Advanced Pathophysiology, Nursing Leadership, Health Assessment and Advanced Theoretical Perspectives (Due 20 hours)

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APA format1) Minimum 5 pages  (No word count per page)- Follow the 3 x 3 rule: minimum of three paragraphs per pageYou must strictly comply with the number of paragraphs requested per page.Part 1: minimum  1 pagePart 2: minimum  1 pagePart 3: minimum  1 pagePart 4: minimum  1 pagePart 5: minimum  1 pageSubmit 1 document per part2)¨******APA normsAll paragraphs must be narrative and cited in the text- each paragraphThe writing must be coherent, using connectors or conjunctive to extend, add information, or contrast information.Bulleted responses are not acceptedDon’t write in the first personDon’t copy and paste the questions.Answer the question objectively, do not make introductions to your answers, answer it when you start the paragraphSubmit 1 document per part3)****************************** It will be verified by Turnitin (Identify the percentage of exact match of writing with any other resource on the internet and academic sources, including universities and data banks)********************************It will be verified by SafeAssign (Identify the percentage of similarity of writing with any other resource on the internet and academic sources, including universities and data banks)4) Minimum 3 references (APA format) per part not older than 5 years  (Journals, books) (No websites)All references must be consistent with the topic-purpose-focus of the parts. Different references are not allowed.5) Identify your answer with the numbers, according to the question. Start your answer on the same line, not the nextQ 1. Nursing is XXXXXQ 2. Health is XXXXQ3. Research is…………………………………………………. (a) The relationship between……… (b) EBI has to6) You must name the files according to the part you are answering:Example:Part 1.docPart 2.doc__________________________________________________________________________________Part 1: Advanced PathophysiologyMr. K. is a 57-year-old man who consulted his physician after noticing marked leg pains while playing golf. He had previously noticed increasing fatigue and discomfort in his legs associated with moderate exercise. When sitting for extended periods with legs dangling, his legs became red, and sometimes his feet felt numb. His history indicates he smokes cigarettes and is chronically overweight. His blood cholesterol and other lipid levels are abnormal, and his physician suspects peripheral atherosclerosis as the cause of his discomfort.1. Discuss the development of atherosclerosis, including   (One paragraph)a. Predisposing factors in this caseb. Pathophysiological changes.2. Discuss the complications that might develop in this patient.   (One paragraph)a. Pathophysiologyb. Signsc. Symptoms.3. Discuss the treatments for all aspects of the patient’s condition, including   (One paragraph)a. Slowing the progress of the atherosclerosisb. Maintaining circulation in the legc. Treating complications.Part 2: Advanced PathophysiologyMr. F is a 38-year-old man in overall good health who has been complaining about an aching pain in his knees when working around the house and often when simply walking. He has noticed that his knees feel “hard” and tight. His history indicates that he has always been involved in athletics and was on the college football team, but recently family responsibilities and work have not made it easy for him to exercise.1. Relate Mr. F’s case history to the pathophysiology of osteoarthritis (One paragraph)2. How do anti-inflammatory drugs and analgesics help Mr. F deal with this form of arthritis? (One paragraph)a. Why is moderate, non–weight-bearing exercise recommended?3. What is the probable prognosis for Mr. F? (One paragraph)Part 3: Nursing LeadershipMany people have problems with changes. Nurses need to deal with changes every day.1. How do you deal with changes? (Two paragraphs)2. Tell me three good reasons for changes? (one paragraph)Part 4: Health AssessmentSix paragraphs pe page********************A 40-year-old housewife complains of progressive weight gain of 20 pounds over the last year, fatigue, postural dizziness, loss of memory, slow speech, deepening of her voice, dry skin, constipation, and cold intolerance. She claims her menses have been irregular in the last year. She has an 18-year-old daughter and has been trying to have another child with her new partner but has been unsuccessful.1. (No list format) What questions you would ask the patient2. What physical 3xam elements you would include3. What further testing you would want to have performed.****In SOAP format, list:******4. Pertinent positive findings that validate your main diagnosis5. Pertinent negative findings that make you think of other differential diagnoses6. Treatment plan, includinga. Pharmacotherapy with complementaryb. OTC therapyc. Diagnostics (labs and testing)d. health education and lifestyle changese. Age-appropriate preventive care, and follow-up to this visit.Initial post must have a minimum of 300 words, excluding references.Part 5: Advanced Theoretical PerspectivesMaking judgement as to whether a theory could be adapted for use in research is very important.1. What is internal and external criticism (One paragraph)2. Describe the internal criticism that is used to evaluate middle range theories.(One paragraph)3. Describe the external criticism that is used to evaluate middle range theories.(One paragraph)

 
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Discussion 400 words. Make sure you provide 2 references and utilize APA style.. . Discussion Rubric

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Analyze the potential effectiveness resulting from professional or nurse-provided social support versus enhancement of social support provided by personal relationship and social networks for parents of children with chronic mental illness.

 
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Replay to Leetal

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In the scenario presented to us in the Bate’s video, we saw Devin, a 14-year-old male patient with a chief complaint of cough, trouble breathing, and a recent cold. He reports that he cannot catch his breath and that his chest felt as if it was closing in on him. Devin’s mother gives a brief history of his current symptoms reporting a subjective fever and coughing episodes that occur two times were week on average. She also explains that he has been suffering from dry skin with rashes and patches to his body.What preliminary diagnoses are you considering at this time?Childhood asthmaPneumoniaVital upper respiratory infectionWhat areas of physical examination are important for this patient?Vital signs: normal temperature, heart rate 90 bpm, respirations 20/min, blood pressure 120/75 mmHg, height: 5’3, weight: 69 kg, BMI: 27Skin inspection: dry with rashes and patches (commonly seen in patients with asthma)Pharynx (tonsils): enlarged (can be contributed to obesity and results in snoring)Lungs: intercostal retractions present, bilateral expiratory wheezing with prolonged inspiratory expiratory ratio with use of accessory musclesHeart: normal assessmentAbdomen: normal assessmentWhat are your three diagnostic considerations in order of priority?Childhood asthma:Due to Devin’s recent symptoms of a cold, this may trigger an asthma exacerbation. His positive history of a nighttime cough, intermittent shortness of breath, and trouble breathing with exercise can help point to this diagnosis. Identifying if he has been experiencing nocturnal symptoms that contribute to sleep disturbances and daytime sleepiness can also be associated with acute asthma exacerbations (Trivedi & Denton, 2019).Bacterial or Community acquired pneumonia: Common symptoms for bacterial pneumonia include a productive cough, fever, chest pain, fatigue, and shortness of breath (Nathan et al., 2020). At this time, bacterial pneumonia can be ruled out as Devin has not been experiencing most of these symptoms.Upper respiratory infection:In viral URIs, an individual may exhibit nasal congestion, cough, rhinorrhea, sneezing, low-grade fever, etc. (Mann et al., 2021). Devin seems to have experienced a few of these symptoms which may have triggered an acute asthma exacerbation.List three next steps in your diagnostic workupPulse oximetry: Determines if oxygen saturation is within normal limits.Chest x-ray: Confirms if there is consolidation (can help rule out pneumonia). In Devin’s case a chest radiograph would not be warranted because of he does not display the symptoms associated with pneumonia.Peak flow meter: Is commonly used in individuals with chronic asthma and can be useful when assessing pulmonary function.As a nurse practitioner it is essential we conduct an in-depth and comprehensive assessment to determine the cause of Devin’s symptoms. Differential diagnoses and ruling out other causes can help steer us towards an accurate diagnosis of childhood asthma and identify proper interventions when treating this condition. A step-by-step approach is necessary to prevent us from missing any crucial information, both subjective and objective, during the interview and assessment processes.

 
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Care Across the Lifespan I

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Dissociative Disorders

 
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Problem Statement (PICOT)

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Develop a 5-9 page problem statement that presents information related to the problem-intervention-comparison-outcome-time (PICOT) approach to nursing research.IntroductionNote: Each assessment in this course builds on the work you completed in the previous assessment. Therefore, you must complete the assessments in this course in the order in which they are presented.For the first section of your final capstone project you will develop a proposal for an intervention plan to fulfill a need within a specific population. This assessment is meant to capture your initial thoughts about the need and impacting factors to help focus your in-depth analysis later on in the course.First you will brainstorm and crystallize some of your ideas for this assessment, specifically ideas around needs, a target population, and some initial support from the literature and other sources of evidence. The problem statement is an important part of your capstone project as it will help illustrate the importance of your project, as well as help to clarify your project’s scope.PreparationsReadGuiding Questions: Problem Statement (PICOT) [DOC]. This document is designed to give you questions to consider and additional guidance to help you successfully complete this assessment.As you prepare to complete this assessment, you may want to think about other related issues to deepen your understanding or broaden your viewpoint. You are encouraged to consider the questions below and discuss them with a fellow learner, a work associate, an interested friend, or a member of your professional community. Note that these questions are for your own development and exploration and do not need to be completed or submitted as part of your assessment.As you reflect on your work in the field, what population do you feel has the greatest need? Why? Is the need across the population, or within a specific setting?What interventions already exist for the selected population? Are they effective? Why or why not?How will site support from your practicum and your preceptor support your goals and objectives?InstructionsNote: The assessments in this course are sequenced in such a way as to help you build specific skills that you will use throughout your program. Complete the assessments in the order in which they are presented.Your problem statement will focus on presenting information related to the problem-intervention-comparison-outcome-time (PICOT) approach to nursing research. You will also present a brief literature review that supports the need you identified in your problem statement and the appropriateness of your broad intervention approach. Provide enough detail so that the faculty member assessing your problem statement will be able to provide substantive feedback that you will be able to incorporate into the other project components in this course, as well as into the final draft of your project.At minimum, be sure to address the bullet points below, as they correspond to the grading criteria. You may also want to read the scoring guide and the Guiding Questions: Problem Statement (PICOT) document (linked above) to better understand how each criterion will be assessed.Reminder: these instructions are an outline. Your heading for this this section should be titled Problem Statement and not Part 1: Problem Statement.Your Problem Statement (PICOT) should be structured as follows:PART 1: PROBLEM STATEMENT (2–3 PAGES)Need Statement (1 paragraph).Analyze a health promotion, quality improvement, prevention, education or management need.Population and Setting (1–2 paragraphs).Describe a target population and setting in which an identified need will be addressed.Intervention Overview (1–2 paragraphs).Explain an overview of one or more interventions that would help address an identified need within a target population and setting.Comparison of Approaches (1–2 paragraphs).Analyze potential interprofessional alternatives to an initial intervention with regard to their possibilities to meet the needs of the project, population, and setting.Initial Outcome Draft (1 paragraph).Define an outcome that identifies the purpose and intended accomplishments of an intervention for a health promotion, quality improvement, prevention, education, or management need.Time Estimate (1 paragraph).Propose a rough time frame for the development and implementation of an intervention to address and identified need.PART 2: LITERATURE REVIEW (10–15 RESOURCES, 3–6 PAGES)Analyze current evidence to validate an identified need and its appropriateness within the target population and setting.Evaluate and synthesize resource from diverse sources illustrating existing health policy that could impact the approach taken to address an identified need.ADDRESS GENERALLY THROUGHOUTCommunicate problem statement and literature review in way that helps the audience understand the importance and validity of a proposed project.Additional RequirementsLength of submission: 5–9 double-spaced pages.Number of resources: 10–15 resources. (Your final project summation will require 12–18 unique sources across all sections.)Written communication: Written communication is free of errors that detract from the overall message.APA formatting: Resources and citations are formatted according to current APA style. Header formatting follows current APA levels.Font and font size: Times New Roman, 12 point.Competencies MeasuredBy successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:Competency 1: Lead organizational change to improve the experience of care, population health, and professional work life while decreasing cost of care.Explain an overview of one or more interventions that would help drive quality improvement related to an identified need within a target population and setting.Competency 2: Evaluate the best available evidence for use in clinical and organizational decision making.Analyze a health promotion, quality improvement, prevention, education, or management need.Analyze current evidence to validate an identified need and its appropriateness within the target population and setting.Competency 3: Apply quality improvement methods to impact patient, population, and systems outcomes.Describe a quality improvement method that could impact a patient, population, or systems outcome.Competency 4: Design patient- and population-centered care to improve health outcomes.Propose a rough time frame for the development and implementation of an intervention to address an identified need.Competency 5: Integrate interprofessional care to improve safety and quality and to decrease cost of care.Analyze potential interprofessional alternatives to an initial intervention with regard to their possibilities to meet the needs of the project, population, and setting.Competency 6: Evaluate the ability of existing and emerging information, communication, and health care technologies to improve safety and quality and to decrease cost.Evaluate and synthesize resources from diverse sources illustrating existing health policy, health care technologies, or other communications that could impact the approach taken to address an identified need.Competency 7: Defend health policy that improves the experience of care, population health, and professional work life while decreasing cost of care.Define an outcome that identifies the purpose and intended accomplishments of an intervention for a health promotion, quality improvement, prevention, education, or management need.Note: You will also be assessed on two additional criteria unaligned to a course competency:Communicate problem statement and literature review in a way that helps the audience to understand the importance and validity of a proposed project.Demonstrate completion of hours toward the practicum experience.GRADING SCALE:1)  Analyze a health promotion, quality improvement, prevention, education, or management need.Passing Grade:  Analyzes a health promotion, quality improvement, prevention, education, or management need, and identifies assumptions on which the analysis is based.2)  Describe a quality improvement method that could impact a patient, population, or systems outcome.Passing Grade:  Describes a quality improvement method that could impact a patient, population, or systems outcome, and identifies potential challenges of working on the identified need with the target population and setting.3)  Explain an overview of one or more interventions that would help drive quality improvement related to an identified need within a target population and setting.Passing Grade:  Explains an overview of one or more interventions that would help drive quality improvement related to an identified need within a target population and setting, impartially acknowledging weaknesses in each intervention.4)  Analyze potential interprofessional alternatives to an initial intervention with regard to their possibilities to meet the needs of the project, population, and setting.Passing Grade:  Analyzes potential interprofessional alternatives to an initial intervention with regard to their possibilities to meet the needs of the project, population, and setting, impartially acknowledging weaknesses in each alternative.5)  Define an outcome related to a health policy that identifies the purpose and intended accomplishments of an intervention for a health promotion, quality improvement, prevention, education, or management need.Passing Grade:  Defines an outcome related to a health policy that identifies the purpose and intended accomplishments of an intervention for a health promotion, quality improvement, prevention, education, or management need, and identifies criteria that could be used to evaluate achievement of the outcome.6)  Propose a rough time frame for the development and implementation of an intervention to address an identified need.Passing Grade:  Proposes a rough time frame for the development and implementation of an intervention to address an identified need, and identifies areas of uncertainty or knowledge gaps that could affect the time frame.7)  Analyze current evidence to validate an identified need and its appropriateness within the target population and setting.Passing Grade:  Analyzes current evidence to validate an identified need and its appropriateness within the target population and setting, and evaluates the relevance, currency, sufficiency, and trustworthiness of the evidence.8)   Evaluate and synthesize resources from diverse sources illustrating existing health policy, health care technologies, or other communications that could impact the approach taken to address an identified need.Passing Grade:  Evaluates and synthesizes resources from diverse sources illustrating existing health policy, health care technologies, or other communications that could impact the approach taken to address an identified need, and identifies missing information related to health policy.9)  Communicate problem statement and literature review in a way that helps the audience to understand the importance and validity of a proposed project.Passing Grade:  Communicates problem statement and literature review in a way that helps the audience to understand the importance and validity of a proposed project. Grammar, punctuation, spelling, and citations are error-free.10)   Demonstrate completion of hours toward the practicum experience.Passing Grade:  Demonstrates completion of hours toward the practicum experience, and provides a clear and concise description of the focus of the clinical hours and alignment to the capstone project.

 
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Week 2 Assignment: The Nurse’s Role in Informatics

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Step 1 Read each of the following scenarios:Scenario 1: Helen has recently graduated from nursing school and passed her boards. Last week, she completed her orientation period on the medical nursing unit at Good Samaritan General Hospital.Scenario 2: Paul is a registered nurse in the neurosurgery unit at Good Samaritan General Hospital. He has been a staff nurse for ten years and provides direct patient care. In addition, Paul chairs the unit’s nursing council to improve patient care.Scenario 3: Lisa is a nurse manager and leads the medical intensive care unit and surgical intensive care unit at Good Samaritan General Hospital. She is responsible for the day-to-day operations, staff adherence to policies and procedures, staffing, and payroll.

 
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100 positive response due 10/27/2022 at 5pm

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Theo Chappell Week 9 DiscussionCOLLAPSEMost people with schizophrenia struggle to understand the severity of their symptoms. Some of their ideas about their illness indicate that health professionals should provide more thorough education about their condition (Irawani & Asniar, 2022). Patients with schizophrenia of various ages. The nature of schizophrenia spectrum disorders with onset in middle or late adulthood remains controversial. Our study aimed to determine patients aged 60 and older (Smeets-Janssen et al., 2020).Younger patients with schizophrenia have experienced fewer adverse of the illness than older patients. Antipsychotic use in the elderly is related to severe side effects. (Targum et al., 2017). Careful consideration of comorbidity and polypharmacy is imperative (Behrman, Burgess & Topiwala, 2018). In this discussion, I will discuss schizophrenia in older adults and talk about one FDA-approved drug, one non-FDA-approved “off-label” medication, and one nonpharmacological treatment.The United States Food and Drug Administration has approved the administration of antipsychotic medications in treating schizophrenia in older adult populations in older adults with schizophrenia. In contrast to traditional antipsychotics, Seroquel is an atypical antipsychotic medication that is recommended. Atypical antipsychotics are available in various doses, but the recommended Seroquel dosage for elderly adults with schizophrenia should start from 50 mg at night, which helps also sleep. Seroquel doses will adjust depending on the patient’s condition,An off-label such as lithium has been used in studies to help enhance mood and conduct in some patients but does not have an antipsychotic effect. They are used for the treatment of mania and depression. Lithium is the gold standard therapy for bipolar disorder (BD) but its effectiveness differs widely between individuals., it is also sometimes used to treat schizophrenia (Leucht, Helfer, Dold, Kissling, & McGrath 2015).The nonpharmacological intervention recommended for older adults with schizophrenia is psychosocial therapy. A long history of research has been conducted on psychosocial interventions aiming at enhancing independent functioning and social skills in schizophrenia. These therapies may be particularly beneficial in elderly patients since many fail to respond completely to antipsychotic medications (Cooper et al., 2020). Recent work has evaluated the benefits of a new, combined Cognitive Behavioral, Social Skills Training (CBSST) intervention in groups of older patients with primarily early-onset schizophrenia. Cognitive Behavior Therapy (CBT) combines the Social Skills Training (SST) elements of problem-solving and role-playing with the Cognitive Behavior Therapy (CBT) techniques of thought identification and challenging (Rajji, Mamo, Holden, Granholm, Mulsant 2021).The FDA-approved medicine for treating schizophrenia in older adults is Seroquel. The risks and benefits of Seroquel include the fact that it is an atypical antipsychotic medication that is recommended. Atypical antipsychotics are available in various doses, but the recommended Seroquel dosage for elderly adults with schizophrenia should start from 50 mg at night, which helps also sleep. Seroquel doses will adjust depending on the patient’s condition. The main benefit of Seroquel is that it is an effective antipsychotic medication. The main risks associated with Seroquel use include the fact that it can cause severe side effects, including extrapyramidal symptoms (EPS) and tardive dyskinesia.Lithium is the off-label drug used in studies to help enhance mood and conduct in some patients. The risks and benefits of lithium include the fact that it is the gold standard therapy for bipolar disorder (BD) but its effectiveness differs widely between individuals. Lithium is also sometimes used to treat schizophrenia (Leucht, Helfer, Dold, Kissling, & McGrath 2015). The main benefit of lithium is that it is an effective mood enhancer. The main risks associated with lithium use include the fact that it can cause severe side effects, including gastrointestinal problems, tremors, and kidney problems.Clinical practice guidelines do exist for the treatment of schizophrenia in older adults. The main guideline that exists is the United States Food and Drug Administration’s (FDA) guidance on the use of antipsychotic medications in treating schizophrenia in older adults. The FDA guidance recommends the use of atypical antipsychotic medications, such as Seroquel, in treating schizophrenia in older adults. The main reason for this recommendation is that atypical antipsychotics are less likely to cause severe side effects, such as extrapyramidal symptoms (EPS) and tardive dyskinesia. The FDA guidance also recommends the use of psychosocial therapy as a nonpharmacological intervention for older adults with schizophrenia.ReferencesMaan, J. S., Ershadi, M., Khan, I., & Saadabadi, A. (2021). Quetiapine. In StatPearls [Internet]. StatPearls Publishing.Felthous, A. R. (2018). The pharmacotherapy of clinical aggression in criminal offenders. Rassegna Italiana di Criminologia, (3), 196-206.McCutcheon, R. A., Marques, T. R., & Howes, O. D. (2020). Schizophrenia—an overview. JAMA psychiatry, 77(2), 201-210.Remington, G., Addington, D., Honer, W., Ismail, Z., Raedler, T., & Teehan, M. (2017). Guidelines for the pharmacotherapy of schizophrenia in adults. The Canadian Journal of Psychiatry, 62(9), 604-616.Lally, J., & MacCabe, J. H. (2015). Antipsychotic medication in schizophrenia: a review. British medical bulletin, 114(1), 169-179.Kane, J. M., & Correll, C. U. (2022). Pharmacologic treatment of schizophrenia. Dialogues in clinical neuroscience.

 
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Internal and external criticism that is used to evaluate middle range theory

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Reply to this post with at least 200 words, 2 scholarly references in APA format within the last 5 years published.In the ever-evolving area of nursing research, evaluating hypotheses that fall somewhere in the center is an essential component. The middle-range nursing theory attempts to bridge the gap between academic research and clinical application (Butcher, 2021). Compared to other kinds of theories, such as the grand nursing theories, middle-range approaches are simpler to execute, have a greater degree of specificity, and are characterized by a precise and constrained dimension. Theories that fall within the middle range are subjected to external and internal examination to determine their usefulness (Astley, 2019).The connection of an idea and its relationship or union to well-being, persons, or nursing may be seen via the lens of external criticism directed at a theory. Internal critique of middle-range theories involves examining the inside arrangement of how the theory maintains unity amongst its many parts. The assessment process should consider internal and external criticism, even though the two types are distinct. The parameters for determining how well each theory holds up against internal and external scrutiny are different (Risjord, 2018). When conducting an internal critique, evaluating a method includes reviewing the approach’s logical development, consistency, clarity, and suitability (Risjord, 2018). On the other hand, the grounds for external critique include the approach’s usefulness, complexity, actuality, and breadth.Internal critique assesses the middle range theory’s clarity as a first step. One example is checking if the evaluated method incorporates a theory’s core components (Risjord, 2018). Before putting the strategy into action, it is assessed to ensure that it has been fully grasped. Then, the theory’s consistency is used to provide concise explanations of the fundamental ideas, while the theory’s adequacy guarantees that there are no unaccounted-for holes in the logic (Risjord, 2018). After confirming the identity of all parties involved, the logical progression of the argument is taken into account to confirm its conclusion.Risjord (2018) suggests that while evaluating a middle-range theory based on external critique, it is necessary first to identify how difficult it will be for readers to grasp the method before swiftly putting it into practice. The approach’s worth may be gauged based on how well it serves the nursing profession’s immediate needs. Another criterion used to ensure that a specific set of concepts is being used in a restricted context in nursing practice is the study’s scope (Risjord, 2018). Theorists make numerous assumptions; thus, it is essential to evaluate how well these predictions hold up to the scrutiny of the nursing practice community.ReferencesAstley, W. G. (2019). Administrative science as socially constructed truth. In Postmodern Management Theory (pp. 3-19). Routledge.Butcher, H. K. (2021). Commentary and Book Review of Middle Range Theories: Application to Nursing Research and Practice (5th Edition) by Sandra J. Peterson and Timothy S. Bredow (2020). Nursing Science Quarterly, 34(2), 211–216. https://doi.org/10.1177/0894318421992031Risjord, M. (2018). Middle-range theories as models: New criteria for analysis and evaluation. Nursing Philosophy, 20(1), e12225. https://doi.org/10.1111/nup.12225

 
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Decision making (Due 20 hours)

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Parts 1, 2 and 3  have the same questions. However, you must answer with references and different writing, always addressing them objectively, as if you were different students. Similar responses in wording or references will not be accepted.Parts 4, 5 and 6  have the same questions. However, you must answer with references and different writing, always addressing them objectively, as if you were different students. Similar responses in wording or references will not be accepted.APA format1) Minimum 6 pages  (No word count per page)- Follow the 3 x 3 rule: minimum of three paragraphs per pageYou must strictly comply with the number of paragraphs requested per page.The number of words in each paragraph should be similarPart 1: minimum  1 pagePart 2: minimum  1 pagePart 3: minimum  1 pagePart 4: minimum  1 pagePart 5: minimum  1 pagePart 6: minimum  1 pageSubmit 1 document per part2)¨******APA normsThe number of words in each paragraph should be similarMust be written in the 3 personAll paragraphs must be narrative and cited in the text- each paragraphThe writing must be coherent, using connectors or conjunctive to extend, add information, or contrast information.Bulleted responses are not acceptedDon’t write in the first personDo not use subtitles or titlesDon’t copy and paste the questions.Answer the question objectively, do not make introductions to your answers, answer it when you start the paragraphSubmit 1 document per part3)****************************** It will be verified by Turnitin (Identify the percentage of exact match of writing with any other resource on the internet and academic sources, including universities and data banks)********************************It will be verified by SafeAssign (Identify the percentage of similarity of writing with any other resource on the internet and academic sources, including universities and data banks)4) Minimum 3 references (APA format) per part not older than 5 years  (Journals, books) (No websites)All references must be consistent with the topic-purpose-focus of the parts. Different references are not allowed5) Identify your answer with the numbers, according to the question. Start your answer on the same line, not the nextExample:Q 1. Nursing is XXXXXQ 2. Health is XXXXQ3. Research is…………………………………………………. (a) The relationship between……… (b) EBI has to6) You must name the files according to the part you are answering:Example:Part 1.docPart 2.doc__________________________________________________________________________________The number of words in each paragraph should be similarParts 1, 2 and 3 have the same questions. However, you must answer with references and different writing, always addressing them objectively, as if you were different students. Similar responses in wording or references will not be accepted.Part 1: Decision making (write in the first person)Five paragraphs per pagePlace: Telemetry med surge floor nurseSituation: The nurse doesn’t know how to use the new equipment to monitor the patient vital signs. She invented the vital signs of a patient who came out of surgery.1. What makes a difficult moment?a. Who was in sync with whom?2. How did people relate to the difficulty?a. What emotions arose?b.What strategies were used?3. Did anyone jump in to fix the difficulty?a. Was the situation well known first, or did a little more letting be make a difference?4. To what extent was health and well-being being promoted, and for whom?5. What did you learn from this moment?Part 2: Decision making (write in the first person)Five paragraphs per pagePlace: ICU unitSituation: A nurse intentionally delayed a patient’s admission because she was his partner’s ex-girlfriend. The patient arrived with respiratory distress she had a cardiorespiratory arrest waiting to be admitted1. What makes a difficult moment?a. Who was in sync with whom?2. How did people relate to the difficulty?a. What emotions arose?b.What strategies were used?3. Did anyone jump in to fix the difficulty?a. Was the situation well known first, or did a little more letting be make a difference?4. To what extent was health and well-being being promoted, and for whom?5. What did you learn from this moment?Part 3: Decision making (write in the first person)Five paragraphs per pagePlace: Post anesthesia care unit (PACU)Situation: One patient was not given analgesics causing her pain to worsen. The nurse in charge was injecting them because she was addicted to painkillers1. What makes a difficult moment?a. Who was in sync with whom?2. How did people relate to the difficulty?a. What emotions arose?b.What strategies were used?3. Did anyone jump in to fix the difficulty?a. Was the situation well known first, or did a little more letting be make a difference?4. To what extent was health and well-being being promoted, and for whom?5. What did you learn from this moment?The number of words in each paragraph should be similarParts a, 5 and 6 have the same questions. However, you must answer with references and different writing, always addressing them objectively, as if you were different students. Similar responses in wording or references will not be accepted.Part 4: Decision making (write in the first person)1. Describe the importance of decision-making in nursing2. Describe the key components of decision-making in nursing3. What is the main difference between a situation addressing from decision-making approach Vs irrational or emotional approachPart 5: Decision making (write in the first person)1. Describe the importance of decision-making in nursing2. Describe the key components of decision-making in nursing3. What is the main difference between a situation addressing from decision-making approach Vs irrational or emotional approachPart 6: Decision making (write in the first person)1. Describe the importance of decision-making in nursing2. Describe the key components of decision-making in nursing3. What is the main difference between a situation addressing from decision-making approach Vs irrational or emotional approach

 
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Nursing/ Health Policy/P/Week 16

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“Nurses often serve as frontline health care workers (HCWs), and as such are key to detection activities. (Mason et al; 2021)”How can nurses and nursing organizations engage their communities in constructive ways when public health threats are imminent?200 wordsapa not plagiarism

 
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