Category: Nursing

Instructions
Case Study 3 & 4 (10 Points) Students much review the case study and answer all questions with a scholarly response using APA and include 2 scholarly references. Answer both case studies on the same document and upload 1 document to Moodle.
Case Studies will be uploaded to Moodle and put through TURN-It-In (anti-Plagiarism program)
Turn it in Score must be less than 25 % or will not be accepted for credit, must be your own work and in your own words. You can resubmit, Final submission will be accepted if less than 25 %. Copy-paste from websites or textbooks will not be accepted or tolerated. Please see College Handbook with reference to Academic Misconduct Statement.

Instructions:
You have a newly diagnosed, type 2 diabetic, 16-year-old female in your clinic. The patient is the goalie of her high school soccer team.  Her BMI is 37. 
Your treatment plan for the new diagnosis of type 2 diabetes – structure your plan using the format outlined in the SOAP note assignment instructions (e.g. diagnostics, therapeutics, educational, consultation/collaboration)
Citations for each of the evidence-based practice (EBP) interventions included in your plan
For each article, you cited in support of an element of the plan, provide your thoughts about the strength of the evidence presented in the article(s)
Please be sure to validate your opinions and ideas with citations and references in APA format.

How is Gestalt Therapy similar to Person-Centered Therapy, Adlerian Therapy, Existential Therapy, and Behavioral Therapy? apa format

Translate into comment terms, the medical terms contained in a progress note for a patient with a skin condition spill all medical and common terms correctly on the provided template. Please use the provided template.
Please site references in APA format edition 7 at least 2-3 

The concept is anxiety. MUST provide DETAILED information for each and follow RUBRIC please!
The last couple of writers I hired did not follow the rubric. PLEASE explain each question
accurately and thoroughly.  
American APA 7 intext and references please

Directions
Please respond to the following questions based upon these course objectives:
Analyze nursing history to expand thinking and provide a sense of professional heritage and identity.
Understand other health professions’ scopes of practice to maximize contributions within the healthcare team.
Use leadership skills to teach, coach, and mentor other members of the healthcare team.
Articulate a personal philosophy and framework acknowledging professional and accrediting agency competencies relating to the role and scope of practice of the advanced practice nurse.
Please answer the following questions with supporting examples and full explanations.
For each of the learning objectives, provide an analysis of how the course supported each objective.
Explain how the material learned in this course, based upon the objectives, will be applicable to professional application.

Pharmacokinetics
At this point in the course, we have considered many aspects of pharmacokinetics. We have studied “rapid metabolizers” of codeine in unit 2, and you are currently studying renal drugs and the most important determinant of drug dosing in the elderly–creatinine clearance. Recently, new renal markers have been identified that can help monitor kidney function (and ostensibly, drug clearance) even before serum creatinine levels increase.  In the cardiac drugs, we have examined the different aspects of warfarin metabolism in patients who have varying responses to that drug. And by now, hopefully, you are also getting an appreciation for a certain handful of drugs that you must always be mindful and careful of–the drugs that are potent inhibitors or inducers of certain P450 enzymes and P-glycoprotein.
When you consider that the average 65-year-old American takes 13-16 medications at any given time, the worry of polypharmacy, drug interactions, and adverse reactions is very real! 
In this post, I would like you to share a clinical experience you may have had where pharmacokinetics have had to be considered and why. It is not enough to post “I had to measure CrCl because the patient was old”. Think about how drugs may interact and cause adverse reactions, near-misses, or events that necessitate a re-visit to a health care provider.
This Forum post is worth 40 points. You will post your comment on drug pharmacokinetics. Once you post, you will be able to see posts by your classmates. Cross-posting is necessary to get all 40 points. The rubric is below:
40 points: student posted information relevant to the topic with up-to-date information and discussion pertinent to the forum topic. On cross-post, the student continued to contribute in a meaningful way. You will have to cite at least one credible (somewhat current) medical reference.
20 points: The student posted information from a source such as the textbook. Student cross-posted but not in a way that contributed a great deal to the discussion.
10 points: The student posted but did not cross-post.
0 points: No participation by the student..

The purpose of this assignment is to incorporate the instructor-recommended revisions or changes from the Topic 3 “Rough Draft – Research Critiques and Evidence-Based Practice Proposal” to develop a 1,500-1,750-word final draft.
Use the “Research Critiques and Evidence-Based Practice Proposal Guidelines” document to organize your essay. Questions under each heading should be addressed in the structure of a formal paper.
You are required to cite a minimum of four peer-reviewed sources to complete this assignment. Sources must be published within the past 5 years, appropriate for the assignment criteria, and relevant to nursing practice.
Prepare this assignment according to the guidelines 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.

Submit to your faculty member for review and approval three potential health topics for a 30-minute educational session for patients of a family practice office.
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Introduction
For the final assessment of the course, you will assume the role of an office manager in a family practice office. Your office offers monthly 30-minute educational sessions for patients on a variety of topics. You have been asked to conduct next month’s presentation.
This Health Topic Approval assessment will allow you to keep your presentation in mind throughout the remainder of the course, as you will use terms from several different assessments in your presentation, and you will be evaluated on accurate medical terminology use and pronunciation.
In most cases, your physician group would likely dictate your presentation topic. For the final assessment in this course, however, you will have the opportunity to choose a topic that interests you. It does not need to be based on one of the body systems highlighted in the course assessments. For example, you may want to focus your presentation on a digestive system disease. Other topics are diabetes management, cardiac rehabilitation, diet management, or skin care. These are examples only; choose the topic of interest to you. Maybe you have a specific condition and would like to learn more about it, given all that you have learned about medical terminology throughout this course. Maybe a family member or friend has the condition.
Demonstration of Proficiency
By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and scoring guide criteria:
Competency 3: Use medical terminology and abbreviations related to body systems.
Health topic approved.
Preparation
To help prepare for this assessment:
Please review the requirements for the health topic presentation and the scoring guide criteria presented in Assessment 6 as you consider the topics that interest you most.
You may also want to view the Health Topic Presentation for a brief example presentation.
Instructions
To ensure your topic is sufficient and appropriate for the assessment requirements, please submit three potential topics to your faculty member. They will approve one of the topics and offer feedback as necessary.
Once you receive your faculty member’s approval on your topic, you will want to begin your research. Consult the HIM-FPX4610: Medical Terminology Library Guide for help on how to begin your research and identify credible sources

For this assessment, you will evaluate the preliminary care coordination plan you developed in Assessment 1 using best practices found in the literature.
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Introduction
This assessment provides an opportunity to research the literature and apply evidence to support what communication, teaching, and learning best practices are needed for a hypothetical patient with a selected health care problem.
NOTE: You are required to complete this assessment after Assessment 1 is successfully completed.
Preparation
You are encouraged to complete the Vila Health: Cultural Competence activity prior to completing this assessment. Completing course activities before submitting your first attempt has been shown to make the difference between basic and proficient assessment.
In this assessment, you will evaluate the preliminary care coordination plan you developed in Assessment 1 using best practices found in the literature.
To prepare for your assessment, you will research the literature on your selected health care problem. You will describe the priorities that a care coordinator would establish when discussing the plan with a patient and family members. You will identify changes to the plan based upon EBP and discuss how the plan includes elements of Healthy People 2030.
Instructions
Note: You are required to complete Assessment 1 before this assessment.
For this assessment:
Build on the preliminary plan, developed in Assessment 1, to complete a comprehensive care coordination plan.
Document Format and Length
Build on the preliminary plan document you created in Assessment 1. Your final plan should be a scholarly APA-formatted paper, 5–7 pages in length, not including title page and reference list.
Supporting Evidence
Support your care coordination plan with peer-reviewed articles, course study resources, and Healthy People 2030 resources. Cite at least three credible sources.
Grading Requirements
The requirements, outlined below, correspond to the grading criteria in the Final Care Coordination Plan Scoring Guide, so be sure to address each point. Read the performance-level descriptions for each criterion to see how your work will be assessed.
Design patient-centered health interventions and timelines for a selected health care problem.
Address three health care issues.
Design an intervention for each health issue.
Identify three community resources for each health intervention.
Consider ethical decisions in designing patient-centered health interventions.
Consider the practical effects of specific decisions.
Include the ethical questions that generate uncertainty about the decisions you have made.
Identify relevant health policy implications for the coordination and continuum of care.
Cite specific health policy provisions.
Describe priorities that a care coordinator would establish when discussing the plan with a patient and family member, making changes based upon evidence-based practice.
Clearly explain the need for changes to the plan.
Use the literature on evaluation as a guide to compare learning session content with best practices, including how to align teaching sessions to the Healthy People 2030 document.
Use the literature on evaluation as guide to compare learning session content with best practices.
Align teaching sessions to the Healthy People 2030 document.
Apply APA formatting to in-text citations and references, exhibiting nearly flawless adherence to APA format.
Organize content so ideas flow logically with smooth transitions; contains few errors in grammar/punctuation, word choice, and spelling.
Additional Requirements
Before submitting your assessment, proofread your final care coordination plan to minimize errors that could distract readers and make it more difficult for them to focus on the substance of your plan.
Portfolio Prompt: Save your presentation to your ePortfolio. Submissions to the ePortfolio will be part of your final Capstone course.
Context
Care coordination is the process of providing a smooth and seamless transition of care as part of the health continuum. Nurses must be aware of community resources, ethical considerations, policy issues, cultural norms, safety, and the physiological needs of patients. Nurses play a key role in providing the necessary knowledge and communication to ensure seamless transitions of care. They draw upon evidence-based practices to promote health and disease prevention to create a safe environment conducive to improving and maintaining the health of individuals, families, or aggregates within a community. When provided with a plan and the resources to achieve and maintain optimal health, patients benefit from a safe environment conducive to healing and a better quality of life.
Course Competencies
By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and scoring guide criteria:
Competency 1: Adapt care based on patient-centered and person-focused factors.
Design patient-centered health interventions and timelines for a selected health care problem.
Competency 2: Collaborate with patients and family to achieve desired outcomes.
Describe priorities that a care coordinator would establish when discussing the plan with a patient and family member, making changes based upon evidence-based practice.
Competency 3: Create a satisfying patient experience.
Use the literature on evaluation as a guide to compare learning session content with best practices, including how to align teaching sessions to the Healthy People 2030 document.
Competency 4: Defend decisions based on the code of ethics for nursing.
Consider ethical decisions in designing patient-centered health interventions.
Competency 5: Explain how health care policies affect patient-centered care.
Identify relevant health policy implications for the coordination and continuum of care.
Competency 6: Apply professional, scholarly communication strategies to lead patient-centered care.
Apply APA formatting to in-text citations and references, exhibiting nearly flawless adherence to APA format.
Organize content so ideas flow logically with smooth transitions; contains few errors in grammar/punctuation, word choice, and spelling.