Nursing Assignments Help

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Evidence-Based: Primary Care Health Promotion

Evidence-Based: Primary Care Health Promotion

Evidence-Based: Primary Care Health Promotion

Identify a population to assess and develop an evidence-based, primary care health promotion recommendations to deliver in their own communities (Hispanics-Diabetes)

postings must be based on supported fact, not simply opinion. Posting should be  of two paragraphs.  Word totals for each post should be in the 100-200 words range.  Whether you agree or disagree explain why with supporting evidence and concepts from the readings or a related experience.  Include a reference, link, or citation when appropriate. APA 6th edition format for references as well as in-text citations is expected.

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You must proofread your paper. But do not strictly rely on your computer’s spell-checker and grammar-checker; failure to do so indicates a lack of effort on your part and you can expect your grade to suffer accordingly. Papers with numerous misspelled words and grammatical mistakes will be penalized. Read over your paper – in silence and then aloud – before handing it in and make corrections as necessary. Often it is advantageous to have a friend proofread your paper for obvious errors. Handwritten corrections are preferable to uncorrected mistakes.

Use a standard 10 to 12 point (10 to 12 characters per inch) typeface. Smaller or compressed type and papers with small margins or single-spacing are hard to read. It is better to let your essay run over the recommended number of pages than to try to compress it into fewer pages.

Likewise, large type, large margins, large indentations, triple-spacing, increased leading (space between lines), increased kerning (space between letters), and any other such attempts at “padding” to increase the length of a paper are unacceptable, wasteful of trees, and will not fool your professor.

The paper must be neatly formatted, double-spaced with a one-inch margin on the top, bottom, and sides of each page. When submitting hard copy, be sure to use white paper and print out using dark ink. If it is hard to read your essay, it will also be hard to follow your argument.

ADDITIONAL INSTRUCTIONS FOR THE CLASS

Discussion Questions (DQ)

Initial responses to the DQ should address all components of the questions asked, include a minimum of one scholarly source, and be at least 250 words.
Successful responses are substantive (i.e., add something new to the discussion, engage others in the discussion, well-developed idea) and include at least one scholarly source.
One or two sentence responses, simple statements of agreement or “good post,” and responses that are off-topic will not count as substantive. Substantive responses should be at least 150 words.
I encourage you to incorporate the readings from the week (as applicable) into your responses.

Weekly Participation

Your initial responses to the mandatory DQ do not count toward participation and are graded separately.
In addition to the DQ responses, you must post at least one reply to peers (or me) on three separate days, for a total of three replies.
Participation posts do not require a scholarly source/citation (unless you cite someone else’s work).
Part of your weekly participation includes viewing the weekly announcement and attesting to watching it in the comments. These announcements are made to ensure you understand everything that is due during the week.

APA Format and Writing Quality

Familiarize yourself with APA format and practice using it correctly. It is used for most writing assignments for your degree. Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for APA paper templates, citation examples, tips, etc. Points will be deducted for poor use of APA format or absence of APA format (if required).
Cite all sources of information! When in doubt, cite the source. Paraphrasing also requires a citation.
I highly recommend using the APA Publication Manual, 6th edition.

Use of Direct Quotes

I discourage overutilization of direct quotes in DQs and assignments at the Masters’ level and deduct points accordingly.
As Masters’ level students, it is important that you be able to critically analyze and interpret information from journal articles and other resources. Simply restating someone else’s words does not demonstrate an understanding of the content or critical analysis of the content.
It is best to paraphrase content and cite your source.

LopesWrite Policy

For assignments that need to be submitted to LopesWrite, please be sure you have received your report and Similarity Index (SI) percentage BEFORE you do a “final submit” to me.
Once you have received your report, please review it. This report will show you grammatical, punctuation, and spelling errors that can easily be fixed. Take the extra few minutes to review instead of getting counted off for these mistakes.
Review your similarities. Did you forget to cite something? Did you not paraphrase well enough? Is your paper made up of someone else’s thoughts more than your own?
Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for tips on improving your paper and SI score.

Late Policy

The university’s policy on late assignments is 10% penalty PER DAY LATE. This also applies to late DQ replies.
Please communicate with me if you anticipate having to submit an assignment late. I am happy to be flexible, with advance notice. We may be able to work out an extension based on extenuating circumstances.
If you do not communicate with me before submitting an assignment late, the GCU late policy will be in effect.
I do not accept assignments that are two or more weeks late unless we have worked out an extension.
As per policy, no assignments are accepted after the last day of class. Any assignment submitted after midnight on the last day of class will not be accepted for grading.

Communication

Communication is so very important. There are multiple ways to communicate with me:
Questions to Instructor Forum: This is a great place to ask course content or assignment questions. If you have a question, there is a good chance one of your peers does as well. This is a public forum for the class.
Individual Forum: This is a private forum to ask me questions or send me messages. This will be checked at least once every 24 hours.

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Health Heritage and Practices of the Appalachian and Arab People

Health Heritage and Practices of the Appalachian and Arab People

Health Heritage and Practices of the Appalachian and Arab People

2 pages

Discuss any similarities in the beliefs of the Appalachian and Arab heritages regarding the delivery of healthcare.

How the religion or folks beliefs influence the delivery of healthcare in these two heritages.

APA format word document, Arial 12 font attached

600 words are required.

Present your assignment in APA format

A minimum of 2 evidence based references no older than 5 years are required

ORDER ORIGINAL, PLAGIARISM-FREE ESSAY PAPERS HERE

You must proofread your paper. But do not strictly rely on your computer’s spell-checker and grammar-checker; failure to do so indicates a lack of effort on your part and you can expect your grade to suffer accordingly. Papers with numerous misspelled words and grammatical mistakes will be penalized. Read over your paper – in silence and then aloud – before handing it in and make corrections as necessary. Often it is advantageous to have a friend proofread your paper for obvious errors. Handwritten corrections are preferable to uncorrected mistakes.

Use a standard 10 to 12 point (10 to 12 characters per inch) typeface. Smaller or compressed type and papers with small margins or single-spacing are hard to read. It is better to let your essay run over the recommended number of pages than to try to compress it into fewer pages.

Likewise, large type, large margins, large indentations, triple-spacing, increased leading (space between lines), increased kerning (space between letters), and any other such attempts at “padding” to increase the length of a paper are unacceptable, wasteful of trees, and will not fool your professor.

The paper must be neatly formatted, double-spaced with a one-inch margin on the top, bottom, and sides of each page. When submitting hard copy, be sure to use white paper and print out using dark ink. If it is hard to read your essay, it will also be hard to follow your argument.

ADDITIONAL INSTRUCTIONS FOR THE CLASS

Discussion Questions (DQ)

Initial responses to the DQ should address all components of the questions asked, include a minimum of one scholarly source, and be at least 250 words.
Successful responses are substantive (i.e., add something new to the discussion, engage others in the discussion, well-developed idea) and include at least one scholarly source.
One or two sentence responses, simple statements of agreement or “good post,” and responses that are off-topic will not count as substantive. Substantive responses should be at least 150 words.
I encourage you to incorporate the readings from the week (as applicable) into your responses.

Weekly Participation

Your initial responses to the mandatory DQ do not count toward participation and are graded separately.
In addition to the DQ responses, you must post at least one reply to peers (or me) on three separate days, for a total of three replies.
Participation posts do not require a scholarly source/citation (unless you cite someone else’s work).
Part of your weekly participation includes viewing the weekly announcement and attesting to watching it in the comments. These announcements are made to ensure you understand everything that is due during the week.

APA Format and Writing Quality

Familiarize yourself with APA format and practice using it correctly. It is used for most writing assignments for your degree. Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for APA paper templates, citation examples, tips, etc. Points will be deducted for poor use of APA format or absence of APA format (if required).
Cite all sources of information! When in doubt, cite the source. Paraphrasing also requires a citation.
I highly recommend using the APA Publication Manual, 6th edition.

Use of Direct Quotes

I discourage overutilization of direct quotes in DQs and assignments at the Masters’ level and deduct points accordingly.
As Masters’ level students, it is important that you be able to critically analyze and interpret information from journal articles and other resources. Simply restating someone else’s words does not demonstrate an understanding of the content or critical analysis of the content.
It is best to paraphrase content and cite your source.

LopesWrite Policy

For assignments that need to be submitted to LopesWrite, please be sure you have received your report and Similarity Index (SI) percentage BEFORE you do a “final submit” to me.
Once you have received your report, please review it. This report will show you grammatical, punctuation, and spelling errors that can easily be fixed. Take the extra few minutes to review instead of getting counted off for these mistakes.
Review your similarities. Did you forget to cite something? Did you not paraphrase well enough? Is your paper made up of someone else’s thoughts more than your own?
Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for tips on improving your paper and SI score.

Late Policy

The university’s policy on late assignments is 10% penalty PER DAY LATE. This also applies to late DQ replies.
Please communicate with me if you anticipate having to submit an assignment late. I am happy to be flexible, with advance notice. We may be able to work out an extension based on extenuating circumstances.
If you do not communicate with me before submitting an assignment late, the GCU late policy will be in effect.
I do not accept assignments that are two or more weeks late unless we have worked out an extension.
As per policy, no assignments are accepted after the last day of class. Any assignment submitted after midnight on the last day of class will not be accepted for grading.

Communication

Communication is so very important. There are multiple ways to communicate with me:
Questions to Instructor Forum: This is a great place to ask course content or assignment questions. If you have a question, there is a good chance one of your peers does as well. This is a public forum for the class.
Individual Forum: This is a private forum to ask me questions or send me messages. This will be checked at least once every 24 hours.

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Systematic Reviews Project Assignment

Systematic Reviews Project Assignment

Systematic Reviews Project Assignment

Please Read the article attached and follow the questions below to write the word summary. Do not invent. Read article and follow the questions below. everything needed is attached.

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Write a 290-word summary of the article in which you:

  • 1. Provide a short summary of the review (research questions, number and type of studies reviewed, and major findings).
  • 2. Identify if theory was used to guide the data collection and analysis.
  • 3. Identify if the authors included theory as part of findings.
  • 4. State the major strengths and limitations of the study utilizing the evaluation guide in Box 29.1: Guidelines for Critiquing Systematic Reviews located on p. 666 in Ch. 29 of Nursing Research.
  • 5. Comment on the contributions of systematic reviews to evidence-based practice as contrasted with individual studies.
  • 6. Identify the level for the study in the hierarchy of evidence located in Figure 2.1 on p. 26 in Ch. 2 of Nursing Research.

Include a reference page identifying the article you selected and format according to APA guidelines.

  • attachment

    Articlewk7.pdf
  • attachment

    GuidelinesforCritiquingSystematicReviews.docx

    BOX 29.1: Guidelines for Critiquing Systematic Reviews

    THE PROBLEM

    ·  Did the report clearly state the research problem and/or research questions? Is the scope of the project appropriate?

    ·  Is the topic of the review important for nursing?

    ·  Were concepts, variables, or phenomena adequately defined?

    ·  Was the integration approach adequately described, and was the approach appropriate?

    SEARCH STRATEGY

    ·  Did the report clearly describe criteria for selecting primary studies, and are those criteria reasonable?

    ·  Were the bibliographic databases used by the reviewers identified, and are they appropriate and comprehensive? Were key words identified, and are they exhaustive?

    ·  Did the reviewers use adequate supplementary efforts to identify relevant studies?

    ·  Was a PRISMA-type flowchart included to summarize the search strategy and results?

    THE SAMPLE

    ·  Were inclusion and exclusion criteria clearly articulated, and were they defensible?

    ·  Did the search strategy yield a strong and comprehensive sample of studies? Were strengths and limitations of the sample identified?

    ·  If an original report was lacking key information, did reviewers attempt to contact the original researchers for additional information—or did the study have to be excluded?

    ·  If studies were excluded for reasons other than insufficient information, did the reviewers provide a rationale for the decision?

    QUALITY APPRAISAL

    ·  Did the reviewers appraise the quality of the primary studies? Did they use a defensible and well-defined set of criteria, or a respected quality appraisal scale?

    ·  Did two or more people do the appraisals, and was interrater agreement reported?

    ·  Was the appraisal information used in a well-defined and defensible manner in the selection of studies, or in the analysis of results?

    DATA EXTRACTION

    ·  Was adequate information extracted about methodologic and administrative aspects of the study? Was adequate information about sample characteristics extracted?

    ·  Was sufficient information extracted about study findings?

    ·  Were steps taken to enhance the integrity of the data set (e.g., were two or more people used to extract and record information for analysis)?

    DATA ANALYSIS—GENERAL

    ·  Did the reviewers explain their method of pooling and integrating the data?

    ·  Was the analysis of data thorough and credible?

    ·  Were tables, figures, and text used effectively to summarize findings?

    DATA ANALYSIS—QUANTITATIVE

    ·  If a meta-analysis was not performed, was there adequate justification for using a narrative integration method? If a meta-analysis was performed, was this justifiable?

    ·  For meta-analyses, were appropriate procedures followed for computing effect size estimates for all relevant outcomes?

    ·  Was heterogeneity of effects adequately dealt with? Was the decision to use a random effects model or a fixed effects model sound? Were appropriate subgroup analyses undertaken—or was the absence of subgroup analyses justified?

    ·  Was the issue of publication bias adequately addressed?

    DATA ANALYSIS—QUALITATIVE

    ·  In a metasynthesis, did the reviewers describe the techniques they used to compare the findings of each study, and did they explain their method of interpreting their data?

    ·  If a metasummary was undertaken, did the abstracted findings seem appropriate and convincing? Were appropriate methods used to compute effect sizes? Was information presented effectively?

    ·  In a metasynthesis, did the synthesis achieve a fuller understanding of the phenomenon to advance knowledge? Do the interpretations seem well grounded? Was there a sufficient amount of data included to support the interpretations?

    CONCLUSIONS

    ·  Did the reviewers draw reasonable conclusions about the quality, quantity, and consistency of evidence relating to the research question?

    ·  Were limitations of the review/synthesis noted?

    ·  Were implications for nursing practice and further research clearly stated?

    All systematic reviews

    Systematic reviews of quantitative studies

    Metasyntheses

    In drawing conclusions about a research synthesis, a major issue concerns the nature of the decisions the researcher made. Sampling decisions, approaches to handling quality of the primary studies, and analytic approaches should be carefully evaluated to assess the soundness of the reviewers’ conclusions. Another aspect, however, is drawing inferences about how you might use the evidence in clinical practice. It is not the reviewers’ job, for example, to consider such issues as barriers to making use of the evidence, acceptability of an innovation, costs and benefits of change in various settings, and so on. These are issues for practicing nurses seeking to maximize the effectiveness of their actions and decisions. Systematic Reviews Project Assignment

  • attachment

    hierarchyofevidence.docx

    Figure 2.1  shows that  systematic reviews  are at the pinnacle of the hierarchy (Level I), regardless of the type of question, because the strongest evidence comes from careful syntheses of multiple studies. The next highest level (Level II) depends on the nature of inquiry. For Therapy questions regarding the efficacy of an intervention (What works best for improving health outcomes?), individual RCTs constitute Level II evidence (systematic reviews of multiple RCTs are Level I). Going down the “rungs” of the evidence hierarchy for Therapy questions results in less reliable evidence—for example, Level III evidence comes from a type of study called quasi-experimental. In-depth qualitative studies are near the bottom, in terms of evidence regarding intervention effectiveness. (Terms in  Figure 2.1  will be discussed in later chapters.)

    FIGURE 2.1

    Evidence hierarchy: levels of evidence.

    For a Prognosis question, by contrast, Level II evidence comes from a single prospective cohort study, and Level III is from a type of study called case control (Level I evidence is from a systematic review of cohort studies). Thus, contrary to what is often implied in discussions of evidence hierarchies, there really are multiple hierarchies. If one is interested in best evidence for questions about Meaning, an RCT would be a poor source of evidence, for example. We have tried to portray the notion of multiple hierarchies in  Figure 2.1 , with information on the right indicating the type of individual study that would offer the best evidence (Level II) for different questions. In all cases, appropriate systematic reviews are at the pinnacle. Information about different hierarchies for different types of cause-probing questions is addressed in  Chapter 9 .

    Of course, within any level in an evidence hierarchy, evidence quality can vary considerably. For example, an individual RCT could be well designed, yielding strong Level II evidence for Therapy questions, or it could be so flawed that the evidence would be weak.

    Thus, in nursing, best evidence refers to research findings that are methodologically appropriate, rigorous, and clinically relevant for answering persistent questions—questions not only about the efficacy, safety, and cost-effectiveness of nursing interventions but also about the reliability of nursing assessment tests, the causes and consequences of health problems, and the meaning and nature of patients’ experiences. Confidence in the evidence is enhanced when the research methods are compelling, when there have been multiple confirmatory studies, and when the evidence has been carefully evaluated and synthesized.

    Of course, there continue to be clinical practice questions for which there is relatively little research evidence. In such situations, nursing practice must rely on other sources—for example, pathophysiologic data, chart review, quality improvement data, and clinical expertise. As Sackett and colleagues (2000) have noted, one benefit of the EBP movement is that a new research agenda can emerge when clinical questions arise for which there is no satisfactory evidence. Systematic Reviews Project Assignment

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Nursing Assessment Discussion Assignment

Nursing Assessment Discussion Assignment

Nursing Assessment Discussion Assignment

1st part

While interviewing and examining a 17-year-old male, you discover a white patch on his buccal mucosa and slanting palpebral fissures in his eyes. He also states during the interview that he plays baseball and is hoping to earn an athletic scholarship to college.

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· What do you suspect? What kind of client teaching is appropriate in this situation?

· Discuss appropriate educational materials for health promotion and disease prevention

· When would slanting palpebral fissures be normal?

· While performing a retinal examination on this patient, you discover that the margins of the optic disc become blurred and indistinct. What further testing would be required? Why?

Second part student post/I needs answer to this post base on the homework

Week 2 physical assessment 17 year old

Joh

Symptoms and Treatment

Buccal mucosa is the inner lining of the lips and cheeks. Presence of white patches in the mouth of the patient could be as a result of irritation of the walls of the mouth cavity. This white patch is hard to come off and mainly attaches itself to the buccal mucosa. This condition is prevalent in tobacco and alcohol users. The patient is probably a smoker; if this is true, he needs to desist from smoking to avoid further irritation of the mouth walls which is a good disease prevention measure. Most teenagers of the patient’s age are likely to engage in smoking an activity which they do as fun. The patient should find other alternatives to smoking such as taking snacks and being with the right company in sports to ensure he succeeds in his quest of securing a scholarship.

The palpebral fissure is the meeting point of the lower and upper eyelids. Slanting of palpebral fissures occurs normally on Asians which is a probable indication of the patient’s descent. The slanting of palpebral fissures is prevalent in people suffering from downs syndrome which has not been stated by the patient. More than 80% of the patients with Down’s syndrome suffer from palpebral fissure (“Down Syndrome (Trisomy 21)”, 2018).

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NR504 Wk2 Assignment and Discussion

NR504 Wk2 Assignment and Discussion

NR504 Wk2 Assignment and Discussion

NR 504 Week 2 Assignment: Role of Ethics within Leadership

The purpose of this assignment is to apply ethical principles to current leadership practices within healthcare by a) explaining two ethical principles, b) applying selected ethical principles to leadership, c) identifying how selected ethical principles can prevent or resolve leadership concerns, d) discussing how selected ethical principles will be incorporated into own leadership practices, and e) communicate ideas in a clear, succinct and scholarly manner.

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NR 504 Week 2 Discussion Question: Leadership Whirlwind

Step into a Leadership Whirlwind by clicking on the icon below. After listening to the “Whirlwind” identify two issues and develop a specific plan that would facilitate improvement for C.J. Your plan requires scholarly support for the actions as well as providing C.J. information useful for improvement.

Peer response: For the peer response, you assume the role of C.J.’s immediate supervisor……………… different technique/action to improve the identified plan.

You must proofread your paper. But do not strictly rely on your computer’s spell-checker and grammar-checker; failure to do so indicates a lack of effort on your part and you can expect your grade to suffer accordingly. Papers with numerous misspelled words and grammatical mistakes will be penalized. Read over your paper – in silence and then aloud – before handing it in and make corrections as necessary. Often it is advantageous to have a friend proofread your paper for obvious errors. Handwritten corrections are preferable to uncorrected mistakes.

Use a standard 10 to 12 point (10 to 12 characters per inch) typeface. Smaller or compressed type and papers with small margins or single-spacing are hard to read. It is better to let your essay run over the recommended number of pages than to try to compress it into fewer pages.

Likewise, large type, large margins, large indentations, triple-spacing, increased leading (space between lines), increased kerning (space between letters), and any other such attempts at “padding” to increase the length of a paper are unacceptable, wasteful of trees, and will not fool your professor.

The paper must be neatly formatted, double-spaced with a one-inch margin on the top, bottom, and sides of each page. When submitting hard copy, be sure to use white paper and print out using dark ink. If it is hard to read your essay, it will also be hard to follow your argument.

ADDITIONAL INSTRUCTIONS FOR THE CLASS

Discussion Questions (DQ)

Initial responses to the DQ should address all components of the questions asked, include a minimum of one scholarly source, and be at least 250 words.
Successful responses are substantive (i.e., add something new to the discussion, engage others in the discussion, well-developed idea) and include at least one scholarly source.
One or two sentence responses, simple statements of agreement or “good post,” and responses that are off-topic will not count as substantive. Substantive responses should be at least 150 words.
I encourage you to incorporate the readings from the week (as applicable) into your responses.

Weekly Participation

Your initial responses to the mandatory DQ do not count toward participation and are graded separately.
In addition to the DQ responses, you must post at least one reply to peers (or me) on three separate days, for a total of three replies.
Participation posts do not require a scholarly source/citation (unless you cite someone else’s work).
Part of your weekly participation includes viewing the weekly announcement and attesting to watching it in the comments. These announcements are made to ensure you understand everything that is due during the week.

APA Format and Writing Quality

Familiarize yourself with APA format and practice using it correctly. It is used for most writing assignments for your degree. Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for APA paper templates, citation examples, tips, etc. Points will be deducted for poor use of APA format or absence of APA format (if required).
Cite all sources of information! When in doubt, cite the source. Paraphrasing also requires a citation.
I highly recommend using the APA Publication Manual, 6th edition.

Use of Direct Quotes

I discourage overutilization of direct quotes in DQs and assignments at the Masters’ level and deduct points accordingly.
As Masters’ level students, it is important that you be able to critically analyze and interpret information from journal articles and other resources. Simply restating someone else’s words does not demonstrate an understanding of the content or critical analysis of the content.
It is best to paraphrase content and cite your source.

LopesWrite Policy

For assignments that need to be submitted to LopesWrite, please be sure you have received your report and Similarity Index (SI) percentage BEFORE you do a “final submit” to me.
Once you have received your report, please review it. This report will show you grammatical, punctuation, and spelling errors that can easily be fixed. Take the extra few minutes to review instead of getting counted off for these mistakes.
Review your similarities. Did you forget to cite something? Did you not paraphrase well enough? Is your paper made up of someone else’s thoughts more than your own?
Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for tips on improving your paper and SI score.

Late Policy

The university’s policy on late assignments is 10% penalty PER DAY LATE. This also applies to late DQ replies.
Please communicate with me if you anticipate having to submit an assignment late. I am happy to be flexible, with advance notice. We may be able to work out an extension based on extenuating circumstances.
If you do not communicate with me before submitting an assignment late, the GCU late policy will be in effect.
I do not accept assignments that are two or more weeks late unless we have worked out an extension.
As per policy, no assignments are accepted after the last day of class. Any assignment submitted after midnight on the last day of class will not be accepted for grading.

Communication

Communication is so very important. There are multiple ways to communicate with me:
Questions to Instructor Forum: This is a great place to ask course content or assignment questions. If you have a question, there is a good chance one of your peers does as well. This is a public forum for the class.
Individual Forum: This is a private forum to ask me questions or send me messages. This will be checked at least once every 24 hours. NR504 Wk2 Assignment and Discussion

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Assignment Paper: Antimicrobial Agents

Assignment Paper: Antimicrobial Agents

Assignment Paper: Antimicrobial Agents

Antimicrobial agents are essential components in the treatment of various bacterial infections as they help to kill or prevent the growth of microbes such as bacteria, fungi, and protozoans. Prior to the discovery of antimicrobial agents, treatment options for patients with bacterial infections were limited. For many patients, treatment often resulted in the amputation of limbs or even death. Today, treatment options for bacterial infections typically have a more positive prognosis. Due to the various types of infections presented in patients, it is essential to be able to identify the underlying cause of the infection—whether bacterial or viral—before recommending drug treatments. This will help you identify whether or not an antimicrobial agent would be appropriate and which specific agent would target the infection. In this Assignment, you consider the appropriate use of antimicrobial agents for infections.

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To prepare:
  • Review this week’s media presentation on principles of antimicrobial therapy, as well as Chapter 8 of the Arcangelo and Peterson text.
  • Consider the categories of antimicrobial agents.
  • Think about differences between viral and bacterial infections.
  • Reflect on why proper identification of the infection is key to selecting the proper antimicrobial agent.

By Day 7

Write a 2- to 3- page paper that addresses the following:

  • Describe the categories of antimicrobial agents.
  • Describe differences between viral and bacterial infections.
  • Explain why proper identification of viral and bacterial infections is key to selecting the proper antimicrobial agent.

You must proofread your paper. But do not strictly rely on your computer’s spell-checker and grammar-checker; failure to do so indicates a lack of effort on your part and you can expect your grade to suffer accordingly. Papers with numerous misspelled words and grammatical mistakes will be penalized. Read over your paper – in silence and then aloud – before handing it in and make corrections as necessary. Often it is advantageous to have a friend proofread your paper for obvious errors. Handwritten corrections are preferable to uncorrected mistakes.

Use a standard 10 to 12 point (10 to 12 characters per inch) typeface. Smaller or compressed type and papers with small margins or single-spacing are hard to read. It is better to let your essay run over the recommended number of pages than to try to compress it into fewer pages.

Likewise, large type, large margins, large indentations, triple-spacing, increased leading (space between lines), increased kerning (space between letters), and any other such attempts at “padding” to increase the length of a paper are unacceptable, wasteful of trees, and will not fool your professor.

The paper must be neatly formatted, double-spaced with a one-inch margin on the top, bottom, and sides of each page. When submitting hard copy, be sure to use white paper and print out using dark ink. If it is hard to read your essay, it will also be hard to follow your argument.

ADDITIONAL INSTRUCTIONS FOR THE CLASS

Discussion Questions (DQ)

Initial responses to the DQ should address all components of the questions asked, include a minimum of one scholarly source, and be at least 250 words.
Successful responses are substantive (i.e., add something new to the discussion, engage others in the discussion, well-developed idea) and include at least one scholarly source.
One or two sentence responses, simple statements of agreement or “good post,” and responses that are off-topic will not count as substantive. Substantive responses should be at least 150 words.
I encourage you to incorporate the readings from the week (as applicable) into your responses.

Weekly Participation

Your initial responses to the mandatory DQ do not count toward participation and are graded separately.
In addition to the DQ responses, you must post at least one reply to peers (or me) on three separate days, for a total of three replies.
Participation posts do not require a scholarly source/citation (unless you cite someone else’s work).
Part of your weekly participation includes viewing the weekly announcement and attesting to watching it in the comments. These announcements are made to ensure you understand everything that is due during the week.

APA Format and Writing Quality

Familiarize yourself with APA format and practice using it correctly. It is used for most writing assignments for your degree. Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for APA paper templates, citation examples, tips, etc. Points will be deducted for poor use of APA format or absence of APA format (if required).
Cite all sources of information! When in doubt, cite the source. Paraphrasing also requires a citation.
I highly recommend using the APA Publication Manual, 6th edition.

Use of Direct Quotes

I discourage overutilization of direct quotes in DQs and assignments at the Masters’ level and deduct points accordingly.
As Masters’ level students, it is important that you be able to critically analyze and interpret information from journal articles and other resources. Simply restating someone else’s words does not demonstrate an understanding of the content or critical analysis of the content.
It is best to paraphrase content and cite your source.

LopesWrite Policy

For assignments that need to be submitted to LopesWrite, please be sure you have received your report and Similarity Index (SI) percentage BEFORE you do a “final submit” to me.
Once you have received your report, please review it. This report will show you grammatical, punctuation, and spelling errors that can easily be fixed. Take the extra few minutes to review instead of getting counted off for these mistakes.
Review your similarities. Did you forget to cite something? Did you not paraphrase well enough? Is your paper made up of someone else’s thoughts more than your own?
Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for tips on improving your paper and SI score.

Late Policy

The university’s policy on late assignments is 10% penalty PER DAY LATE. This also applies to late DQ replies.
Please communicate with me if you anticipate having to submit an assignment late. I am happy to be flexible, with advance notice. We may be able to work out an extension based on extenuating circumstances.
If you do not communicate with me before submitting an assignment late, the GCU late policy will be in effect.
I do not accept assignments that are two or more weeks late unless we have worked out an extension.
As per policy, no assignments are accepted after the last day of class. Any assignment submitted after midnight on the last day of class will not be accepted for grading.

Communication

Communication is so very important. There are multiple ways to communicate with me:
Questions to Instructor Forum: This is a great place to ask course content or assignment questions. If you have a question, there is a good chance one of your peers does as well. This is a public forum for the class.
Individual Forum: This is a private forum to ask me questions or send me messages. This will be checked at least once every 24 hours. Assignment Paper: Antimicrobial Agents

Uncategorized

Septic Shock Essay Discussion

Septic Shock Essay Discussion

Septic Shock Essay Discussion

ORDER ORIGINAL, PLAGIARISM-FREE ESSAY PAPERS HERE

In order to undertake this 1500 word essay you will need to research the topic using current and relevant peer reviewed literature and review of:  The lecture and tutorial material associated with the relevant topic.  Your knowledge and understanding related to: 1. The physiology and pathophysiology of the primary diagnosis and associated clinical data identified within the chosen case study; 2. The physiological assessments relevant to the features within the case study. The assessment tasks requires you to: 1. Identify and discuss two (2) signs or symptoms of clinical deterioration associated with the presenting problem, from chosen case study. This discussion should consider the potential impact of case study data (e.g. pathology results, past medical history) on the health status of the patient in the chosen case. 2. Following on from your presented discussion associated with point one (1), develop a clinical plan of care which identifies:  One (1) priority of clinical care and; Discuss three (3) nursing interventions that directly address the identified clinical priority. The discussion should refer to relevant clinical assessments. Measurable outcome parameters for each intervention will be discussed to justify the intervention and evaluate its efficacy. Discussion is to be supported with contemporary research. Septic Shock Essay Discussion

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    2018Assessment1thedeterioratingpatient.pdf

    NSB236

    Integrated Nursing Practice 3 – On Campus

     

    ASSESSMENT TASK 1

     

     

     

    <Insert Unit Code and Title>

     

    <Unit Code> – Assessment Task # Page 2 of 15

     

     

     

    <Insert Unit Code and Title>

     

    <Unit Code> – Assessment Task # Page 3 of 15

    Assessment Task 1

     

    Assessment name: Case Study: The Deteriorating Patient

    Task description: For this essay you are required to select ONE case scenario related to the clinical deterioration of a patient: Option 1: Traumatic Brain Injury Option 2: Septic Shock

    What you need to do: In order to undertake this 1500 word essay you will need to research the topic using current and relevant peer reviewed literature and review of:

     The lecture and tutorial material associated with the relevant topic.

     Your knowledge and understanding related to:

    1. The physiology and pathophysiology of the primary diagnosis and associated clinical data identified within the chosen case study;

    2. The physiological assessments relevant to the features within the case study.

    The assessment tasks requires you to:

    1. Identify and discuss two (2) signs or symptoms of clinical deterioration associated with the presenting problem, from chosen case study. This discussion should consider the potential impact of case study data (e.g. pathology results, past medical history) on the health status of the patient in the chosen case.

    2. Following on from your presented discussion associated with point one (1), develop a clinical plan of care which identifies:

     One (1) priority of clinical care and;

    Discuss three (3) nursing interventions that directly address the identified clinical priority. The discussion should refer to relevant clinical assessments. Measurable outcome parameters for each intervention will be discussed to justify the intervention and evaluate its efficacy. Discussion is to be supported with contemporary research.

    Length: 1500 words +/-10% (word length includes in-text referencing and excludes your reference list)

    Estimated time to complete task:

    Approximately 30 hours

    Weighting: 50%

    How will I be assessed: As a percentage using a 7-point grading scale rubric

    Due date: Friday September 21st submitted via Turnitin in your <Unit Code> Blackboard site by 23:59 hours. More information about Turnitin is available on the FAQs about Turnitin page.

    Presentation requirements:

    This assessment task must:

     Be a written academic essay containing an introduction, body

     

     

    <Insert Unit Code and Title>

     

    <Unit Code> – Assessment Task # Page 4 of 15

    and conclusion, addressing the task.

     Use QUT APA referencing for citing academic literature (see

    http://www.citewrite.qut.edu.au/).

     Assignment cover sheet must be included as the first page of

    your document.

     Be submitted in electronic form via Turitin.

     A minimum of 15 relevant references to be cited from valid,

    contemporary journal articles or books no older than 7 years.

     The use of websites as references is NOT permitted.

     The submitted essay should NOT contain tables, figures or

    appendices.

     The uses of dot points are NOT permitted.

     

    Your assignment should be prepared as follows:

     Has a cover sheet with the assessment title, your name, student

    number, tutor name and word count. Coversheet template is

    recommended.

     Include a ‘footer’ on each page with your name, student number,

    unit code and page number.

     3 cm margins on all sides, double-spaced text

     Times new roman, font size 12

     APA style referencing (see http://www.citewrite.qut.edu.au/)

     Headings can be used to structure your assignment logically (if

    applicable)

     be submitted in electronic format via Turnitin.

    Learning outcomes assessed:

    1. Consolidate knowledge of key NMBA Registered Nurse Standards for Practice, National Safety and Quality Health Services Standards, and National Health Priorities to enable effective decision planning and action in a range of complex clinical situations across the lifespan.

    2. Apply knowledge of anatomy, physiology and pathophysiology to

    support evidence based decision making associated with planning and action.

     

    3. Demonstrate structured decision making and clinical reasoning to review a range of health situations, synthesise evidence and data, determine priorities and formulate plans of care and interventions in line with timeframes and agreed goals.

     

    What you need to submit:

    One word document that contains the following items:

    1. Assignment Cover Sheet & responses to Question 1 & 2

    2. Must be submitted in electronic form via Turitin by the assigned date.

    Resources needed to complete task:

     Case studies and clinical documents available within this document.

     

     

    <Insert Unit Code and Title>

     

    <Unit Code> – Assessment Task # Page 5 of 15

     Documents such as additional readings available on your blackboard site.

     Access to the prescribed texts for this unit as outlined in the unit details.

     QUT Cite|Write APA guide.

     Turnitin Tip Sheets.

     

     

    Academic Integrity The School of Nursing takes academic integrity very seriously. All work submitted must be your own work and work not previously submitted for other study. The work of others needs to be correctly acknowledged and referenced according to the APA guidelines. There are serious consequences that will be imposed should you be found to breach academic integrity. Make sure you are familiar with the MOPP C/5.3 Academic Integrity and view the Academic Integrity video and explore the Academic Case Studies available on your Blackboard site. Maintaining academic integrity is your responsibility. If in doubt, check it carefully.

    Assignment Hints

    This assignment requires you to critically consider the signs and symptoms associated with clinical deterioration in relation to the patient’s primary clinical diagnosis, with consideration to:

     The change in health status associated with the primary clinical diagnosis;

     How the patients clinical history may impact on assessment data and core interventions;

     The identified clinical priority which should clearly emerge from your discussion of the primary health alteration.

     The application of clinical data and research to identify three (3) core interventions and assessments that address the stated clinical priority.

     Evaluation data supported by research to effectively determine success of the intervention. The SMART goals format may be of assistance in guiding you in structuring this.

     Demonstration of your clinical reasoning for your selected case study.

     Demonstrating your understanding and application of evidence based care i.e. the research you have to support your discussion and ideas regarding clinical interventions and assessment outcomes.

     

    Format example:

     The introduction to your paper should provide the reader with background regarding the primary pathophysiological concepts being discussed, a brief overview of the case study (summation of the primary points), the objective of the paper (what you intend to address), and the rationale for the paper (why is it important to apply and understand the content).

     

     

    <Insert Unit Code and Title>

     

    <Unit Code> – Assessment Task # Page 6 of 15

     The body should include:

    o Discuss the physiology of the health alteration and how the signs and symptoms you have identified reflect these changes (you may wish to consider the clinical data provided to support your discussion of ideas e.g. blood results, medical imaging and/or past medical history).

    o Research you have undertaken is discussed in relation to the change in the health status of your patient, and the one (1) priority of clinical care.

    o A discussion of research relevant to nursing interventions that address the clinical priority that you have identified. What can be implemented that would help address the priority of care, and why such interventions are likely to be helpful based on your research. Remember this should address key considerations for deteriorating patient, therefore nursing interventions such pressure area care may not be a major clinical priority in this context.

     The research you have undertaken should assist you in identifying and discussing the key assessment parameters: e.g. what are the current research recommendations, how will you evaluate the impact of an intervention on the patient (this should be measurable e.g. oxygen saturations are greater than 95% and a justification for why 95% is the chosen target)

     Conclusion: The conclusion should bring together the main objective of the paper (which you outlined in the introduction), provide a summation of the key points that you discussed (do not introduce need content into the conclusion), and provide a concluding comment regarding the clinical application of the concepts.

     

    This unit has three main texts assigned to it, which should form the basis of your initial research and conceptual development relating to the assessment concepts, these are:

     

     

     

     

     

     

     

     

     

     

     

    <Insert Unit Code and Title>

     

    <Unit Code> – Assessment Task # Page 7 of 15

     

     

    Case Option 1: Traumatic Brain Injury

    James “Jimmy” Parsons is a 26 year old flight engineer who was admitted post- operatively to the High Dependency Unit approximately 46 hours ago. He was out with friends on Saturday night when he was involved in an altercation out the front of a bar with another group of males who had been making lude remarks about female acquaintances of Mr Parsons. During this altercation, it is alleged that one of the individuals punched Mr Parsons in the face, and as a result he lost consciousness, fell, and hit the back of his head on the pavement.

    On arrival to the Emergency Department he underwent an urgent CT brain scan which revealed a sub-dural hemorrhage with 1cm mid-line shift and petechial hemorrhages, which was drained intra-operatively. A Codman’s intracranial pressure monitoring device was placed in order to monitor ICP levels post operatively. Mr Parson’s blood alcohol levels were noted to be elevated on assessment at the ED and his blood toxicology screen was negative for illicit substances. Over the immediate post-operative period he has been deemed to be stable and he has been extubated approximately 6 hours ago and is currently on Hiflow Nasal Prongs (HFNP). Septic Shock Essay Discussion

     

    Past medical History

    Type 1 Diabetes, smoker (7-10 cigarettes per day), social drinker (6-10 beers on weekends), wisdom teeth removal x 4 (2010).

     

    On assessment:

    He is lying supine (head of bed elevated 30%), Codman’s ICP monitoring insitu, GCS 10/15 (E3, V3, M4), Pupils equal and reactive to light and accommodating. There is visual evidence of raccoon eyes (see below image) and battle sign (right sided) (refer to below image).

     

     

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    <Unit Code> – Assessment Task # Page 8 of 15

     

     

     

    Vitals

    Time 08:00hrs 10:00hrs

    ICP (mmHg) 10 12

    Temp (°C) 36.9 37.2

    Respirations (breaths/min)

    18 (eupnic) 23 (increased work of breathing, associated with agitation)

    Blood pressure and Mean Arterial Pressure (MAP) (mmHg)

    128/92 (98) 122/68 (86)

    Heart rate (beats/min)

    87 96

    SpO2 (Fio2) 97% (Fio2 30%, 30L high flow nasal prongs (HFNP))

    96 (FiO2 30%, 30L, HFNP)

    BGL 6 (Actrapid infusion at 2units/hr)

    6.4 (Actrapid infusion at 2 units/hr)

     

    At 13:00 hours Mr Parson’s becomes tachycardic with a HR 118 without a clear precipitating cause, a 12 lead ECG confirms the rhythm to be sinus tachycardia.

     

     

    <Insert Unit Code and Title>

     

    <Unit Code> – Assessment Task # Page 9 of 15

     

    At 13:10 his BP is 108/54mmHg (MAP 72), Heart rate 118-123 beats/min, temp 37.8°C (mildly diaphoretic), ICP 21mmHg, Sp02 95% (HFNP FiO2 30%, 30L), respiratory rate 11breaths/min with apneic periods (on auscultation air entry is decreased to both the left and right bases), BGL 12.1 mmol/L (Actrapid infusion at 2 units/hr), pupils equal (right side 4mm, slow reaction to light, left 4mm – brisk reaction to light). An urgent arterial blood gas is taken:

    Temperature corrected result (37.8°C)

    Results Reference range

    pH 7.31 7.35-7.45

    PaCO2 51 35-45

    PaO2 88 80-100

    Na 132 135-145

    Cl- 105

    Ca++ 1.11

    Gluc 12.4

    Lac 1.9 <2

    Hb 89

    SaO2 89

    HCO3 23 22-24

    Pa02/FiO2 ration 293

     

     

     

     

     

     

    <Insert Unit Code and Title>

     

    <Unit Code> – Assessment Task # Page 10 of 15

     

    Case Option 2: Shock

    Jedda Merindah 33 year old male of indigenous heritage who has been admitted to the Hematology/Oncology unit. Jedda was admitted post a medical emergency call for hypotension, via the oncology day unit where he was receiving chemotherapy for his Acute Myeloid Leukemia (AML).

    Background:

    AML – induction phase chemotherapy treatment

    Patient reports nil temperatures – self monitors at home

    Routine blood cultures taken from Hickman’s line 1 week ago – nil growth to date.

     

    Past Medical History

    Acute Rheumatic Fever as a child – previous echocardiogram reveals no structural abnormalities, mild dilation of the left ventricle, normal ejection fraction. Septic Shock Essay Discussion

    Depression – Citalopram 10mg daily

    Previous suicide attempt (2003) – drug overdose

    Hypercholesterolemia – Atorvastatin 40mg

     

    On assessment:

    Neuro: GCS 15/ 15, pupils equal and reactive to light, appears anxious and restless.

    Cardiovascular: HR 118 beats/min- ECG reveals atrial fibrillation, non -invasive blood pressure 92/65mmHg, 250ml NaCl 0.9% fluid challenge given in ED, Febrile (38.8°C), diaphoretic, capillary refill time (CRT) < 3 sec., cool peripheries, Hickman’s line in situ, central venous catheter line inserted by ED senior registrar.

     

    Respiratory: Decreased air entry to left and right bases, non-productive cough, tachypneoic 28 breaths per minute, using accessory muscles, Fi02 44% via Hudson mask, SpO2 >95%.

     

     

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    <Unit Code> – Assessment Task # Page 11 of 15

    GIT: nil reports of vomiting, decreased nutritional intake secondary to mouth ulcers, some loose bowel actions over last 2/7 days, nil malena, abdomen lax and non- tender, BGL 9.6mmol.

    Renal: Decrease urinary output, patient reports dark in colour, IDC insertion pending.

    Blood pathology results:

    Results Reference ranges

    Hb 89 130-180 g/L

    White cell count 3.4 4-11 (x10*9/L)

    Platelets 114 150-300 (x10*9/L)

    Sodium 140 135-145 mmol/L

    Potassium 4.7 3.5-5 mmol/L

    Creatinine 138 60-120 µmol/L

    Urea 11.2 3.6-9.3 µmol/L

    Albumin 31 35-52 g/L

    APTT 47 25-35 sec.

    INR 2.4 0.8-1.2 units/kg

     

     

    <Insert unit code and title>

     

    <Unit Code> – Assessment # Page 12 of 15

     

    NSB236 Assessment Task 1 Rubric

     

    Name:

    Learning outcomes assessed: 1,2,& 3 Weighting: 50%

    Criteria 7 6 5 4 3 2 – 1

    Critical thinking and knowledge

    Weighting: 25%

    Assignment content: critical explanation reflects a comprehensive interpretation and critical explanation of the assessment data; Comprehensive understanding of the central issues of the case – all key pathophysiological concepts and physical assessment issues addressed to determine priorities of care; Demonstrated a comprehensive depth of reasoning and logical and analytical thinking. Septic Shock Essay Discussion

     

    Assignment content: critical explanation reflects good interpretation and critical explanation of the assessment data; Good understanding of the central issues of the case – almost all key pathophysiological concepts and assessment issues addressed to determine priorities of care; Mostly demonstrated a depth of reasoning and logical and analytical thinking.

     

    Assignment content: critical explanation reflects sound interpretation and some critical explanation of the assessment data; Sound understanding of the central issues of the case – most key pathophysiological concepts and assessment issues addressed to determine priorities of care; Soundly demonstrated a depth of reasoning and logical and analytical thinking.

     

    Assignment content: critical explanation reflects basic interpretation and some or no critical explanation of the assessment data – content not overly discerning; Fair understanding of the central issues of the case – some key pathophysiological concepts and assessment issues addressed to determine priorities of care; Adequately demonstrated depth of reasoning and logical and analytical thinking .

     

    Assignment content: limited critical explanation reflects poor interpretation and no critical explanation of the assessment data – content not discerning; Poor understanding of the central issues of the case – not all key pathophysiological concepts and assessment issues addressed to determine priorities of care; You have not adequately demonstrated depth of reasoning and logical and analytical thinking.

    Assignment content: no critical explanation reflects poor interpretation and no critical explanation of the assessment data – content not discerning; No understanding of the central issues of the case – limited demonstrated understanding of pathophysiological concepts and assessment issues to determine priorities of care; You have not demonstrated depth of reasoning and logical and analytical thinking.

     

     

     

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    <Unit Code> – Assessment # Page 13 of 15

    Applied knowledge of pathophysiology to inform clinical reasoning, clinical priority, assessment and outcome measures

    Weighting: 25%

     

    Comprehensive application of pathophysiological and physiological concepts which demonstrated an understanding of links between the patient condition, and assessments to formulate plans of care and interventions. Outcome measures discussed are comprehensively supported by contemporary evidence and makes association with physiological concepts. Septic Shock Essay Discussion

    Good application of pathophysiological and physiological concepts which demonstrated an understanding of links between the patient condition, assessments and outcome measures discussed to formulate a plan care of care and interventions.

    The approaches are supported to a high level by contemporary evidence and makes association with physiological concepts.

    Sound application of pathophysiological and physiological concepts which demonstrated an understanding of links between the patient condition, assessments and outcome measures discussed to formulate a plan of care and interventions.

    The approaches are supported to a good level by contemporary evidence and makes association with physiological concepts.

    Fair application of pathophysiological and physiological concepts which demonstrated a fair understanding of links between the patient condition, assessments and outcome measures discussed to formulate a plan care and interventions.

    The approaches are supported to a satisfactory level by contemporary evidence and makes association with physiological concepts.

    Poor application of pathophysiological and physiological concepts which demonstrated little understanding of links between the patient condition, assessments and outcome measures discussed to plan care and appropriate interventions.

    The approaches are supported by citation of research which may/may not be contemporary, but lacks insight and understanding of the association with physiological concepts.

    No application of pathophysiological and physiological concepts which demonstrated no understanding of links between the patient condition, assessments and outcome measures discussed to plan care.

    The approaches omitted physiological assessments for outcomes, may not adequately consider the correlation of physiological assessment and outcomes in relation to critical physiological concepts.

    Application of evidence

    Weighting: 25%

     

    Demonstrates skillful and insightful use of high quality, credible and relevant sources to develop ideas, rationalize approaches and decision making that are appropriate to the clinical scenario. Septic Shock Essay Discussion

    There is an excellent demonstration of conceptual understanding of

    Demonstrates skillful use of high quality, credible and relevant sources to develop ideas, rationalize approaches and decision making that are appropriate to the clinical scenario.

    There is a good demonstration of conceptual understanding of

    Demonstrates consistent use of credible, relevant sources to support ideas and decision making that are situated within the thought question.

    There is a well-grounded demonstration of conceptual understanding of content.

    Demonstrates an attempt to use credible and/or relevant sources to support ideas and decision making that are appropriate for the thought question.

    There is a satisfactory demonstration of conceptual understanding of content.

    Demonstrates an attempt to use sources to support ideas and decision making in the writing.

    May have a number of 3-4 direct quotes that could have been paraphrased to demonstrate synthesis and understanding of content.

    Limited evidence used to support ideas, poorly cited and or paraphrased.

    Demonstrates limited critical application and understanding of content being applied. Frequent use of direct quotes.

    The discussion does not demonstrate a strong grasp of

     

     

    <Insert unit code and title>

     

    <Unit Code> – Assessment # Page 14 of 15

    content. content. The conceptual understanding of the content requires further development.

    conceptual understanding to support decision making.

    Academic writing

    Weighting: 25%

     

    Comprehensive, Clear and logical presentation; good development of an argument.

    Used correct terminology and professional language consistently with the case study.

    Uses language that skillfully communicates meaning to readers with clarity and fluency. Clear, readable, prose. Good use of transitions; no problems with spelling, punctuation, or grammar. Infrequent and minor mechanical problems. Errors do not impair readability. Septic Shock Essay Discussion

    Did not use direct quotes

    All relevant aspects

    Clear and logical presentation; good development of an argument. Used correct terminology and professional language for most of the handover the case study.

    Uses language that effectively communicates meaning to readers with clarity and fluency. Clear, readable, prose. Some issues with transitions; no to minimal (2-4) problems with spelling, punctuation, or grammar. Infrequent and minor mechanical problems. Errors do not impair readability.

    Rarely used direct quotes; Adhered to prescribed word limit.

    Presentation is organized but does not present a clear argument for a given position.

    Used correct terminology and professional language for some of the handover the case study.

    Uses straightforward language that generally conveys meaning to readers. Occasional errors and minor problems with mechanics of language. Occasional awkward sentences and poor transitions reduce readability. Septic Shock Essay Discussion

    Sometimes used (1-2) direct quotes ;

    Adhered to prescribed work limit

    Infrequent errors in APA style; errors involve only minor aspects of APA style – no errors in style for citations & references.

    Minor problems of organization or logic; Needs work on creating transitions between ideas.

    Used correct terminology and professional language for part of the handover the case study.

    Uses language that generally conveys meaning to readers with clarity, although writing may include some errors. Frequent problems with mechanics of language. Awkward sentence construction. Poor or absent transitions. Frequently difficult to understand.

    Sometimes used direct (3- 4) quotes;

    Attempted to use APA style but errors are frequent and include errors in citations and references.

    Word limit under/over the 10% allowance.

    Logical flow and organisation is hampered by poor expression of ideas and grammatical errors Mechanics of writing impedes the discussion of ideas and the submission would benefit from further editing. You have not used correct terminology and professional language for the majority of the handover the case study. Overuse (4-5) of direct quotes; Not within required word limit. (15% over or under prescribed work limit).

     

    No logical order to the information provided; sentences rambling; ideas are repeated.

    Correct terminology and professional language used infrequently the case study.

    Uses language that sometimes impedes meaning because of errors in usage. Problems with the mechanics of language serious enough to interfere with effective communication. Frequent errors in punctuation, spelling, sentence structure, etc. Septic Shock Essay Discussion

    Overuse of direct quotes (>5);

    Did not adhere to word limit and is under or exceed by >/<15%

    Minimal use of APA style; multiple errors in

     

     

    <Insert unit code and title>

     

    <Unit Code> – Assessment # Page 15 of 15

    of APA style are used correctly. Title page properly formatted, use of intext citations, format of references cited.

    Adhered to prescribed word limit.

    use of APA style.

    Issues identify associated with breaches to academic integrity.

Uncategorized

Assignment: Assessment of the Child

Assignment: Assessment of the Child

Assignment: Assessment of the Child

Functional Health Pattern Analysis Worksheet

In this assignment, you will be exploring actual and potential health problems in the childhood years using a functional health assessment and Erickson’s Stages of Child Development. To complete this assignment, do the following:

ORDER ORIGINAL, PLAGIARISM-FREE ESSAY PAPERS HERE

  1. Using the textbook, complete the “Children’s Functional Health Pattern Assessment.” Follow the instructions in the resource for completing the assignment.
  2. Cite and reference any outside sources used in your answers. Include in your assessment a thorough discussion of Erickson’s Stages of Child Development as it pertains to the development age of the child.

While APA format is not required for the body of this assignment, solid academic writing is expected and in-text citations and references should be presented using APA documentation guidelines, which can be found in the APA Style Guide, located in the Student Success Center.

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

You are not required to submit this assignment to Turnitin.

NRS-434VN-R-Childrens-functional-health-pattern-assessment-Student.docx

  • attachment

    NRS-434VN-R-Childrens-functional-health-pattern-assessment-Student21.docx

    cid:D7D4B297-EEAE-4174-AD01-F87097282051@canyon.com

     

     

    Children’s Functional Health Pattern Assessment

    Functional Health Pattern Assessment (FHP)

     

    Toddler

    Erickson’s Developmental Stage:

     

    Preschool-Aged

    Erickson’s Developmental Stage:

     

    School-Aged

    Erickson’s Developmental Stage:

     

    Pattern of Health Perception and Health Management:

     

    List two normal assessment findings that would be characteristic for each age group.

     

     

    List two potential problems that a nurse may discover in an assessment of each age group.

     

     

     

     

     

       
       

     

     

     

     

       
    Nutritional-Metabolic Pattern:

     

    List two normal assessment findings that would be characteristic for each age group.

     

     

    List two potential problems that a nurse may discover in an assessment of each age group.

     

     

     

     

     

       
       

     

     

     

     

       
    Pattern of Elimination:

     

    List two normal assessment findings that would be characteristic for each age group.

     

     

     

    List two potential problems that a nurse may discover in an assessment of each age group.

     

     

     

     

     

       
       

     

     

     

     

       
    Pattern of Activity and Exercise:

     

    List two normal assessment findings that would be characteristic for each age group.

     

     

     

    List two potential problems that a nurse may discover in an assessment of each age group.

     

     

     

     

       
       

     

     

     

     

       
    Cognitive/Perceptual Pattern:

     

    List two normal assessment findings that would be characteristic for each age group.

     

     

     

    List two potential problems that a nurse may discover in an assessment of each age group.

     

     

     

     

     

       
       

     

     

     

     

       
    Pattern of Sleep and Rest:

     

    List two normal assessment findings that would be characteristic for each age group.

     

     

     

     

    List two potential problems that a nurse may discover in an assessment of each age group.

     

     

     

     

     

       
       

     

     

     

     

       
    Pattern of Self-Perception and Self-Concept:

     

    List two normal assessment findings that would be characteristic for each age group.

     

     

    List two potential problems that a nurse may discover in an assessment of each age group.

     

     

     

     

     

       
       

     

     

     

     

       
    Role-Relationship Pattern:

     

    List two normal assessment findings that would be characteristic for each age group.

     

     

    List 2 potential problems that a nurse may discover in an assessment of each age group.

     

     

     

     

     

       

     

     

       

     

     

     

     

       

     

     

    Sexuality – Reproductive Pattern:

     

    List two normal assessment findings that would be characteristic for each age group.

     

    List two potential problems that a nurse may discover in an assessment of each age group.

     

     

     

     

       
       

     

     

     

       
    Pattern of Coping and Stress Tolerance:

    List two normal assessment findings that would be characteristic for each age group.

     

    List wo potential problems that a nurse may discover in an assessment of each age group.

     

     

     

     

       
       

     

     

     

       
    Pattern of Value and Beliefs:

     

    List two normal assessment findings that would be characteristic for each age group.

     

     

    List two potential problems that a nurse may discover in an assessment of each age group.

     

     

     

     

     

       
       

     

     

     

     

       

     

    Short Answer Questions

     

    Address the following based on the above assessment findings. Expected answers will be 1-2 paragraphs in length. Cite and reference outside sources used.

     

    1) Compare and contrast identified similarities as well as differences in expected assessment across the childhood age groups.

     

     

     

     

     

     

    2) Summarize how a nurse would handle physical assessments, examinations, education, and communication differently with children versus adults. Consider spirituality and cultural differences in your answer.

     

     

     

     

     

    © 2016. Grand Canyon University. All Rights Reserved.

Uncategorized

Nursing Health Promotion Discussion Wk5

Nursing Health Promotion Discussion Wk5

Nursing Health Promotion Discussion Wk5

Topic 1: Faith-Based Nursing

Review Healthy People 2020. Identify objectives that are amenable to parish nurse intervention.

  • Describe how faith communities can contribute to the accomplishment of these national health objectives and accomplish the goal of improving the health of the public.
  • How can nurses working in the community form partnerships with parish nurses and faith communities?
  • How would such partnerships be beneficial?

    ORDER ORIGINAL, PLAGIARISM-FREE ESSAY PAPERS HERE

    You must proofread your paper. But do not strictly rely on your computer’s spell-checker and grammar-checker; failure to do so indicates a lack of effort on your part and you can expect your grade to suffer accordingly. Papers with numerous misspelled words and grammatical mistakes will be penalized. Read over your paper – in silence and then aloud – before handing it in and make corrections as necessary. Often it is advantageous to have a friend proofread your paper for obvious errors. Handwritten corrections are preferable to uncorrected mistakes.

    Use a standard 10 to 12 point (10 to 12 characters per inch) typeface. Smaller or compressed type and papers with small margins or single-spacing are hard to read. It is better to let your essay run over the recommended number of pages than to try to compress it into fewer pages.

    Likewise, large type, large margins, large indentations, triple-spacing, increased leading (space between lines), increased kerning (space between letters), and any other such attempts at “padding” to increase the length of a paper are unacceptable, wasteful of trees, and will not fool your professor.

    The paper must be neatly formatted, double-spaced with a one-inch margin on the top, bottom, and sides of each page. When submitting hard copy, be sure to use white paper and print out using dark ink. If it is hard to read your essay, it will also be hard to follow your argument.

    ADDITIONAL INSTRUCTIONS FOR THE CLASS

    Discussion Questions (DQ)

    Initial responses to the DQ should address all components of the questions asked, include a minimum of one scholarly source, and be at least 250 words.
    Successful responses are substantive (i.e., add something new to the discussion, engage others in the discussion, well-developed idea) and include at least one scholarly source.
    One or two sentence responses, simple statements of agreement or “good post,” and responses that are off-topic will not count as substantive. Substantive responses should be at least 150 words.
    I encourage you to incorporate the readings from the week (as applicable) into your responses.

    Weekly Participation

    Your initial responses to the mandatory DQ do not count toward participation and are graded separately.
    In addition to the DQ responses, you must post at least one reply to peers (or me) on three separate days, for a total of three replies.
    Participation posts do not require a scholarly source/citation (unless you cite someone else’s work).
    Part of your weekly participation includes viewing the weekly announcement and attesting to watching it in the comments. These announcements are made to ensure you understand everything that is due during the week.

    APA Format and Writing Quality

    Familiarize yourself with APA format and practice using it correctly. It is used for most writing assignments for your degree. Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for APA paper templates, citation examples, tips, etc. Points will be deducted for poor use of APA format or absence of APA format (if required).
    Cite all sources of information! When in doubt, cite the source. Paraphrasing also requires a citation.
    I highly recommend using the APA Publication Manual, 6th edition.

    Use of Direct Quotes

    I discourage overutilization of direct quotes in DQs and assignments at the Masters’ level and deduct points accordingly.
    As Masters’ level students, it is important that you be able to critically analyze and interpret information from journal articles and other resources. Simply restating someone else’s words does not demonstrate an understanding of the content or critical analysis of the content.
    It is best to paraphrase content and cite your source.

    LopesWrite Policy

    For assignments that need to be submitted to LopesWrite, please be sure you have received your report and Similarity Index (SI) percentage BEFORE you do a “final submit” to me.
    Once you have received your report, please review it. This report will show you grammatical, punctuation, and spelling errors that can easily be fixed. Take the extra few minutes to review instead of getting counted off for these mistakes.
    Review your similarities. Did you forget to cite something? Did you not paraphrase well enough? Is your paper made up of someone else’s thoughts more than your own?
    Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for tips on improving your paper and SI score.

    Late Policy

    The university’s policy on late assignments is 10% penalty PER DAY LATE. This also applies to late DQ replies.
    Please communicate with me if you anticipate having to submit an assignment late. I am happy to be flexible, with advance notice. We may be able to work out an extension based on extenuating circumstances.
    If you do not communicate with me before submitting an assignment late, the GCU late policy will be in effect.
    I do not accept assignments that are two or more weeks late unless we have worked out an extension.
    As per policy, no assignments are accepted after the last day of class. Any assignment submitted after midnight on the last day of class will not be accepted for grading.

    Communication

    Communication is so very important. There are multiple ways to communicate with me:
    Questions to Instructor Forum: This is a great place to ask course content or assignment questions. If you have a question, there is a good chance one of your peers does as well. This is a public forum for the class.
    Individual Forum: This is a private forum to ask me questions or send me messages. This will be checked at least once every 24 hours. Nursing Health Promotion Discussion Wk5

Uncategorized

Module 4 Written Assignment: Safety Risk

Module 4 Written Assignment: Safety Risk

Module 4 Written Assignment: Safety Risk

Attached Files:

ORDER ORIGINAL, PLAGIARISM-FREE ESSAY PAPERS HERE

Provide your answers to the following questions/statements in a 3-5 sentence answer for each. Place your answers in the table attached.

  1. What should the “culture and environment of safety” look like when preparing and administering medications?
  2. Discuss a common breach of medication administration.
  3. Identify three (3) factors that lead to errors in documentation related to medication administration.
  4. What can I do to prevent medication errors?You must proofread your paper. But do not strictly rely on your computer’s spell-checker and grammar-checker; failure to do so indicates a lack of effort on your part and you can expect your grade to suffer accordingly. Papers with numerous misspelled words and grammatical mistakes will be penalized. Read over your paper – in silence and then aloud – before handing it in and make corrections as necessary. Often it is advantageous to have a friend proofread your paper for obvious errors. Handwritten corrections are preferable to uncorrected mistakes.

    Use a standard 10 to 12 point (10 to 12 characters per inch) typeface. Smaller or compressed type and papers with small margins or single-spacing are hard to read. It is better to let your essay run over the recommended number of pages than to try to compress it into fewer pages.

    Likewise, large type, large margins, large indentations, triple-spacing, increased leading (space between lines), increased kerning (space between letters), and any other such attempts at “padding” to increase the length of a paper are unacceptable, wasteful of trees, and will not fool your professor.

    The paper must be neatly formatted, double-spaced with a one-inch margin on the top, bottom, and sides of each page. When submitting hard copy, be sure to use white paper and print out using dark ink. If it is hard to read your essay, it will also be hard to follow your argument.

    ADDITIONAL INSTRUCTIONS FOR THE CLASS

    Discussion Questions (DQ)

    Initial responses to the DQ should address all components of the questions asked, include a minimum of one scholarly source, and be at least 250 words.
    Successful responses are substantive (i.e., add something new to the discussion, engage others in the discussion, well-developed idea) and include at least one scholarly source.
    One or two sentence responses, simple statements of agreement or “good post,” and responses that are off-topic will not count as substantive. Substantive responses should be at least 150 words.
    I encourage you to incorporate the readings from the week (as applicable) into your responses.

    Weekly Participation

    Your initial responses to the mandatory DQ do not count toward participation and are graded separately.
    In addition to the DQ responses, you must post at least one reply to peers (or me) on three separate days, for a total of three replies.
    Participation posts do not require a scholarly source/citation (unless you cite someone else’s work).
    Part of your weekly participation includes viewing the weekly announcement and attesting to watching it in the comments. These announcements are made to ensure you understand everything that is due during the week.

    APA Format and Writing Quality

    Familiarize yourself with APA format and practice using it correctly. It is used for most writing assignments for your degree. Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for APA paper templates, citation examples, tips, etc. Points will be deducted for poor use of APA format or absence of APA format (if required).
    Cite all sources of information! When in doubt, cite the source. Paraphrasing also requires a citation.
    I highly recommend using the APA Publication Manual, 6th edition.

    Use of Direct Quotes

    I discourage overutilization of direct quotes in DQs and assignments at the Masters’ level and deduct points accordingly.
    As Masters’ level students, it is important that you be able to critically analyze and interpret information from journal articles and other resources. Simply restating someone else’s words does not demonstrate an understanding of the content or critical analysis of the content.
    It is best to paraphrase content and cite your source.

    LopesWrite Policy

    For assignments that need to be submitted to LopesWrite, please be sure you have received your report and Similarity Index (SI) percentage BEFORE you do a “final submit” to me.
    Once you have received your report, please review it. This report will show you grammatical, punctuation, and spelling errors that can easily be fixed. Take the extra few minutes to review instead of getting counted off for these mistakes.
    Review your similarities. Did you forget to cite something? Did you not paraphrase well enough? Is your paper made up of someone else’s thoughts more than your own?
    Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for tips on improving your paper and SI score.

    Late Policy

    The university’s policy on late assignments is 10% penalty PER DAY LATE. This also applies to late DQ replies.
    Please communicate with me if you anticipate having to submit an assignment late. I am happy to be flexible, with advance notice. We may be able to work out an extension based on extenuating circumstances.
    If you do not communicate with me before submitting an assignment late, the GCU late policy will be in effect.
    I do not accept assignments that are two or more weeks late unless we have worked out an extension.
    As per policy, no assignments are accepted after the last day of class. Any assignment submitted after midnight on the last day of class will not be accepted for grading.

    Communication

    Communication is so very important. There are multiple ways to communicate with me:
    Questions to Instructor Forum: This is a great place to ask course content or assignment questions. If you have a question, there is a good chance one of your peers does as well. This is a public forum for the class.
    Individual Forum: This is a private forum to ask me questions or send me messages. This will be checked at least once every 24 hours.

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