Nursing

Change Event Strengths and Weaknesses
Change Event Strengths and Weaknesses
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We have determined that change is inevitable and subject to a number of variables attributing to the success or failure of the change process. The Final Paper is an exploration of a change initiative that you have personally experienced or researched. The paper should demonstrate your knowledge of the change process through a comprehensive analysis and discussion of the following aspects of organizational change. Your paper must include:
An identification and description of a professional change initiative personally experienced or researched.
A discussion of the change initiative as seen through the eyes of the leader and the follower.
A discussion of the successes and failures experienced during the change event.
An analysis of the concepts and theories used to facilitate the change process.
An evaluation of the impact of the change upon the organization.
A discussion on the sustainability of the change effort.
You must incorporate concepts and theories relating to the change process as they apply to each section of the paper.
Select a Fortune 500 company and research their Integrated Marketing Communications (IMC) tactics. Select at least one traditional and one digital venue to research the IMC tactics. In a two to four-page paper, analyze whether or not the tactics are effective and why. Describe any recommendations for improvement.
The paper
· Must be two to four double-spaced pages in length (excluding the title and reference pages) and formatted according to APA style as outlined in the .

Assignment: Random Asked Questions in Nrsing
Assignment: Random Asked Questions in Nrsing
1. Low plasma albumin causes edema as a result of a reduction in which pressure?
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Capillary hydrostatic
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Interstitial hydrostatic
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Plasma oncotic
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Interstitial oncotic
• Question Points: 2.0 / 2.0
2. An increase of carbon dioxide in arterial blood causes chemoreceptors to stimulate the respiratory centers to:
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decrease respiratory rate.
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increase respiratory rate.
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develop hypocapnia.
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develop hypercapnia.
• Question Points: 2.0 / 2.0
3. What is an example of compensatory hyperplasia?
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Hepatic cells increase cell division after part of the liver is excised.
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Skeletal muscle cells atrophy as a result of paralysis.
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The heart muscle enlarges as a result of hypertension.
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The size of the uterus increases during pregnancy.
• Question Points: 2.0 / 2.0
4. Bacteria that produce endotoxins that stimulate the release of inflammatory mediators that produce fever are called
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pyrogenic bacteria.
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true bacteria.
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exotoxins.
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spirochetes.
• Question Points: 2.0 / 2.0
5. Which NSAID is generally considered the safest for use in patients with coronary artery disease?
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Celecoxib
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Indomethacin
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Naproxen
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Acetaminophen
• Question Points: 2.0 / 2.0
6. Cell wall inhibitors include all of the following except
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penicillins.
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cephalosporins.
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carbapenems.
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tetracylclines.
• Question Points: 2.0 / 2.0
7. In the immediate postnatal period, infants lose approximately 5% of body weight due to
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loss of body water
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inability of the body to digest nutrients
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hemolysis of red blood cells
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poor sucking reflex
• Question Points: 2.0 / 2.0
8. Heparin exerts its therapeutic action by:
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upregulating the activity of one of the body’s natural anticoagulant molecules, antithrombin III.
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deactivating calcium-dependent clotting factors.
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inducing prothrombin formation.
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inducing the formation of fibrin.
• Question Points: 2.0 / 2.0
9. Pulmonary hypertension:
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shows an enlarged pulmonary artery.
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involves deep vein thrombosis.
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shows right ventricular hypertrophy.
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Shows an enlarged pulmonary artery and right ventricular hypertrophy.
10. Which of the following factors do not influence bioavailability?
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First-pass hepatic metabolism
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Solubility of the drug
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Bioequivalence
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Chemical instability
11. Which of the following is true regarding prodrugs?
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They are affected considerably by renal function.
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They are better than amateur drugs.
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They are designed to overcome undesirable properties of an active drug.
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They may be more effective in patients with liver dysfunction.
12. When looking at arterial blood gas readings, you discover the following: pH 7.26, pCO2 56, HCO3 24. What condition are you dealing with?
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Respiratory alkalosis
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Metabolic acidosis
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Metabolic alkalosis
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Respiratory acidosis
• Question Points: 2.0 / 2.0
13. How many months does it take for the newborn to be sufficiently protected by antibodies produced by its own B cells?
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1 to 2
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4 to 5
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6 to 8
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10 to 12
• Question Points: 2.0 / 2.0
14. What mechanism can cause hypernatremia?
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Syndrome of inappropriate antidiuretic hormone
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Hypersecretion of aldosterone
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Brief bouts of vomiting or diarrhea
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Excessive diuretic therapy
15. In the absence of susceptibility data for an acute infection, the choice of an antimicrobial drug is mostly influenced by
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the site of infection and the patient’s history.
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the sensitivity report and the colony count.
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the source of the infection and the color of exudate.
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the host defense mechanism and the immune response.
16. Which of the following increases the potential of cardiac toxicity if taken concurrently with digoxin?
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Chloride
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Potassium
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Sodium
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Zinc
• Question Points: 2.0 / 2.0
17.When looking at arterial blood gas readings, you discover the following: pH 7.75, pCO2 24, HCO3 40. What condition are you dealing with?
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Respiratory alkalosis
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Metabolic acidosis
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Metabolic alkalosis
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Respiratory acidosis
• Question Points: 0.0 / 2.0
18.Which of the following statements is true regarding bioavailability?
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It has little effect on the pharmacokinetics of orally-administered drugs.
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It is a drug-specific property; therefore, bioavailability will be the same regardless of the dosage form used.
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IV-administered drugs have a bioavailability of between 50 and 75 percent.
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It is defined as the amount of administered drug that is available to reach the site of action.
Question Points: 2.0 / 2.0
19.Which of the following drugs are not considered for use with angina?
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Beta blockers
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Calcium channel blockers
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ACE inhibitors
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Nitrates
• Question Points: 2.0 / 2.0
NUR 440 Final Project Milestone Two: PICO(T) Guidelines and Rubric Overview: In Milestone One, you submitted a topic proposal for instructor approval and feedback. For Milestone Two, you will incorporate any feedback and formulate a PICO(T) question which will guide your research for the integrative review of the literature. Your PICO(T) question will assist you in the process of finding and evaluating evidence related to your outcome as you continue to build upon your final project. Prompt: For this milestone, you will turn your topic into a PICO(T) question by answering each of the questions posed below: ? Identify the population of interest; what are their characteristics? Specifically, what group of individuals will be impacted by your identified intervention? ? What is the intervention of interest? (Intervention) ? What is the comparison intervention? (Comparison) ? What consequences are we interested in? (Outcome) ? What is the time frame? If a specified time frame is not appropriate for your question, please articulate why a time frame is not applicable. For examples of PICO(T), refer to your module resources. Guidelines for Submission: Your PICO(T) question must be submitted as a 1–2 paragraph Microsoft Word document with double spacing, 12-point Times New Roman font, one-inch margins, and any sources cited in APA format
Source: https://www.homeworkjoy.com/questions/health-care/604606-NUR-440-Final-Project-Milestone-Two/
© homeworkjoy.com

Assignment Directions: Case: Jane
Assignment Directions: Case: Jane
For this Assignment, using the case information and best evidence, complete the chart below. Make sure to address all columns in the chart.
Case #1: Jane
Jane is a 42-year-old G4P2103. Jane is divorced and works long, hard hours as a real estate agent. Jane was having irregular and heavy menses for 6 months, and then they abruptly stopped 3 months ago.
Jane has been having nausea and vomiting for 6 weeks but attributed it to having the flu recently. She also admits to gaining about 10 pounds in the last few months and experiencing breast tenderness.
Jane comes to the clinic today to discuss menopause symptoms and treatment. During the visit, a urine pregnancy test came back positive. During the exam, you palpate a 16-week-size uterus and get fetal heart tones of 165. Jane is in disbelief.
Permalink:
No plagiarism will be checked with turnitin.
Assignment Directions: Case: Jane
For this Assignment, using the case information and best evidence, complete the chart below. Make sure to address all columns in the chart.
Case #1: Jane
Jane is a 42-year-old G4P2103. Jane is divorced and works long, hard hours as a real estate agent. Jane was having irregular and heavy menses for 6 months, and then they abruptly stopped 3 months ago.
Jane has been having nausea and vomiting for 6 weeks but attributed it to having the flu recently. She also admits to gaining about 10 pounds in the last few months and experiencing breast tenderness.
Jane comes to the clinic today to discuss menopause symptoms and treatment. During the visit, a urine pregnancy test came back positive. During the exam, you palpate a 16-week-size uterus and get fetal heart tones of 165. Jane is in disbelief.
Jane is a 42-year-old G4P2103. Jane is divorced and works long, hard hours as a real estate agent. Jane was having irregular and heavy menses for 6 months, and then they abruptly stopped 3 months ago.
Jane has been having nausea and vomiting for 6 weeks but attributed it to having the flu recently. She also admits to gaining about 10 pounds in the last few months and experiencing breast tenderness.

Discussion: Disaster Planning in Nursing
Discussion: Disaster Planning in Nursing
Question
Nursing 4210Week 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: 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 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?
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.
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?

Case Study:Transcultural nursing
Case Study:Transcultural nursing
Week 4 Course Project, Transcultural Assessment, Milestone 2 Guide and Questions
Course Project, Transcultural Assessment, Milestone 2: Guide and Questions (graded, 200 points)
Updated 7/2018
Purpose
The purpose of the Course Project is to give the student the opportunity to apply concepts in transcultural nursing by performing a transcultural nursing assessment The purpose of Milestone 2 is to develop an assessment guide utilizing open-ended questions that will encourage participation by the individual
Course Outcomes
The completion of the Course Project enables the student to meet the following Course Outcomes
CO1: Identify theories, concepts, and beliefs related to transcultural nursing (PO1)
CO2: Communicate effectively with culturally diverse individuals, families, and organizations (PO3)
CO4: Perform a culturally competent nursing assessment (PO3)
Points
The entire project is worth 600 points Milestone 3 is worth 200 points of this total
Due Dates
You are to submit your completed NR394 Milestone 2 by Sunday, 11:59 pm MT, at the end of Week 4
Requirements and Guidelines
Review the Course Outcomes for this assignment, which are listed above
Review the best practices in Introduction & Resources and Course Project Overview in Canvas
Research your individual’s cultural background prior to developing questions Think about the impact the culture of origin has on the individual’s physical health; that is, what illnesses and conditions are prevalent in this culture? What are commonly held beliefs about health in the individual’s culture of origin that could influence the individual’s perception of healthcare and health practices in the current culture/community?
Refer to Appendix A in your text and select five (5) categories upon which you will concentrate for your assessment guide and questions Thoroughly review each of the categories, and think about your individual
Develop an assessment guide and questions with specific initial and follow-up questions Include questions that reflect a thorough understanding of the categories (Appendix A) that you selected about the influence culture may have on the individual’s health and well-being
Review the Differences Between Closed and Open-Ended Questions document (Links to an external site)Links to an external site Use the suggestions as you formulate/propose your initial and follow-up questions
Download the Milestone 2 assessment template (Links to an external site)Links to an external site embedded in these guidelines
Fill in information using the template This does not require APA formatting; however, you are expected to write clearly and use proper grammar and spelling The template is expandable to accommodate your typing
Submit the completed template to the Milestone 2 assignment page by Sunday of Week 4 at 11:59 pm MT
Prior to submission of Milestone 3, revise the Assessment Guide and Questions based on instructor feedback
Note: Do not schedule the assessment to occur until after midnight on Friday of Week 5 to allow your instructor time to grade this Milestone unless you have obtained special permission from your instructor Do not perform the assessment until after midnight on Friday of Week 5 for the same reason If the individual’s schedule requires that you conduct the assessment before this day and time, consult your instructor regarding early submission of Milestone 2 (Assessment Guide and Questions) to ensure that you receive comments and incorporate revisions/suggestions in your assessment Make sure you obtain your instructor’s permission before proceeding

Assignment:Global Nursing Opportunities
Assignment:Global Nursing Opportunities
The Course Outcome covered this week is CO5.
CO5: Discuss the implications of global nursing for healthcare delivery systems. (PO7)
Reflect on the TCN Self-Assessment you completed during Week 2, and determine if your score changed.
Perform an Internet search, and locate one Global Nursing Opportunity sponsored by a professional organization that utilizes nurses as either paid employees or volunteers. Name the organization, and include a working link. In your own words, share the organization’s mission.
Share two contributions you could make to the organization (patients served) based on your current experiences and future career aspirations based on your learning from this course.
Identify personal opportunities for improvement in providing culturally competent care.
Do you want to make a difference in global health? I’m happy to tell you that there are many opportunities available to serve internationally, especially as the world becomes more like a global village. As a professional nurse, I have found global service rewarding and fulfilling. As I write this column, images come to my mind of sitting in a Palestinian refugee camp in Jordan with an expectant mother suffering from thalassemia, or listening to a Mayan mother in the highlands of Guatemala in a stick-walled, corrugated roofed home talk about life with her newborn and seven other children.
As maternal/child nurses, we are all concerned about vulnerable and underserved populations and about how our healthcare colleagues with limited resources and opportunities do their work everyday. If you want to make a difference in global health, there are multiple global health opportunities for you; it’s a matter of finding a match for your clinical skills, academic credentials, personal and family limitations, time commitment, and state of health. For example,
* Seeking employment through such agencies as the American Embassy and Department of State, or the World Health Organization. The Global Health Council website has a listing of such employment opportunities (http://www.globalhealth.org).
* Providing refugee relief by working as an international refugee worker (http://www.refugeerelief.org).
* Providing disaster relief services through agencies such as the International Committee of the Red Cross (http://www.icrc.org).
* Providing cultural experiences for nursing students globally. A number of schools of nursing have international programs, and are often seeking mentors to accompany students to a variety of international settings, particularly in developing countries.
* Providing clinical mentorship in an international setting. Increasingly, the focus is on building local clinical skills through teaching programs such as neonatal resuscitation education programs that require a commitment to “training the trainer” so you can share your expertise with local nurses, midwives and physicians. Cross Cultural Solutions volunteers can match your expertise with global needs (http://www.crossculturalsolutions.org).
* Working with private, nonprofit secular or faith-based organizations such as Ixmucane, One Heart, Empowering Lives International, Doctors Without Borders, or Nazarene Compassionate Ministries. Some opportunities are as short as 10 days, and others require a commitment of at least 6 months.
* Sharing your expertise in policy and program consultation through organizations such as United States Agency for International Development (USAID).
* Partnering with academic colleagues overseas by offering to be a visiting professor, an educational consultant, or applying to become a Fulbright Scholar (http://www.cies.org/about_fulb.htm).
Whether you are accepted by an international educational and relief organization depends on your previous experience in global settings or working with vulnerable populations such as refugees and immigrants, any work you’ve done in disasters or emergencies, skills in working independently in remote circumstances, having linguistic skills, having clinical skills in maternal/child health, and being in good health. It is essential to work through established organizations to do global work rather than “dropping in,” on a disaster site-which actually could end up contributing to the chaos rather than helping!!
I encourage you to explore global opportunities (Osborn & Ohmans, 2005). Etherington (2009, p. 10), who has worked in 13 countries primarily in acute disaster and conflict settings, has said, “Going global has its risks and hardships, but they are usually outnumbered by rewards, wonders, and a profound sense of purpose. You have much to offer. Take the responsibility of a global mission seriously and savor it as one of the most important ventures of your life-as a nurse and as a citizen of the world.”

Case #1: A young girl with difficulties in school
Case #1: A young girl with difficulties in school
BACKGROUND
In psychopharmacology you met Katie, an 8-year-old Caucasian female, who was brought to your office by her mother (age 47) and father (age 49). You worked through the case by recommending possible ADHD medications. As you progress in your PMHNP program, the cases will involve more information for you to sort through.
For this case, you see Katie and her parents again. The parents have reported that the medication given to Katie does not seem to be helping. This has prompted you to reconsider the diagnosis of ADHD. You will consider other differential diagnoses and determine what information you need to accurately assess the DSM-5 criteria to make the diagnosis of ADHD or another disorder with similar diagnostic features.
When parents bring their child to your office, they may have read symptoms on the internet or they may have been told by the school “your child has ADHD”. Your diagnosis will either confirm or refute that diagnosis.
Katie’s parents reported that their PCP felt that she should be evaluated by psychiatry to determine a differential diagnosis and to begin medication, if indicated. The PMHNP makes this diagnostic decision based on interviews and observations of the child, her parents, and the assessment of the parents and teacher.
To start, consider what assessment tools you might need to evaluate Katie.
Child Behavior Check List
Conners’ Teacher Rating Scale
The parents give the PMHNP a copy of a form titled “Conner’s Teacher Rating Scale-Revised” (Available at: ). This scale was filled out by Katie’s teacher and sent home to the parents so that they could share it with their provider. According to the scoring provided by her teacher, Katie is inattentive, easily distracted, makes careless mistakes in her schoolwork, forgets things she already learned, is poor in spelling, reading, and arithmetic. Her attention span is short, and she is noted to only pay attention to things she is interested in. She has difficulty interacting with peers in the classroom and likes to play by herself at recess.
When interviewing Katie’s parents, you ask about pre- and post-natal history and you note that Katie is the first born with parents who were close to 40 years old when she was born. She had a low 5 minute Apgar score. The parents say that she met normal developmental milestones and possibly had some difficulty with sleep during the pre-school years. They notice that Katie has difficulty socializing with peers, she is quiet at home and spends a lot of time watching TV.
SUBJECTIVE
You observe Katie in the office and she is not able to sit still during the interview. She is constantly interrupting both you and her parents. Katie reports that school is “OK”- her favorite subjects are “art” and “recess.” She states that she finds some subjects boring or too difficult, and sometimes hard because she feels “lost”. She admits that her mind does wander during class. “Sometimes” Katie reports “I will just be thinking about something else and not looking at the teacher or other students in the class.”
Katie reports that her home life is just fine. She reports that she loves her parents and that they are very good and kind to her. Denies any abuse, denies bullying at school. She offers no other concerns at this time.
Katie’s parents appear somewhat anxious about their daughter’s problems. You notice the mother is fidgeting with her rings and watch while you are talking. The father is tapping his foot. Other than that, they seem attentive and straight forward in the interview process.
MENTAL STATUS EXAM
The client is an 8-year-old Caucasian female who appears appropriately developed for her age. Her speech is clear, coherent, and logical. She is appropriately oriented to person, place, time, and event. She is dressed appropriately for the weather and time of year. She demonstrates no noteworthy mannerisms, gestures, or tics. Self-reported mood is euthymic. Affect is neutral. Katie says that she doesn’t hear any ‘voices’ in her head but does admit to having an imaginary friend, ‘Audrey’. No reports of delusional or paranoid thought processes. Attention and concentration are somewhat limited based on Katie’s short answers to your questions.
Decision Point One: Case #1: A young girl with difficulties in school
BASED ON THE INFORMATION PROVIDED IN THE SCENARIO ABOVE, WHAT IS YOUR DIAGNOSIS FOR KATIE?
In your write-up of this case, be certain to link specific symptoms presented in the case to DSM–5 criteria to support your diagnosis.
299.00 Autism Spectrum Disorder (ASD), mild and co-occurring; 300.23 Social Anxiety Disorder
315.0 Specific Learning Disorder with Impairment in Reading and 315.1 Impairment in Mathematics
314.00 Attention Deficit Hyperactivity Disorder, predominantly inattentive presentation
Decision Point One
299.00 Autism Spectrum Disorder (ASD), mild and co-occurring; 300.23 Social Anxiety Disorder
RESULTS OF DECISION POINT ONE
Client returns to clinic in four weeks
You have selected Autism Spectrum Disorder along with co-occurring Social Anxiety Disorder. Based on this choice, outline the remainder of the diagnostic evaluation that you will conduct on this child and their parents. Be sure to include standardized assessment instruments that you would administer
Decision Point One
315.0 Specific Learning Disorder with Impairment in Reading and 315.1 Impairment in Mathematics
RESULTS OF DECISION POINT ONE
Client returns to clinic in four weeks
You have selected 315.0 Specific Learning Disorder with Impairment in Reading and 315.1 Impairment in Mathematics. Based on this choice, outline the remainder of the diagnostic evaluation that you will conduct on this child and their parents. Be sure to include standardized assessment instruments that you would administer.
Comprehensive Integrated Psychiatric Assessment
The comprehensive integrated psychiatric assessment of a child or adolescent consists of gathering information from not only the child but from several sources, most notably the family members, caregivers, and the child’s teacher or school counselor. Because of this, the diagnostic assessment becomes more complicated. Issues of confidentiality, privacy, and consent must be addressed. Also, the PMHNP must take into consideration the impact of culture on the child.
In this Discussion, you review and critique the techniques and methods of a mental health professional as he or she completes a comprehensive integrated psychiatric assessment of an adolescent.
Learning Objectives
Students will:
Evaluate comprehensive integrated psychiatric assessment techniques
Recommend assessment questions
To Prepare for the Discussion:
Review the Learning Resources concerning the comprehensive integrated psychiatric assessment.
Watch the Mental Status Examination video.
Watch the two YMH Bostonvideos.
Note: For this Discussion, you are required to complete your initial post before you will be able to view and respond to your colleagues’ postings. Begin by clicking on the “Post to Discussion Question” link and then select “Create Thread” to complete your initial post. Remember, once you click submit, you cannot delete or edit your own posts and cannot post anonymously. Please check your post carefully before clicking Submit!
By Day 3
Based on the YMH Boston Vignette 4 video, post answers to the following questions:
What did the practitioner do well?
In what areas can the practitioner improve?
At this point in the clinical interview, do you have any compelling concerns? If so, what are they?
What would be your next question, and why?
Discussion: Parent Guide
Note: You and your group will use the wiki function to develop three Parent Guides (one in Week 3, one in Week 7, and one in Week 10). A wiki is a site that allows collaborative editing by all users. Each group will have its own place to communicate and collaborate on the assignments. Once your group has completed each assignment, one member should transfer the information to its final format and submit it through the group submission link in the Discussion. Do not delete the assignment from the wiki format, as your Instructor will review this area to determine each member’s participation.
Collaboration is essential to accurate diagnosis of the conditions under consideration in this week. For this week’s Discussion, you practice collaboration by working in a group on developing a “Parent Guide,” which will serve as a teaching tool for parents with children who have been diagnosed with a specific mental health disorder.
It is recommended that you make your project as attractive as possible and consider using the finished product as teaching tools for families that you will work with in your own practices.
Learning Objectives
Students will:
Analyze signs and symptoms of neurodevelopmental disorders
Analyze the pathophysiology of neurodevelopmental disorders
Analyze diagnosis and treatment methods for neurodevelopmental disorders
Evaluate Parent Guides
To Prepare for this Discussion:
Your Instructor will assign you to a group and a disorder by Day 1 of Week 2.
Review the resources concerning your assigned disorder.
Review the Blackboard Help website concerning wikis.
Use your group’s Discussion Board to design and develop the Parent Guide before posting to the group wiki. For further guidance, refer to the Accessing Group Discussionsinstructions below.
Using evidence-based research, design and develop a Parent Guide for your assigned disorder including:
Signs and symptoms
Pathophysiology
How the disorder is diagnosed
Treatment options
Provide a minimum of three academic references.
Assignment 1: Practicum: Decision Tree
For this Assignment, you examine the client case study in this week’s Learning Resources. Consider how you might assess and treat pediatric clients presenting with symptoms noted in the case.
Note: This Assignment is the first of three assignments that are based on interactive client case studies. For these assignments, you will be required to make decisions about how to assess and treat clients. Each of your decisions will have a consequence. Some consequences will be insignificant, and others may be life altering. You are not expected to make the “right” decision every time; in fact, some scenarios may not have a “right” decision. You are, however, expected to learn from each decision you make and demonstrate the ability to weigh risks versus benefits to prescribe appropriate treatments for clients.
Learning Objectives
Students will:
Evaluate clients for treatment of mental health disorders
Analyze decisions made throughout diagnosis and treatment of clients with mental health disorders
The Assignment:
Examine Case 1. You will be asked to make three decisions concerning the diagnosis and treatment for this client. Be sure to consider co-morbid physical as well as mental factors that might impact the client’s diagnosis and treatment.
At each Decision Point, stop to complete the following:
Decision #1: Differential Diagnosis
Which Decision did you select?
Why did you select this Decision? Support your response with evidence and references to the Learning Resources.
What were you hoping to achieve by making this Decision? Support your response with evidence and references to the Learning Resources.
Explain any difference between what you expected to achieve with Decision #1 and the results of the Decision. Why were they different?
Decision #2: Treatment Plan for Psychotherapy
Why did you select this Decision? Support your response with evidence and references to the Learning Resources.
What were you hoping to achieve by making this Decision? Support your response with evidence and references to the Learning Resources.
Explain any difference between what you expected to achieve with Decision #2 and the results of the Decision. Why were they different?
Decision #3: Treatment Plan for Psychopharmacology
Why did you select this Decision? Support your response with evidence and references to the Learning Resources.
What were you hoping to achieve by making this Decision? Support your response with evidence and references to the Learning Resources.
Explain any difference between what you expected to achieve with Decision #3 and the results of the decision. Why were they different?
Also include how ethical considerations might impact your treatment plan and communication with clients and their families.
Note: Support your rationale with a minimum of three academic resources. While you may use the course text to support your rationale, it will not count toward the resource requirement.
CASE NUMBER 1

Assignment: Clinical Judgment in Nursing
Assignment: Clinical Judgment in Nursing
Clinical Judgment is the process of integrating evidence-based practice, critical-thought, the Nursing Process, knowledge, skills, and attitudes, as well as application of theory to practice in order to promote safe, quality care to clients in all settings.
Keeping that in mind, answer the following scenario:
You are the Charge Nurse in a large Urban Emergency Department (ED). You nursing staff include:
RN with 12 years of Trauma ED experience
New RN with 6 months ED experience
RN from the Medical Surgical floor with 8 years of experience
The following patients are in the ED, which patient will you give to each of the nurses and why?
A 76-year-old client who was involved in a motor vehicle accident and has hematuria.
A 38-year-old client with kidney stones complaining of severe pain.
A 24-year-old diabetic client with an acute urinary tract infection who will require discharge teaching.
An 80-year-old client that has not had a bowel movement for 4 days.
Please make an initial post by midweek, and respond to at least two other student’s posts with substantial details that demonstrate an understanding of the concepts, and critical thinking. Remember that your posts must exhibit appropriate writing mechanics including using proper language, cordiality, and proper grammar and punctuation. If you refer to any outside sources or reference materials be sure to provide proper attribution and/or citation.
Module 2 discussion
Patient with Hyperkalemia
Mr. Sweet, 38 years old, is brought to the Emergency Department unresponsive. He has a history of Type 1 diabetes and has been sick for the last 3 days. On admission his Blood sugar is 532, Potassium is 7.2 and ABG results include pH 7.08, Bicarb 12, and CO2 28. His VS are HR 116, BP 107/64, RR 36 Deep and rapid, and Temp 101.5. Answer the following questions:
What interventions do expect to be ordered for Mr. Sweet? Why?
What type of acid-base disturbance does he have?
What do you think is Mr. Sweet’s Medical Diagnosis?
Please make an initial post by midweek, and respond to at least two other student’s posts with substantial details that demonstrate an understanding of the concepts, and critical thinking. Remember that your posts must exhibit appropriate writing mechanics including using proper language, cordiality, and proper grammar and punctuation. If you refer to any outside sources or reference materials be sure to provide proper attribution and/or citation
Module 3 discussion
Case Scenario: Tuberculosis
Wilson is a 36-year-old migrant worker. He was admitted to the Hospital with a cough, unintended weight loss, and night sweats. He is staying with 6 friends in a one bedroom apartment near the strawberry field where he works. The ED physician suspects Tuberculosis (TB).
What diagnostic testing will the Provider order to confirm a diagnosis of TB?
What Isolation precautions do you expect to be put in place and why?
Describe the recommended treatment regimen for TB, including the rationale for combination drug therapy.
Identify the reason compliance to medication therapy is often a concern in the patient with TB.
What should be done for Wilson’s 6 roommates?
Please make an initial post by midweek, and respond to at least two other student’s posts with substantial details that demonstrate an understanding of the concepts, and critical thinking. Remember that your posts must exhibit appropriate writing mechanics including using proper language, cordiality, and proper grammar and punctuation. If you refer to any outside sources or reference materials be sure to provide proper attribution and/or citation.
Module 4 discussion
I-SBAR-R Reporting
Think of a situation from clinical when the Provider needed to be informed of a change in patient condition. Using ISBARR write what you would report to the Provider. You can use the ISBARR form for guidance.
Please make an initial post by midweek, and respond to at least two other student’s posts with substantial details that demonstrate an understanding of the concepts, and critical thinking. Remember that your posts must exhibit appropriate writing mechanics including using proper language, cordiality, and proper grammar and punctuation. If you refer to any outside sources or reference materials be sure to provide proper attribution and/or citation.
Module 5 discussion
Patient Teaching: Anticoagulants
Sandra is a 27-year-old female admitted with a possible Deep Vein Thrombosis (DVT). She smokes one pack per day and is on birth control. She has a history of hypertension and obesity. She is admitted to the hospital and placed on bedrest. Heparin drip is started per protocol. The Provider is anticipating on sending her home with Coumadin.
Can Sandra be placed on Coumadin and Heparin at the same time? Explain your answer.
Develop 3 teaching points important for Sandra to know about her medications regimen.
Teach Back is a great way to find out about patient teaching effectiveness. Watch the following video for an example of Teach Back
What questions would you ask Sandra to verify that she understand the 3 teaching points?
Please make an initial post by midweek, and respond to at least two other student’s posts with substantial details that demonstrate an understanding of the concepts, and critical thinking. Remember that your posts must exhibit appropriate writing mechanics including using proper language, cordiality, and proper grammar and punctuation. If you refer to any outside sources or reference materials be sure to provide proper attribution and/or citation.
Module 7 discussion
Type 1 vs. Type 2 and Patient Education
Compare and contrast risk factors, age of onset, pathophysiology and clinical manifestations of Type 1 and Type 2 Diabetes. What do you think is the most important topic that must be taught to the diabetic patient and why?
Please make an initial post by midweek, and respond to at least two other student’s posts with substantial details that demonstrate an understanding of the concepts, and critical thinking. Remember that your posts must exhibit appropriate writing mechanics including using proper language, cordiality, and proper grammar and punctuation. If you refer to any outside sources or reference materials be sure to provide proper attribution and/or citation.
Module 8 discussion
The Older Adult
A nurse at the local Senior Center made the following notation about a client: A 74-year-old female client wearing eyeglasses with bifocal lenses and hearing aid in her left ear. Walks with a shuffling gait, using a cane for support. Wearing house slippers and housedress. States, “My other doctor says I should have my eyes looked at by an expert. It’s been a while, and my eyes seem to be acting up lately. I can’t see so good anymore.” The client states that she takes medication for “sugar” and her blood pressure and has worn glasses for years with the last prescription changed about 3 years ago. “I was a seamstress for many years and quit when I couldn’t see to thread the needles anymore-just in time too. These new materials are too hard to work with!” Denies using any eye drops. Describes vision changes as difficulty seeing well at night, especially if trying to read. Uses a magnifying glass to help when reading. No eye pain or discharge, although eyes sometimes feel “dry and scratchy,” with the left eye being worse than the right. Admits to rubbing eyes but without relief.
Develop a Plan of Care for this patient that includes:
2 Nursing Diagnosis
2 goals for each Nursing Diagnosis
Interventions with rationales
Please make an initial post by midweek, and respond to at least two other student’s posts with substantial details that demonstrate an understanding of the concepts, and critical thinking. Remember that your posts must exhibit appropriate writing mechanics including using proper language, cordiality, and proper grammar and punctuation. If you refer to any outside sources or reference materials be sure to provide proper attribution and/or citation.
Module 10 discussion
Bariatric Surgery Patient
EJ is a 28-year-old female. She is being admitted for Gastric Bypass Surgery. She is 5’6” and 265 pounds. She has a history of Diabetes and hypertension, she is not on medications at the time.
What client education topics are important to reinforce for this client?
How will this client’s diet be advanced?
What complications can occur after this surgery?
What is Dumping Syndrome and what are some interventions to help prevent its development?
Please make an initial post by midweek, and respond to at least two other student’s posts with substantial details that demonstrate an understanding of the concepts, and critical thinking. Remember that your posts must exhibit appropriate writing mechanics including using proper language, cordiality, and proper grammar and punctuation. If you refer to any outside sources or reference materials be sure to provide proper attribution and/or citation.
Assignment: Clinical Judgment in Nursing

Socialization Ethnicity And Acculturation Behaviour
Socialization Ethnicity And Acculturation Behaviour
Question 1
The health care team is having difficulty communicating with a patient from a non-English-speaking culture An interpreter has not yet been located Which behaviors might the patient demonstrate because of this communication issue?
Select all that apply
1. Withdrawing
2. Hostility
3. Belligerence
4. Uncooperativeness
5. Apathy
Question 2 A group of nurses talking are overheard using jargon that is consistent with the nursing profession Which behavior are the nurses demonstrating?
1. Socialization
2. Ethnicity
3. Acculturation
4. Heritage consistency
Question 3 The nurse determines that a patient is in the process of acculturation What did the nurse assess in this patient?
1. Americanization of the patient’s name
2. Engaging in activities with members of the family’s preferred social group
3. Speaking the family’s native language
4. Living away from the family of origin
Question 4 Why does the nurse stop and think before implementing touch when providing care to a patient from a different culture?
1. Influences the patient’s personal space
2. Influences environmental control
3. Impacts time orientation
4. Alters social organization
Question 5 A patient from a non-English-speaking culture explains how he has to behave differently at work than he does at home What does the nurse realize this patient is describing?
Select all that apply
1. Withdrawing
2. Hostility
3. Belligerence
4. Uncooperativeness
5. Apathy
Permalink:
Question 6 Prior to caring for a Native American patient, the nurse reviews the diseases that are more prevalent in this culture What is the nurse taking into consideration when caring for this patient?
1. Biological variation
2. Environmental control
3. Social organization pattern
4. Component of heritage consistency
Question 1
The health care team is having difficulty communicating with a patient from a non-English-speaking culture An interpreter has not yet been located Which behaviors might the patient demonstrate because of this communication issue?
Select all that apply
1. Withdrawing
2. Hostility
3. Belligerence
4. Uncooperativeness
5. Apathy
Question 2 A group of nurses talking are overheard using jargon that is consistent with the nursing profession Which behavior are the nurses demonstrating?
1. Socialization
2. Ethnicity
3. Acculturation
4. Heritage consistency
Question 3 The nurse determines that a patient is in the process of acculturation What did the nurse assess in this patient?
1. Americanization of the patient’s name
2. Engaging in activities with members of the family’s preferred social group
3. Speaking the family’s native language
4. Living away from the family of origin
Question 4 Why does the nurse stop and think before implementing touch when providing care to a patient from a different culture?
1. Influences the patient’s personal space
2. Influences environmental control
3. Impacts time orientation
4. Alters social organization
Question 5 A patient from a non-English-speaking culture explains how he has to behave differently at work than he does at home What does the nurse realize this patient is describing?
Select all that apply
1. Withdrawing
2. Hostility
3. Belligerence
4. Uncooperativeness
5. Apathy
Question 6 Prior to caring for a Native American patient, the nurse reviews the diseases that are more prevalent in this culture What is the nurse taking into consideration when caring for this patient?
1. Biological variation
2. Environmental control
3. Social organization pattern
4. Component of heritage consistency

Assignment: Bowel and Urinary Disorders
Assignment: Bowel and Urinary Disorders
Complete the comparison tables on urinary disorders and bowel disorders.
Submit your completed assignment by following the directions linked below. Please check the Course Calendar for specific due dates.
Comparison of Urinary Elimination Disorders:
Stress Incontinence
Benign Prostatic Hypertrophy
Pyelonephritis
Pathophysiology
Etiology
Clinical Manifestations
Interventions
Comparison of Bowel Elimination Disorders:
Diarrhea
Bowel Obstruction
Hemorrhoids
Pathophysiology
Etiology
Clinical Manifestations
Interventions
Module 02 Written Assignment – Fluid/electrolyte disturbances and ABG interpretation
Complete the Fluid disturbance table and answer the following ABGs (Arterial Blood Gases).
Submit your completed assignment by following the directions linked below. Please check the Course Calendar for specific due dates.
Comparison of Fluid Deficit and Fluid Overload
a
Fluid Deficit
Fluid Overload
Definition
Causes/Risk Factors
Clinical Manifestations (including laboratory data)
Collaborative Management (Interventions)
Interpret the following Arterial Blood Gases
1. pH 7.33 PaCO2 60 HCO3 34
A. Normal ABG values
B. Respiratory acidosis without compensation
C. Respiratory acidosis with partial compensation
D. Respiratory acidosis with full compensation
2. pH 7.48 PaCO2 42 HCO3 30
A. Metabolic acidosis without compensation
B. Respiratory alkalosis with partial compensation
C. Respiratory alkalosis with full compensation
D. Metabolic alkalosis without compensation
3. pH 7.38 PaCO2 38 HCO3 24
A. Respiratory alkalosis
B. Normal
C. Metabolic Alkalosis
D. None of the above
4. pH 7.21 PaCO2 60 HCO3 24
A. Normal
B. Respiratory acidosis without compensation
C. Metabolic acidosis with partial compensation
D. Respiratory acidosis with complete compensation
5. pH 7.48 PaCO2 28 HCO3 20
A. Respiratory alkalosis with partial compensation
B. Respiratory alkalosis with complete compensation
C. Metabolic alkalosis without compensation
D. Metabolic alkalosis with complete compensation
Module 02 Course Project-Clinical Question
Clinical Question – Formulate a clinical question using the PICOT format.
P: Patient Population
I: Intervention or area on Interest
C: Comparison intervention or group
O: Outcome
T: Time
Ex: “In acute care hospitals (patient population), how does having a rapid response team (intervention) compared with not having a response team (comparison) affect the number of cardiac arrests (outcome) during a three-month period (time)?”
Submit your completed assignment by following the directions linked below. Please check the Course Calendar for specific due dates.
Module 03 Written Assignment – Respiratory Disease
Complete the Respiratory Diseases comparison table.
Submit your completed assignment by following the directions linked below. Please check the Course Calendar for specific due dates.
Comparison of Respiratory Disorders:
Asthma
Emphysema
Chronic Bronchitis
Pneumonia
Pathophysiology
Etiology/Population at Risk
Clinical Manifestations including Laboratory data
Typical Nursing Diagnosis
Interventions
Module 04 Written Assignment – Concept Map-Hypertension
Develop and Concept Map, using the form provided, on the following patient. Include Diagnostic data and medical orders that you expect to be ordered on the patient.
T.J., a 30-year-old African American client, is in his last year of law school and is clerking for a prestigious law firm. He and his fiancé plan to marry as soon as he graduates. During the last week he has had four dizzy spells and a headache at the base of his skull upon awakening for the last 2 days. His father has a history of hypertension, so T.J. is aware that his symptoms may indicate high blood pressure. On his way home from work, T.J. stops by the clinic and asks the nurse to check his blood pressure. The nursing assessment yields the following data.
Subjective data: States he has had four dizzy spells and has awakened with a headache in the occipital lobe the last two mornings. T.J. has 1 glass of wine at lunch and 2-3 beers in the evening to relax from the tension of school and work. Most of his meals are at fast-food establishments and have a high fat content. T.J. does not smoke. He used to jog 4 mornings a week but quit when he started clerking. He has had nocturia for the last 3 weeks. He is not taking any medication. T.J. states he is concerned about having hypertension because he does not want to take medication.
Objective data: T 98.6°F(37°C), AP 78 beats/min, R 16 breaths/min, BP 142/92 mm Hg, Wt 190 lbs (optimum weight 160). No edema noted in hands, feet, or legs.
Possible Nursing Diagnosis
Patient Data/Risk Factors
Clinical Manifestations
Subjective:
Objective:
Module 04 Course Project -Reference Page
Turn in a reference page in APA format. You must use three (3) or more relevant sources; to ensure the readings are relevant and current, the selected peer reviewed article must have been written within the past three (3) years.
Submit your completed assignment by following the directions linked below. Please check the Course Calendar for specific due dates.
Module 05 Written Assignment – Medications affecting Coagulation
Please go through and fill out the table on Medications affecting Coagulation. If need be go back on previous lectures or your textbook for resources to help you complete the assignment.
Submit your completed assignment by following the directions linked below. Please check the Course Calendar for specific due dates.
Module 06 Written Assignment – Inflammatory Diseases
Complete the comparison table for Inflammatory Diseases.
Submit your completed assignment by following the directions linked below. Please check the Course Calendar for specific due dates.
Comparison of Inflammatory Disease:
Rheumatoid Arthritis
Systemic Lupus Erythematosus
Ulcerative Colitis
Pathophysiology
Etiology
Clinical Manifestations
Common Laboratory Tests
Treatment
Module 07 Written Assignment – Acute Complications of Diabetes
Fill out the Table comparing the Acute Complications of Diabetes.
Submit your completed assignment by following the directions linked below. Please check the Course Calendar for specific due dates.
Comparison of Acute Complications of Diabetes:
Hypoglycemia
Diabetic Ketoacidosis
Hyperosmolar Hyperglycemic Nonketotic syndrome
Clinical Manifestations
Diagnostic Data
Interventions
Patient Teaching
Module 07 Course Project-Paper Submission
Your paper for the course project should be a 2-3 page APA paper (not including title page and the reference page) that describes the clinical problem and the following:
Reason for choosing this topic
The PICOT question
Possible integration of the evidenced that you found in clinical practice
Methods to evaluate the effectiveness of implementation
Submit your completed assignment by following the directions linked below. Please check the Course Calendar for specific due dates.
Module 08 Written Assignment – Otitis Media
An 8-year-old girl comes to your ambulatory care clinic with complaints of left ear pain for the past 3 days. She had respiratory infection a week ago. On physical examination, the tympanic membrane is bulging.
Answer the following questions:
What else should you ask the client?
What teaching would you reinforce to prevent the recurrence of otitis media?
What expected outcomes would be specific to this situation?
Submit your completed assignment by following the directions linked below. Please check the Course Calendar for specific due dates.
Module 09 Written Assignment – Seizures
An older client was recently discharged from the hospital for evaluation of seizure activity. His history reveals that he has late-stage Alzheimer’s disease, Parkinson’s disease, hypertension, and type II diabetes mellitus, which is controlled by diet. He lives at home, where his wife and daughter take care of him. His discharge medications include phenytoin (Dilantin), 100 mg BID; hydrochlorothiazide (HydroDIURIL), 50 mg QD; levodopa (Sinemet), 25/100 TID; and haloperidol (Haldol), 1 mg before bed. The client has been referred for home care nursing follow-up.
Questions:
On the initial home visit by the nurse, what assessments should be made?
The wife and daughter need teaching about his antiepileptic medication. What teaching should be included?
During the initial home visit, the client experiences a generalized seizure. What action should the nurse take?
Submit your completed assignment by following the directions linked below. Please check the Course Calendar for specific due dates.
Module 10 Written Assignment – Exemplars
Fill out the Alteration in Metabolism Exemplar Table.
Submit your completed assignment by following the directions linked below. Please check the Course Calendar for specific due dates.
Alterations in Metabolism
Obesity
Hyperthyroid
Hypothyroid
Pathophysiology
Risk Factors
Assessment Findings (including Labs)
Possible Nursing Diagnosis
Interventions (including Medications)
Module 10 Course Project – Staff Development PowerPoint Due
Your staff development PPT presentation will include the information from your written paper in 10-12 slides (including a title and reference slide in APA format). Make sure to include speaker notes at the bottom of your slide to explain the content of your slide.
Submit your completed assignment by following the directions linked below. Please check the Course Calendar for specific due dates.
Module 2 quiz
Question 1 A client’s urinalysis results show a protein level of 1.8 mg/dL. Which action by the nurse is best?
Question 2 Which question best assists the nurse in assessing a client with acute diarrhea?
Question 3 Which client statement indicates a good understanding regarding antibiotic therapy for recurrent urinary tract infections?
Question 4 A client with severe bacterial cystitis is prescribed cefadroxil (Duricef) and phenazopyridine (Pyridium). What statement by the client indicates an accurate understanding of these medications?
Question 5 A client just experienced an episode of reflux with regurgitation. What assessment by the nurse is the priority?
Question 6 The nurse is caring for a client who has just returned from abdominal surgery. When auscultating the client’s abdomen, the nurse does not hear any bowel sounds. Which is the nurse’s best action?
Question 7 A client scheduled for intravenous urography informs the nurse of the following allergies. Which one does the nurse report to the health care provider immediately?
Question 8 The female client’s urinalysis shows all the following results. Which does the nurse document as abnormal?
Question 9 The nurse is caring for a client with an umbilical hernia who reports increased abdominal pain, nausea, and vomiting. The nurse notes high-pitched bowel sounds. Which conclusion does the nurse draw from these assessment findings?
Question 10 The client is scheduled for a colonoscopy. Which statement indicates that the client needs additional teaching about the procedure?
Module 5 quiz
Question 1
A client is taking triamterene-hydrochlorothiazide (Dyazide) and furosemide (Lasix). What assessment finding requires action by the nurse?
Question 2
The nurse is teaching a client with pneumonia ways to clear secretions. Which intervention is the most effective?
Question 3
The nurse is caring for a client with newly diagnosed hypertension. What statement by the client indicates adequate understanding of his or her diet restrictions?
Question 4
What information about nutrition does the nurse teach a client with chronic obstructive pulmonary disease (COPD)? (Select all that apply.)
Question 5
A client with systolic dysfunction has an ejection fraction of 38%. The nurse assesses for which physiologic change?
Question 6
The nurse is assessing a client who reports claudication after walking a distance of one block. The nurse notes a painful ulcer on the fourth toe of the client’s right foot. What condition do these findings correlate with?
Question 7
The nurse is caring for four clients with asthma. Which client does the nurse assess first?
Question 8
The nurse is assisting the hospitalized client with his food selections for breakfast. The client is on a low-cholesterol diet. What recommendations are most appropriate for this client?
Question 9
Which statement indicates that the client understands teaching about the use of long-acting beta2 agonist medications?
Question 10
The nurse is assessing clients on a cardiac unit. Which client does the nurse assess most carefully for developing left-sided heart failure?
Module 8 quiz
Question 1
When the nurse is caring for a patient whose HIV status in unknown, which of these patient exposures is most likely to require postexposure prophylaxis?
Question 2
Which information will the nurse include when teaching range-of-motion exercises to a patient with an exacerbation of rheumatoid arthritis?
Question 3
The nurse obtains the following information about a patient before administration of metformin (Glucophage). Which finding indicates a need to contact the health care provider before giving the metformin?
Question 4
A patient is admitted with diabetic ketoacidosis (DKA) and has a serum potassium level of 2.9 mEq/L. Which action prescribed by the health care provider should the nurse take first?
Question 5
A patient hospitalized with an acute exacerbation of ulcerative colitis is having 14 to 16 bloody stools a day and crampy abdominal pain associated with the diarrhea. The nurse will plan to
Question 6
Which nursing action will the nurse include in the plan of care when admitting a patient with an exacerbation of inflammatory bowel disease (IBD)?
Question 7
A pregnant woman with a history of early chronic HIV infection is seen at the clinic. Which information will the nurse include when teaching the patient?
Question 8
Which of these laboratory values, noted by the nurse when reviewing the chart of a hospitalized diabetic patient, indicates the need for rapid assessment of the patient?
Question 9
A 24-year-old woman who uses injectable illegal drugs asks the nurse about preventing AIDS. The nurse informs the patient that the best way to reduce the risk of HIV infection from drug use is to
Question 10
Prednisone (Deltasone) is prescribed for a patient with an acute exacerbation of rheumatoid arthritis. Which laboratory result will the nurse monitor to determine whether the medication has been effective?
Assignment: Bowel and Urinary Disorders
Assignment: Bowel and Urinary Disorders
Assignment: Bowel and Urinary Disorders