Category: Nursing

Assessment Description
The practice of health care providers at all levels brings you into contact with people from a variety of faiths. This calls for basic knowledge and understanding of different faith expressions. No matter what someone’s worldview is, death and dying is a difficult experience whether emotions are expressed or not. For the purpose of this assignment, the focus will be on the Christian worldview.
Read the “Case Study: End-of-Life Decisions” document or one provided by your instructor. Based on the reading of the case, the Christian worldview, and the worldview questions presented in the required topic Resources, you will complete an ethical analysis of situation of the individual(s) and their decisions from the perspective of the Christian worldview.
Based on your reading of “Case Study: End-of-Life Decisions” document (or one provided by your instructor) and topic Resources, complete the “Death and Dying: Case Analysis” document, in which you will analyze the case study in relation to the following:
Christian view of the fallen world and the hope of resurrection
Christian worldview of the value of life
Christian worldview of suffering
Empathy for the individual(s) as they are supported and cared, actions, and their consequences
Respect for the perspectives of individual(s) different from personal and professional values, conscious and unconscious biases related to human rights in health care practice, actions, and their consequences
Personal decision-making based on personal worldview
Support your response using only the following Topic 4 Resources:
Chapter 4 from the textbook Practicing Dignity: An Introduction to Christian Values and Decision-Making in Health Care
“Physician-Assisted Suicide and Euthanasia: Theological and Ethical Responses”
“Always Care, Never Kill: How Physician-Assisted Suicide Endangers the Weak, Corrupts Medicine, Compromises the Family, and Violates Human Dignity and Equality”
While APA style is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting guidelines, which can be found in the APA Style Guide, located in the Student Success Center.
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. A link to the LopesWrite technical support articles is located in Class Resources if you need assistance.

Instructions:
Please make it very detailed.
For this assignment, you will work on setting goals for yourself using the SMART method. You will find an explanation of this method in the module that will guide you in your goal-setting process. You will list a minimum of five professional goals that you would like to accomplish during the clinical experience in   this term. For each goal, you must provide an explanation of how the goal is representative of each of   the SMART characteristics: Specific, Measurable, Attainable, Realistic, Timely. Be sure to answer the         following questions for each goal summary: Can you measure it? Is it attainable? Is it realistic? What is the time frame you have set for completing that goal?  
Format: Each goal summary should be at least 100 words – totaling 500 words for this assignment (added to the speaker notes). The presentation is original work and logically organized, formatted, and cited in the current APA style, including citation of references.  The presentation should consist of 10 slides    (excluding the introduction and reference page).  
SMART Goals Rubric:
Specific: To set a specific goal you must answer the 6 Ws: Who? Who is involved? What? What would I like to  accomplish? Where? Where is this happening? When? When do I start/finish? Which? Identify requirements  and constraints Why? Why am I doing this? Specific reasons, purpose or benefits! (The goal is personal and   identifies areas of weakness in clinical practice. The goal is detailed and clearly focused on the specific         skills,  behaviors, and/or knowledge outlined in the course objectives.)
Measurable: Goals may have several short-term and on-going measurements so that you can see how you are doing in your aim to achieve your goal. A non-measurable goal: I want to learn how to sing. (A measurable goal: I want to learn 5 arias by Friday, November 12th. Measures have been identified that will demonstrate learning, results, and/or progress as related to the described goal.)
Achievable/Ambitious
A goal should stretch you slightly so you feel you can do it, and it will need a real commitment
from you. Think about what is achievable and what you want to do. (The goal set forth is realistic, motivating, challenging, and can be achievable within the term. There is a clear process described to support                      achievability.)
Relevant: Realistic goals should have you push you, but not break you! (The goal has a strong connection to  the course objectives, the student’s history, current interests, and/or demonstrated abilities.)
Timely: What is your time frame? Putting an end to your goal, or target dates to work towards, gives you a      sense of accomplishment as you move toward achieving your goal. With a time frame comes more                  commitment to achievement! (The goal has a definite date of what will be accomplished by this date and is  linked to the measurables. Is within the time frame of this term.)
Use of Citations, Writing Mechanics and APA Formatting Guidelines: References page contains more than    required current scholarly academic reference and text reference.. Follows APA guidelines of components:      double space, 12 pt. font, abstract, level headings, hanging indent. Rules of grammar, usage and punctuation are followed; spelling is correct.
PowerPoint Slides: PowerPoint presentation contains 10 slides. All parts of the assignment are completed        fully and described in the PowerPoint presentation in detail. Please include speaker notes. Change pictures   and make it more detailed then the sample. 

Please read the instructions:
Peer 1
Jessica
Baker Act Law
Unlawful restraint of a patient can be a pitfall for the Psychiatric-Mental Health Nurse Practitioner (PMHNP). However, in some cases, involuntary hospitalization is legal if patients pose a threat to themselves or the people around them. The case presented involves a woman called K.W. She was found eating hamburgers from a McDonald’s dumpster. K.W. was also seen drinking water from a dirty old water hose. People noted she has not been taking a bath for weeks and refuses to stay in an apartment, arguing she wants “to live off the fat of the land.” Obviously, K.W. posed a threat to herself and her neighbors. She could get ill from eating and drinking dirty water and food from dumpsters. Therefore, she can be restrained or involuntarily hospitalized under the Bakers Act.
The Bakers Act was established in 1971 in Florida. The law focuses on crisis service for people with mental health issues. It allows the state of Florida to involuntarily hold people who pose a threat to themselves or others in society (Gibbs, 2023). People are eligible to be held in a mental facility involuntarily if they have mental illness and refuse to be examined; individuals are unable or unlikely to care for themselves and can substantially cause harm to others. According to the act, the mental status of a person or the stigma may cause an individual to feel shame, keeping them from asking for help. Therefore, Florida established the Bakers Act to protect its citizens from harming themselves and others.
K.W. meets the requirements of the Bakers Act. She was found eating from the dumpster and drinking from a dirty hose pipe. She also refuses to bathe and stay in an apartment. This characteristics reveals that she had some mental health issues. She could not have exposed herself to hazardous health conditions if she was a normal person. She could have agreed to stay in a clean apartment or eat and drink healthily. Therefore, the state of Florida had the power to involuntary K.W. since she was a threat to herself in terms of health.
Newspaper Article
The article “In Florida, showing mental health struggles could get a child detained,” posted in The Washington Post on March 16, 2023, highlights the example of the application of the Bakers Act. According to the article, a fourth grader in Florida was involuntarily hospitalized after a failure to finish his exams (St. George, 2023). The young boy was frustrated about sitting for his afternoon exams. When the teacher asked him, he stated that he wanted God to do it for him. The teacher was frustrated by the young boy’s answer and suspected he was mentally unwell. She reported the case to the deputy sheriff, who stepped in using the controversial Bakers Act (St. George, 2023). The deputy sheriff ordered an involuntary psychiatric evaluation and temporary holding of the boy in a mental health facility.
However, critics of the Bakers Act argue that, in most cases, ethical considerations are ignored. The officers ignore the patient’s autonomy. They assume that any patient choosing to live  in harsh conditions has mental challenges and cannot make effective decisions. Besides, the mental facility should consider if involuntary hospitalization is the least restrictive way of keeping the patient safe (Gibbs, 2023). In both cases, Florida’s Bakers Act of 1971 may not be the most effective way of restraining patients. In the case of K.W., the mental health officers ignored the instances where she could have been of sound mind choosing to live in harsh conditions. Besides, the young boy who refused to do the exam was also young and immature. Thus, his argument that God was to answer his question was because he was young. Therefore, in some instances, the Bakers Act leads to unethical hospitalization of patients. However, in the case of KW, it was okay to restrain her. This is because she was posing a health threat to herself and her neighbors. Thus, the act could have been applied to involuntarily restrain her for medical treatment.
Peers 2

Journal 3A: Interview someone from another cultural background to learn how he/she perceives illness. Ask how this person views the meaning, causes, treatments and feelings related to illness. How does this affect the choice of treatment? How does this cultural group view the role of nurses?
OR
Journal 3B: Analyze an ethical dilemma you have faced in the past. How did you handle it? How did you decide what steps to take? What did you learn from this situation?

Case Scenario 1
Table 1
Infection
Descriiption
Presentation
Causes/ Risk Factors
Treatment per CDC
Addtl info
Candida
BV
Chlamydia
Gonorrhea
Trichomonas
Cervicitis
PID
HIV
Syphilis
Hep B
Hep C
HSV
Table 2
Question
Answer
Name 10 Risk Factors for contracting STI’s and HIV
Name 5 safer sex practices
Can HIV be transmitted through sweat, saliva, and tears? (Include rationale)
Name 2 types of intercourse are at the highest risk for contracting HIV
Why are women more susceptible to HIV in a male to female relationship (versus a male contracting it from a female)? Lisa is a 19-year-old female who presents to the clinic c/o abnormal vaginal discharge for one week after having unprotected vaginal intercourse with a new male partner she has been dating for a couple of weeks. Lisa’s pregnancy test is negative and her LMP was 2 weeks ago. As her health care provider, you will need to perform testing to determine if Lisa has contracted a sexually transmitted infection or other vaginal infection.
Write a brief SOAP note regarding this patient. Make sure to include your answers to these questions in your SOAP note.
1. Subjective:
a. What other relevant questions should you ask regarding the HPI?
b. What other medical history questions should you ask?
c. What other social history questions should you ask?
2. Objective:
a. Explain what POCT will you order and perform, and discuss your rationale for ordering and performing each test.
3. Assessment/ Diagnosis:
a. What would be an appropriate diagnosis for her? Why?
b. Any other diagnosis or differential diagnosis you would like to add?
4. Plan:
a. What will you prescribe for this patient? Why? (assume one of your lab test results is positive), Explain what medications and treatments you would recommend
b. Explain treatment guidelines and side effects including any possible side effects of the medication and treatment(s), partner notification, and follow-up plan of care.
c. What patient education is important to include for this patient? (Consider when can the patient resume sexual activity)
d. Explain complications that can occur if patient does not comply with treatment regimen.

After studying the course materials located on Module Lecture Materials & Resources page(see attached doc and video listed below) , answer the following:
1. Explain the following concepts:
Asexual – sexual reproduction.
Mitosis – Meiosis
Diploid – Haploid
Gametes
Fertilization
Zygote
Syngamy
Blastocyst
Implantation
Gastrulation
Embryo – Fetus
2. Explain fertilization process from cellular level to fetus (as per video time 1:08:00)
3. After learning about fertilization process, and according to nature and objectively, and scientifically speaking, when does human life begin? Why?
4. Read and summarize Ethical and Religious Directives for Catholic Health Care Services (ERD, see attached ) PART FOUR Introduction.
watch:

Please complete the following in it’s entirety. There are 2 discussions on this post. For the treatment plan please be thorough. Must include specific medications and dosing as well as therapies, if any. 
1. Mrs. T. is a 62-year-old woman who immigrated from Taiwan with her husband to rejoin their son who moved to the United States for a job eight years ago. Mrs. T. had a difficult time adjusting to life in a new country but was very happy to be reunited with her son and his wife, who are expecting a baby. Mrs. T. only speaks Mandarin and she moved to a neighborhood with a high concentration of Chinese speaking immigrants, which was helpful in acclimating.
About six months after moving, Mr. T. unexpectedly passed away. Her son’s job transferred him to a city two hours away and very soon after, he and his wife had their baby. Mrs. T. loves the new baby very much, but she feels they have no room in their new life for her. She doesn’t want to move from the neighborhood where she can speak her native language, and she is feeling very sad and alone.
Mrs. T. says she doesn’t feel like doing much of anything and says nothing brings her happiness anymore. She hasn’t been sleeping well and says she spends most of the day in bed watching Chinese television. She is not eating much and has lost about 10 lbs.
Her son rearranged the furniture in her home to improve the feng shui. He would like her to see an acupuncturist and a Chinese herbal medicine specialist in her neighborhood to restore balance to her body.
Use the biopsychosocial formulation grid system below to formulate your diagnosis and develop a comprehensive treatment plan for the case scenario.
What is your diagnosis? Do you agree with the son’s plan as part of her treatment plan? What is your treatment plan?
2. James is 61-year-old divorced male who has suffered from symptoms of anxiety for years. He will wake up feeling great, and then without provocation, he develops a sense of panic. He says his heart races, and he feels nauseated, dizzy, and feels certain he is dying. His daughter is an FNP, and James calls her almost daily, convinced he is having a heart attack. He has undergone extensive physical exams and evaluations, but all tests have been normal. He is in excellent health and takes no medications.
James is a high school history teacher and has always enjoyed his job. He is very active and enjoys coaching the school’s debate team but hasn’t dated since his divorce five years ago. He is also very close with his children and grandchildren. His family history reveals his mother had generalized anxiety and his father died in a car accident at his age. He does not want to start taking medication but is open to therapy.
Please address the following:
How does humanistic therapy, Gestalt therapy, and classical Freudian psychodynamic psychotherapy differ? Which would you recommend for James and why? Include one specific technique from the type of therapy you selected.

apa style cited essay describing regulatory agencies roles on impact on developing policies and procedures and corretive measure to prevent errors.

Application to the Psychiatry Mental Health Nurse Practitioner Program-Response to admission questions. 

Assignment #1 Instructions: 
Each member will utilize the AAACN template to write a PICOT question (ideally at the intervention or therapy level).
Then, as a group, you will evaluate all three (3) written questions and select one of the three questions to use as the basis of your search and evidence review for the rest of the semester.
Then, after the group selects a question, they will answer the following questions: 
What is the background question or best practice question that leads to your PICOT?
What is the type of PICOT (intervention, therapy, prognosis/prediction, etiology, or meaning) and what is the rationale for the choice of question? *NOTE* I strongly suggest writing and intervention or therapy level PICOT question. This will facilitate all future assignments.
What are the PICOT elements?
What does P, I, C, O, T stand for and what are the specific P, I, C, O, and T elements of your question?
What is the written PICOT question? (in proper phrasing based upon the AAACN template)
What is the significance of the PICOT to clinical nursing practice?
Why does searching the evidence for this question matter? What are some statistics related to the population, intervention, outcomes? Is there a lack of clarity regarding the practice? Are you looking to see if an established practice should be changed? How could this impact the way that you provide nursing care?
You should have AT LEAST one academic citation in this section. In professional writing, you must have sources to support your claims. Without an identified source, what you are saying is just opinion. You are looking for something to legitimize the significance.