rewrite 2025

500 words rewrite only excluding question body and reference , no plagiarism. Please submit answers to the following questions in a Word document as a Nurse Practitioner Student: 1. What are your strengths during this clinical rotation? (3-4 points) 2. What are your weaknesses during this clinical rotation? (2-3 points) 3. What methods do you have in place to help overcome barriers in your clinical rotation? (3-4 point) Answer In clinical rotation, nurse practitioners have a set of weaknesses and strengths. The strengths and weaknesses may vary from skill, attitude, knowledge, and decision to detect and solve a health problem. The practical experience makes a nurse practitioner able to find its disabilities and develop professionalism and create nursing skills (Karimi et al., 2017). Strengths during Clinical Rotation In the clinical rotations, I’m great at certain traits that are highlighted as a strength. The strengthening factors observed during clinical rotation are divided into three categories: Knowledge Related Strength Some technical based skills, such as computer skills, speaking skills, and communication style, are improved with knowledge. These are very important in the nursing profession. I have a good grip on this expertise. Personality Traits The behavioral responses, calm nature, ability to face a stressed situation, individual role, teamwork, hard work, and smart work are the nurse practitioner’s personality strengths. These traits make a nurse’s personality more potent. I have all these skills as one of my professional strengths. Other Skills An organized way of working, multitasking approach, and leadership characteristics are some other strengths. Critical thinking is also an important strength of a nurse practitioner to detect the problem and suggest the appropriate solution to that problem. The reasoning habit enables a nurse practitioner to learn new things. This habit develops a curiosity for a patient’s history. The nurse practitioner constructs an explanatory hypothesis for the diagnosis of disease. I have a good memory regarding patient history and an efficient multitasking approach in problem-solving. Other skills are less polished, but with the experience, I will add up those strengths as well. Weakness during Clinical Rotation During clinical rotation, I’ve faced major weakness in managing body fluids. Also, I dislike facing pressure situations. I’ve avoided dealing with patients who are not conscious of their disease and did not follow preventive measures. These are my weak points. These are areas to be improved. The other things I observe as my weakness are a habit of detailing and consuming more time on paperwork. Methods to Overcome Barriers The best way to get over the clinical rotation barriers is to recognize and own your weaknesses and strengths. Always maintain a positive and professional attitude in your work. I consider my weakness as an opportunity to improve. The non-serious behaviors like gossiping while attending to a patient reduces your chance of getting a job. You should not blame others for your mismanagement. Admit your faults and try to improve them. Clinical rotation is a preparatory phase in your career. Analysis of weakness and strength helps nurses get a better job and enables them to provide quality care to their patients. According to a study, about 10% of patients are reported who believe that the practitioners neither listen to them nor spend time with the patients (Babaei, & Taleghani, 2019). This attitude should be eradicated, and a clear understanding should be developed with their patients. I think maintaining a balance between theory and experiential learning (clinical rotation) is considered a key element in nursing education (Karimi et al., 2017). References Babaei, S., & Taleghani, F. (2019). Compassionate Care Challenges and Barriers in Clinical Nurses: A Qualitative Study. Iranian Journal of Nursing and Midwifery Research ,https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6485023/ Karimi, S., Haghani, F., Yamani, N., & Kalyani, N., M. (2017). Exploring the perception of nursing students about the consequences of reflection in clinical settings. PubMed ,9(9), 5191-5198,https://pubmed.ncbi.nlm.nih.gov/29038696/

Nursing Assignment Help 2025

Assignment: Evidence-Based Project, Part 4: Recommending an Evidence-Based Practice Change 2025

The collection of evidence is an activity that occurs with an endgame in mind. For example, law enforcement professionals collect evidence to support a decision to charge those accused of criminal activity. Similarly, evidence-based healthcare practitioners collect evidence to support decisions in pursuit of specific healthcare outcomes. In this Assignment, you will identify an issue or opportunity for change within your healthcare organization and propose an idea for a change in practice supported by an EBP approach. To Prepare: Reflect on the four peer-reviewed articles you critically appraised in Module 4, related to your clinical topic of interest and PICOT. Reflect on your current healthcare organization and think about potential opportunities for evidence-based change, using your topic of interest and PICOT as the basis for your reflection. Consider the best method of disseminating the results of your presentation to an audience. The Assignment: (Evidence-Based Project) Part 4: Recommending an Evidence-Based Practice Change Create an 8- to 9-slide narrated PowerPoint presentation in which you do the following: Briefly describe your healthcare organization, including its culture and readiness for change. (You may opt to keep various elements of this anonymous, such as your company name.) Describe the current problem or opportunity for change. Include in this description the circumstances surrounding the need for change, the scope of the issue, the stakeholders involved, and the risks associated with change implementation in general. Propose an evidence-based idea for a change in practice using an EBP approach to decision making. Note that you may find further research needs to be conducted if sufficient evidence is not discovered. Describe your plan for knowledge transfer of this change, including knowledge creation, dissemination, and organizational adoption and implementation. Explain how you would disseminate the results of your project to an audience. Provide a rationale for why you selected this dissemination strategy. Describe the measurable outcomes you hope to achieve with the implementation of this evidence-based change. Be sure to provide APA citations of the supporting evidence-based peer reviewed articles you selected to support your thinking. Add a lessons learned section that includes the following: A summary of the critical appraisal of the peer-reviewed articles you previously submitted An explanation about what you learned from completing the Evaluation Table within the Critical Appraisal Tool Worksheet Template (1-3 slides) By Day 7 of Week 10 Submit Part 4 of your Evidence-Based Project. Melnyk, B. M., & Fineout-Overholt, E. (2018). Evidence-based practice in nursing & healthcare: A guide to best practice (4th ed.). Philadelphia, PA: Wolters Kluwer. Chapter 7, “Patient Concerns, Choices and Clinical Judgement in Evidence-Based Practice” (pp. 219–232) Hoffman, T. C., Montori, V. M., & Del Mar, C. (2014). The connection between evidence-based medicine and shared decision making. Journal of the American Medical Association, 312 (13), 1295–1296. doi:10.1001/jama.2014.10186 Kon, A. A., Davidson, J. E., Morrison, W., Danis, M., & White, D. B. (2016). Shared decision making in intensive care units: An American College of Critical Care Medicine and American Thoracic Society policy statement. Critical Care Medicine, 44 (1), 188–201. doi:10.1097/CCM.0000000000001396 Opperman, C., Liebig, D., Bowling, J., & Johnson, C. S., & Harper, M. (2016). Measuring return on investment for professional development activities: Implications for practice. Journal for Nurses in Professional Development, 32 (4), 176–184. doi:10.1097/NND.0000000000000483 Schroy, P. C., Mylvaganam, S., & Davidson, P. (2014). Provider perspectives on the utility of a colorectal cancer screening decision aid for facilitating shared decision making. Health Expectations, 17 (1), 27–35. doi:10.1111/j.1369-7625.2011.00730.x The Ottawa Hospital Research Institute. (2019). Patient decision aids. Retrieved from https://decisionaid.ohri.ca/

Nursing Assignment Help 2025

CONVERSATION RECAP 2025

INTRODUCTION Communication requires both parties to make choices. These choices determine if the conversation will create value or create waste. These choices mostly consist of recognizing when a bioreaction occurs, how it impacts listening, and being aware of listening differently. REQUIREMENTS Your submission must be your original work. No more than a combined total of 30% of the submission and no more than a 10% match to any one individual source can be directly quoted or closely paraphrased from sources, even if cited correctly. An originality report is provided when you submit your task that can be used as a guide. You must use the rubric to direct the creation of your submission because it provides detailed criteria that will be used to evaluate your work. Each requirement below may be evaluated by more than one rubric aspect. The rubric aspect titles may contain hyperlinks to relevant portions of the course. Select a conversation where you had a disagreement that had an impact on you and triggered a bioreaction. The conversation could have been a long time ago or recently. A. Explain what happened during the disagreement by answering the following questions: • Describe the situation that led to the conversation. • When did you realize that there was a disagreement during the conversation? • Describe a bioreaction(s) that was experienced during the disagreement. • How did the conversation end? B. Analyze the conversation by answering the following questions: • Using the four levels of the conversation meter, what level were you listening at, and what level was the other person listening at? • Give examples of two factors that describe how you and they were listening in at these levels in the conversation meter: feelings, behaviors, language, or tone. • What were your points of alignment or disagreement? C. Reflect on how the conversation encouraged you to listen differently by answering the following questions: • How could you have listened differently moving up the conversation meter, and what effect would that have had on the disagreement? • How could you incorporate listening for needs, purpose, or concern to create value in the conversation (including describing what that would look like)? • What have you learned about accuracy and authenticity that could be used to improve the conversation? D. Demonstrate professional communication in the content and presentation of your submission.

Nursing Assignment Help 2025

Scholarly Activities 2025

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 at least one documented scholarly activity 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. Submit, by way of this assignment, a summary report of the scholarly activity, including who, what, where, when, and any relevant take-home points. Include the appropriate program competencies associated with the scholarly activity as well as future professional goals related to this activity. You may use the “Scholarly Activity Summary” resource to help guide 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. APA style is not required, but solid academic writing is expected. You are not required to submit this assignment to LopesWrite.

Nursing Assignment Help 2025

soap note: Duodenal Ulcer 2025

Sample Soap Note: Soap Note # Main Diagnosis ( Exp: H&P Note #3 DX: Hypertension) Student Name Miami Regional University Date of Encounter: Preceptor/Clinical Site: Clinical Instructor: Dr. Rafael Camejo Soap Note # Main Diagnosis ( Exp: Soap Note #3 DX: Hypertension) PATIENT INFORMATION Name : Mr. DT Age : 68-year-old Gender at Birth: Male Gender Identity : Male Source : Patient Allergies : PCN, Iodine Current Medications: · Atorvastatin tab 20 mg, 1-tab PO at bedtime · ASA 81mg po daily · Multi-Vitamin Centrum Silver PMH: Hypercholesterolemia Immunizations: Influenza last 2018-year, tetanus, and hepatitis A and B 4 years ago. Preventive Care : Coloscopy 5 years ago (Negative) Surgical History : Appendectomy 47 years ago. Family History : Father- died 81 does not report information Mother-alive, 88 years old, Diabetes Mellitus, HTN Daughter-alive, 34 years old, healthy Social History : No smoking history or illicit drug use, occasional alcoholic beverage consumption on social celebrations. Retired, widow, he lives alone. Sexual Orientation : Straight Nutrition History : Diets off and on, Does not each seafood Subjective Data: Chief Complaint : “headaches” that started two weeks ago Symptom analysis/HPI: The patient is 65 years old male who complaining of episodes of headaches and on 3 different occasions blood pressure was measured, which was high (159/100, 158/98 and 160/100 respectively). Patient noticed the problem started two weeks ago and sometimes it is accompanied by dizziness. He states that he has been under stress in his workplace for the last month. Patient denies chest pain, palpitation, shortness of breath, nausea or vomiting. Review of Systems (ROS) CONSTITUTIONAL : Denies fever or chills. Denies weakness or weight loss. NEUROLOGIC : Headache and dizziness as describe above. Denies changes in LOC. Denies history of tremors or seizures. HEENT : HEAD: Denies any head injury, or change in LOC. Eyes: Denies any changes in vision, diplopia or blurred vision. Ear: Denies pain in the ears. Denies loss of hearing or drainage. Nose: Denies nasal drainage, congestion. THROAT: Denies throat or neck pain, hoarseness, difficulty swallowing. RESPIRATORY : Patient denies shortness of breath, cough or hemoptysis. CARDIOVASCULAR : No chest pain, tachycardia. No orthopnea or paroxysmal nocturnal dyspnea. GASTROINTESTINAL : Denies abdominal pain or discomfort. Denies flatulence, nausea, vomiting or diarrhea. GENITOURINARY : Denies hematuria, dysuria or change in urinary frequency. Denies difficulty starting/stopping stream of urine or incontinence. MUSCULOSKELETAL : Denies falls or pain. Denies hearing a clicking or snapping sound. SKIN : No change of coloration such as cyanosis or jaundice, no rashes or pruritus. Objective Data: VITAL SIGNS: Temperature: 98.5 °F, Pulse: 87, BP: 159/92 mmhg, RR 20, PO2-98% on room air, Ht- 6’4”, Wt 200 lb, BMI 25. Report pain 2/10. GENERAL APPREARANCE : The patient is alert and oriented x 3. No acute distress noted. NEUROLOGIC: Alert, CNII-XII grossly intact, oriented to person, place, and time . Sensation intact to bilateral upper and lower extremities. Bilateral UE/LE strength 5/5. HEENT: Head: Normocephalic, atraumatic, symmetric, non-tender. Maxillary sinuses no tenderness. Eyes: No conjunctival injection, no icterus, visual acuity and extraocular eye movements intact. No nystagmus noted. Ears: Bilateral canals patent without erythema, edema, or exudate. Bilateral tympanic membranes intact, pearly gray with sharp cone of light. Maxillary sinuses no tenderness. Nasal mucosa moist without bleeding. Oral mucosa moist without lesions,. Lids non-remarkable and appropriate for race. Neck: supple without cervical lymphadenopathy, no jugular vein distention, no thyroid swelling or masses. CARDIOVASCULAR: S1S2, regular rate and rhythm, no murmur or gallop noted. Capillary refill < 2 sec. RESPIRATORY: No dyspnea or use of accessory muscles observed. No egophony, whispered pectoriloquy or tactile fremitus on palpation. Breath sounds presents and clear bilaterally on auscultation. GASTROINTESTINAL: No mass or hernia observed. Upon auscultation, bowel sounds present in all four quadrants, no bruits over renal and aorta arteries. Abdomen soft non-tender, no guarding, no rebound no distention or organomegaly noted on palpation MUSKULOSKELETAL: No pain to palpation. Active and passive ROM within normal limits, no stiffness. INTEGUMENTARY: intact, no lesions or rashes, no cyanosis or jaundice. ASSESSMENT: Main Diagnosis Essential (Primary) Hypertension (ICD10 I10): Given the symptoms and high blood pressure (156/92 mmhg), classified as stage 2. Once the organic cause of hypertension has been ruled out, such as renal, adrenal or thyroid, this diagnosis is confirmed (Codina Leik, 2015). Diagnosis is based on the clinical evaluation through history, physical examination, and routine laboratory tests to assess risk factors, reveal identifiable causes and detect target-organ damage, including evidence of cardiovascular disease (Domino et al,. 2017). Differential diagnosis: Ø Renal artery stenosis (ICD10 I70.1) Ø Chronic kidney disease (ICD10 I12.9) Ø Hyperthyroidism (ICD10 E05.90) PLAN: Labs and Diagnostic Test to be ordered: · CMP · Complete blood count (CBC) · Lipid profile · Thyroid-stimulating hormone (TSH) · Urinalysis with Micro · Electrocardiogram (EKG 12 lead) Pharmacological treatment: · Hydrochlorothiazide tab 25 mg, Initial dose: 25 mg orally once daily. · Lisinopril 10mg PO Daily Non-Pharmacologic treatment : · Weight loss · Healthy diet (DASH dietary pattern): Diet rich in fruits, vegetables, whole grains, and low-fat dairy products with reduced content of saturated and trans l fat · Reduced intake of dietary sodium: <1,500 mg/d is optimal goal but at least 1,000 mg/d reduction in most adults · Enhanced intake of dietary potassium · Regular physical activity (Aerobic): 90–150 min/wk · Tobacco cessation · Measures to release stress and effective coping mechanisms. Education · Provide with nutrition/dietary information. · Daily blood pressure monitoring log at home twice a day for 7 days, keep a record, bring the record on the next visit with her PCP · Instruction about medication intake compliance. · Education of possible complications such as stroke, heart attack, and other problems. · Patient was educated on course of hypertension, as well as warning signs and symptoms, which could indicate the need to attend the E.R/U.C. Answered all pt. questions/concerns. Pt verbalizes understanding to all Follow-ups/Referrals · Follow up appointment 1 weeks for managing blood pressure and to evaluate current hypotensive therapy. · No referrals needed at this time. References Domino, F., Baldor, R., Golding, J., Stephens, M. (2017). The 5-Minute Clinical Consult 2017 (25th ed.). Print (The 5-Minute Consult Series). Codina Leik, M. T. (2014). Family Nurse Practitioner Certification Intensive Review (2nd ed.). ISBN 978-0-8261-3424-0 Note: I need it to be very low deplagiarism index, with at least three updated references, with the main diagnosis, cos reference of some author of the reference. Nursing Assignment Help 2025