Family nurse practitioner

You need to answer the questions brief and right to the point

Disease:  Prostatitis

1. Population most affected (ex: Older Adults, Middle Adults, Young Adults, Teenagers, Child, Infants)

2. Age related milestone for your chosen population

3. Socio-Demographic/Risk factors for getting the disease/condition

4. Impact on Quality Of Life

5. Current/new/recent research/Evidence Base Practice that will benefit/support this patient with the specific disease (If there are none please state so)

6. Recommendation for treatment or Gold standards for treatment if any (can be tied into the current research as above) (If there are no gold standards then please state so, but there should be some recommendations)

7. Please tell what/how you (speak in the first person) as the FNP caring for this patient with this specific disease can make a difference in his/her care and incorporate patient care/self-help teaching that can help him/her minimize disease symptoms.

8. Red flags for this condition (what specific Sign/Symptoms require urgent/ER care) or when should you refer patient to specialist.

Polypharmacy is defined as being on 5 or more medicines, and is a major concern for providers as the use of multiple medicines is common in the older population with multimorbidity, and as one or more medicines may be used to treat each condition.

• Discuss two (2) common risk factors for polypharmacy. Give rationale for each identified risk factor.
• Discuss two interventions you can take as a Nurse Practitioner in your clinical practice to prevent polypharmacy and its complications.

At least three paragraphs and references no older than 5 years in APA.

Describe how the concepts of leadership and management differ from each other. In what areas do they overlap? Explain how the goals of management and leadership may sometimes overlap. As a nurse leader, do you believe you can expand your influence to create change by taking advantage of this overlap? Explain your answer. With reference.

Assignment 

Creative diagram or infographic on one macronutrient’s journey through digestion and absorption in the body.

Description

The learning objectives for this chapter focus heavily on mechanisms and processes involved in nutrient digestion and absorption, specifically how food molecules are broken down into their unique constituents and absorbed for usage in the body. This assignment requires students to create a diagram or infographic on a macronutrient (carbohydrates, lipids/fats, or proteins) of choice, and how it progresses through the body during digestion and absorption.

Students should be able to answer the following four questions:

1. Macronutrient Source: what are some major food sources of this macronutrient?
2. Digestion: how is this macronutrient digested?
3. Absorption: how is this macronutrient absorbed?
4. Limitations: are there any internal or external limitations on how this nutrient may be obtained for use in the body?

Students should also provide an organized list of APA-formatted citations and sources.

Student Resources/Recommended Readings:

• Distance Learning Systems 2020 Nutrition eBook, Chapter 4
• Canva templates
• Fotor
• Basic infographic templates for Google Slides and PowerPoint

General examples of graphical diagrams and infographics:

• Hodgkin Lymphoma
• Ovarian Cancer
• Ataxia telangiectasia

  Additionally, you are expected to reply to two other students and include a reference that justifies your post.  Your reply must be at least 3 paragraphs. 

the following answer is the post to another student that I have to reply to. 

Question 1

            I am a doctor’s nurse at a local clinic where I meet Alex who, while the M.D. examining his genitalia and me as the provider’s assistant nurse, informs us that he is HIV positive. I counsel Alex to inform his sex partner Ann so that she can also get to know her HIV status. Twelve months later, Ann is expecting a baby in three months.

            Clearly, Alex is yet to inform Ann of his status yet steps needed to be taken to know the status of Ann and the unborn baby so that necessary treatment can commence. Alex threatens that if his status is disclosed to Ann without his consent, he would stop coming for treatment. I found myself in a dilemma on whether to inform Ann of Alex status or hid to Alex words.

            To utilize critical thinking, I ought to refer to paragraph 53 of the GMC guidelines on confidentiality. The principle explains that disclosure of confidential information is justified when the failure to do so exposes a third party to risk of death or serious harm (Dolan, 2004).

Question 2

            Patients can avoid medical errors to ensure their safety taking their medication as prescribed, communicating effectively with their caregivers and clinicians and lowering infection rates. Patients must also keep the health care team involved and learning more about their conditions (Keohane & Bates, 2008).

            Family caregivers need to have adequate training on how to handle the patient and ensure adequate communication between the patient and the clinician to ensure patient safety. The family should also ensure that the patient is free from household hazards. Clinicians can promote safety and reduce errors by adhering to procedures, listening to patients and effectively communicating with the health care team (Keohane & Bates, 2008).

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            The healthcare team should embrace teamwork to eliminate issues of burnouts that may lead to medical errors. The team should also work together to solve problems that may lead to medical errors. The system can improve communication skills among members of staff in the facility, develop team strategies and develop safety culture in the hospital setting to ensure safety and reduce errors.

Question 3

            Patient involvement is a core factor in creating the culture of safety. Clinicians must involve patients in decisions pertaining to their treatment and discharge plans (Clancy, Farquhar & Sharp, 2005). Such practices allow patients know much about their care to avoid misunderstanding.

            Teamwork also creates a culture of safety. The skills generated in interprofessional communication encourage safety culture. Teamwork is critical during transitions in care.

            Access to accurate information is another factor that creates a culture of safety. Access patient records, evidence-based-practice protocol and lab reports enhance the culture of safety in health care. The formation required must be accurate and received in good time.

References

Clancy, C. M., Farquhar, M. B., & Sharp, B. A. C. (2005). Patient safety in nursing           practice. Journal of Nursing Care Quality, 20(3), 193-197.

Dolan, B. (2004). Medical records: Disclosing confidential clinical information. Psychiatric             Bulletin, 28(2), 53-56.

Keohane, C. A., & Bates, D. W. (2008). Medication safety. Obstetrics and gynecology clinics of North America, 35(1), 37-52.