2025 For the purpose of this assignment we will explore Roy s Adaptation Model and answer the following Identify

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rural health and nursing 2025

For the purpose of this assignment, we will explore Roy’s Adaptation Model and answer the following: · Identify 2 major issues faced by rural populations in meeting their health care needs. What specific social determinants of health significantly influence these issues? Identify and describe 3 (out of 10) explicit assumptions of Roy’s Adaptation Model. How do these assumptions apply to rural health? What subsystems facilitate or hinder the overall system’s ability to meet the needs of the rural population? Describe a plan or legislative process (may be one currently under review or recently passed) for improving the “healthcare system” and the potential impact on the rural population. Make sure you also include a clear, separate introduction and conclusion as a part of this assignment, as these are worth separate points on the grading rubric. Please review rubric for all necessary component of this essay. 2 peer reviewed articles within 5 year required.

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2025 Ted is a 38 yo male established patient who presents to your office

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Ted is a 38 yo male (established patient) who presents to your office due to 9-month history of fatigue, weight loss of approximately 10lbs in the last 3-6 months, and night sweats. His only significant previous medical history was the repair of a ventric 2025

Ted is a 38 yo male (established patient) who presents to your office due to 9-month history of fatigue, weight loss of approximately 10lbs in the last 3-6 months, and night sweats. His only significant previous medical history was the repair of a ventricular septal defect and patent ductus arteriosus as an infant. He took no prescribed or over-the-counter medications, had never smoked cigarettes, ETOH use: 2-3 drinks per week and pt mentions that he had a twin brother that died 3 years ago. Abnormal findings on examination were hepatosplenomegaly and supraclavicular, axillary, and inguinal lymphadenopathy. Question 1 What other questions would you ask the patient? Question 2 What systems should be included in his exam and why? (I have already given you a few hints) Question 3 After asking more questions Ted admits that he has abdominal pain, vomiting with large meals occasionally, and noticed he has trouble with swallowing during meals unless he has “lots of water”. Based on the information you have be given, what are at least 3 differential diagnoses you may consider? Question 4 What further investigation/work-up would a provider consider (labs, scans, referrals)? Question 5 What type of follow-up would you schedule for this patient and why?

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2025 Assignment Assessing and Treating Patients With Anxiety Disorders Common symptoms of anxiety disorders include chest pains shortness of breath and

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WEEK 6 ASSIGN 6630 NURS 2025

Assignment: Assessing and Treating Patients With Anxiety Disorders Common symptoms of anxiety disorders include chest pains, shortness of breath, and other physical symptoms that may be mistaken for a heart attack or other physical ailment. These manifestations often prompt patients to seek care from their primary care providers or emergency departments. Once it is determined that there is no organic basis for these symptoms, patients are typically referred to a psychiatric mental health practitioner for anxiolytic therapy. For this Assignment, as you examine the patient case study in this week’s Learning Resources, consider how you might assess and treat patients presenting with anxiety disorders. To prepare for this Assignment: Review this week’s Learning Resources, including the Medication Resources indicated for this week. Reflect on the psychopharmacologic treatments you might recommend for the assessment and treatment of patients requiring anxiolytic therapy. The Assignment: 5 pages Examine Case Study: A Middle-Aged Caucasian Man With Anxiety. You will be asked to make three decisions concerning the medication to prescribe to this patient. Be sure to consider factors that might impact the patient’s pharmacokinetic and pharmacodynamic processes. At each decision point, you should evaluate all options before selecting your decision and moving throughout the exercise. Before you make your decision, make sure that you have researched each option and that you evaluate the decision that you will select. Be sure to research each option using the primary literature. Introduction to the case (1 page) Briefly explain and summarize the case for this Assignment. Be sure to include the specific patient factors that may impact your decision making when prescribing medication for this patient. Decision #1 (1 page) Which decision did you select? Why did you select this decision? Be specific and support your response with clinically relevant and patient-specific resources, including the primary literature. Why did you not select the other two options provided in the exercise? Be specific and support your response with clinically relevant and patient-specific resources, including the primary literature. What were you hoping to achieve by making this decision? Support your response with evidence and references to the Learning Resources (including the primary literature). Explain how ethical considerations may impact your treatment plan and communication with patients. Be specific and provide examples. Decision #2 (1 page) Why did you select this decision? Be specific and support your response with clinically relevant and patient-specific resources, including the primary literature. Why did you not select the other two options provided in the exercise? Be specific and support your response with clinically relevant and patient-specific resources, including the primary literature. What were you hoping to achieve by making this decision? Support your response with evidence and references to the Learning Resources (including the primary literature). Explain how ethical considerations may impact your treatment plan and communication with patients. Be specific and provide examples. Decision #3 (1 page) Why did you select this decision? Be specific and support your response with clinically relevant and patient-specific resources, including the primary literature. Why did you not select the other two options provided in the exercise? Be specific and support your response with clinically relevant and patient-specific resources, including the primary literature. What were you hoping to achieve by making this decision? Support your response with evidence and references to the Learning Resources (including the primary literature). Explain how ethical considerations may impact your treatment plan and communication with patients. Be specific and provide examples. Conclusion (1 page) Summarize your recommendations on the treatment options you selected for this patient. Be sure to justify your recommendations and support your response with clinically relevant and patient-specific resources, including the primary literature. Note: Support your rationale with a minimum of five academic resources. While you may use the course text to support your rationale, it will not count toward the resource requirement. You should be utilizing the primary and secondary literature. Reminder : The College of Nursing requires that all papers submitted include a title page, introduction, summary, and references. The Sample Paper provided at the Walden Writing Center provides an example of those required elements (available at https://academicguides.waldenu.edu/writingcenter/templates/general#s-lg-box-20293632). All papers submitted must use this formatting. CASE STUDY Generalized Anxiety Disorder Middle-Aged White Male With Anxiety BACKGROUND INFORMATION The client is a 46-year-old white male who works as a welder at a local steel fabrication factory. He presents today after being referred by his PCP after a trip to the emergency room in which he felt he was having a heart attack. He stated that he felt chest tightness, shortness of breath, and feeling of impending doom. He does have some mild hypertension (which is treated with low sodium diet) and is about 15 lbs. overweight. He had his tonsils removed when he was 8 years old, but his medical history since that time has been unremarkable. Myocardial infarction was ruled out in the ER and his EKG was normal. Remainder of physical exam was WNL. He admits that he still has problems with tightness in the chest and episodes of shortness of breath- he now terms these “anxiety attacks.” He will also report occasional feelings of impending doom, and the need to “run” or “escape” from wherever he is at. In your office, he confesses to occasional use of ETOH to combat worries about work. He admits to consuming about 3-4 beers/night. Although he is single, he is attempting to care for aging parents in his home. He reports that the management at his place of employment is harsh, and he fears for his job. You administer the HAM-A, which yields a score of 26. Client has never been on any type of psychotropic medication. MENTAL STATUS EXAM The client is alert, oriented to person, place, time, and event. He is appropriately dressed. Speech is clear, coherent, and goal-directed. Client’s self-reported mood is “bleh” and he does endorse feeling “nervous”. Affect is somewhat blunted, but does brighten several times throughout the clinical interview. Affect broad. Client denies visual or auditory hallucinations, no overt delusional or paranoid thought processes readily apparent. Judgment is grossly intact, as is insight. He denies suicidal or homicidal ideation. You administer the Hamilton Anxiety Rating Scale (HAM-A) which yields a score of 26. Diagnosis: Generalized anxiety disorder RESOURCES § Hamilton, M. (1959). Hamilton Anxiety Rating Scale. Psyctests, doi:10.1037/t02824-0 XLearning Resources Required Readings (click to expand/reduce) Bui, E., Pollack, M. H., Kinrys, G., Delong, H., Vasconcelos e Sá, D., & Simon, N. M. (2016). The pharmacotherapy of anxiety disorders. In T. A. Stern, M. Favo, T. E. Wilens, & J. F. Rosenbaum. (Eds.), Massachusetts General Hospital psychopharmacology and neurotherapeutics (pp. 61–71). Elsevier. American Psychiatric Association. (2010a). Practice guideline for the treatment of patients with acute stress disorder and posttraumatic stress disorder . https://psychiatryonline.org/pb/assets/raw/sitewide/practice_guidelines/guidelines/acutestressdisorderptsd.pdf American Psychiatric Association. (2010c). Practice guideline for the treatment of patients with panic disorder (2nd ed.). https://psychiatryonline.org/pb/assets/raw/sitewide/practice_guidelines/guidelines/panicdisorder.pdf Bendek, D. M., Friedman, M. J., Zatzick, D., & Ursano, R. J. (n.d.). Guideline watch (March 2009): Practice guideline for the treatment of patients with acute stress disorder and posttraumatic stress disorder . https://psychiatryonline.org/pb/assets/raw/sitewide/practice_guidelines/guidelines/acutestressdisorderptsd-watch.pdf Cohen, J. A. (2010). Practice parameter for the assessment and treatment of children and adolescents with posttraumatic stress disorder. Journal of the American Academy of Child and Adolescent Psychiatry, 49 (4), 414–430. https://jaacap.org/action/showPdf?pii=S0890-8567%2810%2900082-1 Davidson, J. (2016). Pharmacotherapy of post-traumatic stress disorder: Going beyond the guidelines. British Journal of Psychiatry , 2 (6), e16–e18. 10.1192/bjpo.bp.116.003707. http://bjpo.rcpsych.org/content/2/6/e16 Hamilton, M. (1959). Hamilton Anxiety Rating Scale (HAM-A) . PsycTESTS. https://doi.org/10.1037/t02824-0 Ostacher, M. J., & Cifu, A. S. (2019). Management of posttraumatic stress disorder. JAMA, 321 (2), 200–201. https://doi.org/10.1001/jama.2018.19290 Strawn, J. R., Wehry, A. M., DelBello, M. P., Rynn, M. A., & Strakowski. S. (2012). Establishing the neurobiologic basis of treatment in children and adolescents with generalized anxiety disorder. Depression and Anxiety, 29 (4), 328–339. https://doi.org/10.1002/da.21913 Medication Resources (click to expand/reduce) IBM Corporation. (2020). IBM Micromedex . https://www.micromedexsolutions.com/micromedex2/librarian/deeplinkaccess?source=deepLink&institution=SZMC%5ESZMC%5ET43537 Note: To access the following medications, use the IBM Micromedex resource. Type the name of each medication in the keyword search bar. Be sure to read all sections on the left navigation bar related to each medication’s result page as this information will be helpful for your review in preparation for your Assignments. Review the following medications: benzodiazepines citalopram desvenlafaxine duloxetine escitalopram fluoxetine paroxetine sertraline venlafaxine vilazodone vortioxetine propranolol prazosin Required Media (click to expand/reduce) Case Study: A Middle-aged Caucasian Man with Anxiety Note: This case study will serve as the foundation for this week’s Assignment. 6 RESOURCES FROM SCHOOL RESOURCES

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2025 Assignment ABDOMINAL ASSESSMENT Subjective CC My stomach hurts I have diarrhea and nothing seems to help HPI JR 47 yo

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WK 6 ASSIGNMENT 1 NURS 6512 2025

Assignment: ABDOMINAL ASSESSMENT Subjective: CC: “My stomach hurts, I have diarrhea and nothing seems to help.” HPI: JR, 47 yo WM, complains of having generalized abdominal pain that started 3 days ago. He has not taken any medications because he did not know what to take. He states the pain is a 5/10 today but has been as much as 9/10 when it first started. He has been able to eat, with some nausea afterwards. PMH: HTN, Diabetes, hx of GI bleed 4 years ago Medications: Lisinopril 10mg, Amlodipine 5 mg, Metformin 1000mg, Lantus 10 units qhs Allergies: NKDA FH: No hx of colon cancer, Father hx DMT2, HTN, Mother hx HTN, Hyperlipidemia, GERD Assignment 1: Lab Assignment: Assessing the Abdomen Photo Credit: Getty Images/Hero Images A woman went to the emergency room for severe abdominal cramping. She was diagnosed with diverticulitis; however, as a precaution, the doctor ordered a CT scan. The CT scan revealed a growth on the pancreas, which turned out to be pancreatic cancer—the real cause of the cramping. Because of a high potential for misdiagnosis, determining the precise cause of abdominal pain can be time consuming and challenging. By analyzing case studies of abnormal abdominal findings, nurses can prepare themselves to better diagnose conditions in the abdomen. In this Lab Assignment, you will analyze an Episodic note case study that describes abnormal findings in patients seen in a clinical setting. You will consider what history should be collected from the patients as well as which physical exams and diagnostic tests should be conducted. You will also formulate a differential diagnosis with several possible conditions. To Prepare Review the Episodic note case study your instructor provides you for this week’s Assignment. Please see the “Course Announcements” section of the classroom for your Episodic note case study. With regard to the Episodic note case study provided: Review this week’s Learning Resources, and consider the insights they provide about the case study. Consider what history would be necessary to collect from the patient in the case study. Consider what physical exams and diagnostic tests would be appropriate to gather more information about the patient’s condition. How would the results be used to make a diagnosis? Identify at least five possible conditions that may be considered in a differential diagnosis for the patient. The Assignment Analyze the subjective portion of the note. List additional information that should be included in the documentation. Analyze the objective portion of the note. List additional information that should be included in the documentation. Is the assessment supported by the subjective and objective information? Why or why not? What diagnostic tests would be appropriate for this case, and how would the results be used to make a diagnosis? Would you reject/accept the current diagnosis? Why or why not? Identify three possible conditions that may be considered as a differential diagnosis for this patient. Explain your reasoning using at least three different references from current evidence-based literature. Social: Denies tobacco use; occasional ETOH, married, 3 children (1 girl, 2 boys) Objective: VS: Temp 99.8; BP 160/86; RR 16; P 92; HT 5’10”; WT 248lbs Heart: RRR, no murmurs Lungs: CTA, chest wall symmetrical Skin: Intact without lesions, no urticaria Abd: soft, hyperactive bowel sounds, pos pain in the LLQ Diagnostics: None Assessment: Left lower quadrant pain Gastroenteritis PLAN: This section is not required for the assignments in this course (NURS 6512) With regard to the Episodic note case study provided: Review this week’s Learning Resources, and consider the insights they provide about the case study. Consider what history would be necessary to collect from the patient in the case study. Consider what physical exams and diagnostic tests would be appropriate to gather more information about the patient’s condition. How would the results be used to make a diagnosis? Identify at least five possible conditions that may be considered in a differential diagnosis for the patient. Remember to use support literature with your explanations, APA writing. The Assignment Analyze the subjective portion of the note. List additional information that should be included in the documentation. Analyze the objective portion of the note. List additional information that should be included in the documentation. Is the assessment supported by the subjective and objective information? Why or why not? What diagnostic tests would be appropriate for this case, and how would the results be used to make a diagnosis? Would you reject/accept the current diagnosis? Why or why not? Identify three possible conditions that may be considered as a differential diagnosis for this patient. Explain your reasoning using at least three different references from current evidence-based literature. Learning Resources Required Readings (click to expand/reduce) Ball, J. W., Dains, J. E., Flynn, J. A., Solomon, B. S., & Stewart, R. W. (2019). Seidel’s guide to physical examination: An interprofessional approach (9th ed.). St. Louis, MO: Elsevier Mosby. Chapter 6, “Vital Signs and Pain Assessment” This chapter describes the experience of pain and its causes. The authors also describe the process of pain assessment. Chapter 18, “Abdomen” In this chapter, the authors summarize the anatomy and physiology of the abdomen. The authors also explain how to conduct an assessment of the abdomen. Dains, J. E., Baumann, L. C., & Scheibel, P. (2019). Advanced health assessment and clinical diagnosis in primary care (6th ed.). St. Louis, MO: Elsevier Mosby. Credit Line: Advanced Health Assessment and Clinical Diagnosis in Primary Care, 6th Edition by Dains, J.E., Baumann, L. C., & Scheibel, P. Copyright 2019 by Mosby. Reprinted by permission of Mosby via the Copyright Clearance Center. Chapter 3, “Abdominal Pain” This chapter outlines how to collect a focused history on abdominal pain. This is followed by what to look for in a physical examination in order to make an accurate diagnosis. Chapter 10, “Constipation” The focus of this chapter is on identifying the causes of constipation through taking a focused history, conducting physical examinations, and performing laboratory tests. Chapter 12, “Diarrhea” In this chapter, the authors focus on diagnosing the cause of diarrhea. The chapter includes questions to ask patients about the condition, things to look for in a physical exam, and suggested laboratory or diagnostic studies to perform. Chapter 29, “Rectal Pain, Itching, and Bleeding” This chapter focuses on how to diagnose rectal bleeding and pain. It includes a table containing possible diagnoses, the accompanying physical signs, and suggested diagnostic studies. Colyar, M. R. (2015). Advanced practice nursing procedures. Philadelphia, PA: F. A. Davis. Credit Line: Advanced practice nursing procedures, 1st Edition by Colyar, M. R. Copyright 2015 by F. A. Davis Company. Reprinted by permission of F. A. Davis Company via the Copyright Clearance Center. These sections below explain the procedural knowledge needed to perform gastrointestinal procedures. Chapter 107, “X-Ray Interpretation: Chest (pp. 480–487) Chapter 115, “X-Ray Interpretation of Abdomen” (pp. 514–520) Note: Download this Student Checklist and Abdomen Key Points to use during your practice abdominal examination. Ball, J. W., Dains, J. E., Flynn, J. A., Solomon, B. S., & Stewart, R. W. (2019). Abdomen: Student checklist. In Seidel’s guide to physical examination: An interprofessional approach (9th ed.). St. Louis, MO: Elsevier Mosby. Credit Line: Seidel’s Guide to Physical Examination, 9th Edition by Ball, J. W., Dains, J. E., Flynn, J. A., Solomon, B. S., & Stewart, R. W. Copyright 2019 by Elsevier Health Sciences. Reprinted by permission of Elsevier Health Sciences via the Copyright Clearance Center. Ball, J. W., Dains, J. E., Flynn, J. A., Solomon, B. S., & Stewart, R. W. (2019). Abdomen: Key points. In Seidel’s guide to physical examination: An interprofessional approach (9th ed.). St. Louis, MO: Elsevier Mosby. Credit Line: Seidel’s Guide to Physical Examination, 9th Edition by Ball, J. W., Dains, J. E., Flynn, J. A., Solomon, B. S., & Stewart, R. W. Copyright 2019 by Elsevier Health Sciences. Reprinted by permission of Elsevier Health Sciences via the Copyright Clearance Center. Document: Midterm Exam Review (Word document) Optional Resource LeBlond, R. F., Brown, D. D., & DeGowin, R. L. (2014). DeGowin’s diagnostic examination (10th ed.). New York, NY: McGraw Hill Medical. Chapter 9, “The Abdomen, Perineum, Anus, and Rectosigmoid” (pp. 445–527) This chapter explores the health assessment processes for the abdomen, perineum, anus, and rectosigmoid. This chapter also examines the symptoms of many conditions in these areas. Chapter 10, “The Urinary System” (pp. 528–540) In this chapter, the authors provide an overview of the physiology of the urinary system. The chapter also lists symptoms and conditions of the urinary system. Required Media (click to expand/reduce) Assessment of the Abdomen and Gastrointestinal System – Week 6 (14m) Accessible player –Downloads–Download Video w/CCDownload AudioDownload Transcript Online media for Seidel’s Guide to Physical Examination It is highly recommended that you access and view the resources included with the course text, Seidel’s Guide to Physical Examination . Focus on the videos and animations in Chapter 17 that relate to the assessment of the abdomen and gastrointestinal system. Refer to Week 4 for access instructions on https://evolve.elsevier.com/ PLS USE 6 RESOURCES FOR THIS ASSIGN

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2025 PLEASE READ EVERYTHING CAREFULLY MY TOPIC IS PATIENT EDUCATION HAS TO BE RELATED WITH THE PATIENT

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QUALITY ENHANCE PAPER (QEP) 2025

PLEASE READ EVERYTHING CAREFULLY MY TOPIC IS PATIENT EDUCATION HAS TO BE RELATED WITH THE PATIENT HIS NAME IS ROBERT JONES NUR 1025L/1002L (Fundamentals of Nursing Clinical) During this clinical rotation, you will take care of several clients. You will select one client, and write a scholarly paper based on your observation of and experience in the care of your assigned client. Utilizing the topics listed below and evidence-based practice, you will include the following:  Introduction to the topic (select one of the topics below).  Description of your client and the care of your client.  Comparing and contrasting your textbook and evidence-based practice regarding your topic.  Conclude by summarizing and reflecting on what was learned from the assignment and how it will impact your practice in the future. PATIENT EDUCATION REQUIREMENTS Requirements: O Your paper must be APA format and at least 750 words not to exceed 1000 words. O Double space your paper and use Times New Roman standard 12-point font. O Proofread your paper; visit and present proof of seeing a writing tutor before submitting your paper to “Turn-it-in”. O A minimum of two (2) references must be used. The two references will include the required class textbook and at least one outside scholarly source (ex. journal article). APA format must be used citing and referencing sources.

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2025 Purpose This assignment provides the opportunity for the student to review current and

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Annotated Bibliography 2025

Purpose This assignment provides the opportunity for the student to review current and historical literature related to theories important to the nurse practitioner role. The assignment fosters analytical thinking related to the selected theories as well as application within the profession. Activity Learning Outcomes Through this assignment, the student will demonstrate the ability to: Through this assignment, the student will demonstrate the ability to: CO 3: Demonstrate logical and creative thinking in the analysis and application of a theory to nursing practice. (PO 2, 5) CO 4: Analyze theories from nursing and relevant fields with respect to the components, relationship among the components, and the application to advanced nursing practice. (PO 1) Requirements: Description of the Assignment An annotated bibliography is an alphabetical list of information sources (such as journal articles), formatted like a bibliography or a reference list, accompanied by a commentary, or annotation, for each source. The purpose of an annotated bibliography is to learn about a topic through a critical review of literature and encourage a deeper engagement with literature to develop analytical skills This assignment presents a method for examining several theories important and useful to the nurse practitioner role. Preparing the Assignment For this assignment, choose from the theories/models presented in the weekly lesson. Health Belief Model Transtheoretical Model of Behavioral Change Social Cognitive Theory Family Systems Theory Family Assessment and Intervention Model Praxis Theory of Suffering Search the library for literature. Locate 5 (five) articles related to the selected theories. You may use no more than two articles related to each theory/model. Sources should be related to nursing practice using the selected theory/model. Sources should be scholarly, relevant to the theory/model and to nursing, and published within the past 5 years. If source is older than 5 years, instructor permission should be obtained and the historical significance of the article should be explained. Prepare an annotated entry for each source. Begin with the full APA citation of the source, followed by 2-3 paragraphs: Summarize the article. Describe how the article relates to the chosen theory/model. Reflect on how the article could (or could not) be relevant to future Nurse Practitioner practice. Criteria for Format and Special Instructions The paper should include a separate title page using APA format. No reference page is necessary as the references will be incorporated into the body of the bibliography. Entries should be alphabetized by author. A minimum of 5 (five) scholarly references must be used. Required textbooks for this course, and Chamberlain College of Nursing lesson information may NOT be used as scholarly references for this assignment. Be aware that information from .com websites may be incorrect and should be avoided. References are current – within a 5-year time frame unless a valid rationale is provided and the instructor has approved them. In-text citations are not required in the annotated bibliography. Rules of grammar, spelling, word usage, and punctuation are followed and consistent with formal, scientific writing. resources: Butts, B. J. & Rich, L. K. (2018). Philosophies and theories for advanced nursing practice (3rd ed.). Jones & Bartlett Learning. Chapters 11, 24 Kaakinen, J. R., Coehlo, D. P., Steele, R., & Robinson, M. (2018). Family health care nursing: Theory, practice, and research (Links to an external site.) . FA Davis. pp. 119-123. Recommended: Barbdtm B. S. (2018). Death in trauma: The role of the ACNP in patient advocacy and familial support in end-of-life care decision-making (Links to an external site.) . Journal of Trauma Nursing, 25 (3) 171-176. https://doi.org/10.1097/JTN.0000000000000363. Duhamel, F. (2017). Translating knowledge from a family systems approach to clinical practice: Insights from knowledge translation research experiences (Links to an external site.) . Journal of Family Nursing, 23 (4), 461-487. https://doi.org/10.1177/1074840717739030. Friederichs, A> H. S., Oenema, A., Bolman, C. & Lechner, L. (2016). Motivational interviewing and self-determination theory is a web-based computer tailored physical activity intervention: A randomized controlled trial (Links to an external site.) . Psychology & Healt h, 31 (8), 907-930. https://doi.org/10.1177/1074840717739030. Mercer, J. C. (2015). The impact of non-motor manifestations of Parkinson’s disease on partners: Understanding and application of chronic sorrow theory. (Links to an external site.) Journal of Primary Health Care , 7 (3), 221-227. https://doi.org/10.1071/hc15221. Ostlund, U., & Backstrom, B., Saveman, B. I., Lindh, V. & Sundin, L. (2016). A Family Systems nursing approach for families following a stroke: Family health conversations. (Links to an external site.) Journal of Family Nursing , 22 (2), 148-171. https://doi.org/10.1177/1074840716642790. Osltund, U., Backstrom, B., Lindh, V., Sundin, K., & Saveman, B.I. (2015). Nurses’ fidelity to theory-based core components when implementing family health conversations – a qualitative inquiry (Links to an external site.) . Scandinavian Journal of Caring Sciences , 29 , 582-590. https://doi.org/10.1177/1074840716642790. Podlog, W. L. & Brown, J. W. (2016). Self-determination theory: A framework for enhancing patient-centered care (Links to an external site.) . The Journal for Nurse Practitioners , 12 (8), e359-e362. https://doi.org/10.1016/j.nurpra.2016.04.022.%C2%A0

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2025 Assignment Description Effective Communication The Joint Commission reported that poor communication was the

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N496 Effective Communication 2025

Assignment Description Effective Communication The Joint Commission reported that [poor] communication was the root cause of 66% of Sentinel Events between 1995-2005. Examine the communication and collaboration in your workplace. Include these aspects: The components are necessary for effective interpersonal communication. Discuss the importance of interprofessional collaboration. Apply components of interpersonal communication to interprofessional collaboration. Discuss strategies to promote interprofessional collaboration. Describe effective strategies to build interprofessional teams. Cultural competence Assignment Expectations: Length: Between 1500 and 2000 words Structure: Include a title page and reference page in APA format. These do not count towards the minimum word count for this assignment. Your essay must include an introduction and a conclusion. References: Use appropriate APA style in-text citations and references for all resources utilized to answer the questions. You should utilize at least two scholarly sources in addition to your textbook. Rubric: This assignment uses a rubric for scoring. Please review it as part of your assignment preparation and again prior to submission to ensure you have addressed its criteria at the highest level. Format: Save your assignment as a Microsoft Word document

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2025 Many Westerners engage in a high degree of ethnocentrism which is the belief

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Global Health Issues 2025

Many Westerners engage in a high degree of ethnocentrism which is the belief that one’s own culture is superior to all others and that their culture’s way of thinking about the world or doing things is the only correct way. Exceptionalism is evident in the belief that people from other cultures are “under-developed”, “primitive”, or “savages”. Western educational systems generally teach from an “Eurocentric” perspective which means students are mostly exposed to the ideas of old,rich,white,straight,often long-dead men. The social theories that underpin the discipline of global health are no exception. The ideas from amazing scholars from the 84% of the world that is non-Western are not regularly presented to students. We will be critically analyzing how Western ethnocentrism and exceptionalism regularly creates problems in global health work. Some of the problematic Western ethnocentric and exceptionalist ideas we will consider are: 1) “Doing something is always better than doing nothing”, 2) “I want to be a voice for the voiceless”, 3) “Impoverished people in developing countries always want our help”, 4) “Westerners know best how to help impoverished people in developing countries” and 5) ” People in impoverished countries, who are closest to the problems, are not well-educated and are therefore not capable of developing their own solutions”. Module Learning Objectives By the completion of this module, the student should be able to do the following: Critically analyze and reflect on ideas that challenge the notion of Western ethnocentrism and exceptionalism. Critically analyze and reflect on the effects of Western ethnocentrism on global health work. Required Learning Activities Reading: Ethnocentrism The White Savior Industrial Complex — Teju Cole No White Saviors The reductive seduction of other people’s problems The third world is not your classroom How not to save the world: Why US students who go to poor countries to do good often do the opposite Volunteering abroad? Read this before you post that selfie Barbie challenges the ‘white savior complex’ Video: Meet the women behind #nowhitesaviors Assignments and Grading Rubric Reaction and Reflection _1 Assignment instructions and grading rubric.docx Reaction and reflection 1 questions template.docx

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2025 What happens during the fraction of a second when a technologist presses the

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radiology discussion 2025

What happens during the fraction of a second when a technologist presses the exposure button? What is the importance of knowing the steps involved in creating an image? Why can’t the technologist just place the patient under the collimator light and press the exposure button? Reimbursement trends in medicine strongly encourage radiology departments to adopt digital technologies. Provide a rationale for these trends in terms of costs, dose, image quality, and efficiencies. How would you employ exposure indicators to assess image quality and radiation dose management? Your initial response needs to be a minimum of 250 words. The submission must answer all components of the prompt.

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2025 Lauren has been a pediatric nurse at a children s hospital for the past 7 years

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Maternity case study 2 2025

Lauren has been a pediatric nurse at a children’s hospital for the past 7 years. Recently she began a new job as a nurse in a genetics office. One of today’s cases involves Emily and Brad Davis. Emily is a young white female who looks to be in her mid-twenties. Her husband, Brad, is a young white male. Lauren notices the young woman is pregnant, most likely sometime in her mid-trimester. (Learning Objectives 4 and 6) Lauren introduces herself and explains that she needs to obtain a complete medical history from the couple. When the history is complete, Lauren finds the following pertinent facts: 1. Emily, age 27, and Brad, age 29, have been married for 6 years. 2. They have a 4-year-old daughter who was recently diagnosed with cystic fibrosis. 3. Emily is currently 28 weeks pregnant. 4. The couple is very worried that their unborn child may have cystic fibrosis. 5. No person in either immediate family has cystic fibrosis. 6. A cousin on Emily’s mom’s side of the family has cystic fibrosis. 7. Brad has no known cases of cystic fibrosis in his family; however, he recalls a great uncle on his dad’s side who was ill most of his life and died at age 9. a. What type of genetic disorder does cystic fibrosis fall under? Why doesn’t Emily, Brad, or any of their siblings have this disorder? What are the odds that the Davises’ unborn child will have this disorder? b. What would you tell the Davis couple about planning for future children? c. What do you think about the history of the great uncle who died at age 9?

Nursing Assignment Help 2025