Nursing

Topics In Child And Adolescent Psychiatry Assignment
Explain the psychological issues that may result from your topic.
Describe the most effective assessment measure that could be used, and explain why you selected this.
Explain the treatment options available for children and adolescents involved with your selected disorder.
Explain how culture may influence treatment.
Required Readings
American Nurses Association. (2014). Psychiatric-mental health nursing: Scope and standards of practice (2nd ed.). Washington, DC: Author.
· Standards 11 “Communication” (page 75)
Sadock, B. J., Sadock, V. A., & Ruiz, P. (2014). Kaplan & Sadock’s synopsis of psychiatry: Behavioral sciences/clinical psychiatry (11th ed.). Philadelphia, PA: Wolters Kluwer.
· Chapter 31, “Child Psychiatry” (pp. 1279–1323)
American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). Washington, DC: Author.
· “Somatic Symptom and Related Disorders”
· “Other Conditions That May Be a Focus of Clinical Attention”
· “Assessment Measures”
· “Cultural Formulation”
Note: You will access this book from the Walden Library databases.
American Academy of Child & Adolescent Psychiatry (AACAP). (2011). Practice parameter for child and adolescent forensic evaluations. Journal of the American Academy of Child & Adolescent Psychiatry, 50(12), 1299-1312. Retrieved from http://www.jaacap.com/article/S0890-8567(11)00883-5/pdf
American Academy of Child & Adolescent Psychiatry (AACAP). (2012c). Practice parameter on gay, lesbian, or bisexual sexual orientation, gender nonconformity, and gender discordance in children and adolescents. Journal of the American Academy of Child & Adolescent Psychiatry, 51(9), 957–974. Retrieved from http://www.jaacap.com/article/S0890-8567(12)00500-X/pdf
Lee, T., Fouras, G., & Brown, R. (2015). Practice parameter for the assessment and management of youth involved with the child welfare system. Journal of the American Academy of Child & Adolescent Psychiatry, 54(6), 502–517. Retrieved from http://www.jaacap.com/article/S0890-8567(15)00148-3/pdf
Human Rights Campaign. (n.d.). Growing up LGBT in America. Retrieved June 8, 2017, from http://assets.hrc.org//files/assets/resources/Growing-Up-LGBT-in-America_Report.pdf?_ga=1.83582870.1279387255.1493224749
Optional Resources
Thapar, A., Pine, D. S., Leckman, J. F., Scott, S., Snowling, M. J., & Taylor, E. A. (2015). Rutter’s child and adolescent psychiatry (6th ed.). Hoboken, NJ: Wiley Blackwell.
· Chapter 19, “Legal Issues in the Care and Treatment of Children With Mental Health Disorders” (pp. 239–249)
· Chapter 49, “Forensic Psychology” (pp. 636–647)

HOSP 100 Week 8 Forum
Talk about the industry as if you were telling a stranger about your industry for the first time. Go into detail about the segments. Which segment is most appealing to you? Why? Is there one segment that you would not consider?
Please take this week to reflect on what you learned over the last 7 weeks about the industry.
Expand on your reflection to include any future career plans.
Discussion Questions (DQ)
• Initial responses to the DQ should address all components of the questions asked, include a minimum of one scholarly source, and be at least 250 words.
• Successful responses are substantive (i.e., add something new to the discussion, engage others in the discussion, well-developed idea) and include at least one scholarly source.
• One or two sentence responses, simple statements of agreement or “good post,” and responses that are off-topic will not count as substantive. Substantive responses should be at least 150 words.
• I encourage you to incorporate the readings from the week (as applicable) into your responses.
Weekly Participation
• Your initial responses to the mandatory DQ do not count toward participation and are graded separately.
• In addition to the DQ responses, you must post at least one reply to peers (or me) on three separate days, for a total of three replies.
• Participation posts do not require a scholarly source/citation (unless you cite someone else’s work).
• Part of your weekly participation includes viewing the weekly announcement and attesting to watching it in the comments. These announcements are made to ensure you understand everything that is due during the week.
APA Format and Writing Quality
• Familiarize yourself with APA format and practice using it correctly. It is used for most writing assignments for your degree. Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for APA paper templates, citation examples, tips, etc. Points will be deducted for poor use of APA format or absence of APA format (if required).
• Cite all sources of information! When in doubt, cite the source. Paraphrasing also requires a citation.
• I highly recommend using the APA Publication Manual, 6th edition.
Use of Direct Quotes
• I discourage overutilization of direct quotes in DQs and assignments at the Masters’ level and deduct points accordingly.
• As Masters’ level students, it is important that you be able to critically analyze and interpret information from journal articles and other resources. Simply restating someone else’s words does not demonstrate an understanding of the content or critical analysis of the content.
• It is best to paraphrase content and cite your source.
LopesWrite Policy
• For assignments that need to be submitted to LopesWrite, please be sure you have received your report and Similarity Index (SI) percentage BEFORE you do a “final submit” to me.
HOSP 100 Week 8 Forum
• Once you have received your report, please review it. This report will show you grammatical, punctuation, and spelling errors that can easily be fixed. Take the extra few minutes to review instead of getting counted off for these mistakes.
• Review your similarities. Did you forget to cite something? Did you not paraphrase well enough? Is your paper made up of someone else’s thoughts more than your own?
• Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for tips on improving your paper and SI score.
Late Policy
• The university’s policy on late assignments is 10% penalty PER DAY LATE. This also applies to late DQ replies.
• Please communicate with me if you anticipate having to submit an assignment late. I am happy to be flexible, with advance notice. We may be able to work out an extension based on extenuating circumstances.
• If you do not communicate with me before submitting an assignment late, the GCU late policy will be in effect.
• I do not accept assignments that are two or more weeks late unless we have worked out an extension.
• As per policy, no assignments are accepted after the last day of class. Any assignment submitted after midnight on the last day of class will not be accepted for grading.
Communication
• Communication is so very important. There are multiple ways to communicate with me:
o Questions to Instructor Forum: This is a great place to ask course content or assignment questions. If you have a question, there is a good chance one of your peers does as well. This is a public forum for the class.
o Individual Forum: This is a private forum to ask me questions or send me messages. This will be checked at least once every 24 hours.

Problem In Nursing Discussion
Problem In Nursing Discussion
Nursing research is used to study a dilemma or a problem in nursing. Examine a problem you have seen in nursing. Why should it be studied? Justify your rationale.
Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.
This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
You are required to submit this assignment to LopesWrite. Please refer to the directions in the Student Success Center.
5 of the Biggest Issues Nurses Face Today
Nurses play an integral role in the healthcare industry, providing care to patients and filling leadership roles at hospitals, health systems and other organizations.
But being a nurse is not without its challenges. It’s a demanding profession that requires a lot of dedication and commitment.
Here are five big issues facing nurses today.
2. Workplace violence. Another major challenge nurses face is violent behavior while on the job, be it from patients or coworkers.
Between 2012 and 2014, workplace violence injury rates for all healthcare job classifications and nearly doubled for nurse assistants and nurses, according to from the Occupational Health Safety Network. A total of 112 U.S. facilities in 19 states reported 10,680 Occupational Safety and Health Administration-recordable injuries occurring from January 1, 2012, to September 30, 2014. There were 4,674 patient handling and movement injuries; 3,972 slips, trips and falls; and 2,034 workplace violence injuries.
This year, North Carolina against workplace violence. Starting Dec. 1, people who attack hospital workers in North Carolina could be charged with a felony, thanks to a new state law. reported that the new law passed by “large margins” and was signed into law last month.
Other states are also cracking down on workplace violence: In Massachusetts, the Massachusetts Nurses Association union is that would add enhanced plans around workplace safety.
1. Compensation. When it comes to nurse compensation, regional differences are to be expected based on cost of living.
Nurses living in certain regions of the U.S. much more than nurses in other regions, according to the Association of periOperative Registered Nurses organization.
Nurses in the Pacific region make about $18,000 more than the average staff nurse, for instance. Next is the Mid-Atlantic region, where nurses make $14,800 more than average. Nurses in the East South Central region, however, make $4,300 less than average.
Beyond regional differences in pay, nurse pay gaps also persist between genders.
Male registered nurses , on average, upwards of $5,000 more than their female counterparts. The gender pay gap is present in all specialties except orthopedics, according to a study published in JAMA. Among nurse specialties, chronic care had the smallest gender pay gap, at $3,792, and cardiology had the highest gap, at $6,034.
3. Short staffing. Staffing is an issue of both professional and personal concern for nurses today. In fact, issues related to staffing levels, unit organization or inequitable assignments are one of the nurses leave a hospital job, according to Karlene Kerfoot, PhD, RN, vice president of nursing for API Healthcare.
Back in June, the Health Policy Commission a mandate on nurse staffing in intensive care units throughout Massachusetts. The regulations require that nurses in intensive care units in hospitals, including hospitals operated by the Massachusetts Department of Public Health, be assigned only up to two patients at a given time. The regulations apply to all ICUs, including special units for burn patients, children and premature babies.
If staffing is inadequate, nurses contend it threatens patient health and safety, results in greater complexity of care, and impacts their health and safety by increasing fatigue and rate of injury.
Indeed, a Minnesota Department of Health of literature found strong evidence linking lower nurse staffing levels to higher patient mortality, failure to rescue and falls in the hospital. There was also strong evidence that other care process outcomes such as drug administration errors, missed nursing care and patient length of stay are linked to lower nurse staffing levels.
Furthermore, a published in Health Affairs found that inadequate staffing can hinder nurses’ efforts to carry out processes of care. Researchers found that hospitals with higher nurse staffing had 25 percent lower odds of being penalized under the Affordable Care Act’s Hospital Readmissions Reduction Program compared to otherwise similar hospitals with lower staffing.
That’s why unionized nurses often bring up staffing levels when they are in the middle of contract negotiations. For instance, dozens of nurses Aug. 3 outside of St. Petersburg (Fla.) General Hospital over staffing levels and wages. Additionally, nurses and other healthcare workers July 15 outside Renton, Wash.-based Valley Medical Center over staffing levels.
4. Long working hours. Nurses are often required to work long shifts. But in a number of cases, nurses must work back-to-back or extended shifts, risking fatigue that could result in medical mistakes.
A 2012 published in Health Affairs found that the longer the shifts for hospital nurses, the higher the levels of burnout and patient dissatisfaction. Survey data from the study showed that more than 80 percent of the nurses in four states were satisfied with scheduling practices at their hospital. However, as the proportion of hospital nurses working shifts of more than 13 hours increased, patients’ dissatisfaction with care increased. Furthermore, nurses working shifts of 10 hours or longer were up to 2.5 times more likely than nurses working shorter shifts to experience burnout, job dissatisfaction and intent to leave the job.
And a 2014 in the American Journal of Critical Care found that nurses impaired by fatigue, loss of sleep, daytime sleepiness and an inability to recover between shifts are more likely than well-rested nurses to report decision regret, a negative cognitive emotion that occurs when the actual outcome differs from the desired or expected outcome.
5. Workplace hazards. Nurses face a number of workplace hazards each day while just doing their jobs. These include exposure to bloodborne pathogens, injuries, hand washing-related dermatitis and cold and flu germs.
OSHA estimates 5.6 million out of roughly 12.2 million workers in the healthcare industry and related occupations are at risk of occupational exposure to bloodborne pathogens.
And rates of workplace injury are higher in healthcare than other industries. Nurses experience more than 35,000 injuries involving the back, hands, shoulders and feet each year, according to the Bureau of Labor Statistics. Many things influence the likelihood of injury, including age of the nurse and environment.
Aside from acute injury, nurses are also likely to suffer harm to their hands. A recent from the University of Manchester revealed healthcare workers following hand hygiene protocols are 4.5 times more likely to suffer moderate to severe skin damage. In the same study, researchers found healthcare workers made up roughly 25 percent of reported cases of irritant contact dermatitis.
Protecting nurses goes beyond their hands. As cold and flu season nears, hospitals and health systems can prepare to protect their workforce, including extra measures for those who do not receive the vaccinations for personal or religious reasons. One option is having the nurses wear an antiviral face mask, which has been show to kill or inactivate 99.99 percent of laboratory-tested flu viruses.

Within the Shadow Health Platform, Complete the Focused Exam: Cough Results
Within the Shadow Health platform, complete the Focused Exam: Cough Results. The estimated average time to complete this assignment each time is 1 hour and 15 minutes. Please note, this is an average time. Some students may need longer.
This clinical experience is a focused exam. Students must score at the level of “Proficiency” in the Shadow Health Digital Clinical Experience. Students have three opportunities to complete this assignment and score at the Proficiency level. Upon completion, submit the lab pass through the assignment dropbox.
Within the Shadow Health platform, complete the Focused Exam: Cough Results
Students successfully scoring within the Proficiency level in the Digital Clinical Experience on the first attempt will earn a grade of 100 points; students successfully scoring at the Proficiency level on the second attempt will earn a grade of 90 points; and students successfully scoring at the Proficiency level on the third attempt will earn a grade of 80 points. Students who do not pass the performance-based assessment by scoring within the Proficiency level in three attempts will receive a failing grade (68 points).
If Proficiency is not achieved on the first attempt, it is recommended that you review your answers with the correct answers on the Experience Overview page. Review the report by clicking on each tab to the left titled Transcript, Subjective Data Collection, Objective Data Collection, Documentation, and SBAR to compare your work. Reviewing this overview and the course resources may help you improve your score.
Please review the assignment in the Health Assessment Student Handbook in Shadow Health prior to beginning the assignment to become familiar with the expectations for successful completion.
You are not required to submit this assignment to LopesWrite.
A cough is a sudden, usually involuntary, expulsion of air from the lungs with a characteristic and easily recognizable sound. Although it is known as the most common symptom of respiratory disorders, it serves the functions of defending the respiratory tract against noxious substances and maintaining airway patency by removing excessive secretions from the air passages. Expectoration or sputum production is the act of coughing up and spitting out the material produced in the respiratory tract.
Go to:
Technique
A careful history, the most helpful task in the evaluation of patients with cough, will suggest the diagnosis of its cause in most instances. If the cough is not a part of the patient’s presenting symptoms, its presence or absence should be determined by pointed questions not only directed to the patient but also to the spouse or other family members, as the patient may be unaware of a cough or may underestimate its frequency and duration. For example, it is not uncommon for patients with chronic bronchitis to be oblivious to their frequent coughing, while people around them are quite annoyed by it. Some patients may perceive their cough as “throat clearing.” Many times, the truth about the patient’s cough reveals itself to the observer during the interview and physical examination.
Once it is acknowledged that the patient has a cough, adequate information about its characteristics and circumstances should be obtained by appropriate questioning:

Common Barriers To Translating Research Outcomes
Common Barriers To Translating Research Outcomes
Discuss the basic principles of data interpretation used to translate research outcomes into practice. What are common barriers to translating research outcomes into practice? Describe any barriers you may anticipate as you plan to translate the results of your own prospectus into practice. 1 page, APA. 2 sources.
Organization and Effectiveness 5.0 %Argument Logic and ConstructionStatement of purpose is not justified by the conclusion. The conclusion does not support the claim made. Argument is incoherent and uses noncredible sources.Sufficient justification of claims is lacking. Argument lacks consistent unity. There are obvious flaws in the logic. Some sources have questionable credibility.Argument is orderly, but may have a few inconsistencies. The argument presents minimal justification of claims. Argument logically, but not thoroughly, supports the purpose. Sources used are credible. Introduction and conclusion bracket the thesis. Argument shows logical progressions. Techniques of argumentation are evident. There is a smooth progression of claims from introduction to conclusion. Most sources are authoritative.Clear and convincing argument that presents a persuasive claim in a distinctive and compelling manner. All sources are authoritative.15.0 %Organization and Effectiveness 5.0 %Mechanics of Writing (includes spelling, punctuation, grammar, language use)Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice or sentence construction is used.Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register), sentence structure, or word choice are present.Some mechanical errors or typos are present, but they are not overly distracting to the reader. Correct sentence structure and audience-appropriate language are used. Prose is largely free of mechanical errors, although a few may be present. A variety of sentence structures and effective figures of speech are used. Writer is clearly in command of standard, written, academic English.5.0 %Format 2.0 %Paper Format (use of appropriate style for the major and assignment)Template is not used appropriately or documentation format is rarely followed correctly.Template is used, but some elements are missing or mistaken; lack of control with formatting is apparent.Template is used, and formatting is correct, although some minor errors may be present. Template is fully used; There are virtually no errors in formatting style.All format elements are correct. 3.0 %Documentation of Sources (citations, footnotes, references, bibliography, etc., as appropriate to assignment and style)Sources are not documented.Documentation of sources is inconsistent or incorrect, as appropriate to assignment and style, with numerous formatting errors.Sources are documented, as appropriate to assignment and style, although some formatting errors may be present.Sources are documented, as appropriate to assignment and style, and format is mostly correct. Sources are completely and correctly documented, as appropriate to assignment and style, and format is free of error.100 %Total Weightage
TRANSLATION OF RESEARCH INTO PRACTICE AND POLICY OBSTACLES
There are numerous and intricate barriers that prohibit research from being translated into practice.
Individual qualities and systems or organizational variables are the two types of barriers to overcome.
Individual difficulties mentioned include a lack of understanding of the research process, a lack of competence in reading and analyzing research or scientific papers and reports, a lack of time, a lack of statistical analysis skills, and, in certain cases, a lack of authority to change practice (Ubbink et al., 2013; Weng et al, 2013).
Lack of access to research, insufficient resources to accomplish change, and a lack of support from staff and colleagues have all been mentioned as organizational or system hurdles (Ubbink et al, 2013; Weng et al, 2013).
Individual Personalities
APRNs with a master’s degree or a doctorate in nursing practice (DNP) are taught to analyze research, initiate EBP initiatives, and transfer results into practice; nevertheless, educational preparation alone does not appear to be adequate to result in research application.
According to several studies, attitudes toward EBP may be just as crucial as educational preparation in putting research into practice (Stokkel, Olsen, Espehaug & Nortvedt, 2014; Ubbink et al., 2013).
Clinical data must be disseminated to individual practitioners as well as across disciplines (Newhouse, 2008).
Lack of interprofessional collaboration jeopardizes cross-disciplinary research (e.g., biological and physical sciences) and inhibits the transfer of research data from one discipline to another.
The artificial boundaries and turf issues generated by different professions obstruct the flow of information and obfuscate the one commonality or unifying feature that should be better patient care.
Barriers in the System / Organization
Many health-care organizations, whether hospitals or primary-care clinics, spend a significant amount of money on purchasing and using new and innovative medical technology as well as inventing new techniques to improve patient care.
Implementation failures include a failure to invest in human technology, such as the development of behavioral interventions, prevention strategies, or quality improvement programs, as well as a failure to develop processes to assist nurses and others in the evaluation of interventions and policy development (Rangachari, Rissing, & Rethemeyer, 2013).
Nurses, particularly APRNs, may believe they lack the power or organizational support to design or assess novel models of care without infrastructure assistance.

Solution To Evidence-Based Nursing Practice Assignment
Solution To Evidence-Based Nursing Practice Assignment Discus Topic 2.
This is a discussion post, about 250 WORDS, tittle page not require In- text citation is required original work please, scholarly references are required for this assignment, website source strongly preferred.
QUESTION – Solution To Evidence-Based Nursing Practice Assignment
What is the main issue for your organization in addressing a solution to evidence-based nursing practice? Discuss what might be the first step in addressing and resolving this issue. (my organization is a mental health facility)
Summarize two initiatives spearheaded by your state’s action coalition. In what ways do these initiatives advance the nursing profession? What barriers to advancement currently exist in your state? How can nursing advocates in your state overcome these barriers? (My state is Virginia)
A minimum of three scholarly references are required for this assignment.
Prepare this assignment according to the guidelines found in the APA Style Guide.
This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
Evidence-Based Clinical Question Search Assignment
PICOT question: patients with ventilation associated pneumonia, will evidence-based practice methods e.g. hand hygiene help in reducing spread in nosocomial infections.
1. Please follow the purpose of this Assignment, and adhere to the directions. . Use peer reviewed nursing articles that are less than 5 yes old using website like Pubmed, Cochrane Need at least 5 references.my PICOT question is above. Please see the attached example of what the prof is looking for in the paper. No plagiarism please.
The purpose of this Assignment is to give you a practical application to implement your PICOT idea, supported by the evidence-based research you have obtained in during your systematic review. You will apply evidence-based research findings, discovered from your clinical question, and then integrate those to support your suggested change in nursing practice.
Directions:
Identify your refined PICOT question.
Using PubMed and the Cochrane collaboration database, do a systematic review of your clinical question.
Describe your systematic review and include an errors analysis.
Determine an evidence-based quantitative article from the search that contains an evidence-based randomized control trial.
Summarize the case study selected.
Describe the study approach, sample size, and population studied.
Apply the evidence from this review to your practice specifically in your overview.
Evaluate the outcomes, identifying the validity and reliability.
Discuss if the study contained any bias.
Determine the level of evidence identified in the review.
The length should be no less than 10 Pages in APA format.
To view the Grading Rubric for this Assignment, please visit the Grading Rubrics section of the Course Home.
Assignment Requirements:
Before finalizing your work, you should:
be sure to read the Assignment description carefully (as displayed above)
consult the Grading Rubric (under the Course Home) to make sure you have included everything necessary;
utilize spelling and grammar check to minimize errors; and
Your writing Assignment should:
follow the conventions of Standard American English (correct grammar, punctuation, etc.);
be well ordered, logical, and unified, as well as original and insightful;
display superior content, organization, style, and mechanics; and;
use APA 6th edition format. Solution To Evidence-Based Nursing Practice Assignment
Evidence Based Practice in Nursing Essay
Introduction
Evidence based practice is a complex experience that requires synthesizing study findings to establish the best research evidence and correlate ideas to form a body of empirical knowledge (Burns & Grove 2007). There are many definitions but the most commonly used is Sackett et al (1996). Sackett et al (1996) as cited in Pearson, Field, & Jordon, (2007) describes evidence based practice:
“the conscientious, explicit and judicious use of current best available evidence in making decisions about the care of individual patients. The practice of evidence based medicine means integrating individual clinical experience with the best available external evidence from systematic research”. (Sackett et al 1996 page 5).
The author will discuss the importance of evidence for practice, different types and levels of evidence. The research process, dissemination of evidence, barriers and will conduct a critique of two research articles.
The importance of evidence based practice is to enable nurses to provide high quality care, improve outcomes for patient and families and to run a more efficient health service. Therefore other agencies within the health service will benefit when interventions and care is based on research (Burns & Grove 2007). According to the Nursing and Midwifery Council (NMC) code nurses are accountable to society to provide a high quality of care so therefore it is important that nurses reflect, evaluate the care and keep abreast of new knowledge and evidence that is available (Burns & Grove 2007). Providing a streamlined service, which is cost effective and based on current evidence based practice has shown to reduce cost but also to enhances the quality of care the patient receives (Melnyk et al2010). Working in partnership with the nurse the patient is able to participate in decisions about their care. This is not only beneficial for the patient but also increases the satisfaction of the nurse treating the patient (Craig & Smyth 2007). Furthermore Craig & Smyth (2007) suggests evidence based practice is a problem-solving approach to the delivery of health care. In using a problem solving approach the nurse is able to integrate clinician expertise and patient preferences to provide individualized care suitable for the patient.
To acquire knowledge in the past, nurses have relied on decisions based on trail or error, personal experience, tradition and ritual. Parahoo (2006) suggests learning by tradition and ritual are important means of transferring knowledge, for example learning the ward routine. According to Brooker and Waugh (2007) Students learn from effective colleagues who practice safety and on the basis of best evidence. However, a disadvantage of this method of learning may lead to transmission of invalid information and may put the patient and nurse at risk (Brooker & Waugh 2007). According to Burns and Grove (2007) to generate knowledge a variety of research methods are needed. The two different research methods are quantitative and qualitative. According to Burns and Grove (2007) quantitative research is an objective formal systematic process and demonstrates its findings in numerical data. According Munhall (2001) qualitative research is gathering information to describe life experiences through a systematic and subjective approach and does not use figures or statistics to produce findings. In nursing practice the quantitative approach has been considered to provide stronger evidence than qualitative (Pearson, Field, & Jordon, 2007). Pearson, Field, & Jordon (2007) suggest health professionals and servicer users require a variety of information to facilitate change and to include evidence not only of effectiveness but feasibility, appropriateness and meaningfulness to achieve evidence based health care practice.

NR 536 Week 6 Discussion DQ1 Learning Activities in the Skills Laboratory
A novice nurse educator is assigned to develop and implement learning activities in the skills laboratory. She expresses her disappointment to her mentor because she was looking forward to presenting in the classroom. The novice educator comments, “What can happen in the skills lab except making beds?”
As the mentor to this novice nurse educator, how would you respond? Can learning occur in the skills laboratory? What actions can an educator take to foster the transfer of learning from a laboratory with mannequins to “real-life” direct patient care?

Public Health Week Five Project Assignment
Public Health Week Five Project Assignment
Good public health program planners are able to clearly describe, descriptively and/or analytically, the priority population and use that information to guide them when developing an intervention (activity) to address the specific problem.
In your final deliverable consisting of both an 8–10-page report and a 15–20-slide PowerPoint presentation, you will use the information from the pre-intervention elementary school asthma study to create an education plan for asthma prevention among school children in four schools, based on the social ecological model. See the model illustration below.
The findings and recommendations in your paper and PowerPoint presentation must be supported by your primary data results and peer-reviewed literature. Give reasons and examples in support of your positions. Cite all sources using APA format.
to install Minitab Software.
You may review the following resources:
CDC. (2013). Colorectal cancer control program (CRCCP): Social ecological model. Retrieved from http://www.cdc.gov/cancer/crccp/sem.htm
CDC. (2012). Program Performance and Evaluation Office (PPEO)—Program evaluation: A framework for program evaluation. Retrieved from http://www.cdc.gov/eval/framework/index.htm
Report
Your plan should be delivered in an 8–10-page report and include:
Clear explanations of each level of the ecological model and how it addresses the problem.
Positions supported by the asthma data and statistics from this course, which support the need for the education program.
Calculations indicating if there is a significant difference in asthma prevalence between four schools (A, B, C, and D) using Statistical Inference and t-Tests. Refer to the help files in the Minitab application specifically for Statistical Inference and t-Tests.
A well-supported answer to the question: Is there one school that has a greater need than others for priority in asthma education and why?
PowerPoint Presentation
Your 15–20-slide PowerPoint presentation should summarize your informatics research completed in Weeks 1–4, and your final needs assessment findings and recommendations. The PowerPoint presentation must include:
Relevant information from your asthma study, and be visually stimulating with graphics and pictures as appropriate
References both within the PowerPoint slides and a full citation on the last slide
Speaker notes on each slide plus an audio file of your narration of the presentation using the “record narration” feature
Submission Details:
Submit your 15–20-slide presentation in MS PowerPoint format and your 8–10-page report in a MS Word format to the Submissions Area by the due date assigned.
Name your document SU_PHE6203_W5_A2_A_LastName_FirstInitial.doc and your PowerPoint presentation SU_PHE6203_W5_A2_B_LastName_FirstInitial.ppt.
Attachments
Submissions
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Activity Details
Task: Submit to complete this assignment Due January 9 at 11:59 PM

Urinary Tract Infections
Urinary Tract Infections
Urinary tract infections (UTIs) are caused by bacteria—most often Escherichia coli. However, certain viruses, fungi, and parasites can also lead to infection. The infection can affect the lower and upper urinary tract, including the urethra, prostate (in males), bladder, ureter, and kidney. Due to the progression of the disease and human anatomy, symptoms present differently among the sexes as well as among age groups. It is important to understand how these factors, as well as others, impact the pathophysiology of UTIs. Advanced practice nurses must have this foundation in order to properly diagnose patients.
To Prepare
· Review Chapter 30 in the Huether and McCance text. Identify the pathophysiology of lower and upper urinary tract infections. Consider the similarities and differences between the two types of infections.
· Select two of the following patient factors: genetics, gender, ethnicity, age, or behavior. Reflect on how the factors you selected might impact the pathophysiology of the infections, as well as the diagnosis of and treatment for the infections.
Write
· a description of the pathophysiology of lower and upper urinary tract infections, including their similarities and differences. (I am looking for an explanation at the cellular or molecular level (whenever possible).
· Then explain how the factors you selected might impact the pathophysiology of the infections, as well as the diagnosis of and treatment for the infections.
Causes
Bacteria enter the urinary tract through the urethra and multiply in the bladder, resulting in urinary tract infections.
Despite the fact that the urinary system is designed to keep such small invaders out, these defenses do not always work.
Bacteria may take root and grow into a full-blown infection in the urinary tract if this happens.
The bladder and urethra are the most prevalent sites for UTIs in women.
Urinary tract infection (cystitis).
Escherichia coli (E. coli), a kind of bacteria typically found in the gastrointestinal (GI) tract, is the most prevalent cause of this form of UTI.
Other bacteria, on the other hand, are sometimes to blame.
Cystitis can be caused by sexual activity, but you don’t have to be sexually active to get it.
Because of the short distance between the urethra and the anus, and the urethral entrance to the bladder, all women are at risk of cystitis.
Urinary tract infection (urethritis).
When GI bacteria travel from the anus to the urethra, this form of UTI develops.
Sexually transmitted illnesses like herpes, gonorrhea, chlamydia, and mycoplasma can also induce urethritis since the female urethra is so close to the vagina.
Factors that are at risk
Urinary tract infections are prevalent in women, and many of them have many infections throughout their lives.
UTI risk factors that are particular to women include:
Anatomy of a woman
A woman’s urethra is shorter than a man’s, reducing the distance bacteria must travel to reach the bladder.
There is sexual activity.
UTIs are more common in sexually active women than in non-sexually active women.
Having a new sexual partner raises your risk as well.
Certain types of birth control are available.
Women who use diaphragms for birth control, as well as those who use spermicidal drugs, may be at a higher risk.
Menopause.
A decrease in circulating estrogen after menopause causes abnormalities in the urinary tract, making you more susceptible to infection.
UTIs can also be caused by the following factors:
Anomalies of the urinary tract.
UTIs are more common in babies born with urinary tract anomalies that prevent urine from leaving the body normally or cause urine to back up in the urethra.
Urinary tract obstructions.
Urine can become trapped in the bladder due to kidney stones or an enlarged prostate, increasing the risk of UTIs.
An immune system that has been inhibited.
UTIs can be exacerbated by diabetes and other conditions that affect the immune system, the body’s natural defense against microorganisms.
Use of a catheter.
UTIs are more common in those who can’t urinate on their own and urinate through a tube (catheter).
Persons who are hospitalized, people with neurological issues that make it difficult to control their urination, and people who are paralyzed may all fall into this category.
A recent urinary operation was performed.
Urinary surgery or a medically assisted examination of your urinary tract might both raise your chances of getting a urinary tract infection.
Complications
Lower urinary tract infections rarely cause problems when treated early and correctly.
A urinary tract infection, on the other hand, if left untreated, might have significant repercussions.
A UTI can cause a variety of complications, including:
Recurrent infections, particularly in women who have had two or more UTIs in the previous six months or four or more in the previous year.
Acute or chronic kidney infection (pyelonephritis) caused by an untreated UTI can cause permanent kidney damage.
Pregnant mothers are more likely to have low birth weight or preterm babies.
Men with recurrent urethritis have urethral narrowing (stricture), which was previously recognized with gonococcal urethritis.
Sepsis is a potentially life-threatening infection complication that occurs when an infection spreads from your urinary tract to your kidneys.
Prevention
You can lower your risk of urinary tract infections by doing the following steps:
Drink plenty of water and other beverages.
Drinking water dilutes your urine and encourages you to urinate more frequently, allowing bacteria in your urinary system to be cleared out before an illness develops.
Cranberry juice should be consumed.
Although research on cranberry juice’s ability to prevent UTIs are inconclusive, it is unlikely to be hazardous.
Wipe the entire surface from front to back.
After urinating and having a bowel movement, do so to avoid bacteria from spreading from the anal region to the vagina and urethra.
After intercourse, empty your bladder as soon as possible.
Additionally, drink a full glass of water to aid in the flushing of bacteria.
Avoid using any feminine items that could irritate you.
Using deodorant sprays or other feminine products in the genital area, such as douches and powders, might irritate the urethra.
Change your technique of birth control.
Bacterial growth can be aided by diaphragms, as well as unlubricated or spermicide-treated condoms.

ENG 135 WEEK 5 Correcting Résumé Problems
Objective: To get a job that pays good and lets me advance my careeer.
Work History
1998 – 1999
Computer World. Desktop Support Specialist. Los Angeles, California.
My first job out of college was as a Desktop support specialist for Computer World, a computer repair store. While at Computer World, I installed hardware and software on a lot of different kinds of computers, upgraded memory, defragmented hard drives, backed up people’s data when there hard drives failed, made sure that there computers were running good, and set up people’s e-mail accounts. I also handled the register when my boss went out to smoke. My boss yelled at me a lot, so I quit and took a customer support job.
1999-2001
Time Warner Cable TV. Tier 2 Technical Support Specialist. Los Angeles, California.
My next job was as a Technical Support Specialist for a Cable TV company. I handled calls that the first-level support specialists couldn’t handle I helped people reset their cable boxes and program their remote controls. I also occasionally referred them to sales if they found out their package didn’t have the channels they wanted or if they were mad about there bill I sent them to billing.
2004 -2008
Southwestern Bell. Broadband Installation Technician. Los Angeles, California.
I installed broadband service in people’s homes for a couple of years. I was laid off when the Great Recession hit, and I got evicted from my apartment, so I moved to Arizona.
2010 – 2014
Target. Retail Associate. Phoenix, Arizona.
I found a job as a retail associate at Target, where I worked as a cashier, stocker, and customer service associate.
EDUCATIOn
1992 – 1996
Orange County High School. Graduated with a 2.95 GPA.
1996 – 1998
Orange County Community College. Obtained Assoc. Degree in Business Management.
VOLUNTEER ACTIVITES
I volunteer at a local homeless shelter in Phoenix that helps people get off the streets during the hottest parts of th e day.
I also play piano for church services on Sundays.
I also like to ride my bike.
References Available Upon Request