Category: Nursing homework help

Instructions: Discuss healthcare policy and politic and discuss the impact of mentors during the course.
Requirements:
– Formatted and cited in current APA 7
– The discussion must address the topic
– Rationale must be provided
– Use 3 academic sources. Not older than 5 yearsor references in the 600 words)
Ø Use 3 academic sources. Not older than 5 years
– Not Websites are allowed.
– Plagiarism is NOT allowed

An older client was recently discharged from the hospital for evaluation of seizure activity. His history reveals that he has late-stage Alzheimer’s disease, Parkinson’s disease, hypertension, and type II diabetes mellitus, which is controlled by diet. He lives at home, where his wife and daughter take care of him. His discharge medications include phenytoin (Dilantin), 100 mg BID; hydrochlorothiazide (HydroDIURIL), 50 mg QD; levodopa (Sinemet), 25/100 TID; and haloperidol (Haldol), 1 mg before bed. The client has been referred for home care nursing follow-up.
Questions:
On the initial home visit by the nurse, what assessments should be made?
The wife and daughter need teaching about his antiepileptic medication. What teaching should be included?
During the initial home visit, the client experiences a generalized seizure. What action should the nurse take?

The regulation of nursing practice is delineated within each state’s nurse practice act. Nurses are responsible for knowing and understanding how their practice is regulated by the state in which they are licensed. A nurse who practices beyond their state’s legal definition of nursing is subject to disciplinary action by the regulatory agency.
Respond to the following in a minimum of 175 words:
What should a nurse do if requested to perform a duty that is beyond the scope of practice outlined in your state’s nurse practice act?
Include which state you are from.

ANSWER
If I am requested to perform a duty that is beyond the scope of practice outlined in my state’s nurse practice act, I should politely decline to perform the task and explain to the person making the request that it is outside of my scope of practice. I should also document the incident in my nursing notes, including the date, time, and who made the request.

I am from California, and the California Board of Registered Nursing (BRN) defines the scope of practice for registered nurses (RNs) as follows:

The practice of nursing means the performance of any act requiring substantial scientific knowledge and skill based on the principles of biological, physical, and social science and the relationships between these sciences to man, society, and environment in the promotion of health; prevention of illness; care of the sick, injured, or disabled; rehabilitation; and the teaching and application of nursing principles.

The BRN also provides a list of specific activities that are within the scope of practice for RNs, such as:

Administering medications
Performing assessments
Developing and implementing care plans
Providing education and counseling
Supervising other healthcare workers
If I am requested to perform a duty that is not listed on the BRN’s scope of practice, or if I am unsure whether or not it is within my scope of practice, I should err on the side of caution and decline to perform the task.

Here are some examples of how I might respond to a request to perform a duty that is beyond my scope of practice:

“I’m sorry, but I’m not able to perform that task. It’s outside of my scope of practice as a registered nurse.”
“I’m not comfortable performing that task without first consulting with my supervisor.”
“I’m happy to help you find a nurse or other healthcare worker who is qualified to perform that task.”
If the person making the request persists, I should explain that I am legally obligated to follow the scope of practice as defined by the BRN and that I could face disciplinary action if I perform a task that is outside of my scope of practice. I should also reiterate that I am happy to help find a qualified healthcare worker to perform the task.

Protecting the public is a nurse’s primary responsibility. By refusing to perform tasks that are beyond their scope of practice, nurses can help to ensure that patients receive safe and competent care.

Option 3:
“Euphoria”
-Watch the drama series (at minimum Episodes 1 & 2) on HBO Max or Disney + and then prepare a 10-slide presentation answering the following questions.
1) What effects does substance use have on adolescent growth and development?
2) Apply the HEADSSS assessment to the lead character (Rue). What are some key areas that would be considered a positive screening? Why?
3) How do psychosocial factors and the home environment play a role in substance use disorder?
4) What role does the NP have in addressing mental health issues?
5) What screening tools would you use for adolescents for substance use and depression? Explain how these tools are implemented into practice.
6) What referrals would be beneficial?
7) What are the benefits of Narcan trainings and harm reduction interventions in the high schools?
8) Reflection: What are your overall feelings on the series?

Initial Post Instructions
In week three, we were looking at rights ethics with regards to Locke. As a reminder, Locke said we have inalienable rights to life, liberty, and property. It is immoral to violate them. Many think we have more rights than those listed by Locke. Some even think we have a right to health care. That means it is the duty of the state to provide each citizen with their medical needs.
Rights theory says to respect the entitlements we have. If a right is inalienable, it cannot truly be violated ethically even with our consent. We have basic needs. Rights are something beyond needs. They are what we should be authorized to have. We are due what we have a right to. That is not always the case with need. For example, we need food, but people often go hungry. A need refers to something we need physically to exist. A right is a moral entitlement to something. Asking if we have a right to food is a moral question. Needs are determined by the requirements of the body and of material existence. Rights are determined by moral reflection, inquiry, an argument We have a right to own property. We do not need it to live. We could imaginably be allowed to use another’s. We have a right to own a home. We can rent.
For the initial post, respond to one of the following options, and label the beginning of your post indicating either Option 1 or Option 2:
Option 1: Assess the moral solutions arrived at through “care” (care-based ethics) and “rights” ethics to social issues of ethical import such as poverty, drug use, and/or lack of health care,
That is, note any ethical problems that arise related to those particular issues. Then, say how both care-based and rights theory of ethics would solve those problems.
Are those solutions correct? Why or why not?
What is your own approach there?
Option 2: What moral guidelines should we use when it comes to recently introduced healthcare technologies of any kind (you will note and engage with your own examples) and social technologies of any kind (you will note and engage with your own examples)?
Involve care-based ethics in your answer
Writing Requirements
Minimum of 2 posts (1 initial & 1 follow-up)
Minimum of 2 sources cited (assigned readings/online lessons and an outside scholarly source)
APA format for in-text citations and list of references

Develop an intervention (your capstone project), as a solution to the patient, family, or population problem you’ve defined. Submit the proposed intervention to the faculty for review and approval. This solution needs to be implemented (shared) with your patient, family, or group. You are not to share your intervention with your patient, family, or group or move on to Assessment 5 before your faculty reviews/approves the solution you submit in Assessment 4. In a separate written deliverable, write a 5-7 page analysis of your intervention.
Please submit both your solution/intervention and the 5-7 page analysis to complete Assessment 4.
Introduction
In your first three assessments, you applied new knowledge and insight gleaned from the literature, from organizational data, and from direct consultation with the patient, family, or group (and perhaps with subject matter and industry experts) to your assessment of the problem. You’ve examined the problem from the perspectives of leadership, collaboration, communication, change management, policy, quality of care, patient safety, costs to the system and individual, technology, care coordination, and community resources. Now it’s time to turn your attention to proposing an intervention (your capstone project), as a solution to the problem.
Preparation
In this assessment, you’ll develop an intervention as a solution to the health problem you’ve defined. To prepare for the assessment, think about an appropriate intervention, based on your work in the preceding assessments, that will produce tangible, measurable results for the patient, family, or group. In addition, you might consider using a root cause analysis to explore the underlying reasons for a problem and as the basis for developing and implementing an action plan to address the problem. Some appropriate interventions include the following:
• Creating an educational brochure.
• Producing an educational voice-over PowerPoint presentation or video focusing on your topic.
• Creating a teaching plan for your patient, family, or group.
• Recommending work process or workflow changes addressing your topic.
Plan to spend at least 3 direct practicum hours working with the same patient, family, or group.
In addition, you may wish to complete the following:
• Review the assessment instructions and scoring guide to ensure that you understand the work you will be asked to complete and how it will be assessed.
• Conduct sufficient research of the scholarly and professional literature to inform your work and meet scholarly expectations for supporting evidence.
Instructions
Complete this assessment in two parts: (a) develop an intervention as a solution to the problem and (b) submit your proposed intervention, with a written analysis, to your faculty for review and approval.
Part 1
Develop an intervention, as a solution to the problem, based on your assessment and supported by data and scholarly, evidence-based sources.
Incorporate relevant aspects of the following considerations that shaped your understanding of the problem:
• Leadership.
• Collaboration.
• Communication.
• Change management.
• Policy.
• Quality of care.
• Patient safety.
• Costs to the system and individual.
• Technology.
• Care coordination.
• Community resources.
Part 2
Submit your proposed intervention to your faculty for review and approval.
In a separate written deliverable, write a 5–7 page analysis of your intervention.
• Summarize the patient, family, or population problem.
• Explain why you selected this problem as the focus of your project.
• Explain why the problem is relevant to your professional practice and to the patient, family, or group.
In addition, address the requirements outlined below. These requirements correspond to the scoring guide criteria for this assessment, so be sure to address each main point. Read the performance-level descriptions for each criterion to see how your work will be assessed. In addition, note the additional requirements for document format and length and for supporting evidence.
• Define the role of leadership and change management in addressing the problem.
o Explain how leadership and change management strategies influenced the development of your proposed intervention.
o Explain how nursing ethics informed the development of your proposed intervention.
o Include a copy of the intervention/solution/professional product.
• Propose strategies for communicating and collaborating with the patient, family, or group to improve outcomes associated with the problem.
o Identify the patient, family, or group.
o Discuss the benefits of gathering their input to improve care associated with the problem.
o Identify best-practice strategies from the literature for effective communication and collaboration to improve outcomes.
• Explain how state board nursing practice standards and/or organizational or governmental policies guided the development of your proposed intervention.
o Cite the standards and/or policies that guided your work.
o Describe research that has tested the effectiveness of these standards and/or policies in improving outcomes for this problem.
• Explain how your proposed intervention will improve the quality of care, enhance patient safety, and reduce costs to the system and individual.
o Cite evidence from the literature that supports your conclusions.
o Identify relevant and available sources of benchmark data on care quality, patient safety, and costs to the system and individual.
• Explain how technology, care coordination, and the utilization of community resources can be applied in addressing the problem.
o Cite evidence from the literature that supports your conclusions.
• Write concisely and directly, using active voice.
• Apply APA formatting to in-text citations and references.
Additional Requirements
• Format: Format the written analysis of your intervention using APA style. Be sure to include:
o A title page and reference page. An abstract is not required.
o Appropriate section headings.
• Length: Your paper should be approximately 5–7 pages in length, not including the reference page.
• Supporting evidence: Cite at least five sources of scholarly or professional evidence that support your central ideas. Resources should be no more than five years old. Provide in-text citations and references in APA format.
• Proofreading: Proofread your paper, before you submit it, to minimize errors that could distract readers and make it more difficult for them to focus on its substance.
Competencies Measured
By successfully completing this assessment, you will demonstrate your proficiency in the course competencies through the following assessment scoring guide criteria:
• Competency 1: Lead people and processes to improve patient, systems, and population outcomes.
o Define the role of leadership and change management in addressing a patient, family, or population health problem.
• Competency 3: Transform processes to improve quality, enhance patient safety, and reduce the cost of care.
o Explain how a proposed intervention to address a patient, family, or population health problem will improve the quality of care, enhance patient safety, and reduce costs to the system and individual.
• Competency 4: Apply health information and patient care technology to improve patient and systems outcomes.
o Explain how technology, care coordination, and the utilization of community resources can be applied in addressing a patient, family, or population health problem.
• Competency 5: Analyze the impact of health policy on quality and cost of care.
o Explain how state board nursing practice standards and/or organizational or governmental policies guided the development of a proposed intervention.
• Competency 6: Collaborate interprofessionally to improve patient and population outcomes.
o Propose strategies for communicating and collaborating with a patient, family, or group to improve outcomes associated with a patient, family, or population health problem.
• Competency 8: Integrate professional standards and values into practice.
o Write concisely and directly, using active voice.
o Apply APA formatting to in-text citations and references.

Online Activity (3 points):
Explore the American Psychiatric Association (APA) website and use search to locate cultural diversity topic at: https://www.psychiatry.org/psychiatrists/cultural-competency/education/best-practice-highlights/video-library (Links to an external site.)Links to an external site.

Choose a population of interest on APA site
Summarize key points about the group

Review the four processes used in Motivational Interviewing – Engaging, Focusing, Evoking and Planning – and create a brief interaction between the APRN and Patient (see Rollnick text for examples)

Describe a 2-3 sentence case where change is needed using the population selected
Provide a conversation – 3 to 4 dialogues – relating a few of the techniques the APRN can use in the interview process with the population selected

Identify intrinsic and extrinsic motivators used for promoting behavior change

Incorporate one of each into the dialogue above

Students are required to submit weekly journal entries throughout the course. These reflective narratives help students identify important learning events that happen throughout the course and the practicum. In each week’s entry, students should reflect on the personal knowledge and skills gained.
Write a reflection journal (250-300 ) to outline what has been discovered about your professional practice, personal strengths and weaknesses, and additional resources that could be introduced in a given situation to influence optimal outcomes. Each week there will be a specific focus to use in your reflection. Integrate leadership and inquiry into the current practice. Please make sure to address all areas in your writing.
Topic Focus: Health Policy
While APA style is not required for the body of this, solid academic writing is expected.
This asuses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
You are required to submit this to LopesWrite. A link to the LopesWrite technical support articles is located in Class Resources if you need assistance.

You are the nurse caring for a 64-year-old male client who is postoperative day four on the medical-surgical unit after having an emergency right colectomy due to cancer. The client is NPO with a nasogastric (NG) tube to low intermittent suction. The client has a history of smoking and no other health problems.
Vital signs:
Temperature: 99.2° F
Heart rate: 91 beats/min
Respirations: 20 breaths/minute
O2 saturation: 93% on 2L oxygen via nasal cannula
Blood pressure: 110/68 mm Hg
Pain: “6/10”
Focused assessment findings:
Alert and oriented to person, place, and time
Moves all four extremities, refuses to ambulate
Apical pulse is regular at 91 beats/minute
Lungs clear to auscultation, diminished bilaterally
Bowel sounds hypoactive, abdomen soft, tender in all four quadrants
Midline abdominal incision well approximated with staples intact, no erythema, Penrose drain intact with scant serous drainage
Right lower quadrant Jackson-Pratt drain with sutures intact, no erythema, 30 mL of serosanguineous drainage

A 64-year-old male presents to the clinic with complaints of gradual onset of weakness to the left hand. He is left hand dominant. He has had ongoing numbness and tingling that feels as though it starts at his elbow. However, over the past 2-3 days he had been dropping items due to the weakness. He denies any recent injuries but states that he sustained a crushing injury to the left thumb 4 years ago. He is employed as a mechanic. Several years ago, he tripped over a tire and fell backwards, striking his head on the fender of a car. He didn’t seek medical attention because he only had a small scrape on his elbow. A CT of the head is within normal limits and all labs are normal with the exception of a slightly elevated, non-fasting blood sugar (135). He has no history of diabetes. An x-ray of the neck reveals mild-to-moderate degenerative disc disease at C6-C7 with neuroforaminal narrowing and slight impingement of the exiting nerve root.
In your Case Study Analysis related to the scenario provided, explain the following:
Introduction
Both the neurological and musculoskeletal pathophysiologic processes would account for the patient presenting these symptoms.
Any racial/ethnic variables that may impact physiological functioning.
How these processes interact to affect the patient.
Conclusion