week 8 2025

Assignment Complete only the History, Physical Exam, and Assessment sections of the Aquifer virtual case: Family Medicine 27: 17-year-old male with groin pain. Discussion Question 1 Based on your performance and the expert feedback in your HISTORY collection, describe two missed questions and your understanding of why they were important to collect for this case history. Use specific references from your text to explain. Discussion Question 2 Based on your performance and the expert feedback in your PHYSICAL EXAM collection, describe two errors in your exam performance or documentation. Use specific references from your text to explain the importance of these findings in correct assessment of this client. Discussion Question 3 Based on your performance on the PHYSICAL EXAM collection, describe one key finding that you included in your list and describe a specific physical exam that you can perform at the point-of-care to further evaluate the finding. Use specific references from your text. Discussion Question 4 Based on your performance and the expert feedback in your ASSESSMENT identification of problem categories, choose one missed/incorrect category and use specific references from your text to explain the importance of this category in arriving at correct differential diagnoses for this client. Discussion Question 5 Based on your performance and the expert feedback in your ASSESSMENT of differential diagnoses, describe one incorrect/missed differential diagnosis and use specific references from your text to support the inclusion of the diagnosis for this client.

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6021: Concept Map 2025

Create a concept map of a chosen condition, disease, or disorder with glucose regulation or metabolic balance considerations. Write a brief narrative (2–3 pages) that explains why the evidence cited in the concept map and narrative are valuable and relevant, as well as how specific interprofessional strategies will help to improve the outcomes presented in the concept map. Note : Each assessment in this course builds on the work you completed in the previous assessment. Therefore, you should complete the assessments in this course in the order in which they are presented. The biopsychosocial (BPS) approach to care is a way to view all aspects of a patient’s life. It encourages medical practitioners to take into account not only the physical and biological health of a patient, but all considerations like mood, personality, and socioeconomic characteristics. This course will also explore aspects of pathophysiology, pharmacology, and physical assessment (the three Ps) as they relate to specific conditions, diseases, or disorders. The first assessment is one in which you will create a concept map to analyze and organize the treatment of a specific patient with a specific condition, disease, or disorder. Assessment Instructions Scenario You have already learned about evidence-based practice and quality improvement initiatives in previous courses. You will use this information to guide your assessments, while also implementing new concepts introduced in this course. For this assessment, you will develop a concept map and provide supporting evidence and explanations. You may use the case studies presented in the Vila Health: Concept Maps as Diagnostic Tools media, a case study from the literature or your practice that is relevant to the list of conditions below, or another relevant case study you have developed. This case study will provide you with the context for creating your concept map. You may also use the practice context from the case study or extrapolate the case study information and data into your own practice setting. Think carefully when you are selecting the case study for this assessment, as you may choose to build upon it for the second assessment as well. Some example conditions, diseases and disorders that are relevant to metabolic balance and glucose regulation considerations are: Cancer. Diabetes (type 2). HIV/AIDS. Hyperthyroidism. Hypothyroidism. Metabolic syndrome. Obesity. Polycycstic ovary syndrome. Prediabetes. Pregnancy. Instructions Develop a concept map and a short narrative that supports and further explains how the concept map is constructed. You may choose to use the Concept Map Template (in the Resources) as a starting point for your concept map, but are not required to do so. The bullet points below correspond to the grading criteria in the scoring guide. Be sure that your evidence-based plan addresses all of them. You may also want to read the Concept Map scoring guide and the Guiding Questions: Concept Map document to better understand how each grading criterion will be assessed. Part 1: Concept Map Develop an evidence-based concept map that illustrates a plan for achieving high-quality outcomes for a condition that has impaired glucose or metabolic imbalance as related aspects. Part 2: Additional Evidence (Narrative) Justify the value and relevance of the evidence you used as the basis for your concept map. Analyze how interprofessional strategies applied to the concept map can lead to achievement of desired outcomes. Construct concept map and linkage to additional evidence in a way that facilitates understanding of key information and links. Integrate relevant sources to support assertions, correctly formatting citations and references using current APA style. Example Assessment: You may use the following to give you an idea of what a Proficient or higher rating on the scoring guide would look like: Assessment 1 Example [PDF] . Additional Requirements Length of submission : Your concept map should be on a single page, if at all possible. You can submit the concept map as a separate file, if you need to. Your additional evidence narrative should be 2–3 double-spaced, typed pages. Your narrative should be succinct yet substantive. Number of references : Cite a minimum of 3–5 sources of scholarly or professional evidence that supports your concept map, decisions made regarding care, and interprofessional strategies. Resources should be no more than five years old. APA formatting : For the concept map portion of this assessment: Resources and citations are formatted according to current APA style. Please include references both in-text and in the reference page that follows your narrative. For the narrative portion of this assessment: use the APA Paper Template linked in the Resources. An APA Template Tutorial is also provided to help you in writing and formatting your analysis. You do not need to include an abstract for this assessment. Questions to Consider: As you prepare to complete this assessment, you may want to think about other related issues to deepen your understanding or broaden your viewpoint. You are encouraged to consider the questions below and discuss them with a fellow learner, a work associate, an interested friend, or a member of your professional community. Note that these questions are for your own development and exploration and do not need to be completed or submitted as part of your assessment. SHOW LESS The assessment will be based on the case of a specific patient with a specific condition, disease, or disorder. Think about an experience you have had treating a patient with a condition, disease, or disorder that interests you, or one of the cases presented in the Vila Health: Concept Maps as Diagnostic Tools media simulation. Vila Health attached below as images examples attached templates attached *****Must get distinguished in all categories or revise***** What is the primary condition, disease, or disorder affecting the patient? What types of experience have you had working with patients with this condition, disease, or disorder? How does this condition, disease, or disorder typically present? What are the recommended treatment options? What, if any, characteristics of an individual patient should be kept in mind when determining a course of treatment. How have you used concept maps to help plan and organize care? What are the advantages of concept maps, from your point of view? How could concept maps be more useful? How can interprofessional communication and collaboration strategies assist in driving patient safety, efficiency, and quality outcomes with regard to specific clinical and biopsychosocial considerations? What interprofessional strategies do you recommend health care providers take in order to meet patient-centered safety and outcome goals?

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Evidence-Based Teaching Strategies 2025

An effective nurse educator is aware of evidence-based teaching strategies and how to use them in an educational setting. The purpose of this assignment is to immerse yourself in the literature to determine relevant and current evidence-based teaching strategies. Using the Topic Materials and your own research on teaching strategies, determine five evidence-based teaching strategies that you plan to utilize in your practicum setting. Use the “Evidence-Based Teaching Strategies” graphic organizer to complete this assignment. Explain how the nurse educator fosters the development of learners in these three areas: cognitive, psychomotor, and affective domains. In-depth description of each teaching strategy and the cognitive, psychomotor, or affective learning domain they address. Explanation of how each teaching strategy creates effective learning to foster the development of learners. Explanation of how each teaching strategy aligns to learning styles. An explanation of how each teaching strategy can be used to implement generational lessons. An explanation of how each teaching strategy can be used to implement culturally diverse lessons. This assignment requires two or three peer-reviewed/scholarly resources. 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 LopesWrite. A link to the LopesWrite technical support articles is located in Course Materials if you need assistance.

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WEEKS 9,10,11 2025

Week 9 To prepare: Review “Gastrointestinal Disorders” of the Burns et al. text. Review and select one of the three provided case studies. Analyze the patient information. Consider a differential diagnosis for the patient in the case study you selected. Think about the most likely diagnosis for the patient. Think about a treatment and management plan for the patient. Be sure to consider appropriate dosages for any recommended pharmacologic and/or non-pharmacologic treatments. Consider strategies for educating patients and families on the treatment and management of the gastrointestinal disorder By Day 3 Post an explanation of the differential diagnosis for the patient in the case study you selected. Explain which is the most likely diagnosis for the patient and why. Include an explanation of unique characteristics of the disorder you identified as the primary diagnosis. Then, explain a treatment and management plan for the patient, including appropriate dosages for any recommended treatments. Finally, explain strategies for educating patients and families on the treatment and management of the gastrointestinal disorder. Case Study 1 Jordan is a 4-year-old with a 1-day history of vomiting and diarrhea. His mother reports he awoke this morning vomiting and his vomitus contained last night’s dinner. He vomited three more times this morning but has not vomited in 5 hours. Approximately one hour ago, he had a large diarrhea stool that did not contain blood or mucus. He has had small sips of sports drinks since this morning. His last urination occurred 3 hours ago and the volume was small and the color dark yellow. Physical examination reveals a quiet and tired child with normal exam except for increased bowel sounds, but no abdominal distension, pain with palpation, or masses. Case Study 2 Victoria is a 15-year-old who complains of chronic sore throat and bad taste in her mouth. Her height and weight are appropriate for age and she remains on the same growth trajectory since infancy. Abdominal examination and chest examination are negative. History reveals frequent burping and occasional feelings of regurgitating food. Diet history reveals she eats a balanced diet, but her primary sources of fluids are coffee, tea, and carbonated drinks. Case Study 3 Trish is a 7-year-old who presents with abdominal pain. Further questioning reveals frequent stool soiling and a history of chronic constipation since infancy. The child does not remember when her last bowel movement was, but her mother reports that she had an ”accident” at a family gathering last night where she defecated in her underwear prior to reaching the bathroom. Physical examination is benign except for the presence of palpable stool in the descending colon and an enlarged rectal vault with hard stool. ________________________________________________________________________________________ Week 10 To prepare: Review “Genitourinary Disorders” in the Burns et al. text. Review and select one of the three provided case studies. Analyze the patient information. Consider a differential diagnosis for the patient in the case study you selected. Think about the most likely diagnosis for the patient. Think about a treatment and management plan for the patient. Be sure to consider appropriate dosages for any recommended pharmacologic and/or non-pharmacologic treatments. Consider strategies for educating patients and families on the treatment and management of the genitourinary disorder. By Day 3 Post an explanation of the differential diagnosis for the patient in the case study you selected. Explain which is the most likely diagnosis for the patient and why. Include an explanation of unique characteristics of the disorder you identified as the primary diagnosis. Then, explain a treatment and management plan for the patient, including appropriate dosages for any recommended treatments. Finally, explain strategies for educating patients and families on the treatment and management of the genitourinary disorder. Case Study 1 You see a 3-year-old with a 2-day history of complaints of dysuria with frequent episodes of enuresis despite potty training about 7 months ago. She is afebrile and denies vomiting. Physical examination is normal. Dipstick voided urine analysis reveals: specific gravity 1.015, Protein 1+ non-hemolyzed blood, 1+ nitrites, 1+ leukocytes, and glucose-negative. Case Study 2 Mark is a 15-year-old with complaint of acute left scrotal pain with nausea. The pain began approximately 6 hours ago as a dull ache and has gradually worsened to where he can no longer stand without doubling over. He is afebrile and in marked pain. Physical exam is negative except for elevation of the left testicle, diffuse scrotal edema, and the presence of a blue dot sign. Case Study 3 Maya is a 5-year-old who presents for a well-child visit. She is a healthy child with no complaints. Physical examination is normal. Routine urinalysis indicates 2+ proteinuria; specific gravity 1.020; negative for glucose, blood, leukocytes, and nitrites. Her blood pressure is normal, and she is at the 60th percentile for height and weight. ________________________________________________________________________________________ Week 11 To prepare: Review “Neurologic Disorders” and “Musculoskeletal Disorders” in the Burns et al. text. Review and select one of the three provided case studies. Analyze the patient information. Consider a differential diagnosis for the patient in the case study you selected. Think about the most likely diagnosis for the patient. Think about a treatment and management plan for the patient. Be sure to consider appropriate dosages for any recommended pharmacologic and/or non-pharmacologic treatments. Consider strategies for educating patients and families on the treatment and management of the musculoskeletal or neurologic disorder. By Day 3 Post an explanation of the differential diagnosis for the patient in the case study you selected. Explain which is the most likely diagnosis for the patient and why. Include an explanation of unique characteristics of the disorder you identified as the primary diagnosis. Then, explain a treatment and management plan for the patient, including appropriate dosages for any recommended treatments. Finally, explain strategies for educating patients and families on the treatment and management of the musculoskeletal or neurologic disorder. Case Study 1: Clay is a 7-year-old male who presents in your office with complaints of right thigh pain and a limp. The pain began approximately 1 week ago and has progressively worsened. There is no history of trauma. Physical examination is negative except for pain with flexion and internal rotation of the right hip and limited abduction of the right hip. Limb lengths are equal. Case Study 2: Trevon is an 18-month-old with a 3-day history of upper-respiratory-type symptoms that have progressively worsened over the last 8 hours. His immunizations are up to date. Mom states he spiked a fever to 103.2°F this morning and he has become increasingly fussy. He vomited after drinking a cup of juice this afternoon and has refused PO fluids since then. Pertinent physical exam findings include negative abdominal exam, marked irritability with inconsolable crying, and he cries louder with pupil examination and fights head and neck assessment. You are unable to elicit Kernig’s or Brudzinski’s signs due to patient noncompliance. Case Study 3: Molly is a 12-year-old who comes to your office after hitting her head on the ground during a soccer game. Her mother reports that she did not lose consciousness, but that she seems “loopy” and doesn’t remember what happened immediately following her fall. She was injured when she collided with another player and fell backward, striking her head on the ground. She has no vomiting and denies diplopia but complains of significant headache. Physical examination is negative except for the presence of slight nystagmus. All other neurologic findings including fundoscopic examination are normal. Read a selection of your colleagues’ responses.

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assignment 2025

Prepare a 10-minute presentation (10-15 slides, not including title or reference slide) on organizational culture and values. Describe how alignment between the values of an organization and the values of the nurse impact nurse engagement and patient outcomes. Discuss how an individual can use effective communication techniques to overcome workplace challenges, encourage collaboration across groups, and promote effective problem solving. Incorporate how system needs and the culture of health may influence the outcomes. How does this relate to health promotion and disease prevention in the larger picture? Identify a specific instance from your own professional experience in which the values of the organization and the values of the individual nurses did or did not align. Describe the impact this had on nurse engagement and patient outcomes. While APA style format is not required,solid academic writing is expected and in-text citations and references should be presented using APA documentation guidelines, which can be found in the APA Style Guide. This assignment uses a rubric. Please review the rubric prior to beginning the assignment.

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