2023 Use the empty outline and fill in each section with the information for

Nursing 2023 Vaccines dont cause autism

Use the empty outline and fill in each section with the information for 2023 Assignment

Use the empty outline and fill in each section with the information for your author’s claim. You will need at least 3 support points. In the Intro you need to write a solid author’s claim (thesis). You do not need to write complete sentences except for the author’s claim. This is an outline of sorts. You should find at least two articles to use as reference that could be used to substantiate your support. In the end you should have an empty outline filled and the citation for two articles that will add support to your author’s claim.

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2023 Please follow the instructions and answer the questions as it asking In order to fully understand Hannah s

Nursing 2023 Discussion Post: Carbs, Culture, And Diabetes

Please follow the instructions and answer the questions as it asking In order to fully understand Hannah s 2023 Assignment

Please follow  the instructions and answer the questions as it asking: 

In order to fully understand Hannah’s situation, please first answer the following:

  • When are carbohydrates good for us?
  • What are “good” versus “bad” carbohydrates?
  • When are they not good for us or our bodies?
  • What chemistry is involved in their breakdown, usage, and storage?

After you have discussed this, consider Hannah and Rose’s situations and think like a nurse!

Hannah is a 12-year-old who has had Type I diabetes for a few years. Her mother, Rose, is a strict vegetarian and believes this is also the best diet plan for her daughter. Hannah says, “I just want to eat like all my friends do!” As a result, she often cheats, and lately, there has been a steady increase in Hannah’s blood sugar.

What are the first steps you would take, as Hannah’s nurse, to assess her eating habits and understanding of diabetes mellitus?

What did Hannah and Rose tell you (subjective) and what did you see (objective)?

I only need a half-page. Citation and references from the book: Nutritional foundations and clinical application: a nursing approach. 

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2023 Urinary Obstruction Case Studies The 57 year old patient noted urinary hesitancy and a decrease in the force of

Nursing 2023 Urinary Obstruction

Urinary Obstruction Case Studies The 57 year old patient noted urinary hesitancy and a decrease in the force of 2023 Assignment

Urinary Obstruction

Case Studies

The 57-year-old patient noted urinary hesitancy and a decrease in the force of his urinary stream for several months. Both had progressively become worse. His physical examination was essentially negative except for an enlarged prostate, which was bulky and soft.

Studies

Results

Routine laboratory studies

Within normal limits (WNL)

Intravenous pyelogram (IVP)

Mild indentation of the interior aspect of the bladder, indicating an enlarged prostate

Uroflowmetry with total voided flow of 225 mL

8 mL/sec (normal: >12 mL/sec)

Cystometry

Resting bladder pressure: 35 cm H2O (normal: <40 cm H2O)

Peak bladder pressure: 50 cm H2O (normal: 40-90 cm H2O)

Electromyography of the pelvic sphincter muscle

Normal resting bladder with a positive tonus limb

Cystoscopy

Benign prostatic hypertrophy (BPH)

Prostatic acid phosphatase (PAP)

0.5 units/L (normal: 0.11-0.60 units/L)

Prostate specific antigen (PSA)

1.0 ng/mL (normal: <4 ng/mL)

Prostate ultrasound

Diffusely enlarged prostate; no localized tumor

Diagnostic Analysis

Because of the patient’s symptoms, bladder outlet obstruction was highly suspected. Physical examination indicated an enlarged prostate. IVP studies corroborated that finding. The reduced urine flow rate indicated an obstruction distal to the urinary bladder. Because the patient was found to have a normal total voided volume, one could not say that the reduced flow rate was the result of an inadequately distended bladder. Rather, the bladder was appropriately distended, yet the flow rate was decreased. This indicated outlet obstruction. The cystogram indicated that the bladder was capable of mounting an effective pressure and was not an atonic bladder compatible with neurologic disease. The tonus limb again indicated the bladder was able to contract. The peak bladder pressure of 50 cm H2O was normal, again indicating appropriate muscular function of the bladder. Based on these studies, the patient was diagnosed with a urinary outlet obstruction. The PAP and PSA indicated benign prostatic hypertrophy (BPH). The ultrasound supported that diagnosis. Cystoscopy documented that finding, and the patient was appropriately treated by transurethral resection of the prostate (TURP). This patient did well postoperatively and had no major problems.

Critical Thinking Questions

1. Does BPH predispose this patient to cancer?

2. Why are patients with BPH at increased risk for urinary tract infections?

3. What would you expect the patient’s PSA level to be after surgery?

4. What is the recommended screening guidelines and treatment for BPH?

5. What are some alternative treatments / natural homeopathic options for treatment?

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2023 While an artist would rarely approach her audience and ask what they hope to see in her

Nursing 2023 Articulating A Relational Database Design

While an artist would rarely approach her audience and ask what they hope to see in her 2023 Assignment

While an artist would rarely approach her audience and ask what they hope to see in her next creation, this is exactly what a database designer must do. To ensure that a database meets the needs of the organization and its users, designers communicate with users and other stakeholders to capture the vision of what is needed. This means that important stakeholders—nurses in particular—can make a significant impact on database design when they articulate to designers what is needed regarding the storage, search, and retrieval of healthcare data. Productive dialogue will help lead to the development of appropriate data types, relational tables, and other design elements. Such dialogue relies on the ability to effectively articulate database design. In this Discussion, you practice refining a database design by examining key design attributes and employing feedback from peers.

To prepare:
  • Review the Learning Resources.
  • Review your post from the Week 3 Discussion and the scenario on which it is based.
  • Identify any design issues that may be present in your database, including those related to one-to-many relationships or data types.
  • Consider ways in which you could connect the tables that you proposed in the Discussion in Week 3.
  • Review the article by Lo, et al. (2018) and consider the implications of connecting well-designed relational databases to improve outcomes through knowledge sharing.

Harrington, J. (2016). Relational database design and implementation (4th ed.). Cambridge, MA: Morgan Kaufmann.
Chapter 5, “The Relational Data Model” (pp. 89–106)

Lo, C. K.-M., Ho, F. K.-W., Chan, K. L., Wong, W. H.-S., Wong, R. S.-M., Chow, C.-B., … Ip, P. (2018). Linking healthcare and social service databases to study the epidemiology of child maltreatment and associated health problems: Hong Kong’s experience. The Journal of Pediatrics, 202, 291–299.e1.

Post an explanation of how you would adjust your design described in the previous discussion to address specific design issues such as one-to-many relationships and identification of data types. Be specific and provide examples. Explain how you would reduce the risk for poor data integrity and eliminate duplicate data. Support your plan with citations from the Learning Resources.

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2023 Assessment Instructions You are the parent of two teenagers and an active

Nursing 2023 Nursing practice and school health privacy

Assessment Instructions You are the parent of two teenagers and an active 2023 Assignment

Assessment Instructions 

  

You are the parent of two teenagers and an active PTA member at their school. The principal approached you about an upcoming professional gathering for middle- and high-school nurses in your district. She asked you to make a short presentation on school health privacy and how it can affect nurse-student care within the teen population, where personal health issues and privacy concerns often collide.

Preparation

Research and gather information about the issues facing school nurses in your state of licensure, as well as state and federal privacy laws that govern your school health privacy information. You will also need to learn about the legal limitations and responsibilities of the school nurse.

Directions

Create a 6–8-slide PowerPoint presentation that examines the privacy issues unique to nurses serving the high-school age population. Address the following:

  • Describe the types of health and wellness issues that can affect adolescents in their high-school years. Be sure you think beyond the usual things and really research the types of issues that are affecting young people today.
  • Explain how privacy laws can impact the school nurse in regard to patient safety and health outcomes for adolescents.
  • Explain how privacy laws benefit the student, the school, and the school nurse.
  • Recommend two specific evidence-based ethical strategies regarding health and wellness privacy communications in a school environment.

Use the notes section of each slide to expand your points and cite your supporting evidence. Also, include a title slide and a reference slide that lists the resources you used in this assessment.

Be creative. Consider your intended audience.

Additional Requirements

Your presentation should meet the following requirements:

  • Written communication: Written communication should be free of errors that detract from the overall message.
  • References: Include a reference slide with a minimum of three references; a majority of these should be peer-reviewed sources. All resources should have been published within the last 5 years.
  • APA format: Resources and citations should be formatted according to current APA style and formatting.
  • Length: 6–8 slides.

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2023 Assignment Evidence Based Project Part 1 Identifying Research Methodologies Is there a difference between common practice and best

Nursing 2023 Assignment: Evidence-Based Project

Assignment Evidence Based Project Part 1 Identifying Research Methodologies Is there a difference between common practice and best 2023 Assignment

  

Assignment: Evidence-Based Project, Part 1: Identifying Research Methodologies

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. Keep in mind that the clinical issue you identify for your research will stay the same for the entire course. 
  • 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.      You should not be using systematic reviews for this assignment, select original research articles.
  • 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: 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 (2-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 (2 paragraph) description of the aims of the research of each peer-reviewed article.
  • A brief (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 (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.

Part 2: Advanced Levels of Clinical Inquiry and Systematic Reviews

Your quest to purchase a new car begins with an identification of the factors important to you. As you conduct a search of cars that rate high on those factors, you collect evidence and try to understand the extent of that evidence. A report that suggests a certain make and model of automobile has high mileage is encouraging. But who produced that report? How valid is it? How was the data collected, and what was the sample size?

In this Assignment, you will delve deeper into clinical inquiry by closely examining your PICO(T) question. You also begin to analyze the evidence you have collected.

To Prepare:

  • Review the Resources and identify a clinical issue of interest that can form the basis of a clinical inquiry.
  • Develop a PICO(T) question to address the clinical issue of interest you identified in Module 2 for the Assignment. This      PICOT question will remain the same for the entire course.
  • Use the keywords from the PICO(T) question you developed and search at least four different databases in the Walden      Library. Identify at least four relevant systematic reviews or other filtered high-level evidence, which includes meta-analyses, critically-appraised topics (evidence syntheses), critically-appraised individual articles      (article synopses). The evidence will not necessarily address all the elements of your PICO(T) question, so select the most important concepts to search and find the best evidence available.
  • Reflect on the process of creating a PICO(T) question and searching for peer-reviewed research.

The Assignment (Evidence-Based Project)

Part 2: Advanced Levels of Clinical Inquiry and Systematic Reviews

Create a 7-8-slide PowerPoint presentation in which you do the following:

  • Identify and briefly describe your chosen clinical      issue of interest.
  • Describe how you developed a PICO(T) question focused 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 relevant peer-reviewed articles at the systematic-reviews level related to your research question. If there are no systematic review level articles or meta-analysis on your topic, then use the highest level of evidence peer-reviewed article.
  • Describe the levels of evidence in each of the four peer-reviewed articles you selected, including an explanation of the strengths of using systematic reviews for clinical research. Be specific and provide examples.

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      2, “Asking Compelling Clinical Questions” (pp. 33–54)
  • Chapter      21, “Generating Evidence Through Quantitative and Qualitative Research”      (pp. 607–653)

Grant, M. J., & Booth, A. (2009). A typology of reviews: An analysis of 14 review types and associated methodologies. Health Information and Libraries Journal, 26, 91–108. doi:10.1111/j.1471-1842.2009.00848.x

Hoare, Z., & Hoe, J. (2013). Understanding quantitative research: Part 2. Nursing Standard, 27(18), 48–55. doi:10.7748/ns2013.01.27.18.48.c9488

Hoe, J., & Hoare, Z. (2012). Understanding quantitative research: Part 1. Nursing Standard, 27(15), 52–57. doi:10.7748/ns2012.12.27.15.52.c9485

Required Media

Centers for Research Quality. (2015a, August 13). Overview of qualitative research methods [Video file]. Retrieved from https://youtu.be/IsAUNs-IoSQ

Centers for Research Quality. (2015b, August 13). Overview of quantitative research methods [Video file]. Retrieved from https://youtu.be/cwU8as9ZNlA

Laureate Education (Producer). (2018). Review of research: Anatomy of a research study [Mutlimedia file]. Baltimore, MD: Author.

Schulich Library McGill. (2017, June 6). Types of reviews [Video file]. Retrieved from https://youtu.be/5Rv9z7Mp4kg

Laureate Education (Producer). (2018). Searching the Evidence [Video file]. Baltimore, MD: Author.

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2023 Soap Note 2 Chronic Conditions Chronic Conditions 15 Points Pick any Chronic Disease from Weeks

Nursing 2023 Soap Note 2 Chronic Conditions

Soap Note 2 Chronic Conditions Chronic Conditions 15 Points Pick any Chronic Disease from Weeks 2023 Assignment

  

Soap Note 2 Chronic Conditions

Chronic Conditions (15 Points)

Pick any Chronic Disease from Weeks 6-10

Soap notes will be uploaded to Moodle and put through TURN-It-In (anti-Plagiarism program)
 Follow the MRU Soap Note Rubric as a guide

Turn it in Score must be less than 50% or will not be accepted for credit, must be your own work and in your own words. You can resubmit, Final submission will be accepted if less than 50%. Copy paste from websites or textbooks will not be accepted or tolerated. Please see College Handbook with reference to Academic Misconduct Statement

SOAP NOTE SAMPLE FORMAT FOR MRC

  

Name:  LP

Date: 

Time: 1315

 

Age: 30

Sex: F

 

SUBJECTIVE

 

CC:  

“I am having vaginal itching and pain in   my lower abdomen.”

 

HPI:  

Pt is a   30y/o AA female, who is a new patient that has recently moved to Miami. She seeks treatment today after   unsuccessful self-treatment of vaginal itching, burning upon urination, and   lower abdominal pain. She is concerned   for the presence of a vaginal or bladder infection, or an STD. Pt denies fever. She reports the itching and burning with   urination has been present for 3 weeks, and the abdominal pain has been   intermittent since months ago. Pt has   tried OTC products for the itching, including Monistat and Vagisil. She denies any other urinary symptoms,   including urgency or frequency. She   describes the abdominal pain as either sharp or dull. The pain level goes as high as 8 out of 10   at times. 200mg of PO Advil PRN   reduces the pain to a 7/10. Pt denies   any aggravating factors for the pain. Pt reports that she did start her menstrual cycle this morning, but   denies any other discharge other that light bleeding beginning today. Pt denies douching or the use of any   vaginal irritants. She reports that   she is in a stable sexual relationship, and denies any new sexual partners in   the last 90 days. She denies any   recent or historic known exposure to STDs. She reports the use of condoms with every coital experience, as well   as this being her only form of contraceptive. She reports normal monthly menstrual cycles that last 3-4 days. She reports dysmenorrhea, which she also   takes Advil for. She reports her last   PAP smear was in 7/2016, was normal, and reports never having an abnormal PAP   smear result. Pt denies any hx of   pregnancies. Other medical hx includes   GERD. She reports that she has an Rx   for Protonix, but she does not take it every day. Her family hx includes the presence of DM   and HTN. 

 

Current Medications: 

Protonix   40mg PO Daily for GERD

MTV OTC   PO Daily

Advil   200mg OTC PO PRN for pain

 

PMHx:

Allergies:  

NKA & NKDA

Medication Intolerances: 

Denies

Chronic Illnesses/Major traumas

GERD

Hospitalizations/Surgeries

Denies

 

Family History

Father-   DM & HTN; Mother- HTN; Older sister- DM & HTN; Maternal and paternal   grandparents without known medical issues; 1 brother and 3 other sisters   without known medical issues; No children.

 

Social History

Lives   alone. Currently in a stable sexual   relationship with one man. Works for   DEFACS. Reports occasional alcohol   use, but denies tobacco or illicit drug use.

 

ROS

 

General 

Denies   weight change, fatigue, fever, night sweats

Cardiovascular

Denies   chest pain and edema. Reports rare palpitations that are relieved by drinking   water

 

Skin

Denies   any wounds, rashes, bruising, bleeding or skin discolorations, any changes in   lesions

Respiratory

Denies   cough. Reports dyspnea that accompanies the rare palpitations and is also   relieved by drinking water

 

Eyes

Denies corrective   lenses, blurring, visual changes of any kind

Gastrointestinal

Abdominal   pain (see HPI) and Hx of GERD. Denies   N/V/D, constipation, appetite changes

 

Ears

Denies   Ear pain, hearing loss, ringing in ears

Genitourinary/Gynecological

Reports   burning with urination, but denies frequency or urgency. Contraceptive and STD prevention includes   condoms with every coital event. Current stable sexual relationship with one man. Denies known historic or recent STD   exposure. Last PAP was 7/2016 and normal. Regular monthly menstrual cycle   lasting 3-4 days. 

 

Nose/Mouth/Throat

Denies   sinus problems, dysphagia, nose bleeds or discharge

Musculoskeletal

Denies   back pain, joint swelling, stiffness or pain

 

Breast

Denies   SBE

Neurological

Denies   syncope, seizures, paralysis, weakness

 

Heme/Lymph/Endo

Denies   bruising, night sweats, swollen glands

Psychiatric

Denies   depression, anxiety, sleeping difficulties

 

OBJECTIVE

 

Weight   140lb 

Temp -97.7

BP 123/82

 

Height 5’4”

Pulse 74

Respiration 18

 

General Appearance

Healthy   appearing adult female in no acute distress. Alert and oriented; answers   questions appropriately. 

 

Skin

Skin is   normal color for ethnicity, warm, dry, clean and intact. No rashes or lesions   noted.

 

HEENT

Head is   norm cephalic, hair evenly distributed. Neck: Supple. Full ROM. Teeth are in   good repair.

 

Cardiovascular

S1, S2   with regular rate and rhythm. No extra heart sounds. 

 

Respiratory

Symmetric   chest walls. Respirations regular and easy; lungs clear to auscultation   bilaterally.

 

Gastrointestinal

Abdomen   flat; BS active in all 4 quadrants. Abdomen soft, suprapubic   tender. No hepatosplenomegaly.  

    

Genitourinary

Suprapubic   tenderness noted. Skin color normal   for ethnicity. Irritation noted at   labia majora, minora, and perineum. No ulcerated lesions noted. Lymph nodes   not palpable. Vagina pink and moist   without lesions. Discharge minimal,   thick, dark red, no odor. Cervix pink   without lesions. No CMT. Uterus normal size, shape, and consistency.  

 

Musculoskeletal

Full   ROM seen in all 4 extremities as patient moved about the exam room.

 

Neurological 

Speech   clear. Good tone. Posture erect. Balance stable; gait normal.

 

Psychiatric

Alert   and oriented. Dressed in clean clothes. Maintains eye contact. Answers   questions appropriately.

 

Lab Tests

Urinalysis   – blood noted (pt. on menstrual period), but results negative for infection

Urine   culture testing unavailable

Wet   prep – inconclusive 

STD   testing pending for gonorrhea, chlamydia, syphilis, HIV, HSV 1 & 2, Hep B   & C 

 

Special Tests- No ordered at this   time.

 

Diagnosis 

 

Differential Diagnoses

  • 1-Bacterial Vaginosis (N76.0)
  • 2- Malignant neoplasm of female genital organ,         unspecified. (C57.9)
  • 3-Gonococcal infection, unspecified. (A54.9)

Diagnosis

o Urinary   tract infection, site not specified. (N39.0) Candidiasis of vulva and vagina.   (B37.3) secondary to presenting symptoms (Colgan & Williams, 2011) &   (Hainer & Gibson, 2011). 

 

Plan/Therapeutics

 

  • Plan:  
    • Medication – 

§ Terconazole cream 1 vaginal application QHS for 7 days for   Vulvovaginal Candidiasis; 

§ Sulfamethoxazole/TMP DS 1 tablet PO twice daily for 3 days   for UTI (Woo & Wynne, 2012)

  • Education – 

§ Medications prescribed. 

§ UTI and Candidiasis symptoms, causes, risks, treatment,   prevention. Reasons to seek emergent care, including N/V, fever, or back   pain. 

§ STD risks and preventions. 

§ Ulcer prevention, including taking Protonix as prescribed,   not exceeding the recommended dose limit of NSAIDs, and not taking NSAIDs on   an empty stomach. 

  • Follow-up         – 

§ Pt will be contacted with results of STD studies. 

§ Return to clinic when finished the period for perform   pap-smear or if symptoms do not resolve with prescribed TX.

            

References

Colgan, R. & Williams, M. (2011). Diagnosis and Treatment of Acute Uncomplicated Cystitis. American Family Physician, 84(7), 771-776.

Hainer, B. & Gibson, M. (2011). Vaginitis: Diagnosis and Treatment. American Family Physician, 83(7), 807-815. 

Woo, T. M., & Wynne, A. L. (2012). Pharmacotherapeutics for Nurse Practitioner Prescribers (3rd ed.). Philadelphia, PA: F.A. Davis Company.

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2023 https www jointcommission org resources for consumers speak up campaigns depression 1 Follow these guidelines when completing this assignment Speak with your faculty member if you have questions a

Nursing 2023 Safety Goals Guidelines: Speak Up Depression

https www jointcommission org resources for consumers speak up campaigns depression 1 Follow these guidelines when completing this assignment Speak with your faculty member if you have questions a 2023 Assignment

https://www.jointcommission.org/resources/for-consumers/speak-up-campaigns/depression/

  

1. Follow these guidelines when completing this assignment. Speak with your faculty member if you have questions.

a. Select a Speak Up brochure from The Joint Commission website.

b. Write a short paper reviewing the brochure. Use the Grading Criteria (below) to structure your critique and include current nursing or healthcare research to support your critique.

1. Include the following sections

a. Introduction of brochure (3 points/6%)

i. Includes brochure title

ii. Identifies date published

iii. Describes individuals or groups

iv. Brochure properly cited, included on reference list, and submitted with assignment

b. Summary of article (10 points/ 20%)

i. Main topics discussed

ii. Includes information to promote communication between patients and healthcare providers

c. Evaluation of brochure (20 points/40%)

i. Supported by evidence from a recent (5 years) scholarly, nursing journal article

ii. What was done well, and what could have been improved in the brochure? 

iii. Why did this topic interest you?

iv. Was the information provided in the brochure beneficial? Could you incorporate it in your patient education? 

v. Was the information presented clearly? 

vi. Did current nursing or healthcare related research support the information presented in the brochure? 

vii. What population or individuals does this article apply to (i.e., who will benefit the most from this brochure)? Who else can use this information? 

viii. Will this information increase patient safety? Defend your answer.

d. Conclusion (5 points/10%)

i. Restates main ideas 

ii. Includes supporting information from body of paper

iii. Summarizes the benefits of following the brochure’s advice to a person at risk

e. APA style and structure (2 points/4%)

i. Adheres to APA 7th edition formatting guidelines for title page, margins, in-text citations, and references 

ii. Section headers are required

a) Introduction

b) Summary of brochure

c) Evaluation of brochure

d) Conclusion

iii. Paper is no longer than three (3) pages, excluding title page, reference page, and copy of brochure

a) Extra pages will not be read or contribute to the assignment grade

f. Clarity of writing (10 points/20%)

i. Proper use of Standard English

ii. Shows original thought

iii. No spelling or grammar errors

iv. Information presented in a logical progression

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2023 As you have discovered through this course nurses are influential members of the

Nursing 2023 How a Bill Becomes a Law

As you have discovered through this course nurses are influential members of the 2023 Assignment

 

As you have discovered through this course, nurses are influential members of the community and the political system. Therefore, for the purposes of this assignment you will identify a problem or concern in your community, organization, etc. that has the capacity to be legislated. You will conduct research and state a proposal. Through the legislative process, your proposal for the problem or concern may influence an idea for change into a law.

First, refer to the “How a Bill Becomes a Law” media.

http://lc.gcumedia.com/zwebassets/courseMaterialPages/nrs440v_how-a-bill-becomes-a-law-v2.1.php/.

Then, view the “Bill to Law Process” to watch the scenario.

After viewing the scenario, refer to the “Legislative Assignment.” You will need to save the document first in order to use it.

Submit the assignment to the instructor. You also reserve the right to submit your completed proposal to the respective government official. However, this is optional. If you select to submit your proposal as a part of the legislative process, refer to “Find Your Representative” or research the contact information on your own.

APA format is not required, but solid academic writing is expected.

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2023 M L is a 15 year old female who presents to the family planning clinic for her

Nursing 2023 Mental Health Discussion

M L is a 15 year old female who presents to the family planning clinic for her 2023 Assignment

M.L. is a 15-year-old female who presents to the family planning clinic for her first visit. Prior to seeing the patient, the nurse reads through the initial paperwork and notes that the patient is requesting a pregnancy test and birth control counseling. The nurse calls the patient into the triage room and begins the initial interview and the sexual history assessment. When the nurse inquires about the patient’s age of first sexual encounter, the patient becomes upset and starts to cry. The nurse consoles the patient and listens carefully as the patient describes how her father has been sexually abusing her since she was 5 years old. The patient explains that the abuse continues on a weekly basis. The patient also shares that it has been 2 months since her last menstrual cycle, and she is worried that she may be pregnant. M.L. is in a monogamous relationship with her boyfriend of 1 year and is sexually active with this partner.

  1. – How should the nurse proceed with the screening and interview?
  2. – M.L. answers yes to questions 1 through 3 on the AAS (Abuse Assessment Screen).  (Links to an external site.)How should the nurse proceed?
  3. – What is the nurse’s role in reporting the suspected abuse?
  4. – How would the nurse proceed with the physical examination?

minimum of 250 words with three references in correct APA format.

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