nrs 428

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The RN to BSN program at Grand Canyon University meets the requirements for clinical competencies as defined by the Commission on Collegiate Nursing Education (CCNE) and the American Association of Colleges of Nursing (AACN), using nontraditional experiences for practicing nurses. These experiences come in the form of direct and indirect care experiences in which licensed nursing students engage in learning within the context of their hospital organization, specific care discipline, and local communities.Note: This is an individual assignment. In 1,500-2,000 words, describe the teaching experience and discuss your observations. The written portion of this assignment should include:Summary of teaching planEpidemiological rationale for topicEvaluation of teaching experienceCommunity response to teachingAreas of strengths and areas of improvementYou are required to cite a minimum of three sources to complete this assignment. Sources must be published within the last 5 years, appropriate for the assignment criteria, and relevant to nursing practice.Prepare this assignment according to the APA guidelines found in the APA Style Guide, located in the Student Success Center.This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.You are required to submit this assignment to LopesWrite. A link to the LopesWrite technical support articles is located in Course Resources if you need assistance.

 
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Powerpoint

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Please see attached. Voice recording will be done at a later time.

 
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Discussion 1: Leadership Theories in Practice

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Discussion 1: Leadership Theories in PracticeA walk through the Business section of any bookstore or a quick Internet search on the topic will reveal a seemingly endless supply of writings on leadership. Formal research literature is also teeming with volumes on the subject.However, your own observation and experiences may suggest these theories are not always so easily found in practice. Not that the potential isn’t there; current evidence suggests that leadership factors such as emotional intelligence and transformational leadership behaviors, for example, can be highly effective for leading nurses and organizations.Yet, how well are these theories put to practice? In this Discussion, you will examine formal leadership theories. You will compare these theories to behaviors you have observed firsthand and discuss their effectiveness in impacting your organization.To Prepare:Review the Resources and examine the leadership theories and behaviors introduced.Identify two to three scholarly resources, in addition to this Module’s readings, that evaluate the impact of leadership behaviors in creating healthy work environments.Reflect on the leadership behaviors presented in the three resources that you selected for review.Post two key insights you had from the scholarly resources you selected. Describe a leader whom you have seen use such behaviors and skills, or a situation where you have seen these behaviors and skills used in practice. Be specific and provide examples. Then, explain to what extent these skills were effective and how their practice impacted the workplace.APA FormatMin 3 resources

 
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student answer Pharm 1

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COLLAPSEPharmacokinetics is the study of how drugs are metabolized, distributed, excreted, and absorbed by the body (Rosenthal & Burchum, 2021). Pharmacodynamics, simply put means what a drug does to the body, “is the study of the biochemical, physiologic, and molecular effects of pharmaceuticals on the body” (Farined, 2021).The patient case I will be discussing and analyzing is a 60-year-old male with a past medical history of diabetes, hypertension, alcohol abuse, and hyperlipidemia who presented to the emergency department for acute kidney injury while he was at home working in his garage. The patient was admitted to the neurology/Med-Surg unit where I work. The patient suddenly became light-headed, with right arm weakness, numbness in his right hand, and blurry vision. A stroke code was activated, and the patient was immediately taken for a CT scan to rule out hemorrhagic stroke, consent was obtained by the neurology doctor for possible Tissue plasminogen activator (TPA) administration. My unit is part of the inpatient stroke team, and TPA was immediately started on the patient post-CT scan. Tissue plasminogen activator (TPA) is a drug of choice when an ischemic stroke is of concern because the pharmacodynamics of TPA works by dissolving blood clots that are blocking the blood flow to the brain (National Institute of Neurological Disorders and Stroke, 2022). With the start of the TPA medication, as one of the stroke team champions, I was assigned to closely monitor and assess the patient for any neurological changes as well as any changes in his vital signs until the patient was taken to the intensive care unit. Without realizing it I was evaluating the pharmacodynamics and pharmacokinetics of the TPA administered.Factors that may have influenced the pharmacokinetic and pharmacodynamic processes of the patient would be his age, health, sex, other medical conditions such as hypertension, diabetes, hyperlipidemia, etc., and genetic makeup. Also, additional considerations would be considered, If the patient is taking any over-the-counter medication, such as vitamins and/or supplements, as these could potentially have negative side effects on his prescribed medications. Fortunately, the patient declines the use of any of these medications.Based on the patient’s unique medical and social history, contributing variables, and the medical plan of care, it was decided to intensively monitor the patient throughout his hospital stay for any neurological abnormalities brought on by the TPA administration.Due to the stroke, I would advise him to continue his prescribed long-term anticoagulant. However, before choosing which anticoagulant to administer to the patient, I would want to speak with the patient and go over the advantages and disadvantages of the various types of anticoagulants that are available. I would make sure the patient understands the reasons why the medication is prescribed before making any recommendations. Furthermore, it is crucial to inform him about the anticoagulant signs and symptoms of bleeding he should watch out for. According to Rosenthal and Burchum (2021), monitoring is a critical component of medicine administration, After the patient leaves the hospital, I would encourage him to follow up with an assigned neurologist and his primary care physician for close monitoring and to make sure he comes back for any scan that might be required.ReferencesFarined, A. (2021). Dose-response relationships.https://www.merckmanuals.com/professional/clinicalpharmacology/pharmacodynamics/dose-response-relationshipsNational Institute of Neurological Disorders and Stroke. (2022). Tissue plasminogen activator for acute ischemic stroke (alteplase, activase®).https://www.ninds.nih.gov/aboutninds/impact/ninds-contributions-approved-therapies/tissue-plasminogen-activator-acuteischemic-stroke-alteplase-activaseRosenthal, L. D., & Burchum, J. R. (2021). Lehne’s pharmacotherapeutics for advanced practice nurses and physician assistants (2nd ed.) St. Louis, MO: Elsevier.

 
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discussion 2

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discuss150 wordsapa referencesGlobal Health Issues, Policy, and Healthcare DeliveryThe infant mortality rate in India is estimated to be 27 deaths per 1,000 live births (Bhatia et al., 2019). In contrast, China has fewer infant mortality rates than India, with only 9.04 deaths per 1,000 live births (Zhao, 2019). Although China has significantly lower infant mortality rates than India, such rates are still high compared to other developing countries such as Belarus, Montenegro, Cuba, Serbia, and Russia (Zhao, 2019). The leading causes of the high infant mortality rate in India include neonatal infections, prematurity, low birth weight, birth trauma, and birth asphyxia (Bhatia et al., 2019). In addition, in India, women who prefer to deliver their babies in traditional setups are also likely to be disproportionately affected by infant mortality cases compared to women who deliver their babies in health care centers. Circumstances of birth trauma and birth asphyxia are therefore reported among women who bear children at home assisted by traditional midwives in the Indian setup compared to those who bear their children in a modern healthcare facility (Bhatia et al., 2019).On the other hand, China’s leading causes of infant mortality include infectious and parasitic diseases, perinatal diseases, accidents, and congenital anomalies. It is evident that the leading causes of infant mortality that are similar between China and India include congenital anomalies, which include prematurity and low birth weight (Zhao, 2019). In India and   China, low birth weight and prematurity conditions increase the chances of congenital anomalies, contributing significantly to infant mortality. Infectious diseases are also a common cause of infant mortality in India and China. One of the main differences in the leading contributors to infant mortality in China and India is that Chinese children are more likely to succumb to perinatal diseases and accidents compared to Indian children (Zhao, 2019).Regarding infant mortality, the cultural influences of both Indian and Chinese people will play a significant role because of cultural influences and beliefs of health care practices and traditional medicine. The Chinese traditional medicine and Indian traditional medicine practices will therefore affect the susceptibility of Indian and Chinese children to infant mortality.On the other hand, the leading health issues related to nutrition In India include vitamin D-related deficiency, protein-related nutritional problems, iron-related nutritional problems, vitamin B12 deficiency, iodine deficiency, and vitamin A deficiency. This is because Indian culture emphasizes a vegetarian diet and less consumption of meat, which can expose the general population to vitamin B12 deficiency and protein-related nutrition problems (Bhatia et al., 2019). In contrast, the nutritional problems in China include malnourishment, stunting in children, and over weightiness. The nutrition problem in China appears to be on the extreme side of the spectrum in that there is a population that does not receive adequate nutrition in China. In contrast, another section of the population is overweight. (Zhao, 2019). The main similarity in the nutritional problems between India and China is that both India and China have a population of people who are malnourished and who do not consume the required macro and micro nutrients in their diet on a day-to-day basis. On the other hand, the main difference between the nutritional health issues between India and China is that India does not have a problem with overweight. In contrast, China has a significant problem with overweight and obesity.ReferencesBhatia, M., Dwivedi, L. K., Ranjan, M., Dixit, P., & Putcha, V. (2019). Trends, patterns and predictive factors of infant and child mortality in well-performing and underperforming states of India: Secondary analysis using National Family Health Surveys. BMJ Open, 9(3), e023875. https://doi.org/10.1136/bmjopen-2018-023875Zhao, Z. (2019). Infant mortality and life expectancy in China. Medical Science Monitor, 20, 379–385. https://doi.org/10.12659/msm.890204

 
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Quality improvement final project

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Goal:To assess a clinical issue that is the focus of the Quality Improvement Project.Evaluate the clinical project.Putting it all together for the final Quality Improvement Project.Content Requirements:A description of the clinical issue to be addressed in the project.A SWOT (strengths, weaknesses, opportunities, threats) analysis for the project. Analysis of the strengths, weaknesses, opportunities, and threats related to the quality improvement process.An outline of the action plan for the project.An assessment of clinical issue that is the focus of the quality improvement project.Discuss stakeholders and decision makers who need to be involved in the quality improvement project.Discuss resources including budget, personnel and time needed for the quality improvement project.Discuss potential strategies for implementation and evaluation.Submission Instructions:The work is to be clear and concise, and students will lose points for improper grammar, punctuation and misspelling.The final project is to be 8 – 12 pages in length and formatted per current APA, excluding the title, abstract and references page.Incorporate a minimum of 9 current (published within the last five years) scholarly journal articles or primary legal sources (statutes, court opinions) within your work.Journal articles and books should be referenced according to the current APA style (the library has a copy of the APA Manual).

 
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homework

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Complete and submit your Comprehensive Psychiatric Evaluation, including your differential diagnosis and critical-thinking process to formulate primary diagnosis.Incorporate the following into your responses in the template:Subjective: What details did the patient provide regarding their chief complaint and symptomology to derive your differential diagnosis? What is the duration and severity of their symptoms? How are their symptoms impacting their functioning in life?Objective: What observations did you make during the psychiatric assessment?Assessment: Discuss the patient’s mental status examination results. What were your differential diagnoses? Provide a minimum of three possible diagnoses with supporting evidence, listed in order from highest priority to lowest priority. Compare the DSM-5-TR diagnostic criteria for each differential diagnosis and explain what DSM-5-TR criteria rules out the differential diagnosis to find an accurate diagnosis. Explain the critical-thinking process that led you to the primary diagnosis you selected. Include pertinent positives and pertinent negatives for the specific patient case.Reflection notes: What would you do differently with this client if you could conduct the session over? Also include in your reflection a discussion related to legal/ethical considerations (demonstrate critical thinking beyond confidentiality and consent for treatment!), health promotion and disease prevention taking into consideration patient factors (such as age, ethnic group, etc.), PMH, and other risk factors (e.g., socioeconomic, cultural background, etc.).NRNP_PRAC_6635_ComprehensivePsychiatricEvaluationExemplar_rev.4.2022.docx NRNPPRAC6635ComprehensivePsychiatricEvaluationTemplate.docxTraining Title 50 Name: Harold Brown Gender: male Age:60 years old T- 98.8 P- 74 R 18 134/70 Ht 5’10 Wt 170lbs Background: Has bachelor’s degree in engineering. He dates casually, never married, no children. Has one younger brother. Sleeps 7 hours, appetite good. Denied legal issues; MOCA 28/30 difficulty with attention and delayed recall; ASRS-5 21/24; denied hx of drug use; enjoys one scotch drink on the weekends with a cigar. Allergies Dilaudid; history HTN blood pressure controlled with Cozaar 100mg daily, angina prescribed ASA 81mg po daily, valsartan 80mg daily. Hypertriglyceridemia prescribed fenofibrate 160mg daily, has BPH prescribed tamsulosin 0.4mg po bedtime. Symptom Media. (Producer). (2017). Training title 50 [Video]. https://video-alexanderstreetcom.ezp.waldenulibrary.org/watch/training-title-5

 
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Week 3: Focused SOAP Note and Patient Case Presentation

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Psychiatric notes are a way to reflect on your practicum experiences and connect them to the didactic learning you gain from your NRNP courses. Focused SOAP notes, such as the ones required in this practicum course, are often used in clinical settings to document patient care.For this Assignment, you will document information about a patient that you examined during the last three weeks, using the Focused SOAP Note Template provided. You will then use this note to develop and record a case presentation for this patient.To Prepare

 
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Topic 5 Q1

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If you were caring for a child who could be cured if given blood transfusions, but whose parents refused permission to give the transfusions due to religious beliefs, what would you do?

 
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Community Teaching Plan

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Education Topic is Flu Prevention/VaccinationsPopulation children and adults ages 12 and up

 
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