2025 Review your strategic plan to implement the change proposal the objectives the outcomes and listed resources Develop

Capstone Change Project Evaluation Plan 2025

Review your strategic plan to implement the change proposal, the objectives, the outcomes, and listed resources. Develop a process to evaluate the intervention if it were implemented. Write a 150-250 word summary of the evaluation plan that will be used to evaluate your intervention. The assignment will be used to develop a written implementation plan. APA style is not required, but solid academic writing is expected

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2025 Question 1 A 42 year old man is being treated for a peptic ulcer with ranitidine Zantac taken PO

Walden NURS6521 Week 7 Quiz Latest 2017 2025

Question 1 A 42-year-old man is being treated for a peptic ulcer with ranitidine (Zantac) taken PO at bedtime. Even though few adverse effects are associated with this drug, one common adverse effect that can be severe is A) headache B) irritability C) dry mouth D) heart palpitations Question 2 A patient on 5-FU calls the clinic and reports that he has between five and seven loose bowel movements daily. The nurse will instruct the patient to A) treat the diarrhea with OTC medications B) avoid protein-rich foods C) avoid grapefruit and grapefruit juice D) notify the clinic if the stools are black or if there is evidence of blood Question 3 A patient has been prescribed a histamine-2 (H2) receptor antagonist for the treatment of GERD. Why are H2RAs more effective than H1 receptor antagonists in the treatment of diseases of the upper GI tract? A) H2RAs have a longer duration of action and fewer adverse effects than H1RAs B) The parietal cells of the stomach have H2 receptors but not H1 receptors C) H2RAs may be administered orally and in an outpatient environment but H1RAs require intravenous administration D) H2 receptors in the upper GI tract outnumber H1 receptors by a factor of 2:1 Question 4 To maximize the therapeutic effect of diphenoxylate HCl with atropine sulfate, the nurse will instruct the patient to take the medication A) once a day B) twice a day C) every 2 hours D) four times a day Question 5 A 22-year-old male college senior has lived with a diagnosis of Crohn’s disease for several years and has undergone several courses of treatment with limited benefit. Which of the following targeted therapies has the potential to alleviate the symptoms of Crohn’s disease? A) Tositumomab plus 131I (Bexxar) B) Muromonab-CD3 (Orthoclone OKT3) C) Infliximab (Remicade) D) Eculizumab (Soliris) Question 6 A patient has been prescribed rabeprazole (Aciphex). It will be important for the nurse to assess the patient’s drug history to determine if the patient is taking which of the following drugs? A) Levodopa B) Morphine C) Digoxin D) Dicyclomine hydrochloride Question 7 An adult patient who has been diagnosed with a rectal tumor is scheduled to begin treatment with cisplatin. The nurse has conducted patient teaching about the possibility of nausea and vomiting. In order to reduce the patient’s risk of severe nausea, the nurse should A) place the patient on a low-residue diet B) ensure that the patient is NPO from midnight prior to receiving the drug C) administer a combination of antiemetics prior to the administration of the drug D) encourage the patient to request antiemetics if the nausea becomes unbearable Question 8 It is determined that a patient, who is in a hepatic coma, needs a laxative. Lactulose is prescribed. Which of the following should the nurse monitor to assess the efficacy of the lactulose therapy? A) Water levels in the colon B) Oncotic pressure in the colon C) Blood ammonia levels D) Relief from symptoms Question 9 A 60-year-old man has scheduled a follow-up appointment with his primary care provider stating that the omeprazole (Prilosec) which he was recently prescribed is ineffective. The patient states,“I take it as soon as I feel heartburn coming on, but it doesn’t seem to help at all.” How should the nurse best respond to this patient’s statement? A) “It could be that Prilosec isn’t the right drug for you, so it would be best to talk this over with your care provider.” B) “Prilosec won’t really decrease the sensation of heartburn, but it is still minimizing the damage to your throat and stomach that can be caused by the problem.” C) “Prilosec will help your heartburn but it’s not designed to provide immediate relief of specific episodes of heartburn.” D) “A better strategy is to take a dose of Prilosec 15 to 30 minutes before meals or drinks that cause you to get heartburn.” Question 10 A 33-year-old woman has irritable bowel syndrome (IBS). The physician has prescribed simethicone (Mylicon) for her discomfort.Which of the following will the nurse monitor most closely during the patient’s drug therapy? A) Drug toxicity B) Anorexia C) Increased abdominal pain and vomiting D) Increased urine output Question 11 Mr. Tan is a 69-year-old man who prides himself in maintaining an active lifestyle and a healthy diet that includes adequate fluid intake. However, Mr. Tan states that he has experienced occasional constipation in recent months. What remedy should be the nurse’s first suggestion? A) Bismuth subsalicylate B) A bulk-forming (fiber) laxative C) A stimulant laxative D) A hyperosmotic laxative Question 12 A 29-year-old woman has been prescribed alosetron (Lotronex) for irritable bowel syndrome. Before starting the drug therapy, the nurse will advise the patient about which of the following adverse effect(s)? A) Constipation B) Breathlessness and hypotension C) Hyperthyroidism D) Impaired cardiac function Question 13 A 29-year-old female patient has been prescribed orlistat (Xenical) for morbid obesity. The nurse is providing patient education concerning the drug. An important instruction to the patient would be to A) omit the dose if the meal does not contain fat B) take orlistat and multivitamins together C) take orlistat in one dose at breakfast D) omit the dose if the meal does not contain protein Question 14 Prior to administering a dose of 5-FU to a patient with pancreatic cancer, the nurse is conducting the necessary drug research. The nurse is aware that 5-FU is a cell cycle–specific chemotherapeutic agent. Which of the following statements best describes cell cycle–specific drugs? A) They follow a specific sequence of cytotoxic events in order to achieve cell death B) They affect cancerous cells during a particular phase of cellular reproduction C) They achieve a synergistic effect when administered in combination with cell cycle–nonspecific drugs D) They affect cancerous cells and normal body cells in a similar manner Question 15 A patient with a long history of alcohol abuse has been admitted to an acute medical unit with signs and symptoms of hepatic encephalopathy. His current medication orders include QID doses of oral lactulose. What desired outcomes should the nurse associate with this drug order? A) Patient will have three to four loose bowel movements each day B) Patient will express relief from constipation C) Patient will have formed bowel movements that do not contain frank or occult blood D) Patient will express an understanding of his current bowel regimen Question 16 A nurse is assessing a female patient who is taking diphenoxylate HCl with atropine sulfate. Which of the following would lead the nurse to suspect that she is experiencing an allergic reaction? A) Numbness of extremities B) Headache and lethargy C) Toxic megacolon D) Urticaria Question 17 A 73-year-old woman has scheduled an appointment with her nurse practitioner to discuss her recurrent constipation. The woman states that she experiences constipation despite the fact that she takes docusate on a daily basis and performs cleansing enemas several times weekly.How should the nurse best respond to this patient’s statements? A) “Because we become more prone to constipation as we age, you’ll likely need to increase the number of stool softeners you take.” B) “I’ll refer you to a specialist because it could be that you have a disease affecting your bowels or stomach.” C) “Taking too many laxatives can make your bowels dependent on them, making you more susceptible to constipation.” D) “Try using a different over-the-counter laxative and see that if you resolves your problem.” Question 18 A patient develops diarrhea secondary to antibiotic therapy. He is to receive two tablets of diphenoxylate HCl with atropine sulfate (Lomotil) orally as needed for each loose stool. The nurse should inform him that he may experience A) dizziness B) bradycardia C) muscle aches D) increase in appetite Question 19 A patient who takes aluminum hydroxide with magnesium hydroxide (Mylanta) frequently for upset stomach, heartburn, and sour stomach is seen regularly in the clinic. The nurse should assess which of the following? A) Blood glucose level B) Serum phosphate level C) Urine specific gravity D) Aspartate transaminase levels Question 20 A teenage boy has undergone a diagnostic workup following several months of persistent, bloody diarrhea that appears to lack an infectious etiology. The boy has also experienced intermittent abdominal pain and has lost almost 15 pounds this year. Which of the following medications is most likely to treat this boy’s diagnosis? A) Lubiprostone B) Mesalamine C) Docusate D) Bismuth subsalicylate Question 21 Mesalamine (Asacol) is prescribed for a 22-year-old woman with Crohn disease. The nurse will discuss with the patient the possibility for which of the following adverse effects related to the new drug therapy? A) Hair loss B) Metallic taste C) Fatigue D) Increased appetite Question 22 A 58-year-old man is prescribed dicyclomine (Bentyl) for irritable bowel syndrome. In which of the following conditions is dicyclomine therapy contraindicated? A) Hypertension B) Diabetes mellitus C) Glaucoma D) Rheumatoid arthritis Question 23 A nurse is planning care for a 59-year-old woman who is on ranitidine therapy. The nurse is concerned for the patient’s safety.Which of the following would be an appropriate nursing diagnosis? A) Diarrhea related to adverse effects of drug therapy B) Acute Pain related to adverse drug effects, headache C) Risk for Injury related to drug-induced somnolence, dizziness, confusion, or hallucinations D) Potential Complication: Electrolyte Imbalance related to hypophosphatemia, secondary to drug therapy Question 24 A 57-year-old man is to begin 5-FU therapy for colon cancer. It will be most important for the nurse to monitor which of the following during the first 72 hours of the initial treatment cycle? A) Myelosuppression B) Cardiac events C) White blood cell nadir D) Nausea and vomiting Question 25 A patient is taking cholestyramine. The nurse will assess for which of the following common adverse effects of the drug? A) Abdominal pain B) Headache C) Constipation D) Indigestion Question 26 A patient comes to the clinic asking for help to quit drinking alcohol. She has a 21-year history of heavy drinking and is worried about developing cirrhosis of the liver. The patient agrees to take disulfiram (Antabuse). The nurse will teach the patient that the combination of alcohol and Antabuse will cause which of the following? A) Bradycardia B) Diarrhea C) Nausea D) Slight headache Question 27 A 52-year-old man is suffering from a deficiency of exocrine pancreatic secretions and is prescribed pancrelipase (Pancrease MT). Before the medication therapy begins, the nurse will assess for allergies related to A) ragweed B) pollen C) pork D) shellfish Question 28 A nurse is providing discharge instructions to a patient who will be taking fludrocortisone at home. The nurse will encourage the patient to eat a diet that is A) low in sodium and potassium B) low in sodium, high in potassium C) high in iron D) low in proteins Question 29 A nurse is aware that diphenoxylate HCl with atropine sulfate is an effective adjunct in the treatment of diarrhea. For which of the following patients could the administration of this drug be potentially harmful? A) An 80-year-old man who has diarrhea secondary to Clostridium difficile infection B) A woman who has experienced severe diarrhea associated with influenza C) A man who has experienced diarrhea shortly after beginning tube feeding through a nasogastric tube D) A 60-year-old woman who tends to get diarrhea during periods of intense stress Question 30 A clinic nurse is planning care for a 68-year-old man who has been on omeprazole (Prilosec) therapy for heartburn for some time. Regarding the patient’s safety, which of the following would be a priority nursing action? A) Teach the patient to take omeprazole 1 hour before meals B) Emphasize that the drug should not be crushed or chewed C) Coordinate bone density testing for the patient D) Monitor the patient for the development of diarrhea Question 31 A nurse is overseeing the care of a young man whose ulcerative colitis is being treated with oral prednisone. Which of the following actions should the nurse take in order to minimize the potential for adverse drug effects and risks associated with prednisone treatment? A) Avoid OTC antacids for the duration of treatment B) Advocate for intravenous, rather than oral, administration C) Teach the patient strategies for dealing with headaches D) Carefully assess the patient for infections Question 32 A woman with numerous chronic health problems has been diagnosed with a benign gastric ulcer has begun treatment with ranitidine (Zantac). Which of the following teaching points should the nurse provide to this patient? A) “Quitting smoking will significantly increase the chance that this drug will heal your ulcer.” B) “This drug will help to eliminate the bacteria in your stomach that caused your ulcer.” C) “You should eat several small meals each day rather than three larger meals.” D) “Take each dose of ranitidine with an antacid of your choice.” Question 33 A patient has GERD and is taking ranitidine (Zantac). She continues to have gastric discomfort and asks whether she can take an antacid. Which of the following is an appropriate response by the nurse? A) “Sure, you may take an antacid with ranitidine.” B) “No, the two drugs will work against each other.” C) “Yes, but be sure to wait at least 2 hours to take the antacid after you take the ranitidine.” D) “I wouldn’t advise it. You may experience severe constipation.” Question 34 A woman with an inflammatory skin disorder has begun taking prednisone in an effort to control the signs and symptoms of her disease. The nurse who is providing care for this patient should prioritize which of the following potential nursing diagnoses in the organization of the patient’s care? A) Fluid Volume Excess B) Constipation C) Acute Confusion D) Impaired Gas Exchange Question 35 Following an endoscopy, a 66-year-old man has been diagnosed with a duodenal ulcer resulting from Helicobacter pylori infection. Which of the following medications will likely be used in an attempt to eradicate the patient’s H. pylori infection? (Select all that apply.)is situation? A) A PPI B) Antibiotics C) Cisapride (Propulsid) D) Aluminum hydroxide

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2025 Patient Introduction Carl Shapiro is a 54 year old male who travels frequently He was seen in the

Clinical Worksheet Plan of Care Concept Map Pharm4Fun Worksheet: 1 per medication ISBAR Worksheet 2025

Patient Introduction Carl Shapiro is a 54-year-old male who travels frequently. He was seen in the Emergency Department at 1:30 p.m. for complaints of chest pain, diaphoresis, and shortness of breath. He was treated in the Emergency Department with aspirin and two doses of sublingual nitroglycerin. Chest pain improved with nitroglycerin administration. IV infusion of normal saline was started in the Emergency Department and is running at 25 mL/hour. Ordered lab values are pending. Provider wants to be called as soon as the labs are available. Patient is receiving oxygen at 4 L/min with SpO2 values at 97%. Chest pain was last rated as a “0” following second nitroglycerin dose and nitroglycerine patch 0.4 mg. He has been admitted to the Telemetry Unit.

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2025 In this assignment you will 1 Find 2 articles on the use of SMART goals objectives what

Capstone Project – Developing Smart Goals/Objectives for your Project 2025

In this assignment, you will 1. Find 2 articles on the use of SMART goals/objectives: what are they, how are they used, and why they can be a useful tool . Summarize content of each article by writing a summary paragraph for each. 2. Next, select 3 peer reviewed articles that address your chosen area of focus for you Capstone Project. You will use these to cite your Capstone Project goals/objectives. A table is provided in the assignment document for your use. 3. Lastly, create a minimum of 3 and no more than 5 goals/objectives for your Capstone Project. Remember: You must use in-text citations and references using correct APA format. Assignment is due by Saturday 2359 Central Time (CT)

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2025 Develop a disaster recovery plan to lessen health disparities and improve access

4060-3 Disaster Recovery Plan 2025

Develop a disaster recovery plan to lessen health disparities and improve access to community services after a disaster. Then, develop and record an 8-10 slide presentation (PowerPoint preferred) of the plan with audio for the Vila Health system, city officials, and the disaster relief team. As you begin to prepare this assessment, you are encouraged to complete the Disaster Preparedness and Management activity. The information gained from completing this activity will help you succeed with the assessment as you think through key issues in disaster preparedness and management in the community or workplace. Completing activities is also a way to demonstrate engagement. Professional Context Nurses fulfill a variety of roles, and their diverse responsibilities as health care providers extend to the community. The decisions we make daily and in times of crisis often involve the balancing of human rights with medical necessities, equitable access to services, legal and ethical mandates, and financial constraints. When an unanticipated event occurs, such as an accident or natural disaster, issues can arise that complicate decisions about meeting the needs of an individual or group, including understanding and upholding their rights and desires, mediating conflict, and applying established ethical and legal standards of nursing care. As a nurse, you must be knowledgeable about disaster preparedness to safeguard those in your care. You are also accountable for promoting equitable quality of care for community residents. This assessment provides an opportunity for you to apply the concepts of emergency preparedness, public health assessment, triage, management, and surveillance after a disaster. You will also focus on hospital evacuation and extended displacement periods. Demonstration of Proficiency By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria: Competency 1: Analyze health risks and health care needs among distinct populations. Describe the determinants of health and the cultural, social, and economic barriers that impact safety, health, and disaster recovery efforts in a community. Competency 2: Propose health promotion strategies to improve the health of populations. Present specific, evidence-based strategies to overcome communication barriers and enhance interprofessional collaboration to improve disaster recovery efforts. Competency 3: Evaluate health policies, based on their ability to achieve desired outcomes. Explain how health and governmental policy affect disaster recovery efforts. Competency 4: Integrate principles of social justice in community health interventions. Explain how a proposed disaster recovery plan will lessen health disparities and improve access to community services. Competency 5: Apply professional, scholarly communication strategies to lead health promotion and improve population health. Present a compelling case to community stakeholders to obtain their approval and support for a proposed disaster recovery plan. Note: Complete the assessments in this course in the order in which they are presented. Preparation When disaster strikes, community members must be protected. A comprehensive recovery plan, guided by the MAP-IT (Mobilize, Assess, Plan, Implement, Track) framework, is essential to help ensure everyone’s safety. The unique needs of residents must be assessed to lessen health disparities and improve access to equitable services after a disaster. Recovery efforts depend on the appropriateness of the plan, the extent to which key stakeholders have been prepared, and the allocation of available resources. In a time of cost containment, when personnel and resources may be limited, the needs of residents must be weighed carefully against available resources. In this assessment, you are a member of a community task force responsible for developing a disaster recovery plan for the Vila Health community using MAP-IT, which you will present to city officials and the disaster relief team. To prepare for the assessment, please review Vila Health: Disaster Recovery Scenario simulation attached. In addition, you are encouraged to complete the Disaster Preparedness and Management activity. The information gained from completing this activity will help you succeed with the assessment as you think through key issues in disaster preparedness and management in the community or workplace. Completing activities is also a way to demonstrate engagement. Begin thinking about: Community needs. Resources, personnel, budget, and community makeup. People accountable for implementation of the disaster recovery plan. Healthy People 2020 goals. A timeline for the recovery effort. You may also wish to: Review the MAP-IT (Mobilize, Assess, Plan, Implement, Track) framework, which you will use to guide the development of your plan: M obilize collaborative partners. A ssess community needs. P lan to lessen health disparities and improve access to services. I mplement a plan to reach Healthy People 2020 objectives. T rack community progress. Review the assessment instructions and scoring guide to ensure that you understand the work you will be asked to complete. Note: Remember that you can submit all, or a portion of, your draft recovery plan to Smarthinking Tutoring for feedback, before you submit the final version for this assessment. If you plan on using this free service, be mindful of the turnaround time of 24–48 hours for receiving feedback. Note: If you require the use of assistive technology or alternative communication methods to participate in this activity, please contact [email protected] to request accommodations. Instructions Complete the following: Develop a disaster recovery plan for the Vila Health community that will lessen health disparities and improve access to services after a disaster. Refer back to the Vila Health: Disaster Recovery Scenario to understand the Vila Health community. Assess community needs. Consider resources, personnel, budget, and community makeup. Identify the people accountable for implementation of the plan and describe their roles. Focus on specific Healthy People 2020 goals. Include a timeline for the recovery effort. Use the MAP-IT (Mobilize, Assess, Plan, Implement, Track) framework to guide the development of your plan: M obilize collaborative partners. A ssess community needs. P lan to lessen health disparities and improve access to services. I mplement a plan to reach Healthy People 2020 objectives. T rack community progress. Develop a slide presentation of your disaster recovery plan with an audio recording of you presenting your assessment of the Vila Health: Disaster Recovery Scenario for city officials and the disaster relief team. Presentation Format and Length You may use Microsoft PowerPoint (preferred) or other suitable presentation software to create your slides and add your voice-over. If you elect to use an application other than PowerPoint, check with your instructor to avoid potential file compatibility issues. Be sure that your slide deck includes the following slides: Title slide. Recovery plan title. Your name. Date. Course number and title. References (at the end of your presentation). Your slide deck should consist of 8–10 content slides plus title and references slides. Use the speaker’s notes section of each slide to develop your talking points and cite your sources as appropriate. The following resources will help you create and deliver an effective presentation: Record a Slide Show With Narration and Slide Timings . This Microsoft article provides steps for recording slide shows in different versions of PowerPoint, including steps for Windows, Mac, and online. Microsoft Office Software . This Campus page includes tip sheets and tutorials for Microsoft PowerPoint. PowerPoint Presentations Library Guide . This library guide provides links to PowerPoint and other presentation software resources. SoNHS Professional Presentation Guidelines [PPTX] . This presentation, designed especially for the School of Nursing and Health Sciences, offers valuable tips and links, and is itself a PowerPoint template that can be used to create a presentation. Supporting Evidence Cite at least three credible sources from peer-reviewed journals or professional industry publications to support your plan. Graded Requirements The requirements outlined below correspond to the grading criteria in the scoring guide, so be sure to address each point: Describe the determinants of health and the cultural, social, and economic barriers that impact safety, health, and recovery efforts in the community. Consider the interrelationships among these factors. Explain how your proposed disaster recovery plan will lessen health disparities and improve access to community services. Consider principles of social justice and cultural sensitivity with respect to ensuring health equity for individuals, families, and aggregates within the community. Explain how health and governmental policy impact disaster recovery efforts. Consider the implications for individuals, families, and aggregates within the community of legislation that includes, but is not limited to, the Americans with Disabilities Act (ADA), the Robert T. Stafford Disaster Relief and Emergency Assistance Act, and the Disaster Recovery Reform Act (DRRA). Present specific, evidence-based strategies to overcome communication barriers and enhance interprofessional collaboration to improve the disaster recovery effort. Consider how your proposed strategies will affect members of the disaster relief team, individuals, families, and aggregates within the community. Include evidence to support your strategies. Present a compelling case to community stakeholders to obtain their approval and support for the proposed disaster recovery plan. Develop your presentation with a specific purpose and audience in mind. Adhere to scholarly and disciplinary writing standards and APA formatting requirements.

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2025 1 Cultural competence and diversity are often considered to have the same meaning in healthcare facilities What is

Please Rephrase Answers And Answer 1 Question. 2025

1) Cultural competence and diversity are often considered to have the same meaning in healthcare facilities. What is the difference between these two terms and their applicability in terms of healthcare professionals in various healthcare settings? Although cultural competence and diversity are often considered to have the same meaning in healthcare facilities they are different. Diversity is in fact a component of cultural competency. This includes ethnic and racial backgrounds, age, physical and cognitive abilities, family status, religion, sexual orientation, etc… cultural competency wouldnt exist without diversity . It is important for healthcare professionals to be culturally competent for the sake of the patient’s comfort in receiving services. Lack of cultural competence can lead to noncompliance, missed appointments, and patients seeking care from non-professionals. In the cultural compliance training video an older Hispanic women spoke on how her physician said they’d schedule her a new appointment and she basically said that she wouldn’t show up because it would be the same thing that happened to her at her current appointment; a miscommunication and nothing being resolved. Health professionals who are diverse tend to have a better work ethic and connection with their patients because they’re most likely to be understand certain cultural distinctions, treatment seeking behaviors, etc… (cultural compentency for the health professional) 2) Explain the unique circumstances under which the ancestors of most Black/African American people arrived in the Americas. Why is it important for health service professionals to understand this history? The first Africans in the New World arrived with Spanish and Portuguese explorers and settlers. By 1600 an estimated 275,000 Africans, both free and slave, were in Central and South America and the Caribbean area. Africans first arrived in the area that became the United States in 1619, when a handful of captives were sold by the captain of a Dutch man-of-war to settlers at Jamestown. Others were brought in increasing numbers to fill the desire for labor in a country where land was plentiful and labor scarce. By the end of the 17th century, approximately 1,300,000 Africans had landed in the New World. From 1701 to 1810 the number reached 6,000,000, with another 1,800,000 arriving after 1810. Some Africans were brought directly to the English colonies in North America. Others landed as slaves in the West Indies and were later resold and shipped to the mainland. (African American History: Scholastic , n.d.) However many “black” colored individuals rather identify themselves with their family-related nationality rather than where they were born or raised. Some rather the term black when being identified and some rather be identified as African American. This is very complex. I know, myself, I do not like to identified as Black I prefer to identify myself and Haitian/Bahamian because I consider the Black culture as people who only speak English and are just Americans with darker colored skin, who eat American meals and have American traditions. I speak English and Creole, I eat Haitian meals and follow Haitian traditions. I was born in America but my parents and older sisters were born in Bahamas and had the Haitian culture bestowed in them so I identify as that. It is important for health service professionals to understand the history of how most Black/African Americans were brought to the Americas so they’d be able to establish a positive relationship with their patients. The best way to approach patients on the matter would be to just humbly ask the person how they identify themselves. (cultural compentency for the health professional) 3) Is Hispanic a racial or ethnic category? Explain. How might this impact the status of the African/Black group, for example, in terms of whether it is the largest or second largest minority group? Many people confuse racial and ethnic categories when it comes to the Hispanic group. But that is because many people do not know the difference between one’s race and one’s ethnicity. Unlike with ethnicity, one can only belong to one race. See, race is your biologically engineered features. It can include skin color, skin tone, eye and hair color, as well as a tendency toward developing certain diseases. It is not something that can be changed or disguised. People can however change or impersonate ethnicities through choice and principles. Ethnicity is about tradition, learned behavior and customs. It is about learning where you come from, and celebrating the traditions and ideas that are part of that region.(difference between ethnicity and race, n.d.). Thus, Hispanic would fall more into the ethnic category because the Hispanic group has no permanent physical characteristics, language or cultural norms. So a person of Hispanic decent can be Mexican, Puerto Rican, Cuban, Central or South American, or other Spanish culture or origin, regardless of race. Since Hispanic is not a racial group but an ethnic group, the Hispanic group comprise the largest minority group and the African/Black group comes in second as the second largest minority group. (cultural competency for the health professional) 4) List the racial categories based on the OMB classification in the United States. Explain the geographic origins of the people designated for each of the categories. Why is it important for health professionals to understand cultural differences among and between groups? The racial categories based on the OMB classification in the United States are as follows: · Native Americans or Alaskan Native: A person having origins in any of the original peoples of North America and who maintains cultural identification through tribal affiliations or community recognition. · Asian/Pacific Islander: A person having origins in any of the original peoples of the Far East, Southeast Asia, the Indian subcontinent, or the Pacific Islands. · African American/Black: A person having origins in any of the black racial groups of Africa. · White: A person having origins in any of the original peoples of Europe, North Africa, or the Middle East. (cultural competency for the health professional) In the healthcare setting it is very important for health professionals to understand cultural differences among and between groups. In health care settings, cultural alertness, compassion, and competence conducts are essential because even such concepts as health, illness, suffering, and care mean different things to different people. Being knowledgeable of cultural customs enables health care providers to provide better service and help avoid misconstructions among staff, residents/patients, and families. Health care providers trained in cultural competency: – Demonstrate greater understanding of the central role of culture in healthcare -Recognize common barriers to cultural understanding among providers, staff, and residents/patients -Identify characteristics of cultural competence in health care settings -Interpret and respond effectively to diverse older adults’ verbal and nonverbal communication cues – Assess and respond to differences in values, beliefs, and health behaviors among diverse populations and older adults -Demonstrate commitment to culturally and linguistically appropriate services -Work more effectively with diverse health care staff. -Act as leaders, mentors, and role models for other health care providers (Dawn Lehman, Paula Fenza, & and Linda Hollinger-Smith) 5. A physical therapy office in “Little Haiti” in Miami, Florida is closed due to lack of funds. All patients’ appointments are routed to a nearby hospital’s physical therapy department in which the predominant population served is Cuban. List and describe a minimum some steps you believe the department has to take to meet the needs of the patients from a culturally competent prospective. THIS ASSIGNMENT IS DUE TODAY AT 6PM. ALL BUT ONE QUESTION HAS BEEN ANSWERED. YOU ONLY NEED TO REPHRASE ANSWERS AND ANSWER 1 QUESTION

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2025 Assume you are a nurse manager on a unit where a new nursing documentation system

Assignment: The Role of the Nurse Informaticist in Systems Development and Implementation 2025

Assume you are a nurse manager on a unit where a new nursing documentation system is to be implemented. You want to ensure that the system will be usable and acceptable for the nurses impacted. You realize a nurse leader must be on the implementation team. To Prepare: Review the steps of the Systems Development Life Cycle (SDLC) and reflect on the scenario presented. Consider the benefits and challenges associated with involving a nurse leader on an implementation team for health information technology. The Assignment: (2-3 pages) In preparation of filling this role, develop a 2- to 3-page role description for a graduate-level nurse to guide his/her participation on the implementation team. The role description should be based on the SDLC stages and tasks and should clearly define how this individual will participate in and impact each of the following steps: Planning and requirements definition Analysis Design of the new system Implementation Post-implementation support

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2025 As the country focuses on the restructuring of the U S health care delivery system

Evolving Practice of Nursing and Patient Care Delivery Models 2025

As the country focuses on the restructuring of the U.S. health care delivery system, nurses will continue to play an important role. It is expected that more and more nursing jobs will become available out in the community, and fewer will be available in acute care hospitals. Write an informal presentation (500-700 words) to educate nurses about how the practice of nursing is expected to grow and change. Include the concepts of continuity or continuum of care, accountable care organizations (ACO), medical homes, and nurse-managed health clinics. Share your presentation with nurse colleagues on your unit or department and ask them to offer their impressions of the anticipated changes to health care delivery and the new role of nurses in hospital settings, communities, clinics, and medical homes. In 800-1,000 words summarize the feedback shared by three nurse colleagues and discuss whether their impressions are consistent with what you have researched about health reform. A minimum of three scholarly references are required for this assignment. rubrics Clearly States How the Practice of Nursing and Patient Delivery Will Evolve, While Addressing Relevant Concepts That Include Continuity or Continuum of Care, Accountable Care Organizations, Medical Homes, and Nurse-Managed Health Clinics Evidence of Feedback and Forecasting of Nursing Role From Colleagues

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2025 DIS 11 Read the Critical Thinking story on page 367 of your textbook Submit 1

BW Medi term 11-15 2025

DIS 11 Read the Critical Thinking story on page 367 of your textbook. Submit 1 entry in response to the Topics listed. You may answer a topic or reply to another student’s answer to a topic. Topic 1 Discuss how Mr. Davis’s loss of sight is affecting the way he treats others and is treated by them. Topic 2 Mr. Davis is a patient at the clinic where you work. Discuss the ways you would adjust your usual routine to accommodate his needs. Topic 3 Discuss why cataract surgery would be scary to Mr. Davis and what Dr. Hsing and his staff could do to ease his apprehension. Topic 4 If Mr. Davis does not go ahead with the surgery, what help might he receive from an agency for the visually impaired? What other services might be available to help him deal with his grief and depression? DIS 12 Read the Critical Thinking story on page 398 of your textbook. Submit 1 entry in response to the Topics listed. You may answer a topic or reply to another student’s answer to a topic. Topic 1 Discuss why the school wants Michael to have completed treatment before he returns to class. Topic 2 You work in Dr. Gaines’s office and you know that the Boulay’s appointment today is about a potential contagious rash. What precautions should you take when the family arrives? Topic 3 Discuss how you might explain to Shaylene what impetigo is, how it spreads, and what she can do to prevent her other children from getting it. Topic 4 Shaylene is in a very difficult, and all too common situation. Discuss possible answers to her question ” What am I gonna do ?” DIS 13 Read the Critical Thinking story on page 425 of your textbook. Submit 1 entry in response to the Topics listed. You may answer a topic or reply to another student’s answer to a topic. Topic 1 Why is it more difficult for Jacob to maintain his injection routine in middle school than it was in elementary school? Topic 2 Knowing that missing an insulin injection could cause a diabetic coma and possibly death, why do you think Jacob is not more conscientious in his self-care? Topic 3 Do you think Jacob’s schoolmates talk about him, or does he just think they do? Discuss the possibilities. What steps can Jacob take to help his classmates understand his condition? Topic 4 Consider the cost of managing Jacob’s diabetes for 1 year, for 10 years, for his lifetime. What if Jacob did not have insurance? What would happen if his mismanagement of his condition resulted in a hospital stay? DIS 14 Read the Critical Thinking story on page 461 of your textbook. Submit 1 entry in response to the Topics listed. You may answer a topic or reply to another student’s answer to a topic. Topic 1 In a sexual relationship, which partner is responsible for birth control and why? Topic 2 If a couple cannot agree about family size or birth control methods, what options are available to them? Topic 3 Discuss how cultural differences and religious beliefs influence choices like family size and birth control. Topic 4 Some cultures value male children over female children. Discuss why you think this is so and how the changing cultural role of women may affect these values. DIS 15 Read the Critical Thinking story on page 498 of your textbook. Submit 1 entry in response to the Topics listed. You may answer a topic or reply to another student’s answer to a topic. Topic 1 What precaution had James taken in case the pharmacist asked questions? Topic 2 Suppose Terrance was suspicious about allowing James pick up the prescription. Discuss the steps Terrance might have taken, including involving his supervisor. Topic 3 Terrance appears to blame himself for what happened with the MS Contin prescription. What might the pharmacy have done to ensure that medicine is always given to the right person, no matter who is on duty? Topic 4 Ms. Tirendale is obviously suspicious of her son’s actions regarding the prescription. Discuss the steps she might take to help him if she thinks he is abusing drugs.

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2025 Case Study 19 Foodborne Illness Erin C is a 27 year old professional woman who describes

Case Study 19: Foodborne Illness Erin C. is a 27-year-old professional woman who describes a recent bout of “the 24-hour flu” she experienced after eating out with friends over the weekend. She reports feeling an upset stomach at work on Monday with an in 2025

Case Study 19: Foodborne Illness Erin C. is a 27-year-old professional woman who describes a recent bout of “the 24-hour flu” she experienced after eating out with friends over the weekend. She reports feeling an upset stomach at work on Monday with an increase in symptoms that developed into severe abdominal cramps, nausea, vomiting, and some bloody diarrhea, continuing into the evening. She called her doctor the next morning and reported what she had eaten the day before she developed symptoms: 2 glasses of wine, broiled rare steak with mushroom sauce, baked potato with sour cream and butter, and an assorted greens salad with oil and vinegar dressing from the salad bar where she was dining with friends. Earlier on that same day, she had eaten leftovers from her refrigerator—a small pork chop, spinach salad, and a glass of milk from a local organic dairy.
1. Based on information in Table 19-1, which of Erin’s symptoms would cause you to suspect that she had a food-borne illness rather than the flu? 2. What foods that Erin ingested are frequent sources of food-borne illness? 3. Based on the information in this chapter, what questions would help you identify the likely cause of Erin’s food-borne illness?
4. Besides calling her doctor for persistent symptoms, what dietary measures are important for Erin’s recovery? 5. Knowing that she prefers to eat rare-cooked meat, what precautionary advice could you offer Erin in reference to Figure 19-4? 6. Based on this experience, suggest one practical action from each of the four simple rules outlined in the “How To” section on page 628 that may protect Erin from food-borne illness in the future. Case Study 20: Food for a Low-Income Family
Sarah is a 30-year-old mother of two young children, ages 3 and 5. Her husband was recently disabled in a car accident and has been unable to work for 6 months. Sarah works part-time in her children’s preschool and her husband receives a monthly check for his disability. Medical expenses have wiped out the family’s savings and monthly expenses often exceed the couple’s income. Sarah tells her close friend that she is unable to provide balanced meals for her family because she often runs out of foods such as milk and fresh produce before payday. Her children receive a healthy lunch and snack at preschool and a couple of times in the past month Sarah and her husband have had to skimp on their meals at home to make sure the children were fed adequately. Sarah is worried that their limited resources may be affecting the nutritional health of her family.
1. Based on this family’s history, how would you classify their food insecurity according to Table 20-1? 2. Using the “How To” ideas on page 663, what are at least 3 practical suggestions that would help Sarah provide nutritious meals to her family at the lowest cost? 3. What programs mentioned in this chapter might this family be eligible for that could help improve their access to nutritious food? 4. Sarah’s church keeps an emergency food pantry for people in their community. List some low-cost non-perishable food suggestions that would provide maximum nutritional benefit to this family. 5. Sarah has recently qualified for the SNAP program. What nutrient-dense foods might she buy that would help stretch her food dollar and improve the overall quality of her family’s diet? 6. Plan a one-day menu with 3 meals and 1 snack for this family that incorporates your ideas from the previous questions.

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