1. Question : Which hepatitis virus is known to be sexually transmitted?

2. Question : Infants are most susceptible to significant losses in total body water because of an infant’s:

3. Question : What part of the kidney controls renal blood flow, glomerular filtration, and renin secretion?

4. Question : Which statement concerning exotoxins is true?

5. Question : An infant has a loud, harsh, holosystolic murmur and systolic thrill that can be detected at the left lower sternal border that radiates to the neck. These clinical findings are consistent with which congenital heart defect?

6. Question : Which hormone is required for water to be reabsorbed in the distal tubule and collecting duct?

7. Question : Which of the following is classified as a megaloblastic anemia?

8. Question : What process allows the kidney to respond to an increase in workload?

9. Question : What is the primary problem resulting from respiratory distress syndrome (RDS) of the newborn?

10. Question : Which organ is stimulated during the alarm phase of the general adaptation syndrome (GAS)?

11. Question : Deficiencies in which element can produce depression of both B- and T-cell function?

12. Question : The lung is innervated by the parasympathetic nervous system via which nerve?

13. Question : A person with type O blood is considered to be the universal blood donor because type O blood contains which of the following?

14. Question : Which immunoglobulin (Ig) is present in childhood asthma?

15. Question : Hypersensitivity is best defined as a(an):

16. Question : The most common site of metastasis for a patient diagnosed with prostate cancer is which location?

17. Question : Erythrocyte life span of less than 120 days, ineffective bone marrow response to erythropoietin, and altered iron metabolism describe the pathophysiologic characteristics of which type of anemia?

18. Question : Which disorder results in decreased erythrocytes and platelets with changes in leukocytes and has clinical manifestations of pallor, fatigue, petechiae, purpura, bleeding, and fever?

19. Question : Apoptosis is a(an):

20. Question : Decreased lung compliance means that the lungs are demonstrating which characteristic?

21. Question : What is the primary site for uncomplicated local gonococci infections in men?

22. Question : Perceived stress elicits an emotional, anticipatory response that begins where?

23. Question : What is the life span of platelets (in days)?

24. Question : What is the life span of an erythrocyte (in days)?

25. Question : Which type of immunity is produced by an individual after either natural exposure to the antigen or after immunization against the antigen?

26. Question : Which drug may be prescribed orally for outbreak management of herpes simplex viral (HSV) infections?

27. Question : Which cardiac chamber has the thinnest wall and why?

28. Question : What is the direct action of atrial natriuretic hormone?

29. Question : What is the ratio of coronary capillaries to cardiac muscle cells?

30. Question : Which laboratory test is considered adequate for an accurate and reliable diagnosis of gonococcal urethritis in a symptomatic man?

31. Question : It has been determined that a tumor is in stage 2. What is the meaning of this finding?

32. Question : The only surface inside the nephron where cells are covered with microvilli to increase the reabsorptive surface area is called the:

33. Question : What physical sign is the result of turbulent blood flow through a vessel?

34. Question : Which statement best describes a Schilling test?

35. Question : An infant’s hemoglobin must fall below ___ g/dl before signs of pallor, tachycardia, and systolic murmurs occur.

36. Question : What is the final stage of the infectious process?

37. Question : When a patient has small, vesicular lesions that last between 10 and 20 days, which sexually transmitted infection is suspected?

38. Question : The risk for respiratory distress syndrome (RDS) decreases for premature infants when they are born between how many weeks of gestation?

39. Question : In which primary immune deficiency is there a partial-to-complete absence of T-cell immunity?

40. Question : What is the role of collagen in the clotting process?

41. Question : How much urine accumulates in the bladder before the mechanoreceptors sense bladder fullness?

42. Question : The coronary ostia are located in the:

43. Question : What effect do natriuretic peptides have during heart failure when the heart dilates?

44. Question : Which term is used to identify the movement of gas and air into and out of the lungs?

45. Question : Innervation of the bladder and internal urethral sphincter is supplied by which nerves?

46. Question : What is the major concern regarding the treatment of gonococci infections?

47. Question : Which T-lymphocyte phenotype is the key determinant of childhood asthma?

48. Question : What is the most abundant class of plasma protein?

49. Question : Where are antibodies produced?

50. Question : What is the primary cause of respiratory distress syndrome (RDS) of the newborn?

  

Epidemiology and Population Health

Reflect on your nursing practice for a moment. If you could wipe out one illness, what would it be? How would that impact not just an individual patient, but your entire patient population? What would be the long-term benefits of eliminating that one illness?

The eradication of smallpox by 1979 provides an excellent example of this scenario. This eradication came about as a result of global collaborative efforts involving many countries and organizations, as well as the application of epidemiologic methods. In spite of high initial financial costs, it is estimated that millions of dollars continue to be saved around the world each year as a result of the eradication of this disease.

The eradication of smallpox illustrates the rich history of epidemiology and demonstrates the cost/benefits and implications of improving health at the population level. The application of epidemiologic methods and principles to other critical population health issues continues to play an essential role in improving health and health outcomes.

For this Discussion, you will identify a current population health problem, and you will examine how, and if, the problem is being addressed through the application of epidemiologic principles. You will also discuss the cost-effectiveness of dealing with the problem at the population level.

To prepare:

• Review      the Learning Resources, focusing on the smallpox epidemic of the 1960s and      1970s and how health organizations applied principles of epidemiology to      eradicate this disease. (See attached file)
• In      light of this example, consider the cost effectiveness of addressing      smallpox at the population level.
• Using      the Learning Resources, research a current population health problem      (local or global). Select one on which to focus for this Discussion.
• Think      about how principles of epidemiology are being applied—or could be      applied—to address the problem.
• What      lessons from the use of epidemiology in the eradication of smallpox might      be applicable to this selected problem? What are the financial benefits of      addressing this issue at the population level as opposed to the individual      level?

By tomorrow Wednesday 02/28/18 by 12pm, write a minimum of 550 words in APA format with a minimum of THREE scholarly references from the list of required readings below. Include the level one headers as numbered below:

Post a cohesive response that addresses the following:

1) Briefly summarize your selected population health problem and describe how principles of epidemiology are being applied—or could be applied—to address the problem.

2) Are there any lessons learned from the use of epidemiology in the eradication of smallpox that can be applied to your selected problem?

3) Evaluate the cost effectiveness of addressing this health problem at the population level versus the individual level.

Required Readings

Friis, R. H., & Sellers, T. A. (2014). Epidemiology for public health practice (5th ed.). Sudbury, MA: Jones & Bartlett.

Chapter 1, “History and Scope of Epidemiology”

Chapter 2, “Practical Applications of Epidemiology” (pages 49–80 only)

Epidemiology is defined and introduced in Chapter 1. This chapter also presents an interesting historical overview that explains the emergence of the field. The assigned section of Chapter 2 addresses several uses of epidemiology.

Nash, D. B., Fabius, R. J., Skoufalos, A., Clarke, J. L. & Horowitz, M. R. (2016). Population health: Creating a culture of wellness (2nd ed). Burlington, MA: Jones & Bartlett Learning.

Building Cultures of Health and Wellness (xxvii)

In the “Population Health Mandate” section of the course text, the authors provide an introduction to population health, noting that it has three core components: health outcomes, health 

determinants, and policies.

Chapter 2, “The Spectrum of Care”

In Chapter 2, the authors examine the purposes of the population health approach. Two key themes are introduced in this chapter: 1) population health as it relates to the challenges of quality and cost in health care, and 2) population health as an approach to not only reducing the burden of chronic illness but also to promoting wellness and increasing prevention.

Chapter 8, “Behavioral Economics”

In Chapter 8, the authors examine effect of social and cognitive function on an individual’s economic decisions. Reinforced by legislation, behavioral economics can be applied in population health to influence and change health outcomes. Compelling examples of incremental improvements (e.g., corporate wellness programs) are provided throughout the chapter.

Larkin, H. (2010). Managing population health. Hospitals & Health Networks, 84(10), 28–32. 

This article uses examples from a diabetes pilot program to demonstrate the value of population health management. The author discusses how the application of individual patient interventions can positively affect the entire target population, as well as improve the cost effectiveness of management programs.

Center for Global Development. (n.d.). Case 1: Eradicating smallpox. Retrieved March 5, 2012, from http://www.cgdev.org/doc/millions/MS_case_1.pdf

This reading presents the eradication of smallpox in the form of a case study. Many lessons can be learned from the successful global effort to eliminate smallpox.

Centers for Disease Control and Prevention. (2011). Morbidity and mortality weekly report. Retrieved from http://www.cdc.gov/mmwr/

The Morbidity and Mortality Weekly Report (MMWR) is a weekly epidemiological report distributed by the U.S. Centers for Disease Control and Prevention (CDC) to provide, according to the MMWR website, “timely, reliable, authoritative, accurate, objective, and useful public health information and recommendations.” It is one of the most important sources of timely public health data published anywhere.

World Health Organization. (2001). Smallpox. Retrieved from http://www.who.int/topics/smallpox/en/

The World Health Organization provides a succinct overview of the eradication of small pox and its impact on population health.

Note: Explore population health issues presented at the websites below as you prepare for this week’s Discussion and Assignment:

American Public Health Association. (2011). Retrieved from http://www.apha.org/

Centers for Disease Control and Prevention. (2011). Retrieved from http://www.cdc.gov/

Food and Agricultural Organization of the United Nations. (2011). Retrieved from http://www.fao.org/index_en.htm

U.S. Food and Drug Administration. (2011). Retrieved from http://www.fda.gov/

Healthy People 2020. (2011). Global health. Retrieved from http://healthypeople.gov/2020/topicsobjectives2020/overview.aspx?topicid=16

U.S. Food and Drug Administration. (2011). Public health focus. Retrieved from http://www.fda.gov/NewsEvents/PublicHealthFocus/default.htm

Required Media

Laureate Education (Producer). (2012). Epidemiology and population health: Introduction to epidemiology and population health [Video file]. Baltimore, MD: Author.

Note: The approximate length of this media piece is 6 minutes.

In this week’s program, “Introduction to Epidemiology and Population Health,” Dr. Hull and Dr. Frerich introduce foundational concepts related to epidemiology, noting that this scientific arena focuses on the study of human populations rather than individuals.

Laureate Education (Producer). (2012). Epidemiology and population health: Epidemiology in nursing practice [Video file]. Baltimore, MD: Author.

Note: The approximate length of this media piece is 4 minutes.

In “Epidemiology in Nursing Practice,” Dr. Rebecca Lee, Dr. Donna Shambley-Ebron, and Dr. Missie Willmarth discuss how epidemiology is utilized in nursing practice and, in particular, why it is salient for DNP-prepared nurses.

Optional Resources

Long, D. A., & Sheehan, P. (2010). A case study of population health improvement at a Midwest regional hospital employer. Population Health Management, 13(3), 163–173.

Oudin, Åström D., Bertfil, F., & Joacim R. (2011). Heat wave impact on morbidity and mortality in the elderly population: A review of recent studies. Occupational and Environmental Medicine, 69(2), 99–105.

Excite. (2004). An introduction to epidemiology. Retrieved from http://www.cdc.gov/excite/classroom/intro_epi.htm

Save Link Assignment Literature Review  View Rubric Due Date: Mar 10, 2018        Max Points: 100  Details:  

While the implementation plan prepares students to apply their research to the problem or issue they have identified for their capstone change proposal project, the literature review enables students to map out and move into the active planning and development stages of the project.  

A literature review analyzes how current research supports the PICOT, as well as identifies what is known and what is not known in the evidence. Students will use the information from the earlier PICOT Statement Paper and Literature Evaluation Table assignments to develop a 750-1,000 word review that includes the following sections:      

1-Title page     

2-Introduction section     

3-A comparison of research questions     

4-A comparison of sample populations     

5-A comparison of the limitations of the study     

6-A conclusion section, incorporating recommendations for further research  

Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.  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 Turnitin. Please refer to the directions in the Student Success Center.

Apply Rubrics 

Literature Review    1 Unsatisfactory 0.00% 2 Less than Satisfactory 75.00% 3 Satisfactory 79.00% 4 Good 89.00% 5 Excellent 100.00% 80.0 % Content  10.0 % Introduction An introduction is not present. An introduction is present, but it does not relate to the body of the paper. An introduction is present, and it relates to the body of the paper. There is nothing in the introduction to entice the reader to continue reading. An introduction is present, and it relates to the body of the paper. Information presented in the introduction provides incentive for the reader to continue reading. An introduction is present, and it relates to the body of the paper. Information presented in the introduction is intriguing and encourages the reader to continue reading. 20.0 % Comparison of Research Questions No comparison of research questions is presented. A comparison of research questions is presented, but it is not valid. A cursory though valid comparison of research questions is presented. A moderately thorough and valid comparison of research questions is presented. A reflective and insightful comparison of research questions is presented. 20.0 % Comparison of Sample Populations No comparison of sample populations is presented. A comparison of sample populations is presented, but it is not valid. A cursory though valid comparison of sample populations is presented. A moderately thorough and valid comparison of sample populations is presented. A reflective and insightful comparison of sample populations is presented. 20.0 % Comparison of the Limitations of the Study No comparison of the limitations of the study is presented. A comparison of the limitations of the study is presented, but it is not valid. A cursory though valid comparison of the limitations of the study is presented. A moderately thorough and valid comparison of the limitations of the study is presented. A reflective and insightful comparison of the limitations of the study is presented. 10.0 % Conclusion and Recommendations for Further Research No conclusion and recommendations for further research are presented. A conclusion and recommendations for further research are presented, but they are not valid. A conclusion and recommendations for further research are valid, but they are cursory. A conclusion and recommendations for further research are valid and moderately thorough. A conclusion and recommendations for further research are reflective and insightful. 15.0 % Organization and Effectiveness  5.0 % Thesis Development and Purpose Paper lacks any discernible overall purpose or organizing claim. Thesis is insufficiently developed or vague. Purpose is not clear. Thesis is apparent and appropriate to purpose. Thesis is clear and forecasts the development of the paper. Thesis is descriptive and reflective of the arguments and appropriate to the purpose. Thesis is comprehensive and contains the essence of the paper. Thesis statement makes the purpose of the paper clear. 5.0 % Argument Logic and Construction Statement of purpose is not justified by the conclusion. The conclusion does not support the claim made. Argument is incoherent and uses noncredible sources. Sufficient justification of claims is lacking. Argument lacks consistent unity. There are obvious flaws in the logic. Some sources have questionable credibility. Argument is orderly, but may have a few inconsistencies. The argument presents minimal justification of claims. Argument logically, but not thoroughly, supports the purpose. Sources used are credible. Introduction and conclusion bracket the thesis. Argument shows logical progressions. Techniques of argumentation are evident. There is a smooth progression of claims from introduction to conclusion. Most sources are authoritative. Clear and convincing argument that presents a persuasive claim in a distinctive and compelling manner. All sources are authoritative. 5.0 % Mechanics of Writing (includes spelling, punctuation, grammar, language use) Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice or sentence construction is used. Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register), sentence structure, or word choice are present. Some mechanical errors or typos are present, but they are not overly distracting to the reader. Correct sentence structure and audience-appropriate language are used. Prose is largely free of mechanical errors, although a few may be present. A variety of sentence structures and effective figures of speech are used. Writer is clearly in command of standard, written, academic English. 5.0 % Format  2.0 % Paper Format (use of appropriate style for the major and assignment) Template is not used appropriately or documentation format is rarely followed correctly. Template is used, but some elements are missing or mistaken; lack of control with formatting is apparent. Template is used, and formatting is correct, although some minor errors may be present. Template is fully used; There are virtually no errors in formatting style. All format elements are correct. 3.0 % Documentation of Sources (citations, footnotes, references, bibliography, etc., as appropriate to assignment and style) Sources are not documented. Documentation of sources is inconsistent or incorrect, as appropriate to assignment and style, with numerous formatting errors. Sources are documented, as appropriate to assignment and style, although some formatting errors may be present. Sources are documented, as appropriate to assignment and style, and format is mostly correct. Sources are completely and correctly documented, as appropriate to assignment and style, and format is free of error. 100 % Total Weightage

  

Discussion: Pain

The neurological system affects all parts and functions of the body through nerve stimulation. Nerves also control the sensation and perception of pain. While pain can be described in a variety of ways, it is essentially labeled according to its duration and source. As an advanced practice nurse evaluating a patient, you need to consider the following questions: Does the pain quickly come and go, or is it persistent and ongoing? Does the pain arise at the source of injury or in another location? In this Discussion, you compare three common types of pain—acute, chronic, and referred.

To Prepare

· Review this week’s media presentation on the neurological system, as well as Chapter 14 in the Huether andMcCance text.

· Identify the pathophysiology of acute, chronic, and referred pain. Consider the similarities and differences between these three types of pain.

· Select two of the following patient factors: genetics, gender, ethnicity, age, or behavior. Reflect on how the factors you selected might impact the pathophysiology, diagnosis, and prescription of treatment for acute, chronic, and referred pain.

Post a description of the pathophysiology of acute, chronic, and referred pain, including similarities and differences between them. Then, explain how the factors you selected might impact the pathophysiology, diagnosis, and prescription of treatment for acute, chronic, and referred pain.

Required Readings

Huether, S. E., & McCance, K. L. (2017). Understanding pathophysiology (6th ed.). St. Louis, MO: Mosby.

• Chapter 14, “Pain,      Temperature, Sleep, and Sensory Function”

This chapter covers the role of pain, sleep, stress, and the senses on body functions. It also explores alterations involving pain, sleep, stress, and the senses.

Instructor Requirements

As advanced practice nurses, we are scholars, nurse researchers and scientists. As such, please use Peer-Reviewed scholarly articles and websites designed for health professionals (not designed for patients) for your references. Students should be using the original citation in Up to Date and go to that literature as a reference. The following are examples (not all inclusive) of resources/websites deemed inadmissible for scholarly reference:

1. Up      to Date (must use original articles from Up to Date as a resource)
2. Wikipedia
3. Cdc.gov-      non healthcare professionals section
4. Webmd.com
5. Mayoclinic.com

Personal Class Design Project – Part 1    

Details: Complete this assignment according to the following: 

1.Design a class that you would like to teach someday. The class must be at least 4 hours in length and must be multiple sessions. It can be four sessions of 1 hour each, or two sessions of 2 hours each, depending on your topic and target audience. 

2.Begin by describing the institution that is sponsoring the class (e.g., academic, hospital, or community agency). Include the philosophy of the sponsoring organization and how that will affect the course you are developing. 

3.Explain how you determined a need for this class (needs assessment). 

4.Write a one-paragraph description of the class.

 5.Identify the target audience. 

6.Identify the learning resources you will use for the class (textbooks or other resources). 

7.Write the program outcomes for the course and the learner objectives for each class session. Indicate which domains of learning are represented by each learner objective.  

There is no predetermined length criterion for this assignment. It is intended that each student will develop a class that they can use in their selected area of education.