Case Study, Chapter 15, Collective Bargaining and the Professional Nurse – 2025 Please answer the following Discussion Question Please be certain to answer the three questions on

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Case Study, Chapter 15, Collective Bargaining and the Professional Nurse – 2025

  

Please answer the following Discussion Question. Please be certain to answer the three questions on this week DQ and to Please answer the following Discussion Question. Please be certain to answer the three questions on this week DQ and to provide a well-developed and complete answer to receive credit. Also, please ensure to have read the assigned chapters for the current week.

provide a well-developed and complete answer to receive credit. Also, please ensure to have read the assigned chapters for the current week. 

Case Study, Chapter 15, Collective Bargaining and the Professional Nurse

A nurse manager is concerned about a competing hospital in town that is publically hearing a lot about collective bargaining and the steps that the nurses have been taking to start a union. The nurse manager’s organization is aggressively providing in-depth education to all employees about collective bargaining in order to answer numerous questions that have arisen recently.

1. What are reasons that nurses want to join a union?

2. What are the reasons that nurses do not want to join a union?

3. What are the common union organizing strategies?

I need 3 reference 

Med-Surge module 2 end of life care concept map – 2025 Mr Rivera is a 72 year old patient with end stage COPD who is in

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Med-Surge module 2 end of life care concept map – 2025

 Mr. Rivera is a 72-year-old patient with end stage COPD who is in the care of Hospice. He has a history of smoking, hypertension, obesity, and type 2 Diabetes. He is on Oxygen 2L per nasal cannula around the clock. His wife and 2 adult children help with his care. Develop a concept map for Mr. Rivera. Consider the patients Ethnic background (he and his family are from Mexico) and family dynamics. Please use the concept map form provided. 

NUR-621-E7 – 2025 Scenario You work for the contracting department for a national payer that is working to convert its provider contracts to

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NUR-621-E7 – 2025

 

Scenario: You work for the contracting department for a national payer that is working to convert its provider contracts to value-based arrangements. Your team is approaching large physician groups for recontracting. Develop a 12-15-slide presentation with speaker notes to show the value of converting to a value-based arrangement:

  1. Explain value-based care.
  2. Explain how value-based care differs from a fee-for-service or a capitated approach.
  3. Describe why adopting a value-based purchasing arrangement would be financially advantageous for the physician groups and to the health plan.

Include at least three references, including your textbook.

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

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

Each slide should have comprehensive speaker notes.  Please do not restate the info on the slide as the speaker notes.

Med-Surge module 2 end of life care concept map – 2025 Mr Rivera is a 72 year old patient with end stage COPD who is

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Med-Surge module 2 end of life care concept map – 2025

 Mr. Rivera is a 72-year-old patient with end stage COPD who is in the care of Hospice. He has a history of smoking, hypertension, obesity, and type 2 Diabetes. He is on Oxygen 2L per nasal cannula around the clock. His wife and 2 adult children help with his care. Develop a concept map for Mr. Rivera. Consider the patients Ethnic background (he and his family are from Mexico) and family dynamics. Please use the concept map form provided. 

Assignment – 2025 Write a short 50 100 word paragraph response for each question This assignment is

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Assignment – 2025

Write a short (50-100-word) paragraph response for each question. This assignment is to be submitted as a Microsoft Word document.

  1. Define negotiation as it applies to patient education.
  2. Explain how the change in the patient’s status through the years has affected patient education.
  3. List the pros and cons of negotiation.
  4. Describe the general conditions that would be included in a patient contract.
  5. Discuss old age and the baby boomer.
  6. List several generational, religious, and cultural differences between the 30-year-old health care professional and the elderly patient.
  7. Explain some of the barriers to patient education of the elderly and discuss their special needs.
  8. List ways to best approach patient education of the elderly.
  9. Discuss some cultural and religious beliefs about death that you have encountered.
  10. Explain why it is important to discuss death and dying with the elderly patient and what the impact is on all involved.
  11. Explain how to teach a patient with a life-threatening illness.

Diabetes Patient Concept Map – 2025 Create a concept map graphic and write a 2 4 page narrative on the patient scenario presented

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Diabetes Patient Concept Map – 2025

 

Create a concept map graphic and write a 2-4 page narrative on the patient scenario presented in Assessment Case Study: Evidence-Based Patient-Centered Concept Map. Base your report on the information provided in the case study and your own research of 3-5 evidence-based resources.

Evidence-based practice is a key skill in the tool kit of the master’s-prepared nurse. Its goal is to ensure that health care practitioners are using the best available evidence to ensure that patients are receiving the best care possible (Godshall, 2015). In essence, evidence-based practice is all about ensuring quality care.

In this assessment, you will apply evidence-based practice and personalized care concepts to ensure quality care and improve the health of a single patient. The concept map that you will create is an example of a visual tool that you can use for patient and family education.

Demonstration of Proficiency

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

  • Competency 1: Apply evidence-based practice to plan patient-centered care.
    • Analyze the needs of a patient, and those of their family, to make sure that the intervention in the concept map will be relevant and appropriate for their beliefs, values, and lifestyle.
    • Design an individualized, patient-centered concept map, based upon the best available evidence for treating a patient’s specific health, economic, and cultural needs.
  • Competency 3: Evaluate outcomes of evidence-based interventions.
    • Propose relevant and measurable criteria for evaluating the outcomes the patient needs to achieve.
  • Competency 4: Evaluate the value and relative weight of available evidence upon which to make a clinical decision.
    • Determine the value and relevance of evidence used as the basis of a patient-centered concept map.
  • Competency 5: Synthesize evidence-based practice and academic research to communicate effective solutions.
    • Develop a strategy for communicating with patients and their families in an ethical, culturally sensitive, and inclusive way.
    • Integrate relevant and credible sources of evidence to support assertions, correctly formatting citations and references using APA style.
Reference

Godshall, M. (2015). Fast facts for evidence-based practice in nursing: Implementing EBP in a nutshell (2nd ed.). New York, NY: Springer Publishing Company.

Scenario

The charge nurse at the wellness center has sent you an email to request that you review a patient file before the patient arrives at the clinic. She has asked you to put together a concept map for your patient’s care plan. The concept map is intended to help you think through the best strategy for your patient’s care and for subsequent use for patient education. In addition, the nurse needs a narrative report that describes your patient with up to five diagnoses, in order of urgency.

Your Role

You are a nurse at a community wellness center who has received a request for patient case review and preparation for an upcoming appointment.

Instructions

Review the Assessment Case Study: Evidence-Based Patient-Centered Concept Map media activity.

Create your concept map and narrative as separate parts of your document. Be sure to note where you must include your evidence-based support and clarify your strategies for communicating information to the patient and the patient’s family.

Integrate relevant evidence from 3–5 current scholarly or professional sources to support your assertions.

Part 1: Concept Map
  • Develop a graphical concept map for the patient based on the best available evidence for treating your patient’s health, economic, and cultural needs.
    • Many organizations use the spider style of concept maps (see the Taylor and Littleton-Kearney article for an example).
    • The Assessment Case Study: Evidence-Based Patient-Centered Concept Map, which includes an example of a concept map, may help you prepare your assessment.
    • If a particular style of concept map is used in your current care setting, you may use it in this assessment.
Part 2: Narrative Report
  • Develop a narrative (2–4 pages) for your concept map.
  • Analyze the needs of a patient and his or her family to ensure that the intervention in the concept map will be relevant and appropriate for their beliefs, values, and lifestyle.
    • Consider how your patient’s economic situation and relevant environmental factors may have contributed to your patient’s current condition or could affect future health.
    • Consider how your patient’s culture or family should inform your concept map.
  • Determine the value and relevance of the evidence you used as the basis of your concept map.
    • Explain why your evidence is valuable and relevant to your patient’s case.
    • Explain why each piece of evidence is appropriate for the health issue you are addressing and for the unique situation of your patient and the family.
  • Propose relevant and measurable criteria for evaluating the outcomes the patient needs to achieve.
    • Explain why your proposed criteria are appropriate and useful measures of success.
  • Explain how you will communicate specific aspects of the concept map to your patient and the family in an ethical, culturally sensitive, and inclusive way. Ensure that your strategies:
    • Promote honest communications.
    • Facilitate sharing only the information you are required and permitted to share.
    • Are mindful of your patient’s culture.
    • Enable you to make complex medical terms and concepts understandable to your patient and his or her family, regardless of language, abilities, or educational level.
Additional Requirements
  • Organization: Use the following headings for your Diabetes Patient Concept Map assessment:
    • Concept Map.
    • Patient Needs Analysis.
    • Value and Relevance of the Evidence.
    • Proposed Criteria for Patient Outcome Evaluation.
    • Patient and Family Communication Plan.
  • Length: Your concept map should fit on one page (possibly a horizontal layout) and your narrative report will be 2–4 double-spaced pages, not including title and reference pages.
  • Font: Times New Roman, 12 points.
  • APA Format: Your title and reference pages must follow current APA format and style guidelines. The body of your paper does not need to conform to APA guidelines. Do make sure that it is clear, persuasive, organized, and well written, without grammatical, punctuation, or spelling errors. You also must cite your sources according to APA guidelines.
  • Scoring Guide: Please review this assessment’s scoring guide. The requirements outlined above correspond to the grading criteria in the scoring guide, so be sure to address each point. In addition, you may want to review the performance-level descriptions for each criterion to see how your work will be assessed.

ACTIVITY DETAILS FROM LINK:

 

Patient Profiles

From: Janie Poole

To: Alexander Ruche

Good morning,

We have a new patient coming in today.

Her name is Carole Lund. Carole is a new mother who had gestational diabetes during her pregnancy. She has continued to track her blood glucose postpartum, and is worried that it does not appear to be stabilizing.

It probably will be helpful to create a concept map for Carole to show her this care plan in a visual way. Talk to your patient and start planning her care. Thanks!

— Janie Poole

 

Uptown Wellness Clinic

Diabetes Patient

Reason for Referral:

Carole Lund is a 44–year–old woman of mixed Native American and European descent, and a new mother. She is concerned that she is not recovering from gestational diabetes.

Situation:

Carole is here with her daughter, Kassandra, who is 10 weeks old. Carole was diagnosed with gestational diabetes at week 30 of her pregnancy. She has carefully logged her blood glucose since the diagnosis, and it shows 150–200 fasting, over 200 following meals.

Carole Lund Diabetes Patient Interview:

 

What diabetes treatments did you receive during your pregnancy?

Well, they gave me a glucometer, so I started using that. I could see right away that the way I was eating was a problem; I would usually work straight through the day and then have one big meal in the evening, and that was making my numbers bounce all over. So I set alarms on my laptop, so three times a day I would get interrupted, have a small meal, take a short walk, and then test my blood sugar. That helped. And then I stopped drinking juice and soda, which I should have done years ago, and that helped too. But I don’t think my numbers improved as much as my OB/GYN wanted them to, but she said my blood sugar should return to normal after delivery.

Did your obstetrician advise you to take insulin during your pregnancy?

She did, yeah, and we talked about it. I don’t like the idea of being dependent on a drug. I called my mother. She’s still on the reservation, so she called the elders, and we all agreed that injecting my body with an animal hormone was a bad idea. But then the doctor told me that they make synthetic insulin now, but that means it’s made in a laboratory somewhere, and I’m not sure that’s any better.

By then I was in my third trimester, and all the tests said Kassandra was big but healthy, so I thought we would just ride it out. It was supposed to clear up after she was born. But it hasn’t, and I know you have to be careful having a baby at my age. I want to do what’s best, but I don’t want to believe that insulin is my only option.

Are there any challenges in your life which you think may be interfering with your ability to follow a treatment plan?

It’s harder now than it was before she was born. It’s just the two of us in the apartment, which is wonderful, but I don’t remember the last time I had a good night’s sleep. A lot of my work is freelance, so I make my own hours, but that also means if I’m not working I don’t get paid. I had family help while I was recovering from the C-section, and they helped cook healthy meals for me, and kept me on my schedule. Now it’s all on me — work, caring for my daughter, and managing my blood sugar. If I fall behind on anything, it will be looking after my health.

Do you have any other concerns you’d like to have addressed?

I worry about Kassandra. She’s healthy and perfect, but I know that she’s at a greater risk for developing Type 2 Diabetes. I want to do whatever I can to reduce that risk, to care for her, and as she grows, to teach her how to care for herself.

Grading Rubric:

1.   Design an individualized, patient-centered concept map, based upon the best available evidence for treating a patient’s specific health, economic, and cultural needs. 

Passing Grade:  Designs an individualized, patient-centered concept map based on the best available evidence for treating a patient’s specific health, economic, and cultural needs, and identifies. Outcomes for each diagnosis are aligned and complementary. 

2.  Analyze the needs of a patient, and those of their family, to ensure that the intervention in the concept map will be relevant and appropriate for their beliefs, values, and lifestyle. 

Passing Grade:  Analyzes the needs of a patient, and those of their family, to ensure that the intervention in the concept map will be relevant and appropriate for their beliefs, values, and lifestyle. Identifies unanswered questions or areas of uncertainty where further information could improve the analysis. 

3.  Determine the value and relevance of evidence used as the basis of a patient-centered concept map. 

Passing Grade:  Justifies the value and relevance of evidence used as the basis of a patient-centered concept map, and impartially considers conflicting data and other perspectives. 

4.  Propose relevant and measurable criteria for evaluating the outcomes the patient needs to achieve. 

Passing Grade:  Proposes relevant and measurable criteria for evaluating the outcomes the patient needs to achieve and acknowledges challenges specific to such an evaluation process. 

5.  Develop a strategy for communicating with patients and their families in an ethical, culturally sensitive, and inclusive way. 

Passing Grade:  Develops a strategy for communicating with patients and their families in an ethical, culturally sensitive, and inclusive way, and identifies assumptions on which the strategy is based. 

6.  Integrate relevant and credible sources of evidence to support assertions, correctly formatting citations and references using APA style. 

Passing Grade:  Integrates relevant and credible sources of evidence to support assertions, correctly formatting citations and references using APA style. Citations are error-free. 

week5 dis 6050 – 2025 Discussion Professional Nursing and State Level Regulations Boards of Nursing BONs exist in all 50 states the District of Columbia American

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week5 dis 6050 – 2025

Discussion: Professional Nursing and State-Level Regulations

Boards of Nursing (BONs) exist in all 50 states, the District of Columbia, American Samoa, Guam, the Northern Mariana Islands, and the Virgin Islands. Similar entities may also exist for different regions. The mission of BONs is the protection of the public through the regulation of nursing practice. BONs put into practice state/region regulations for nurses that, among other things, lay out the requirements for licensure and define the scope of nursing practice in that state/region.

It can be a valuable exercise to compare regulations among various state/regional boards of nursing. Doing so can help share insights that could be useful should there be future changes in a state/region. In addition, nurses may find the need to be licensed in multiple states or regions.

To Prepare:

  • Review the Resources and reflect on the mission of state/regional boards of nursing as the protection of the public through the regulation of nursing practice.
  • Consider how key regulations may impact nursing practice.
  • Review key regulations for nursing practice of your state’s/region’s board of nursing and those of at least one other state/region and select at least two APRN regulations to focus on for this Discussion..
By Day 3 of Week 5

Post a comparison of at least two APRN board of nursing regulations in your state/region with those of at least one other state/region. Describe how they may differ. Be specific and provide examples. Then, explain how the regulations you selected may apply to Advanced Practice Registered Nurses (APRNs) who have legal authority to practice within the full scope of their education and experience. Provide at least one example of how APRNs may adhere to the two regulations you selected.

Learning Resources

Note: To access this week’s required library resources, please click on the link to the Course Readings List, found in the Course Materials section of your Syllabus.

Required Readings

Milstead, J. A., & Short, N. M. (2019). Health policy and politics: A nurse’s guide (6th ed.). Burlington, MA: Jones & Bartlett Learning.
Chapter 4, “Government Response: Regulation” (pp. 57–84)

American Nurses Association. (n.d.). ANA enterprise. Retrieved September 20, 2018, from http://www.nursingworld.org 

Bosse, J., Simmonds, K., Hanson, C., Pulcini, J., Dunphy, L., Vanhook, P., & Poghosyan, L. (2017). Position statement: Full practice authority for advanced practice registered nurses is necessary to transform primary care. Nursing Outlook, 65(6), 761–765. doi:10.1016/j.outlook.2017.10.002
Note: You will access this article from the Walden Library databases.

Halm, M. A. (2018). Evaluating the impact of EBP education: Development of a modified Fresno test for acute care nursing. Worldviews on Evidence-Based Nursing, 15(4), 272–280. doi:10.1111/wvn.12291

National Council of State Boards of Nursing (NCSBN). (n.d.). Retrieved September 20, 2018, from https://www.ncsbn.org/index.htm

Neff, D. F., Yoon, S. H., Steiner, R. L., Bumbach, M. D., Everhart, D., & Harman J. S. (2018). The impact of nurse practitioner regulations on population access to care. Nursing Outlook, 66(4), 379–385. doi:10.1016/j.outlook.2018.03.001
Note: You will access this article from the Walden Library databases.

Peterson, C., Adams, S. A., & DeMuro, P. R. (2015). mHealth: Don’t forget all the stakeholders in the business case. Medicine 2.0, 4(2), e4. doi:10.2196/med20.4349
Note: You will access this article from the Walden Library databases.

Required Media

Laureate Education (Producer). (2018). The Regulatory Process [Video file]. Baltimore, MD: Author.

Accessible player –Downloads–Download Video w/CCDownload AudioDownload Transcript

Laureate Education (Producer). (2018). Healthcare economics and financing [Video file]. Baltimore, MD: Author.

Accessible player –Downloads–Download Video w/CCDownload AudioDownload Transcript

Laureate Education (Producer). (2018). Quality improvement and safety [Video file]. Baltimore, MD: Author.
 

Health care assignment – 2025 Write a Memorandum directed to your faculty answering the questions below Based on the 2 by 2

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Health care assignment – 2025

Write a Memorandum directed to your faculty answering the questions below.

 Based on the   2-by-2 contingency table to determine the total number of people who fail the diagnostic test, which represents the target market for hearing aid sales from Assignment  2  and the information from  the case study, calculate:

1.  How many people will buy the hearing aids?

2.  How much the clinic will make on hearing aid sales to those people based on the

Hearing aid sales mix Hearing Aids

Unit Price

Sales (show the calculations)

Mix

Low-end

$1,000

40%

Mid-range

$2,500

50%

High-end

$4,000

10%

Total

100%

1.  Calculate how much the clinic will expense on the staffing (HINT: you need to calculate the number of employees and the time worked first).

2.  Discuss if it might be a good idea to conduct the Fair and follow up appointments considering the amount of money made and the expense for staffing.

3.  What other potential considerations could influence the marketing department final recommendation?

**When appropriate, refer to credible resources following APA format

Post-Traumatic Stress Disorder – 2025 Post Traumatic Stress Disorder 1 Watch the film The doctor is In Post Traumatic Stress Disorder 1991

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Post-Traumatic Stress Disorder – 2025

  

Post-Traumatic Stress Disorder 

1. Watch the film: The doctor is In: Post-Traumatic Stress Disorder (1991). https://archive.org/details/DoctorIsInPTSD

2. Provide a brief summary of the film.

  

Case Study:

You are working the afternoon shift in an inpatient psychiatric unit. The patients are in the day room watching a movie when suddenly someone starts yelling. You and other staff rush to the day room to find J.J., a 55-year-old male patient, crouched in the corner behind a chair, yelling at the other patients, “Get down. Get down quick. “You and the other staff are able to calm J.J. and the other patients and take J.J. to his room. He apologizes for his outburst and explains to you that the movie brought back memories of the Gulf War. He had forgotten where he was and thought he was in combat again. He describes to you in detail the memory he had of being ambushed by the enemy and watching several of his comrades be killed. You remember hearing in report that J.J. is a Gulf War veteran.

1. You read in his medical record that J.J. has posttraumatic stress disorder (PTSD). What are common causes of PTSD, and what is the most likely cause of J.J.’s condition?

2. According to the DSM-V, name three criteria that must be present to diagnose posttraumatic stress disorder (PTSD).

3. What is the difference between PTSD and acute stress disorder, according to the DSM-V?

4. Which symptom(s) of PTSD did J.J. most likely experience?

5. What therapeutic measures can be done to help J.J. during your shift this evening? 

6. While you are in J.J.’s room, he states that he would like to rest for a while, and he requests something to “calm his nerves. “You check his medical record see these PRN medications listed. You review the Chart and the following medications are ordered PRN: Tylenol, Xanax, and Ambien.

a. Which medication is most appropriate to administer at this time? Explain.

7. What are the adverse effects of long-term use of benzodiazepine anxiolytics?

8. You decide to notify J.J.’s physician about his reaction to the movie. The physician writes an order to start paroxetine (Paxil). How does this medication differ from the alprazolam? 

9. J.J. asks you whether there are other things he can do, in addition to medications, to help his anxiety.

a. List some relaxation and therapeutic techniques that could be implemented or taught to J.J. to help relieve his anxiety.

10. J.J. is for discharge from the hospital. To what level of care will J.J. be discharged, and name some of the treatment modalities that could help him with his PTSD and related problems? 

NURS 6512 Week 3 Assessment Tools and Diagnostic Tests in Adults and Children(USE AS A GUIDE) – 2025 When seeking to identify a patient s health condition advanced practice nurses can use a diverse selection

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NURS 6512 Week 3 Assessment Tools and Diagnostic Tests in Adults and Children(USE AS A GUIDE) – 2025

 

When seeking to identify a patient’s health condition, advanced practice nurses can use a diverse selection of diagnostic tests and assessment tools; however, different factors affect the validity and reliability of the results produced by these tests or tools. Nurses must be aware of these factors in order to select the most appropriate test or tool and to accurately interpret the results.

Not only do these diagnostic tests affect adults, body measurements can provide a general picture of whether a child is receiving adequate nutrition or is at risk for health issues. These data, however, are just one aspect to be considered. Lifestyle, family history, and culture—among other factors—are also relevant. That said, gathering and communicating this information can be a delicate process.

For this Assignment, you will consider the validity and reliability of different assessment tools and diagnostic tests. You will explore issues such as sensitivity, specificity, and positive and negative predictive values. You will also consider examples of children with various weight issues. You will explore how you could effectively gather information and encourage parents and caregivers to be proactive about their children’s health and weight.

To Prepare
· Review this week’s Learning Resources and consider factors that impact the validity and reliability of various assessment tools and diagnostic tests. You also will review examples of pediatric patients and their families as it relates to BMI.

· By Day 1 of this week, you will be assigned to one of the following Assignment options by your Instructor: Adult Assessment Tools or Diagnostic Tests (option 1), or Child Health Case (Option 2). Note: Please see the “Course Announcements” section of the classroom for your assignments from your Instructor.

· Search the Walden Library and credible sources for resources explaining the tool or test you were assigned. What is its purpose, how is it conducted, and what information does it gather?

· Also, as you search the Walden library and credible sources, consider what the literature discusses regarding the validity, reliability, sensitivity, specificity, predictive values, ethical dilemmas, and controversies related to the test or tool.

· If you are assigned Assignment Option 2 (Child), consider what health issues and risks may be relevant to the child in the health example.

o Based on the risks you identified, consider what further information you would need to gain a full understanding of the child’s health. Think about how you could gather this information in a sensitive fashion.

o Consider how you could encourage parents or caregivers to be proactive toward the child’s health.

The Assignment: My assignment topic this week is: mammograms 

Assignment (3–4 pages, not including title and reference pages):

Assignment Option 1: Adult Assessment Tools or Diagnostic Tests:
Include the following:

· A description of how the assessment tool or diagnostic test you were assigned is used in healthcare.

o What is its purpose?

o How is it conducted?

o What information does it gather?

· Based on your research, evaluate the test or the tool’s validity and reliability, and explain any issues with sensitivity, reliability, and predictive values. Include references in appropriate APA formatting.

Required readings

Ball, J. W., Dains, J. E., Flynn, J. A., Solomon, B. S., & Stewart, R. W. (2019). Seidel’s guide to physical examination: An interprofessional approach (9th ed.). St. Louis, MO: Elsevier Mosby.

Chapter 3, “Examination Techniques and Equipment”

This chapter explains the physical examination techniques of inspection, palpation, percussion, and auscultation. This chapter also explores special issues and equipment relevant to the physical exam process.

Chapter 8, “Growth and Nutrition”

In this chapter, the authors explain examinations for growth, gestational age, and pubertal development. The authors also differentiate growth among the organ systems.

Chapter 5, “Recording Information” (Previously read in Week 1)

This chapter provides rationale and methods for maintaining clear and accurate records. The text also explores the legal aspects of patient records.

Ball, J. W., Dains, J. E., Flynn, J. A., Solomon, B. S., & Stewart, R. W. (2019). Student checklist: Health history guide. In Seidel’s guide to physical examination (9th ed.). St. Louis, MO: Elsevier Mosby.

Credit Line: Seidel’s Guide to Physical Examination, 9th Edition by Ball, J. W., Dains, J. E., Flynn, J. A., Solomon, B. S., & Stewart, R. W. Copyright 2019 by Elsevier Health Sciences. Reprinted by permission of Elsevier Health Sciences via the Copyright Clearance Center.

Centers for Disease Control and Prevention. (2018). Childhood overweight and obesity. Retrieved from http://www.cdc.gov/obesity/childhood

This website provides information about overweight and obese children. Additionally, the website provides basic facts about obesity and strategies to counteracting obesity.

Chaudhry, M. A. I., & Nisar, A. (2017). Escalating health care cost due to unnecessary diagnostic testing. Mehran University Research Journal of Engineering and Technology, (3), 569.

This study explores the escalating healthcare cost due the unnecessary use of diagnostic testing. Consider the impact of health insurance coverage in each state and how nursing professionals must be cognizant when ordering diagnostics for different individuals.

Dains, J. E., Baumann, L. C., & Scheibel, P. (2019). Advanced health assessment and clinical diagnosis in primary care (6th ed.). St. Louis, MO: Elsevier Mosby.

Credit Line: Advanced Health Assessment and Clinical Diagnosis in Primary Care, 6th Edition by Dains, J.E., Baumann, L. C., & Scheibel, P. Copyright 2019 by Mosby. Reprinted by permission of Mosby via the Copyright Clearance Center.

Chapter 1, “Clinical Reasoning, Evidence-Based Practice, and Symptom Analysis”

This chapter introduces the diagnostic process, which includes performing an analysis of the symptoms and then formulating and testing a hypothesis. The authors discuss how becoming an expert clinician takes time and practice in developing clinical judgment.

Gibbs , H., & Chapman-Novakofski, K. (2012). Exploring nutrition literacy: Attention to assessment and the skills clients need. Health, 4(3), 120–124.

This study explores nutrition literacy. The authors examine the level of attention paid to health literacy among nutrition professionals and the skills and knowledge needed to understand nutrition education.

Martin, B. C., Dalton, W. T., Williams, S. L., Slawson, D. L., Dunn, M. S., & Johns-Wommack, R. (2014). Weight status misperception as related to selected health risk behaviors among middle school students. Journal of School Health, 84(2), 116–123. doi:10.1111/josh.12128

Credit Line: Weight status misperception as related to selected health risk behaviors among middle school students by Martin, B. C., Dalton, W. T., Williams, S. L., Slawson, D. L., Dunn, M. S., & Johns-Wommack, R., in Journal of School Health, Vol. 84/Issue 2. Copyright 2014 by Blackwell Publishing. Reprinted by permission of Blackwell Publishing via the Copyright Clearance Center.

Noble, H., & Smith, J. (2015) Issues of validity and reliability in qualitative research . Evidence Based Nursing, 18(2), pp. 34–35.

Seidel, H. M., Ball, J. W., Dains, J. E., Flynn, J. A., Solomon, B. S., & Stewart, R. W. (2011). History subjective data checklist. In Mosby’s guide to physical examination (7th ed.). St. Louis, MO: Elsevier Mosby.

Credit Line: Mosby’s Guide to Physical Examination, 7th Edition by Seidel, H. M., Ball, J. W., Dains, J. E., Flynn, J. A., Solomon, B. S., & Stewart, R. W. Copyright 2011 by Elsevier. Reprinted by permission of Elsevier via the Copyright Clearance Center.

This History Subjective Data Checklist was published as a companion to Seidel’s Guide to Physical Examination (8th ed.) by Ball, J. W., Dains, J. E., & Flynn, J.A. Copyright Elsevier (2015). From https://evolve.elsevier.com

Sullivan, D. D. (2019). Guide to clinical documentation (3rd ed.). Philadelphia, PA: F. A. Davis.

Chapter 2, “The Comprehensive History and Physical Exam” (Previously read in Week 1)

Chapter 5, “Pediatric Preventative Care Visits” (pp. 91 101)