2025 The Patient Protection and Affordable Care Act PPACA was passed into legislation in March of 2010

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The Patient Protection and Affordable Care Act (PPACA) 2025

The Patient Protection and Affordable Care Act (PPACA) was passed into legislation in March of 2010. Identify the impact of this legislation on your nursing practice by choosing two key nursing provisions outlined in the topic material “Nursing and Health Reform.” Discuss how these two provisions have impacted, or will impact, your current practice of nursing. Nursing and Health Reform The Patient Protection and Affordable Care Act (PPACA) was signed into law by President Obama on March 23, 2010. This law will enact sweeping changes to almost every facet of the health care system over the next ten years. The law makes changes that will impact providers, insurers, consumers, Medicare & Medicaid, and payment policies. For the purposes of this document we wanted to provide readers with an overview of those provisions in the new law that will impact the nursing community as well as their facilities. This article is intended to provide an overview of those sections of the law most relevant to WOCN members. The information focuses on three main aspects of the law: nursing workforce provisions, payment reform provisions, and facility specific provisions. Each provision is given a brief summary and policy goal of the language contained in the law. Readers can find the full legislative language for each section here: http://www.gpo.gov/fdsys/pkg/PLAW111publ148/html/PLAW-111publ148.htm Nursing Workforce Provisions Policy makers recognized the need for an increased workforce to care for the millions of consumers who would be added to the ranks of the insured under PPACA. This — in conjunction with an already existing workforce shortage within the nursing community — led to a number of provisions designed to increase the number of nurses in the coming years. Those provisions are as follows: Section 5202 Nursing student loan program—Updates the loan amounts for the Nursing Student Loan program and after 2012 the Secretary (of the Department of Health and Human Services) has discretion to adjust this amount based on cost of attendance increases. Section 5203 Health care workforce loan repayment programs—Establishes a loan repayment program for individuals who are willing to practice in a pediatric medical or surgical subspecialty or in a child mental or behavioral health care for at least 2 years in an underserved area. Recipients, which include psychiatric nurses, social workers, and professional/school counselors, are eligible to receive $35,000/year in loan repayments for participation in an accredited pediatric specialty residency or fellowship. HHS is to give priority to applicants who are or will be working in a school setting, have familiarity with evidence-based healthcare, and can demonstrate financial need. Section 5204 Public health workforce recruitment and retention programs—Establishes Public Health Workforce Loan Repayment Program to assure an adequate supply of public health professionals to eliminate workforce shortages in public health agencies. HHS will repay up to 1/3 of loans incurred by a public health or health professions student in exchange for an agreement to accept employment with a public health agency for at least three years. Those serving in priority service areas may qualify for additional loan repayment incentives at department’s discretion. Section 5205 Allied health workforce recruitment and retention programs—Authorizes an Allied Health Loan Forgiveness Program to assure there is an adequate supply of allied health professionals to eliminate workforce shortages at public health agencies, acute care facilities, ambulatory care facilities, and other underserved health facilities. Section 5206 Grants for State and local programs—Authorizes HHS to make grants to accredited educational institutions that support scholarships for mid-career public health and allied health professionals who seek additional training in their respective fields. Section 5207 Funding for National Health Service Corps—Increasing funding for National Health Service Corps (NHSC) and extends authorization of appropriations for the Corps thru 2015. For FY2016 and beyond, a formula for funding is established to tie increased costs in healthcare to the number of individuals residing in health professions shortage areas. Section 5209 Elimination of cap on commissioned corps—Removes cap of 2800 commissioned officers in National Health Services Corps regular corps. Section 5210 Establishing a Ready Reserve Corps—Reconstitutes the Public Health Service Corps into the commissioned Regular Corps and a Ready Reserve Corps for service in time of national emergencies. Section 5301 Training in family medicine, general internal medicine, general pediatrics, and physician assistantship—Establishes a grant program for hospitals, medical schools, academically and affiliated PA training programs to develop and operate accredited training programs for the provision of primary care. Section 5302 Training opportunities for direct care workers—Establishes a 3 year grant program under which an institution of higher education can subsidize training of individuals at that institution who are willing to serve as direct care workers in a long-term or chronic care setting for at least two years after completion of their training. Section 5305 Geriatric education and training; career awards; comprehensive geriatric education—Authorizes HHS to award grants to advanced practice nurses who are pursuing a doctorate or other advanced degree in geriatrics and who, as a condition of accepting a grant, will agree to teach or practice in the field of geriatrics, long-term care, or chronic care management for a minimum of 5 years. Section 5309 Nurse education, practice, and retention grants—Adds 2 new grant programs specifically focused on nurse retention. One will authorize HHS to award grants to accredited nursing schools or health facilities to promote career advancement among nurses. The 2nd will permit HHS to make awards to nursing schools or health facilities that can demonstrate enhanced collaboration and communication among nurses and other health care professionals. Priority directed towards applicants that have not previously received an award. Section 5310 Loan repayment and scholarship program—Expands Nurse Loan Repayment and Scholarship Programs to provide loan repayment for students who serve for at least two years as a faculty member at an accredited nursing school. Section 5311 Nurse faculty loan program—Increases the Nurse Faculty Loan Program amounts from $30,000 to $35,000 in FY 2010 and FY 2011, declares that the amount of these loans will thereafter be adjusted to provide for cost-of-attendance increases for yearly loan rates and the aggregate loan. Creates new authority to permit HHS to enter into an agreement with individuals who hold unencumbered RNs and who have already completed, or are currently enrolled in, a master’s or doctorate training program for nursing. HHS will provide up to $10,000/year to master’s recipients and $20,000/year to those who earn a doctorate so long as these individuals spend at least 4 years out of a 6 year period as a full-time faculty member at an accredited nursing school. Section 5312 Authorization of appropriations for parts B through D of title VIII— Authorizes $338 million in appropriations to carry out nursing workforce development programs in FY 2010. FY 2011-2016 will be funded according to what HHS determines as “such sums as may be necessary” to carry out these programs. Section 5404 Workforce diversity grants—Expands the workforce diversity grant programs by permitting such grants to be used for diploma and associate degree nurses to enter bridge or degree completion programs or for student scholarships and stipend programs for accelerated nursing degree programs, This statute instructs HHS to consider recommendations from the National Advisory Council on Nurse Education and Practice and to consult with nursing associations. Section 5507 Demonstration projects to address health professions workforce needs; extension of family-to-family health information centers—Establishes a demonstration grant program to provide educational and training opportunities for low-income individuals for positions in the healthcare field that pay well and are expected to be in high demand. Program will primarily serve State TANF recipients, but HHS required to award at least 3 demonstration grants to eligible entities that are Indian Tribes, tribal organizations or Tribal colleges and Universities. Section 5509 Graduate nurse education demonstration—Appropriates $50 million/year FY 2012 thru FY 2015 to establish a graduate nurse education demonstration program in Medicare. Hospitals selected will be reimbursed for educational and clinical instruction costs attributed to training advanced practice nurses to provide primary/preventive care, translational care, chronic care management, as well as any other nursing services appropriate for the Medicare eligible population. Those hospitals selected will partner with community based care settings and accredited nursing schools to undertake the demonstration program and will reimburse partners for their share of costs. Section 10501—Permits faculty at public health schools that offer PA education programs to obtain faculty loan repayment under the workforce diversity program. Also makes other improvements to the NHSC program, such as a provision to increase the loan repayment amount, allowing half-time service and permitting teaching to count for as much as 20% of the service commitment to the NHSC. Pilot and Incentive Payment Program Provisions: In addition to policies aimed at increasing the number of nurses, policy makers also sought to more closely integrate nursing into new payment pilot programs that would offer incentives to primary and chronic care managements as well as provide alternatives to the current fee-forservice programs. Payment revisions are as follows: Section 2703 State option to provide health homes for enrollees with chronic conditions— Creates a state option under Medicaid to provide coordinated care through a “health home” for individuals afflicted with chronic conditions. States could receive 90 percent of the funding needed to support Medicaid enrollees who designate a provider or team of medical professionals as their health home through Federal Medical Assistance Percentages (FMAP). Section 3022 Medicare shared savings program—Establishes a shared savings program under which a group of providers and suppliers may form a legally structured Accountable Care Organization (ACO) to manage and coordinate care for Medicare fee for service beneficiaries. Section 3024 Independence at home demonstration program—Creates the Independence at Home demonstration program for chronically ill Medicare beneficiaries in order to test a payment incentive and service delivery system that would utilize physician and nurse practitioner directed, home-based primary care teams with the aim of reducing expenditures and improving health outcomes. Section 3501 Health care delivery system research; Quality improvement technical assistance—Establishes a Center for Quality Improvement and Patient Safety within the Agency for Healthcare Research and Quality (AHRQ). This center will support the identification of best practices for quality improvement in the delivery of health care services by identifying healthcare providers that employ best practices and finding ways to translate these practices rapidly and effectively into practice elsewhere. The Center will establish a Quality Improvement Network Research Program to support research on healthcare delivery system improvement. The Director of AHRQ, under this section, will also be directed to award technical assistance grants to struggling healthcare providers to aid in the implementation and adoption of best practices identified by the Center. Section 3502 Establishing community health teams to support the patient- centered medical home—Authorizes HHS to establish a grant program for states/state designated entities to establish community-based interdisciplinary, interprofessional teams to support primary care practices within a certain area. Health teams must support patient-centered medical homes, defined as a mode of care that includes personal physicians, whole person orientation, coordinated and integrated care and evidence-informed medicine. Section 5208 Nurse-managed health clinics—Authorizes $50 million in grants for the cost of operation of Nurse-Managed Health Clinics (NHMC) that provide comprehensive primary care or wellness services without regard to income or insurance status of patients. NHMCs must provide care to underserved or vulnerable populations and be associated with an academic department of nursing, qualified health center or independent nonprofit health or social services agency. Also establishes a new program to support nurse-managed health centers, authorizes to be appropriated $50 million for FY 2010 and such sums as may be necessary for FY 2011-2014. Section 6301 Patient-Centered Outcomes Research—Establishes non-profit Patient Centered Outcomes Research Institute. Purpose of Institute will be to assist patients, physicians, purchasers and policy-makers in making informed health decisions. Facility Specific Provisions Finally, PPACA makes facility specific changes including provisions directly impacting hospice and palliative care facilities, those provision follow: Sections 6101-6121—Require Medicare Skilled Nursing Facilities (SNFs) and Medicaid nursing facilities to disclose information on their ownership and organizational structure to government authorities. Mandates that such facilities implement compliance and ethics program within 3 years of enactment. Section 6103 directs the Nursing Home Compare Medicare Website to release staffing data for each facility, including resident census data, hours of care provided per resident per day, staffing turnover and tenure. Section 6105 directs the Secretary to create a standardized complaint form and requires states to establish a complaint resolution process, as well as providing whistleblower protection. Both provisions are effective within 1 year of enactment. Section 3004 Quality reporting for long-term care hospitals, inpatient rehabilitation hospitals, and hospice programs—Requires quality reporting programs for long‐term care hospitals, inpatient rehabilitation facilities, and hospice providers in 2014. HHS must issue regulations by October 1, 2012 that will list the specific quality reporting measures that must be reported. Providers who do not participate in the program would be subject to a reduction in their annual market basket update. Section 10325 Revision To Skilled Nursing Facility Prospective Payment System—Delays implementation of certain skilled nursing facility Version 4 of the Resource Utilization Groups (RUG-IV) published in the Federal Register on August 11, 2009 payment system changes by one year to October 1, 2011. Section 10326 Pilot Testing Pay-for-Performance Programs for Certain Medicare Providers—Directs HHS to conduct a separate pilot program under Medicare to test the implementation of a value-based purchasing program for payments under such title for the following provider groups: Psychiatric hospitals, Long-term care hospitals, Rehabilitation hospitals, PPS-exempt cancer hospitals and Hospice programs.

Nursing Assignment Help 2025

2025 The nurse cares for a toddler diagnosed with immune thrombocytopenia purport The child s platelet count is 52 000 mm

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2020 NURSING Kaplan Exit Exam questions 2025

The nurse cares for a toddler diagnosed with immune thrombocytopenia purport. The child’s platelet count is 52,000/mm (52 x 10). The nurse prepares a care plan for the child. Which nursing diagnosis is most appropriate for this child? Fatigue related to elevated platelet count. Risk for injury related to low platelet count. Risk for activity intolerance related to need for rest. Impaired Physical mobility related to need for physical therapy. 2. The client takes heparin 12, 000 units daily by subcutaneous injection. Today’s aPTT level is 45 seconds. Which action does the nurse take first? Nothing as this is a normal a PTT level Notifies the health care provider to decrease the dosage. Changes the route from subcutaneous to intramuscular. Notifies the health care provider to increase the dosage. 3. The client is the single parent of the 2 week old baby, the firstborn child. The client had considered terminating the pregnancy but continued the pregnancy. There is little client family support. The client has a history of an editing disorder. The nurse knows which nursing diagnosis is most important for the client? Risk for impaired attachment related to lack of knowledge of child care. Situational Low Self-Esteem related to body changes of childbirth. Risk for ineffective coping related to postpartum depression. Disturbed sleep Pattern related to care of infant at night. 4.A nurse provides care for the newborn in the delivery area. The baby is breathing and crying well with good color. The nurse knows which priority is next? Prevent cold stress. Record Apgar. Initiate physical assessment. Begin bonding with parents. 5. The nurse care for the adolescent diagnosed with acquired aplastic anemia. The diagnosis is related to the practice of huffing substances with benzene. Which goal is the most important for this client during immunosuppression? Will have increased production of red blood cells. Will manage pain related to growth factor injections. Will cope with probability of death from disease. Will verbalize feelings about lack of bone marrow donor. 6. The nurse is preparing to insert an indwelling urinary catheter. Prioritize the order of steps.. From start to finish. All options must be used. Unordered options Lubricate tip of the catheter. Drape the client Insert the catheter Put on sterile gloves Cleanse the meatus 7.The nurse assesses the position of the fetus at the beginning of labor. The nurse feels the fetal occiput toward the left side of the pregnant clients sacrum. How does the nurse interpret thus finding? Right occiput anterior (ROA); fetus is currently in correct position for birth. Left sacrum anterior (LSA); fetus will need to flip end to end prior to birth. Left occiput transverse (LOT); fetus will turn head slightly prior to birth. Left occiput posterior (LOP); fetus will need to burn head prior to birth. 8. A client diagnosed with infective endocarditis is discharged home on IV antibiotic therapy. The nurse knows the client understands the discharge treatment plan when the client makes which statement? “when I get home, I can take of these compression stockings when I am walking.” “I can help care for my grandchildren when they are sick and stay home from school” “I can go back to my job next week and start back traveling” “I will tell my dentist about this illness before having my teeth cleaned.” 9. The client sustained a right hip fracture. The client had surgery to repair the hip. The nurse prepares for the client to return from surgery to the surgical unit. Which equipment is out important for the nurse to have available? Sandbags and pillows Walker and wheelchair Elevated toilet seat Continuous passive motion machine. 10. The nurse care for the 4 year old child. The parents report the child is irritable and has lost weight. The nurse assesses the child and discovers an irregular heart rate at 18- beats per minute and rest at 24 per min. Which does the nurse do first? Assesses the Childs temperature Notifies the health care provider Tells the parent the child has a heart disorder Asks the child if there is any chest pain 11. The nurse care for a client with as kin rash. The client scratches the rash and the skin starts to bleed. The nurse includes which nursing diagnosis in the clients plan of care? Ineffective health maintenance. Impaired skin integrity Impaired tissue integrity Risk for bleeding 12. A nurse in the clinic performs a pregnancy test and tells the couple they are pregnant. They are both excited and appear happy. At the next clinic visit, the client tells the nurse the partner is quiet and withdrawn although seeming initially happy at the news. Which is the best response by the nurse? When the pregnancy is more obvious, the partner will feel better. The changes in their life may be causing the partner anxiety The clients should be less enthusiastic around the partner The partner should seek psychiatric help for depression. 13. The Hospitalized client is scheduled for a paracentesis because of ascites. The nurse identifies which client goal related to the procedure? Client will have pain reduced from 10 to 8 Client will ave increased peripheral perfusion Client will understand reasons for the medication. Client will have bowel function return to normal. 14. A client reports indigestion that is not relieved with antacids. The client appears pale and ashen and the skin is cool and clammy. Which additional assessment data does the anticipate? (Select all that apply) Temperature above 102 F (38.9 C) Dyspnea Constipation and abdominal pain Extreme thirst and hunger Chest tightness Pain in the left arm and back 15. A client is 30 weeks pregnant. The delivery will be by cessarean birth due to a breech presentation. Which information does the nurse give the client regarding the delivery? (Select all that apply) Will have an IV started in the preoperative area. Will plan for epidural anesthesia Wil be given medication to relax prior to surgery Will have a full bowel prep Will be admitted the night before surgery Will have an indwelling urinary catheter inserted 16. The nurse obtains a specimen for arterial blood gasses from a client. Which principles guides the nurse? May use peripheral IV site if no IV fluids present Continuous intra arterial monitoring is required Air in the syringe will after the blood values Clotted blood will reserve the blood gas values 17. The client takes rifampin and isoniazid for turberculosis. The nurse knows the client understands the teaching about rifampin when which client statement is made? My urine may change color and become bluish.” “Because I have kidney disease, my dose is less than my spouse’s.” “I will need to have liver test done every week.” “I will take my medication 1 hour before I eat.” 18. A parent brings an infant client to the emergency department after the infant fell out of the high chair. The nurse assess the infant for a head injury. Which assessment data indicates the infant needs further testing? (select all that apply) Blurred vision Difficult to arouse from sleep Severe headache Difficulty speaking Bulging anterior fontanel Right eye pupil dilated 19. A psychiatrist nurse cares several clients with personally disorders. The nurse recognizes that clients diagnosed with narcissistic personality disorder exhibit which characteristic? (Select all that apply.) Exploitative habaviors Self-multilating behaviors Grandiosity Preoccupation with orderliness Hypersensitivity to criticism Attention seeking behavior. 20. The nurse presents a Program on Lyme disease. The nurse determines teaching is needed when a child makes which statement? “I will make sure I get the vaccination for lyme disease this spring” “if I get a tick bite, I will watch for a bullseye rash for up to 30 days”. “my dog has a new flea and tick collar, and I will check for ticks very day”. Insect repellent with DEET will help keep ticks from biting me”. 21. A client diagnosed with psoriasis is treated with etanercept. The nurse knows the client understands the disease and treatment when the client makes which statement. “I will stop the medication when I no longer have any symptoms.” “I Can apply this medication will cure the psoriasis.” “I am so glad this medication will cure the psoriasis”. “I will take this medication until I come to the clinic again” 22. The Nurse cares for the 13 year old child diagnosed with vesicoureteral reflux secondary to strictures caused by repeated bladder infections. The child receives continuous low dose antibiotics. The nurse assesses the compliance of treatment. Which questions does the nurse ask the child? (Select all that apply) “How much fluid do you drink each day” Are you active in any sports?” “how much sleep do you get at night?” “When do you take your medications”? “What foods do you like best and eat often?” “How often do you void during the day? 23. A client had a myocardial infarction. The nurse teaches the client to seek immediate treatment for which symptoms? (select all that apply) Shortness of breath with cough and nasal drainage. Jaw pain with dyspnea and dizziness. Heave its photophobia Chest pain with nausea and vommiting Abdominal pain with constipation Chest heaviness with pressure

Nursing Assignment Help 2025

2025 It is necessary for an RN BSN prepared nurse to demonstrate an enhanced understanding of the

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Case Study: Mrs. J. 2025

It is necessary for an RN-BSN-prepared nurse to demonstrate an enhanced understanding of the pathophysiological processes of disease, the clinical manifestations and treatment protocols, and how they affect clients across the life span. Evaluate the Health History and Medical Information for Mrs. J., presented below. Based on this information, formulate a conclusion based on your evaluation, and complete the Critical Thinking Essay assignment, as instructed below. Health History and Medical Information Health History Mrs. J. is a 63-year-old married woman who has a history of hypertension, chronic heart failure, and chronic obstructive pulmonary disease (COPD). Despite requiring 2L of oxygen/nasal cannula at home during activity, she continues to smoke two packs of cigarettes a day and has done so for 40 years. Three days ago, she had sudden onset of flu-like symptoms including fever, productive cough, nausea, and malaise. Over the past 3 days, she has been unable to perform ADLs and has required assistance in walking short distances. She has not taken her antihypertensive medications or medications to control her heart failure for 3 days. Today, she has been admitted to the hospital ICU with acute decompensated heart failure and acute exacerbation of COPD. Subjective Data Is very anxious and asks whether she is going to die. Denies pain but says she feels like she cannot get enough air. Says her heart feels like it is “running away.” Reports that she is exhausted and cannot eat or drink by herself. Objective Data Height 175 cm; Weight 95.5kg. Vital signs: T 37.6C, HR 118 and irregular, RR 34, BP 90/58. Cardiovascular: Distant S1, S2, S3 present; PMI at sixth ICS and faint: all peripheral pulses are 1+; bilateral jugular vein distention; initial cardiac monitoring indicates a ventricular rate of 132 and atrial fibrillation. Respiratory: Pulmonary crackles; decreased breath sounds right lower lobe; coughing frothy blood-tinged sputum; SpO2 82%. Gastrointestinal: BS present: hepatomegaly 4cm below costal margin. Intervention The following medications administered through drug therapy control her symptoms: IV furosemide (Lasix) Enalapril (Vasotec) Metoprolol (Lopressor) IV morphine sulphate (Morphine) Inhaled short-acting bronchodilator (ProAir HFA) Inhaled corticosteroid (Flovent HFA) Oxygen delivered at 2L/ NC Critical Thinking Essay In 750-1,000 words, critically evaluate Mrs. J.’s situation. Include the following: Describe the clinical manifestations present in Mrs. J. Discuss whether the nursing interventions at the time of her admissions were appropriate for Mrs. J. and explain the rationale for each of the medications listed. Describe four cardiovascular conditions that may lead to heart failure and what can be done in the form of medical/nursing interventions to prevent the development of heart failure in each condition. Taking into consideration the fact that most mature adults take at least six prescription medications, discuss four nursing interventions that can help prevent problems caused by multiple drug interactions in older patients. Provide a rationale for each of the interventions you recommend. Provide a health promotion and restoration teaching plan for Mrs. J., including multidisciplinary resources for rehabilitation and any modifications that may be needed. Explain how the rehabilitation resources and modifications will assist the patients’ transition to independence. Describe a method for providing education for Mrs. J. regarding medications that need to be maintained to prevent future hospital admission. Provide rationale. Outline COPD triggers that can increase exacerbation frequency, resulting in return visits. Considering Mrs. J.’s current and long-term tobacco use, discuss what options for smoking cessation should be offered. You are required to cite to a minimum of two sources to complete this assignment. Sources must be published within the last 5 years and appropriate for the assignment criteria and relevant to nursing practice. Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required. This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion. You are required to submit this assignment to LopesWrite. Refer to the LopesWrite Technical Support articles for assistance. Case Study: Mrs. J. No of Criteria: 12 Achievement Levels: 5 CriteriaAchievement LevelsDescriptionPercentageUnsatisfactory0.00 %Less Than Satisfactory75.00 %Satisfactory79.00 %Good89.00 %Excellent100.00 %Content80.0 Clinical Manifestations of Mrs. J.10.0Clinical manifestations are omitted.Clinical manifestations are partially presented. There are major omissions and inaccuracies.Clinical manifestations are summarized. An overview of the general symptoms is presented. Some findings are incomplete.Subjective and objective clinical manifestations are described. Overall, the clinical manifestations are accurate and reflect observed and perceived signs and symptoms.Subjective and objective clinical manifestations are detailed. The clinical manifestations are accurate and clearly report the observed and perceived signs and symptoms.Evaluation of Nursing Interventions at Admissions10.0Evaluation of appropriateness of nursing interventions at the time of admission and explanation of the rationale for each of the medications listed are not discussed.Evaluation of appropriateness of nursing interventions at the time of admission is partially presented. An incomplete explanation for each of the medications listed is presented. The discussion contains significant inaccuracies.Evaluation of appropriateness of nursing interventions at the time of admission is summarized. A general explanation and some rationale for each of the medications listed are presented. There are minor inaccuracies.Evaluation of appropriateness of nursing interventions at the time of admission is discussed. An explanation and general rationale for each of the medications listed are presented. Some information is required for accuracy or clarity.Evaluation of appropriateness of nursing interventions at the time of admission is thoroughly discussed. A well-supported explanation for each of the medications listed is presented. Strong and compelling rationale is provided.Cardiovascular Conditions Leading to Heart Failure and Interventions10.0Fewer than three cardiovascular conditions that may lead to heart failure, and medical or nursing interventions to prevent the development of heart failure in each condition, are described.Four cardiovascular conditions that may lead to heart failure are partially described. Medical or nursing interventions to prevent the development of heart failure in each condition are incomplete. There are significant inaccuracies.Four cardiovascular conditions that may lead to heart failure are summarized. Medical or nursing interventions to prevent the development of heart failure in each condition are generally discussed. There are some inaccuracies.Four cardiovascular conditions that may lead to heart failure are described. Medical and nursing interventions to prevent the development of heart failure in each condition are discussed. There are minor inaccuracies, or information is needed for clarity.Four cardiovascular conditions that may lead to heart failure are clearly described. Medical and nursing interventions to prevent the development of heart failure in each condition are discussed. Overall, the discussion demonstrates insight into medical and nursing interventions used to prevent heart failure.Nursing Interventions for Older Patients to Prevent Problems Caused by Multiple Drug Interactions10.0Fewer than three nursing interventions that can help prevent problems caused by multiple drug interactions in older patients are presented.Four nursing interventions that can help prevent problems caused by multiple drug interactions in older patients are partially presented.Four nursing interventions that can help prevent problems caused by multiple drug interactions in older patients are summarized. Overall, the discussion meets assignment criteria but requires more rationale for the interventions. There are minor inaccuracies.Four nursing interventions that can help prevent problems caused by multiple drug interactions in older patients are discussed. Overall, the discussion meets assignment criteria and general rationale for the interventions is provided.Four nursing interventions that can help prevent problems caused by multiple drug interactions in older patients are discussed. The discussion fulfills the assignment criteria and strong rationale for the interventions is provided.Health Promotion and Restoration Teaching Plan15.0A health promotion and restoration teaching plan for the patient is omitted.A health promotion and restoration teaching plan for the patient is partially presented. Multidisciplinary resources for rehabilitation and any modifications that may be needed are omitted or incomplete. An explanation for how rehabilitation resources and modifications assist patient transition to independence is omitted or incomplete.A health promotion and restoration teaching plan for the patient is summarized. Multidisciplinary resources for rehabilitation and any modifications that may be needed are generally presented. A summary for how rehabilitation resources and modifications assist patient transition to independence is presented. There are minor inaccuracies.A health promotion and restoration teaching plan for the patient is presented. Multidisciplinary resources for rehabilitation and any modifications that may be needed are discussed. An explanation for how rehabilitation resources and modifications assist patient transition to independence is presented.A well-developed health promotion and restoration teaching plan for the patient is presented. Multidisciplinary resources for rehabilitation and any modifications that may be needed are clearly discussed. An strong explanation for how rehabilitation resources and modifications assist patient transition to independence is presented. The overall discussion is well-supported.Method for Providing Education to Prevent Hospital Readmissions15.0A method for providing education to the patient for the maintenance of prescribed medications that prevents future hospital admissions is omitted. The method is not appropriate for the client or health status.A method for providing education to the patient for the maintenance of prescribed medications that prevents future hospital admissions is partially summarized. The method may not be relevant to for this situation. More information is needed. There are major inaccuracies.A method for providing education to the patient for the maintenance of prescribed medications that prevents future hospital admissions is summarized. The method is generally appropriate. Some rationale is provided for support.A method for providing education to the patient for the maintenance of prescribed medications that prevents future hospital admissions is described. Overall, the method is appropriate. General rationale is provided for support.A method for providing education to the patient for the maintenance of prescribed medications that prevents future hospital admissions is thoroughly described. The method is clearly appropriate for the client and prevents readmission. Strong rationale is provided for support.COPD Triggers and Options for Smoking Cessation10.0COPD triggers exacerbating return visits and options for smoking cessation are omitted.Some COPD triggers exacerbating return visits are partially presented. Options for smoking cessation are incomplete; it is unclear if the options are relevant to the patient.General COPD triggers exacerbating return visits are generally presented. Some options for smoking cessation relevant to the patient are summarized. Some support or information is needed.Key COPD triggers exacerbating return visits are outlined. General options for smoking cessation relevant to the patient are summarized.All appropriate COPD triggers exacerbating return visits are clearly outlined. Strong options for smoking cessation are detailed and are highly relevant to the patient. Organization, Effectiveness, and Format20.0 Thesis Development and Purpose5.0Paper lacks any discernible overall purpose or organizing claim.Thesis is insufficiently developed or vague. Purpose is not clear.Thesis is apparent and appropriate to purpose.Thesis is clear and forecasts the development of the paper. Thesis is descriptive and reflective of the arguments and appropriate to the purpose.Thesis is comprehensive and contains the essence of the paper. Thesis statement makes the purpose of the paper clear.Argument Logic and Construction5.0Statement of purpose is not justified by the conclusion. The conclusion does not support the claim made. Argument is incoherent and uses noncredible sources.Sufficient justification of claims is lacking. Argument lacks consistent unity. There are obvious flaws in the logic. Some sources have questionable credibility.Argument is orderly but may have a few inconsistencies. The argument presents minimal justification of claims. Argument logically, but not thoroughly, supports the purpose. Sources used are credible. Introduction and conclusion bracket the thesis.Argument shows logical progression. Techniques of argumentation are evident. There is a smooth progression of claims from introduction to conclusion. Most sources are authoritative.Clear and convincing argument presents a persuasive claim in a distinctive and compelling manner. All sources are authoritative.Mechanics of Writing (includes spelling, punctuation, grammar, language use)5.0Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice or sentence construction is used.Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register), sentence structure, or word choice are present.Some mechanical errors or typos are present, but they are not overly distracting to the reader. Correct sentence structure and audience-appropriate language are used.Prose is largely free of mechanical errors, although a few may be present. A variety of sentence structures and effective figures of speech are used.Writer is clearly in command of standard, written, academic English.Paper Format (use of appropriate style for the major and assignment)2.0Template is not used appropriately, or documentation format is rarely followed correctly.Appropriate template is used, but some elements are missing or mistaken. A lack of control with formatting is apparent.Appropriate template is used. Formatting is correct, although some minor errors may be present.Appropriate template is fully used. There are virtually no errors in formatting style.All format elements are correct.Documentation of Sources (citations, footnotes, references, bibliography, etc., as appropriate to assignment and style)3.0Sources are not documented.Documentation of sources is inconsistent or incorrect, as appropriate to assignment and style, with numerous formatting errors.Sources are documented, as appropriate to assignment and style, although some formatting errors may be present.Sources are documented, as appropriate to assignment and style, and format is mostly correct.Sources are completely and correctly documented, as appropriate to assignment and style, and format is free of error. Total Percentage 100

Nursing Assignment Help 2025

2025 Details Conceptual models theories and empirical indicators are linked and provide a nursing knowledge system to apply the model

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Conceptual – Theoretical – Empirical (CTE) structure 2025

Details: Conceptual models, theories, and empirical indicators are linked and provide a nursing knowledge system to apply the model or theory to nursing practice, research, and education. Advanced-practice nurses are required to understand the linkages as applied to nursing and translate the components into practice. To continue development of nursing knowledge, advanced practice nurses can create structure to test theory. General Guidelines: Use the following information to ensure successful completion of the assignment: This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion. Doctoral learners are required to use APA style for their writing assignments. The APA Style Guide is located in the Student Success Center. This assignment requires that at least two additional scholarly research sources related to this topic, and at least one in-text citation from each source be included. You are required to submit this assignment to Turnitin. Please refer to the directions in the Student Success Center. Directions: Write a 1,000-1,250 word paper examining how the Conceptual – Theoretical – Empirical (CTE) structure translates into nursing practice based on one of the middle range theories that has been formulated or derived from your preferred conceptual model of nursing. Translate and apply the selected theory to nursing practice using actual examples. Evaluate the theory using the CTE steps below: Evaluation of the conceptual-theoretical-empirical linkages. Evaluation of the selected theory. Evaluation of the empirical indicators. Evaluation of research findings. Evaluation of the utility and soundness of the practice theory.

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2025 You will complete this assignment using the following form N4465 Assignment Weeks 1 3 template 5 19 doc Overview of Community Assessment

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Windshield Survey of the Community Assignment Directions 2025

You will complete this assignment using the following form: N4465 Assignment Weeks 1 – 3 template-5_19.doc Overview of Community Assessment and Community Health Nursing Intervention: Community assessment is a systemic way to determine the health status, resources or needs of a population. Community Health Nurses (CHN) assess the community by using the nursing process: Module 1 : CH nurses gather subjective data (i.e. windshield survey and interviewing key informants). Based on this portion of the assignment you will analyze your findings and provide a summary of the key community health issues for your community. APA focus for this paper: in-text citation of personal commutation, objective writing (avoid biased language), formal writing (avoid use of contractions, numbers, etc) and sentence structure, grammar and flow. Refer to the APA on-line tutorial (Links to an external site.) , as needed. See the Rubric in the Assignment Submission area to view grading criteria.

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2025 Evidence based discharge teaching is critical in promoting health and impacting readmissions You will

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Discharge teaching on Tina Jones 2025

Evidence-based discharge teaching is critical in promoting health and impacting readmissions. You will address Tina Jones’ diagnoses; asthma, dehydration, and wound infection, providing education that will support adherence and prevent readmission. Provide clear guidance for wound care, infection control, medications, diet, blood sugar monitoring, activity, and follow-up that will optimize her health. Discharge teaching on Tina Jones on the following: Diabetics Addresses all areas of the diagnosis, including pathophysiology, risk factors, and health promotion using current EBP in a patient centered manner demonstrating caring behaviors with use of therapeutic communication. ASTHMA Addresses all areas of the diagnosis, including pathophysiology, risk factors, and health promotion using current EBP in a patient centered manner demonstrating caring behaviors with use of therapeutic communication. DEHYDRATION Addresses all areas of the diagnosis, including pathophysiology, risk factors, and health promotion nursing current EBP in a patient centered manner demonstrating caring behaviors with use of therapeutic communication INFECTION Addresses all areas of the diagnosis, including pathophysiology, risk factors, and health promotion using current EBP in a patientcentered manner demonstrating caring behaviors with use of therapeutic communication. WOUND CARE Thorough instruction on asepsis, wound care and equipment using current EBP in a patient-centered manner demonstrating caring behaviors with use of therapeutic communication MEDICATION Thorough instruction on medications, including indication, dosing, adverse effects, adherence, and administration using EBP in a patient-centered manner demonstrating caring behaviors with use of therapeutic communication. ACTIVITY Thorough instruction on activity, including bathing, equipment, and safety using EBP in a patientcentered manner demonstrating caring behaviors with use of therapeutic communication DIET Thorough instruction on proper diet for diabetes management, including counting carbohydrates, hypo- and hyperglycemia, and lifestyle changes using EBP in a patient-centered manner demonstrating caring behaviors with use of therapeutic communication FOLLOW UP Thorough instruction on instructions on follow-up plan, including appointments and warning signs of potential problems using EBP in a patient-centered manner demonstrating caring behaviors with use of therapeutic communication. No errors in APA, Spelling, and Punctuation. Provides two or more references. 3-4 pages

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2025 Soap Note Chronic Conditions 15 Points Chronic Disease Gastritis Follow the Soap Note Rubric as a guide

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Soap Note Gastritis 2025

Soap Note Chronic Conditions (15 Points) Chronic Disease ( Gastritis) Follow the Soap Note Rubric as a guide: Use APA format and must include minimum of 2 Scholarly Citations. Soap notes will be uploaded to Moodle and put through TURN-It-In (anti-Plagiarism program) Turn it in Score must be less than 25% or will not be accepted for credit, must be your own work and in your own words. You can resubmit, Final submission will be accepted if less than 25%. Copy paste from websites or textbooks will not be accepted or tolerated. Please see College Handbook with reference to Academic Misconduct Statement. Please use the sample templates for you soap note, keep these templates for when you start clinicals. The use of templates is ok with regards of Turn it in, but the Patient History, CC, HPI, The Assessment and Plan should be of your own work and individualized to your made up patient.

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2025 Topic 1 DQ 2 Geopolitical and phenomenological place influence the context of a population

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Discuss how geopolitical and phenomenological place influence the context of a population or community assessment and intervention. 2025

Topic 1 DQ 2 Geopolitical and phenomenological place influence the context of a population or community assessment and intervention in various ways. A community could be defined by one of two designations, phenomenological (relational) or geological (spatial). A geographic community is a community within defined jurisdictional boundaries. These communities could include city communities, rural municipalities or towns. Phenomenological communities, on the other hand, define a group of people with shared or similar-minded relationships, beliefs, goals, and interests (Leipert, 1996). They might not necessarily share the same geographical boundaries as geographical communities. These communities could include social groups or religious groups. These people mostly come together to achieve the feeling of belonging in their relational designations. These people may have a group perspective that differentiates them from other groups on matters including culture, values, beliefs, characteristics, and goals. Everyone lives in a geographic community and many people are also part of a phenomenological group. These groupings present various challenges for public health nurses. The main challenge is the issue of cultural and language barriers. Some of the practices that can help overcome these challenges include reflective practice and obtaining knowledge of different cultures and practices. Nurses should also self-evaluate and ensure that their personal beliefs do not interfere with the nursing process. The nursing process is utilized to assist in identifying health issues because it involves the appropriate application of a systematic series of actions that aim at ensuring that individuals achieve their optimal level of health. The main steps in the nursing processes include assessment, diagnosis, planning, implementation, and evaluation. Assessment refers to the collection and evaluation of information regarding the status of health in the community (Rector, 2013). It aids in discovering potential or existing needs and assets as a basis for any future action plans or interventions. Using 200-300 words APA format with references to support the discussion. Discuss how geopolitical and phenomenological place influence the context of a population or community assessment and intervention. Describe how the nursing process is utilized to assist in identifying health issues (local or global in nature) and in creating an appropriate intervention, including screenings and referrals, for the community or population.

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2025 Refer back to the interview and evaluation you conducted in the Topic

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Family Health Assessment 2 2025

Refer back to the interview and evaluation you conducted in the Topic 2 Family Health Assessment assignment. Identify the social determinates of health (SDOH) contributing to the family’s health status. In a 750-1,000-word paper, create a plan of action to incorporate health promotion strategies for this family. Include the following: Describe the SDOH that affect the family health status. What is the impact of these SDOH on the family? Discuss why these factors are prevalent for this family. Based on the information gathered through the family health assessment, recommend age-appropriate screenings for each family member. Provide support and rationale for your suggestions. Choose a health model to assist in creating a plan of action. Describe the model selected. Discuss the reasons why this health model is the best choice for this family. Provide rationale for your reasoning. Using the model, outline the steps for a family-centered health promotion. Include strategies for communication. Cite at least three peer-reviewed or scholarly sources to complete this assignment. Sources should be published within the last 5 years and appropriate for the assignment criteria. Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required. This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion. You are required to submit this assignment to LopesWrite. Please refer to the directions in the Student Success Center.

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2025 To create a Patient Teaching Plan aimed at educating a specific patient population

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Patient Teaching Plan for medication safety at home. 2025

To create a Patient Teaching Plan aimed at educating a specific patient population about a specific health topic. This plan will be used to develop a Visual Teaching Tool in a future assignment , recognize the influence that developmental stages have on physical, psycho social, cultural, and spiritual functioning.  Identify teaching/learning needs from the health history of an individual.

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