2025 Analyze processes related to neurological and musculoskeletal disorders Identify racial ethnic variables that may impact physiological functioning

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analyze this case study 2025

– Analyze processes related to neurological and musculoskeletal disorders – Identify racial/ethnic variables that may impact physiological functioning – Evaluate the impact of patient characteristics on disorders and altered physiology Scenario : 74-year-old male with a history of hypertension and smoking, is having dinner with his wife when he develops sudden onset of difficulty speaking, with drooling from the left side of his mouth, and weakness in his left hand. His wife asks him if he is all right and the patient denies any difficulty. His symptoms progress over the next 10 minutes until he cannot lift his arm and has trouble standing. The patient continues to deny any problems. The wife sits the man in a chair and calls 911. The EMS squad arrives within 5 minutes. Upon arrival in the ED, patient‘s blood pressure was 178/94, pulse 78 and regular, PaO2 97% on room air. Neuro exam – Cranial nerves- Mild left facial droop. Motor- Right arm and leg extremity with 5/5 strength. Left arm cannot resist gravity, left leg with mild drift. Sensation intact. Neglect- Mild neglect to left side of body. Language- Expressive and receptive language intact. Mild to moderate dysarthria. Able to protect airway.

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2025 Question s The benefits of massage can be categorized into physical level mental level and emotional level

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Chapter 12 – Massage. & Chapter 13 – Pressure Point Therapies. 2025

Question(s) : The benefits of massage can be categorized into physical level, mental level and emotional level. 1. Choose one of them and mention at least three benefits of massage in that chosen level. Mention at least 3 contraindications of massage. 2. Have you ever had a massage? What type of massage? Please, tell about your experience. Guidelines : The answer should be based on the knowledge obtained from reading the book (only the last part of the question is your opinion/ experience). You must answer all the questions. Your grade will be an average of all parts of the question. Grading Criteria : Choose one level and mention at least three benefits of massage (30%- 10 points each). Mention at least 3 contraindications of massage (30% – 10 points each). Have you ever had a massage? What type of massage? Tell about your massage experience (40%).

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2025 Each student will submit a 2 3 page introduction Download the attached EBP Project Paper Template and begin inserting module

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EBP Project Introduction and Title Page 2025

Each student will submit a 2-3 page introduction. Download the attached EBP Project Paper Template and begin inserting module writing requirements. Submit paper in entirety with each module assignment. Start with completing the Title page. Also, begin documenting references and include in paper. Criteria to address for Module 1 Introduction. Use the following subheadings: Purpose Relevance/significance Potential outcomes Clinical question (in either the PICO or PICOT format) at the RN-BS scope of practice level. Additional Criteria to address: Title page (use the format provided) (use month of module 5) References (located at the end of the EBP Project Paper Template) Note: Please review the sample papers in the Resource section. Please note that the 2013 sample paper does not completely follow all the current criteria. Begin in Section One. Do not start in the Abstract section. An abstract cannot be completed until all sections are written. You should begin to submit to the appropriate draft areas in SafeAssign. (See below). Please review the attached Blackboard SafeAssign Student Guide for more information about SafeAssign and how to read the SafeAssign report.You must achieve a “matching” score of 34% or less for your final submission to SAFEASSIGN FINAL IN MODULE 5. Your percentage may be higher in the drafts for all modules because it captures the template and references. The more original work you add, the score show decrease. These drafts are for your individual feedback. Remember to include your work on the template.

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2025 As a group select a practice theory or model using the Week 3 Application to Pragmatic Adequacy Group Discussion Select

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Application to Pragmatic to pragmatic adequacy 2025

As a group, select a practice theory or model using the Week 3: Application to Pragmatic Adequacy Group Discussion—Select a Practice Theory or Model . Then using Fawcett’s framework for theory evaluation (as discussed in Peterson & Bredow, 2016, p. 43), discuss to what extent your selected practice theory or model meets the criterion of pragmatic adequacy (that is, how well the theory or model can be utilized in real-life situations, particularly clinical practice) by addressing the following: State the theory or model your group chose and the reason(s) for your choice. Describe the practice theory or model and define the main concepts of this theory. Evaluate the practice theory or model. Describe the special education and/or skill training recommended for nurses so that the theory or model can be used in their clinical practice. Is it possible to derive clinical protocols from the theory or model? If yes, briefly explain. If no, explain why not? How often has the theory or model been used for nursing research? If it has been used for research, provide a full APA citation for one study example that used this theory or model. If it hasn’t been used, please explain why it hasn’t been used. Discuss at least two favorable outcomes that result from using this theory or model as a basis for nursing practice. Connect this theory or model to clinical practice. View the Healthy People 2020 Topics and Objectives and choose an objective/topic to review. Identify the objective/topic. Discuss how you would apply your chosen Healthy People 2020 objective to the selected theory or model, focusing on the following two areas: Outlining client outcomes Designing nursing interventions Your paper should be two-to-three (2–3) pages long (not including the references list) and use APA formatting for all components. The theory I picked is ” Promoting health for families with children with chronic conditions . It is due 12/01/19

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2025 When you decide to purchase a new car you first decide what is important to you

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Searching Databases 2025

When you decide to purchase a new car, you first decide what is important to you. If mileage and dependability are the important factors, you will search for data focused more on these factors and less on color options and sound systems. The same holds true when searching for research evidence to guide your clinical inquiry and professional decisions. Developing a formula for an answerable, researchable question that addresses your need will make the search process much more effective. One such formula is the PICO(T) format. In this Discussion, you will transform a clinical inquiry into a searchable question in PICO(T) format, so you can search the electronic databases more effectively and efficiently. You will share this PICO(T) question and examine strategies you might use to increase the rigor and effectiveness of a database search on your PICO(T) question. To Prepare: Review the materials offering guidance on using databases, performing keyword searches, and developing PICO(T) questions provided in the Resources. Review the Resources for guidance and develop a PICO(T) question of interest to you for further study. Post your PICO(T) question, the search terms used, and the names of at least two databases used for your PICO(T) question. Then, describe your search results in terms of the number of articles returned on original research and how this changed as you added search terms using your Boolean operators. Finally, explain strategies you might make to increase the rigor and effectiveness of a database search on your PICO(T) question. Be specific and provide examples.

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2025 Literature Evaluation Table In nursing practice accurate identification and application of research is essential

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Literature Evaluation Table 2025

Literature Evaluation Table In nursing practice, accurate identification and application of research is essential to achieving successful outcomes. Being able to articulate the information and successfully summarize relevant peer-reviewed articles in a scholarly fashion helps to support the student’s ability and confidence to further develop and synthesize the progressively more complex assignments that constitute the components of the course change proposal capstone project. For this assignment, the student will provide a synopsis of eight peer-reviewed articles from nursing journals using an evaluation table that determines the level and strength of evidence for each of the eight articles. The articles should be current within the last 5 years and closely relate to the PICOT statement developed earlier in this course. The articles may include quantitative research, descriptive analyses, longitudinal studies, or meta-analysis articles. A systematic review may be used to provide background information for the purpose or problem identified in the proposed capstone project. Use the “Literature Evaluation Table” resource to complete this assignment. While APA style 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. 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 not required to submit this assignment to LopesWrite. Attachments NRS-490-RS-LiteratureEvaluationTable.docx RUBRIC Attempt Start Date: 16-Dec-2019 at 12:00:00 AM Due Date: 22-Dec-2019 at 11:59:59 PM Maximum Points: 75.0 Literature Evaluation Table – Rubric No of Criteria: 13 Achievement Levels: 5 CriteriaAchievement LevelsDescriptionPercentageUnsatisfactory 0-71%0.00 %Less Than Satisfactory 72-75%75.00 %Satisfactory 76-79%79.00 %Good 80-89%89.00 %Excellent 90-100%100.00 %Article Selection100.0 Author, Journal (Peer-Reviewed), and Permalink or Working Link to Access Article5.0Author, journal (peer-reviewed), and permalink or working link to access article section is not included.Author, journal (peer-reviewed), and permalink or working link to access article section is present, but it lacks detail or is incomplete.Author, journal (peer-reviewed), and permalink or working link to access article section is present.Author, journal (peer-reviewed), and permalink or working link to access article section is clearly provided and well developed.Author, journal (peer-reviewed), and permalink or working link to access article section is comprehensive and thoroughly developed with supporting details.Article Title and Year Published 5.0Article title and year published section is not included.Article title and year published section is present, but it lacks detail or is incomplete.Article title and year published section is present.Article title and year published section is clearly provided and well developed.Article title and year published section is comprehensive and thoroughly developed with supporting details.Research Questions (Qualitative) or Hypothesis (Quantitative), and Purposes or Aim of Study10.0Research questions (qualitative) or hypothesis (quantitative), and purposes or aim of study section is not included.Research questions (qualitative) or hypothesis (quantitative), and purposes or aim of study section is present, but it lacks detail or is incomplete.Research questions (qualitative) or hypothesis (quantitative), and purposes or aim of study section is present.Research questions (qualitative) or hypothesis (quantitative), and purposes or aim of study section is clearly provided and well developed.Research questions (qualitative) or hypothesis (quantitative), and purposes or aim of study section is comprehensive and thoroughly developed with supporting details.Design (Type of Quantitative, or Type of Qualitative)5.0Design (type of quantitative, or type of qualitative) section is not included.Design (type of quantitative, or type of qualitative) section is present, but it lacks detail or is incomplete.Design (type of quantitative, or type of qualitative) section is present.Design (type of quantitative, or type of qualitative) section is clearly provided and well developed.Design (type of quantitative, or type of qualitative) section is comprehensive and thoroughly developed with supporting details.Setting or Sample5.0Setting or sample section is not included.Setting or sample section is present, but it lacks detail or is incomplete.Setting or sample section is present.Setting or sample section is clearly provided and well developed.Setting or sample section is comprehensive and thoroughly developed with supporting details.Methods: Intervention or Instruments5.0Methods: Intervention or instruments section is not included.Methods: Intervention or instruments section is present, but it lacks detail or is incomplete.Methods: Intervention or instruments section is present.Methods: Intervention or instruments section is clearly provided and well developed.Methods: Intervention or instruments section is comprehensive and thoroughly developed with supporting details.Analysis10.0Analysis section is not included.Analysis section is present, but it lacks detail or is incomplete.Analysis section is present.Analysis section is clearly provided and well developed.Analysis section is comprehensive and thoroughly developed with supporting details.Key Findings10.0Key findings section is not included.Key findings section is present, but it lacks detail or is incomplete.Key findings section is present.Key findings section is clearly provided and well developed.Key findings section is comprehensive and thoroughly developed with supporting details.Recommendations10.0Recommendations section is not included.Recommendations section is present, but it lacks detail or is incomplete.Recommendations section is present.Recommendations section is clearly provided and well developed.Recommendations section is comprehensive and thoroughly developed with supporting details.Explanation of How the Article Supports EBP or Capstone10.0Explanation of how the article supports EBP or capstone section is not included.Explanation of how the article supports EBP or capstone section is present, but it lacks detail or is incomplete.Explanation of how the article supports EBP or capstone section is present.Explanation of how the article supports EBP or capstone section is clearly provided and well developed.Explanation of how the article supports EBP or capstone section is comprehensive and thoroughly developed with supporting details.Presentation10.0The piece is not neat or organized, and it does not include all required elements.The work is not neat and includes minor flaws or omissions of required elements.The overall appearance is general, and major elements are missing.The overall appearance is generally neat, with a few minor flaws or missing elements.The work is well presented and includes all required elements. The overall appearance is neat and professional.Mechanics of Writing (includes spelling, punctuation, grammar, and language use)10.0Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice or sentence construction is employed.Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register) or word choice are present. Sentence structure is correct but not varied.Some mechanical errors or typos are present, but they are not overly distracting to the reader. Correct and varied sentence structure and audience-appropriate language are employed.Prose is largely free of mechanical errors, although a few may be present. The writer uses a variety of effective sentence structures and figures of speech.The writer is clearly in command of standard, written, academic English.Documentation of Sources (citations, footnotes, references, bibliography, etc., as appropriate to assignment and style)5.0Sources are not documented.Documentation of sources is inconsistent or incorrect, as appropriate to assignment and style, with numerous formatting errors.Sources are documented, as appropriate to assignment and style, although some formatting errors may be present.Sources are documented, as appropriate to assignment and style, and format is mostly correct. Sources are completely and correctly documented, as appropriate to assignment and style, and format is free of error. Total Percentage 100

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2025 Review the Topic Materials and the work completed in NRS 433V to formulate a PICOT statement for your capstone project A

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PICOT statement paper 2025

Review the Topic Materials and the work completed in NRS-433V to  formulate a PICOT statement for your capstone project. A PICOT starts with a designated patient population in a particular  clinical area and identifies clinical problems or issues that arise  from clinical care. The intervention should be an independent,  specified nursing change intervention. The intervention cannot require  a provider prescription. Include a comparison to a patient population  not currently receiving the intervention, and specify the timeframe  needed to implement the change process. Formulate a PICOT statement using the PICOT format provided in the  assigned readings. The PICOT statement will provide a framework for  your capstone project. In a paper of 500-750 words, clearly identify the clinical problem  and how it can result in a positive patient outcome. Make sure to address the following on the PICOT statement: Evidence-Based Solution Nursing Intervention Patient Care Health Care Agency Nursing  Practice 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. You are required to submit this assignment to LopesWrite. Please refer  to the directions in the Student Success Center.

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2025 MUST INCLUDE THESE READINGS Groenwald S L Ed 2018 Designing and creating a culture of care for

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APPLICATION OF THEORY – PERSON-CENTERED NURSING FRAMEWORK 2025

MUST INCLUDE THESE READINGS: Groenwald, S. L. (Ed.). (2018). Designing and creating a culture of care for students and faculty:  The Chamberlain University College of Nursing Model. Washington, DC: National League for Nursing. McCormack, B., & McCance, T. (2017). Person-centered practice in nursing and health care. Theory and practice (2nd ed.). Oxford: Wiley Blackwell.

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2025 This paper is only 8 paragraphs Since each paragraph is only 3 4

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EBP Project – Finding the Evidence 2025

This paper is only 8 paragraphs. Since each paragraph is only 3-4 well written sentences long, this is do-able. EACH paragraph description in the rubric states what is expected. FOLLOW THE RUBRIC. Want to do your best? Follow these tips: Answer the topic in the first sentence of each paragraph, then add 3-4 sentences to support your response. Read each rubric section to be sure you have correct content for each paragraph. Examples Paragraph 1: Paragraph one facts are NOT from your main article. Include a source related to your topic to cite the facts in your introductory paragraph showing why your research question is relevant (this paragraph is where you include your PICO question). Paragraph 2: Introduce the main article and give facts as described on the rubric. Paragraph 3: Define reliability and be sure to include what type of reliability was used (see your text). If not addressed, critique this and add what type would be appropriate. Paragraph 4: Define validity and be sure to include what type of validity was used (see your text). If not addressed, critique this and add what type would be appropriate. Paragraph 5: Identify two strengths and/or weaknesses of the main article. DO NOT REPEAT discussion of reliability and validity. Strengths and weaknesses cannot be quoted from the authors—they need to be your analysis. Paragraph 6: See rubric to give facts from a Clinical Practice Guideline source. Research to learn what Clinical Practice Guidelines entail. Be sure to include the web site used. Paragraph 7: See rubric to introduce facts from a fourth source. This can be a how-to article or any related source, as long as it is current. Paragraph 8: Conclusion. Repeat the PICO question and answer it based on your research. Cite sources. Many students forget to do this. See the rubric and don’t lose points. 5. APA: Make sure you use correct in-text citations for all paraphrasing and page numbers for direct quotes. However, direct quotes are discouraged for this paper and limited to two, if necessary. 1 point off for each direct quote over two. DO NOT USE FIRST PERSON! “I think” “we believe”, etc. are not allowed in scholarly writing. 6. Double space, and double space ONLY, the entire paper–title page, headings, paragraphs, references, etc. APA does not vary. Pay attention to APA—it is worth up to 15 points on this assignment. more tips below. 7. Read the rubric. I am looking for no more and no less than stated. You will not receive more points for having five facts about your article than if you put the required three. Information must be in the correct paragraph. If your statistics are not in paragraph one, you will not receive credit for facts listed in paragraph one Upload your PICO(T ) question draft to the student discussion board for peer review. APA TIPS Title Page: Use the CONHI example to be sure you have all requirements on the title page. Running head format and page numbers must be correct. There is no heading before the introduction paragraph. The title belongs there. This paper does not require an abstract. Common Journal Listing errors: · Do not add credentials to the reference page for authors. List: Surname, first initial · Alphabetize by author surname · Do use ampersands for more than one author · Do NOT capitalize all words of the article title: Only the first word and proper nouns · Italicize the journal name and use upper and lower case · Italicize the volume number Do NOT write Vol. · Parenthesize the issue number-regular font. Do NOT write Issue or No. · Use numbers only for page numbers. Do NOT write p. or pp. · ALWAYS include an electronic source. Use the doi or website for the actual article (not the search engine) · Remove the hyperlink: You do this by right-clicking on the link, which will open a menu with the option to Remove Hyperlinks · For more than 7 authors on the reference list, use the multiple author format

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2025 To Prepare Review Chapter 35 in the Huether and McCance text Identify the normal pathophysiology of gastric acid

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Gastrointestinal Tract: Disorders of Motility 2025

To Prepare · Review Chapter 35 in the Huether and McCance text. Identify the normal pathophysiology of gastric acid stimulation and production. · Review Chapter 37 in the Huether and McCance text. Consider the pathophysiology of gastroesophageal reflux disease (GERD), peptic ulcer disease (PUD), and gastritis. Think about how these disorders are similar and different. · Select a patient factor different from the one you selected in this week’s Discussion: genetics, gender, ethnicity, age, or behavior. Consider how the factor you selected might impact the pathophysiology of GERD, PUD, and gastritis. Reflect on how you would diagnose and prescribe treatment of these disorders for a patient based on this factor. · Review the “Mind Maps—Dementia, Endocarditis, and Gastro-oesophageal Reflux Disease (GERD)” media in the Week 2 Learning Resources. Use the examples in the media as a guide to construct a mind map for gastritis. To Complete Write a 2- to 3-page paper that addresses the following: – Describe the normal pathophysiology of gastric acid stimulation and production. Explain the changes that occur to gastric acid stimulation and production with GERD, PUD, and gastritis disorders. – Explain how the factor you selected might impact the pathophysiology of GERD, PUD, and gastritis. Describe how you would diagnose and prescribe treatment of these disorders for a patient based on the factor you selected. – Construct a mind map for gastritis. Include the epidemiology, pathophysiology, and clinical presentation, as well as the diagnosis and treatment you explained in your paper. · This paper should have at least 4 current references (Year 2013 and up) · At least 2 references should be from the class Learning Resources below The following Resources are not acceptable : · 1. Wikipedia · 2. Cdc.gov- nonhealthcare professionals section · 3. Webmd.com · 4. Mayoclinic.com LEARNING RESOURCES **Huether, S. E., & McCance, K. L. (2017). Understanding pathophysiology (6th ed.). St. Louis, MO: Mosby. Chapter 35, “Structure and Function of the Digestive System” This chapter provides information relating to the structure and function of the digestive system. It covers the gastrointestinal tract and accessory organs of digestion. Chapter 36, “Alterations of Digestive Function” This chapter presents information relating to disorders of the gastrointestinal tract and accessory organs of digestion. It also covers the pathogenesis, clinical manifestations, evaluation, and treatment of gastroesophageal reflux disease, gastritis, peptic ulcer disease, inflammatory bowel disease, and irritable bowel syndrome. Chapter 37, “Alterations of Digestive Function in Children” This chapter presents information relating to disorders of the gastrointestinal tract and liver that affect children. It focuses on congenital impairment, inflammatory disorders, metabolic disorders, as well as the impairment of digestion, absorption, and nutrition. **Hammer, G. G., & McPhee, S. (2014). Pathophysiology of disease: An introduction to clinical medicine . (7th ed.) New York, NY: McGraw-Hill Education . Chapter 13, “Gastrointestinal Disease” This chapter provides a foundation for exploring gastrointestinal disorders by reviewing the structure and function of the GI tract. It also describes mechanisms of regulation of GI tract disorders such as acid-peptic disease, inflammatory bowel disease, and irritable bowel syndrome. **de Bortoli, N., Martinucci, I., Bellini, M., Savarino, E., Savarino, V., Blandizzi, C., & Marchi, S. (2013). Overlap of functional heartburn and gastroesophageal reflux disease with irritable bowel syndrome. World Journal of Gastroenterology , 19(35), 5787-5797. doi:10.3748/wjg.v19.i35.5787 **National Digestive Diseases Information Clearinghouse. (2016). Retrieved from http://digestive.niddk.nih.gov/index.aspx

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