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DQ#10 – 2025 Post Explain the diagnostic criteria for your assigned Sleep Wake Disorder Nightmare Disorder Explain the evidenced based Psychotherapy and
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DQ#10 – 2025
Post:
Nursing Pathophysiology Paper – 2025 The assignment should include each of the categories listed below Refer to the assignment rubric for grading criteria
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Nursing Pathophysiology Paper – 2025
The assignment should include each of the categories listed below. Refer to the assignment rubric for grading criteria and requirements for each section. Be sure to reach out to your professor if you have any questions.
Category
Points
%
Description
Introduction of disease
The introduction statement should:
1. Be one paragraph (approximately 200 words)
2. Include the disease description
3. Include the disease epidemiology
4. Includes information that is supported by current scholarly literature or course textbook, as evidenced by in text citations
(4 required elements)
Etiology and Risk factors
The student includes:
1. Common causes of the disease or condition
2.Risk factors for the disease or condition
3. Impact of age on disease or condition
4. Prevalence of disease based on gender
5. Genetic basis of disease
6. Lifestyle influences on disease
7. Information that is supported by current scholarly literature or course textbook, as evidenced by in text citations
8. If a listed factor is not a component of the disease the student must state so in this section
(8 required elements)
Pathophysiological processes
The student:
1. Describes changes occurring at the cellular, tissue, and/or organ level that contribute to the disease process
2. Describes adaptation of the cells and body in response to the disease
3. Relates disease processes to manifested signs and symptoms
4. Includes information that is supported by current scholarly literature or course textbook, as evidenced by in text citations
(4 Required Elements)
Clinical manifestations: subjective and objective findings
The student:
1. Identifies subjective complaints that contribute to diagnosis of the condition
2. Identifies the body systems affected by the condition
3. Identifies physical assessment findings that contribute to diagnosis of the condition
4. Identifies pertinent laboratory tests necessary for diagnosis of condition
5. Includes information that is supported by current scholarly literature or course textbook, as evidenced by in text citations
(5 Required Elements)
Complications & Diagnostics
The student:
1. Identifies a minimum of two (2) complications of the disease
2, Discusses the implications for the patient when complications are left untreated
3. All information is supported by current scholarly literature or course textbook as evidenced by in text citations
4. Explains the purpose of each listed laboratory and diagnostic test listed within the clinical manifestations section
5. Discusses the significance of test findings in relation to the disease process
6. Includes information that is supported by current scholarly literature or course textbook, as evidenced by in-text citations
(6 required elements)
Pharmacologic recommendations-(20%)
The student:
1. Lists each medication individually with rationale included
2. Includes dosage, route, dosage frequency and length of treatment for each medication
3. Includes the drug classification for each medication
4. Includes the side effects of each medication
5. Includes the potential drug interactions to consider when prescribing (medications to avoid)
6. Includes information that is supported by current scholarly literature or course textbook, as evidenced by in-text citations
(6 required elements)
Total CONTENT Points= 135 pts
ASSIGNMENT FORMAT
Category
Points
%
Description
Grammar, Syntax, APA
APA format, grammar, spelling, and/or punctuation are accurate and all cited information is paraphrased (no quotes are included in the paper)
Organization
1. Assignment is written in the exact sequence listed in the requirements section
2. All required sections are included within the assignment
3. At least two (2) scholarly, primary sources from the last 5 years, excluding the textbook and course lectures, are provided in the reference list
4. The paper length does not exceed 3 pages, excluding title page and references
(4 Required elements)
ASSIGNMENT TOTAL=150
Journal Article Review/Critique Course Assignment – 2025 Epidemiological article concerning the prevalence risk of illness or health in a population
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Journal Article Review/Critique Course Assignment – 2025
Epidemiological article concerning the prevalence/risk of illness or health in a population
To successfully accomplish the main objectives of this assignment, students will perform a critical, constructive analysis of recently published studies (journal articles) in the healthcare or public health fields through summary, classification, analysis and comparison. A review and critique of the methodological approach and discussion of the applications in the field are expected.
Note: The Methods section of each article should be carefully review.
knowledge in the area could be expanded and applied. (10 points)
(5 points)
Case Study – 2025 BACKGROUND Katie is an 8 year old Caucasian female who is brought
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Case Study – 2025
BACKGROUND
Katie is an 8 year old Caucasian female who is brought to your office today by her mother & father. They report that they were referred to you by their primary care provider after seeking her advice because Katie’s teacher suggested that she may have ADHD. Katie’s parents reported that their PCP felt that she should be evaluated by psychiatry to determine whether or not she has this condition.
The parents give you a copy of a form titled “Conner’s Teacher Rating Scale-Revised”. This scale was filled out by Katie’s teacher and sent home to the parents so that they could share it with their family primary care provider. According to the scoring provided by her teacher, Katie is inattentive, easily distracted, forgets things she already learned, is poor in spelling, reading, and arithmetic. Her attention span is short, and she is noted to only pay attention to things she is interested in. The teacher opined that she lacks interest in school work and is easily distracted. Katie is also noted to start things but never finish them, and seldom follows through on instructions and fails to finish her school work.
Katie’s parents actively deny that Katie has ADHD. “She would be running around like a wild person if she had ADHD” reports her mother. “She is never defiant or has temper outburst” adds her father.
SUBJECTIVE
Katie reports that she doesn’t know what the “big deal” is. She states that school is “OK”- her favorite subjects are “art” and “recess.” She states that she finds her other subjects boring, and sometimes hard because she feels “lost”. She admits that her mind does wander during class to things that she thinks of as more fun. “Sometimes” Katie reports “I will just be thinking about nothing and the teacher will call my name and I don’t know what they were talking about.”
Katie reports that her home life is just fine. She reports that she loves her parents and that they are very good and kind to her. Denies any abuse, denies bullying at school. Offers no other concerns at this time.
MENTAL STATUS EXAM
The client is an 8 year old Caucasian female who appears appropriately developed for her age. Her speech is clear, coherent, and logical. She is appropriately oriented to person, place, time, and event. She is dressed appropriately for the weather and time of year. She demonstrates no noteworthy mannerisms, gestures, or tics. Self-reported mood is euthymic. Affect is bright. Katie denies visual or auditory hallucinations, no delusional or paranoid thought processes readily appreciated. Attention and concentration are grossly intact based on Katie’s attending to the clinical interview and her ability to count backwards from 100 by serial 2’s and 5’s. Insight and judgment appear age appropriate. Katie denies any suicidal or homicidal ideation.
Diagnosis: Attention deficit hyperactivity disorder, predominantly inattentive presentation
Decision Point One
RESULTS OF DECISION POINT ONE
· Client returns to clinic in four weeks
· Katie’s parents report that they spoke with Katie’s teacher who notices that her symptoms are much better in the morning, which has resulted in improvement in her overall academic performance. However, by the afternoon, Katie is “staring off into space” and “daydreaming” again
· Katie’s parents are very concerned, however, because Katie reported that her “heart felt funny.” You obtain a pulse rate and find that Katie’s heart is beating about 130 beats per minute
Decision Point Two
RESULTS OF DECISION POINT TWO
· Client returns to clinic in four weeks
· Katie’s academic performance is still improved, and the switch to the LA preparation is lasting Katie throughout the school day
· Katie’s reports of her heart feeling “funny” have gone away. Pulse was 92 during today’s office visit
Decision Point Three
Guidance to Student
At this point, Katie’s symptoms are well controlled (her attention is sustained throughout the school day) and her side effects have gone away following change to a long-acting preparation. There is no indication at this point that the dose should be increased as it is always advisable to use the lowest effective dose of stimulant medication. Katie’s heart rate is appropriate for an 8 year old girl and an EKG would not be indicated based on her heart rate.