Case Study on Death and Dying – 2025 The practice of health care providers at all levels brings you into contact with people from a variety of faiths

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Case Study on Death and Dying – 2025

 

The practice of health care providers at all levels brings you into contact with people from a variety of faiths. This calls for knowledge and understanding of a diversity of faith expressions; for the purpose of this course, the focus will be on the Christian worldview.

Based on “Case Study: End of Life Decisions,” the Christian worldview, and the worldview questions presented in the required topic study materials you will complete an ethical analysis of George’s situation and his decision from the perspective of the Christian worldview.

Provide a 1,500-2,000-word ethical analysis while answering the following questions:

  1. How would George interpret his suffering in light of the Christian narrative, with an emphasis on the fallenness of the world?
  2. How would George interpret his suffering in light of the Christian narrative, with an emphasis on the hope of resurrection?
  3. As George contemplates life with amyotrophic lateral sclerosis (ALS), how would the Christian worldview inform his view about the value of his life as a person?
  4. What sorts of values and considerations would the Christian worldview focus on in deliberating about whether or not George should opt for euthanasia?
  5. Given the above, what options would be morally justified in the Christian worldview for George and why?
  6. Based on your worldview, what decision would you make if you were in George’s situation?

Remember to support your responses with the topic study materials.

Prepare this assignment according to the guidelines found in the APA Style Guide, 

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

 The study material:

https://www.gcumedia.com/digital-resources/grand-canyon-university/2020/practicing-dignity_an-introduction-to-christian-values-and-decision-making-in-health-care_1e.php 

 https://lopes.idm.oclc.org/login?url=https://search.credoreference.com/content/entry/galegnaah/euthanasia/0?institutionId=5865 

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. 
Path: p
Words:0
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

nursing informatics…I need help with this – 2025 Workflow analysis aims to determine workflow patterns that maximize the effective use of resources and minimize activities

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nursing informatics…I need help with this – 2025

Workflow analysis aims to determine workflow patterns that maximize the effective use of resources and minimize activities that do not add value. There are a variety of tools that can be used to analyze the workflow of processes and clarify potential avenues for eliminating waste. Flowcharts are a basic and commonly used workflow analysis method that can help highlight areas in need of streamlining.

In this Assignment, you select a common event that occurs regularly in your organization and create a flowchart representing the workflow. You analyze the process you have diagrammed and propose changes for improvement.

To prepare:

  • Identify a common, simple event that frequently occurs in your organization that you would like to evaluate.
  • Consider how you would design a flowchart to represent the current workflow.
  • Consider what metrics you would use to determine the effectiveness of the current workflow and identify areas of waste.

To complete:

Write a 3- to 5-page paper which includes the following:

  • Create a simple flowchart of the activity you selected. (Review the Sample Workflow of Answering a Telephone in an Office document found in this week’s Learning Resources for an example.)
  • Next, in your paper:
    • Explain the process you have diagrammed.
    • For each step or decision point in the process, identify the following:
      • Who does this step? (It can be several people.)
      • What technology is used?
      • What policies and rules are involved in determining how, when, why, or where the step is executed?
      • What information is needed for the execution of this step?
    • Describe the metric that is currently used to measure the soundness of the workflow. Is it effective?
    • Describe any areas where improvements could occur and propose changes that could bring about these improvements in the workflow.
    • Summarize why it is important to be aware of the flow of an activity.
  • Remember to include a cover page, introduction, and summary for your paper.

Week 2 Discussion: Critic of the Arts – 2025 Required Resources Read review the following resources for this activity Textbook Chapter 3 4

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Week 2 Discussion: Critic of the Arts – 2025

Required Resources
Read/review the following resources for this activity:

  • Textbook: Chapter 3, 4
  • Minimum of 1 scholarly source (in addition to the textbook)

Initial Post Instructions
Select a work of art from any of the chapters in our textbook, and write a response that analyzes the art through the lens of a descriptive critic, an interpretive critic, and an evaluative critic. What different things would these critics have to say? Use the following guidelines:

  • Descriptive Critic: Address at least 3 different elements of art and/or principles of design.
  • Interpretive Critic: This will require research so that you can understand the subject, meaning, and intent of the work.
  • Evaluative Critic: Use the standards of perfection, insight, and inexhaustibility (as described in the text).

Follow-Up Post Instructions
Respond to at least one peer. Further the dialogue by providing more information and clarification. Provide feedback on whether you agree or disagree with their criticism. Explain why. Build on their posts by providing additional insight of your own. If your peer selected the same artwork as you, make sure to address new point or develop existing points in more depth.

Writing Requirements

  • Minimum of 2 posts (1 initial & 1 follow-up)
  • Minimum of 2 sources cited (assigned readings/online lessons and an outside source)
  • APA format for in-text citations and list of references

Early Onset Schizophrenia – 2025 Children and adolescents with schizophrenia have more difficulty functioning in academic or work settings

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Early Onset Schizophrenia – 2025

            Children and adolescents with schizophrenia have more difficulty functioning in academic or work settings, and significant impairment usually persists into adulthood. They may have speech or language disorders and in some cases borderline intellectual functioning. These individuals are more likely to complete suicide attempts or die from other accidental causes. Schizophrenia is characterized by positive and negative symptoms. Positive symptoms include hallucinations, delusions, and behavior disturbance. Negative symptoms include blunted affect and attention, apathy, and lack of motivation and social interest.

In this Assignment, you compare treatment plans for adults diagnosed with schizophrenia with treatment plans for children and adolescents diagnosed with schizophrenia. You also consider the legal and ethical issues involved in medicating children diagnosed with schizophrenia.

                    

                                                    To Prepare for this Assignment:

· Review the Learning Resources concerning early-onset schizophrenia.

The Assignment (2 pages):

· Compare at least two evidence-based treatment plans for adults diagnosed with schizophrenia with evidence-based treatment plans for children and adolescents diagnosed with schizophrenia.

· Explain the legal and ethical issues involved with forcing children diagnosed with schizophrenia to take medication for the disorder and how a PMHNP may address those issues.  

Note: (1)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.

            (2) DO NOT FORGET TO INCLUDE INTRODUCTION,CONCLUSION AND   

                  REFERENCES

                                                                Required Readings

Sadock, B. J., Sadock, V. A., & Ruiz, P. (2014). Kaplan & Sadock’s synopsis of psychiatry: Behavioral sciences/clinical psychiatry (11th ed.). Philadelphia, PA: Wolters Kluwer.

  • Chapter 31, “Child Psychiatry” (pp. 1268–1283)

American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). Washington, DC: Author.

  • “Schizophrenia Spectrum and      Other Psychotic Disorders”

McClellan, J., & Stock, S. (2013). Practice parameter for the assessment and treatment of children and adolescents with schizophrenia. Journal of the American Academy of Child & Adolescent Psychiatry, 52(9), 976–990. Retrieved from http://www.jaacap.com/article/S0890-8567(13)00112-3/pdf

Giles, L. L., & Martini, D. R. (2016). Challenges and promises of pediatric psychopharmacology. Academic Pediatrics, 16(6), 508–518. doi:10.1016/j.acap.2016.03.011

Hargrave, T. M., & Arthur, M. E. (2015). Teaching child psychiatric assessment skills: Using pediatric mental health screening tools. International Journal of Psychiatry in Medicine, 50(1), 60–72. Retrieved from http://search.proquest.com.ezp.waldenulibrary.org/docview/1702699596?accountid=14872

Practicum Experience Journal – 2025 Learning From Experiences Revisit the goals and objectives from your Practicum Experience Plan Explain the degree to

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Practicum Experience Journal – 2025

Learning From Experiences

  • Revisit the goals and objectives from your Practicum Experience Plan. Explain the degree to which you achieved each during the practicum experience.
  • Reflect on the three (3) most challenging patients you encountered during the practicum experience. What was most challenging about each?
  • What did you learn from this experience?
  • What resources were available?
  • What evidence-based practice did you use for the patients?
  • What would you do differently?
  • How are you managing patient flow and volume?
  • How can you apply your growing skillset to be a social change agent within your community?

Communicating and Feedback

  • Reflect on how you might improve your skills and knowledge, and communicate those efforts to your Preceptor.
  • Answer the questions: How am I doing? What is missing?
  • Reflect on the formal and informal feedback you received from your Preceptor.

Interview with a Nursing Information Expert – 2025 Guidelines Purpose The purpose of this assignment is to communicate your understanding of the importance of quality

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Interview with a Nursing Information Expert – 2025

Guidelines

 

Purpose

The purpose of this assignment is to:

  • communicate your understanding of the importance of quality information in everyday nursing practice;
  • discuss the roles and responsibilities of a Nursing Information Expert; and
  • articulate how the professional nurse uses information/data in every day practice to improve outcomes.

Directions

  1. Download the NR361 Interview Form (Links to an external site.)Links to an external site., which will be used to complete this assignment.
  2. Select your interviewee and schedule an interview. This individual must be a Registered Nurse. Job titles of RNs who may be considered include, but are not limited to, Nursing Clinical Information Manager; Super User, Director/Manger Clinical Education; Chief Information Officer; Quality Assurance or Performance Improvement Nurse; Nurse Informaticist; Telenursing Specialist; Nurse Abstractor; Case Manager; Compliance Nurse. If you have any concerns about whether the RN is suitable for this assignment, contact your instructor BEFORE you schedule the interview.
  3. Review all questions (areas of inquiry) on the Interview Form PRIOR to conducting the interview. You may print the form and take it with you to the interview.
  4. Note there are five required questions to ask the RN.
  5. Note there are four optional questions. You need to select only one of these to ask the RN.
  6. Note there are two follow-up questions that must be answered by you.

Prior to conducting your interview, review two scholarly resources. These resources should guide your understanding of the RN’s role and responsibilities or make you more knowledgeable about GIGO, Interprofessional Communication, or other key concepts in the questions that you may not fully understand. For example, if your interviewee is a telenurse, you would want to review information on this specialty. If you do not know what GIGO means, look it up.

  1. Conduct your interview. The length of your interview will vary but should not exceed one hour.
  2. Submit the completed interview form prior to the deadline outlined above.

Please NO PLAGIARISM this assginment goes through turn it in. Also i will attach the form as well as the guidelines.