Elderly daycare, health & medical homework help

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Elderly daycare, health & medical homework help

Question descriptionChoose a Community Agency for the Elderly such as meals on wheels, elderly daycare, assisted living facilities, Internet finds for elderly care, or any that are listed in the additional resources area of the course guidelines section. DO NOT USE NURSING HOMES. Visit the chosen agency using the check-off criteria for guidelines of what information is to be obtained to write an APA formatted 3-6 page paper on the facility that you choose. Be sure to include all areas of the check-off criteria in your paper assignment. You need to stay at least two hours in order to evaluate how the service is utilized and to obtain the necessary information for your project assignment. You will have the option of doing a maximum upload of three files, if necessary for this assignment. Be sure to support your document with 2 nursing peer reviewed articles no older than 5 years. Be sure that when you visit the facility that you have someone sign a self typed statement stating that you did actually visit the organization on the day that you placed into the paper assignment and turn this statement with signature into the assignment drop box with the paper. No credit for this assignment will be given without this signature document.

 
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Tadpole Experiments

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BIOLOGY ASSIGNMENT

NAME: Tadpole Experiments
INSTRUCTIONS: Experimental Procedures to test a hypothesis.
You have just purchased 30 tadpoles1] Design a simple experiment (5-10 steps “ONLY”, and each step should have “LESS THAN” 2 sentences) outlining the method to test a hypothesis of yours.
2] Your hypothesis must be based around “ONE” area mentioned in the brackets => (Environment, Cell Specification, OR Morphogenesis/Cell Adhesion).

3] Your hypothesis should be scientifically sound and it should be testable.

4] Turn yourself into a scientist here and have fun with it! Try to incorporate at least “ONE” type of control in your experiments.

5] One last thing. A designed experiment like this “CANNOT” have conclusions! So don’t make a conclusion of anything!

INSTRUCTIONS: Experimental Procedures to test a hypothesis.
You have just purchased 30 tadpoles1] Design a simple experiment (5-10 steps “ONLY”, and each step should have “LESS THAN” 2 sentences) outlining the method to test a hypothesis of yours.
2] Your hypothesis must be based around “ONE” area mentioned in the brackets => (Environment, Cell Specification, OR Morphogenesis/Cell Adhesion).

3] Your hypothesis should be scientifically sound and it should be testable.

4] Turn yourself into a scientist here and have fun with it! Try to incorporate at least “ONE” type of control in your experiments.

5] One last thing. A designed experiment like this “CANNOT” have conclusions! So don’t make a conclusion of anything!

 
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Your recommendation in the policy brief you presented, in Topic 5, has been accepted by the committee, taken through the legislative process, and is now ready for implementation. Create an action plan for implementation. Once you have your ideas outlined you will prepare an implementation presentation for the legislator to communicate to all stakeholders. Your 10 slide presentation should include: Any stakeholders (any individual or group that would be impacted by the policy) Required resources and who provides them (what is needed to implement the policy) Challenges that might be encountered Time Frame (time frame should be reasonable) Evaluation processes ( how will you ensure the policy is effective) Summarize how agencies, personnel, and public involved in the implementation of the policy will be impacted. Include a description of the considerations needed for seamless implementation of the policy for all stakeholders. Use three to five scholarly resources to support your explanations. Include speaker notes below each content-related slide that represent what would be said if giving the presentation in person. Expand upon the information included in the slide and do not simply restate it. Please ensure the speaker notes include 50-75 words per slide. attachment POLICYBRIEF

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Your recommendation in the policy brief you presented, in Topic 5, has been accepted by the committee, taken through the legislative process, and is now ready for implementation. Create an action plan for implementation. Once you have your ideas outlined you will prepare an implementation presentation for the legislator to communicate to all stakeholders. Your 10 slide presentation should include:
Any stakeholders (any individual or group that would be impacted by the policy)
Required resources and who provides them (what is needed to implement the policy)
Challenges that might be encountered
Time Frame (time frame should be reasonable)
Evaluation processes ( how will you ensure the policy is effective)
Summarize how agencies, personnel, and public involved in the implementation of the policy will be impacted. Include a description of the considerations needed for seamless implementation of the policy for all stakeholders.
Use three to five scholarly resources to support your explanations.
Include speaker notes below each content-related slide that represent what would be said if giving the presentation in person. Expand upon the information included in the slide and do not simply restate it. Please ensure the speaker notes include 50-75 words per slide.
 
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Highlight the effect that increased use of this technology would have on nursing practice

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Discussion: Current Information and Communication Technologies

With so much attention focused on health care reform, it is important that nurses be given the opportunity to use high-quality technology tools. These tools can increase access to vital medical information, promote effective communication among health care professionals, and improve the patient experience. By actively seeking out and adopting these tools, nurses can greatly enhance the quality and safety of care that they provide.
This Discussion focuses on identifying quality technology tools that increase the ability of nurses to provide safe, effective care.
To prepare:

  • Review the various technology tools described in this week’s Learning Resources.
  • Identify a recently adopted information, education, or communication technology tool in your specialty area. Reflect on how it is used and how its use impacts the quality of care.
  • Consider how your identified technology tool might impact nursing practice if it were more widely used. What are some barriers preventing increased usage? How could wider implementation be facilitated?

BY DAY 3

Post a description of a current or new information, education, or communication technology tool that is being used in your specialty area and assess its impact on the quality of care. Highlight the effect that increased use of this technology would have on nursing practice and discuss the barriers that are slowing or hindering its adoption. Summarize how adoption of the technology tool could be facilitated.
Read a selection of your colleagues’ responses.

MAIN POSTING:
RESPONSE TO THE DISCUSSION QUESTION IS REFLECTIVE WITH CRITICAL ANALYSIS AND SYNTHESIS REPRESENTATIVE OF KNOWLEDGE GAINED FROM THE COURSE READINGS FOR THE MODULE AND CURRENT CREDIBLE SOURCES.—

 44 (44%) – 44 (44%)

 
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Urban and Rural Health Issues

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Urban and Rural Health Issues

Instructions:

  1. Choose one of topic below and post your response.
    1. In what ways might health promotion activities for rural populations differ from those designed for urban populations?
    2. Assume you are a community health nurse in a rural community. Describe your own approach to problem solve overuse of the emergency room for minor childhood illnesses by the population groups.
    3. Interview a classmate who was raised in a rural community about his or her family and school life. Determine what he or she considers to be his or her best experiences growing up. Compare the classmate’s best experience with your own.

Please respond a 1 page around 250-300 words. Double spaced. APA format.

 
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Assessing The Ear The Nose And The Throat

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Assessing The Ear The Nose And The Throat

To do a comment to each post below in APA style with citation, needs 2 credible reference from 2013 and above.

Post 1

Episodic/Focused SOAP Note

Patient Information: Lily, 20-year-old, Female S. CC: “Sore throat” HPI: The patient is a 20-year-old female who developed a sore throat 3 days ago Location: Throat Onset: 3 days ago Character: sore Associated signs and symptoms: decreased appetite, headache and pain with swallowing Timing: Would ask Exacerbating/ relieving factors: Would ask Severity: Would ask Current Medications: Unknown Allergies: Unknown PMHx: Unknown Soc Hx: Student at the local college. Fam Hx: Unknown ROS: HEENT: Eyes: Ears, nose and throat: Negative for congestion. Positive for runny nose and sore throat, pain with swallowing. GASTROINTESTINAL: Positive for decreased appetite NEUROLOGICAL: Positive for headache O. HEENT: Eyes: Ears, nose and throat: Patient has runny nose, does not sound congested. Patient has slight hoarseness in voice. Diagnostic results: Full vital signs – to include temperature Through mouth and throat exam – specifically looking for puss or enlarged tonsils Rapid influenza test – One study tested 3782 subjects that presented with a fever greater than 38degrees Celsius and either a cough or sore throat. Of these subjects the influenza PCR tested positive 33% of the time and negative 67% of the time. This study showed that the influenza PCR is better at ruling out influenza (Anderson et al., 2018). Monospot test A. Differential Diagnoses Airway Reflux: Acid reflux and sometimes reach higher areas up into the throat. This can create a sore throat and typically leads to a hoarse voice (Adams, 2017). Other symptoms to address include a feeling of a lump in the throat and waking up at night gasping for air (Adams, 2017). Upper Respiratory Infection: Viral upper respiratory infections can create vocal cord inflammation which could be why Lily has a hoarse voice (Dains, Baumann & Scheibel, 2016, p. 9714). Pharyngitis: Bacterial infections can lead to a sore throat and a headache (Dains, Baumann & Scheibel, 2016, p. 9137). Epiglottitis: An infection with H influenza type B, typically presents with sore throat and pain while swallowing (Dains, Baumann & Scheibel, 2016, p. 14434). Mononucleosis: Typically presents with a gradual onset, mild sore throat, malaise and fatigue (Dains, Baumann & Scheibel, 2016, p. 14459). P. References Adams, J. U. (2017). Sore throat and hoarseness might not be just a cold. The Washington Post. Anderson, K. B., Simasathien, S., Watanaveeradej, V., Weg, A. L., Ellison, D. W., Suwanpakdee, D., & Jarman, R. G. (2018). Clinical and laboratory predictors of influenza infection among individuals with influenza-like illness presenting to an urban Thai hospital over a five-year period. Plos ONE, 13(3), 1. doi:10.1371/journal.pone.0193050 Dains, J. E., Baumann, L. C., & Scheibel, P. (2016). Advanced health assessment and clinical diagnosis in primary care (5th ed.). St. Louis, MO: Elsevier Mosby.

Post 2

Episodic/Focused SOAP Note Template

Patient Information:

J, 11, Male, XX (Race)

S.

CC: “Mild ear ache”

HPI: The patient is 11 year old XX male who presented himself with a mild right ear ache, which started two days ago. Associated symptom include possible fever, right ear pain, difficulty hearing from the right ear. Associated symptom are exacerbated with sleep.

Current Medications: Inquire if patient is currently taking any medications, rule out earring loss related to medication toxicity.

Allergies: Inquire about allergies.

PMH: Inquire if patient has a history of acute otitis media or underlying hearing loss. Inquire if patient has had tonsillectomy or an adenoidectomy in the past.
SH: Spends time in pool during summer.

FH: Inquire if family members have history of hearing loss.

ROS:

  • GENERAL: Possible fever. Inquire      about patient’s swimming habits and ask if ear plugs used. Determine      method of cleaning ear.
  • HEENT: Right ear pain. Inquire if      patient has tinnitus, discharge from ear, vertigo, or itchiness. Inquire      if patient has a history of acute otitis media, hearing loss, vertigo,      tinnitus, discharge from ear canal.
  • RESPIRATORY: Inquire if patient      has had post nasal discharge or sputum production and ask about color of      mucous.
  • ALLERGIES:  Unknown

O.

Physical exam:

  • HEENT— Assess outer ear and note      surrounding tissue, shape, color, and any lesions. Assess the external ear      for discharge or any odor. Assess for the placement of a foreign object in      ear. Assess for tenderness on the outer ear near the auricle and mastoid.      Tenderness could indicate a possible infection. Use otoscope to assess      external and middle ear. At this time, assess for erythema, lesions, and      discharge. Inspect tympanic membrane for perforations. Assess the frontal      and maxillary sinuses for swelling. No tenderness or swelling over the      soft tissue should be present. Assess tonsils and inside of mouth for      lesions, erythema, and swelling.
  • RESPIRATORY: Determine if upper      respiratory infection is present, assess for clear lungs.

Diagnostic results:

  • Whispered Voice- Determines if      patient is able to hear whispering. If they do not pass this test, hearing      loss could be assumed. (Ball, Dains, Flynn, Solomon, Stewart, et al.,      2015, p. 241).
  • Weber Test- Determines unilateral      hearing loss (Ball et al., 2015, p. 241).
  • Rinne Test- Determines if the      patient conducts sound better through bone or air. The patient should hear      the sound conducted through the air twice as long (Ball et al., 2015, p.      241)
  • Culture of ear fluid (Attlmayr,      2015).

Differential Diagnoses

  • Otitis externa
    • Often seen with individuals that       swim. This infection is located on the outer ear. Pain is worse when an       otoscope is inserted because sensitivity is on the outer ear. The outer       portion of the ear is often inlamted and tender to touch. When inspecting       the ear, the ear canal would appear narrow. Because of the narrowing,       fluid is unable to drain from the ear (Rosenfeld et al., 2014).
  • Otitis media
    • Otitis media is a middle ear       infection that usually presents unilaterally, hearing loss is present,       and tympanic membrane is pink. Pus often forms inside the ear, which       could cause perforation of the tympanic membrane. Ear pain, fever,       difficulty hearing, irritability, and lethargy can also accompany this       diagnosis. While examining the ear with the otoscope, erythema, dullness,       decrease light reflex, and bulging of the tympanic membrane (Nash,       2013).
  • Eustachian catarrh
    • Often results after an upper       respiratory infection. It would be essential to determine if the patient       has has a recent upper respiratory tract infection. Fluid collects in the       eustachian tube, which causes pain and trouble hearing (Nash,       2013).
  • Cholesteatoma
    • The growth of a skin tag inside       the ear, behind the ear drum. The patient could be born with it or it can       develop after several ear infections. It would be essential to determine       if the patient has had frequent ear infections in the past (Chawla, Ezhil       Bosco, Lim, Shenoy, & Krishnan, 2015).
  • Mastoiditis
    • Mastoiditis is a common       complication of acute otitis media. Pain, erythema, and tenderness are       typically present alone the mastoid process (Attlmayr, 2015).

P.  NA

Reference

Attlmayr, B., Zaman, S., Scott, J., Derbyshire, S. G., Clarke, R. W., & De, S. (2015).

Paediatric acute mastoiditis, then and   now: Is it more of a problem now?. The Journal

Of Laryngology And Otology, 129(10), 955-959. doi:10.1017/S0022215115002078

Ball, J. W., Dains, J. E., Flynn, J. A., Solomon, B. S.,   Stewart, R. W. (2015). Seidel’s guide to physical

examination (8th ed.). St. Louis, MO: Elsevier Mosby.

Chawla, A., Ezhil Bosco, J. I., Lim, T. C., Shenoy, J. N., & Krishnan, V. (2015). Computed tomography

features of external auditory canal cholesteatoma: A pictorial review. Current Problems In

Diagnostic Radiology, 44(6), 511-516. doi:10.1067/j.cpradiol.2015.05.001

Nash, L. (2013). A case study on prescribing for an acute ear infection in a child. Nurse Prescribing,

11(4), 179-184.

Rosenfeld, R. M., Schwartz, S. R., Cannon, C. R., Roland, P. S., Simon, G. R., Kumar, K. A., & …

Robertson, P. J. (2014). Clinical practice guideline: Acute otitis externa. Otolaryngology-Head &

Neck Surgery, 150S1-S24. doi:10.1177/0194599813517083

 
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Demonstrate developing skills in academic and information literacy that provide a foundation for evidence based nursing.

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Demonstrate developing skills in academic and information literacy that provide a foundation for evidence based nursing.

 

NURSING: Case 1 One of the students you are on placement with turns up for their shift and is obviously under the influence of alcohol. As the witnessing nurse what is your immediate action? What must you do following this? Which sections of the Australia

Case Based Essay Question

TITLE: Understanding Law, Ethics, Professional Guidelines and their Relationship to Nursing Practice

Length: 2000 words (+/- 10%) including in text referencing but not your reference list

ESSAY PURPOSE

This essay will give you the opportunity to develop your understanding of how law, ethics and professional guidelines guide nursing practice. It will allow you to reflect on the values and characteristics of professionalism in the healthcare setting. Completing this essay will also further develop your academic and information literacy skills.

ESSAY QUESTION

Select one of the three discussion board scenarios.

THIS ONE (which is Case 1).

One of the students you are on placement with turns up for their shift and is obviously under the influence of alcohol.

As the witnessing nurse what is your immediate action?

What must you do following this?

Which sections of the Australian Registered Nurse Standards for Practice apply here and why?

What are the possible legal/ethical implications?

Identify the main issues inherent in the scenario and make appropriate recommendations to address these issues.

It is expected that your essay will address/contain the following information:

Your immediate and subsequent actions as the witnessing nurse (these actions need to be supported by literature)

An overview of the relevant sections of the Australian National Competency Standards that apply and why

The possible legal/ethical implications

The NUR 120 Learning Outcomes addressed by this assignment include:

On completion of this unit a student should be able to:

Writing

Critically reflect on the values and characteristics of professionalism that contribute to health care through collaboration, cooperation and therapeutic communication;
Articulate the key principles underlying ethical, legal and professional guidelines and codes that underpin the practice of registered nurses in Australia.
Demonstrate developing skills in academic and information literacy that provide a foundation for evidence based nursing.
Articulate and define the Nursing and Midwifery Board Aust Competency Standards, Codes of Ethics and Codes of Practice for the Registered Nurse.

Develop a critical and reflective approach to nursing practice.
Write in the third person; avoid personal pronouns such as ‘I’ and ‘you’.

 

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The post Demonstrate developing skills in academic and information literacy that provide a foundation for evidence based nursing. appeared first on nursing term paper.

 
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Select a global health issue impacting the international health community. Briefly describe the global health issue and its impact on the larger health care system

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Select a global health issue impacting the international health community. Briefly describe the global health issue and its impact on the larger health care system (i.e., continents, regions, countries, states, and health departments). How can health care delivery systems work collaboratively to address global health concerns?
APA REFERENCES NOT OLDER THAN 7 YEARS
Readings within your text covering international/global health and the following websites will assist you in answering these questions:

  1. U.S. Centers for Disease Control and Prevention (CDC) Global Health website: http://www.cdc.gov/cogh/index.htm
  2. U.S. Department of Health & Human Services (HHS) Global Health website: http://www.globalhealth.gov/index.html
  3. Families USA – Why Global Health Matters—Here and Abroad website: http://www.familiesusa.org/
  4. World Health Organization (WHO) website: http://www.who.int
 
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Develop an intervention plan in collaboration with other professionals that takes into account determinants of health, available resources, and activities that contribute to health and the prevention of illness or injury

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During this week, you will identify a population at risk in your community. This population will be the basis for your Practicum Discussions and your individual presentations over the next 6 weeks, as well as the focus of your final PowerPoint presentati

Identification of a Population in Your Community
During this week, you will identify a population at risk in your community. This population will be the basis for your Practicum Discussions and your individual presentations over the next 6 weeks, as well as the focus of your final PowerPoint presentation in Week 6. To review, a population is a group of individuals who share a common environmental or personal characteristic, such as obese individuals who are at risk for diabetes or cardiovascular disease (populations at risk) or those individuals who are otherwise healthy and could stay healthy if they do not develop risky behaviors (populations of interest). An example of this is teenagers who don’t yet smoke but might consider it due to peer pressure (Stanhope & Lancaster, 2016). Some of the topics you might consider are vaccination compliance, obesity rates among children and adults, teenage pregnancy, or infectious diseases such as Norwalk virus, genital warts, or sexually transmitted diseases/infections. You might look also at emerging public health problems such as Chagas or the Zika virus. Some of the places you might consider looking for information to substantiate and support your ideas about populations at risk in your communities are your local health department, the CDC, and the many evidence-based websites that the CDC supports, such as the CDC Wonder (http://wonder.cdc.gov/). You may also review the work of other community groups that focus on improving health care outcomes for your community. You should begin to support your selection of population and ideas about their health care problems through the use of health data and scholarly literature.
Please address the following points in your Practicum Discussion:

  • Briefly describe your community and then describe your practice setting.
  • What are the determinants of health in your community? (https://www.healthypeople.gov/2020/about/foundation-health-measures/Determinants-of-Health)
  • What are the most prevalent health problems in your community or in your practice?
  • Choose a population at risk and describe the health problem specific to that population. Remember that you will have to define the population’s age, culture, religious beliefs, foods, and traditions eventually as your project progresses.

As a community of practice your task for this week is to collaborate with professionals across the health care system and with your community of practice in the discussion in order to find a gap in care or social determinant that often results in poor health care outcomes. You will begin to take the lead in advocating for and collaborating with others to improve the health care outcomes for populations at risk.
What health issue, problem, or disparity in health outcomes is of concern to you as a scholar practitioner in your community? What gaps in knowledge and care do you see as possible causes for the health issue? What does the health data tell you about the health issue? What does the literature tell you about the health issue? How can you learn about the health issue and about possible solutions from the viewpoint of families, community as a whole, and health professionals in your community? What evidence is there to support your proposal? What is one avenue you could advocate for improved health outcomes and know when a change has taken place?

  • Develop an intervention plan in collaboration with other professionals that takes into account determinants of health, available resources, and activities that contribute to health and the prevention of illness or injury
  • Provide culturally competent care, i.e., health promotion, disease and injury prevention interventions in collaboration with other health care professionals in a community health care setting
  • Analyze data pertaining to a specific community health issue
  • Evaluate how cultural competence improves nursing practice and health outcomes
  • Evaluate current evidence-based practices for your selected population
  • Analyze evidence-based practices
  • Evaluate programs aimed at solving health problems
  • Evaluate local disaster plans and contemplate collaborative efforts in problem solving
  • Analyze effectiveness of practicum proposal through practice presentations
  • Present practicum presentation to colleagues
 
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EXPLORING YOUR ABILITIES, INTEREST, SKILLS, & VALUES.

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EXPLORING YOUR ABILITIES, INTEREST, SKILLS, & VALUES.

For this assignment, you will submit the second document to be included in your Professional Portfolio: Your personal statement or a cover letter. As you near completion of your undergraduate education, you have probably been reflecting on your personal and professional development and goals. Summarizing so much personal information on paper is not easy, but it’s important. Many employers complain that in interviews and job applications, students do not seem to know how to articulate the skills and strengths that they bring to the job.
In preparation for writing the personal statement/cover letter, review Dr. Margaret A. Lloyd’s Web site at: http://www.psywww.com/careers/index.htm.  Learn what you can do with your bachelor’s degree in Psychology. Determine if you will pursue graduate school or employment upon graduation. Note choices that seem to apply to you and why. If more than one, rank these choices. Describe any concerns you might have regarding your interests. What level of education will you need to pursue? Have you taken any previous courses or trained in this area? These links in particular should be helpful:

Exploring your abilities, interest, skills, & values www.psywww.com/careers/explore.htm#top
Graduate School Options: www.psywww.com/careers/options.htm
Entry-Level Positions www.psywww.com/careers/entry.htm

For this assignment, find a graduate program (if you are preparing your Professional Portfolio with the Graduate School focus) or a job opening that you would like to apply to (if you are preparing your Professional Portfolio with the Employment focus). Look up the details for the application requirements, and tailor your personal statement/cover letter to these specific graduate school/job requirements.
Personal Statement (for those with the Graduate School focus)
This essay may be the single most influential component of a graduate school application. The statement you write for this portfolio gives you a forum for presenting yourself to the admissions committee, scholarship committee, and others who want to know something about you.
In preparation for writing the statement, read the document “Preparing Personal Statements” at: http://www.creighton.edu/soar/preparingapps/statements/. Here are a few of their suggestions:

find and use your voice
use concrete examples of what you’ve done
avoid generalizations, such as “I’m good with people”
proofread and edit (and ask others to proofread and make suggestions about) your statement to be sure it is free of grammatical and typographical errors, and informal language, “I’m okay with sciences but weak in math”

Cover Letter (for those with the Employment focus)
A cover letter is a way to introduce yourself to a potential employer. This letter should include details about yourself and why you feel you are qualified for the position. Summarize your undergraduate experiences, your strengths and weaknesses, the reasons you are applying and how they will help you meet your professional goals.
Write a cover letter to a prospective employer. The letter, which should accompany your resume, should summarize why you are interested in the job and what qualifications and skills make you an ideal candidate or match for the position. Limit your letter to one page.
Follow this link for advice on writing a cover letter: http://www.uwec.edu/ORSP/IRB/about/submit/Cover-Letter.htm.

focus on counseling.

 
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