Category: Nursing

Aquifer Case Study: Developmental Assessment and Biological Functioning
This discussion assignment provides a forum for discussing relevant topics for this week based on the course competencies covered. For this assignment, make sure you post your initial response to the Discussion Area bythe due date assigned.
To support your work, use your course textbook readings and the South University Online Library. As in all assignments, cite your sources in your work and provide references for the citations in APA format.
Start reviewing and responding to the postings of your classmates as early in the week as possible. Respond to at least two of your classmates’ initial postings. Participate in the discussion by asking a question, providing a statement of clarification, providing a point of view with a rationale, challenging an aspect of the discussion, or indicating a relationship between two or more lines of reasoning in the discussion. Cite sources in your responses to other classmates. Complete your participation for this assignment by the end of the week.
For this assignment, you will complete an Aquifer case study based on the course objectives and weekly content. Aquifer cases emphasize core learning objectives for an evidence-based primary care curriculum. Throughout your Nurse Practitioner program, you will use the Aquifer case studies to promote the development of clinical reasoning through the use of ongoing assessments and diagnostic skills and to develop patient care plans that are grounded in the latest clinical guidelines and evidence-based practice.
The Aquifer assignments are a dynamic way to enhance your learning. Material from the Aquifer cases may be present in the quizzes, the midterm exam, and the final exam.
Click here for information on how to access and navigate Aquifer.
This week, complete the Aquifer case titled Pediatrics 01: Newborn male infant evaluation and care. This case can be found under Aquifer Family Medicine.
Apply information from the Aquifer case study to answer the following questions:
Why is developmental assessment essential in the provision of primary care for infants, children, and adolescents, and what are the essential components of this assessment on the basis of this child’s age?
Which tools will you use to assess specific components of development (such as speech, motor skills, social skills, etc.)? Which tools do you think are the most accurate in assessing the developmental components and why?
Which components would you consider in assessing the basic biological functioning and well-being of your pediatric patients? Why are these components important in providing primary health-care services to children?

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INSTRUCTIONS ON HOW TO USE EXEMPLAR AND TEMPLATE—READ
CAREFULLY
If you are struggling with the format or remembering what to include, follow the
Comprehensive Psychiatric Evaluation Template AND the Rubric as your guide. It is
also helpful to review the rubric in detail in order not to lose points unnecessarily
because you missed something required. Below highlights by category are taken
directly from the grading rubric for the assignment in Weeks 4–10. After reviewing the
full details of the rubric, you can use it as a guide.
In the Subjective section, provide:
• Chief complaint
• History of present illness (HPI)
• Past psychiatric history
• Medication trials and current medications
• Psychotherapy or previous psychiatric diagnosis
• Pertinent substance use, family psychiatric/substance use, social, and
medical history
• Allergies
• ROS
• Read rating descriptions to see the grading standards!
In the Objective section, provide:
• Physical exam documentation of systems pertinent to the chief complaint,
HPI, and history
• Diagnostic results, including any labs, imaging, or other assessments needed
to develop the differential diagnoses.
• Read rating descriptions to see the grading standards!
In the Assessment section, provide:
• Results of the mental status examination, presented in paragraph form.
• At least three differentials with supporting evidence. List them from top priority
to least priority. Compare the DSM-5-TR diagnostic criteria for each
differential diagnosis and explain what DSM-5-TR criteria rules out the
differential diagnosis to find an accurate diagnosis. Explain the critical-
thinking process that led you to the primary diagnosis you selected. Include
pertinent positives and pertinent negatives for the specific patient case.
• Read rating descriptions to see the grading standards!
Reflect on this case. Include: Discuss what you learned and what you might do
differently. Also include in your reflection a discussion related to legal/ethical
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considerations (demonstrate critical thinking beyond confidentiality and consent
for treatment!), social determinates of health, health promotion and disease prevention
taking into consideration patient factors (such as age, ethnic group, etc.), PMH, and
other risk factors (e.g., socioeconomic, cultural background, etc.).
(The comprehensive evaluation is typically the initial new patient evaluation. You will
practice writing this type of note in this course. You will be ruling out other mental
illnesses so often you will write up what symptoms are present and what symptoms are
not present from illnesses to demonstrate you have indeed assessed for all illnesses
which could be impacting your patient. For example, anxiety symptoms, depressive
symptoms, bipolar symptoms, psychosis symptoms, substance use, etc.)
EXEMPLAR BEGINS HERE
CC (chief complaint): A brief statement identifying why the patient is here. This
statement is verbatim of the patient’s own words about why presenting for assessment.
For a patient with dementia or other cognitive deficits, this statement can be obtained
from a family member.
HPI: Begin this section with patient’s initials, age, race, gender, purpose of evaluation,
current medication and referral reason. For example:
N.M. is a 34-year-old Asian male presents for psychiatric evaluation for anxiety. He is
currently prescribed sertraline which he finds ineffective. His PCP referred him for
evaluation and treatment.
Or
P.H., a 16-year-old Hispanic female, presents for psychiatric evaluation for
concentration difficulty. She is not currently prescribed psychotropic medications. She is
referred by her therapist for medication evaluation and treatment.
Then, this section continues with the symptom analysis for your note. Thorough
documentation in this section is essential for patient care, coding, and billing analysis.
Paint a picture of what is wrong with the patient. First what is bringing the patient to your
evaluation. Then, include a PSYCHIATRIC REVIEW OF SYMPTOMS. The symptoms
onset, duration, frequency, severity, and impact. Your description here will guide your
differential diagnoses. You are seeking symptoms that may align with many DSM-5-TR
diagnoses, narrowing to what aligns with diagnostic criteria for mental health and
substance use disorders.
Past Psychiatric History: This section documents the patient’s past treatments. Use
the mnemonic Go Cha MP.
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General Statement: Typically, this is a statement of the patients first treatment
experience. For example: The patient entered treatment at the age of 10 with
counseling for depression during her parents’ divorce. OR The patient entered
treatment for detox at age 26 after abusing alcohol since age 13.
Caregivers are listed if applicable.
Hospitalizations: How many hospitalizations? When and where was last hospitalization?
How many detox? How many residential treatments? When and where was last
detox/residential treatment? Any history of suicidal or homicidal behaviors? Any history
of self-harm behaviors?
Medication trials: What are the previous psychotropic medications the patient has tried
and what was their reaction? Effective, Not Effective, Adverse Reaction? Some
examples: Haloperidol (dystonic reaction), risperidone (hyperprolactinemia), olanzapine
(effective, insurance wouldn’t pay for it)
Psychotherapy or Previous Psychiatric Diagnosis: This section can be completed one of
two ways depending on what you want to capture to support the evaluation. First, does
the patient know what type? Did they find psychotherapy helpful or not? Why? Second,
what are the previous diagnosis for the client noted from previous treatments and other
providers. Thirdly, you could document both.
Substance Use History: This section contains any history or current use of caffeine,
nicotine, illicit substance (including marijuana), and alcohol. Include the daily amount of
use and last known use. Include type of use such as inhales, snorts, IV, etc. Include any
histories of withdrawal complications from tremors, Delirium Tremens, or seizures.
Family Psychiatric/Substance Use History: This section contains any family history
of psychiatric illness, substance use illnesses, and family suicides. You may choose to
use a genogram to depict this information. Be sure to include a reader’s key to your
genogram or write up in narrative form.
Social History: This section may be lengthy if completing an evaluation for
psychotherapy or shorter if completing an evaluation for psychopharmacology.
However, at a minimum, please include:
Where patient was born, who raised the patient
Number of brothers/sisters (what order is the patient within siblings)
Who the patient currently lives with in a home? Are they single, married, divorced,
widowed? How many children?
Educational Level
Hobbies:
Work History: currently working/profession, disabled, unemployed, retired?
Legal history: past hx, any current issues?
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Trauma history: Any childhood or adult history of trauma?
Violence Hx: Concern or issues about safety (personal, home, community, sexual
(current & historical)
Medical History: This section contains any illnesses, surgeries, include any hx of
seizures, head injuries.
Current Medications: Include dosage, frequency, length of time used, and reason for
use. Also include OTC or homeopathic products.
Allergies: Include medication, food, and environmental allergies separately. Provide a
description of what the allergy is (e.g., angioedema, anaphylaxis). This will help
determine a true reaction vs. intolerance.
Reproductive Hx: Menstrual history (date of LMP), Pregnant (yes or no),
Nursing/lactating (yes or no), contraceptive use (method used), types of intercourse:
oral, anal, vaginal, other, any sexual concerns
ROS: Cover all body systems that may help you include or rule out a differential
diagnosis. Please note: THIS IS DIFFERENT from a physical examination!
You should list each system as follows: General: Head: EENT: etc. You should list
these in bullet format and document the systems in order from head to toe.
Example of Complete ROS:
GENERAL: No weight loss, fever, chills, weakness, or fatigue.
HEENT: Eyes: No visual loss, blurred vision, double vision, or yellow sclerae. Ears,
Nose, Throat: No hearing loss, sneezing, congestion, runny nose, or sore throat.
SKIN: No rash or itching.
CARDIOVASCULAR: No chest pain, chest pressure, or chest discomfort. No
palpitations or edema.
RESPIRATORY: No shortness of breath, cough, or sputum.
GASTROINTESTINAL: No anorexia, nausea, vomiting, or diarrhea. No abdominal pain
or blood.
GENITOURINARY: Burning on urination, urgency, hesitancy, odor, odd color
NEUROLOGICAL: No headache, dizziness, syncope, paralysis, ataxia, numbness, or
tingling in the extremities. No change in bowel or bladder control.
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MUSCULOSKELETAL: No muscle, back pain, joint pain, or stiffness.
HEMATOLOGIC: No anemia, bleeding, or bruising.
LYMPHATICS: No enlarged nodes. No history of splenectomy.
ENDOCRINOLOGIC: No reports of sweating, cold, or heat intolerance. No polyuria or
polydipsia.
Physical exam (If applicable and if you have opportunity to perform—document if
exam is completed by PCP): From head to toe, include what you see, hear, and feel
when doing your physical exam. You only need to examine the systems that are
pertinent to the CC, HPI, and History. Do not use “WNL” or “normal.” You must
describe what you see. Always document in head-to-toe format i.e., General: Head:
EENT: etc.
Diagnostic results: Include any labs, X-rays, or other diagnostics that are needed to
develop the differential diagnoses (support with evidenced and guidelines).
Assessment
Mental Status Examination: For the purposes of your courses, this section must be
presented in paragraph form and not use of a checklist! This section you will describe
the patient’s appearance, attitude, behavior, mood and affect, speech, thought
processes, thought content, perceptions (hallucinations, pseudohallucinations, illusions,
etc.)., cognition, insight, judgment, and SI/HI. See an example below. You will modify to
include the specifics for your patient on the above elements—DO NOT just copy the
example. You may use a preceptor’s way of organizing the information if the MSE is in
paragraph form.
He is an 8-year-old African American male who looks his stated age. He is cooperative
with examiner. He is neatly groomed and clean, dressed appropriately. There is no
evidence of any abnormal motor activity. His speech is clear, coherent, normal in
volume and tone. His thought process is goal directed and logical. There is no evidence
of looseness of association or flight of ideas. His mood is euthymic, and his affect
appropriate to his mood. He was smiling at times in an appropriate manner. He denies
any auditory or visual hallucinations. There is no evidence of any delusional
thinking. He denies any current suicidal or homicidal ideation. Cognitively, he is alert
and oriented. His recent and remote memory is intact. His concentration is good. His
insight is good.
Differential Diagnoses: You must have at least three differentials with supporting
evidence. Explain what rules each differential in or out and justify your primary
diagnostic impression selection. You will use supporting evidence from the literature to
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support your rationale. Include pertinent positives and pertinent negatives for the
specific patient case.
Also included in this section is the reflection. Reflect on this case and discuss
whether or not you agree with your preceptor’s assessment and diagnostic impression
of the patient and why or why not. What did you learn from this case? What would you
do differently?
Also include in your reflection a discussion related to legal/ethical considerations
(demonstrating critical thinking beyond confidentiality and consent for
treatment!), social determinates of health, health promotion and disease prevention
taking into consideration patient factors (such as age, ethnic group, etc.), PMH, and
other risk factors (e.g., socioeconomic, cultural background, etc.).
References (move to begin on next page)
You are required to include at least three evidence-based, peer-reviewed journal
articles or evidenced-based guidelines which relate to this case to support your
diagnostics and differentials diagnoses. Be sure to use correct APA 7th edition
formatting.

What are the most important factors to consider when making the final selection of a topic and what does it mean to read critically? Use at least two examples to discuss how this relates to your purposed study. 3 apa citations

As a human resources manager in a health care organization, you will be asked to develop varying types of strategies and management techniques that improve the performance of your workforce. It is important for you to know how to keep abreast of such strategies through research, as well as analyze how such strategies and techniques can be applied in your organization. In this assessment, you will apply these skills.
Select a health care organization, and specific division within it, with which you work or are familiar.
Assume you are the human resources director for your selected organization.
In a recent meeting, executive management has determined it would like to improve health care workforce performance levels within a specific division of your organization.
Management has asked you to research and identify 3 diverse strategies that use innovative management techniques, operational practices, or technology that could be applied to improve workforce performance within the selected division at your health care organization.
Create a 1,050- to 1,400-word summary of 3 diverse strategies to improve workforce performance that includes the following:
Identification of 3 key strategies to improve workforce performance for your organization and division
An analysis of how each strategy could be deployed within your division and organization to improve workforce performance
A recommendation for application of the best key strategy
An analysis of how your recommended strategy affects workforce needs for service delivery for your organization
SMART goal(s), objective(s), and tasks to implement your recommended strategy
A description of how goal achievement will be measured
Expenses for recommendation implementation
Cite 3 reputable references to support your assignment (e.g., trade or industry publications, government or agency websites, scholarly works, or other sources of similar quality).

ANSWER
Identification of 3 key strategies to improve workforce performance for your organization and division

Implement a comprehensive training and development program: A well-structured training and development program can significantly enhance the skills and knowledge of healthcare professionals, leading to improved patient care and overall organizational performance. This program should encompass both clinical and non-clinical training, covering topics such as new medical technologies, evidence-based practices, communication skills, and leadership development.

Foster a culture of teamwork and collaboration: Effective teamwork and collaboration among healthcare professionals are crucial for delivering high-quality patient care. By fostering a supportive and collaborative work environment, organizations can encourage open communication, shared problem-solving, and a sense of shared responsibility for patient outcomes.

Empower employees through technology-driven tools: Technology can play a transformative role in empowering healthcare professionals and improving workforce performance. By implementing innovative technological tools, such as electronic health records (EHRs), telemedicine platforms, and mobile applications, organizations can streamline workflows, enhance communication, and provide employees with access to real-time information.

Analysis of how each strategy could be deployed within your division and organization to improve workforce performance

Strategy 1: Implement a comprehensive training and development program

To effectively deploy a comprehensive training and development program within the selected division, it is essential to identify the specific needs and skill gaps of the workforce. This can be achieved through surveys, focus groups, and performance reviews. Once the needs are identified, a tailored training program can be designed and implemented.

Strategy 2: Foster a culture of teamwork and collaboration

Fostering a culture of teamwork and collaboration requires a multi-pronged approach. This includes:

Encouraging open communication and feedback

Promoting interdisciplinary collaboration through joint rounds and team-based care

Recognizing and rewarding teamwork achievements

Providing opportunities for shared learning and professional development

Strategy 3: Empower employees through technology-driven tools

Effective implementation of technology-driven tools requires careful planning and integration into existing workflows. This involves:

Selecting tools that align with the specific needs of the division and organization

Providing adequate training and support to employees

Ensuring seamless integration with existing systems and processes

Continuously evaluating and updating technology to meet evolving needs

Recommendation for application of the best key strategy

Among the three strategies, implementing a comprehensive training and development program is recommended as the most effective approach to improving workforce performance within the selected division. This is because training and development can directly address the skills and knowledge gaps of healthcare professionals, leading to immediate and tangible improvements in patient care and organizational outcomes.

Analysis of how the recommended strategy affects workforce needs for service delivery

A comprehensive training and development program can positively impact workforce needs for service delivery in several ways:

By enhancing the skills and knowledge of healthcare professionals, it can improve the quality and efficiency of patient care.

By promoting a culture of continuous learning and professional development, it can attract and retain top talent.

By empowering employees to take on new roles and responsibilities, it can increase flexibility and adaptability within the workforce.

SMART goal(s), objective(s), and tasks to implement the recommended strategy

SMART Goal: Enhance the skills and knowledge of healthcare professionals through a comprehensive training and development program, resulting in a 10% improvement in patient satisfaction scores within one year.

Objective 1: Develop a needs assessment to identify the specific training needs of the workforce.

Tasks:

Conduct surveys and focus groups with healthcare professionals.

Review performance data and identify skill gaps.

Objective 2: Design and implement a tailored training program based on the needs assessment.

Tasks:

Select appropriate training modules and instructors.

Schedule training sessions and ensure adequate participation.

Objective 3: Evaluate the effectiveness of the training program and make adjustments as needed.

Tasks:

Conduct post-training assessments to measure knowledge gain.

Gather feedback from participants and make necessary changes to the program.

Description of how goal achievement will be measured

Goal achievement will be measured through a combination of quantitative and qualitative data:

Quantitative data: Increase in patient satisfaction scores by 10% within one year.

Qualitative data: Positive feedback from participants, improved performance indicators, and reduced turnover rates.

Expenses for recommendation implementation

The cost of implementing a comprehensive training and development program will vary depending on the specific needs of the organization and the selected training modules. However, a general budget breakdown might include:

Training materials and resources: $10,000

Instructor fees: $20,000

Technology and software: $5,000

Evaluation and assessment: $5,

Presentation Requirements:

Please do a presentation on this company.
https://healingpathwellnessmn.com/
Mission Statement (may find this online) – 5 pts.
Services Provided – 5 pts.
Sources of Funding – 5 pts.
How the services are accessed by consumers – 5 pts.
Your impressions of the resource – 5 pts.
Rubric
NSG221 Presentation Rubric
NSG221 Presentation Rubric
Criteria Ratings Pts
This criterion is linked to a Learning OutcomeMission Statement
5 pts
Level 5
Clear and well developed mission statement presented.
4 pts
Level 4
3 pts
Level 3
An adequate mission statement is presented.
2 pts
Level 2
1 pts
Level 1
Inadequate mission statement was presented.
0 pts
Level 0
No mission statement presented.
5 pts
This criterion is linked to a Learning OutcomeServices Provided
5 pts
Level 5
Clear and well developed services presented.
4 pts
Level 4
3 pts
Level 3
An adequate services are presented.
2 pts
Level 2
1 pts
Level 1
Inadequate services were presented.
0 pts
Level 0
No services presented.
5 pts
This criterion is linked to a Learning OutcomeSources of Funding
5 pts
Level 5
Clear and well developed funding sources presented.
4 pts
Level 4
3 pts
Level 3
An adequate funding sources are presented.
2 pts
Level 2
1 pts
Level 1
Inadequate funding sources were presented.
0 pts
Level 0
No funding sources presented.
5 pts
This criterion is linked to a Learning OutcomeHow the services are accessed by consumers
5 pts
Level 5
Clear and well developed consumer access plan is presented.
4 pts
Level 4
3 pts
Level 3
An adequate consumer access plan is presented.
2 pts
Level 2
1 pts
Level 1
Inadequate consumer access plan is presented.
0 pts
Level 0
No consumer access plan is presented.
5 pts
This criterion is linked to a Learning OutcomeYour impressions of the resource
5 pts
Level 5
Clear and well developed impressions are presented.
4 pts
Level 4
3 pts
Level 3
An adequate impressions are presented.
2 pts
Level 2
1 pts
Level 1
Inadequate impressions are presented.
0 pts
Level 0
No impressions are presented.
5 pts
Total Points: 25
Please include a separate content write up summarizing the content requirements thoroughly along with speaker notes.

Choose a chronic illness that could affect a patient in your nursing practice. Discuss three (3) ways you could promote the health of the patient and the family dealing with the specific illness.
Objectives
Incorporate health promotion ideas into nursing practice
Points: 40
References
Minimum of three (3) total references: one (1) reference from required course materials and two (2) peer-reviewed references. All references must be no older than five years (unless making a specific point using a seminal piece of information)
Peer-reviewed references include references from professional data bases such as PubMed or CINHAL applicable to population and practice area, along with evidence based clinical practice guidelines. Examples of unacceptable references are Wikipedia, UpToDate, Epocrates, Medscape, WebMD, hospital organizations, insurance recommendations, & secondary clinical databases.
Style
Unless otherwise specified, all the written assignment must follow APA 7th edition formatting, citations and references. Download the Microsoft Word APA template. Review this annotated student sample paper guide which draws attention to relevant content and formatting in 7th edition APA style. Make sure you cross-reference the APA 7th edition book as well before submitting the assignment. Refer to the ‘LEARNER SUPPORT’ tab for more information regarding APA 7th edition with comparisons to 6th edition.
Number of Pages/Words
Unless otherwise specified all papers should have a minimum of 600 words (approximately 2.5 pages) excluding the title and reference pages.

This week’s learning activity will consist of the following:
As you learned about the local, national, and global lead problems, what was surprising to you? Why? Your submission should be 350 words. 3 apa citations

for the scientific rationale for standard and transmission-based precautions. Read Part I – Section 1.B.1 through 1.B.3e.( pdf Week5)
Visit and look around to learn something new about a topic you have heard about a 1000 times.https://www.cdc.gov/handwashing/show-me-the-science.html
Complete the Safety & Infection Control Prep Work Activity. **NOTE: Correct responses come from the assigned reading only, unless directed to another source. Answers found from other sources (Google, other books, own experience, etc.) are marked as incorrect.
onlyusing the two articles in pdf and the website I put for you to answer the questions. Your own word no outside reference. Not too long answers

Ethical-Legal Dilemma, Prescribing Pain Medication
4 days after having a devastating traffic accident which totaled his car, Dr. John Brown, a 36-year-old physician that you have been working with at a primary care clinic for the past 6 months since graduating from UC FNP program, starts complaining of severe left shoulder and neck pain. Immediately following his accident, Dr. Brown had been taken to the local Emergency Room. He was hospitalized overnight and numerous x-rays and scans were done. Dr. Brown suffered a severe left AC separation and cervical strain. Unfortunately there was no orthopedic coverage the night he was there so he was placed in a sling and swathe and given an orthopedic follow-up. Upon discharge the hospitalist prescribed him Tramadol 50 mg PO every 6 hours as needed for pain. Dr. Brown insisted on returning to work until having shoulder surgery. You overhear Dr. Brown talking on his phone with the hospitalist who treated him and complaining that the Tramadol is not helping the pain. Dr. Brown becomes agitated and is yelling at the other physician, demanding Percocet 10/325 mg tablets. After failing to convince the hospitalist, he slams his phone down. He is scheduled to see the orthopedic surgeon in 3 days as soon as he is back in town. Being unable to self-prescribe, Dr. Brown turns to you and begs you to write him enough Percocets to take every 6 hours for the next 2 weeks. You feel sorry for Dr. Brown because you can see he is in pain but you have never treated him before as a patient and you are unsure about calling this medication in for him.

Write 2-3 paragraph response statement to the following questions:
1. What are the legal dilemmas in this case study? Please refer to the KBN website for assistance.
2. What are the ethical violations occurring in this scenario?
3. How should the APRN handle this situation? How could this adversely effect the physician-NP relationship in the future?
Include one ethical principle and one KY law that could be potentially violated and whether the violation would constitute a civil or criminal act based on facts. Support the legal issues with prior legal cases or state or federal statutes. Support your dilemma with statistics, KBN regulations on prescribing and or evidence-based research form a peer reviewed journal article. List three recommendations that will resolve advanced practice nurses’ moral distress in the dilemma. This is a fact-based assignment and should not include your opinion. Please make sure to cite all references appropriately.

I would like you to write a Common App personal statement essay similar to the attached file. Unfortunately, I am unable to get my ideas across properly, so I would like the essay to be about my relationship with my sick grandmother and how her illness and death inspired me to pursue a career in nursing. As a young girl, I grew up in an extended family so I was constantly trying to help those around me.