Carotid Anatomy

/0 Comments/in /by

Carotid Anatomy

Carotid Anatomy

CLICK HERE TO ORDER A PLAGIARISM-FREE PAPER

Draw normal carotid anatomy with waveforms for each

2. Discuss the clinical symptoms associated with a hemispheric stroke

3. How does TIA and RIND differ from Stroke?

4. What is Amaurosis Fugax and where would you look for the cause?

5. What are the three main windows available to you for scanning the Carotids?

6. What is the fool proof method of determining ECA from ICA? Why?

7. Define these terms – Anechoic, Sonolucent, Echolucent, Echogenic, Hyperechoic, Hypoechoic, Isoechoic, Heterogenous, Homogenous

8. Explain the difference between the ECA and ICA waveform (resistance) and why?

9. Draw and Calculate Percent Diameter Stenosis. Why is this not a reliable method for categorizing Carotid disease?

10. Define the different plaque characterizations and their morphology

11. Explain the significance for the flow drop off in a tight, near occlusive Stenosis

12. Explain the significance of the NASCET/ACAS studies. Differentiate between the traditional “Bulb” method versus Angiographic method, in categorizing P-ICA disease.

13. Chart the SRU table parameters commonly used in categorizing Carotid disease

14. Explain Fibro muscular Dysplasia. If found, in the Carotids, where else would you want to look?

15. What are the common collateral pathways for ICA occlusion?

16. What are the common collateral pathways for CCA occlusion?

17. What is the significance for reversed flow in the vertebral artery?

18. Explain the difference between Subclavian Steal and Subclavian Steal Syndrome

19. Draw the different stages of Subclavian Steal using the waveforms

20. Explain how using Reactive Hyperemia would be helpful with documenting Subclavian Stenosis

21. Explain Carotid dissection; List the clinical and sonographic findings

You must proofread your paper. But do not strictly rely on your computer’s spell-checker and grammar-checker; failure to do so indicates a lack of effort on your part and you can expect your grade to suffer accordingly. Papers with numerous misspelled words and grammatical mistakes will be penalized. Read over your paper – in silence and then aloud – before handing it in and make corrections as necessary. Often it is advantageous to have a friend proofread your paper for obvious errors. Handwritten corrections are preferable to uncorrected mistakes.
Use a standard 10 to 12 point (10 to 12 characters per inch) typeface. Smaller or compressed type and papers with small margins or single-spacing are hard to read. It is better to let your essay run over the recommended number of pages than to try to compress it into fewer pages.

Likewise, large type, large margins, large indentations, triple-spacing, increased leading (space between lines), increased kerning (space between letters), and any other such attempts at “padding” to increase the length of a paper are unacceptable, wasteful of trees, and will not fool your professor.

The paper must be neatly formatted, double-spaced with a one-inch margin on the top, bottom, and sides of each page. When submitting hard copy, be sure to use white paper and print out using dark ink. If it is hard to read your essay, it will also be hard to follow your argument.

ADDITIONAL INSTRUCTIONS FOR THE CLASS

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.
  • 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:
    • 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.
    • 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.

NURS-FPX4045- A: Protected Health Information (PHI)

/0 Comments/in /by

NURS-FPX4045- A: Protected Health Information (PHI)

CLICK HERE TO ORDER A PLAGIARISM-FREE PAPER

NURS-FPX4045- A: Protected Health Information (PHI)

Introduction

Health care providers today must develop their skills in mitigating risks to their patients and themselves related to patient information. At the same time, they need to be able distinguish between effective and ineffective uses of social media in health care.

This assessment will require you to develop a staff update for an interprofessional team to encourage team members to protect the privacy, confidentiality, and security of patient information.

Professional Context

Health professionals today are increasingly accountable for the use of protected health information (PHI). Various government and regulatory agencies promote and support privacy and security through a variety of activities. Examples include:

  • Meaningful use of electronic health records (EHR).
  • Provision of EHR incentive programs through Medicare and Medicaid.
  • Enforcement of the Health Insurance Portability and Accountability Act (HIPAA) rules.
  • Release of educational resources and tools to help providers and hospitals address privacy, security, and confidentiality risks in their practices.

Technological advances, such as the use of social media platforms and applications for patient progress tracking and communication, have provided more access to health information and improved communication between care providers and patients.

At the same time, advances such as these have resulted in more risk for protecting PHI. Nurses typically receive annual training on protecting patient information in their everyday practice. This training usually emphasizes privacy, security, and confidentiality best practices such as:

  • Keeping passwords secure.
  • Logging out of public computers.
  • Sharing patient information only with those directly providing care or who have been granted permission to receive this information.

Today, one of the major risks associated with privacy and confidentiality of patient identity and data relates to social media. Many nurses and other health care providers place themselves at risk when they use social media or other electronic communication systems inappropriately. For example, a Texas nurse was recently terminated for posting patient vaccination information on Facebook. In another case, a New York nurse was terminated for posting an insensitive emergency department photo on her Instagram account.

Health care providers today must develop their skills in mitigating risks to their patients and themselves related to patient information. At the same time, they need to be able distinguish between effective and ineffective uses of social media in health care.

This assessment requires you to develop a staff update for an inter-professional team to encourage team members to protect the privacy, confidentiality, and security of patient information. Technology has become so commonplace in our lives that organizations are now using it to reach their workforce. Gone are the days of paper flyers on the breakroom wall. Organizations are using intranets, workplace social media, or communications systems like Workplace, Slack, or Teams.

Preparation

As you begin to consider the assessment, it would be an excellent choice to complete the Breach of Protected Health Information (PHI) activity. The activity will support your success with the assessment by creating the opportunity for you to test your knowledge of potential privacy, security, and confidentiality violations of protected health information. The activity is not graded and counts towards course engagement.

To successfully prepare to complete this assessment, complete the following:

  • Review the settings presented in the Assessment 02 – Protected Health Information [PDF] Download Assessment 02 – Protected Health Information [PDF]resource and select one to use as the focus for this assessment.
  • Search the Internet for infographics about protecting PHI. These infographics should serve as examples of how to succinctly summarize evidence-based information about protecting the security, privacy, and confidentiality of patient data. Some examples of infographics are provided for you in the reading list Infographics.
    • Analyze these infographics and distill them into five or six principles of what makes them effective. As you design your interprofessional staff update, apply these principles. Note: In a staff update, you will not have all the images and graphics that an infographic might contain. Instead, focus your analysis on what makes the messaging effective.
  • Select from any of the following options, or a combination of options, as the focus of your interprofessional staff update:
    • Social media best practices.
    • What not to do: social media.
    • Social media risks to patient information.
    • Steps to take if a breach occurs.
  • Conduct independent research on the topic you have selected in addition to reviewing the suggested resources for this assessment. This information will serve as the source(s) of the information contained in your interprofessional staff update. Consult the BSN Program Library Research Guide for help in identifying scholarly and/or authoritative sources.

Scenario

In this assessment, imagine you are a nurse in one of the health care settings described in the following resource:

Before your shift begins, you scroll through Facebook and notice that a coworker has posted a photo of herself and a patient on Facebook and described how happy she is that her patient is making great progress. You have recently completed your annual continuing education requirements at work and realize this is a breach of your organization’s social media policy. Your organization requires employees to immediately report such breaches to the privacy officer to ensure the post is removed immediately and that the nurse responsible receives appropriate corrective action.

You follow appropriate organizational protocols and report the breach to the privacy officer. The privacy officer takes swift action to remove the post. Due to the severity of the breach, the organization terminates the nurse.

Based on this incident’s severity, your organization has established a task force with two main goals:

  • Educate staff on HIPAA and appropriate social media use in health care.
  • Prevent confidentiality, security, and privacy breaches.

The task force has been charged with creating a series of interprofessional staff updates on the following topics:

  • Social media best practices.
  • What not to do: Social media.
  • Social media risks to patient information.
  • Steps to take if a breach occurs.

Technology has become so commonplace in our lives that organizations are now using it to reach their workforce. Gone are the days of paper flyers on the breakroom wall. Organizations are using intranets, workplace social media, or communications systems like Workplace, Slack, or Teams.

Instructions

First, select one of the health care settings described in the following resource:

As a nurse in this setting, you are asked to create the content for a staff update. This staff update will be delivered using your organization’s internal communication platform and should be in the form of a social media post and should address one or more of these topics:

  • Social media best practices.
  • What not. to do: social media.
  • Social media risks to patient information.
  • Steps to take if a breach occurs.

This assessment is not a traditional essay. It is a staff educational update about PHI. Staff are frequently overwhelmed with required trainings and often click through without learning. To catch the attention of your audience be creative. Create a social media post that delivers the information required in an easy-to-read fashion like an infographic, or a short (under 3 minute) narrated presentation or video where you use your creativity to make the staff update fun and engaging.

The task force has asked team members assigned to the topics to include the following content in their updates in addition to content on their selected topics:

  • What is protected health information (PHI)?
    • Be sure to include essential HIPAA information.
  • What are privacy, security, and confidentiality?
    • Describe and provide examples of privacy, security, and confidentiality concerns related to the use of technology in health care.
    • Explain the importance of interdisciplinary collaboration to safeguard sensitive electronic health information.
  • What evidence relating to social media usage and PHI do interprofessional team members need to be aware of? For example:
    • What are some examples of nurses being terminated for inappropriate social media use in the United States?
    • What types of sanctions have health care organizations imposed on interdisciplinary team members who have violated social media policies?
    • What have been the financial penalties assessed against health care organizations for inappropriate social media use?
    • What evidence-based strategies have health care organizations employed to prevent or reduce confidentiality, privacy, and security breaches, particularly related to social media usage?

Notes

  • Be selective about the content you choose to include. Include need-to-know information. Omit nice-to-know information.
  • Many times, people do not read staff updates, do not read them carefully, or do not read them to the end. Ensure your staff update piques staff members’ interest, highlights key points, and is easy to read/view. Avoid overcrowding the update with too much content.
  • Also, supply a separate reference page that includes two or three peer-reviewed and one or two non-peer-reviewed resources (for a total of 3–5 resources) to support the staff update content.

Additional Requirements

  • Written communication: Ensure the staff update is free from errors that detract from the overall message.
  • Submission length: Maximum of two double-spaced content pages or a video under 3 minutes.
  • Font and font size: Use Times New Roman, 12-point.
  • Citations and references: Provide a separate reference page that includes 2–3 current, peer-reviewed and 1–2 current, non-peer-reviewed in-text citations and references (total of 3–5 resources) that support the staff update’s content. Current means no older than 5 years.
  • APA format: Be sure your citations and references adhere to APA format. Consult the Evidence and APA page for an APA refresher.

Competencies Measured

By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and scoring guide criteria:

  • Competency 1: Describe nurses’ and the interdisciplinary team’s role in informatics with a focus on electronic health information and patient care technology to support decision making.
    • Describe the security, privacy, and confidentially laws related to protecting sensitive electronic health information that govern the interdisciplinary team.
    • Explain the importance of interdisciplinary collaboration to safeguard sensitive electronic health information.
  • Competency 2: Implement evidence-based strategies to effectively manage protected health information.
    • Identify evidence-based approaches to mitigate risks to patients and health care staff related to sensitive electronic health information.
    • Develop a professional, effective staff update that educates interprofessional team members about protecting the security, privacy, and confidentiality of patient data, particularly as it pertains to social media usage.
  • Competency 5: Apply professional, scholarly communication to facilitate use of health information and patient care technologies.
    • Follow APA style and formatting guidelines for citations and references.
    • Create a clear, concise, well-organized, and professional staff update that is generally free from errors in grammar, punctuation, and spelling.

The Elderly’s Function Loss

/0 Comments/in /by

The Elderly’s Function Loss

CLICK HERE TO ORDER A PLAGIARISM-FREE PAPER

The Elderly’s Function Loss

Instructions for The Elderly’s Function Loss assignment: Question description

Function Loss Assignment for the Elderly:

Car Fit can be found at http://www.car-fit.org. This is a group that helps the elderly promote safety by making driving a safer activity.
Also, watch a brief video that explains what they do. Then click on a few of the links to get a sense of the highlights of the program.
After becoming acquainted with the program, select a couple of the features that address the loss of function in the elderly, which can make driving a dangerous activity.

Important information for writing discussion questions and participation

Welcome to class

Hello class and welcome to the class and I will be your instructor for this course. This is a -week course and requires a lot of time commitment, organization, and a high level of dedication. Please use the class syllabus to guide you through all the assignments required for the course. I have also attached the classroom policies to this announcement to know your expectations for this course. Please review this document carefully and ask me any questions if you do. You could email me at any time or send me a message via the “message” icon in halo if you need to contact me. I check my email regularly, so you should get a response within 24 hours. If you have not heard from me within 24 hours and need to contact me urgently, please send a follow up text to

I strongly encourage that you do not wait until the very last minute to complete your assignments. Your assignments in weeks 4 and 5 require early planning as you would need to present a teaching plan and interview a community health provider. I advise you look at the requirements for these assignments at the beginning of the course and plan accordingly. I have posted the YouTube link that explains all the class assignments in detail. It is required that you watch this 32-minute video as the assignments from week 3 through 5 require that you follow the instructions to the letter to succeed. Failure to complete these assignments according to instructions might lead to a zero. After watching the video, please schedule a one-on-one with me to discuss your topic for your project by the second week of class. Use this link to schedule a 15-minute session. Please, call me at the time of your appointment on my number. Please note that I will NOT call you.

Please, be advised I do NOT accept any assignments by email. If you are having technical issues with uploading an assignment, contact the technical department and inform me of the issue. If you have any issues that would prevent you from getting your assignments to me by the deadline, please inform me to request a possible extension. Note that working fulltime or overtime is no excuse for late assignments. There is a 5%-point deduction for every day your assignment is late. This only applies to approved extensions. Late assignments will not be accepted.

If you think you would be needing accommodations due to any reasons, please contact the appropriate department to request accommodations.

Plagiarism is highly prohibited. Please ensure you are citing your sources correctly using APA 7th edition. All assignments including discussion posts should be formatted in APA with the appropriate spacing, font, margin, and indents. Any papers not well formatted would be returned back to you, hence, I advise you review APA formatting style. I have attached a sample paper in APA format and will also post sample discussion responses in subsequent announcements.

Your initial discussion post should be a minimum of 200 words and response posts should be a minimum of 150 words. Be advised that I grade based on quality and not necessarily the number of words you post. A minimum of TWO references should be used for your initial post. For your response post, you do not need references as personal experiences would count as response posts. If you however cite anything from the literature for your response post, it is required that you cite your reference. You should include a minimum of THREE references for papers in this course. Please note that references should be no more than 5 years old except recommended as a resource for the class. Furthermore, for each discussion board question, you need ONE initial substantive response and TWO substantive responses to either your classmates or your instructor for a total of THREE responses. There are TWO discussion questions each week, hence, you need a total minimum of SIX discussion posts for each week. I usually post a discussion question each week. You could also respond to these as it would count towards your required SIX discussion posts for the week.

I understand this is a lot of information to cover in 5 weeks, however, the Bible says in Philippians 4:13 that we can do all things through Christ that strengthens us. Even in times like this, we are encouraged by God’s word that we have that ability in us to succeed with His strength. I pray that each and every one of you receives strength for this course and life generally as we navigate through this pandemic that is shaking our world today. Relax and enjoy the course!

Hi Class,

Please read through the following information on writing a Discussion question response and participation posts.

Contact me if you have any questions.

Important information on Writing a Discussion Question

  • Your response needs to be a minimum of 150 words (not including your list of references)
  • There needs to be at least TWO references with ONE being a peer reviewed professional journal article.
  • Include in-text citations in your response
  • Do not include quotes—instead summarize and paraphrase the information
  • Follow APA-7th edition
  • Points will be deducted if the above is not followed

Participation –replies to your classmates or instructor

  • A minimum of 6 responses per week, on at least 3 days of the week.
  • Each response needs at least ONE reference with citations—best if it is a peer reviewed journal article
  • Each response needs to be at least 75 words in length (does not include your list of references)
  • Responses need to be substantive by bringing information to the discussion or further enhance the discussion. Responses of “I agree” or “great post” does not count for the word count.
  • Follow APA 7th edition
  • Points will be deducted if the above is not followed
  • Remember to use and follow APA-7th edition for all weekly assignments, discussion questions, and participation points.
  • Here are some helpful links
  • The is a great resource

Nursing Degree Programs Assignment

/0 Comments/in /by

Nursing Degree Programs Assignment

Nursing Degree Programs Assignment

Week 3 – W3 Assignment 1 Discussion

CLICK HERE TO ORDER A PLAGIARISM-FREE PAPER

To support your work, use your course and text readings and articles from the South University Online Library. As in all assignments, cite your sources in your work and provide references for the citations in APA format.

Complete the following task:

Read the following and choose one of the articles from the Cumulative Index to Nursing and Allied Health Literature (CINAHL) Database in the South University Online Library.
Romero-Collado, A., Raurell-Torreda, M., Zabaleta-del-Olmo, E., Homs-Romero, E., & Bertran-Noguer, C. (2015). Course content related to chronic wounds in nursing degree programs in Spain.Journal of Nursing Scholarship, 47(1), 51-61. doi: 10.1111/jnu.12106
Yung-Mei, Y., Hsiu-Hung, W., Fang-Hsin, L., Miao-Ling, L., & Pei-Chao, L. (2015). Health empowerment among immigrant women in transnational marriages in Taiwan. Journal of Nursing Scholarship, 47(1), 135-142. doi: 10.1111/jnu.12110
Discussion:

Read the process for data collection employed in the study. As a part of your discussion response, identify the method used in the study.
Provide a bulleted list of the five tasks performed as part of data collection in the study. Follow the bulleted list in the summary as key points. Click here to enter your responses in the organizer.

You must proofread your paper. But do not strictly rely on your computer’s spell-checker and grammar-checker; failure to do so indicates a lack of effort on your part and you can expect your grade to suffer accordingly. Papers with numerous misspelled words and grammatical mistakes will be penalized. Read over your paper – in silence and then aloud – before handing it in and make corrections as necessary. Often it is advantageous to have a friend proofread your paper for obvious errors. Handwritten corrections are preferable to uncorrected mistakes.

Use a standard 10 to 12 point (10 to 12 characters per inch) typeface. Smaller or compressed type and papers with small margins or single-spacing are hard to read. It is better to let your essay run over the recommended number of pages than to try to compress it into fewer pages.

Likewise, large type, large margins, large indentations, triple-spacing, increased leading (space between lines), increased kerning (space between letters), and any other such attempts at “padding” to increase the length of a paper are unacceptable, wasteful of trees, and will not fool your professor.

The paper must be neatly formatted, double-spaced with a one-inch margin on the top, bottom, and sides of each page. When submitting hard copy, be sure to use white paper and print out using dark ink. If it is hard to read your essay, it will also be hard to follow your argument.

ADDITIONAL INSTRUCTIONS FOR THE CLASS

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.
  • 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: 
    • 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.
    • 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.

Nursing: Physical Health Assessment

/0 Comments/in /by

Nursing: Physical Health Assessment

CLICK HERE TO ORDER A PLAGIARISM-FREE PAPER

Nursing: Physical Health Assessment

Healthy People Initiative

The topic this week asks you to apply what you have learned to the following case study.

As the school nurse working in a college health clinic, you see many opportunities to promote health. Maria is a 40-year-old Hispanic who is in her second year of nursing school. She complains of a 14-pound weight gain since starting school and is afraid of what this will do to both her appearance and health if the trend continues. After conducting her history, you learn that she is an excellent cook and she and her family love to eat foods that reflect their Hispanic heritage. She is married with two school-age children. She attends class a total of 15 hours per week, plus she must be present for 12 hours of labs and clinical. She maintains the household essentially by herself and does all the shopping, cooking, cleaning, and chauffeuring of the children. She states that she is lucky to get 6 hours of sleep per night, but that is okay with her. She lives 1 hour from campus and commutes each day. Using Healthy People 2020 and your text as a guide, answer the following questions.

What additional information would you like to gather from Maria?
What are Maria’s real and potential health risks?
Why is Maria’s culture important when obtaining the health assessment?
Pick one of Maria’s health risks. What would be one reasonable short-term goal for this risk?
What nursing interventions would you incorporate into Maria’s plan of care to assist her with meeting your chosen goal? Please provide rationale for your selections.

You must proofread your paper. But do not strictly rely on your computer’s spell-checker and grammar-checker; failure to do so indicates a lack of effort on your part and you can expect your grade to suffer accordingly. Papers with numerous misspelled words and grammatical mistakes will be penalized. Read over your paper – in silence and then aloud – before handing it in and make corrections as necessary. Often it is advantageous to have a friend proofread your paper for obvious errors. Handwritten corrections are preferable to uncorrected mistakes.

Use a standard 10 to 12 point (10 to 12 characters per inch) typeface. Smaller or compressed type and papers with small margins or single-spacing are hard to read. It is better to let your essay run over the recommended number of pages than to try to compress it into fewer pages.

Likewise, large type, large margins, large indentations, triple-spacing, increased leading (space between lines), increased kerning (space between letters), and any other such attempts at “padding” to increase the length of a paper are unacceptable, wasteful of trees, and will not fool your professor.

The paper must be neatly formatted, double-spaced with a one-inch margin on the top, bottom, and sides of each page. When submitting hard copy, be sure to use white paper and print out using dark ink. If it is hard to read your essay, it will also be hard to follow your argument.

ADDITIONAL INSTRUCTIONS FOR THE CLASS

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.
  • 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: 
    • 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.
    • 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.
 

Quality Improvement Milestones

/0 Comments/in /by

Quality Improvement Milestones

CLICK HERE TO ORDER A PLAGIARISM-FREE PAPER

Quality Improvement Milestones

Throughout history, major events have influenced quality improvement efforts in health care. For example, the Institute of Medicine’s report To Err is Human: Building a Safer Health System revealed statistics about errors in patient safety that result in thousands of deaths annually. Health care providers must be cognizant of the purpose and philosophy of quality improvement efforts as they lead the charge for improving health outcomes and patient safety. This Discussion is intended to help you understand how various developments have shaped contemporary perspectives and approaches to promoting health care quality.

By tomorrow 11/28/17, write a minimum of 550 words essay in APA format with 3 references from the list below which addresses the level one headings as numbered below:

Post a cohesive scholarly response that addresses the following:

When “To Err is Human” was published in 1999, it marked an important milestone in Quality Improvement Science.

1) Analyze how this milestone has influenced the health care delivery system and nursing practice.

2) Provide an example from your own work history and experience as to how the patient safety movement has affected your practice.

Required Readings

Joshi, M.S., Ransom, E.R., Nash, D.B., & Ransom, S.B., (Eds.). (2014). The Healthcare Quality Book, 3rd ed.Chicago, IL: Health Administration Press.

Chapter      1: “Healthcare Quality and the Patient”
Chapter      2: “Basic Concepts of Healthcare Quality”
Kohn, L. T., Corrigan, J. M., & Donaldson, M. S. (Eds). (2000). To err is human: Building a safer health system. Washington, D.C.: National Academy Press.

Executive summary: Released in 1999, this groundbreaking report provides the rationale for implementing comprehensive improvements in patient safety, an important subset of health care quality. Although only the executive summary is required this week, you are strongly encouraged to read additional sections of this report as you proceed through the course.

Institute of Medicine, Committee on Quality of Health Care in America. (2001). Crossing the quality chasm: A new health system for the 21st century. Washington, DC: National Academy Press.

Executive summary: This report was published by the Institute of Medicine in 2001 to highlight the significant gap between the state of health care quality and where it should be. The report draws attention to the need to improve the U.S. health care delivery system as a whole, and identifies six areas for improvement: safety, effectiveness, patient-centeredness, timeliness, efficiency, and equity. Although only the executive summary is required this week, you are strongly encouraged to read additional sections of this report as you proceed through the course.

Wachter, R. M. (2010). Patient safety at ten: Unmistakable progress, troubling gaps. Health Affairs, 29(1), 165–173.

This article presents an analysis of progress in patient safety since the publication of the IOM report, To Err is Human.As you read this article, evaluate the author’s critique, and consider recent developments that continue to shape patient safety efforts in health care.

Required Media

Laureate Education, Inc. (Executive Producer). (2011). Organizational and systems leadership for quality improvement: Concepts of quality and patient safety. Baltimore: Author.

This video examines the recent history of the quality improvement movement, including two pivotal IOM reports, To Err is Human and Crossing the Quality Chasm. Dr. Donald Berwick introduces six dimensions of quality: safety, effectiveness, patient-centeredness, timeliness, efficiency, and equity. Other topics addressed include transparency, the prevention of adverse events, and the usefulness of international comparisons for quality assessment and improvement.

You must proofread your paper. But do not strictly rely on your computer’s spell-checker and grammar-checker; failure to do so indicates a lack of effort on your part and you can expect your grade to suffer accordingly. Papers with numerous misspelled words and grammatical mistakes will be penalized. Read over your paper – in silence and then aloud – before handing it in and make corrections as necessary. Often it is advantageous to have a friend proofread your paper for obvious errors. Handwritten corrections are preferable to uncorrected mistakes.

Use a standard 10 to 12 point (10 to 12 characters per inch) typeface. Smaller or compressed type and papers with small margins or single-spacing are hard to read. It is better to let your essay run over the recommended number of pages than to try to compress it into fewer pages.

Likewise, large type, large margins, large indentations, triple-spacing, increased leading (space between lines), increased kerning (space between letters), and any other such attempts at “padding” to increase the length of a paper are unacceptable, wasteful of trees, and will not fool your professor.

The paper must be neatly formatted, double-spaced with a one-inch margin on the top, bottom, and sides of each page. When submitting hard copy, be sure to use white paper and print out using dark ink. If it is hard to read your essay, it will also be hard to follow your argument.

ADDITIONAL INSTRUCTIONS FOR THE CLASS

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.
  • 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: 
    • 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.
    • 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.
Discussion: Quality Improvement Milestones

NU 665: Personality Disorders

/0 Comments/in /by

NU 665: Personality Disorders

Biopsychosocial Assessment

CLICK HERE TO ORDER A PLAGIARISM-FREE PAPER

Initials:

 

 

 Age: Redacted     Weight:   Redacted     Ethnicity: Redacted            Race:    Redacted          Allergies:      Pollen, dust dairy, gluten

 

Occupation:       Retail associate                             Family Constellation:    Lives with spouse and two children

 

Living Situation: Lives in a Stable home environment

 
Presenting complaint:

 

 

 

 

 

 

 

History of present illness:

 

 

 

 

 

 

 

Characteristics of Personality Disorder

 

The characteristics of a personality disorder are impairments in self and interpersonal functioning, and the presence of pathological personality traits. To diagnose a personality disorder, the following criteria must be met:

 

•Substantial impairments in self (identity or self-direction) and interpersonal (empathy or intimacy) functioning

 

•One or more pathological personality trait domains or trait features

 

•These impairments in personality functioning and the individual’s personality traits are relatively stable across time and situation

 

•These impairments in personality functioning and personality trait expression are not considered as normal for the individual’s developmental stage or socio-cultural environment

 

•These impairments in personality function and trait expression are not due to the physiological effects of a medical condition or substance (APA, 2013).

 

 

 

Patterns of behavior (self-harm, alcohol, drug use, Addiction (shopping, gambling, pornography, video, gaming, etc.):

 

Shoplifting:

 

Legal issues:

 

 

 

Interpersonal functioning and relatedness:

 

 

 

 

 

 

 

 

 

 

Alterations in cognition:

 

 

 

 

 

 

Current and recent stressors:

 

 

 

Current coping skills:

 

 

 

 

 

 

Spirituality and/or religion:

 

 

 

 

 

 

Client and family’s perception of problem:

 

 

 

 

 

 The patient has chronic interpersonal conflicts, mood instability, impulsive behaviors, and recurrent feelings of emptiness. The patient self-reports having problems in relationships and experiencing frequent emotional outbursts. The patient also has a history of self-harm and suicide attempts. The patient further reports that she frequently experiences feelings of dissociation and transient paranoia when under stress, complicating her daily functioning. She also has difficulty trusting others and often misinterprets neutral interactions as personal attacks.

 

She had emotional dysregulation characterized by impulsivity and fear of abandonment and unstable relationships since adolescence. Previous therapy sessions had been unreliable; pharmacological treatments had been adhered to poorly. Psychotic symptoms were denied. The patient has had multiple job changes due to workplace conflicts, difficulty in sustaining friendships, and frequent arguments with family members. The patient has difficulty maintaining her responsibilities and frequently procrastinates tasks, which generate more stress for her.

 

The patient presents with Borderline Personality Disorder (BPD), a personality disorder under the Cluster B disorders. The condition affects their emotions, relationships, and sense of self. The patient constantly experiences frequent mood swings, has impulsive behaviors, and a sense of “being empty” (APA, 2022). All of these symptoms are ongoing and consequently cause drastic problems in her everyday life. The client easily overreacts to criticism either in the form of extreme rage or withdrawing. She  also has low self-esteem  and worthlessness, which contribute to her emotional instability.

 

 

 

 

 

 

·         Impairments in interpersonal and self-functioning: Unstable

 

 

 

 

 

 

·         Pathological personality features: Impulsive

 

 

 

·         Stability across time and situations: Persistent

 

 

 

 

 

·         Not usual for developmental stage or socio-cultural environment: Atypical

 

 

 

 

 

 

·         Not due to medical conditions or substance use: Psychological

 

 

 

 

 

 

 

 

·         Self-destructive (self-harm) behavior: self-cutting, and past attempts at suicide

 

·         Social use of alcohol: no substance use dependence

 

·         Compulsive spending, and bingeing on food.

 

·         No legal history

 

·         Excessive reassurance-seeking behaviors

 

·         Breaks down emotionally to minor mishaps

 

 

·         Intense unstable relationships.

 

·         Rapid shifts in mood and thoughts towards others

 

·         Fear of abandonment leading to excessive reassurance-seeking behaviors.

 

·         Reports feelings of being “empty” and having no stable sense of self.

 

·         Avoids social activity because of  fear of being criticized or rejected

 

 

·         Paranoid thinking and appears to dissociate when she is under stress.

·         Exhibits maladaptive thought patterns

·         Recurring fear of being abandoned by loved ones even without objective cause.

·         Has difficulty concentrating due to emotional distress

 

 

·         Interpersonal relationship conflict with spouse.

·         Work stress due to perceived rejection.

·         Recent argument with close friend that resulted in emotional pain.

·         Money problems due to irresponsible spending.

 

·         Ineffective coping (self-harm, avoidance).

 

·         Journaling and doing exercises occasionally.

 

·         Tried meditation but cannot continue.

 

·         Employs fleeting distractions like binge-watching TV shows

 

 

·         Reports being religious; using faith on occasion when distressed.

 

·         Reports feeling conflicted about religious beliefs when emotionally unstable.

 

·         Used spiritual counseling on occasion in the past for emotional guidance.

 

·         Client acknowledges emotional instability but attributes trouble to external factors.

 

·         Family reports frustration with erratic behavior.

 

·         Spouse worries about the impact of mood swings on home life.

 

·         Family perceives the client as overly sensitive and reactive
Past medical history (medical history, treatment and outcomes, recent and past hospitalizations, surgeries):

Family medical history:

 

 

 

 

 

 

 

Medications (side effects, adverse side effects, and treatment response) INCLUDE BELIEFS about medications

 

 ·         History of migraine and mild hypertension.

 

·         No significant medical illnesses in history.

 

·         Occasional gastrointestinal symptoms related to stress.

 

 

·         Father with hypertension and alcohol use disorder.

 

·         No known genetic predisposition to psychiatric conditions except for maternal depression.

 

·         Sibling diagnosed with an anxiety disorder.

 

 

·         Fluoxetine 20 mg daily (only partially adherent).

 

·         No severe side effects have been reported.

 

·         Patient has quit medications in the past due to fears of being dependent.

 

·         Patient has tried mood stabilizers but stopped them as they were very sedating.

 

 
Non-prescription drugs/OTC:

 

 ·         Reports the use occasional use of ibuprofen for headaches.

·         She says that she takes melatonin for sleep but finds it inconsistent.

 
Substance use history (for each substance, identify the type and details to include: duration, frequency, last use; blackouts; withdrawal seizures; drug-related psychosis).

Legal, psychosocial, physical, interpersonal,    and occupational consequences.

 

 

Smoking history:

Alcohol use:

Marijuana use:

Illicit drugs:

 

 ·         Social alcohol use only; no use of illicit drugs

·         No prescription medication misuse has ever been documented.

·         Caffeine is overused at times to counteract fatigue

 

 

 

 

 

 

 

 

 

 

 

·         No history of smoking

·         Drinks socially especially over the weekends

·         No history of marijuana use

·         Has no history of using illicit drugs
Herbals:

 

Complementary treatments:

 

  

·         Reports that she occasionally takes herbal supplements for stress relief.

·         Uses vitamin D

 
Include exposure to prescription opioids (reasons for use, pain, duration, frequency etc.)

Psychotropic medications, side effects, adverse side effects, and treatment response:

 

 ·         No current opioid use

·         No history of opioid misuse; dependence

 

 

 

 

·         Trialed on SSRIs and mood stabilizers with poor compliance.

 

·         History of benzodiazepine use for acute anxiety, but stopped due to dependency risk.

 

·         No antipsychotic medication use history
Past psychiatric history (psychiatric history/treatment and outcomes, recent and past psychiatric or substance abuse hospitalizations, residential or outpatient treatments):

Family psychiatric history and/or substance use history:

 

 

 

 

Sociocultural history (family and social history, work history, current employment, volunteer work, legal history, active and past, current support system, marital status, and children):

Trauma history:

 

Trauma exposure (childhood abuse or neglect, rape or sexual assault, emotional abuse, domestic violence, military/combat service, and natural disasters, historical/political trauma):

History of head injury, loss of consciousness, seizures:

 

 ·         Hospitalized at age 19 for suicidal ideation.

 

·         Individual therapy in the past, but stopped due to frustration at lack of perceived progress.

 

·         Group therapy in the past but felt uncomfortable discussing experiences

 

 

·         Mother diagnosed with depression.

 

·         No first-degree relative history of schizophrenia or bipolar disorder.

 

·         Reports family history of anxiety disorders.

 

 

·         Stable job but frequently has interpersonal conflicts with colleagues.

 

·         Developed in a home with significant parental conflict.

 

·         Reports poor social support network.

 

·         Unstable finances secondary to spending impulsively

 

 

 

·         Emotional abuse and neglect by parents during childhood.

 

·         Bullied during adolescence.

 

·         Difficulty trusting authority figures based on past negative experiences.

 

 

 

 

·         No significant history reported.

 
COMPREHENSIVE  TREATMENT PLAN:

 

INCLUDE EVIDENCED- BASED THERAPEUTIC MODALITIES FOR THE IDENTIFIED PERSONALITY DISORDER

  

1)      Dialectical Behavior Therapy (DBT)

 

·         Weekly individual sessions to improve emotional regulation and distress tolerance.

 

·         Group therapy for skills training (Leichsenring et al., 2024).

 

·         Crisis intervention strategies (e.g., mindfulness, interpersonal effectiveness).

2)      Cognitive-Behavioral Therapy (CBT)

 

·         Identifying and modifying maladaptive thought patterns (Amano et al., 2023).

 

·         Behavioral activation for mood stabilization.

 

3)      Medication Management

 

·         Continue Fluoxetine and monitor adherence.

 

·         Consider low-dose atypical antipsychotics (e.g., Quetiapine) if severe mood instability persists.

 

·         Psychoeducation about the importance of medication compliance.

 

4.       Family Therapy

 

·         Education of the family members on the disorder BPD, and improvement of communication skills.

 

·         Reducing invalidation and increasing positive interactions in relationships (Leichsenring et al., 2024).

 

·         Encouragement of planned family sessions to improve the interaction of family members.

 

5.       Lifestyle Changes

 

·         Regulated schedule for stabilization of sleep and diet habits.

·         Systematic workout for enhanced emotional control.

·         Practicing self-caring activities like yoga and guided meditation (Girolamo et al., 2024).

6.       Crisis management plan

 

·         Suicidal prevention methods and crisis contacts.

·         Triggers understanding and controlling techniques.

·         Development of a personalized crisis response plan.

 

 

References

Amano, M., Katayama, N., Umeda, S., Terasawa, Y., Tabuchi, H., Kikuchi, T., … & Nakagawa, A. (2023). The effect of cognitive behavioral therapy on future thinking in patients with major depressive disorder: A randomized controlled trial. Frontiers in Psychiatry, 14, 997154. doi: 10.3389/fpsyt.2023.997154

American Psychiatric Association. (2022). Diagnostic and statistical manual of mental disorders https://www.mredscircleoftrust.com/storage/app/media/DSM%205%20TR.pdf

Girolamo, G. de, Leone, S., D’Addazio, M., Toffol, E., Martinelli, A., Bellini, S., Stefano Calza, Carnevale, M., Cattane, N., Cattaneo, A., Ghidoni, R., Longobardi, A., Maffezzoni, D., Martella, D., Meloni, S., Mombelli, E., Pogliaghi, S., Saraceno, C., Tura, G. B., & Rossi, R. (2024). Physical Activity in young female outpatients with BORderline personality Disorder (PABORD): a study protocol for a randomized controlled trial (RCT). Trials, 25(1). https://doi.org/10.1186/s13063-024-08525-8

Leichsenring, F., Fonagy, P., Heim, N., Kernberg, O. F., Leweke, F., Luyten, P., … & Steinert, C. (2024). Borderline personality disorder: a comprehensive review of diagnosis and clinical presentation, etiology, treatment, and current controversies. World psychiatry, 23(1), 4-25.  https://doi.org/10.1002/wps.21156

CLICK HERE TO ORDER A PLAGIARISM-FREE PAPER

NU 665: Personality Disorders

Value: 100 points

Due: Day 7

Grading Category: Assignments

Instructions

Using your clinical experience, choose a patient you have seen diagnosed with a personality disorder.

  • Download the Biopsychosocial Template (Word) to write about that client for this assignment.
  • Use the template to create an evidence-based treatment plan using all the components within the template. Include the Personality Disorder Cluster in the DSM-5-TR. Follow HIPAA guidelines to avoid providing information that identifies the patient.

Criteria for this paper:

  • Answer template questions, integrating resources to provide rationale for all decisions.
  • Use APA formatting for all components of your paper.
  • Your paper should be two to three pages in length not including the reference page.
  • Use at least one nursing journal reference from CINAHL (available through the Regis library) to support your rationale.

Please refer to the Grading Rubric for details on how this activity will be graded.

 

NRS-410V Module 4 CLC

/0 Comments/in /by

NRS-410V Module 4 CLC

NRS-410V Module 4 CLC

CLICK HERE TO ORDER A PLAGIARISM-FREE PAPER

Pathophysiology and Nursing Management of Clients Health – Alterations in Pulmonary and Kidney Function

Grand Canyon University

As a group, observe the simulated “Home Visit With Sallie Mae Fisher” video ().

Refer to “Sallie Mae Fisher’s Health History and Discharge Orders” for specifics related to the case study used to inform the assignment.

Using “Home Visit With Sallie Mae Fisher” and “Sallie Mae Fisher’s Health History and Discharge Orders,” complete the following components of this assignment:

Essay Portion

After viewing the home visit, write an essay of 500-750-words in which you do the following:

  1. Identify, prioritize, and describe at least four problems.
  3. Provide substantiating evidence (assessment data) for each problem identified.
  4. Identify and describe at least four medical and/or nursing interventions.
  5. Discuss your rationale for the interventions identified.

Prepare this step of the assignment according to the APA guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.

Scripted Dialogue Portion

Utilizing the information learned from the home visit, health histories, and discharge orders, write a scripted dialogue in which you provide Sallie Mae with education that describes her problems and the interventions identified to improve her condition. Consider Sallie Mae’s physiological, psychosocial, educational, and spiritual needs when developing your dialogue.

Your dialogue should resemble a script. The following is an example of a few sentences from a scripted dialogue:

Nurse: “Good morning, Salle Mae, my name is ______ and I will be your nurse today. I understand you are experiencing problems with ________.”

APA format is not required for this part of the assignment, but solid academic writing is expected.

Refer to “Home Visit With Sallie Mae Fisher Grading Criteria.”

NRS 430V

/0 Comments/in /by

NRS 430V

CLICK HERE TO ORDER A PLAGIARISM-FREE PAPER

Professional Dynamics – Scope of Practice and Differentiated Practice Competencies

Grand Canyon University

Select a Nursing Conceptual Model from Topic 2, and prepare a 12-slide PowerPoint presentation about the model. Include:

  1. A brief overview of the nursing conceptual model selected.
  2. Explanation of how the nursing conceptual model incorporates the four metaparadigm concepts.
  3. Explain at least three specific ways in which the nursing conceptual model could be used to improve nursing practice. Elaborate, explain, or defend each point mentioned.
  4. Provide current reliable sources to establish credibility for the presentation.

Requirements for PowerPoint are as follows:

  1. 10 slides for content.
  2. 1 slide for references.
  3. 1 slide for the title, which includes: (a) title of the presentation, (b) names of the CLC group members, and (c) date
  4. Accompanying speaker notes elaborating on the information contained in each slide.
  5. One member of the CLC group will submit the presentation, speaker notes, and the completed “CLC Group Project Agreement” to the instructor.

While APA format is not required for the body of this assignment, solid academic writing is expected, and in-text citations and references should be presented using APA documentation guidelines, which can be found in the APA Style Guide, located in the Student Success Center.

This assignment uses a grading rubric. Instructors will be using the rubric to grade the assignment; therefore, students should review the rubric prior to beginning the assignment to become familiar with the assignment criteria and expectations for successful completion of the assignment.

NURS3375

/0 Comments/in /by

NURS3375: Safe Harbor

CLICK HERE TO ORDER A PLAGIARISM-FREE PAPER

NURS3375: Safe Harbor

Due to staffing shortages and the unpredictability of hospital needs, nurses are sometimes asked to take on assignments outside their normal routines.  As a healthcare professional, you must understand your options when asked to take on such assignments, the risks associated with accepting some assignments, and the protections afforded you by the law.  Reflect upon your learning about the Safe Harbor protection as well as any experiences you have had in this realm.  Then follow the instructions and complete the Safe Harbor form based upon a fictitious scenario.

Refer to your course readings and lectures as you complete the assignment.

Performance Objectives:

•             Explain and apply appropriate options regarding acceptance or rejectionof assignments, including the use of Safe Harbor.

•             Answer fill in the blank questions according to the readings this week.

NURS3375 Assignment Safe Harbor

Part 1: Safe Harbor Scenario and Questions

Nursing safe harbor is a law that nurses can use to absolve themselves of liability when forced to commit an act that the nurse believes violates Texas Board Statutes and Rules. Every nurse should be aware of the statutes and rules governing their profession. If a patient, supervisor or doctor asks the nurse to violate one of these rules, the nurse can invoke safe harbor before committing the act to ensure that they aren’t held legally responsible for what happens next. This protects them from facing punitive measures from their employer, losing their nursing license or being sued in court for putting a patient’s life in danger.

Explore the Case Study Scenario and place yourself in this situation. Answer the following questions according to your knowledge of Safe Harbor from the lectures and readings this week.

On Sunday, August 6th, you arrive to Saint Luke’s Hospital at 7pm for your night shift and clock into the ICU. Maria, the Charge Nurse, approaches you as you are putting your bag in a locker. “Thank goodness you are here”, she says. “You are going to have to take extra patients tonight. I am dealing with 2 nurses who just called in sick. Your assignment tonight will include the septic and stroke patients you had last night, but you also need to take on two more- one with a brain aneurysm and one that is post op major cardiac surgery.” You know that this is an impossible task and would be placing the patients in serious harm. You ask if anyone can float to the floor or if someone can be called in, but no one is available. “This is all on you. I need you to be a team player here,” says Maria. You decide to claim Safe Harbor and find Christine, the Nurse Supervisor, who will invoke the Quick Request form on your behalf?

1). What are the 4 choices every RN has when given an assignment?

1).

2).

3).

4).

2). Based on the scenario above, you have decided to claim Safe Harbor. Refer to Rule 217.11 Standard of Nursing Practice, specifically Rule 217.11 1(T). Type the Rule as it appears into the first text box. Based on this rule, why did you claim Safe Harbor? Type in second box.

Rule 217.11 1(T)-

Why did you claim Safe Harbor?

3). Name the two forms that need to be completed both before and after your shift. ***Update Spring 2020, you can now invoke orally to supervisor who then can record the event, but forms still must be filled out***

1.

2.

Part 2: Safe Harbor Quick Request Form

Below you will find the Safe Harbor Quick Request Form that must be completed before you engage in the care of these patients. Fill out the text box portion as you are the nurse in the scenario.

Do NOT fax or mail this form to the BON. Give it to your supervisor.

BON Safe Harbor Quick Request Form

A valid Safe Harbor Quick Request must include the following information (  ):

•             ?? Name(s) of the nurse(s) invoking safe harbor:

•             ?? Name of the supervisor recording the safe harbor invocation on behalf of the nurse(s), if applicable [*Required if the nurse(s) orally invoke(s) safe harbor in accordance with NPR Law §303.005(b-1).]:

•             ?? Date and time of the safe harbor invocation:

•             ?? Location where the requested conduct or assignment that is the subject of the safe harbor invocation occurred:

•             ?? Name of the person who requested the nurse(s) engage in the conduct or made the assignment that is the subject of the safe harbor invocation:

•             ?? BRIEF explanation of why the nurse(s) is(are) requesting a nursing peer review committee determination [For assistance, please review Board Rules 217.11 &217.12.]:

?? Signature(s) of the nurse(s) invoking safe harbor [*This form must be signed by the nurse(s) invoking safe harbor even if the supervisor completes the form in accordance with NPR Law §303.005(b-1) & (b-2).]:

Your Typed Signature:

?? Signature of the supervisor recording the nurse’s safe harbor invocation, if applicable [*Required if the nurse(s) orally invoke(s) safe harbor.]:

Your Supervisors Typed Signature:

DO NOT FAX OR MAIL THIS FORM TO THE BON. GIVE THIS FORM TO THE SUPERVISOR WHO MADE THE ASSIGNMENT OR REQUESTED THE CONDUCT FOR WHICH YOU ARE INVOKING SAFE HARBOR, AND KEEP A COPY FOR YOUR RECORDS.

This Safe Harbor Quick Request Form is part 1 of 2 for valid invocation of safe harbor. Please complete part 2 of 2 (the Comprehensive Written Request for Safe Harbor Nursing Peer Review) before leaving the work setting at the end of the work period.

Submit this Assignment Document into Canvas for grading.