Discussion 1 and 2 – 2025 1 The patient will not take the medication that prevents him from harming himself or others Without

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Discussion 1 and 2 – 2025

1.  The patient will not take the medication that prevents him from harming himself or others. Without the medication he may harm himself or others. What are the rights(noun) in conflict? Which right should prevail? What is the right (adjective) thing to do? Defend your choice. 

2.  A 12-year child with a terminal diagnosis of sarcoma of the arm has a large suppurating wound that has a foul odor and drains constantly, damaging the surrounding skin. The wound is painful and requires painful dressings daily. Her life expectancy is 6 months to a year. A surgical procedure could remove most of the tumor and facilitate closing of the skin. The surgery would not improve the child’s prognosis or extend her life. It would reduce the pain, eliminate the odor, decrease or eliminate the dressing changes and allow better use of the affect arm. The child is refusing the surgery. The parents understand the hoped for improved quality of life and can see the benefit of the surgery. However, they are reluctant to approve the procedure since the child has had multiple other procedures and is afraid and doesn’t want the surgery. They are strongly considering allowing the child to make the decision. What rights are in conflict and which right should prevail? What other information might you need to make a decision? What is the right (adjective) thing to do? 

Each discussion must have 400 words, intext citation, scholarly less than 6 years

Reply to my peers – 2025 Reply to at least 2 of your peers submissions In your participation responses to your peers comments must demonstrate thorough

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Reply to my peers – 2025

Reply to at least 2 of your peers’ submissions. In your participation responses to your peers, comments must demonstrate thorough analysis of postings and extend meaningful discussion by building on previous postings.

Peer 1

Kolcalba’s Theory of Comfort

            Katherine Kolcaba’s Theory of Comfort recognizes that an important concept that needs to be addressed in a patient’s care is comfort. Comfort is defined by Kolcaba as not only physical, such as pain, but spiritually, socially, and environmentally. According to Peterson and Bredow (2017), nurses traditionally cared for the comfort of the patient, and in the past was one of the sole focuses of the nurse before advancements in medicine. Currently comfort is majorly addressed in both nursing home settings and hospice. 

What is the phenomenon of Concern?

            The main phenomenon of concern when it comes to this theory is comfort. Ensuring that the patient is not only physically comfortable but comfortable in other ways. There are three other areas of comfort that this theory addresses, psychospiritual, social comfort, which later became sociocultural, and environmental comfort (Peterson & Bredow, 2017). Psychospiritual, addresses the patient’s awareness of self, their spirituality, and even sexuality. Sociocultural, addresses the need to address cultural issue that may interfere with care of the patient, and even their relationship with family. Finally, Environmental addresses things such as the amount of noise, light, temperature of where the patient is being given care. In a study by Barreto et al. (2020), they state that hospitalization is “an unpleasant experience for older people and can increase frailty, making them more susceptible to suffering and discomfort and potentially impairing their recovery.” Addressing these needs would allow for an increase in positive outcomes. 

What are the assumptions underpinning this theory?

            There are three distinct assumptions made in this theory that are as follows:

  1. Human beings have holistic responses to complex stimuli.
  2. Comfort is an immediate and desirable holistic state of human beings that is germane to the discipline of nursing.
  3. Human beings strive to meet, or to have met, their basic comfort needs. It is an active endeavor (Peterson & Bredow, 2017).

As a community nurses generally base care on physical needs, and not necessarily needs in any of the other areas of comfort. In the study done by Berreto et al. (2020), they found that out of the 26 nursing diagnoses that they looked at, only four of those nursing diagnoses address a need outside of the physical dimension. 

References

Barreto Cardoso, R., Alfradique de Souza, P., Pereira Caldas, C., & Ribeiro Bitencourt, G. (2020). Nursing diagnoses in hospitalized elderly patients based on Kolcaba’s

           Comfort Theory. Revista de Enfermagem Referência4, 1–9. https://doi-org.su.idm.oclc.org/10.12707/RV20066

Peterson, S., & Bredow, T. (2017). Middle range theories: Application to Nursing Research and 

Practice (4th ed.). LWW.

Peer 2

Discussion 3-  Pender’s Health Promotion Model 

In the text author Butts (2017 p.425) describes Nola Pender’s Health Promotion Model as one of four theories “that may be categorized as focusing on goals and functions”.  This classification of Pender’s theory allows it to be qualified and quantified, which has therefore led to a broad spectrum of research.  Butts goes on to describe Pender’s theory as a “multidimensionality of persons interacting with their interpersonal and physical environments as they pursue health…” (2017 p. 445) The understanding of this theory is that it addresses the metaparadigms by acknowledging the patient or client, seeking health which can be determined by an illness, injury, or prevention, being guided, and educated by an advanced practice nurse, in the environment of choice.  The promotion of health is vital to the campaign for better health or fight against chronic disease.  No matter which outcome you seek, this model can provide measurable ways to track efficacy.  

            In one article written by authors Da Silva Santos et al., (2018), the research is described how they utilize “the Pender Health Promotion Model, which provides a simple and clear structure, allows for the planning, intervention and evaluation of actions of Nursing.”  (Da Silva Santos et al 2018, p. 583) This article measured how effectively advanced nursing interventions were in relation to HPV vaccinations and education in schools.  The Health Promotion Model was used to quantify research and understand if the education was productive in lowering incidences of HPV. (Da Silva Santos et al 2018, p. 583) This article along with many others uses a myriad of different health conditions to follow trends and efficacy to better provide health promotion.

            There are assumptions to this model.  To assure the accuracy of the data collected in researching this model, it is typically assumed that participants intend to follow the education and direction of the advanced practitioner, that there is no veering from the plan, and that all other things equal, the data inferred is correct.  These can sometimes be large assumptions, however for the greater good of the population, such assumptions must be made.

References:

Butts, J. B. (2017). Philosophies and Theories for Advanced Nursing Practice. [South 

University]. Retrievedfrom https://digitalbookshelf.southuniversity.edu/#/books/9781284143010/

Da Silva Santos, A., Amaral Viana, M. C., Camelo Chaves, E. M., De Morais Bezerra, A., 

Gonçalves Júnior, J., & Ribeiro Tamboril, A. C. (2018). Educational Technology Based on Nola Pender: Promoting Adolescent Health. Journal of Nursing UFPE / Revista de Enfermagem UFPE12(2), 582–588. https://doi-org.su.idm.oclc.org/10.5205/1981-8963-v12i2a22609p582-588-2018

Pender, N. J., Murdaugh, C. L., & Parsons, M. A. (2011). Health promotion in nursing

 practice (6th ed.). Pearson.

Nursing Leadership Mod 5 assignment – 2025 Assignment Description Delegation in Practice What does your State Board of Florida

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Nursing Leadership Mod 5 assignment – 2025

 

Assignment Description

Delegation in Practice

What does your State Board of  Florida Nursing say about Unlicensed Assistive Personnel and their role, and the role of the Registered Nurse? Describe the responsibilities of the Registered Nurse when delegating patient care tasks.

How does the ICU environment differ from a general medical-surgical unit as far as assigned responsibilities for Unlicensed Assistive Personnel?

Assignment Expectations:

Length: 750 to 1000 words

Structure: Include a title page and reference page in APA format. These do not count towards the minimum word count for this assignment. Your essay must include an introduction and a conclusion.

References: Use appropriate APA style in-text citations and references for all resources utilized to answer the questions. Please include at least one reference in addition to the textbook.

Discussion – 2025 Neurotransmitters and Receptor Theory Receptors and neurotransmitters are like a lock and key system Just as

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Discussion – 2025

  

Neurotransmitters and Receptor Theory

Receptors and neurotransmitters are like a lock-and-key system. Just as it takes the right key to open a specific lock, it takes the right neurotransmitter to bind to a specific receptor. Not surprisingly, as it concerns psychopharmacology, the pharmacotherapeutics that are prescribed must trigger the release of certain neurotransmitters that bind to the correct receptors in order to elicit a favorable response for the patient. The mechanism of this binding and the response that follows reflects receptor theory and lies at the foundation of pharmacology.

This week, you will continue your examination of neuroanatomy and neuroscience as you engage with you colleagues in a Discussion. You will also explore the potential impacts of foundational neuroscience on the prescription of pharmacotherapeutics.

Students will:

· Analyze the agonist-to-antagonist spectrum of action of psychopharmacologic agents

· Compare the actions of g couple proteins to ion gated channels

· Analyze the role of epigenetics in pharmacologic action

· Analyze the impact of foundational neuroscience on the prescription of medications

Required Reading

Camprodon, J. A., & Roffman, J. L. (2016). Psychiatric neuroscience: Incorporating pathophysiology into clinical case formulation. In T. A. Stern, M. Favo, T. E. Wilens, & J. F. Rosenbaum. (Eds.), Massachusetts General Hospital psychopharmacology and neurotherapeutics (pp. 1–19). Elsevier.  

Neuroanatomy videos http:neuroanatomycalvideos.html

Discussion: Foundational Neuroscience

As a psychiatric nurse practitioner, it is essential for you to have a strong background in foundational neuroscience. In order to diagnose and treat patients, you must not only understand the pathophysiology of psychiatric disorders but also how medications for these disorders impact the central nervous system. These concepts of foundational neuroscience can be challenging to understand. Therefore, this Discussion is designed to encourage you to think through these concepts, develop a rationale for your thinking, and deepen your understanding by interacting with your colleagues.

Photo Credit: Getty Images/Cultura RF

For this Discussion, review the Learning Resources and reflect on the concepts of foundational neuroscience as they might apply to your role as the psychiatric mental health nurse practitioner in prescribing medications for patients.

Post a response to each of the following:

1. Explain the agonist-to-antagonist spectrum of action of psychopharmacologic agents, including how partial and inverse agonist functionality may impact the efficacy of psychopharmacologic treatments.

2. Compare and contrast the actions of g couple proteins and ion gated channels.

3. Explain how the role of epigenetics may contribute to pharmacologic action.

4. Explain how this information may impact the way you prescribe medications to patients. Include a specific example of a situation or case with a patient in which the psychiatric mental health nurse practitioner must be aware of the medication’s action.

Case study : The eyes of patient and health care professional – 2025 Allied health professionals are confronted with different death and dying practices An effective allied

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Case study : The eyes of patient and health care professional – 2025

 

Allied health professionals are confronted with different death and dying practices. An effective allied health professional recognizes the importance of understanding different cultural practices, and learns how to evaluate the death, dying, and spiritual beliefs and practices across the cultures.

Read the two specified case histories and choose one for this assignment.

Chapter 4, “Stories of Abby: An Ojibwa Journey” and Chapter 14, “Stories of Shanti: Culture and Karma,” by Gelfland, Raspa, and Sherylyn, from End-of-Life Stories: Crossing Disciplinary Boundaries (2005), from the GCU Library.

Identify your role as a health care professional in supporting Abby’s or Shanti’s dying rituals, and in creating strategies for displaying respect while still providing quality care. Identify communication strategies necessary in caring for your select person. Integrate your strategies as you develop a care plan describing how you would approach the situation and care for the patient. Review the “Care Plan” template prior to beginning.

Include the following in your care plan:

  1. Communication: family and patient
  2. Treatment options that align with the specific culture
  3. Education: family and patient
  4. Family roles in the process
  5. Spiritual beliefs
  6. Barriers
  7. Cultural responses
  8. Any additional components that you feel would need to be addressed (from your perspective as a health care professional)

Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.

discussion – 2025 Discussion Compare and contrast the growth and developmental patterns of two toddlers of different ages using Gordon s

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discussion – 2025

 

Discussion:

Compare and contrast the growth and developmental patterns of two toddlers of different ages using Gordon’s functional health patterns. Describe and apply the components of Gordon’s functional health patterns as it applies to toddlers.   

Instructions: 

Post your discussion to the Moodle Discussion Forum.  Word limit 500 words.  Support your answers with the literature and provide citations and references in APA format.  Reply to at least two other student posts with a reflection of their response.  

Due: 

Discussion:

Compare and contrast the growth and developmental patterns of two toddlers of different ages using Gordon’s functional health patterns. Describe and apply the components of Gordon’s functional health patterns as it applies to toddlers.   

Instructions: 

Post your discussion to the Moodle Discussion Forum.  Word limit 500 words.  Support your answers with the literature and provide citations and references in APA format.  Reply to at least two other student posts with a reflection of their response.  

Due: 3/5/2021

Respond to my peer – 2025 Case Study Anna Sanchez a 21 year old nursing student comes to her nurse practitioner in December

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Respond to my peer – 2025

Case Study
Anna Sanchez, a 21-year-old nursing student, comes to her nurse practitioner in December with a 5-week history of itchy eyes and nasal congestion with watery nasal discharge. She also complains of a “tickling” cough, especially at night, and she has had episodes of repetitive sneezing. She gets frequent “colds” every spring and fall.

Physical Examination

  • Vital Signs: Afebrile; respiratory rate, pulse, and blood pressure all normal
  • Skin: Flaking erythematous rash on the flexor surfaces of both arms
  • Head, Eyes, Ears, Nose, and Throat: Tender over maxillary sinuses; sclera red and slightly swollen with frequent tearing; outer nares with red irritated skin; internal nares with red, boggy, moist mucosa and one medium-sized polyp on each side; pharynx slightly erythematous with clear postnasal drainage (NOTE: Nasal polyps are common in allergic rhinitis. They are edematous protrusions of the mucosa that are infiltrated with neutrophils, eosinophils, and plasma cells.)
  • Lungs: Clear to auscultation and percussion

Response # 1: Carefully read the initial posts made by the other students in your small group.

  • Respond to the initial post of one of your peers in your discussion group. Identify 1 differential diagnosis for the case study presented. Identify the underlying pathophysiology and clinical presentation of the Differential Diagnosis you identified in your response to your peers. Please Note: you may not duplicate a differential diagnosis posted by another peer in the discussion thread.

Peer Initial Post

Initial Post: Answer the following questions about Anna Sanchez and her condition. 

  1. What evidence suggests that Anna does not have an acute severe infection? 

Anna’s vital signs are stable. the signs and symptoms of an acute severe infection are:  

  • Fever and chills 
  • Low temperature 
  • Tachycardia 
  • Nausea and vomiting 
  • Diarrhea 
  • Discolored or blotchy skin 
  • Weakness and fatigue 
  1. If Anna has allergic rhinitis, what type of hypersensitivity reaction is involved? 

There are four (I-IV) types of hypersensitivity, these disorders are abnormal immune reactions that display various symptoms. Type I is immediate and intervened by Ige. The fourth type is a delayed reaction from direct contact. Anna appears to suffer from type I rhinitis which is an immediate hypersensitivity (Sobkowiak,et al.,2020).  

  1. A skin test indicates that Anna is allergic to cat dander. Two months ago, Anna’s roommate brought home a cat. Why didn’t Anna’s symptoms start when the cat entered the household, rather than 3 weeks later? 

Allergies are the most common embellished response against an environmental antigen. After the anna’s initial contact with the cat, anna became sensitized and her B lymphocytes created antibodies that started to bind to the outer surface of the mast cells. Contact to the allergen before enough T cells or antibodies are present bring a hypersensitive response (McCance & Huether, 2018).  

  1. What class of antibodies bind to the mast cells? 

Ige binds to crystalline fragments (FC) receptors on the surface of mast cells (McCance & Huether, 2018).  

  1. What physiological mechanisms caused the redness of Anna’s nasal mucosa? 

Hypersensitivity that is irritated by exposure to a specific antigen.  When the allergen is introduced, it makes the mast cells release in the nose, when that release happens histamine is also released, which starts an inflammatory process (McCance & Huether, 2018).  

  1. What mechanisms caused Anna’s clear postnasal drainage? 

Vasodilation and more porous surface due to the inflammatory mediators that were released by the mast cells caused fluid (mucus) build up and pool in the back of the throat and nose that drips down the throat (McCance & Huether, 2018).  

References 

McCance K., L., & Huether, S., E. (2018). Pathophysiology: The biologic basis for disease in adults and children (8th ed.) St Louis, MO: Mosby Inc; ISBN-13: 978-0323583473 

Sobkowiak, P., Langwiński, W., Nowakowska, J., Wojsyk-Banaszak, I., Szczepankiewicz, D., Jenerowicz, D., Wasilewska, E., Bręborowicz, A., & Szczepankiewicz, A. (2020). Neuroinflammatory Gene Expression Pattern Is Similar between Allergic Rhinitis and Atopic Dermatitis but Distinct from Atopic Asthma. BioMed Research International, 1–10. https://doi-org.su.idm.oclc.org/10.1155/2020/7196981 

Benchmark – Conflict Handling Styles Case Study – 2025 Complete case study 14 8 Conflict Handling Styles located on page 323 of Organizational Behavior in Health Care

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Benchmark – Conflict Handling Styles Case Study – 2025

 

Complete case study 14-8, “Conflict Handling Styles,” located on page 323 of Organizational Behavior in Health Care.

Prepare this assignment according to the guidelines found in the 7TH EDITION APA Style Guide

 Benchmark Information

This benchmark assignment assesses the following programmatic competencies:

MS Health Care Admin

Implement effective conflict management strategies based on situational analysis

Case Study – 2025 Group 3 Course Project Case Study Mrs Ingrassia is an 80 year old

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Case Study – 2025

Group 3:

Course Project Case Study: Mrs. Ingrassia is an 80-year-old female Caucasian resident in a long-term care facility.  After several falls, she was admitted six months ago due to not being able to adequately care for herself.  Her husband and daughter visit daily and is very involved in her care.  Mrs. Ingrassia speaks Italian as a first language but is proficient in English.  She is Roman Catholic and attends mass in the facility weekly.  She is a retired factory worker.  She has a medical history of gestational diabetes (50 years ago), hypertension, CHF, hypothyroidism, shingles, and depression.  Her husband was recently diagnosed with lung cancer and will be undergoing chemotherapy over the next few months.

Orders include:

NAS diet

Ambulate with gait belt and 1 standby assist

Fall precautions

Furosemide 40 mg PO daily

Potassium Chloride 20 meq PO BID daily with meals

Levothyroxine 75 mcg PO daily

Metoprolol ER 100 mg PO daily

Celexa 20 mg PO daily

Do not resuscitate

Written Assignment Topics: The Written Group Assignment are to be completed with your assigned group for weeks/modules 5, 6 and 7. The topics for your written assignment are as follows: The written assignments are not a part your group course project.

Module 05- Lung Cancer

Module 06- Shingles

Module 07- Gestational Diabetes

Individual Success Plan (ISP) – 2025 Planning is the key to successful completion of this course and program related objectives The Individual Success

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Individual Success Plan (ISP) – 2025

 

Planning is the key to successful completion of this course and program-related objectives. The Individual Success Plan (ISP) assignment requires early collaboration with the course faculty and your course preceptor. Students must establish a plan for successful completion of

  1. The required 50 community direct clinical practice experience hours, 50 leadership direct clinical practice hours, and 25 indirect clinical experience hours.
  2. Completion of work associated with program competencies.
  3. Work associated with completion of the student’s capstone project change proposal.

Students will use the “Individual Success Plan” to develop an individual plan for completing practice hours and course objectives. As a part of this process, students will identify the number of hours set aside to meet course goals.

Student expectations and instructions for completing the ISP document are provided in the “NRS-493 Individual Success Plan” resource, located in the Study Materials and in the assignment instructions.

Students should apply concepts from prior courses to critically examine and improve their current practice. Students are expected to integrate scholarly readings to develop case reports that demonstrate increasingly complex and proficient practice.

After the ISP has been developed by the student and approved by the course faculty, students will initiate a preconference with the faculty and preceptor to review the ISP.

You are not required to submit this assignment to LopesWrite.