Bright Academic Experts

Category: Nursing

  • Asthma treatment protocol

    General Instructions Explore current literature and clinical practice guidelines to complete the clinical treatment protocol template. Complete the protocol outline template Download protocol outline templateOpen this document with ReadSpeaker docReaderto develop a protocol for asthma treatment. Use of the template is required. A 10% deduction will be applied if the template is not used. See the rubric. Sections 1-5 on the template have already been completed. You are to complete sections 6-9 and References. Provide references for your protocol at the bottom of the form where indicated. References should come from the following sources: Asthma Clinical Practice GuidelineLinks to an external site.Open this document with ReadSpeaker docReader Course Textbook (for individual medication information) Journal Articles from within the last five years as defined by program expectationsLinks to an external site.. Follow APA grammar, spelling, word usage, and punctuation rules consistent with formal, scholarly writing. No more than one short direct quote (15 words or less) may be used in this assignment. First person should not be used within this assignment. At least three scholarly references must be used for this assignment. Abide by Chamberlain University’s academic integrity policy. Include the following sections (detailed criteria listed below and in the grading rubric). Pharmacological Treatment (Section 6 on the template) Correctly complete all blanks for the asthma treatment algorithm table as noted in the CPG. List medications in order according to the CPG. List generic medication names for each category. Provide an in-text citation under the completed table. Treatment Differences in Adults and Children (Sections 7a and 7b on the template) Correctly list the first line of initial pharmacologic treatment in step one; track one for asthmatic adults. (7a on the form) Correctly list the first line of initial pharmacologic treatment in step one, track one for asthmatic children ages 6-11. (7b on the form) Correctly list drug dose, route, frequency, instructions, precautions, drug cost, and education for adult and pediatric clients. Provide in-text citations under the information for adults and pediatric clients. Treatment Monitoring (Section 8 on the template) List the physical assessments required for monitoring the first-line medications prescribed to adults for track one, step one. List the pulmonary function tests required for monitoring the first-line medications prescribed to adults for track one, step one. List the laboratory tests required for monitoring the first-line medications prescribed to adults for track one, step one. Provide an in-text citation under the treatment monitoring section. Treatment Failure (Section 9 on the template) Describe how you will know that treatment is not working or needs to progress. Describe the next step if treatment is not working or needs to progress. Describe the indicators that would demonstrate that the client requires a higher level of care. Provide an in-text citation under the treatment failure section. Rubric NR565_W6_Respiratory Protocol Assignment NR565_W6_Respiratory Protocol Assignment Criteria Ratings Pts This criterion is linked to a Learning OutcomePharmacological Treatment 4 required criteria 1. Correctly complete all blanks for the asthma treatment algorithm table as noted in the CPG. 2. List medications in order according to the CPG. 3. List generic medication names for each category. 4. Provide an in-text citation under the completed table. 40 pts Excellent All requirements met. 36 pts Very Good 3 requirements met. 33 pts Satisfactory 2 requirements met. 20 pts Needs Improvement 1 requirement met. 0 pts Unsatisfactory No requirements met. 40 pts This criterion is linked to a Learning OutcomeTreatment Differences in Adults and Children 4 required criteria 1. Correctly list the first line of initial pharmacologic treatment in step one, track one for asthmatic adults (7a on the form). 2. Correctly list the first line of initial pharmacologic treatment in step one, track one for asthmatic children ages 6-11. (7b on the form) 3. Correctly list drug dose, route, frequency, instructions, precautions, drug cost, and education for adult and pediatric clients. 4. Provide in-text citations under the information for adults and pediatric clients. 25 pts Excellent All requirements met. 23 pts Very Good 3 requirements met. 21 pts Satisfactory 2 requirements met. 13 pts Needs Improvement 1 requirement met. 0 pts Unsatisfactory No requirements met. 25 pts This criterion is linked to a Learning OutcomeTreatment Monitoring 4 required criteria 1. List the physical assessments required for monitoring the first-line medications prescribed to adults for track one, step one. 2. List the pulmonary function tests required for monitoring the first-line medications prescribed to adults for track one, step one. 3. List the laboratory tests required for monitoring the first-line medications prescribed to adults for track one, step one. 4. Provide an in-text citation under the treatment monitoring section. 25 pts Excellent All requirements met. 23 pts Very Good 3 requirements met. 21 pts Satisfactory 2 requirements met. 13 pts Needs Improvement 1 requirement met. 0 pts Unsatisfactory No requirements met. 25 pts This criterion is linked to a Learning OutcomeTreatment Failure 4 required criteria 1. Describe how you will know that treatment is not working or needs to progress. 2. Describe the next step if treatment is not working or needs to progress. 3. Describe the indicators that would demonstrate that the client requires a higher level of care. 4. Provide an in-text citation under the treatment failure section. 25 pts Excellent All requirements met. 23 pts Very Good 3 requirements met. 21 pts Satisfactory 2 requirements met. 13 pts Needs Improvement 1 requirement met. 0 pts Unsatisfactory No requirements met. 25 pts This criterion is linked to a Learning OutcomeAPA Format: Citation and Reference Formation Use the current APA format to format citations and references and is free of errors. 10 pts Excellent 0-1 errors. 9 pts Very Good 2-3 errors. 8 pts Satisfactory 4-5 errors. 5 pts Needs Improvement 6-7 errors. 0 pts Unsatisfactory More than 7 errors. 10 pts This criterion is linked to a Learning OutcomeScholarly Sources 3 Required Criteria Provide resources from at least three scholarly sources. 15 pts Excellent All requirements met. 13 pts Satisfactory 2 requirements met. 8 pts Needs Improvement 1 requirement met. 0 pts Unsatisfactory No requirements met. 15 pts This criterion is linked to a Learning OutcomeTemplate Used 0 pts No Points Deducted Correct template used. 0 pts Points Deducted 14 points deducted (10%) for incorrect or no template used 0 pts This criterion is linked to a Learning OutcomeLate Penalty Deduction Students are expected to submit assignments by the time they are due. Assignments submitted after the due date and time will receive a deduction of 10% of the total points possible for that assignment for each day the assignment is late. Assignments will be accepted, with penalty as described, up to a maximum of three days late, after which point a zero will be recorded for the assignment. Quizzes and discussions are not considered assignments and are not part of the late assignment policy. 0 pts No Points Deducted Assignment submitted on time. No points deducted. 0 pts Points Deducted Assignment submitted late. Loss of -10% points/day up to 3 days late.

    Attached Files (PDF/DOCX): Week6_NR565_Respiratory_Protocol_Assignment_Template _JUL25.docx

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

  • Week 10 Case Study

    Week 10 Case Study

    John is a 24-year-old who presents to urgent care with a 2 week history of cough and congestion. He says it started out as a normal cold and it will not go away. He has a productive cough of green mucous and has green nasal discharge. He says that he has had a low-grade temperature for the past 2 days. John reports an intermittent frontal headache with this cold. He is otherwise healthy, with no known drug allergies.

    The patients assessment is as follows:

    Vital signs are stable and temperature is 99.9F. Tympanic membranes (TMs) are clear bilaterally, pharynx is pink with no exudate, he has greenish postnasal drainage, turbinates’ are swollen and red, there is tenderness when frontal sinuses palpated, there is no cervical adenopathy, and lungs are clear.

    Answer the following questions.

    1. What medications do you anticipate being prescribed/recommended and why?
    2. What patient education would you anticipate giving the patient regarding the medications you chose?

  • Concept Map

    In this exercise, you will complete a MindMap (CONCEPT MAP) to gauge your understanding of this weeks content of Myocardial Infarction.

    –Describe the Pathophysiology and Etiology of the primary diagnosis. List risk factors related to the primary diagnosis.

    -What are the patients signs and symptoms for this diagnosis? How does the diagnosis impact other body systems and what are the possible complications?

    -What diagnostic tests or labs would you order to confirm the primary diagnosis?

    -What treatment options would you consider? Include possible referrals and medications.

    ——ONE OF THESE WEBSITED MUST BE USED TO CREATE THE CONCEPT MAP-

    Mind Mapping websites – Free Templates:

    • . (n.d.). https://mindmeister.com
    • (n.d.). https://creately.com
    • . (n.d.). https://canva.com

  • Transport Trial Study

    PDCA started and need to present to get approval. Background : Trail study done last fiscal year and FTE in budget. (originally 15.2FTE to now 5.2) Barrier when study done it was not taken into consideration that nursing staff or technicians do alot of the transport without putting the transfer request in ERM on EPIC. This study is in attempts to capture those missed jobs. Situation: Nursing staff need to be made aware to place transport request ticket and delete in 3 mins( if they are doing the job themselves Also would like to highlight that with a hospital more that 1 transport on is dearly needed. this is to bring awareness to stakeholder and petition for more transporters based on findings. A radiology study was completed which is graphed in attachment with highlights missed jobs and peak hours. also a reminder with a catchy photo needs to be displayed in PP, this will go on the computers of each nursing station

    Attached Files (PDF/DOCX): Transport_trail.pdf

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

  • Analyzing a Current Healthcare Problem or Issue/Annotated Bi…

    Write a 35 page annotated bibliography of your selected current problem or issue in healthcare, including a proposed solution and possible ethical implications. Create a 3-5 minute Kaltura video of you performing your library search. Part 1 Create a Kaltura video of you conducting your research in the Capella library as you locate three scholarly, peer-reviewed journal articles related to your selected healthcare problem or issue. This video should be about 35 minutes in length. Part 2 Write a 35 page paper in which you include the following: 1. Topic Identification Select one of the healthcare problems or issues presented in the Assessment 05 Supplement: Applying Research Skills [PDF] resource. Write a brief overview of the healthcare problem or issue. In your overview: Summarize the healthcare problem or issue, including a description of its professional relevance. Describe your interest in the problem or issue. Describe any professional experience you have with this topic. 2. Discussion of Research Discuss your research and selection process for each of the three journal articles you have chosen to include in your annotated bibliography. Describe your process of applying library research skills to identify the journal articles relevant to the healthcare problem or issue you are researching. Identify the keywords you used to select the articles. Describe the criteria you used to select the resources, including the names of the Capella library databases that you used. What was the process like to locate relevant articles? Assess the credibility of the information sources. Determine whether each resource is from an academic, peer-reviewed journal. Determine whether the publication is current (published within the last 35 years). Determine whether information in the academic peer-reviewed journal article is still relevant. Assess the relevance of the information sources. Is the information relevant to your topic? For example, did you select an article about a health system in Japan and how is that applicable to your topic of a U.S. healthcare issue or problem? Explain how the healthcare problem or issue is addressed in each source. Discuss what kind of contribution each resource provides. 3. Annotated Bibliography Summarize each of the three current academic, peer-reviewed journal articles you chose, using the annotated bibliography organizational format. The purpose of an annotated bibliography is to document a list of references along with key information about each one. The detail about the reference is the annotation. Developing this annotated bibliography will create a foundation of knowledge about the selected topic. Be sure to complete this assessment’s Annotated Bibliography activity before starting this section. In your annotated bibliography: List each full reference in APA format, followed immediately by its annotation. Present your three current, annotated references in alphabetical order, according to the reference citation. Double-space each reference and format it with a hanging indent. Provide the full APA reference citation, including the author, date, title, publisher or publication, and any additional information required by APA style. Write the annotation (summary) for each citation in paragraph form, using approximately 150 words (or 13 paragraphs) for each annotation. Make sure to cite the article in your summary. Include the following components for each annotation: Identify the purpose of the article. Summarize the article. Include the conclusions and findings of the article. Ensure each article is relevant to your topic.

    Attached Files (PDF/DOCX): nurs-fpx4000-assessment-05-supplement-applying-research-skills-D (1).pdf

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

  • quality improvement project

    i am going to upload the assignment template, adverse occurence data,adverse event study overview, rubric for the infograph, 4 articles from georgian college cinahl database and jbl from georgian college database, screen shot of cinahl.

    Attached Files (PDF/DOCX): EBSCO-FullText-03_08_2026 (2).pdf, EBSCO-FullText-03_08_2026 (1).pdf, EBSCO-FullText-03_08_2026.pdf, JBI17038.pdf, Infographic Requirements (2).docx, Data Analysis Template (2).docx, Study Overview for Students Adverse Events (3).docx

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

  • Protected Health Information: Privacy, Security and Confiden…

    For this assessment, you will prepare a two-page interprofessional staff update on HIPAA and

    appropriate social media use in health care.

    Skilled Nursing Facility:

    o Context: Skilled nursing facilities (SNFs) provide therapeutic services,

    rehabilitation, and continuous nursing care for patients who aren’t in an acute

    phase of illness but still require specialized care. Residents often stay for

    extended periods, and there’s a close-knit community feel.

    o Social Media Concern: Sharing moments from daily activities, therapies, or

    resident interactions can breach patient privacy, even if done with the best

    intentions.

    As a nurse in a skilled nursing facility, you are asked to create the content for a staff update. This staff update will be delivered using your organization’s internal communication platform and should be in the form of a social media post and should address one or more of these topics:

    • Social media best practices.
    • What not. to do: social media.
    • Social media risks to patient information.
    • Steps to take if a breach occurs.

    This assessment is not a traditional essay. It is a staff educational update about PHI. Staff are frequently overwhelmed with required trainings and often click through without learning. To catch the attention of your audience be creative. Create a social media post that delivers the information required in an easy-to-read fashion like an infographic.

    The task force has asked team members assigned to the topics to include the following content in their updates in addition to content on their selected topics:

    • What is protected health information (PHI)?
    • Be sure to include essential HIPAA information.
    • What are privacy, security, and confidentiality?
    • Describe and provide examples of privacy, security, and confidentiality concerns related to the use of technology in health care.
    • Explain the importance of interdisciplinary collaboration to safeguard sensitive electronic health information.
    • What evidence relating to social media usage and PHI do interprofessional team members need to be aware of? For example:
    • What are some examples of nurses being terminated for inappropriate social media use in the United States?
    • What types of sanctions have health care organizations imposed on interdisciplinary team members who have violated social media policies?
    • What have been the financial penalties assessed against health care organizations for inappropriate social media use?
    • What evidence-based strategies have health care organizations employed to prevent or reduce confidentiality, privacy, and security breaches, particularly related to social media usage?

    Notes

    • Be selective about the content you choose to include. Include need-to-know information. Omit nice-to-know information.
    • Many times, people do not read staff updates, do not read them carefully, or do not read them to the end. Ensure your staff update piques staff members’ interest, highlights key points, and is easy to read/view. Avoid overcrowding the update with too much content.
    • Also, supply a separate reference page that includes two or three peer-reviewed and one or two non-peer-reviewed resources (for a total of 35 resources) to support the staff update content.
    • Written communication: Ensure the staff update is free from errors that detract from the overall message.
    • Submission length: Maximum of two double-spaced content pages
    • Citations and references: Provide a separate reference page that includes 23 current, peer-reviewed and 12 current, non-peer-reviewed in-text citations and references (total of 35 resources) that support the staff update’s content. Current means no older than 5 years.

    Example:

    Infographic: The Rise of Medical Data Sharing & Privacy Concerns

  • Week 10 Reflection Discussion

    Week 10 Reflection Discussion

    This discussion assignment provides a forum for you to reflect on the past week’s experiences in this course. Reflection is a hallmark of professional practice. The process of reflection promotes professional growth and development. Active and thoughtful reflection is a useful approach for processing new information and integrating into your professional role.

    For this assignment, make sure you post your response to the Discussion Area by the due date assigned. You are NOT required to respond to peers. You will receive full credit if you post prior to the deadline AND you include a thoughtful reflection to all required question(s).

    Post your major takeaway from this week’s content (3-4 sentences) by the due date. Include your text as a reference.

    Attached Files (PDF/DOCX): Week 10 reflection.docx

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

  • Respond to two peers (150-200 words each) using 1 APA refere…

    • Respond to two peers (150-200 words each) using 1 APA reference no older than 5 years. It must be submitted by Saturday at 11:59 p.m.
    • Applying the Theory of Unpleasant Symptoms to Clinical Assessment Tools
    • Jose A. Garcia
      Miami Regional University
      MSN 5270: Advanced Theoretical Perspectives for Nursing
      Dr. Eidam
      March 10, 2026In advanced nursing practice and the health sciences, symptom assessment can sometimes become too narrow, reducing patients to isolated physiological findings instead of seeing the full picture of what they are experiencing. Holistic care requires a broader view. The Theory of Unpleasant Symptoms (TOUS) offers that perspective. As a middle-range nursing theory, TOUS explains that symptoms are not simply clinical indicators; they are multidimensional experiences influenced by the patients overall life situation (Lenz & Pugh, 2019). This matters because clinicians need assessment tools that do more than record symptom severity. They need tools that reflect what illness actually feels like for the person living through it.One of the most important ideas in TOUS is that symptoms are multidimensional. Many commonly used tools, such as the Visual Analog Scale, focus heavily on intensity. That number can be useful, but it only tells part of the story. According to TOUS, symptoms should also be understood in terms of timing, distress, and quality (Lenz & Pugh, 2019). A patient may rate pain as moderate, for example, yet still describe it as emotionally exhausting or disruptive to sleep and daily routines. Distress helps capture that burden. Timing shows whether the symptom is constant, intermittent, or tied to certain activities. Quality allows patients to explain the nature of what they are feeling in their own words. When assessment tools include all four dimensions, the clinician gains a fuller understanding of the patients experience rather than relying on a number alone.TOUS also recognizes that symptoms do not occur in isolation. They are shaped by physiological, psychological, and situational factors. Because of that, a meaningful assessment tool should ask not only what the patient feels, but also what may be influencing that experience. Physiological factors include age, health history, and nutritional status, all of which may affect how symptoms are perceived (Lenz & Pugh, 2019). Psychological factors include anxiety, depression, and the personal meaning a patient attaches to illness or diagnosis (Lenz & Pugh, 2019). Situational factors include social support, financial strain, and the patients environment. This broader view is supported by research showing that when issues such as social isolation are overlooked, patients often report greater symptom distress and lower quality of life (Zou et al., 2023). In practice, this means that symptoms may reflect more than a disease process alone.The final part of TOUS focuses on performance, or how symptoms affect daily functioning (Lenz & Pugh, 2019). This is especially important in clinical care. It is one thing to know that a patient has dyspnea, fatigue, or pain; it is another to know whether those symptoms prevent work, limit family interaction, or reduce independence. That level of understanding helps clinicians plan care in a way that is more meaningful to the patient (Zou et al., 2023).Overall, TOUS encourages a shift away from treating symptoms as isolated complaints and toward understanding the person behind them. Assessment tools guided by this theory should be multidimensional, sensitive to context, and focused on how symptoms affect daily life. That approach supports care that is both clinically useful and genuinely patient-centered.ReferencesLenz, E. R., & Pugh, L. C. (2019). The theory of unpleasant symptoms. In M. J. Smith & P. R. Liehr (Eds.), Middle range theory for nursing (4th ed., pp. 165192). Springer Publishing Company.Zou, H., Chen, Y., Fang, W., Zhang, Y., & Fan, X. (2023). The mediation role of psychological resilience between symptom burden and quality of life in patients with chronic heart failure: A cross-sectional study based on the theory of unpleasant symptoms. BMC Nursing, 22(1), 110.
    • Henry Claude Lindor – Number of replies: 1

      Theory of Unpleasant SymptomsThe Theory of Unpleasant Symptoms (TOUS) provides a framework for understanding the different dimensions of a patient’s symptoms, including the factors that contribute to them. If an assessment tool is designed around TOUS, there are certain elements that must be included in order to capture the complexity of the symptom experience and to support good clinical decision-making (Moore, 2022).First, the assessment tool must assess multiple dimensions of a patient’s symptoms (e.g., intensity) in addition to assessing just intensity. Each symptom has characteristics, according to TOUS, which include intensity, timing, distress, and quality. An effective assessment tool would include scales to measure how intense a symptom is, how long it lasts, how frequently it occurs, and how distressing/bothersome it is for the patient (Sauer et al., 2023). For example, a pain assessment tool developed with TOUS principles would not only ask patients to rate their pain on a scale of 1 to 10 but would also ask them how their pain affects their mood, sleep, or activities of daily living, thus providing a more complete picture of how a patient experiences their pain.Secondly, the assessment tool should evaluate other influencing factors (physiological, psychological, situational). According to TOUS, symptoms are not isolated events; they result from biological processes, psychological states, and environmental/social contexts. Therefore, an evaluation tool that is congruent with this proposal should have questions concerning comorbidity, medication use, level of stress, coping mechanisms/social supports, and environmental stressors. For example, when assessing fatigue, it would be helpful to include inquiry into potential causes of fatigue such as anemia or infection (physiological), depression or anxiety (psychological), and/or workload or caregiving responsibilities (situational). Through this multidimensional perspective, the practitioner can identify contributors to the patient’s fatigue that can be changed rather than just focusing on the fatigue itself.Lastly, an assessment tool should evaluate the outcomes of performance. The TOUS explains how an individual’s symptoms will affect this functional performance – physically, cognitively, and socially. Thus, a comprehensive evaluation tool must examine every way in which symptoms will interfere with a person’s activities of daily living, work performance, ability to concentrate, ability to maintain relationships with others, or self-care. Understanding how these symptoms affect function is important in identifying the severity of the symptoms, prioritizing what interventions to offer, and evaluating the effectiveness of treatment (Gmez-Borges et al., 2022). As an example, in terms of severity, the inability to walk across a room can be ranked much more highly than mild dyspnea when associated with very strenuous exercise.Also, the tool must allow for the assessment of multiple concurrent symptoms. The TOUS indicates that, rather than a single symptom, patients often have clusters of symptoms. Therefore, an ideal tool must assess how symptoms interact with each other. For instance, pain may lead to sleep disturbances, or fatigue may exacerbate depressive symptoms. This lends itself to developing more targeted and integrated interventions.Finally, the evaluation tool must possess patient-centeredness along with reliability, validity, and sensitivity to change over time. The patient should have the option of stating their experiences in their own words and be given objective means to monitor changes in these experiences over time. Sensitivity to change is particularly important in assessing the patient’s result of treatment and in directing changes that need to occur in the clinic.ReferencesMoore, A. K. (2022). The holistic theory of unpleasant symptoms. Journal of Holistic Nursing, 40(2), 193202.Sauer, K. S., Witthft, M., & Rief, W. (2023). Somatic symptom disorder and health anxiety: assessment and management. Neurologic Clinics, 41(4), 745758.Gmez-Borges, A., Zuberbhler, M. J. P., Martnez, I. M., & Salanova, M. (2022). Self-care at work matters: How job and personal resources mediate between self-care and psychological well-being. Revista de Psicologa del Trabajo y de las Organizaciones, 38(3), 231239.

  • Essential Budgeting Concepts

    • You should define the concept/term ( Hours per patient day or visit)

    and explain it’s relevance to the DNP and financial management. Be sure to include supporting literature