NURS6521 Week 2 Quiz latest 2017 2025

Question 1 A patient has been prescribed a Scheduled 5 drug, an example of this drug is Question 2 A nurse has just completed a medication history on a newly admitted patient . In order to complete medication reconciliation for this patient the nurse will Question 3 A physician has ordered subcutaneous injections of morphine, a narcotic, every 4 hours as needed for pain for a motor vehicle accident victim . The nurse is aware that there is a high abuse potential for this drug and that it is categorized as a Question 4 A nurse works in a private hospital and needs to administer some narcotic drugs to one of her patients . Which of the following should the nurse consider when administering narcotics to patients in a hospital setting? Question 5 Drugs have a valid medical use but a high potential for abuse, both psychological and physiologic . In an emergency, a Schedule 2 drug may be prescribed by telephone if a written prescription cannot be provided at the time . However, a written prescription must be provided within 72 hours with the words authorization for emergency dispensing written on the prescription . These prescriptions cannot be refilled . A new prescription must be written each time . Examples include certain amphetamines and barbiturates . This is scheduled drug Question 6 A nurse receives an order to administer a critically ill patient two drugs immediately (stat) . The nurse begins the process by Question 7 A nurse working for a drug company is involved in phase III drug evaluation studies . Which of the following might the nurse be responsible for during this stage of drug development? Question 8 Federal legislation dictates a lengthy and rigorous process of testing for new drugs . What is the primary purpose of this testing process? Question 9 These drugs have a potential for abuse, but the potential is lower than for drugs on Schedule 2 . These drugs contain a combination of controlled and noncontrolled substances . Use of these drugs can cause a moderate to low physiologic dependence and a higher psychological dependence . A verbal order can be given to the pharmacy and the prescription can be refilled up to five times within 6 months . Examples include certain narcotics (codeine) and nonbarbiturate sedatives . This is scheduled drug Question 10 Which of the following patients should be advised by the nurse to avoid over-the-counter cold and allergy preparations that contain phenylephrine? Question 11 Drugs have a high potential for abuse . There is no routine therapeutic use for these drugs and they are not available for regular use . They may be obtained for “investigational use only” by applying to the U . S . Drug Enforcement Agency . Examples include heroin and LSD . Which scheduled drug is this? Question 12 A patient has taken an overdose of a vitamin/mineral supplement containing magnesium . The nurse will be sure to assess Question 13 A nurse practitioner understands when prescribing a medication that there are certain questions to address . Check all that apply . Question 14 A nurse is caring for a 46-year-old patient of Chinese origin who has bipolar disorder . The physician has prescribed lithium carbonate (Eskalith) to treat the disorder . The nurse is aware that the lithium dose will likely be given in a Question 15 The nurse practitioner orders Amoxicillin 250 mg/5 ml tid for 10 days? The nurse practitioner would expect the pharmacist to fill the prescription bottle with how many ml? Question 16 A patient will begin three new medications as part of her treatment plan . The nurse practitioner understands that proper disposal of medications is key when the nurse practitioner states Question 17 A nurse is providing a patient with a list of drugs as a part of the patient’s plan of care . Which of the following drug nomenclatures should the nurse use to list the drugs? Question 18 A nurse is providing care for a 71-year-old woman who was sponsored to emigrate from Mexico to the United States 6 months ago . Earlier this week, the woman slipped while getting off a bus and fractured her hip . How should the woman’s nurse best exemplify cultural competence in the care of this patient? Question 19 Which of the following serves to protect the public by ensuring the purity of a drug and its contents? Question 20 A nurse is admitting a Mexican woman to the hospital who cannot speak or understand English . The patient is alone, and there is no interpreter available . When trying to communicate with the patient the nurse will Question 21 A patient comes to primary clinic for strep throat . A throat swab culture is sent to lab . What information is required for the nurse practitioner to disclose on lab transmittal? Question 22 A Native American man who lives a traditional lifestyle is scheduled to have heart surgery . The tribal chief has requested that the tribe’s medicine man perform a ritual before the patient goes to surgery . The nurse’s response to this request should be Question 23 A patient with seasonal allergies is exasperated by her recent nasal congestion and has expressed her desire to treat it by using pseudoephedrine . The nurse should inform the patient that Question 24 A 46-year-old white American has been prescribed a drug that binds to acid glycoproteins . The nurse understands that white Americans usually receive Question 25 A nurse is a member of a research team that is exploring unique differences in responses to drugs that each individual possesses, based on genetic make-up . This area of study is called

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Head-to-Toe Assessment For this assignment, perform a complete head-to-toe assessment on one of your chosen participants. Your analysis should include the following: Topical headings to delineate systems. For any system for which you do not have equip 2025

Head-to-Toe Assessment For this assignment, perform a complete head-to-toe assessment on one of your chosen participants. Your analysis should include the following: Topical headings to delineate systems. For any system for which you do not have equipment, explain how you would do the assessment. Detailed review of each system with normal and abnormal findings, along with normal laboratory findings for client age. An analysis of age-specific risk reduction, health screen, and immunizations. Your expectation of normal findings and what might indicate abnormal findings in your review of systems. The differential diagnosis (disease) associated with possible abnormal findings. A plan of care (including nursing diagnosis, interventions, evaluation). Client and age-appropriate evidenced based practice strategies for health promotion. Pharmacological treatments that can be used to address health issues for this client. Provide your answers in a 6- to 7-page Microsoft Word document. Support your responses with examples. On a separate references page, cite all sources using APA format. Use this APA Citation Helper as a convenient reference for properly citing resources. This handout will provide you the details of formatting your essay using APA style. You may create your essay in this APA-formatted template. Submission Details

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Capstone Change Project Evaluation Plan 2025

Review your strategic plan to implement the change proposal, the objectives, the outcomes, and listed resources. Develop a process to evaluate the intervention if it were implemented. Write a 250-300 word summary of the evaluation plan that will be used to evaluate your intervention. The assignment will be used to develop a written implementation plan. APA style is not required, but solid academic writing is expected. ASSIGNMENT 2 Benchmark – Capstone  Project Change Proposal In this assignment, students will pull together the capstone project change proposal components they have been working on throughout the course to create a proposal inclusive of sections for each content focus area in the course. For this project, the student will apply evidence-based research steps and processes required as the foundation to address a clinically oriented problem or issue in future practice. Develop a 1,250-1,500 written project that includes the following information as it applies to the problem, issue, suggestion, initiative, or educational need profiled in the capstone change proposal: 1. Background 2. Clinical problem statement. 3. Purpose of the change proposal in relation to providing patient care in the changing health care system. 4. PICOT question. 5. Literature search strategy employed. 6. Evaluation of the literature. 7. Applicable change or nursing theory utilized. 8. Proposed implementation plan with outcome measures. 9. Discussion of how evidence-based practice was used in creating the intervention plan. 10. Plan for evaluating the proposed nursing intervention. 11. Identification of potential barriers to plan implementation, and a discussion of how these could be overcome. 12. Appendix section, if tables, graphs, surveys, educational materials, etc. are created. Prepare this assignment according to the guidelines found in the APA Style Guide. This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion. You are required to submit this assignment to LopesWrite

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Concept Map 2025

Create a concept map of a chosen condition, disease, or disorder with glucose regulation or metabolic balance considerations. Write a brief narrative (2–3 pages) that explains why the evidence cited in the concept map and narrative are valuable and relevant, as well as how specific interprofessional strategies will help to improve the outcomes presented in the concept map. Note: Each assessment in this course builds on the work you completed in the previous assessment. Therefore, you should complete the assessments in this course in the order in which they are presented. SHOW LESS The biopsychosocial (BPS) approach to care is a way to view all aspects of a patient’s life. It encourages medical practitioners to take into account not only the physical and biological health of a patient, but all considerations like mood, personality, and socioeconomic characteristics. This course will also explore aspects of pathophysiology, pharmacology, and physical assessment (the three Ps) as they relate to specific conditions, diseases, or disorders. The first assessment is one in which you will create a concept map to analyze and organize the treatment of a specific patient with a specific condition, disease, or disorder. By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria: Competency 1: Design patient-centered, evidence-based, advanced nursing care for achieving high-quality patient outcomes. Develop an evidence-based concept map that illustrates a plan for achieving high-quality outcomes for a condition that has impaired glucose or metabolic imbalance as related aspects. Justify the value and relevance of the evidence used as the basis for a concept map. Competency 4: Evaluate the efficiency and effectiveness of interprofessional care systems in achieving desired health care improvement outcomes. Analyze how interprofessional strategies applied to the concept map can lead to achievement of desired outcomes. Competency 5: Communicate effectively with diverse audiences, in an appropriate form and style, consistent with organizational, professional, and scholarly standards. Construct concept map and linkage to additional evidence in a way that facilitates understanding of key information and links. Integrate relevant sources to support assertions, correctly formatting citations and references using current APA style. The purpose of a concept map is to visualize connections between ideas, connect new ideas to previous ideas, and to organize ideas logically. Concept maps can be an extremely useful tool to help organize and plan care decisions. This is especially true in the biopsychosocial model of health, which takes into account factors beyond just the biochemical aspects of health. By utilizing a concept map, a nurse can simplify the connection between disease pathways, drug interactions, and symptoms, as well as between emotional, personality, cultural, and socioeconomic considerations that impact health. Questions to Consider As you prepare to complete this assessment, you may want to think about other related issues to deepen your understanding or broaden your viewpoint. You are encouraged to consider the questions below and discuss them with a fellow learner, a work associate, an interested friend, or a member of your professional community. Note that these questions are for your own development and exploration and do not need to be completed or submitted as part of your assessment. The assessment will be based on the case of a specific patient with a specific condition, disease, or disorder. Think about an experience you have had treating a patient with a condition, disease, or disorder that interests you, or one of the cases presented in the Vila Health: Concept Maps as Diagnostic Tools media simulation. What is the primary condition, disease, or disorder affecting the patient? What types of experience have you had working with patients with this condition, disease, or disorder? How does this condition, disease, or disorder typically present? What are the recommended treatment options? What, if any, characteristics of an individual patient should be kept in mind when determining a course of treatment. How have you used concept maps to help plan and organize care? What are the advantages of concept maps, from your point of view? How could concept maps be more useful? How can interprofessional communication and collaboration strategies assist in driving patient safety, efficiency, and quality outcomes with regard to specific clinical and biopsychosocial considerations? What interprofessional strategies do you recommend health care providers take in order to meet patient-centered safety and outcome goals? Assessment Instructions Scenario You have already learned about evidence-based practice and quality improvement initiatives in previous courses. You will use this information to guide your assessments, while also implementing new concepts introduced in this course. For this assessment, you will develop a concept map and provide supporting evidence and explanations. You may use the case studies presented in the Vila Health: Concept Maps as Diagnostic Tools media, a case study from the literature or your practice that is relevant to the list of conditions below, or another relevant case study you have developed. This case study will provide you with the context for creating your concept map. You may also use the practice context from the case study or extrapolate the case study information and data into your own practice setting. Think carefully when you are selecting the case study for this assessment, as you may choose to build upon it for the second assessment as well. Some example conditions, diseases and disorders that are relevant to metabolic balance and glucose regulation considerations are: Cancer. Diabetes (type 2). HIV/AIDS. Hyperthyroidism. Hypothyroidism. Metabolic syndrome. Obesity. Polycycstic ovary syndrome. Prediabetes. Pregnancy. Instructions Develop a concept map and a short narrative that supports and further explains how the concept map is constructed. You may choose to use the Concept Map Template (in the Resources) as a starting point for your concept map, but are not required to do so. The bullet points below correspond to the grading criteria in the scoring guide. Be sure that your evidence-based plan addresses all of them. You may also want to read the Concept Map scoring guide and the Guiding Questions: Concept Map document to better understand how each grading criterion will be assessed. Part 1: Concept Map Develop an evidence-based concept map that illustrates a plan for achieving high-quality outcomes for a condition that has impaired glucose or metabolic imbalance as related aspects. Part 2: Additional Evidence (Narrative) Justify the value and relevance of the evidence you used as the basis for your concept map. Analyze how interprofessional strategies applied to the concept map can lead to achievement of desired outcomes. Construct concept map and linkage to additional evidence in a way that facilitates understanding of key information and links. Integrate relevant sources to support assertions, correctly formatting citations and references using current APA style. Example Assessment: You may use the following to give you an idea of what a Proficient or higher rating on the scoring guide would look like: Assessment 1 Example [PDF] . Additional Requirements Length of submission : Your concept map should be on a single page, if at all possible. You can submit the concept map as a separate file, if you need to. Your additional evidence narrative should be 2–3 double-spaced, typed pages. Your narrative should be succinct yet substantive. Number of references : Cite a minimum of 3–5 sources of scholarly or professional evidence that supports your concept map, decisions made regarding care, and interprofessional strategies. Resources should be no more than five years old. APA formatting : For the concept map portion of this assessment: Resources and citations are formatted according to current APA style. Please include references both in-text and in the reference page that follows your narrative. For the narrative portion of this assessment: use the APA Paper Template linked in the Resources. An APA Template Tutorial is also provided to help you in writing and formatting your analysis. You do not need to include an abstract for this assessment. Grading Rubric: 1- Develop an evidence-based concept map that illustrates a plan for achieving high-quality outcomes for a condition that has impaired glucose or metabolic imbalance as related aspects. Passing Grade: Develops an evidence-based concept map that illustrates a plan for achieving high-quality outcomes for a condition that has impaired glucose or metabolic imbalance as related aspects. Identifies assumptions on which the plan is based. 2- Justify the value and relevance of the evidence used as the basis for a concept map. Passing Grade: Justifies the value and relevance of the evidence used as the basis for a concept map. Impartially considers conflicting data and other perspectives. 3- Analyze how interprofessional strategies applied to the concept map can lead to achievement of desired outcomes. Passing Grade: Analyzes how interprofessional strategies applied to the concept map can lead to achievement of desired outcomes. Identifies knowledge gaps, unknowns, missing information, unanswered questions, or areas of uncertainty (where further information could improve the analysis). 4- Construct concept map and linkage to additional evidence in a way that facilitates understanding of key information and links. Passing Grade:  Constructs concept map and linkage to additional evidence in a way that facilitates understanding of key information and links. Identifies specific strategies or approaches used to ensure clear communication. 5- Constructs concept map and linkage to additional evidence in a way that facilitates understanding of key information and links. Identifies specific strategies or approaches used to ensure clear communication. Passing Grade:  Integrates relevant sources to support assertions, correctly formatting citations and references using current APA style. Citations are free from all errors.

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