Nursing

DISCUSSION: Systems and Social Change
DISCUSSION: Systems and Social Change
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Zastrow and Kirst-Ashman (2016) stated, “Clients are affected by and in constant dynamic interactions with other systems, including families, groups, organizations, and communities” (p. 35-36). As a social worker, when you address the needs of an individual client, you also take into account the systems with which the client interacts. Obtaining information about these systems helps you better assess your client’s situation. These systems may provide support to the client, or they may contribute to the client’s presenting problem.
Zastrow and Kirst-Ashman (2016) stated, “Clients are affected by and in constant dynamic interactions with other systems, including families, groups, organizations, and communities” (p. 35-36). As a social worker, when you address the needs of an individual client, you also take into account the systems with which the client interacts. Obtaining information about these systems helps you better assess your client’s situation. These systems may provide support to the client, or they may contribute to the client’s presenting problem.
For this Discussion, review “Working With People With Disabilities: The Case of Lester.”Consider the systems with which Lester Johnson, the client, interacts. Think about ways you might apply a systems perspective to his case. Also, consider the significance of the systems perspective for social work in general.
· Post a Discussion in which you explain how multiple systems interact to impact individuals.

· Explain how you, as a social worker, might apply a systems perspective to your work with Lester Johnson.
· Finally, explain how you might apply a systems perspective to social work practice.
Be sure to support your posts with specific references to the resources. If you are using additional articles, be sure to provide full APA-formatted citations for your references.
References
Plummer, S. -B., Makris, S., & Brocksen, S. M. (Eds.). (2014). Social work case studies: Foundation year. Baltimore, MD: Laureate International Universities Publishing. [Vital Source e-reader].
Zastrow, C. H., & Kirst-Ashman, K. K. (2016). Understanding human behavior and the social environment (10th ed.). Boston, MA: Cengage Learning.

Assignment: Working With Addictions
Assignment: Working With Addictions
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Barbara is a 25-year-old, heterosexual, Caucasian female and is the mother of a 6-month-old baby boy. She is currently unemployed and has neither specific skills nor a college education. At the time we first met, she was living her with her son, Jonah, and her boyfriend, Scott (also Jonah’s father), in a home that her grandparents purchased for her. Scott, a 29-year-old, heterosexual, Caucasian male, is employed by a flooring company, although his work is not regular. Both Barbara and Scott have a long history of severe polysubstance abuse, including heroin addiction. They are both currently prescribed methadone.
Jonah was born with severe birth defects due in part to Barbara’s and Scott’s drug use. Jonah remained in the hospital for several weeks after his birth, and during that time he underwent multiple surgeries. Among other abnormalities, he was born with two stomachs, one of which formed on the exterior of his body. He will need additional surgeries in the future and his stomach will never be fully functioning. The full extent of his disabilities is not certain at this time.
When our sessions began, Barbara was experiencing financial problems and was trying to obtain Social Security Disability for Jonah. Because Jonah is unable to attend day care due to his fragile health, Barbara has had to stay home and has reported feelings of isolation.
Due to the child’s condition at birth, the hospital staff had reported the family to the Department of Social Services to ensure that the parents would provide appropriate care for him and that the child would be safe in the home environment. After initial contact was established with the parents, a number of concerns were noted, and the family was recommended for additional case management services. Among the concerns were the parents’ denial about the extent of their substance abuse and its negative effects on their lives and their child’s life.
Financial issues were a problem, and family support was limited only to Jonah’s maternal great-grandparents, who are elderly and not in good health. Scott’s parents had divorced when he was very young, and he had no relationship with his father, who also had substance abuse issues. Barbara’s parents divorced when she was very young, and she was raised primarily by her grandparents. She reported that her father was and remains an alcoholic. She presented as anxious and depressed and experiencing low self-esteem. She appeared to be bonded with her child and took very good care of him, although she clearly struggled with his health issues. She also struggled with her responsibility for his disabilities. She tried hard to educate herself about his health problems and learn how to parent in general.
Initially, both parents were uncooperative and resistant to participate in the case management process. Scott felt that because he was going to a clinic every day for his methadone, he no longer had a substance abuse problem. I pointed out to him that this was a stopgap measure and he could not spend his life on methadone. I also pointed out that he needed greater insight into his problems in order to overcome them. He never really engaged in the process and frequently did not attend our scheduled appointments, saying he had to work. Barbara stated that he often was not really working and that he was still using drugs. Barbara seemed to feel that she did not really have a problem because she was not using street drugs, but was receiving her medications from a pain management clinic as the result of a motorcycle accident several years ago. As subsequent home visits were made, Barbara began disclosing her feelings to me and addressing some of her issues.
All of my clients are involuntarily in the system, so I frequently utilize Carl Rogers’ person-centered approach because it seems to be the most effective method to establish rapport and ultimately achieve change. Having empathy for your client, encouraging them, and providing support is critical to facilitating change.
Barbara and I made a list of the major issues that she needed and wanted to address and then prioritized them. We did some research to help her find possible solutions to her needs. Barbara was actively involved in the process and, over time, began to feel less overwhelmed. I encouraged her to begin individual therapy sessions, and she agreed to participate. I made the referral, and Barbara found a therapist with whom she really connected. She also began to disclose to me that there were other problems in her relationship with Scott, including incidents of domestic violence and a pattern of verbal abuse designed to affect her self-esteem. We engaged in a frank discussion with her grandparents, and they agreed to let her and Jonah come to live with them so that they would both be removed from any threat of harm and so that Barbara’s anxiety level could be reduced while she continued in therapy. One evening, Scott came to the grandparents’ home and was high and extremely intoxicated. He assaulted Barbara and her grandfather and was subsequently arrested. She obtained a restraining order and was committed to terminating contact with Scott due to his unwillingness to acknowledge his problems and make any positive changes. She continued with therapy and enrolled in the community college to obtain skills that would allow her to care for herself and child.

Assignment: Prison experiment
Assignment: Prison experiment
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1. Describe Philip Zimbardo’s prison experiment and his conclusions about how people’s behavior is constrained by social situations.
2. Describe Solmon Asch’s experiment and his conclusions on the conditions that promote conformity.
3. Compare the major leadership styles in Lewin’s experiment and describe their effects on each group of boys.
4. Describe Stanley Milgram’s obedience experiments and his conclusions about conditions that promote blind obedience.
5. Describe the phenomenon of bystander intervention and how it reflects another aspect of situational forces.
6. Describe Serge Moscovici’s work on the influence of the minority on the majority.
7. Discuss various factors that contribute to aggressive behavior.
8. Explain why experimental research is necessary for understanding social influences on behavior.
Objectives 20
After viewing the program and completing the reading assignment, you should be able to:
1. Explain the fundamental attribution error.
2. Describe attribution theory.
3. Explain self-perception theory.
4. Summarize Rosenthal’s experiment that demonstrates the Pygmalion effect and explain its relation to self-fulfilling prophecies.
5. Describe the effect of cognitive dissonance on behavior and attitude change.
6. Describe the techniques used by cults to maintain control over their members.
Objectives 21
After viewing the program and completing the reading assignment, you should be able to:
1. Identify the seven criteria commonly used to determine abnormal behavior.
2. Describe the Diagnostic and Statistical Manual of Mental Disorders and how it is used.
3. Explain how psychological disorders are classified.
4. List and describe the major types of psychological disorders.
5. List the biological and psychological approaches to studying the etiology of psychopathology.
6. Summarize the genetic and psychosocial research related to the origins of schizophrenia, including subtypes and etiology.
7. Identify sources of error in judgments of mental illness.
8. Discuss stigmas against mental illness and how they can be overcome.
Objectives 22
After viewing the program and completing the reading assignment, you should be able to:
1. Describe early approaches to identifying and treating mental illness.
2. Identify the major approaches to psychotherapy.
3. Describe how psychiatrists, psychoanalysts, and clinical psychologists differ in their training and therapeutic orientations.
4. Identify the major features of psychoanalysts and explain the purposes of each.
5. Explain the goals of various behavior therapies.
6. Describe how counterconditioning can be used effectively to treat phobias.
7. Summarize the major rationale behind all types of cognitive therapies.
8. Describe the use of psychosurgery and electroconvulsive shock in the treatment of mental illness.
9. Identify the common forms of drug therapy and how they have changed the mental health system.
10. Summarize research on the effectiveness of psychotherapy.
11. Summarize the main features of client-centered therapy and Gestalt therapy and how these reflect the existential-humanistic perspective.
Objectives 23
After viewing the program and completing the reading assignment, you should be able to:
1. Define stress and list the major sources of stress.
2. Describe the role of cognitive appraisal in stress.
3. Describe the major physiological stress reactions, including the general adaptation syndrome.
4. Explain the relationship between stress and illness.
5. Describe various kinds of events that can lead to psychological stress.
6. Describe the types of coping strategies in coping with stress.
7. Explain the mind-body relationship in terms of the biopsychosocial model of health and illness.
8. Describe the effects of self-disclosure on health.
9. Describe biofeedback, how it works, and its role in behavioral medicine.
10. Discuss how personality types relate to different health outcomes.
11. List some things you can do to reduce your stress level, promote your health, and protect yourself from job burnout.

Health Policy and Legal Aspect
Health Policy and Legal Aspect
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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. Health Policy and Legal Aspect

Assignment: Nursing Critical Thinking
Assignment: Nursing Critical Thinking
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QUESTION 3: Case Study, Chapter 3, Critical Thinking, Ethical Decision Making, and the Nursing Process
1. Mrs. Elle, 80 years of age, is a female patient who is diagnosed with end-stage cancer of the small intestine. She is currently receiving comfort measures only in hospice. She has gangrene of her right foot and has a history of diabetes controlled with oral agents. She is confused and the physician has determined that she is unable to make her own informed decisions. The hospice nurse, not realizing that the weekly order for CBC and renal profile had been discontinued, obtained the labs and sent them to the nearby laboratory for processing. The abnormal lab results obtained later that day revealed that the patient needed a blood transfusion. The hospice nurse updated the patient’s medical power of attorney who was distressed at the report. The patient’s wishes were to die peacefully and to not have to undergo an amputation of her right foot. But if the patient receives the blood transfusion, she may live long enough to need the amputation. The patient’s physician had previously informed the medical power of attorney that the patient would most likely not be able to survive the amputation. The patient’s medical power of attorney had made the request to cease all labs so that the patient would receive comfort measures until she died. The patient has no complaint of shortness of breath or discomfort. (Learning Objective 4)
What ethical dilemma exists?
Who are the stakeholders and what gains or losses do each have?
What strategies should the hospice nurse take to resolve the ethical dilemma?

Assignment: Glycogen metabolism
Assignment: Glycogen metabolism
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Chemistry
What effect does glycogen metabolism have on glucose levels?
A. Glycogen metabolism traps glucose within liver cells and increases storage of glucose in the form of glycogen. These processes decrease blood glucose levels.
B. Glycogen metabolism traps glucose within liver cells and increases storage of glucose in the form of glycogen. These processes increase blood glucose levels.
C. Glycogen metabolism releases glucose within liver cells and increases storage of glucose in the form of glycogen. These processes decrease blood glucose levels.
D. None of the above
Chemistry
Carbon monoxide binds tightly to the heme groups of hemoglobin and myoglobin. How does this affinity reflect the toxicity of carbon monoxide?
A. Since carbon monoxide binds the heme groups of hemoglobin, it is easily removed or replaced by oxygen. As a result, the effects of oxygen enhancement result in what divers call the “bends.”
B. Because carbon monoxide binds the heme groups of hemoglobin, it is easily removed or replaced by oxygen. As a result, the effects of oxygen deprivation result in suffocation.
C. Because carbon monoxide binds tightly to the heme groups of hemoglobin, it is not easily removed or replaced by oxygen. As a result, the effects of oxygen deprivation result in suffocation.
D. None of the above
Pathophysiology
Which of the following may be a reason to order an ABG on a patient?
A. The patient suddenly develops shortness of breath
B. An asthmatic is starting to show signs of tiring
C. A diabetic has developed Kussmaul’s respirations
D. All of the above
Pharmacology
How do sulfa drugs selectively kill bacteria while causing no harm to humans?
A. Folic acid is a vitamin required for the synthesis of a coenzyme needed to make the amino acid methionine and the purine and pyrimidine nitrogenious bases for DNA and RNA and folic acid is produced by humans.
B. Sulfa drug binds to the enzyme, no product is formed, folic acid is made and the biosynthesis of methionine and nitrogenous bases increases.
C. Humans are not harmed because they do not synthesize their own folic acid. It is obtained in the diet.
D. None of the above
Pharmacology
What occurs when glycogen metabolism is stimulated by insulin?
A. Insulin stimulates glycogen synthase, the first enzyme in glycogen synthesis.
B. Insulin stimulates glycogen synthase, the first enzyme in glycogen synthesis. It also stimulates removal of glucose from the bloodstream into cells and phosphorylation of glucose by the enzyme glucokinase.
C. Insulin stimulates glycogen synthase, the first enzyme in glycogen synthesis. It also stimulates uptake of glucose from the bloodstream into cells and phosphorylation of glucose by the enzyme glucokinase.
D. All of the above

Discussion: Healing and Autonomy
Discussion: Healing and Autonomy
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Mike and Joanne are the parents of James and Samuel, identical twins born eight years ago. James is currently suffering from acute glomerulonephritis, kidney failure. James was originally brought into the hospital for complications associated with a strep throat infection. The spread of the A streptococcus infection led to the subsequent kidney failure. James’ condition was acute enough to warrant immediate treatment. Usually cases of acute glomerulonephritis caused by strep infection tend to improve on their own, or with an antibiotic. However, James also had elevated blood pressure and enough fluid buildup that required temporary dialysis to relieve.
The attending physician suggested immediate dialysis. After some time of discussion with Joanne, Mike informs the physician that they are going to forego the dialysis and place their faith in God. Mike and Joanne had been moved by a sermon their pastor had given a week ago, and also had witnessed a close friend regain mobility when she was prayed over at a healing service after a serious stroke. They thought it more prudent to take James immediately to a faith healing service instead of putting James through multiple rounds of dialysis. Yet Mike and Joanne agreed to return to the hospital after the faith healing services later in the week, and in hopes that James would be healed by then.
Two days later the family returned, and was forced to place James on dialysis, as his condition had deteriorated. Mike felt perplexed and tormented by his decision to not treat James earlier. Had he not enough faith? Was God punishing him or James? To make matters worse, James kidneys had deteriorated such that his dialysis was now not a temporary matter, and was in need of a kidney transplant. Crushed and desperate, Mike and Joanne immediately offered to donate one of their own kidneys to James, but they were not compatible donors. Over the next few weeks, amidst daily rounds of dialysis, some of their close friends and church members also offered to donate a kidney to James. However, none of them were tissue matches.
James’ nephrologist called to schedule a private appointment with Mike and Joanne. James was stable, given the regular dialysis, but would require a kidney transplant within the year. Given the desperate situation, the nephrologist informed Mike and Joanne of a donor that was an ideal tissue match, but as of yet had not been considered—James’ brother Samuel.
Mike vacillates and struggles to decide whether he should have his other son Samuel lose a kidney, or perhaps wait for God to do a miracle this time around. Perhaps this is where the real testing of his faith will come in? “This time around, it is a matter of life and death, what could require greater faith than that?” Mike reasons.
Write a 1,200-1,500 word analysis of “Case Study: Healing and Autonomy.” In light of the readings, be sure to address the following questions:
Under the Christian narrative and Christian vision, what sorts of issues are most pressing in this case study?
Should the physician allow Mike to continue making decisions that seem to him to be irrational and harmful to James?
According to the Christian narrative and the discussion of the issues of treatment refusal, patient autonomy, and organ donation in the topic readings, how might one analyze this case?
According to the topic readings and lecture, how ought the Christian think about sickness and health? What should Mike as a Christian do? How should he reason about trusting God and treating James?
Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.
This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

Discussion: community teaching proposal
Discussion: community teaching proposal
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Note: This is an individual assignment. Applying what you have learned thus far, develop a community teaching proposal designed to address the needs of your community.
Select one of the following as the focus for the teaching plan:
Primary Prevention/Health Promotion HAND WASHING PREVENTING ILLNESS/INFECTION. TEACHING DONE IN A RURAL HEALTH CLINIC CALLED (OMNI FAMILY HEALTH CLINIC).
Secondary Prevention/Screenings for a Vulnerable Population
Bioterrorism/Disaster
Environmental Issues
Complete the “Community Teaching Work Plan Proposal.” This will help you organize your plan and create an outline for the written assignment.
After completing the teaching proposal, review the teaching plan with a community health and public health provider in your local community.
Request feedback (strengths and opportunities for improvement) from the provider.
Complete the “Community Teaching Experience” form.
APA format is required for essays only. Solid academic writing is always expected. For all assignment delivery options, documentation of sources should be presented using APA formatting guidelines, which can be found in the APA Style Guide, located in the Student Success Center.
This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
You are not required to submit this assignment to Turnitin.
Note: This is an individual assignment. Applying what you have learned thus far, develop a community teaching proposal designed to address the needs of your community.
Select one of the following as the focus for the teaching plan:
Primary Prevention/Health Promotion HAND WASHING PREVENTING ILLNESS/INFECTION. TEACHING DONE IN A RURAL HEALTH CLINIC CALLED (OMNI FAMILY HEALTH CLINIC).
Secondary Prevention/Screenings for a Vulnerable Population
Bioterrorism/Disaster
Environmental Issues
Complete the “Community Teaching Work Plan Proposal.” This will help you organize your plan and create an outline for the written assignment.
After completing the teaching proposal, review the teaching plan with a community health and public health provider in your local community.
Request feedback (strengths and opportunities for improvement) from the provider.
Complete the “Community Teaching Experience” form.

Discussion: Pulmonary congestion
Discussion: Pulmonary congestion
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Anatomy
Backward effects of left-sided heart failure include:
A. Pulmonary congestion
B. Jugular vein distention
C. Dependent edema in the legs
D. Bounding pulses
Anatomy
In performing a physical assessment, the nurse notes the patient has a “barrel” configuration to the chest. This is a consequence of:
A. Reduced intrapleural pressures
B. Bronchial airway expansion
C. Increased vital capacity
D. Increased residual lung volume
Anatomy
Ausculation of the chest reveals bilateral fine crackles in the bases bilaterally, indicating:
A. Right-sided heart failure
B. Left-sided heart failure
C. Pneumonia
D. Acute respiratory distress syndrome
Biology
The signs and symptoms of anemia are all related to what common pathophysiologic feature of the condition?
A. Increased oxygen consumption by tissues
B. Decreased blood oxygen content
C. Vasodilation
D. A shift in the oxyhemoglobin dissociation curve
Biology
In addition to hypertension, preeclampsia is characterized by:
A. Nausea and vomiting
B. Fatigue and lower back pain
C. Protein in the urine and edema
D. Retinal changes and rates in the lungs
Biology
Common manifestations of bacterial pneumonia include all of the following except:
A. Fever
B. Productive Cough
C. Tachypnea
D. Hyperinflation
Biology
Closed drainage systems work to re-expand a lung after pneumothorax by:
A. Re-establishing the normal negative intrapleural pressure.
B. Creating a positive pressure in the pleural space
C. Removing excess fluid from the pleural space so that there is room for lung expansion.
D. Pulling oxygen into distal air sacs to re-expand lung tissue
Biology
Patients with chronic renal failure usually exhibit:
A. Bradycardia
B. Hypokalemia
C. Hypocalcemia
D. Hematomas
Biology
The diet of a patient in end-stage kidney disease is restricted in all of the following except:
A. Fluid
B. Potassium
C. Protein
D. Calories
Anatomy
Which of the following is true of the biological functions of progesterone?
A. Progesterone is the most important hormone associated with pregnancy.
B. Progesterone directs male sexual characteristics.
C. Levels of progesterone increases if the egg is not fertilized.
D. Levels of progesterone remain stable if the egg is not fertilized.

Use of Soap and Water
Use of Soap and Water
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discussion 2
Use of Soap and Water Versus Alcohol-Based Rubs to Prevent Nosocomial Infections
The study chosen for this topic researched the effects of waterless hand rubs versus the traditional hand scrubbing method to prevent infections in surgical rooms. One hundred operating room staff members from different medical centers were divided into two groups of fifty participants (Chen, Han, Kan, Chen & Hung, 2012). One group used waterless hand rubs and the other group of workers used traditional hand washing techniques as part of the scrubbing process for surgeries. The hands of the participants were scrubbed and a bacterial culture was done on the two groups of participants (Chen et al., 2012). After a forty-eight hour period of bacterial growth of both samples, the results demonstrated bacteria growth was equal among the two groups (Chen et al., 2012). There were no statistical significance found. The study concluded that alcohol-based rubs and water provide the same level of protection among operating room staff (Chen et al., 2012).
Strengths and Weaknesses
One of the strengths of the study was the method of conducting the study was the same among the two participant groups (Chen et al., 2012). The time the participants took in applying the alcohol-based rub and washing hands were the same. The weakness of the study was the participant sample was rather small (Chen et al., 2012). A larger study conducted at different facilities provides better evidence of the findings. Also, a study with a larger sample population may have also resulted in different findings (Chen et al., 2012).
Rationale for the Design
The study selected is a quantitative research that attempted to estimate the required scrubbing times using alcohol-based scrubs and traditional handwashing technique for operating room staff (Chen et al., 2012). Also the study focused on comparing the use of alcohol-based hand rubs versus the traditional handwashing techniques in prevention of nosocomial infections in the operating room (Chen et al., 2012).
Relationship Between Alcohol and Breast Cancer
The article reviewed focused on possible pathways of alcohol into the breast tissue and possible consequences. The study also reviewed the women’s age in relations to drinking habits, in an attempt to identify a possible connection between early alcohol consumption among women and breast cancer (Liu, Nguyen, & Colditz, 2015). The study concluded that moderate alcohol consumption is associated with higher risk of breast cancer (Liu, Nguyen, & Colditz, 2015).
Strengths and Weaknesses
A strength of the study is there was significant evidence to suggest that the risk of cancer increases by thirty-four percent for those women who had an alcohol intake greater than fifteen drinks per day (Liu, Nguyen, & Colditz, 2015). A weakness identified in the study was that other lifestyle components that may increase the risk of breast cancer were not taken into consideration when conducting the study (Liu, Nguyen, & Colditz, 2015).
Rationale for the Design
This research was focused on the possible influence of timing and patterns of alcohol consumption and the possible mechanisms underlying alcohol and breast cancer association. The possible pathways of alcohol into the breast tissue were studied (Liu, Nguyen, & Colditz, 2015). The women’s age in relation to drinking habits for possible connection between early alcohol consumption in women and breast cancer were also studied (Liu, Nguyen, & Colditz, 2015).
Difference in Attitudes Between Male and Female Students Towards Condoms
Female and male participants from a treatment-seeking substance abuse treatment program were studied in relations to their attitudes and skills towards the use of condoms. The study found that men found more barriers to using condoms than women (Calsyn, Peavy, Wells, Campbell, Hatch-Maillette, Greenfield & Tross, 2013). The study used electronic interviews for assessment of skills and attitude towards the use of condom (Calsyn et al., 2013).
Strengths and Weaknesses
A strength of the study was the participants researched were at high risk for unprotected sex practice (Calsyn et al., 2013). A limitation found in the study was that the information was taken from two different studies that were not designed to compare men and women (Calsyn et al., 2013). Another limitation of the study was the participants studied were a selected population from a drug abuse treatment program, which may or may have not influenced the findings (Calsyn et al., 2013).
Rationale for the Design
The reason for the study was to examine the differences between males and females in relationship to condom use; the attitude towards the practice of wearing condom and the skills among both groups (Calsyn et al., 2013).