Interpret the patient’s risk factors

/in /by

Note: There are two case studies , One Adina’s and Steve,, Work need to done on Adina’s case study.

Steve’s Case Study and Concept map given is an example ( will give you best idea -how to make concept map )

· In your concept map you must:

1) Interpret the patient’s risk factors (from the case-study scenario) and determine how these risk factors may lead to cell pathology (based on the patient’s diagnosis);

2) Explain the links between cellular pathology and the pathophysiology of the diagnosed disease;

3) Describe how the pathophysiology of the disease accounts for the patient’s clinical manifestations (described in the case-study scenario); and

4) Analyze and interpret evidence based research to suggest appropriate diagnostic assessments and treatment modalities for the patient’s diagnosis.

· In your 500 word written explanation you must:

1) Explain the links between the risk factors and aetiology to account for the disease’s pathophysiology.

2) Describe how the disease’s pathophysiology manifests through the patient’s signs and symptoms.

 

"Looking for a Similar Assignment? Get Expert Help at an Amazing Discount!"

A patient who has diabetes reports intense discomfort when needing to void. :

/in /by

Question 1

2 / 2 pts

A patient who has diabetes reports intense discomfort when needing to void. A urinalysis is normal. To treat this, the primary care NP should consider prescribing:

flavoxate (Urispas).

bethanechol (Urecholine).

phenazopyridine (Pyridium).

oxybutynin chloride (Ditropan XL).

Question 2

2 / 2 pts

A patient reports difficulty returning to sleep after getting up to go to the bathroom every night. A physical examination and a sleep hygiene history are noncontributory. The primary care NP should prescribe:

zaleplon.

ZolpiMist.

ramelteon.

chloral hydrate.

Question 3

2 / 2 pts

A 5-year-old child who has no previous history of otitis media is seen in clinic with a temperature of 100° F. The primary care NP visualizes bilateral erythematous, nonbulging, intact tympanic membranes. The child is taking fluids well and is playing with toys in the examination room.The NP should:

prescribe azithromycin once daily for 5 days.

prescribe amoxicillin twice daily for 10 days.

prescribe amoxicillin-clavulanate twice daily for 10 days.

initiate antibiotic therapy if the child’s condition worsens.

Question 4

2 / 2 pts

An 80-year-old patient with congestive heart failure has a viral upper respiratory infection. The patient asks the primary care NP about treating the fever, which is 38.5° C. The NP should:

recommend acetaminophen.

recommend high-dose acetaminophen.

tell the patient that antibiotics are needed with a fever that high.

tell the patient a fever less than 40° C does not need to be treated.

Question 5

2 / 2 pts

A patient who takes levodopa and carbidopa for Parkinson’s disease reports experiencing freezing episodes between doses. The primary care NP should consider using:

selegiline.

amantadine.

apomorphine.

modified-release levodopa.

Question 6

2 / 2 pts

A patient is being tapered from long-term therapy with prednisolone and reports weight loss and fatigue. The primary care NP should counsel this patient to:

consume foods high in vitamin D and calcium.

begin taking dexamethasone because it has longer effects.

expect these side effects to occur as the medication is tapered.

increase the dose of prednisolone to the most recent amount taken.

Question 7

2 / 2 pts

The primary care nurse practitioner (NP) sees a 50-year-old woman who reports frequent leakage of urine. The NP learns that this occurs when she laughs or sneezes. She also reports having an increased urge to void even when her bladder is not full. She is not taking any medications. The NP should:

perform a dipstick urinalysis.

prescribe desmopressin (DDAVP).

prescribe oxybutynin chloride (Ditropan XL).

teach exercises to strengthen the pelvic muscles.

Question 8

2 / 2 pts

A 7-year-old patient who has severe asthma takes oral prednisone daily. At a well-child examination, the primary care NP notes a decrease in the child’s linear growth rate. The NP should consult the child’s asthma specialist about:

gradually tapering the child off the prednisone.

a referral for possible growth hormone therapy.

giving a double dose of prednisone every other day.

dividing the prednisone dose into twice-daily dosing.

Question 9

2 / 2 pts

A patient who is taking isoniazid and rifampin for latent TB is seen by the primary care NP for a routine follow-up visit. The patient reports having nausea, vomiting, and a decreased appetite. The NP should:

ask about alcohol intake.

suggest taking the medications with food.

reassure the patient that these side effects are common.

order liver and renal function tests and serum glucose.

Question 10

2 / 2 pts

A primary care NP sees a child with asthma to evaluate the child’s response to the prescribed therapy. The child uses an ICS twice daily and an albuterol metered-dose inhaler as needed. The child’s symptoms are well controlled. The NP notes slowing of the child’s linear growth on a standardized growth chart. The NP should change this child’s medication regimen to a:

combination ICS/LABA inhaler twice daily.

short-acting 2-agonist (SABA) with oral corticosteroids when symptomatic.

combination ipratropium/albuterol inhaler twice daily.

SABA as needed plus a leukotriene modifier once daily.

Question 11

2 / 2 pts

A patient is newly diagnosed with Alzheimer’s disease stage 6 on the Global Deterioration Scale. The primary care NP should prescribe:

donepezil (Aricept).

rivastigmine (Exelon).

memantine (Namenda).

galantamine (Razadyne).

Question 12

2 / 2 pts

The primary care NP sees a 12-month-old infant who needs the MMR, Varivax, influenza, and hepatitis A vaccines. The child’s mother tells the NP that she is pregnant. The NP should:

administer all of these vaccines today.

give the hepatitis A and influenza vaccines.

give the Varivax, hepatitis A, and influenza vaccines.

withhold all of these vaccines until after the baby is born.

Question 13

2 / 2 pts

A parent brings a 5-year-old child to a clinic for a hospital follow-up appointment. The child is taking a medication at a dose equal to an adult dose.The parent reports that the medication is not producing the desired effects. The NP should:

order renal function tests.

prescribe another medication to treat this child’s symptoms.

discontinue the drug and observe the child for toxic side effects.

obtain a serum drug level and consider increasing the drug dose.

Question 14

2 / 2 pts

An NP orders an inhaled corticosteroid 2 puffs twice daily and an albuterol metered-dose inhaler 2 puffs every 4 hours as needed for cough or wheezing for a 65-year-old patient with recent onset of reactive airways disease who reports symptoms occurring every 1 or 2 weeks. At a follow-up appointment several months later, the patient reports no change in frequency of symptoms. The NP’s initial action should be to:

order spirometry to evaluate pulmonary function.

prescribe a systemic corticosteroid to help with symptoms.

ask the patient to describe how the medications are taken each day.

give the patient detailed information about the use of metered-dose inhalers.

Question 15

2 / 2 pts

A patient is diagnosed with a condition that causes chronic pain. The primary care NP prescribes an opioid analgesic and should instruct the patient to:

wait until the pain is at a moderate level before taking the medication.

take the medication at regular intervals and not just when pain is present.

start the medication at higher doses initially and taper down gradually.

take the minimum amount needed even when pain is severe to avoid dependency.

Question 16

2 / 2 pts

A patient tells the primary care NP that he has difficulty getting and maintaining an erection. The NP’s initial response should be to:

prescribe sildenafil (Viagra).

perform a medication history.

evaluate his cardiovascular status.

order a papaverine injection test to screen for erectile dysfunction.

Question 17

2 / 2 pts

A 55-year-old patient develops Parkinson’s disease characterized by unilateral tremors only. The primary care NP will refer the patient to a neurologist and should expect initial treatment to be:

levodopa.

carbidopa.

pramipexole.

carbidopa/levodopa.

Question 18

2 / 2 pts

A patient who has migraine headaches without an aura reports difficulty treating the migraines in time because they come on so suddenly. The patient has been using over-the-counter NSAIDs. The primary care NP should prescribe:

frovatriptan (Frova).

sumatriptan (Imitrex).

cyproheptadine (Periactin).

dihydroergotamine (D.H.E. 45).

Question 19

2 / 2 pts

A woman tells a primary care NP that she is considering getting pregnant. During a health history, the NP learns that the patient has seasonal allergies, asthma, and epilepsy, all of which are well controlled with a second-generation antihistamine daily, an inhaled steroid daily with albuterol as needed, and an antiepileptic medication daily. The NP should counsel this patient to:

take her asthma medications only when she is having an acute exacerbation.

avoid using antihistamine medications during her first trimester of pregnancy.

discontinue her seizure medications at least 6 months before becoming pregnant.

use only oral corticosteroids and not inhaled steroids while pregnant for improved asthma control.

Question 20

2 / 2 pts

A patient who has partial seizures has been taking phenytoin (Dilantin). The patient has recently developed thrombocytopenia. The primary care nurse practitioner (NP) should contact the patient’s neurologist to discuss changing the patient’s medication to:

topiramate (Topamax).

levetiracetam (Keppra).

zonisamide (Zonegran).

carbamazepine (Tegretol).

Question 21

2 / 2 pts

A patient is taking dicloxacillin (Dynapen) 500 mg every 6 hours to treat a severe penicillinase-resistant infection. At a 1-week follow-up appointment, the patient reports nausea, vomiting, and epigastric discomfort. The primary care NP should:

change the medication to a cephalosporin.

decrease the dose to 250 mg every 6 hours.

reassure the patient that these are normal adverse effects of this drug.

order blood cultures, a white blood cell (WBC) count with differential, and liver function tests (LFTs).

Question 22

2 / 2 pts

A 75-year-old patient who lives alone will begin taking a narcotic analgesic for pain. To help ensure patient safety, the NP prescribing this medication should:

assess this patient’s usual sleeping patterns.

ask the patient about problems with constipation.

obtain a baseline creatinine clearance test before the first dose.

perform a thorough evaluation of cognitive and motor abilities.

Question 23

2 / 2 pts

A patient has been taking intramuscular (IM) meperidine 75 mg every 6 hours for 3 days after surgery. When the patient is discharged from the hospital, the primary care NP should expect the patient to receive a prescription for _ mg orally every _ hours.

hydrocodone 30; 6

hydrocodone 75; 6

meperidine 300;12

meperidine 75; 6

Question 24

2 / 2 pts

A patient who is obese and has hypertension is taking a thiazide diuretic and develops gouty arthritis, which is treated with probenecid. At a follow-up visit, the patient’s serum uric acid level is 7 mg/dL, and the patient denies any current symptoms. The primary care NP should discontinue the probenecid and:

prescribe colchicine.

prescribe febuxostat.

tell the patient to use an NSAID if symptoms recur.

counsel the patient to report recurrence of symptoms.

Question 25

2 / 2 pts

A mother brings her a college-age son to the primary care NP and asks the NP to talk to him about alcohol use. He reports binge drinking on occasion and drinking only beer on weekends. The NP notes diaphoresis, tachycardia, and an easy startle reflex. The NP should:

admit him to the hospital for detoxification.

ask him how much he had to drink last night.

prescribe lorazepam (Ativan) to help with symptoms.

suggest that he talk to a counselor about alcohol abuse.

Question 26

2 / 2 pts

A primary care NP sees a patient who has fever, flank pain, and dysuria. The patient has a history of recurrent urinary tract infections (UTIs) and completed a course of trimethoprim-sulfamethoxazole (TMP/SMX) the week before. A urine test is positive for leukocyte esterase. The NP sends the urine for culture and should treat this patient empirically with:

gemifloxacin.

ciprofloxacin.

azithromycin.

TMP/SMX.

Question 27

2 / 2 pts

A patient who takes carbamazepine (Tegretol) has been seizure-free for 2 years and asks the primary care NP about stopping the medication. The NP should:

order an electroencephalogram (EEG).

prescribe a tapering regimen of the drug.

inform the patient that antiepileptic drug (AED) therapy is lifelong.

tell the patient to stop the drug and use only as needed.

Question 28

2 / 2 pts

A primary care NP has been working with a young woman who wants to quit smoking before she begins having children. She has made several attempts to quit using nicotine replacement therapy and is feeling discouraged. She does not want to take medication at this time. The NP should:

discuss the effects of smoking on fetal development.

ask her to write down any factors that triggered her relapses.

give her information about the long-term effects of smoking.

convince her that taking medication will be essential in her case.

Question 29

2 / 2 pts

A primary care NP prescribes a nonselective NSAID for a patient who has osteoarthritis. The patient expresses concerns about possible side effects of this medication. When counseling the patient about the medication, the NP should tell this patient:

to avoid taking antacids while taking the NSAID.

to take each dose of the NSAID with a full glass of water.

that a few glasses of wine each day are allowed while taking the NSAID.

to decrease the dose of the NSAID if GI symptoms occur.

Question 30

2 / 2 pts

A patient has been taking a COX-2 selective NSAID to treat pain associated with a recent onset of RA. The patient tells the primary care NP that the pain and joint swelling are becoming worse. The patient does not have synovitis or extraarticular manifestations of the disease. The NP will refer the patient to a rheumatologist and should expect the specialist to prescribe:

methotrexate.

corticosteroids.

opioid analgesics.

hydroxychloroquine.

Question 31

2 / 2 pts

A patient has been taking an opioid analgesic for 2 weeks after a minor outpatient procedure. At a follow-up clinic visit, the patient tells the primary care NP that he took extra doses for the past 2 days because of increased pain and wants an early refill of the medication. The NP should suspect:

dependence.

drug addiction.

possible misuse.

increasing pain.

Question 32

2 / 2 pts

An elderly patient with dementia exhibits hostility and uncooperativeness. The primary care NP prescribes clozapine (Clozaril) and should counsel the family about:

a decreased risk of extrapyramidal symptoms.

improved cognitive function.

the need for long-term use of the medication.

a possible increased risk of heart disease and stroke.

Question 33

2 / 2 pts

A patient who was hospitalized for an infection was treated with an aminoglycoside antibiotic. The patient asks the primary care nurse practitioner (NP) why outpatient treatment wasn’t an option. The NP should tell the patient that aminoglycoside antibiotics:

are more likely to be toxic.

cause serious adverse effects.

carry more risk for serious allergic reactions.

must be given intramuscularly or intravenously.

Question 34

2 / 2 pts

A woman who is pregnant tells an NP that she has been taking sertraline for depression for several years but is worried about the effects of this drug on her fetus. The NP will consult with this patient’s psychiatrist and will recommend that she:

stop taking the sertraline now.

continue taking the antidepressant.

change to a monoamine oxidase inhibitor (MAOI).

discontinue the sertraline a week before delivery.

Question 35

2 / 2 pts

A patient who has HIV is being treated with Emtriva. The patient develops hepatitis B. The primary care NP should contact the patient’s infectious disease specialist to discuss:

adding zidovudine.

changing to Truvada.

changing to tenofovir.

ordering Combivir and tenofovir.

Question 36

2 / 2 pts

A patient who was in a motor vehicle accident has been treated for lower back muscle spasms with metaxalone (Skelaxin) for 1 week and reports decreased but persistent pain. A computed tomography scan is normal. The primary care NP should:

suggest ice and rest.

order physical therapy.

prescribe diazepam (Valium).

add an opioid analgesic medication.

Question 37

2 / 2 pts

A primary care NP sees a patient who has dysuria, fever, and urinary frequency. The NP orders a urine dipstick, which is positive for nitrates and leukocyte esterase, and sends the urine to the laboratory for a culture. The patient is allergic to sulfa drugs. The NP should:

order cefaclor (Ceclor).

prescribe cefixime (Suprax).

administer intramuscular ceftriaxone (Rocephin).

wait for culture results before ordering an antibiotic.

Question 38

2 / 2 pts

A patient comes to the clinic several days after an outpatient surgical procedure complaining of swelling and pain at the surgical site. The primary care NP notes a small area of erythema but no abscess or induration. The NP should:

prescribe TMP-SMX.

prescribe topical mupirocin four times daily.

suggest that the patient apply warm soaks three times daily.

refer the patient to the surgeon for further evaluation.

Question 39

2 / 2 pts

A patient who has genital herpes has frequent outbreaks. The patient asks the primary care NP why it is necessary to take oral acyclovir all the time and not just for acute outbreaks. The NP should explain that oral acyclovir may:

prevent the virus from developing resistance.

cause episodes to be shorter and less frequent.

actually eradicate the virus and cure the disease.

reduce the chance of transmitting the virus to others.

Question 40

2 / 2 pts

A patient is taking isoniazid, pyrazinamide, rifampin, and streptomycin to treat TB. The primary care NP should routinely perform:

serum glucose and liver function tests (LFTs).

bone marrow density and ophthalmologic tests.

ophthalmologic, hearing, and serum glucose tests.

color vision, serum glucose, and LFTs.

Question 41

2 / 2 pts

A primary care NP sees a patient who was recently hospitalized for infection and treated with gentamicin for 10 days. The patient tells the NP that the drug was discontinued early because “my blood level was too high.” The NP should order:

a serial audiometric test.

a serum blood urea nitrogen (BUN) and creatinine.

a urinalysis and complete blood count.

serum calcium, magnesium, and sodium.

Question 42

2 / 2 pts

A 40-year-old woman asks the primary care NP what she can do to minimize her risk of osteoporosis. She takes 800 mg of calcium and drinks 2 cups of skim milk each day. The NP should recommend that she:

decrease dietary fat.

limit her caffeine intake.

consume a high-protein diet.

drink diet instead of sugary sodas.

Question 43

2 / 2 pts

A patient has a sore throat with fever. The primary care NP observes erythematous 4+ tonsils with white exudate. A rapid antigen strep test is negative, and a culture is pending. The NP orders amoxicillin as empiric treatment. The patient calls the next day to report a rash. The NP should suspect:

penicillin drug allergy.

a viral cause for the patient’s symptoms.

a serum sickness reaction to the penicillin.

scarlatiniform rash from the streptococcal infection.

Question 44

2 / 2 pts

A patient is taking sulfisoxazole. The patient calls the primary care NP to report abdominal pain, nausea, and insomnia. The NP should:

change to TMP/SMX.

tell the patient to stop taking the drug immediately.

reassure the patient that these are minor adverse effects of this drug.

order a CBC with differential, platelets, and a stool culture.

Question 45

2 / 2 pts

A patient is in the clinic with acute symptoms of anxiety. The patient is restless and has not slept in 3 days. The primary care NP observes that the patient is irritable and has moderate muscle tension. The patient’s spouse reports that similar symptoms have occurred before in varying degrees for several years. The NP should refer the patient to a psychologist and should prescribe which drug for short-term use?

Alprazolam

Buspirone

Melatonin

Zolpidem

Question 46

2 / 2 pts

A woman who takes oral contraceptive pills develops vaginal candidiasis. The primary care NP prescribes a single dose of fluconazole. When counseling the patient about this drug, the NP should tell her:

that the drug is safe if she were to become pregnant.

that she may consume alcohol while taking this medication.

to use a backup contraceptive method for the next 2 months.

that she may need a lower dose of fluconazole because she takes oral contraceptive pills.

Question 47

2 / 2 pts

A patient in the clinic reports taking a handful of acetaminophen extra-strength tablets about 12 hours prior. The patient has nausea, vomiting, malaise, and drowsiness. The patient’s aspartate aminotransferase and alanine aminotransferase are mildly elevated. The primary care NP should:

expect the patient to sustain permanent liver damage.

reassure the patient that these symptoms are reversible.

tell the patient that acetylcysteine cannot be given this late.

administer activated charcoal to remove acetaminophen from the body.

Question 48

2 / 2 pts

An NP sees a preschooler in clinic for the first time. When obtaining a medication history, the NP notes that the child is taking a medication for which safety and effectiveness in children has not been established in drug information literature. The NP should:

discontinue the medication.

order serum drug levels to evaluate toxicity.

report the prescribing provider to the Food and Drug Administration (FDA).

ask the parent about the drug’s use and side effects.

Question 49

2 / 2 pts

A patient who has Parkinson’s disease who takes levodopa and carbidopa reports having drooling episodes that are increasing in frequency. The primary care NP should order:

benztropine.

amantadine.

apomorphine.

modified-release levodopa.

Question 50

2 / 2 pts

The primary care NP sees a 6-month-old infant for a routine physical examination and notes that the infant has a runny nose and a cough. The parents report a 2-day history of a temperature of 99° F to 100° F and two to three loose stools per day. Other family members have similar symptoms. The infant has had two sets of immunizations at 2 and 4 months of age. The NP should:

administer the 6-month immunizations at this visit today.

schedule an appointment in 2 weeks for 6-month immunizations.

administer DTaP, Hib, IPV, hepatitis B, and PCV13 today and RV in 2 weeks.

withhold all immunizations until the infant’s temperature returns to normal and the cough is gone.

Question 51

2 / 2 pts

A patient who was recently hospitalized and treated with gentamicin tells the primary care NP, “My kidney function test was abnormal and they stopped the medication.” The patient is worried about long-term effects. The NP should:

monitor renal function for several months.

reassure the patient that complete recovery should occur.

refer the patient to a nephrologist for follow-up evaluation.

monitor serum electrolytes and serum creatinine and BUN.

Question 52

2 / 2 pts

A patient has begun treatment for HIV. The primary care NP should monitor the patient’s complete blood count (CBC) at least every _ months.

1 to 3

3 to 6

6 to 9

9 to 12

Question 53

2 / 2 pts

A patient who was recently diagnosed with COPD comes to the clinic for a follow-up evaluation after beginning therapy with a SABA as needed for dyspnea. The patient reports occasional mild exertional dyspnea but is able to sleep well. The patient’s FEV1 in the clinic is 85% of predicted, and oxygen saturation is 96%. The primary care NP should recommend:

a combination LABA/ICS twice daily.

influenza and pneumococcal vaccines.

ipratropium bromide (Atrovent) twice daily.

home oxygen therapy as needed for dyspnea.

Question 54

2 / 2 pts

A patient who takes 150 mg of clozapine (Clozaril) twice daily calls the primary care NP at 10:00 AM one day to report forgetting to take the 8:00 AM dose. The NP should counsel the patient to:

take the missed dose now.

take 75 mg of clozapine now.

wait and take the evening dose at the usual time.

take the evening dose 2 hours earlier than usual.

Question 55

2 / 2 pts

A patient has been taking fluoxetine 20 mg every morning for 5 days and calls the primary care NP to report decreased appetite, nausea, and insomnia. The NP should:

suggest taking a sedative at bedtime.

change the medication to bupropion.

add trazodone to the patient’s regimen.

reassure the patient that these effects will subside.

Question 56

2 / 2 pts

A female patient presents with grayish, odorous vaginal discharge. The primary care NP performs a gynecologic examination and notes vulvar and vaginal erythema. Testing of the discharge reveals a pH of 5.2 and a fishy odor when mixed with a solution of 10% potassium hydroxide. The NP should:

order topical fluconazole.

order metronidazole 500 mg twice daily for 7 days.

withhold treatment until culture results are available.

prescribe a clotrimazole vaginal suppository for 7 days.

Question 57

2 / 2 pts

An 80-year-old patient has a diagnosis of glaucoma, and the ophthalmologist has prescribed timolol (Timoptic) and pilocarpine eye drops. The primary care NP should counsel this patient:

that systemic side effects of these medications may be severe.

that the combination of these two drugs may cause drowsiness.

to begin an exercise program to improve cardiovascular health.

that a higher dose of one or both of these medications may be needed.

Question 58

2 / 2 pts

An 18-month-old child who attends day care has head lice and has been treated with permethrin 1% (Nix). The parent brings the child to the clinic 1 week later, and the primary care NP notes live bugs on the child’s scalp. The NP should order:

lindane.

malathion.

ivermectin.

permethrin 5%.

Question 59

2 / 2 pts

An adult patient who has a viral upper respiratory infection asks the primary care nurse practitioner (NP) about taking acetaminophen for fever and muscle aches. To help ensure against possible drug toxicity, the NP should first:

determine the patient’s height and weight.

ask the patient how high the temperature has been.

tell the patient to take 325 mg initially and increase as needed.

ask the patient about any other over-the-counter (OTC) cold medications being used.

Question 60

2 / 2 pts

The primary care NP follows a patient who is being treated for RA with methotrexate. The patient asks the NP why the medication does not seem to alleviate pain. The NP tells the patient that:

an immunomodulator may be needed to control pain.

a higher dose of methotrexate may be needed to achieve pain control.

if methotrexate does not control pain, an opioid analgesic may be necessary.

methotrexate is used to slow disease progression and preserve joint function.

Question 61

2 / 2 pts

A patient has a UTI and will begin treatment with an antibiotic. The patient reports moderate to severe suprapubic pain. The primary care NP should prescribe:

ibuprofen as needed.

bethanechol (Urecholine).

phenazopyridine (Pyridium).

increased oral fluid intake to dilute urine.

Question 62

2 / 2 pts

The parent of an 8-year-old child recently diagnosed with AD/HD verbalizes concerns about giving the child stimulants. The primary care NP should recommend:

modafinil (Provigil).

guanfacine (Intuniv).

bupropion (Wellbutrin).

atomoxetine (Strattera).

Question 63

2 / 2 pts

The primary care NP is performing a medication reconciliation on a patient who takes digoxin for congestive heart failure and learns that the patient uses ibuprofen as needed for joint pain. The NP should counsel this patient to:

use naproxen (Naprosyn) instead of ibuprofen.

increase the dose of digoxin while taking the ibuprofen.

use an increased dose of ibuprofen while taking the digoxin.

take potassium supplements to minimize the effects of the ibuprofen.

Question 64

2 / 2 pts

A patient who takes valproic acid for a seizure disorder is preparing to have surgery. The primary care NP should order:

coagulation studies.

a complete blood count.

an EEG.

a creatinine clearance test.

Question 65

2 / 2 pts

A patient who has Alzheimer’s disease is taking 10 mg of donepezil daily and reports difficulty sleeping. The primary care NP should recommend:

decreasing the dose to 5 mg.

increasing the dose to 15 mg.

taking the drug in the morning.

taking the drug in the evening.

Question 66

2 / 2 pts

A child has been taking methylphenidate 5 mg at 8 AM, 12 PM, and 4 PM for 30 days after a new diagnosis of AD/HD and comes to the clinic for evaluation. The child’s mother reports that the child exhibits some nervousness and insomnia but is doing much better in school. The primary care NP should suggest:

discontinuing the 4 PM dose.

increasing the dose to 10 mg each time.

giving 10 mg at 8 AM and 5 mg at noon.

changing the dosing to 15 mg twice daily.

Question 67

2 / 2 pts

A 60-year-old woman is in the clinic for an annual well-woman examination. She has been taking alendronate (Fosamax) 10 mg daily for 4 years.Her last bone density test yielded a T-score of 2.0. Her urine NTx level today is 22. She walks daily. Her fracture risk is low. The primary care NP should recommend that she:

take a 1- to 2-year drug holiday.

change to 70 mg of alendronate weekly.

decrease the alendronate dose to 5 mg daily.

change to ibandronate (Boniva) 3 mg IV every 3 months.

Question 68

2 / 2 pts

The primary care nurse practitioner (NP) is seeing a patient who reports chronic lower back pain. The patient reports having difficulty sleeping despite taking ibuprofen at bedtime each night. The NP should prescribe:

diazepam (Valium).

metaxalone (Skelaxin).

methocarbamol (Robaxin).

cyclobenzaprine (Flexeril).

Question 69

2 / 2 pts

A patient reports smoking two or more packs of cigarettes per day and expresses a desire to quit smoking. The primary care NP learns that the patient smokes heavily during breaks at work and during the evening but with no established schedule. The NP should recommend:

bupropion (Wellbutrin).

nicotine replacement gum or nasal spray.

a high-dose 24-hour nicotine patch.

intensive smoking cessation counseling.

Question 70

2 / 2 pts

A patient is seen in the clinic with a 1-week history of frequent watery stools. The primary care NP learns that a family member had gastroenteritis a week prior. The patient was treated for a UTI with a sulfonamide antibiotic 2 months prior. The NP should suspect:

Clostridium difficile–associated disease (CDAD).

viral gastroenteritis.

serum sickness reaction.

recurrence of the UTI.

Question 71

2 / 2 pts

A female patient has vaginal candidiasis and has taken a single dose of fluconazole without resolution of the infection. The primary care NP obtains a culture and should order:

oral ketoconazole.

griseofulvin for 4 weeks.

another dose of fluconazole.

topical miconazole (Monistat).

Question 72

2 / 2 pts

A patient reports difficulty falling asleep and staying asleep every night and has difficulty staying awake during the commute to work every day.The NP should:

suggest the patient try diphenhydramine first.

perform a thorough history and physical examination.

teach about avoiding caffeine and good sleep hygiene.

suggest melatonin and consider prescribing Ambien if this is not effective.

Question 73

2 / 2 pts

A patient who is newly diagnosed with schizophrenia is overweight and has a positive family history for type 2 diabetes mellitus. The primary care NP should consider initiating antipsychotic therapy with:

ziprasidone (Geodon).

olanzapine (Zyprexa).

risperidone (Risperdal).

chlorpromazine (Thorazine).

Question 74

2 / 2 pts

A patient asks an NP about using an oral over-the-counter decongestant medication for nasal congestion associated with a viral upper respiratory illness. The NP learns that this patient uses loratadine (Claritin), a ?-adrenergic blocker, and an intranasal corticosteroid. The NP would be concerned about which adverse effects?

Liver toxicity

Excessive drowsiness

Rebound congestion

Tremor, restlessness, and insomnia

Question 75

2 / 2 pts

A patient has been taking paroxetine (Paxil) for major depressive symptoms for 8 months. The patient tells the primary care NP that these symptoms improved after 2 months of therapy. The patient is experiencing weight gain and sexual dysfunction and wants to know if the medication can be discontinued. The NP should:

change to a tricyclic antidepressant medication.

begin to taper the paroxetine and instruct the patient to call if symptoms increase.

tell the patient to stop taking the medication and to call if symptoms get worse.

continue the medication for several months and consider adding bupropion (Wellbutrin).

 

"Looking for a Similar Assignment? Get Expert Help at an Amazing Discount!"

· Identify the type of conflict. Explain your rationale for selecting this type.

/in /by

Directions

To Prepare:

· Read Finkelman (2016), Chapter 13: Improving Teamwork: Collaboration, Coordination, and Conflict Resolution, section on Negotiation and Conflict Resolution, pp. 324-333 (see attached chapter 13 in word document).

· Observe nurses in a care delivery setting. Identify a recurring conflict with the potential to negatively impact patient care. Decide if delegation was an issue in the conflict. This should be from your practice setting or prelicensure experiences.

· Provide details of what happened, including who was involved, what was said, where it occurred, and what was the outcome that led you to decide the conflict was unresolved.

· Identify the type of conflict. Explain your rationale for selecting this type.

· Outline the four stages of conflict, as described in our text, and how they relate to your example.

· Propose strategies to resolve the conflict. Search scholarly sources in the library and the Internet for evidence on what may be effective.

· Discuss if delegation was an issue in the conflict. Be specific.

· Describe how you would collaborate with a nurse leader to reach consensus on the best strategy to employ to deal with the conflict.

· Describe the rationale for selecting the best strategy.

· Provide a summary or conclusion about this experience or assignment and how you may deal with conflict more effectively in the future.

· Type your paper using Microsoft Word 2010 or later.

Write a 5-7-page paper (not including the title or References pages) using APA format and at least four scholarly references no older than 5 years that includes the following level one headings:

1) Start your paper with an introduction ending with a purpose statement (e.g. “the purpose of this paper is…”)

2) Describe an unresolved (recurring) conflict that you experienced or observed. Identify the type of conflict.

3) Provide details of what happened, including who was involved, what was said, where it occurred, and what was the outcome that led you to decide the conflict was unresolved.

4) Outline the four stages of conflict, as described in Finkelman, and how the stages relate to your example. Decide if delegation was an issue in the conflict. Be specific.

5) Describe the strategies for conflict resolution and how you would collaborate with a nurse leader to resolve the conflict. Cites the course textbook and three scholarly sources.

6) Provide a conclusion or summary about this experience and how you may deal with conflict more effectively in the future.

 

"Looking for a Similar Assignment? Get Expert Help at an Amazing Discount!"

Diversity And Health Assessments

/in /by

In this Discussion, you will consider different socioeconomic, spiritual, lifestyle, and other cultural factors that should be taken into considerations when building a health history for patients with diverse backgrounds.

Case 1

JC, an at-risk 86-year-old Asian male is physically and financially dependent on his daughter, a single mother who has little time or money for her father’s health needs. He has a hx of hypertension (HTN), gastroesophageal reflux disease (GERD), b12 deficiency, and chronic prostatitis. He currently takes Lisinopril 10mg QD, Prilosec 20mg QD, B12 injections monthly, and Cipro 100mg QD. He comes to you for an annual exam and states “I came for my annual physical exam, but do not want to be a burden to my daughter.”

Case 2

TJ, a 32-year-old pregnant lesbian, is being seen for an annual physical exam and has been having vaginal discharge. Her pregnancy has been without complication thus far. She has been receiving prenatal care from an obstetrician. She received sperm from a local sperm bank. She is currently taking prenatal vitamins and takes Tylenol over the counter for aches and pains on occasion. She a strong family history of diabetes. Gravida 1; Para 0; Abortions 0.

Case 3

MR, a 23-year-old Native American male comes in to see you because he has been having anxiety and wants something to help him. He has been smoking “pot” and says he drinks to help him too. He tells you he is afraid that he will not get into Heaven if he continues in this lifestyle. He is not taking any prescriptions medications and denies drug use. He has a positive family history of diabetes, hypertension, and alcoholism.

To prepare:

· Reflect on your experiences as a nurse and on the information provided in this week’s Learning Resources on diversity issues in health assessments.

· Select one of the three case studies. Reflect on the provided patient information.

· Reflect on the specific socioeconomic, spiritual, lifestyle, and other cultural factors related to the health of the patient you selected.

· Consider how you would build a health history for the patient. What questions would you ask, and how would you frame them to be sensitive to the patient’s background, lifestyle, and culture? Develop five targeted questions you would ask the patient to build his or her health history and to assess his or her health risks.

· Think about the challenges associated with communicating with patients from a variety of specific populations. What strategies can you as a nurse employ to be sensitive to different cultural factors while gathering the pertinent information?

Post

Post an explanation of the specific socioeconomic, spiritual, lifestyle, and other cultural factors associated with the patient you selected. Explain the issues that you would need to be sensitive to when interacting with the patient, and why. Provide at least five targeted questions you would ask the patient to build his or her health history and to assess his or her health risks.

This work should have Introduction and conclusion

  • This work should have at 3 to 5current references (Year 2013 and up)
  • Use at least 2 references from class Learning Resources

The following Resources are not acceptable:

  1. Wikipedia
  2. Cdc.gov- nonhealthcare professionals section
  3. Webmd.com

CLASS LEARNING RESOURCES

**Ball, J. W., Dains, J. E., Flynn, J. A., Solomon, B. S., & Stewart, R. W. (2015). Seidel’s guide to physical examination (8th ed.). St. Louis, MO: Elsevier Mosby.

Chapter 1, “The History and Interviewing Process” (pp. 1-20)

This chapter highlights history and interviewing processes. The authors explore a variety of communication techniques, professionalism, and functional assessment concepts when developing relationships with patients.

Chapter 2, “Cultural Competency” (pp. 21–29)

This chapter highlights the importance of cultural awareness when conducting health assessments. The authors explore the impact of culture on health beliefs and practices.

**Dains, J. E., Baumann, L. C., & Scheibel, P. (2016). Advanced health assessment and clinical diagnosis in primary care (5th ed.). St. Louis, MO: Elsevier Mosby.

Chapter 2, “Evidenced- Based Health Screening” (pp. 6-9)

**Melton, C., Graff, C., Holmes, G., Brown, L., & Bailey, J. (2014). Health literacy and asthma management among African-American adults: An interpretative phenomenological analysis. Journal of Asthma, 51(7), 703–713. doi: 10.3109/02770903.2014.906605

Retrieved from the Walden Library Databases.

The authors of this study discuss the relationship between health literacy and health outcomes in African American patients with asthma.

**Centers for Disease Control and Prevention (2015). Cultural competence. Retrieved from https://npin.cdc.gov/pages/cultural-competence

This website discusses cultural competence as defined by the Center for Disease Control and Prevention (CDC). Understanding the difference between cultural competence, awareness, and sensitivity can be obtained on this website.

**United States Department of Human & Health Services. Office of Minority Health. (2016). A physician’s practical guide to culturally competent care. Retrieved from https://cccm.thinkculturalhealth.hhs.gov/

From the Office of Minority Health, the Website offers CME and CEU credit and equips health care professionals with awareness, knowledge, and skills to better treat the increasingly diverse U.S. population they serve.

**Espey, D., Jim, M., Cobb, N., Bartholomew, M., Becker, T., Haverkamp, D., & Plescia, M. (2014). Leading causes of death and all-cause mortality in American Indians and Alaska Natives. American Journal of Public Health, 104(S3), S303-S311.

The authors of this article present patterns and trends in all-cause mortality and leading cause of death in American Indians and Alaskan Natives.

**Wannasirikul, P., Termsirikulchai, L., Sujirarat, D., Benjakul, S., Tanasugarn, C. (2016). Health literacy, medication adherence, and blood pressure level among hypertension older adults treated at primary health care centers. Southeast Asian J Trop Med Public Health., 47(1):109-20.

The authors of this study explore the causal relationships between health literacy, individual characteristics, literacy, culture and society, cognitive ability, medication adherence, and the blood pressure levels of hypertensive older adults receiving health care services at Primary Health Care Centers.

 

"Looking for a Similar Assignment? Get Expert Help at an Amazing Discount!"

Is the use of soap and water or alcohol-based rubs more effective in preventing nosocomial infections?

/in /by

one answer to each discussion.

discussion 1

Review the following research questions.

Is the use of soap and water or alcohol-based rubs more effective in preventing nosocomial infections?

Identify an appropriate research design.

An appropriate research design for this research question is quantitative research with an experimental design.

Discuss the strengths and weaknesses of the design.

According to Roger Watson (2015), quantitative studies produce numbers that should be interpreted before conclusions may be drawn. This can be considered a strength for this design as numbers allows the researcher to draw conclusion easily. An area of weakness is the idea that the opportunity for error cannot be eliminated entirely. According to Watson (2015) “it is essential to store data carefully, once it has been entered into any package, since loss can jeopardize the study”.

Provide a rationale for the design you selected

This design allows the research to manipulate the independent variable in order to study the effect it has on the dependent variable. In this case, the researcher is able to identify the effect of soap and water on the prevention of nosocomial infections and the effect is alcohol-based rubs on the prevention if nosocomial infections. The number of occurrences will be compared to draw a conclusion

How effective are anti-depressive medications on anxiety and depression?

Identify an appropriate research design.

An appropriate research design for this research question is qualitative design.

Discuss the strengths and weaknesses of the design.

According to Leslie Gelling (2014), while utilizing qualitative research, nurses to understand health and illness experiences and offer ‘compassionate, person-centered care. This is considered to be a strength for this design. Gelling also stated that “a poorly worded question might lead the research in the wrong direction, wasting the researcher’s time and, more importantly, wasting the research participants’ time if the chosen methodology is unable to answer the question (Gelling, 2014). This is the weakness of this design.

Provide a rationale for the design you selected

Qualitative research is an approach to scientific inquiry that allows researchers to explore human experiences in personal and social contexts, and gain greater understanding of the factors influencing these experiences.

What is the difference in attitudes of male and female college students toward condoms?

Identify an appropriate research design.

An appropriate research design for this research question is a qualitative descriptive design. In a descriptive study without manipulating any variables.

Discuss the strengths and weaknesses of the design.

According to Pathak, Jena, and Kalra (2013), qualitative research is now recognized for its ability to add a new dimension to interventional studies that cannot be obtained through measurement of variables alone. This can be considered to be a strength of this design. Qualitative studies should be well-designed and the aims of the study should be meticulously adjudicated (Pathak, Jena, & Kalra, 2013). On the other hand, descriptive research also presents the possibility for error and subjectivity. Confidentiality is the primary weakness of descriptive research (Murphy, n.d.). Often subjects are not truthful as they feel the need to tell the researcher what they think the researcher wants to hear (Murphy, n.d.).

Provide a rationale for the design you selected

Qualitative method is used to understand people’s beliefs, experiences, attitudes, behavior, and interactions.

References

Gelling, L. (2015). Qualitative research. Nursing Standard, 29(30), 43. Retrieved from http://dx.doi.org.southuniversity.libproxy.edmc.edu/10.7748/ns.29.30.43.e9749

Murphy, J. (n.d.). Strengths and weaknesses of descriptive research. Retrieved from, http://classroom.synonym.com/strengths-weaknesses-descriptive-research-2596.html

Pathak, V., Jena, B., & Kalra, S. (2013). Qualitative research. Perspectives in Clinical Research, 4(3), 192. Retrieved from http://doi.org/10.4103/2229-3485.115389

Watson, R. (2015). Quantitative research. Nursing Standard, 29(31), 44. Retrieved from http://dx.doi.org.southuniversity.libproxy.edmc.edu/10.7748/ns.29.31.44.e8681

discussion 2

Use of Soap and Water Versus Alcohol-Based Rubs to Prevent Nosocomial Infections

The study chosen for this topic researched the effects of waterless hand rubs versus the traditional hand scrubbing method to prevent infections in surgical rooms. One hundred operating room staff members from different medical centers were divided into two groups of fifty participants (Chen, Han, Kan, Chen & Hung, 2012). One group used waterless hand rubs and the other group of workers used traditional hand washing techniques as part of the scrubbing process for surgeries. The hands of the participants were scrubbed and a bacterial culture was done on the two groups of participants (Chen et al., 2012). After a forty-eight hour period of bacterial growth of both samples, the results demonstrated bacteria growth was equal among the two groups (Chen et al., 2012). There were no statistical significance found. The study concluded that alcohol-based rubs and water provide the same level of protection among operating room staff (Chen et al., 2012).

Strengths and Weaknesses

One of the strengths of the study was the method of conducting the study was the same among the two participant groups (Chen et al., 2012). The time the participants took in applying the alcohol-based rub and washing hands were the same. The weakness of the study was the participant sample was rather small (Chen et al., 2012). A larger study conducted at different facilities provides better evidence of the findings. Also, a study with a larger sample population may have also resulted in different findings (Chen et al., 2012).

Rationale for the Design

The study selected is a quantitative research that attempted to estimate the required scrubbing times using alcohol-based scrubs and traditional handwashing technique for operating room staff (Chen et al., 2012). Also the study focused on comparing the use of alcohol-based hand rubs versus the traditional handwashing techniques in prevention of nosocomial infections in the operating room (Chen et al., 2012).

Relationship Between Alcohol and Breast Cancer

The article reviewed focused on possible pathways of alcohol into the breast tissue and possible consequences. The study also reviewed the women’s age in relations to drinking habits, in an attempt to identify a possible connection between early alcohol consumption among women and breast cancer (Liu, Nguyen, & Colditz, 2015). The study concluded that moderate alcohol consumption is associated with higher risk of breast cancer (Liu, Nguyen, & Colditz, 2015).

Strengths and Weaknesses

A strength of the study is there was significant evidence to suggest that the risk of cancer increases by thirty-four percent for those women who had an alcohol intake greater than fifteen drinks per day (Liu, Nguyen, & Colditz, 2015). A weakness identified in the study was that other lifestyle components that may increase the risk of breast cancer were not taken into consideration when conducting the study (Liu, Nguyen, & Colditz, 2015).

Rationale for the Design

This research was focused on the possible influence of timing and patterns of alcohol consumption and the possible mechanisms underlying alcohol and breast cancer association. The possible pathways of alcohol into the breast tissue were studied (Liu, Nguyen, & Colditz, 2015). The women’s age in relation to drinking habits for possible connection between early alcohol consumption in women and breast cancer were also studied (Liu, Nguyen, & Colditz, 2015).

Difference in Attitudes Between Male and Female Students Towards Condoms

Female and male participants from a treatment-seeking substance abuse treatment program were studied in relations to their attitudes and skills towards the use of condoms. The study found that men found more barriers to using condoms than women (Calsyn, Peavy, Wells, Campbell, Hatch-Maillette, Greenfield & Tross, 2013). The study used electronic interviews for assessment of skills and attitude towards the use of condom (Calsyn et al., 2013).

Strengths and Weaknesses

A strength of the study was the participants researched were at high risk for unprotected sex practice (Calsyn et al., 2013). A limitation found in the study was that the information was taken from two different studies that were not designed to compare men and women (Calsyn et al., 2013). Another limitation of the study was the participants studied were a selected population from a drug abuse treatment program, which may or may have not influenced the findings (Calsyn et al., 2013).

Rationale for the Design

The reason for the study was to examine the differences between males and females in relationship to condom use; the attitude towards the practice of wearing condom and the skills among both groups (Calsyn et al., 2013).

References

Calsyn, D. A., Peavy, K. M., Wells, E. A., Campbell, A. N. C., Hatch-Maillette, M. A., Greenfield, S. F., & Tross, S. (2013). Differences between men and women in condom use, attitudes, and skills in substance abuse treatment seekers. The American Journal on Addictions / American Academy of Psychiatrists in Alcoholism and Addictions, 22(2), 150–157. http://doi.org/10.1111/j.1521-0391.2013.00312.x

Chen, C., Han, C., Kan, C., Chen, S., & Hung, P. W. (2012). Effect of surgical site infections with waterless and traditional hand scrubbing protocols on bacterial growth. American Journal of Infection Control, 40(4), e15. doi:10.1016/j.ajic.2011.09.008

Liu, Y., Nguyen, N., & Colditz, G. A. (2015). Links between alcohol consumption and breast cancer: A look at the evidence. Women’s Health (London, England), 11(1), 65­77. doi:10.2217/whe.14.62

discussion question

Review the following research questions.

Is the use of soap and water or alcohol-based rubs more effective in preventing nosocomial infections?
How effective are anti-depressive medications on anxiety and depression?
For patients of 70 years and older, how effective is the use of the influenza vaccine at preventing flu as compared to patients who have not received the vaccine?
What is the relationship between alcohol and breast cancer?
What is the difference between self-efficacy scores in older adults who exercise and the scores of those who do not?
What is the difference in attitudes of male and female college students toward condoms?
Next, select 3 of the above questions and address the following:

Identify an appropriate research design.
Discuss the strengths and weaknesses of the design.
Provide a rationale for the design you selected

 

"Looking for a Similar Assignment? Get Expert Help at an Amazing Discount!"

Assignment: Application: Taking a Stand

/in /by

Assignment: Application: Taking a Stand
Effective leaders have a high degree of self-awareness and know how to leverage their strengths in the workplace. Assessments are a valuable tool that professionals can use to learn more about themselves and consider how their temperament and preferences influence their interactions with others.

As you engage in this learning process, it is important to remember that everyone—regardless of temperament type or related preferences—experiences some challenges with regard to leadership. The key to success is being able to recognize and leverage your own strengths while honoring differences among your colleagues.

At some point in your leadership career, you will encounter an ethical or moral dilemma that requires you to take a stand and defend your position.

For this Assignment, you evaluate an issue and consider how you could act as a moral agent or advocate, facilitating the resolution of the issue for a positive outcome.

To prepare:

Consider the examples of leadership demonstrated in this week’s media presentation and the other Learning Resources.
To further your self-knowledge, you are required to complete the Kiersey Temperament as indicated in this week’s Learning Resources. Consider your leadership style, including your strengths for leading others and include your results from Kiersey Temperament Sorter to describe potential challenges related to your leadership style.
Mentally survey your work environment, or one with which you are familiar, and identify a timely issue/dilemma that requires you to perform the leadership role of moral agent or advocate to improve a situation (e.g., speaking or acting on behalf of a vulnerable patient, the need for appropriate staffing, a colleague being treated unfairly).
What ethical, moral, or legal skills, dispositions, and/or strategies would help you resolve this dilemma? Define the differences between ethical, moral, and legal leadership.
Finally, consider the values and principles that guide the nursing profession; the organization’s mission, vision, and values; the leadership and management competencies addressed in this course; and your own values and reasons for entering the profession. What motivation do you see for taking a stand on an important issue even when it is difficult to do so?
To complete:

By Day 7
Write a 4 to 5 page paper (page count does not include title and reference page) that addresses the following:

Introduce the conceptual frameworks of the ethical constructs of ethics, moral, or legal standards and the purpose of the paper.
Consider an ethical, moral, or legal dilemma that you have encountered in your work environment and describe it.
Analyze the moral, ethical, and legal implications utilized in this situation. Describe your role as a moral agent or advocate for this specific issue.
Consider your leadership styles identified by your self-assessment and determine if they act as a barrier or facilitation during this dilemma.
The School of Nursing requires that all papers submitted include a title page, introduction, summary, and references. .

 

"Looking for a Similar Assignment? Get Expert Help at an Amazing Discount!"

Is it a student nurse?

/in /by

As faculty members, you have been asked to design a 4-hour Leadership Strategies course that would accommodate the learning styles for a selected 10 students. The students have all completed a learning style inventory in which three of the students are determined visual learners, four are kinesthetic learners, and the rest are auditory learners. Note: The intended audience for the course can be either newly graduated nurses or experienced staff nurses as you choose. Compose a 1,000-1,250-word paper which describes your plan to accommodate the learning styles of each student. This plan starts with defining course objectives; use the “A-B-C-D Method of Writing Objectives” resource as a guide. The objectives should incorporate Bloom’s taxonomy, be written at the appropriate level for the audience, and include at least two learning domains (cognitive, psychomotor, and affective). Make sure to include the following: 1. An outline of the course content and agenda that will be covered. 2. Descriptions of the learning activities and the rationale for the learning activities selected 3. Strategies to assess learning, based on the learner objectives 4. Use at least three scholarly, peer-reviewed sources less than 5 years old in addition to the course materials. Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is required. Refer to “Learning Styles Rubric,” prior to beginning the assignment to become familiar with the expectations for successful completion. You are required to submit this assignment to Turnitin. Please refer to the directions in the Student Success Center. Please use the -A-B-C-D Approach to Objective provided. SEE A-B-C-D APPROACH BELOW.

A-B-C-D Approach to Objective Writing

Writing objectives is much like writing outcomes in the nursing process. Objectives must be measurable, contain action verbs, be specific, include timelines, and indicate the degree to which you expect the learner to achieve. A helpful formula to write objectives is the A-B-C-D approach: Audience: Who is the audience for the class? Is it a student nurse? A staff nurse? A participant in a class? Behavior: What do I want the audience to accomplish by the end of the class? An example of a behavior is being able to identify the signs and symptoms of infection. Condition: How will students demonstrate mastery and be assessed in their learning? An example could be that students will demonstrate their knowledge of a lab or clinical area by taking a written test. Degree: How well will students perform their new knowledge? Should students be able to identify all signs and symptoms of infection, or would it be satisfactory if they identified only two symptoms? A sample objective that illustrates these points is: “After reading this lecture (condition), the graduate student in the nurse educator track (audience) will be able to write an objective (behavior) using the A-B-C-D approach (degree).” The above objective dictates that the student will be able to write an objective, as opposed to discussing or identifying it. Since the objective says “write,” the student must write an objective to meet this objective. If the objective instead said: “List the components of a complete learner objective,” the appropriate evaluation would require that the student list the A-B-C-D; whereas the objective “describe the components” would have students describe the meaning of each A-B-C-D step. Well-written objectives will dictate the evaluation process.

 

"Looking for a Similar Assignment? Get Expert Help at an Amazing Discount!"

How could you contribute to an interprofessional team and patient outcomes through nursing actions

/in /by

Purpose

The purpose of the iCARE Paper assignment is to explore the concept of interprofessional teams and patient outcomes. Nursing supportive actions of compassion, advocacy, resilience, and evidence-based practice will serve as a way to apply care concepts.

Directions

Getting Started: Interprofessional teams are part of practice trends we see developing in all aspects of care delivery. Consider you own work environment (or recent clinical setting).

· For this assignment, consider the concept of interprofessional teamwork and patient outcomes.

· Look to your current workplace as an example. (If you are not currently employed, look to a past workplace or clinical practice area.)

· Apply the components of the iCARE concept to interprofessional teams in a short paper. (Body of the paper to be 3 pages, excluding the title page and references page)

· iCARE components are:

C ompassion

A dvocacy

R esilience

E vidence-Based Practice (EBP)

· How could you contribute to an interprofessional team and patient outcomes through nursing actions of: compassion, advocacy, resilience, and evidence-based practice?

· Select one scholarly nursing article from CINAHL as a resource for your paper. Additional scholarly sources can be used but are optional.

· Use APA format throughout, particularly in citations and on the References page.

· Please paraphrase throughout. One short quote is permitted.

· The prepared paper template is RECOMMENDED for this assignment.

·

Elements of iCARE paper

· Title page

· Below are the headings to be used for this assignment.

· Introduction: (No heading needed here in APA) Explain the type of work setting you are discussing and whether interprofessional teams are currently present. If interprofessional teams are present, indicate a team function that could be improved. If interprofessional teams are NOT present, indicate what type of team you think might be possible in the setting.

Describe a nursing action item for each component below that could contribute to: interprofessional team support; how this might impact the culture of your unit or organization; and possible impact on patient outcomes.

· Compassion

· Advocacy

· Resilience

· Evidence-Based Practice

· Summary: Include a summary statement of how iCARE components can support interprofessional teams and patient outcomes. Address how you may be able to influence this process of support for interprofessional teams overall in your unit or organization.

· References page: List any references used in APA format.

Textbook:

 

"Looking for a Similar Assignment? Get Expert Help at an Amazing Discount!"

Evidence-Based Project, Part 4: Critical Appraisal Of Research

/in /by

Realtors rely on detailed property appraisals—conducted using appraisal tools—to assign market values to houses and other properties. These values are then presented to buyers and sellers to set prices and initiate offers.

Research appraisal is not that different. The critical appraisal process utilizes formal appraisal tools to assess the results of research to determine value to the context at hand. Evidence-based practitioners often present these findings to make the case for specific courses of action.

In this Assignment, you will use appraisal tools to conduct a critical appraisal of published research. You will then present the results of your efforts.

To Prepare:

Review the Resources and consider the importance of critically appraising research evidence.

Reflect on the four peer-reviewed articles you selected in Module 2 and analyzed in Module 3.

Review and download the Critical Appraisal Tools document provided in the Resources.

The Assignment (Evidence-Based Project)

Part 4A: Critical Appraisal of Research

Conduct a critical appraisal of the four peer-reviewed articles you selected and analyzed by completing the Critical Appraisal Tools document. Be sure to include:

An evaluation table

A levels of evidence table

An outcomes synthesis table

Part 4B: Critical Appraisal of Research

Based on your appraisal, in a 1-2-page critical appraisal, suggest a best practice that emerges from the research you reviewed. Briefly explain the best practice, justifying your proposal with APA citations of the research.

Resources:

Melnyk, B. M., & Fineout-Overholt, E. (2018). Evidence-based practice in nursing & healthcare: A guide to best practice (4th ed.). Philadelphia, PA: Wolters Kluwer.

Chapter 5, “Critically Appraising Quantitative Evidence for Clinical Decision Making” (pp. 124–188)

Chapter 6, “Critically Appraising Qualitative Evidence for Clinical Decision Making” (pp. 189–218)

Williamson, K. M. (2009). Evidence-based practice: Critical appraisal of qualitative evidence. Journal of the American Psychiatric Nurses Association, 15(3), 202–207. doi:10.1177/1078390309338733. Retrieved from http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.1022.62&rep=rep1&type=pdf

Fineout-Overholt, E., Melnyk, B. M., Stillwell, S. B., & Williamson, K. M. (2010a). Evidence-based practice step by step: Critical appraisal of the evidence: Part I. American Journal of Nursing, 110(7), 47–52. doi:10.1097/01.NAJ.0000383935.22721.9c. Retrieved from https://journals.lww.com/ajnonline/Fulltext/2010/07000/Evidence_Based_Practice_Step_by_Step__Critical.26.aspx

Fineout-Overholt, E., Melnyk, B. M., Stillwell, S. B., & Williamson, K. M. (2010b). Evidence-based practice, step by step: Critical appraisal of the evidence: Part II: Digging deeper—examining the “keeper” studies. American Journal of Nursing, 110(9), 41–48. doi:10.1097/01.NAJ.0000388264.49427.f9. Retrieved from https://www.nursingcenter.com/nursingcenter_redesign/media/EBP/AJNseries/Critical2.pdf

Fineout-Overholt, E., Melnyk, B. M., Stillwell, S. B., & Williamson, K. M. (2010c). Evidence-based practice, step by step: Critical appraisal of the evidence: Part III: The process of synthesis: Seeing similarities and differences across the body of evidence. American Journal of Nursing, 110(11), 43–51. doi: 10.1097/01.NAJ.0000390523.99066.b5. Retrieved from

https://www.nursingcenter.com/nursingcenter_redesign/media/EBP/AJNseries/Critical3.pdf

ical2.pdf

Rubric:

Part 4A: Critical Appraisal of Research

Conduct a critical appraisal of the four peer-reviewed articles you selected and analyzed by completing the Critical Appraisal Tools document. Be sure to include:

· An evaluation table

· A levels of evidence table

· An outcomes synthesis table–

Levels of Achievement:Excellent 45 (45%) – 50 (50%) The critical appraisal accurately and clearly provides a detailed evaluation table. The responses provide a detailed, specific, and accurate evaluation of each of the peer-reviewed articles selected.

The critical appraisal accurately clearly provides a detailed levels of evidence table. The levels of evidence are accurate and fully aligned to the peer-reviewed articles selected.

The critical appraisal accurately and clearly provides a detailed outcomes synthesis table. The outcomes synthesis accurately describes in detail the relevance of the peer-reviewed articles selected and is fully aligned to each of the peer-reviewed articles.Good 40 (40%) – 44 (44%) The critical appraisal accurately provides an evaluation table. The responses provide an accurate evaluation of each of the peer-reviewed articles selected with some specificity.

The critical appraisal accurately provides a levels of evidence table. The levels of evidence are accurate and are adequately aligned to the peer-reviewed articles selected.

The critical appraisal accurately provides an outcomes synthesis table. The outcomes synthesis accurately describes the relevance of the peer-reviewed articles selected and is adequately aligned to each of the peer-reviewed articles.Fair 35 (35%) – 39 (39%) The critical appraisal provides an evaluation table that is inaccurate or vague. The responses provide an inaccurate or vague evaluation of each of the peer-reviewed articles selected.

The critical appraisal provides an inaccurate or vague levels of evidence table. The levels of evidence inaccurately or vaguely align to the peer-reviewed articles selected.

The critical appraisal provides an inaccurate or vague outcomes synthesis table. The outcomes synthesis inaccurately or vaguely describes the relevance of the peer-reviewed articles and is inaccurately or vaguely aligned to each of the peer-reviewed articles.Poor 0 (0%) – 34 (34%) The critical appraisal provides an evaluation table that is inaccurate and vague or is missing.

The critical appraisal provides an inaccurate and vague levels of evidence table or it is missing.

The critical appraisal provides an inaccurate and vague outcomes synthesis table or it is missing.Feedback:

Part 4B: Evidence-Based Best Practices

Based on your appraisal, suggest a best practice that emerges from the research you reviewed. Briefly explain the best practice, justifying your proposal with APA citations of the research.–

Levels of Achievement:Excellent 32 (32%) – 35 (35%) The responses accurately and clearly suggest a detailed best practice that is fully aligned to the research reviewed.

The responses accurately and clearly explain in detail the best practice, with sufficient justification of why this represents a best practice in the field. The responses provide a complete, detailed, and specific synthesis of two outside resources reviewed on the best practice explained. The response fully integrates at least two outside resources and two or three course-specific resources that fully support the responses provided.

Accurate, complete, and full APA citations are provided for the research reviewed.Good 28 (28%) – 31 (31%) The responses accurately suggest a best practice that is adequately aligned to the research reviewed.

The responses accurately explain the best practice, with adequately justification of why this represents a best practice in the field. The responses provide an accurate synthesis of at least one outside resource reviewed on the best practice explained. The response integrates at least one outside resource and two or three course-specific resources that may support the responses provided.

Accurate and complete APA citations are provided for the research reviewed.Fair 25 (25%) – 27 (27%) The responses inaccurately or vaguely suggest a best practice that may be aligned to the research reviewed.

The responses inaccurately or vaguely explain the best practice, with inaccurate or vague justification for why this represents a best practice in the field. The responses provide a vague or inaccurate synthesis of outside resources reviewed on the best practice explained. The response minimally integrates resources that may support the responses provided.

Inaccurate and incomplete APA citations are provided for the research reviewed.Poor 0 (0%) – 24 (24%) The responses inaccurately and vaguely suggest a best practice that may be aligned to the research reviewed or are missing.

The responses inaccurately and vaguely explain the best practice, with inaccurate and vague justification for why this represents a best practice in the field, or are missing. A vague and inaccurate synthesis of no outside resources reviewed on the best practice explained is provided or is missing. The response fails to integrate any resources to support the responses provided.

Inaccurate and incomplete APA citations are provided for the research reviewed or is missing.Feedback:

Written Expression and Formatting—Paragraph Development and Organization:

Paragraphs make clear points that support well-developed ideas, flow logically, and demonstrate continuity of ideas. Sentences are carefully focused—neither long and rambling nor short and lacking substance. A clear and comprehensive purpose statement and introduction is provided which delineates all required criteria.–

Levels of Achievement:Excellent 5 (5%) – 5 (5%) Paragraphs and sentences follow writing standards for flow, continuity, and clarity.

A clear and comprehensive purpose statement, introduction, and conclusion is provided which delineates all required criteria.Good 4 (4%) – 4 (4%) Paragraphs and sentences follow writing standards for flow, continuity, and clarity 80% of the time.

Purpose, introduction, and conclusion of the assignment is stated yet is brief and not descriptive.Fair 3.5 (3.5%) – 3.5 (3.5%) Paragraphs and sentences follow writing standards for flow, continuity, and clarity 60–79% of the time.

Purpose, introduction, and conclusion of the assignment is vague or off topic.Poor 0 (0%) – 3 (3%) Paragraphs and sentences follow writing standards for flow, continuity, and clarity less than 60% of the time.

No purpose statement, introduction, or conclusion was provided.Feedback:

Written Expression and Formatting—English Writing Standards:

Correct grammar, mechanics, and proper punctuation.–

Levels of Achievement:Excellent 5 (5%) – 5 (5%) Uses correct grammar, spelling, and punctuation with no errors.Good 4 (4%) – 4 (4%) Contains a few (one or two) grammar, spelling, and punctuation errors.Fair 3.5 (3.5%) – 3.5 (3.5%) Contains several (three or four) grammar, spelling, and punctuation errors.Poor 0 (0%) – 3 (3%) Contains many (five or more) grammar, spelling, and punctuation errors that interfere with the reader’s understanding.Feedback:

Written Expression and Formatting—The paper follows correct APA format for title page, headings, font, spacing, margins, indentations, page numbers, running head, parenthetical/in-text citations, and reference list.–

Levels of Achievement:Excellent 5 (5%) – 5 (5%) Uses correct APA format with no errors.Good 4 (4%) – 4 (4%) Contains a few (one or two) APA format errors.Fair 3.5 (3.5%) – 3.5 (3.5%) Contains several (three or four) APA format errors.Poor 0 (0%) – 3 (3%)

 

"Looking for a Similar Assignment? Get Expert Help at an Amazing Discount!"