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Module 11 Discussion - Reflection Initial Post Describe how you achieved each course competency including at least one example of new knowledge gained related to that competency. Describe how this new knowledge will impact your nursing practice. Course Competencies Explain principles of care for clients with oncological disorders. Identify components of safe and effective nursing care for clients experiencing fluid and electrolyte imbalances. Describe strategies for safe, effective multidimensional nursing care for clients with acid-base imbalances. Select appropriate nursing interventions for clients with upper gastrointestinal disorders. Select appropriate nursing interventions for clients with lower gastrointestinal disorders. Evaluate responses to nursing interventions for clients with endocrine disorders. .
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Topic reflection initial post describe how you achieved each
This document provides instructions for an initial post in a nursing course. It asks the student to describe how they achieved new knowledge related to multidimensional care, including an example, and how this new knowledge will impact their nursing practice. It lists 6 course competencies covering oncological disorders, fluid and electrolyte imbalances, acid-base imbalances, upper and lower gastrointestinal disorders, and endocrine disorders. The instructions specify to include 4 references, write from a nursing perspective, use APA format with in-text citations, and submit by October 29, 2021 at 7pm with no plagiarism.
Areas for reflectionDescribe how you achieved each course com.docx
This document outlines areas for reflection on a nursing course and its competencies. Students are prompted to describe how they achieved each competency, providing an example of new knowledge gained. They are also asked to explain how this new knowledge will impact their nursing practice. The six competencies covered in the course include: applying strategies for safe and effective basic care; selecting nursing interventions for clients with mobility issues; explaining multidimensional care for musculoskeletal disorders; prioritizing strategies for clients with sensory issues; applying knowledge of integumentary disorders; and describing strategies for clients with immunologic, infectious, or inflammatory disorders.
Areas for reflectionDescribe how you achieved each course.docx
Areas for reflection:
Describe how you achieved each course competency including at least one example of new knowledge gained related to that competency.
Describe how this new knowledge will impact your nursing practice.
Course Competencies
Apply strategies for safe, effective multidimensional nursing practice when providing basic care and comfort for clients.
Select appropriate nursing interventions when providing multidimensional care to clients experiencing alterations in mobility.
Explain components of multidimensional nursing care for clients with musculoskeletal disorders.
Prioritize strategies for safe, effective multidimensional nursing practice when providing care for clients experiencing sensory and perception disorders.
Apply knowledge of integumentary disorders when providing safe, effective nursing care.
Describe strategies for safe, effective multidimensional nursing practice when providing care for clients experiencing immunologic, infectious, and inflammatory disorders.
.
Describe how you achieved each course competency including at le.docx
Describe how you achieved each course competency including at least one example of new knowledge gained related to that competency.
Describe how this new knowledge will impact your nursing practice.
Course Competencies
1. Identify multidimensional nursing care strategies for clients with reproductive system disorders.
2. Determine appropriate multidimensional nursing interventions for clients with disorders of the urinary system.
3. Apply strategies for safe, effective multidimensional nursing practice when providing care for clients with upper respiratory disorders.
4. Compare strategies for safe, effective multidimensional nursing practice when providing care for clients with lower respiratory disorders.
5. Prioritize nursing care strategies for clients with cardiovascular disorders.
6. Integrate multidimensional nursing interventions when caring for clients with hematological disorders
.
Module 09 Written Assignment – Endocrine Disorders GuideComp.docx
Module 09 Written Assignment – Endocrine Disorders Guide
Competency
Evaluate responses to nursing interventions for clients with endocrine disorders.
Scenario
You are working as a nurse supervisor. You are finding a lot of new nurses are unfamiliar with certain endocrine disorders. You have decided to put together a guide for these nurses to educate them on different endocrine diseases and provide them with ways to provide quality multidimensional care.
Instructions
Compare and contrast two endocrine disorders within the guide. Include the following information:
Identify and compare the causes and diagnostic tests.
Identify and compare the signs and symptoms of the disorder.
Describe the nurses’ role in caring for a patient that suffers from this disorder to include the multidimensional aspects of nursing care.
Identify how you will evaluate responses to the interventions taken for each disorder.
.
Syllabus with-itp-ncm103
This document provides information on a nursing course that deals with caring for clients experiencing problems with oxygenation, fluid and electrolyte balance, nutrition and metabolism, and endocrine function. The course objectives aim to develop students' skills in utilizing the nursing process, documentation, team relations, ethics, and self-improvement. Key topics covered include risk factors, assessment techniques, diagnostic testing, pathophysiology, nursing diagnoses, management principles, medications, and surgical procedures related to alterations in the listed body systems.
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Course Competency Appraise integrative nutrition from a nursi.docx
Course Competency:
Appraise integrative nutrition from a nursing perspective as a foundation of holistic practice.
Based on your experience with mindful eating either from the video lecture or your own previous experiences, create a PowerPoint describing how you could incorporate this intervention with patients. Include a title slide, a reference slide, and five to eight content slides with speaker notes. Your content slides should address the following:
Define mindful eating and provide two examples of how mindful eating can be used in nursing practice.
Describe a mindful eating intervention that could be used with patients.
Identify at least one rationale for choosing this specific intervention.
Integrate two resources that discuss and support mindful eating practice. Make sure to cite your sources.
Discuss how the intervention will benefit patient health practices. Provide at least one benefit.
Discuss at least one potential barrier to implementing this intervention.
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Topic reflection initial post describe how you achieved each
This document provides instructions for an initial post in a nursing course. It asks the student to describe how they achieved new knowledge related to multidimensional care, including an example, and how this new knowledge will impact their nursing practice. It lists 6 course competencies covering oncological disorders, fluid and electrolyte imbalances, acid-base imbalances, upper and lower gastrointestinal disorders, and endocrine disorders. The instructions specify to include 4 references, write from a nursing perspective, use APA format with in-text citations, and submit by October 29, 2021 at 7pm with no plagiarism.
Areas for reflectionDescribe how you achieved each course com.docx
This document outlines areas for reflection on a nursing course and its competencies. Students are prompted to describe how they achieved each competency, providing an example of new knowledge gained. They are also asked to explain how this new knowledge will impact their nursing practice. The six competencies covered in the course include: applying strategies for safe and effective basic care; selecting nursing interventions for clients with mobility issues; explaining multidimensional care for musculoskeletal disorders; prioritizing strategies for clients with sensory issues; applying knowledge of integumentary disorders; and describing strategies for clients with immunologic, infectious, or inflammatory disorders.
Areas for reflectionDescribe how you achieved each course.docx
Areas for reflection:
Describe how you achieved each course competency including at least one example of new knowledge gained related to that competency.
Describe how this new knowledge will impact your nursing practice.
Course Competencies
Apply strategies for safe, effective multidimensional nursing practice when providing basic care and comfort for clients.
Select appropriate nursing interventions when providing multidimensional care to clients experiencing alterations in mobility.
Explain components of multidimensional nursing care for clients with musculoskeletal disorders.
Prioritize strategies for safe, effective multidimensional nursing practice when providing care for clients experiencing sensory and perception disorders.
Apply knowledge of integumentary disorders when providing safe, effective nursing care.
Describe strategies for safe, effective multidimensional nursing practice when providing care for clients experiencing immunologic, infectious, and inflammatory disorders.
.
Describe how you achieved each course competency including at le.docx
Describe how you achieved each course competency including at least one example of new knowledge gained related to that competency.
Describe how this new knowledge will impact your nursing practice.
Course Competencies
1. Identify multidimensional nursing care strategies for clients with reproductive system disorders.
2. Determine appropriate multidimensional nursing interventions for clients with disorders of the urinary system.
3. Apply strategies for safe, effective multidimensional nursing practice when providing care for clients with upper respiratory disorders.
4. Compare strategies for safe, effective multidimensional nursing practice when providing care for clients with lower respiratory disorders.
5. Prioritize nursing care strategies for clients with cardiovascular disorders.
6. Integrate multidimensional nursing interventions when caring for clients with hematological disorders
.
Module 09 Written Assignment – Endocrine Disorders GuideComp.docx
Module 09 Written Assignment – Endocrine Disorders Guide
Competency
Evaluate responses to nursing interventions for clients with endocrine disorders.
Scenario
You are working as a nurse supervisor. You are finding a lot of new nurses are unfamiliar with certain endocrine disorders. You have decided to put together a guide for these nurses to educate them on different endocrine diseases and provide them with ways to provide quality multidimensional care.
Instructions
Compare and contrast two endocrine disorders within the guide. Include the following information:
Identify and compare the causes and diagnostic tests.
Identify and compare the signs and symptoms of the disorder.
Describe the nurses’ role in caring for a patient that suffers from this disorder to include the multidimensional aspects of nursing care.
Identify how you will evaluate responses to the interventions taken for each disorder.
.
Syllabus with-itp-ncm103
This document provides information on a nursing course that deals with caring for clients experiencing problems with oxygenation, fluid and electrolyte balance, nutrition and metabolism, and endocrine function. The course objectives aim to develop students' skills in utilizing the nursing process, documentation, team relations, ethics, and self-improvement. Key topics covered include risk factors, assessment techniques, diagnostic testing, pathophysiology, nursing diagnoses, management principles, medications, and surgical procedures related to alterations in the listed body systems.
Nursing role and scope DQ reply Vanessa.docx
This document discusses evidence-based practice (EBP) in nursing. It defines EBP as using research-based evidence to inform clinical decision making and optimize patient care. EBP allows nurses to provide data-driven care that combines clinical expertise, research evidence, and patient preferences. The document also outlines the steps for conducting EBP, which includes asking questions, searching for evidence, evaluating the evidence, implementing changes in practice based on the evidence, and assessing the results. Barriers to implementing EBP include lack of resources and resistance to change clinical practice.
Course Competency Appraise integrative nutrition from a nursi.docx
Course Competency:
Appraise integrative nutrition from a nursing perspective as a foundation of holistic practice.
Based on your experience with mindful eating either from the video lecture or your own previous experiences, create a PowerPoint describing how you could incorporate this intervention with patients. Include a title slide, a reference slide, and five to eight content slides with speaker notes. Your content slides should address the following:
Define mindful eating and provide two examples of how mindful eating can be used in nursing practice.
Describe a mindful eating intervention that could be used with patients.
Identify at least one rationale for choosing this specific intervention.
Integrate two resources that discuss and support mindful eating practice. Make sure to cite your sources.
Discuss how the intervention will benefit patient health practices. Provide at least one benefit.
Discuss at least one potential barrier to implementing this intervention.
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Clinical Journal Log Assignment.pdf
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Module 11 Discussion - ReflectionInitial PostAreas for r.docx
Module 11 Discussion - Reflection
Initial Post
Areas for reflection:
Describe how you achieved each course competency including at least one example of new knowledge gained related to that competency
Describe how you achieved the transferable skill,
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Current medications:
Tylenol 500 mg 2 tabs daily for knee pain. Daily multivitamin
PMH:
Has left knee arthritis. Had chick pox and mumps as a child. Vaccinations up to
date.
GYN hx:
G2 P1. 1 SAB, 1 living child, full term, wt 9lbs 2 oz. LMP 15months ago. No history of abnormal Pap smear.
FH:
parents alive, well, child alive, well. No siblings. Mother has HTN and father has high cholesterol.
SH:
works from home part time as a planning coordinator. Married. No tobacco history, 1-2 glasses wine on weekends. No illicit drug use
Allergies
: NKDA, allergic to cats and pollen. No latex allergy
Vital signs
: BP 129/80; pulse 76, regular; respiration 16, regular
Height 5’2.5”, weight 185 pounds
General:
obese female in no acute distress. Alert, oriented and cooperative.
Skin
: warm dry and intact. No lesions noted
HEENT:
head normocephalic. Hair thick and distribution throughout scalp. Eyes without exudate, sclera white. Wears contacts. Tympanic membranes gray and intact with light reflex noted. Pinna and tragus nontender. Nares patent without exudate. Oropharynx moist without erythema. Teeth in good repair, no cavities noted. Neck supple. Anterior cervical lymph nontender to palpation. No lymphadenopathy. Thyroid midline, small and firm without palpable masses.
CV
: S1 and S2 RRR without murmurs or rubs
Lungs
: Clear to auscultation bilaterally, respirations unlabored.
Abdomen
- soft, round, nontender with positive bowel sounds present; no organomegaly; no abdominal bruits. No CVAT.
Labwork:
CBC
:
WBC 6,000/mm3 Hgb 12.5 gm/dl Hct 41% RBC 4.6 million MCV 88 fl MCHC
34 g/dl RDW 13.8%
UA:
pH 5, SpGr 1.013, Leukocyte esterase negative, nitrites negative, 1+ glucose; small protein; negative for ketones
CMP:
Sodium 139
Potassium 4.3
Chloride 100
CO2 29
Glucose 95
BUN 12
Creatinine 0.7
GFR est non-AA 92 mL/min/1.73 GFR est AA 101 mL/min/1.73 Calcium 9.5
Total protein 7.6 Bilirubin, total 0.6 Alkaline.
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Mr. Rivera is a 72-year-old patient with end stage COPD who is in the care of Hospice. He has a history of smoking, hypertension, obesity, and type 2 Diabetes. He is on Oxygen 2L per nasal cannula around the clock. His wife and 2 adult children help with his care. Develop a concept map for Mr. Rivera. Consider the patients Ethnic background (he and his family are from Mexico) and family dynamics. Please use the
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recommendations for learning or actions in a similar situation. This may include anticipating or
creating a situation in which you can then try out your new approach. Sample Weekly Reflection
by Student Shdn't alhere to the basis primeiples of Infection. Prevention Centrol 1 have learned
in the lab. 1 think the nurse was disappointcd with my practice as aell. 1 lase decided to improve
ay Lnowledge application and tor analyre this evert. Analyzest Accending to Korier, et al. (2014)
hand frygicne is " the single most effective infoctice jecvemtion and control measure one can
implement" (p. 96e). Alcohod-hased hand nut (ABHR) kits microergatiems an the handb and is
coesidcrod mote effoctive that soap and water in redocing hand contamination (Kevicr, et al.
2014). All bealheare prosensionals have lo andene so Four Moments of Hind Hygicne as per
recoentnendatigens of Canadian Hospital Infection Centrol Associatioe (Kerice, ct al. 2014). The
first noencet of Hand Ilygicne is cleaning hands befere initial ceetact with the cliems..
Improving Your Practice1
This document provides a step-by-step process for improving care delivery through collaborative learning. It outlines the Planned Care Model for redesigning care delivery and the Model for Improvement for testing changes. The 7 steps include: 1) familiarizing the care team with these models, 2) organizing roles, 3) adopting guidelines, 4) understanding patient needs, 5) choosing measures, 6) planning care, and 7) supporting patient self-management. Changes are tested with individual patients and successful changes are implemented for all patients.
Module 11 Discussion - ReflectionInitial PostAreas for r.docx
Module 11 Discussion - Reflection
Initial Post
Areas for reflection:
Describe how you achieved each course competency including at least one example of new knowledge gained related to that competency
Describe how you achieved the transferable skill,
Communication
, including at least one example of new knowledge gained related to the transferable skill
Describe how this new knowledge will impact your nursing practice.
Course Competencies
Describe the foundations of mental health nursing.
Explain current legal issues and social concerns in mental healthcare.
Select appropriate nursing interventions for clients with certain cognitive, addictive and psychotic conditions.
Evaluate nursing care strategies for clients with certain mental health/mood/personality and eating disorders.
Assemble nursing care interventions for clients with mental health/stress related disorders.
Identify factors that impact mental health in special populations.
Transferable Skills
Communication: Displaying capability in writing, reading and oral communication; understanding of non-verbal language.
.
Best practice dental class
Evidence based practice aims to integrate the best research evidence with clinical expertise and patient values. It involves 5 steps: formulating a question, finding evidence, critically appraising evidence, applying evidence to a patient, and evaluating outcomes. Key resources for finding evidence include pre-appraised sources like UpToDate and filtered databases like PubMed. Models like the Stelter and Iowa models provide guidelines for implementing evidence-based projects. The goal of evidence based practice is to provide the highest quality care based on the best available research.
Introduction to Nursing Research.pptx
This document provides an introduction to nursing research. It defines research and nursing research, and discusses the importance of nursing research in building the nursing knowledge base, improving patient care, and establishing nursing as a profession. Nursing research involves systematic inquiry into issues related to nursing practice, education, administration, and nurses. It also outlines different research methodologies including qualitative and quantitative designs. Key terms used in nursing research are defined.
Chnaging trends in Medical Education Oct 23.pptx
Teaching : Latest concepts in medical education
how best to optimize medical education
new trends in undergraduate and post graduate teaching in pediatrics
EVIDENCE-BASED PRACTICE IN NURSING
Evidence-based practice in nursing involves providing holistic, quality care based on the most up-to-date research and knowledge rather than traditional methods, advice from colleagues, or personal beliefs.
Nurses can expand their knowledge and improve their clinical practice experience by collecting, processing, and implementing research findings. Evidence-based practice focuses on what's at the heart of nursing — your patient. Learn what evidence-based practice in nursing is, why it's essential, and how to incorporate it into your daily patient care.
- American Nurses Association
Chapter 23 ASSIGNMENT Nursing care delivery models.pdf
The document summarizes a study that evaluated a new nursing care delivery model of shared accountability on medical-surgical units. Key points:
- The model used RN-led teams with shared accountability between RNs, LPNs, and UAPs. All staff were trained to practice at the full scope of their licenses.
- The model was piloted on 3 units across 3 hospitals. It aimed to improve quality, nurse satisfaction, and reduce costs through more efficient staffing.
- Results found improved clinical outcomes, patient experience, and nurse satisfaction, with decreased length of stay and salary costs per patient day.
Test Bank for LeMone Burke Bauldoff Gubrud Medical Surgical Nursing.pdf
A Test bank is a ready-made electronic Q&A testing resource that is tailored to the contents of an individual textbook. Feedback is often provided on answers given by students, containing page references to the book.
Cluster C Personality Disorders.pptx
This document provides an outline for a nursing course on critical care nursing. It begins with intended learning outcomes which are to obtain knowledge on critical care nursing, identify the goals and scope of critical care nursing, and utilize the structure-process-outcome model for nursing care.
It then discusses key topics in critical care nursing including an introduction, the goals and scope of critical care nursing practice, standards of critical care nursing, and the ADPIE model for nursing care. Sample nursing diagnoses are also provided.
Three activities are assigned which include analyzing a documentary on emergency room patients, a short quiz, and creating a scrapbook on emergency drugs required in hospitals.
NUR 215Nursing Management of the Medical-Surgical Client I.docx
This document provides an overview and materials for NUR 215 Nursing Management of the Medical-Surgical Client II. It outlines the course description, topics, objectives, and assignments. The course continues building on concepts from the previous course and focuses on caring for clients with gastrointestinal, neurological, musculoskeletal, genitourinary, endocrine, and other disorders. Students apply the nursing process, develop care plans, learn treatment modalities, and practice therapeutic communication through preceptored clinical experiences and case studies analyzed in small groups. The first workshop focuses on endocrine disorders and assigns readings from the course textbooks on diabetes, thyroid disorders, and other topics to prepare students for in-class case studies and practice NCLEX questions.
Principles of normal anatomy.docx
This document outlines the requirements for a course reflection assignment. Students are asked to reflect on how well the course prepared them to demonstrate 31 nursing competencies related to professionalism, clinical practice, communication, evidence-based care, and patient-centered care. The reflection should be 3-6 pages following APA format and include a course reflection section and conclusion. Students are to assess their preparedness in meeting each competency based on course readings, discussions, and applications completed throughout the course.
Principles of normal anatomy.docx
This document outlines the course outcomes and requirements for a nursing course reflection assignment. Students are asked to reflect on how well the course prepared them to demonstrate 31 different nursing competencies related to professionalism, assessment, communication, evidence-based practice, safety, and spiritual and cultural awareness. The reflection must be 3-6 pages following APA format and include a course reflection section and conclusion. It will be graded based on self-assessment quality, citations, grammar, organization, and addressing all required components.
Enhancing Patient-Centered Care.pptx
Enhancing Patient-Centered Care.pptxParimal Astik Business Coach “Unlock Your Potential, Empower Your Success”
In the realm of healthcare, patient-centered care stands as the embodiment of empathy, compassion, and excellence. "Enhancing Patient-Centered Care" is a transformative journey into the heart of healthcare, where the patient's voice, needs, and preferences take center stage. Join Parimal Astik, a dedicated healthcare leader, as he delves into the principles and practices that elevate the patient experience to new heights.
Key Highlights:
1. The Significance of Patient-Centered Care:
Embark on a profound exploration of why patient-centered care is the cornerstone of healthcare excellence.
Discover how prioritizing patients' needs and preferences leads to enhanced well-being and satisfaction.
2. Understanding Patient Needs:
Uncover the art of active listening as the foundation of patient-centered care.
Embrace the importance of respecting individual preferences and cultural considerations.
3. The Impact of Communication:
Recognize that effective communication is the bridge to patient-centered care.
Dive into the role of clear, empathetic, and patient-friendly communication in healthcare transformation.
4. Empowering Patients:
Empower patients with knowledge and the ability to actively participate in their care decisions.
Explore the profound impact of shared decision-making on patient satisfaction and health outcomes.
5. Continuity of Care:
Journey through the benefits of seamless transitions and continuity of care for patients.
Discover strategies to minimize disruptions and enhance care coordination for a holistic patient experience.
6. Addressing Patient Feedback:
Encourage a culture of open feedback to fuel continuous improvement in healthcare services.
Witness the transformative power of patient insights in refining the patient journey.
7. Case Study: Successful Patient-Centered Care:
Draw inspiration from a real-world case study illustrating the tangible outcomes of patient-centered care on patient experiences and health outcomes.
8. Training and Development:
Highlight the critical role of ongoing training and development for healthcare providers in delivering patient-centered care.
Explore the latest trends and best practices that elevate care delivery.
9. Measuring Patient Satisfaction:
Unlock the metrics and key performance indicators (KPIs) to gauge patient satisfaction.
Harness data-driven insights to drive continuous enhancements in patient-centered care.
10. The Future of Patient-Centered Care:
Navigate the horizon of healthcare's future, exploring emerging trends, technologies, and innovations that amplify patient-centered care.
Inspire a vision for a healthcare landscape where patients are not just recipients but active participants in their care journey.
Join Parimal Astik on this transformative voyage into the realm of healthcare where every patient is at the heart of care delivery.Embrace the power of patient-centered care to shape the future of healthcare with humanity and excellence.
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Mr. Bush, a 45-year-old middle school teacher arrives at the emergency department by EMS ground transport after he experienced severe mid-sternal chest pain at work. On arrival to the ED:
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Movie Project Presentation: Movie: Troy
Include: Architecture in the movie. Historical research to figure out if the movie did a good job of representing the art historical past of not. Anything in the movie that are related to art or art history. And provide its outline and bibliography (any website source is acceptable as well)
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Motivation and Retention
Discuss the specific strategies you plan to use to motivate individuals from your priority
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Mrs. G, a 55 year old Hispanic female, presents to the office for her annual exam. She reports that lately she has been very fatigued and just does not seem to have any energy. This has been occurring for 3 months. She is also gaining weight since menopause last year. She joined a gym and forces herself to go twice a week, where she walks on the treadmill at least 30 minutes but she has not lost any weight, in fact she has gained 3 pounds. She doesn’t understand what she is doing wrong. She states that exercise seems to make her even more hungry and thirsty, which is not helping her weight loss. She wants get a complete physical and to discuss why she is so tired and get some weight loss advice. She also states she thinks her bladder has fallen because she has to go to the bathroom more often, recently she is waking up twice a night to urinate and seems to be urinating more frequently during the day. This has been occurring for about 3 months too. This is irritating to her, but she is able to fall immediately back to sleep.
Current medications:
Tylenol 500 mg 2 tabs daily for knee pain. Daily multivitamin
PMH:
Has left knee arthritis. Had chick pox and mumps as a child. Vaccinations up to
date.
GYN hx:
G2 P1. 1 SAB, 1 living child, full term, wt 9lbs 2 oz. LMP 15months ago. No history of abnormal Pap smear.
FH:
parents alive, well, child alive, well. No siblings. Mother has HTN and father has high cholesterol.
SH:
works from home part time as a planning coordinator. Married. No tobacco history, 1-2 glasses wine on weekends. No illicit drug use
Allergies
: NKDA, allergic to cats and pollen. No latex allergy
Vital signs
: BP 129/80; pulse 76, regular; respiration 16, regular
Height 5’2.5”, weight 185 pounds
General:
obese female in no acute distress. Alert, oriented and cooperative.
Skin
: warm dry and intact. No lesions noted
HEENT:
head normocephalic. Hair thick and distribution throughout scalp. Eyes without exudate, sclera white. Wears contacts. Tympanic membranes gray and intact with light reflex noted. Pinna and tragus nontender. Nares patent without exudate. Oropharynx moist without erythema. Teeth in good repair, no cavities noted. Neck supple. Anterior cervical lymph nontender to palpation. No lymphadenopathy. Thyroid midline, small and firm without palpable masses.
CV
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Lungs
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Labwork:
CBC
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WBC 6,000/mm3 Hgb 12.5 gm/dl Hct 41% RBC 4.6 million MCV 88 fl MCHC
34 g/dl RDW 13.8%
UA:
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CMP:
Sodium 139
Potassium 4.3
Chloride 100
CO2 29
Glucose 95
BUN 12
Creatinine 0.7
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250 words.
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Moving members of the organization through the change process can be quite difficult. As leaders take on this challenge of shifting practice from the current state to the future, they face the obstacles of confidence and competence experienced by staff. Change leaders understand the importance of recognizing their moral purpose and helping others to do the same. Effective leaders foster moral purpose by building relationships, considering other’s perspectives, demonstrating respect, connecting others, and examining progress (Fullan & Quinn, 2016). For this Discussion, you will clarify your own moral perspective and how it will impact the elements of focusing direction.
To prepare:
· Review the Adams and Miskell article. Reflect on the measures taken in building capacity throughout the organization.
· Review Fullan and Quinn’s elements of Focusing Direction in Chapter 2. Reflect on aspects needed to build capacity as a leader.
· Analyze the two case examples used to illustrate focused direction in Chapter 2.
· Clarify your own moral purpose, combining your personal values, persistence, emotional intelligence, and resilience.
A brief summary clarifying your own moral imperative.
· Using the guiding questions in Chapter 2 on page 19, explain your moral imperative and how you can use your strengths to foster moral imperative in others.
· Based on Fullan’s information on change leadership, in which areas do you feel you have strong leadership skills? Which areas do you feel you need to continue to develop?
Learning Resources
Required Readings
Fullan, M., & Quinn, J. (2016).
Coherence: The right drivers in action for schools, districts, and systems
. Thousand Oaks, CA: Corwin.
Chapter 2, “Focusing Direction” (pp. 17–46)
Florian, L. (Ed.). (2014).
The SAGE handbook of special education
(2nd ed.). London, England: Sage Publications Ltd.
Chapter 23, “Researching Inclusive Classroom Practices: The Framework for Participation” (389–404)
Chapter 31, “Assessment for Learning and the Journey Towards Inclusion” (pp. 523–536)
Adams, C.M., & Miskell, R.C. (2016). Teacher trust in district administration: A promising line of inquiry. Journal of Leadership for Effective and Equitable Organizations, 1-32. DOI: 10.1177/0013161X1665220
Choi, J. H., Meisenheimer, J. M., McCart, A. B., & Sailor, W. (2016). Improving learning for all students through equity-based inclusive reform practices effectiveness of a fully integrated school-wide model on student reading and math achievement. Remedial and Special Education, doi:10.1177/0741932516644054
Sailor, W. S., & McCart, A. B. (2014). Stars in alignment. Research and Practice for Persons with Severe Disabilities, 39(1), 55-64. doi: 10.1177/1540796914534622
Required Media
Grand City Community
Laureate Education (Producer) (2016c).
Tracking data
[Video file]. Baltimore, MD: Author.
Go to the Grand City Community and click into
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Mr. Friend is a
crime analyst
with the Santa
Cruz, California,
Police
Department.
Predictive Policing: Using Technology to Reduce Crime
By Zach Friend, M.P.P.
4/9/2013
Nationwide law enforcement agencies face the problem
of doing more with less. Departments slash budgets
and implement furloughs, while management struggles
to meet the public safety needs of the community. The
Santa Cruz, California, Police Department handles the
same issues with increasing property crimes and
service calls and diminishing staff. Unable to hire more
officers, the department searched for a nontraditional
solution.
In late 2010 researchers published a paper that the
department believed might hold the answer. They
proposed that it was possible to predict certain crimes,
much like scientists forecast earthquake aftershocks.
An “aftercrime” often follows an initial crime. The time and location of previous criminal activity helps to
determine future offenses. These researchers developed an algorithm (mathematical procedure) that
calculates future crime locations.1
Equalizing Resources
The Santa Cruz Police Department has 94 sworn officers and serves a population of 60,000. A
university, amusement park, and beach push the seasonal population to 150,000. Department personnel
contacted a Santa Clara University professor to apply the algorithm, hoping that leveraging technology
would improve their efforts. The police chief indicated that the department could not hire more officers.
He felt that the program could allocate dwindling resources more efficiently.
Santa Cruz police envisioned deploying officers by shift to the most targeted locations in the city. The
predictive policing model helped to alert officers to targeted locations in real time, a significant
improvement over traditional tactics.
Making it Work
The algorithm is a culmination of anthropological and criminological behavior research. It uses complex
mathematics to estimate crime and predict future hot spots. Researchers based these studies on
In Depth
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Patch Call
Known locally as the
“Gateway to the Summit,”
which references the city’s
proximity to the Bechtel Family
National Scout Reserve. More
The patch of the Miamisburg,
Ohio, Police Department
prominently displays the city
seal surroun.
Mr. E is a pleasant, 70-year-old, black, maleSource Self, rel.docx
Mr. E is a pleasant, 70-year-old, black, male
Source: Self, reliable source
Subjective:
Chief complaint:
“I urinate frequently.”
HPI:
Patient states that he has had an increase in urination for the past several years, which seems to be worsening over the past year. He estimates that he urinates clear/light yellow urine approximately every 1.5-2 hours while awake and is up 2-4 times at night to urinate. He states some urgency and hesitancy with urination and feeling of incomplete voiding. He denies any pain or blood. Denies any head trauma. Denies any increase in thirst or hunger. He denies any unintentional weight loss.
Allergies
: NKA
Current Mediations
:
Multivitamin, daily
Aspirin, 81 mg, daily
Olmesartan, 20 mg daily
Atorvastatin, 10 mg daily
Diphenhydramine, 50 mg, at night
Pertinent History:
Hypertension, hyperlipidemia, insomnia
Health Maintenance. Immunizations:
Immunizations up to date
Family History:
No cancer, cardiac, pulmonary or autoimmune disease in immediate family members
Social History:
Patient lives alone. He drinks one cup of caffeinated coffee each morning at the local diner. He denies any nicotine, alcohol or drug use.
ROS:
Incorporated into HPI
Objective:
VS
– BP: 118/68, HR: 86, RR: 16, Temp 97.6, oxygenation 100%, weight: 195 lbs, height: 70 inches.
Mr. E is alert, awake, oriented x 3. Patient is clean and dressed appropriate for age.
Cardiac: No cardiomegaly or thrills; regular rate and rhythm, no murmur or gallop
Respiratory: Clear to auscultation
Abdomen: Bowel sounds positive. Soft, nontender, nondistended, no hepatomegaly
Neuro: CN 2-12 intact
Renal/prostate: Prostate enlarged, non-tender. No asymmetry or nodules palpated
Labs:
Test Name
Result
Units
Reference Range
Color
Yellow
Yellow
Clarity
Clear
Clear
Bilirubin
Negative
Negative
Specific Gravity
1.011
1.003-1.030
Blood
Negative
Negative
pH
7.5
4.5-8.0
Nitrite
Negative
Negative
Leukocyte esterase
Negative
Negative
Glucose
Negative
mg/dL
Negative
Ketones
Negative
mg/dL
Negative
Protein
Negative
mg/dL
Negative
WBC
Negative
/hpf
Negative
RBC
Negative
/hpf
Negative
Lab
Pt’s Result
Range
Units
Sodium
137
136-145
mmol/L
Potassium
4.7
3.5-5.1
mmol/L
Chloride
102
98-107
mmol/L
CO2
30
21-32
mmol/L
Glucose
92
70-99
mg/dL
BUN
7
6-25
mg/dL
Creat
1.6
.8-1.3
mg/dL
GFR
50
>60
Calcium
9.6
8.2-10.2
mg/dL
Total Protein
8.0
6.4-8.2
g/dL
Albumin
4.5
3.2-4.7
g/dL
Bilirubin
1.1
<1.1
mg/dL
Alkaline Phosphatase
94
26-137
U/L
AST
25
0-37
U/L
ALT
55
15-65
U/L
Pt’s results
Normal Range
Units
WBC
9.9
3.4 - 10.8
x10E3/uL
RBC
4.0
3.77 - 5.28
x10E6/uL
Hemoglobin
11.5
11.1 - 15.9
g/dL
H.
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Motor Milestones occur in a predictable developmental progression in young children. They begin with reflexive movements that develop into voluntary movement patterns. For the motor milestone of independent walking, there are many precursor reflexes that must first integrate and beginning movement patterns that must be learned. Explain the motor progression of walking in a child, starting with the integration of primitive reflexes to the basic motor skills needed for a child to walk independently. Discuss at which time frame each milestone occurs from birth to walking (12-18 months of age). What are some reasons why a child could be delayed in walking? At what age is a child considered delayed in walking and in need of intervention? What interventions are available to children who are having difficulty walking? Please be sure to use APA citations for all sources used to formulate your answers.
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Most women experience their closest friendships with those of the same sex. Men have suffered more of a stigma in terms of sharing deep bonds with other men. Open affection and connection is not actively encouraged among men. Recent changes in society might impact this, especially with the advent of the meterosexual male. “The meterosexual male is less interested in blood lines, traditions, family, class, gender, than in choosing who they want to be and who they want to be with” (Vernon, 2010, p. 204).
In this week’s reading material, the following philosophers discuss their views on this topic: Simone de Beauvoir, Thomas Aquinas, MacIntyre, Friedman, Hunt, and Foucault. Make sure to incorporate their views as you answer each discussion question. Think about how their views may be similar or different from your own. In at least 250 words total, please answer each of the following, drawing upon your reading materials and your personal insight:
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Most patients with mental health disorders are not aggressive. However, it is important for nurses to be able to know the signs and symptoms associated with the five phases of aggression, and to appropriately apply nursing interventions to assist in treating aggressive patients. Please read the case study below and answer the four questions related to it.
Aggression Case Study
Christopher, who is 14 years of age, was recently admitted to the hospital for schizophrenia. He has a history of aggressive behavior and states that the devil is telling him to kill all adults because they want to hurt him. Christopher has a history of recidivism and noncompliance with his medications. One day on the unit, the nurse observes Christopher displaying hypervigilant behaviors, pacing back and forth down the hallway, and speaking to himself under his breath. As the nurse runs over to Christopher to talk, he sees that his bedroom door is open and runs into his room and shuts the door. The nurse responds by attempting to open the door, but Christopher keeps pulling the door shut and tells the nurse that if the nurse comes in the room he will choke the nurse. The nurse responds by calling other staff to assist with the situation.
1. What phase of the aggression cycle is Christopher in at the beginning of this scenario? What phase is he in at the end the scenario? (State the evidence that supports your answers).
2. What interventions could have been implemented to prevent Christopher from escalating at the beginning of the scenario?
3. What interventions should the nurse take to deescalate the situation when Christopher is refusing to open his door?
4. If a restrictive intervention (restraint/seclusion) is used, what are some important steps for the nurse to remember?
SCHOLAR NURSING ARTICLE>>>APA FORMAT>>>
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Most of our class readings and discussions to date have dealt with the issue of ethics and ethical behavior. Various philosophers have made contributions to jurisprudence including how to apply ethical principles (codes of conduct?) to ethical dilemma.
Your task is to watch the Netflix documentary ‘The Social Dilemma.’ If you cannot currently access Netflix it offers a free trial opportunity, which you can cancel after viewing the documentary. Should this not be an option for whatever reason, then please email me and we will create an alternative ethics question.
DUE DATE: Tuesday, Sept. 29, 2020 by noon
SEND YOUR NO MORE THAN 5 PAGE DOUBLE SPACED RESPONSE TO MY EMAIL ADDRESS. LATE PAPERS SUBJECT TO DOWNGRADING
As critics have written, the documentary showcases ways our minds are twisted and twirled by social media companies like Facebook, Twitter, and Google through their platforms and search engines, and the why of what they are doing, and what must be done to stop it.
After watching the movie, respond to the following questions in the order given. Use full sentences and paragraphs, and start off each section by stating the question you are answering. Be succinct.
What are the critical ethical issues identified?
What concerns are raised over the polarization of society and promulgation of fake news?
What is the “attention-extraction model” of software design and why worry?
What is “surveillance capitalism?”
Do you agree that social media warps your perceptions of reality?
Who has the power and control over these social media platforms – software designers, artificial intelligence (Ai), CEOs of media platforms, users, government?
Are social media platforms capable of self-regulation to address the political and ethical issues raised or not? If not, then should government regulate?
What other actions can be taken to address the basic concern of living in a world “…where no one believes what’s true.”
.
Most people agree we live in stressful times. Does stress and re.docx
Stress may contribute to illness according to some research cited in textbooks. The question asks whether stress and reactions to stress can lead to health issues, and opinions should be supported by evidence from course materials. References in APA format are required.
Most of the ethical prescriptions of normative moral philosophy .docx
Most of the ethical prescriptions of normative moral philosophy tend to fall into one of the following three categories: deontology, consequentialism, and virtue ethics. These categories in turn put an emphasis on different normative standards for judging what constitutes right and wrong actions.
Moral psychologists and behavioral economists such as Jonathan Haidt and Dan Ariely take a different approach: focusing not on some normative ethical framework for moral judgment, but rather on the psychological foundations of moral intuition and on the limitations that our human frailty places on real-world honesty, decency, and ethical commitments.
In this context, write a short essay (minimum 400 words) on what you see as the most important differences between the traditional normative philosophical approaches and the more recent empirical approach of moral psychology when it comes to ethics. As part of your answer also make sure that you discuss the implications of these differences.
Deadline reminder:
this assignment is
due on June 14th
. Any assignments submitted after that date will lose 5 points (i.e., 20% of the maximum score of 25 points) for each day that they are submitted late. Accordingly, after June 14th, any submissions would be worth zero points and at that time the assignment inbox will close.
.
Most healthcare organizations in the country are implementing qualit.docx
Most healthcare organizations in the country are implementing quality improvement programs to save lives, enhance customer satisfaction, and reduce the cost of healthcare services. Limited human and material resources often undermine such efforts. Zenith Hospital in a rural community has 200 beds. Postsurgical patients tend to contract infections at the surgical site, requiring extended hospitalization. Mr. Jones—75 years old—was admitted to Zenith Hospital for inguinal hernia repairs. He was also hypertensive, with a compromised immune system. Two days after surgery, he acquired an infection at the surgical site, with elevated temperature, and then he developed septicemia. His condition worsened, and he was moved to isolation in the intensive care unit (ICU). A day after transfer to the ICU, he went into ventricular arrhythmia and was placed on a respirator and cardiac monitoring machine. Intravenous fluids, antibiotics, and antipyretics could not bring the fever down, and blood analysis continued to deteriorate.
The hospital infection control unit got involved. The team confirmed that postsurgical infections were on the increase, but the hospital was unable to identify the sources of infection. The surgery unit and surgical team held meetings to understand possible sources of infection. The team leader had earlier reported to management that they needed to hire more surgical nurses, arguing that nurses in the unit were overworked, had to go on leave, and often worked long hours without break.
Mr. Jones’ family members were angry and wanted to know the source of his infection, why he was on the respirator in isolation, and why his temperature was not coming down. Unfortunately, his condition continued to deteriorate. His daughter invited the family’s legal representative to find out what was happening to her father and to commence legal proceedings.
Then, the healthcare manager received information that two other patients were showing signs of postsurgical infection. The healthcare manager and care providers acknowledged the serious quality issues at Zenith Hospital, particularly in the surgical unit. The healthcare manager wrote to the Chairman of the Hospital Board, seeking approval to implement a quality improvement program. The Board held an emergency meeting and approved the manager’s request. The healthcare manager has invited you to support the organization in this process.
Please address the following questions in your response:
What are successful approaches for gaining a shared understanding of the problem?
How can effective communication be implemented?
What is a qualitative approach that helps in identifying the quality problem?
What tools can provide insight into understanding the problem?
In quality improvement, what does appreciative inquiry help do?
What is a benefit of testing solutions before implementation?
What is a challenge that is inherent in the application of the plan, do, study, act (PDSA) method?
What .
More work is necessary on how to efficiently model uncertainty in ML.docx
More work is necessary on how to efficiently model uncertainty in ML and NLP, as well as how to represent uncertainty resulting from big data analytics.
Pages - 4
Excluding the required cover page and reference page.
APA format 7 with an introduction, a body content, and a conclusion.
No Plagiarism
.
Mortgage-Backed Securities and the Financial CrisisKelly Finn.docx
Mortgage-Backed Securities and the Financial Crisis
Kelly Finn
FNCE 4302
Mortgage-Backed Securities (MBS) are “pass-through” bundles of housing debt sold as investment vehicles
A mortgage-backed security, MBS, is a type of asset-backed security that pays investors regular payments, similar to a bond. It gets the title as a “pass-through” because the security involves several entities in the origination and securitization process (where the asset is identified, and where it is used as a base to create a new investment instrument people can profit off of).
Key Players involved in the MBS Process
[Mortgage] Lenders: banks who sell mortgages to GSE’s
GSE: Government Sponsored Entities created by the US Government to make owning property more accessible to Americans
1938: Fannie Mae (FNMA): Federal National Mortgage Assoc.
1970: Freddie Mac (FHLMC): Federal Home Loan Mortgage Corp.
Increase mortgage borrowing
Introduce competitor to Fannie Mae
1970: Ginnie Mae (GNMA): Government National Mortgage Assoc.
US Government: Treasury: implicit commitment of providing support in case of trouble
The several entities involved in the process make MBS a “pass-through”. Here we have 3 main entities that we’ll call “Key Players” for the purpose of this presentation which aims to provide you with a basic and simple explanation of MBS and their role in the financial crisis.
GSE’s created by the US Government in 1938
Part of FDR’s New Plan during Great Depression
Purpose: make owning property more accessible to more Americans
GSE (ex. Fannie Mae) buys mortgages (debt) from banks, & then pools mortgages into little bundles investors can buy (securitization)
Bank’s mortgage is exchanged with GSE’s cash
Created liquid secondary market for mortgages
Result:
1) Bank has more cash to lend out to people
2) Now all who want to a house (expensive) can get the money needed to buy one!
Where MBS came from & when
Yay for combatting homelessness and increasing quality of life for the common American!
Thanks Uncle Sam!
MBS have been around for a long time. Officially in the US, they have their origins in government. During the Great Depression in the 1930s, President Franklin Delano Roosevelt signed into creation Fannie Mae that was brought about to help ease American citizen’s difficulty in becoming homeowners. The sole purpose of a GSE thus was to not make profit, but to promote citizen welfare in regards to housing. Seeing that it was created by regulatory government powers, it earned the title of Government Sponsored Entity, which we will abbreviate as GSE. 2 other GSE’s in housing were created in later decades like Freddie Mae, to further stimulate the mortgage market alongside Fannie, and Ginnie which did a similar thing but only for certain groups of people (Veterans, etc) and to a much smaller scale.
How MBS works: Kelly is a homeowner looking to borrow a lot of money
*The Lender, who issued Kelly the mor.
Moral Development Lawrence Kohlberg developed six stages to mora.docx
Moral Development:
Lawrence Kohlberg developed six stages to moral behavior in children and adults. Punishment and obedience orientation, interpersonal concordance, law and order orientation, social contract orientation, and universal ethics orientation. All or even just one of these stages will make a good topic for your research paper or you could just do the research paper on Kohlberg.
.
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Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
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