2025 Using the below listed case scenario you are to create a 1 2 page paper excluding the title page and

Cardiac Case Study 2025

Using the below listed case scenario you are to create a 1-2 page paper (excluding the title page and reference page). It is important that you review the APA sample paper and APA requirements for writing your paper. 11-year-old boy complains of wheezing and difficulty “getting enough air.” Notices it more when he is playing baseball and symptoms improve when exercise activity stops. He says that the symptoms are getting worse and the symptoms are even occurring at rest. Mother says the child is allergic to cat dander and his next-door neighbor in their apartment building recently began sheltering cats for the local humane society. Auscultation demonstrates wheezes on forced expiration throughout all lung fields. Be sure that you are addressing the following within the body of your paper: Analyze processes related to cardiovascular and respiratory disorders Analyze alterations in the cardiovascular and respiratory systems and the resultant disease processes Analyze racial/ethnic variables that may impact physiological functioning Evaluate the impact of patient characteristics on disorders and altered physiology Make sure that you are following APA guidelines for writing your paper, in-text citation and references.

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2025 The purpose of this assignment is to apply the concepts you have learned in this

Overview of Quality in Health Care 2025

The purpose of this assignment is to apply the concepts you have learned in this course to a situation you have encountered. Choose one quality or patient safety concern with which you are familiar and that you have not yet discussed in this course. In a 1,250-1,500 word essay, reflect on what you have learned in this course by applying the concepts to the quality or patient safety concern you have selected. Include the following in your essay: Briefly describe the issue and associated challenges. Explain how EBP, research, and PI would be utilized to address the issue. Explain the PI or QI process you would apply and discuss why you chose it. Describe your data sources, including outcome and process data. Explain how the data will be captured and disseminated. Discuss which organizational culture considerations will be essential to the success of your work.This assignment uses a rubric. This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

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2025 Search and Evaluate This week you will find three scholarly peer reviewed research articles on your topic Remember that next

Week 4 Assignment: Searching and Evaluating Cultural and/or Ethical Resources (Weekly Written Assignment) 2025

Search and Evaluate This week, you will find three scholarly, peer-reviewed research articles on your topic. Remember that next week you will submit a paper on Cultural and/or Ethical perspectives of inquiry, so use this week’s assignment to prepare materials and collect information for that purpose. Use articles that will help you explain and describe cultural and/or ethical, legal or regulatory issues related to your topic. You will analyze and evaluate these articles in your submission, which should include: A brief introductory paragraph Three separate paragraphs, one for each of the three articles, each presenting: A brief 3–4 sentence summary of the article (use in-text citations) An explanation as to what makes this source credible (in the WCU Library go to Research Guides > Research Basics > Evaluating Resources) An explanation of why the article will be useful in addressing your problem or issue A brief conclusion paragraph An APA Style reference list on a separate page Your paper should be 1–3 pages in length (including the References page). Adhere to APA Style throughout.

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2025 Quick Links QUESTION 1 1 A 67 year old Caucasian woman was brought to the clinic by

Kc 2025

Quick Links QUESTION 1 1. A 67-year-old Caucasian woman was brought to the clinic by her son who stated that his mother had become slightly confused over the past several days. She had been stumbling at home and had fallen once but was able to ambulate with some difficulty. She had no other obvious problems and had been eating and drinking. The son became concerned when she forgot her son’s name, so he thought he better bring her to the clinic. PMH-Type II diabetes mellitus (DM) with peripheral neuropathy x 20 years. COPD. Depression after death of spouse several months ago Social/family hx – non contributary except for 30 pack/year history tobacco use. Meds: Metformin 500 mg po BID, ASA 81 mg po qam, escitalopram (Lexapro) 5 mg po q am started 2 months ago Labs-CBC WNL; Chem 7- Glucose-92 mg/dl, BUN 18 mg/dl, Creatinine 1.1 mg/dl, Na+120 mmol/L, K+4.2 mmol/L, CO237 m mol/L, Cl-97 mmol/L. The APRN refers the patient to the ED and called endocrinology for a consult for diagnosis and management of syndrome of inappropriate antidiuretic hormone (SIADH). Question: Define SIADH and identify any patient characteristics that may have contributed to the development of SIADH. QUESTION 2 1. A 43-year-old female presents to the clinic with a chief complaint of fever, chills, nausea and vomiting and weakness. She has been unable to keep any food, liquids or medications down. The symptoms began 3 days ago and have not responded to ibuprofen, acetaminophen, or Nyquil when she tried to take them. The temperature has reached as high as 102˚F. Allergies: none known to drugs or food or environmental Medications-20 mg prednisone po qd, omeprazole 10 po qam PMH-significant for 20-year history of steroid dependent rheumatoid arthritis (RA). GERD. No other significant illnesses or surgeries. Social-denies alcohol, illicit drugs, vaping, tobacco use Physical exam Thin, ill appearing woman who is sitting in exam room chair as she said she was too weak to climb on the exam table. VS Temp 101.2˚F, BP 98/64, pulse 110, Resp 16, PaO2 96% on room air. ROS negative other than GI symptoms. Based on the patient’s clinical presentation, the APRN diagnoses the patient as having secondary hypocortisolism due to the lack of prednisone the patient was taking for her RA secondary to vomiting. Question: Explain why the patient exhibited these symptoms? QUESTION 3 1. A 64-year-old Caucasian female presents to the clinic with vague symptoms of non- specific abdominal pain, myalgias, constipation, polyuria, and says she feels “fuzzy headed” much of the time. She had about of kidney stones a few weeks ago and she fortunately was able to pass the small stones without requiring lithotripsy or other interventions. She was told by the urologist to follow up with her primary care provider after the kidney stones has resolved. The APRN examining the patient orders a Chem 7 which revealed a serum Ca++ of 13.1 mg/dl. The APN believes the patient has primary hyperparathyroidism and refers the patient to an endocrinologist who does a complete work up and concurs with the APRN’s diagnosis. Question: What is the role of parathyroid hormone in the development of primary hyperparathyroidism? QUESTION 4 1. A 64-year-old Caucasian female presents to the clinic with vague symptoms of non- specific abdominal pain, myalgias, constipation, polyuria, and says she feels “fuzzy headed” much of the time. She had a fracture of her right metatarsal without trauma and currently is wearing a walking boot. She also had a bout of kidney stones a few weeks ago and she fortunately was able to pass the small stones without requiring lithotripsy or other interventions. She was told by the urologist to follow up with her primary care provider after the kidney stones has resolved. The APRN examining the patient orders a Chem 12 which revealed a serum Ca++ of 13.1 mg/dl. The APRN believes the patient has primary hyperparathyroidism and refers the patient to an endocrinologist who does a complete work up and concurs with the APRN’s diagnosis. Question 1 of 2: Explain the processes involved in the formation of renal stones in patients with hyperparathyroidism. QUESTION 5 1. A 64-year-old Caucasian female presents to the clinic with vague symptoms of non- specific abdominal pain, myalgias, constipation, polyuria, and says she feels “fuzzy headed” much of the time. She had a fracture of her right metatarsal without trauma and currently is wearing a walking boot. She also had a bout of kidney stones a few weeks ago and she fortunately was able to pass the small stones without requiring lithotripsy or other interventions. She was told by the urologist to follow up with her primary care provider after the kidney stones has resolved. The APRN examining the patient orders a Chem 12 which revealed a serum Ca++ of 13.1 mg/dl. The APRN believes the patient has primary hyperparathyroidism and refers the patient to an endocrinologist who does a complete work up and concurs with the APRN’s diagnosis. Question 2 of 2: Explain how a patient with hyperparathyroidism is at risk for bone fractures. QUESTION 6 1. A 64-year-old Caucasian female who is 4 weeks status post total parathyroidectomy with forearm gland insertion presents to the general surgeon for her post-operative checkup. She states that her mouth feels numb and she feels “tingly all over. The surgeon suspects the patient has hypoparathyroidism secondary to the parathyroidectomy with delayed vascularization of the implanted gland. She orders a Chem 20 to determine what electrolyte abnormalities may be present. The labs reveal a serum Ca++ of 7.1 mg/dl (normal 8.5 mg/dl-10.5 mg/dl) and phosphorous level of 5.6 mg/dl (normal 2.4-4.1 mg/dl). Question: What serious consequences of hypoparathyroidism occur and why? QUESTION 7 1. A 17-year-old boy is brought to the pediatrician’s office by his parents who are concerned about their son’s weight loss despite eating more, frequent urination, unquenchable thirst, and fatigue that is interfering with his school/work activities. He had been seemingly healthy until about 3 months ago when his parents started noticing these symptoms but put these symptoms down to his busy schedule including a part time job. He admits to sleeping more and tires very easily. He denies any other symptoms. PMH-noncontributory. No surgeries or major medical problems. Usual colds and ear infections as a child Allergies-none know Family history- maternal uncle with “some kind of sugar diabetes problem” but parents unclear on the exact disease process Social-denies alcohol, tobacco or illicit drug use. Not sexually active. Junior at local high school and works in a fast food store after school and on weekends. Labs in office: random glucose 220 mg/dl. Based on his symptoms and the glucose level, the pediatrician makes a tentative diagnosis of Diabetes Mellitus type 1 and refers the boy and his parents to an endocrinologist for further work up and management plan. Question 1 of 6: The patient exhibited classic signs of Type 1 diabetes. Explain the pathophysiology of “polydipsia.” QUESTION 8 1. A 17-year-old boy is brought to the pediatrician’s office by his parents who are concerned about their son’s weight loss despite eating more, frequent urination, unquenchable thirst, and fatigue that is interfering with his school/work activities. He had been seemingly healthy until about 3 months ago when his parents started noticing these symptoms but put these symptoms down to his busy schedule including a part time job. He admits to sleeping more and tires very easily. He denies any other symptoms. PMH-noncontributory. No surgeries or major medical problems. Usual colds and ear infections as a child Allergies-none know Family history- maternal uncle with “some kind of sugar diabetes problem” but parents unclear on the exact disease process Social-denies alcohol, tobacco or illicit drug use. Not sexually active. Junior at local high school and works in a fast food store after school and on weekends. Labs in office: random glucose 220 mg/dl. Based on his symptoms and the glucose level, the pediatrician makes a tentative diagnosis of Diabetes Mellitus type 1 and refers the boy and his parents to an endocrinologist for further work up and management plan. Question 2 of 6: The patient exhibited classic signs of Type 1 diabetes. Explain the pathophysiology of “polyuria.” QUESTION 9 1. A 17-year-old boy is brought to the pediatrician’s office by his parents who are concerned about their son’s weight loss despite eating more, frequent urination, unquenchable thirst, and fatigue that is interfering with his school/work activities. He had been seemingly healthy until about 3 months ago when his parents started noticing these symptoms but put these symptoms down to his busy schedule including a part time job. He admits to sleeping more and tires very easily. He denies any other symptoms. PMH-noncontributory. No surgeries or major medical problems. Usual colds and ear infections as a child Allergies-none know Family history- maternal uncle with “some kind of sugar diabetes problem” but parents unclear on the exact disease process Social-denies alcohol, tobacco or illicit drug use. Not sexually active. Junior at local high school and works in a fast food store after school and on weekends. Labs in office: random glucose 220 mg/dl. Based on his symptoms and the glucose level, the pediatrician makes a tentative diagnosis of Diabetes Mellitus type 1 and refers the boy and his parents to an endocrinologist for further work up and management plan. Question 3 of 6: The patient exhibited classic signs of Type 1 diabetes. Explain the pathophysiology of “polyphagia.” QUESTION 10 1. A 17-year-old boy is brought to the pediatrician’s office by his parents who are concerned about their son’s weight loss despite eating more, frequent urination, unquenchable thirst, and fatigue that is interfering with his school/work activities. He had been seemingly healthy until about 3 months ago when his parents started noticing these symptoms but put these symptoms down to his busy schedule including a part time job. He admits to sleeping more and tires very easily. He denies any other symptoms. PMH-noncontributory. No surgeries or major medical problems. Usual colds and ear infections as a child Allergies-none know Family history- maternal uncle with “some kind of sugar diabetes problem” but parents unclear on the exact disease process Social-denies alcohol, tobacco or illicit drug use. Not sexually active. Junior at local high school and works in a fast food store after school and on weekends. Labs in office: random glucose 220 mg/dl. Based on his symptoms and the glucose level, the pediatrician makes a tentative diagnosis of Diabetes Mellitus type 1 and refers the boy and his parents to an endocrinologist for further work up and management plan. Question 4 of 6: The patient exhibited classic signs of Type 1 diabetes. Explain the pathophysiology of “weight loss.” 0.5 points QUESTION 11 1. A 17-year-old boy is brought to the pediatrician’s office by his parents who are concerned about their son’s weight loss despite eating more, frequent urination, unquenchable thirst, and fatigue that is interfering with his school/work activities. He had been seemingly healthy until about 3 months ago when his parents started noticing these symptoms but put these symptoms down to his busy schedule including a part time job. He admits to sleeping more and tires very easily. He denies any other symptoms. PMH-noncontributory. No surgeries or major medical problems. Usual colds and ear infections as a child Allergies-none know Family history- maternal uncle with “some kind of sugar diabetes problem” but parents unclear on the exact disease process Social-denies alcohol, tobacco or illicit drug use. Not sexually active. Junior at local high school and works in a fast food store after school and on weekends. Labs in office: random glucose 220 mg/dl. Based on his symptoms and the glucose level, the pediatrician makes a tentative diagnosis of Diabetes Mellitus type 1 and refers the boy and his parents to an endocrinologist for further work up and management plan. Question 5 of 6: The patient exhibited classic signs of Type 1 diabetes. Explain the pathophysiology of “fatigue.” QUESTION 12 1. A 17-year-old boy is brought to the pediatrician’s office by his parents who are concerned about their son’s weight loss despite eating more, frequent urination, unquenchable thirst, and fatigue that is interfering with his school/work activities. He had been seemingly healthy until about 3 months ago when his parents started noticing these symptoms but put these symptoms down to his busy schedule including a part time job. He admits to sleeping more and tires very easily. He denies any other symptoms. PMH-noncontributory. No surgeries or major medical problems. Usual colds and ear infections as a child Allergies-none know Family history- maternal uncle with “some kind of sugar diabetes problem” but parents unclear on the exact disease process Social-denies alcohol, tobacco or illicit drug use. Not sexually active. Junior at local high school and works in a fast food store after school and on weekends. Labs in office: random glucose 220 mg/dl. Based on his symptoms and the glucose level, the pediatrician makes a tentative diagnosis of Diabetes Mellitus type 1 and refers the boy and his parents to an endocrinologist for further work up and management plan. Question 6 of 6: How do genetics and environmental factors contribute to the development of Type 1 diabetes? 1 points QUESTION 13 1. A 17-year-old boy recently diagnosed with Type I diabetes is brought to the pediatrician’s office by his parents with a chief complaint of “having the flu”. His symptoms began 2 days ago, and he has vomited several times and has not eaten very much. He can’t remember if he took his prescribed insulin for several days because he felt so sick. Random glucose in the office reveals glucose 560 mg/dl and the pediatrician made arrangements for the patient to be admitted to the hospitalist service with an endocrinology consult. BP 124/80mmHg; HR 122bpm; Respirations 32 breaths/min; Temp 97.2˚F; PaO297% on RA Admission labs: Hgb 14.6 g/dl; Hct 58% CMP- Na+ 122mmol/L; K+ 5.3mmol/L; Glucose 560mg/dl; BUN 52mg/dl; Creatinine 4.9mg/dl; Cl- 95mmol/L; Ca++ 8.8mmol/L; AST (SGOT) 248U/L; ALT 198U/L; CK 34/35 IU/L; Cholesterol 198mg/dl; Phosphorus 6.8mg/dl; Acetone Moderate; LDH38U/L; Alkaline Phosphatase 132U/L. Arterial blood gas values were as follows: pH 7.09; Paco220mm Hg; Po2100mm Hg; Sao2 98% (room air) HCO3-7.5mmol/L; anion gap 19.4 A diagnosis of diabetic ketoacidosis was made, and the patient was transferred to the Intensive Care Unit (ICU) for close monitoring. Question: The hormones involved in intermediary metabolism, exclusive of insulin, that can participate in the development of diabetic ketoacidosis (DKA) are epinephrine, glucagon, cortisol, growth hormone. Describe how they participate in the development of DKA. QUESTION 14 1. A 67-year-old African American male presents to the clinic with a chief complaint that he has to “go to the bathroom all the time and I feel really weak.” He states that this has been going on for about 3 days but couldn’t come to the clinic sooner as he went to the Wound Care clinic for a dressing change to his right great toe that has been chronically infected, and he now has osteomyelitis. Patient with known Type II diabetes with poor control. His last HgA1C was 10.2 %. He says he can’t afford the insulin he was prescribed and only takes half of the oral agent he was prescribed. Random glucose in the office revealed glucose of 890 mg/dl. He was immediately referred to the ED by the APRN for evaluation of suspected hyperosmolar hyperglycemic non ketotic syndrome (HHNKS). Also called hyperglycemic hyperosmolar state (HHS). Question: Explain the underlying processes that lead to HHNKS or HHS. QUESTION 15 1. A 32-year-old woman presented to the clinic complaining of weight gain, swelling in her legs and ankles and a puffy face. She also recently developed hypertension and diabetes type 2. She noted poor short-term memory, irritability, excess hair growth (women), red-ruddy face, extra fat around her neck, fatigue, poor concentration, and menstrual irregularity in addition to muscle weakness. Given her physical appearance and history, a tentative diagnosis of hypercortical function was made. Diagnostics included serum and urinary cortisol and serum adrenocorticotropic hormone (ACTH). MRI revealed a pituitary adenoma. Question: How would you differentiate Cushing’s disease from Cushing’s syndrome? QUESTION 16 1. A 47-year-old female is referred to the endocrinologist for evaluation of her chronically elevated blood pressure, hypokalemia, and hypervolemia. The patient’s hypertension has been refractory to the usual medications such as beta blockers, diuretics, and angiotensin-converting enzyme (ACE) inhibitors. After a full work up including serum and urinary electrolyte levels, aldosterone suppression test, plasma aldosterone to renin ratio, and MRI which revealed an autonomous adenoma, the endocrinologist diagnoses the patient with primary hyper-aldosteronism. Question: What is the pathogenesis of primary hyper-aldosteronism? QUESTION 17 1. A 47-year-old African American male presents to the clinic with chief complaints of polyuria, polydipsia, polyphagia, and weight loss. He also said that his vison occasionally blurs and that his feet sometimes feel numb. He has increased hunger despite weight loss and admits to feeling unusually tired. He also complains of “swelling” and enlargement of his abdomen. Past Medical History (PMH) significant for HTN fairly well controlled with and ACE inhibitor; central obesity, and dyslipidemia treated with a statin, Review of systems negative except for chief complaint. Physical exam unremarkable except for decreased filament test both feet. Random glucose in office 290 mg/dl. The APRN diagnoses the patient with type II DM and prescribes oral medication to control the glucose level and also referred the patient to a dietician for dietary teaching. Question: What is the basic underlying pathophysiology of Type II DM? QUESTION 18 1. A 21-year-old male was involved in a motorcycle accident and sustained a closed head injury. He is waking up and interacting with his family and medical team. He complained of thirst that doesn’t seem to go away no matter how much water he drinks. The nurses note that he has had 3500 cc of pale-yellow urine in the last 24 hours. Urine was sent for osmolality which was reported as 122 mOsm/L. A diagnosis of probable neurogenic diabetes insipidus was made. Question: What causes diabetes insipidus (DI)? QUESTION 19 1. A 43-year-old female patient presents to the clinic with complaints of nervousness, racing heartbeat, anxiety, increased perspiration, heat intolerance, hyperactivity and palpitations. She states she had had the symptoms for several months but attributed the symptoms to beginning to care for her elderly mother who has Alzheimer’s Disease. She has lost 15 pounds in the last 3 months without dieting. Her past medical history is significant for rheumatoid arthritis that she has had for the last 10 years well controlled with methotrexate and prednisone. Physical exam is remarkable for periorbital edema, warm silky feeling skin, and palpable thyroid nodules in both lobes of the thyroid. Pending laboratory diagnostics, the APRN diagnoses the patient as having hyperthyroidism, also called Graves’ Disease. Question: Explain how the negative feedback loop controls thyroid levels. QUESTION 20 1. A 43-year-old female patient with known Graves’ Disease presents to the clinic with complaints of nervousness, racing heartbeat, anxiety, increased perspiration, heat intolerance, hyperactivity and severe palpitations. She states she had been given a prescription for propylthiouracil, an antithyroid medication but she did not fill the prescription as she claims she lost it. She had been given the option of thyroidectomy which she declined. She also notes that she is having trouble with her vision and often has blurry eyes. She states that her eyes seem “to bug out of her face”. She has had recurrent outs of nausea and vomiting. She was recently hospitalized for pneumonia. Physical exam is significant for obvious exophthalmos and pretibial myxedema. Vital signs are temp 101.2˚F, HR 138 and irregular, BP 160/60 mmHg. Respirations 24. Electrocardiogram revealed atrial fibrillation with rapid ventricular response. The APRN recognizes the patient is experiencing symptoms of thyrotoxic crisis, also called thyroid storm. The patient was immediately transported to a hospital for critical care management. Question: How did the patient develop thyroid storm? What were the patient factors that lead to the development of thyroid storm? QUESTION 21 1. A 44-year-old woman presents to the clinic with complaints of extreme fatigue, weight gain, decreased appetite, cold intolerance, dry skin, hair loss, and sleepiness. She also admits that she often bursts into tears without any reason and has been exceptionally forgetful. Her vision is occasionally blurry, and she admits to being depressed without any social or occupational triggers. Past medical history noncontributory. Physicalexam Temp 96.2˚F, pulse 62 and regular, BP 108/90, respirations. Dull facial expression with coarse facial features. Periorbital puffiness noted. Based on the clinical history and physical exam, and pending laboratory data, the ARNP diagnoses the patient with hypothyroidism. Question: What causes hypothyroidism? 0.5 points QUESTION 22 1. A 44-year-old woman is brought to the clinic by her husband who says his wife has had some mental status changes over the past few days. The patient had been previously diagnosed with hypothyroidism and had been placed on thyroid replacement therapy but had been lost to follow-up due to moving to another city for the husband’s work approximately 4 months ago. The patient states she lost the prescription bottle during the move and didn’t bother to have the prescription filled since she was feeling better. Physical exam revealed non-pitting, boggy edema around her eyes, hands and feet as well as the supraclavicular area. The APRN recognizes this patient had severe myxedema and referred the patient to the hospital for medical management. Question: What causes myxedema coma? QUESTION 23 1. A 53-year-old woman presents to the primary care clinic with complaints of severe headaches, palpitations, highblood pressure and diaphoresis. She relates that these symptoms come in clusters and when she has these “spells”, she also experiences, tremor, nausea, weakness, anxiety, and a sense of doom and dread, epigastric pain, and flank pain. She had one of these spells when she was at the pharmacy and the pharmacist took her blood pressure which was recorded as 200/118. The pharmacist recommended that she immediately be evaluated for these symptoms. Past medical history significant for a family history of neurofibromatosis type 1 (NF1). Based on the presenting symptoms and family history of NF1, the APRN suspects the patient has a pheochromocytoma. Laboratory data and computerized tomography of the abdomen confirms the diagnosis. Question 1 of 2: What is a pheochromocytoma and how does it cause the classic symptoms? QUESTION 24 1. A 53-year-old woman presents to the primary care clinic with complaints of severe headaches, palpitations, highblood pressure and diaphoresis. She relates that these symptoms come in clusters and when she has these “spells”, she also experiences, tremor, nausea, weakness, anxiety, and a sense of doom and dread, epigastric pain, and flank pain. She had one of these spells when she was at the pharmacy and the pharmacist took her blood pressure which was recorded as 200/118. The pharmacist recommended that she immediately be evaluated for these symptoms. Past medical history significant for a family history of neurofibromatosis type 1 (NF1). Based on the presenting symptoms and family history of NF1, the APRN suspects the patient has a pheochromocytoma. Laboratory data and computerized tomography of the abdomen confirms the diagnosis. Question 2 of 2: What are the treatment goals for managing pheochromocytoma?

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2025 Write a Letter for Graduation to yourself if you were graduating from nursing school

Letter to your future self- LETTER FORMAT! and AN INSPIRATION PAGE 2025

Write a Letter for Graduation to yourself if you were graduating from nursing school. a. Your assignment is to write a letter to yourself on your graduation day. b. Consider the following questions as you compose your letter. i. How do you hope you have changed in terms of knowledge and skills, and personally? ii. What would you like to remind yourself about your inspiration for choosing this career? iii. You will be preparing to take the NCLEX exam and to start your first job as a baccalaureate-prepared nurse. Are there any words of encouragement that you would like to tell your future self? iv. Are there any words of caution you want to tell yourself—pitfalls to avoid? v. What kind of nurse do you hope you have become? What further growth and change do you envision for yourself? ALSO, Include an inspiration page. One page that you create that represents your inspiration for becoming a nurse. It may be a picture, a collage, a series of quotes, and so forth. Choose words and images that are meaningful to you. This should be a picture that you can post somewhere, perhaps where you study, in order to motivate yourself as you move forward on your journey to become a nurse.

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2025 Purpose The purpose of this assignment is to provide the student an opportunity to explore the

Roles in Advanced Practice Nursing 2025

Purpose The purpose of this assignment is to provide the student an opportunity to explore the roles and competencies of the advanced practice nurse (APN). Activity Learning Outcomes Through this assignment, the student will demonstrate the ability to: Examine roles and competencies of advanced practice nurses essential to performing as leaders and advocates of holistic, safe, and quality care. (CO1) Explore the process of scholarship engagement to improve health and healthcare outcomes in various settings. Requirements: The Roles in Advanced Nursing Practice paper is worth 150 points and will be graded on the quality of the content, use of citations, use of Standard English grammar, sentence structure, and overall organization based on the required components as summarized in the directions and grading criteria/rubric. Submit the paper as a Microsoft Word Document, which is the required format at Chamberlain University. You are encouraged to use the APA Academic Writer and Grammarly tools when creating your assignment. Follow the directions below and the grading criteria located in the rubric closely. Any questions about this paper may be posted under the Q & A Forum or emailed to your faculty. The length of the paper should be 3-6 pages, excluding title page and reference page(s). Support ideas with a minimum of 2 scholarly resources. Scholarly resources do not include your textbook. You may need to use more than 2 scholarly resources to fully support your ideas. You may use first person voice when describing your rationale for choosing the CNP role and your plans for clinical practice. Current APA format is required with both a title page and reference page(s). Use the following as Level 1 headings to denote the sections of your paper (Level 1 headings use upper- and lower-case letters and are bold and centered): Roles in Advanced Practice Nursing (This is the paper introduction. In APA format, a restatement of the paper title, centered and not bold serves as the heading of the introduction section) Four APN Roles Rationale for Choosing CNP Role Plans for Clinical Practice Role Transition Conclusion Directions: Introduction : Provide an overview of what will be covered in the paper. Introduction should include general statements on advanced practice nursing roles, general statements on the role transition from RN to APN, and identification of the purpose of the paper. Four APN Roles : Describe the role, educational preparation, and work environment for the four APN roles (CNP, CNS, CRNA & CNM). Provide support from at least one scholarly source. Rationale for Choosing CNP Role : Describe your rationale for choosing the CNP advanced practice role versus one of the other roles. Plans for Clinical Practice : Discuss your plans for clinical practice after graduation. Explain how your understanding of NP practice has changed after researching the four ANP roles. Role Transition : Discuss your transition from the RN role to the NP role. Describe two factors that may impact your transition. Discuss two strategies you will use to support a successful transition from the RN to your NP role. Provide reference support from at least one scholarly source. The textbook is not a scholarly source. Conclusion : Provide a conclusion, including a brief summary of what you discussed in the paper. INtroduction- Provides an overview of what will be covered in the paper. Introduction should include: general statements on advanced practice nursing roles general statements on the role transition from RN to APN identification of the purpose of the paper. Four APN roles- Describes the role, educational preparation, and work environment for the four APN roles CNP CNS CRNA CNM Provides support from at least one scholarly source. Rationale for choosing CNP role- Describes the student’s rationale for choosing the CNP advanced practice role versus one of the other roles. Plans for clinical practice- Discusses the student’s plans for clinical practice after graduation. Explains how student’s understanding of NP practice has changed after researching ANP roles. Role transition- Discusses the student’s transition from the RN role to the NP role. Describes two factors that may impact the transition. Discusses two strategies student will use to support a successful transition from the RN to your NP role. Provides reference support from at least one scholarly source. The textbook is not a scholarly source. Conclusion- Provides a conclusion, including a brief summary of what was discussed in the paper.

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2025 Identify a quality improvement opportunity in your organization or practice In a 1 250 1 500 word paper describe the problem or

Quality Improvement Proposal 2025

Identify a quality improvement opportunity in your organization or practice. In a 1,250-1,500 word paper, describe the problem or issue and propose a quality improvement initiative based on evidence-based practice. Apply “The Road to Evidence-Based Practice” process, illustrated in Chapter 4 of your textbook, to create your proposal. Include the following: Provide an overview of the problem and the setting in which the problem or issue occurs. Explain why a quality improvement initiative is needed in this area and the expected outcome. Discuss how the results of previous research demonstrate support for the quality improvement initiative and its projected outcomes. Include a minimum of three peer-reviewed sources published within the last 5 years, not included in the course materials or textbook, that establish evidence in support of the quality improvement proposed. Discuss steps necessary to implement the quality improvement initiative. Provide evidence and rationale to support your answer. Explain how the quality improvement initiative will be evaluated to determine whether there was improvement. Support your explanation by identifying the variables, hypothesis test, and statistical test that you would need to prove that the quality improvement initiative succeeded. While APA style is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting guidelines, which can be 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.

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2025 Module 06 Discussion Multidimensional Care for Sarah Sarah is a 69 year

nursing multidimensional care2 2025

Module 06 Discussion – Multidimensional Care for Sarah Sarah is a 69-year old female that presented to the emergency department with shortness of breath. Her past medical history includes heart failure and COPD. Her pulse oximetry on room air is 82%. You notify the provider, and he orders oxygen at 4 L via nasal canula NC. Sarah’s chest x-ray reveals bilateral pneumonia. Her arterial blood gas result are below: pH 7.30 PaCO2 58 mm Hg PaO2 78 mm Hg HCO3 26 mEq/L Sarah is admitted to a general medical floor. You are the nurse assigned to Sarah. What potential problems can occur based on the above findings? How would you provide multidimensional care for Sarah? Describe the roles of other departments in Sarah’s treatment plan.

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2025 Apply information from the Aquifer Case Study to answer the following discussion questions

Gastrointestinal Discussion APN week 3 2025

Apply information from the Aquifer Case Study to answer the following discussion questions: Discuss the Mr. Rodriquez’s history that would be pertinent to his gastrointestinal problem. Include chief complaint, HPI, Social, Family and Past medical history that would be important to know. Describe the physical exam and diagnostic tools to be used for Mr. Rodriguez. Are there any additional you would have liked to be included that were not? Please list 3 differential diagnoses for Mr. Rodriguez and explain why you chose them. What was your final diagnosis and how did you make the determination? What plan of care will Mr. Rodriquez be given at this visit, include drug therapy and treatments; what is the patient education and follow-up?

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2025 Holistic Assessment of the Older Adult This assignment is a voice over PowerPoint recording of

Holistic Assessment of the Older Adult 2025

Holistic Assessment of the Older Adult This assignment is a voice over PowerPoint recording of 13-15 minutes. For the PowerPoint and recorded presentation, create a presentation that addresses each of the following points/questions. Be sure to completely answer all the prompts or questions for each bullet point. Use clear headings that allow your professor to know which bullet you are addressing on the slides in your presentation. Support your content with at least four (4) scholarly sources throughout your presentation, referencing in APA style. Include title and references slides in the presentation. Follow best practices for PowerPoint presentations related to text size, color, images, effects, wordiness, and multimedia enhancements. Ensure that you have permission from your older adult to conduct the health assessment and ensure that they are not identified on the PPT. Review the Signature Assignment rubric criteria for this assignment. Part 1: Assessment: Choose an adult (65 years or older) friend or relative and perform a holistic health assessment. Clearly discuss your discovered holistic health assessment data. Your assessment should include the following parts for the holistic assessment: General Health History Physiological Assessment Psychological Assessment Social Assessment Cultural Assessment Developmental Assessment Spiritual Assessment Part 2: Interpretation (Abnormality and Coping) Choose one abnormality from the data gained in the assessments and discuss possible reasons/causes for the abnormality. How does this abnormality impact the other areas of the patient’s life? Discuss the client’s stress and coping mechanisms. Are they healthy? What recommendations and improvements could be made that are individualized for this person? Part 3: Teaching Plan: Create a teaching plan that addresses the client holistically by applying the assessment data you have analyzed. Describe at least one client goal for each of the six categories (each category should have a goal) (physical, psychological, social, cultural, developmental, and spiritual). Discuss one strategy per goal you would use to teach your client about each individual goal Explain how you will evaluate if your teaching was effective Title Slide (1 slide) Objective Slide (1 slide) Assessment General Health History (1slide) Physical (1 slide) Psychological (1 slide) Social (1 slide) Cultural (1 slide) Developmental (1 slide) Spiritual (1 slide) Interpretation (Abnormality and Coping) Abnormality, Reasons/Causes, Impact on Life (1 slide) Stress, Coping, Recommendations (1 slide) Teaching Plan Physical Goal and Teaching Strategy (1 slide) Psychological Goal and Teaching Strategy (1 slide) Social Goal and Teaching Strategy (1 slide) Cultural Goal and Teaching Strategy (1 slide) Developmental Goal and Teaching Strategy (1 slide) Spiritual Goal and Teaching Strategy (1 slide) Evaluation Plan (1 slide) References (1 slide) Assignment Expectations: Length: PPT of 19-21 slides; Recording 13-15 min Structure : Include a title slide, objective slide, content slides, and reference slide in APA format. Recording is of PPT slides, with voice only. References: Use appropriate APA style in-slide citations and references for all resources. A minimum of four (4) scholarly sources are required.

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