List five priority questions the nurse should ask to obtain a more complete history focused on this client’s thorax and lungs, heart and great vessels, peripheral vascular and lymphatic system, and abdomen.

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AB is a 72-year-old female who the nurse is admitting to a telemetry hospital bed.  She stated: “I was feeling terrible—I had trouble breathing for a few days, but thought it would go away in awhile. But, I couldn’t sleep at night.   I haven’t eaten much of anything for days, but I gained 10 pounds! We were going to church this morning, but I just couldn’t catch my breath, so my husband brought me to the hospital to get help.”

Physical assessment revealed an elderly woman with average body habitus, but an enlarged waist. She is alert, oriented x 4 and denies chest pain.  Her facial expression is slightly anxious and she is breathing with some difficulty, although she can finish a complete sentence in one breath. The telemetry monitor reveals sinus tachycardia with no ectopic beats.  The client is tachypneic. The nurse inspects the client’s chest, which reveals symmetric chest movement and  intact skin.  Lung sounds on the anterior chest reveal no adventitious sounds on the apices or the 2nd through 4th ICS on either sternal border. Abdomen is soft and slightly distended.  Radial, brachial, post tibial pulses are 2+.  Patient denies chest pain, but endorses feeling short of breath with a persistent nonproductive cough.

Assignment:

  1. Organize the information by subjective and objective data.  (10%)
  2. List five priority questions the nurse should ask to obtain a more complete history focused on this client’s thorax and lungs, heart and great vessels, peripheral vascular and lymphatic system, and abdomen.   (15%)
  3. What additional assessments should the nurse do to complete a focused physical assessment of this client’s thorax and lungs, heart and great vessels, peripheral vascular and lymphatic system, and abdomen? (60%)
  4. List three priority health problems the nurse should help this client with. (Use NANDA terminology)  (15%)

discuss the role of descriptive epidemiology in nursing science and apply descriptive epidemiology in nursing science.

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Sources need to be journal/scholarly articles. 

Use only articles that are published between 2015-2018 (except for your theory articles which will be older as you must cite primary sources).

No textbook or direct quotes

Details:

The Epidemiology Paper is a practice immersion assignment designed to be completed in three sections, this is part one of the assignment. Learners are required discuss the role of descriptive epidemiology in nursing science and apply descriptive epidemiology in nursing science.

General Guidelines:

Use the following information to ensure successful completion of the assignment:

  • This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
  • Doctoral learners are required to use APA style for their writing assignments. The APA Style Guide is located in the Student Success Center.
  • This assignment requires that support your position by referencing at least six to eight scholarly resources. At least three of your supporting references must be from scholarly sources other than the assigned readings.
  • You are required to submit this assignment to LopesWrite. Please refer to the directions in the Student Success Center.

Directions:

Write a 1,250–1,500 word paper discussing the role of descriptive epidemiology in nursing science. Include the following:

  1. Define descriptive epidemiology and describe its relationship and role in nursing science today.
  2. Provide a contemporary example of how descriptive epidemiology is applied in public health nursing.
  3. Identify the epidemiology components used to analyze at-risk populations.
  • attachment

    ApplyRubricsWeek2.docx

How has health promotion changed over time?

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Discuss how the concept of “health” has changed overtime. Discuss how the concept has evolved to include wellness, illness, and overall well-being. How has health promotion changed over time? Why is it important that nurses implement health promotion interventions based on evidence-based practice?

250 words with 3 APA references, NO PLAGIARISM.

identify the best approach for teaching plan and present the information to your community

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Note: This is an individual assignment. Based on the feedback offered by the provider, identify the best approach for teaching. Prepare a presentation to accompany the teaching plan and present the information to your community. Select one of the following options for delivery of the presentation:

  1. PowerPoint presentation – no more than 30 minutes
  2. Pamphlet presentation – 1 to 2 pages
  3. Poster presentation

Appropriate community settings include:

  1. Public health clinic
  2. Community health center
  3. Long-term care facility
  4. Transitional care facility
  5. Home health center
  6. University/School health center
  7. Church community
  8. Adult/Child care center

Before presenting information to the community, seek approval from an agency administrator or representative.

Upon receiving approval from the agency, include the “Community Teaching Experience Form” as part of your assignment submission.

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

You are required to submit this assignment to LopesWrite. Please refer to the directions in the Student Success Center.

NRS-427V-RS-CommunityTeachingExperienceForm.doc

develop a community teaching proposal designed to address the needs of your community.

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Note: This is an individual assignment. Applying what you have learned thus far, develop a community teaching proposal designed to address the needs of your community.

Select one of the following as the focus for the teaching plan:

  1. Primary Prevention/Health Promotion
  2. Secondary Prevention/Screenings for a Vulnerable Population
  3. Bioterrorism/Disaster
  4. Environmental Issues

Complete the “Community Teaching Work Plan Proposal.” This will help you organize your plan and create an outline for the written assignment.

  1. After completing the teaching proposal, review the teaching plan with a community health and public health provider in your local community.
  2. Request feedback (strengths and opportunities for improvement) from the provider.
  3. Complete the “Community Teaching Experience” form.

Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.

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

You are required to submit this assignment to LopesWrite. Please refer to the directions in the Student Success Center.

NRS-427V-RS-CommunityTeachingExperienceForm.doc

NRS-427V-RS-CommunityTeachingWorkPlanProposal.docx

Discuss what ethical actions a nurse should take

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Assignment:

1. Locate an article that discusses a bioethics issue. First, provide a summary of the article and the bioethics issue being presented. Next,  indiscuss what ethical actions the nurse should take relation to the issue being presented. Also, discuss possible legal issues that the nurse should be aware of. This section should include at least 1 outside reference and your textbook and should be at least 1 ½ pages long.

2. Analyze the following case study and then answer the following questions:

You are working on the Operating Room and the trauma alert goes off. You respond to the ER to provide support. Once in the ER, you receive report that an 89 year old male is coming in with a self-inflicted GSW (Gun Shot Wound) to the head.  You listen to the radio traffic between the ER and ambulance to get an idea what kind of surgery you need to set up for and what will be needed as far as lines and fluid.  Here is the report:

HR: 121

B/P: 60/45

Saturation: 93%

Patient is intubated and non-responsive. Right pupil is fixed and dilated. Paramedic also states there is a large extended family headed to the ER. The patient lost his wife of 60 years 1 week ago and left a note stating that he is too heartbroken to go on. The patient and family arrive. The neurosurgeon discusses that their father’s potential outcome, even with surgery, is not good. The family still insists that the neurosurgeon complete the surgery.

1. What are the ethical and legal issues in this case study. Be specific and support your response with references

Once you have the patient in the room and you are prepped and ready for surgery, the phone rings. You receive word that the patient signed DNR orders two days ago.

1. As the OR nurse what are your legal and ethical issues now? Was the patient of sound mind when he signed this order? Do you honor the DNR or the family’s wishes? Explain and support your response.

Your response to this case study should be at least 2 pages and include 2 outside references and your textbook.

Please submit one paper which includes both assignments

Discuss Reproductive disorders with similarities and differences

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While the male and female reproductive systems are unique to each sex, they share a common function—reproduction. Disorders of this system range from delayed development to structural and functional abnormalities. Since many reproductive disorders not only result in physiological consequences but also psychological consequences such as embarrassment, guilt, or profound disappointment, patients are often hesitant to seek treatment. Advanced practice nurses need to educate patients on disorders and help relieve associated stigmas. During patient evaluations, patients must feel comfortable answering questions so that you, as a key health care provider, will be able to diagnose and recommend treatment options. As you begin this Discussion, consider reproductive disorders that you would commonly see in the clinical setting.

To Prepare

  • Review Chapter 22 and Chapter 23 in the McPhee and Hammer text, as well as Chapter 33 and 34 in the Huether and McCance text.
  • Select two disorders of the male and/or female reproductive systems that interest you. Consider the similarities and differences between the disorders.
  • Select one of the following factors: genetics, ethnicity, age, or behavior. Think about how the factor you selected might impact the diagnosis of and treatment for the reproductive disorders.

Post a description of the two reproductive disorders you selected, including their similarities and differences. Then explain how the factor you selected might impact the diagnosis of treatment for the reproductive disorders.

What      is the role of the DNP-prepared nurse in scholarship?

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Defining Scholarship

A hallmark of your education at Walden University is your development as a scholar-practitioner. As a doctoral student, you have been actively engaged in scholarly activities that support your growth as a scholar-practitioner. As you continue to develop, implement, and evaluate your EBP project, you will be applying scholarship as you translate research into practice. A key element of scholarship is dissemination.

As you prepare for this Discussion, consider the role of evaluation and dissemination in scholarship. If research is not disseminated, can it be considered scholarship?

To prepare:

  • Reflect      on the definitions and criteria for scholarship presented in the Learning      Resources.
  • Consider      AACN’s definition of scholarship and their vision of the role of the      DNP-prepared nurse in furthering nursing scholarship.

By tomorrow Wednesday 11/5/18, write a minimum of 550 words essays in APA format with at least 3 references from the list of REQUIRED READINGS below. Include the level one header as underlined below:

Post a cohesive scholarly response that addresses the following:

  • What      is the role of the DNP-prepared nurse in scholarship? Provide at least two      specific examples.

Required Readings

White, K. M., Dudley-Brown, S. & Terhan, M.F. (2016). Translation of evidence into nursing and health care practice (2nd ed.) New York, NY: Springer.

Chapter 18, Dissemination of Evidence (SEE ATTACHED FILE)

American Association of Colleges of Nursing. (1999). Defining scholarship for the discipline of nursing. Retrieved from http://www.aacn.nche.edu/publications/position/defining-scholarship

American Association of Colleges of Nursing. (2006). The essentials of doctoral education for advanced nursing practice. Retrieved from http://www.aacn.nche.edu/publications/position/DNPEssentials.pdf

Boyer, E. L. (1992). Scholarship reconsidered: Priorities of the professoriate. Issues in Accounting Education, 7(1), 87-91.

Carina, K., Chan, Y., Oldenburg, B., & Kasisomayajula, V. (2015). Advancing the science of dissemination and implementation in behavioral medicine: Evidence and progress. International Journal of Behavioral Medicine, 22, 277-282 doi 10.1007/s12529-015-9490-2

Glassick, C. E. (2000). Boyer’s expanded definitions of scholarship, the standards for assessing scholarship, and the elusiveness of the scholarship of teaching. Academic Medicine, 75(9), 877-880. Retrieved from http://www.academicpeds.org/events/assets/Glassick article.pdf

Lane, J.P. & Stone, V.J. (2015). Comparing three knowledge communication strategies – diffusion, dissemination and translation – through randomized controlled studies. Assistive Technology doi:10.3233/978-1-61499-566-1-92

Leeman, J., Myers, A.E.,Ribisl, K.M.,& Ammerman, A.S. (2015). Disseminating policy and environmental change interventions: Insights from obesity prevention and tobacco control. International Journal of Behavioral Medicine, 22:301–311 doi 10.1007/s12529-014-9427-1

Rieger, K. & Schultz, A.S. (2014). Exploring arts-based knowledge translation: Sharing research findings through performing the patterns, rehearsing the results, staging the synthesis. Worldviews on Evidence-Based Nursing, 11(2), 133–139.

Tricco, a.C., Ashoor, H.M., Cardoso, R., MacDonald, H., Cogo, E., Kastner, M., Perrier, L., McKibbon, A., Grimshaw, J.M. & Straus, S.E. (2016). Sustainability of knowledge translation interventions in healthcare decision making: a scoping review. Implementation Science, 11(55) doi 10.1186/s13012-016-0421-7

  • attachment

    WhiteK.M.Dudley-BrownS.TerhanM.F.2016Chapter18DisseminationofEvidence.pdf

    Defining Scholarship

    A hallmark of your education at Walden University is your development as a scholar-practitioner. As a doctoral student, you have been actively engaged in scholarly activities that support your growth as a scholar-practitioner. As you continue to develop, implement, and evaluate your EBP project, you will be applying scholarship as you translate research into practice. A key element of scholarship is dissemination.

    As you prepare for this Discussion, consider the role of evaluation and dissemination in scholarship. If research is not disseminated, can it be considered scholarship?

    To prepare:

    • Reflect      on the definitions and criteria for scholarship presented in the Learning      Resources.
    • Consider      AACN’s definition of scholarship and their vision of the role of the      DNP-prepared nurse in furthering nursing scholarship.

    By tomorrow Wednesday 11/5/18, write a minimum of 550 words essays in APA format with at least 3 references from the list of REQUIRED READINGS below. Include the level one header as underlined below:

    Post a cohesive scholarly response that addresses the following:

    • What      is the role of the DNP-prepared nurse in scholarship? Provide at least two      specific examples.

    Required Readings

    White, K. M., Dudley-Brown, S. & Terhan, M.F. (2016). Translation of evidence into nursing and health care practice (2nd ed.) New York, NY: Springer.

    Chapter 18, Dissemination of Evidence (SEE ATTACHED FILE)

    American Association of Colleges of Nursing. (1999). Defining scholarship for the discipline of nursing. Retrieved from http://www.aacn.nche.edu/publications/position/defining-scholarship

    American Association of Colleges of Nursing. (2006). The essentials of doctoral education for advanced nursing practice. Retrieved from http://www.aacn.nche.edu/publications/position/DNPEssentials.pdf

    Boyer, E. L. (1992). Scholarship reconsidered: Priorities of the professoriate. Issues in Accounting Education, 7(1), 87-91.

    Carina, K., Chan, Y., Oldenburg, B., & Kasisomayajula, V. (2015). Advancing the science of dissemination and implementation in behavioral medicine: Evidence and progress. International Journal of Behavioral Medicine, 22, 277-282 doi 10.1007/s12529-015-9490-2

    Glassick, C. E. (2000). Boyer’s expanded definitions of scholarship, the standards for assessing scholarship, and the elusiveness of the scholarship of teaching. Academic Medicine, 75(9), 877-880. Retrieved from http://www.academicpeds.org/events/assets/Glassick article.pdf

    Lane, J.P. & Stone, V.J. (2015). Comparing three knowledge communication strategies – diffusion, dissemination and translation – through randomized controlled studies. Assistive Technology doi:10.3233/978-1-61499-566-1-92

    Leeman, J., Myers, A.E.,Ribisl, K.M.,& Ammerman, A.S. (2015). Disseminating policy and environmental change interventions: Insights from obesity prevention and tobacco control. International Journal of Behavioral Medicine, 22:301–311 doi 10.1007/s12529-014-9427-1

    Rieger, K. & Schultz, A.S. (2014). Exploring arts-based knowledge translation: Sharing research findings through performing the patterns, rehearsing the results, staging the synthesis. Worldviews on Evidence-Based Nursing, 11(2), 133–139.

    Tricco, a.C., Ashoor, H.M., Cardoso, R., MacDonald, H., Cogo, E., Kastner, M., Perrier, L., McKibbon, A., Grimshaw, J.M. & Straus, S.E. (2016). Sustainability of knowledge translation interventions in healthcare decision making: a scoping review. Implementation Science, 11(55) doi 10.1186/s13012-016-0421-7

    • attachment

      WhiteK.M.Dudley-BrownS.TerhanM.F.2016Chapter18DisseminationofEvidence.pdf

how conflict management strategies could be applied to promote positive results.

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In Week 10, you considered how ethical, moral, and legal dilemmas can provoke internal conflict when a nurse’s values are not in alignment with the apparent demands of a situation or with others’ values, as well as external conflict that can arise as these dynamics are played out. Of course, conflict can also emerge through seemingly simple issues of little consequence—little consequence, that is, except when they are not properly managed.

Nurse leaders need to be familiar with conflict management styles and the impact these styles can have on interpersonal dynamics, and, ultimately, patient care. For this Discussion, you evaluate a situation marked by conflict and consider how conflict management strategies could be applied to promote positive results.

To prepare:

  • Consider a conflict situation you witnessed or were engaged in within your practice setting. Then, proceed as follows:
    • Think about who was involved, how it was resolved (if it was), and how it might have been handled more effectively.
    • Identify the conflict management style(s) employed by various individuals, including ineffective responses or no response to the situation.
    • Evaluate your personal response to this conflict.
  • What do your thoughts and actions in this and other conflict situations reveal about your typical approach to conflict?

Post a description of how you handled or avoided a conflict, as well as the results of your approach. Explain how would you respond to this conflict today and/or what steps you would take to improve your comfort level and skill for managing conflict in the future (including specific conflict management strategies you would use). Explain how conflict management relates to your effectiveness as a leader.