2025 The goal of your Signature Assignment is to show that you can

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Signature Assignment 2025

The goal of your Signature Assignment is to show that you can compute properties of solutions and analyze and interpret data. WHAT SHOULD I DO? You will create a PowerPoint presentation that shows the process of going through an acid/base titration like you would if you were in a physical lab. HOW MANY SLIDES? 6 HOW LONG DOES IT TAKE TO COMPLETE THE ASSIGNMENT? 4 HOURS-5 HOURS WHAT SHOULD I INCLUDE ON SLIDE 1? (10 pts) USE CONTENTS OF PAGES 149-150 OF YOUR LAB MANUAL. DO NOT COPY WHAT SHOULD I INCLUDE ON SLIDE 2? (20 pts) USE CONTENTS OF PAGES 151-152 OF YOUR LAB MANUAL. DO NOT COPY WHAT SHOULD I INCLUDE ON SLIDE 3? (20 pts) USE CONTENTS OF PAGE 153 OF YOUR LAB MANUAL. DO NOT COPY WHAT SHOULD I INCLUDE ON SLIDE 4? (20 pts) CREATE A COMPLETE DATA TABLE AS SHOWN ON PAGE 156 INITIAL VOLUME 0.00 mL Final volume 16.0 mL WHAT SHOULD I INCLUDE ON SLIDE 5? (20 pts) A detailed calculations (shown on pages153 and 156) of: Moles, molarity, mass/grams, percent(m/v) WHAT SHOULD I INCLUDE ON SLIDE 6? (10 pts) CONCLUSION

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2025 Consider the following case study Patient AO has a history of obesity and has recently gained 9 pounds

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Pharmacotherapy for Cardiovascular Disorders 2025

Consider the following case study: Patient AO has a history of obesity and has recently gained 9 pounds. The patient has been diagnosed with hypertension and hyperlipidemia. Drugs currently prescribed include the following: · Atenolol 12.5 mg daily · Doxazosin 8 mg daily · Hydralazine 10 mg qid · Sertraline 25 mg daily · Simvastatin 80 mg daily To prepare: Review this week’s media presentation on hypertension and hyperlipidemia, as well as Chapters 19 and 20 of the Arcangelo and Peterson text. Select one one the following factors: genetics, gender, ethnicity, age, or behavior factors. Reflect on how the factor you selected might influence the patient’s pharmacokinetic and pharmacodynamic processes. Consider how changes in the pharmacokinetic and pharmacodynamic processes might impact the patient’s recommended drug therapy. Think about how you might improve the patient’s drug therapy plan based on the pharmacokinetic and pharmacodynamic changes. Reflect on whether you would modify the current drug treatment or provide an alternative treatment option for the patient. With these thoughts in mind: Post an explanation of how the factor you selected might influence the pharmacokinetic and pharmacodynamic processes in the patient from the case study. Then, describe how changes in the processes might impact the patient’s recommended drug therapy. Finally, explain how you might improve the patient’s drug therapy plan. – This work should have Introduction and conclusion – This work should have at 3 to 5current references (Year 2012 and up) – Use at least 2 references from class Learning Resources The following Resources are not acceptable : 1. Wikipedia 2. Cdc.gov- nonhealthcare professionals section 3. Webmd.com 4. Mayoclinic.com Required Readings **Arcangelo, V. P., Peterson, A. M., Wilbur, V., & Reinhold, J. A. (Eds.). (2017). Pharmacotherapeutics for advanced practice: A practical approach (4th ed.). Ambler, PA: Lippincott Williams & Wilkins. Chapter 19, “Hypertension” (pp. 257-272) This chapter examines the relationships between the cardiovascular, nervous, and renal systems. It then describes diagnostic criteria for hypertension patients, drugs used to treat hypertension and possible adverse reactions, monitoring patient response, and patient education. Chapter 20, “Hyperlipidemia” (pp. 275-286) This chapter explores causes of hyperlipidemia, treatments for hyperlipidemia patients, and methods for monitoring patient response. It also reviews strategies for risk assessment and patient education. Chapter 21, “Chronic Stable Angina” (pp. 289-303) This chapter begins by exploring factors that contribute to chronic stable angina, types of drugs used in treatment, and diagnostic criteria for initiating drug therapy. It also examines methods for monitoring patient response to treatment and educating patients on self-care. Chapter 22, “Heart Failure” (pp. 305-322) This chapter examines the process of prescribing drugs to treat heart failure and explores effects of prescribed drugs, proper dosages, and possible adverse reactions. Chapter 50, “Pharmacotherapy for Venous Thromboembolism Prevention and Treatment, Stroke Prevention in Atrial Fibrillation, and Thromboembolism Prevention with Mechanical Heart Valves” (pp. 863-886) This chapter covers drug therapy options for three disorders requiring anticoagulants: venous thromboembolism, atrial fibrillation, and ischemic stroke. It also explains the process of initiating and managing drug therapy for patients with these disorders. **Drugs.com. (2012). Retrieved from http://www.drugs.com/ This website presents a comprehensive review of prescription and over-the-counter drugs including information on common uses and potential side effects. It also provides updates relating to new drugs on the market, support from health professionals, and a drug-drug interactions checker. Required Media Laureate Education, Inc. (Executive Producer). (2012). Hypertension and hyperlipidemia . Baltimore, MD: Author. This media presentation outlines hypertension and hyperlipidemia including contributing factors, evaluation, treatment, and implications.

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2025 Evidence Based Practice Proposal Section E Implementation Plan In 1 250 1 500 words provide a description of the methods to

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Evidence-Based Practice Proposal – Section E: Implementation Plan 2025

Evidence-Based Practice Proposal – Section E: Implementation  Plan In 1,250-1,500 words, provide a description of the methods to be used to implement the proposed solution. Include the following: 1. Describe the setting and access to potential subjects. If there is a need for a consent or approval form, then one must be created. Although you will not be submitting the consent or approval forms in Topic 5 with the narrative, you will include the consent or approval forms in the appendices for the final paper. 2. Describe the amount of time needed to complete this project. Create a timeline. Make sure the timeline is general enough that it can be implemented at any date. Although you will not be submitting the timeline in Topic 5 with the narrative, you will include the timeline in the appendices for the final paper. 3. Describe the resources (human, fiscal, and other) or changes needed in the implementation of the solution. Consider the clinical tools or process changes that would need to take place. Provide a resource list. Although you will not be submitting the resource list in Topic 5 with the narrative, you will include the resource list in the appendices for the final paper. 4. Describe the methods and instruments, such as a questionnaire, scale, or test to be used for monitoring the implementation of the proposed solution. Develop the instruments. Although you will not be submitting the individual instruments in Topic 5 with the narrative, you will include the instruments in the appendices for the final paper. 5. Explain the process for delivering the (intervention) solution and indicate if any training will be needed. 6. Provide an outline of the data collection plan. Describe how data management will be maintained and by whom. Furthermore, provide an explanation of how the data analysis and interpretation process will be conducted. Develop the data collection tools that will be needed. Although you will not be submitting the data collection tools in Topic 5 with the narrative, you will include the data collection tools in the appendices for the final paper. 7. Describe the strategies to deal with the management of any barriers, facilitators, and challenges. 8. Establish the feasibility of the implementation plan. Address the costs for personnel, consumable supplies, equipment (if not provided by the institute), computer-related costs (librarian consultation, database access, etc.), and other costs (travel, presentation development). Make sure to provide a brief rationale for each. Develop a budget plan. Although you will not be submitting the budget plan in Topic 5 with the narrative, you will include the budget plan in the appendices for the final paper. 9. Describe the plans to maintain, extend, revise, and discontinue a proposed solution after implementation. You are required to cite five to 10 sources to complete this assignment. Sources must be published within the last 5 years and appropriate for the assignment criteria and nursing content. Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required. This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion. All my papers for this class will be based on the below PICOT statement. This is one paper. PICOT Statement (P) – Population/ problem:There has been an increase case of death among Asian Americans due to cancer. (I) – Intervention: Reliable policy, procedure establishment and provision of necessary education to address the problem of cancer are important factors. The government should make sure there are credible institutions to train nursing professionals. The government should also make sure there are adequate public awareness classes given to ensure general population has adequate knowledge about the disease process. (C) – Americans born and raised in united states. (O) The above intervention will help to fight against cancer in early detection and curb its spread. Government organizations and non government organizations should work in collaboration with the public and the society to make sure the problem of cancer is addressed and public is educated about the early detection and treatment modalities. (T) – one year Rubric Setting and Access to Potential Subjects 5.0 A comprehensive description of setting and access to potential subjects is thoroughly developed with supporting details. Amount of Time Needed to Complete This Project 5.0 A comprehensive description of the amount of time needed to complete this project is thoroughly developed with supporting details. Resources or Changes Needed in the Implementation of the Solution 10.0 A comprehensive description of the resources or changes needed in the implementation of the solution is thoroughly developed with supporting details. Methods And Instruments 10.0 A comprehensive description of methods and instruments is thoroughly developed with supporting details. Process for Delivering the Intervention Solution 10.0 A comprehensive description of the process for delivering the intervention solution is thoroughly developed with supporting details. Data Collection, Including Data Management and Analysis Processes 5.0 A comprehensive description of data collection, including data management and analysis processes, is thoroughly developed with supporting details. Strategies to Deal With the Management of Any Barriers, Facilitators, and Challenges 5.0 A comprehensive description of strategies to deal with the management of any barriers, facilitators, and challenges is thoroughly developed with supporting details. Feasibility of the Implementation Plan 5.0 A comprehensive description the feasibility of the implementation plan is thoroughly developed with supporting details. Plans to Maintain, Extend, Revise, and Discontinue a Proposed Solution After Implementation 10.0 A comprehensive description of plans to maintain, extend, revise, and discontinue a proposed solution after implementation is thoroughly developed with supporting details. Required Sources 5.0 Number of required resources is met. Sources are current, and appropriate for the assignment criteria and nursing content. Thesis Development and Purpose 7.0 Thesis is comprehensive and contains the essence of the paper. Thesis statement makes the purpose of the paper clear. Argument Logic and Construction 8.0 Clear and convincing argument that presents a persuasive claim in a distinctive and compelling manner. All sources are authoritative. Mechanics of Writing (includes spelling, punctuation, grammar, language use) 5.0 Writer is clearly in command of standard, written, academic English. Paper Format (Use of appropriate style for the major and assignment) 5.0 All format elements are correct. Documentation of Sources (citations, footnotes, references, bibliography, etc., as appropriate to assignment and style) 5.0 Sources are completely and correctly documented, as appropriate to assignment and style, and format is free of error.

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2025 Discussion Using Emotional Intelligence and Appreciative Inquiry to Promote Quality Through communication inquiry and

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Discussion: Using Emotional Intelligence and Appreciative Inquiry to Promote Quality 2025

Discussion: Using Emotional Intelligence and Appreciative Inquiry to Promote Quality Through communication—inquiry and dialogue—every person makes a contribution, and by being involved in the process, people can shift their attention and action away from a problem-oriented focus to dreams that are worthy to them and to productive possibilities for the future. —Watkins & Mohr, 2001 Without a doubt, promoting health care quality and patient safety presents a meaningful aim. To achieve this goal, nurse leader-managers need to be able to evaluate a situation from many different viewpoints and frame questions that elicit valuable insights. They must be able to promote skillful problem solving and interdisciplinary teamwork. In this Discussion, you examine how you can use emotional intelligence and appreciative inquiry to facilitate positive changes that lead to improved quality and safety. To prepare: Review the information on emotional intelligence and appreciative inquiry presented in this week’s Learning Resources. If you have not already done so, follow the instructions in the course text, Emotional Intelligence 2.0 to complete the online assessment. Consider the results of the assessment. Review your strengths and opportunities for growth related to self-awareness, self-management, social awareness, and relationship management. What insights, questions, or concerns arise as you think about these results? Think about how your identified emotional intelligence strengths and opportunities for growth relate to your current role as a leader-manager and to the professional contributions that you hope to make now and in the future. Give focused attention to patient safety and health care quality. How and why is emotional intelligence valuable for promoting optimal patient outcomes and creating systems-level change? As indicated on pages 53–55 of the Bradberry and Greaves text, develop a plan for improving your skills in one area of emotional intelligence. Evaluate strategies for applying your strengths in the workplace. Identify at least two that you can use to add value to a team or workgroup to improve quality and safety. Also review the information on appreciative inquiry in this week’s Learning Resources. Have you used appreciative inquiry before? If so, how? How does the application of appreciative inquiry relate to your role as nurse leader-manager and/or to efforts to promote health care quality? Reflect on your experiences working in health care and identify an issue or problem that required, or requires, a change. Consider how you could apply emotional intelligence and appreciative inquiry strategies to this situation to facilitate positive results that lead to improved quality. By Day 3 Post a brief description of an issue or problem in a health care setting that required, or requires, a change. Explain how you, as a nurse leader-manager, could apply both emotional intelligence and appreciative inquiry strategies to address this issue and facilitate positive results that lead to improved quality. Read a selection of your colleagues’ responses. Learning Resources Note: To access this week’s required library resources, please click on the link to the Course Readings List, found in the Course Materials section of your Syllabus. Required Readings Bradberry, T., & Greaves, J. (2009). Emotional intelligence 2.0 . San Diego, CA: TalentSmart. Chapter 1, “The Journey” (pp. 1–12) Chapter 2, “The Big Picture” (pp. 13–22) Chapter 3, “What Emotional Intelligence Looks Like: Understanding the Four Skills” (pp. 23–50)The first three chapters of this book introduce foundational concepts related to emotional intelligence, and provide the background for the online assessment that you will take in preparation for this week’s Discussion. In addition to these chapters, you should read the rest of the book once you have completed the assessment. Note: You must purchase a new, unopened copy of this book in order to acquire the access code that you will need to complete the online assessment. Sadeghi, S., Barzi, A., Mikhail, O., & Shabot, M. M. (2013). Integrating quality and strategy in health care organizations , Burlington, MA: Jones & Bartlett Publishers. Chapter 1, “Understanding the U.S. Healthcare System” (pp. 1–30) This chapter sets the context for understanding quality-related issues within the U.S. health care system (macroenvironment). The authors discuss health care access and costs, which may be viewed as part of a triad with quality. Ingram, J., & Cangemi, J. (2012). Emotions, emotional intelligence and leadership: A brief, pragmatic perspective. Education, 132(4), 771–778. Retrieved from the Walden Library databases. Nel, H., & Pretorius, E. (2012). Applying appreciative inquiry in building capacity in a nongovernmental organization for youths: An example from Soweto, Gauteng, South Africa. Social Development Issues, 34 (1), 37–55. Retrieved from the Walden Library databases. This article examines how appreciative inquiry can be used to foster meaningful change in organizations. It outlines the principles of appreciative inquiry and the four phases: discovery, dream, design, and delivery. Sadri, G. (2012). Emotional intelligence and leadership development. Public Personnel Management, 41 (3), 535–548. Retrieved from the Walden Library databases. Emotional intelligence has been proposed as a key element of leadership. This article examines that argument, with attention to how and why it has been challenged. Copperrider, D. L., & Godwin, L. N. (2010). Positive organization development: Innovation-inspired change in an economy and ecology of strengths . Retrieved from http://appreciativeinquiry.case.edu/intro/comment.cfm The authors present a framework for Innovation-Inspired Positive Organization Development (IPOD), which draws from appreciative inquiry.

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2025 Pls create nursing care plan from this case study don t answer the question just care nursing care plan Chapter

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Create nursing care plan from the case studies 2025

Pls create nursing care plan from this case study don’t answer the question just care nursing care plan Chapter 40: Nursing Care of the Child With a Respiratory Disorder 1. Gloria is an 8-year-old girl who is admitted to the pediatric unit with a history of cystic fibrosis and difficulty breathing. (Learning Objectives 3, 4, and 6) a. What would the nurse know to include in the health history? b. When conducting a physical assessment on Gloria, what will the nurse do in relation to the child’s cystic fibrosis? c. What tests would the nurse expect to be ordered for Gloria? Chapter 49: Nursing Care of the Child With an Endocrine Disorder 1. Jalissa Twyman, 8 years old, was admitted to the pediatric intensive care unit with a closed head trauma after being involved in a bicycle/motor vehicle accident. Jalissa is unconscious. The nurses caring for Jalissa document a weight loss of 1.82 kg over a 24-hour period, decreased skin turgor, and dry mucous membranes. Urine output for the same 24-hour period is 3.5 L/m2. (Learning Objectives 1, 2, 3, 4, 5, and 7) a. What further assessments should the nurse perform on Jalissa? b. What laboratory tests would the nurse expect to be performed on Jalissa? c. What nursing interventions should be done for Jalissa? Chapter 44: Nursing Care of the Child With a Neuromuscular Disorder 1. Pamela Souza, 6 years old, was born with cerebral palsy. Pamela suffers from general spasticity, mental impairment, impaired vision and hearing, and hydrocephalus. She has been admitted to the pediatric unit for evaluation of intrathecal spasticity control. (Learning Objectives 2, 3, 4, and 6) a. Identify medications that might be used to help control Pamela’s spasticity. b. What information would the nurse include in the health history? c. What nursing interventions would be important in Pamela’s care? d. What information would be important to include in a teaching plan for Pamela and her family? 3 altogether

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2025 please follow the instructions follow 4 references zero plagiarism Psychotic disorders change one s sense of reality and

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Focused SOAP Note for Schizophrenia Spectrum, Other Psychotic, and Medication-Induced Movement Disorders 2025

please follow the instructions follow 4 references zero plagiarism Psychotic disorders change one’s sense of reality and cause abnormal thinking and perception. Patients presenting with psychotic disorders may suffer from delusions or hallucinations or may display negative symptoms such as lack of emotion or withdraw from social situations or relationships. Symptoms of medication-induced movement disorders can be mild or lethal and can include, for example, tremors, dystonic reactions, or serotonin syndrome. For this Assignment, you will complete a focused SOAP note for a patient in a case study who has either a schizophrenia spectrum, other psychotic, or medication-induced movement disorder. To Prepare Review this week’s Learning Resources. Consider the insights they provide about assessing, diagnosing, and treating schizophrenia spectrum, other psychotic, and medication-induced movement disorders. Photo Credit: Getty Images/Wavebreak Media Review the Focused SOAP Note template, which you will use to complete this Assignment. There is also a Focused SOAP Note Exemplar provided as a guide for Assignment expectations. Review the video, Case Study: Sherman Tremaine . You will use this case as the basis of this Assignment. In this video, a Walden faculty member is assessing a mock patient. The patient will be represented onscreen as an avatar. Consider what history would be necessary to collect from this patient. Consider what interview questions you would need to ask this patient. The Assignment Develop a focused SOAP note, including your differential diagnosis and critical-thinking process to formulate a primary diagnosis. Incorporate the following into your responses in the template: Subjective: What details did the patient provide regarding their chief complaint and symptomology to derive your differential diagnosis? What is the duration and severity of their symptoms? How are their symptoms impacting their functioning in life? Objective: What observations did you make during the psychiatric assessment? Assessment: Discuss the patient’s mental status examination results. What were your differential diagnoses? Provide a minimum of three possible diagnoses with supporting evidence, and list them in order from highest priority to lowest priority. Compare the DSM-5 diagnostic criteria for each differential diagnosis and explain what DSM-5 criteria rules out the differential diagnosis to find an accurate diagnosis. Explain the critical-thinking process that led you to the primary diagnosis you selected. Include pertinent positives and pertinent negatives for the specific patient case. Plan: What is your plan for psychotherapy? What is your plan for treatment and management, including alternative therapies? Include pharmacologic and nonpharmacologic treatments, alternative therapies, and follow-up parameters, as well as a rationale for this treatment and management plan. Also incorporate one health promotion activity and one patient education strategy. Reflection notes: What would you do differently with this patient if you could conduct the session again? Discuss what your next intervention would be if you were able to follow up with this patient. Also include in your reflection a discussion related to legal/ethical considerations (demonstrate critical thinking beyond confidentiality and consent for treatment!), health promotion, and disease prevention, taking into consideration patient factors (such as age, ethnic group, etc.), PMH, and other risk factors (e.g., socioeconomic, cultural background, etc.). Provide at least three evidence-based, peer-reviewed journal articles or evidenced-based guidelines that relate to this case to support your diagnostics and differential diagnoses. Be sure they are current (no more than 5 years old).

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2025 In this assignment you will assess a current semi direct or indirect nursing situation

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assess a current semi-direct or indirect nursing situation that is in need of change. 2025

In this assignment, you will assess a current semi-direct or indirect nursing situation that is in need of change. Observe a healthcare environment, focusing on areas of the nursing process that are inefficient, unsafe, or problematic in nature. Diagnose the problem and choose a nursing change theory that suits the change(s) you want to make. Propose a detailed plan based on your chosen change theory, explaining how to implement change. Develop criteria to evaluate the effectiveness of the plan and include a timeline for your change proposal. Finally, reflect on how your change affects the nursing profession.

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2025 ATTACHED INSTRUCTIONS Applying a model or framework for change ensures that a process is

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Framework or Model for Change 2025

ATTACHED INSTRUCTIONS! Applying a model or framework for change ensures that a process is in place to guide the efforts for change. 500-750 words , discuss a model or framework to use to implement an evidence-based practice proposal project . Include the following: 1. Identify the selected model or framework for change and discuss its relevance to the project. 2. Discuss each of the stages in the change model/framework. 3. Describe how to apply each stage of the model or theoretical framework in the proposed implementation. 4. Create a concept map for the conceptual model or framework selected to illustrate how it will be applied. Add this as an appendix. minimum of four peer-reviewed recent sources.

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2025 Develop a 3 4 page preliminary care coordination plan for an individual in your

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Assessment 1 Instructions: Preliminary Care Coordination Plan 2025

Develop a 3-4-page preliminary care coordination plan for an individual in your community with whom you choose to work. Identify and list available community resources for a safe and effective continuum of care. NOTE: You are required to complete this assessment before Assessment 4. The first step in any effective project or clinical patient encounter is planning. This assessment provides an opportunity for you to strengthen your understanding of how to plan and negotiate the coordination of care for an individual in your community as you consider the patient’s unique needs; the ethical, cultural, and physiological factors that affect care; and the critical resources available in your community that are the foundation of a safe plan for the continuum of care. As you begin to prepare this assessment, you are encouraged to complete the Care Coordination Planning activity. Completion of this will provide useful practice, particularly for those of you who do not have care coordination experience in community settings. The information gained from completing this activity will help you succeed with the assessment. Completing formatives is also a way to demonstrate engagement. 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 1: Adapt care based on patient-centered and person-focused factors. Analyze a health concern and the associated best practices for health improvement. Competency 2: Collaborate with patients and family to achieve desired outcomes. Establish mutually agreed-upon health goals for a care coordination plan, in collaboration with the patient. Competency 3: Create a satisfying patient experience. Identify available community resources for a safe and effective continuum of care. Competency 6: Apply professional, scholarly communication strategies to lead patient-centered care. Write clearly and concisely in a logically coherent and appropriate form and style. Preparation Imagine that you are a staff nurse in a community care center. Your facility has always had a dedicated case management staff that coordinated the patient plan of care, but recently, there were budget cuts and the case management staff has been relocated to the inpatient setting. Care coordination is essential to the success of effectively managing patients in the community setting, so you have been asked by your nurse manager to take on the role of care coordination. You are a bit unsure of the process, but you know you will do a good job because, as a nurse, you are familiar with difficult tasks. As you take on this expanded role, you will need to plan effectively in addressing the specific health concerns of community residents. As you assume your expanded care coordination role, you have been tasked with addressing the specific health concerns of a particular individual within the community. You decide to prepare a preliminary care coordination plan and proceed by identifying the patient’s three priorities for health and by investigating the resources available in your community for a safe and effective continuum of care. To prepare for this assessment, you may wish to: Review the assessment instructions and scoring guide to ensure that you understand the work you will be asked to complete. Allow plenty of time to plan your patient clinical encounter. Be sure that you have a patient in mind that you can work with throughout the course. Note : Remember that you can submit all, or a portion of, your draft plan 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 Note : You are required to complete this assessment before Assessment 4. This assessment has two parts. Part 1: Develop the Preliminary Care Coordination Plan Complete the following: Identify a health concern as the focus of your care coordination plan. Possible health concerns may include, but are not limited to: Stroke. Heart disease (high blood pressure, stroke, or heart failure). Home safety. Pulmonary disease (COPD or fibrotic lung disease). Orthopedic concerns (hip replacement or knee replacement). Cognitive impairment (Alzheimer’s disease or dementia). Pain management. Mental health. Trauma. Identify available community resources for a safe and effective continuum of care. Part 2: Secure Individual Participation in the Activity Complete the following: Contact local individuals who may be open to an interview and a care coordination plan addressing their health concerns. The person you choose to work with may be a colleague, community member, friend, or family member. Meet with the individual to describe the care coordination plan session that you intend to provide. Collaborate with the participant in setting goals for the session, evaluating session outcomes, and suggesting possible revisions to the plan. Establish a tentative date and time for the care coordination plan session. Document the name of the individual and a single point of contact, either an e-mail address or a phone number. Document Format and Length For your care coordination plan, you may use the Care Coordination Plan Template [DOCX] , choose a format used in your own organization, or choose a format you are familiar with that adequately serves your needs for this assessment. Your preliminary plan should be 3–4 pages in length. In a separate section of the plan, identify the person you have chosen to work with, and be sure to include his or her contact information. Document the community resources you have identified using the Community Resources Template [DOCX] . Supporting Evidence Cite at least two credible sources from peer-reviewed journals or professional industry publications that support your preliminary plan. Grading Requirements The requirements, outlined below, correspond to the grading criteria in the Preliminary Care Coordination Plan 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. Analyze your selected health concern and the associated best practices for health improvement. Cite supporting evidence for best practices. Consider underlying assumptions and points of uncertainty in your analysis. Establish mutually agreed-upon health goals for the care coordination plan, in collaboration with the selected individual. Identify available community resources for a safe and effective continuum of care. Write clearly and concisely in a logically coherent and appropriate form and style. Write with a specific purpose with your patient in mind. Adhere to scholarly and disciplinary writing standards and current APA formatting requirements. Additional Requirements Before submitting your assessment, proofread your preliminary care coordination plan and community resources list to minimize errors that could distract readers and make it more difficult for them to focus on the substance of your plan. Be sure to submit both documents. CORE ELMS Important note : The time you spend securing individual participation in this activity and the time you spend presenting your final care coordination plan to the patient in Assessment 4 must total at least three hours. Be sure to log your time in the CORE ELMS system. The CORE ELMS link is located in the courseroom navigation menu. Portfolio Prompt : Save your presentation to your ePortfolio . Submissions to the ePortfolio will be part of your final Capstone course.

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2025 Purpose Problem based learning is a methodology designed to help students develop the reasoning process used in clinical practice through problem solving

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Case Study Advanced Pharmacology 2025

Purpose Problem-based learning is a methodology designed to help students develop the reasoning process used in clinical practice through problem-solving actual patient problems in the same manner as they occur in practice. The purpose of this activity is to develop students’ clinical reasoning skills using a case-based learning exercise. Through participation in an online discussion forum, students identify learning issues in a self-directed manner which facilitates learning for the entire group. Activity Learning Outcomes Through this discussion, the student will demonstrate the ability to: Synthesize clinical knowledge, didactic learning and research findings to provide appropriate pharmacological care to primary care patients. (CO 1, 2, 3, 4 & 5) Case Study & Discussion Questions Claudia (G2P2) is a 36-year-old mother who recently delivered a child 9 months ago. She has been using condoms for birth control for the last 7 months. Today she is requesting a more convenient method of birth control. She is not sure of her current pregnancy plans, however, she does not wish to discuss sterilization or an IUD. She has no religious contraindications for treatment.PMH: positive for mild hypertension with first pregnancy, seasonal allergies.Surgeries: Left inguinal hernia and tonsillectomy.Family history: Mother-HTN; Father-Colon CA (both deceased)Social History: Denies tobacco use, wine one to two glasses a week, denies recreational drugs, exercises twice a week.Drug allergies-Sulfa causes a rash.Current medications-MVI with Fe, Calcium chews, Allegra 10mg daily prn for allergies.Vitals: Height 67 inches, weight 157 pounds, BP 110/75, P 70, R 16. PAP collected today, breast exam WNL, urine pregnancy negative.A physical exam is normal. What are your treatment goals for Claudia today? What are two possible medications (in different classes) that you can recommend for Claudia? Please provide a detailed rationale and mechanism of actions for each medication. Make sure that all recommendations are cited with guidelines or scholarly, peer-reviewed articles and always include medication, strength, dosage form, route, frequency, and duration when making recommendations. Pick one of the medications from your response above and list five (5) patient-centered teaching points to communicate to the patient. What would your contraceptive choice be if Claudia smoked 10-15 cigarettes per day? Explain your answer.

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