Category: Nursing

Using the client information provided, respond to the critical thinking questions. Each response should be original (in your own words) and a minimum of three sentences in length. Client Information Meet your client, Blake. You have just received a report from the emergency department (ED) on a client named Blake. According to the ED report, Blake is being admitted due to chronic renal failure. He is married and an employed 58-year-old man, and he has a long-standing history of Type 2 diabetes mellitus (DM). During the past three days, he reports that he has developed swelling and decreased sensation in his legs and has difficulty walking, which he describes as slight loss of mobility. Blake: Admitting medical diagnosis: chronic renal failure, 58-year-old male, long-standing history of type 2 diabetes mellitus (DM) Critical Thinking Questions List five questions that will help you assess and plan the immediate and long-term care for Blake? Based on the information provided and the questions listed, what are the priority problems? Identify at least two resources you can use to find out more about the pathophysiology of renal failure? How do you know the sources are credible? As you are assessing Blake, who is your best source and why? Write one collaborative problem statement for Blake. If you do not know the potential complications of chronic renal failure, look them up in a medical-surgical or pathophysiology resource. Explain why you would not use a nursing diagnosis to describe the problem. Aside from his physical condition, what is at least one psychosocial concern Blake might have right now? In other words, what else might Blake want to have resolved that couldfor himbe more important than his chronic renal failure?

Submission and Assessment Guidelines

References must be included and APA 7th edition

Submit your Microsoft Word document with the questions clearly listed and answered. Each response should be clear, concise, and use correct grammar. All of the questions MUST be answered in your document. Turnitin is enabled for this assignment. Review the Full-Spectrum Nursing Rubric for grading criteria. This activity is worth 60 points.

In population-focused practice, epidemiological principles can be applied to draw inferences about patterns and frequency of diseases and health conditions contributing to morbidity and mortality within a specified group. These disease trends provide insight into a population’s overall health and well-being. The purpose of this assignment is to identify and analyze epidemiological and population health data for a selected population to determine prevalent causes of infectious and chronic diseases. Population-focused strategies to address the identified issues will be examined at the primary, secondary, and tertiary levels of prevention. Follow these guidelines when completing each component of the assignment. Contact your course faculty if you have questions. General Instructions Investigate population health and epidemiological data to learn about prevalent disease trends within your geographic region. (Massachusetts) (Essex County) Compare and contrast the prevalence of diseases in the selected region with disease rates and trends in a different geographic area of your choosing. Statistics from valid, reliable sources such as professional population health-focused organizations, governmental agencies, local and state health departments, and the Centers for Disease Control and Prevention are appropriate sources to validate assessment findings. 1. Download the Application of Epidemiology template. (UPLOADED) 2. Complete the Application of Epidemiology template to answer the questions related to your investigation. Use of this template is required. If the template is not used, a 10% deduction will be applied. See the rubric. Save the template and include your name in the file name. 3. Follow APA grammar, spelling, word usage, and punctuation rules consistent with formal, scholarly writing. 4. Use APA in-text citations and complete references to support your writing. Include the Following Sections (detailed criteria listed below and in the grading rubric) 1. Prevalent Infectious and Chronic Diseases * Describe the selected geographic region * Identify the prevalent infectious and chronic diseases in the region * Compare and contrast the prevalence of those diseases in a separate geographic region of your choosing, noting similarities and differences. * Discuss the variables that contribute to the noted similarities and differences. * Provide an in-text citation from one scholarly source to support your writing. 2. Application of the Epidemiological Model * Select and describe one of the prevalent diseases noted in the previous section. * Discuss physical and social determinants of health that influence the disease process. * Identify and explain one epidemiological model that will be applied to the selected disease (i.e., Epidemiological Triangle, Web of Causation, or another legitimate epidemiological model). * Apply the epidemiological model to the selected disease in a well-developed, comprehensive manner, addressing the entire model. * Provide an in-text citation from one scholarly source to support your writing. 3. Levels of Prevention * Explain the levels of prevention used within population health practice. * Discuss one primary prevention to address the disease. * Discuss one secondary prevention to address the disease. * Discuss one tertiary prevention to address the disease. * Provide an in-text citation from one scholarly source to support your writing. 4. Reflection * Describe how the advanced practice nurse can monitor the application and efficacy of the prevention strategy. * Discuss how you will apply the identified prevention strategies in your practice. * Reflect on what you have learned from this assignment.

Caring for an Older Adult with Pain

You are a nurse working in a busy medical-surgical unit caring for a 70-year-old female patient named Mrs. Johnson. She has been admitted several times this year due to uncontrolled chronic pain related to osteoarthritis and diabetic neuropathy. Mrs. Johnson is known for being very vocal about her pain, frequently requesting additional pain medication during her stays.

During your shift report, the nurse handing over mentions that she does not believe Mrs. Johnson is truly in pain, citing her relaxed posture, lack of facial grimacing, and overall calm demeanor when not actively requesting medication. However, Mrs. Johnson rates her pain as 8/10 on the numeric scale and insists that the current pain regimen is insufficient.

Mrs. Johnsons medical history includes:

• Osteoarthritis affecting her knees and hips
• Type 2 Diabetes Mellitus with peripheral neuropathy
• Mild hypertension
• History of depression for which she occasionally takes medication
• No known cognitive impairments

Her current pain medications include:

• Scheduled acetaminophen
• PRN oxycodone, which she frequently requests but only receives in small doses due to concerns about side effects and potential dependency

During your assessment, you observe that Mrs. Johnson is alert, oriented, and able to communicate clearly. She reports that her pain worsens with movement and interferes with her ability to sleep at night. She also expresses frustration and anxiety about her pain, feeling misunderstood by healthcare providers.

The hospital environment is busy and noisy, and Mrs. Johnson often feels isolated as most visitors have stopped coming due to the frequent admissions. She admits to feeling lonely and sometimes hopeless about her chronic pain.

What You Need to Do:

1. Understand What Affects her Pain

• Think about how age, feelings, past experiences, and even how nurses respond can change her pain.
• Pain isnt just physical, its personal!

2. Learn How to Measure this patient’s Pain Correctly

• What tools or questions will help you get the real picture of how much she hurts?
• Remember: Pain is what patient says it is. (Subjective)

3. Check the Important Details About the patient’s Pain

• Where does it hurt?
• What does it feel like?
• When did it start?
• What makes it better or worse?
• How does it affect her daily life?

4. Think About How Life Situations Change Pain

• Could the hospital setting, her mood, or loneliness make her pain feel worse?

5. Know Why You Should Assess Pain Before Treating

• Giving meds without knowing her pain fully can cause problems.
• A good assessment helps you give the right care!

6. Suggest a Simple, Realistic Non-Medication Pain Relief Method

• What can you do here in the hospital besides meds? (Example: deep breathing or relaxation techniques)

Why This Matters:

Pain care is a big part of nursing, especially for older adults. When you get it right, you help your patients feel better, trust you more, and recover faster!

How to Post:

• Your first post: at least 500 words, be detailed and thoughtful.
• Your replies to classmates: at least 250 words, share your thoughts and support!
• APA Style
• Use Intext Citations
• References for both initial post and replies

Week 4: Video presentation on the APN role in security, safety, and technology at the point of care.

Submission Type

A video presentation made from PowerPoint slides with narration added.

Details

The purposes of this assignment are to identify the functions and issues related to point of care technology and the APN role in security, safety, and technology at the point of care.

1. Select a topic for a video/PowerPoint presentation (PPT) from the following:
2. a. Privacy & Security in point of care technology
3. b. Personal Health Records and Personal Health Information
4. c. Telehealth Visit
5. Create up to ten slides in a PowerPoint Presentation on the topic.
6. Slide format:
7. a. Bullet points only no extended text.
8. b. Use graphics and images to enhance presentation.
9. c. Place the narrative in the Notes section of the PPT.
10. Required content in the presentation for a target audience of executive leadership:
11. a. Provide a brief overview, status, and latest trends.
12. b. Discuss the role of informatics.
13. c. Illustrate the characteristics of the topic in an example of:
14. A specific personal or professional experience, or an incident you observed, or a case found in the research literature.
15. Identify specific actions an APN can take to protect patient safety, privacy, and security in your example.
16. Video Requirements:
17. a. The presentation should include a narration based upon the Notes in the PPT.
18. b. The video should be a minimum of 5 minutes and a maximum of 10 minutes in length.
19. c. Videos can be recorded using any software or tool, but all videos are required to be uploaded to My Panopto
20. d. Videos for assignment submission.
21. e. You can also use the Panopto Desktop Recording tool to create your video.
22. Upload the PPT and the video as separate files to the assignment.
23. See the rubric for specific grading criteria.

Rubric

Week 4 Rubric

Week 4 Rubric

CriteriaRatingsPtsThis criterion is linked to a Learning Outcome

Content

30 to >26.0 pts

Meets Expectations

Fully addresses all elements of the assignment and provides detail and quality examples. It is clear that the student fully understands the key issues. The assignment shows strong evidence of the synthesis and application of the ideas and concepts.

26 to >22.0 pts

Approaches Expectations

Addresses most elements of the assignment. Few details or examples support the paper. It is clear that the student has a general understanding of the issues. One of the key assignment topics is not covered in detail. Assignment shows some evidence of the synthesis and application of the ideas and concepts.

22 to >17.0 pts

Falls Below Expectation

Addresses a few elements of the assignment; many are not addressed. Details and examples are missing, student does not understand many aspects of the key issues. More than one of the key assignment topics is not covered in detail or is missing completely. The assignment shows little evidence of the synthesis and application of the ideas and concepts.

17 to >0 pts

Does Not Meet Expectations

Most elements of the assignment are not addressed. There are no details or examples provided. It is clear that the student does not understand the key issues. The assignment shows no evidence of the synthesis and application of the ideas and concepts.

30 pts

This criterion is linked to a Learning Outcome

PowerPoint

30 to >26.0 pts

Meets Expectations

The presentation is engaging and interesting for the audience and demonstrates a sophisticated clarity, conciseness, and correctness. Includes thorough details, relevant data, and information and is extremely well organized. Slide number requirements are met.

26 to >22.0 pts

Approaches Expectations

The presentation is moderately engaging and interesting for the audience and demonstrates some clarity, conciseness, and correctness. Includes details, relevant data, and information and is mostly well organized. Slide number requirements are met.

22 to >17.33 pts

Falls Below Expectation

The presentation is not very engaging or interesting. Demonstrates little clarity, conciseness, and/or correctness. Includes few details, relevant data, or information. Presentation is not well organized. Slide number requirements are not met.

17.33 to >0 pts

Does Not Meet Expectations

The presentation is not engaging or interesting. Demonstrates no clarity, conciseness, and/or correctness. Fails to include details, relevant data, or information. Presentation is unorganized and confusing. Slide number requirements are not met.

30 pts

This criterion is linked to a Learning Outcome

Video Delivery

30 to >25.5 pts

Meets Expectations

Demonstrates careful and complete planning, preparation, and practiced execution. The speaker maintains good eye contact with the camera and is appropriately animated (e.g., gestures, moving around). Speaker does not rely on notes nor slides Uses academic tone and language.

25.5 to >22.5 pts

Approaches Expectations

Demonstrates some planning, preparation, and practiced execution. Speaker generally maintains good eye contact with the camera and is appropriately animated (e.g., gestures, moving around) with only a few lapses. Speaker sometimes relies on reading notes and/or slides. Mostly uses academic tone and language.

22.5 to >18.0 pts

Falls Below Expectation

Demonstrates little planning, preparation, and practiced execution. Speaker indicates little preparation through lack of eye contact and body language. Speaker reads mostly from notes and/or is not prepared. Some attempt at using academic tone and language.

18 to >0 pts

Does Not Meet Expectations

Demonstrates no planning, preparation, or practiced execution. Speaker indicates no preparation through lack of eye contact and body language. Speaker reads exclusively from notes and/or slides and is not prepared; delivery is distracting and takes away from the content. Little to no attempt at using academic tone and language.

30 pts

This criterion is linked to a Learning Outcome

Mechanics & APA Format

10 to >8.5 pts

Meets Expectations

The assignment consistently follows current APA format and is free from errors in formatting, citation, and references. There are no grammatical, spelling, or punctuation errors. All sources are cited and referenced correctly

8.5 to >7.5 pts

Approaches Expectations

The assignment consistently follows current APA format with only isolated and inconsistent mistakes and/or has a few grammatical, spelling, or punctuation errors. Most sources are cited and referenced correctly.

7.5 to >6.0 pts

Falls Below Expectation

The assignment does not follow current APA format and/or has many grammatical, spelling, or punctuation errors. Many sources are cited and referenced incorrectly, or citations and references are missing where needed.

6 to >0 pts

Does Not Meet Expectations

No attempt to follow APA format is indicated. Sources are not used and/or there is no reference page. Mechanical errors significantly interfere with the readability of the paper.

10 pts

Total Points: 100

Understanding the diverse learning styles of adult learners is critical in nursing education, as it directly impacts the effectiveness of teaching strategies and learning outcomes. Adult learners bing a wealth of experiences and preferences to the classroom, which can significantly influence how they engage with and retain information. By tailoring teaching methods to meet the varied needs of students, nurse educators can enhance learning experiences, foster critical thiinking, and ultimately improve patient care outcomes.

Dr. Benjamin Bloom identified three domains towards which learning activities should be directed, and developed taxonomies for each. The cognitive (knowledge), psychomotor (skills), and affective (attitudes) domains coincide with the six levels of educational objectives: Remembering, Understanding, Applying, Analyzing, Evaluating, and Creating. Note the progression designed to move beyond rote memorization to deeper comprehension and application.

Kolb (2005) introduced Kolb’s Experiential Learning Theory (ELT) to help understand the process of learning. The learner progresses along a continuum that alignes robustly with Bloom’s taxonmy.

1. Concrete Experience (Remembering): engage students in hands-on activities to help them recall and recognize key concepts and procedures. (Clinical simulations, lab experiences).
2. Reflective Observation (Understanding): encourage students to reflect on experiences and interpret the information they have encountered. (Journaling, group discussions, debriefing).
3. Abstract Conceptualization (Applying): students apply theoretical knowlege to real world scenarios. (Case studies, concept maps)
4. Active Experimentation (Analyzing): promote critial thinking through testing hypothesis and exploring different approaches. (Role playing, simulations, peer teaching).
5. Reflective Observation and Active Experimentation (Evaluating): evaluation of own and other’s performance. (Peer reviews, self-assessments, feedback sessions).
6. Concrete Experience and Abstract Conceptualization (Creating): foster creativity by encouraging students to design and implement new procedures/projects. (Develop research projects, educational matierials, or innovative practice).

Kolb’s Learning Styles

1. Divergers
2. Assimilators
3. Convergers
4. Accomodators

For this assignment, you will compose a paper (5-7 pages) about adult learning styles. Your paper should contain at minium: Title Page, Body of Paper, and Reference Page in APA format. The majority of evidence-based references should be within 5 years. Internet sources should be properly vetted as verified sources of accurate educational information.

Part 1: Conduct a literature and/or Internet search and describe the generational characteristics of adult learners. What teaching strategies might differ between generations? Are there commonalities among most adult learners? (Approximately 1 page in length).

Part 2: Conduct a literature and/or Internet search and describe the learning needs that might be faced by other unique student populations. Are there strategies that are common with among groups? What are the major differences? (Approximately 1 page in length).

Part 3: Provide a brief overview of Kolb’s Learning Styles and Bloom’s Taxonomy and their importance in the context of nursing education. Identify your own learning style according to Kolb’s model and reflect on how this learning style has influenced your educational experiences and study habits. What teaching/learning strategies might be used for each type of learner? How has Bloom’s Taxonomy influenced your educational experiences? What are the implications of each for your future practice as a nurse educator? (Approximately 2-3 pages in length).

Part 4: . What views did you identify in your beliefs about teaching? Did your values align (or not) with the previous sections of this assignment? (Approximately 1 page in length)

Part 5: Conclude with a paragraph describing the key points you have learned from this assignment. Include how generational differences, unique learners, varied learning styles, and robust learning outcomes influence quality nursing education. (Approximately 1 page in length).

For BOTH Replies:

Reply to two classmates with meaningful comments. You can:

• Add another perspective
• Share a related experience
• Ask a respectful question to deepen the discussion
• No required citation for your response

Participation alone is not enough; a thoughtful and meaningful approach in your posts is (Quality counts!)

Please remember that mutual respect is part of this course

Cite your credible sources in APA format. After you cite in APA format you must then include the page number and paragraph you are citing from for each citation.

Included Resource Citations:

Please review the feedback I received. In my first post, I was given suggestions for improvement, and after I submitted my second post, it was returned with instructions to redo the project plan proposal. One of my classmates received approval for her project, and she referred me to you for assistance. I would greatly appreciate your help, and if possible, I would like to have it returned today.

Discussion Question (DQ) Instructions

In 200300 words, write a response to the Discussion Question (DQ) Post Prompt posed for this week’s reading in Foreign to Familiar by Sarah Lanier. Please make sure you address each point in the DQ Post Prompt. Although there may be several question posed in the DQ Prompt, write one cohesive discussion post that integrates your thoughts in a well-written response.

Your post must follow these requirements:

• Use APA (7th ed.) formatting for citations and references.
• Check the Discussion Questions and Replies Rubric and follow the guidelines carefully to maximize your success.
• Two scholarly sources are required for your initial post:
• One scholarly source must be the textbook (Foreign to Familiar).
• The second scholarly source must be the Holy Bible or a peer-reviewed scholarly article published within the last five years.
• In-text citations should be used to support your discussion.
• A reference list should be included at the end of your post, formatted in APA (7th ed.).
• For your Replies, at least one scholarly source is required.

Guidelines for Scholarly References:

• Foreign to Familiar (Lanier, 2021).
• The Holy Bible (New International Version) OR a Peer-reviewed scholarly article 5 years or less from date of publication

Read the Introduction and Chapter One in Foreign to Familiar by Sarah A. Lanier. Answer the following DQ Prompt per the guidelines in Forum: Foreign to Familiar. You may use a may informal writing style in your responses, such as “I believe” versus “One may believe”, etc., but solid academic writing with proper spelling and basic grammar is expected. APA Format is required for citations and references.

Lanier (2021) introduces the idea that cultures can often be grouped together based on the region they live in. In Chapter One, she explains the distinction between people from different regions and climates.

• Question 1 (Content Reflection): In your own words, summarize what you learned from the reading. Include specific characteristics from each grouping (hot-climate and cold-climate cultures) that stood out to you most. Can you think of a time when this concept may have helped you better understand someone from another regional climate?
• Question 2 (Scripture and Nursing Application): As future nurses, we are called to show respect and compassion to all patients, even when their cultural values differ from our own. Philippians 2:4 reminds us: Let each of you look not only to his own interests, but also to the interests of others (New International Version). How might living out Philippians 2:4 guide you in providing culturally competent care for patients as a nurse? Consider ANA provisions, patient rights, patient centered care as you answer from the perspective of a senior BSN student with clinical exposure. Please include a personal experience, example, or practical application in your reply.

References

Lanier, S. B. (2021). Foreign to familiar: A guide to understanding hot- and cold-climate cultures (Rev. ed.). McDougal Publishing.

The Holy Bible, New International Version. (2011). Zondervan. (Original work published 1978)