2025 An understanding of the neurological and musculoskeletal systems is a critically important component of disease and disorder diagnosis

Assignment: Case Study Analysis 2025

An understanding of the neurological and musculoskeletal systems is a critically important component of disease and disorder diagnosis and treatment. This importance is magnified by the impact that that these two systems can have on each other. A variety of factors and circumstances affecting the emergence and severity of issues in one system can also have a role in the performance of the other. Effective analysis often requires an understanding that goes beyond these systems and their mutual impact. For example, patient characteristics such as racial and ethnic variables can play a role. An understanding of the symptoms of alterations in neurological and musculoskeletal systems is a critical step in diagnosis and treatment. For APRNs this understanding can also help educate patients and guide them through their treatment plans. In this Assignment, you examine a case study and analyze the symptoms presented. You identify the elements that may be factors in the diagnosis, and you explain the implications to patient health. To prepare: You will be assigned to a specific case study scenario for this Case Study Assignment. Assignment (2-page case study analysis) In your Case Study Analysis related to the scenario provided, explain the following: · Both the neurological and musculoskeletal pathophysiologic processes that would account for the patient presenting these symptoms. · Any racial/ethnic variables that may impact physiological functioning. · How these processes interact to affect the patient? Case Study: A 58-year-old obese white male presents to ED with a chief complaint of fever, chills, pain, and swelling in the right great toe. He states the symptoms came on very suddenly and he cannot put any weight on his foot. Physical exam reveals exquisite pain on any attempt to assess the right first metatarsophalangeal (MTP) joint. Past medical history positive for hypertension and Type II diabetes mellitus. Current medications include hydrochlorothiazide 50 mg PO q am, and metformin 500 mg po bid. CBC normal except for elevated sedimentation rate (ESR) of 33 mm/hr and C-reactive protein (CRP) 24 mg/L. Metabolic panel normal. Uric acid level 6.7 mg/dl.

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2025 Think about the reflection in your textbook regarding the sources of your moral beliefs Who or what are

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Think about the reflection in your textbook regarding the sources of your moral beliefs. Who or what are 3 sources that have influenced your moral beliefs? Describe the impact of those beliefs on your nursing practice. Paper must be at least 500 words, formatted and cited in current APA style with support from at least 2 academic sources that is less than 5 years old. Book below must be used as one of the reference: READ!!! Purtilo, R. & Doherty, R. (2016). Ethical Dimensions in the Health Professions (6th ed.). St. Louis, MO: Elsevier. ISBN: 9780323328920 Chapters 3, 4, and 5

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2025 Community Statistics Assignment Overview Statistical Health Data for a Community In this assignment you will review

Community Statistics Assignment 2025

Community Statistics Assignment Overview: Statistical Health Data for a Community In this assignment, you will review and assess statistical data for the community you selected for your community Windshield Survey. By reviewing demographic, health, crime, income, and educational data, and by comparing local data with city, county, state, and national data, you will be able to determine how well the selected community functions. Your statistical analysis will address the community in general using the categories noted above. In addition, based on your observations from Module 1 subjective assignment, (windshield survey and key informants) provide Morbidity, Mortality (M&M) and risk data for the health problems you identified in your community, and gather comparative data from the local, city, county, state and national levels specific to those health issues. For Example 1: if you observed obesity in your community then present obesity rates and health conditions associated with obesity [i.e. CVD, HD, Depression, etc.). These variables may include the following: gender (who does this problem affect the most, men or women); age distribution; ethnicity or racial group(s) mostly-affected; morbidity and mortality rates; any data related to life-expectancy in light of the health issues; is there a geographic area where the health problems mainly exist; is there a relationship between the health issue(s) and environmental health hazards; are these life-threatening health issues? This type of inquiry in Module 2 Part II will provide the basis for the next paper in this course, the Nursing Intervention paper. In that assignment, you will develop a community health nursing intervention(s) to address the community health problems you have defined. There is a progression in problem definition from the Windshield Survey to the Statistical Analysis, to the recommendations for community health nursing interventions. You will be able to follow the unfolding of this process from problem-identification to recommendations for intervention. This process requires skills in data-gathering, data analysis, critical thinking, evidence-based nursing, and planning. Please refer to the Assignment Directions for further instructions on your assignment. Refer to the Rubric in the Assignment Submission area to view grading criteria.

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2025 If you talk about a possible poor health outcome do you believe that outcome will occur Do you

Assignment: Global Healthcare Comparison Matrix and Narrative Statement 2025

If you talk about a possible poor health outcome, do you believe that outcome will occur? Do you believe eye contact and personal contact should be avoided? You would have a difficult time practicing as a nurse if you believed these to be true. But they are very real beliefs in some cultures. Differences in cultural beliefs, subcultures, religion, ethnic customs, dietary customs, language, and a host of other factors contribute to the complex environment that surrounds global healthcare issues. Failure to understand and account for these differences can create a gulf between practitioners and the public they serve. In this Assignment, you will examine a global health issue and consider the approach to this issue by the United States and by one other country. To Prepare: Review the World Health Organization’s (WHO) global health agenda and select one global health issue to focus on for this Assignment. Select at least one additional country to compare to the U.S. for this Assignment. Reflect on how the global health issue you selected is approached in the U.S. and in the additional country you selected. Review and download the Global Health Comparison Matrix provided in the Resources. The Assignment: (1- to 2-page Global Health Comparison Matrix; 1-page Plan for Social Change) Part 1: Global Health Comparison Matrix Focusing on the country you selected and the U.S., complete the Global Health Comparison Matrix. Be sure to address the following: Consider the U.S. national/federal health policies that have been adapted for the global health issue you selected from the WHO global health agenda. Compare these policies to the additional country you selected for study. Explain the strengths and weaknesses of each policy. Explain how the social determinants of health may impact the global health issue you selected. Be specific and provide examples. Using the WHO’s Organization’s global health agenda as well as the results of your own research, analyze how each country’s government addresses cost, quality, and access to the global health issue selected. Explain how the health policy you selected might impact the health of the global population. Be specific and provide examples. Explain how the health policy you selected might impact the role of the nurse in each country. Explain how global health issues impact local healthcare organizations and policies in both countries. Be specific and provide examples. Part 2: A Plan for Social Change Reflect on the global health policy comparison and analysis you conducted in Part 1 of the Assignment and the impact that global health issues may have on the world, the U.S., your community, as well as your practice as a nurse leader. In a 1-page response, create a plan for social change that incorporates a global perspective or lens into your local practice and role as a nurse leader. Explain how you would advocate for the incorporation of a global perspective or lens into your local practice and role as a nurse leader. Explain how the incorporation of a global perspective or lens might impact your local practice and role as a nurse leader. Explain how the incorporation of a global perspective or lens into your local practice as a nurse leader represents and contributes to social change. Be specific and provide examples

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2025 Assignment Academic Success and Professional Development Plan Part 2 Academic Resources and

week2 assign 2025

Assignment: Academic Success and Professional Development Plan Part 2: Academic Resources and Strategies New construction projects begin with a design phase, where architects blueprint the vision complete with design details. They work in collaboration with builders who use the designs to prepare the appropriate strategies, tools, and materials to bring the vision to reality. You are both architect and builder of your success. You have started to blueprint your vision in your Academic Success and Professional Development Plan. You have identified others with whom you will collaborate. Now you can begin to prepare the appropriate strategies, tools, and materials How will you approach your studies? What types of resources are available to you, and how will you access and utilize them? Taking the opportunity to prepare these strategies, tools, and materials will help ensure you can “break ground” without incident and successfully move to the phase where you begin building your vision. To Prepare: Consider your goals for academic accomplishments while a student of the MSN program. Reflect on the strategies presented in the Resources for this week. The Assignment: Clearly identify and accurately describe in detail at least three academic resources or strategies that can be applied to the MSN program. Clearly identify and accurately describe in detail at least three professional resources that can be applied to success in the nursing practice in general or in a specialty. Clearly and thoroughly explain in detail how you intend to use these resources, and how they might benefit you academically and professionally. Note: Add your work for this Assignment to the original document you began in the Week 1 Assignment, which was built off the Academic Success and Professional Development Plan Template. By Day 7 Submit your completed Assignment. Remember to include an introduction paragraph which contains a clear and comprehensive purpose statement which delineates all required criteria, and end the assignment Part with a conclusion paragraph. Rubric Detail Select Grid View or List View to change the rubric’s layout. Name: NURS_6002_Week_2_Assignment_Rubric Grid View List View Excellent Good Fair Poor Continue developing your Academic Success and Professional Development Plan by appending the original document you began in Week 1 to develop the second component: academic resources and strategies. To do this: · Identify and describe at least three academic resources or strategies that can be applied to the MSN program. 23 (23%) – 25 (25%) The response clearly identifies and accurately describes in detail at least three academic resources or strategies that can be applied to the MSN program. 20 (20%) – 22 (22%) The response partially identifies and partially describes at least three academic resources or strategies that can be applied to the MSN program. 18 (18%) – 19 (19%) The response vaguely identifies and vaguely describes at least two academic resources or strategies that can be applied to the MSN program. 0 (0%) – 17 (17%) The response only vaguely and inaccurately identifies one academic resource or strategy or the three academic resources or strategies that can be applied to the MSN program are vague and inaccurate, or is missing. · Identify and describe at least three professional resources that can be applied to success in the nursing practice in general or your specialty in particular. 23 (23%) – 25 (25%) The response clearly identifies and accurately describes in detail at least three professional resources that can be applied to success in nursing practice in general or in a specialty. 20 (20%) – 22 (22%) The response partially identifies and partially describes at least three professional resources that can be applied to success in nursing practice in general or in a specialty. 18 (18%) – 19 (19%) The response vaguely identifies and vaguely describes at least two professional resources that can be applied to success in nursing practice in general or in a specialty. 0 (0%) – 17 (17%) The response only vaguely and inaccurately identifies and vaguely describes one professional resource or the three professional resources that can be applied to success in nursing practice in general or in a specialty are vague and inaccurate, or is missing. · Explain how you intend to use these resources, and how they might benefit you academically and professionally. 32 (32%) – 35 (35%) Response clearly and thoroughly explains in detail the intended use of these resources, including a detailed explanation of how they might be beneficial academically and professionally. 28 (28%) – 31 (31%) Response explains the intended use of these resources, including an explanation of how they might be beneficial academically and professionally. 25 (25%) – 27 (27%) Explanation of the intended use of these resources, including an explanation of how they might be beneficial academically and professionally is vague or inaccurate. 0 (0%) – 24 (24%) Explanation of the intended use of these resources, including an explanation of how they might be beneficial academically and professionally is vague and inaccurate, or is missing. Written Expression and Formatting – Paragraph Development and Organization: Paragraphs make clear points that support well developed ideas, flow logically, and demonstrate continuity of ideas. Sentences are carefully focused–neither long and rambling nor short and lacking substance. A clear and comprehensive purpose statement and introduction is provided which delineates all required criteria. 5 (5%) – 5 (5%) Paragraphs and sentences follow writing standards for flow, continuity, and clarity. A clear and comprehensive purpose statement, introduction, and conclusion is provided which delineates all required criteria. 4 (4%) – 4 (4%) Paragraphs and sentences follow writing standards for flow, continuity, and clarity 80% of the time. Purpose, introduction, and conclusion of the assignment is stated, yet is brief and not descriptive. 3.5 (3.5%) – 3.5 (3.5%) Paragraphs and sentences follow writing standards for flow, continuity, and clarity 60%- 79% of the time. Purpose, introduction, and conclusion of the assignment is vague or off topic. 0 (0%) – 3 (3%) Paragraphs and sentences follow writing standards for flow, continuity, and clarity < 60% of the time. No purpose statement, introduction, or conclusion was provided. Written Expression and Formatting - English writing standards: Correct grammar, mechanics, and proper punctuation 5 (5%) - 5 (5%) Uses correct grammar, spelling, and punctuation with no errors. 4 (4%) - 4 (4%) Contains a few (1-2) grammar, spelling, and punctuation errors. 3.5 (3.5%) - 3.5 (3.5%) Contains several (3-4) grammar, spelling, and punctuation errors. 0 (0%) - 3 (3%) Contains many (≥ 5) grammar, spelling, and punctuation errors that interfere with the reader’s understanding. Written Expression and Formatting - The paper follows correct APA format for title page, headings, font, spacing, margins, indentations, page numbers, parenthetical/in-text citations, and reference list. 5 (5%) - 5 (5%) Uses correct APA format with no errors. 4 (4%) - 4 (4%) Contains a few (1-2) APA format errors. 3.5 (3.5%) - 3.5 (3.5%) Contains several (3-4) APA format errors. 0 (0%) - 3 (3%) Contains many (≥ 5) APA format errors. Total Points: 100 Name: NURS_6002_Week_2_Assignment_Rubric Learning Resources Required Readings ANA Enterprise. (n.d.). Resources to succeed. Retrieved October 12, 2018, from https://www.nursingworld.org/resources/ Kaufffman, H. (2015). A review of predictive factors of student success in and satisfaction with online learning. Research in Learning Technology, 23, 1–13. Online Colleges. (2011, July 14). 10 traits of a successful online learner. Retrieved October 12, 2018, from https://www.onlinecollege.org/2011/07/14/10-traits-of-a-successful-online-learner/ Walden University. (2018). Field Experience: School of Nursing. Retrieved from https://academicguides.waldenu.edu/fieldexperience/son/home Walden University. (2019). Master of Science in Nursing (MSN). Retrieved from https://www.waldenu.edu/online-masters-programs/master-of-science-in-nursing Walden University Writing Center. (n.d.). Scholarly voice: Active and passive voice. Retrieved October 12, 2018, from https://academicguides.waldenu.edu/writingcenter/scholarlyvoice/activepassive Walden University. (n.d.). Subject Research: Nursing. Retrieved November 9, 2018, from https://academicguides.waldenu.edu/library/subject/nursing Walden University Writing Center. (n.d.). Walden templates: Overview. Retrieved from https://academicguides.waldenu.edu/writingcenter/templates NOTE: Download and review the School of Nursing template by navigating to ‘Program-Specific Templates’, ‘School of Nursing’, and selecting ‘School of Nursing Writing Template With Instructions’. Walden University Writing Center. (n.d.). Writing a paper: Revising. Retrieved from https://academicguides.waldenu.edu/writingcenter/writingprocess/revising Document: 10 Tips for Being a Successful Online Learner (PDF) Document: Academic Success and Professional Development Plan Template (Word document) Required Media Laureate Education, Inc. (Executive Producer). (2018). Tips for effective online composition and communication [Video file]. Baltimore, MD: Author. PLS TELL THE WRITER TO USE MY TEMPLATE FROM WEEK1 IS A CONTINUATION, THANKS. See less PAYMENT Nursing Assignment Help 2025

2025 APA format 3 peer references and discussion needs to be related to what is posted

Need Response for the below case study discussion 2025

APA format 3 peer references and discussion needs to be related to what is posted as response to the persons diagnosis Patient Initials: RF Age: 15 Gender: M SUBJECTIVE DATA: Chief Complaint (CC): A dull pain in both knees with occasional clicking in one or both knees and the sensation of the patella catching. History of Present Illness (HPI): RF is a 15-year-old male who reports dull pain in both knees. Sometimes one or both knees click, and the patient describes a catching sensation under the patella. He states that the pain has been on and off for the last four months and initially only present after intense activity but has gotten worse since starting track this summer and seems to be present more often than before. The patient states that the clicking comes and goes and isn’t always present in both knees at the same time. The catching sensation under the patella is more pronounced since he started doing the long jump in track. The patient states that he is able to bear weight as the pain is a dull ache. Icing his knees after sports and taking ibuprofen help to reduce the pain and swelling but both occur more frequently now making it difficult to participate in sports. The patient feels that he may be overdoing it with all of the sports he participates in and is worried about not being able to play soccer if it continues to get worse. The patient rates the pain 7/10 after intense activity. Medications: Ibuprofen 200 mg oral tab, two tabs every 6 hours as needed for pain. Allergies: No known drug, food, or environmental allergies. Past Medical History (PMH): None Past Surgical History (PSH): None Sexual/Reproductive History: Patient is not sexually active at this time. Personal/Social History: Patient denies smoking, alcohol use, and illicit drug use. The patient is very active with sports playing soccer, basketball, baseball, and track. He states that he tries to eat well mainly because of sports but doesn’t always make the best choices for snacks. He tries to avoid soda most of the time and reports drinking a lot of water. Immunization History: Immunizations are up to date. Gets influenza vaccine annually. Significant Family History: Paternal grandfather has hypertension, and father has borderline hypertension. Maternal grandfather has type II diabetes. Lifestyle: RF is a freshman in high school who lives with both of his parents and older sister. RF plays soccer, basketball, baseball and participates in track for high school. RF also plays club soccer playing and traveling most of the year. RF is a good student, athletic, and enjoys being active. He also participates in winter sports and skis during winter break. RF works part-time as a referee during the summers due to his commitment to school and sports. Review of Systems: General: No recent weight gain or loss of significance. Patient denies fatigue, fever, or chills. HEENT: No headaches or dizziness. No changes in vision. He does not wear glasses, and his last eye exam was just under a year ago. Denies eye drainage, pain, or double vision. No changes in hearing. Has had no recent ear infections, tinnitus or ringing in the ears. Denies sinus infections, congestion, and epistaxis. He reports his sense of small is intact. Last dental exam was four months ago for regular cleaning. Denies bleeding gums or a toothache. Denies dysphagia or throat pain. Neck: No history of trauma, denies recent injury or pain. He denies neck stiffness. Breasts: Denies any breast changes. Denies history rashes. Denies history of masses or pain. Respiratory: Denies a cough, hemoptysis, and sputum production. Patient denies any shortness of breath with resting or with exertion. Patient reports no pain with inspiration or expiration. Cardiovascular/Peripheral Vascular: No history of murmur or chest palpitations. No edema or claudication. Denies chest pain. No history of arrhythmias. Gastrointestinal: Denies nausea or vomiting. Patient reports no abdominal pain, diarrhea, or constipation. Last bowel movement was this morning. Denies rectal pain or bleeding. Denies changes in bowel habits. Denies history of dyspepsia. Genitourinary: Denies changes in urinary pattern. No incontinence, no history of STDs or HPV, the patient is heterosexual and not sexually active. Denies hematuria. Denies urgency, frequency, and dysuria. Musculoskeletal: No limitation in range of motion for all limbs though patient reports difficulty moving knees after excessive strain from sports. No history of trauma or fractures. Patient reports dull pain in both knees. The patient states occasional swelling in knee joints after participating in sports. Patient reports clicking in one knee and sometimes both. The patient states that the pain is worse after participating in the long jump or running long distances. Patient denies history or presence of misalignment of either knee. Psychiatric: Denies suicidal or homicidal history. No mental health history. Denies anxiety and depression. Neurological: No dizziness. No problems with coordination. Denies falls or seizures. Denies numbness or tingling. Denies changes in memory or thinking patterns. Skin: No history of skin cancer. Denies any new rashes or sores. Patient reports many blisters from sports which are treated with Neosporin, band-aids, and NewSkin spray. Denies eczema and psoriasis. Denies itching or swelling. Hematologic: No bleeding disorders or history of blood transfusion. Denies excessive bruising. Endocrine: Patient reports no endocrine symptoms. Denies polyuria, polydipsia. Patient denies no intolerance to heat or cold. Allergic/Immunologic: Denies environmental, food, or drug allergies. No known immune deficiencies. OBJECTIVE DATA: Physical Exam: Vital signs: B/P 118/74; P 65 and regular; T 98.6; RR 16; O2 100% on room air; Wt: 125 lbs.; Ht: 5’7”; BMI 19.1 General: RF is a well-developed, well-nourished Caucasian teenage male who appears to be in no apparent distress. HEENT: Head: Skull is normocephalic, atraumatic. No masses or lesions. Eyes : PERRLA, +direct and consensual pupil response. EOM intact, 20/20 vision bilaterally without correction. Fundoscopic exam normal, vessels intact, the optic disc with clear margins. Ears : Bilateral external ears no lesions, masses, drainage or tenderness. Tympanic membranes intact, pearly gray, no bulging, no erythema, and landmarks appreciated bilaterally. Hearing intact bilaterally. Nose : No nasal flaring, no discharge, no obstruction, septum not deviated. Turbinates pink and moist. No polyps or lesions bilaterally. Nares patent with no edema or erythema. Throat: Oropharynx clear and mucosa moist. No erythema or exudate. Uvula midline, palate rises symmetrically. Mouth: No lesions, no thrush. Moist mucous membranes. Healthy dentition present. Tongue midline. Neck: Supple, non-tender. Full range of motion. Trachea midline. No masses. Thyroid and lymph nodes not palpable. Chest/Lungs: Thorax non-tender with symmetric expansion. Respiration regular and unlabored, without a cough. Tactile fremitus equal bilaterally and greater in upper lung fields. Breath sounds clear with adventitious sounds. All lung fields with resonant percussion tones. Heart: Regular rate and rhythm; normal S1, S2; no murmurs, rubs, or gallops. Apical pulse not visible. Apical pulse was barely palpable. JVP appears to be approximately less than 6 cm with HOB elevated to 45 degrees. No carotid bruits or JVD appreciated. Peripheral Vascular: Pulses 2+ bilateral pedal and 2+ radial bilaterally. No pedal edema. Popliteal pulses 2+ bilaterally. Abdomen: Abdomen round, soft, and non-tender without rash, palpable mass or organomegaly. Active bowel sounds. Tympany over most quadrants with areas of dullness noted upon percussion. No abdominal bruits. Genital/Rectal: Adequate tone, no masses noted, eternal genitalia intact. Musculoskeletal : Normal passive and active ROM in upper and lower extremities. No focal joint inflammation or abnormalities appreciated in upper extremities. + tenderness to palpation at the inferior pole of the patella bilaterally. + Q angle greater than 10 degrees bilaterally. Clicking present with movement in right knee. Normal alignment of the knees bilaterally. All upper and lower extremity joints without effusions or erythema. Spine without tenderness and range of motion is full. Greater tenderness was noted in knees bilaterally when extended, and quadriceps are relaxed. Normal muscle strength present against resistance. Neurological: CN ll-Xll grossly intact. Awake, alert, and oriented to person, place and time. The patient can move all limbs on command and spontaneously. Skin: Warm, moist, and intact. Skin is pale. + edema right knee. No peripheral cyanosis. No clubbing. No rashes or bruises present. ASSESSMENT: Lab Tests and Results: CBC- Normal Erythrocyte sedimentation rate (ESR) – Normal Diagnostic test: Passive extension-flexion sign- positive- which is tenderness on palpation of the tendon at the inferior pole of the patella. McMurray test- Negative for locking during joint movement. X-ray- negative MRI- Showed high signal intensity within the proximal posterior central aspect of the tendon at its origin. Differential Diagnosis: Patellar tendinitis : This is the most likely diagnosis based on the patients HPI, ROS, physical assessment, and diagnostic studies. The patient’s chief complaint was a dull pain in the knees with occasional clicking in one or both knees. The patient is athletic and participates in many sports that continuously put a strain on his knees. The quadriceps angle was greater than ten which suggests patellar tendinitis. The patient plays sports that include a lot of running and jumping which adds strain to the knee joints. The patient was also positive for tenderness on palpation at the inferior pole of the patella bilaterally. Lastly, the MRI was positive for high signal intensity within the proximal posterior central aspect of the tendon where it originates from. Osgood Schlatter’s disease : A possible diagnosis as it is a common problem which typically occurs during times of fast growth usually in fit, active boys. Osgood Schlatter’s disease is associated with pain just below the kneecap in one or both knees, often worse after sports especially high impact activities using the quadriceps muscles. However, limping is often a present, and the patient denied limping in the ROS. Pain is greater with stair climbing and kneeling, and the patient did not admit to either. Flexion and extension will increase pain in the tibial tubercle which was not present upon physical exam of the patient. Chondromalacia patellae : This is a possible diagnosis due to the presence of knee pain upon palpitation and increased pain with activity. However, chondromalacia patellae are more common in females or persons with a history of knee trauma. The patient is male and denied trauma to either knee. The patient denied a history of misalignment which is also related to chondromalacia patellae. An x-ray of the knee would show irregularities of the patellofemoral joint. Medial meniscus tear : This diagnosis is a possibility because it can occur after a twisting injury and the patient participates in sports such as soccer, basketball, and skiing that involve twisting movements. Clicking may be present with a medial meniscus tear which the patient reported and was also appreciated upon physical assessment in the right knee. McMurray test was negative for locking during joint movement. The patient denied difficulty with weight bearing. Juvenile rheumatoid arthritis (JRA): Possible due to knee joint soreness and stiffness, however, both typically improve with activity. Joint swelling may also present with JRA and was reported by the patient in his ROS. The patient denied weight loss and fatigue which are common symptoms. The patient also denied night pain. A CBC would show anemia, leukocytosis, and thrombocytosis. The ESR would be elevated. References Ball, J. W., Dains, J. E., Flynn, J. A., Solomon, B. S., & Stewart, R. W. (2015). Seidel’s guide to physical examination (8th ed.). St. Louis, MO: Elsevier Mosby. Dains, J. E., Baumann, L. C., & Scheibel, P. (2016). Advanced health assessment and clinical diagnosis in primary care (5th ed.). St. Louis, MO: Elsevier Mosby. Huether, S. E., & McCance, K. L. (2017). Disorder of the joints. In alterations of musculoskeletal function (6th ed., pp. 991-1038). Rath, E., Schwarzkopf, R., & Richmond, J. (2010). Clinical signs and anatomical correlation of patellar tendinitis. Indian Journal of Orthopaedics , 44 (4), 435-437 3p. doi:10.4103/0019- 5413.6931

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2025 Assignment Evidence Based Project Is there a difference between common practice and best

Evidence Based Assignment 2025

Assignment: Evidence-Based Project Is there a difference between “common practice” and “best practice”? When you first went to work for your current organization, experienced colleagues may have shared with you details about processes and procedures. Perhaps you even attended an orientation session to brief you on these matters. As a “rookie,” you likely kept the nature of your questions to those with answers that would best help you perform your new role. Over time and with experience, perhaps you recognized aspects of these processes and procedures that you wanted to question further. This is the realm of clinical inquiry. Clinical inquiry is the practice of asking questions about clinical practice. To continuously improve patient care, all nurses should consistently use clinical inquiry to question why they are doing something the way they are doing it. Do they know why it is done this way, or is it just because we have always done it this way? Is it a common practice or a best practice? In this Assignment, you will identify clinical areas of interest and inquiry and practice searching for research in support of maintaining or changing these practices. You will also analyze this research to compare research methodologies employed. To Prepare: Review the Resources and identify a clinical issue of interest that can form the basis of a clinical inquiry. Based on the clinical issue of interest and using keywords related to the clinical issue of interest, search at least four different databases in the Walden Library to identify at least four relevant peer-reviewed articles related to your clinical issue of interest. Review the results of your peer-reviewed research and reflect on the process of using an unfiltered database to search for peer-reviewed research. Reflect on the types of research methodologies contained in the four relevant peer-reviewed articles you selected. Part 1: An Introduction to Clinical Inquiry Create a 4- to 5-slide PowerPoint presentation in which you do the following: Identify and briefly describe your chosen clinical issue of interest. Describe how you used keywords to search on your chosen clinical issue of interest. Identify the four research databases that you used to conduct your search for the peer-reviewed articles you selected. Provide APA citations of the four peer-reviewed articles you selected. Part 2: Identifying Research Methodologies After reading each of the four peer-reviewed articles you selected, use the Matrix Worksheet template to analyze the methodologies applied in each of the four peer-reviewed articles. Your analysis should include the following: The full citation of each peer-reviewed article in APA format. A brief (1-paragraph) statement explaining why you chose this peer-reviewed article and/or how it relates to your clinical issue of interest, including a brief explanation of the ethics of research related to your clinical issue of interest. A brief (1-2 paragraph) description of the aims of the research of each peer-reviewed article. A brief (1-2 paragraph) description of the research methodology used. Be sure to identify if the methodology used was qualitative, quantitative, or a mixed-methods approach. Be specific. A brief (1- to 2-paragraph) description of the strengths of each of the research methodologies used, including reliability and validity of how the methodology was applied in each of the peer-reviewed articles you selected. Assignment: Evidence-Based Project Is there a difference between “common practice” and “best practice”? When you first went to work for your current organization, experienced colleagues may have shared with you details about processes and procedures. Perhaps you even attended an orientation session to brief you on these matters. As a “rookie,” you likely kept the nature of your questions to those with answers that would best help you perform your new role. Over time and with experience, perhaps you recognized aspects of these processes and procedures that you wanted to question further. This is the realm of clinical inquiry. Clinical inquiry is the practice of asking questions about clinical practice. To continuously improve patient care, all nurses should consistently use clinical inquiry to question why they are doing something the way they are doing it. Do they know why it is done this way, or is it just because we have always done it this way? Is it a common practice or a best practice? In this Assignment, you will identify clinical areas of interest and inquiry and practice searching for research in support of maintaining or changing these practices. You will also analyze this research to compare research methodologies employed. To Prepare: Review the Resources and identify a clinical issue of interest that can form the basis of a clinical inquiry. Based on the clinical issue of interest and using keywords related to the clinical issue of interest, search at least four different databases in the Walden Library to identify at least four relevant peer-reviewed articles related to your clinical issue of interest. Review the results of your peer-reviewed research and reflect on the process of using an unfiltered database to search for peer-reviewed research. Reflect on the types of research methodologies contained in the four relevant peer-reviewed articles you selected. Part 1: An Introduction to Clinical Inquiry Create a 4- to 5-slide PowerPoint presentation in which you do the following: Identify and briefly describe your chosen clinical issue of interest. Describe how you used keywords to search on your chosen clinical issue of interest. Identify the four research databases that you used to conduct your search for the peer-reviewed articles you selected. Provide APA citations of the four peer-reviewed articles you selected. Part 2: Identifying Research Methodologies After reading each of the four peer-reviewed articles you selected, use the Matrix Worksheet template to analyze the methodologies applied in each of the four peer-reviewed articles. Your analysis should include the following: The full citation of each peer-reviewed article in APA format. A brief (1-paragraph) statement explaining why you chose this peer-reviewed article and/or how it relates to your clinical issue of interest, including a brief explanation of the ethics of research related to your clinical issue of interest. A brief (1-2 paragraph) description of the aims of the research of each peer-reviewed article. A brief (1-2 paragraph) description of the research methodology used. Be sure to identify if the methodology used was qualitative, quantitative, or a mixed-methods approach. Be specific. A brief (1- to 2-paragraph) description of the strengths of each of the research methodologies used, including reliability and validity of how the methodology was applied in each of the peer-reviewed articles you selected.

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2025 To prepare for this Discussion Note To access the following case studies click on the Case Studies tab on

Case 2: Volume 1, Case #14: The scatter-brained mother whose daughter has ADHD, like mother, like daughter 2025

To prepare for this Discussion: Note: To access the following case studies, click on the Case Studies tab on the Stahl Online website and select the appropriate volume and case number. (Already attached with this posting) Case 2: Volume 1, Case #14: The scatter-brained mother whose daughter has ADHD, like mother, like daughter Review this week’s Learning Resources and reflect on the insights they provide. Go to the Stahl Online website and examine the case study you were assigned. Take the pretest for the case study. Review the patient intake documentation, psychiatric history, patient file, medication history, etc. As you progress through each section, formulate a list of questions that you might ask the patient if he or she were in your office. Based on the patient’s case history, consider other people in his or her life that you would need to speak to or get feedback from (i.e., family members, teachers, nursing home aides, etc.). Consider whether any additional physical exams or diagnostic testing may be necessary for the patient. Develop a differential diagnoses for the patient. Refer to the DSM-5 in this week’s Learning Resources for guidance. Review the patient’s past and current medications. Refer to Stahl’s Prescriber’s Guide and consider medications you might select for this patient. Review the posttest for the case study. By Day 3 Post a response to the following: Provide the case number in the subject line of the Discussion. List three questions you might ask the patient if he or 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 physical exams and diagnostic tests would be appropriate for the patient and how the results would be used. List three differential diagnoses 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 ADHD 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. If your assigned case includes “check points” (i.e., follow-up data at week 4, 8, 12, etc.), indicate any therapeutic changes that you might make based on the data provided. Explain “lessons learned” from this case study, including how you might apply this case to your own practice when providing care to patients with similar clinical presentations. Learning Resources Note: To access this week’s required library resources, please click on the link to the Course Readings List, found in the Course Materials section of your Syllabus. Required Readings Note: All Stahl resources can be accessed through the Walden Library using this link. This link will take you to a log-in page for the Walden Library. Once you log into the library, the Stahl website will appear. Clancy, C.M., Change, S., Slutsky, J., & Fox, S. (2011). Attention deficit hyperactivity disorder: Effectiveness of treatment in at-risk preschoolers; long-term effectiveness in all ages; and variability in prevalence, diagnosis, and treatment. Table B. KQ2: Long-term(>1 year) effectiveness of interventions for ADHD in people 6 years and older. Stahl, S. M. (2013). Stahl’s essential psychopharmacology: Neuroscientific basis and practical applications (4th ed.). New York, NY: Cambridge University Press. To access the following chapters, click on the Essential Psychopharmacology, 4th ed tab on the Stahl Online website and select the appropriate chapter. Be sure to read all sections on the left navigation bar for each chapter. Chapter 12, “Attention Deficit Hyperactivity Disorder and Its Treatment” Stahl, S. M., & Mignon, L. (2012). Stahl’s illustrated attention deficit hyperactivity disorder. New York, NY: Cambridge University Press. To access the following chapter, click on the Illustrated Guides tab and then the ADHD tab. Chapter 4, “ADHD Treatments” Stahl, S. M. (2014b). The prescriber’s guide (5th ed.). New York, NY: Cambridge University Press. To access information on the following medications, click on The Prescriber’s Guide, 5th ed tab on the Stahl Online website and select the appropriate medication. Review the following medications: For ADHD armodafinil amphetamine (d) amphetamine (d,l) atomoxetine bupropion chlorpromazine clonidine guanfacine haloperidol lisdexamfetamine methylphenidate (d) methylphenidate (d,l) modafinil reboxetine American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). Washington, DC: Author. Optional Resources Hodgkins, P., Shaw, M., McCarthy, S., & Sallee, F. R. (2012). The pharmacology and clinical outcomes of amphetamines to treat ADHD: Does composition matter? CNS Drugs, 26(3), 245–268. doi:10.2165/11599630-000000000-00000 Psychiatric Times. (2016). A 5-question quiz on ADHD. Retrieved from http://www.psychiatrictimes.com/adhd/5-question-quiz-adhd?GUID=AA46068B-C6FF-4020-8933-087041A0B140&rememberme=1&ts=22072016 Course Texts These course texts are available through Stahl Online Resources http://ezp.waldenulibrary.org/login?url=http://stahlonline.cambridge.org/ Stahl, S. M. (2013). Stahl’s essential psychopharmacology: Neuroscientific basis and practical applications (4th ed.). New York, NY: Cambridge University Press. Stahl, S. M. (2014b). The prescriber’s guide (5th ed.). New York, NY: Cambridge University Press. American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). Washington, DC: Author.

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2025 It is one of the most clich of clich s but it nevertheless rings true The only constant

Change Implementation and Management Plan 2025

It is one of the most cliché of clichés, but it nevertheless rings true: The only constant is change. As a nursing professional, you are no doubt aware that success in the healthcare field requires the ability to adapt to change, as the pace of change in healthcare may be without rival. As a professional, you will be called upon to share expertise, inform, educate, and advocate. Your efforts in these areas can help lead others through change. In this Assignment, you will propose a change within your organization and present a comprehensive plan to implement the change you propose. To Prepare: Review the Resources and identify one change that you believe is called for in your organization/workplace. This may be a change necessary to effectively address one or more of the issues you addressed in the Workplace Environment Assessment you submitted in Module 4. It may also be a change in response to something not addressed in your previous efforts. It may be beneficial to discuss your ideas with your organizational leadership and/or colleagues to help identify and vet these ideas. Reflect on how you might implement this change and how you might communicate this change to organizational leadership. The Assignment (5-6-minute PowerPoint presentation): Change Implementation and Management Plan Create a narrated PowerPoint presentation of 5 or 6 slides with video that presents a comprehensive plan to implement the change you propose. Your presentation should be 5–6 minutes in length and should include a video with you as presenter. Your Change Implementation and Management Plan should include the following: An executive summary of the issues that are currently affecting your organization/workplace (This can include the work you completed in your Workplace Environment Assessment previously submitted, if relevant.) A description of the change being proposed Justifications for the change, including why addressing it will have a positive impact on your organization/workplace Details about the type and scope of the proposed change Identification of the stakeholders impacted by the change Identification of a change management team (by title/role) A plan for communicating the change you propose A description of risk mitigation plans you would recommend to address the risks anticipated by the change you propose

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2025 Prepare this assignment as a 1 500 1 750 word paper using the instructor feedback from the

Benchmark – Research Critiques and PICOT Statement Final Draft 2025

Prepare this assignment as a 1,500-1,750 word paper using the instructor feedback from the Topic 1, 2, and 3 assignments and the guidelines below. PICOT Statement Revise the PICOT statement you wrote in the Topic 1 assignment. The final PICOT statement will provide a framework for your capstone project (the project students must complete during their final course in the RN-BSN program of study). Research Critiques In the Topic 2 and Topic 3 assignments you completed a qualitative and quantitative research critique. Use the feedback you received from your instructor on these assignments to finalize the critical analysis of the study by making appropriate revisions. The completed analysis should connect to your identified practice problem of interest that is the basis for your PICOT statement. Refer to “Research Critique Guidelines.” Questions under each heading should be addressed as a narrative in the structure of a formal paper. Proposed Evidence-Based Practice Change Discuss the link between the PICOT statement, the research articles, and the nursing practice problem you identified. Include relevant details and supporting explanation and use that information to propose evidence-based practice changes. Prepare this assignment according to the APA 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 Turnitin. Please refer to the directions in the Student Success Center.

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