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2025 You will decide on a policy issue that needs to be addressed You may choose a policy issue
by adminUNIT 2 ASSIGNMENT 2025
You will decide on a policy issue that needs to be addressed. You may choose a policy issue that interests you. Below are suggested topics for proposed policy change, however if you wish to address another topic please contact your instructor for approval: Treatment of veterans after deployment and post-traumatic stress disorder (PTSD). Cost of end of life care. Costs of drugs in the United States as compared to other countries. Quarantine of health care workers that have been exposed to communicable diseases. Medical care for illegal immigrants. Right to die with euthanasia methods. Disclosure of medical records of pilots and other safety sensitive professionals and HIPAA violations. Restrictions of roles of nurse practitioners and advanced practice nurses in certain states. Health care reform. Requirements of meaningful use to meet core measures. ICD-10 issues. Entry into practice issues. Mandatory vaccination of children. Allowing nurses educated in other countries to practice in the United States. Faculty shortages in U.S. nursing education programs. You will write a letter using professional business format to one of your Federal legislators outlining what the issue is and why it is important. The letter will address: The current policy structure. The need for the change. The suggested change. Cost implications if the change is implemented. The role the nurse as a change agent will take at the policy table.
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2025 Distinguishing Inductive and Deductive Reasoning Required Resources Read review the following resources for this activity
by adminDistinguishing Inductive And Deductive Reasoning 2025
Distinguishing Inductive and Deductive Reasoning Required Resources Read/review the following resources for this activity: · Textbook: Chapter 8, 9, 17 (Introduction) · Lesson · Minimum of 1 scholarly source (in addition to the textbook) Click on the following tabs to review the concepts that will be addressed in this activity: A valid structure is the way in which an argument is put together that assures it will pass the test of logical strength. Deductive: In deductive arguments, the speaker asserts that her premises are true and, therefore, her conclusion must be accepted. Remember that in a deductive argument, logical strength does not depend on the literal truth of the premises. When we test for logical strength, we assume the premises are true. Once we determine that the argument is logically valid, we can then look at the actual – not presumed – truth of the premises. Inductive: In inductive arguments, the speaker presents evidence that she claims support the probable truth of her conclusion – that her conclusion is the most likely true – and so you should accept it. The Basic Structure of Deductive and Inductive Arguments Argument examples: Deductive Argument Example: “Tightening laws restricting the use and possession of firearms does not protect average law-abiding citizens; it only puts them at greater risk. Enforcing licensing restrictions, trigger locks, and waiting periods makes it more difficult for law-abiding citizens to defend themselves, and, as a result, encourages criminal activity. Only criminals benefit when ordinary citizens are deprived of their right to own a firearm and protect themselves, their homes, and their families” (Lott, 2000, p. 169) Lott, J., (2000). More guns, less crime: Understanding crime and gun-control laws . University of Chicago Press. The argument boils down to this: · Laws that are obeyed by ordinary citizens and not obeyed by criminals are laws that put ordinary citizens at risk. · Tight gun laws are laws that are obeyed only by ordinary citizens. · Tight gun laws put ordinary citizens at risk. However, the argument itself is composed of three intertwined syllogisms: Only ordinary citizens are persons who respect tight gun laws. Criminal persons are not ordinary citizens. Therefore, criminals do not respect tight gun laws. Tight gun laws restrict only ordinary citizens. No criminal is an ordinary citizen. No criminal is restricted by tight gun laws. Laws that disfavor the good are laws that favor the bad. Tight gun laws favor the bad. Therefore, tight gun laws disfavor the good. Notice that you cannot remove any of the “legs” and maintain the claim. Notice, also, that the reasons are closely connected and depend on or follow from each other. Notice, also, that the first premise (called the major premise) must be accepted as true, or the entire argument fails. Inductive Argument : The United States is too dependent upon foreign oil. According to the U.S. Department of Energy, we rely on imported foreign oil for about 45% of our needs. Of the imported oil, most comes from Canada, but 22% comes from countries in the Middle East. Undeniably, this dependence shapes our foreign policy. We have vast oil reserves that could make us energy independent. Development of these resources would produce much-needed jobs, many of them in areas of the country suffering most from the recession. We should be developing an energy policy that makes us energy independent. · Reason: We import 45% of our oil. · Reason: Middle East oil imports shape our foreign policy. · Reason: Our vast oil reserves could make us energy independent. · Reason: Development of oil reserves could produce much needed jobs. · Conclusion: For any or all of the above, independent reasons, we should become energy independent. Notice that any one of these reasons, standing alone, could support the conclusions; they are not logically related to one another as they would be in a syllogism. Initial Post Instructions For the initial post, address the following: · Find and post examples of deductive and inductive arguments. Do NOT use an argument example which clearly indicates it is an example of an inductive/deductive argument. · For each example, evaluate its logical strength, using the concepts and ideas presented in the textbook readings, the lesson, and any other source you find that helps you to evaluate the validity (deductive) or strength (inductive) of the argument. You can use examples from the text, or you can find examples elsewhere. oEditorials and opinion columns are a good source, as are letters to the editor. Blogs will also often be based on arguments. oUse mapping and evaluative techniques to make sure it is an argument. · Is it inductive or deductive? Explain why. · Does it pass the tests of validity and strength? Explain.
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2025 Discussion Question 1 Mike is a 46 year old who presents with a complaint of heartburn for
by adminNursing Discussion 2025
Discussion Question 1 Mike is a 46-year-old who presents with a complaint of “heartburn” for 3 months. He describes the pain as burning and it is located in the epigastric area. The pain improves after he takes an antacid or drinks milk. He has been taking either over-the-counter (OTC) famotidine or ranitidine off and on for the past 2 months and he still has recurring epigastric pain. He has lost 6 lb since his last visit. Assessment His examination is unremarkable. His blood pressure (BP) is 118/72. Laboratory values are normal complete blood count (CBC) and a positive serum Helicobacter pylori test. What would you prescribe initially? How long would you prescribe these medications? What other possible meds could you prescribe to assist with the side effects from the medications prescribed? How would the treatment vary if the patient has GERD instead? Discussion Question 2 List differential diagnosis that would help confirm GERD while ruling out other diagnosis. Which medication is the best medication for treatment of GERD and why? What labs or other diagnostic tests that are used to confirm GERD? Your response should be at least 350 words.
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2025 Assessment and Management of Patients With Hypertension 1 Joan Smith 55 years of age is a female patient
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Assessment and Management of Patients With Hypertension 1. Joan Smith, 55 years of age, is a female patient who presents to the intensive care unit with the diagnosis of intracranial hemorrhage. The patient stopped taking her antihypertensives suddenly because of the cost of the medications and she recently lost her job to outsourcing. The patient is slightly drowsy and complains of a headache and blurred vision. The patient’s blood pressure is 220/130 mm Hg upon presentation. (Learning Objective 6) According to the definitions set by the Seventh Report of the Joint National Committee on Prevention, Detection, Evaluation and Treatment of High Blood Pressure (JNC 7), which type of hypertensive crisis is the patient currently experiencing? Describe the treatment goals for handling the hypertensive crisis and apply the goals to the case study. Determine the current mean arterial pressure (MAP) and the goals for treatment. The physician orders nicardipine hydrochloride (Cardene) 25 mg/250 mL, NS for peripheral IV starting at 2.5 mg/hr, and titrate by 2.5 mg/hr every 15 minutes to reach the goal for the first hour, which is to achieve 25% reduction of the initial MAP. Call the physician if the dosing range of 15 mg/hr has been reached and the MAP is still not at target goal for the first hour of treatment, or up to four dose increases. Lower the BP within 6 hours to 160/100 mm Hg. Adjust the IV rate so that the IV fluids plus the nicardipine IV drip are equal to 100 mL/hr, in total. Call the physician if the IV fluids must go above 100 mL/hr to provide the nicardipine. c. Explain what rate to set initially for both the nicardipine drip and the NS maintenance fluids. d. Explain the process of titrating the nicardipine drip for the first hour to achieve the final MAP goal of 25% reduction of the original MAP. 2. The community health nurse is preparing a program about hypertension for a local community center. The focus of the program is on the reduction of risk factors and compliance for those who have been diagnosed with high blood pressure. The target population includes older adults. (Learning Objectives 1 to 4) The nurse focuses on primary hypertension because it accounts for 90% to 95% of hypertension in the United States. What risk factors does the nurse include for this population? The nurse prepares to discuss the changes in how the JNC 7 defines hypertension. What ranges and descriptions should the nurse include? Because this is a gerontologic audience, the nurse needs to review why blood pressure increases with age. Explain how the structural and functional changes of aging contribute to higher blood pressure in the older adult. What information does the nurse include about lifestyle modifications that may decrease risk of hypertension (or complications associated with diagnosed hypertension)?
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