2025 This week you will develop a PowerPoint presentation reviewing the theories from each module Please select one theory from

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Concept and Theories in Nursing 8 2025

This week, you will develop a PowerPoint presentation reviewing the theories from each module. Please select one theory from each module (1-8) and answer the following questions. You should have two slides per theory: Describe the theory Provide 3 examples of how the theory applies to current practice (Obstetrics) Provide 3 positive patient outcomes resulting from utilizing the theory Explain 3 benefits to nursing satisfaction when utilizing the theory Describe two barriers to using the theory in practice and at least one method for overcoming each barrier (support methods with sources) Support from literature clearly noted throughout The PowerPoint presentation should include at least two outside references and the textbook. The presentation should contain 2 to 4 slides per theory, for a total of 16 to 32 slides. Mod 1 – Nightingale Module 2- peplau, Henderson and orem Module 3- Johnson and Orlando Module 4- King and Rogers Module 5- Roy and Neuman Module 6- Leininger, Newman and Watson Module 7- Parse, Erickson and Swain Module 8- Theories of 1980’s and 1990’s

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2025 For this assessment you will develop an 8 14 slide PowerPoint presentation with thorough

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Improvement Plan In-Service Presentation 2025

For this assessment, you will develop an 8-14 slide PowerPoint presentation with thorough speaker’s notes designed for a hypothetical in-service session related to the improvement plan you developed in Assessment 2. As a practicing professional, you are likely to present educational in-services or training to staff pertaining to quality improvement (QI) measures of safety improvement interventions. Such in-services and training sessions should be presented in a creative and innovative manner to hold the audience’s attention and promote knowledge acquisition and skill application that changes practice for the better. The teaching sessions may include a presentation, audience participation via simulation or other interactive strategy, audiovisual media, and participant learning evaluation. The use of in-services and/or training sessions has positive implications for nursing practice by increasing staff confidence when providing care to specific patient populations. It also allows for a safe and nonthreatening environment where staff nurses can practice their skills prior to a real patient event. Participation in learning sessions fosters a team approach, collaboration, patient safety, and greater patient satisfaction rates in the health care environment (Patel & Wright, 2018). As you prepare to complete the assessment, consider the impact of in-service training on patient outcomes as well as practice outcomes for staff nurses. Be sure to support your thoughts on the effectiveness of educating and training staff to increase the quality of care provided to patients by examining the literature and established best practices. You are encouraged to explore the AONE Nurse Executive Competencies Review activity before you develop the Improvement Plan In-Service Presentation. This activity will help you review your understanding of the AONE Nurse Executive Competencies—especially those related to competencies relevant to developing an effective training session and presentation. This is for your own practice and self-assessment, and demonstrates your engagement in the course. Demonstration of Proficiency By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria: · Competency 1: Analyze the elements of a successful quality improvement initiative. o Explain the need for and process to improve safety outcomes related to a specific organizational issue. o Create resources or activities to encourage skill development and process understanding related to a safety improvement initiative. · Competency 4: Explain the nurse’s role in coordinating care to enhance quality and reduce costs. o List the purpose and goals of an in-service session for nurses. o Explain to the audience their role and importance of making the improvement plan successful. · Competency 5: Apply professional, scholarly, evidence-based strategies to communicate in a manner that supports safe and effective patient care. o Communicate with nurses in a respectful and informative way that clearly presents expectations and solicits feedback on communication strategies for future improvement. Reference Patel, S., & Wright, M. (2018). Development of interprofessional simulation in nursing education to improve teamwork and collaboration in maternal child nursing. Journal of Obstetric, Gynecologic & Neonatal Nursing​, 47 (3), s16–s17. Professional Context As a baccalaureate-prepared nurse, you will often find yourself in a position to lead and educate other nurses. This colleague-to-colleague education can take many forms, from mentoring to informal explanations on best practices to formal in-service training. In-services are an effective way to train a large group. Preparing to run an in-service may be daunting, as the facilitator must develop his or her message around the topic while designing activities to help the target audience learn and practice. By improving understanding and competence around designing and delivering in-service training, a BSN practitioner can demonstrate leadership and prove him- or herself a valuable resource to others. Scenario For this assessment it is suggested you take one of two approaches: 1. Build on the work that you have done in your first two assessments and create an agenda and PowerPoint of an educational in-service session that would help a specific staff audience learn, provide feedback, and understand their roles and practice new skills related to your safety improvement plan, or 2. Locate a safety improvement plan through an external resource and create an agenda and PowerPoint of an educational in-service session that would help a specific staff audience learn, provide feedback, and understand their roles and practice new skills related to the issues and improvement goals presented in your chosen context. Instructions The final deliverable for this assessment will be a PowerPoint presentation with detailed presenter’s notes representing the material you would deliver at an in-service session to raise awareness of your chosen safety improvement initiative and to explain the need for it. Additionally, you must educate the audience as to their role and importance to the success of the initiative. This includes providing examples and practice opportunities to test out new ideas or practices related to the safety improvement initiative. Be sure that your presentation addresses the following, which corresponds to the grading criteria in the scoring guide. Please study the scoring guide carefully so you understand what is needed for a distinguished score. · List the purpose and goals of an in-service session for nurses. · Explain the need for and process to improve safety outcomes related to a specific organizational issue. · Explain to the audience their role and importance of making the improvement plan successful. · Create resources or activities to encourage skill development and process understanding related to a safety improvement initiative. · Communicate with nurses in a respectful and informative way that clearly presents expectations and solicits feedback on communication strategies for future improvement. There are various ways to structure an in-service session; below is just one example: · Part 1: Agenda and Outcomes. o Explain to your audience what they are going to learn or do, and what they are expected to take away. · Part 2: Safety Improvement Plan. o Give an overview of the current problem, the proposed plan, and what the improvement plan is trying to address. o Explain why it is important for the organization to address the current situation. · Part 3: Audience’s Role and Importance. o Discuss how the staff audience will be expected to help implement and drive the improvement plan. o Explain why they are critical to the success of the improvement plan. o Describe how their work could benefit from embracing their role in the plan. · Part 4: New Process and Skills Practice. o Explain new processes or skills. o Develop an activity that allows the staff audience to practice and ask questions about these. o In the notes section of your PowerPoint, brainstorm potential responses to likely questions or concerns. · Part 5: Soliciting Feedback. o Describe how you would solicit feedback from the audience on the improvement plan and the in-service. o Explain how you might integrate this feedback for future improvements. Remember to account for activity and discussion time. For tips on developing PowerPoint presentations, refer to: · Capella University Library: PowerPoint Presentations . · Guidelines for Effective PowerPoint Presentations [PPTX] . Additional Requirements · Presentation length: There is no required length; use just enough slides to address all the necessary elements. Remember to use short, concise bullet points on the slides and expand on your points in the presenter’s notes. If you use 2 or 3 slides to address each of the parts in the above example, your presentation would be 10–15 slides. · Speaker notes: Speaker notes should reflect what you would actually say if you were delivering the presentation to an audience. Another presenter would be able to use the presentation by following the speaker notes. · APA format: Use APA formatting for in-text citations. Include an APA-formatted reference slide at the end of your presentation. · Number of references: Cite a minimum of 3 sources of scholarly or professional evidence to support your assertions. Resources should be no more than 5 years old. Note: Your instructor may also use the Writing Feedback Tool to provide feedback on your writing. In the tool, click the linked resources for helpful writing information. Portfolio Prompt: Remember to save the final assessment to your ePortfolio so that you may refer to it as you complete the final Capstone course.

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2025 This assignment will be at least 1500 words or more Reflect on

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Roles of a Healthcare Professional 2025

This assignment will be at least 1500 words or more. Reflect on the roles of nurses, and other healthcare professionals as the roles of physicians in the healthcare system moves from one of working in silos to a more progressive value-based system. Write a paper that discusses in detail why a value-based system may improve health care in the U. S. and address the following questions: How has current policy transformed the current practice of nurses, physicians, and other healthcare professionals? What distinction can you make between physicians/healthcare providers working in a fee-for-service system and a value-based care system? How do you view shared power between physicians and nurses in your healthcare system? How does it impact care? Assignment Expectations Length : 1500-2000 words in length Structure : Include a title page and reference page in APA format. These do not count towards the minimal word amount for this assignment. Your essay must include an introduction and a conclusion. References : Use the appropriate APA style in-text citations and references for all resources utilized to answer the questions. A minimum of two (2) scholarly sources are required for this assignment. Format : Save your assignment as a Microsoft Word document (.doc or .docx). File name : Name your saved file according to your first initial, last name, and the module number (for example, “RHall Module 1.docx”)

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2025 Week 1 Kickoff PowerPoint Purpose The kickoff to execution presentation is designed to get everyone on

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NR632 week 1 PP 2025

Week 1: Kickoff PowerPoint Purpose The kickoff-to-execution presentation is designed to get everyone on the right path while inspiring and motivating them to succeed. This is your opportunity to showcase the work you have done designing and planning your project as well as the unique tools you developed and are about to implement. Your kickoff PowerPoint presentation is the key to setting the tone for the kickoff meeting. If you have already conducted a formal kickoff and have started execution of your project, complete this as if you had not done so yet. Gather as many colleagues as possible to present your PPT. For actual kickoffs, present your PPT to as many of the project teams as possible.Presentation Requirements Complete the Kickoff PowerPoint presentation. All slides must have speaker notes. Grammar, spelling, punctuation, references, and citations are consistent with formal academic writing and APA format as expressed in the current edition of the APA manual. Preparing the Paper You must recap your project plan, getting everyone in agreement for project, while you motivate and inspire your team and stakeholders. Introduce and give thanks to team members who have worked hard to get the project to the implementation phase. Give comments that help the teams realize that they are important. Discuss each team member’s role in the project. Everyone in the room is important and vital to the project’s success. You must have at least 33 slides . It is important to note that if you could not give your presentation and someone would have to stand in for you, he or she would need to know what you were going to say. All slides must have speaker notes so that someone may step in for you. Maintain the 6 x 6x 6 rule for a professional PowerPoint presentation: no more than six lines per slide, six words per line, and six slides without a graphic. Ideas and information from professional sources must be cited correctly, using the current edition of the APA manual. Grammar, spelling, punctuation, references, and citations are consistent with formal academic writing.

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2025 Deliver to the interprofessional team a presentation 20 minutes 12 15 slides that analyzes an existing workplace

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Quality Improvement Initiative Evaluation 2025

Deliver to the interprofessional team a presentation (20 minutes; 12-15 slides) that analyzes an existing workplace quality improvement initiative related to a specific disease, condition, or public health issue of interest. The presentation’s purpose is to inform and get buy-in from the interprofessional team. Too often, discussions about quality health care, care costs, and outcome measures take place in isolation—various groups talking among themselves about results and enhancements. Nurses are critical to the delivery of high-quality, efficient health care. As a result, they must develop their skills in reviewing and evaluating performance reports. They also need to be able to communicate outcome measures related to quality initiatives effectively. Patient safety and positive institutional health care outcomes mandate collaboration among nursing staff members to ensure the integration of their perspectives in all quality care initiatives. In this assessment, you will have the opportunity to analyze a quality improvement initiative in your workplace. You will then present your analysis to a group of nurses and other health care professionals. The purpose of your presentation is to inform and enlist support for the initiative from your audience. Demonstration of Proficiency By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies through the following assessment scoring guide criteria: Competency 2: Plan quality improvement initiatives in response to routine data surveillance. Recommend additional indicators and protocols to improve and expand outcomes of a quality initiative. Competency 3: Evaluate quality improvement initiatives using sensitive and sound outcome measures. Analyze a current quality improvement initiative in a health care or practice setting according to strategic organizational initiatives. Evaluate the success of a current quality improvement initiative according to recognized national benchmarks. Competency 4: Integrate interprofessional perspectives to lead quality improvements in patient safety, cost-effectiveness, and work-life quality. Incorporate interprofessional perspectives related to initiative functionality and outcomes. Competency 5: Apply effective communication strategies to promote quality improvement of interprofessional care. Communicate the QI improvement initiative evaluation in a professional, effective manner that engages the interprofessional stakeholders to implement and sustain change. Use correct grammar, punctuation, spelling, and APA style for scholarly citations and references. Preparation Quality Initiative Selection In this assessment you will deliver an analysis of an ongoing quality improvement initiative in your workplace. The initiative you analyze must relate to a specific disease, condition, or public health issue of personal or professional interest to you. The purpose of your analysis is to assess whether specific quality indicators point to improved patient safety, quality of care, cost and efficiency goals, and other desired metrics. Your audience consists of nurses and selected health care professionals with specializations or interest in your selected condition, disease, or issue. You hope to inform and garner support for the initiative from your audience. Recording Your Presentation To prepare to record a voice-over for your presentation: Set up and test your microphone or headset using the installation instructions provided by the manufacturer. You only need to use the headset if your audio is not clear and high quality when captured by the microphone. Practice using the equipment to ensure the audio quality is sufficient. Consult Using Kaltura [PDF] for guidance on how to record your presentation and upload it in the courseroom. Microsoft PowerPoint also allows you to record your narration with your slides. If you choose this option, simply submit your presentation to the appropriate area of the courseroom. Your narration will be included with your slides. Remember to practice delivering and recording your presentation multiple times to ensure effective delivery. Note: If you require the use of assistive technology or alternative communication methods to participate in this activity, please contact Disability Services at [email protected] to request accommodations. Instructions The optional QI Initiative Evaluation Presentation Template [PPTX] is provided to help you prepare your slides. If you choose to work without the template, consider referring to Guidelines for Effective PowerPoint Presentations [PPTX] . In your presentation, you will: Analyze a current quality improvement initiative in a health care or practice setting according to strategic organizational initiatives. Explain the rationale behind the QI improvement initiative. What prompted the initiative? Detail problems that were not addressed and any issues that arose from the initiative. Evaluate the success of a current quality improvement initiative according to recognized national benchmarks. Analyze the benchmarks used to evaluate success. Which aspects of the initiative were most successful? What outcome measures are missing or could be added? Incorporate one appropriate supporting visual (such as a graph or chart) that showcases the most critical aspect of this presentation. Incorporate interprofessional perspectives related to initiative functionality and outcomes. Integrate the perspectives of interprofessional team members involved in the initiative. Who did you talk to? What are their professions? How did their perspectives impact your analysis? Recommend additional indicators and protocols to improve and expand outcomes of a quality initiative. Identify specific process or protocol changes as well as technologies that would improve quality outcomes. Communicate the QI initiative evaluation in a professional, effective manner that engages the interprofessional stakeholders to implement and sustain change. Use correct grammar, punctuation, spelling, and APA style for scholarly citations and references. Additional Requirements Presentation length: A maximum of 20 minutes. Number of slides: 12–15 slides. Balance text and visuals. Avoid text-heavy slides. Use speaker’s notes for additional content. Font and font size: Appropriate size and weight for presentation, generally 24–28 points for headings; no smaller than 18 points for bullet-point text. Use a suitable professional typeface such as Times or Arial throughout the presentation. Number of references: Cite a minimum of 7 current scholarly and/or authoritative sources to support your analysis. Current is defined as no older than 5 years unless a seminal work. APA formatting: Adhere to APA style and formatting guidelines for citations and references. Consult these resources for an APA refresher: APA Style & Format . APA Module . American Psychological Association. (n.d.). APA style . Retrieved from https://www.apastyle.org/ Grading Rubric: 1. Evaluate the success of a current quality improvement initiative according to recognized national benchmarks. Passing Grade: Evaluates the success of a current quality improvement initiative according to recognized national benchmarks; identifies assumptions on which the evaluation is based. 2. Incorporate interprofessional perspectives related to initiative functionality and outcomes. Passing Grade:  Incorporates interprofessional perspectives related to initiative functionality and outcomes; identifies areas of uncertainty, knowledge gaps, and additional information needed to gain a more complete understanding. 3. Recommend additional indicators and protocols to improve and expand quality outcomes of a quality initiative. Passing Grade:  Recommends additional indicators and protocols to improve and expand outcomes of a quality initiative; impartially explains recommendations’ pros and cons. 4. Communicate the QI initiative evaluation in a professional, effective manner that engages the interprofessional stakeholders to implement and sustain change. Passing Grade:  Communicates the QI initiative evaluation in a professional, effective manner that engages the interprofessional stakeholders to implement and sustain change. Communication includes multiple specifics, examples, and references to current scholarly and/or authoritative sources. 5. Use correct grammar, punctuation, spelling, and APA style for scholarly citations and references. Passing Grade:  Uses correct grammar, punctuation, spelling, and APA style for scholarly citations and references without errors or omissions. 6. Analyze a current quality improvement initiative in a health care or practice setting according to strategic organizational initiatives. Passing Grade:  Analyzes a current quality improvement initiative in a health care or practice setting according to strategic organizational initiatives. Supports analysis with multiple specifics, examples, and references to current, scholarly and/or authoritative sources.

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2025 RUA Transitions Paper Summuraize this article as an essay 2 full pages not including title page and

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Transition to the Nursing profession 2025

RUA: Transitions Paper (Summuraize this article as an essay 2 full pages not including title page and reference page) (I upload below the article and the student paper to follow as an example) The title of the essay is “Safety” “Does Nursing Home Compare Reflect Patient Safety In Nursing Homes? Article upload to write about” APA format: https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_formatting_and_style_guide/in_text_citations_the_basics.html Only use this website or library to find the article to support the essay: CINAHL with Full Text ProQuest Nursing Access Medicine Cochrane Library PubMed Criteria 1) Include the following sections. A. Introduction – 20 points/13% • Clearly establishes the purpose of the paper • Includes key points to be covered • Captures the reader’s interest B. Body of Paper – 60 points/40% • Complete, well-developed discussion of key points • Supports the purpose or main idea of the paper • Logical development of ideas with clear and accurate information • Ideas and statements are supported by three or more examples from personal and/or professional experiences • Provides own perspectives on the topic that is reflective, insightful, and original C. Conclusion – 30 points/20% • Clear and concise • Summarizes key points discussed in the paper • Leaves a strong impression, message, or idea on the reader D. Writing Style – 15 point/10% e. Correct use of standard English grammar, paragraph, and sentence structure F. No spelling or typographical errors G. Organized around required components H. Information flows in a logical sequence that is easy for the reader to follow I. APA Format, and References – 25 points/17% • There is a correct and appropriate use of margins, spacing, font, and headers • Document setup includes title and reference pages in correct APA format NR103 Transition to the Nursing Profession Transitions Paper Guidelines NR103_Transitions_Paper_Guidelines 2 • Citation of sources included in the body of the paper uses the correct APA format for direct and indirect quotes • All elements of each reference are included in the correct order • All information taken from the source, even if summarized, is cited and listed on the Reference page • All sources used are nursing journals published within the last five years For writing assistance (APA, formatting, or grammar) visit the APA Citation and Writing page in the online library

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2025 Discussion 2 Your Leadership Profile Do you believe you have the traits to be an

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week5 disc 2 6053 2025

Discussion 2: Your Leadership Profile Do you believe you have the traits to be an effective leader? Perhaps you are already in a supervisory role, but as has been discussed previously, appointment does not guarantee leadership skills. How can you evaluate your own leadership skills and behaviors? You can start by analyzing your performance in specific areas of leadership. In this Discussion, you will complete Gallup’s StrengthsFinder assessment. This assessment will identify your personal strengths, which have been shown to improve motivation, engagement, and academic self-conference. Through this assessment, you will discover your top five themes—which you can reflect upon and use to leverage your talents for optimal success and examine how the results relate to your leadership traits. To Prepare: Complete the StrengthsFinder assessment instrument, per the instructions found in this Module’s Learning Resources. Please Note: This Assessment will take roughly 30 minutes to complete. NOTE: Please keep your report. You will need your results for future courses. Technical Issues with Gallup: If you have technical issues after registering, please contact the Gallup Education Support group by phone at +1.866-346-4408. Support is available 24 hours/day from 6:00 p.m. Sunday U.S. Central Time through 5:00 p.m. Friday U.S. Central Time. Reflect on the results of your Assessment, and consider how the results relate to your leadership traits. By Day 3 of Week 5 Post a brief description of your results from the StrengthsFinder assessment. Then, briefly describe two core values, two strengths, and two characteristics that you would like to strengthen based on the results of your StrengthsFinder assessment. Be specific. By Day 6 of Week 5 Respond to at least two of your colleagues on two different days by making recommendations for how they might strengthen the leadership behaviors profiled in their StrengthsFinder assessment, or by commenting on lessons to be learned from the results that can be applied to personal leadership philosophies and behaviors. Learning Resources Required Readings Marshall, E., & Broome, M. (2017). Transformational leadership in nursing: From expert clinician to influential leader (2nd ed.). New York, NY: Springer. Chapter 1, “Expert Clinician to Transformational Leader in a Complex Health Care Organization: Foundations” (pp. 7–20 ONLY) Chapter 6, “Frameworks for Becoming a Transformational Leader” (pp. 145–170) Chapter 7, “Becoming a Leader: It’s All About You” (pp. 171–194) Duggan, K., Aisaka, K., Tabak, R. G., Smith, C., Erwin, P., & Brownson, R. C. (2015). Implementing administrative evidence-based practices: Lessons from the field in six local health departments across the United States. BMC Health Services Research, 15 (1). doi:10.1186/s12913-015-0891-3. Retrieved from https://bmchealthservres.biomedcentral.com/articles/10.1186/s12913-015-0891-3 Resources for the StrengthsFinder Assessment Tool Rath, T. (2007). Strengths Finder 2.0 – with Access Code. Purchase the access code from the Walden bookstore. Then follow the instructions in the document “How to Access the Strengths Finder 2.0. Document: How to Access Strengths Finder 2.0 (PDF) Required Media Laureate Education (Producer). (2014). Leadership [Video file]. Baltimore, MD: Author. Accessible player –Downloads–Download Video w/CCDownload AudioDownload Transcript Moore Foundation. (n.d.). Nurses share lessons in leadership . Retrieved from https://www.youtube.com/playlist?list=PLopRJPO6GaifsYPGP_jcWXZzU10H3AaX7 3 sources for this discussion

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2025 The Affordable Care Act was signed into law by President Barack Obama in March 2010

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AFFORDABLE CARE ACT 2025

The Affordable Care Act was signed into law by President Barack Obama in March 2010. Many of the provisions of the law directly affect health care providers. Review the following topic materials: “About the Affordable Care Act” “Health Care Transformation: The Affordable Care Act and More” What are the most important elements of the Affordable Care Act in relation to community and public health? What is the role of the nurse in implementing this law?

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2025 Case An elderly widow who just lost her spouse Subjective A patient presents to your primary care office today

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Treatment for a Patient With a Common Condition 2025

Case: An elderly widow who just lost her spouse. Subjective: A patient presents to your primary care office today with chief complaint of insomnia. Patient is 75 YO with PMH of DM, HTN, and MDD. Her husband of 41 years passed away 10 months ago. Since then, she states her depression has gotten worse as well as her sleep habits. The patient has no previous history of depression prior to her husband’s death. She is awake, alert, and oriented x3. Patient normally sees PCP once or twice a year. Patient denies any suicidal ideations. Patient arrived at the office today by private vehicle. Patient currently takes the following medications: Metformin 500mg BID Januvia 100mg daily Losartan 100mg daily HCTZ 25mg daily Sertraline 100mg daily Current weight: 88 kg Current height: 64 inches Temp: 98.6 degrees F BP: 132/86 List three questions you might ask the patient if she were in your office. Provide a rationale for why you might ask these questions. Identify people in the patient’s life you would need to speak to or get feedback from to further assess the patient’s situation. Include specific questions you might ask these people and why. Explain what, if any, physical exams, and diagnostic tests would be appropriate for the patient and how the results would be used. List a differential diagnosis for the patient. Identify the one that you think is most likely and explain why. List two pharmacologic agents and their dosing that would be appropriate for the patient’s antidepressant therapy based on pharmacokinetics and pharmacodynamics. From a mechanism of action perspective, provide a rationale for why you might choose one agent over the other. For the drug therapy you select, identify any contraindications to use or alterations in dosing that may need to be considered based on the client’s ethnicity. Discuss why the contraindication/alteration you identify exists. That is, what would be problematic with the use of this drug in individuals of other ethnicities? Include any “check points” (i.e., follow-up data at Week 4, 8, 12, etc.), and indicate any therapeutic changes that you might make based on possible outcomes that may happen given your treatment options chosen.

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2025 Linda Stevens LPN works on a medical floor at the local hospital One of the patients she has

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in need health 2025

Linda Stevens, LPN, works on a medical floor at the local hospital. One of the patients she has been assigned to take care of is Frank Gibbons, a 72-year-old newly diagnosed with diabetes (a condition in which the body does not produce enough insulin to control blood sugar levels). Part of Linda’s process of preparing to care for her patients is to review the patients’ charts for any new physician orders. She notes that Dr. Romero was in the previous evening and ordered the patient’s blood sugar to be checked at 8 a.m. According to the results, insulin is to be given. (The higher the level of blood sugar, the greater the amount of insulin that is given, based on a formula defined by the physician.) Linda is a “thinking nurse” and starts to question if this is an appropriate order. She realizes that breakfast trays arrive at 7:30 a.m. on her floor and that Mr. Gibbons will already have eaten when she checks his insulin level at 8 a.m. She knows that after eating, a person’s blood sugar normally increases for a few hours. This is why blood sugar tests are usually ordered when the patient has not eaten for a number of hours. Linda reasons that if she calculates the amount of insulin based on the temporarily elevated blood sugar levels, Mr. Gibbons will receive too much insulin and may have a negative reaction. Linda calls Dr. Romero to clarify the order. Dr. Romero states that he believed the breakfast trays did not arrive until 8:30 a.m. He thanks Linda for catching the error and changes the order. What might have happened if Linda had simply performed the blood sugar test exactly as ordered? Do you think Linda should have been considered responsible for the error if she had followed the orders exactly? Review the five Ws and How questions in relation to this situation. Give examples of questions that Linda may have asked herself.

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