Write a 750-1,000-word 

Note:  The teaching plan proposal developed in this assignment will be used to develop your Community Teaching Plan: Community Presentation due in Topic 5. You are strongly encouraged to begin working on your presentation once you have received and submitted this proposal.

Select one of the following as the focus for the teaching plan:

1. Primary Prevention/Health Promotion
2. Secondary Prevention/Screenings for a Vulnerable Population
3. Bioterrorism/Disaster
4. Environmental Issues

Use the “Community Teaching Work Plan Proposal” resource to complete this assignment. This will help you organize your plan and create an outline for the written assignment.

1. After completing the teaching proposal, review the teaching plan proposal with a community health and public health provider in your local community.
2. Request feedback (strengths and opportunities for improvement) from the provider.
3. Complete the “Community Teaching Experience” form with the provider. You will submit this form in Topic 5.

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. 

Psychiatric Institute of Washington

4228 Wisconsin Ave NW 

Washington, DC 20016

Dear Recruiting Manager:

In response to your vacancy notice on Indeed, I am excited to put forth my candidacy for a Psychiatric Nurse position in your hospital’s Psychiatric unit. As qualified healthcare professional with a Bachelor of Science in Nursing from Chamberlain College of Nursing with over six months of clinical experience with direct patient care experience, I am well-prepared to apply my skillset to this exciting and rewarding position. 

As you will see upon reviewing my profile, I possess solid training and experience in the delivery of patient-centered care for individuals with various conditions. The skills I acquired through training and practice are highly transferable and will allow me to rapidly integrate into your team and provide valuable insights into daily patient care operations. 

Furthermore, I possess strong presentation skills and have leadership and collaboration strengths. I have the ability to pay attention to details and to actively listen to and address concerns with a fresh yet grounded approach. I look forward to bringing the full scope of my expertise to positively impact the operations at the Psychiatric Institute of Washington.

I would welcome the chance to connect with you and set up a discussion session regarding my candidacy for this role. I can be reached at (240) 491 6537or tezohclara@yahoo.comI look forward to hearing from you at your earliest convenience. In the meantime, thank you for your consideration.

Sincerely,

Psychiatric Institute of Washington

4228 Wisconsin Ave NW 

Washington, DC 20016

Dear Recruiting Manager:

In response to your vacancy notice on Indeed, I am excited to put forth my candidacy for a Psychiatric Nurse position in your hospital’s Psychiatric unit. As qualified healthcare professional with a Bachelor of Science in Nursing from Chamberlain College of Nursing with over six months of clinical experience with direct patient care experience, I am well-prepared to apply my skillset to this exciting and rewarding position. 

As you will see upon reviewing my profile, I possess solid training and experience in the delivery of patient-centered care for individuals with various conditions. The skills I acquired through training and practice are highly transferable and will allow me to rapidly integrate into your team and provide valuable insights into daily patient care operations. 

Furthermore, I possess strong presentation skills and have leadership and collaboration strengths. I have the ability to pay attention to details and to actively listen to and address concerns with a fresh yet grounded approach. I look forward to bringing the full scope of my expertise to positively impact the operations at the Psychiatric Institute of Washington.

I would welcome the chance to connect with you and set up a discussion session regarding my candidacy for this role. I can be reached at (240) 491 6537or tezohclara@yahoo.comI look forward to hearing from you at your earliest convenience. In the meantime, thank you for your consideration.

Sincerely,

  

Adult Health 1 Study Guide

Respiratory Unit 

Chapters 20-24

Remember that assigned textbook readings should be supplemental to reviewing & studying the Powerpoint presentations. Answers to these study guide questions can be obtained from the textbook chapters, powerpoint presentations, as well as class lectures & in-class activities. 

Respiratory Drugs to Review: Guaifenesin, Oseltamivir, Isoniazid, Rifampin, Pyrazinamide, Ethambutol, Albuterol, Levalbuterol, Fluticasone, Methylprednisolone sodium succinate, salmeterol, montelukast, theophylline

Chapter 20: Assessment of Respiratory Function

*This chapter is an overview of the respiratory system anatomy, pathophysiology, functions, assessments, and diagnostics. Please use this chapter as of review of this system, in order to better understand the abnormalities that exist in the upper and lower respiratory diseases and conditions we talk about in the next chapters. 

Chapter 21: Respiratory Care Modalities

– Review the methods of oxygen administration (nasal cannula, simple mask, non-rebreather mask, venturi mask) – See Table 21-1. 

– Review indications for and teaching guidelines for patients while using an incentive spirometer – See Chart 21-3. 

– Review ‘breathing retraining’ techniques and nursing management 

– Basics of airway management – what is an ET tube & tracheostomy, when are these needed, what are nursing interventions/management needed for these artificial airways? See Chart 21-7.

– What is a chest tube and when is it indicated? What is the difference between a water seal and dry suction chest tubes? See Table 21-3. 

Chapter 22: Management of Patients with Upper Respiratory Tract Disorders 

Conditions to Know: Rhinitis, Sinusitis, Influenza, OSA

1. What is the most frequently occurring upper respiratory infection (URI), and what is the most common cause? 

2. Rhinitis can be caused by a variety of factors including: 

3. What are some signs and symptoms of rhinitis? 

4. What is recommended nursing management for allergic & viral forms of rhinitis? 

5. What is the pharmacological treatment of choice for patients with bacterial sinusitis?

6. What are the most common signs and symptoms seen in influenza?

7. What are some teaching points to include regarding treatment and management of influenza? 

8. What is obstructive sleep apnea (OSA) and what are risk factors for this condition?

9. What are common signs and symptoms of OSA? 

10. Explain the medical management for OSA, including teaching points for patient diagnosed with this condition. 

Chapter 23: Management of Patients with Chest & Lower Respiratory Tract Disorders

Conditions to Know: Atelectasis, Pneumonia, TB, PE

1. What is atelectasis and what is the most common type? 

2. What are some clinical manifestations of atelectasis?

3. How can we teach patients to prevent atelectasis? See Chart 23-1 & 23-2. 

4. What is pneumonia and what are the primary causes of it? 

5. Explain the differences between community-acquired (CAP), hospital-acquired (HAP), and healthcare associated pneumonia (HCAP). See Chart 23-3.

6. What are some clinical manifestations of pneumonia?

7. How is pneumonia diagnosed? 

8. What are important nursing care measures while treating a patient with pneumonia? 

9. How is TB transmitted? What type of special isolation & PPE are needed for hospital staff while caring for patients with suspected or confirmed TB?

10. What are some clinical manifestations of TB? 

11. How is TB diagnosed?

12. What are some teaching points you would want to include when educating patients about the medical management (pharmacological) required for TB? 

13. A pulmonary embolism (PE) is a considered a medical emergency. What are some signs and symptoms of a PE?

14. How is a PE diagnosed?

15. What are some teaching points to include when educating patients on how to prevent a PE? 

Chapter 24: Management of Patients with Chronic Pulmonary Disease

Conditions to Know: COPD – Emphysema & Bronchitis; Asthma

1. Most patients with COPD present with overlapping signs and symptoms of emphysema and chronic bronchitis. What is the difference between emphysema and bronchitis? 

2. What are some risk factors for COPD?

3. What are the primary clinical manifestations of COPD?

4. Identify the nursing care & patient education that is needed while caring for a patient with COPD. 

5. What classes of medications are used to help manage patients with COPD, and what are some side effects and nursing implications for these medication classes?

6. What is asthma? Is it reversible or non-reversible? 

7. What is the primary pre-disposing factor for an asthma attack? 

8. What symptoms are usually seen during an asthma attack?

9. What classes of medications are used to help manage patients with asthma, and what are some side effects and nursing implications for these medication classes? See Tables 24-4 & 24-5. 

10. What is the condition called when a patient has a rapid & severe onset of airway obstruction that is unresponsive to common asthma attack treatments? 

 

Post a brief explanation of THREE important components of the psychiatric interview and why you consider these elements important. Explain the psychometric properties of the rating scale you were assigned. Explain when it is appropriate to use this rating scale with clients during the psychiatric interview and how the scale is helpful to a nurse practitioner’s psychiatric assessment. Support your approach with evidence-based literature.