Nursing

Case study analysis 2
Module 2 Assignment: Case Study Analysis
An understanding of the cardiovascular and respiratory systems is a critically important component of disease diagnosis and treatment. This importance is magnified by the fact that these two systems work so closely together. A variety of factors and circumstances that impact the emergence and severity of issues in one system can have a role in the performance of the other.
Effective disease analysis often requires an understanding that goes beyond these systems and their capacity to work together. The impact of patient characteristics, as well as racial and ethnic variables, can also have an important impact
An understanding of the symptoms of alterations in cardiovascular and respiratory systems is a critical step in diagnosis and treatment of many diseases. For APRNs this understanding can also help educate patients and guide them through their treatment plans.
In this Assignment, you examine a case study and analyze the symptoms presented. You identify the elements that may be factors in the diagnosis, and you explain the implications to patient health.
To prepare:
By Day 1 of this week, you will be assigned to a specific case study scenario for this Case Study Assignment. Please see the “Course Announcements” section of the classroom for your assignment from your Instructor.
Assignment (1- to 2-page case study analysis)
In your Case Study Analysis related to the scenario provided, explain the following
The cardiovascular and cardiopulmonary pathophysiologic processes that result in the patient presenting these symptoms.
Any racial/ethnic variables that may impact physiological functioning.
How these processes interact to affect the patient.
Case study
Module 2: Case Study Analysis Assignment:
Scenario: 45-year-old woman presents with chief complaint of 3-day duration of shortness of breath, cough with thick green sputum production, and fevers. Patient has history of COPD with chronic cough but states the cough has gotten much worse and is interfering with her sleep. Sputum is thicker and harder for her to expectorate. CXR reveals flattened diaphragm and increased AP diameter. Auscultation demonstrates hyper resonance and coarse rales and rhonchi throughout all lung fields.
Excellent
Develop a 1- to 2-page case study analysis, examing the patient symptoms presented in the case study. Be sure to address the following:
Explain both the cardiovascular and cardiopulmonary pathophysiologic processes of why the patient presents these symptoms.
28 (28%) – 30 (30%)
The response accurately and thoroughly describes the patient symptoms.
The response includes accurate, clear, and detailed reasons, with explanation for both the cardiovascular and cardiopulmonary pathophysiologic processes supported by evidence and/or research, as appropriate, to support the explanation.
Explain how the cardiovascular and cardiopulmonary pathophysiologic processes interact to affect the patient. 28 (28%) – 30 (30%)
The response includes an accurate, complete, detailed, and specific explanation of how the cardiovascular and cardiopulmonary pathophysiologic processes interact to affect the patient.
Explain any racial/ethnic variables that may impact physiological functioning. 23 (23%) – 25 (25%)
The response includes an accurate, complete, detailed, and specific explanation of racial/ethnic variables that may impact physiological functioning supported by evidence and/or research, as appropriate, to support the explanation.
Written Expression and Formatting – Paragraph Development and Organization:
Paragraphs make clear points that support well-developed ideas, flow logically, and demonstrate continuity of ideas. Sentences are carefully focused—neither long and rambling nor short and lacking substance. A clear and comprehensive purpose statement and introduction are provided that delineate all required criteria. 5 (5%) – 5 (5%)
Paragraphs and sentences follow writing standards for flow, continuity, and clarity.
A clear and comprehensive purpose statement, introduction, and conclusion are provided that delineate all required criteria.
Written Expression and Formatting – English Writing Standards:
Correct grammar, mechanics, and proper punctuation 5 (5%) – 5 (5%)
Uses correct grammar, spelling, and punctuation with no errors.
Written Expression and Formatting – The paper follows correct APA format for title page, headings, font, spacing, margins, indentations, page numbers, running heads, parenthetical/in-text citations, and reference list. 5 (5%) – 5 (5%)
Uses correct APA format with no errors.
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Solution
COPD Case Study Analysis
Understanding the respiratory system is essential in diagnosing and treating conditions affecting this system. Chronic obstructive pulmonary disease (COPD) is a chronic condition that affects the respiratory system. It is thus important to effectively analyze this disease and understand how it affects the respiratory and cardiovascular systems.
A clinician should understand the impact of patient characteristics and racial variations on the disease process. Understanding the pathophysiology of COPD will help in diagnosing and treating it. It will also help APRNs effectively guide their patients through the treatment plans.
Pathophysiology of COPD
COPD’s pathophysiological changes happen in the central airways, peripheral bronchioles, and the parenchyma. Most COPD cases occur due to noxious stimuli such as cigarette smoke (Hikichi et al., 2019). This amplifies the normal inflammatory response.
There is increased secretion of leukocytes and macrophages in COPD, causing lung destruction (). The increased oxidative stress due to free radicals from tobacco smoke, oxidants from phagocytes, and leukocytes mat resulted in necrosis or apoptosis (Song et al., 2021). Tobacco smoking results in neutrophil influx, leading to emphysema (Hikichi et al., 2019).
There are two conditions in COPD: chronic bronchitis and emphysema. Mucous gland hyperplasia is the hallmark of chronic bronchitis. Chronic bronchitis involves structural changes such as focal squamous metaplasia, atrophy, inflammation, smooth muscle hyperplasia, ciliary abnormalities, and bronchial wall thickening (Widysanto & Mathew, 2020).
Endothelium damage impairs the ciliary response that clears mucus and bacteria (Widysanto & Mathew, 2020). The secretions will result in obstruction in chronic bronchitis. On the other hand, emphysema involves the enlargement of airspaces
. This enlargement leads to a decline in the surface area of the alveolus available for respiratory functions (Pahal et al., 2021). The loss of surface area further results in airway narrowing, which causes airflow obstruction.
Racial Variations of COPD
COPD linked comorbidities vary significantly by ethnicity and race. APRNs should thus use patient-centred strategies to manage COPD in different races and ethnic groups optimally. A study conducted by Lee et al. (2018) revealed that non-Hispanic Whites had COPD-related commodities such as dyslipidemia, osteoporosis, myocardial infarction and osteoarthritis.
Non-Hispanic Blacks have many current smokers, and multiple comorbidities such as hypertension, stroke, diabetes mellitus, and anaemia. Koreans have the highest prevalence of smokers but a lower prevalence of commodities.
Coexisting comorbidities adversely affect COPD prognosis (Lee et al., 2018). It is thus critical to recognize and manage these conditions based on racial differences. This will help reduce the clinical burden of COPD.
Conclusion
COPD is a chronic respiratory condition that negatively impacts the quality of life of individuals. One of the main risk factors of COPD is smoking. COPD causes airway obstruction through hyper inflammation, mucus hypersecretion, reduced mucociliary clearance and increased immune responses.
APRNs should recognize the pathophysiological processes to help them formulate patient-centred care and patient education. Finally, there are racial disparities related to COPD. This includes cigarette smoking and multiple comorbidities that affect the prognosis of COPD.
APRNs must recognize the racial differences associated with COPD and develop a patient-centred care plan that identifies these differences. This will reduce the clinical burden of COPD and improve healthcare outcomes.
References
Hikichi, M., Mizumura, K., Maruoka, S., & Gon, Y. (2019). Pathogenesis of chronic obstructive pulmonary disease (COPD) induced by cigarette smoke. Journal of Thoracic Disease, 11(S17), S2129-S2140. https://doi.org/10.21037/jtd.2019.10.43
Lee, H., Shin, S. H., Gu, S., Zhao, D., Kang, D., Joi, Y. R., Suh, G. Y., Pastor-Barriuso, R., Guallar, E., Cho, J., & Park, H. Y. (2018). Racial differences in comorbidity profile among patients with chronic obstructive pulmonary disease. BMC Medicine, 16(1). https://doi.org/10.1186/s12916-018-1159-7
Pahal, P., Avula, A., & Sharma, S. (2021, May 19). Emphysema – StatPearls – NCBI bookshelf. National Center for Biotechnology Information. https://www.ncbi.nlm.nih.gov/books/NBK482217/
Song, Q., Chen, P., & Liu, X. (2021). The role of cigarette smoke-induced pulmonary vascular endothelial cell apoptosis in COPD. Respiratory Research, 22(1). https://doi.org/10.1186/s12931-021-01630-1
Widysanto, A., & Mathew, G. (2020, August 23). Chronic bronchitis – StatPearls – NCBI bookshelf. National Center for Biotechnology Information. https://www.ncbi.nlm.nih.gov/books/NBK482437/

Assignment: Academic Success and Professional Development Plan Part 3: Strategies to Promote Academic Integrity and Professional Ethics
Assignment: Academic Success and Professional Development Plan Part 3: Strategies to Promote Academic Integrity and Professional Ethics
Nurse-scholars have a significant obligation to their community as well. Their work must have academic and professional integrity. Their efforts are designed to add to the body of knowledge, advance the profession, and ultimately help in the care of patients. Work that lacks integrity is subject to erode quickly or worse.
Fortunately, there are strategies and tools that can help ensure integrity in academic and professional work. This Assignment asks you to consider these tools and how you might apply them to your own work.
In this Assignment you will continue developing your Academic Success and Professional Development Plan by appending the original document you began in the previous assignment.
To Prepare:
Reflect on the strategies presented in the Resources for this Module in support of academic style, integrity, and scholarly ethics.
Reflect on the connection between academic and professional integrity.
The Assignment:
Part 3, Section 1: Writing Sample: The Connection Between Academic and Professional Integrity
Using the Academic and Professional Success Development Template you began in Module 1 and expanded in Module 2, write a 2- to 3-paragraph analysis that includes the following:
Explanation for the relationship between academic integrity and writing
Explanation for the relationship between professional practices and scholarly ethics
Cite at least two resources that support your arguments, being sure to use proper APA formatting.
Use Grammarly and SafeAssign to improve the product.
Explain how Grammarly, Safe Assign, and paraphrasing contributes to academic integrity.
Part 3, Section 2: Strategies for Maintaining Integrity of Work
Expand on your thoughts from Section 1 by:
identifying and describing strategies you intend to pursue to maintain integrity and ethics of your: (1) academic work as a student of the MSN program and (2) professional work as a nurse throughout your career. Include a review of resources and approaches you propose to use as a student and a professional.
Writer: Please separate Section 1 and 2’s content, as I need to copy and paste them into two separate areas. Thanks.
RUBRIC copy and pasted below for writer review only:
Part 1: Writing Sample: The Connection Between Academic and Professional Integrity
Using the Academic and Professional Success Development Template you began, write a 2-3 paragraph analysis that includes the following:
· Explanation for the relationship between academic integrity and writing.
· Explanation for the relationship between professional practices and scholarly ethics.
· Cite at least 2 resources that support your arguments, being sure to use proper APA formatting.
· Use Grammarly and SafeAssign to improve the product.
· Explain how Grammarly, SafeAssign, and paraphrasing contributes to academic integrity.
32 (32%) – 35 (35%)
The response clearly and accurately describes in detail the relationship between academic integrity and writing.
The response clearly and accurately describes in detail the relationship between professional practices and scholarly ethics.
The response accurately cites at least two resources that fully support the arguments explained.
The response clearly and accurately describes in detail how Grammarly, SafeAssign, and paraphrasing contributes to academic integrity, including sufficient evidence that Grammarly and SafeAssign were used to improve the responses provided.
28 (28%) – 31 (31%)
The response partially describes the relationship between academic integrity and writing.
The response partially describes the relationship between professional practices and scholarly ethics.
The response partially cites at least two resources that partially support the arguments explained.
The response partially describes how Grammarly, SafeAssign, and paraphrasing contributes to academic integrity, including some evidence that Grammarly and SafeAssign were used to improve the responses provided.
25 (25%) – 27 (27%)
The response vaguely describes the relationship between academic integrity and writing.
The response vaguely describesthe relationship between professional practices and scholarly ethics.
The response vaguely or inaccurately cites at least two resources that vaguely support the arguments explained.
The response vaguely or inaccurately describes how Grammarly, SafeAssign, and paraphrasing contributes to academic integrity, including vague evidence that Grammarly and SafeAssign were used to improve the responses provided.
0 (0%) – 24 (24%)
The response describing the relationship between academic integrity and writing is vague and inaccurate, or is missing.
The response describing the relationship between professional practices and scholarly ethics is vague and inaccurate, or is missing.
The response inaccurately cites at least two resources that inaccurately support the arguments explained, or is missing.
The response vaguely and inaccurately describes how Grammarly, SafeAssign, and paraphrasing contributes to academic integrity, including no evidence that Grammarly and SafeAssign were used to improve the responses provided.
Part 2: Strategies for Maintaining Integrity of Work
Expand on your thoughts from Part 1 by:
· Identifying and describing strategies you intend to pursue to maintain integrity and ethics of your 1) academic work while a student of the MSN program, and 2) professional work as a nurse throughout your career. Include a review of resources and approaches you propose to use as a student and a professional.
45 (45%) – 50 (50%)
The response clearly identifies and accurately describes in detail strategies intended to pursue to maintain integrity and ethics of academic work while in the MSN program and in professional work as a nurse.
The response clearly reviews and accurately proposes in detail resources and approaches to use as a student and professional.
40 (40%) – 44 (44%)
The response partially identifies and describes strategies intended to pursue to maintain integrity and ethics of academic work while in the MSN program and in professional work as a nurse.
The response partially reviews and proposes resources and approaches to use as a student and professional.
35 (35%) – 39 (39%)
The response vaguely identifies and describes strategies intended to pursue to maintain integrity and ethics of academic work while in the MSN program and in professional work as a nurse.
The response inaccurately reviews and vaguely proposes resources and approaches to use as a student and professional.
0 (0%) – 34 (34%)
The response vaguely and inaccurately identifies and describes strategies intended to pursue to maintain integrity and ethics of academic work while in the MSN program and in professional work as a nurse, or is missing.
The response vaguely and inaccurately reviews and vaguely proposes resources and approaches to use as a student and professional, or is missing.
Written Expression and Formatting – Paragraph Development and Organization:
Paragraphs make clear points that support well developed ideas, flow logically, and demonstrate continuity of ideas. Sentences are carefully focused–neither long and rambling nor short and lacking substance. A clear and comprehensive purpose statement and introduction is provided which delineates all required criteria.
5 (5%) – 5 (5%)
Paragraphs and sentences follow writing standards for flow, continuity, and clarity.
A clear and comprehensive purpose statement, introduction, and conclusion is provided which delineates all required criteria.
4 (4%) – 4 (4%)
Paragraphs and sentences follow writing standards for flow, continuity, and clarity 80% of the time.
Purpose, introduction, and conclusion of the assignment is stated, yet is brief and not descriptive.
3.5 (3.5%) – 3.5 (3.5%)
Paragraphs and sentences follow writing standards for flow, continuity, and clarity 60%- 79% of the time.
Purpose, introduction, and conclusion of the assignment is vague or off topic.
0 (0%) – 3 (3%)
Paragraphs and sentences follow writing standards for flow, continuity, and clarity < 60% of the time. No purpose statement, introduction, or conclusion was provided. Written Expression and Formatting – English writing standards: Correct grammar, mechanics, and proper punctuation 5 (5%) – 5 (5%) Uses correct grammar, spelling, and punctuation with no errors. 4 (4%) – 4 (4%) Contains a few (1-2) grammar, spelling, and punctuation errors. 3.5 (3.5%) – 3.5 (3.5%) Contains several (3-4) grammar, spelling, and punctuation errors. 0 (0%) – 3 (3%) Contains many (? 5) grammar, spelling, and punctuation errors that interfere with the reader’s understanding. Written Expression and Formatting – The paper follows correct APA format for title page, headings, font, spacing, margins, indentations, page numbers, running head, parenthetical/in-text citations, and reference list. 5 (5%) – 5 (5%) Uses correct APA format with no errors. 4 (4%) – 4 (4%) Contains a few (1-2) APA format errors. 3.5 (3.5%) – 3.5 (3.5%) Contains several (3-4) APA format errors. 0 (0%) – 3 (3%) Contains many (? 5) APA format errors. Total Points: 100 ORDER A PLAGIARISM-FREE PAPER HERE !! Solution Academic Success and Professional Development Plan Part 3: Promoting Academic Integrity and Professional Ethics Section 1: Connection between Academic Integrity and Writing Writing in a higher education sense refers to all the academic assignments and reports that a student of higher education is expected to write. These will usually include short class assignments, but also long research papers and dissertations. This kind of academic work requires that the student reads extensively from other people’s previous work. The relationship with academic integrity comes in because of the danger of students copying ideas from these sources they read from and passing them off as theirs. This is academic dishonesty or plagiarism and it is what academic integrity is expected to remedy (Waghid & Davids, 2019; Morris, 2018). The correlation between academic integrity and writing is therefore in the fact that the student of higher learning is expected to present their original work in all assignments. If they are to use ideas from another source, they are expected to properly attribute those ideas to their rightful owners. This is done by quotation or paraphrasing and in-text citation. Students of higher learning soon graduate and become professionals in their fields. In this case, the MSN student will become a psychiatric-mental health nurse practitioner or PMHNP. If the student had been having academic integrity issues, they will most likely transfer that dishonesty to their professional practice (Shepherd, 2017). That is the relationship between professional practice and scholarly ethics. SafeAssign and Grammarly are electronic tools that help with enforcing academic integrity. Paraphrasing on the other hand is an art that allows students to borrow the ideas of others and put them in their own words as they cite the sources Grammarly will help to check for plagiarism and SafeAssign will compare a submitted student paper with previous submitted papers to see if there is significant similarity (Walden University, 2020). As stated, paraphrasing will assist in attributing ideas to their rightful owners without having to use their exact words. These three strategies contribute to academic integrity in a great way. Section 2: Strategies for Maintaining Integrity of Work The strategy I intend to pursue to maintain the integrity and ethics of my academic work as an MSN student is to always pass my papers and assignments through Turnitin and Grammarly before submitting them. This way I will be sure that I have done plagiarism-free work. I will always be presenting work that is within the acceptable levels of similarity for a postgraduate MSN student. I will also have a clean record of academic integrity courtesy of these tools. The tools will allow me to rewrite the papers before I submit them in the event that I discover that the similarity index displayed by these tools is unacceptably high. I will therefore be using these plagiarism tools as a control for the quality of my papers. The strategy I intend to use to maintain integrity and ethics of my professional work as an APRN (PMHNP) will be to abide by the state nursing practice Act, the provisions in the prescriptive authority, and the nursing code of ethics and standards of practice. This way, for instance, I will not prescribe (refill) scheduled medications to clients if I doubt that they actually need them. This kind of honesty will help mitigate the opioid crisis. References Morris, E.J. (2018). Academic integrity matters: Five considerations for addressing contract cheating. International Journal for Educational Integrity, 14(15). https://doi.org/10.1007/s40979-018-0038-5 Shepherd, J. (2017). The relationship between academic integrity and professional practice. The Practicing Midwife, 20(5):13-16. https://pubmed.ncbi.nlm.nih.gov/30549962/ Waghid,Y. & Davids, N. (2019). On the polemic of academic integrity in higher education. South African Journal of Higher Education, 33(1), 1-5. Doi: https://doi.org/10.20853/33-1-3402 Walden University (2020). Academic integrity: SafeAssign and Turnitin. https://academicguides.waldenu.edu/studentaffairs/academicintegrity/safe-assign-turn-it-in#:~:text=Academic%20Integrity%3A%20SafeAssign%20%26%20Turnitin&text=SafeAssign%20is%20Walden’s%20primary%20tool,interpret%20a%20SafeAssign%20Originality%20Report

PRAC 6531 WK 10 Assignment 2
Critical reflection of your growth and development during your practicum experience in a clinical setting has the benefit of helping you to identify opportunities for improvement in your clinical skills, while also recognizing your clinical strengths and successes.
This week, you will write a Journal Entry, reflecting on your clinical strengths and opportunities for improvement.
To prepare:
Refer to the “Advanced Nursing Practice Competencies and Guidelines” found in Week 1’s Learning Resources and consider the quality measures or indicators advanced nursing practice nurses must possess in your specialty of interest.
Refer to your “Clinical Skills and Procedures Self-Assessment Form” you submitted in Week 1 and consider your strengths and opportunities for improvement.
Refer to your Patient Log in Medi trek and consider the patient activities you have experienced in your practicum experience and reflect on your observations and experiences.
Journal Entry (450–500 words):
Learning from Experiences
Reflect on the three most challenging patients. What was most challenging for each?
What did you learn from this experience?
What resources did you have available?
What evidence-based practice did you use for this patient?
What new skills are you learning?
What would you do differently?
How are you managing patient flow and volume?
Communicating and Feedback
Reflect on how to improve on your skills and knowledge and how to communicate that back to your Preceptor.
How are you doing? What is missing?
What type of feedback are you receiving from your Preceptor?
WK 10 Assignment: i-Human Case Study: Evaluating and Managing Neurologic Conditions
As an advanced practice nurse, you will likely observe patients who experience neurological conditions. While patients with neurological conditions may present typical physical manifestations, such as headaches, dizziness, weakness, and fatigue, many manifestations may not be overtly physical, such as declining memory and social withdrawal. In all cases, your differential diagnosis must take into consideration the role of the patient history and physical examination.
Photo Credit: [Science Photo Library – SCIEPRO]/[Brand X Pictures]/Getty Images
For this Case Study Assignment, you will analyze an i-Human simulation case study about an adult patient with a neurologic condition. Based on the patient’s information, you will formulate a differential diagnosis, evaluate treatment options, and create an appropriate treatment plan for the patient.
To prepare:
Review this week’s Learning Resources. Consider how to assess, diagnose, and treat patients with neurologic conditions.
Access i-Human from this week’s Learning Resources and review this week’s i-Human case study. Based on the provided patient information, think about the health history you would need to collect from the patient.
Consider what physical exams and diagnostic tests would be appropriate to gather more information about the patient’s condition. Reflect on how the results would be used to make a diagnosis.
Identify three to five possible conditions that may be considered in a differential diagnosis for the patient.
Consider the patient’s diagnosis. Think about clinical guidelines that might support this diagnosis.
Develop a treatment plan for the patient that includes health promotion and patient education strategies for patients with neurologic conditions.
Assignment
As you interact with this week’s i-Human patient, complete the assigned case study. For guidance on using i-Human, refer to the i-Human Graduate Programs Help link within the i-Human platform.
WK 10 Assignment: i-Human Case Study: Evaluating and Managing Neurologic Conditions
As an advanced practice nurse, you will likely observe patients who experience neurological conditions. While patients with neurological conditions may present typical physical manifestations, such as headaches, dizziness, weakness, and fatigue, many manifestations may not be overtly physical, such as declining memory and social withdrawal.
In all cases, your differential diagnosis must take into consideration the role of the patient history and physical examination.
Photo Credit: [Science Photo Library – SCIEPRO]/[Brand X Pictures]/Getty Images
For this Case Study Assignment, you will analyze an i-Human simulation case study about an adult patient with a neurologic condition.
Based on the patient’s information, you will formulate a differential diagnosis, evaluate treatment options, and create an appropriate treatment plan for the patient.
To prepare:
Review this week’s Learning Resources. Consider how to assess, diagnose, and treat patients with neurologic conditions.
Access i-Human from this week’s Learning Resources and review this week’s i-Human case study. Based on the provided patient information, think about the health history you would need to collect from the patient.
Consider what physical exams and diagnostic tests would be appropriate to gather more information about the patient’s condition. Reflect on how the results would be used to make a diagnosis.
Identify three to five possible conditions that may be considered in a differential diagnosis for the patient.
Consider the patient’s diagnosis. Think about clinical guidelines that might support this diagnosis.
Develop a treatment plan for the patient that includes health promotion and patient education strategies for patients with neurologic conditions.
Assignment
As you interact with this week’s i-Human patient, complete the assigned case study. For guidance on using i-Human, refer to the i-Human Graduate Programs Help link within the i-Human platform.

Discussion: Workplace Environment Assessment
Discussion: Workplace Environment Assessment
How healthy is your workplace?
You may think your current organization operates seamlessly, or you may feel it has many issues. You may experience or even observe things that give you pause. Yet, much as you wouldn’t try to determine the health of a patient through mere observation, you should not attempt to gauge the health of your work environment based on observation and opinion. Often, there are issues you perceive as problems that others do not; similarly, issues may run much deeper than leadership recognizes.
There are many factors and measures that may impact organizational health. Among these is civility. While an organization can institute policies designed to promote such things as civility, how can it be sure these are managed effectively? In this Discussion, you will examine the use of tools in measuring workplace civility.
To Prepare:
Review the Resources and examine the Clark Healthy Workplace Inventory, found on page 20 of Clark (2015).
Review and complete the Work Environment Assessment Template in the Resources.
By Day 3 of Week 7
Post a brief description of the results of your Work Environment Assessment. Based on the results, how civil is your workplace? Explain why your workplace is or is not civil. Then, describe a situation where you have experienced incivility in the workplace. How was this addressed? Be specific and provide examples.
Rubric:
Excellent Good Fair Poor
Main Posting 45 (45%) – 50 (50%)
Answers all parts of the discussion question(s) expectations with reflective critical analysis and synthesis of knowledge gained from the course readings for the module and current credible sources.
Supported by at least three current, credible sources.
Written clearly and concisely with no grammatical or spelling errors and fully adheres to current APA manual writing rules and style.
40 (40%) – 44 (44%)
Responds to the discussion question(s) and is reflective with critical analysis and synthesis of knowledge gained from the course readings for the module.
At least 75% of post has exceptional depth and breadth.
Supported by at least three credible sources.
Written clearly and concisely with one or no grammatical or spelling errors and fully adheres to current APA manual writing rules and style.
35 (35%) – 39 (39%)
Responds to some of the discussion question(s).
One or two criteria are not addressed or are superficially addressed.
Is somewhat lacking reflection and critical analysis and synthesis.
Somewhat represents knowledge gained from the course readings for the module.
Post is cited with two credible sources.
Written somewhat concisely; may contain more than two spelling or grammatical errors.
Contains some APA formatting errors.
0 (0%) – 34 (34%)
Does not respond to the discussion question(s) adequately.
Lacks depth or superficially addresses criteria.
Lacks reflection and critical analysis and synthesis.
Does not represent knowledge gained from the course readings for the module.
Contains only one or no credible sources.
Not written clearly or concisely.
Contains more than two spelling or grammatical errors.
Does not adhere to current APA manual writing rules and style.
Main Post: Timeliness 10 (10%) – 10 (10%)
Posts main post by day 3.
0 (0%) – 0 (0%) 0 (0%) – 0 (0%) 0 (0%) – 0 (0%)
Does not post by day 3.
First Response 17 (17%) – 18 (18%)
Response exhibits synthesis, critical thinking, and application to practice settings.
Responds fully to questions posed by faculty.
Provides clear, concise opinions and ideas that are supported by at least two scholarly sources.
Demonstrates synthesis and understanding of learning objectives.
Communication is professional and respectful to colleagues.
Responses to faculty questions are fully answered, if posed.
Response is effectively written in standard, edited English.
15 (15%) – 16 (16%)
Response exhibits critical thinking and application to practice settings.
Communication is professional and respectful to colleagues.
Responses to faculty questions are answered, if posed.
Provides clear, concise opinions and ideas that are supported by two or more credible sources.
Response is effectively written in standard, edited English.
13 (13%) – 14 (14%)
Response is on topic and may have some depth.
Responses posted in the discussion may lack effective professional communication.
Responses to faculty questions are somewhat answered, if posed.
Response may lack clear, concise opinions and ideas, and a few or no credible sources are cited.
0 (0%) – 12 (12%)
Response may not be on topic and lacks depth.
Responses posted in the discussion lack effective professional communication.
Responses to faculty questions are missing.
No credible sources are cited.
Second Response 16 (16%) – 17 (17%)
Response exhibits synthesis, critical thinking, and application to practice settings.
Responds fully to questions posed by faculty.
Provides clear, concise opinions and ideas that are supported by at least two scholarly sources.
Demonstrates synthesis and understanding of learning objectives.
Communication is professional and respectful to colleagues.
Responses to faculty questions are fully answered, if posed.
Response is effectively written in standard, edited English.
14 (14%) – 15 (15%)
Response exhibits critical thinking and application to practice settings.
Communication is professional and respectful to colleagues.
Responses to faculty questions are answered, if posed.
Provides clear, concise opinions and ideas that are supported by two or more credible sources.
Response is effectively written in standard, edited English.
12 (12%) – 13 (13%)
Response is on topic and may have some depth.
Responses posted in the discussion may lack effective professional communication.
Responses to faculty questions are somewhat answered, if posed.
Response may lack clear, concise opinions and ideas, and a few or no credible sources are cited.
0 (0%) – 11 (11%)
Response may not be on topic and lacks depth.
Responses posted in the discussion lack effective professional communication.
Responses to faculty questions are missing.
No credible sources are cited.
Participation 5 (5%) – 5 (5%)
Meets requirements for participation by posting on three different days.
0 (0%) – 0 (0%) 0 (0%) – 0 (0%) 0 (0%) – 0 (0%)
Does not meet requirements for participation by posting on 3 different days.
Total Points: 100
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Solution
Workplace Environment Assessment
A healthy work environment is necessary in a healthcare organizations if high quality care standards and optimal delivery of services is to be maintained. Workplace environment and civility is assessed based on parameters such as effective communication, collaboration, decision-making, leadership, meaningful recognition, and appropriate staffing (Clark, 2015). Using Clark’s Healthy Workplace Inventory, my workplace place scored low depicting an unhealthy work environment.
The organization lacked teamwork, had poor communication, and staffing issues with turnover among employees. Some of the employees had toxic personalities and the management did not hold employees accountable for their bad behavior. Employees complained of being overworked, underappreciated and experiencing frequent burnout leading to high turnover. The workplace is not civil as there were instances of communication breakdown and lack of collaboration among the healthcare professionals (Duggan et al., 2015)
The incivility can be attributed to laissez faire leadership style, exhaustion and work pressure making some employees to be irritable, toxic and respond to their colleagues in an uncivil manner. The type of leadership has an impact of the workplace health and civility (Marquis & Huston, 2017). Incivility also emanated from management failures and lack of organizational policies that address employees’ welfare. Superiority complex was observed among physicians and nurse managers towards nurses making them feel undermined and underappreciated.
An instance in which I witnessed incivility at work is when a physician referred to a nurse as ‘’thick-headed’’ in front of a patient for failing to report that a patient needed to seek a second opinion before undergoing a recommended medical procedure. The nurse felt belittled, rejected and undermined affecting their productivity and motivation.
The incident was reported to the unit nurse manager who reported to the director, medical services. The physician was called out for his behavior and apologized to the nurse who felt a bit better. From the incident, I realized how incivility can affect the psychological state of a worker and their productivity.
References
Clark, C.M. (2015). Conversations to inspire and promote a more civil workplace. American Nurse Today, 10(11), 18-23.
Duggan, K., Aisaka, K., Tabak, R. G., Smith, C., Erwin, P., & Brownson, R. C. (2015). Implementing administrative evidence based practices: lessons from the field in six local health departments across the United States. BMC health services research, 15(1), 1-9.
Marquis, B. L., & Huston, C. J. (2017). Organizational planning. Leadership roles and management functions in nursing: Theory and application (9th ed. (pp. 160-185). Philadelphia, PA: Lippincott, Williams & Wilkins.

Change implementation and management plan
Assignment: Change Implementation and Management Plan
It is one of the most cliché of clichés, but it nevertheless rings true: The only constant is change. As a nursing professional, you are no doubt aware that success in the healthcare field requires the ability to adapt to change, as the pace of change in healthcare may be without rival.
As a professional, you will be called upon to share expertise, inform, educate, and advocate. Your efforts in these areas can help lead others through change. In this Assignment, you will propose a change within your organization and present a comprehensive plan to implement the change you propose.
To Prepare:
Review the Resources and identify one change that you believe is called for in your organization/workplace.
This may be a change necessary to effectively address one or more of the issues you addressed in the Workplace Environment Assessment you submitted in Module 4. It may also be a change in response to something not addressed in your previous efforts. It may be beneficial to discuss your ideas with your organizational leadership and/or colleagues to help identify and vet these ideas.
Reflect on how you might implement this change and how you might communicate this change to organizational leadership.
The Assignment (5-6-minute narrated PowerPoint presentation):
Change Implementation and Management Plan
Create a narrated PowerPoint presentation of 5 or 6 slides with video that presents a comprehensive plan to implement the change you propose.
Your narrated presentation should be 5–6 minutes in length.
Your Change Implementation and Management Plan should include the following:
An executive summary of the issues that are currently affecting your organization/workplace (This can include the work you completed in your Workplace Environment Assessment previously submitted, if relevant.)
A description of the change being proposed
Justifications for the change, including why addressing it will have a positive impact on your organization/workplace
Details about the type and scope of the proposed change
Identification of the stakeholders impacted by the change
Identification of a change management team (by title/role)
A plan for communicating the change you propose
A description of risk mitigation plans you would recommend to address the risks anticipated by the change you propose
Excellent
Create a 5- or 6-slide narrated PowerPoint that presents a comprehensive plan to implement changes you propose. Your Change Implementation and Management Plan should include the following:
· An executive summary of the issues that are currently affecting your organization/workplace (this can include the work you completed in your Workplace Environment Assessment).
· A description of the changes being proposed.
· Justifications for the changes, including why addressing them will have a positive impact on your organization/workplace.
32 (32%) – 35 (35%)
Presentation provides an accurate and detailed executive summary of the issues that are currently affecting an organization/workplace.
Presentation accurately and completely describes in detail the changes being proposed.
Presentation accurately and thoroughly details justifications for the changes, including a thorough and complete explanation of why addressing these changes will have a positive impact on the organization/workplace.
· Details about the type and scope of the proposed changes.
· Identification of the stakeholders impacted by the changes.
· Identification of a change management team (by title/role).
· A plan for communicating the changes you propose.
· A description of risk mitigation plans you would recommend to address the risks anticipated by the changes you propose.
27 (27%) – 30 (30%)
Presentation accurately and thoroughly details the type and scope of the changes proposed.
Presentation accurately and clearly identifies the stakeholders impacted by the changes.
Presentation accurately and completely identifies a change management by title/role that is detailed.
Presentation accurately and thoroughly proposes a detailed plan for communicating the changes proposed.
Presentation accurately and thoroughly describes in detail risk mitigation plans recommended to address the risks anticipated by the changes proposed.
Include a narrated presentation that is 5–6 minutes in length. 27 (27%) – 30 (30%)
Narrated presentation accurately and completely summarizes the presentation responses. Audio recording is professional in nature and thoroughly addresses all components of the presentation. Presentation should be aesthetically organized and easy to follow with an introduction, purpose statement, and conclusion
Written Expression and Formatting – English writing standards:
Correct grammar, mechanics, and proper punctuation
5 (5%) – 5 (5%)
Uses correct grammar, spelling, and punctuation with no errors.

NURS 6512 WK 11 Assignment 1: Lab Assignment Ethical Concerns
Week 11
No Late Submissions of Your Work will be accepted this week
This week, you will consider how evidence-based practice guidelines and ethical considerations factor into health assessments.
You will also evaluate health assessment concepts related to sports physicals and well-child and well-woman examinations. You will also take your Final Examination.
Assignment 1
Review the scenarios provided by your instructor for this week’s Assignment. Please see the scenarios below.
Based on the scenarios provided:
Select one scenario of your choice, and reflect on the material presented throughout this course.
What necessary information would need to be obtained about the patient through health assessments and diagnostic tests?
Consider how you would respond as an advanced practice nurse. Review evidence-based practice guidelines and ethical considerations applicable to the scenarios you selected.
The Lab Assignment
Write a detailed one-page narrative (not a formal paper) explaining the health assessment information required for a diagnosis of your selected patient (include the scenario number).
Explain how you would respond to the scenario as an advanced practice nurse using evidence-based practice guidelines and applying ethical considerations.
Justify your response using at least three different references from current evidence-based literature. Papers over 1.5 pages will receive a deduction in points, as the assignment is one page in length.
By Day 6 of Week 11
Submit your Assignment.
Please review the grading rubric before submitting your assignment
CASE STUDY 1
The parents of a 5-year-old boy have accompanied their son for his required physical examination before starting kindergarten. His parents are opposed to him receiving any vaccines.
CASE STUDY 2
A 49-year-old woman with advanced stage cancer has been admitted to the emergency room with cardiac arrest. Her husband and one of her children accompanied the ambulance.
CASE STUDY 4
A single mother has accompanied her two daughters, aged 15 and 13, to a women’s health clinic and has requested that the girls receive a pelvic examination and be put on birth control. The girls have consented to the exam but seem unsettled.
Assignment 1: Lab Assignment: Ethical Concerns
Photo Credit: Getty Images/Maskot
As an advanced practice nurse, you will run into situations where a patient’s wishes about his or her health conflict with evidence, your own experience, or a family’s wishes.
This may create an ethical dilemma. What do you do when these situations occur?
In this Lab Assignment, you will explore evidence-based practice guidelines and ethical considerations for specific scenarios.
To Prepare
Review the scenarios provided by your instructor for this week’s Assignment. Please see the “Course Announcements” section of the classroom for your scenarios.
Based on the scenarios provided:
Select one scenario and reflect on the material presented throughout this course.
What necessary information would need to be obtained about the patient through health assessments and diagnostic tests?
Consider how you would respond as an advanced practice nurse. Review evidence-based practice guidelines and ethical considerations applicable to the scenarios you selected.
The Lab Assignment
Write a detailed one-page narrative (not a formal paper) explaining the health assessment information required for a diagnosis of your selected patient (include the scenario number).
Explain how you would respond to the scenario as an advanced practice nurse using evidence-based practice guidelines and applying ethical considerations. Justify your response using at least three different references from current evidence-based literature.

NURS 6560 Midterm Exam
Week 1 to 6 Key Concepts (Week 1 to 5 covered on midterm exam)
Week 1
Discuss recommended preoperative testing based on patient age and co-morbid conditions
Describe the management of common medications in the preoperative period. (anti-hypertensives, anti-coagulants, and diabetic management agents)
Discuss the components of informed consent
Describe the components of risk stratification be able to determine a patient’s risk based on testing and co-morbid decisions.
Describe components of focused, comprehensive, and consultation notes.
Describe recommendations for preoperative infection prevention based on SCIP.
Describe methods to prevent post operative complications
Week 2
NRNP 6560 Midterm
Describe common symptoms, diagnostics, and treatment (meds) for osteoarthritis
Describe common symptoms, diagnostics, and treatment (meds) for rheumatoid arthritis
Discuss the use of DMARD treatment in rheumatoid arthritics. Include potential complications and required monitoring
Be able to differentiate between rheumatoid and osteoarthritis.
Describe common symptoms, diagnostics, and treatment (meds) for subluxations and dislocations
Describe common symptoms, diagnostics, and treatment (meds) for soft tissue injuries
Describe common symptoms, diagnostics, and treatment (meds) for common fractures
Describe antibiotic treatment for open fractures
Describe common symptoms, diagnostics, and treatment (meds) for compartment syndrome
Recognize the six Ps associated with compartment syndrome
Describe common symptoms, diagnostics, and treatment (meds) for herniated disks
Order a NRNP 6560 Midterm paper today
Week 3
Differentiate between HIV and AIDS. Specifically what labs would assist in making this distinction
Describe common symptoms by stage of HIV / AIDS
Describe strategies to prevent HIV
Discuss the initiation and management of antiretroviral therapy in HIV
Describe common symptoms and treatment of opportunistic infections related to HIV/AIDS
Describe common symptoms, diagnostics, and treatment (meds) for giant cell arteritis
Describe common symptoms, diagnostics, and treatment (meds) for SLE (lupus)
Describe the absolute and relative contraindications to receive organs
Describe common symptoms, diagnostics, and treatment (meds) of immunosuppression and organ rejection
Describe common medical complications for solid organ transplant.
Week 4
Describe common symptoms, diagnostics, and treatment (meds) for hepatitis
Differentiate between Hepatitis A B C and D
Be familiar with immunizations for hepatis A and B
Interpret the type of hepatitis based on the serologic testing results (IgG, IgM, etc)
Describe common symptoms, diagnostics, and treatment (meds) for primary biliary cirrhosis
Describe common symptoms, diagnostics, and treatment (meds) for alcoholic liver disease
Describe common symptoms, diagnostics, and treatment (meds) for acute liver failure
Describe common symptoms, diagnostics, and treatment (meds) for chronic liver disease
Describe common symptoms, diagnostics, and treatment (meds) for cholecystitis
Describe common symptoms, diagnostics, and treatment (meds) for acute pancreatitis
Be familiar with the Ransom score system and its interpretation
Describe common symptoms, diagnostics, and treatment (meds) for small bowel obstruction
Describe common symptoms, diagnostics, and treatment (meds) for large bowel obstruction
Describe common symptoms, diagnostics, and treatment (meds) for mesenteric ischemia
Describe common symptoms, diagnostics, and treatment (meds) for esophageal varies
Describe common symptoms, diagnostics, and treatment (meds) for upper GI bleeding
Describe common symptoms, diagnostics, and treatment (meds) for lower GI bleeding
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Week 5
Describe common symptoms, diagnostics, and treatment (meds) for diverticulitis
Describe common symptoms, diagnostics, and treatment (meds) for inflammatory bowel disease
Describe common symptoms, diagnostics, and treatment (meds) for peritonitis
Describe common symptoms, diagnostics, and treatment (meds) for appendicitis
Apply common abdominal assessment signs (McMurphy, Rovsing, etc) appropriate associated disease.
Describe common symptoms, diagnostics, and treatment (meds) for PUD
Describe common symptoms, diagnostics, and treatment (meds) for GERD
Week 6
Describe common symptoms, diagnostics, and treatment (meds) for TIA
Describe common symptoms, diagnostics, and treatment (meds) for ischemic stroke
Describe common symptoms, diagnostics, and treatment (meds) for hemorrhagic stroke
Describe common symptoms, diagnostics, and treatment (meds) for brain aneurysm
Describe common symptoms, diagnostics, and treatment (meds) for brain tumors
Describe common symptoms, diagnostics, and treatment (meds) for hydrocephalus
Describe common symptoms, diagnostics, and treatment (meds) for meningitis
Describe common symptoms, diagnostics, and treatment (meds) for cerebral abscess
Describe common symptoms, diagnostics, and treatment (meds) for encephalitis
Differentiate between meningitis and encephalitis
Describe common symptoms, diagnostics, and treatment (meds) for seizures
Describe the different types of seizures

NURS 6630 Week 4: Therapy for Patients with Major Depressive Disorder (MDD)
Assignment: Assessing and Treating Pediatric Patients with Mood Disorders.
When pediatric patients present with mood disorders, the process of assessing, diagnosing, and treating them can be quite complex. Children not only present with different signs and symptoms than adult patients with the same disorders, they also metabolize medications much differently.
Yet, there may be times when the same psychopharmacologic treatments may be used in both pediatric and adult cases with major depressive disorders. As a result, psychiatric nurse practitioners must exercise caution when prescribing psychotropic medications to these patients.
For this Assignment, as you examine the patient case study in this week’s Learning Resources, consider how you might assess and treat pediatric patients presenting with mood disorders.
To prepare for this Assignment:
Review this week’s Learning Resources, including the Medication Resources indicated for this week.
Reflect on the psychopharmacologic treatments you might recommend for the assessment and treatment of pediatric patients requiring antidepressant therapy.
The Assignment: 5 pages
Examine Case Study: An African American Child Suffering From Depression. You will be asked to make three decisions concerning the medication to prescribe to this patient. Be sure to consider factors that might impact the patient’s pharmacokinetic and pharmacodynamic processes.
NURS 6630 Week 4: Therapy for Patients with Major Depressive Disorder (MDD)
At each decision point, you should evaluate all options before selecting your decision and moving throughout the exercise. Before you make your decision, make sure that you have researched each option and that you evaluate the decision that you will select. Be sure to research each option using the primary literature.
Introduction to the case (1 page)
Briefly explain and summarize the case for this Assignment. Be sure to include the specific patient factors that may impact your decision making when prescribing medication for this patient.
Decision #1 (1 page)
Which decision did you select?
Why did you select this decision? Be specific and support your response with clinically relevant and patient-specific resources, including the primary literature.
Why did you not select the other two options provided in the exercise? Be specific and support your response with clinically relevant and patient-specific resources, including the primary literature.
What were you hoping to achieve by making this decision? Support your response with evidence and references to the Learning Resources (including the primary literature).
Explain how ethical considerations may impact your treatment plan and communication with patients. Be specific and provide examples.
Decision #2 (1 page)
Why did you select this decision? Be specific and support your response with clinically relevant and patient-specific resources, including the primary literature.
Why did you not select the other two options provided in the exercise? Be specific and support your response with clinically relevant and patient-specific resources, including the primary literature.
What were you hoping to achieve by making this decision? Support your response with evidence and references to the Learning Resources (including the primary literature).
Explain how ethical considerations may impact your treatment plan and communication with patients. Be specific and provide examples.
Decision #3 (1 page)
Why did you select this decision? Be specific and support your response with clinically relevant and patient-specific resources, including the primary literature.
Why did you not select the other two options provided in the exercise? Be specific and support your response with clinically relevant and patient-specific resources, including the primary literature.
What were you hoping to achieve by making this decision? Support your response with evidence and references to the Learning Resources (including the primary literature).
Explain how ethical considerations may impact your treatment plan and communication with patients. Be specific and provide examples.
Order a NURS 6630 Week 4: Therapy for Patients with Major Depressive Disorder (MDD) Paper Today !!
Conclusion (1 page)
Summarize your recommendations on the treatment options you selected for this patient. Be sure to justify your recommendations and support your response with clinically relevant and patient-specific resources, including the primary literature.
Note: Support your rationale with a minimum of five academic resources. While you may use the course text to support your rationale, it will not count toward the resource requirement. You should be utilizing the primary and secondary literature.

NURS 6630 WK9 Assignment Assignment: Assessing and Treating Patients With ADHD
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Assignment: Assessing and Treating Patients With ADHD
Not only do children and adults have different presentations for ADHD, but males and females may also have vastly different clinical presentations. Different people may also respond to medication therapies differently. For example, some ADHD medications may cause children to experience stomach pain, while others can be highly addictive for adults.
In your role, as a psychiatric nurse practitioner, you must perform careful assessments and weigh the risks and benefits of medication therapies for patients across the life span. For this Assignment, you consider how you might assess and treat patients presenting with ADHD.
To prepare for this Assignment:
• Review this week’s Learning Resources, including the Medication Resources indicated for this week.
• Reflect on the psychopharmacologic treatments you might recommend for the assessment and treatment of patients with ADHD.
The Assignment: 5 pages Examine Case Study: A Young Caucasian Girl with ADHD.
You will be asked to make three decisions concerning the medication to prescribe to this patient. Be sure to consider factors that might impact the patient’s pharmacokinetic and pharmacodynamic processes. At each decision point, you should evaluate all options before selecting your decision and moving throughout the exercise.
Before you make your decision, make sure that you have researched each option and that you evaluate the decision that you will select. Be sure to research each option using the primary literature.
Introduction to the case (1 page)
Briefly explain and summarize the case for this Assignment. Be sure to include the specific patient factors that may impact your decision making when prescribing medication for this patient. Decision #1 (1 page)
Which decision did you select?
Why did you select this decision? Be specific and support your response with clinically relevant and patient-specific resources, including the primary literature.
Why did you not select the other two options provided in the exercise? Be specific and support your response with clinically relevant and patient-specific resources, including the primary literature.
Page 2 of 5
What were you hoping to achieve by making this decision? Support your response with evidence and references to the Learning Resources (including the primary literature).
• Explain how ethical considerations may impact your treatment plan and communication with patients. Be specific and provide examples. Decision #2 (1 page)
• Why did you select this decision? Be specific and support your response with clinically relevant and patient-specific resources, including the primary literature.
• Why did you not select the other two options provided in the exercise? Be specific and support your response with clinically relevant and patient-specific resources, including the primary literature.
• What were you hoping to achieve by making this decision? Support your response with evidence and references to the Learning Resources (including the primary literature).
• Explain how ethical considerations may impact your treatment plan and communication with patients. Be specific and provide examples. Decision #3 (1 page)
• Why did you select this decision? Be specific and support your response with clinically relevant and patient-specific resources, including the primary literature.
• Why did you not select the other two options provided in the exercise? Be specific and support your response with clinically relevant and patient-specific resources, including the primary literature.
• What were you hoping to achieve by making this decision? Support your response with evidence and references to the Learning Resources (including the primary literature).
• Explain how ethical considerations may impact your treatment plan and communication with patients. Be specific and provide examples. Conclusion (1 page)
• Summarize your recommendations on the treatment options you selected for this patient. Be sure to justify your recommendations and support your response with clinically relevant and patient-specific resources, including the primary literature.
Note: Support your rationale with a minimum of five academic resources. While you may use the course text to support your rationale, it will not count toward the resource requirement. You should be utilizing the primary and secondary literature.
Reminder : The College of Nursing requires that all papers submitted include a title page, introduction, summary, and references. The Sample Paper provided at the Walden Writing Center provides an example of those required elements (available at
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https://academicguides.waldenu.edu/writingcenter/templates/general#s-lg-box-20293632). All papers submitted must use this formatting.
Week 9: Therapy for Patients With ADHD/ODD Diego, a 9-year-old third grader, had always been an energetic child with a short attention span.
For years, his mother attributed his behaviors to him being “all boy” and assumed it would improve as he grew older. Instead, daily tasks like chores and homework became increasingly overwhelming for Diego, resulting in disruptive behaviors at home and school.
After being evaluated by his healthcare provider, Diego was diagnosed with and treated for attention deficit hyperactivity disorder (ADHD). ADHD is a prevalent disorder for patients across the lifespan, as more than 6 million children (CDC, n.d.) have been diagnosed with the disorder.
Further, consider that about 60% of children with ADHD in the United States become adults with ADHD (ADAA, n.d.). Like Diego, individuals of all ages find that symptoms of ADHD can make life challenging. However, when properly diagnosed and treated, patients often respond well to therapies and have positive health outcomes.
This week, as you study ADHD therapies, you examine the assessment and treatment of patients with ADHD. You also explore ethical and legal implications of these therapies. References: Centers for Disease Control and Prevention.
(n.d.). Data and statistics about ADHD. https://www.cdc.gov/ncbddd/adhd/data.html Anxiety and Depression Association of America. (n.d.). Adult ADHD (Attention Deficit Hyperactive Disorder).
https://adaa.org/understanding-anxiety/related-illnesses/other-related-conditions/adult-adhd
Learning Objectives
Students will:
• Assess patient factors and history to develop personalized therapy plans for patients with ADHD
• Analyze factors that influence pharmacokinetic and pharmacodynamic processes in patients requiring therapy for ADHD
• Synthesize knowledge of providing care to patients presenting for ADHD
• Analyze ethical and legal implications related to prescribing therapy for patients with ADHD
• Identify concepts related to psychopharmacologic treatments and therapy for patients across the lifespan
Page 4 of 5
Learning Resources Required Readings (click to expand/reduce)
Prince, J. B., Wilens, T. E., Spencer, T. J., & Biederman, J. (2016). Stimulants and other medications for ADHD. In T. A. Stern, M. Favo, T. E. Wilens, & J. F. Rosenbaum. (Eds.), Massachusetts General Hospital psychopharmacology and neurotherapeutics (pp. 99–112). Elsevier.
American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). https://doi.org/10.1176/appi.books.9780890425596
Hodgkins, P., Shaw, M., McCarthy, S., & Sallee, F. R. (2012). The pharmacology and clinical outcomes of amphetamines to treat ADHD: Does composition matter? CNS Drugs, 26(3), 245–268. https://doi.org/10.2165/11599630-000000000-00000
Martin, L. (2020). A 5-question quiz on ADHD. Psychiatric Times.
https://www.psychiatrictimes.com/view/5-question-quiz-adhd Medication Resources (click to expand/reduce)
U.S. Food & Drug Administration. (n.d.). Drugs@FDA: FDA-approved drugs.
https://www.accessdata.fda.gov/scripts/cder/daf/index.cfm
Note: To access the following medications, use the Drugs@FDA resource. Type the name of each medication in the keyword search bar. Select the hyperlink related to the medication name you searched.
Review the supplements provided and select the package label resource file associated with the medication you searched. If a label is not available, you may need to conduct a general search outside of this resource provided.
Be sure to review the label information for each medication as this information will be helpful for your review in preparation for your Assignments.
Page 5 of 5
• armodafinil • amphetamine (d) • amphetamine (d,l) • atomoxetine • bupropion • chlorpromazine • clonidine • guanfacine • haloperidol • lisdexamfetamine • methylphenidate (d) • methylphenidate (d,l) • modafinil • reboxetine Required Media (click to expand/reduce)

Topic 2: Epidemiology And Communicable Diseases
Objectives:
Apply the principles of epidemiology to community health nursing.
Explain the value of demographic data in community health.
Apply the epidemiology triangle to a communicable disease occurring at a global level.
Evaluate the communicable disease chain model.
Discuss the impact of global health issues on public health systems.
Explain how social determinants of health contribute to the development of disease.
Topic 2 DQ 2 (300 words, 3 references)
Assessment Description
Select a global health issue affecting the international health community. Briefly describe the global health issue and its impact on the larger public health care systems (i.e., continents, regions, countries, states, and health departments).
Discuss how health care delivery systems work collaboratively to address global health concerns and some of the stakeholders that work on these issues.
Resources within your text covering international/global health, and the websites in the topic materials, will assist you in answering this discussion question.
Resources
Collapse All ResourcesCollapse All
Social Determinants of Health
Read “Social Determinants of Health,” from the Healthy People 2030 website.
https://health.gov/healthypeople/objectives-and-data/social-determinants-health
________________________________________
Communicable Disease Chain
Refer to the “Communicable Disease Chain” as needed to complete your assignment.
NRS-428VN-RS2-CommunicableDiseaseChain.doc
________________________________________
World Health Organization
Explore the World Health Organization (WHO) website.
http://www.who.int/en/
________________________________________
2017 National Notifiable Conditions (Historical)
Explore the 2017 National Notifiable Conditions (Historical) page of the Centers for Disease Control and Prevention (CDC) website.
https://wwwn.cdc.gov/nndss/conditions/notifiable/2017/
________________________________________
Chain of Infection
Use the media piece “Chain of Infection” to assist you in completing your Topic 2 assignment.
http://lc.gcumedia.com/nsg403c/chain-of-infection/chain-of-infection-v1.1.html
________________________________________
Community and Public Health: The Future of Health Care
Read Chapter 2 in Community and Public Health: The Future of Health Care.
https://www.gcumedia.com/digital-resources/grand-canyon-university/2018/community-and-public-health_the-future-of-health-care_1e.php
________________________________________
U.S. Department of Health and Human Services
Explore the U.S. Department of Health and Human Services (HHS) website.
https://www.hhs.gov/
________________________________________
Centers for Disease Control and Prevention
Explore the Centers for Disease Control and Prevention (CDC) website.
https://www.cdc.gov/
________________________________________
Families USA
Explore the Families USA website.
Home
Attachments
Epidemiology Paper – Rubric
Collapse All Epidemiology Paper – RubricCollapse All
Comprehensive Description of a Communicable Disease and the Demographic of Interest
12.5 points
Criteria Description
Comprehensive Description of a Communicable Disease and the Demographic of Interest
5. Excellent
12.5 points
Overview describing the demographic of interest and clinical description of the communicable disease is presented with a thorough, accurate, and clear overview of all of the clinical descriptors.
4. Good
11.5 points
Clinical description of the communicable disease and demographic of interest is provided. Summary is brief but accurate.
3. Satisfactory
11 points
Overview of the demographic of interest and clinical description of the communicable disease is presented with some inaccuracies of the clinical descriptors.
2. Less Than Satisfactory
10 points
Limited and/or vague summary of demographic of interest and communicable disease is provided. Overview does not offer a clear representation of information necessary for epidemiological study.
1. Unsatisfactory
0 points
Demographic of interest and clinical description are omitted or presented with many inaccuracies.
Determinants of Health and Explanation of How Determinants Contribute to Disease Development
12.5 points
Criteria Description
Determinants of Health and Explanation of How Determinants Contribute to Disease Development
5. Excellent
12.5 points
Paper comprehensively discusses the determinants of health in relation to the communicable disease, explains their contribution to disease development, and provides evidence to support main points.
4. Good
11.5 points
Paper describes each determinant of health with a comprehensive discussion of their contribution to disease development and progression.
3. Satisfactory
11 points
Paper identifies the determinants of health in relation to the communicable disease selected but does not include an explanation of their role in the development of disease.
2. Less Than Satisfactory
10 points
Paper partially describes the determinants of health in relation to disease development.
1. Unsatisfactory
0 points
Description of the determinants of health and their role in disease development is omitted or presented with many inaccuracies.
Epidemiologic Triangle (Host Factors, Agent Factors, and Environmental Factors
25 points
Criteria Description
Epidemiologic Triangle (Host Factors, Agent Factors, and Environmental Factors
5. Excellent
25 points
The communicable disease is described thoroughly, accurately, and clearly within an epidemiological triangle. A visual description of the triangle and how the components of the model interact is included.
4. Good
23 points
The communicable disease is described accurately within the context of the epidemiologic triangle. A brief description of factors and interaction is presented.
3. Satisfactory
22 points
The communicable disease is described accurately and clearly within the context of the epidemiologic triangle.
2. Less Than Satisfactory
20 points
The communicable disease is described with some inaccuracies within the epidemiologic triangle. A visual description of the factors and interaction is not present.
1. Unsatisfactory
0 points
Description of the epidemiologic triangle is omitted or presented with many inaccuracies.
Role of the Community Health Nurse and Importance of Demographic Data
25 points
Criteria Description
Role of the Community Health Nurse and Importance of Demographic Data
5. Excellent
25 points
Discussion of the role of the community health nurse is clear, comprehensive, and inclusive of the community nurse’s responsibilities to primary, secondary, and tertiary prevention through tasks such as case finding, reporting, data collection and analysis, and follow-up. A clear explanation of the importance of demographic data to community health is presented.
4. Good
23 points
Discussion of the role of community health nurse is clear, with a comprehensive description of skills associated with community assessment and planning. An explanation of why demographic data are necessary to community health is presented.
3. Satisfactory
22 points
Discussion of the role of the community health nurses is limited, with a brief overview of skills associated with community assessment and planning. An explanation of why demographic data are necessary to community health is summarized.
2. Less Than Satisfactory
20 points
Discussion of the role of the community health nurse is vague, with no integration of case finding, reporting, data collecting, data analysis, or follow-up skills. An incomplete explanation of why demographic data are necessary to community health is provided.
1. Unsatisfactory
0 points
Discussion of the role of the community health nurse is omitted or unclear. An explanation of why demographic data are necessary to community health is omitted or unclear.
National Agency or Organization That Works to Addresses Communicable Disease
12.5 points
Criteria Description
National Agency or Organization That Works to Addresses Communicable Disease
5. Excellent
12.5 points
An agency or organization is identified. A clear and accurate description of efforts to address communicable disease is offered.
4. Good
11.5 points
An agency or organization is identified, but discussion regarding efforts to address communicable disease is brief.
3. Satisfactory
11 points
An agency or organization is identified, but discussion regarding efforts to address communicable disease is lacking.
2. Less Than Satisfactory
10 points
An agency or organization is identified, but discussion is vague or inaccurate in relation to the communicable disease chosen.
1. Unsatisfactory
0 points
Agency and description of contribution are omitted.
Global Implication
12.5 points
Criteria Description
Global Implication
5. Excellent
12.5 points
A discussion of the global implication of the disease is clear, comprehensive, and inclusive with a comprehensive description of how this is addressed in other countries or cultures and if the disease is endemic to a particular area. An example is provided.
4. Good
11.5 points
A discussion of the global implication of the disease is clear, with a comprehensive description of how this is addressed in other countries or cultures and if the disease is endemic to a particular area. An example is provided.
3. Satisfactory
11 points
A discussion of the global implication of the disease is limited, with some integration of how this is addressed in other countries or cultures and if the disease is endemic to a particular area. An example is provided.
2. Less Than Satisfactory
10 points
A discussion of the global implication of the disease is vague, with no integration of how this is addressed in other countries or cultures and if the disease is endemic to a particular area. An example is not provided.
1. Unsatisfactory
0 points
Global implication of the disease is omitted or unclear.
Thesis, Position, or Purpose
6.25 points
Criteria Description
Communicates reason for writing and demonstrates awareness of audience.
5. Excellent
6.25 points
The thesis, position, or purpose is clearly communicated throughout and clearly directed to a specific audience.
4. Good
5.75 points
The thesis, position, or purpose is adequately presented. An awareness of the appropriate audience is demonstrated.
3. Satisfactory
5.5 points
The thesis, position, or purpose is discernable in most aspects but is occasionally weak or unclear. There is limited awareness of the appropriate audience.
2. Less Than Satisfactory
5 points
The thesis, position, or purpose is unfocused or confused. There is very little awareness of the intended audience.
1. Unsatisfactory
0 points
The thesis, position, or purpose is not discernible. No awareness of the appropriate audience is evident.
Development, Structure, and Conclusion
6.25 points
Criteria Description
Advances position or purpose throughout writing; conclusion aligns to and evolves from development.
5. Excellent
6.25 points
The thesis, position, or purpose is logically advanced throughout. The progression of ideas is coherent and unified. A clear and logical conclusion aligns to the development of the purpose.
4. Good
5.75 points
The thesis, position, or purpose is advanced in most aspects. Ideas clearly build on each other. Conclusion aligns to the development of the purpose.
3. Satisfactory
5.5 points
Limited advancement of thesis, position, or purpose is discernable. There are inconsistencies in organization or the relationship of ideas. Conclusion is simplistic and not fully aligned to the development of the purpose.
2. Less Than Satisfactory
5 points
Writing lacks logical progression of the thesis, position, or purpose. Some organization is attempted, but ideas are disconnected. Conclusion is unclear and not supported by the overall development of the purpose.
1. Unsatisfactory
0 points
No advancement of the thesis, position, or purpose is evident. Connections between paragraphs are missing or inappropriate. No conclusion is offered.
Evidence
6.25 points
Criteria Description
Selects and integrates evidence to support and advance position/purpose; considers other perspectives.
5. Excellent
6.25 points
Specific and appropriate evidence is included. Relevant perspectives of others are clearly considered.
4. Good
5.75 points
Relevant evidence that includes other perspectives is used.
3. Satisfactory
5.5 points
Evidence is used but is insufficient or of limited relevance. Simplistic explanation or integration of other perspectives is present.
2. Less Than Satisfactory
5 points
Evidence is limited or irrelevant. The interpretation of other perspectives is superficial or incorrect.
1. Unsatisfactory
0 points
Evidence to support the thesis, position, or purpose is absent. The writing relies entirely on the perspective of the writer.
Mechanics of Writing
2.5 points
Criteria Description
Includes spelling, capitalization, punctuation, grammar, language use, sentence structure, etc.
5. Excellent
2.5 points
No mechanical errors are present. Appropriate language choice and sentence structure are used throughout.
4. Good
2.3 points
Few mechanical errors are present. Suitable language choice and sentence structure are used.
3. Satisfactory
2.2 points
Occasional mechanical errors are present. Language choice is generally appropriate. Varied sentence structure is attempted.
2. Less Than Satisfactory
2 points
Frequent and repetitive mechanical errors are present. Inconsistencies in language choice or sentence structure are recurrent.
1. Unsatisfactory
0 points
Errors in grammar or syntax are pervasive and impede meaning. Incorrect language choice or sentence structure errors are found throughout.
Format/Documentation
3.75 points
Criteria Description
Uses appropriate style, such as APA, MLA, etc., for college, subject, and level; documents sources using citations, footnotes, references, bibliography, etc., appropriate to assignment and discipline.
5. Excellent
3.75 points
No errors in formatting or documentation are present.
4. Good
3.45 points
Appropriate format and documentation are used with only minor errors.
3. Satisfactory
3.3 points
Appropriate format and documentation are used, although there are some obvious errors.
2. Less Than Satisfactory
3 points
An appropriate format is attempted, but some elements are missing. Frequent errors in documentation of sources are evident.
1. Unsatisfactory
0 points
An appropriate format is not used. No documentation of sources is provided
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Solution
Covid-19 is the selected global issue affecting the international health community. Covid-19 is a viral infection attributed to the coronavirus. Its outbreak was identified in China in 2019. It spread to all the global countries leading to morbidities and mortalities (Kaye et al., 2021). Covid-19 was declared a pandemic in 2020 due to its significant effect on the population. Covid-19 has adversely affected the larger public health care system. One of the effects is the increased workload in the global healthcare systems. The outbreak of Covid-19 strained healthcare systems due to the high number of patients that needed chronic management and respiratory support (Kaye et al., 2021). Healthcare workers globally were overburdened by the high number of patients that needed critical care beyond the capacity of their institutions.
Covid-19 also strained healthcare resources globally. For example, most healthcare organizations and governments were unprepared to address the increasing care needs of the patients and healthcare providers. They lacked essential equipment such as personal protective equipment and ventilators to meet the care needs of the patients. Covid-19 also affected the service delivery to other patients in almost all the countries globally. Patients with chronic illnesses such as cancer suffered from delays in accessing the needed care (Chudasama et al., 2020). Therefore, the pandemic disrupted the global healthcare system.
Healthcare systems continually collaborate to address Covid-19 and its impacts on the population. Healthcare providers and researchers are collaborating in developing an effective treatment for Covid-19. They also sensitize the public about the preventive measures to minimize their disease risk. Healthcare delivery systems collaborate to identify ways of optimizing the care outcomes for Covid-19 patients using limited resources (Frühbeck et al., 2020). The stakeholders addressing Covid-19 include healthcare providers, researchers, policymakers, and public health professionals.
References
Chudasama, Y. V., Gillies, C. L., Zaccardi, F., Coles, B., Davies, M. J., Seidu, S., &Khunti, K. (2020).Impact of COVID-19 on routine care for chronic diseases: A global survey of views from healthcare professionals.Diabetes & Metabolic Syndrome: Clinical Research & Reviews, 14(5), 965–967. https://doi.org/10.1016/j.dsx.2020.06.042
Frühbeck, G., Baker, J. L., Busetto, L., Dicker, D., Goossens, G. H., Halford, J. C. G., Handjieva-Darlenska, T., Hassapidou, M., Holm, J.-C., Lehtinen-Jacks, S., Mullerova, D., O’Malley, G., Sagen, J. V., Rutter, H., Salas, X. R., Woodward, E., Yumuk, V., &Farpour-Lambert, N. J. (2020). European Association for the Study of Obesity Position Statement on the Global COVID-19 Pandemic.Obesity Facts, 2(2), 292–296. https://doi.org/10.1159/000508082
Kaye, A. D., Okeagu, C. N., Pham, A. D., Silva, R. A., Hurley, J. J., Arron, B. L., Sarfraz, N., Lee, H. N., Ghali, G. E., Gamble, J. W., Liu, H., Urman, R. D., & Cornett, E. M. (2021). Economic impact of COVID-19 pandemic on healthcare facilities and systems: International perspectives.Best Practice & Research Clinical Anaesthesiology, 35(3), 293–306. https://doi.org/10.1016/j.bpa.2020.11.009