Nursing

Transcultural Perspectives Across Lifespan
Transcultural Perspectives Across Lifespan
Week 5 discussion
The Course Outcomes covered this week are below
CO2: Communicate effectively with culturally diverse individuals, families, and organizations (PO3)
CO Perform a culturally competent nursing assessment (PO7)
This week
select and read one of the chapters of particular interest to you listed in Assignments under Readings;
discuss what information you should obtain to develop and implement culturally appropriate plans of care for an individual of this group; and
share a brief case study or exemplar as a way to share your formation
Examples:
Childbearing: A young Hasidic mom just emigrated from Israel to the United States She is at term and comes to your Mother/Baby Unit for delivery
Children: Oman is 5 years old His family members are refugees from Syria At the local community center a routine blood sugar test indicated his results were very high He now needs hospitalized for control
Adult: Luca moved to the United States after earning her BSN in Manila, Philippines She works three jobs so that she can send money home to her family She needs a treatment for breast cancer, but taking time off from any of the jobs will create a hardship on her local and extended family at home
Older Adult: KC is 72 years old and came to the United States many years ago from Ghana He is divorced, his children do not live in the area, and you often see him at the senior citizen’s center where you volunteer He has uncontrolled hypertension
Mental Health: Arkady was born in the former Soviet Union He has battled depression most of his adult life and has been hospitalized again in the mental health facility 30 miles from his family for a suicide attempt Although he has health insurance, the benefits for his diagnosis are about to expire

Assignment: Professional analysis of Nursing
Assignment: Professional analysis of Nursing
Question
NUR 440 Critique Guidelines and Rubric
Overview: When caring for patients it is essential that as a nurse you are using evidence-based practice. In order to identify what is best practice, you must beable to read research critically. Terminology used in research can be difficult to interpret and understand; therefore securing a solid foundation is essential to thesuccess of identifying and implementing current best practice. What is a critique? It is a professional analysis of the weaknesses and strengths of a particularpiece of research. A critique may be done for a variety of purposes: acting as an expert reviewer to assess whether this research paper should be published;providing helpful comments on a work before it is submitted for publication; or, as in the case here, as a learning experience for emerging scholars to practicetheir developing research skills.Prompt: Choose one of the two provided articles located in the module Reading and Resources folder. Start by filling out the provided worksheet. Then, using theworksheet as your guide, write a critique to dig deeper into each section and identify the specific examples of each element (e.g., what is the research question?Does the author justify the importance of the research? In the case of a literature review, has the author examined the relevant literature?). Elaborate on eachsection and evaluate it for its strengths and limitations. Be sure to identify your chosen article and address the following critical elements:? Critiqueo Purpose and Research Question: What is the research question? Does the author justify the importance of the research?o Design and Methods: What design and methods were used? Are they rigorous and systematic?o Validity and Reliability: Is the study valid and reliable? (For qualitative research, this section of your critique should consider the study’strustworthiness and rigor.)o Findings and Conclusions: Are the conclusions reasonable given the findings?? Evaluation: What are the strengths and weaknesses of the research article? Do you agree with the author’s conclusions? Why or why not? Did the authorsucceed or fail in the purpose of the study? Recommend areas for improvement or suggest direction for future research.
Guidelines for Submission: Your paper must be submitted as a 1–2 page Microsoft Word document with double spacing, 12-point Times New Roman font, one-

Assignment: Geriatric Depression Scale Tool
Assignment: Geriatric Depression Scale Tool
Question 1 (5 points)
An 88-year-old, being admitted to rule out lung cancer, is assessed using the short form of the Geriatric Depression Scale tool. When it is determines that the earned score is 9, the nurse initially:
Question 1 options:
Asks if they have any thoughts of committing suicide.
Recognizes that this score is not indicative of depression.
Knows it is not unusual for clients this age to earn such a score.
Notifies the client’s healthcare provider immediately.
Question 2 (5 points)
A widowed grandmother is about to assume the role of custodial parent for her 6-year-old grandchild. Which intervention has priority when preparing the grandmother for long-term success in this new role?
Question 2 options:
Reviewing the developmental milestones of childhood.
Identifying local sources of child counseling services.
Discussing the common challenges of parenting a 6 year old.
Teaching stress management and relaxation techniques.
S
Question 3 (5 points)
The client is diagnosed with dyslipidemia. This diagnosis is supported when the client’s lipid panel indicates a: Select all that apply.
Question 3 options:
Triglyceride level of triglyceride levels (>2000 mg/dL).
Low Density Lipids (LDL) level of 120 mg/dL.
Total Cholesterol level of 260 mg/dL.
High Density Lipids (HDL) level of 70 mg/dL.
Glucose level of 230 mg/dL.
Question 4 (5 points)
Which factor is the greatest barrier to an older adult living independently?
Question 4 options:
Deficits in vision and/or hearing resulting in safety issues.
Limited finances that prevent upkeep and maintenance of a residence.
Depression that occurs after the death of a spouse or significant other occurs.
The manifestation of cognitive impairment resulting from dementia or Alzheimer’s.
Question 5 (5 points) Question 5 Unsaved
Compared with acute pain, persistent pain requires the nurse to:
Question 5 options:
Monitor vital signs more frequently.
Document the character of the pain as burning.
Administer analgesics at least every 4 hours.
Educate the client to the benefit of specific lifestyle changes.
Question 6 Unsaved
When diagnosed with diverticulosis, a client asks how this problem occurred. Which assessment data identifies a risk factor for diverticulosis?
Question 6 options:
Drinks a quart of whole milk daily.
Takes an over the counter laxative twice weekly.
History of a Helicobacter pylori infection.
Maintains a diet low in fiber.
Question 7 (5 points) Question 7 Unsaved
When focusing best on the goal of enhancing the health and well-being of the older residents of extended care living facility, the nurse:
Question 7 options:
Assures that they all receive their medications and treatments on time.
Assesses each new resident to determine their food and beverage preferences.
Asks the nursing assistant to “allow the residents to dress themselves but to check that they are dressed appropriately.”
Documents that “the residents appeared to enjoy the opportunity to socialize at the weekly Sunday brunch.”
Question 8 (5 points) Question 8 Unsaved
The nurse best addresses the spirit of the Healthy People 2020 project regarding the older adult when:
Question 8 options:
Providing information regarding where free flu vaccinations are being given to those over 65 years of age.
Facilitating a “Walking for your Health” program for residents of a senior living apartment complex.
Arranging for a registered nutritionist to hold a “Grandparents and their Grandchildren Cooking Together” class.
Encouraging their utilization of government sponsored health and wellness programs that target the senior citizen.
Question 9 (5 points) Question 9 Unsaved
When acting as a fictive kin, in which activity will a paid caregiver engage?
Question 9 options:
Being responsible for paying the client’s bills.
Organizing the client’s birthday celebration.
Accompanying the client to doctor’s appointments.
Assuring the client has clean, appropriate clothing available.
Question 10 (5 points) Question 10 Unsaved
An older adult is being treated for severe pain resulting from a history of osteoarthritis. In her discharge teaching, which information is most important to the successful management of the pain?
Question 10 options:
Check for incompatibilities before taking any new medications.
Arrange to take a dose of analgesic prior to physical activity.
To take the analgesic around the clock as prescribed.
Be alert for the signs of overdose toxicity.
Question 11 (5 points) Question 11 Unsaved
Which diagnostic laboratory test should the nurse anticipate being ordered for the purpose of evaluating an individual’s acute, unexplained weight loss? Select all that apply.
Question 11 options:
A complete blood count (CBC).
Urinalysis.
Fecal occult blood.
Serum potassium.
Serum electrolytes.
Question 12 (5 points)
When developing a teaching plan for an older, newly diagnosed diabetic client, the nurse best ensures an understanding of oral hypoglycemic medications when providing:
Question 12 options:
The package insert and assessing the client’s reading skills.
The client with the website address for the American Diabetes Association.
Oral explanations and sending the client home with a written copy.
The information in paragraph form as opposed to numbered line fashion.
Save
Next Page
Question 13 (5 points) Question 13 Unsaved
While the older African-American is at the highest risk for developing Alzheimer’s disease, the nurse demonstrates an understanding of this disease process’s risk factors when assessing this population’s:
Question 13 options:
Weight and elimination patterns.
Heart rate and capillary refill status.
Blood pressure and glucose serum levels.
Muscle strength and reflex times.
Question 14 (5 points) Question 14 Unsaved
When best promoting a sense of well-being, the role of the nurse caring for a terminally ill client is to:
Question 14 options:
Assume responsibility regarding medical decision making.
Encourage the client to identify his/her idea of a peaceful death.
Provide information regarding hospice care’s ability to prolong life.
Help empower the client to achieve his/her potential for wellness.
Question 15 (5 points) Question 15 Unsaved
The nurse admitting a client to a same day surgery unit makes the decision to notify the surgical team to cancel the procedure based on the client’s statement that:
Question 15 options:
“Will I start taking my St John’s Wort as soon as I can eat again?”
“I’ve haven’t taken my ginkgo for exactly 10 days.”
“I didn’t want to risk catching a cold so I took my Echinacea with just a sip of water.”
“It seemed strange not taking my garlic pill this morning.”
Question 16 (5 points) Question 16 Unsaved
The nurse shows understanding of the need to promote healthy skin in the older adult when encouraging the client to: Select all that apply.
Question 16 options:
Wear a wide-brimmed hat when outdoors.
Pad feet with socks when wearing shoes.
Clean the skin with a moisturizing soap.
Bathe in tepid water.
Always wear gloves in the winter.
Question 17 (5 points) Question 17 Unsaved
What is true about instruments to assess for depression in older adults?
Question 17 options:
Older adults tend to score inaccurately low (indicating less depression) than younger adults on the Zung Self-Rating Depression Scale.
The shortened Geriatric Depression Scale does not contain a question to evaluate suicide potential.
The Beck Depression Inventory is designed for gerontological patients.
The Geriatric Depression Scale is administered by a health care provider in an interview with the older adult.
Question 18 (5 points) Question 18 Unsaved
The family member of a patient asks if vitamin C will prevent aging. In formulating an appropriate response, the nurse considers the:
Question 18 options:
Free radical theory.
Immunity theory.
Clinker theory.
Continuity theory.
Question 19 (5 points) Question 19 Unsaved
Which housing arrangement would best address the family who wants to provide housing for an older family member who has a large degree of physical and cognitive independence and a desire to be closely involved with the family?
Question 19 options:
Dedicating the spare bedroom in the home to the family member
A house at a senior retirement community.
A “granny” apartment in a separate part of the house.
Private room at a residential care facility.
Assignment: Geriatric Depression Scale

Assignment: Effect of Frequent Urination
Assignment: Effect of Frequent Urination
Question 1
Jeannie is a 24-year-old pregnant woman who asks you if her frequent urination is normal Which of the following hormones is most likely responsible for this?
TSH
HCG
Oxytocin
Estradiol
Question 2
Marion presents to your office with back pain associated with constipation and urinary retention Which of the following is most likely?
Sciatica
Epidural abscess
Cauda equine
Idiopathic low back pain
Question 3
Which is true of examination of the olfactory nerve?
It is not tested unless patient reports a change in smell
The smell must not be identified to declare a normal response
Abnormal responses may be seen in otherwise normal elderly patients
Allergies are unrelated to testing of this nerve
Question 4
A woman in her 24th week of pregnancy notices she feels faint when lying down for a period What would you suspect as the cause for this?
Adrenal insufficiency
Orthostatic hypotension
Supine hypotensive syndrome
Hypoglycemia
Question 5
What is the most effective pattern of palpation for breast cancer?
Beginning at the nipple, make an ever-enlarging spiral
Divide the breast into quadrants and inspect each systematically
Examine in lines resembling the back and forth pattern of mowing the lawn
Inspect the breast in a circular motion
Question 6
You are assessing a patient with diffuse joint pains and want to make sure that it is only the joints that are the problem, and that the pain is not related to other diseases Which of the following is a systemic cause of joint pain?
Gout
Osteoarathritis
Tendonitis
Spondylosis
Question 7
You are examining a child with severe cerebral palsy When you suddenly move his foot dorsally, a sustained “beating” of the foot against your hand ensues What does this represent?
A focal seizure
Clonus
Kernig’s sign
Brudzinski’s sign
Question 8
A young woman comes in experiencing brief, rapid, jerky, irregular movements They can occur at rest or during other intentional movements They mostly involve her face, head, lower arms, and hands How would you describe these movements?
Tics
Dystonia
Athetosis
Chorea
Question 9
An infant presents with a heart rate of 180, a respiratory rate of 68, and an enlarged liver What diagnosis does this suggest?
Pneumonia
Heart failure
Sepsis
Necrotizing enterocolitis
Question 10
You are assessing a patient with joint pain and are trying to decide whether it is inflammatory or non-inflammatory in nature Which one of the following symptoms is consistent with an inflammatory process?
Stiffness
Cool temperature
Ecchymosis
Deformity
Question 11
Which is true of women who have had unilateral mastectomy?
Examination of the remaining breast only
Lymohedema of the ipsilateral arm usually suggests recurrence of breast cancer
Breast reconstruction over the mastectomy site no longer requires examination
Examination starts at the nipple, making an ever-enlarging spiral
Question 12
Which is true of prostate cancer?
It is commonly lethal
It is one of the less common forms of cancer
Family history does not appear to be a risk factor
Ethnicity is a risk factor
Question 13
Which of the following will help to optimize yield from a pediatric examination?
Take advantage of quiet periods for auscultation
Perform a head to toe exam
Use firmness, as needed to make it through your examination
Encourage Mom to hold the child’s hand

Nursing 4210 Week 4 Discussion: Disaster Planning
Scenario: You are the PHN working at your local public health department in the nursing division. It is the middle of summer, and you have been receiving telephone calls asking about “the flu season” since the vaccine wasn’t accurate in predicting the strains of influenza that affected your community last year, and many people contracted the virus. Business and community leaders are concerned because they don’t want a repeat performance of last year. You have been asked to develop some solutions to community concerns. Select two of the following scenarios and respond to the questions that are posed in each. As you consider the scenarios you have selected, think about the following considerations as you develop your responses.
· Which agencies are available to lead and assist in the disaster response?
· What resources are available in your community?
· How might resources be used most efficiently?
· Are there any gaps that may pose a problem?
· Identify potential strengths and weaknesses in the community
Scenario 1, Part B.As incidents of influenza continue to rise, local business owners are worried about loss of revenue if several large planned conventions are forced to cancel due to the flu. What advice can you give these business owners? Should all events be cancelled? Nursing 4210 Week 4 Discussion: Disaster Planning.
Scenario 1: Imagine that initial pandemic flu cases have been identified in your jurisdiction. Some people are home sick, and others are staying home fearful that they may become infected with the flu. What advice would you give to local business owners to prepare for this event? Name two actions that business owners can take to keep their businesses open.
Scenario 2:Disease rates are rising, and estimates are that as many as 20% of the population are ill with confirmed influenza. Several businesses have closed and services have been suspended. What advice would you give to local law enforcement officials so they can continue to serve the needs of the people? Describe two actions that law enforcement workers can take to remain on the job. How will the gaps in personnel created by those who are ill be covered by those who are still well? What advice will you give?
Scenario 3: Disease rates are remaining at 20% of the population, and many schools have closed due to teacher absence. Since parents still have to work if they are not sick with the flu, what advice can you give day care providers? What two ideas can you share with them so they can stay open and able to care for the children of working parents? Should all school sporting events be cancelled? What information should parents be given? Should announcements be given daily?
Scenario 4: The numbers of influenza victims has reached 25% of the population. Many of the large grocery stores in your community are short-staffed due to employee sick calls. Shelves are bare since many of the workers are home with the flu, and even if the storeowner could stock the shelves, cashiers are home sick, too. In-store pharmacists are struggling to keep their pharmacies open to serve the public. Consumables like bread and milk are in short supply since many delivery drivers are home sick. What two actions can you recommend to these storeowners so that your community doesn’t suffer?
Scenario 5: With 25% of the total population sick with influenza, your hospital is short of staff at a time of very high census. While many of the administrative positions are unaffected by illness, at least 40% of the nurses have called in sick or are at home caring for very sick children. Name two recommendations that you can give your hospital administration to keep their services available for the community. Nursing 4210 Week 4 Discussion: Disaster Planning
Scenario 6: The community is turning to the Health Department for assistance because reported incidents of influenza have risen from 5% of the population to 10% of the population in a matter of days. What is your first response to this situation? What steps will you take? Where will you start?

Clinical Reasoning: Skin Lesions
Clinical Reasoning: Skin Lesions
Module 2 discussion
DQ1 Clinical Reasoning: Skin Lesions
For this discussion, you will use the scenario of Mrs Wright, found in the module notes, to answer the questions This discussion provides an opportunity for you to explore the skin and lesions of the skin
Respond to the following:
Question 1: What should your level of concern be for lesions that occur in this area of the face? How should you address this issue and what should be your priority for this patient, who has shingles on her face?
Question 2: What other questions are pertinent in determining how to treat this patient? What should your treatment plan be? What other members of the healthcare team would you work with in establishing a plan of care?
You are expected to participate in academic conversations with peers and faculty to generate scholarly dialogue Expectations for participation in the course discussions are described under the Discussion Rubric: Exploration, Spirit of Inquiry, and Engagement (interactions) when relating your experiences, opinions, viewpoints, and ideas supported by evidence
Submission Instructions
Consult the Discussion Posting Guide for information about writing your discussion posts It is recommended that you write your post in a document first Check your work and correct any spelling or grammatical errors When you are ready to make your initial post, click “Reply” Then copy/paste the text into the message field, and click “Post Reply”
To respond to a peer, click “Reply” beneath her or his post and continue as with an initial post
Evaluation
This discussion will be graded using the discussion board rubric Please review this rubric, located on the Rubrics page within the Start Here module of the course, prior to beginning your work to ensure your participation meets the criteria in place for this discussion All discussions combined are worth 15% of your final course grade
DQ2 Clinical Reasoning: Head and Neck
For this discussion, you will use the scenario of Ms Blackfoot, found in the module notes, to answer the questions This discussion provides an opportunity for you to explore the head and neck
Respond to the following:
Question 1: What other questions regarding Ms Blackfoot’s health history should you ask or be concerned about? What other systems should you include in your examination?
Question 2: What would be your presumptive initial diagnosis? Discuss the clinical reasoning that led you to this conclusion What other diagnosis should you include in your differential diagnosis? What other members of the healthcare team would you work with in establishing a plan of care?
Question 3: Discuss the cultural implications of this woman’s diagnosis What things should you be cognizant of when engaging in a conversation with the patient concerning her diagnosis and treatment?
You are expected to participate in academic conversations with peers and faculty to generate scholarly dialogue Expectations for participation in the course discussions are described under the Discussion Rubric: Exploration, Spirit of Inquiry, and Engagement (interactions) when relating your experiences, opinions, viewpoints, and ideas supported by evidence
Submission Instructions
Consult the Discussion Posting Guide for information about writing your discussion posts It is recommended that you write your post in a document first Check your work and correct any spelling or grammatical errors When you are ready to make your initial post, click “Reply” Then copy/paste the text into the message field, and click “Post Reply”
To respond to a peer, click “Reply” beneath her or his post and continue as with an initial post
Evaluation
This discussion will be graded using the discussion board rubric Please review this rubric, located on the Rubrics page within the Start Here module of the course, prior to beginning your work to ensure your participation meets the criteria in place for this discussion All discussions combined are worth 15% of your final course grade

Assignment: Factors Leading to Polypharmacy
Assignment: Factors Leading to Polypharmacy
Week 2 discussion
DQ1 Polypharmacy Discussion
Students will not receive credit for any discussions posted after Sunday 11:59pm MT.
Polypharmacy is a common concern, especially in the elderly.
List the definitions of polypharmacy you encounter in your readings. There is more than one.
Discuss three risk factors that can lead to polypharmacy. Explain the rationale for why each listed item is a risk factor. This is different than adverse drug reactions. ADRs can be a result of polypharmacy, and is important, but ADRs are not a risk factor.
Discuss three action steps that a provider can take to prevent polypharmacy.
Provide an example of how your clinical preceptors have addressed polypharmacy.
DQ2 ACC/AHA Guidelines Discussion
Chief complaint: medication refill “ran out of medicine”
HPI: BJ, a 68-year-old AA female presents to the clinic for prescription refills. The patient also indicates that she has noticed shortness of breath which started about 3 months ago. The SOB gets worse with activity, especially when she is playing with her grandchildren but it goes away once she sits down to rest. She reports that she is also bothered by shortness of breath that wakes her up at night, but it resolves after sitting upright on 3 pillows. She also has lower leg edema which started 1 week ago. She also indicates that she often feels light headed and faint while going up the stairs, but it subsides after sitting down to rest. She has not tried any OTC medications at home. She never filled her prescriptions, which she received at her checkup 6 months ago, she did not think it was important.
PMH:
Hypertension
Previous history of MI in 2010
Surgeries:
2010-Left Anterior Descending (LAD) cardiac stent placement
Allergies: Amoxicillin
Vaccination History:
She receives an annual flu shot. Last flu shot was this year
Has never had a Pneumovax
Has not had a Td in over 20 years
Has not had the herpes zoster vaccine
Social history:
High school graduate, a widow with one son who loves out of state. She drinks one 4-ounce glass of red wine daily. She is a former smoker that stopped 20 years ago.
Family history:
Both parents are deceased. Father died of a heart attack; mother died of natural causes. She had one brother who died of a heart attack 20 years ago at the age of 52.
ROS:
Constitutional: Lightheaded and faint with exertion.
Respiratory: Shortness of breath with exertion (playing with grandchildren and stairs). + Orthopnea
Cardiovascular: + leg and ankle swelling x 1 week
Psychiatric: Not taking medications for 6 months – “ran out”
Physical examination:
Vital Signs
Height: 5 feet 2 inches Weight: 163 pounds BMI: 29.8 BP 150/86 T 98.0 oral P 100 R 22, non-labored;
HEENT: normocephalic, symmetric. Bilateral cataracts; PERRLA, EOMI; Upper and lower dentures in place a fitting well. No tinnitus
NECK: Neck supple; non-palpable lymph nodes; no carotid bruits. Thyroid non-palpable
LUNGS: inspiratory crackles
HEART: Normal S1 with S2 split during expiration. An S4 is noted at the apex; systolic murmur noted at the right upper sternal border without radiation to the carotids.
ABDOMEN: Normal contour; active bowel sounds all four quadrants; no palpable masses.
PV: Pulses are 2+ in upper extremities and 1+ in pedal pulses bilaterally. 2+ pitting edema to her knees noted bilaterally
GENITOURINARY: no CVA tenderness; not examined
MUSCULOSKELETAL: Heberden’s nodes at the DIP joints of all fingers and crepitus of the bilateral knees on flexion and extension with tenderness to palpation medially at both knees. Kyphosis and gait slow, but steady.
PSYCH: normal affect; her Mini-Cog Score is 3. Her PHQ-9 score is 22.
SKIN: Sparse hair noted on lower legs and feet bilaterally with dry skin on her ankles and feet.
Labs:: Hgb 12.2, Hct 37%, K+ 4.2, Na+140, Cholesterol 230, Triglycerides 188, HDL 37, LDL 190, TSH 3.7, glucose 98 BUN 12 Cr 0.8
A:
Primary Diagnosis:
Congestive Heart Failure (CHF) (150.9)
Secondary Diagnoses:
Primary Hypertension (I10)
Depression F32.3:
Obesity (E66):
Osteoarthritis (OA) (715.90)
Differential Diagnosis:
Peripheral Vascular Disease (PVD) (173.9)
P:
Medications:
Sertraline 25 mg. Take 1 tab PO QD disp#30, 1 refill
Tylenol 650 mg PO Q4 hours as needed for arthritis pain
Labs: UA; Brain natriuretic peptide (BNP); LFTs and TSH.
12-lead EKG, Chest X-ray; Initial 2D echo with Doppler; Ankle-brachial index
Education:
Congestive heart failure is caused by the inability of your heart to pump blood effectively enough to meet the demands of your body. If you think of your body as any other pump, if fluid does not move well through the system, then it will back up into other spaces. When blood backs up it puts a lot of pressure on the blood vessels, which forces fluid to leak out into the nearby tissue. With CHF, this fluid usually moves into your lungs, legs, or abdomen.
The signs of worsening CHF include decreased energy level, shortness of breath during your normal routine, increased swelling to your legs and feet, your clothes feel tight, or a wet sounding cough. Call the office if these symptoms occur.
Weigh yourself every morning at the same time. If you have a 3 pound weight gain in 24 hours, or a 5 pound weight gain over a week, you should call the office.
Exercise and maintaining a normal weight is very important. You should try to exercise at least 20-30 minutes a day, more if possible. Start slow with walking.
Decrease your salt intake. Do not add any extra salt to foods. Salt makes you retain fluid, and it makes you want to drink more fluid. Avoid fast food and prepared food as they are usually very high in sodium.
If you notice your legs swelling, elevate them up and rest. Do not drink alcohol and continue to avoid smoking or second hand smoke.
Take your medications as directed, with water. Do not stop them abruptly or skip doses.
I have started you on a medication for depression. It can take 2 weeks to start to feel it working and up to a month until you can fell the real benefits.
If you start to feel more depressed, like you want to harm yourself or others, please contact me right away or got to the ER.
Referrals: may refer based on lab results
Follow up: return to office in 2 weeks
Additional lab results:
Echo results: LVEF 39%
BNP – 682 pg/ml
Questions: You determine the medications for CHF/ASCVD
According to the ACC/AHA Guidelines, what is BJ’s heart failure stage?
According to the ACC/AHA Guidelines, what medications should BJ be prescribed?
Does she need any additional medication given her history of MI?
Write her complete prescriptions using the prescription writing format.
Assignment: Factors Leading to Polypharmacy
Assignment: Factors Leading to Polypharmacy

Capella FP6103 Assessment 1
Assignment: Capella FP6103 Assessment 1
Write a 2-page article about the history of and trends in nursing and nursing education.
The role of the nurse educator has expanded with the times and moved beyond the faculty role in basic nursing education programs. Nurse educators are also staff development specialists, clinical nurse educators, nurse navigators, patient educators, researchers, and community health educators to name a few of the many options available. A multitude of forces beyond our control, including economic and political forces, may shape our profession of nursing. As nurse educators, however, it is our work to provide the educational foundations needed for patient care, for improved health status for all and for a well-prepared workforce of nurses.
By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:
Competency 1: Analyze the historical evolution of nursing education.
Explain historical influences on nursing and nursing education.
Analyze trends that may impact the future of nursing and nursing education.
Competency 8: Communicate in a manner that is scholarly, professional, and consistent with the expectations for a nursing education professional.
Write clearly and logically, with correct use of spelling, grammar, punctuation, and mechanics, and correctly format citations using APA format. Assignment: Capella FP6103 Assessment 1
Write a short article about the history and future trends of the nurse educator role. The article will run in a newsletter for nurses and nurse educators, and should be approximately 2 pages long.
In your article, be sure to do the following:
Explain five key historical influences on nursing and nursing education today. Be sure to address why these influences are important and how they have had an impact.
Analyze three trends you believe will impact nursing and nursing education in the future. Explain how those trends relate to what you understand about nursing history.
Support your assertions with credible sources. You can use the Resources in this assessment and conduct additional research in the Capella library. Assignment: Capella FP6103 Assessment 1
Additional Requirements
Your article should meet the following requirements:
Written communication: Written communication should be free of grammar and spelling errors that distract from the content.
APA format: Use correct APA format for all citations and references (if used).
Format: Submit your assessment as a Word document.
Length: Approximately two double-spaced pages, not including the title page and references page.
Font and font size: Times New Roman or Arial, 12 point.
Capella FP6103 Assessment 2
Create a 2-page plan addressing the scholarship, service, and teaching elements of a specific nurse educator role in a specific context.
When we say we are nurse educators, the image that comes to mind for many is that of a nursing instructor in an undergraduate nursing program. The work that person is engaged in is teaching others how to be nurses. While that is certainly one aspect of the nurse educator role, the setting and the work may vary greatly. Some nurse educators, especially in university settings, will hold joint appointments as nursing faculty in a college of nursing and as clinicians in the university hospital. Other educators will work exclusively in a hospital or community setting, educating staff, patients, or community. Regardless of the setting, the role of educator encompasses more than teaching; there is also an expectation for scholarship and for service.
In this tripartite role, faculty in universities and colleges are expected to teach, participate in scholarly activities, and participate in service, which is defined as activities contributing to the good of the community, university, or profession beyond one’s defined job description. Many health care institutions will also have similar expectations for nurses in upper-level positions.
By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:
Competency 2: Analyze the tripartite role of teaching, service, and scholarship.
Describe a specific nurse educator role.
Analyze the teaching, service, and scholarship expectations for a chosen nurse educator role.
Competency 5: Articulate how nurse educators serve as change agents and leaders to help advance nursing education and nursing practice.
Analyze qualifications in a chosen nurse educator role that facilitate being a change agent.
Competency 6: Develop a plan for engaging in scholarship in an established area of expertise.
Explain opportunities for scholarship related to a specific area of expertise.
Competency 7: Establish a plan for pursuing continuous improvement in the nurse educator role.
Generate a plan for meeting each aspect of the tripartite model.
Competency 8: Communicate in a manner that is scholarly, professional, and consistent with the expectations for a nursing education professional.
Write coherently to support a central idea with correct grammar, usage, mechanics, and APA format and style as expected of a nursing education professional. Assignment: Capella FP6103 Assessment 1
Create a short (approximately 2 pages) plan reflecting on how the three aspects of the tripartite model of teaching, service, and scholarship could be met for a particular nurse educator position in a context of interest to you.
In your plan, do the following:
Describe the nurse educator role that your plan addresses, as well as any other pertinent details about that role. Be sure to give the role’s title and explain the context in which that role works.
Analyze the teaching, service, and scholarship expectations for that role as you understand them, and how those expectations fit with the role.
Identify publications, journals, and conferences that could be a fit for the scholarship conducted in this role. Explain the kinds of scholarship that would be a good fit for person in this role and with this expertise.
Generate a plan that could be used by a person in this role for meeting each of the expectations you analyzed.
Analyze additional qualifications that you believe are needed for this role (additional education, certifications, skills, and so on), explaining why they are necessary.
Analyze the qualifications and areas of expertise related to this role that would facilitate serving as a change agent.
Additional Requirements
Your plan should meet the following requirements:
Written communication: Written communication should be free of grammar and spelling errors that distract from the content.
APA format: Use correct APA format, including running head, page numbers, and a title page. Citations and references (if used) are to be in correct APA format.
Format: Submit your assessment as a Word document.
Length: Approximately two double-spaced pages, not including the title page and references page.
Font and font size: Times New Roman or Arial, 12 point.
Capella FP6103 assessment 3
Write a 3–5-page nurse educator philosophy.
As nurses, we develop our own philosophy about our role as a nurse. For some, it is steeped in the tradition of the nursing program we attended. For most of us, our philosophy has evolved over time, as we gain experience and develop specializations. We may not always articulate a clear philosophy, but each nurse does have a system of beliefs and values about health, health care, nursing, and his or her role as a nurse that guides practice. By developing a philosophy specific to the role of nurse educator, you will be able to reflect upon your individual values and beliefs, values and beliefs about nursing, and the educator role that each person is preparing for.
By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:
Competency 1: Analyze the historical evolution of nursing education.
Analyze the influence of historical events on a nurse educator role.
Competency 2: Analyze the tripartite role of teaching, service, and scholarship.
Formulate an informed nurse educator philosophy statement.
Apply a nurse educator philosophy to the tripartite roles of teaching, scholarship, and service.
Competency 3: Analyze professionally established nurse educator competencies and models.
Analyze the competencies necessary for a specific nurse educator role.
Competency 8: Communicate in a manner that is scholarly, professional, and consistent with the expectations for a nursing education professional.
Write coherently to support a central idea with correct grammar, usage, mechanics, and APA format and style as expected of a nursing education professional.
For this assessment, develop your own nurse educator philosophy statement. Identify your beliefs and values regarding the adult learner, learning environment, and teaching strategies and applicable learning theories that you will use as an educator. Address how this philosophy will guide you in the tripartite roles of a nurse educator—how it will guide your teaching, scholarship, and service. Support your philosophy with your knowledge of historical events that are pertinent to your work. In addition, identify the competencies that you see as critical to your role.
In sum, your philosophy statement should guide your practice as a nurse educator.
Your educator philosophy statement should do the following:
Identify the area of nursing education or the area in health care in which you will apply your MSN, education specialization skills, and knowledge.
Formulate your nurse educator philosophy statement, which should comprise your beliefs and values regarding the adult learner, learning environment, and teaching strategies and applicable learning theories that you will use as an educator.
Apply your philosophy statement to each of the tripartite roles of the nurse educator. What does your philosophy mean for your approach to teaching, scholarship, and service? As you discuss the role of teacher, be sure to address any theories (adult learning theory, learner-center education, and others) that shape your approach as an educator.
Analyze the relationship of significant historical events that have shaped the role you seek to fill.
Analyze the most essential nurse educator competencies necessary for this MSN-prepared nurse educator. Explain why you selected the competencies you did.
Conclude with a summary.
Additional Requirements
Your assessment should meet the following requirements:
Written communication: Written communication should be free of grammar and spelling errors that distract from the content.
APA format: Use correct APA format, including running head, page numbers, and a title page. Citations and references (if used) are to be in correct APA format.
Format: Submit your assessment as a Word document.
Length: 3–5 double-spaced pages, not including the title page and references page.
Font and font size: Times New Roman or Arial, 12 point.
Capella FP6103 assessment 4
Write a 6–8-page professional development plan for your work as a nurse educator.
Learning never stops for the nurse educator. Lifelong learning is necessary to stay current both in the practice world and in education. Nurse educators need to have a plan for their own continued professional development that will help them maintain and advance their skills both as nurses and as educators.
The nursing profession needs nurse educators to educate more nurses, to introduce and educate about evidence-based practice changes, and more than ever, to join with our colleagues in other health care disciplines to exchange ideas and engage in interdisciplinary learning. As educators, we must continue to learn, be certified, and function at a high level to ensure continued growth for the nursing profession.
By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:
Competency 1: Analyze the historical evolution of nursing education.
Describe forces (social, economic, political, or institutional) that may influence the nurse educator role.
Competency 3: Analyze professionally established nurse educator competencies and models.
Describe area of focus as a nurse educator, associated educator competencies, and professional goals in relation to nurse educator philosophy.
Competency 4: Apply knowledge of legal and ethical issues relevant to higher education and nursing education.
Assess abilities to meet goals, achieve professional development, and maintain ethical practices.
Competency 5: Articulate how nurse educators serve as change agents and leaders to help advance nursing education and nursing practice.
Discuss development of a leadership role in a chosen area of nurse educator focus.
Competency 6: Develop a plan for engaging in scholarship in an established area of expertise.
Develop a scholarship plan that includes analysis of how scholarship will be carried out in the nurse educator role.
Competency 7: Establish a plan for pursuing continuous improvement in the nurse educator role.
Develop specific plans for professional growth that identify any additional education, certifications, or training to be acquired.
Competency 8: Communicate in a manner that is scholarly, professional, and consistent with the expectations for a nursing education professional.
Write coherently to support a central idea with correct grammar, usage, mechanics, and APA format and style as expected of a nursing education professional.
Write a 6–8-page professional development plan for your career as an MSN-prepared nurse. The professional development plan should include the following:
Introduction: A brief introductory paragraph that clearly states the purpose of the paper.
Area of focus: A description of your specific area of focus in nursing education, the position that you wish to obtain, and the educator competencies that you will need as an MSN-prepared nurse.
Professional goals: A statement of your specific professional goals (a minimum of three) and discussion of their relationship to your nurse educator philosophy.
Influences: A brief description of any additional forces (social, economic, political, or institutional) that may influence your nursing education role.
Analysis: An analysis of how you will carry out scholarship activities as an MSN-prepared nurse and a specific plan for scholarship based on a model.
Leadership role: A discussion of specific ways (a minimum of two) that you will develop a leadership role in your chosen area of focus.
Development plan: Specific plans for professional growth and any additional education, certifications, or training to be acquired.
Reflection: A reflection in a concluding paragraph on your abilities to meet goals and achieve your professional development plan and ethical practice.
Additional Requirements
Your assessment should meet the following requirements:
Written communication: Written communication should be free of grammar and spelling errors that distract from the content.
APA format: Use correct APA format, including running head, page numbers, and a title page. Citations and references (if used) are to be in correct APA format.
Format: Submit your assessment as a Word document.
Length: 6–8 double-spaced pages, not including the title page and references page.
Font and font size: Times New Roman or Arial, 12 point.
Capella FP6103 assessment 5
Create a 12–20-slide PowerPoint presentation for teaching a legal or ethical issue pertinent to nurse educators.
As nurses we are all, no doubt, very aware of the myriad of legal and ethical issues in any health care setting. We are familiar with licensing for health care professionals, perhaps, carry our own malpractice insurance, and have been cautioned by our employing institutions to always follow policy and procedures. Nursing education is no different; there are specific legal and ethical issues that are of concern to nurse educators.
Additionally, nurse educators are often called upon to teach others about specific legal and ethical issues. This can create an interesting balance between adhering to the legal and ethical responsibility of the nurse educator’s role, while also providing enough context and real-world evidence to help assist others in learning about specific legal and ethical issues.
By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:
Competency 4: Apply knowledge of legal and ethical issues relevant to higher education and nursing education.
Describe a legal or ethical issue that requires changes in staff, faculty, or student behaviors.
Synthesize resource information needed to evoke a change in the described situation.
Competency 5: Articulate how nurse educators serve as change agents and leaders to help advance nursing education and nursing practice.
Create a teaching presentation on a legal or ethical issue designed to evoke change in staff, faculty, or a student group.
Identify culturally sensitive issues and how they should be addressed in the change process.
Competency 7: Establish a plan for pursuing continuous improvement in the nurse educator role.
Develop specific plans for continuous learning about a legal or ethical issue impacting nurse educators.
Competency 8: Communicate in a manner that is scholarly, professional, and consistent with the expectations for a nursing education professional.
Design a PowerPoint presentation consistent with current professional standards that demonstrates correct grammar, usage, and mechanics in addition to following APA standards.
Preparation
In this assessment, you will create a PowerPoint presentation of 12–20 slides that you could use to teach a group about a legal or ethical issue related to nursing or nursing education. To do so, you will select a case from the Nursing Education Legal and Ethical Scenarios media piece, linked in the Resources under the Capella Multimedia heading to focus on.
Review the case and take time to reflect on the change that needs to occur and the group that you will be addressing.
Research what the group needs to know to improve the legal or ethical situation that has occurred.
Use a minimum of seven references, of which at least five should come from peer-reviewed sources.
As you conduct research, synthesize information that will be needed to evoke a change in the situation.?
Instructions
Create a 12–20 slide PowerPoint presentation that you would use to teach about the legal or ethical situation and to create change related to that situation.
Note: You must include 2–4 context slides. These are additional slides that provide contextual information for this assessment. Follow the guidelines for the two types of slides below.
Presentation Slides
For your 12–20 slide presentation:
Choose an appropriate theme and style.
Include an introductory slide that identifies the problem and your role.
Use slides to convey the important information and understandings to the group.
Provide a summary slide that reiterates the important points of the presentation.
Provide a slide that offers resources for the group after the teaching/learning experience.
Include a slide with any references used in preparing the PowerPoint.
Use the speaker’s notes feature to provide any additional information that you would include in the presentation. This should include any cultural sensitivity aspects and how the content is expected to make a change regarding the issue being addressed.
Context Slides
For the 2–4 contextual slides (which are not considered part of the actual presentation but rather should contain information that you as a presenter would need to consider in your preparation and presentation):
Discuss any specific cultural and/or diversity aspects of the presentation that could be significant in the learning process. Include references and sources used to inform this.
Analyze how the presentation may result in a significant change in the identified environment. Cite any relevant sources.
Develop specific plans for how you might stay informed about the legal or ethical issue that was your focus. What resources could you use to learn about changes or developments that would impact your work?
Additional Requirements
Your presentation should meet the following requirements:
Presentation: Create a professional-looking PowerPoint presentation, using speaker notes throughout.
Written communication: Written communication should be free of grammar and spelling errors that distract from the content.
APA format: Use correct APA format for all citations and references.
Length: 12–20 slides for teaching presentation plus 2–4 additional contextual slides. Be sure to include the references slide.

Clinical Reasoning: Assessing Your Skill
Clinical Reasoning: Assessing Your Skill
Module 1 discussion
DQ1 Clinical Reasoning: Assessing Your Skill
This activity gives you the opportunity to become familiar with the Digital Clinical Experience (DCE) and interact with Tina Jones. You will be using her and other avatars throughout the course to refine your ability to conduct a comprehensive health history and physical examination, and develop your clinical reasoning skills.
You must complete your Digital Clinical Experience (DCE) Orientation in Shadow Health before you begin this or any assignment in Shadow Health.
Respond to the following:
Question 1: Discuss clinical reasoning and describe the process through which a clinician’s clinical reasoning develops over time. How does the APN use this clinical reasoning to develop a hypothesis and establish a working diagnosis?
Question 2: Discuss what have you learned about yourself during your interaction with Tina. What have you learned about your skill level? What do you see as your goals for this course?
You are expected to participate in academic conversations with peers and faculty to generate scholarly dialogue. Expectations for participation in the course discussions are described under the Discussion Rubric: Exploration, Spirit of Inquiry, and Engagement (interactions) when relating your experiences, opinions, viewpoints, and ideas supported by evidence.
DQ2 Clinical Reasoning: Mental Health
For this discussion, you will use the scenario of Ms. Ruiz, covered in the module notes, to answer your questions.
Respond to the following:
Question 1: What questions should you ask Ms. Ruiz? What are your concerns for her? What kind of services would you need to establish for her follow-up care? What other members of the healthcare team would you work with in establishing a plan of care? Identify interventions, including health promotion activities that you would recommend. How would you treat her “sleep” issue?
Question 2: What impact may Ms. Ruiz’s social situation and culture have on this scenario?
You are expected to participate in academic conversations with peers and faculty to generate scholarly dialogue. Expectations for participation in the course discussions are described under the Discussion Rubric: Exploration, Spirit of Inquiry, and Engagement (interactions) when relating your experiences, opinions, viewpoints, and ideas supported by evidence.
Submission Instructions
Consult the Discussion Posting Guide for information about writing your discussion posts. It is recommended that you write your post in a document first. Check your work and correct any spelling or grammatical errors. When you are ready to make your initial post, click “Reply.” Then copy/paste the text into the message field, and click “Post Reply.”
To respond to a peer, click “Reply” beneath her or his post and continue as with an initial post.
Evaluation
This discussion will be graded using the discussion board rubric. Please review this rubric, located on the Rubrics page within the Start Here module of the course, prior to beginning your work to ensure your participation meets the criteria in place for this discussion. All discussions combined are worth 15% of your final course grade.

Assignment: Negligent Tort
Assignment: Negligent Tort
Permalink:
Visit the website. Click on “Recalls.” Choose one product that has been recalled.
1. Describe the product subject to recall, including the recall date, recall number, and the reason for the recall.
2. Analyze whether the manufacturer would be liable for negligence if the product had not been recalled and had caused harm to a consumer.
3. Discusses the following in relation to the product recall:
4. Duty of Care
5. Standard of Care
6. Breach of the Duty of Care
7. Actual Causation
8. Proximate Causation
9. Actual Injury
10. Defenses to Negligence
11. Analyze and apply a relevant consumer protection statute identified under “Consumer Protection” in Chapter 8 of your text in conjunction with the product recall that you have identified. Must address the topic with critical thought.
Submit a four- to five-page paper (not including title and reference pages). Your paper must be formatted according to APA style as outlined in the approved APA style guide and must cite at least three scholarly sources in addition to the textbook
Carefully review the for the criteria that will be used to evaluate your assignment.