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IMproving Patient and Staff Satisfaction Through Nursing Discussion ORDER NOW FOR CUSTOMIZED AND ORIGINAL ESSAY PAPERS ON IMproving Patient and Staff Satisfaction Through Nursing Discussion Hello tuor, we are in the last part of the paper and i have a few things i am asking you to clear up for me. I have received my paper from tutor and per my professor, it needs to be condensed into 10 pages. with the instructions from tutor i am asking you to please edit it. thank you. This is what my professor wants. IMproving Patient and Staff Satisfaction Through Nursing Discussion Hi all! A couple points to reiterate regarding your Tutor.com submissions: 1. Prior to your final paper submission, you will need to submit to Tutor.com again. Papers should be around 10 pages in length (not including the title page, reference page[s], and appendices). With this being said, you may need to submit your paper in two or more separate Tutor.com submissions (due to the character limit per submission). attachment_1 Envisioning Implementation Strategies to Implement the Project To address the issue of increasing negative perceptions of continuing education among nursing professionals, the following strategies were implemented: The conduction of research to identify reputable primary and secondary articles, the identification of research articles that were relevant to the study, an evaluation survey was conducted to help spread the word and determine the opinions of nursing personnel on the study that was about to be conducted, the conduction of a pre-training survey, the development of a suitable training program, educating the participants of the study, implementation of the training program, a post-training survey, the evaluation of the effectiveness of the program, and the conduction of follow-up training programs were developed. Facilitators that made the Project Work The facilitators that contributed to this project were categorized as internal and external facilitators. The internal facilitators were the nursing professionals, the patients, and other healthcare professionals. The nursing professionals were directly involved in the research study because they were the demographic that was studied. Some nursing professionals also took part in the development and implementation of the training program for this research study. The patients were also involved directly because patient outcomes were used to determine an improvement in the services offered by nurses. Other healthcare professionals allowed the conduction of this research study by filling in for the nurses who participated in this study. The external facilitators for this research study were hospital management and other hospital staff. The hospital management granted permission for the conduction of the research study. This was an important part of the ethical section of the research. The other hospital staff accommodated the entire training program in the hospital. Actual or Perceived Barriers or Challenges during Project Implementation and Strategies to Overcome them The biggest challenge encountered during the implementation of the project was difficulty in finding nurses who were willing to participate in the research study. Another challenge was the dropout rate of the nurses during the training program. These challenges can be overcome by the inclusion of rewards or incentives e.g. credit hours, nurse recognitions, and promotions, when recruiting participants and during the program implementation. This strategy is effective because it will encourage nursing professionals to volunteer as participants. It will also come in handy when conducting other surveys because of the pleasant experience provided by the previous research study to be experienced by everyone. Evaluation The aims and measures of this project will be evaluated by the conduction of a post-training survey. Both nursing professionals and patients will take an active role in this survey. Additionally, some of the other healthcare professionals will be involved to help determine any positive changes in the experience of working with the nurses after they underwent the training program. The data collected during this survey will help determine the percentage of patients who experience improved satisfaction, the number of nursing professionals that are willing to participate in training and development processes, and increased motivation among the nursing professionals. The IHI Model of Improvement PDSA framework informed this project by guiding how to improve practice (IHI, n.d.). This change model provided sufficient theoretical background that helped implement change in the nursing professionals’ attitudes towards training and development programs. Through the IHI Model of Improvement, the goals for this project were set. This helped us determine what we wanted to accomplish. We also set outcome, performance, and balance measures that helped determine the changes in the attitudes of the nursing professionals (IHI, n.d.). The PDSA cycle helped implement changes and measure their effectiveness. In the event no improvement will be detected, the PDSA cycle will come in handy in making changes to the change cycle that will help achieve the expected goals. Reflection The project was implemented sufficiently. However, the recruitment of participants will be done differently next time. Since the nursing professionals already had a negative attitude towards such training programs, the best thing to do was to make use of incentives that will encourage them to take part in the program. IMproving Patient and Staff Satisfaction Through Nursing Discussion According to Balevre et al. (2018) and Butterworth et al. (2017), well-planned and implemented training and professional development programs are effective in the successful implementation of change. The strengths of the project include the organization and the use of evidence-based sources to support the entire process. The entire project was implemented well since the program and project proposal was followed to the latter. The project went better than expected. It was not an easy process because of the challenges of recruitment at the beginning and the high dropout rate. However, the project was completed successfully. The use of evidence-based sources was a plus because it helped increase the credibility of the research study. It also helped provide sufficient information on the strategies and frameworks that should be applied to such projects. Conclusion At the beginning of the development of this project, we found that one of the reasons why nursing professionals developed a negative attitude towards continuous education was that their employers did not provide sufficient exposure to such programs. This was something that was also observed at our place of work. The development and implementation processes of this project aimed at changing the negative attitudes of nursing professionals towards training and professional development programs. A review of different sources of literature reiterated one thing: he importance of continuous education in the nurses’ performance, motivation, and patients’ outcomes. This project was implemented in the form of a training program that aimed to measure both the pre-test and post-test attitudes of the nurses. Ethical (ANA, 2015) and cultural considerations were considered during the development and implementation process of the program. This was an important step in ensuring that the entire program is unbiased and is sensitive to all groups. The QSEN Competency that was relevant to the implementation of this program was a quality improvement (QSEN Institute, 2013). The outcome was the performance of the nurses and how it influenced the satisfaction of the patients and other healthcare workers. There was a significant improvement in the attitudes of the nurses towards training programs. This project achieved its aims and was able to make a noticeable change in terms of patient and healthcare professionals’ satisfaction (Fukada, 2018), patient outcomes (Jankowska?Pola?ska & Krówczy?ska, 2020), communication, documentation, and reporting processes by nursing professionals. IMproving Patient and Staff Satisfaction Through Nursing Discussion References Ameryoun, A., Chaghari, M., Ebadi, A., & Saffari, M. (2017). Empowering Education: A New Model for In-service Training of Nursing Staff. J Adv Med Educ Prof., 5(1), 26-32. Retrieved from https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5238493/ Ashurst, A. (2017). Continuing professional development: undertaking CPD. NRC, 19(7), 414-415. Retrieved from https://www.magonlinelibrary.com/doi/pdf/10.12968/nrec.2017.19.7.414 Balevre, S. M., Balevre, P. S., & Chesire, D. (2018). Nursing Professional Development Anti-Bullying Project. Nurses in Professional Development, 34(5), 277-282. DOI: 10.1097/NND.0000000000000470 Berry, L., & Smith, P. (2018). Education and training: A general practice nurse team review. Practice Nursing, 29(1), 442-445. Retrieved from https://www.magonlinelibrary.com/doi/pdfplus/10.12968/pnur.2018.29.9.442 Blood, A., & LaFond, C. A. (2016). Targeted Simulation Instructor Course for Nursing Professional Development Specialists. J. Nurses Prof. Dev. 32(6), 284-293. DOI: 10.1097/NND.0000000000000306 Butterworth, T., Cooper, E., Hanratty, B., McCaughan, D., Spilsburry, K., & Thompson, C. (2017). Priorities for the professional development of registered nurses in nursing homes: a Delphi study. Age and Ageing, 46(1), 39-45. DOI: https://doi.org/10.1093/ageing/afw160 Cheng, J., Huang, S., & Liu, X. (2019). Mobile Phone Training Platform for the Nursing Staff in the Emergency Department. Telemedicine and E-Health, 25(1). https://doi.org/10.1089/tmj.2017.0317 Fukada, M. (2018). Nursing Competency: Definition, Structure, and Development. Yonago Acta Medica, 61, 1-7. Retrieved from https://www.jstage.jst.go.jp/article/yam/61/1/61_2018.03.001/_pdf Glasper, A. (2018). Problems affecting the continuing professional development of nurses. British Journal of Nursing, 27(12). DOI: https://doi.org/10.12968/bjon.2018.27.12.714 Hayward, R., & Wilkinson, S. (2017). Band 5 nurses’ perceptions and experiences of professional development and support: effect on job satisfaction and retention. Nursing Management, 24(2), 30-37. DOI: 10.778/nm.2017.e1537 IHI – Institute for healthcare improvement. (2020). Professional development: Improving health and health care worldwide. IHI – Institute for Healthcare Improvement. Retrieved from https://www.ihi.org/education/IHIOpenSchool/Chapters/Groups/Faculty/Pages/ProfessionalDevelopment.aspx Jankowska?Pola?ska, B., & Krówczy?ska, D. (2020). Nurses as educators in the comprehensive heart failure care program—Are we ready for it? Nursing Open, 7(5), 1354–1366. https://doi.org/10.1002/nop2.507 Julian, J. F. L. E., & Ruiz, F. B. (2020). Continuing professional development (CPD) among educators in selected Colleges of Nursing: Perceived importance, impact, and challenges. Enfermería Clínica, 30(1), 60-64. DOI: https://doi.org/10.1016/j.enfcli.2019.09.025 Nursing World. (2010). Code of Ethics for Nurses with Interpretive Statements. Retrieved from https://www.princetonhcs.org/-/media/princeton/documentrepository/documentrepository/nurses/code-of-ethics.pdf Rørtveit, K., Saetre Hansen, B., Joa, I., Lode, K., & Severinsson, E. (2020). Qualitative evaluation in nursing interventions—A review of the literature. Nursing Open, 7(5), 1285–1298. https://doi.org/10.1002/nop2.519 Scerri, A., & Scerri, C. (2019). Outcomes in knowledge, attitudes, and confidence of nursing staff working in nursing and residential care homes following a dementia training program. Aging and Mental Health, 23(8), 919-928. DOI: https://doi.org/10.1080/13607863.2017.1399342 Quality and Safety Education for Nurses (QSEN). (2013). Graduate QSEN Competencies. Retrieved from https://qsen.org/competencies/graduate-ksas/ IMproving Patient and Staff Satisfaction Through Nursing Discussion Appendices Appendix A: Project Proposal Key Red color-assignment instructions Black Bold-Instruction titles Black italic-Responses Janes N. Mose Nursing 473: Professional Pathways Template for Project Proposal with PDSA worksheet Assessment and Identification of the Problem/Need Pathways Proposal Topic In one paragraph, discuss the issue(s) or problem(s) that led to the identification of your project topic or focus. Continuing education enables nurses from diverse educational backgrounds to effectively be able to apply skills and knowledge for appropriate nursing practice. Continuing education provides safe and up to date patient care. Unfortunately, there are several barriers that stand in the way, and so even nurse educators are not able to change staff perceptions to view the idea of continuing education and professional development in a more positive way. The biggest barrier is lack of time. While protected education time is invaluable, it is unrealistic to think that this will always be available as healthcare costs continue to rise. Extra paid training time is expensive for health systems, and administrators do not always see it as a useful investment. The other barrier to continuing education and professional development are staff shortages, inconvenient places/times, fatigue/inability to concentrate after working, family/personal commitments, patient safety issues due to lack of proper trainings, staff burnout, lack of interest in topics, past experiences of negative/inadequate programs, and lack of manager/administration support. Based on this, what is the main purpose of your project? The main purpose of my project is to address need of staff’s negative perceptions of continuing education in order to make the education accessible, fun, and interesting to nurses In your assessment is the current practice informed by current evidence? Most nurse managers in hospitals (e.g., Mayo Clinic) have taken a vital role to mentor new and old nurses in developing evidence-based practice skills by accessing research products and participating in research projects. I can that for some facilities, current practice is informed by current evidence, but still more innovative teaching approaches that promote active participation from staff, creativity and critical thinking in students, such as online teaching and learning, accessing electronic resources, video conferencing and research-based teaching and learning, are required in many facilities. Planning The Institute for Healthcare Improvement (IHI) Plan-Do-Study Act (PDSA) will be used as a framework to guide your project, please review: http://www.ihi.org/resources/Pages/HowtoImprove/default.aspx Choose ONE key QSEN competency/competencies which will be addressed by this project http://qsen.org/competencies/pre-licensure-ksas/: Quality Improvement YOUR Name: Janes N. Mose Mentor(s) name and credentials: Reed, Amber L. Mentor e-mail and phone: Site(s) for project implementation (include unit if applicable): Online Platform Project Title: Improving Patient and Staff Satisfaction through Nursing Staff Professional Development and Training Personal Opportunity Statement: I would like to become a competent nursing professional who can help others improve the quality of their service and their perception of training programs. Aim and Measures For further guidance on how to develop your aim statement and the family of measures, please reference the IHI open school module: QI 102: How to Improve with a Model of Improvement AND Model of Improvement: Measures Science of Improvement: Establishing Measures Aim Statement(s) In the next 2 months, I would like to become a competent nursing professional who is involved in different professional development and training programs so that I can deliver quality services to my clients. I would also like to inspire other nurses to better themselves by developing a nursing professional development and training program by December 2020. This program will help improve patient and staff satisfaction significantly. State what you are trying to accomplish, including: How good? By when? For whom? Example: 5 weeks from today, I will be able to run 5.3 miles in 50 minutes. Measures For the family of measures, please include the unit of measurement (e.g. The number of nurses that implement the proposed plan) Example: The percent of nurses that attend the educational training Outcome Measure List the measure(s) you ultimately want to affect and should directly relate to the above aim statement. The percentage of patients stating improved satisfaction with their care. The number of nursing professionals participating in the new staff development and training process. Examples: The number of miles I can run in 50 minutes The percent of patients educated using the new protocol Process Measures List the measures that will tell you if the parts or steps in the system are performing as planned to affect the outcome measure. 1. Percentage of improved feedback from clients. 2. Number of nurses participating in the new staff development and training process. 3. Number of fellow nursing professionals stating improved motivation in a survey. Example: 1) Minutes runs per week 2) Minutes of strength training per week Balancing Measures List the measures you will track to determine whether you are introducing problems in other parts of the system. 1. Hours needed to complete continuing education. 2. Time needed to survey clients and staff. 3. Daily job satisfaction of fellow nursing professionals on scale of 1-5. Example: 1) Hours slept per night 2) Daily productivity at work on a scale of 1–5 Change to Test State how you will achieve your aim; i.e., what changes do you believe will lead to the improvement? What is at least ONE change you will implement to impact the aim and positively impact your outcome measure. 1. Create a new professional development and training process. 2. Create a staff survey to evaluate the development and training process. 3. Create a client satisfaction survey to evaluate cares provided. Example: Leave work by 5:30 PM. Example: Modify the standard bedside report form. Specify activities/strategies to MEET you goal and aims (what are the steps)? What is your timeline for each of these strategies? Activity (what) Site (where) Participants (who) Date Conduct research to identify relevant and reputable research articles to help create a base for the project. Online library My colleagues and I 14/9/2020 Gather relevant evidence-based information on ways to improve staff and patient satisfaction. At home My colleagues and I 21/9/2020 Develop an evaluation survey. Online platform My colleagues and I 30/9/2020 Conduct a pre-training survey. Online platform All nursing professionals 5/10/2020 Development of the training program that address the issues identified in the survey to help improve the quality of services offered by the nurses and one that will change their negative attitudes towards training and development programs. Online platform My colleagues and I 14/10/2020 Educating parties involved about the program. At work All nursing professionals 14/11/2020 Implementing the training program that addresses the following issues: Communication Reporting and documentation Online platform All nursing professionals 21/11/2020 Conduct a post-training survey. Online platform All nursing professionals 14/12/2020 Evaluation of the effectiveness of the program. Online platform My colleagues and I 21/12/2020 Development of follow-up training programs such as infection control, evidence-based practice and patient-centered approaches. Online platform My colleagues and I 14/1/2021 Get a 10 % discount on an order above $ 100 Use the following coupon code : NURSING10

Cystic Fibrosis Presentation Discussion Cystic Fibrosis Presentation Discussion Slide 4: Possible Treatments There are many old style standard therapies to treat CF, and there are the newer CFTR Modulator treatments. Which of these treatments might be useful for patients with your gene variant? N1303K CFTR-Modulator-Therapies fda-approves-symdekor-tezacaftorivacaftor-and-ivacaftor-treat fda-approves-symdekor-tezacaftorivacaftor-and-ivacaftor-treat You must proofread your paper. But do not strictly rely on your computer’s spell-checker and grammar-checker; failure to do so indicates a lack of effort on your part and you can expect your grade to suffer accordingly. Papers with numerous misspelled words and grammatical mistakes will be penalized. Read over your paper – in silence and then aloud – before handing it in and make corrections as necessary. Often it is advantageous to have a friend proofread your paper for obvious errors. Handwritten corrections are preferable to uncorrected mistakes. Use a standard 10 to 12 point (10 to 12 characters per inch) typeface. Smaller or compressed type and papers with small margins or single-spacing are hard to read. It is better to let your essay run over the recommended number of pages than to try to compress it into fewer pages. BIO 130 Cuyamaca Gollege Cystic Fibrosis Presentation Likewise, large type, large margins, large indentations, triple-spacing, increased leading (space between lines), increased kerning (space between letters), and any other such attempts at “padding” to increase the length of a paper are unacceptable, wasteful of trees, and will not fool your professor. The paper must be neatly formatted, double-spaced with a one-inch margin on the top, bottom, and sides of each page. When submitting hard copy, be sure to use white paper and print out using dark ink. If it is hard to read your essay, it will also be hard to follow your argument. ORDER NOW FOR CUSTOMIZED AND ORIGINAL NURSING PAPERS ADDITIONAL INSTRUCTIONS FOR THE CLASS Discussion Questions (DQ) Initial responses to the DQ should address all components of the questions asked, include a minimum of one scholarly source, and be at least 250 words. Successful responses are substantive (i.e., add something new to the discussion, engage others in the discussion, well-developed idea) and include at least one scholarly source. One or two sentence responses, simple statements of agreement or “good post,” and responses that are off-topic will not count as substantive. Substantive responses should be at least 150 words. I encourage you to incorporate the readings from the week (as applicable) into your responses. Weekly Participation Your initial responses to the mandatory DQ do not count toward participation and are graded separately. In addition to the DQ responses, you must post at least one reply to peers (or me) on three separate days, for a total of three replies. Participation posts do not require a scholarly source/citation (unless you cite someone else’s work). Part of your weekly participation includes viewing the weekly announcement and attesting to watching it in the comments. These announcements are made to ensure you understand everything that is due during the week. APA Format and Writing Quality Familiarize yourself with APA format and practice using it correctly. It is used for most writing assignments for your degree. Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for APA paper templates, citation examples, tips, etc. Points will be deducted for poor use of APA format or absence of APA format (if required). Cite all sources of information! When in doubt, cite the source. Paraphrasing also requires a citation. I highly recommend using the APA Publication Manual, 6th edition. Use of Direct Quotes I discourage overutilization of direct quotes in DQs and assignments at the Masters’ level and deduct points accordingly. As Masters’ level students, it is important that you be able to critically analyze and interpret information from journal articles and other resources. Simply restating someone else’s words does not demonstrate an understanding of the content or critical analysis of the content. It is best to paraphrase content and cite your source. LopesWrite Policy For assignments that need to be submitted to LopesWrite, please be sure you have received your report and Similarity Index (SI) percentage BEFORE you do a “final submit” to me. Once you have received your report, please review it. This report will show you grammatical, punctuation, and spelling errors that can easily be fixed. Take the extra few minutes to review instead of getting counted off for these mistakes. Review your similarities. Did you forget to cite something? Did you not paraphrase well enough? Is your paper made up of someone else’s thoughts more than your own? Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for tips on improving your paper and SI score. Late Policy The university’s policy on late assignments is 10% penalty PER DAY LATE. This also applies to late DQ replies. Please communicate with me if you anticipate having to submit an assignment late. I am happy to be flexible, with advance notice. We may be able to work out an extension based on extenuating circumstances. If you do not communicate with me before submitting an assignment late, the GCU late policy will be in effect. I do not accept assignments that are two or more weeks late unless we have worked out an extension. As per policy, no assignments are accepted after the last day of class. Any assignment submitted after midnight on the last day of class will not be accepted for grading. Communication Communication is so very important. There are multiple ways to communicate with me: Questions to Instructor Forum: This is a great place to ask course content or assignment questions. If you have a question, there is a good chance one of your peers does as well. This is a public forum for the class. Individual Forum: This is a private forum to ask me questions or send me messages. This will be checked at least once every 24 hours. Get a 10 % discount on an order above $ 100 Use the following coupon code : NURSING10

Ethics in Nursing Research ORDER NOW FOR CUSTOMIZED AND ORIGINAL ESSAY PAPERS ON Ethics in Nursing Research NURS 4116: Ethics in Nursing Ethical Analysis Paper Guidelines/Instructions The ethical paper is an application of ethical knowledge to an ethical dilemma. The role of the RN in advocacy is explored. Ethical decision making emerges as a critical skill. Ethics in Nursing Research An ethical dilemma is a situation in which an individual is compelled to choose between two actions that will affect the welfare of a sentient being, and both actions are reasonably justified as being good, neither action is readily justified as being good, or the goodness of the actions is uncertain (Butts & Rich, 2016, p. 55). East Georgia College NURS 4116 Ethics in Nursing Research Some see choices related to an ethical dilemma as finding the path to least harm between two choices in which neither are wholly acceptable. Some may see the resolution of an ethical dilemma as being choosing the lesser of two evils. Bioethical concerns have been with us throughout time. Some recurring questions are: What obligation does society have toward those who must rely on decisions made by others? What rights do parents have in the decision making for the welfare of their children? Is this absolute? In what instances may the mentally ill be required to take medications against their will? Who should be allowed to make end of life decisions? When does the welfare of the many supersede the rights of the individual? This is a perennial concern in terms of communicable diseases. What are the issues when there is conflict between what is legal and individual’s sense of right and wrong? Abortion, for instance, is a critical topic for many. When might one’s autonomy be subjugated to the will of another? Is this EVER ok? Consider an individuals’ decision to avoid treatment or to engage in harmful behavior and the obligation/right or absence of the judgement of another to intervene. This could range from a refusal of surgery, to rescuing one from the side of a bridge, or to force feed an anorexic teen who is approaching death. What strategies would you employ to advocate for a patient under your care? Refer to the rubric for this paper for grading guidelines. Then, see instructions below: Choosing an issue ( Introduction section of the paper on rubric ): You have many examples in your book. Choose an ethical issue that relates to your clinical practice area or is relevant to special interest you have in the practice of nursing. An ethical concern would not be an issue if there were a clear-cut answer. Your work is to investigate an issue, utilize various tools to analyze the issue and then present your own argument/position of the issue with justification and support for your position . Investigate this issue by doing a search of the literature . Use either an example from the literature (you may use your textbook) or from your experience and describe a scenario in which this issue is relevant. Write a paragraph or two with this “story”. Analyze the issue ( Discussion of relevant ethical principles or values section of the paper on rubric ) Define the underlying ethical principle or value: (see pages 53 and 54 in your textbook) Beneficence and non-malfeasance Respect for autonomy Quality of life Both beneficence and non-malfeasance and the respect for autonomy Justice and fairness Using the FOUR TOPICS method for analysis of clinical ethical cases (pages 53 and 54 in your textbook), choose ONE of the approaches (matching the ethical principles or values in the table, as above) and answer the questions related to your ethical issue. Include relevance to nursing practice using the code of ethics for nurses . Examine at least one of the ethical oriented theories described in your textbook and determine how the theory could help you in identifying desired outcomes. For example: Theory of Justice Person Centered Care Humanistic theory Ethical decision making ( Discussion of ethical scenario section of the paper on rubric ) Examine at least two options of actions and outcomes based on your analysis. (What strategies would help you support and advocate for the rights of the patient/family? From these two options, choose your position with rationale. Present an argument for your position. Be sure to support your stated position. Conclusion ( Conclusion section of the paper on rubric ) Conclusion: Reflect upon your learning and the choices you support. Consider the following questions (if they are relevant) or other questions you may have: Do we have a gap between that which is legal and that which may be considered ethical? What one factor might have changed your decision making? Is this a unique case or a universal concern? How does it impact your nursing practice? Are there elements in our society or in healthcare that are evolving and may impact future concerns? References ( APA section of the paper on rubric ) Be sure to include your references. In addition to your textbook, use at least three scholarly articles (such as journal articles) or reliable sources (such as ANA). Be sure to use APA conventions for your paper and follow the criteria in the rubric. Reference Butts, J.B. & Rich, K. L. (2016). Nursing ethics across the curriculum and into practice. (4thed.) Boston: Jones and Bartlett Publishers. ISBN-10:1284059502ISBN-13:978128405950. East Georgia College NURS 4116 Ethics in Nursing Research Get a 10 % discount on an order above $ 100 Use the following coupon code : NURSING10

UMES NURS 6501 Mental Health the Positive Symptoms of Schizophrenia Discussion ORDER NOW FOR CUSTOMIZED AND ORIGINAL ESSAY PAPERS ON UMES NURS 6501 Mental Health the Positive Symptoms of Schizophrenia Discussion QUESTION 1 A 21-year-old male college student was brought to Student Health Services by his girlfriend who was concerned about changes in her boyfriend’s behaviors. The girlfriend says that recently he began hearing voices and believes everyone is out to get him. The student says he is unable to finish school because the voices told him he was not smart enough. The girlfriend relates episodes of unexpected rage and crying. Past medical history noncontributory but family history positive for a first cousin who “had mental problems”. Denies current drug abuse but states he smoked marijuana every day during his junior and senior years of high school. He admits to drinking heavily on weekends at various fraternity houses. Physical exam reveals thin, anxious disheveled male who, during conversations, stops talking, cocks his head and appears to be listening to something. There is poor eye contact and conversation is rambling. UMES NURS 6501 Mental Health the Positive Symptoms of Schizophrenia Discussion Based on the observed behaviors and information from girlfriend, the APRN believes the student has schizophrenia. Question 1 of 4: Describe the positive symptoms of schizophrenia and relate those symptoms to the case study patient. UMES NURS 6501 Mental Health the Positive Symptoms of Schizophrenia Discussion A 21-year-old male college student was brought to Student Health Services by his girlfriend who was concerned about changes in her boyfriend’s behaviors. The girlfriend says that recently he began hearing voices and believes everyone is out to get him. The student says he is unable to finish school because the voices told him he was not smart enough. The girlfriend relates episodes of unexpected rage and crying. Past medical history noncontributory but family history positive for a first cousin who “had mental problems”. Denies current drug abuse but states he smoked marijuana every day during his junior and senior years of high school. He admits to drinking heavily on weekends at various fraternity houses. Physical exam reveals thin, anxious disheveled male who, during conversations, stops talking, cocks his head and appears to be listening to something. There is poor eye contact and conversation is rambling. Based on the observed behaviors and information from girlfriend, the APRN believes the student has schizophrenia. Question 2 of 4: Explain the genetics of schizophrenia. QUESTION 3 A 21-year-old male college student was brought to Student Health Services by his girlfriend who was concerned about changes in her boyfriend’s behaviors. The girlfriend says that recently he began hearing voices and believes everyone is out to get him. The student says he is unable to finish school because the voices told him he was not smart enough. The girlfriend relates episodes of unexpected rage and crying. Past medical history noncontributory but family history positive for a first cousin who “had mental problems”. Denies current drug abuse but states he smoked marijuana every day during his junior and senior years of high school. He admits to drinking heavily on weekends at various fraternity houses. Physical exam reveals thin, anxious disheveled male who, during conversations, stops talking, cocks his head and appears to be listening to something. There is poor eye contact and conversation is rambling. Based on the observed behaviors and information from girlfriend, the APRN believes the student has schizophrenia. Question 3 of 4: The APRN reviews recent literature and reads that neurotransmitters are involved in the development of schizophrenia. What roles do neurotransmitters play in the development of schizophrenia? QUESTION 4 A 21-year-old male college student was brought to Student Health Services by his girlfriend who was concerned about changes in her boyfriend’s behaviors. The girlfriend says that recently he began hearing voices and believes everyone is out to get him. The student says he is unable to finish school because the voices told him he was not smart enough. The girlfriend relates episodes of unexpected rage and crying. Past medical history noncontributory but family history positive for a first cousin who “had mental problems”. Denies current drug abuse but states he smoked marijuana every day during his junior and senior years of high school. He admits to drinking heavily on weekends at various fraternity houses. Physical exam reveals thin, anxious disheveled male who, during conversations, stops talking, cocks his head and appears to be listening to something. There is poor eye contact and conversation is rambling. Based on the observed behaviors and information from girlfriend, the APRN believes the student has schizophrenia. Question 4 of 4: The APRN reviews recent literature and reads that structural problems in the brain may be involved in the development of schizophrenia. Explain what structural abnormalities are seen in people with schizophrenia. QUESTION 5 A 34-year-old female was brought to the Urgent Care Center by her husband who is very concerned about the changes he has seen in his wife for the past 3 months. He states that his wife has had been depressed and irritable, has complaints of extreme fatigue, has lost 10 pounds and has had insomnia. He has come home from work to find his wife sitting in front of the TV and not moving for hours. In the past few days, she suddenly has become very hyperactive, has been talking incessantly, has been easily distracted and seems to “flit from one thing to another.”. She hasn’t slept in 3 days. The wife went on an excessive shopping spree for new clothes that resulted in their credit card being denied for exceeding the line of credit. The wife is unable to sit in the exam room and is currently pacing the hallway muttering to herself and is reluctant to talk with or be examined the ARNP. Physical observation shows agitated movements, rapid fire speech, and hyperactivity. Based on the history and observable symptoms, the APRN suspects that the patient has bipolar type 2 disorder. The APRN refers the patient and husband to the Psychiatric Mental Health Nurse Practitioner for evaluation and treatment. Question 1 of 6: Discuss the role genetics plays in the development of bipolar 2 disorders. QUESTION 6 A 34-year-old female was brought to the Urgent Care Center by her husband who is very concerned about the changes he has seen in his wife for the past 3 months. He states that his wife has had been depressed and irritable, has complaints of extreme fatigue, has lost 10 pounds and has had insomnia. He has come home from work to find his wife sitting in front of the TV and not moving for hours. In the past few days, she suddenly has become very hyperactive, has been talking incessantly, has been easily distracted and seems to “flit from one thing to another.”. She hasn’t slept in 3 days. The wife went on an excessive shopping spree for new clothes that resulted in their credit card being denied for exceeding the line of credit. The wife is unable to sit in the exam room and is currently pacing the hallway muttering to herself and is reluctant to talk with or be examined the ARNP. Physical observation shows agitated movements, rapid fire speech, and hyperactivity. Based on the history and observable symptoms, the APRN suspects that the patient has bipolar type 2 disorder. The APRN refers the patient and husband to the Psychiatric Mental Health Nurse Practitioner for evaluation and treatment. Question 2 of 6: Explain how the hypothalamic-pituitary-adrenal (HPA) system may be associated with bipolar type 2 disease. QUESTION 7 A 34-year-old female was brought to the Urgent Care Center by her husband who is very concerned about the changes he has seen in his wife for the past 3 months. He states that his wife has had been depressed and irritable, has complaints of extreme fatigue, has lost 10 pounds and has had insomnia. He has come home from work to find his wife sitting in front of the TV and not moving for hours. In the past few days, she suddenly has become very hyperactive, has been talking incessantly, has been easily distracted and seems to “flit from one thing to another.”. She hasn’t slept in 3 days. The wife went on an excessive shopping spree for new clothes that resulted in their credit card being denied for exceeding the line of credit. The wife is unable to sit in the exam room and is currently pacing the hallway muttering to herself and is reluctant to talk with or be examined the ARNP. Physical observation shows agitated movements, rapid fire speech, and hyperactivity. Based on the history and observable symptoms, the APRN suspects that the patient has bipolar type 2 disorder. The APRN refers the patient and husband to the Psychiatric Mental Health Nurse Practitioner for evaluation and treatment. Question 3 of 6: Discuss the role inflammatory cytokines play in the development and exacerbation of bipolar type 2 symptoms QUESTION 8 A 34-year-old female was brought to the Urgent Care Center by her husband who is very concerned about the changes he has seen in his wife for the past 3 months. He states that his wife has had been depressed and irritable, has complaints of extreme fatigue, has lost 10 pounds and has had insomnia. He has come home from work to find his wife sitting in front of the TV and not moving for hours. In the past few days, she suddenly has become very hyperactive, has been talking incessantly, has been easily distracted and seems to “flit from one thing to another.”. She hasn’t slept in 3 days. The wife went on an excessive shopping spree for new clothes that resulted in their credit card being denied for exceeding the line of credit. The wife is unable to sit in the exam room and is currently pacing the hallway muttering to herself and is reluctant to talk with or be examined the ARNP. Physical observation shows agitated movements, rapid fire speech, and hyperactivity. Based on the history and observable symptoms, the APRN suspects that the patient has bipolar type 2 disorder. The APRN refers the patient and husband to the Psychiatric Mental Health Nurse Practitioner for evaluation and treatment. Question 4 of 6: Discuss the role of the amygdala in bipolar disorder. QUESTION 9 A 34-year-old female was brought to the Urgent Care Center by her husband who is very concerned about the changes he has seen in his wife for the past 3 months. He states that his wife has had been depressed and irritable, has complaints of extreme fatigue, has lost 10 pounds and has had insomnia. He has come home from work to find his wife sitting in front of the TV and not moving for hours. In the past few days, she suddenly has become very hyperactive, has been talking incessantly, has been easily distracted and seems to “flit from one thing to another.”. She hasn’t slept in 3 days. The wife went on an excessive shopping spree for new clothes that resulted in their credit card being denied for exceeding the line of credit. The wife is unable to sit in the exam room and is currently pacing the hallway muttering to herself and is reluctant to talk with or be examined the ARNP. Physical observation shows agitated movements, rapid fire speech, and hyperactivity. Based on the history and observable symptoms, the APRN suspects that the patient has bipolar type 2 disorder. The APRN refers the patient and husband to the Psychiatric Mental Health Nurse Practitioner for evaluation and treatment. Question 6 of 6: How does neurochemical dysregulation contribute to bipolar disorders? UMES NURS 6501 Mental Health the Positive Symptoms of Schizophrenia Discussion A 34-year-old female was brought to the Urgent Care Center by her husband who is very concerned about the changes he has seen in his wife for the past 3 months. He states that his wife has had been depressed and irritable, has complaints of extreme fatigue, has lost 10 pounds and has had insomnia. He has come home from work to find his wife sitting in front of the TV and not moving for hours. In the past few days, she suddenly has become very hyperactive, has been talking incessantly, has been easily distracted and seems to “flit from one thing to another.”. She hasn’t slept in 3 days. The wife went on an excessive shopping spree for new clothes that resulted in their credit card being denied for exceeding the line of credit. The wife is unable to sit in the exam room and is currently pacing the hallway muttering to herself and is reluctant to talk with or be examined the ARNP. Physical observation shows agitated movements, rapid fire speech, and hyperactivity. Based on the history and observable symptoms, the APRN suspects that the patient has bipolar type 2 disorder. The APRN refers the patient and husband to the Psychiatric Mental Health Nurse Practitioner for evaluation and treatment. Question 6 of 6: What is the current status of the use of nutraceuticals in management of depression? QUESTION 11 A 27-year-old female presents to the Emergency Room, with a chief complaint of palpitations, rapid heart rate, sweating, tremors, and inability to catch her breath. The symptoms started about 10 hour ago and have gotten worse. She states she has some chest pain that remains constant no matter what. She also has numbness and tingling around her mouth and lips. She says she knows something “terrible is going to happen”. She denies having any similar episode in the past. Past medical history noncontributory. Social history significant for recent stressor of applying for medical school and taking the Medical College Admission Test (MCAT). She had not received the results prior to the episode but is sure that the failed the test. Says she doesn’t know if anyone else in her family has had similar episodes. Physical exam reveals a thin, anxious appearing female who is profusely sweating despite cool ambient air temperature. BP 176/88, Pulse 136, and respirations 26. Electrocardiogram negative for evidence of myocardial infarction and all lab data within normal limits except for mild respiratory alkalosis. The patient’s symptoms are subsiding and the patient states she is feeling better. The APRN suspects the patient has just experienced a panic attack. Question 1 of 2: What are panicogens and how do they contribute to the development of panic attack symptoms? QUESTION 12 A 27-year-old female presents to the Emergency Room, with a chief complaint of palpitations, rapid heart rate, sweating, tremors, and inability to catch her breath. The symptoms started about 10 hour ago and have gotten worse. She states she has some chest pain that remains constant no matter what. She also has numbness and tingling around her mouth and lips. She says she knows something “terrible is going to happen”. She denies having any similar episode in the past. Past medical history noncontributory. Social history significant for recent stressor of applying for medical school and taking the Medical College Admission Test (MCAT). She had not received the results prior to the episode but is sure that the failed the test. Says she doesn’t know if anyone else in her family has had similar episodes. Physical exam reveals a thin, anxious appearing female who is profusely sweating despite cool ambient air temperature. BP 176/88, Pulse 136, and respirations 26. Electrocardiogram negative for evidence of myocardial infarction and all lab data within normal limits except for mild respiratory alkalosis. The patient’s symptoms are subsiding and the patient states she is feeling better. The APRN suspects the patient has just experienced a panic attack. Question 2 of 2: How does the GABA-benzodiazepine (BZ) receptor systems contribute to panic attacks/disorders? UMES NURS 6501 Mental Health the Positive Symptoms of Schizophrenia Discussion A 21-year-old female college junior makes an appointment to see the APRN in the Student Health Clinic. The student tells the APRN that it has gotten harder and harder for her to attend classes, especially her history class where the class is preparing for the semester’s end presentations. She says she is terrified to speak to the class and is considering dropping the class so she will not have to present. She has a significant impairment in social activities and has resigned from her sorority. She is unable to go to the library to study as she feels everyone is looking at her and mocking her. She admits to having some of these symptoms in high school, but the guidance counselor was able to work with her to decrease some of her symptoms. Past medical history noncontributory except for the milder symptoms exhibited in high school. Family history noncontributory. Social history positive for anxiety related to social situations that has had a negative impact on both her scholarly and social endeavors. The APRN diagnoses the student with social anxiety disorder (SAD). Question 1 of 2: Describe the areas of the brain that are associated with social anxiety disorder. QUESTION 14 A 21-year-old female college junior makes an appointment to see the APRN in the Student Health Clinic. The student tells the APRN that it has gotten harder and harder for her to attend classes, especially her history class where the class is preparing for the semester’s end presentations. She says she is terrified to speak to the class and is considering dropping the class so she will not have to present. She has a significant impairment in social activities and has resigned from her sorority. She is unable to go to the library to study as she feels everyone is looking at her and mocking her. She admits to having some of these symptoms in high school, but the guidance counselor was able to work with her to decrease some of her symptoms. Past medical history noncontributory except for the milder symptoms exhibited in high school. Family history noncontributory. Social history positive for anxiety related to social situations that has had a negative impact on both her scholarly and social endeavors. The APRN diagnoses the student with social anxiety disorder (SAD). Question 2 of 2: How is oxytocin associated with SAD? QUESTION 15 A 36-year-old female comes to see the APRN in clinic with a chief complaint of “I’m so and I feel all keyed up all the time”. She states she feels restless, keyed up, and on edge most of the time. She fatigues easily and has difficulty concentrating and says her mind goes blank. She admits to being irritable and snapping at her coworkers which she worries will affect her job. She says the symptoms have been present for about 8 or 9 months. and Increased muscle tension. She has had difficulty falling asleep or stay sleeping. Further questioning revealed that prior to her symptoms, her parents got divorced which has been a great stressor for her. Past medical history noncontributory. Social history positive for a case of “nerves” when she was in high school that seemed to resolve after she graduated from college. No drug or alcohol history. The APRN believes the patient has generalized anxiety disorder (GAD). Question 1 of 2: Discuss the role of neurotransmitters in the expression of GAD. UMES NURS 6501 Mental Health the Positive Symptoms of Schizophrenia Discussion A 36-year-old female comes to see the APRN in clinic with a chief complaint of “I’m so and I feel all keyed up all the time”. She states she feels restless, keyed up, and on edge most of the time. She fatigues easily and has difficulty concentrating and says her mind goes blank. She admits to being irritable and snapping at her coworkers which she worries will affect her job. She says the symptoms have been present for about 8 or 9 months. and Increased muscle tension. She has had difficulty falling asleep or stay sleeping. Further questioning revealed that prior to her symptoms, her parents got divorced which has been a great stressor for her. Past medical history noncontributory. Social history positive for a case of “nerves” when she was in high school that seemed to resolve after she graduated from college. No drug or alcohol history. The APRN believes the patient has generalized anxiety disorder (GAD). Question 2 of 2: Explain the structural brain changes that occur in people with GAD. QUESTION 17 A 27-year-old man comes to the Veteran’s Administration Hospital at the insistence of his fiancée who accompanies him to the appointment. She tells the APRN that her fiancée has not “been the same” since he returned from his second tour in Iraq. He was an infantryman with a local Marine Reserve unit and served 2 tours and was honorably discharged. Since his return, he has had difficulty sleeping, and says he “sleeps with one eye open” and fears sleep. Deep sleep brings vivid nightmares. He grudgingly admits to having experienced several traumatic events during his second tour of duty. He is unwilling to discuss them and will not reveal specific details. He is short tempered and irritable and is afraid to be around people as he doesn’t want to snap at people and alienate them. He startles easily at loud noises, especially the sounds of cars backfiring. He admits to thinking there are threats everywhere and spends an excessive amount of time searching for them but never finding any. He has intrusive memories almost every day and says he really isn’t interested in doing much of anything. He is very worried that these symptoms are irreparably hurting his relationship with his fiancée who he loves very much. The APRN diagnoses him with post-traumatic stress disorder (PTSD). Question 1 of 2: Describe the changes seen in the brain structure in patients with PTSD. QUESTION 18 A 27-year-old man comes to the Veteran’s Administration Hospital at the insistence of his fiancée who accompanies him to the appointment. She tells the APRN that her fiancée has not “been the same” since he returned from his second tour in Iraq. He was an infantryman with a local Marine Reserve unit and served 2 tours and was honorably discharged. Since his return, he has had difficulty sleeping, and says he “sleeps with one eye open” and fears sleep. Deep sleep brings vivid nightmares. He grudgingly admits to having experienced several traumatic events during his second tour of duty. He is unwilling to discuss them and will not reveal specific details. He is short tempered and irritable and is afraid to be around people as he doesn’t want to snap at people and alienate them. He startles easily at loud noises, especially the sounds of cars backfiring. He admits to thinking there are threats everywhere and spends an excessive amount of time searching for them but never finding any. He has intrusive memories almost every day and says he really isn’t interested in doing much of anything. He is very worried that these symptoms are irreparably hurting his relationship with his fiancée who he loves very much. The APRN diagnoses him with post-traumatic stress disorder (PTSD). Question 2 of 2: Briefly discuss the role glucocorticoids may have on the development of PTSD. QUESTION 19 A 17-year-old male high school junior comes to the clinic to establish care. He recently moved from a relatively urban area to a very rural area and has just started his junior year in a new school. The mother states that she has noticed that her son has been frequently washing his hands and avoids contact with any dirty or soiled object. He uses paper towels or napkins over the knob on a door when opening it. According to the mother, this behavior has just appeared since moving. The patient, upon close questioning, admits that he is “grossed out” by some of the boys in the boys’ room since they use the toilet and do not wash their hand afterwards. He is worried about all the germs the boys are carrying around. Past medical history is noncontributory. Social history -lives with parents and 2 siblings in a house in a new town. Is an honors student. Based on these behaviors, The APRN thinks the patient has obsessive-compulsive disorder (OCD). Question 1 of 2: What is primary pathophysiology of OCD? UMES NURS 6501 Mental Health the Positive Symptoms of Schizophrenia Discussion A 17-year-old male high school junior comes to the clinic to establish care. He recently moved from a relatively urban area to a very rural area and has just started his junior year in a new school. The mother states that she has noticed that her son has been frequently washing his hands and avoids contact with any dirty or soiled object. He uses paper towels or napkins over the knob on a door when opening it. According to the mother, this behavior has just appeared since moving. The patient, upon close questioning, admits that he is “grossed out” by some of the boys in the boys’ room since they use the toilet and do not wash their hand afterwards. He is worried about all the germs the boys are carrying around. Past medical history is noncontributory. Social history -lives with parents and 2 siblings in a house in a new town. Is an honors student. Based on these behaviors, The APRN thinks the patient has obsessive-compulsive disorder (OCD). Question 2 of 2: Describe the role the dorsal anterior cingulate cortex (dACC) has in reinforcement of obsessive behaviors. Get a 10 % discount on an order above $ 100 Use the following coupon code : NURSING10

The University of Maryland Subjective and Objective Culture Paper The University of Maryland Subjective and Objective Culture Paper ORDER NOW FOR CUSTOMIZED AND ORIGINAL NURSING PAPERS A Sociological Essay for 4 pages So, please write 4 pages of sociological analysis essay with following the requirements below. The instruction is a little complicated to understand perhaps, but please read and write the essay with 80-90% of the analysis and 10-20% of the summarizing of the reading.Also, I would put my rough draft later as a file named 1F, and you could revise it or completely rewrite this please. I need a strong clear thesis and a main point. The instruction is below.Deeply analyze readings and make an argument about the writer’s main claim. Your argument should offer some analysis about the validity (or lack thereof) of the writer’s claim, should provide solid reasoning and text-based evidence for your ideas, and should say something about what you hope the paper will contribute to the larger academic conversation. The paper should be able to be understood without prior knowledge of the class readings; it should include a summary of the main argument your chosen writer makes, as well as summarize information, as needed, from the larger conversation in order to support (or complicate) your claim, as well as anticipate opposing positions.Note that your assessment might not be all pro or all contra—there may be aspects of the writer’s claim that you may agree with, and aspects that you will wish to counter. When assessing the writer’s ideas, you may not draw on outside sources.Potential questions your paper might explore include, but are not limited to, the following:What is the purpose of education? More specifically, what are the goals of public education and universities? Have they evolved over time? The University of Maryland Subjective and Objective Culture Paper Do they need to continue to change? Do we go to school to gain a set of skills that are directly transferable to a job? Or should a broad, liberal arts education be valued in its own right? Should universities prioritize career training and job placement over other educational goals, or should they specifically resist this approach? How should we make choices about work, in particular choosing what to do for work? How should we make choices about educational pursuits? When and how should we value happiness as we think about our educational and professional choices? How do our choices relate to satisfaction over the course of our lives?When outlining your paper, you may want to consider how to answer SOME of the following questions:What is the writer’s claim? What questions does the writer seem to be interested in even if the argument does not definitely answer them? What does the writer NOT take into account that you think is important? How might the other authors we have read shed light on or complicate the argument you have chosen to analyze? How do the questions they raise contribute to your understanding of the essay you have chosen? What question do you hope your analysis will answer? Why is this particular question important for us to think about? 4 pages.To do this, think through the prompt carefully, explore the questions it offers, and make decisions about how you’ll focus your analysis. Your introduction should emerge from a debatable question you plan to explore and should contextualize the claim you want to make. Be sure to write your introduction in such a way that your guiding question and claim are easy for the reader to find. Work to create an introduction that is focused and specific. For the introduction itself, shoot for one, full page.Readings are a link and a file below:Pew Research Center. “The Rising Cost of Not Going to College.” Get a 10 % discount on an order above $ 100 Use the following coupon code : NURSING10

Advanced Pathophysiology of Critical Conditions Questions ORDER NOW FOR CUSTOMIZED AND ORIGINAL ESSAY PAPERS ON Advanced Pathophysiology of Critical Conditions Questions QUESTION 1 A ten-year-old boy is brought to clinic by his mother who states that the boy has been listless and not eating. She also notes that he has been easily bruising without trauma as he says he is too tired to go out and play. He says his bones hurt sometimes. Mother states the child has had intermittent fevers that respond to acetaminophen. Maternal history negative for pre, intra, or post-partum problems. Child’s past medical history negative and he easily reached developmental milestones. Physical exam reveals a thin, very pale child who has bruises on his arms and legs in no particular pattern. The APRN orders complete blood count (CBC), and complete metabolic profile (CMP). The CBC revealed Hemoglobin of 6.9/dl, hematocrit of 19%, and platelet count of 80,000/mm 3 . The CMP demonstrated a blood urea nitrogen (BUN) of 34m g/dl and creatinine of 2.9 mg/dl. The APRN recognizes that the patient appears to have acute leukemia and renal failure and immediately refers the patient to the Emergency Room where a pediatric hematologist has been consulted and is waiting for the boy and his mother. The diagnosis of acute lymphoblastic leukemia (ALL) was made after extensive testing. UMES NURS 6501 Advanced Pathophysiology of Critical Conditions Questions Question 1 of 2: What is ALL? QUESTION 2 A ten-year-old boy is brought to clinic by his mother who states that the boy has been listless and not eating. She also notes that he has been easily bruising without trauma as he says he is too tired to go out and play. He says his bones hurt sometimes. Mother states the child has had intermittent fevers that respond to acetaminophen. Maternal history negative for pre, intra, or post-partum problems. Child’s past medical history negative and he easily reached developmental milestones. Physical exam reveals a thin, very pale child who has bruises on his arms and legs in no particular pattern. The APRN orders complete blood count (CBC), and complete metabolic profile (CMP). The CBC revealed Hemoglobin of 6.9/dl, hematocrit of 19%, and platelet count of 80,000/mm 3 . The CMP demonstrated a blood urea nitrogen (BUN) of 34m g/dl and creatinine of 2.9 mg/dl. The APRN recognizes that the patient appears to have acute leukemia and renal failure and immediately refers the patient to the Emergency Room where a pediatric hematologist has been consulted and is waiting for the boy and his mother. The diagnosis of acute lymphoblastic leukemia (ALL) was made after extensive testing. Question 2 of 2: How does renal failure occur in some patients with ALL? UMES NURS 6501 Advanced Pathophysiology of Critical Conditions Questions A 12-year-old female with known sickle cell disease (SCD) present to the Emergency Room in sickle cell crisis. The patient is crying with pain and states this is the third acute episode she has had in the last nine months. Both parents are present and appear very anxious and teary eyed. A diagnosis of acute sickle cell crisis was made. Appropriate therapeutic interventions were initiated by the APRN and the patient’s pain level decreased, and she was transferred to the pediatric intensive care unit (PICU) for observation and further management. Question 1 of 2: What is the pathophysiology of acute SCD crisis and why is pain the predominate feature of acute crises? QUESTION 4 A 12-year-old female with known sickle cell disease (SCD) present to the Emergency Room in sickle cell crisis. The patient is crying with pain and states this is the third acute episode she has had in the last nine months. Both parents are present and appear very anxious and teary eyed. A diagnosis of acute sickle cell crisis was made. Appropriate therapeutic interventions were initiated by the APRN and the patient’s pain level decreased, and she was transferred to the pediatric intensive care unit (PICU) for observation and further management. Question 2 of 2: Discuss the genetic basis for SCD. QUESTION 5 The parents of a 9-month boy bring the infant to the pediatrician’s office for evaluation of a swollen right knee and excessive bruising. The parents have noticed that the baby began having bruising about a month ago but thought the bruising was due to the child’s attempts to crawl. They became concerned when the baby woke up with a swollen knee. Infant up to date on all immunizations, has not had any medical problems since birth and has met all developmental milestones. Pre-natal, intra-natal, and post-natal history of mother noncontributory. Family history negative for any history of bleeding disorders or other major genetic diseases. Physical exam within normal limits except for obvious bruising on the extremities and right knee. Knee is swollen but no warmth appreciated. Range of motion of knee limited due to the swelling. The pediatrician suspects the child has hemophilia and orders a full bleeding panel workup which confirms the diagnosis of hemophilia A. Question 1 of 2: Explain the genetics of hemophilia. UMES NURS 6501 Advanced Pathophysiology of Critical Conditions Questions The parents of a 9-month boy bring the infant to the pediatrician’s office for evaluation of a swollen right knee and excessive bruising. The parents have noticed that the baby began having bruising about a month ago but thought the bruising was due to the child’s attempts to crawl. They became concerned when the baby woke up with a swollen knee. Infant up to date on all immunizations, has not had any medical problems since birth and has met all developmental milestones. Pre-natal, intra-natal, and post-natal history of mother noncontributory. Family history negative for any history of bleeding disorders or other major genetic diseases. Physical exam within normal limits except for obvious bruising on the extremities and right knee. Knee is swollen but no warmth appreciated. Range of motion of knee limited due to the swelling. The pediatrician suspects the child has hemophilia and orders a full bleeding panel workup which confirms the diagnosis of hemophilia A. Question 2 of 2: Briefly describe the pathophysiology of Hemophilia. QUESTION 7 During a routine 16-week pre-natal ultrasound, spina bifida with myelomeningocele was detected in the fetus. The parents continued the pregnancy and labor was induced at 38 weeks with the birth of a female infant with an obvious defect at Lumbar Level 2. The Apgar Score was 7 and 9. The infant was otherwise healthy. The sac was leaking cerebral spinal fluid and the child was immediately taken to the operating room for coverage of the open sac. The infant remained in the neonatal intensive care unit (NICU) for several weeks then discharged home with the parents after a prescribed treatment plan was developed and the parents were educated on how to care for this infant. UMES NURS 6501 Advanced Pathophysiology of Critical Conditions Questions Question 1 of 2: What is the underlying pathophysiology of myelomeningocele? QUESTION 8 During a routine 16-week pre-natal ultrasound, spina bifida with myelomeningocele was detected in the fetus. The parents continued the pregnancy and labor was induced at 38 weeks with the birth of a female infant with an obvious defect at Lumbar Level 2. The Apgar Score was 7 and 9. The infant was otherwise healthy. The sac was leaking cerebral spinal fluid and the child was immediately taken to the operating room for coverage of the open sac. The infant remained in the neonatal intensive care unit (NICU) for several weeks then discharged home with the parents after a prescribed treatment plan was developed and the parents were educated on how to care for this infant. Question 2 of 2: Describe the pathophysiology of hydrocephalus in infants with myelomeningocele. QUESTION 9 A preterm infant was delivered at 32 weeks gestation and was taken to the NICU for critical care management. Physical assessment of the chest and heart remarkable for a continuous-machinery type murmur best heard at the left upper sternal border through systole and diastole. The infant had bounding pulses, an active precordium, and a palpable thrill. The infant was diagnosed with a patent ductus arteriosus (PDA). Question: Discuss the hemodynamic consequences of a PDA. QUESTION 10 A 7-year-old male was referred to the school psychologist for disruptive behavior in the classroom. The parents told the psychologist that the boy has been difficult to manage at home as well. His scholastic work has gotten worse over the last 6 months and he is not meeting educational benchmarks. His parents are also worried that he isn’t growing like the other kids in the neighborhood. He has been bullied by other children which is contributing to his behaviors. The psychologist suggests that the parents have some blood work done to check for any abnormalities. The complete blood count (CBC) revealed a hypochromic microcytic anemia. Further testing revealed the child had a venous lead level of 21 mcg/dl (normal is < 10 mcg/dl). The child was diagnosed with lead poisoning and it was discovered he lived in public housing that had not finished stripping lead paint from the walls and woodwork. UMES NURS 6501 Advanced Pathophysiology of Critical Conditions Questions Question: How does lead poisoning account for the child’s symptoms? QUESTION 11 Emergency Medical Services (EMS) was dispatched to a home to evaluate the report of an unresponsive 3-month-old infant. Upon arrival, the EMS found a frantic attempt by the presumed father to resuscitate an infant. The EMS took over and attempted CPR but was unable to restore pulse or respiration. The infant was transported to the Emergency Room where the physician pronounced the child dead of Sudden Infant Death Syndrome (SIDS). The distraught parents were questioned as to the events surrounding the discovery of the baby. Parents state the child was in good health, had taken a full 6-ounce bottle of formula prior to being put down for the evening. The child had been sleeping through the night prior to this. Parents stated the baby had had some “sniffles” a few days before and was taken to the pediatrician who diagnosed the child with a mild upper respiratory tract viral syndrome. No other pertinent history. Question: What is thought to be the underlying pathophysiology of SIDS? QUESTION 12 A 4-year-old female is brought to the pediatrician by her mother who states the child has been running a fever to 102.0 F, has “pink eye”, and that her tongue looks very bright red and swollen. The mother states the fever has been present for 5 days, noticed the child had developed a rash and that the child’s legs look “puffy”. No other symptoms noted. Past medical history noncontributory. All immunizations up to date. Physical exam remarkable for current fever of 102.8 F, bilateral conjunctivitis without purulent material, oral mucosa with bright red erythema, dry, with fissuring of the lips. Legs noted to have peripheral edema and are also erythematous. Palmar desquamation noted. There is fine maculopapular rash and + cervical adenopathy. The presumptive diagnosis currently (pending laboratory data) is Kawasaki Disease. Question 1 of 2: What is Kawasaki Disease and what is the pathophysiology? QUESTION 13 A 4-year-old female is brought to the pediatrician by her mother who states the child has been running a fever to 102.0 F, has “pink eye”, and that her tongue looks very bright red and swollen. The mother states the fever has been present for 5 days, noticed the child had developed a rash and that the child’s legs look “puffy”. No other symptoms noted. Past medical history noncontributory. All immunizations up to date. Physical exam remarkable for current fever of 102.8 F, bilateral conjunctivitis without purulent material, oral mucosa with bright red erythema, dry, with fissuring of the lips. Legs noted to have peripheral edema and are also erythematous. Palmar desquamation noted. There is fine maculopapular rash and + cervical adenopathy. The presumptive diagnosis currently (pending laboratory data) is Kawasaki Disease. UMES NURS 6501 Advanced Pathophysiology of Critical Conditions Questions Question 2 of 2: How does Kawasaki Disease cause coronary aneurysms? QUESTION 14 A 9-year-old boy was brought to the Urgent Care Center by his parents who state that the child had a sudden onset of difficulty catching his breath, has a new cough and is making a “funny sound” when he breathes. The parents state there is no prior history of this, and the child had not been ill prior to the start of the symptoms. Past medical history noncontributory. No family history of respiratory problems. No known allergies to drugs or food. Physical exam positive for respiratory rate of 26, use of accessory muscles, with suprasternal retractions, heart rate of 132 beats per minute, an audible inspiratory and expiratory wheeze noted, and the pulse oximetry is 89% on room air. After the APRN institutes appropriate urgent treatment, the child’s breathing slowly returned to normal, vital signs normalize, and the pulse oximetry increases to 97%. The APRN suspects the child has asthma and tells the parents that they need to bring the child to a pulmonologist for further evaluation and care. Question: What is the underlying pathophysiology of asthma? QUESTION 15 A 24-year-old female with known cystic fibrosis (CF) has been admitted to the hospital for evaluation for possible lung transplant. She was diagnosed with CF when she was 9 months old and has had multiple hospitalizations for pneumonia, respiratory failure, and small bowel obstructions. She currently is oxygen dependent and has been told by her physicians that she has end stage pulmonary disease secondary to CF. The only recourse for her currently is lung transplant. Question 1 of 2: What is cystic fibrosis and discuss the pathophysiology. QUESTION 16 A 24-year-old female with known cystic fibrosis (CF) has been admitted to the hospital for evaluation for possible lung transplant. She was diagnosed with CF when she was 9 months old and has had multiple hospitalizations for pneumonia, respiratory failure, and small bowel obstructions. She currently is oxygen dependent and has been told by her physicians that she has end stage pulmonary disease secondary to CF. The only recourse for her currently is lung transplant. Question 2 of 2: What is the reason people with CF are often malnourished? UMES NURS 6501 Advanced Pathophysiology of Critical Conditions Questions A 14-year old girl who was trying out for cheerleading underwent a physical examination by the APRN who notices that the girl had uneven hip height, asymmetry of the shoulder height, shoulder and scapular prominence and rib prominence. The rest of the physical exam was normal and the APRN referred the girl to an orthopaedist for evaluation for possible scoliosis. Radiographs in the orthopaedic office confirms the diagnosis of idiopathic scoliosis. The spinal curve was measured at 26 degrees and it was recommended that the girl be fit for a low-profile back brace. UMES NURS 6501 Advanced Pathophysiology of Critical Conditions Questions Question: What is thought to be the pathophysiology of idiopathic scoliosis? QUESTION 18 A 2-year-old boy was brought to Urgent Care by his parents who state the boy has been having large amounts of diarrhea, been very irritable and very pale. The parents noticed there was blood in the diarrhea and when the boy’s legs became swollen, they sought care. Past medical history noncontributory and all immunizations up to date. Social history noncontributory and the child is in day care 5 days a week. No known exposure to other sick children and the only new event the parents could think of is the day care workers took the children to a local petting zoo about a week ago. Physical exam revealed a pale, ill appearing child with swollen legs, tender abdomen, and petechia on the legs and abdomen. The APRN suspects the child may have been exposed to a bacterium at the petting zoo and arranges for the patient to be transferred to the Emergency Room. There the child was found to be in renal failure, have hypertension and was diagnosed with hemolytic uremic syndrome (HUS). Question: What is the pathophysiology of HUS? QUESTION 19 The parents of a 3-year-old boy bring the child to the pediatrician with concerns that their child seems “small for his age”. The parents state that the boy has always been small but did not worry until the child went to day care and they noticed other children of the same age were much bigger. They also note that his teeth were very late in coming in. Normal prenatal, perinatal and postnatal history and no medical history on either side of family regarding issues with growth and development. Physical exam is normal except for short limbs and small teeth. The pediatrician suspects the child has pituitary dwarfism. A complete laboratory and radiographic work up confirmed the diagnosis. Question: What is the pathophysiology of pituitary dwarfism? QUESTION 20 A 4-year-old boy was brought to the Emergency Room by his parents with a suspected femur fracture. The parents state the child was playing on the couch when he rolled off and cried out in pain. There were no other injuries noted. Review of the child’s chart revealed this was the 4 th Emergency Room visit in the last 15 months for fractures after low impact injury. The parents were suspected of child abuse and Child and Protective Services were consulted. The APRN assessing the child noted that the child had unusually thin and translucent skin, poor dentition, and blue sclera. The APRN suspects the child may have osteogenesis imperfecta (OI). Laboratory results revealed an elevated serum alkaline phosphatase and the diagnosis OI was made based on the clinical picture and elevated alkaline phosphatase. UMES NURS 6501 Advanced Pathophysiology of Critical Conditions Questions Question: What is the pathophysiology of OI? Get a 10 % discount on an order above $ 100 Use the following coupon code : NURSING10

Patients with Opioid Use Disorder Essay ORDER NOW FOR CUSTOMIZED AND ORIGINAL ESSAY PAPERS ON Patients with Opioid Use Disorder Essay In a 5-7 page written assessment, define the patient, family, or population health problem that will be the focus of your capstone project. Assess the problem from a leadership, collaboration, communication, change management, and policy perspective. Plan to spend approximately 2 direct practicum hours meeting with a patient, family, or group of your choice to explore the problem and, if desired, consulting with subject matter and industry experts. Capella University NURS FPX4900 Patients with Opioid Use Disorder Essay Nurses in all professional roles work to effect positive patient outcomes and improve organizational processes. Professional nurses are leaders in problem identification, planning, and strategy implementation—skills that directly affect patient care or organizational effectiveness. Too often, change agents jump to a conclusion that an intervention will promote the envisioned improvement. Instead, the ideal approach is to determine which interventions are appropriate, based on an assessment and review of credible evidence. Interventions could be patient-facing or involve a change in policy and process. In this assessment, you’ll identify and make the case for your practicum focus area, then explore it in depth from a leadership, collaboration, communication, change management, and policy perspective. This assessment lays the foundation for the work that will carry you through your capstone experience and guide the practicum hours needed to complete the work in this course. In addition, it will enable you to do the following: Develop a problem statement for a patient, family, or population that’s relevant to your practice. Begin building a body of evidence that will inform your approach to your practicum. Capella University NURS FPX4900 Patients with Opioid Use Disorder Essay Focus on the influence of leadership, collaboration, communication, change management, and policy on the problem. DEMONSTRATION OF PROFICIENCY By successfully completing this assessment, you will demonstrate your proficiency in the course competencies through the following assessment scoring guide criteria: Competency 1: Lead people and processes to improve patient, systems, and population outcomes. Define a patient, family, or population health problem that’s relevant to personal and professional practice. Competency 2: Make clinical and operational decisions based upon the best available evidence. Analyze evidence from peer-reviewed literature and professional sources that describes and guides nursing actions related to a defined patient, family, or population problem. Competency 5: Analyze the impact of health policy on quality and cost of care. Explain how state board nursing practice standards and/or organizational or governmental policies could affect a defined patient, family, or population problem. Competency 7: Implement patient-centered care to improve quality of care and the patient experience. Propose leadership strategies to improve outcomes, patient-centered care, and the patient experience related to a defined patient, family, or population problem. Competency 8: Integrate professional standards and values into practice. Organize content so ideas flow logically with smooth transitions. Apply APA style and formatting to scholarly writing. PREPARATION In this assessment, you’ll assess the patient, family, or population health problem that will be the focus of your capstone project. Plan to spend approximately 2 hours working with a patient, family, or group of your choice to explore the problem from a leadership, collaboration, communication, change management, and policy perspective. During this time, you may also choose to consult with subject matter and industry experts about the problem (for example, directors of quality or patient safety, nurse managers/directors, physicians, and epidemiologists). To prepare for the assessment, complete the following: Identify the patient, family, or group you want to work with during your practicum The patient you select can be a friend or a family member. You’ll work with this patient, family, or group throughout your capstone project, focusing on a specific health care problem. Begin surveying the scholarly and professional literature to establish your evidence and research base, inform your assessment, and meet scholarly expectations for supporting evidence. In addition, you may wish to complete the following: Review the assessment instructions and scoring guide to ensure that you understand the work you’ll be asked to complete and how it will be assessed. Review the Practicum Focus Sheet: Assessment 1 [PDF] , which provides guidance for conducting this portion of your practicum. Note: Remember that you can submit all, or a portion of, your draft assessment to Smarthinking Tutoring for feedback, before you submit the final version for this assessment. If you plan on using this free service, be mindful of the turnaround time of 24–48 hours for receiving feedback. INSTRUCTIONS Complete this assessment in two parts. Part 1 Define the patient, family, or population health problem that will be the focus of your capstone project. Assess the problem from a leadership, collaboration, communication, change management, and policy perspective and establish your evidence and research base to plan, implement, and share findings related to your project. Part 2 Connect with the patient, family, or group you’ll work with during your practicum. During this portion of your practicum, plan to spend at least 2 hours meeting with the patient, family, or group and, if desired, consulting with subject matter and industry experts of your choice. The hours you spend meeting with them should take place outside of regular work hours. Use the Practicum Focus Sheet [PDF] provided for this assessment to guide your work and interpersonal interactions. REQUIREMENTS The assessment requirements, outlined below, correspond to the scoring guide criteria, so be sure to address each main point. Read the performance-level descriptions for each criterion to see how your work will be assessed. In addition, note the additional requirements for document format and length and for supporting evidence. Define a patient, family, or population health problem that’s relevant to your practice. Summarize the problem you’ll explore. Identify the patient, family, or group you intend to work with during your practicum. Provide context, data, or information that substantiates the presence of the problem and its significance and relevance to the patient, family, or population. Explain why this problem is relevant to your practice as a baccalaureate-prepared nurse. Analyze evidence from peer-reviewed literature and professional sources that describes and guides nursing actions related to the patient, family, or population problem you’ve defined. Note whether the authors provide supporting evidence from the literature that’s consistent with what you see in your nursing practice. Explain how you would know if the data are unreliable. Describe what the literature says about barriers to the implementation of evidence-based practice in addressing the problem you’ve defined. Describe research that has tested the effectiveness of nursing standards and/or policies in improving patient, family, or population outcomes for this problem. Describe current literature on the role of nurses in policy making to improve outcomes, prevent illness, and reduce hospital readmissions. Describe what the literature says about a nursing theory or conceptual framework that might frame and guide your actions during your clinical practicum. Explain how state board nursing practice standards and/or organizational or governmental policies could affect the patient, family, or population problem you’ve defined. Describe research that has tested the effectiveness of these standards and/or policies in improving patient, family, or population outcomes for this problem. Describe current literature on the role of nurses in policy making to improve outcomes, prevent illness, and reduce hospital readmissions. Describe the effects of local, state, and federal policies or legislation on your nursing scope of practice, within the context of this problem. Propose leadership strategies to improve outcomes, patient-centered care, and the patient experience related to the patient, family, or population problem you’ve defined. Discuss research on the effectiveness of leadership strategies. Define the role that you anticipate leadership must play in addressing the problem. Describe collaboration and communication strategies that you anticipate will be needed to address the problem. Describe the change management strategies that you anticipate will be required to address the problem. Organize content so ideas flow logically with smooth transitions. Apply APA style and formatting to scholarly writing. Additional Requirements Format: Format your paper using APA style. Use the APA Style Paper Template . An APA Style Paper Tutorial is also provided to help you in writing and formatting your paper. Be sure to include: A title page and reference page. An abstract is not required. A running head on all pages. Appropriate section headings. Length: Your paper should be approximately 5–7 pages in length, not including the reference page. Supporting evidence: Cite at least five sources of scholarly or professional evidence that support your central ideas. Resources should be no more than five years old. Provide in-text citations and references in APA format. Proofreading: Proofread your paper, before you submit it, to minimize errors that could distract readers and make it more difficult for them to focus on its substance. Get a 10 % discount on an order above $ 100 Use the following coupon code : NURSING10

NCC What Has Posterity Ever Done For Me Heilbroner Robert Essay Analysis Discussion NCC What Has Posterity Ever Done For Me Heilbroner Robert Essay Analysis Discussion ORDER NOW FOR CUSTOMIZED AND ORIGINAL NURSING PAPERS PHIL140 UMUC World Poverty Our Problem or Not Moral Issues Paper Write a 1,000 word argumentative paper in which you take a position on one of the following topics. Your paper must take the form of a reasoned argument, as described in Anatomy of an Argument. Most importantly, your reasoning must include one of the meta-ethical theories from Weeks 1 -3, or an ethical theory from subsequent weeks. Finally, Your essay must also include a one paragraph description of a counter-argument to your assertion, which you must then show to be wrong or mistaken. The essay should use at least two of the Learning Resources from Weeks 1 through 3, plus one more scholarly source. Finally, the essay must be referenced using MLA format. See Perdue’s University’s OWL for details. Topics:World Poverty: our problem or not.Local Poverty: how should this be handled and who should handle it.A Cultural Custom that should be opposed based on moral issues.A Religious Custom that should be opposed based on moral issues. You must proofread your paper. But do not strictly rely on your computer’s spell-checker and grammar-checker; failure to do so indicates a lack of effort on your part and you can expect your grade to suffer accordingly. Papers with numerous misspelled words and grammatical mistakes will be penalized. Read over your paper – in silence and then aloud – before handing it in and make corrections as necessary. Often it is advantageous to have a friend proofread your paper for obvious errors. Handwritten corrections are preferable to uncorrected mistakes. Use a standard 10 to 12 point (10 to 12 characters per inch) typeface. Smaller or compressed type and papers with small margins or single-spacing are hard to read. It is better to let your essay run over the recommended number of pages than to try to compress it into fewer pages. Likewise, large type, large margins, large indentations, triple-spacing, increased leading (space between lines), increased kerning (space between letters), and any other such attempts at “padding” to increase the length of a paper are unacceptable, wasteful of trees, and will not fool your professor. The paper must be neatly formatted, double-spaced with a one-inch margin on the top, bottom, and sides of each page. When submitting hard copy, be sure to use white paper and print out using dark ink. If it is hard to read your essay, it will also be hard to follow your argument. ADDITIONAL INSTRUCTIONS FOR THE CLASS Discussion Questions (DQ) Initial responses to the DQ should address all components of the questions asked, include a minimum of one scholarly source, and be at least 250 words. Successful responses are substantive (i.e., add something new to the discussion, engage others in the discussion, well-developed idea) and include at least one scholarly source. One or two sentence responses, simple statements of agreement or “good post,” and responses that are off-topic will not count as substantive. Substantive responses should be at least 150 words. I encourage you to incorporate the readings from the week (as applicable) into your responses. Weekly Participation Your initial responses to the mandatory DQ do not count toward participation and are graded separately. In addition to the DQ responses, you must post at least one reply to peers (or me) on three separate days, for a total of three replies. Participation posts do not require a scholarly source/citation (unless you cite someone else’s work). Part of your weekly participation includes viewing the weekly announcement and attesting to watching it in the comments. These announcements are made to ensure you understand everything that is due during the week. APA Format and Writing Quality Familiarize yourself with APA format and practice using it correctly. It is used for most writing assignments for your degree. Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for APA paper templates, citation examples, tips, etc. Points will be deducted for poor use of APA format or absence of APA format (if required). Cite all sources of information! When in doubt, cite the source. Paraphrasing also requires a citation. I highly recommend using the APA Publication Manual, 6th edition. Use of Direct Quotes I discourage overutilization of direct quotes in DQs and assignments at the Masters’ level and deduct points accordingly. As Masters’ level students, it is important that you be able to critically analyze and interpret information from journal articles and other resources. Simply restating someone else’s words does not demonstrate an understanding of the content or critical analysis of the content. It is best to paraphrase content and cite your source. LopesWrite Policy For assignments that need to be submitted to LopesWrite, please be sure you have received your report and Similarity Index (SI) percentage BEFORE you do a “final submit” to me. Once you have received your report, please review it. This report will show you grammatical, punctuation, and spelling errors that can easily be fixed. Take the extra few minutes to review instead of getting counted off for these mistakes. Review your similarities. Did you forget to cite something? Did you not paraphrase well enough? Is your paper made up of someone else’s thoughts more than your own? Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for tips on improving your paper and SI score. Late Policy The university’s policy on late assignments is 10% penalty PER DAY LATE. This also applies to late DQ replies. Please communicate with me if you anticipate having to submit an assignment late. I am happy to be flexible, with advance notice. We may be able to work out an extension based on extenuating circumstances. If you do not communicate with me before submitting an assignment late, the GCU late policy will be in effect. I do not accept assignments that are two or more weeks late unless we have worked out an extension. As per policy, no assignments are accepted after the last day of class. Any assignment submitted after midnight on the last day of class will not be accepted for grading. Communication Communication is so very important. There are multiple ways to communicate with me: Questions to Instructor Forum: This is a great place to ask course content or assignment questions. If you have a question, there is a good chance one of your peers does as well. This is a public forum for the class. Individual Forum: This is a private forum to ask me questions or send me messages. This will be checked at least once every 24 hours. Get a 10 % discount on an order above $ 100 Use the following coupon code : NURSING10

Policy and Advocacy for Improving Population Health Discussion ORDER NOW FOR CUSTOMIZED AND ORIGINAL ESSAY PAPERS ON Policy and Advocacy for Improving Population Health Discussion Instructions for week 9 sent in the file, open follow them closely. I also sent the week 8 Discussion (module 4) because it has some relation with last week in case you need to read about it to get connected with the topic. Thank you a lot. WU NURS 6050 Week 9 Policy and Advocacy for Improving Population Health Discussion attachment_1 Module 5: Program/Policy Evaluation (Weeks 9-10) Learning Objectives Students will: Analyze opportunities for RNs and APRNs to participate in program/policy evaluations. Policy and Advocacy for Improving Population Health Discussion Analyze strategies for overcoming challenges for participating in program/policy evaluations Recommend strategies to improve the advocacy and communication of program/policy evaluations Describe healthcare program/policy outcomes Analyze healthcare program/policy evaluations Analyze the role of the nurse advocate in program/policy evaluation Discussion: The Role of the RN/APRN in Policy Evaluation In the Module 4 (SEE BELOW) Discussion, you considered how professional nurses can become involved in policy-making. A critical component of any policy design is evaluation of the results. How comfortable are you with the thought of becoming involved with such matters? Some nurses may be hesitant to get involved with policy evaluation. The preference may be to focus on the care and well-being of their patients; some nurses may feel ill-equipped to enter the realm of policy and political activities. However, as you have examined previously, who better to advocate for patients and effective programs and polices than nurses? Already patient advocates in interactions with doctors and leadership, why not with government and regulatory agencies? In this Discussion, you will reflect on the role of professional nurses in policy evaluation. To Prepare: Again In the Module 4 Discussion, you considered how professional nurses can become involved in policy-making. Review the Resources and reflect on the role of professional nurses in policy evaluation. By Day X of Week 9 Discussion. Post an explanation of at least two opportunities that currently exist for RNs and APRNs to actively participate in policy review . – Explain some of the challenges that these opportunities may present – Describe how you might overcome these challenges. – Finally, recommend two strategies you might make to better advocate for or communicate the existence of these opportunities. Be specific and provide examples. Use 3 references. 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 Milstead, J. A., & Short, N. M. (2019). Health policy and politics: A nurse’s guide (6th ed.). Burlington, MA: Jones & Bartlett Learning. Chapter 7, “Health Policy and Social Program Evaluation” (pp. 116–124 only) Glasgow, R. E., Lichtenstein, E., & Marcus, A. C. (2003). Why don’t we see more translation of health promotion research to practice? Rethinking the efficacy-to-effectiveness transition. American Journal of Public Health, 93 (8), 1261–1267. Shiramizu, B., Shambaugh, V., Petrovich, H., Seto, T. B., Ho, T., Mokuau, N., & Hedges, J. R. (2016). Leading by success: Impact of a clinical and translational research infrastructure program to address health inequities. Journal of Racial and Ethnic Health Disparities, 4 (5), 983–991. Williams, J. K., & Anderson, C. M. (2018). Omics research ethics considerations. Nursing Outlook, 66 (4), 386–393. doi:10.1016/j.outlook.2018.05.003 Document: Healthcare Program/Policy Evaluation Template (Word document) Rubric Detail Grading Select Grid View or List View to change the rubric’s layout. Name: NURS_6050_Module05_Week09_Discussion_Rubric Grid View Excellent Excellent !!! Answers all parts of the discussion question(s) expectations with reflective critical analysis and synthesis of knowledge gained from the course readings for the module and current credible sources. Supported by at least three current, credible sources. Written clearly and concisely with no grammatical or spelling errors and fully adheres to current APA manual writing rules and style. STUDENT’S Discussion FOR THIS WEEK 9 “TO GET IDEA” Evaluation Evaluation in any setting is critical to measure the outcome. Policymaking is no different. Being involved in the evaluation of an existing or newly proposed policy is critical in healthcare. It is imperative that nurses know about evaluation principles and implements them in all healthcare programs. (Milstead & Short, 2019, p. 116). There are several opportunities for nurses to become involved in policy evaluation. First, the American Nurses Association is heavily involved in policymaking for healthcare. They also have the opportunity to be active in policy review and analysis of rules, decisions, and regulations affecting our profession. (American Nurses Association, n.d.). This is one reason we must join a professional nursing association and help shape our profession. Another way to participate in policy review is to be active in your workplace. Voicing concerns about newly imposed policies or programs is a great way to evaluate new programs’ implementation. This provides a direct effect on your current nursing practice. Some challenges exist for active participation in the policy review process. Many nurses are not members of a professional nurses association or do not know the importance of why to get involved for starters. Challenges also exist when nurses do not know the current hospital, federal, state, and local policies or procedures. Or when they are not well educated on the newly proposed policies. Evidence-based research is key to overcome some of these challenges. Researching professional nurses’ associations and what they stand for, newly proposed policies in your hospital, and understanding nurses’ vital role in healthcare policy formation and evaluation is key. Strategies to build awareness for policy evaluation opportunities starts with good communication. Effective communication can help motivate others for action and build awareness. ( How Do I Advocate for Policy Change? , n.d.). Communicating on social media or networking at conferences is an excellent way to begin to inform nurses of opportunities that exist. Additionally, joining professional nursing associations can help broaden ones’ ability to reach more nurses and advocate for the importance of policy evaluation and review. References American Nurses Association. (n.d.). Ana advises federal agencies . ANA. Retrieved October 26, 2020, from https://www.nursingworld.org/practice-policy/advocacy/federal/agencies-regulations/ana-advises-federal-agencies/ How do I advocate for policy change? (n.d.). Prosperity Now. Retrieved October 26, 2020, from https://prosperitynow.org/putting-prosperity-within-reach-how-do-i-advocate-for-policy-change Milstead, J. A., & Short, N. M. (2019). Health policy and politics: A nurse’s guide (6th ed.). Jones & Bartlett Learning. MODULE 4 MY WRINING DISCUSSION , BACK IN WEEK 8 “ TO REVIEW IF YOU NEED” Week 8 Discussion Florida is one of few states in the United States, where residents lack access to quality healthcare services because of some of its laws and regulations. It is one of those where the government is more concerned about political mandates than the health and wellbeing of the citizens despite the high shortage of clinicians and other healthcare workers to meet the needs of the population. In this regard, the state provides several opportunities for registered nurses (RNs) and advanced practice registered nurses (APRNs) to fulfill their advocacy responsibilities and contribute to health promotion and disease prevention and management roles at the primary care level, The significance of permitting RNs and APRNs to engage in the scope of nursing practice that reflects their depth and breadth of their education, training, and experience is one of the major policymaking opportunities for these practitioners in Florida. According to Kaplan (2016), this legislation is required to increase access to care for rural populations, increase patient’s access to alternative care services, and reduce the cost of healthcare services by the government. Another policymaking opportunity in Florida is RNs and APRNs’ support for laws for increasing the number of federally-funded substance abuse prevention programs and strengthening the health systems’ capacity to prevent mental disorders in the state. In this regard, such initiatives would permit relevant stakeholders to identify and implement initiatives that deliver effective and preventive mental and physical health programs to all residents of the state. In essence, APRNs and RNs can support the current efforts of Florida’s Board of Nursing and Florida Nursing Association to ensure the passage of legislation that allows them to practice to the full extent of their training and increased number of federally-funded mental health programs. Meanwhile, registered nurses and their advanced practice counterparts must recognize some of the challenges that exist with active participation in policymaking. According to Kung and Rudner Lugo (2015), some of these challenges include limited resources, perception of the roles of nurses in healthcare, and lack of structures to support their involvement in the policy development process. Despite the pervasiveness of these challenges, RNs and APRNs can overcome them through the integration of their advocacy roles in their practice and education of the policymaking processes. Also, RNs and APRNs who are involved in nursing education and research activities to invest time and resources into policy development initiatives and use their experience to prepare future practitioners for the same engagement. Hence, nurses can overcome the challenges and barriers that exist in the different aspects of policymaking through their understanding of the procedures and facilitators and networking skills to liaise with relevant partners. Finally, RNs and APRNs can increase their advocacy or improve their communication of the opportunities for their colleagues to participate in policymaking through various strategies. According to Shariff (2015), nurses can enhance their participation in policy development through their partnerships with relevant healthcare stakeholders and active engagement in their professional associations. It is a strategy that requires identifying and supporting initiatives that increase the media coverage of their issues that are shaping legislative activities in Florida. An example of this strategy is RNs and APRNs’ support for legislators and the election of public health officials who share their interests and position on the issue. Another effective strategy is for communicating this opportunity is a knowledge sharing in the workplace. In this regard, nurse practitioners can share the advocacy campaigns and call-to-action information from the Florida Nurses Association and other relevant ones with their colleagues via their organization’s news bulletin board. Finally, this communication and advocacy strategy can be executed through presentations during meetings and permission junior cadre nurses to campaign for relevant policies by nurse leaders. WU NURS 6050 Week 9 Policy and Advocacy for Improving Population Health Discussion References Kaplan, L. (2016). Florida NPs advocate for controlled substance prescriptive authority. The Nurse Practitioner , 41 (5), 14-16. Kung, Y. M., & Rudner Lugo, N. (2015). Political advocacy and practice barriers: A survey of Florida APRNs. Journal of the American Association of Nurse Practitioners , 27 (3), 145-151. Shariff, N. J. (2015). Empowerment model for nurse leaders’ participation in health policy development: an east African perspective. BMC Nursing , 14 (1), 31. 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Ashford University NRS 451 Leadership and Management Case of Employee Turnover in Nursing ORDER NOW FOR CUSTOMIZED AND ORIGINAL ESSAY PAPERS ON Ashford University NRS 451 Leadership and Management Case of Employee Turnover in Nursing Benchmark – Effective Approaches in Leadership and Management In this assignment, you will be writing a 1,000-1,250 word paper describing the differing approaches of nursing leaders and managers to issues in practice. To complete this assignment, do the following: Select an issue from the following list: bullying, unit closers and restructuring, floating, nurse turnover, nurse staffing ratios, use of contract employees (i.e., registry and travel nurses), or magnet designation. Describe the selected issue. Discuss how it impacts quality of care and patient safety in the setting in which it occurs. Ashford University NRS 451 Leadership and Management Case of Employee Turnover in Nursing Discuss how professional standards of practice should be demonstrated in this situation to help rectify the issue or maintain professional conduct. Explain the differing roles of nursing leaders and nursing managers in this instance and discuss the different approaches they take to address the selected issue and promote patient safety and quality care. Support your rationale by using the theories, principles, skills, and roles of the leader versus manager described in your readings. Discuss what additional aspects mangers and leaders would need to initiate in order to ensure professionalism throughout diverse health care settings while addressing the selected issue. Describe a leadership style that would best address the chosen issue. Explain why this style could be successful in this setting. Use at least three peer-reviewed journal articles other than those presented in your text or provided in the course. attachment_1 You must proofread your paper. But do not strictly rely on your computer’s spell-checker and grammar-checker; failure to do so indicates a lack of effort on your part and you can expect your grade to suffer accordingly. Papers with numerous misspelled words and grammatical mistakes will be penalized. Read over your paper – in silence and then aloud – before handing it in and make corrections as necessary. Often it is advantageous to have a friend proofread your paper for obvious errors. Handwritten corrections are preferable to uncorrected mistakes. Use a standard 10 to 12 point (10 to 12 characters per inch) typeface. Smaller or compressed type and papers with small margins or single-spacing are hard to read. It is better to let your essay run over the recommended number of pages than to try to compress it into fewer pages. Likewise, large type, large margins, large indentations, triple-spacing, increased leading (space between lines), increased kerning (space between letters), and any other such attempts at “padding” to increase the length of a paper are unacceptable, wasteful of trees, and will not fool your professor. The paper must be neatly formatted, double-spaced with a one-inch margin on the top, bottom, and sides of each page. When submitting hard copy, be sure to use white paper and print out using dark ink. If it is hard to read your essay, it will also be hard to follow your argument. ADDITIONAL INSTRUCTIONS FOR THE CLASS Discussion Questions (DQ) Initial responses to the DQ should address all components of the questions asked, include a minimum of one scholarly source, and be at least 250 words. Successful responses are substantive (i.e., add something new to the discussion, engage others in the discussion, well-developed idea) and include at least one scholarly source. One or two sentence responses, simple statements of agreement or “good post,” and responses that are off-topic will not count as substantive. Substantive responses should be at least 150 words. I encourage you to incorporate the readings from the week (as applicable) into your responses. Weekly Participation Your initial responses to the mandatory DQ do not count toward participation and are graded separately. In addition to the DQ responses, you must post at least one reply to peers (or me) on three separate days, for a total of three replies. Participation posts do not require a scholarly source/citation (unless you cite someone else’s work). Part of your weekly participation includes viewing the weekly announcement and attesting to watching it in the comments. These announcements are made to ensure you understand everything that is due during the week. APA Format and Writing Quality Familiarize yourself with APA format and practice using it correctly. It is used for most writing assignments for your degree. Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for APA paper templates, citation examples, tips, etc. Points will be deducted for poor use of APA format or absence of APA format (if required). Cite all sources of information! When in doubt, cite the source. Paraphrasing also requires a citation. I highly recommend using the APA Publication Manual, 6th edition. Use of Direct Quotes I discourage overutilization of direct quotes in DQs and assignments at the Masters’ level and deduct points accordingly. As Masters’ level students, it is important that you be able to critically analyze and interpret information from journal articles and other resources. Simply restating someone else’s words does not demonstrate an understanding of the content or critical analysis of the content. It is best to paraphrase content and cite your source. LopesWrite Policy For assignments that need to be submitted to LopesWrite, please be sure you have received your report and Similarity Index (SI) percentage BEFORE you do a “final submit” to me. Once you have received your report, please review it. This report will show you grammatical, punctuation, and spelling errors that can easily be fixed. Take the extra few minutes to review instead of getting counted off for these mistakes. Review your similarities. Did you forget to cite something? Did you not paraphrase well enough? Is your paper made up of someone else’s thoughts more than your own? Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for tips on improving your paper and SI score. Late Policy The university’s policy on late assignments is 10% penalty PER DAY LATE. This also applies to late DQ replies. Please communicate with me if you anticipate having to submit an assignment late. I am happy to be flexible, with advance notice. We may be able to work out an extension based on extenuating circumstances. If you do not communicate with me before submitting an assignment late, the GCU late policy will be in effect. I do not accept assignments that are two or more weeks late unless we have worked out an extension. As per policy, no assignments are accepted after the last day of class. Any assignment submitted after midnight on the last day of class will not be accepted for grading. Communication Communication is so very important. There are multiple ways to communicate with me: Questions to Instructor Forum: This is a great place to ask course content or assignment questions. If you have a question, there is a good chance one of your peers does as well. This is a public forum for the class. Individual Forum: This is a private forum to ask me questions or send me messages. This will be checked at least once every 24 hours. Get a 10 % discount on an order above $ 100 Use the following coupon code : NURSING10