2025 Details Throughout the course students will engage in weekly reflection and scholarly activities These assignments are presented in Topic

summary 2025

Details: Throughout the course, students will engage in weekly reflection and scholarly activities. These assignments are presented in Topic 1 to allow students to plan ahead, and incorporate the deliverables into the Individual Success Plan if they so choose. The weekly reflective journals and scholarly activities will not be submitted in LoudCloud each week; a final, culminating submission will be due in Topic 10. No submission is required until Topic 10. Professional Capstone and Practicum Reflective Journal Students are required to maintain weekly reflective narratives throughout the course to combine into a final, course-long reflective journal that integrates leadership and inquiry into current practice as it applies to the Professional Capstone and Practicum course. This course-long journal assignment will be due in Topic 10. In each week’s entry, you should reflect on the personal knowledge and skills gained throughout the Professional Capstone and Practicum course. Your entry should address a variable combination of the following, dependent on the specific practice immersion clinical experiences you encountered that week: New practice approaches Intraprofessional collaboration Health care delivery and clinical systems Ethical considerations in health care Population health concerns The role of technology in improving health care outcomes Health policy Leadership and economic models Health disparities In the Topic 10 submission, each of the areas should be addressed in one or more of the weekly entries. This reflection journal also allows students to outline what they have discovered about their professional practice, personal strengths and weaknesses that surfaced, additional resources and abilities that could be introduced to a given situation to influence optimal outcomes, and finally, how they met competencies and course objectives. Scholarly Activities Throughout the RN-to-BSN program, students are required to participate in scholarly activities outside of clinical practice or professional practice. Examples of scholarly activities include attending conferences, seminars, journal club, grand rounds, morbidity and mortality meetings, interdisciplinary committees, quality improvement committees, and any other opportunities available at your site, within your community, or nationally. You are required to post one scholarly activity while you are in the BSN program, which should be documented by the end of this course. In addition to this submission, you are required to be involved and contribute to interdisciplinary initiatives on a regular basis. In Topic 10, you will submit a summary report of your scholarly activity. You may use the “Scholarly Activity Summary” resource to help guide this assignment. NRS-490-RS-ScholarlyActivitySummary.docx

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2025 Read chapter 30 11 and 16 review the attached Power Point presentations Read content chapter

week 13 2025

Read chapter 30, 11 and 16 review the attached Power Point presentations. Read content chapter 30 in Davis Plus Online Website. Once done answer the following questions; 1. Greek and Hindu heritage are base on the oriental culture and the Cuban heritage in occidental. Please discuss the beliefs of these three cultures and how they influence the delivery of health care. 2. Compare these three culture and how disease and prevention it is influence by the cultural practices. assignment in an APA word Arial 12 font. A minimum of 3 evidence not older than 5yrs . A minimum of 500 words are required.

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2025 Assignment 2 Practicum Week 8 Journal Entry Part 1 Select a client whom you observed or counseled this

Assignment 2: Practicum – Week 8 Journal Entr 2025

Assignment 2: Practicum – Week 8 Journal Entry Part 1 Select a client whom you observed or counseled this week (other than the client used for this week’s Discussion). Then, address the following in your Practicum Journal: Describe the client and identify any pertinent history or medical information, including prescribed medications. Using the DSM-5, explain and justify your diagnosis for this client. Explain whether existential-humanistic therapy would be beneficial with this client. Include expected outcomes based on this therapeutic approach. Explain any legal and/or ethical implications related to counseling this client. Support your approach with evidence-based literature. Part 2 Reflect on your clinical supervision experiences. Then, address the following in your Practicum Journal. How often are you receiving clinical supervision from your preceptor? What are the sessions like? What is the preceptor bringing to your attention? How are you translating these sessions to your clinical practice? NOTE: PLEASE SEE AND PAY ATTENTION TO THE ATTACHED Practicum Journal Template AND JOURNAL SAMPLE (TIME LOG & JOURNAL ENTRIES) FOR WRITING THIS ASSIGNMENT…..ALSO FOR THE TIME LOG AND JOURNAL ENTRIES, JUST MAKE UP A REASONABLE INFORMATION AND CLIENT INFORMATION IN MENTAL HEALTH NURSING AND INCLUDE REFERENCES Learning Resources Required Readings Wheeler, K. (Ed.). (2014). Psychotherapy for the advanced practice psychiatric nurse: A how-to guide for evidence-based practice (2nd ed.). New York, NY: Springer Publishing Company. Chapter 10, “Humanistic-Existential and Solution-Focused Approaches to Psychotherapy” (Review pp. 369–406) American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). Washington, DC: Author. Nagy, T. F. (2011). Ethics in psychotherapy. In Essential ethics for psychologists: A primer for understanding and mastering core issues (pp. 185–198). Washington, DC: American Psychological Association. doi:10.1037/12345-010

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2025 Course Project Developing a Strategic Plan Section 5 Proposed Core Team of Change

NURS 6241: STRATEGIC PLANNING IN HEALTH CARE ORGANIZATIONS – Final Complete Project 2025

Course Project: Developing a Strategic Plan Section 5: Proposed Core Team of Change Champions In Week 4, you examined the benefits of stakeholder involvement and the negative consequences that may arise if this is not sufficiently addressed during strategic planning. This week you have been considering how to leverage the influence of change champions and facilitate team building to promote the successful implementation of a proposed change. How would you create a core team of change champions for the change you are proposing through your Course Project? To prepare: Reflect on the results of your SWOT analysis (submitted in Week 7) and other elements of your strategic plan. Think about how effective stakeholder involvement would promote the successful adoption and implementation of your proposed change. Consider the following: What strategies would help you to develop a core team to generate buy-in for this change? Which stakeholders should be included in the process as change champions? How and when should they become involved? Begin to write a 1- to 2-page description of your core team of change champions. Section 6: Evaluation Plan Creating an evaluation plan is a critical part of developing a strategic plan. How would evaluation allow you to determine the cost benefits and effectiveness of your proposed change? To prepare: Reflect on the elements of your Course Project that you have developed thus far. Review the information on evaluation presented in the Learning Resources, and reflect on any insights you have gained from this week’s Discussion. (Week 11 Discussion) How would you evaluate the implementation of your strategic plan? Develop an evaluation plan that includes a timeline for evaluation. Be sure to incorporate refreezing. To complete: Write a 1- to 3-page explanation of your evaluation plan. Include the timeline for evaluation, and explain how you will incorporate refreezing. Note: This will be submitted as part of your Course Project this week. Section 7: Executive Summary As your development of a strategic plan comes to a conclusion, it is time to develop foundational pieces for your Course Project, including an executive summary. An executive summary provides an overview of your proposed change and allows your target audience to become acquainted with the essential elements of the strategic plan. Your executive summary should be informative and persuasive, delineating the business case for your proposed change. To prepare: Review the information in the Learning Resources related to developing an executive summary. Craft an executive summary that appeals to your target audience and presents key information related to your strategic plan. Be sure to describe the unmet need you are addressing and convey the urgency or significance of this problem. Clearly state your proposed change and substantiate your recommendation. To complete: Write an executive summary for your strategic plan. Note: This will be submitted as part of your Course Project this week. Section 8: References The inclusion of a reference list not only allows you to credit others’ work appropriately but also provides the information readers would need to read resources of interest to them and learn more about the underpinnings of your strategic plan. To prepare: Develop and/or refine the list of the resources cited in your strategic plan. To complete: Create your reference list to accompany your strategic plan. Comprehensive Course Project: Developing a Strategic Plan Over the past several weeks of this course, you have been developing elements of a strategic plan. As you prepare to submit your Course Project, reflect on what you have learned throughout this process. Also think about how you would like to convey the results of your analysis and planning to your target audience. Your Course Project must include information related to each section of the Course Project assigned in Weeks 6–11; however, you have some flexibility in terms of how you present it. You may wish to compare strategic plans from various groups and organizations and then develop a format that best suits your plan. Note: Your comprehensive Course Project serves as your Portfolio Assignment for this course. To complete: Create a strategic plan that includes essential information related to the following: Section 1: Summary of the Issue Section 2: SWOT Analysis Section 3: Balanced Scorecard Section 4: Budgeting and Timeline Tools Section 5: Proposed Core Team of Change Champions Section 6: Evaluation Plan Section 7: Executive Summary Section 8: References SECTION 1 – 2 – 3 – 4 are attached. PLEASE COMPLETE OTHER SECTIONS and need one comprehensive project submitted including each section. THis paper is worth 500 points and depending on this paper is my pass or fail.

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2025 NURS 6565 Quality and Cost Measurements As nurse practitioners continue to expand

6565 WK 3 2025

NURS 6565: Quality and Cost Measurements As nurse practitioners continue to expand their role in delivering health care, it is imperative for NPs to provide the data and evidence to demonstrate the impact of NP care on patient outcomes. There are several challenges that advanced practice nurses face to provide quality care and meet productivity goals of an organization. This week it is important to explore the connection of quality care and performance measures. Some questions to consider as we discuss this topic are: Why are quality measures important? What is the difference between quality measures and performance indicators? What performance measures are used for NP productivity? Why are incentive plans used in clinical organizations? To prepare: Read the article, An Incentive Plan for Advanced Practice Registered Nurses: Impact on Provider and Organizational Outcomes, by Catherine A. Rhodes, Mavis Bechtle, and Molly McNett (2015), , Buppert , C. 2015 Measuring Nurse Practitioner Performance and other articles provided Explore quality measures and identify at least one clinical performance measure, such as the Agency for Healthcare Research and Quality (AHRQ) To Complete Post 1 to 2 pages on : An explanation of the importance of quality measures using the clinical performance measure you identified as an example. Then, identify the performance measures used for NP productivity in Rhodes, Bechtle, and McNett (2015) article. Finally, share your opinion on incentive payment for care, including external motivators and at least one business model. REFERENCES Rhodes, C. A., Bechtle, M., & McNett, M. (2015). An Incentive Plan for Advanced Practice Registered Nurses: Impact on Provider and Organizational Outcomes. Nursing Economics, 33(3), 125-131. Buppert, C. (2015). Measuring Nurse Practitioner Performance. In Nurse Practitioner’s Business Practice and Legal Guide (5th ed.) (469 – 478). Burlington, MA: Jones & Bartlett. Hain, D., & Fleck, L. M. (2014). Barriers to NP practice that impact healthcare redesign. OJIN: The Online Journal of Issues in Nursing, 19(2). Hamric, A. B., Hanson, C. M., Tracy, M. F., & O’Grady, E. T. (2014). Evidence-Based Practice. In Advanced Practice Nursing: An Integrative Approach (5th ed.) (237-262). St. Louis, MO: Elsevier Saunders. Stanik-Hutt, J., Newhouse, R. P., White, K. M., Johantgen, M., Bass, E. B., Zangaro, G., . . . Weiner, J. P. (2013). The Quality and Effectiveness of Care Provided by Nurse Practitioners. Journal for Nurse Practitioners, 9(8), 492-500. doi:10.1016/j.nurpra.2013.07.004

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2025 Assignment National Organization of Nurse Practitioner Faculties NONPF Competencies The National Organization

Core Competencies/Social Change 2025

Assignment: National Organization of Nurse Practitioner Faculties (NONPF) Competencies The National Organization of Nurse Practitioner Faculties (NONPF) has determined core competencies that apply to all nurse practitioners, regardless of specialty or patient population focus. NONPF has represented them within nine broad areas of core competence. NONPF created the first set of Nurse Practitioner Competencies in 1990; the most recent updates were incorporated in 2017. This synthesis course has had the overarching objective of preparing you to be able to synthesize knowledge gained throughout the program and be prepared to apply each of the nine core competencies within your selected areas of practice and your representative communities. The nine broad areas of competency are: Scientific Foundations Leadership Quality Practice Inquiry Technology and Information Literacy Policy Health Delivery System Ethics Independent Practice The Assignment For each of the nine NONPF competencies, write one paragraph explaining how the program has prepared you to meet it (for a total of at least nine paragraphs). Then, propose and explain how you plan to engage in social change in your community as a nurse practitioner. Be specific and provide examples. Need 3 scholarly references within 6 years. Some links to help https://cdn.ymaws.com/www.nonpf.org/resource/resmgr/competencies/2017_NPCoreComps_with_Curric.pdf https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6397912/ https://www.nursepractitionerschools.com/faq/what-are-the-np-core-competencies/

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2025 Case Study Topic Case Study Posting Requirements Make sure all of the topics in the case

MN551 Advanced Pathophysiology Across the Lifespan week 8 Discussion 2025

Case Study: Topic Case Study Posting Requirements Make sure all of the topics in the case study have been addressed. Cite at least three sources—journal articles, textbooks or evidenced-based websites to support the content. All sources must be within five years. Do not use .com, Wikipedia, or up-to-date, etc., for your sources. Case Study 1 Structure and Function of the Male Genitourinary System Mario is a 68-year-old male whose wife died of cancer five years ago. Since her death, he began to eat more fast food and stay at home and watch television. Recently, however, Mario’s friend introduced him to a woman whom he became to like very much. After seeing her a few times, Mario became concerned about his health and went to see his doctor. He noticed a change in his sexual performance when he turned 60 and, after seeing so much on television about erectile dysfunction, was concerned he would experience this with his girlfriend. What factors are present in Mario’s history that predispose him to erectile dysfunction? What condition would you suspect if Mario had a blood test indicating elevated LH and decreased testosterone levels? What effect do low testosterone levels have on the reproductive organs of the male? How do the parasympathetic and sympathetic nervous systems generate erection, emission, and ejaculation? Case Study 2 Disorders of the Male Genitourinary System Darius is 63 years old and began to wake up at night to urinate. When he went to the bathroom, he had to strain to initiate the flow, and the stream of urine was weak. Over time, the pattern became more apparent during the day; he often had a sense of urgency and felt he was going to the bathroom frequently. When he did, however, he did not always feel he had emptied his bladder, and he tended to dribble throughout the day. Much to his reluctance, his wife urged him to see a physician. At the doctor’s office, his case history was carefully taken, a digital rectal exam was performed, and lab work was ordered. His blood results were unremarkable, but his urinalysis showed an elevated white blood cell count and bacteria. His physician diagnosed Darius with benign prostatic hyperplasia and urinary tract infection. How does BPH contribute to the signs and symptoms of bladder dysfunction, and how was Darius prone to developing a urinary tract infection? What are the static and dynamic components of BPH? Why are α1-adrenergic receptor blockers sometimes used to treat prostatic hyperplasia? How does the prostate feel during a digital rectal exam with benign prostatic hyperplasia, acute bacterial prostatitis, and prostate cancer? Why does the patient with prostate cancer present with symptoms later in the disease? Case Study 3 Structure and Function of the Female Reproductive System Janice is 49 years old, is married, and has two teenage children. Over the last year, her periods tended to be irregular and heavier than usual. She also noticed intercourse was becoming more painful for her, and her interest in sex declined. She knew her mother was 51 when she reached menopause, and Janice was concerned about having the mood swings and hot flashes her mother had experienced. She phoned some of her friends to seek their advice. Some said she should try hormone therapy, while others said it was not a good idea at all. Other friends said she should use remedies like red clover tea and soy isoflavone supplements. Janice decided her best bet was to go to the local women’s health care clinic to discuss her options with a nurse. Using the data collected by the Women’s Health Initiative and the Nurses’ Health Study, why are some women at an increased risk for CHD and others are at a decreased risk when hormone therapy is prescribed? Why are alternative methods like red clover and some plant oils being promoted for the menopausal woman? What are the changes that occur in a woman’s reproductive organs when estrogen levels decline? How does estrogen affect bone growth during puberty? Why are postmenopausal women at risk for osteoporosis? Case Study 4 Disorders of the Female Reproductive System Tracie is 39 years old and is in a casual relationship with a man. She had her first sexual relationship when she was 13 and prefers to have short-term sexual relationships with men instead of a monogamous, committed partnership. It had been several years since Tracie had a complete physical, so before going on a vacation, she decided to have one done. Tracie’s Pap smear indicated CIN 3 (HSIL) dysplasia. Her physician immediately ordered a colposcopy and LEEP excision, and then asked to see Tracie for a follow-up appointment 6 months later. Why is cervical cancer considered a sexually transmitted disease? Explain what the Pap smear entails and why it is an effective tool in the detection of cervical cancer. What does Tracie’s result mean? What is the transformation zone, and why is it vulnerable to the development of cervical cancer? What is the LEEP procedure, and why is it useful for the diagnosis and treatment of cervical dysplasia? To view the Grading Rubric for this Assignment, please visit the Grading Rubrics section of the Course Home.

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2025 This is a Unfolding Case Study Patient Details Print Phase Info Case Study History Name James Karen Age 57

Mobility VCBC Post Work (Nusrsing) 2025

This is a Unfolding Case Study Patient Details: Print Phase Info | Case Study History Name: James, Karen Age: 57 Years Gender: Female Karen James is a 57-year-old female who was admitted to the medical-surgical unit from her primary care physician’s office for treatment and evaluation of persistent and worsening influenza. She has a past medical history of asthma as well as depression and anxiety. You are currently working on Phase 1. You have completed Phase 0 of this scenario. Patient Details: Print Phase Info | Case Study History Name: James, Karen Age: 57 Years Gender: Female Phase 1, Wednesday 16:00 You have assumed care for Ms. James who is admitted to the medical-surgical unit for rehydration and management of respiratory distress. Orient yourself to the patient and health record by locating the following pieces of information within the System Assessment Report and Patient Teaching, and type your answers in a Miscellaneous Nursing Note: 1). Run a report on all the System Assessments documented for the patient in the last 24 hours. You will need to go to Patient Charting > System Assessments > Show Saved Charting. What was documented for the respiratory effort? What was auscultated in the Lower Right Posterior lobe of the lungs? What was documented related to tissue perfusion? 2). What was the last documented temperature for Karen? 3). Does Ms. James use any sensory aides? 4) What does she rate her pain? 5) What is her MORSE Fall Risk Score? Review the client’s History and Physical, what indications can you see place this patient at risk for mobility issues or falls? [LEARNER ACTION: In a misc nursing note identify risks for mobility and falls. Explain her score on the MORSE scale.] When you are finished with this task, you may click Complete this Phase. Patient Information Chief Informant: Patient Chief Complaint: Shortness of breath, productive cough History of Current Problem: Patient states she has had 3-week history of influenza. Has now developed a severe cough approximately 3 days ago with shortness of breath. Unable to sleep due to cough, which often causes bronchospasms. Patient also complains of fever, fatigue, and right-sided chest pain. Seen in urgent care 3 days ago and given Z-pack. No improvement in symptoms. Allergies: None known Family History: Mother died at age of 72 with breast cancer. Father is alive at the age of 79 and has congestive heart failure. Past Medical History Previous Illnesses: Patient has asthma. Also states she gets bronchitis every 1-2 years. Contagious Diseases: None Injuries or Trauma: None Surgical History: Tonsillectomy and adenoidectomy as a child. Dietary History: Regular diet. Patient is 5’1″ and 140 pounds. Has recently lost 20 pounds on Weight Watchers diet. Other: — Social History: No smoking, no drugs. Uses alcohol in social situations. Current Medications: Tylenol 650 mg PO every 4 hours PRN pain or fever Prozac 20 mg PO every day Xanax 0.25 mg PO every 8 hours PRN Xopenex HFA 2 puffs every 6 hours PRN Review of Systems Integument: Denies complaints. HEENT: States she had neck soreness related to influenza, with “swollen glands.” Cardiovascular: No complaints. Respiratory: Complains of shortness of breath, frequent productive cough. States her cough often turns into bronchospasms. Uses inhaler, peppermint tea, lozenges, and Vicks VapoRub. Gastrointestinal: Complains of decreased appetite. Genitourinary: No complaints. Musculoskeletal: Complains of generalized body aches. Neurologic: Alert and oriented. Developmental: Denies complaints. Endocrine: No complaints. Genitalia: No complaints. Lymphatic: No complaints. Physical Exam General: 57-year-old female in mild distress. Appears weak. Vital Signs: Temp: 103.2 F, Pulse: 114, Resp: 28, Blood pressure: 154/78 in office this morning Integument: Skin clear of rash. HEENT: Pupils equal and reactive. Nasal congestion. Neck supple. Cardiovascular: S1, S2, no murmur. Respiratory: Lungs clear with crepitation in right base. Gastrointestinal: Abdomen soft, active bowel sounds. Genitourinary: — Musculoskeletal: Moves all extremities well. Neurologic: Alert and oriented. Developmental: — Endocrine: — Genitalia: Not assessed. Seen by gynecologist recently. Negative pap smear and negative mammogram. Lymphatic: No lymph node swelling at this time. Impressions: Pneumonia Plan: The patient is admitted for IV antibiotics and close observation of respiratory status. Patient will need influenza and pneumonia vaccines. Provider Signature: Michael Foster, MD Day: Wednesday Time: 12:45 Chief Complaint: The patient is a 57-year-old female admitted today for chief complaint of shortness of breath. Patient’s labs were completed in the primary care provider’s office prior to admission and results include the following: WBC: 20.2 x 109/L RBC: 4.51 RBC x 106/ul Hemoglobin: 14.0 g/dL Hematocrit: 40.2% Sodium: 139 mEq/L Potassium: 4.2 mEq/L Chloride: 105 mEq/L CO2: 26 mEq/L Glucose: 91 mg/dL BUN: 17 mg/dL Creatinine: 0.5 mg/dL She is also febrile at 102.7. Nursing will initiate IV antibiotics. Showing 1 to 1 of 1 entries FirstPrevious1NextLast Chart Time Temp Resp Pulse BP Sat% Notes Entry By Wed 12:45 102.7 22 112 142/77 98 C Diaz, RN Select Chart Type: Temperature Respiration Pulse Blood Pressure Oxygen Saturation Select and drag to zoom in on a date range 102.7F/39.3C Patient Card Order Day/Time Description Category Last Performed Discontinue Wed | 13:00 Admit  to medical-surgical Alerts — Wed | 13:00 Start and maintain IV line IV — Wed | 13:00 Pulse oximetry every 4 hour(s) Respiratory — Wed | 13:00 Vital signs every 4 hours Vital Signs — Wed | 13:00 Up as tolerated Activity/Mobility — Wed | 14:00 Diagnosis-Respiratory  distress syndrome-ADDED-Disease Process Patient Teaching — Wed | 13:00 Regular/General  Diet Diet — Showing 1 to 7 of 7 entries FirstPrevious1NextLast PRN Drug Name Order Start Order Stop Dose Route Frequency Dosage Time Action Acetaminophen Tablet –  (Tylenol, Genapap) Wed  13:00 Tue  23:59 650  mg Oral Every  6 Hours PRN –  – Levalbuterol Nebulizer  Solution – (Xopenex Nebulizer Solution) Chart: System Assessments Wed 13:00 Entry Time: Wed 13:00 Entered By: C Diaz, RN Cardiovascular Assessment Pulses Apical: Regular Tissue Perfusion Peripheral vascular, general: Warm extremities Edema No edema noted Cardiac Assessment No cardiac problems noted Respiratory Assessment Productive Cough Secretions Assessment Color: Green Amount: Scant Cough Cough strength: Strong Cough type: Productive Oxygenation Respiratory/breathing support: Nebulizer treatment Lower Right Posterior Auscultation: Coarse crackles Lower Left Posterior Auscultation: Diminished Upper Right Posterior Wheeze Description: Expiratory Auscultation: Wheeze Upper Left Posterior Wheeze Description: Expiratory Auscultation: Wheeze Productive Cough Secretions Assessment Consistency: Thick Secretion odor: None Upper Left Anterior Auscultation: Clear Upper Right Anterior Auscultation: Clear Respiratory Effort Dyspnea/shortness of breath Shortness of breath on exertion Respiratory Pattern Labored Neurological Assessment Level of Consciousness/Orientation Oriented to person, place, time, and situation Emotional State Calm Cooperative Central Nervous System Assessment (CNS) No CNS problems evident Integumentary Assessment Integumentary Assessment No assessment required at this time Sensory Assessment Vision Assessment Wears glasses Wears contacts Musculoskeletal Assessment Range of Motion (ROM) Moves all extremities with full range of motion Gastrointestinal Assessment Abdomen Abdominal assessment: Soft to palpation Gastrointestinal No gastric problems noted Intestinal Date of last bowel movement: Monday Continence of bowel: Continent Intestinal assessment: No bowel problems noted Bowel sounds: Active x 4 quadrants Rectum: No reported rectal problems Pain Assessment Do You Have Pain Now? No Genitourinary Assessment Genitourinary Assessment No assessment required at this time Psychosocial Assessment Psychosocial Assessment No assessment required at this time Safety Assessment Orientation Oriented to time, person, place Fall Risk 30 Bracelet Check Hospital ID bracelet Safety Notes Low fall risk Morse Fall Scale History of Falling No=0 Secondary Diagnosis No=0 Ambulatory Aid None/Bedrest/Nurse Assist=0 IV or IV Access Yes=20 Gait Weak=10 Mental Status Oriented to Own Ability=0 Total Fall Risk Score Risk Score: 30 Fall Risk Score and Preventative Measures Implemented Fall Risk Level: Medium Risk Fall Risk Measures: Implement Medium Risk Fall Prevention Interventions:
All items in low prevention plus post fall program sign indicating risk, wrist band identification, ambulate with assistance, do not leave patient unattended in diagnostic or treatment area, make comfort rounds every 2 hours for toileting. Special Precautions/Isolation Assessment Standard Precautions Vision Assessment Wears glasses Wears contacts Musculoskeletal Assessment You are currently working on Phase 2. You have completed Phase 1 of this scenario. Patient Details: Print Phase Info | Case Study History Name: James, Karen Age: 57 Years Gender: Female Phase 0 Karen James is a 57-year-old female who was admitted to the medical-surgical unit from her primary care physician’s office for treatment and evaluation of persistent and worsening influenza. She has a past medical history of asthma as well as depression and anxiety. You have assumed care for Ms. James who is admitted to the medical-surgical unit for rehydration and management of respiratory distress. Orient yourself to the patient and health record by locating the following pieces of information within the System Assessment Report and Patient Teaching, and type your answers in a Miscellaneous Nursing Note: 1). Run a report on all the System Assessments documented for the patient in the last 24 hours. You will need to go to Patient Charting > System Assessments > Show Saved Charting. What was documented for the respiratory effort? What was auscultated in the Lower Right Posterior lobe of the lungs? What was documented related to tissue perfusion? 2). What was the last documented temperature for Karen? 3). Does Ms. James use any sensory aides? 4) What does she rate her pain? 5) What is her MORSE Fall Risk Score? Review the client’s History and Physical, what indications can you see place this patient at risk for mobility issues or falls? [LEARNER ACTION: In a misc nursing note identify risks for mobility and falls. Explain her score on the MORSE scale.] When you are finished with this task, you may click Complete this Phase. Phase 2, Wednesday 16:20 You enter Ms. James’ room to take her vital signs and obtain the following results: Temperature: 101.5 degrees Fahrenheit, oral… Pulse: 110, radial… Respirations: 20… Blood pressure: 144/68 left arm, sitting… Oxygen saturation: 99%, finger probe, room air… Document the vital signs in the vital signs tab on the Info Panel on the left (do not document in a misc. note). When compared to the patient’s admission vital signs, how is the patient’s temperature trending? Document your answer in a Miscellaneous Nursing Note. Under Basic Nursing Care: Choose 5 interventions you will perform at this time to make this client to increase safety. Only 5 as you will need to prioritize your cares. Try to find 5 related to Impaired Mobility. When you are finished with these tasks, you may click Complete this Phase. Please submit your post work to Canvas within 24 hours of the completion of your VCBC Experience. Please refer to the Experiential Learning Orientation for further questions and a reminder on how to ensure your assignment is properly saved. Please complete the Concept Notebook (Map) for the concept of Mobility linked to your clients for the day. Concept Notebook Template.docx download 205-225 Concept Notebook Rubric V2.docx download This assignment is due within 24 hours of completing your VCBC. Please refer to the Experiential Learning Orientation for further questions and a reminder on how to ensure your assignment is properly saved. Rubric 205/225 Concept Notebook Rubric 205/225 Concept Notebook RubricCriteriaRatingsPtsThis criterion is linked to a Learning OutcomeRelated Concept 1 ptsSatisfactoryDocumented at least 2 concepts, related to the client with a detailed explanation of each related concept and how the related concept is impacted by the main concept, and correct APA in-text citations (if used).0.5 ptsNeeds ImprovementDocumented at least 1 concept, 1 concept is related to the client, or only minimal explanation of each related concept and how the related concept is impacted by the main concept, or incorrect APA in-text citations (if used).0 ptsUnsatisfactoryDocumented no related concept, did not relate the concept to the client, no explanation of each related concept and how the related concept is impacted by the main concept, and no APA in-text citations (if used). 1 pts This criterion is linked to a Learning OutcomeExemplar 1 ptsSatisfactoryDocumented at least 3 Exemplars, related to the client and correct APA in-text citations (if used).0.5 ptsNeeds ImprovementDocumented 1-2 Exemplars, 1-2 concepts are related to the client, or incorrect APA in-text citations (if used).0 ptsUnsatisfactoryDocumented no Exemplars , did not relate the concept to the client and no APA in-text citations (if used). 1 pts This criterion is linked to a Learning OutcomeAssessment 1 ptsSatisfactoryDocumented at least 3 assessments used to find and rule out alterations with the main concept and are all related to the client, a detailed explanation of each assessment and why one would do that assessment relating to the concept, and correct APA in-text citations (if used).0.5 ptsNeeds ImprovementDocumented 1-2 assessments used to find and rule out alterations with the main concept and 1-2 relate to the client, minimal explanation of why one would do that assessment relating to the concept, and incorrect APA in-text citations (if used).0 ptsUnsatisfactoryDocumented no assessments used to find and rule out alterations with the main concept and did not relate to the client, no explanation of why one would do that assessment relating to the concept, and no APA in-text citations (if used). 1 pts This criterion is linked to a Learning OutcomeLab & Diagnostic 1 ptsSatisfactoryDocumented at least 3 lab or diagnostic test used to find and rule out alterations with the main concept and all related to the client, a detailed explanation of each lab/test and why one would do that lab/test relating to the concept, and correct APA in-text citations (if used).0.5 ptsNeeds ImprovementDocumented 1-2 lab or diagnostic test used to find and rule out alterations with the main concept, 1-2 relate to the client, minimal explanation of each lab/test and why one would do that lab/test relating to the concept, and incorrect APA in-text citations (if used).0 ptsUnsatisfactoryDocumented no lab or diagnostic test used to find and rule out alterations with the main concept and did not relate to the client, no explanation of each lab/test and why one would do that lab/test relating to the concept, and no APA in-text citations (if used). 1 pts This criterion is linked to a Learning OutcomeInterventions 1 ptsSatisfactoryDocumented at least 3 nursing interventions needed to care for clients with alterations to the main concept and all related to the client, a detailed explanation of each intervention and why one would perform the interventions relating to the concept, and correct APA in-text citations (if used).0.5 ptsNeeds ImprovementDocumented 1-2 nursing interventions needed to care for clients with alterations to the main concept, 1-2 relate to the client, minimal explanation of each intervention and why one would perform the interventions relating to the concept, and incorrect APA in-text citations (if used).0 ptsUnsatisfactoryDocumented no nursing interventions needed to care for clients with alterations to the main concept and did not relate to the client, no explanation of each intervention and why one would perform the interventions relating to the concept, and no APA in-text citations (if used). 1 pts This criterion is linked to a Learning OutcomeMedications 1 ptsSatisfactoryDocumented at least 3 medications administered to clients to treat or prevent alterations to the main concept and all related to the client, a detailed explanation of each medication and why one would administer the medication relating to the concept, and correct APA in-text citations (if used).0.5 ptsNeeds ImprovementDocumented 1-2medications administered to clients to treat or prevent alterations to the main concept, 1-2 relate to the client, minimal explanation of each medication and why one would administer the medication relating to the concept, and incorrect APA in-text citations (if used).0 ptsUnsatisfactoryDocumented no medications administered to clients to treat or prevent alterations to the main concept and did not relate to the client, no explanation of each medication and why one would administer the medication relating to the concept, and no APA in-text citations (if used). 1 pts This criterion is linked to a Learning OutcomePotential Complications 1 ptsSatisfactoryDocumented at least 2 potential problems that could occur if alterations to the main concept are not addressed/treated and all related to the client, a detailed explanation of each complication and how it could occur relating to the concept, and correct APA in-text citations (if used).0.5 ptsNeeds ImprovementDocumented 1 potential problem that could occur if alterations to the main concept are not addressed/treated, 1 concept is related to the client, minimal explanation of each complication and how it could occur relating to the concept, and incorrect APA in-text citations (if used).0 ptsUnsatisfactoryDocumented no potential problems that could occur if alterations to the main concept are not addressed/treated, did not relate the concept to the client, no explanation of each complication and how it could occur relating to the concept, and incorrect APA in-text citations (if used). 1 pts This criterion is linked to a Learning OutcomeCollaborative Care 1 ptsSatisfactoryDocumented at least 1 department/ancillary staff that may be needed to treat clients who have or are at risk for alterations with the main concept and is related to the client, a detailed explanation of each how that department/ancillary staff could assist the client relating to the concept, and correct APA in-text citations (if used).0.5 ptsNeeds ImprovementDocumented at least 1 department/ancillary staff that may be needed to treat clients who have or are at risk for alterations with the main concept and is related to the client, minimal explanation of each how that department/ancillary staff could assist the client relating to the concept, and incorrect APA in-text citations (if used).0 ptsUnsatisfactoryDocumented no department/ancillary staff that may be needed to treat clients who have or are at risk for alterations with the main concept, did not relate the concept to the client, no explanation of each how that department/ancillary staff could assist the client relating to the concept, and no APA in-text citations (if used). 1 pts This criterion is linked to a Learning OutcomeSpelling and Grammar 1 ptsSatisfactory0- 2 mistakes in spelling or grammar.0.5 ptsNeeds Improvement3 -4 mistakes in spelling or grammar.0 ptsUnsatisfactory5 or more mistakes in spelling or grammar. 1 pts This criterion is linked to a Learning OutcomeReferencesCorrect APA references. 1 ptsSatisfactoryCorrect APA references.0.5 ptsNeeds ImprovementIncorrect APA references.0 ptsUnsatisfactoryNo APA references. 1 pts Total Points: 10 Previous Next

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2025 For this Discussion review the case Learning Resources and the case study excerpt presented Reflect on

PSYCHOPHARMACOLOGY Discussion Responses 2025

For this Discussion, review the case Learning Resources and the case study excerpt presented. Reflect on the case study excerpt and consider the therapy approaches you might take to assess, diagnose, and treat the patient’s health needs. Case: An elderly widow who just lost her spouse. Subjective: A patient presents to your primary care office today with chief complaint of insomnia. Patient is 75 YO with PMH of DM, HTN, and MDD. Her husband of 41 years passed away 10 months ago. Since then, she states her depression has gotten worse as well as her sleep habits. The patient has no previous history of depression prior to her husband’s death. She is awake, alert, and oriented x3. Patient normally sees PCP once or twice a year. Patient denies any suicidal ideations. Patient arrived at the office today by private vehicle. Patient currently takes the following medications: • Metformin 500mg BID • Januvia 100mg daily • Losartan 100mg daily • HCTZ 25mg daily • Sertraline 100mg daily Current weight: 88 kg Current height: 64 inches Temp: 98.6 degrees F BP: 132/86 By Day 3 of Week 7 Post a response to each of the following: • List three questions you might ask the patient if she were in your office. Provide a rationale for why you might ask these questions. • Identify people in the patient’s life you would need to speak to or get feedback from to further assess the patient’s situation. Include specific questions you might ask these people and why. • Explain what, if any, physical exams, and diagnostic tests would be appropriate for the patient and how the results would be used. • List a differential diagnosis for the patient. Identify the one that you think is most likely and explain why. • List two pharmacologic agents and their dosing that would be appropriate for the patient’s antidepressant therapy based on pharmacokinetics and pharmacodynamics. From a mechanism of action perspective, provide a rationale for why you might choose one agent over the other. • For the drug therapy you select, identify any contraindications to use or alterations in dosing that may need to be considered based on the client’s ethnicity. Discuss why the contraindication/alteration you identify exists. That is, what would be problematic with the use of this drug in individuals of other ethnicities? • Include any “check points” (i.e., follow-up data at Week 4, 8, 12, etc.), and indicate any therapeutic changes that you might make based on possible outcomes that may happen given your treatment options chosen. Respond to the this discussion. All questions need to be addressed. Discussion 1 En Three questions to ask the patient and a rationale for asking these questions. How may I be of assistance today? This question creates a rapport between you and the patients, and it makes her know that the doctor is ready to listen and help her. What are you doing to cope with grief after losing your husband? This question will help the care provider assess the approaches the patient is using to cope with grief and be able to identify the ones working and not working for the patient. Are you living with someone at home, and are you following your regimen correctly? By asking this question, the care provider will understand the type of support system available at home and know which support to prescribe for the patient and if the support at home is helping the patient follow her regimen correctly. People in the patient’s life to speak to or get feedback from to further assess the patient People in the patient’s life to speak to include her children, her aide, and close friend per her authorization. The feedback I will get from these people will help me know the severity of the patient’s problem. Some of the questions I will ask them are; 1. Has the patient been experiencing worse symptoms of depression since her husband’s dead? This question will help me understand people close to her can know when she is depressed. 2. Does the patient complain about her treatment regimen? This question will allow me to know the side effects of the treatment if any. 3. Has the sleeping patterns changes recently? This question will help me understand the severity of insomnia. Physical and diagnostic tests The physical exams appropriate for this patient include heart rhythm, eye assessment, and oxyhemoglobin saturation. The diagnostic tests for this patient include polysomnography and actigraphy tests. These tests will be used to measure the patient’s sleep patterns. The actigraphy measures sleep efficiency, sleep latency, and total sleep time, and polysomnography will diagnose sleep disorders (Niel et al., 2020) Differential diagnoses for the patient The patient’s differential diagnoses include generalized anxiety disorder, major depressive disorder, and restless leg syndrome. Major depressive disorder (MDD) is likely to explain why the patient is experiencing insomnia. MDD’s clinical presentation include insomnia, difficulty concentrating, appetite loss, and hopelessness. The patient’s husband’s loss contributed to depression, which affected her sleeping pattern. According to Bennabi et al. (2019), patients with MDD are at risk of experiencing sleeping disorders. Since the patient is responding to grief, her chances of developing MDD are high. Pharmacologic agents and their dosing Selegiline Transdermal patch. Apply 6mg daily dose, which is applied every day. If symptoms do not improve, the dose can be increased by 3mg daily for two weeks until it reaches a maximum of 12gm daily. The drug inhibits Monoamine Oxidase-B isoenzyme (Bied et al., 2015). Eszopiclone. The required dose is 3mg, which is administered orally before the patient goes to bed. It is the first-line drug for insomnia, and it interacts with gamma-aminobutyric acid (GABA) receptors at the allosterically binding sites at the benzodiazepine receptors. The drug works by slowing brain activities to allow sleep. The drug induces sedation and hypnosis hence causing sleep (Dixon et al., 2015). Since the patient is complaining of insomnia, eszopiclone will be appropriate in improving this symptom. Drug therapy contraindications Contraindications of using selegiline transdermal include increased risks of serotonin syndrome. The drug contraindicates in the patients taking selective serotonin reuptake inhibitors, mirtazapine, and other vasoconstrictors and analgesics. Check points After administering these drugs, the patient will be assessed after a four-week interval to determine if the symptoms have improved. If the symptoms have not improved after four weeks, selegiline transdermal will be increased by 3mg for four weeks until 12gm, which is the maximum dose per day. If the symptoms improve within the first four weeks, the regimen will be maintained until the patient completes the dose. After completing the dose, the patient will sleep well and the symptoms of depression will be well managed. References Bennabi, D., Charpeaud, T., Yrondi, A., Genty, J. B., Destouches, S., Lancrenon, S., … & Haffen, E. (2019). Clinical guidelines for the management of treatment-resistant depression: French recommendations from experts, the French Association for Biological Psychiatry and Neuropsychopharmacology and the fondation FondaMental. BMC psychiatry , 19 (1), 1-12. https://doi.org/10.1186/s12888-019-2237-x Bied, A. M., Kim, J., & Schwartz, T. L. (2015). A critical appraisal of the selegiline transdermal system for major depressive disorder. Expert review of clinical pharmacology , 8 (6), 673-681. https://doi.org/10.1586/17512433.2016.1093416 Dixon, C. L., Harrison, N. L., Lynch, J. W., & Keramidas, A. (2015). Zolpidem and eszopiclone prime α1β2γ2 GABAA receptors for longer duration of activity. British journal of pharmacology , 172 (14), 3522-3536. https://doi.org/10.1111/bph.13142 Niel, K., LaRosa, K. N., Klages, K. L., Merchant, T. E., Wise, M. S., Witcraft, S. M., Hancock, D., Caples, M., Mandrell, B. N., & Crabtree, V. M. (2020). Actigraphy versus polysomnography to measure sleep in youth treated for craniopharyngioma. Behavioral sleep medicine , 18 (5), 589-597. https://doi.org/10.1080/15402002.2019.1635133

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2025 Prepare a 10 15 slide PowerPoint presentation with speaker notes that examines the significance of an organization s culture

Organizational Culture and Values 2025

Prepare a 10-15 slide PowerPoint presentation, with speaker notes, that examines the significance of an organization’s culture and values. For the presentation of your PowerPoint, use Loom to create a voice-over or a video. Refer to the Topic Materials for additional guidance on recording your presentation with Loom. Include an additional slide for the Loom link at the beginning, and an additional slide for References at the end. Outline the purpose of an organization’s mission, vision, and values. Explain why an organization’s mission, vision, and values are significant to nurse engagement and patient outcomes. Explain what factors lead to conflict in a professional practice. Describe how organizational values and culture can influence the way conflict is addressed. Discuss effective strategies for resolving workplace conflict and encouraging interprofessional collaboration. Discuss how organizational needs and the culture of health care influence organizational outcomes. Describe how these relate to health promotion and disease prevention from a community health perspective. While APA style format is not required for the body of this assignment, solid academic writing is expected, and in-text citations and references should be presented using APA documentation guidelines, which can be found in the APA Style Guide, located in the Student Success Center. Here is some information that can be used to support the paper: Read “The Organization’s Safety Culture, Its Indicators and Its Measurement Capabilities,” by Halaj, Kutaj, and Boros, from CBU International Conference Proceedings (2018). URL: https://search-proquest-com.lopes.idm.oclc.org/docview/2155893073?accountid=7374 Read “Developing the Organizational Culture in a Healthcare Setting,” by Nightingale, from Nursing Standard (2018). URL: https://search-proquest-com.lopes.idm.oclc.org/docview/1992715222?accountid=7374 If you can find any other articles that can support answering the questions above, please add. There needs to be at least 3 articles.

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