Category: Nursing

  • Policy Topic Research Article Critique

    Projects submitted up to 48 hours after due date will receive a 30-point deduction.

    Projects submitted more than 48 hours late will receive a zero for the assignment.

    Evidence of plagiarism will result in a zero for this assignment and or disciplinary actions.

    Your Copyleaks score is generated automatically when you submit to the Dropbox. Your score will be available in the gradebook and should be no greater than the 15% mark. If it is higher than 15% similarity, please re-submit with revisions prior to the due date.

    Please wait to begin this assignment until your Policy topic is approved.

    For this assignment, please critique one peer-reviewed journal article that has a research focus that pertains to the policy topic you have selected for this course. Using the guidelines outlined in the assignment rubric (see below), your paper should:

    Use the following as a guide as you write your paper and use these as headers for your assignment. Review APA formatting for proper formatting for headers.

    • Include a summary of the article
    • Discuss/critique the research methodology and how conclusions were reached
    • State whether or not it supports your policy
    • State how authors could disseminate this information to the public.

    Please ensure that your paper

    1. is in APA format. Click on the link to see a sample paper
    2. This is a generic paper–introductory/conclusion paragraph, abstract, charts, and graphs are not required)
    3. Includes a title page and reference page per APA (no abstract required).
    4. Is written in scholarly language (refrain from using first-person such as “I” or “you”).
    5. At least 600 words in length (not including title or reference page).
    6. Is from a scholarly/peer-reviewed healthcare or nursing journal from the last five years (
    7. )
    8. Has a Copyleaks Score of 15% or less.
    9. Cite your article in correct APA format and submit a PDF copy of your article as an attachment to the assignment.

    the topic is Maternal Health disparities

    copy leaks less than 15%

  • Pediatric immunization education

    Immunization Presentation Directions For this assignment, you are creating a PowerPoint presentation. Your presentation audience is the community. Masters-prepared nurse educators, leaders, nurse practitioners, and all specialty nursing fields contribute to health promotion in populations across the life span. This assignment focuses on child and adolescent immunization, health information, epidemiology, and surrounding influences. This is not a singular immunization but pediatric immunization education for a community audience. Presentation Content and Slides: 1214 content slides are required. Bulleted and relevant graphics are included in the slide Each slide should have substantive content on the slide and further information in the speaker notes. Each slide’s speaker notes have 12 paragraphs of supplemental or background content. Immunity Content on slides includes three components of information: immunity, herd immunity, and types of immunity related to vaccination. Effects of Immunization Content on slides includes three components of information on the effects of immunization: individual, community, and worldwide. Trends Content on slides includes pediatric vaccination trends, related disease trends, including statistics for conditions prevented with pediatric vaccinations. Vaccine Safety Content on slides includes at least four documented vaccine safety concerns about vaccinations with published information to clarify facts. Pediatric Schedule Content on slides includes the pediatric vaccination schedule of infants, children, and teens. Legal, Ethical and Cultural Issues Content on slide includes three components: legal, ethical, and cultural considerations of pediatric vaccinations. Content on health policy development included such as state mandated vaccination. Content includes compassionate care consideration and shared decision making.

    Attached Files (PDF/DOCX): NU505 UNIT 8 RUBRICS.docx

    Note: Content extraction from these files is restricted, please review them manually.

  • Interprofessional Communication and Hypertension Care in Ami…

    Interprofessional Communication – Population Focused Interventions

    Introduction

    Create an audio/visual VoiceThread presentation that will describe a healthcare education tool for a specific health need of a specific population that is different than your own. *Note: This requires students to provide the script of the audio presentation as a separate Word document, submitted through the assignment link. Upload the Word document along with the VoiceThread presentation. Audio has to be provided on the VoiceThread presentation.*

    The presentation should include the following elements:

    1. identify the population and how it is different than your own.
    2. discuss the importance of the health need.
    3. identify special learning challenges this population faces.
    4. include a description of the tool to teach the information and explain how it works.
    5. discuss how the literature supports the use of the technology you have chosen.
    6. explain how the tool contributes to critical thinking.
    7. explain how the tool contributes to nursing practice and patient outcomes.

    The presentation submissions for the final project should include:

    Instructions

    1. Choose a population that is different than your own. For example: if you are a 25 year old woman, who is a U.S citizen and only speak English, choose an older male patient who is from another race, culture, or ethnicity and who speaks limited English).
    • Identify the population and how it is different than your own.
    • Discuss the importance of the health need. For this population. For example: there is an increased incidence of type 2 diabetes mellitus in the teen population so there a need for a tool to address this populations special needs.
    • Identify special learning challenges this population faces. For example: income, sensory impairment, or language.
    1. Develop a teaching tool: Incorporate technology/multimedia into your tool. For example: texts, twitter, blogs, email, YouTube video, video-conferencing, Skype, computer or cell phone app, electronic brochures, and electronic booklets.
    • Include a description of the tool to teach the information. Explain how the tool works but you do not have to actually create the tool. For example: your tool may be a web site but you do not have to actually create the site.
    1. Discussion:
    • Discuss how the literature supports the use of the technology you have chosen.
    • Explain how the tool contributes to critical thinking what skills does it develops.
    • Explain how the tool contributes to nursing practice and patient outcomes.

    Important note: Develop education materials at the sixth grade reading level to ensure the general population will understand the information. Use this to check any text that you may incorporate into your teaching materials. Just click on the link, and when it opens, copy and paste an example from your written text to reveal the reading level. You can also use Microsoft word to assess the reading level of your writing by selecting review, spelling and grammar, readability statistics.

    Do not include:

    • A description of the disease process
    • What the client can expect from the disease
    • Extraneous information; For example, if you are creating a tool for patients who have lung cancer, do not include statistics about lung cancer unless it is part of your tool.
  • Journal entry

    answer the following questions based on the information below

    Key points Facility

    HSM Sugar Land Health Care Center
    Longer term, short term, rehabilitation
    -24-hour skilled nursing care for chronic conditions like heart disease, COPD, diabetes, and more.
    Medication management, IV therapy, pain management, wound care, respiratory care, and coordinated care following physician orders.
    Physical therapy to improve strength, balance, mobility, and daily functioning.
    -Occupational therapy focused on mastering activities of daily living (e.g., dressing, bathing)
    Pharmacy, laboratory, and radiology services available onsite or coordinated as needed.
    -Podiatry, optometry, and other specialist services integrated into care plans.
    -Palliative and hospice care for comfort-focused support at the end of life.
    -Transportation for medical appointments (based on availability).
    Housekeeping and laundry services, nutritious meals, and daily living support
    Social, educational, and recreational activities to promote engagement and wellbeing.
    Programs aimed at improving residents emotional and social quality of life
    witness 1 LVN on the floor with two med aids along with 4-5 CNAs to help feed, bathe between 4 hallways of patient
    the CNAs and LVN help change, bathe, feed, rotate/transfer from wheelchair to bed while the med aids pass meds and take vitals. LVNs are responsible for keeping accurate, up-to-date records and communicating with the care team:

    • Document patient status and care delivered in electronic health records.
    • Report changes or concerns about a residents condition promptly to RNs, physicians, or other licensed providers so that care plans can be reviewed or adjusted.
    • Participate in care planning and implementation by providing observations and feedback
      As part of the nursing team, LVNs work collaboratively:
    • Coordinate with RNs, CNAs, therapists, and other healthcare staff to ensure continuity of care.
    • Support and sometimes oversee nursing assistants (CNAs) in basic care tasks when appropriate.
    • Provide patient/family education about medications, treatments, and daily care needs as directed.
    • on day of observation myself and my classmates witness patients being changed out of soiled diapers and clothing, we helped pass trays and feed patients, completed bed making and patient transfers along with vitals and observed medication being handed out which in turn is their day to day routine
    • some staff were helpful and friendly while others not so much. we appreciated the warm welcome from those that greeted us and tried to stay out the way or help as much as we could without interrupting their daily routine.
    • Some subjective data ive obtained while on my morning walk through with my tech was patients asking for certain items when passing out trays for breakfast such as more syrup, milk or help with sitting up and eating in bed. A couple of objective data i witnessed was vitals signs on a patient we were watching the med aid pass medication too. we were allowed to obtain her vitals and noticed her Blood pressure was low and she also had low o2 states with poor mobility when walking or standing due to feeling weak. After speaking with the med aid she stated she is dehydrated and hasnt been eating her meals when given to her while also refusing her medications.
    • After a little comforting and conversing with the patient we were able to make her feel comfortable enough to take her medication and transfer from her bed to her wheelchair later on into the shift to complete PT

    image.png

    Requirements: 2-3 pages

  • Reflective Paper

    1. Reflective Paper: (10% of course grade)

    Fry-Bowers and Hylton (2023) discuss the concept of nursing and a social contract with the public:

    Collectively, we must move away from relying on a transactional frameworka social

    contractand instead, amplify the deeply personal relationship between nursing and

    the public rooted in ancient human moral values and commitments. We must rebrand the

    profession and move beyond identifying as the most trusted profession to honoring the

    unique contributions nurses make to health, healing, and societal well-being. (p.20)

    Please develop and submit a 2-page reflective paper (12 font, double spaced per APA) answering the

    Following questions:

    1. Share you views on the quote above- Do you agree or disagree with the

    Statement? Explain your rationale.

    2.How can our profession best promote the unique contributions nurses make in

    society?

  • Ley Nm 9-1987 (antigua) vs Ley Nm. 254-2015 (vigente)

    Module #2 Ethical and Legal Aspects Related to the Transition

    Instructions / Evaluative Activity

    Part A Legal Comparison (Table)

    Create a comparative table that includes:

    • Law No. 9 of 1987 (former law) vs. Law No. 254 of 2015 (current law)
    • Purpose
    • Structure
    • Professional categories
    • Licenses / recertification
    • Role of the Board
    • Sanctions, among other relevant aspects

    Part B Short Essay (23 pages)

    Write an analysis in which you:

    • Explain the categories of practice according to Law 254 and what the professional transition (ADNBSN) entails.
    • Describe the continuing education requirements and the recertification/registration process every three (3) years, citing the corresponding regulation.
    • Integrate at least two patient safety goals (for example: patient identifiers, medication safety, communication, etc.) using current references such as Healthy People 2030 and The Joint Commission.

    Part C Presentation of the Assignment

    The paper must include:

    • Cover page
    • Introduction
    • Table (Part A)
    • Development / Analysis (Part B)
    • Conclusion
    • References (APA format)

    Recommended Official Sources (for your bibliography)

    • Law No. 254 of 2015 (revised/compiled version by OGP, Rev. April 15, 2024).
    • General Regulation No. 9104 (2019) Department of State (Online Regulations).
    • Continuing Education Regulation for Recertification (DS/ORCPS).
    • Law No. 11 of 1976 (OGP).
    • Healthy People 2030 (HHS).
    • Joint Commission National Patient Safety Goals 2026.

    Requirements: Stated

  • Culture and Diversity; Vulnerable Populations

    Grand Nursing Rounds is a weekly practicum-based learning activity designed to help you identify the concepts of leadership in clinical and systems-based practice through your practicum experience. Each week, students will review the topic(s) for the upcoming week and prepare to identify a client case during their practicum experience that aligns with the concept for the week. The student will submit an SBAR Assessment of the scenario and an ATI ALT Concept Analysis that defines the weekly concept to Brightspace by 1200PM (noon) the day prior to class. (Tuesday) SBAR Case Expectations: Cases must be objective and descriptive only. Do not include solutions or what should have been done differently. If a student does not witness or experience any care related to the weekly concept, the student will submit a current case from a scholarly source relating to the weekly concept. The reference should be provided on the SBAR form in APA format. The course instructor will choose one or two of the cases from student submission to review as a class in discussion related to the professional development concept for the week. Students and the course instructor will be able to ask questions of the presenting student for clarification prior to group/class discussion. The class discussion will be instructor guided. Grading: Completion-based credit for timely submission. Please see the weekly topics listed below. You are starting at Week 5. Weekly Concept Focus Week 5: Culture and Diversity; Vulnerable Populations-

    Attached Files (PDF/DOCX): NUR_422_Grand_Nursing_Rounds_Master_Packet.docx, Concept Analysis.pdf, Client_Report_Sheet- (1) (1).pdf

    Note: Content extraction from these files is restricted, please review them manually.

  • Nursing Question

    Here are the links you MUST read to understand and complete the assignment.

    Requirements: 3 pages

  • Conflict resolution in nursing/new graduate nurse employment…

    (my conflict is where i want to interveiw as a new grad nurse and not knowing where I want to live) IF you want to change this you can!!!! I. Preparation Download the ATI ALT Clinical Judgement Worksheet from the assignment attachments. Review the concept of conflict prevention and conflict management in the reading assignments. Review how to create a continuous Word document. The end result will be one paper with a title page, introduction, the steps to resolve conflict, the complete ATI ALT Clinical Judgement Worksheet, and the final evaluation conclusion. II. Reflect and Identify: Reflect on recent personal experiences in areas like work, school, or family where conflict arose. Select a specific personal conflict to resolve and analyze for this project. Research Conflict Resolution using your textbooks and at least one other approved scholarly journal article. III. Introduction: On a Word document, in 150 words or less write a summary with objective data to describe the conflict from both perspectives: yours and the other individual in the conflict IV. Use the ATI ALT Clinical Judgement Worksheet for section. (Recognize Cues, Analyze Cues, Prioritize Hypothesis, Generate Solutions, Take Actions, Evaluate Outcomes) Recognize Cues: Include perspectives, feelings, and environmental factors. Note verbal and non-verbal cues from all parties involved. Develop Objective and Subjective cues for the purpose of analysis. As you are documenting this personal conflict, work to step out of the conflict to allow an unbiased assessment. State facts, not opinions. Give fair space to each side of the conflict. Analyze Cues: Review and analyze the Objective and Subjective Assessment Cues noted on the ATI ALT Clinical Judgement Worksheet. Generate a hypothesis. Prioritize Hypotheses: Formulate a clear problem statement that encompasses the core issues of the conflict. List at least 3 problems in order from the most important to the least important. For this assignment, you may list more than 3 problems. Generate Solutions: Set a SMART goal. Be realistic. Develop a step-by-step action plan using appropriate conflict resolution strategies. o Consider a good place to meet where both parties are comfortable. Texting is not allowed. A face to face meeting is the requirement, whether this is through a video call or in person meeting. (You may use Zoom, Google Meet, Face Time, or other video call methods.) o Refer to ATI Leadership and Management, Pearson Volume 2, and peer reviewed journal articles for guidelines and steps to consider. Cite your Sources in APA format. Take Actions Implement the conflict resolution plan. Remember to set ground rules as meetings begin. Take notice of responses (verbal and nonverbal), your own responses and emotions and any turns or unexpected emotional turns in the conversation. If at any point the conversation is highly emotional, end the communication and choose to consider addressing at a different time. The goal is to resolve the conflict, but be prepared that this may require more than one meeting. If at any point you believe the conflict is unable to be resolved by the assignment due date, please notify your instructor for next steps. V. Evaluate Outcomes-Summary Evaluate the outcome of the conflict resolution plan. Reflect on whether the goals were achieved or if left unresolved and how the solution affected all parties. VI. Evaluation Summary: Word Document Compose a 250-350-word summary addressing the following prompts. Add any personal insights that may not be prompted as you choose: o What you learned about the conflict resolution process? o What did you learn about yourself related to managing conflict? o What did you learn about others related to managing conflict? o Share at least 2 insights gained about handling conflicts. o How effective was your resolution strategy? o Based on your experience in this activity, what will you adjustments will you make to future strategies to improve opportunities to manage conflicts?
  • discusion post reply

    PROMPT :

    Scenario

    Mr. Johnson is a 70-year-old male complaining of shortness of breath for the past three weeks. Mr. Johnson is complaining that he has chest pain, and this pain increases when he coughs. He also reports thick green/yellow sputum for the past week. His current weight was stable at 100 kg from his previous visit six months ago. He admits to occasionally smoking cigarettes.

    Mr. Johnsons assessment is as follows:

    • Inspection upper respiratory system: Nasal and mouth mucosa is pink; no bleeding, masses, or deformities are noted in the upper respiratory system.
    • Inspection lower respiratory system: The client has a respiratory rate of 20 with even and unlabored respirations.
    • During the history, the client is speaking freely and does not report any shortness of breath while talking.
    • The client has skin appropriate for his ethnic background, with no skin integrity issues noted during the inspection.
    • Palpation: No masses, deformities, or crepitus are noted. Trachea is midline and nontender.
    • The client has equal lung expansion anterior and posterior; the client reports pain that increases with inspiration.
    • Percussion: Dullness over right lower lobe, otherwise hyper resonance.
    • Auscultation: Fine crackles in the right lower lobe with inspiration and expiratory wheezes and diminished breath sounds noted throughout.
    • Vital signs: Temperature: 100F (38C); Respiratory rate: 22; Pulse oximetry on room air: 91% to 93%; Heart rate: 90 bpm; and Blood pressure: 130/80 mm Hg

    As the nurse, you have determined the priority problem is impaired gas exchange related to the mucus collection in the airways, as evidenced by fine crackles in the right lower lobe.

    Instructions

    Using the assessment and nursing diagnosis provided in the scenario, write 200250 words identifying goals for Mr. Johnson in your initial post. Then, respond to at least two of your peers posts.

    Discussion Prompts

    • Identify two measurable short-term goals for Mr. Johnson. Explain why you chose these goals.
    • Consider what possible outcomes would change the priority problem.
    • Define one of these possible outcomes and explain how (and why) it would change the priority problem. Then, identify at least one new measurable goal related to the newly identified problem.

    My response:

    Two measurable short-term goals for Mr. Johnson are:

    1. Achieve oxygen saturation 95% on room air within 24 hours, measured by pulse oximetry. Mr. Johnsons current oxygen saturation level is between 91-93%, impairing gas exchange. He is not suffering from hypoxia since SpO2 is not below 90%, but it is clearly below the ideal 95% (Pesola & Sankari, 2023). Interventions like elevating his head, using incentive spirometry and nebulization can help Mr. Johnson achieve the desired goal (Ernstmeyer & Christman, 2021), confirming improved alveolar-capillary gas transfer. This goal can be measured using objective data provided by pulse oximetry.
    2. Decrease fine crackles and wheezes in the right lobe within 48 hours, measured through auscultation. Crackles and wheezes indicate that mucus is obstructing Mr. Johnsons alveoli (Cleveland Clinic, 2023). Clearing secretions will reduce inflammation and help prevent progression to respiratory failure. This goal can be measured through auscultation.

    Possible outcomes that would change the priority problem include:

    Assuming the interventions resolve impaired gas exchange (SpO2 95%, and cleared breath sounds), then the priority should shift to addressing acute chest pain or respiratory infection. Mr. Johnson complained about chest pain and acute pain when coughing. He also reported green/yellow sputum, which may be caused by pneumonia, bronchitis or sinus infection (Altiner et al., 2009). This still needs to be confirmed (no mention to green/yellow sputum during the interaction with the nurse).

    Acute pain:

    Mr. Johnson is suffering from acute chest pain when coughing due to pleural inflammation. Dealing with pain is a top priority for nurses since pain is a symptom of inflammation processes and it hinders Mr. Johnsons quality of life. The new goal is to reduce pain as measured by a self-assessment through medication and supplemental oxygen. Mr. Johnson will be told to verbalize pain level on a 0-10 scale every 12 hours after pain management interventions start. The goal is to reduce pain level.

    References

    Altiner, A., Wilm, S., Dubener, W., Bormann, C., Pentzek, M., Abholz, H.-H., & Scherer, M. (2009). Sputum colour for diagnosis of a bacterial infection in patients with acute cough. Scandinavian Journal of Primary Health Care, 27(2), 7073.

    Cleveland Clinic. (2023, August 4). Lung Sounds. Cleveland Clinic.

    Ernstmeyer, K., & Christman, E. (2021). Chapter 8 Oxygenation. In Nursing Fundamentals. Chippewa Valley Technical College.

    Pesola, G. R., & Sankari, A. (2023, June 11). Oxygenation Status and Pulse Oximeter Analysis. PubMed; StatPearls Publishing.

    Peer#1:Hello Everyone,

    Mr. Johnsons priority nursing problem is impaired gas exchange related to mucus collection in the airways. Based on his assessment findings, two measurable short-term goals are appropriate.

    The first short-term goal is for Mr. Johnson to maintain oxygen saturation of at least 94% on room air within 24 to 48 hours. This goal was chosen because his current oxygen levels are slightly low, ranging from 9193%, which suggests that his lungs are not exchanging oxygen as well as they should. Improving his oxygen saturation would show that his breathing is improving and that nursing interventions such as coughing, deep breathing, and clearing mucus from the airways are helping him breathe more comfortably and effectively.

    The second short-term goal is for Mr. Johnson to show improved airway clearance within 48 hours by coughing up thinner sputum and having fewer crackles heard in the right lower lobe. This goal was chosen because the buildup of thick mucus is making it harder for him to breathe. When secretions are cleared, the airways can open more fully, allowing oxygen to move in and out of the lungs more easily and helping improve his overall breathing.

    A possible outcome that could change the priority problem is worsening respiratory infection, such as pneumonia, due to retained secretions. If his infection worsens, the priority problem may shift from impaired gas exchange to ineffective airway clearance or impaired breathing pattern.

    If this occurs, one new measurable goal would be that Mr. Johnson will maintain a respiratory rate between 1220 breaths per minute with reduced work of breathing within 24 hours. This goal is important because controlling breathing effort can help prevent fatigue and further respiratory decline, supporting overall respiratory stability.

    Reference

    Lewis, S. L., Bucher, L., Heitkemper, M. M., & Harding, M. M. (2023). Medical-surgical nursing: Assessment and management of clinical problems (11th ed.). Elsevier.

    Peer#2:One short term measurable goal for Mr. Johnson to maintain an oxygen saturation of 94% or higher within the next 24 hours is either on room air or with prescribed supplement oxygen. This is important because oxygen saturation is a clear indicator of how well gas exchange is occurring in the lungs, and improving it shows that oxygen is reaching the bloodstream more effectively. Another short term measurable goal is for Mr. Johnson to get better airway clearance within 48 hours, improve breath sounds and the ability to cough up sputum more effectively which is important because it addresses the cause of his impaired gas exchange which is mucus collection in the airway. The possible outcomes that would change if Mr. Johnson’s airway clearance and oxygenation get better would be better ventilation, also known as reduced sputum production as well as it will cause clearer lung sounds and decreased shortness of breath. Why it is important for the airways to be cleared is because the lungs can expand more fully which will allow better oxygen exchange and reduce respiratory distress and with this the focus can be more focused on preventing respiratory issues.

    Resources:

    Centers for Disease Control and Prevention. (2024). Pneumonia: Symptoms and causes.

    Requirements: minimum 150 words