Case Study 3 & 4 Inflammatory Bowel Disease And Urinary Obstruction. – 2025 Case Study 3 4 Inflammatory Bowel Disease and Urinary Obstruction Students much review

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Case Study 3 & 4 Inflammatory Bowel Disease And Urinary Obstruction. – 2025

  

Case Study 3 & 4:  Inflammatory Bowel Disease and Urinary Obstruction. 

Students much review the case study and answer all questions with a scholarly response using APA and include 2 scholarly references. Answer both case studies on the same document and upload 1 document to Moodle. Case Studies will be uploaded to Moodle and put through TURN-It-In (anti-Plagiarism program). 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. 

The answers must be in your own words with reference to journal or book where you found the evidence to your answer. Do not copy paste or use a past students work as all files submited in this course are registered and saved in turn it in program.

All answers to case studies must have reference cited in text for each answer and minimum of 2 Scholarly References (Journals, books) (No websites)  per case Study

Inflammatory Bowel Disease Case Study 

The patient is an 11-year-old girl who has been complaining of intermittent right lower quadrant pain and diarrhea for the past year. She is small for her age. Her physical examination indicates some mild right lower quadrant tenderness and fullness. 

Studies Results Hemoglobin (Hgb), 8.6 g/dL (normal: >12 g/dL) Hematocrit (Hct), 28% (normal: 31%-43%) Vitamin B12 level, 68 pg/mL (normal: 100-700 pg/mL) Meckel scan, No evidence of Meckel diverticulum D-Xylose absorption, 60 min: 8 mg/dL (normal: >15-20 mg/dL) 

120 min: 6 mg/dL (normal: >20 mg/dL) 

Lactose tolerance, No change in glucose level (normal: >20 mg/dL rise in glucose) Small bowel series, Constriction of multiple segments of the small intestine 

Diagnostic Analysis 

The child’s small bowel series is compatible with Crohn disease of the small intestine. Intestinal absorption is diminished, as indicated by the abnormal D-xylose and lactose tolerance tests. Absorption is so bad that she cannot absorb vitamin B12. As a result, she has vitamin B12 deficiency anemia. She was placed on an aggressive immunosuppressive regimen, and her condition improved significantly. Unfortunately, 2 years later she experienced unremitting obstructive symptoms and required surgery. One year after surgery, her gastrointestinal function was normal, and her anemia had resolved. Her growth status matched her age group. Her absorption tests were normal, as were her B12 levels. Her immunosuppressive drugs were discontinued, and she is doing well. 

Critical Thinking Questions 

1. Why was this patient placed on immunosuppressive therapy? 

2. Why was the Meckel scan ordered for this patient? 

3. What are the clinical differences and treatment options for Ulcerative Colitis and Crohn’s Disease? (always on boards) 

4. What is prognosis for patients with IBD and what are the follow up recommendations for managing disease?

Urinary Obstruction case study

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? 

Dq8Transcultural Perspectives In The Care Of Older Adults. – 2025 Transcultural Perspectives in the care of Older Adults Read chapter 7 of the class textbook and

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Dq8Transcultural Perspectives In The Care Of Older Adults. – 2025

Transcultural Perspectives in the care of Older Adults.

Read chapter 7 of the class textbook and review the attached PowerPoint presentation.  Once done, read the following clinical case below and answer the questions;

Diabetes has been emerging as a major public health concern among Native American communities in the United States for the past 40 years. The Pima Indians in Arizona currently have the highest recorded prevalence of diabetes in the world. On average, American Indian and Alaska Native adults are 2.6 times more likely to have diabetes than non-Hispanic Whites of similar age. Diet is a key factor in controlling blood glucose levels and preventing serious cardiac, renal, peripheral vascular, and retinal complications such as heart attacks, renal failure, limb amputations, and blindness.

An Indian Health Service (IHS) nurse visits a patient in her mobile home, located on an Arizona Indian reservation. The patient is a 72-year-old, obese, female Pima Indian with a blood glucose level of 280. She is at risk for serious complications of type 2, or non–insulin-dependent, diabetes mellitus. With type 2 diabetes, the body either resists the effects of insulin or doesn’t produce enough insulin to maintain a normal blood glucose level. The patient lives with her adult daughter, two grandchildren, and five great-grandchildren. The nurse’s goals are to use culturally appropriate diet education to repattern the patient’s eating habits for the purpose of reducing the blood glucose level to normal (between 70 and 110 mg/dL); promoting steady sustained weight loss (5 pounds per week); encouraging increased exercise and activity. The nurse also asks the patient to participate in group sessions at the Pima Community Center focused on healthy food preparation and eating a balanced meal.

  1. If you were a nurse who just began doing home health care on the Pima Reservation, how would you learn about the specific cultural beliefs and practices related to nutrition and diet for this patient as a member of the Pima Indian Nation, versus stereotypes about the diet of Native Americans in general?
  2. Given that the patient’s family doesn’t own a vehicle, how will you encourage her to shop for healthy foods, prepare them, and actively participate in weight loss and exercise programs held free of charge at the Pima Community Center?
  3. How would you assess the patient’s eating habits, for example, type of food, method of preparation, amount eaten, etc.?
  4. Each of the patient’s children, grandchildren, and great-grandchildren is obese. How would you involve the patient’s family in the plan of care and motive them to lose weight as well?

APA format word document, Arial 12 font, A minimum of 700 words is required(excluding the first and reference page).

Asthma – 2025 Complications of asthma can be sudden Consider the case of Bradley Wilson a young boy who had several medical

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Asthma – 2025

 

Complications of asthma can be sudden. Consider the case of Bradley Wilson, a young boy who had several medical conditions. He appeared in good health when he went to school, returned home, and ate dinner. However, when he later went outside to play, he came back inside wheezing. An ambulance took him to the hospital where he was pronounced dead (Briscoe, 2012). In another case, 10-year-old Dynasty Reese, who had mild asthma, woke up in the middle of the night and ran to her grandfather’s bedroom to tell him she couldn’t breathe. By the time paramedics arrived, she had passed out and was pronounced dead at the hospital (Glissman, 2012). These situations continue to outline the importance of recognizing symptoms of asthma and providing immediate treatment, as well as distinguishing minor symptoms from serious, life-threatening symptoms. Since these symptoms and attacks are often induced by a trigger, as an advanced practice nurse, you must be able to help patients identify their triggers and recommend appropriate treatment options. For this reason, you need to understand the pathophysiological mechanisms of chronic asthma and acute asthma exacerbation.

To Prepare

  • Review “Asthma” in Chapter 27 of the Huether and McCance text. Identify the pathophysiological mechanisms of chronic asthma and acute asthma exacerbation. Consider how these disorders are similar and different.
  • Select a patient factor different from the one you selected in this week’s Discussion: genetics, gender, ethnicity, age, or behavior. Think about how the factor you selected might impact the pathophysiology of both disorders. Reflect on how you would diagnose and prescribe treatment of these disorders for a patient based on the factor you selected.
  • Review the “Mind maps—Dementia, Endocarditis, and Gastro-oesophageal Reflux Disease (GERD)” media in the Week 2 Learning Resources. Use the examples in the media as a guide to construct two mind maps—one for chronic asthma and one for acute asthma exacerbation. Consider the epidemiology and clinical presentation of both chronic asthma and acute asthma exacerbation.

To Complete

Write a 2- to 3-page paper that addresses the following:

  • Describe the pathophysiological mechanisms of chronic asthma and acute asthma exacerbation. Be sure to explain the changes in the arterial blood gas patterns during an exacerbation.
  • Explain how the factor you selected might impact the pathophysiology of both disorders. Describe how you would diagnose and prescribe treatment for a patient based on the factor you selected.
  • Construct two mind maps—one for chronic asthma and one for acute asthma exacerbation. Include the epidemiology, pathophysiology, and clinical presentation, as well as the diagnosis and treatment you explained in your paper.

Reference
Briscoe, K. (2012, May 12). Thetford: mother of Bradley Wilson, who died of asthma attack, told there was nothing she could have done. East Anglian Daily Times. Retrieved from http://www.eadt.co.uk/news/thetford_mother_of_bradley_wilson_who_died_of_asthma_attack_told_there_was_nothing_she_could_have_done_1_1375128

Glissman, B. (2012, May 21). Girl’s death puts focus on asthma’s broader grip. Omaha World-Herald. Retrieved from http://www.omaha.com/article/20120521/LIVEWELL01/305219975

zero plagiarism & 4 references

DQ – 2025 1 Submit a summary of six of your articles on the discussion board Discuss one strength

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DQ – 2025

1)  Submit a summary of six of your articles on the discussion board. Discuss one strength and one weakness for each of these six articles on why the article may or may not provide sufficient evidence for your practice change. 

2)  Name two different methods for evaluating evidence. Compare and contrast these two methods. 

With references please

DB 5 Pharma – 2025 DERMATOLOGY CASE STUDY Chief complaint My right great toe has been hurting for about 2 months and

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DB 5 Pharma – 2025

DERMATOLOGY CASE STUDY

Chief complaint:  “ My right great toe has been hurting for about 2 months and now it’s itchy, swollen and yellow. I can’t wear closed shoes and I was fine until I started going to the gym”.

HPI: E.D a 38 -year-old Caucasian female presents to the clinic with complaint of pain, itching, inflammation, and “yellow” right great toe. She noticed that the toe was moderately itching after she took a shower at the gym. She did not pay much attention. About two weeks after the itching became intense and she applied Benadryl cream with only some relief.  She continued going to the gym and noticed that the itching got worse and her toe nail started to change color. She also indicated that the toe got swollen, painful and turned completely yellow 2 weeks ago. She applied lotrimin  AF cream and it did not help relief her symptoms. She has not tried other remedies.

Denies associated symptoms of fever and chills. 

PMH: Diabetes Mellitus, type 2.

Surgeries: None

Allergies: Augmentin

Medication: Metformin 500mg PO BID.

Vaccination History:  Immunization is up to date and she received her flu shot this year.

Social history: College graduate married and no children. She drinks 1 glass of red wine every night with dinner. She is a former smoker and quit 6 years ago.

Family history:Both parents are alive. Father has history of DM type 2, Tinea Pedis. mother alive and has history of atopic dermatitis, HTN.

ROS:

Constitutional: Negative for fever. Negative for chills.

Respiratory: No Shortness of breath. No Orthopnea

Cardiovascular: Regular rhythm.

Skin: Right great toe swollen, itchy, painful and discolored.

Psychiatric: No anxiety. No depression.

Physical examination:

Vital Signs

Height: 5 feet 5 inches Weight: 140 pounds BMI: 31 obesity, BP 130/70 T 98.0, P 88 R 22, non-labored

HEENT: Normocephalic/Atraumatic, Bilateral cataracts; PERRL, EOMI; No teeth loss seen. Gums no redness.

NECK: Neck supple, no palpable masses, no lymphadenopathy, no thyroid enlargement.

LUNGS: No Crackles. Lungs clear bilaterally. Equal breath sounds. Symmetrical respiration. No respiratory distress.

HEART: Normal S1 with S2 during expiration. Pulses are 2+ in upper extremities. 1+ pitting edema ankle bilaterally.

ABDOMEN: No abdominal distention. Nontender. Bowel sounds + x 4 quadrants. No organomegaly. Normal contour; No palpable masses.

GENITOURINARY: No CVA tenderness bilaterally. GU exam deferred.

MUSCULOSKELETAL: Slow gait but steady. No Kyphosis.

SKIN: Right great toe with yellow-brown discoloration in the proximal nail plate. Marked periungual inflammation. + dryness. No pus. No neuro deficit.

PSYCH: Normal affect. Cooperative.

Labs: Hgb 13.2, Hct 38%, K+ 4.2, Na+138, Cholesterol 225, Triglycerides 187, HDL 37, LDL 190, TSH 3.7, glucose 98.

Assessment:

Primary Diagnosis: Proximal subungual onychomycosis

Differential Diagnosis:  Irritant Contact Dermatitis, Lichen Planus, Nail Psoriasis

Special Lab:

Fungal culture confirms fungal infection.

As an NP student, you need to determine the medications for onychomycosis.

1. According to the AAFP/CDC Guidelines, what antifungal medication(s) should this patient be prescribed, and for how long? Write her complete prescriptions using the prescription writing format in your textbook.

2.  What labs for baseline and follow up of therapy would you order for this patient? Give rationale.

You need 1 initial post and 1 reply for this DB. Total of 2 posts supported by peer-reviewed references, and in APA 6th ed format. 

Thanks!

*******please 

Develop A 3-5 Page Outline Of Concepts You Would Like To Apply To Your Own Life And Identify Relevant Scholarly Sources That Will Help You With Your Application Of Concepts. – 2025 Develop a 3 5 page outline of concepts you would like to apply to your

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Develop A 3-5 Page Outline Of Concepts You Would Like To Apply To Your Own Life And Identify Relevant Scholarly Sources That Will Help You With Your Application Of Concepts. – 2025

 

Develop a 3-5 page outline of concepts you would like to apply to your own life and identify relevant scholarly sources that will help you with your application of concepts.

As you may have noticed as you have worked through earlier assessments, Sociology is applicable to our everyday lives. We can oftentimes take a sociological concept and use it to explain something that occurs in our own lives. For example, you have learned about norms and how we tend to follow the norms of a society. You can use that to explain how people behave when they are in an elevator. Most people face forward, look up at the numbers, and don’t talk.

Many of your experiences can be analyzed using sociological concepts. For your final assessment, Assessment 6, you will complete a Sociology of Me and apply many of the concepts you have learned about in this course to your own life. For Assessment 5, begin to think about which concepts you would like to apply to your own experience, develop an outline, and identify appropriate resources. In order to complete this assessment, you will need to show your understanding of some additional concepts related to social structure, education, and technology/media.

We have learned how a society’s culture can influence people. There are other elements in society, however, that also affect our decisions and behavior. Sociological research has found that in addition to culture, social structure and groups also significantly impact many of our individual choices. Our position in the social structure affects our behaviors, attitudes, and ideas. For example, an important element of social structure are groups. We belong to a variety of different groups. Decades of research have documented the impact of group conformity on the individual. Although people tend to often believe that they act as individuals and aren’t impacted by others, research has found this is usually not the case. The Milgram experiment in your Resources is a great example. Milgram (1963) examined conformity and obedience and found that people are highly influenced by authority and the demands of conformity, even to the point that we will inflict pain on another person to obey authority.

Sociologists also study education and how it is impacted by a society’s culture and structure. The purpose of education is to provide knowledge (facts, skills, cultural norms) to members of a society. In the United States, education teaches us not just skills, but also how to be effective citizens. Education transmits the dominant culture, ensuring that children understand cultural norms and values. Educational attainment impacts life outcomes—it affects our occupation, earnings, work conditions, and health. Thus, education is related to social inequality. We have a tendency to assume that education is an equalizer in the United States, but this is something that is debated by sociologists. Is education equally available to everyone? Studies suggest it is not. Social class can impact the quality of school children attend, what they study, and how many years they attend school. Many students graduate from college with significant student loan debt. How might someone’s experience after college graduation be different if they graduated from college debt-free because their parents could afford to pay for it?

We regularly see new products and services as a result of increasing technology. We often take the influence of technology and media for granted, but it has a substantial impact on how we understand our culture and society as a whole. Many new products and services are a response to society’s changing needs. But technology can also serve to shape the values held by a society. Think about how our interaction has changed in the past ten years as a result of technology. Has that impacted our values? A small number of corporations deliver Internet platforms and a small number of corporations produce most of our media. What impact does that have on our access to technology and information?

Reference

Milgram, S. (1963). Behavioral study of obedience. The Journal of Abnormal and Social Psychology, 67(4), 371–378.

Demonstration of Proficiency

By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:

  • Competency 1: Examine how theory and sociological concepts apply to everyday life.
    • Identify sociological concepts that affect one’s own field of study.
  • Competency 2: Explain the basic tools of sociological inquiry.
    • Identify resources to support analysis from a sociological perspective.
  • Competency 4: Analyze the influence of culture on both the individual and society.
    • Explain the relevance of concepts to sociological topics.
  • Competency 6: Compose text that articulates meaning relevant to its purpose and audience.
    • Develop text using organization, structure, and transitions that demonstrate understanding of cohesion between main and subtopics. 

In this assessment, you will create an outline for Assessment 6, The Sociology of Me. The outline should identify concepts you will be using to analyze your own experiences and provide a brief summary of why each concept may be relevant. Your sociological analysis of yourself should be supported by credible, scholarly sources, such as those from academic journals. As such, you will also identify scholarly sources that you intend to use.

Deliverable

Write an essay in which you complete all of the following:

Part 1: Section Outline
  • Identify the sociological concepts you plan to discuss in each section.
  • Briefly explain the relevance of each concept.

Sections need to include:

  • Culture and Socialization.
    • Examine the impact culture and socialization has had on your life.
    • Examples of concepts to include: Socialization, agents of socialization, culture, values, language, norms, subculture, counterculture, ethnocentrism, and cultural relativism.
  • Social Structure and Groups.
    • Analyze the impact of social structure and groups on your life.
    • Examples of concepts to include: Social structure, hierarchy, power, bureaucracy, role, status, primary groups, secondary groups, and group think.
  • Education.
    • Explain your educational experience from a sociological perspective.
    • Examples of concepts to include: Hidden curriculum, tracking, social stratification, and stereotypes.
  • Professional field.
    • Explain sociological issues that affect your field of study.
    • All concepts from other sections are relevant.
  • Technology and Media.
    • Analyze the role of technology and media in your everyday life. Examples of concepts: Media, digital divide, framing, and social change.
Part 2: Identify Preliminary Supporting Resources
  • Identify resources to support an analysis from a sociological perspective.
    • At least one scholarly source should be identified for each section above.
    • Provide a brief summary of each identified source.

Additional Requirements

  • Written communication: Develop text using organization, structure, and transitions that demonstrate understanding of cohesion between main and subtopics. Written communication is free of errors that detract from the overall message.
  • Sources: Cite at least five scholarly sources.
  • Length: 3–5 pages, not including title and reference pages.
  • Format: Include a title page and reference page. Use in text citations to cite your sources. [Example: Writing becomes better as the child matures (Britton, Thomas, & Miller, 1996).]
  • Font and size: Times New Roman, 12-point.

PERSONAL LEADERSHIP PHILOSOPHIES – 2025 Assignment Personal Leadership Philosophies Many of us can think of leaders we have come to admire be they

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PERSONAL LEADERSHIP PHILOSOPHIES – 2025

  

Assignment: Personal Leadership Philosophies

Many of us can think of leaders we have come to admire, be they historical figures, pillars of the industry we work in, or leaders we know personally. The leadership of individuals such as Abraham Lincoln and Margaret Thatcher has been studied and discussed repeatedly. However, you may have interacted with leaders you feel demonstrated equally competent leadership without ever having a book written about their approaches.

What makes great leaders great? Every leader is different, of course, but one area of commonality is the leadership philosophy that great leaders develop and practice. A leadership philosophy is basically an attitude held by leaders that acts as a guiding principle for their behavior. While formal theories on leadership continue to evolve over time, great leaders seem to adhere to an overarching philosophy that steers their actions.

What is your leadership philosophy? In this Assignment, you will explore what guides your own leadership. 

To Prepare:

  • Identify two to three scholarly resources, in      addition to this Module’s readings, that evaluate the impact of leadership      behaviors in creating healthy work environments.
  • Reflect on the leadership behaviors presented      in the three resources that you selected for review.
  • Reflect on your results of the CliftonStrengths      Assessment, and consider how the results relate to your leadership traits.

The Assignment (2-3 pages):

Personal Leadership Philosophies

Develop and submit a personal leadership philosophy that reflects what you think are characteristics of a good leader. Use the scholarly resources on leadership you selected to support your philosophy statement. Your personal leadership philosophy should include the following:

  • A description of your core values
  • A personal mission/vision statement
  • An analysis of your CliftonStrengths Assessment      summarizing the results of your profile
  • A description of two key behaviors that you      wish to strengthen
  • A development plan that explains how you plan      to improve upon the two key behaviors you selected and an explanation of      how you plan to achieve your personal vision. Be specific and provide      examples.
  • Topics:      (Refer to the Assignment Rubric). Use the Suggested Format for this      assignment.
    • Description       of Core Values and Personal Mission/Vision Statement
    • Analysis       of the CliftonStrengths Assessment 
    • Description       of Key Behaviors to Strengthen
    • Development       Plans to improve Selected Key Behaviors to achieve Personal Vision.

      

Rubric Detail 

Top of Form

  

Develop and submit a   personal leadership philosophy that reflects what you think are   characteristics of a good leader. Use the scholarly resources on leadership   you selected to support your philosophy statement. Your personal leadership   philosophy should include the following:
 

·   A description of your core values.
  ·   A personal mission/vision statement. 

Points: 

Points Range: 14 (14.00%) – 15 (15.00%) 

The response   accurately and thoroughly describes in detail a set of core values.
 

  The response accurately and completely describes in detail a personal mission/vision statement.

Feedback: 

 

·   Analysis   of your CliftonStrengths Assessment summarizing the results of your profile.
  ·   A description of two key   behaviors you wish to strengthen. 

Points: 

Points Range: 14 (14.00%) – 15 (15.00%) 

The response   accurately and completely provides an analysis and detailed summary of the   CliftonStrengths Assessment.
 

  The response accurately and thoroughly describes in detail two key behaviors   to strengthen.

Feedback: 

 

·   A development plan that   explains how you plan to improve upon the two key behaviors you selected and an explanation of how you plan to achieve your personal vision. Be   specific and provide examples. 

Points: 

Points Range: 50 (50.00%) – 55 (55.00%) 

An accurate, complete,   and detailed development plan is provided that thoroughly explains plans to   improve upon the two key behaviors selected.
 

  The responses accurately and thoroughly explain in detail plans on how to   achieve a personal vision with specific and accurate examples.
 

The   response includes a comprehensive synthesis of information gleaned from   sources that fully support how to achieve a personal vision. Integrates 2 or more credible outside sources,   in addition to 2 or 3 course-specific resources to fully support the responses provided.

Feedback: 

 

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. 

Points: 

Points Range: 5 (5.00%) – 5 (5.00%) 

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.

Feedback: 

 

Written Expression and   Formatting – English writing standards:
 

  Correct grammar, mechanics, and proper punctuation 

Points: 

Points Range: 5 (5.00%) – 5 (5.00%) 

Uses correct grammar,   spelling, and punctuation with no errors.

Feedback: 

 

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. 

Points: 

Points Range: 5 (5.00%) – 5 (5.00%) 

Uses correct APA   format with no errors.

Learning Resources 

Required Readings

Marshall, E., & Broome, M. (2017). Transformational leadership in nursing: From expert clinician to influential leader (2nd ed.). New York, NY: Springer.

  • Chapter      1, “Expert Clinician to Transformational Leader in a Complex Health Care      Organization: Foundations” (pp. 7–20 ONLY)
  • Chapter      6, “Frameworks for Becoming a Transformational Leader” (pp. 145–170)
  • Chapter      7, “Becoming a Leader: It’s All About You” (pp. 171–194)

Duggan, K., Aisaka, K., Tabak, R. G., Smith, C., Erwin, P., & Brownson, R. C. (2015). Implementing administrative evidence-based practices: Lessons from the field in six local health departments across the United States. BMC Health Services Research, 15(1). doi:10.1186/s12913-015-0891-3. Retrieved from https://bmchealthservres.biomedcentral.com/articles/10.1186/s12913-015-0891-3

Moore Foundation. (2015). Nurses share lessons in leadership. Retrieved from  

https://www.youtube.com/playlist?list=PLopRJPO6GaifsYPGP_jcWXZzU10H3AaX7Bottom of Form

Cultural-PPT – 2025 Hispanics Mexicans Conduct a literature search for varied types of credible peer reviewed scholarly publications which may include journal

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Cultural-PPT – 2025

Hispanics/Mexicans –

Conduct a literature search for varied types of credible, peer-reviewed scholarly publications which may include journal articles, book chapters, white papers; government publications or sources such as credible professional nursing and healthcare organizations. Prepare a powerpoint slide presentation which concisely addresses key points in items one through five below as they apply to your chosen cultural group. Include a title slide which names the chosen culture, and a reference slide with only selected key citations cited in the slide presentation.

Required Content for Powerpoint Presentation

  1. What are the appropriate interdisciplinary interventions for hereditary, genetic, and endemic diseases and high-risk health behaviors within this culture?
  2. What are the influences of value systems in this culture on childbearing and bereavement practices?
  3. What are the sources of strength, spirituality, and magico- religious beliefs associated with health and health care within this culture?
  4. What are the healthcare practices for this culture such as  acute versus preventive care, barriers to healthcare, the meaning of pain and the sick role; and traditional folk medicine practices?
  5. What are cultural issues related to learning styles, autonomy, and preparation of educational content for this culture?

Expectations

  • Format: APA 6th ed. citation format.
  • Research: A minimum of five scholarly reference citations is required.

Reflection Journal – 2025 Respond to the following Synthesize the major concepts covered in this course and their influences on nursing practice Address

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Reflection Journal – 2025

Respond to the following:

  • Synthesize the major concepts covered in this course and their influences on nursing practice.  
  • Address how health policy directly impacts nursing roles and how patient outcomes are the responsibility of all nurses. 
  • As a nursing professional, reflect on your unique role as an advocate for social change.
  • Your reflection should be brief (approximately 150 words).

I ATTACHED THE SAMPLE

Protein Deficiency Scenerio – 2025 Read the following scenario and discuss the questions that follow I attached some

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Protein Deficiency Scenerio – 2025

 

Read the following scenario and discuss the questions that follow. I attached some article it may help, but you still can use any article that you preferred. 

Frank Hershey is a 60-year-old male who is brought to the Emergency Department following an automobile accident. The car Frank was driving swerved off the road into the median, where the car’s front end hit a highway bridge. Frank is treated for minor injuries, and several lab tests are ordered. Frank’s blood alcohol level (BAL) is .20% (0.20%), and his liver enzymes are elevated. Assessment findings include lethargy, an enlarged liver on palpation, jaundiced skin and sclera, and ascites. Frank is admitted for further evaluation with a medical diagnosis of cirrhosis.

  • Discuss which lab values you anticipate will be elevated.
  • Explain how the symptoms displayed are connected to the lab values you anticipate. Choose at least two symptoms and explain in detail. (You may also discuss symptoms you might anticipate but that are not listed in the scenario, there are many. Please provide rationale).