Assessing The Ears, Nose, And Throat

To do a comment to the post below in APA style with citation, needs 2 credible reference from 2013 and above.

Episodic/Focused SOAP Note Template

Patient Information:

J, 11, Male, XX (Race) 

S.

CC: “Mild ear ache”

HPI: The patient is 11 year old XX male who presented himself with a mild right ear ache, which started two days ago. Associated symptom include possible fever, right ear pain, difficulty hearing from the right ear. Associated symptom are exacerbated with sleep. 

Current Medications: Inquire if patient is currently taking any medications, rule out earring loss related to medication toxicity. 

Allergies: Inquire about allergies. 

PMH: Inquire if patient has a history of acute otitis media or underlying hearing loss. Inquire if patient has had tonsillectomy or an adenoidectomy in the past.
SH: Spends time in pool during summer. 

FH: Inquire if family members have history of hearing loss. 

ROS:

  • GENERAL: Possible fever. Inquire about patient’s swimming habits and ask if ear plugs used. Determine method of cleaning ear. 
  • HEENT: Right ear pain. Inquire if patient has tinnitus, discharge from ear, vertigo, or itchiness. Inquire if patient has a history of acute otitis media, hearing loss, vertigo, tinnitus, discharge from ear canal.
  • RESPIRATORY: Inquire if patient has had post nasal discharge or sputum production and ask about color of mucous. 
  • ALLERGIES:  Unknown 

O.

Physical exam:

  • HEENT— Assess outer ear and note surrounding tissue, shape, color, and any lesions. Assess the external ear for discharge or any odor. Assess for the placement of a foreign object in ear. Assess for tenderness on the outer ear near the auricle and mastoid. Tenderness could indicate a possible infection. Use otoscope to assess external and middle ear. At this time, assess for erythema, lesions, and discharge. Inspect tympanic membrane for perforations. Assess the frontal and maxillary sinuses for swelling. No tenderness or swelling over the soft tissue should be present. Assess tonsils and inside of mouth for lesions, erythema, and swelling. 
  • RESPIRATORY: Determine if upper respiratory infection is present, assess for clear lungs. 

Diagnostic results

  • Whispered Voice- Determines if patient is able to hear whispering. If they do not pass this test, hearing loss could be assumed. (Ball, Dains, Flynn, Solomon, Stewart, et al., 2015, p. 241). 
  • Weber Test- Determines unilateral hearing loss (Ball et al., 2015, p. 241). 
  • Rinne Test- Determines if the patient conducts sound better through bone or air. The patient should hear the sound conducted through the air twice as long (Ball et al., 2015, p. 241)
  • Culture of ear fluid (Attlmayr, 2015). 

Differential Diagnoses

  • Otitis externa 
    • Often seen with individuals that swim. This infection is located on the outer ear. Pain is worse when an otoscope is inserted because sensitivity is on the outer ear. The outer portion of the ear is often inlamted and tender to touch. When inspecting the ear, the ear canal would appear narrow. Because of the narrowing, fluid is unable to drain from the ear (Rosenfeld et al., 2014). 
  • Otitis media
    • Otitis media is a middle ear infection that usually presents unilaterally, hearing loss is present, and tympanic membrane is pink. Pus often forms inside the ear, which could cause perforation of the tympanic membrane. Ear pain, fever, difficulty hearing, irritability, and lethargy can also accompany this diagnosis. While examining the ear with the otoscope, erythema, dullness, decrease light reflex, and bulging of the tympanic membrane (Nash, 2013). 
  • Eustachian catarrh 
    • Often results after an upper respiratory infection. It would be essential to determine if the patient has has a recent upper respiratory tract infection. Fluid collects in the eustachian tube, which causes pain and trouble hearing (Nash, 2013). 
  • Cholesteatoma 
    • The growth of a skin tag inside the ear, behind the ear drum. The patient could be born with it or it can develop after several ear infections. It would be essential to determine if the patient has had frequent ear infections in the past (Chawla, Ezhil Bosco, Lim, Shenoy, & Krishnan, 2015). 
  • Mastoiditis
    • Mastoiditis is a common complication of acute otitis media. Pain, erythema, and tenderness are typically present alone the mastoid process (Attlmayr, 2015). 

P.  NA

Reference

Attlmayr, B., Zaman, S., Scott, J., Derbyshire, S. G., Clarke, R. W., & De, S. (2015). 

Paediatric acute mastoiditis, then and   now: Is it more of a problem now?. The Journal 

Of Laryngology And Otology, 129(10), 955-959. doi:10.1017/S0022215115002078

Ball, J. W., Dains, J. E., Flynn, J. A., Solomon, B. S.,   Stewart, R. W. (2015). Seidel’s guide to physical 

examination (8th ed.). St. Louis, MO: Elsevier Mosby.

Chawla, A., Ezhil Bosco, J. I., Lim, T. C., Shenoy, J. N., & Krishnan, V. (2015). Computed tomography 

features of external auditory canal cholesteatoma: A pictorial review. Current Problems In 

Diagnostic Radiology, 44(6), 511-516. doi:10.1067/j.cpradiol.2015.05.001

Nash, L. (2013). A case study on prescribing for an acute ear infection in a child. Nurse Prescribing

11(4), 179-184.

Rosenfeld, R. M., Schwartz, S. R., Cannon, C. R., Roland, P. S., Simon, G. R., Kumar, K. A., & … 

Robertson, P. J. (2014). Clinical practice guideline: Acute otitis externa. Otolaryngology-Head & 

Neck Surgery, 150S1-S24. doi:10.1177/0194599813517083

 
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Microbiology Day Eight Assignment

Answer Critical Thinking Questions 1-3 for Chapter 18 on page 526 and Clinical Application Question 1-4 for Chapter 19 on page 557. Answers should be submitted in a word document with any associated references used. 

Answer Critical Thinking Questions 1-3 for Chapter 18 on page 526 and

1) What problem are associated with the use of live attenuated vaccines?

2) Many of the serological tests require a supply of antibodies against pathogens. For example, to test for Salmonella, anti-Salmonella antibodies are mixed with the unknown bacterium. How these antibodies obtained?

3) A test for antibodies against Treponema pallidum uses the antigen cardiolipin and patient’s serum (Suspected of having antibodies). Why do the antibodies react with cardiolipin? What is the disease? 

Clinical Application Question 1-4 for Chapter 19 on page 557

1) Fungal infections such as athlete’s foot are chronic. These fungi degrade skin Keratin but are not invasive and do not produce toxins. Why do you suppose that many of the symptoms of a fungal infection are due to hypersensitivity to the fungus?

2) After working in a mushroom farm for several months, a worker develops these hives, edema, and swelling lymph node

a) What do these symptoms indicate?

b) What mediators cause these symptoms?

c) How many sensitivities to a particular antigen be determined?

d) Other employees do not appear to have any immunological reactions. What could explain this?

(Hint: The allergen is conidiophores from molds growing in the mushroom farm)

3) Physicians administering live, attenuated mumps and measles vaccines prepared in chick embryos are instructed to have epinephrine available. Epinephrine will not treat these viral infections. What is the purpose of keeping this drug on hand?

4) A woman with blood type A+ once received a transfusion of AB+ blood. When she carried a type B+ fetus, the developed hemolytic disease of the newborn. Explain why this fetus developed this condition even though another type B+ fetus in a different type A+ mother was normal

 
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nursing research methods with a focus on the ways of carrying out research that is evidence-based and beneficial to the nursing profession

Please write at least 2 paragraph to support this post. APA, citation and reference.. 

Notably, the learning objectives for the term have been based on nursing research methods with a focus on the ways of carrying out research that is evidence-based and beneficial to the nursing profession. As such, it is vital to review and reflect on what has been covered because through this one can draw on their strengths and realize their weaknesses. Through reflection, any concepts that were not addressed appropriately can be given more emphasis by setting goals to achieve them shortly. My topic has been based on oncology, and all the learning outcomes were met through discussions centered on the subject.

Discussion

The learning objective of ethics in research was met by reviewing the article on protecting human research participants outlined in the National Institute of Health (NIH). I learned about the requirements for carrying out qualitative research and how participants in a study on oncology should be treated with dignity and respect. In an oncology unit, patients often suffer psychological problems just as much as physical pain is experienced as well. Treating the patient with utmost dignity while alleviating their suffering is critical in ensuring the nurse and patient build a trusting relationship (Ford, 2014). The learning outcome of the problem statement was met by developing a PICOT question with a focus on my population, which was patients with oncology needs. The patient characteristics were explained with two interventions being compared to determine which was best for the care of the patient. I came up with a statement of the problem for my topic on oncology with an emphasis on facts that depict the existence of a problem that needs to be addressed to ensure patients with cancer are cared for using standard practice. The research purpose was indicated by highlighting the vitality of the subject in the society because oncology is fast becoming an area that should be addressed by all, making awareness crucial.

A theoretical and conceptual framework based on the subject was achieved by reviewing previously documented theories on the subject of oncology. In the recent years, there has been a surge of information on cancers and their proposed forms of management because it has become a public health concern. Through the analysis of the theories cited by various authors, I was able to construct a conceptual map narrowing precisely on the subject. I learned many aspects of oncology since it is a widely researched topic with many angles of patient management and treatment options as well. Research design learning outcome was met by identifying a design that was most appropriate with chosen research questions. I was able to identify various strengths and weaknesses of the design and relate to my topic. A research outcome is dependent on the design was chosen because quantitative and qualitative research designs are different and often provide results that could be significantly different. Through reading on the research designs and selecting an appropriate one for my topic, I was able to identify the most suitable design to use on the subject of oncology.

Through the problem statement, I came up with a method to select the sample size and sample characteristics based on the topic. A sampling technique is crucial in determining if, at the end of the research process, the results will be generalized to the entire population. I came up with a research question to help in addressing the research topic with the information on the existing instrument that would be used to address the research question. All the learning outcomes were successfully met through a proper literature review on the topic of oncology and the research of the appropriate research design.

 
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Advocating for Social Justice

PART 1- ONE PAGE

Advocating for Social Justice

This course has presented the various roles of the public and community health nurse. The media presenters and the course textbook have covered this in depth. As you prepare for this final Discussion, consider what you have read and heard about the future of public health. Reflect on the readings, Web resources, and media presentations presented throughout this course about the role of the nurse in a community/public health setting and vulnerable populations. Then, respond to the following:

  •  
  • What is the community health nurse’s role in advocating for social justice for vulnerable populations and in eliminating health disparities?


  • How do you see community health care and the role of the community health nurse changing in the future?

Support your response with references from the professional nursing literature

PART 2- ONE PAGE

Week 5: Create a possible Evidenced-Based, Culturally Appropriate Intervention project to improve the health of your community.

Incorporate all information gathered from the community: the population itself, health data, professionals from various disciplines in the community, community assessment, windshield survey, and the literature to propose interventions. Support your plan with scholarly evidence and health data.

This week your instructor wants you to access and appraise culturally-sensitive, research-based interventions to prevent and improve the health of population at risk.  You may be suggesting a new intervention, supporting current interventions in place, or enhance current interventions. Please read about evidenced-based research in your textbook.   

Please address the following in your discussions:

  • Share at least two prevention strategies to improve the population at risk that you feel confident are evidenced-based.  Why do you think that? 
  • Think in terms of evaluation of outcomes. How would you know the interventions made a difference?
  • How would you modify the intervention to ensure it is culturally sensitive and meaningful?
 
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Soap Note 1 Acute Conditions (15 Points)

Soap Note 1 Acute Conditions (15 Points)

Pick any Acute Disease from Weeks 1-5 (see syllabus)

Soap notes will be uploaded to Moodle and put through TURN-It-In (anti-Plagiarism program)

Turn it in Score must be less than 50% or will not be accepted for credit, must be your own work and in your own words. You can resubmit, Final submission will be accepted if less than 50%. Copy paste from websites or textbooks will not be accepted or tolerated. Please see College Handbook with reference to Academic Misconduct Statement.

Late Assignment Policy

Assignments turned in late will have 1 point taken off for every day assignment is late, after 7 days assignment will get grade of 0. No exceptions 

Follow the MRU Soap Note Rubric as a guide:

Grading Rubric

Student______________________________________

This sheet is to help you understand what we are looking for, and what our margin remarks might be about on your write ups of patients. Since at all of the white-ups that you hand in are uniform, this represents what MUST be included in every write-up.

1)      Identifying Data (___5pts): The opening list of the note. It contains age, sex, race, marital status, etc. The patient complaint should be given in quotes. If the patient has more than one complaint, each complaint should be listed separately (1, 2, etc.) and each addressed in the subjective and under the appropriate number.

2)      Subjective Data (___30pts.): This is the historical part of the note. It contains the following:

a) Symptom analysis/HPI(Location, quality , quantity or severity, timing, setting, factors that make it better or worse, and associate manifestations.(10pts).

b) Review of systems of associated systems, reporting all pertinent positives and negatives (10pts).

c) Any PMH, family hx, social hx, allergies, medications related to the complaint/problem (10pts). If more than one chief complaint, each should be written u in this manner.

3)      Objective Data(__25pt.): Vital signs need to be present. Height and Weight should be included where appropriate.

a)      Appropriate systems are examined, listed in the note and consistent with those identified in 2b.(10pts).

b)      Pertinent positives and negatives must be documented for each relevant system.

c)        Any abnormalities must be fully described. Measure and record sizes of things (likes moles, scars). Avoid using “ok”, “clear”, “within normal limits”, positive/ negative, and normal/abnormal to describe things. (5pts).

4)      Assessment (___10pts.): Diagnoses should be clearly listed and worded appropriately.

5)      Plan (___15pts.): Be sure to include any teaching, health maintenance and counseling along with the pharmacological and non-pharmacological measures. If you have more than one diagnosis, it is helpful to have this section divided into separate numbered sections.

6)      Subjective/ Objective, Assessment and Management and Consistent (___10pts.): Does the note support the appropriate differential diagnosis process? Is there evidence that you know what systems and what symptoms go with which complaints? The assessment/diagnoses should be consistent with the subjective section and then the assessment and plan. The management should be consistent with the assessment/ diagnoses identified.

7)      Clarity of the Write-up(___5pts.): Is it literate, organized and complete?

  • Soap Note 1 Acute ConditionsAssignment
 
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NURS 3375 Health Policy And Legal Aspect (Assignment)

Overview: Peer Review

In the Module 3 Reflection Assignment, you will reflect upon what you have learned about Peer Review Committee processes and Texas Board of Nursing rules as you consider the actions of fictitious nurses and committee members in scenarios. REMEMBER, YOU ARE USING THE TEXAS BOARD OF NURSING RULES, NOT THE STATE YOU LIVE IN. Please use the link provided in the assignment for the Texas BON Rule 217.16.

ALSO, THERE ARE 2 PARTS TO THIS ASSIGNMENT. PLEASE MAKE SURE YOU COMPLETE BOTH PARTS.

Refer to your course readings and lectures as you complete the assignment.

Performance Objectives: 

· Apply the Minor Incident Rule to specific incidents.

· Describe the due process protections for a nurse who is peer-reviewed.

Rubric 

Use this rubric to guide your work on the assignment, “Peer Review.”

Task

Accomplished

Proficient

Needs Improvement

Part 1 (a)

 Applying Rule 217.16

   (Total 50 points) 

Lists all the correct 5 criteria, accurately explains application of   criteria clearly. (25 points)

Lists 3 or 4 of the   correct criteria, accurately explains application of these criteria

 (15 points)

Lists 2 applications of criteria.

 10 points)

Incorrectly lists criteria (0   point)

Part   1 (b)

 Reflects upon applications 

   of Rule 217.16

   (Total 25 points) 

Correctly states if nurse should be reported or not reported with 3 substantial sentences. (25 points)

Correctly states if nurse should be reported or not reported with 2 sentences.

 (15 point)

Writes 1 sentence.

 (10 points)

Incorrectly judges whether violations occurred (0 point)

Part   2

Violation of IBPR Rule 217.19 (Total   25 points)

Correctly listed the 4 violations and provides correct explanations (25 points)

Correctly lists 2-3 violations and explanations (15 points)

Lists 1 violation and explanation (10 points)

Incorrectly lists criteria (0 point)

All 5 questions correct (25 points)

4 questions correct (20 points)

3 questions correct (15 points)

2 questions correct (10 points)

1 question correct (5 points)

0 questions correct (0 point)

Part 1: (a) Applying Rule 217.16(h) Minor Incidents

Read the following scenario and then answer the questions that follow:

You are on your hospital’s Peer Review Committee (PRC). You are reviewing Nurse A’s practice. She works on the pediatric unit. In the past, Nurse A has practiced safely without incidents. However, four months ago, Nurse A gave immunizations to five pediatric patients (3 months, 9 months, 2 years, 4 years, and 5 years of age). She used a vial of Hepatitis B vaccine that had been expired for 30 days but still was being stored in the unit refrigerator. She gave the five immunizations within a few minutes of each other, and she got the vial from the refrigerator only once (i.e., She did not take it out and replace it five times). She took responsibility for the errors when she was informed by her unit manager. 

Should Nurse A be reported to the BON?

Let’s review what deems a minor vs. a reportable (NOT minor) incident- 

A minor incident is- 217.16(a)-  as defined under the Texas Nursing Practice Act, Texas Occupations Code §301.401(2), means conduct by a nurse that may be a violation of the Texas Nursing Practice Act or a Board rule but does not indicate the nurse’s continued practice poses a risk of harm to a patient or another person. 

A reportable incident is- 217.16(h)- conduct that falls outside of the definition of a minor incident and must be reported to a PRC or BON.

Apply the Minor Incident Rule to reach and support your decision. This Rule 217.16 can be found at http://www.bon.texas.gov/rr_current/217-16.asp

Use this specific link only- it is the official updated Texas Board of Nursing information. Click on the link and scroll down to the bottom to find the letter (h), where criteria are listed that describes actions that must be reported to the Peer Review Committee or BON.

Criteria. In the first column of the table, list the 5 criteria as it appears in the rule that are essential in determining if an incident is a reportable action. All 5 must be listed for full credit. Then, in the second column, record your explanation as to why or why not the nurse’s actions deem it reportable and therefore harmful to a patient.

Criteria that determine an incident is reportable

Rule 217.16(h)

Explanation of whether or not Nurse A’s actions are minor vs. reportable

Criteria : 

1. 

2. 

3. 

4. 

5. 

Part 1: (b) Report vs. Not Report

Based on the Rule 217.16(h) criteria you listed above, would you report Nurse A to the Board? Please explain why or why not. At least 3 substantial sentences are needed for full credit.:       (Explain below)

Part 2: Applying Rule 217.19 Incident-Based Peer Review 

Read the following scenario and then reflect upon the actions it portrays.:

Last month, the chairperson of your hospital’s Peer Review Committee (PRC) passed you in the hallway and said, “I’m glad I ran into you. You’re going to be peer-reviewed.” The chairperson continued, saying, “Your manager found out that you called the Texas Department of State Health Services two months ago and reported that LVNs were being allowed to do the complete initial assessment on patients. Also, you made some medication errors over the past couple of months. I’ll let you know when the meeting is to occur.” 

You heard nothing more about the PRC meeting. Today, the chairperson came to you and told you that you had been reported to the Texas Board of Nursing. She said, “It was just felt by the work group that you are a troublemaker and lack the skills to practice due to your med errors. I’m also giving you a ‘heads up’ that you are going to be put on suspension for at least three days by your unit manager.”

Applying Rule 217.19, what violations of the rule occurred in the above scenario? 

First, review your learning about incident-based peer review. In the first column of the table, list any 4 criteria from Rule 217.19 that were violated (there are more than 4 to choose from). 

1-

2-

3-

4-

In the second column, explain how each criterion was violated. All 4 boxes must be completed for full credit. Please use the link provided at http://www.bon.texas.gov/rr_current/217-19.asp

Which part of the rule was violated? 

(Subsection number and letter OR descriptive phrase)

(Rule 217.19)

Explanation of violation ( from the 4 criteria above):

1.  

2.  

3.  

4.  

 
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Assignment: Evidence-Based Project

Assignment: Evidence-Based Project

Is there a difference between “common practice” and “best practice”?

When you first went to work for your current organization, experienced colleagues may have shared with you details about processes and procedures. Perhaps you even attended an orientation session to brief you on these matters. As a “rookie,” you likely kept the nature of your questions to those with answers that would best help you perform your new role.

Over time and with experience, perhaps you recognized aspects of these processes and procedures that you wanted to question further. This is the realm of clinical inquiry.

Clinical inquiry is the practice of asking questions about clinical practice. To continuously improve patient care, all nurses should consistently use clinical inquiry to question why they are doing something the way they are doing it. Do they know why it is done this way, or is it just because we have always done it this way? Is it a common practice or a best practice?

In this Assignment, you will identify clinical areas of interest and inquiry and practice searching for research in support of maintaining or changing these practices. You will also analyze this research to compare research methodologies employed.

To Prepare:

  • Review the Resources and identify a clinical issue of interest that can form the basis of a clinical inquiry.
  • Based on the clinical issue of interest and using keywords related to the clinical issue of interest, search at least four different databases in the Walden Library to identify at least four relevant peer-reviewed articles related to your clinical issue of interest.
  • Review the results of your peer-reviewed research and reflect on the process of using an unfiltered database to search for peer-reviewed research.
  • Reflect on the types of research methodologies contained in the four relevant peer-reviewed articles you selected.

Part 1: An Introduction to Clinical Inquiry

Create a 4- to 5-slide PowerPoint presentation in which you do the following:

  • Identify and briefly describe your chosen clinical issue of interest.
  • Describe how you used keywords to search on your chosen clinical issue of interest.
  • Identify the four research databases that you used to conduct your search for the peer-reviewed articles you selected.
  • Provide APA citations of the four peer-reviewed articles you selected.

Part 2: Identifying Research Methodologies

After reading each of the four peer-reviewed articles you selected, use the Matrix Worksheet template to analyze the methodologies applied in each of the four peer-reviewed articles. Your analysis should include the following:

  • The full citation of each peer-reviewed article in APA format.
  • A brief (1-paragraph) statement explaining why you chose this peer-reviewed article and/or how it relates to your clinical issue of interest, including a brief explanation of the ethics of research related to your clinical issue of interest.
  • A brief (1-2 paragraph) description of the aims of the research of each peer-reviewed article.
  • A brief (1-2 paragraph) description of the research methodology used. Be sure to identify if the methodology used was qualitative, quantitative, or a mixed-methods approach. Be specific.
  • A brief (1- to 2-paragraph) description of the strengths of each of the research methodologies used, including reliability and validity of how the methodology was applied in each of the peer-reviewed articles you selected.

Assignment: Evidence-Based Project

Is there a difference between “common practice” and “best practice”?

When you first went to work for your current organization, experienced colleagues may have shared with you details about processes and procedures. Perhaps you even attended an orientation session to brief you on these matters. As a “rookie,” you likely kept the nature of your questions to those with answers that would best help you perform your new role.

Over time and with experience, perhaps you recognized aspects of these processes and procedures that you wanted to question further. This is the realm of clinical inquiry.

Clinical inquiry is the practice of asking questions about clinical practice. To continuously improve patient care, all nurses should consistently use clinical inquiry to question why they are doing something the way they are doing it. Do they know why it is done this way, or is it just because we have always done it this way? Is it a common practice or a best practice?

In this Assignment, you will identify clinical areas of interest and inquiry and practice searching for research in support of maintaining or changing these practices. You will also analyze this research to compare research methodologies employed.

To Prepare:

  • Review the Resources and identify a clinical issue of interest that can form the basis of a clinical inquiry.
  • Based on the clinical issue of interest and using keywords related to the clinical issue of interest, search at least four different databases in the Walden Library to identify at least four relevant peer-reviewed articles related to your clinical issue of interest.
  • Review the results of your peer-reviewed research and reflect on the process of using an unfiltered database to search for peer-reviewed research.
  • Reflect on the types of research methodologies contained in the four relevant peer-reviewed articles you selected.

Part 1: An Introduction to Clinical Inquiry

Create a 4- to 5-slide PowerPoint presentation in which you do the following:

  • Identify and briefly describe your chosen clinical issue of interest.
  • Describe how you used keywords to search on your chosen clinical issue of interest.
  • Identify the four research databases that you used to conduct your search for the peer-reviewed articles you selected.
  • Provide APA citations of the four peer-reviewed articles you selected.

Part 2: Identifying Research Methodologies

After reading each of the four peer-reviewed articles you selected, use the Matrix Worksheet template to analyze the methodologies applied in each of the four peer-reviewed articles. Your analysis should include the following:

  • The full citation of each peer-reviewed article in APA format.
  • A brief (1-paragraph) statement explaining why you chose this peer-reviewed article and/or how it relates to your clinical issue of interest, including a brief explanation of the ethics of research related to your clinical issue of interest.
  • A brief (1-2 paragraph) description of the aims of the research of each peer-reviewed article.
  • A brief (1-2 paragraph) description of the research methodology used. Be sure to identify if the methodology used was qualitative, quantitative, or a mixed-methods approach. Be specific.
  • A brief (1- to 2-paragraph) description of the strengths of each of the research methodologies used, including reliability and validity of how the methodology was applied in each of the peer-reviewed articles you selected.
  • Assignment3.docx
 
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PHARM WEEK 5 QUIZ

PHARM WEEK 5 QUIZ

Question 1

A nurse who provides care on an acute medicine unit has frequently recommended the use of nicotine replacement gum for patients who express a willingness to quit smoking during their admission or following their discharge. For which of the following patients would nicotine gum be contraindicated?

A.            A patient whose stage III pressure ulcer required intravenous antibiotics and a vacuum dressing

B.            A patient with a history of angina who experienced a non-ST wave myocardial infarction

C.            A patient who received treatment for kidney failure due to an overdose of acetaminophen

D.            A patient whose pulmonary embolism was treated with a heparin infusion

1 points  

Question 2

A patient who has been taking buspirone (BuSpar) for 1 week calls the clinic and reports to the nurse that the drug is not working. The patient informs the nurse that she is still having symptoms of anxiety. The nurse will tell the patient that

A.            she will report this to the physician immediately.

B.            it may take up to 6 months for the drug to relieve her anxiety.

C.            optimum relief of anxiety usually occurs after 3 to 4 weeks of treatment.

D.            the drug is not going to work for her and the medication needs to be changed.

1 points  

Question 3

A patient has been admitted to the ICU because of multiple traumas due to a motor vehicle accident. The physician has ordered propofol (Diprivan) to be used for maintenance of sedation. Before administration of propofol, a priority assessment by the nurse would be to check for a history of

A.            diabetic hyperlipidemia.

B.            increased intraocular pressure.

C.            seizure disorders.

D.            low blood pressure.

1 points  

Question 4

A 39-year-old patient who is having trouble sleeping is beginning drug treatment with zaleplon (Sonata). The nurse will be sure to ask the patient if she is taking

A.            oxycodone (Percodan).

B.            secobarbital (Seconal).

C.            cimetidine (Zantac).

D.            meperidine (Demerol).

1 points  

Question 5

A nurse is caring for a patient who has been admitted with acute cocaine intoxication. Which of the following vital signs would the nurse expect to find initially when assessing the patient?

A.            BP: 130/88, P: 92, R: 28

B.            Blood pressure (BP): 98/50, pulse (P): 120, respirations (R): 40

C.            BP: 170/98, P:110, R: 20

D.            BP: 150/90, P: 80, R: 16

1 points  

Question 6

A nurse is caring for a patient who abuses marijuana. The treatment for marijuana abuse consists mainly of

A.            no nursing action unless the patient experiences a “bad trip.”

B.            nonpharmacologic interventions combined with an exercise program.

C.            aggressive respiratory assistance

D.            drug therapy with bromocriptine (Parlodel).

1 points  

Question 7

A patient is suffering from acute inhalant intoxication. The priority nursing intervention will be to

A.            assess the patient’s psychosocial status.

B.            administer oxygen therapy.

C.            provide an emesis basin.

D.            administer epinephrine.

1 points  

Question 8

A 20-year-old man has begun treatment of the psychotic symptoms of schizophrenia using olanzapine (Zyprexa). Which of the following symptoms would be categorized as a negative symptom of schizophrenia?

A.            Visual hallucinations

B.            Auditory hallucinations

C.            Delusional thinking

D.            Lack of interest in normal activities

1 points  

Question 9

A homeless man who is well known to care providers at the local hospital has been admitted to the emergency department after having a seizure outside a mall. The man is known to be a heavy alcohol user and is malnourished with a very low body mass index. How are this patient’s characteristics likely to influence possible treatment with phenytoin?

A.            The patient’s heavy alcohol use will compete with phenytoin for binding sites and he will require a higher-than-normal dose.

B.            The patient’s protein deficit will likely increase the levels of the free drug in his blood.

C.            Phenytoin is contraindicated within 48 hours of alcohol use due to the possibility of paradoxical effects.

D.            The patient will require oral phenytoin rather than intravenous administration.

1 points  

Question 10

The wife of a patient who is taking haloperidol calls the clinic and reports that her husband has taken the first dose of the drug and it is not having a therapeutic effect. An appropriate response by the nurse would be

A.            “I’ll ask the nurse practitioner if the dosage can be increased.”

B.            “Continue the prescribed dose. It may take several days to work.”

C.            “I’ll ask the nurse practitioner if the haloperidol can be discontinued and another drug started.”

D.            “I’ll report this to the nurse practitioner and see if he will add another drug to enhance the effects of the haloperidol.”

1 points  

Question 11

A patient who is experiencing acute alcohol withdrawal is being treated with intravenous lorazepam (Ativan). This drug achieves a therapeutic effect by

A.            inhibiting the action of monoamine oxidase.

B.            increasing the effects of the neurotransmitter GABA.

C.            increasing the amount of serotonin available in the synapses.

D.            affecting the regulation of serotonin and norepinephrine in the brain.

1 points  

Question 12

A nurse will be prepared to administer naloxone (Narcan) to a patient who has had an overdose of morphine. Repeated doses of Narcan will be necessary because Narcan

A.            has a shorter half-life than morphine.

B.            has less strength in each dose than do individual doses of morphine.

C.            causes the respiratory rate to decrease.

D.            combined with morphine, increases the physiologic action of the morphine.

1 points  

Question 13

A 4-year-old child is brought to the emergency department by her mother. The mother reports that the child has been vomiting, and the nurse notes that the child’s face is flushed and she is diaphoretic. The mother thinks that the child may have swallowed carbachol drops. A diagnosis of cholinergic poisoning is made. Which of the following drugs would be administered?

A.            Nicotine

B.            Cevimeline

C.            Atropine

D.            Acetylcholine

1 points  

Question 14

A patient with mild low back pain has been advised to take acetaminophen. The nurse will inform him that excessive intake of acetaminophen may result in

A.            gastrointestinal distress.

B.            cognitive deficits.

C.            acute renal failure.

D.            liver damage.

1 points  

Question 15

A patient has been hospitalized for treatment of substance abuse after being arrested and jailed for the past 24 hours. The patient is experiencing severe muscle and abdominal cramps, seizures, and acute psychosis due to abrupt withdrawal. Which of the following drug classes is the most likely cause of these severe and potentially fatal withdrawal symptoms?

A.            Amphetamines

B.            Opioids

C.            Benzodiazepines

D.            Sedative–hypnotic drugs

1 points  

Question 16

A 59-year-old woman has presented to a clinic requesting a prescription for lorazepam (Ativan) in order to treat her recurrent anxiety. Her care provider, however, believes that a selective serotonin reuptake inhibitor (SSRI) would be more appropriate. What advantage do SSRIs have over benzodiazepines in the treatment of anxiety?

A.            SSRIs have a more rapid therapeutic effect.

B.            SSRIs require administration once per week, versus daily or twice daily with benzodiazepines.

C.            SSRIs generally have fewer adverse effects.

D.            SSRIs do not require serial blood tests during therapy.

1 points  

Question 17

A 64-year-old-patient has been prescribed lorazepam (Ativan) because of increasing periods of anxiety. The nurse should be careful to assess for

A.            a history of current or past alcohol use.

B.            a diet high in fat.

C.            current nicotine use.

D.            a diet high in carbohydrates.

1 points  

Question 18

Which of the following would be an expected outcome in a patient who has been given atropine during a medical emergency?

A.            Restoration of normal sinus rhythm

B.            Resolution of respiratory acidosis

C.            Reduction of severe hypertension

D.            Increased level of consciousness

1 points  

Question 19

A trauma patient has been receiving frequent doses of morphine in the 6 days since his accident. This pattern of analgesic administration should prompt the nurse to carefully monitor the patient’s

A.            bowel patterns.

B.            urine specific gravity.

C.            skin integrity.

D.            core body temperature.

1 points  

Question 20

A middle-aged patient was diagnosed with major depression after a suicide attempt several months ago and has failed to respond appreciably to treatment with SSRIs. As a result, his psychiatrist has prescribed phenelzine. When planning this patient’s subsequent care, what nursing diagnosis should the nurse prioritize?

A.            Risk for Injury related to drug–drug interactions or drug–nutrient interactions

B.            Risk for Constipation related to decreased gastrointestinal peristalsis

C.            Risk for Ineffective Peripheral Tissue Perfusion related to cardiovascular effects of phenelzine

D.            Risk for Infection related to immunosuppressive effects of phenelzine

1 points  

Question 21

A nurse works in a sleep disorder clinic and is responsible for administering medications to the patients. Which of the following patients would be most likely to receive zaleplon (Sonata)?

A.            A 20-year-old woman who will take the drug about once a week

B.            A 46-year-old man who receives an antidepressant and needs a sleep aid

C.            A 35-year-old man who is having difficulty falling asleep, but once asleep can stay asleep

D.            A 52-year-old woman who needs to fall asleep quickly and stay asleep all night

1 points  

Question 22

A 26-year-old professional began using cocaine recreationally several months ago and has begun using the drug on a daily basis over the past few weeks. He has noticed that he now needs to take larger doses of cocaine in order to enjoy the same high that he used to experience when he first used the drug. A nurse should recognize that this pattern exemplifies

A.            drug tolerance.

B.            dependence.

C.            addiction.

D.            withdrawal.

1 points  

Question 23

A postsurgical patient has been provided with a morphine patient-controlled analgesic (PCA) but has expressed her reluctance to use it for fear of becoming addicted. How can the nurse best respond to this patient’s concerns?

A.            “It is not uncommon to develop a dependence on pain medications, but this usually takes place over a long period and is not the same as addiction.”

B.            “You don’t need to worry. It’s actually not true that you can get addicted to the medications we use in a hospital setting.”

C.            “It’s important that you accept that your current need to control your pain is more important than fears of becoming addicted.”

D.            “If you do become addicted, we’ll make sure to provide you with the support and resources necessary to help you with your recovery.”

1 points  

Question 24

A patient has been prescribed zolpidem (Ambien) for short-term treatment of insomnia. Which of the following will the nurse include in a teaching plan for this patient? (Select all that apply.)

A.            The drug does not cause sleepiness in the morning.

B.            It is available in both quick-onset and continuous-release oral forms.

C.            The drug should not be used for longer than 1 month.

D.            It should be taken 1 hour to 90 minutes before going to bed.

E.            One of the most common adverse effects of the drug is headache.

1 points  

Question 25

A patient who is experiencing withdrawal from heavy alcohol use have developed psychosis and been treated with haloperidol. Which of the following assessment findings should prompt the care team to assess the patient for neuroleptic malignant syndrome?

A.            The patient develops yellowed sclerae and intense pruritis (itchiness).

B.            The patient demonstrates a significant increase in agitation after being given haloperidol.

C.            The patient develops muscle rigidity and a sudden, high fever.

D.            The patient complains of intense thirst and produces copious amounts of urine.

1 points  

Question 26

A nurse is providing care for a patient who suffered extensive burns to his extremities during a recent industrial accident. Topical lidocaine gel has been ordered to be applied to the surfaces of all his burns in order to achieve adequate pain control. When considering this order, the nurse should be aware that

A.            there is a risk of systemic absorption of the lidocaine through the patient’s traumatized skin.

B.            intravenous lidocaine may be preferable to topical application.

C.            lidocaine must be potentiated with another anesthetic in order to achieve pain control.

D.            pain relief is unlikely to be achieved due to the destruction of nerve endings in the burn site.

1 points  

Question 27

Which of the following drugs used to treat anxiety would be appropriate for a patient who is a school teacher and is concerned about feeling sedated at work?

A.            Lorazepam (Ativan)

B.            Diazepam (Valium)

C.            Alprazolam (Xanax)

D.            Buspirone (BuSpar)

1 points  

Question 28

A nurse is caring for a patient who is in severe pain and is receiving an opioid analgesic. Which of the following would be the nurse’s priority assessments?

A.            Liver function studies, pain intensity, and blood glucose level

B.            Pain intensity, respiratory rate, and level of consciousness

C.            Respiratory rate, seizure activity, and electrolytes

D.            Respiratory rate, pain intensity, and mental status

1 points  

Question 29

A male patient has been brought to the emergency department during an episode of status epilepticus. Diazepam is to be administered intravenously. The nurse will be sure to

A.            administer after diluting the drug with gabapentin in intravenous solution.

B.            inject very slowly, no faster than 100 mg/minute.

C.            inject the diazepam very quickly, 15 mg in 10 to15 seconds.

D.            avoid the small veins in the dorsum of the hand or the wrist.

1 points  

Question 30

A 30-year-old woman is taking phenelzine (Nardil) 30mg PO tid. The nurse knows that at that dosage, the patient will need to be carefully monitored for

                A.            increased secretions.

B.            facial flushing.

C.            dizziness

 
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Addressing Barriers to Effective Communication

Addressing Barriers to Effective Communication

From moment to moment, a nurse leader’s day involves communication—with patients, families, colleagues, supervisors, and so on.

Think of a particular day you spent working in a health care environment, and consider three or four distinct points in time. For each point of time, consider the following: With whom did you interact? Which forms of communication did you use? What issues were communicated about—did they seem to be light-hearted or sensitive? Straightforward or complicated? How would you describe the pace of the interactions and your work?

As you consider these questions, it becomes clear that communication can be quite complex, with many layers of meaning that shape the experience for everyone involved. How could this awareness help you to understand instances of ineffective communication when they arise?

To prepare:

  • Review the information in Chapter 19 of the course text, as well as the assigned articles.
  • Reflect on an incident involving ineffective communication within your organization or another health care setting. Consider this incident through the lens of the communication process outlined in Figure 19.1 of the course text (p. 439).
  • What barriers contributed to this incident? What other challenges may have influenced this situation?
  • Using the information presented in the other Learning Resources, consider what could have been done to prevent or address the ineffective communication. Why do you think the use of these strategies would have resulted in better outcome(s)?

Post  (1) a summary of an incident involving ineffective communication. (2) Describe communication barriers and other challenges that contributed to the incident. (3) Propose one or more strategies that could have been employed to promote a better outcome. (4) Be sure to refer to elements of the communication process.

Required Resources

Note: To access this week’s required library resources, please click on the link to the Course Readings List, found in the Course Materials section of your Syllabus.

Readings

  • Marquis, B. L., & Huston, C. J. (2015). Leadership roles and management functions in nursing: Theory and application (8th ed.). Philadelphia, PA: Lippincott, Williams & Wilkins.
  • Review Chapter 19, “Organizational, Interpersonal, and Group Communication”
  • Gifu, D., Dima, I. C., & Teodorescu, M. (2014). New communication approaches vs. traditional communication. International Letters of Social and Humanistic Sciences, (20), 46-55.
    Retrieved from Walden Library Databases.

    The study highlights some communication instances of actual approach of human society evolution in contrast with traditional communication.
  • Johansson, C., Miller, V. D., Hamrin, S. (2014) Conceptualizing communicative leadership: A framework for analyzing and developing leaders’ communication competence, Corporate Communications: An International Journal, 19 (2), 147 – 165.
    Retrieved from Walden Library Databases.

    Excerpt from Abstract: Four central communicative behaviors of leaders (i.e. structuring, facilitating, relating, and representing), eight principles of communicative leadership, and a tentative definition are presented. A communicative leader is defined as someone who engages employees in dialogue, actively shares and seeks feedback, practices participative decision making, and is perceived as open and involved.
  • Manojlovich, M., Harrod, M., Holtz, B., Hofer, T., Kuhn, L., & Krein, S. L. (2015). The Use of Multiple Qualitative Methods to Characterize Communication Events Between Physicians and Nurses. Health communication, 30(1), 61-69.
    Retrieved from Walden Library Databases.

    The purpose of this study was to develop a methodology for identifying and characterizing communication events between physicians and nurses to better understand communication patterns on general medical–surgical units. 
  • Seyranian, V. (2014). Social Identity Framing communication strategies for mobilizing social change. The Leadership Quarterly25(3), 468-486.
    Retrieved from Walden Library Databases.

    Except from Abstract: Social identity framing delineates a set of communication tactics that leaders may use to harness follower support for a vision of social change.  Results showed that participants exposed to inclusive language were more likely to indicate that renewable energy was in-group normative; intend to engage in collective action to bring renewable energy to campus; experience positive emotions and confidence about change; and to view the leader more positively. The combination of inclusive language and positive social identity increased ratings of leader charisma.
  • Van Keer, R. V., Deschepper, R. D., Huyghens, L. H., Distelmans, W. D., & Bilsen, J. B. (2014). Dealing with cultural diversity during the process of communication and decision-making in the ICU: a literature review. Critical Care18(Suppl 1), P24. doi:10.1186/cc13214
    Retrieved from Walden Library Databases.

    Excerpt from Abstract: The aim of this study is to review the experiences of the involved actors, namely the care providers, the patients and their family members, with cultural diversity during the process of communication and decision-making in the ICU.
 
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urinary frequency and nocturia.

Consider the following case study:

 A 52-year-old African American male presents to an urgent care center complaining of urinary frequency and nocturia. The symptoms have been present for several months and have increased in frequency over the past week. He has been unable to sleep because of the need to urinate at least hourly all day and night. He does not have a primary care provider and has not seen a doctor in more than 10 years. His father died when he was a child in an automobile accident, and his mother is 79 years old and has hypertension. The patient has no siblings. His social history includes the following: banker by profession, divorced father of two grown children, non-smoker, and occasionally consumes alcohol on weekends only.

To prepare:

•Review Part 13 of the Buttaro et al. text in this week’s Learning Resources.

•Review the case study and reflect on the information provided about the patient.

•Think about the personal, medical, and family history you need to obtain from the patient in the case study. Reflect on what questions you might ask during an evaluation.

•Consider types of physical exams and diagnostics that might be appropriate for evaluation of the patient in the study.

•Reflect on a possible diagnosis for the patient.

•Review the Marroquin article in this week’s Learning Resources. If you suspect prostate cancer, consider whether or not you would recommend a biopsy.

•Think about potential treatment options for the patient.

Post 1 to 2 page discussion on  a description of the history that you need to obtain from the patient in the case study. Include a list of questions that you might ask the patient. Then, describe types of physical exams and diagnostics that might be appropriate for evaluation of the patient. Finally, explain a possible diagnosis,If you suspect prostate cancer, consider whether or not you would recommend a biopsy,  as well as potential treatment options for the patient based on this diagnosis.

REFERENCES

Readings

•Buttaro, T. M., Trybulski, J., Polgar Bailey, P., & Sandberg-Cook, J. (2013). Primary care: A collaborative practice (4th ed.). St. Louis, MO: Mosby

 ◦Part 13, “Evaluation and Management of Genitourinary Disorders” (pp. 723–793)

Part 14, “Evaluation and Management of Gynecologic Concerns” (pp. 794–886)

Marroquin, J. (2011). To screen or not to screen: Ongoing debate in the early detection of prostate cancer. Clinical Journal of Oncology Nursing, 15(1), 97–98.

 Retrieved from the Walden Library databases.

 
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