This week’s graded discussion topic relates to the following Course Outcomes (COs).

Esther Jackson is a 56-year-old black female who is 1-day post-op following a left radical mastectomy. During morning rounds, the off-going nurse shares with you during bedside report that the patient has been experiencing increased discomfort in her back throughout the night and has required frequent help with repositioning. She states that the patient was medicated for pain approximately 2 hours ago but is voicing little relief and states that you might want to mention that to the doctor when he rounds later this morning. With the patient appearing to be in no visible distress, you proceed on to the next patient’s room for report.

Approximately 1 hour later, you return to Ms. Jackson’s room with her morning pills and find her slumped over the bedside stand in tears. The patient states, “I don’t know what is wrong, I don’t feel right. My back hurts and I’m just so tired. What is wrong with me?” The patient refuses to take her medications at this time stating that she is starting to feel sick to her stomach.

Just then the nursing assistant comes into the patient’s room to record Ms. Jackson’s vital signs, you take this opportunity to quickly research the patient’s medication record to determine if she has a medication ordered for nausea. Upon return, the nursing assistant hands you the following vital signs: T 37, R 18, and BP 132/54, but states she couldn’t get the patient’s pulse because “it is all over the place.”

Please address the following questions related to the scenario.

1.What do you suspect is the cause of the patient’s symptoms?

2.Describe the course of action that you will take to confirm this suspicion and prevent further decline.

3.What further assessments, lab values, and tests will likely be ordered for this patient and how often? If testing is to be completed more than once, please explain the rationale for doing so.

4.While you are caring for this patient, how will you ensure that the needs of your other patients are 

References: Jarvis, C. (2016). Physical Examination and Health Assessment, 7e. 

Chapter 19. 

Chamberlain College of Nursing (2019) NR305 RN Health Assessment. Week 4 lesson Downers Grove, IL Online Publication

Wood, D. (2018). Atrial Fibrillation. Health Library: Evidence-Based Information. Retrieved from https://chamberlainuniversity.idm.oclc.org/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=nup&AN=2009866711&site=eds-live&scope=site

1) Minimum 2 full pages 

             Cover or reference page not included) 

2)¨**********APA norms, please use headers 

            All paragraphs must be narrative and cited in the text- each paragraphs

            Bulleted responses are not accepted

            Can write in the first person.

            Left-justified text indented in the first line. 

            Times New R 12 font

            Citations in text and references according to APA form

3) It will be verified by Turnitin and SafeAssign 

4) Minimum 2 references not older than 5 years.

____________________________________________________________

1) Make a reflect on a theory or concept that you could develop as a nursing professional. 

2) If you could develop your own personal nursing theory, what would it be? 

3) How would you use it?

Minimum of 300 words with at least 2 peer review referenc in 6th edition APA style.

1. What symptoms and exam findings would prompt you to perform a pituitary workup? What laboratory and neuroimaging studies would you order and why?
2. A 24-year-old postpartum patient presents with vague symptoms of fatigue, weight fluctuation, brittle nails, and a lump in her throat. From an endocrine standpoint, what are your potential diagnoses based on symptoms without knowing lab findings? Include the potential workup you would attempt.

 Details:

This assignment requires you to interview one person and requires an analysis of your interview experience.

Part I: Interview

Select a patient, a family member, or a friend to interview. Be sure to focus on the interviewee’s experience as a patient, regardless of whom you choose to interview.

Review The Joint Commission resource found in topic materials, which provides some guidelines for creating spiritual assessment tools for evaluating the spiritual needs of patients. Using this resource and any other guidelines/examples that you can find, create your own tool for assessing the spiritual needs of patients.

Your spiritual needs assessment survey must include a minimum of five questions that can be answered during the interview. During the interview, document the interviewee’s responses.

The transcript should include the questions asked and the answers provided. Be sure to record the responses during the interview by taking detailed notes. Omit specific names and other personal information through which the interviewee can be determined.

Part II: Analysis

Write a 500-750 word analysis of your interview experience. Be sure to exclude specific names and other personal information from the interview. Instead, provide demographics such as sex, age, ethnicity, and religion. Include the following in your response:

1. What went well?
2. Were there any barriers or challenges that inhibited your ability to complete the assessment tool? How would you address these in the future or change your assessment to better address these challenges?
3. How can this tool assist you in providing appropriate interventions to meet the needs of your patient?
4. Did you discover that illness and stress amplified the spiritual concern and needs of your interviewee? Explain your answer with examples.

Submit both the transcript of the interview and the analysis of your results. This should be submitted as one document. The interview transcript does not figure into the word count.

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.

This benchmark assignment assesses the following competencies:

CONHCP Program Competencies for the RN-BSN:

5.2: Assess for the spiritual needs and provide appropriate interventions for individuals, families, and groups.

Benchmark Assignment – Spiritual Needs Assessment and Reflection
1
Unsatisfactory
0.00%2
Less Than Satisfactory
65.00%3
Satisfactory
75.00%4
Good
85.00%5
Excellent
100.00%70.0 %Content 40.0 %Tool for Assessing the Spiritual Needs of Patients CONHCP: 5.2Tool for assessing the spiritual needs of patients show little to no relevance to the experiences of patients. A transcript of the interview is either missing or not relevant.Tool for assessing the spiritual needs of patients is present but lacks focus on experiences of patients. A clear transcript of the interview is provided.Tool for assessing the spiritual needs of patients is present and focuses on experiences of patients. A clear transcript of the interview is provided.Tool for assessing the spiritual needs of patients is present and focuses on experiences of patient. The tool uses reliable methods for gathering data. A clear transcript of the interview is provided.Tool for assessing the spiritual needs of patients is present and focuses on experiences of patients. The tool uses effective methods for gathering data that produces the results intended. A clear transcript of the interview is provided.30.0 %Analysis of Interview ExperienceAn analysis of the interview experience shows little to no relevance to the assignment instructions.An analysis of the interview experience is included but addresses a few of the points included in the assignment instructions.An analysis of the interview experience is included and addresses most of the points included in the assignment instructions.An analysis of the interview experience is included and addresses all of the points included in the assignment instructions.An analysis of the interview experience is included and addresses all of the points included in the assignment instructions. The analysis shows a deep understanding of the connections.20.0 %Organization and Effectiveness 7.0 %Thesis Development and PurposePaper lacks any discernible overall purpose or organizing claim.Thesis and/or main claim are insufficiently developed and/or vague; purpose is not clear.Thesis and/or main claim are apparent and appropriate to purpose.Thesis and/or main claim are clear and forecast the development of the paper. They are descriptive and reflective of the arguments and appropriate to the purpose.Thesis and/or main claim are comprehensive. The essence of the paper is contained within the thesis. Thesis statement makes the purpose of the paper clear.8.0 %Argument Logic and ConstructionStatement of purpose is not justified by the conclusion. The conclusion does not support the claim made. Argument is incoherent and uses noncredible sources.Sufficient justification of claims is lacking. Argument lacks consistent unity. There are obvious flaws in the logic. Some sources have questionable credibility.Argument is orderly, but may have a few inconsistencies. The argument presents minimal justification of claims. Argument logically, but not thoroughly, supports the purpose. Sources used are credible. Introduction and conclusion bracket the thesis.Argument shows logical progression. Techniques of argumentation are evident. There is a smooth progression of claims from introduction to conclusion. Most sources are authoritative.Clear and convincing argument presents a persuasive claim in a distinctive and compelling manner. All sources are authoritative.5.0 %Mechanics of Writing (includes spelling, punctuation, grammar, language use)Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice and/or sentence construction are used.Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register) and/or word choice are present. Sentence structure is correct but not varied.Some mechanical errors or typos are present, but 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.Writer is clearly in command of standard, written, academic English.10.0 %Format 5.0 %Paper Format (use of appropriate style for the major and assignment)Template is not used appropriately, or documentation format is rarely followed correctly.Appropriate template is used, but some elements are missing or mistaken. A lack of control with formatting is apparent.Appropriate template is used. Formatting is correct, although some minor errors may be present.Appropriate template is fully used. There are virtually no errors in formatting style.All format elements are correct.5.0 %Documentation of Sources (citations, footnotes, references, bibliography, etc., as appropriate to assignment and style)Sources 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.100 %Total Weightage

250 WORDS CITATION REFERENCES 

T3DQ1

Provide two different examples of how research uses hypothesis testing, and describe the criteria for rejecting the null hypothesis. Discuss why this is important in your practice and with patient interactions.

T3DQ2

250 WORDS CITATION REFERENCES

Evaluate and provide examples of how hypothesis testing and confidence intervals are used together in health care research. Provide a workplace example that illustrates your ideas.

Read “Chapter 11: Logic of Hypothesis Testing,” and watch the associated videos by Lane, from Online Statistics Education: An Interactive Multimedia Course of Study.

URL:http://onlinestatbook.com/2/logic_of_hypothesis_testing/logic_hypothesis.html

Refer to the “Visual Learner: Statistics” to learn more about the statistical calculations presented in this topic.

URL:http://lc.gcumedia.com/hlt362v/the-visual-learner/the-visual-learner-v2.1.html

Read “Chapter 6: Research Design” and watch the associated videos, by Lane, from Online Statistics Education: An Interactive Multimedia Course of Study.

URL:http://onlinestatbook.com/2/research_design/contents.html

Read “Chapter 10: Estimation” and watch the associated videos, by Lane, from Online Statistics Education: An Interactive Multimedia Course of Study.

URL:http://onlinestatbook.com/2/estimation/estimation.html

Read “Probability, Clinical Decision Making and Hypothesis Testing,” by Banerjee, Jadhave, and Bhawalker, from Industrial Psychiatry Journal (2009).

URL:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3016704/