2025 This should be done in next 11 hours Mood disorders can impact every facet of a child s

psychiatric nursing 2025

This should be done in next 11 hours Mood disorders can impact every facet of a child’s life, making the most basic activities difficult for clients and their families. This was the case for 13-year-old Kara, who was struggling at home and at school. For more than 8 years, Kara suffered from temper tantrums, impulsiveness, inappropriate behavior, difficulty in judgment, and sleep issues. As a psychiatric mental health nurse practitioner working with pediatric clients, you must be able to assess whether these symptoms are caused by psychological, social, or underlying growth and development issues. You must then be able recommend appropriate therapies. This week, as you examine antidepressant therapies, you explore the assessment and treatment of pediatric clients with mood disorders. You also consider ethical and legal implications of these therapies. Assignment: Assessing and Treating Pediatric Clients With Mood DisorderWhen pediatric clients present with mood disorders, the process of assessing, diagnosing, and treating them can be quite complex. Children not only present with different signs and symptoms than adult clients with the same disorders, but they also metabolize medications much differently. As a result, psychiatric mental health nurse practitioners must exercise caution when prescribing psychotropic medications to these clients. For this Assignment, as you examine the client case study in this week’s Learning Resources, consider how you might assess and treat pediatric clients presenting with mood disorders. Note: This Assignment is the first of 10 assignments that are based on interactive client case studies. For these assignments, you will be required to make decisions about how to assess and treat clients. Each of your decisions will have a consequence. Some consequences will be insignificant, and others may be life altering. You are not expected to make the “right” decision every time; in fact, some scenarios may not have a “right” decision. You are, however, expected to learn from each decision you make and demonstrate the ability to weigh risks versus benefits to prescribe appropriate treatments for clients. Learning Objectives Students will: Assess client factors and history to develop personalized plans of antidepressant therapy for pediatric clients Analyze factors that influence pharmacokinetic and pharmacodynamic processes in pediatric clients requiring antidepressant therapy Evaluate efficacy of treatment plans Analyze ethical and legal implications related to prescribing antidepressant therapy to pediatric clients Assignment: Assessing and Treating Pediatric Clients With Mood Disorders When pediatric clients present with mood disorders, the process of assessing, diagnosing, and treating them can be quite complex. Children not only present with different signs and symptoms than adult clients with the same disorders, but they also metabolize medications much differently. As a result, psychiatric mental health nurse practitioners must exercise caution when prescribing psychotropic medications to these clients. For this Assignment, as you examine the client case study in this week’s Learning Resources, consider how you might assess and treat pediatric clients presenting with mood disorders. Note: This Assignment is the first of 10 assignments that are based on interactive client case studies. For these assignments, you will be required to make decisions about how to assess and treat clients. Each of your decisions will have a consequence. Some consequences will be insignificant, and others may be life altering. You are not expected to make the “right” decision every time; in fact, some scenarios may not have a “right” decision. You are, however, expected to learn from each decision you make and demonstrate the ability to weigh risks versus benefits to prescribe appropriate treatments for clients. Learning Objectives Students will: Assess client factors and history to develop personalized plans of antidepressant therapy for pediatric clients Analyze factors that influence pharmacokinetic and pharmacodynamic processes in pediatric clients requiring antidepressant therapy Evaluate efficacy of treatment plans Analyze ethical and legal implications related to prescribing antidepressant therapy to pediatric clients Examine Case Study: An African American Child Suffering From Depression . You will be asked to make three decisions concerning the medication to prescribe to this client. Be sure to consider factors that might impact the client’s pharmacokinetic and pharmacodynamic processes. At each decision point stop to complete the following: Decision #1 Which decision did you select? Why did you select this decision? Support your response with evidence and references to the Learning Resources. What were you hoping to achieve by making this decision? Support your response with evidence and references to the Learning Resources. Explain any difference between what you expected to achieve with Decision #1 and the results of the decision. Why were they different? Decision #2 Why did you select this decision? Support your response with evidence and references to the Learning Resources. What were you hoping to achieve by making this decision? Support your response with evidence and references to the Learning Resources. Explain any difference between what you expected to achieve with Decision #2 and the results of the decision. Why were they different? Decision #3 Why did you select this decision? Support your response with evidence and references to the Learning Resources. What were you hoping to achieve by making this decision? Support your response with evidence and references to the Learning Resources. Explain any difference between what you expected to achieve with Decision #3 and the results of the decision. Why were they different? you can do a new assignment or edit this. use the same format .NOTE Plagiarism must be less than 20 % for this to be accepted . reference not counted . thx The assessing and Treating Pediatric Clients with Mood Disorders Introduction Depression is the most common mental disorder for young people, and it is associated with educational underachievement, self-harm, and suicidality. The depression rate among children this day is so disturbing. The effect of depression is devastating since it leads to a variety of physical and emotionally problems. 1 Depression can reduce the child ability to function at academically (American Psychiatric Association, 2018). We can categorize depression in children into two types, the 1st is major depression in this type of depression the child will be in depression for less than a month and the child might experience it again sometime in life. Dysthymia depression is a less form of severe chronic depression that last for two years in total (American Psychological Association, 2016). This is the most serious and considered the leading cause of suicide death, and disability in adolescent in this age group (WHO, 2014) Selective serotonin reuptake inhibitors (SSRIs) is antidepressant and helps children and adolescent to get back into a stable mood from mood disorder. It is important to monitor children at a closely at the first four weeks of administering this medication, this help identify a change in behavior. Some sign to watch for include sleeplessness, withdrawal from social gathering or unnecessary agitation (Anxiety and Depression Association of America, 2016). 2 This paper is my opportunity to examine An African American Child Suffering From Depression. What is, what treatment options are available and the effects of the stigma of MDD on the African American child and family. 3 African Americans are no different when its comes to prevalence of mental health conditions when compared to the rest of the population. Poverty level affects mental health status. 1 African Americans living below the poverty level, as compared to those over twice the poverty level, are 3 times more likely to report psychological distress Decision Selected # 1 I will choose Zoloft 25mg as my first choice of medication Reason for Selection: I have work with a diverse group of patient in including African American in the course of my experience working in children in hospitals unit several years .I have to start with Zoloft 25mg. most provider I worked with will not want to give much medication because of this age group. 1 Zoloft is considered “off-label meaning it is not approve by the Food and Drug Administration (FDA) to treat depression in children and adolescents; randomized controlled trials (RCTs) approved it because the benefits. 1 According to the International Association for Child and Adolescent Psychiatry and Allied Professions (IACAPAP, 2016), Zoloft is safes and is the best option to treat mood disorders in children in this age group. Expected Results In the 1st two weeks of therapy, we expect some progress as the child is expected to exhibit that there is evident in physical symptoms like increase in appetite, and sleep. We should also expected increase is the child concentration within a month, and an increase peer group interactions, and expected to withdraw less from peers. If all things work as expected and absent of adverse reaction, will continue with the treatment (IACAPAP, 2016), Differences between Expected outcome and Actual outcome After two weeks, he patient is expected to come back for a visit to be evaluated for the medication effectiveness. If the goal of the medication is met, and there is no symptom for side effect, then the medication and the dosage will remain the same until the next appointment. If expected result is not not met and there is no sign or symptom of adverse effect, the medication will be increased to Zoloft 50mg. I have to be aware that, the difference between the expected outcome and actual outcome is the dosage being low or higher than the needed therapeutic level for the patient (National Alliance on Mental Illness, 2017). Decision Selected # 2 Reason for Selection: Decision one within four weeks follow-up, my expected outcome has not been achieved. The child is still presented with depressive symptoms. The patient and parent denies any side effect of Zoloft., but the child is still showing signs of major depressive disorder (MDD). I will increase Zoloft to 50mg to attain medication therapeutic effect. 1 This will be done after addressing the effect with patient and family and documented after discussing the risks, benefits and education about MDD and the planned of treatment by increasing the dosage, goals for this client remain the same. We will continue to monitor any side effects, like suicidality risk (National Alliance on Mental Illness, 2017). Expected Results My client should be able to verbalize some positive changes like reduce in depressive symptoms of Zoloft 50mg. If the higher dose help in reducing depression with no side effect of medication. 1 I will now encourage patient and reassure parents. This improvement should include participating in groups, peers interaction , improve sleep, appetite and academic improvement (American Psychiatric Association, 2018). 4 Differences between Expected outcome and Actual outcome There should be appositive noticeable change with therapeutic of Zoloft 50mg, a decrease in depression symptoms with and no adverse reaction that indicate otherwise that patient is tolerating the therapeutic medication adjustment well. 1 Since at this level, there is no difference between the expected result and the actual result therefore the patient will continue with the Zoloft 50mg. Patient should be monitoring continue, and the next schedule appointment. Decision Point Three Maintain current dose of Zoloft 50mg orally daily Reason for Selection When the patient shows improvement, we have to keep schedule medication especially when there is no side effect of medication. My patient has shown great degree of improvement, and there is no side effect to this patient with the dose of Zoloft 50mg. 1 The monitoring of the side effect will include suicidal thought (National Alliance on Mental Illness, 2017). Expected Results Treatment of depression, and monitoring is a continues process. 1Patient improvement should daily, and the signs of depression will be eliminated gradually with dosage of Zoloft 50mg. Patient peer interaction, sleep, appetite, should gradually improve. Differences between Expected Results and Actual Results Choosing Zoloft 50mg on my African American child patient seems to be working, with no problem. Patient is responding well to therapy. I will continue patient with current dose. With this gradual improvement, I have no reasons to change medication or dosage. I will schedule an appointment and the dose might be increase if depression increases. 1 The expected result would be in treating any side effect to the medication so that maximum therapeutic effects can be achieved. The actual result is that there is an achievement in medication therapeutic effect that is needed by the patient (National Alliance on Mental Illness, 2017). 5 Ethical Considerations Suicidal ideation or behavior is only one reason for which close monitoring is important for children started on antidepressant therapy (Mitchell et al., 2014). Therefore, providers who are considering the use of antidepressants in children, adolescents, and young adults must first balance the risk of suicidality with the clinical need for an antidepressant (Mitchell et al., 2014). 1 The ethic consideration can be classified as an accumulation of reasoning and principle of treatment of depression. The suicidal tendency in the used of antidepressant medication has led the FDA to require that all antidepressant medicine should be labeled by pharmaceutical companies with the caution of suicidal on the label (Sondheimer, 2010). Any child that is below the age of 18years old cannot take decision on depression treatment without the parent approval according to FDA regulation (Sondheimer,2010). Therefore, it is paramount to educate the parent of the treatment given to the child as well the consent of the parent. In case of danger, the consent advice of the parent may be ignored (Sondheimer, 2010). The Zoloft is “off-label” so a greater precaution and parent approval needs to be obtain before dispensing. 6 This lack of knowledge leads many to believe that a mental health condition is a personal weakness or some sort of punishment from God. Many African Americans also have trouble recognizing the signs and symptoms of mental health conditions, leading to underestimating the effects and impact of mental health conditions. 3 Faith and spirituality can help in the recovery process but should not be the only option you pursue. If spirituality is an important part of your life, your spiritual practices can be a strong part of your treatment plan. Your spiritual leaders and faith community can provide support and reduce isolation. 7 Conclusion The FDA advises that doctors prescribe the smallest quantity of pills possible to help reduce the risk of deliberate or accidental overdose. A careful monitoring by parents, caregivers and health care professionals is important for any child or teenager taking an antidepressant for depression or any other condition. 1 Food and Drug Administration (FDA or USFDA) has a rule and regulation set for the treatment of behavioral disorder in children, the guideline which must be follow to the letter (National Alliance on Mental Illness, 2017). Supervising and safe monitoring of the child is very important during therapy (National Alliance on Mental Illness, 2017). 1 The legality guiding the treatment of a child with psychiatric problem has increase because of increase national awareness. As a psychiatric nurse, I strive to increase my knowledge of the legal and ethical implications of prescribing psychotropic medications for children. and adolescents with major depression and anxiety disorders. 3 African Americans are no different when its comes to prevalence of mental health conditions when compared to the rest of the population, depression one of the mental health issues in African American community. 1 References American Psychiatric Association (2018). Practice guideline for the treatment of patients with the major depressive disorder (3rd ed., pp. 152). Arlington (VA): 1 American Psychiatric Association (APA). 2 Retrieved from https://www.guideline.gov/summaries/summary/24158? 1 American Psychological Association. (2016). 1 Psychotropic Medications for Children and Adolescents. Retrieved from: 1 http://www.apa.org/pi/families/resources/child-medications.pdf. Anxiety and Depression Association of America. (2016). 1 Anxiety and Depression in Children. Retrieved from:https://adaa.org/living-with-anxiety/children/anxiety-and-depression International Association for Child and Adolescent Psychiatry and Allied Professions. Bennet, N. (2016). 5 Legal and ethical issues related to the prescription of psychiatric medication to children (and teens). Retrieved from https://www.ohsu.edu/xd/health/for-healthcare-professionals/telemedicine-network/for-healthcare-providers/ohsu-echo/upload/Legal-and-Ethic-issues-treating-C-and-A-mental-health-Bennett-N-2016.pdf De Vries, Y. A., De Jonge, P., Kalverdijk, L., Bos, J. H., Schuiling-Veninga, C. C., & Hak, E. (2016). 5 Poor guideline adherence in the initiation of antidepressant treatment in children and adolescents in the Netherlands: choice of antidepressant and dose. European Child & Adolescent Psychiatry, 25(11), 1161-1170. Retrieved from https://web-b-ebscohost-com.ezp.waldenulibrary.org/ehost/pdfviewer/pdfviewer?vid=4&sid=2505bbce-c8cf-4f53-9c28-70e0106cb774%40sessionmgr120 Department of Human and Health Services. (2013). Antidepressant Medications: 5 Use in Pediatric Patients. Retrieved from https://www.cms.gov/Medicare-Medicaid-Coordination/Fraud-Prevention/Medicaid-Integrity-Education/Pharmacy-Educatio Mitchell, A. 5 M., Davies, M. A., Cassesse, C., & Curran, R. (2014). 5 Antidepressant Use in Children, Adolescents, and Young Adults: 10 Years After the Food and Drug Administration Black Box Warning. The Journal for Nurse Practitioners, 10(3), 149-156. Retrieved from https://www-sciencedirect-com.ezp.waldenulibrary.org/science/article/pii/S1555415513004856?via%3Dihub Sheridan, D. C., Lin, A., & Zane Horowitz, B. (2017). 5 Suicidal bupropion ingestions in adolescents: increased morbidity compared with other antidepressants. Clinical Toxicology, 1-5. Retrieved from https://www.tandfonline.com/doi/abs/10.1080/15563650.2017.1377839 Stahl, S. M. (2017). 5 Stahl’s essential psychopharmacology: The prescriber’s guide (6th ed.). New York, NY: Cambridge University Press.

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2025 Purpose The purpose of this direct care project is for learners to apply the nursing process to

Week 4: Direct Care Project Part 2: Planning the Presentation (Graded) 2025

Purpose The purpose of this direct care project is for learners to apply the nursing process to a community health problem determined by their observations and data collected of vulnerable populations in their community. This is Part 2 of 4 in the Direct Care Project. Direct Care Project Overview There are four parts to the Direct Care Project. There will be graded Project Check-ins that correlate to each part. The topic selected in Part 1 will be the same one used in Parts 2 through 4. Review the table below for overview and due dates with each topic. Carefully review the instructions, templates, tutorials, and rubrics for each part. Contact your instructor with questions. OverviewPointsDue DateProjectsAir QualitySubstance UsePart 1: Assessment: Completed in Week 2 Part 2: Planning: Check-In10Wednesday of Week 4Required, graded check-in on progress of assessing your communityPart 2: Planning the Presentation150Sunday end of Week 4Create a PowerPoint presentation on the use of the Air Quality Flag Program.Create a presentation on the use of Screening, Brief Intervention, and Referral to Treatment (SBIRT) Part 3: Implementing the PresentationRequiredSchedule presentation Saturday of Week 5 through Saturday Week 6Present to a local organization that serves the identified vulnerable population and could implement the Air Quality Flag Program; Includes participant(s) completing a Pre- and Post-surveyPresent to a group of healthcare professionals that serves the identified vulnerable population and could implement SBIRT; Includes participants completing a Pre- and Post-surveyPart 3: Implementation: Check-In10Wednesday of Week 5Required, graded check-in on progress of implementing your presentationPart 4: Evaluation: Check-In10Wednesday of Week 6Required, graded check-in on progress of evaluation of your presentation and projectPart 4: Evaluating the Project140Sunday end of Week 6Evaluate learning and reflect on project. Evaluate learning and reflect on project. Course Outcomes This direct care project enables the student to meet the following course outcomes: CO2 Assess the health of populations, aggregates, and communities (PO4) CO3 Apply the nursing process to vulnerable populations with professional clinical judgment and evidence-based practice (PO4 & 8) CO5 Utilize a collaborative approach to address factors that influence population health (PO2) CO6 Examine collaborative trends in community health nursing (PO2) Part 2 enables the student to meet the following course outcome: CO3 Apply the nursing process to vulnerable populations with professional clinical judgment and evidence-based practice (PO4 & 8) Due Date for Part 2 Sunday 11:59 PM MT at the end of Week 4 Points Possible for Part 2 150 Points Late Assignment Policy If the assignment is not submitted by due date, a late deduction will be applied. See rubric below. Directions for Part 2 For this part of the direct care project, you will be creating a PowerPoint presentation based on the topic and problem identified in Part 1. If you have chosen substance use, you will present to at least 3 practicing RN’s. You can present all at one time or individually. If you chose air quality, you will present to at least one organization leader. Each topic has separate directions. Download the Planning Your Presentation Directions for your corresponding topic. For example, if you have selected Air Quality as your topic, download the Air Quality Flag Program: Planning Your Presentation Instructions. Air Quality Flag Program: Planning the Presentation Instructions (Links to an external site.) SBIRT: Planning the Presentation Instructions (Links to an external site.) View the Direct Care Project Part 2 Tutorial (Links to an external site.) Download the template below and create a PowerPoint presentation for your selected group. Create speaker notes for the PowerPoint presentation. These will assist you as you present and will be part of your assignment submission. The presentation should be no fewer than 8 and no more than 15 slides. This does not include the introduction and reference slides. Submit presentation in PDF for instructor approval. See Submitting PowerPoint Notes Pages in PDF format (Links to an external site.) Note: You may not present until your presentation has been approved by your instructor. Review comments about your presentation from your instructor in Grades. Even if you are approved, you may have to edit your presentation. If your presentation is approved, it will be marked “Complete” under the Week 4: Direct Care Project Part 2: Presentation Approval under Grades. If your presentation is not approved, it will be marked “Incomplete” under the Week 4: Direct Care Project Part 2: Presentation Approval under Grades. Follow your instructor’s directions for next steps. You may be instructed to resubmit. After your presentation is approved, see Week 5: Direct Care Project Part 3: Implementing Your Presentation Templates and Links Click on the links below to download and view the resources for your project. PowerPoint Presentation Template Air Quality Flag Program (Links to an external site.) (website) SBIRT (Links to an external site.) (website) Best Practices Please use your browser’s File setting to save or print this page. Check for spelling and grammar errors prior to final submission. Use bullet points instead of long sentences or paragraphs Include graphics, photographs, colors, and themes. Use the rubric as a final check prior to submission to ensure all content is clearly addressed. Scholarly Sources and Citations Minimum of 3 references. See Presentation Instructions for references needed. Cite all resources in APA format on the slide where content occurs. Cite in lower corner/footer as prompted on template. Reference slide is in template. Hanging indent is not required. **Academic Integrity** Chamberlain College of Nursing values honesty and integrity. All students should be aware of the Academic Integrity policy and follow it in all discussions and assignments. By submitting this assignment, I pledge on my honor that all content contained is my own original work except as quoted and cited appropriately. I have not received any unauthorized assistance on this assignment.

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2025 Assignment Description Ego Integrity Presentation Imagine you are working as a charge nurse in an assisted

Ego Integrity Presentation 2025

Assignment Description Ego Integrity Presentation Imagine you are working as a charge nurse in an assisted living facility. Your unit houses twenty older adults. The residents of this unit are cognitively functional without evidence of cognitive decline. The residents are elderly and do require varying degrees of physical assistance with ADLs. Create a PowerPoint outlining strategies you can incorporate in the assisted living facility to promote ego integrity for your residents. What group and individual activities can you incorporate? Assignment Expectations: Length: 10-15 content slides Structure: Include a title slide, objective slide, and reference slide in APA format. These do not count towards the minimum content slide count for this assignment. Be sure to fully explain all slides in the Speaker Notes. References: Use 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.

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2025 Reflect on the tenets of the Theory of Humanbecoming and its core concepts and assumptions

Nursing Theory 2025

Reflect on the tenets of the Theory of Humanbecoming and its core concepts and assumptions. Then compare and contrast how the core concepts currently apply to your nursing practice versus how you anticipate they will relate to your future practice as a family nurse practitioner. Please identify at least 2 specific assumptions of the theory in your discussion as outlined in your textbook. Use the chapters Chapter 14: Martha E. Roger’s Science of Unitary Human Beings Chapter 15: Rosemarie Rizzo Parse’s Humanbecoming Paradigm Textbook Nursing Theories and Nursing Practice (Parker, Nursing Theories and Nursing Practice) Authors: Marlaine Smith PhD RN AHN-BC FAAN; Marilyn E. Parker PhD RN FAAN Edition: 4 I attached the power point referents to this chapters.

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2025 Translational Research Graphic Organizer Use the Translational Research Graphic Organizer Template to compare three types of translational research

Translational Research Graphic Organizer 2025

Translational Research Graphic Organizer Use the “Translational Research Graphic Organizer Template”  to compare three types of translational research with traditional  (qualitative or quantitative) research. Make sure to include  methodology, goals, and data collection in your organizer. You are required to cite three to five sources to complete this  assignment. Sources must be published within the last 5 years and  appropriate for the assignment criteria and nursing content. While APA style is not required for the body of this assignment,  solid academic writing is expected, and documentation of sources  should be presented using APA formatting guidelines, which can be  found in the APA Style Guide, located in the Student Success Center. This assignment uses a rubric. Please review the rubric prior to  beginning the assignment to become familiar with the expectations for  successful completion.

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2025 Assignment Home Safety Plan Concept Map individual activity Instructions Students should develop

Assignment: Home Safety Plan Concept Map 2025

Assignment: Home Safety Plan Concept Map (individual activity) Instructions – Students should develop a concept map that holistically addresses the following: o Mr. Amid’s strengths and challenges as an individual, as member of a family, and as a member of a community (Students should use creativity and logic to fill in the gaps in Mr. Amid’s story that are not explicit in the virtual experience.) o The map should also identify and cluster home safety issues from the perspective of what was observed in the virtual experience and what was missing or unable to be assessed in Mr. Amid’s environment. o Upload the completed concept map in the dropbox provided. Note: The drawing tools in MS Word should be sufficient to create a digital concept map; purchase of concept mapping software is not required to complete this assignment. MODEL 6 NOTES 8/21/2020 5:49:47 AM A response that validates Mr. Amid’s assessment that he has  never had a problem before, while explaining that you want to prevent  anything bad from happening in the future, is the best option. A  confrontational, judgmental style is not appropriate (such as suggesting that  Mr. Amid will fall and break his other hip, or that you believe he would want  to make changes). Nor it is appropriate to address a concern for the  grandchildren (however kind in intention) by suggesting that the  grandchildren should clean the home, instead of addressing Mr. Amid’s ongoing  health issues. 8/21/2020 5:47:27 AM Cleaning the home and removing hazards (such as standing water  and repairing items with frayed electrical cords) are necessary changes  before Mr. Amid’s environment will be safe enough for him to return home. Pet  feces and rodents are a sanitation/cleanliness issue, and can also be a  health hazard, as are food and liquids that have been open and out of the  refrigerator. Standing water in tubs, sinks and large buckets can be a health  hazard, as well as a drowning hazard for children. Because frayed cords  present a fire hazard, they will need to be removed or repaired before they  are used again. Although it is important to present Mr. Hassan Amid with  smoking-cessation materials, putting up “No Smoking” signs throughout his  house is not the best option. Although it might be helpful to go shopping and  fill the refrigerator and cupboards with healthy foods, this is not the role  of the PHN. 8/21/2020 5:46:39 AM Risk for fall Fire Dirty Disorganized 8/21/2020 4:40:28 AM You should systematically assess the exterior and interior of  Mr. Amid’s home for concerns that may pose a health or safety hazard or risk  for him and his extended family. There are eight locations in Mr. Amid’s  house and yard you must visit. Open the map view of his property by clicking  on the Map button along the left edge of the screen. Click on a point on the  map to move to that location. Each location will have two to four indicators.  For example, you start in the front yard where there are three indicators you  must click on. 8/21/2020 4:39:50 AM Needs assessment on home for safety issues Risk for fall 8/21/2020 4:37:37 AM Hello, my name is Hassan Amid. I’m 78 and have lived alone  since my wife passed away over a year ago. I am trying to get by the best I  can, but it is hard without my Amara. This old house has been the gathering  place for our family since we built it in 1950, but at times I wonder if I  can still take care of it. Both of my children and their families live near  enough to visit regularly. I love it when my grandkids and great-grandkids  come over to see me and play with the old toys I have in the house. I have bad  arthritis, diabetes, high blood pressure, and some trouble with my heart. I  do take lots of medications, but I do a pretty good job of keeping them  straight. Last month I tripped on my back deck and broke my hip. They fixed  the hip and then sent me to a transitional care unit where I have been  getting physical and occupational therapy. They tell me I am getting better,  and should be ready to go home soon, but my house is kind of a mess, and one  of the nurses told me she isn’t sure it is safe for me to live there right  now. At least with being here for a month, I’m not smoking any more. I’m  pretty happy about that. They are going to send one of the public health  nurses over to check out my house to see what needs to be fixed so it is safe  for me to live there again. They told me that after the nurse goes through my  house, she will visit me and help me with a plan to fix the house.

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2025 The unapproved use of approved drugs also called off label use with children is quite common

Assignment: Off-Label Drug Use in Pediatrics 2025

The unapproved use of approved drugs, also called off-label use, with children is quite common. This is because pediatric dosage guidelines are typically unavailable, since very few drugs have been specifically researched and tested with children. When treating children, prescribers often adjust dosages approved for adults to accommodate a child’s weight. However, children are not just “smaller” adults. Adults and children process and respond to drugs differently in their absorption, distribution, metabolism, and excretion. Children even respond differently during stages from infancy to adolescence. This poses potential safety concerns when prescribing drugs to pediatric patients. As an advanced practice nurse, you have to be aware of safety implications of the off-label use of drugs with this patient group. To Prepare Review the interactive media piece in this week’s Resources and reflect on the types of drugs used to treat pediatric patients with mood disorders. Reflect on situations in which children should be prescribed drugs for off-label use. Think about strategies to make the off-label use and dosage of drugs safer for children from infancy to adolescence. Consider specific off-label drugs that you think require extra care and attention when used in pediatrics. I nteractive media piece: African American child suffering from Depression: BACKGROUND INFORMATION The client is an 8-year-old African American male who arrives at the ER with his mother. He is exhibiting signs of depression. Client complained of feeling “sad” Mother reports that teacher said child is withdrawn from peers in class Mother notes decreased appetite and occasional periods of irritation Client reached all developmental landmarks at appropriate ages Physical exam unremarkable Laboratory studies WNL Child referred to psychiatry for evaluation MENTAL STATUS EXAM Alert & oriented X 3, speech clear, coherent, goal directed, spontaneous. Self-reported mood is “sad”. Affect somewhat blunted, but child smiled appropriately at various points throughout the clinical interview. He denies visual or auditory hallucinations. No delusional or paranoid thought processes noted. Judgment and insight appear to be age-appropriate. He is not endorsing active suicidal ideation, but does admit that he often thinks about himself being dead and what it would be like to be dead. You administer the Children’s Depression Rating Scale, obtaining a score of 30 (indicating significant depression). Write a 1-page narrative in APA format that addresses the following: Explain the circumstances under which children should be prescribed drugs for off-label use. Be specific and provide examples. Describe strategies to make the off-label use and dosage of drugs safer for children from infancy to adolescence. Include descriptions and names of off-label drugs that require extra care and attention when used in pediatrics.

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2025 Develop a 2 4 page scholarly paper in which you describe a quality or safety issue

Assessment#2 Determining the Credibility of Evidence and Resourc 2025

Develop a 2-4-page scholarly paper in which you describe a quality or safety issue, or a chosen diagnosis, and then identify and analyze credible evidence that could be used as the basis for applying EBP to the issue. The goal of using evidence-based research findings is to enhance safety and quality of patient care and ensure optimal outcomes are achieved. It is not uncommon to hear a nurse say, “why change it as we’ve always done it this way.” However, this is no longer acceptable in today’s practice environment. The profession of nursing has evolved, and the expectation is that the professional nurse has a scientific foundation to support the care that is provided. As the profession of nursing continues to evolve and engage in health care transformation, baccalaureate-prepared nurses are expanding taking on leadership roles that include incorporating EBPs. To be able to do this, the nurse needs to understand the criteria and makes a resource credible, as this is crucial when deciding if the research is valid and reliable for implementation into health care settings. It would be an excellent choice to complete the Vila Health Determining the Credibility of Evidence activity prior to developing the report. The activity is a media simulation that offers an opportunity to review a scenario and work on determining the credibility of presented evidence. These skills will be necessary to complete Assessment 2 successfully. This media simulation is one potential source of context on which to base your assessment submission. This will take just a few minutes of your time and is not graded. Demonstration of Proficiency By successfully completing this assessment, you will demonstrate your proficiency in the course competencies through the following assessment scoring guide criteria: Competency 2: Analyze the relevance and potential effectiveness of evidence when making a decision. Explain criteria that should be considered when determining credibility of resources such as journal articles and websites. Analyze the credibility and relevance of evidence and resources within the context of a quality or safety issue, or a chosen diagnosis. Competency 3: Apply an evidence-based practice model to address a practice issue. Explain the importance of incorporating credible evidence into an EBP model used to address a quality or safety issue, or a chosen diagnosis. Competency 4: Plan care based on the best available evidence. Describe a quality or safety issue, or a chosen diagnosis, that could benefit from an evidence-based approach. Competency 5: Apply professional, scholarly communication strategies to lead practice changes based on evidence. Communicate using writing that is clear, logical, and professional with correct grammar and spelling using current APA style. Professional Context As a baccalaureate-prepared nurse, you will be responsible for locating and identifying credible and scholarly resources to incorporate the best available evidence for the purposes of enhancing clinical reasoning and judgement skills. When reliable and relevant evidence-based findings are utilized, patients, health care systems, and nursing practice outcomes are positively impacted. Scenario For this assessment, you may choose from the following options as the context for the quality or safety issue or chosen diagnosis for researching and completing this assessment: The specific diagnosis you identified in your previous assessment. The simulation Vila Health: Determining the Credibility of Evidence. A personal practice experience in which a sentinel event occurred. Instructions The purpose of this analysis is to better understand what constitutes credibility of journal articles as well as websites. The role of the baccalaureate-prepared nurse in incorporating evidence-based research continues to growth in clinical practice. As quality improvement (QI) measures to reduce safety risks continue to be emphasized, the need for evidence-based models and evidence-based templates is growing. This type of systematic approach to incorporating evidence-based findings allows nurses to make clinical and operational decisions based upon the best available evidence. When the most up-to-date evidence-based findings are utilized, patient-centered care improves outcomes and enhances the patient experience. For this assessment: Explain the criteria that should be used when determining the credibility of journal articles as well as websites. Support your explanations with references to the literature or research articles that describe criteria that should be used to determine credibility. Your identification and determination of credibility should be done within the context of your chosen scenario for this assessment. For example, if you choose to use the provided Vila Health scenario, your initial identification of resources should be of resources that will best help address the presented issue. However, if you are locating resources to help provide evidence-based care for the diagnosis you identified in the first assessment, you may want to begin your literature and evidence search from the databases that identified. Any of the three scenario options are acceptable. So, pick the one that most interests you. Be sure to address the following in this assessment, which correspond to the grading criteria in the scoring guide. Please study the scoring guide carefully so that you will know what is needed for a distinguished score. Describe a quality or safety issue, or a chosen diagnosis, that could benefit from an evidence-based approach. Explain criteria that should be considered when determining credibility of resources such as journal articles and websites. Analyze the credibility and relevance of evidence and resources within the context of a quality or safety issue, or a chosen diagnosis. This is where you are selecting the specific resources to help address the issue in your chosen scenario. Explain the importance of incorporating credible evidence into an EBP model used to address a quality or safety issue, or a chosen diagnosis. Communicate using writing that is clear, logical, and professional with correct grammar and spelling using current APA style. Submission Requirements Your assessment should meet the following requirements: Length of submission : 2–4-page scholarly paper, this does not include the APA-formatted title page and reference list. Number of references : Cite 3–5 sources of scholarly or professional evidence that support your findings and considerations. Resources should be no more than five years old. APA formatting : References and citations are formatted according to current APA style.

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2025 Looking for someone to finish putting together my portfolio ALL papers are written and I

PORTFOLIO 2025

Looking for someone to finish putting together my portfolio. ALL papers are written and I have Portfolio started, I just need the checklist filled out and the papers matched up with the portfolio template. I got called into work. I NEED THIS TONIGHT so I can post it and be done prior to leaving for work. AGAIN the template is started and the papers are written I just need it put together. COMMENT FROM MY TEACHER: you cut and paste the portfolios into the Professional Portfolio. In the template, there is a template/ checklist that tells you want to put into the portfolio. No Zip file, just save as a PDF and it should upload easily.

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2025 Section 2 Practicum Professional Development Objectives Refer to the instructions in Week 1 to create practicum professional development objectives that

nurs 6600 Assignment 1: Practicum Professional Experience Plan (PPEP) 2025

Section 2: Practicum Professional Development Objectives Refer to the instructions in Week 1 to create practicum professional development objectives that meet the requirements for this course. Objective 1: Analyze three common barriers to effective communication, then compare and contrast two effective resolution strategies as defined in evidence-based literature. Objective 2: Contrast units that have success with retention and recruitment of novice nursing staff and those who have high turnover; identifying factors of influence and comparing to peer reviewed literature. Assignment 1: Practicum Professional Experience Plan (PPEP)Success comes from knowing that you did your best to become the best that you are capable of becoming. — John Wooden, My Personal Best: Life Lessons from an All-American Journey As you considered in this week’s Discussion, your experiences in the practicum can provide a vital avenue for professional development.For this Assignment, you develop a Practicum Professional Experience Plan (PPEP) to outline how your involvement in the practicum will contribute to your growth as a professional and allow you to hone your specialization knowledge and skills. The PPEP consists of two or three objectives related to professional development that you will address during your Practicum Experience. Note: In the practicum manual these are referred to as your individualized learning objectives.To prepare:As necessary, review the information related to developing objectives provided in this week’s Learning Resources.Revisit the objective(s) you crafted for this week’s Discussion, and reflect on the ideas exchanged in this forum. Refine the objective(s) as needed, making sure they reflect the higher-order domains of Bloom’s Taxonomy (i.e., Application level and above). Note: You will be developing two to three professional development objectives for this assignment.Think more deeply about areas for which you would like to gain application-level experience and/or continued professional growth. How can your experiences in the practicum help you achieve these aims?Discuss your professional aims and your proposed practicum professional development objectives with your Preceptor to ascertain if the necessary resources are available at your practicum site.Download and save the Practicum Professional Experience Plan Form provided in this week’s Learning Resources. To complete your Practicum Professional Experience Plan:Record the required information in each area of the Professional Practicum Experience Plan, including two or three objectives you will use to facilitate your professional development during the practicum. Objective 3: Develop and prioritize a one-month productivity expense report that will be used to budget upcoming expenditures and incorporate a balanced unit financial statement in accordance with previous budgets and evidence based literature. Resources Cipriano, P. F., & Murphy, J. (2011). The future of nursing and health IT: The quality elixir. Nursing Economic$, 29 (5), 286–289. Note: Retrieved from the Walden Library databases. “Technology tools will continue to revolutionize how we plan, deliver, document, review, evaluate, and derive the evidence about care” (p. 289). This article examines how nurses can use information technology to transform nursing and redesign the health care system. It focuses on the use of technology to promote quality and notes that technology can also be used to address challenges in education, research, leadership, and policy.McKimm, J., & Swanwick, T. (2009). Setting learning objectives. British Journal of Hospital Medicine, 70 (7), 406–409. Note: Retrieved from the Walden Library databases. This article clarifies the terminology associated with learning objectives and explains how learning objectives relate to professional development and the transformation from novice to expert. It also introduces common pitfalls when setting learning objectives and provides suggestions for avoiding them.Murphy, J. (2011). The nursing informatics workforce: Who are they and what do they do? Nursing Economic$, 29(3), 150–153. Note: Retrieved from the Walden Library databases. The author examines the nursing informatics workforce, explaining that professionals in this well-established specialty area can play an integral role in transforming health care.Sørensen, E. E., Delmar, C., & Pedersen, B. D. (2011). Leading nurses in dire straits: Head nurses’ navigation between nursing and leadership roles. Journal of Nursing Management, 19 (4), 421–430. Note: Retrieved from the Walden Library databases. “Successful nursing leaders navigate between nursing and leadership roles while nourishing a double identity” (p. 421). In this article, the authors examine how individuals in key professional roles negotiate between and apply nursing and leadership skills.

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