 130. What is your plan for this patient, and what are the considerations to prevent further morbidity? At what stage of development is she, and how does that impact her care? v

Case Study 3:
A 19-year-old male private in the U.S. Air Force was driving with friends when they dared him to “surf the car.” He fell off the roof of the car while it was moving at a speed of approximately 40 mph. He landed face first. He is now in the ICU with a closed head injury. His intracranial pressure is elevated, and his pupillary response is slowing. At this time, what medications do you recommend, and what other medical treatments do you recommend? In addition, after the acute situation is controlled and the patient awakens, what medication do you use for his agitation?

To prepare:

· Review and select
1
of the 3 provided case studies. Analyze the patient information.

· Consider a differential diagnosis for the patient in the case study you selected. Think about the most likely diagnosis for the patient.

· Think about a treatment and management plan for the patient. Be sure to consider appropriate dosages for any recommended pharmacologic and/or nonpharmacologic treatments.

· Consider strategies for educating patients and families on the treatment and management of the trauma care.

Post on or before Day 3
an explanation of the differential diagnosis for the patient in the case study you selected. Explain which is the most likely diagnosis for the patient and why. Include an explanation of unique characteristics of the disorder you identified as the primary diagnosis. Then, explain a treatment and management plan for the patient, including appropriate dosages for any recommended treatments. Finally, explain strategies for educating patients and families on the treatment and management of neurologic and orthopedic conditions.

Read
a selection of your colleagues’ responses.

Respond on or before Day 6
to at least
two
of your colleagues
on 2 different days
in
both of the ways
listed below. Respond to colleagues who selected different case studies from yours.

· Describe how culture might affect the diagnosis, management, and follow-up care of patients with the neurological, orthopedic, or plastics disorders your colleagues discussed.

· Based on your personal and/or professional experiences, expand on your colleagues’ postings by providing additional insights or different perspectives.?

Discussion Part II: Pharmacology

To prepare:

Read the following articles to enhance your knowledge of commonly prescribed medications:

· Family Practice Notebook. (2015). Nonsteroidal anti-inflammatory. Retrieved from .fpnotebook.com/Pharm/Analgesic/NnstrdlAntInflmtry.htm” title=”Nonsteroidal Anti-Inflammatory”>http://www.fpnotebook.com/Pharm/Analgesic/NnstrdlAntInflmtry.htm

· Press, C. D. (2013, September 10). Infiltrative administration of local anesthetic agents. Retrieved from .medscape.com/article/149178-overview” title=”Infiltrative Administration of Local Anesthetic Agents”>http://emedicine.medscape.com/article/149178-overview

All of the following groups of medications are commonly prescribed in the acute care setting. Choose one of the topics below to discuss. If it is a medication group, select a specific drug within that group. (This is a good way for you to prepare for clinical practice, because you will get to know the drugs you will prescribe for patients.). Focus your discussion on the hospital or ICU setting and IV usage.

1. Glycopeptides

2. Oxazolidinones (Bs)

3. Monobactams

4. Ansamycins

5. Metronidazole

6. Lincosamides (Bs)

7. Tinidazole

8. Lidocaine

9. Marcaine

10. NSAIDs

Note:
When sharing your initial post, select a topic that has not yet been discussed. If all topics have been discussed, then you may select that topic again, but select a different drug within the medication group.

For this Discussion, address 1 of the following options. Post by Day 3:

· Option 1:
Post
a description of a patient you have taken care of (inpatient as an RN, or as an NP student) who has been prescribed the medication you selected. Include the scenario, indication, dosing, complications, and outcome. Then explain whether or not you would have ordered the same drug and same dose.

· Option 2: Conduct an evidence-based drug search on the drug you selected and
post
an explanation of any possible issues. Are there any drug interactions? Any black box warnings? To what type of patient would you prescribe this medication? NURS 6560 – Advanced Practice Care of Adults in Acute Care Settings

· Option 3:
Post
an explanation of the properties of the drug you selected, including usages and dosing in the hospital or ICU. Describe a patient you would prescribe this medication to.

Note:
To be considered as one of your required responses, your pharmacology rationale must include a supporting reference.

Click on the
Reply
button below to reveal the textbox for entering your message. Then click on the
Submit
button to post your message.

NURS 6560 – Advanced Practice Care of Adults in Acute Care Settings

Nursing Finances: Budget Variance Analysis Essay Assignment

Having a budget is critical for the financial stability of an organization. Keeping track of how well the organization is actually adhering to the budget, and subsequent identification of why the budget numbers are being missed is equally important. Without this critical “why” piece, it is difficult to make the necessary adjustments to the budget or to organizational behavior that might be promoting overspending.

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A good budget is built with thoughtful consideration of future costs and revenue. Though your budget is formulated with expected figures in mind, the actual resulting values may vary considerably. This variance–from projected to actual–can be a pleasant surprise or a fiscal nightmare and can make financial decision making difficult. Fortunately, variance analysis can enable management to determine why variance occurred and what can be done to mitigate its effects. Nursing Finances: Budget Variance Analysis Essay Assignment

Formula need to be shown with correct anwers

Use the Excel spreadsheet template for the Week 8 assignment (
Variance Analysis template
)

Show all your calculations and formulas in the spreadsheet.

Answer any questions included with the problems (as text in the Excel spreadsheet).

Nursing Finances: Budget Variance Analysis Essay Assignment

NR602 SOAP assignment

This part goes in part one and should include BOTH the subjective and objective data on the patient organized as you would organize them in a SOAP. Do not put the diagnosis or plan in part 1.

WEEK 6: The case should be pediatric (a patient 18 years or under). By now, with two full courses and almost all of this course completed you should have seen a pediatric patient at some time.

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WEEK 6 specific guidelines: The case must not be something overly simple. The list of things that should not be covered include sore throat, URI, UTI, ear infection, or contact dermatitis (poison ivy). You need to present a case that intrigued you or presents new content in a different light. *One of the above diagnosis can be presented if the findings were unusual and you clear such case with your course faculty prior to posting (at least 2 days before posting). In the pediatric case you must also include in the objective data growth chart percentiles for height, weight, and BMI, and tanner

In the pediatric case you must also include in the objective data growth chart percentiles for height, weight, and BMI, and tanner staging. A patient you saw both for initial complaint and follow-up would be ideal, but not required. NR602 SOAP assignment