Nursing

Clinical Journal of Oncology Nursing
Clinical Journal of Oncology Nursing
Assignment Directions:
Read over each of the following directions, the required Reading Research Literature worksheet, and grading rubric.
Download and complete the required .
Download or access the required article. The required article must be used. O’Connor, M., Tanner, P. , Miller, L., Watts, K., & Musiello, T. (2017). Detecting distress: Introducing routine screening in a gynecological cancer setting. Clinical Journal of Oncology Nursing, 21(1), 79-85. Retrieved from
You must use the grading rubric to ensure you are meeting all grading criteria of the worksheet.
You are required to complete the worksheet using the productivity tools required by Chamberlain University, which is Microsoft Office Word 2013 (or later version), or Windows and Office 2011 (or later version) for MAC. You must save the file in the “.docx” format. Do NOT save as Word Pad. A later version of the productivity tool includes Office 365, which is available to Chamberlain students for FREEby downloading from the student portal at . Click on the envelope at the top of the page.
Use correct grammar, spelling, punctuation, and in-text APA formatting.
Submit the completed Reading Research Literature Worksheet to the Week 6 Assignment
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Assignment Directions:
Read over each of the following directions, the required Reading Research Literature worksheet, and grading rubric.
Download and complete the required .
Download or access the required article. The required article must be used. O’Connor, M., Tanner, P. , Miller, L., Watts, K., & Musiello, T. (2017). Detecting distress: Introducing routine screening in a gynecological cancer setting. Clinical Journal of Oncology Nursing, 21(1), 79-85. Retrieved from
You must use the grading rubric to ensure you are meeting all grading criteria of the worksheet.
You are required to complete the worksheet using the productivity tools required by Chamberlain University, which is Microsoft Office Word 2013 (or later version), or Windows and Office 2011 (or later version) for MAC. You must save the file in the “.docx” format. Do NOT save as Word Pad. A later version of the productivity tool includes Office 365, which is available to Chamberlain students for FREEby downloading from the student portal at . Click on the envelope at the top of the page.
Use correct grammar, spelling, punctuation, and in-text APA formatting.
Submit the completed Reading Research Literature Worksheet to the Week 6 Assignment

Assignment: Deficit Hyperactivity Disorder
Assignment: Deficit Hyperactivity Disorder
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QUESTION 49
Parents of a 12-year-old boy want to consider attention deficit hyperactivity disorder (ADHD) medication for their son. Which medication would the PMHNP start?
Methylphenidate Amphetamine salts Atomoxetine All of the above could potentially treat their son’s symptoms.
QUESTION 50
An adult patient presents with a history of alcohol addiction and attention deficit hyperactivity disorder (ADHD). Given these comorbidities, the PMHNP determines which of the following medications may be the best treatment option?
A. Methylphenidate (Ritalin, Concerta) B. Amphetamine C. Atomoxetine (Strattera) D. Fluoxetine (Prozac)
QUESTION 51
An 8-year-old patient presents with severe hyperactivity, described as “ants in his pants.” Based on self-report from the patient, his parents, and his teacher; attention deficit hyperactivity disorder (ADHD) is suspected. What medication is the PMNHP most likely to prescribe?
A. Methylphenidate (Ritalin, Concerta) B. Clonidine (Catapres) C. Bupropion (Wellbutrin) D. Desipramine (Norpramin)
QUESTION 52
A 9-year-old female patient presents with symptoms of both attention deficit hyperactivity disorder (ADHD) and oppositional defiant disorder. In evaluating her symptoms, the PMHNP determines that which of the following medications may be beneficial in augmenting stimulant medication?
A. Bupropion (Wellbutrin) B. Methylphenidate (Ritalin, Concerta) C. Guanfacine ER (Intuniv) D. Atomoxetine (Strattera)
QUESTION 53
A PMHNP supervisor is discussing with a nursing student how stimulants and noradrenergic agents assist with ADHD symptoms. What is the appropriate response?
A. They both increase signal strength output dopamine (DA) and norepinephrine (NE). B. Dopamine (DA) and norepinephrine (NE) are increased in the prefrontal cortex. C. Noradrenergic agents correct reductions in dopamine (DA) in the reward pathway leading to increased ability to maintain attention to repetitive or boring tasks and resist distractions. D. All of the above.
QUESTION 54
A 43-year-old male patient is seeking clarification about treating attention deficit hyperactivity disorder (ADHD) in adults and how it differs from treating children, since his son is on medication to treat ADHD. The PMHNP conveys a major difference is which of the following?
A. Stimulant prescription is more common in adults. B. Comorbid conditions are more common in children, impacting the use of stimulants in children. C. Atomoxetine (Strattera) use is not advised in children. D. Comorbidities are more common in adults, impacting the prescription of additional agents.

Assignment: Acute Glomerulonephritis
Assignment: Acute Glomerulonephritis
Mike and Joanne are the parents of James and Samuel, identical twins born eight years ago. James is currently suffering from acute glomerulonephritis, kidney failure. James was originally brought into the hospital for complications associated with a strep throat infection. The spread of the A streptococcus infection led to the subsequent kidney failure. James’ condition was acute enough to warrant immediate treatment. Usually cases of acute glomerulonephritis caused by strep infection tend to improve on their own, or with an antibiotic. However, James also had elevated blood pressure and enough fluid buildup that required temporary dialysis to relieve.
The attending physician suggested immediate dialysis. After some time of discussion with Joanne, Mike informs the physician that they are going to forego the dialysis and place their faith in God. Mike and Joanne had been moved by a sermon their pastor had given a week ago, and also had witnessed a close friend regain mobility when she was prayed over at a healing service after a serious stroke. They thought it more prudent to take James immediately to a faith healing service instead of putting James through multiple rounds of dialysis. Yet Mike and Joanne agreed to return to the hospital after the faith healing services later in the week, and in hopes that James would be healed by then.
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Two days later the family returned, and was forced to place James on dialysis, as his condition had deteriorated. Mike felt perplexed and tormented by his decision to not treat James earlier. Had he not enough faith? Was God punishing him or James? To make matters worse, James kidneys had deteriorated such that his dialysis was now not a temporary matter, and was in need of a kidney transplant. Crushed and desperate, Mike and Joanne immediately offered to donate one of their own kidneys to James, but they were not compatible donors. Over the next few weeks, amidst daily rounds of dialysis, some of their close friends and church members also offered to donate a kidney to James. However, none of them were tissue matches.
James’ nephrologist called to schedule a private appointment with Mike and Joanne. James was stable, given the regular dialysis, but would require a kidney transplant within the year. Given the desperate situation, the nephrologist informed Mike and Joanne of a donor that was an ideal tissue match, but as of yet had not been considered—James’ brother Samuel.
Mike vacillates and struggles to decide whether he should have his other son Samuel lose a kidney, or perhaps wait for God to do a miracle this time around. Perhaps this is where the real testing of his faith will come in? “This time around, it is a matter of life and death, what could require greater faith than that?” Mike reasons.
© 2015. Grand Canyon University. All Rights Reserved.

Sociology Reading Quiz
Sociology Reading Quiz
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two tasks for you.
1. finish week 2quiz( it will appear and available on Friday, please check website at Friday). which will be located at Assessment.
(before you start quiz, please read those material as below: they are located at week 2 in the website.
(1. Review: McMichael: Chapter 2_Instituting the Development Project
2. ReviewHaglin_Development as Planned Poison available here: f
3. Watch Documentary_The Africans-A Triple Heritage (Episode 7)_Garden of Eden in Decay available through the eCourse-Reserves (https://services.library.drexel.edu/playlist.php?id=1_mm1i7y5v)
4. ppt)
2. Write a sociology reading essay.
requirement:
Based on insights from readings and documentaries covered in the first two weeks of classes, what were some social, cultural and economic impacts/consequences of colonialism, and how have these influenced your understanding of the development project (that is the development of underdevelopment). Which of the development theories covered in the first week of classes resonate with your understanding of development and why.
In your answer, ensure you give specific examples of these impacts, and their effects, citing examples from specific countries, where necessary. Remember to make explicit references to the readings, documentaries.
Length: 2.5 Pages (Double-Spaced)
*You can check tab week 1 and week 2 at website. you can know what material do you need.

Assignment: Diagnosed With Primary Polycythemia
Assignment: Diagnosed With Primary Polycythemia
Question 8
A 53-year-old man presents with inability to concentrate, itching in his fingers and toes, elevated blood pressure, and unexplained weight loss. He is diagnosed with primary polycythemia. What will be the primary goal of his treatment?
Answers:
A. To increase the amount of oxygen distributed by his red blood cells
B. To reduce the viscosity of his blood
C. To reduce the mean size of his red cells
D. To control his hypertension
Question 9
During a late night study session, a pathophysiology student reaches out to turn the page of her textbook. Which of the following components of her nervous system contains the highest level of control of her arm and hand action?
Answers:
A. Thalamus
B. Cerebellum
C. Frontal lobe
D. Basal ganglia
Question 10
The family members of an elderly patient are wondering why his “blood counts” are not rising after his last GI bleed. They state, “He has always bounced back after one of these episodes, but this time it isn’t happening. Do you know why?” The nurse will respond based on which of the following pathophysiological principles?
Answers:
A. “Don’t worry about it. We can always give him more blood.”
B. “Due to stress, the red blood cells of older adults are not replaced as promptly as younger people.”
C. “Everything slows down when you get older. You just have to wait and see what happens.”
D. “The doctor may start looking for another cause of his anemia, maybe cancer of the bone.”
Question 11
A 44-year-old female patient presents to the emergency department with abnormal bleeding and abdominal pain that is later attributed to gallbladder disease. Which of the following diagnoses would the medical team be most justified in suspecting as a cause of the patient’s bleeding?
Answers:
A. Hemophilia B
B. Vitamin K deficiency
C. Excess calcium
D. Idiopathic immune thrombocytopenic purpura (ITP)
Question 12
Your ESRD patient is receiving 2 units of packed red blood cells for anemia (Hgb of 8.2). Twenty minutes into the first transfusion, the nurse observes the patient has a flushed face, hives over upper body trunk, and is complaining of pain in lower back. His vital signs include pulse rate of 110 and BP drop to 95/56.What is the nurse’s priority action? Answers:
A. Recheck the type of blood infusing with the chart documentation of patient’s blood type. B. Discontinue the transfusion and begin an infusion of normal saline.
C. Slow the rate of the blood infusion to 50 mL/hour.
D. Document the assessment as the only action.
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Question 13
A 5th grade elementary student asks the school nurse how much blood is in an entire body. The nurse should respond that the average grown-up adult has
Answers:
A. 2 to 4 cups of blood in his or her body.
B. 5 to 6 L of blood throughout his or her body.
C. 3 pints of blood in total.
D. 3 to 4 quarts of blood in his or her body.

Assignment: Functions of the EEOC
Assignment: Functions of the EEOC
Resources: the Equal Employment Opportunity Commission (EEOC) website press releases (); Local news website for news item
Explore the EEOC website to learn more about the organization.
Click the About the EEOC link and select Newsroom. Select a press release from the Newsroom about an employee lawsuit published within the last six months (include date in paper)
Search the Internet to find at least one news item from a news organization about the lawsuit you selected from the EEOC Newsroom, preferably select a news item from the state in which the incident occurred. Clearly identify the news item (Name of news item, author/news source, date) in paper.
Write a 1,050- to 1,200-word paper (do not exceed word count, must meet minimum word count) that includes the following:
Introduction with the full name and date of the EEOC lawsuit selected from the EEOC Newsroom
A description of the compliance issue (racism, sexism, ageism, religion and so on) that led to the lawsuit and its ramifications for the organization
A brief summary of the functions of the EEOC in one paragraph
The EEOC’s role in the lawsuit you selected from the EEOC Newsroom
Whether or not this lawsuit promotes social change; justify your reasoning
A comparison of the EEOC Newsroom press release to the news item from the state where the lawsuit occurred. What accounts for the differences?
Strategies you would implement, if you were a senior manager of this company, to ensure future compliance and inclusion in the multicultural workplace. (Use and cite strategies from Understanding and Managing Diversity text).
Include references to the EEOC Newsroom press release and News item.
Format your paper according to 300 course-level APA guidelines. See Student Resources for guidelines.

Assignment: Explain therapeutic theory
Assignment: Explain therapeutic theory
Assignment 4: Practicum – Week 10 Journal Entry
Reflect on your overall practicum experience in this course. Then, address the following in your Practicum Journal.
: Explain whether your therapeutic theory has changed as a result of your
practicum experiences. Recall the theories you selected in Week 1 which is
(Cognitive Behavioral Theory & Rational Emotive Behavioral Theory)
: Explain how you integrated the therapeutic approaches from this course in your
clinical practice. Include how this helped you achieve the goals and objectives
you developed in Week 1 ( For this assignment, just make up any goals)
: Explain how you might impact social change through your work with clients who
have mental health issues.
: Support your approach with evidence-based literature.
NOTE: PLEASE SEE AND PAY ATTENTION TO THE ATTACHED Practicum Journal Template AND JOURNAL SAMPLE (TIME LOG & JOURNAL ENTRIES) FOR WRITING THIS ASSIGNMENT…..ALSO FOR THE TIME LOG AND JOURNAL ENTRIES, JUST MAKE UP A REASONABLE INFORMATION AND CLIENT INFORMATION IN MENTAL HEALTH NURSING AND INCLUDE REFERENCES
Learning Resources
Required Readings
Wheeler, K. (Ed.). (2014). Psychotherapy for the advanced practice psychiatric nurse: A how-to guide for evidence-based practice (2nd ed.). New York, NY: Springer Publishing Company.
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Chapter 17, “Psychotherapy With Children” (pp. 597–624)
American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). Washington, DC: Author.
Bass, C., van Nevel, J., & Swart, J. (2014). A comparison between dialectical behavior therapy, mode deactivation therapy, cognitive behavioral therapy, and acceptance and commitment therapy in the treatment of adolescents. International Journal of Behavioral Consultation and Therapy, 9(2), 4–8. doi:10.1037/h0100991
Koocher, G. P. (2003). Ethical issues in psychotherapy with adolescents. Journal of Clinical Psychology, 59(11), 1247–1256. PMID:14566959
McLeod, B. D., Jensen-Doss, A., Tully, C. B., Southam-Gerow, M. A., Weisz, J. R., & Kendall, P. C. (2016). The role of setting versus treatment type in alliance within youth therapy. Journal of Consulting and Clinical Psychology, 84(5), 453–464. doi:10.1037/ccp0000081
Zilberstein, K. (2014). The use and limitations of attachment theory in child psychotherapy. Psychotherapy, 51(1), 93–103. doi:10.1037/a0030930

Assignment: Circulatory And Respiratory Systems
Assignment: Circulatory And Respiratory Systems
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In this lab, you will observe diagrams that show the major components of the endocrine, circulatory, and respiratory systems. Using the textbook and virtual library resources, fill in the tables.
Explore Endocrine, Circulatory, and Respiratory Systems Lab
Using the M.U.S.E. link, review the background information and animation to complete your report. There are 2 parts to this lab on human body systems.
Use the following worksheets to complete your assignment:
Use the to complete your work from part 1 of the lab in the M.U.S.E.
Use the to complete your work from part 2 of the lab in the M.U.S.E.
Human body systems have a variety of interconnectivity. This lab will explore the functions and structures of the endocrine, circulatory (cardiovascular), and respiratory systems. The lab will also examine the interdependency of the body systems.
Your lab report will consist of the completed tables and related questions.
Table 1 – Endocrine System Hormones
Number Name of the Organ FunctionHormone(s) Produced or Secreted
1 Parathyroid Glands Parathyroid hormone
2 Thyroid Gland Thyroxine, calcitonin
3 Pineal Gland Melatonin
4 Hypothalamus Produces ADH and oxytocin, regulatory hormones for the anterior pituitary.
Produces and secretes TRH, Dopamine, GHRH, Somatostatin, Gonadotropin.
5 Pituitary Gland Anterior: Produces and secretes ACTH, TSH, GH, FSH, LH, MSH
Posterior: Secretes Oxytocin and ADH
6 Thymus Thymosins
7 Heart Atrial natriuretic peptide, brain natriuretic peptide
8 Stomach Ghrelin, Gastrin, Histamine, Neuropeptide Y, Endothelin
9 Kidney Erythropoietin, Renin, Calcitriol
10 Small Intestine
(duodenum)
Secretin, cholecystokinin
11 Liver Insulin-like Growth factor 1 (IGF-1), Angiotensinogen, Thrombopoietin
12 Adrenal Glands
Medulla: epinephrine, norepinephrine.
Cortex: glucocorticoids (cortisol), aldosterone, testosterone
13 Pancreas Insulin, glucagon
14 Testes Androgens, testosterone
15 Uterus Prolactin and Relaxin, when pregnant
16 Ovary Estrogens, progesterone
Table 2 – Circulatory (Cardiovascular) System Functions
Number Name of the Structure Major Function
1 Carotid arteries Delivers blood to the head and brain
2 Jugular veins Carries blood from the head to the heart
3 Superior vena cava Carries blood from the upper body back to heart
4 Pulmonary veins Carries oxygenated blood from the lungs to the heart
5 Aorta Delivers blood to the body tissue
6 Pulmonary arteries Delivers oxygen-poor blood to the lungs
7 Coronary arteries Delivers blood to the heart muscle cells
8 Inferior vena cava Carries blood from the lower body back to heart
9 Renal vein Carries blood from the kidney to the heart
10 Iliac vein Delivers blood from the pelvic organs and abdominal wall to the heart
11 Radial vein Carries blood from the hand to the heart
12 Renal artery Delivers blood to the kidneys
13 Iliac artery Delivers blood to the pelvic organs and abdominal wall
14 Radial artery Delivers blood to the hands
15 Femoral vein Carries blood from the thigh and inner knee to the heart
16 Femoral artery Delivers blood from the thigh and inner knee
Table 3 – Respiratory System Functions
Number Name of the Organ or Structure Major Function
1 Sinuses Cavities in skull; lightens head, warms and moistens air
2 Nasal cavity Produces mucus; filters, warms and moistens air; olfcation
3 Pharynx Passageway for air and food
4 Epiglottis Covers larynx during swallowing
5 Larynx Air passageway; prevents food and drink from entering lower respiratory system, produces voice
6 Lungs Contains alveoli and air passageways, allows exchange of oxygen and carbon dioxide between atmosphere and blood
7 Trachea Connects larynx with bronchi leading to lungs, conducts air to and from bronchi
8 Bronchi Two branches of trachea that conduct air from trachea to lungs
9 Bronchioles Narrow passageways to conduct air from bronchi to alveoli
10 Alveoli Microscopic chambers for gas exchange
11 Intercostal muscles Move ribs during breathing
12 Diaphragm Muscle sheet between chest and abdominal cavities with a role in breathing
End of Activity
References:
Audesirk, T., Audesirk, G., & Byers, B. E. (2008). Biology with physiology: Life on earth. (8th ed.). Upper Saddle River, NJ: Pearson Prentice Hall.
Marieb, E. N. (2011). Essentials of human anatomy and physiology. (10th ed.). San Francisco, CA: Benjamin Cummings
Tortora, G. J., & Derrickson, B. H. (2008). Principles of anatomy and physiology. (12th ed.). Hoboken, NJ: John Wiley & Sons.
LAB PART 2!!!!
Endocrine System
The endocrine system is comprised of glands that produce chemical messengers. These messengers are called hormones. The glands include the pituitary gland, thyroid gland, parathyroid gland, thymus, and adrenal gland. In addition, the pancreas, ovaries, and testes contain endocrine tissues and secrete hormones.
Question 1: How does the insulin and glucagon secreted by the pancreas function in glucose metabolism?
Answer 1: Insulin and glucagon work together to keep glucose levels in the blood within the normal range. When there is an elevated blood glucose level, this stimulates beta cells in the pancreas to secrete insulin. The insulin facilitates the uptake of glucose by body cells, and the liver will uptake the glucose and store it as glycogen. These actions return blood glucose levels back to normal. When there is decreased blood glucose, this stimulates the alpha cells in the pancreas to produce glucagon. The glucagon travels to the liver and facilitates the conversion of glycogen to glucose. This glucose is released in the bloodstream to return levels back to normal.
Cardiovascular System
The cardiovascular system is composed of the heart, blood vessels (arteries, veins, and capillaries), and blood. The heart is the pump that contracts to move the blood. The blood vessels transport blood throughout the body. The blood is the fluid that contains cells, nutrients, and gases.
Blood flows through the body in two distinct pathways: the pulmonary pathway and the systemic pathway. The blood flowing in the pulmonary pathway is deoxygenated and it delivers this blood to the lungs to be oxygenated again. The blood flowing in the systemic pathway leaves the lungs full of oxygen and flows through the heart to be delivered to the body tissues.
The following activity demonstrates the correct order for the pulmonary and systemic circulation as you trace a drop of blood flow through the body:
Pulmonary Circulation Systemic Circulation
1. Venules 1. Pulmonary veins
2. Veins 2. Left atrium
3. Vena cava 3. Left ventricle
4. Right atrium 4. Aorta
5. Right ventricle 5. Arteries
6. Pulmonary arteries 6. Arterioles
7. Lung 7. Capillaries
Respiratory System
The respiratory system functions to supply the body with oxygen. People inhale oxygen and exhale carbon dioxide. This facilitates the delivery of oxygenated blood to all of the body cells.
Question 2: How do the cardiovascular and respiratory system work together to deliver blood to the body tissues?
Answer 2: The respiratory system functions in the exchange of gases with the outside environment. Oxygen is inhaled through the nasal cavity or the mouth, and it travels to the alveoli in the lungs. There, the capillaries exchange the oxygen for carbon dioxide. The oxygenated blood flows back to the heart from the lungs. It enters the left side of the heart and is delivered to all the body tissues via the aorta. In the capillaries of the body tissues, oxygen is exchanged for carbon dioxide. This deoxygenated blood flows back to the right side of the heart and then to the lung. In the capillaries that run across the alveoli, carbon dioxide is exchanged for oxygen that has recently been inhaled. The carbon dioxide will then be exhaled through the mouth and nasal cavity.
Exercise Activity
Exercising is an activity that requires the actions of multiple body organ systems. Each system performs its specific tasks, but they must work together to allow effective total body functioning during exercising.
In this activity, changes in the respiratory and heart rates in response to exercise will be recorded in the following table:
Activity Breathing Rate: bpm(breaths per minute) Pulse Rate: bpm (beats per minute)
At rest 16 bpm 70 bpm
During exercising 30 bpm 135 bpm
Immediately after exercising 30 bpm 105 bpm
5 minutes after exercising 25 bpm 90 bpm
Question 3: The body experiences some stressor such as exercise, fright, or emotional stress whether it be joy or sorrow. There are certain hormones like epinephrine and norepinephrine that are produced during these stressful events. These hormones are produced by the adrenal gland, and they will have an effect on the heart rate and breathing rate. Explain how the hormones produced by the adrenal could play a role in altering the respiratory and heart rates during exercise.
Answer 3: When this occurs, the hypothalamus receives signals about the stress response. The body produces stress hormones. Norepinephrine and Epinephrine are released into the blood from an endocrine gland known as the adrenal gland. These hormones lead to an increase in carbon dioxide, which leads to an increase in respiratory rate. Epinephrine also increases the frequency of heartbeats whereas norepinephrine causes blood vessels to constrict. Both of these events increase the heart rate, the force of individual heart contraction, and the amount of blood flow to the muscles. These prepare the body to react to the stressor that has occurred.

Rhetorical Analysis Paper
Rhetorical Analysis Paper
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Write a 3 page report analyzing the speech. Your report should be double spaced, adhere to APA style, and address each category listed below.
Your analysis should address the following categories:
Organization: Analyze the organization of the speech. Does the speaker’s introduction and conclusion include the necessary elements, such as an attention getter, thesis, preview/review of main points, and concluding statement? What organizational pattern is used? Does the speaker use transitions? Are the main points clear and do they have enough supporting material? How could the speaker improve the organization of the speech?
Content: Analyze the speaker’s use of persuasion. Does the speaker use logos, ethos, and/or pathos? How? Does the speech contain any logical fallacies? What is the goal of this speech? Does the speaker achieve the goal? How could the speaker improve the use of persuasive elements?
Vocal Delivery: Analyze the speaker’s vocal aspects of delivery. Does the speaker use proper paralinguistics? Does the speaker pause appropriately? Also, is the speech free from vocal fillers? Are words articulated and pronounced correctly? How could the speaker improve vocal aspects of delivery?
Physical Delivery: Analyze the speaker’s physical aspects of delivery. How does the speaker use posture, gestures, illustrators, and emblems? Does the speaker have good posture and eye contact? What facial expressions are used? How could the speaker improve physical aspects of delivery?
Writing: Your paper should be at least 3 pages, double spaced, not including your heading. Your writing should be clear, concise, and easy to understand, and should be free from grammatical and syntactical errors. You should include an introduction, conclusion, and transitions in your paper. Cite sources using APA style if you use any outside resources.

Wound culture: Staphylococcus aureus
Wound culture: Staphylococcus aureus
The case scenario provided will be used to answer the discussion questions that follow.
Case Scenario
Ms. G., a 23-year-old diabetic, is admitted to the hospital with a cellulitis of her left lower leg. She has been applying heating pads to the leg for the last 48 hours, but the leg has become more painful and she has developed chilling.
Subjective Data
Complains of pain and heaviness in her leg.
States she cannot bear weight on her leg and has been in bed for 3 days.
Lives alone and has not had anyone to help her with meals.
Objective Data
Round, yellow-red, 2 cm diameter, 1 cm deep, open wound above medial malleolus with moderate amount of thick yellow drainage
Left leg red from knee to ankle
Calf measurement on left 3 in > than right
Temperature: 38.9 degrees C
Height: 160 cm; Weight: 83.7 kg
Laboratory Results
WBC 18.3 x 10¹² / L; 80% neutrophils, 12% bands
Wound culture: Staphylococcus aureus
Critical Thinking Questions
What clinical manifestations are present in Ms. G and what recommendations would you make for continued treatment? Provide rationale for your recommendations.
Identify the muscle groups likely to be affected by Ms. G’s condition by referring to “ARC: Anatomy Resource Center.”
What is the significance of the subjective and objective data provided with regard to follow-up diagnostic/laboratory testing, education, and future preventative care? Provide rationale for your answer.
What factors are present in this situation that could delay wound healing, and what precautions are required to prevent delayed wound healing? Explain.
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The case scenario provided will be used to answer the discussion questions that follow.
Case Scenario
Ms. G., a 23-year-old diabetic, is admitted to the hospital with a cellulitis of her left lower leg. She has been applying heating pads to the leg for the last 48 hours, but the leg has become more painful and she has developed chilling.
Subjective Data
Complains of pain and heaviness in her leg.
States she cannot bear weight on her leg and has been in bed for 3 days.
Lives alone and has not had anyone to help her with meals.
Objective Data
Round, yellow-red, 2 cm diameter, 1 cm deep, open wound above medial malleolus with moderate amount of thick yellow drainage
Left leg red from knee to ankle
Calf measurement on left 3 in > than right
Temperature: 38.9 degrees C
Height: 160 cm; Weight: 83.7 kg
Laboratory Results
WBC 18.3 x 10¹² / L; 80% neutrophils, 12% bands
Wound culture: Staphylococcus aureus
Critical Thinking Questions
What clinical manifestations are present in Ms. G and what recommendations would you make for continued treatment? Provide rationale for your recommendations.
Identify the muscle groups likely to be affected by Ms. G’s condition by referring to “ARC: Anatomy Resource Center.”
What is the significance of the subjective and objective data provided with regard to follow-up diagnostic/laboratory testing, education, and future preventative care? Provide rationale for your answer.
What factors are present in this situation that could delay wound healing, and what precautions are required to prevent delayed wound healing? Explain.