Hematology Case Study 2025

Hematology Case Study 1) This is an instruction sheet ONLY and should not be used to write the below paper. Open a new Word document to construct paper. 2) Must be APA formatting throughout. 3) Must have a title page. 4) Must have a reference page. 5) The body of your paper must be at least three full pages not including the title page and reference (those are separate pages). 6) All seven questions must be answered in its entirety. 7) Must cite at least two references in the body of your paper to support your work. Nursing care management for a stroke patient Presentation: You inherit a new patient F. L. who has a history of “recent stroke.” He was recently (approximately 3 months ago) hospitalized, but you don’t have his records at the moment. The patient’s wife wanted him “checked out,” and states that his “cat scan” showed a stroke. She claims, “They did a bunch of other tests but didn’t find anything.” She does not think he has hypertension but adds, “He does not like to go to doctors.” The past medical history is unknown. He does report taking aspirin 81mg daily and does not have any known drug allergies. Patient F. L. smoked one pack a day but quit five years ago, however he does drink socially. As for his family history, his mother died at the age of 79 from a stroke and his father died at the age of 64 from a myocardial infarction; he is the only child. He is 57 years old, married to his wife for 29 years and has three children. He works Monday through Friday as an accountant. Medications: Aspirin 81mg daily Review of systems: Subtle left hemiparesis; increased tone and hyperactive reflexes; very mild neglect of his left side. Physical exam: Vitals: height = 72″, weight = 225, body mass index = 30.5, blood pressure = 150/99 mm Hg; heart rate = 93 beats per minute at rest. Describe the pathophysiology of a stroke. What would your nursing assessment consist of? What should you be cognitive of with stroke patients? What are three short-term goals for this patient? What are three nursing interventions for this patient? What are three things you would discuss with the patient and his family during your discharge teaching? What are two medications (other than aspirin) that could be provided for this patient and why? What is the mechanism of action of each? What are some of the possible side effects associated with these medications? How would the patient benefit from taking these medications? What are three recommendations for follow-up care?

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#3 Care Coordination Presentation 2025

Develop a 20-minute presentation for nursing colleagues highlighting the fundamental principles of care coordination. Create a detailed narrative script for your presentation, approximately 4–5 pages in length, and record a video of your presentation. Nurses have a powerful role in the coordination and continuum of care. All nurses must be cognizant of the care coordination process and how safety, ethics, policy, physiological, and cultural needs affect care and patient outcomes. As a nurse, care coordination is something that should always be considered. Nurses must be aware of factors that impact care coordination and of a continuum of care that utilizes community resources effectively and is part of an ethical framework that represents the professionalism of nurses. Understanding policy elements helps nurses coordinate care effectively. This assessment provides an opportunity for you to educate your peers on the care coordination process. The assessment also requires you to address change management issues. You are encouraged to complete the Managing Change activity. Completing course activities before submitting your first attempt has been shown to make the difference between basic and proficient assessment. 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: Collaborate with patients and family to achieve desired outcomes. Outline effective strategies for collaborating with patients and their families to achieve desired health outcomes. Competency 3: Create a satisfying patient experience. Identify the aspects of change management that directly affect elements of the patient experience essential to the provision of high-quality, patient-centered care. Competency 4: Defend decisions based on the code of ethics for nursing. Explain the rationale for coordinated care plans based on ethical decision making. Competency 5: Explain how health care policies affect patient-centered care. Identify the potential impact of specific health care policy provisions on outcomes and patient experiences. Competency 6: Apply professional, scholarly communication strategies to lead patient-centered care. Raise awareness of the nurse’s vital role in the coordination and continuum of care in a video-recorded presentation. Script and reference list are not submitted. Preparation Your nurse manager has been observing your effectiveness as a care coordinator and recognizes the importance of educating other staff nurses in care coordination. Consequently, she has asked you to develop a presentation for your colleagues on care coordination basics. By providing them with basic information about the care coordination process, you will assist them in taking on an expanded role in helping to manage the care coordination process and improve patient outcomes in your community care center. To prepare for this assessment, identify key factors nurses must consider to effectively participate in the care coordination process. You may also wish to: Review the assessment instructions and scoring guide to ensure you understand the work you will be asked to complete. Allow plenty of time to rehearse your presentation. Note : Remember that you can submit all, or a portion of, your draft presentation to Smarthinking Tutoring for feedback, before you submit the final version for this assessment. If you plan on using this free service, be mindful of the turnaround time of 24–48 hours for receiving feedback. Instructions Complete the following: Develop a presentation for nursing colleagues highlighting the fundamental principles of care coordination. Include community resources, ethical issues, and policy issues that affect the coordination of care. To prepare, develop a detailed narrative script. The script will be submitted along with the video. Record a video of your presentation. Note: For this assessment, develop your audio script, then record your presentation. You are not required to deliver your presentation to an actual audience but you certainly could. Presentation Format and Length Create a detailed narrative script for your presentation, approximately 4–5 pages in length. Include a reference list at the end of the script. Supporting Evidence Cite 3–5 credible sources from peer-reviewed journals or professional industry publications to support your presentation. Include your source citations on a references page appended to your narrative script. Watch the example video in your course room to hear how citations are referenced. Grading Requirements The requirements outlined below correspond to the grading criteria in the Care Coordination Presentation to Colleagues Scoring Guide, so be sure to address each point. Read the performance-level descriptions for each criterion to see how your work will be assessed. Outline effective strategies for collaborating with patients and their families to achieve desired health outcomes. Provide, for example, drug-specific educational interventions, cultural competence strategies. Include evidence that you have to support your selected strategies. Identify the aspects of change management that directly affect elements of the patient experience essential to the provision of high-quality, patient-centered care. Explain the rationale for coordinated care plans based on ethical decision making. Consider the reasonable implications and consequences of an ethical approach to care and any underlying assumptions that may influence decision making. Identify the potential impact of specific health care policy provisions on outcomes and patient experiences. What are the logical implications and consequences of relevant policy provisions? What evidence do you have to support your conclusions? Raise awareness of the nurse’s vital role in the coordination and continuum of care in a video-recorded presentation. Script and reference list are not submitted. Fine tune the presentation to your audience. Stay focused on key issues of import with respect to the effects of resources, ethics, and policy on the provision of high-quality, patient-centered care. Adhere to presentation best practices.

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The Role Of The Nurse Informaticist In Systems Development And Implementation 2025

Assume you are a nurse manager on a unit where a new nursing documentation system is to be implemented. You want to ensure that the system will be usable and acceptable for the nurses impacted. You realize a nurse leader must be on the implementation team. To Prepare: Review the steps of the Systems Development Life Cycle (SDLC) and reflect on the scenario presented. Consider the benefits and challenges associated with involving a nurse leader on an implementation team for health information technology. The Assignment: (2-3 pages) In preparation of filling this role, develop a 2- to 3-page role description for a graduate-level nurse to guide his/her participation on the implementation team. The role description should be based on the SDLC stages and tasks and should clearly define how this individual will participate in and impact each of the following steps: Planning and requirements definition Analysis Design of the new system Implementation Post-implementation support

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Week 3 Course Project: Topic Selection 2025

Required Resources No specific resources are required for this activity. Conduct general research and/or skim the textbook to help you select a topic. Introduction You will work on a research project for the duration of this course that you will deliver as a presentation in Week 8. For this project, select a person whom you believe had a significant influence (positive or negative) on a movement for social, economic, and/or political change in the 20th and 21st centuries. Explore and address the following in your project: Summarize the person’s ideas. How did the ideas or changes affect the establishment and status quo? What was the context in which this person proposed ideas/change? How did the government or the people respond to the ideas/change? What sort of following or support did he/she have? How have the ideas/actions of the person influenced contemporary cultures and ideas? For the final presentation, make sure to go beyond the surface information and go into depth about the person you are researching. Here is a brief breakdown of the project so that you can plan your time in the course: Week Task Week 3 Topic Selection Week 5 Annotated Bibliography Week 6 Script Week 8 Presentation Instructions For the assignment this week, address the following: State the topic. For the stated issue, identify at least three (3) aspects of the issue that you think you will likely develop in your presentation. Briefly state why you have chosen each aspect. You are not confined to three aspects only, but you must develop at least three. As you develop your presentation, you may find other aspects that you deem more relevant, and you may add or substitute those. Writing Requirements (APA format) Length: 1-2 paragraphs 1-inch margins Double spaced 12-point Times New Roman font Title page References page (as needed)

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Case Studies 2025

MEXICAN CASE STUDY #2 Pablo Gaborra, aged 32, and his wife, Olga, aged 24, live in a migrant-worker camp on the eastern shore of Maryland. They have two children: Roberto, aged 7, and Linda, aged 18 months. Olga’s two younger sisters, Florencia, aged 16, and Rosa, aged 12, live with them. Another distant relative, Rodolpho, aged 28, comes and goes several times each year and seems to have no fixed address. Pablo and Olga, born in Mexico, have lived in the United States for 13 years, first in Texas for 6 years and then in Delaware for 1 year, before moving to the eastern shore of Maryland 5 years ago. Neither of them have U.S. citizenship, but both children were born in the United States. Pablo completed the sixth grade and Olga the third grade in Mexico. Pablo can read and write enough English to function at a satisfactory level. Olga knows a few English words but sees no reason for learning English, even though free classes are available in the community. Olga’s sisters have attended school in the United States and can speak English with varying degrees of fluency. Roberto attends school in the local community but is having great difficulty with his educational endeavors. The family speaks only Spanish at home. Not much is known about the distant relative, Rodolpho, except that he is from Mexico, speaks minimal English, drinks beer heavily, and occasionally works picking vegetables. The Gaborra family lives in a trailer on a large vegetable farm. The house has cold running water but no hot water, has an indoor bathroom without a shower or bathtub, and is heated with a wood-burning stove. The trailer park has an outside shower, which the family uses in the summer. The entire family picks asparagus, squash, peppers, cabbage, and spinach at various times during the year. Olga takes the infant, Linda, with her to the field, where her sisters take turns watching the baby and picking vegetables. When the vegetable picking season is over, Pablo helps the farmer to maintain machinery and make repairs on the property. Their income last year was $30,000. From the middle of April until the end of May, the children attend school sporadically because they are needed to help pick vegetables. During December and January, the entire Gaborra family travels to Texas to visit relatives and friends, taking them many presents. They return home in early February with numerous pills and herbal medicines. Olga was diagnosed with anemia when she had an obscure health problem with her last pregnancy. Because she frequently complains of feeling tired and weak, the farmer gave her the job of handing out “chits” to the vegetable pickers so that she did not have to do the more-strenuous work of picking vegetables. Pablo has had tuberculosis for years and sporadically takes medication from a local clinic. When he is not traveling or is too busy picking vegetables to make the trip to the clinic for refills, he generally takes his medicine. Twice last year, the family had to take Linda to the local emergency room because she had diarrhea and was listless and unable to take liquids. The Gaborra family subscribes to the hot and cold theory of disease and health-prevention maintenance. Study Questions 1. Identify three socioeconomic factors that influence the health of the Gaborra family. 2. Name three health-teaching interventions the health-care provider might use to encourage Olga to seek treatment for her anemia. 3. Identify strategies to help improve communications in English for the Gaborra family. 4. Identify three health-teaching goals for the Gaborra family. 5. Name three interventions Olga must learn regarding fluid balance for the infant, Linda. 6. Discuss three preventive maintenance–teaching activities that respect the Gaborra family’s belief in the hot and cold theory of disease management. 7. Identify strategies for obtaining health data for the Gaborra family. 8. Identify four major health problems of Mexican Americans that affect the Gaborra family. 9. If Olga were to see a folk practitioner, which one(s) would she seek? 10. Explain the concept of familism as exhibited in this family. 11. Distinguish between the two culture-bound syndromes el ataque and susto. 12. Discuss culturally conscious health-care advice consistent with the healthbelief practices of the pregnant Mexican American woman. 13. Discuss two interventions to encourage Mexican American clients with tuberculosis to keep clinic appointments and to comply with the prescribed medication regimen. 14. Identify where the majority of Mexican Americans have settled in the United States. PUERTO RICAN CASE STUDY #2 Carmen Medina, aged 39, lives with her husband, Raúl, aged 43, who works as a mechanic in a small auto shop. Mr. Medina has worked in the same place since he and his wife came to the United States from Puerto Rico 15 years ago. The Medinas have a 4- year-old son, José; a 16-year-old daughter, Rosa; and an 18-year-old son, Miguel. The Medinas both attended vocational school after completing high school. Mrs. Medina is employed 4 hours a day at a garden shop. She stopped working her full-time job to care for her ill mother and aged father, who do not speak English and depend on government assistance. The family income last year was $28,500. The family has health insurance through Mr. Medina’s job. They live in a threebedroom apartment in a low-income Illinois community. Miguel works in a fast-food store a few hours a week. Because Rosa has responsibilities at home, the Medina’s do not allow her to work outside the home. She is very close to her grandmother but avoids talking with her parents. Both Rosa and Miguel are having difficulties in school. Rosa is pregnant and the family does not know. She is planning to drop out of school, get a job in a beauty shop, and leave home without telling the family. Miguel frequently comes home late and, on occasion, sleeps out of the home. He is beginning college next semester and has plans to move out of the house during the summer. The family is having difficulty dealing with Rosa’s and Miguel’s developmental and behavioral challenges. Although Mrs. Medina is outspoken about these concerns, Mr. Medina is quiet and not actively involved in the discussion. He is more preoccupied with the family’s financial situation. Mrs. Medina’s parents are encouraging them to return to Puerto Rico. Mr. Medina was diagnosed with hypertension 2 months ago, when he went to the emergency room for a respiratory infection. He smokes cigarettes and drinks two to three beers every evening after work. He has not followed up on his blood pressure treatment. Miguel is beginning to smoke, but not at home. José has had frequent colds and sinus allergies. He has been to the emergency room three times during the past year for respiratory infections. Mrs. Medina’s last physical examination was after she had José. She is experiencing insomnia, tiredness, headaches, and gastrointestinal problems. She is very concerned about Rosa and Miguel, her parents, and the family’s finances. Mrs. Medina is Catholic and recently has been visiting her church more often. Study Questions 1. Explain Mrs. Medina’s attitude in her relationship with her adolescent daughter. 2. Identify strategies to ensure that Rosa seeks prenatal care. 3. Identify barriers to accessing health care for the Medina family. 4. What are the high-risk behaviors exhibited by this family? 5. What communication barriers exist in this family that affect care delivery? 6. Discuss gender and family roles in the context of traditional Puerto Rican culture. 7. Identify sociodemographic factors affecting the physical- and mentalhealth well-being for this family. 8. Identify Puerto Rican folk practices appropriate for this family. 9. If the Medina family chose to visit a folk healer, which one(s) do you think they might visit? Why? 10. If Mrs. Medina’s parents visit a health-care provider, what might they expect? 11. Identify culturally congruent interventions to ensure compliance with Western health prescriptions for Mr. Medina. 12. Discuss the importance of respeto and familism in the Medina family. 13. Identify culturally congruent interventions for Rosa’s pregnancy. 14. Identify health-promotion and disease-prevention interventions needed for José.

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