Summary and Descriptive statistics – 2025 There is often the requirement to evaluate descriptive statistics for data within the organization

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Summary and Descriptive statistics – 2025

There is often the requirement to evaluate descriptive statistics for data within the organization or for health care information. Every year the National Cancer Institute collects and publishes data based on patient demographics. Understanding differences between the groups based upon the collected data often informs health care professionals towards research, treatment options, or patient education.

Using the data on the “National Cancer Institute Data” Excel spreadsheet, calculate the descriptive statistics indicated below for each of the Race/Ethnicity groups. Refer to your textbook and the Topic Materials, as needed, for assistance in with creating Excel formulas.

Provide the following descriptive statistics:

  1. Measures of Central Tendency: Mean, Median, and Mode
  2. Measures of Variation: Variance, Standard Deviation, and Range (a formula is not needed for Range).
  3. Once the data is calculated, provide a 150-250 word analysis of the descriptive statistics on the spreadsheet. This should include differences and health outcomes between groups.

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

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

Evidence-Based Population Health Improvement Plan – 2025 Write a 4 5 page population health improvement plan based on your evaluation of the best available evidence from

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Evidence-Based Population Health Improvement Plan – 2025

 

Write a 4-5 page population health improvement plan, based on your evaluation of the best available evidence from a minimum of 3-5 current scholarly or professional sources of demographic, environmental, and epidemiological data that focuses on your diagnosis of a widespread population health issue.

Part of effectively engaging in evidence-based practice is the ability to synthesize raw health data with research studies and other relevant information in the literature. This will enable you to develop sound interventions, initiatives, and outcomes to address health concerns that you find in data during the course of your practice.

In this assessment, you have an opportunity to evaluate community demographic, environmental, and epidemiological data to diagnose a widespread population health issue, which will be the focus of a health improvement plan that you develop.

Demonstration of Proficiency

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

  • Competency 2: Apply evidence-based practice to design interventions to improve population health.
    • Evaluate community demographic, epidemiological, and environmental data to diagnose widespread population health issues.
    • Develop an ethical health improvement plan to address a population health issue within a community.
  • Competency 3: Evaluate outcomes of evidence-based interventions.
    • Propose criteria for evaluating population health improvement plan outcomes.
  • Competency 4: Evaluate the value and relative weight of available evidence upon which to make a clinical decision.
    • Justify the value and relevance of evidence used as the basis of a population health improvement plan.
  • Competency 5: Synthesize evidence-based practice and academic research to communicate effective solutions.
    • Develop a strategy for communicating with colleagues and members of the community 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.

Scenario

Your organization is undertaking a population health improvement initiative focused on one of the pervasive and chronic health concerns in the local community. Examples of health improvement initiatives include nationwide concerns, such as type 2 diabetes, HIV, obesity, insect bites, and Zika. However, your organization has asked you to determine which widespread health concern should be addressed in a population health improvement plan for your community and has entrusted you with gathering and evaluating the relevant data.

Your Role 

You are a nurse in a community clinic or hospital and you have a good idea about the most common chronic health issues among its patients. You have been asked to prepare a presentation for the next staff meeting about the issue and the plan that you are proposing to help improve the community’s health.

Instructions

The requirements outlined below 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.

Part 1: Data Evaluation

Evaluate the outcomes of a population health improvement initiative from community demographic, epidemiological, and environmental data.

  • Identify the relevant data.
  • Identify the level of evidence, validity, and reliability for each source.
  • Describe the major community health concerns suggested by the data.
  • Explain how environmental factors affect the health of community residents.
Part 2: Health Improvement Plan

Develop a health improvement plan that ethically and effectively addresses the population health concern that you identified in your evaluation of the relevant data.

  • Base your plan on the best available evidence from a minimum of 3–5 current scholarly or professional sources.
    • Apply correct APA formatting to all in-text citations and references.
    • Attach a reference list to your plan.
  • Ensure that your plan meets the cultural and environmental needs of your community and will likely lead to some improvement in the community’s health related to this concern.
    • Consider the environmental realities and challenges existing in the community.
    • Address potential barriers or misunderstandings related to the various cultures prevalent in the community.
  • Justify the value and relevance of the evidence you used as the basis of your plan.
    • Explain why the evidence is valuable and relevant to the community health concern you are addressing.
    • Explain why each piece of evidence is appropriate and informs the goal of improving the health of the community.
  • Propose relevant and measurable criteria for evaluating the outcomes of your plan.
    • Explain why your proposed criteria are appropriate and useful measures of success.
  • Explain how you will communicate with colleagues and members of the community, in an ethical, culturally sensitive, and inclusive way, with regard to the development and implementation of your plan.
    • Develop a clear communications strategy mindful of the cultural and ethical expectations of colleagues and community members regarding data privacy.
    • Ensure that your strategy enables you to make complex medical terms and concepts understandable to members of the community, regardless of language, disabilities, or level of education.
  • The headings for your Evidence-Based Population Health Improvement Plan should be the following:
    • Data Evaluation.
    • Meeting Community Needs.
    • Evidence.
    • Measuring Outcomes.
    • Communication Plan.

Additional Requirements

  • Length: Your recommendation will be 4–5 double-spaced pages, not including title and reference pages.
  • Font: Times New Roman, 12 points.
  • APA Format: Your title and reference pages need to conform to 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 to ensure you understand how your faculty member will evaluate your work.

Grading Rubric:

1.  Evaluate community demographic, epidemiological, and environmental data to diagnose widespread population health issues. 

Passing Grade:  Evaluates community demographic, epidemiological, and environmental data to diagnose widespread population health issues. Identifies knowledge gaps, unknowns, missing information, unanswered questions, or areas of uncertainty (where further information could improve the evaluation). 

2.  Develop an ethical health improvement plan to address a population health issue within a community. 

Passing Grade:   Develops an ethical health improvement plan to address a population health issue within a community, identifying multiple complementary elements that will sensitively meet a wide variety of community members’ needs. 

3.  Justify the value and relevance of evidence used as the basis of a population health improvement plan. 

Passing Grade:  Justifies the value and relevance of evidence used as the basis of a population health improvement plan, and impartially considers conflicting data and other perspectives. 

4.  Propose criteria for evaluating population health improvement plan outcomes. 

Passing Grade:  Proposes criteria for evaluating population health improvement plan outcomes, and explains why other possible criteria were considered and rejected. 

5.  Develop a strategy for communicating with colleagues and community members in an ethical, culturally sensitive, and inclusive way. 

Passing Grade:   Develops a strategy for communicating with colleagues and community members in an ethical, culturally sensitive, and inclusive way; acknowledges potential difficulties and how those challenges will be met. 

6.  Write clearly and logically, with correct grammar and mechanics. 

Passing Grade:   Writes clearly, logically, and persuasively; grammar and mechanics are error-free. 

7.   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. 

Module 3 medical terminology – 2025 In this course project assignment you are presented with a medical history for two different patients A medical history

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Module 3 medical terminology – 2025

 

In this course project assignment, you are presented with a medical history for two different patients. A medical history can be fairly brief or extremely lengthy, depending on the patient’s health history. Basic components of a medical history generally include the following pieces of information:

  • Patient demographics: Includes name, date of birth, gender, race etc.
  • Chief complaint: Specifies the primary reason for the patient seeking care
  • History of present illness: Includes details of chief complaint in chronological order
  • Past medical history: Includes a list of current and past medical conditions
  • Family history: Includes pertinent diagnoses of close family members
  • Social history: Includes information about patient’s lifestyle and characteristics
  • Medication history: Includes list of current and prior medication use
  • Review of systems: Includes subjective findings from a head-to-toe examination
  • Physical examination: Includes objective findings from a head-to-toe examination

You will be exploring the medical terminology used in these medical histories and will be asked to interpret the meanings of various words and abbreviations.

To complete this assignment, do the following:

  1. Download the clinical notes for the two patients:

    Eric Rodriguez Medical History

    Jaclyn DeMonte Medical History

  2. Download, complete, and submit the document below. This document contains questions you will answer regarding the medical histories for each patient.

    Module 03 Course Project Assignment Template (The 4 captures are the questions, please answer on microsoft word)

Soap note Systemic lupus erythematosus Rubric Attached No Plagiarism (Adults) – 2025 Students must post one interesting case that he she has seen in the clinical The case should be an unusual diagnosis

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Soap note Systemic lupus erythematosus Rubric Attached No Plagiarism (Adults) – 2025

 Students must post one interesting case that he/she has seen in the clinical  The case should be an unusual diagnosis, or a complex case that required in-depth evaluation on the student’s part. The case should be posted in the SOAP format, with references for the patient diagnosis, differential diagnoses (there should be at least 3), and the treatment plan.   In order to receive grade points for SOAP notes, the notes must be approved by the deadlines specified on the course assignments page. The posting does not have to be written in APA format, but should be written with correct spelling and grammar. References should be in APA format. The selected references should reflect current evidence –dated within the past 5 years.  

Week 10 Assignment: Signature Assignment Cultural Pluralism – 2025 Research Paper Instructions In this paper you will discuss various elements of a

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Week 10 Assignment: Signature Assignment Cultural Pluralism – 2025

 

Research Paper Instructions

In this paper you will discuss various elements of a pre-approved cultural study.

Research Paper Content:

  • Begin with an introduction with a thesis statement.
  • Provide a brief history of your culture.
  • Explain how your chosen culture is represented in the United States.
  • Discuss whether your culture individualistic or collectivistic. Provide at least one example.
  • Detail some of the artistic (art, music, architecture, dance) contributions of your culture.
  • Explain some of the values of your culture. Provide at least three examples.
  • Discuss your culture’s religion(s). Include name and basic belief system of at least one of the major faiths.
  • Detail some of the sex and gender role differences in your culture (provide at least three examples)
  • Discuss what we would need to know to acculturate into your culture. (If a past one, what would we need to do for preparing for our time machine to fit in). Provide at least one concrete suggestion.
  • End with the conclusion.

Specific Paper Requirements:

  • Length of paper four to six pages in length (Times New Roman; One inch margins; Font 12; Double-spaced)
  • Must contain in-text citations in current APA Style
  • Check your spelling and grammar
  • Include a minimum of three or more credible sources (books, journal articles, magazine/newspaper articles, etc.

I Included an outline below

Wk 4 – Signature Assignment: Health Care Manager Interview – 2025 Assignment Content In this assignment you ll examine the role of a health care manager

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Wk 4 – Signature Assignment: Health Care Manager Interview – 2025

 

Assignment Content

  1. In this assignment you’ll examine the role of a health care manager regarding ethical issues and decision-making. You’ll have the opportunity to practice your professional skills in conducting interviews and communication, in general. Being able to have professional conversations with all stakeholders in an organization, including managers at various levels, is an important skill to have as a health care manager.

    Research a health care facility (pharmacy, medical office, nursing home, hospital). Become familiar with the company, including the mission, vision, and goals of the company.

    Select a leadership position at the facility – for example, a supervisor, manager, director, vice president, compliance officer, or similar.

    Use the Health Care Leadership Interview Questionnaire to conduct an interview with the person you selected. 

    Write a 700-word summary of your interview. Title your assignment “Health Care Manager Interview.” Note: Double-space the interview responses and use proper grammar and sentence structure. 

Knowlege check – 2025 QUESTION 1 1 A 28 year old woman presents to the clinic with a

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Knowlege check – 2025

QUESTION 1
1. A 28-year-old woman presents to the clinic with a chief complaint of hirsutism and irregular menses. She describes irregular and infrequent menses (five or six per year) since menarche at 12 years of age. She began to develop dark, coarse facial hair when she was 14 years of age, but her parents did not seek treatment or medical opinion at that time. The symptoms worsened after she gained weight in college. She got married 3 years ago and has been trying to get pregnant for the last 2 years without success. Height 66 inches and weight 198. BMI 32 kg.m2. Moderate hirsutism without virilization noted.  Laboratory data reveal CMP within normal limits (WNL), CBC with manual differential (WNL), TSH 0.9 IU/L SI units (normal 0.4-4.0 IU/L SI units), a total testosterone of 65 ng/dl (normal 2.4-47 ng/dl), and glycated hemoglobin level of 6.1% (normal value ≤5.6%). Based on this information, the APRN diagnoses the patient with polycystic ovarian syndrome (PCOS) and refers her to the Women’s Health APRN for further workup and management.  
Question 1 of 2:
What is the pathogenesis of PCOS? 
1 points   
QUESTION 2
1. A 28-year-old woman presents to the clinic with a chief complaint of hirsutism and irregular menses. She describes irregular and infrequent menses (five or six per year) since menarche at 12 years of age. She began to develop dark, coarse facial hair when she was 14 years of age, but her parents did not seek treatment or medical opinion at that time. The symptoms worsened after she gained weight in college. She got married 3 years ago and has been trying to get pregnant for the last 2 years without success. Height 66 inches and weight 198. BMI 32 kg.m2. Moderate hirsutism without virilization noted.  Laboratory data reveal CMP within normal limits (WNL), CBC with manual differential (WNL), TSH 0.9 IU/L SI units (normal 0.4-4.0 IU/L SI units), a total testosterone of 65 ng/dl (normal 2.4-47 ng/dl), and glycated hemoglobin level of 6.1% (normal value ≤5.6%). Based on this information, the APRN diagnoses the patient with polycystic ovarian syndrome (PCOS) and refers her to the Women’s Health APRN for further workup and management.  
Question 2 of 2:
How does PCOS affect a woman’s fertility or infertility? 
1 points   
QUESTION 3
1. A 20-year-old female college student presents to the Student Health Clinic with a chief complaint of abdominal pain, foul smelling vaginal discharge, and fever and chills for the past 4 days. She denies nausea, vomiting, or difficulties with defecation. Last bowel movement this morning and was normal for her. Nothing has helped with the pain despite taking ibuprofen 200 mg orally several times a day. She describes the pain as sharp and localizes the pain to her lower abdomen. Past medical history noncontributory. GYN/Social history + for having had unprotected sex while at a fraternity party. Physical exam: thin, Ill appearing anxious looking white female who is moving around on the exam table and unable to find a comfortable position. Temperature 101.6F orally, pulse 120, respirations 22 and regular. Review of systems negative except for chief complaint. Focused assessment of abdomen demonstrated moderate pain to palpation left and right lower quadrants. Upper quadrants soft and non-tender. Bowel sounds diminished in bilateral lower quadrants. Pelvic exam demonstrated + adnexal tenderness, + cervical motion tenderness and copious amounts of greenish thick secretions. The APRN diagnoses the patient as having pelvic inflammatory disease (PID).  
Question:
What is the pathophysiology of PID? 
1 points   
QUESTION 4
1. A 27-year-old male comes to the clinic with a chief complaint of a “sore on my penis” that has been there for 3 days. He says it burns and leaked a little fluid. He denies any other symptoms. Past medical history noncontributory. Social history: works as a bartender and he states he often “hooks up” with some of the patrons, both male and female after work. He does not always use condoms. Physical exam within normal limits except for a lesion on the lateral side of the penis adjacent to the glans. The area is indurated with a small round raised lesion. The APRN orders laboratory tests, but feels the patient has syphilis.  
Question:
Describe the 4 stages of syphilis.
1 points   
QUESTION 5
1. A 19-year-old female presents to the clinic with a chief complaint of “fluid filled bumps” and intense pruritis of her vulva. She states these symptoms have been present for about 10 days, but she thought she had a yeast infection. She self-medicated with over the counter (OTC) metronidazole (Flagyl™) intravaginally but the symptoms got worse. No other complaints except for fatigue out of proportion to her activity level. Past medical history noncontributory. Social history: sexually active with several men and did forget to use a condom during one sexual encounter. Physical exam negative except for pelvic exam which revealed multiple fluid filled (vesicular) lesions on the vulva and introitus. Positive lymph nodes in inguinal areas. The APRN diagnoses the patient with herpes simplex virus-type 2 known as genital herpes. 
Question:
What is the pathophysiology of HSV-2? 
1 points   
QUESTION 6
1. A 27-year-old male presents to the clinic with a chief complaint of a gradual onset of scrotal pain and swelling of the left testicle that started 2 days ago.  The pain has gotten progressively worse over the last 12 hours and he now complains of left flank pain. He complains of dysuria, frequency, and urgency with urination. He states his urine smells funny. He denies nausea, vomiting, but admits to urethral discharge just prior to the start of his severe symptoms. He denies any recent heavy lifting or straining for bowel movements. He says the only thing that makes the pain better is if he sits in his recliner and elevates his scrotum on a small pillow. Past medical history negative. Social history + for sexual activity only with his wife of 3 years. Physical exam reveals red, swollen left testicle that is very tender to touch. There is positive left inguinal adenopathy. Clean catch urinalysis in the clinic + for 3+ bacteria. The APRN diagnoses the patient with epididymitis.  
Question:
Discuss how bacteria in the urine causes epididymitis.  
1 points   
QUESTION 7
1. A 42-year-old male presents to the clinic with a chief complaint of fever, chills, malaise, arthralgias, dysuria, urinary frequency, low back pain, perineal, and suprapubic pain. He says he feels like he can’t fully empty his bladder when he voids. He states these symptoms came on suddenly about 12 hours ago and have gotten worse. He noticed some blood in his urine the last time he voided. He tried to have a bowel movement several hours ago but could not empty his bowel due to pain. Past medical and social history noncontributory. Physical exam reveals an ill appearing male. Temperature 101.8 F, pulse 122, respirations 20, BP 108/68. Exam unremarkable apart from left costovertebral angle (CVA) tenderness. Rectal exam difficult due to enlarged and extremely painful prostate.  Complete blood count revealed an elevated white blood cell count, elevated C-reactive protein and elevated sedimentation rate. Urine dip in the clinic + for 2+ bacteria.  
Question:
Explain the differences between acute bacterial prostatitis and nonbacterial prostatitis. 
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1 points   
QUESTION 8
1. A 32-year-old woman presents to the clinic with a chief complaint of pelvic pain, excessive menstrual bleeding, dyspareunia, and inability to become pregnant after 18 months of unprotected sex with her husband. She states she was told she had endometrioses after a high school physical exam, but no doctor or nurse practitioner ever mentioned it again, so she thought it had gone away. She has no other complaints and says she wants to have a family. Past medical history noncontributory except for possible endometriosis as a teenager. Social history negative for tobacco, drugs or alcohol. The physical exam is negative except for the pelvic exam which demonstrated pain on light and deep palpation of the uterus. The APRN believes that the patient does have endometriosis and orders appropriate laboratory and radiological tests. The diagnostics come back highly suggestive of endometriosis.    
Question:
Explain how endometriosis may affect female fertility.
1 points   
QUESTION 9
1. An APRN working in an anticoagulation clinic has been asked by the local college to present a lecture on platelets and their role in blood clotting to the graduate pathophysiology nursing students.  
Question:
What key concepts should the APRN include in the presentation? 
1 points   
QUESTION 10
1. A 36-year-old woman presents to the clinic with complaints of dyspnea on exertion, fatigue, leg cramps on climbing stairs, craving ice to suck or chew and cold intolerance. The symptoms have come on gradually over the past 4 months. The only thing that make the symptoms better is for her to sit or lie down and stop the activity. She denies bruising or bleeding and states this is the first time this has happened. Past medical history noncontributory except for a new diagnosis of benign uterine fibroids 6 months ago after experiencing heavy menstrual bleeding every month. Social history noncontributory and she denies alcohol, tobacco, or drug use. Physical exam: pale, thin, Caucasian female who appears older than stated age. Physical exam remarkable for a soft I/IV systolic murmur, pallor of the mucous membranes, spoon-shaped nails (koilonychia), glossy tongue, with atrophy of the lingual papillae, and fissures at the corners of the mouth. The APRN suspects the patient has iron deficient anemia (IDA) secondary to excessive blood loss from uterine fibroids. The appropriate laboratory tests confirmed the diagnosis.  
Question:
Discuss iron deficiency anemia and how the patient’s menstrual bleeding contributed to the diagnosis. 
1 points   
QUESTION 11
1. A 67-year-old woman presents to the clinic with complaints of weakness, fatigue, paresthesias of the feet and fingers, difficulty walking, loss of appetite, and a sore tongue. These symptoms have been present for several months but the patient thought they were due to her recent retirement and geographic move from the Midwest to New England. The symptoms have gotten worse over the past few weeks and she has noticed that she is much more forgetful. This is of great concern as she worries she might have the beginning stages of Alzheimer’s Disease. Past medical history significant for Hashimoto thyroiditis that she developed in her early 20s. The rest of PMH and social history non- contributory. Physical exam reveals an average sized female whose skin has a sallow appearance. BP 128/74, Pulse 120, respirations 18 and temperature 99.0F orally. Examination of the head and neck reveals a smooth and beefy red tongue. Abdominal exam negative for hepatomegaly or splenomegaly.   
The APRN recognizes these symptoms and physical exam indicate the patient has pernicious anemia. After appropriate laboratory data received, the definitive diagnosis of pernicious anemia was made. 
Question 1 of 2:
How does pernicious anemia develop? 
1 points   
QUESTION 12
1. A 67-year-old woman presents to the clinic with complaints of weakness, fatigue, paresthesias of the feet and fingers, difficulty walking, loss of appetite, and a sore tongue. These symptoms have been present for several months but the patient thought they were due to her recent retirement and geographic move from the Midwest to New England. The symptoms have gotten worse over the past few weeks and she has noticed that she is much more forgetful. This is of great concern as she worries she might have the beginning stages of Alzheimer’s Disease. Past medical history significant for Hashimoto thyroiditis that she developed in her early 20s. The rest of PMH and social history non- contributory. Physical exam reveals an average sized female whose skin has a sallow appearance. BP 128/74, Pulse 120, respirations 18 and temperature 99.0F orally. Examination of the head and neck reveals a smooth and beefy red tongue. Abdominal exam negative for hepatomegaly or splenomegaly.   
The APRN recognizes these symptoms and physical exam indicate the patient has pernicious anemia. After appropriate laboratory data received, the definitive diagnosis of pernicious anemia was made. 
Question 2 of 2:
How does pernicious anemia cause the neurological manifestations that are often seen in patients with PA? 
1 points   
QUESTION 13
1. A 49-year-old man with a 22-year history of severe rheumatoid arthritis (RA) presents to clinic for his preadmission testing (PAT) and medical clearance for a planned right total hip arthroplasty. The patient had been severely limited in ambulation due to the RA. Current medications include prednisone 20 mg po qd and methotrexate 7.5 mg Thursdays, 5mg Fridays, and 7.5 mg Saturdays.  The patient had a complete blood count (CBC) with manual differentiation and red blood cell indices, complete metabolic panel (CMP) and coagulation studies (prothrombin time [PT], international normalized ratio [INR] and activated partial thromboplastin time [aPTT]). All the laboratory studies come back within normal limits except for the red blood cell indices. The hemoglobin and hematocrit were low along with mean corpuscle volume, plasma iron and total iron binding capacity, and transferrin also being low. There was a normal reticulocyte count, normal ferritin, serum B12, folate and bilirubin.  
The APRN in the PAT clinic recognizes that the patient has anemia of chronic disease (ACD).  
Question 1 of 2:
What is ACD and how does it develop? 
1 points   
QUESTION 14
1. A 49-year-old man with a 22-year history of severe rheumatoid arthritis (RA) presents to clinic for his preadmission testing (PAT) and medical clearance for a planned right total hip arthroplasty. The patient had been severely limited in ambulation due to the RA. Current medications include prednisone 20 mg po qd and methotrexate 7.5 mg Thursdays, 5mg Fridays, and 7.5 mg Saturdays.  The patient had a complete blood count (CBC) with manual differentiation and red blood cell indices, complete metabolic panel (CMP) and coagulation studies (prothrombin time [PT], international normalized ratio [INR] and activated partial thromboplastin time [aPTT]). All the laboratory studies come back within normal limits except for the red blood cell indices. The hemoglobin and hematocrit were low along with mean corpuscle volume, plasma iron and total iron binding capacity, and transferrin also being low. There was a normal reticulocyte count, normal ferritin, serum B12, folate and bilirubin.  
The APRN in the PAT clinic recognizes that the patient has anemia of chronic disease (ACD).  
Question 2 of 2:
Why do patients with chronic kidney disease (CKD) develop ACD? 
1 points   
QUESTION 15
1. A 14-year-old female is brought to the Urgent Care by her mother who states that the girl has had an abnormal number of bruises and “funny looking red splotches” on her legs. These bruises were first noticed about 2 weeks ago and are not related to trauma. Past medical history not remarkable and she takes no medications. The mother does state the girl is recovering from a “bad case of mono” and was on bedrest at home for the past 3 weeks. The girl noticed that her gums were slightly bleeding when she brushed her teeth that morning.  
Labs at Urgent Care demonstrated normal hemoglobin and hematocrit with normal white blood cell (WBC) differential. Platelet count of 100,000/mm3 was the only abnormal finding. The staff also noticed that the venipuncture site oozed for a few minutes after pressure was released. The doctor at Urgent Care referred the patient and her mother to the ED for a complete work up of the low platelet count including a peripheral blood smear for suspected immune thrombocytopenia purpura (ITP). 
Question:
What is ITP and why do you think this patient has acute, rather than chronic, ITP? 
1 points   
QUESTION 16
1. A 22-year-old male is in the Surgical Intensive Care Unit (SICU) following a motor vehicle crash (MVC) where he sustained multiple life-threatening injuries including a torn aorta, ruptured spleen, and bilateral femur fractures. He has had difficulty maintaining his mean arterial pressure (MAP) and has required various vasopressors. He has a triple lumen central venous catheter (CVC) for monitoring his central venous pressure, administration of medications and blood products, as well as total parenteral nutrition. Per hospital protocol, he is receiving an unfractionated heparin 1:1000 flush after administration of each of the triple antibiotics that have been ordered to maintain patency of the lumens.  Seven days post injury, the APRN in the SICU is reviewing the patient’s morning labs and notes that his platelet count has dropped precipitously to 50,000 /mm3 from 148,000/mm3 two days ago. The APRN suspects the patient is developing heparin induced thrombocytopenia (HIT).  
Question 1 of 2:
What is underlying pathophysiology of heparin induced thrombocytopenia? 
1 points   
QUESTION 17
1. A 22-year-old male is in the Surgical Intensive Care Unit (SICU) following a motor vehicle crash (MVC) where he sustained multiple life-threatening injuries including a torn aorta, ruptured spleen, and bilateral femur fractures. He has had difficulty maintaining his mean arterial pressure (MAP) and has required various vasopressors. He has a triple lumen central venous catheter (CVC) for monitoring his central venous pressure, administration of medications and blood products, as well as total parenteral nutrition. Per hospital protocol, he is receiving an unfractionated heparin 1:1000 flush after administration of each of the triple antibiotics that have been ordered to maintain patency of the lumens.  Seven days post injury, the APRN in the SICU is reviewing the patient’s morning labs and notes that his platelet count has dropped precipitously to 50,000 /mm3 from 148,000/mm3 two days ago. The APRN suspects the patient is developing heparin induced thrombocytopenia (HIT).  
Question 2 of 2:
The APRN assesses the patient and notes there is a decreased right posterior tibial pulse with cyanosis of the entire foot. The APRN recognizes this probably represents arterial thrombus formation. How does someone who is receiving heparin develop arterial and venous thrombosis? 
1 points   
QUESTION 18
1. A 33-year-old female is brought to Urgent Care by her husband who states his wife has gotten suddenly confused and complains of a severe headache. He also noticed large bruises on her legs which were not there yesterday. Only significant past medical history is that the patient developed herpes zoster 2 weeks ago and was given acyclovir for treatment. Physical exam revealed well developed female who is only oriented to person. Large areas of ecchymosis noted on both arms and legs. Stat CBC revealed a platelet count of 18,000/mm3, hemoglobin of 8 g/dl and hematocrit of 24%. The patient was immediately transported to the Emergency Room by Emergency Medical Services (EMS) where further work up demonstrated idiopathic thrombotic thrombocytopenic purpura (TTP).  
Question:
What is the pathophysiology of TTP? 
1 points   
QUESTION 19
1. A 64-year man is recovering from a transurethral resection of the prostate for treatment of benign prostate hyperplasia. The patient is receiving intravenous antibiotics for the urinary tract infection that was found on the preoperative urine culture and sensitivity (C & S). The post-operative course has been smooth and the APRN is removing the 3-way Foley catheter when there is a sudden release of bright red blood with many blood clots in the Foley bag. The patient becomes hypotensive, tachycardic and the APRN notes new ecchymoses on the patient’s arms and legs. The patient was immediately transferred to the surgical intensive care unit (SICU) and a stat hematology consult was conducted. Stat CBC, d-dimer, peripheral blood smear, partial thromboplastin time, Prothrombin time/international normalization ratio (INR), and fibrinogen labs were drawn. Results were:  
CBC with markedly decreased platelet count, peripheral blood smear showed decreased number of platelets and presence of large platelets and fragmented red cells (schistocytes), prothrombin time prolonged as was the partial thromboplastin time. The d-dimer was markedly elevated, and fibrinogen level was low. The diagnosis of disseminated intravascular coagulation (DIC) was made based on clinical picture and laboratory data.  
Question 1 of 2:
What is DIC and how does it develop? 
1 points   
QUESTION 20
1. A 64-year man is recovering from a transurethral resection of the prostate for treatment of benign prostate hyperplasia. The patient is receiving intravenous antibiotics for the urinary tract infection that was found on the preoperative urine culture and sensitivity (C & S). The post-operative course has been smooth and the APRN is removing the 3-way Foley catheter when there is a sudden release of bright red blood with many blood clots in the Foley bag. The patient becomes hypotensive, tachycardic and the APRN notes new ecchymoses on the patient’s arms and legs. The patient was immediately transferred to the surgical intensive care unit (SICU) and a stat hematology consult was conducted. Stat CBC, d-dimer, peripheral blood smear, partial thromboplastin time, Prothrombin time/international normalization ratio (INR), and fibrinogen labs were drawn. Results were:  
CBC with markedly decreased platelet count, peripheral blood smear showed decreased number of platelets and presence of large platelets and fragmented red cells (schistocytes), prothrombin time prolonged as was the partial thromboplastin time. The d-dimer was markedly elevated, and fibrinogen level was low. The diagnosis of disseminated intravascular coagulation (DIC) was made based on clinical picture and laboratory data.  
Question 2 of 2:
What factors contribute to the development of DIC?  

Nursing Philosophy (1) – 2025 Nursing Philosophy QEP Writing Assignment The personal philosophy must include the following domains Nursing Environment Health and Person

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Nursing Philosophy (1) – 2025

 Nursing Philosophy/QEP Writing Assignment The personal philosophy must include the following domains: Nursing, Environment, Health and Person. You should include your personal definition of each domain and how these fit into your philosophy of nursing. In preparing your philosophy the faculty require that you review the philosophies of Miami Dade College, Benjamin Leon School of Nursing and at least one hospital. A limit of 1 to 2 pages is acceptable in APA format. The guidance of the assignment rubric should be utilized to achieve maximum points. 

Ethics – 2025 Chapter 4 Ethical Issues 1 Compare and contract legal and ethical issues 2 What determines how a person approaches

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Ethics – 2025

  

Chapter 4—Ethical Issues

1. Compare and contract legal and ethical issues.

2. What determines how a person approaches and solves ethical dilemmas

3. Define moral indifference—provide an example

4. Define moral uncertainty—provide an example from your own healthcare experience

5. Moral distress—provide an example from your own health care experiences

6. What is an ethical dilemma? Give an example

7. Describe deontological approach to ethical decision making? What does this mean?

8. Describe a teleological approach to ethical decision making? What does this mean?

9. Compare and contrast the 4 different frameworks for ethical decision making

10. What is autonomy—give an example from your experience

11. Define the following terms—how have you used/understood these principles in your nursing practice?

12. Beneficence

13. Paternalism

14. Utility

15. Justice

16. Veracity

17. Fidelity

18. Confidentiality

19. What is the MORAL decision-making model—how does this work?

20. Name important strategies to promote ethical behavior in healthcare.

Chapter 5—Legal and Legislative Issues

1. Define civil law and what is involved in civil cases

2. What are the reasons that nurses are at increased risk for legal liability in nursing practice?

3. What does the term Standard of Care mean in nursing? Why is this so important?

4. Define malpractice and the term professional negligence (the 5 criteria needed to fulfill this definition)….provide examples of each criteria to deepen your understanding

5. What does the term “under ordinary circumstances” means as it relates to professional negligence?

6. Define these legal terms that are pertinent to nursing practice—be sure you can relate these term to nursing practice

 

1. Stare decisis

2. Liability

3. tort

4. respondeat superior

5. vicarious liability

6. product liability

7. res ipsa loquitur

7. Define intentional torts and give as many examples as you can related to nursing practice

8. What are some common reasons nurses are sued (claims filed against them)

9. BON—Board of Nursing—what is their responsibility to the public?

10. Define the Nurse Practice Act and its role in your ability to practice nursing?

11. Define, compare and contrast the three forms of consent:

 

1. Informed consent

2. Implied consent

3. Express consent

12. What is HIPAA and what is its importance to healthcare/your nursing practice?

13. What are the parameters of Good Samaritan Immunity?

14. Describe the Patient Self-Determination Act (PSDA) of 1991 and how it changed healthcare

15. List the common causes of nursing license revocation

Legislation Comparison Grid and Testimony/Advocacy Statement – 2025 As a nurse how often have you thought to yourself If I had anything to do about it things

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Legislation Comparison Grid and Testimony/Advocacy Statement – 2025

 

As a nurse, how often have you thought to yourself, If I had anything to do about it, things would work a little differently? Increasingly, nurses are beginning to realize that they do, in fact, have a role and a voice.

Many nurses encounter daily experiences that motivate them to take on an advocacy role in hopes of impacting policies, laws, or regulations that impact healthcare issues of interest. Of course, doing so means entering the less familiar world of policy and politics. While many nurses do not initially feel prepared to operate in this space effectively, the reward is the opportunity to shape and influence future health policy.

To Prepare:

  • Select a bill that has been proposed (not one that has been enacted) using the congressional websites provided in the Learning Resources.

The Assignment: (1- to 2-page Comparison Grid; 1-page Legislation Testimony/Advocacy Statement)

Part 1: Legislation Comparison Grid

Based on the health-related bill (proposed, not enacted) you selected, complete the Legislation Comparison Grid Template. Be sure to address the following:

  • Determine the legislative intent of the bill you have reviewed.
  • Identify the proponents/opponents of the bill.
  • Identify the target populations addressed by the bill.
  • Where in the process is the bill currently? Is it in hearings or committees?

Part 2: Legislation Testimony/Advocacy Statement

Based on the health-related bill you selected, develop a 1-page Legislation Testimony/Advocacy Statement that addresses the following:

  • Advocate a position for the bill you selected and write testimony in support of your position.
  • Describe how you would address the opponent to your position. Be specific and provide examples.

  

PLEASE FOLLOW THE INSTRUCTIONS AS INDICATED BELOW:

1). ZERO (0) PLAGIARISM

2). 5 REFERENCES, NO MORE THAN 5 YEARS

3). PLEASE SEE THE FOLLOWING ATTACHED: RUBRIC DETAILS, AGENDA GRID TEMPLATE.

Thank you so much.