Trifold Brochures 2025

Develop an instructional brochure on the nutritional aspects of the disorders below: Type 2 Diabetes Include in your brochure all points below: Explanation of the pathophysiology of the disorder. Provide 4 risk factors OR 4 symptoms of the disorder. Two common medications used for the disorder. Explain how medications work to treat the disorder. Include 3 nutritional considerations for each medication. Identify an evidence-based diet to prevent or reduce the incidence of the disorder. Include at least 3 specific foods that should be included in the diet, provide rational for why foods should be included in the diet for this disease process. Include at least 3 specific foods that should be avoided in the diet, provide rational for why the foods should be excluded from the diet for disease process. Examples of Evidence-based diets: Dash diet Mediterranean diet Low carb diet Low sodium diet Low fat diet Modified fiber and bland diet Protein restricted High protein diet Include the information for at least 2 patient resources. One resource on the evidence-based diet and 1 resource on the disorder. Include name of organization and URL for the citation. Include images or clipart to support your information. Trifold brochure should look professional. Include at least 2 evidence-based references (less than 5 years old) included in your brochure to support your information. Proper use of in-text citations and references in APA Style.

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CAT Bleeding Disorders 2025

CAT Bleeding Disorders After completing this weeks assigned readings, Can anyone answer the following questions about the Approach to Patients with Bleeding Disorders? choose 2 questions to answer When should you suspect a bleeding disorder in your patient? How will you evaluate and work-up a suspected bleeding disorder? How can you interpret the results of hemostasis testing? What is the general approach to management of an individual with a suspected bleeding disorder? What is the common presentation for a hematologic malignancy? What tools will you use to definitively diagnose a hematologic malignancy in your patient? How are hematologic malignancies staged?

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Global Health 2025

Diseases that disproportionately affect the poor are typically prioritized by governments and donors. Some people believe that disorders such as depression are problems of the middle class and the affluent, or represent a “medicalization of misery,” and, therefore, do not deserve a share of scarce resources. What is the evidence linking poverty with mental disorders? How might poverty interact with mental health?

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Moral Theory 2025

Instructions Now that you have had an opportunity to explore ethics formally, create a reflective assessment of your learning experience and the collaborations you engaged in throughout this session. You will submit both of the following: A written reflection An oral presentation using a PowerPoint narrated slide show. For the written reflection, address Jane Doe’s and respond to the following: Articulate again your moral theory from week eight discussion (You can revise it if you wish). What two ethical theories best apply to it? Why those two? Apply to Jane Doe’s case your personal moral philosophy as developed in week eight discussion and now. Use it to determine if what Jane Doe did was ethical or unethical per your own moral philosophy. Consider if some of these examples are more grave instances of ethical transgressions than others. Explain. Propose a course of social action and a solution by using the ethics of egoism, utilitarianism, the “veil of ignorance” method, deontological principles, and/or a theory of justice to deal with students like Jane. Consider social values such as those concerning ways of life while appraising the interests of diverse populations (for instance, those of differing religions and economic status). For the oral presentation, briefly summarize your feelings about taking a course in Ethics and explore your process of transformation in this course. Discuss your experiences of the course, your beginnings, and where you are now. Consider your interaction in discussions. Should health care workers be required to take a course in Ethics? Why or why not

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CP – Week 8 Discussion 2nd REPLY 2025

Reply to the following discussion by challenging the post. You will want to focus on their point of view, asking pertinent questions, adding to the responses by including information from other sources, and respectfully challenging a point of view, supported by references to other sources. Be objective, clear, and concise. Always use constructive language. It is important to support what you say with relevant citations in the APA format from both the course materials and outside resources. JO Discussion: PICOT Question: In young persons aged 18-24 years (P), can innovative communication and proactive health care delivery (I), compared to not providing sexual health education (C), increase the awareness of sexually transmitted diseases and encourage sexual decisiveness from the interventions provided to reduce the prevalence of sexually transmitted diseases (O), within 6 months (T)? The following is the plan for evaluating the effectiveness of sexually transmitted disease educational interventions and decreasing the rate of diagnosis in clinical practice. Clarifying the objectives and goals – The main objectives are to reduce the prevalence of sexually transmitted diseases in the target population through proactive health care delivery and use of innovative communication through social media platforms. This will be accomplished by providing interventional education to patients in the clinic. For the purpose of this project, I have chosen to focus on ‘young people’ aged 18-24 years, as this group accounts for over 50% of newly diagnosed sexually transmitted diseases in the United States. Focus of the evaluation – The stakeholders will be identified and assigned roles accordingly. Stakeholder needs will be identified in part of the evaluation process. Developing evaluation questions – The following questions will be addressed: How have participant behaviors changed as a result of the program? Do the participants feel positive perception with the utilization of social media for sexual health communication with peers and healthcare providers? Are participants satisfied with the experience? Were there any negative results from participation in the program? Developing evaluation design methods – An STD-Knowledge Questionnaire (STD-KQ), comprised of 27 close-ended questions aimed at identifying behavioral risks and knowledge deficits pertaining to sexually transmitted diseases (Jaworski & Carey, 2007). For this particular a dichotomous “yes/no” option will be used to organize responses vertically with ample space between responses to decrease the risk for error. The nominal measurement will consist of the presence or absence of sexually transmitted diseases. Statistical conclusion validity will be used to conclude variances and associations drawn from studies to correctly reproduce reality (Gray et al., 2017). The sample size will be comprised of 152 patients, 18-24 years of age. The sample size was calculated by 250 patient population, 95% sampling confidence level, and 5% margin of error (SurveyMonkey, 2021). The sampling strategy for the study will be stratified random sampling, the participants will be divided into subgroups based on gender. Stratified random sampling offers proper representation of the sample populations characteristics and can be divided into subgroups based on gender (Scribbr, 2020). Establishing a timeline for evaluation activities – The participants will receive the STD-KQ questionnaire at the beginning of the program, and will receive a second questionnaire at the end of a six-month time period. The independent variable pertaining to this project is innovative communication. The dependent variable is the rate of sexually transmitted diseases being diagnosed. Data on the prevalence of sexually transmitted diseases prior to and after the interventional program will be collected and documented in the participants electronic medical record. Given the nature of the program, descriptive data will be used. According to Gray and colleagues (2017), prevalence and incidence suggest a descriptive research design with the intent of appropriately and methodically defining populace, characteristics, tendencies, groupings, and incidences. Data analysis will incorporate the use of a Chi-square test of independence, which is a non-parametric inferential statistic focused on nominal variables (Bhandari, 2020). References Bhandari, P. (2020). An introduction to inferential statistics. Retrieved from https://www.scribbr.com/statistics/inferential-statistics/ Gray, J., Grove, S., & Sutherland, S. (2017). Burns & Grove’s the Practice of Nursing Research: Appraisal, Synthesis, and Generation of Evidence . [South University]. Retrieved from https://digitalbookshelf.southuniversity.edu/#/books/9780323377584/ Jaworski, B. C., & Carey, M. P. (2007). Development and psychometric evaluation of a self-administered questionnaire to measure knowledge of sexually transmitted diseases. AIDS and behavior , 11 (4), 557–574. https://doi.org/10.1007/s10461-006-9168-5 Scribbr. (2020). How to use stratified sampling. Retrieved from https://www.scribbr.com/methodology/stratified-sampling/ SurveyMonkey. (2021). Calculate your sample size. Retrieved from https://www.surveymonkey.com/mp/sample-size-calculator/

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