Nursing

Assignment: Levels Of Test Anxiety
Assignment: Levels Of Test Anxiety
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in a research Dr caulfield wnat to compare levels of test anxiety among high school students in grades 10 ans 12 his hypothesis is that seniors will have higher levels of test anxiety than sophomores will his definition of test anxiety for each person in his sample will be a self reported test anxiety level marked in a questionaire as high moderate low
Gardiner, J. M., & Java, R. I. (1990). Recollective experience in word and nonword recognition. Memory and Cognition, 18, 23–30. http://dx.doi. org/10.3758/BF03202642.
Gardiner, J. M., Ramponi, C., & Richardson-Klavehn, A. (1998). Experiences of remembering, knowing, and guessing. Consciousness and Cognition, 7, 1–26. http://dx.doi.org/10.1006/ccog.1997.0321.
Glanzer, M., Kim, K., Hilford, A., & Adams, J. K. (1999). Slope of the receiver-operating characteristic in recognition memory. Journal of Experimental Psychology: Learning, Memory, and Cognition, 25, 500–513. http://dx.doi.org/10.1037/0278-7393.25.2.500.
Hickey, C., Chelazzi, L., & Theeuwes, J. (2010). Reward changes salience in human vision via the anterior cingulate. The Journal of Neuroscience, 30(30), 11096–11103. http://dx.doi.org/10.1523/JNEUROSCI.1026- 10.2010.
Hicks, J. L., Marsh, R. L., & Ritschel, L. (2002). The role of recollection and partial information in source monitoring. Journal of Experimental Psychology: Learning, Memory, and Cognition, 28, 503–508. http://dx. doi.org/10.1037//0278-7393.28.3.503.
Hyman, S. E., Malenka, R. C., & Nestler, E. J. (2006). Neural mechanisms of addiction: The role of reward-related learning and memory. Annual Review of Neuroscience, 29, 565–598. http://dx.doi.org/10.1146/ annurev.neuro.29.051605.113009.
Kalivas, P. W., & Volkow, N. D. (2005). The neural basis of addiction: A pathology of motivation and choice. American Journal of Psychiatry, 162, 1403–1413. http://dx.doi.org/10.1176/appi.ajp.162.8.1403.
Kiss, M., Driver, J., & Eimer, M. (2009). Reward priority of visual target singletons modulates event-related potential signatures of attentional selection. Psychological Science, 20(2), 245–251. http:// dx.doi.org/10.1111/j.1467-9280.2009.02281.x.
Kragel, J. E., & Polyn, S. M. (2015). Decoding episodic retrieval processes: Frontoparietal and medial temporal lobe contributions to free recall. Journal of Cognitive Neuroscience, 28(1), 125–139. http://dx.doi.org/ 10.1162/jocn_a_00881.
Linderholm, T., & van den Broek, P. (2002). The effects of reading purpose on working memory capacity on the processing of expository text. Journal of Educational Psychology, 94(4), 778–784. http://dx.doi.org/ 10.1037/0022-0663.94.4.778.
Lund, K., & Burgess, C. (1996). Producing high-dimensional semantic spaces from lexical co- occurrence. Behavior Research Methods, Instruments, & Computers, 28, 203–208. http://dx.doi.org/10.3758/ BF03204766.
McCabe, D. P., Geraci, L., Boman, J. K., Sensenig, A. E., & Rhodes, M. G. (2011). On the validity of remember-know judgments: Evidence from think-aloud protocols. Consciousness and Cognition, 20, 1625–1633. http://dx.doi.org/10.1016/j.concog.2011.08.012.
Mickes, L., Wixted, J. T., & Wais, P. E. (2007). A direct test of the unequal- variance signal detection model of recognition memory. Psychonomic Bulletin & Review, 14, 858–865. http://dx.doi.org/10.3758/ BF03194112.
Mitchell, K. J., & Johnson, M. K. (2009). Source monitoring 15 years later: What have we learned from fMRI about the neural mechanisms of source memory? Psychological Bulletin, 135(4), 638–677. http://dx.doi. org/10.1037/a0015849.
Murayama, K., & Kitagami, S. (2014). Consolidation power of extrinsic rewards: Reward cues enhance long-term memory for irrelevant past events. Journal of Experimental Psychology: General, 1, 15–20. http:// dx.doi.org/10.1037/a0031992.
Rajaram, S. (1998). The effects of conceptual salience and perceptual distinctiveness on conscious recollection. Psychonomic Bulleting and Review, 5, 71–78. http://dx.doi.org/10.3758/BF03209458.
Ratcliff, R. (1993). Methods for dealing with reaction time outliers. Psychological Bulletin, 114, 510–532. http://dx.doi.org/10.1037/0033- 2909.114.3.510.
Reder, L. M., Nhouyvanisvong, A., Schunn, C. D., Ayers, M. S., Angstadt, P., & Hiraki, K. (2000). A mechanistic account of the mirror effect of word frequency: A computational model of remember-know judgments in a continuous recognition paradigm. Journal of Experimental

Applied Science Questions
Applied Science Questions
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Choose a journal article from the CSU Online Library that deals with any of the material presented in the first four units of this course. The article itself must be more than one page in length. The EBSCO Database (Business Source Complete) is a good source of journals for safety related articles. If you have a specific area of interest that is covered later in the course, you may ask for professor approval.
Your Article Critique must be two to four pages in length, double spaced. All sources used, including the textbook, must be referenced; paraphrased and quoted material must have accompanying citations.
Some suggested topics include
? the organizational role of the safety professional,
? the “business” of safety,
? hazard avoidance models,
? current regulatory trends in occupational safety and health,
BOS 3001, Fundamentals of Occupational Safety and Health 2
? the safety professional’s role in disaster preparedness,
? workplace standards, and
? current occupational health issues.The Article Critique must include the following components:
? a brief introduction to the article,
? a summary and analysis of the key points in the article,
? whether or not the article supports the concepts as presented in the textbook, and
? a summary of the article’s conclusions and your own opinions.Information about accessing the Blackboard Grading Rubric for this assignment is provided below.

Assignment: Forced Attitude Change
Assignment: Forced Attitude Change
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There are multiple mechanisms that may explain why value at encoding improves recognition. First, selective- attention is likely used, such that attentional resources are allocated to learning more valuable information. It is well documented that value automatically and involuntar- ily captures attention (Anderson, 2013; Hickey, Chelazzi, & Theeuwes, 2010; Kiss, Driver, & Eimer, 2009). Conversely, a commonly used and often effective learning strategy is to ignore low-value items (Robison & Unsworth, 2017). How-
ever, if value solely captures attention such that partici- pants maintain valuable information longer, but does not affect the depth of their encoding, we would expect to have observed increased familiarity for valuable items. This rea- soning follows from research suggesting that maintenance rehearsal predominantly enhances familiarity (Fawcett et al., 2016; Gardiner et al., 1994). Instead, the current find- ings suggest that value encourages deeper elaborative encoding and semantic processing, as these encoding strategies are linked with later recollection (Fawcett et al., 2016; Gardiner et al., 1994). This selective increase in elaborative encoding for high value items may render them more distinctive than low value items, which may also lead to a relative increase in recollection (Rajaram, 1998).
and James M. Carlsmith (1959) conducted an experiment entitled “Cognitive Consequences of Forced Compliance”. This study involved 71 male students from . The students were asked to perform a tedious task involving using one hand to turn small spools a quarter clockwise turn. The purpose was to make the task uninteresting and unexciting enough that none of the participants could possibly find it enjoyable.
The experimental condition involved telling the subject before the experiment started that it would be fun, while the did not set any expectations for the task. The control subjects were asked to go to a room to be interviewed. The experimental condition involved giving either $1 or $20 to try to convince the next participant that the experiment was fun.
The results showed a significant difference between the groups. Another large difference was observed between the $1 and $20 groups. However, no difference emerged between the $20 group and control group. The results indicate that the smaller reward group ($1) had convinced themselves that the experiment was fun.
In summary, this study concluded that if an individual performs an action that goes against what they initially believe, the belief will typically change.
Cognitive dissonance theory

Personal Academic Success Assignment
Personal Academic Success Assignment
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Personal Academic Success Paper: Review the CWE Thesis Generator and CWE Sample Outline.
Review the requirements of the Personal Academic Success paper due in Week Four.
Create a thesis statement and outline for your Personal Academic Success Paper. The outline must include all required topics as noted in the assignment requirements for the Week 4 Personal Academic Success paper.
This assignment must include two main elements –
1. A thesis statement for the Week 4 Personal Academic Success Paper (a thesis must include the subject, a main idea and supporting evidence)
2. A detailed outline including all required topics with each having multiple sub-topics. (Refer to Sample Outline in the student materials area of the assignment.)
Submit as a Microsoft Word document to the assignments section of the classroom.
HSN 505 WEEK 3 Personal Academic Success Paper: Rough Draft
Review the requirements of the Personal Academic Success Paper due in Week 4.
This assignment requires each student to complete a rough draft of their Personal Academic Success Paper due in Week 4. Rough drafts are to include the thesis statement and all required topics in the rough draft.
The rough draft should discuss the strategies you will use for your own personal academic success and must include the following:
Learning styles
Time and stress management
S.M.A.R.T. goal-setting strategies (explain SMART goals)
At least THREE separate S.M.A.R.T. goals for this course
At least THREE separate S.M.A.R.T. goals for this degree program
Your personal strategies for academic success
Final draft to include at least 3 different peer-reviewed sources with citations
Refer to the Personal Academic Success Paper Rubric for assignment criteria.
Format your paper consistent with APA guidelines.
HSN 505 WEEK 4 Personal Academic Success Paper
Review the Personal Academic Success Paper Rubric.
Entering a graduate program in nursing requires a significant amount of time and adjustment to your lifestyle. For this paper, anticipate how to adjust to the demands of this MSN program and plan strategies to be successful.
Write a 1,050- to 1,400-word paper on the strategies you will use for your own personal academic success.
Include the following:
Learning styles
Time and stress management
S.M.A.R.T. goal setting strategies
At least 3 S.M.A.R.T. goals for this course
At least 3 S.M.A.R.T. goals for this degree program
Your personal strategies for academic success
At least 3 different peer reviewed sources with citations
Refer to the rubric for assignment criteria.
Format your paper consistent with APA guidelines.
Submit assignment in Microsoft Word and APA format to the assignments area of the classroom.

Underrecognized Public Health Issues
Underrecognized Public Health Issues
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1.A description of an underrecognized issue in public health. ( Suicide).
*Explain why this issue needs recognition or increased awareness by the field of public health.
*Explain your vision of future directions for community health education theory and intervention development in the field of public health.
* Explain one strategy you might use to increase awareness/recognition of this issue in the public health field.
references
citations
Then, you will write a paper that includes the following: A description of the purpose of the research, the hypotheses, and the methods used to test the hypotheses.
A description of the variables that were measured in the research and the level of measurement for each variable (i.e., nominal, ordinal, interval, or ratio).
A description of the sample used in the research. Your description should include a discussion regarding the diversity (e.g., age, sex, race, etc.) of the sample.
For example, was the sample representative of a particular population or was it simply a convenience sample?
A discussion to determine if the ethical guidelines were followed in the recruitment and testing of participants.
A summary of the results and conclusions.
A description of the measures of central tendency (i.e., mean, median, or mode) and variability (e.g., standard deviation) reported by the authors. This should include specific examples of how central tendency and variability were reported in the article; you should not include general definitions for these terms.
A description of an underrecognized issue in public health. ( Suicide).
*Explain why this issue needs recognition or increased awareness by the field of public health.
*Explain your vision of future directions for community health education theory and intervention development in the field of public health.
* Explain one strategy you might use to increase awareness/recognition of this issue in the public health field.
references
citations
Then, you will write a paper that includes the following: A description of the purpose of the research, the hypotheses, and the methods used to test the hypotheses.
A description of the variables that were measured in the research and the level of measurement for each variable (i.e., nominal, ordinal, interval, or ratio).
A description of the sample used in the research. Your description should include a discussion regarding the diversity (e.g., age, sex, race, etc.) of the sample.
For example, was the sample representative of a particular population or was it simply a convenience sample?
A discussion to determine if the ethical guidelines were followed in the recruitment and testing of participants.
A summary of the results and conclusions.
A description of the measures of central tendency (i.e., mean, median, or mode) and variability (e.g., standard deviation) reported by the authors. This should include specific examples of how central tendency and variability were reported in the article; you should not include general definitions for these terms.

Application Exercises
Application Exercises
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1. For the month of August, Community Hospital, a 350-bed hospital, provided 9,978 days of service to hospital inpatients. Calculate the average daily census and the inpatient bed occupancy rate for the month.
9978/31 = 321.87 patients average daily census.
321.87/350 = 0.9196 occupancy rate = 91.96%
1. For the month of August, Community Hospital provided 750 days of service to newborns. There are 25 bassinets in the newborn nursery. Calculate the average daily census for newborns and the inpatient bed occupancy rate for newborns for the month.
750/31= 241.19 patients average daily census
241.19/25= 9.6476 occupancy rate 9.6%
1. For the month of March, Community Hospital experienced 12 deaths, nine of which occurred within 48 hours of admission. It also experienced 404 discharges. Calculate the gross death rate and the net death rate for the month.
12/404= 0.0297 gross death rate
12-9= 3×100= 300
300/404-9= 0.7594 net death rate
1. For the month of March, Community Hospital experiences 93 deliveries, 8 of which were Cesarean sections. Calculate the C-section rate.
8/93=0.0860×100
8.6% c- section rate
1. Beginning January 1, 20XX, Community Hospital had 125 inpatient beds. On June 15, the bed count was increased to 150. There were 45,907 inpatient service days provided to hospital inpatients and 46,113 days of services provided to discharged patients. The hospital experienced 7,205 admissions and 7,318 discharges. Calculate the average daily census for the year. Also calculate the ALOS and the bed occupancy rate for the year.
1. During 20XX, Community Hospital experiences 28 late and intermediate fetal deaths and 1,016 live births. Calculate the fetal death rate.
1. Table 18.IM1 shows a comparative report for Community Hospital for June 20XX and June 20YY. Calculate the following statistics for June 20XX and June 20YY.
· Average daily inpatient census: total, A&C and NB
· ALOS: total, A&C and NB
· Inpatient bed occupancy rate: total, A&C and NB
· Gross death rate
· Net death rate
· Newborn death rate
· Fetal death rate
Table 18.IM1. Comparative report for Community Hospital for June 20XX & June 20YY
Hospital Statistic June 20XX June 20YY
Average daily census total 8,754 / 30 = 291.8 = 292 8,832 / 30 = 294.4 = 294
Adults and children 7,847 / 30 = 261.56 = 252 7,944 / 30 = 264.8 = 265
Newborn 907 / 30 = 30.2 = 30 888 / 30 = 29.6 = 30
Average length of stay total 4,739 / 752 = 6.3 5,487 / 742 = 7.39 = 7.4
Adults and children 4,385 / 636 = 6.89 = 6.9 5,132 / 610 = 8.4
Newborn 347 / 116 = 2.99 = 3.0 355 / 132 = 2.68 = 2.7
Bed occupancy rate total (8,754 × 100) / (300 × 30) = 875,400/9,000 = 97.26 = 97.3% (8,832 × 100) / (300 × 30) = 883,200 / 9,000 = 98.13 = 98.1%
Adults and children (7,847 × 100) / (265 × 30) = 784,700 / 7,950 = 98.7% (7,944 × 100) / (265 × 30) = 794,400 / 7,950 = 99.9%
Newborn (907 × 100) / (35 × 30) = 90,700 / 1,050 = 86.38 =86.4% (888 × 100) / (35 × 30) = 88,800 / 1,050 = 84.57 = 84.6%
Gross death rate (20 × 100) / 752 = 2.65 = 2.7% (16 × 100) / 742 = 2.16 = 2.2%
Net death rate [(20 – 12) × 100) / (752 – 12)] = 800 / 740 = 1.08 = 1.1% [(16 – 9) × 100) / (742 – 9) = 700 / 733 = 0.95%
Newborn death rate (2 × 100) / 117 = 1.72%/ (3 × 100) / 132 = 2.27%
Fetal death rate (2 × 100) / (348 + 2) = 0.57% (4 × 100) / (357 + 4) = 1.1%
1. There were 7,092 deaths in your county in 20XX out of a population of 350,379. Calculate the crude death rate per 1,000 population for your county in 20XX.
1. In 20XX, 75,119 people died from diabetes mellitus in the United States. The total number of deaths from all causes was 2,448,017 and the total population was 293,638,158. Calculate the cause-specific death rate for diabetes mellitus per 10,000 population.
1. In 2005, 559,312 people died from malignant neoplasms in the United States. The total number of deaths from all causes was 2,448,017 and the total population was 293,638,158. Calculate the proportionate mortality ratio for malignant neoplasms.
1. Using Table 18-IM2 below, prepare a bar graph and a pie chart of the selected

Assignment: Social Work Competencies
Assignment: Social Work Competencies
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In a 500 words reflection, select and discuss research-informed practice and three additional core competencies that align with your identity as a generalist practitioner.
Include the following in your reflection:
Which of the competencies do you think will be most challenging for you and why?
How does the strengths perspective inform your role as a generalist practitioner?
Prepare this assignment according to the guidelines found in the APA Style Guide.
Complete “The Role and Value of Theories in Social Work Worksheet” according to the instructions in the worksheet.
While APA format is not required for the body of this assignment, solid academic writing is expected, and in-text citations and references should be presented using APA documentation guidelines
Directions: Applying Theory to Generalist Social Work Practice.(Langer & Lietz, 2014, Figure 2.1) Reflect on your life and the micro, mezzo, or macro systems that affect your life. Make a list of all the systems and place them in the correct category. You do not have to fill all the boxes, however complete at least four in each section. Langer, C. L., & Lietz, C. (2014). Applying theory to generalist social work practice. Hoboken, NJ: Wiley.
Prepare this assignment according to the guidelines found in the APA Style Guide.
Complete “The Role and Value of Theories in Social Work Worksheet” according to the instructions in the worksheet.
While APA format is not required for the body of this assignment, solid academic writing is expected, and in-text citations and references should be presented using APA documentation guidelines
Directions: Applying Theory to Generalist Social Work Practice.(Langer & Lietz, 2014, Figure 2.1) Reflect on your life and the micro, mezzo, or macro systems that affect your life. Make a list of all the systems and place them in the correct category. You do not have to fill all the boxes, however complete at least four in each section. Langer, C. L., & Lietz, C. (2014). Applying theory to generalist social work practice. Hoboken, NJ: Wiley.
List of System:
General system (Dale & Smith, 2013)
Ecological theory (Dale & Smith, 2013)
Functional theory (Dale & Smith, 2013)
Symbolic Interaction theory (Dale & Smith, 2013)
Role theory (Dale & Smith, 2013)
Dale, O., & Smith, R. (2013). Human behavior and social environment: Social systems theory. Upper Saddle River, NJ: Pearson.
Micro Mezzo Macro

Discussion: Working With Immigrants
Discussion: Working With Immigrants
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Aaron is a 24-year-old, unmarried, heterosexual, Caribbean immigrant male who is experiencing symptoms of anxiety and depression. Aaron reports no history of mental health treatment nor any medical or legal problems. He admits to social drinking but denies use of illegal substances. He lives alone in a room he rents above the restaurant where he works. He works 24 hours a week as a waiter, has few friends, and is a part-time student at a local university where he is working on an undergraduate degree in biology. Aaron came to speak with me, a university counselor, because he is having difficulty concentrating and finding the motivation to study. Aaron denied any thoughts or plans of suicide or homicide and stated he felt hopeless and nervous.
In the first session, Aaron struggled with sustaining eye contact, presented as preoccupied, and was indifferent to the attempts to engage him in the intake process. When asked what he thought precipitated counseling, Aaron said that he had a difficult relationship with his parents who, he stated, “are not supportive and could care less” about him. He also reported that his younger brother was killed not long ago. When asked what he wanted to work on in counseling, he said that he wanted to address why his family was so “messed up.” Subsequent sessions explored Aaron’s perspective on his family, the strained relationship between Aaron and his parents, and the loss of his sibling.
During one session, Aaron said his parents had always favored his younger brother and overlooked his criminal involvement, which had been a source of conflict between Aaron and his parents for years. While it had not been confirmed, Aaron suspected his brother’s death was related to gang involvement. Aaron shared that his academic interests and achievement had been ignored by his parents and had never been a source of interest for them.
In a subsequent session, Aaron stated that he had always felt disconnected and different from his parents and brother. Aaron’s family immigrated to the United States from Guyana when Aaron was 8 years old and his brother was 2 years old. His parents brought only his brother and left Aaron with his grandmother, informing him they would bring him over when they were settled. Seven years later, at the age of 15, he joined his family. Aaron reported that reuniting with his family after all that time was difficult. Aaron had always felt rejected by his parents because they did not bring him to the United States with his brother. He experienced a void in his relationship with his parents and his brother, and he felt there was an unspoken alliance between his parents and his younger brother that he did not share. Aaron said that he was often made fun of by them for not losing his accent and for his use of their culture’s traditions and customs. They also ridiculed him for being homesick and missing his grandmother. He said that his parents rarely attended the West Indian activities he participated in, and when they did, they spent more time critiquing his performance than enjoying it.
In the following sessions, Aaron was encouraged to tell the story of his family and how the immigration process disrupted their connections with one another and how this may have affected their ability to grieve together as they faced the death of his brother. Using genograms and having Aaron educate me about his country, I was better able to understand his family’s immigration history and the roles played by extended family members. This approach allowed Aaron to talk more about how and when his anxiety and depression manifested. Later I learned that these symptoms had always been mildly present but became more acute after the death of his brother. Aaron grieved the loss of a brother and examined his feelings of loss around his relationship with parents who were both limited in their ability to include him in their own grieving processes.
After several sessions, Aaron was able to talk more openly about his frustration and disappointment with his family and identify the losses they had all incurred. He allowed himself the opportunity to grieve his brother and the lack of relationship with his parents and began to consider the possibility of a new relationship with them. Aaron reported a reduction in his feelings of anxiety and depression and resumed interest in his academic work. Aaron and I discussed termination at the end of the semester with a recommendation that he continue with individual therapy in the summer months.

Operative Report
Operative Report
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M132 Module 08 Coding Assignment
Build the correct ICD 10 PCS code based on the documentation in the Operative Report documentation given under each Case Study.
1. Case #1
PREOPERATIVE DIAGNOSES:
1. A 37 weeks intrauterine pregnancy.
2. Previous cesarean section with rupture of membranes.
POSTOPERATIVE DIAGNOSES:
1. A 37 plus weeks gestation.
2. Previous cesarean section with spontaneous rupture of membranes.
3. Pelvic adhesions.
ANESTHESIA: Spinal.
PROCEDURE PERFORMED: Repeat low-transverse cesarean section.
FINDINGS: Male infant, 6 pounds, 5 ounces. Apgars 9 and 9.
ESTIMATED BLOOD LOSS: 800 mL.
The patient’s condition after surgery, the patient tolerated the procedure well.
PERTINENT HISTORY AND PHYSICAL: The patient is a 20-year-old black female, gravida 2, para 1-0-0-1, last normal menstrual period 08/02/2006, EDC 05/08/2007, 37-5/7th weeks gestation, she presented to L D with spontaneous rupture of membranes, history of previous cesarean section in 2009 for CPD.
PAST MEDICAL HISTORY: She denies allergies.
MEDICATIONS: She is on prenatal vitamins.
MEDICAL SURGICAL: She denies any significant history except for C-section in 2006.
SOCIAL HISTORY: She denies ethanol, tobacco, or drugs.
PSYCHIATRIC HISTORY: Noncontributory.
FAMILY HISTORY: Noncontributory.
PHYSICAL EXAMINATION: Vital Signs: Temperature, the patient is afebrile, pulse 94, respiratory rate 20, BP 97/50, fetal heart tone was 140 to 145. HEENT was within normal limits. Neck is supple. Chest: Cardiovascular, Sl and S2 regular without gallop or murmur. Lungs: Clear both fields. Breasts: No masses or tenderness. Abdomen: Gravid. Pelvic: Cervix was 50% effaced, 1 to 2 cm dilated, presenting part was vertex at -2 station, there was gross fluid, clear and Nitrazine was positive. The patient was therefore taken to the operating room for a repeat low-transverse cesarean section.
OPERATIONAL TECHNIQUE: The patient was brought to the operating room and under spinal anesthesia, was prepped and draped in the usual manner for a gynecologic abdominal operation. Through the old suprapubic Pfannenstiel skin incision, the abdominal cavity was entered into after much difficulty because of the pelvic abdominal adhesion. Following entry into the abdominal cavity, the bladder peritoneum was identified, reflected down. Following that, a midline low-transverse incision was made at the lower uterine segment with a knife and carried down into the uterine cavity without any difficulty. The incision was then extended to the level of the round ligament on both sides. Following which a male infant in vertex position was delivered with vacuum and handed over to the nursery staff in attendance. Birth weight was 6 pounds 5 ounces. Apgar was 9 and 9. Placenta was manually delivered. After remnants of the placental membranes have been removed from the uterine cavity, the uterine cavity was then closed with #1 chromic continuous interlocking suture. Hemostasis was verified and found to be adequate. The ovaries and tubes were inspected and found to be within normal limits. The abdominal cavity was copiously irrigated. The abdominal cavity was then closed in layers. The pyramidal muscle was closed with 2-0 interrupted suture, the fascia was closed with #1 Vicryl continuous suture in two halves and the skin was closed with staples. The patient tolerated the procedure well and left the operating room, awake, conscious, and in excellent condition.
ESTIMATED BLOOD LOSS: 800 mL
ICD-10-PCS Code: Click here to enter text.
2. Case Study #2
Electroencephalogram
Description: This is an 18-channel digital EEG recording done on this 79-year-old male with a chief complaint of altered mental status .This patient is also on insulin for diabetes.
There is diffuse slowing and disorganization in the background consisting of medium-voltage theta rhythm at 4-6 Hz seen from all head areas. There was faster activity at beta range from the anterior. Eye movements and muscle artifacts are noted. EKG artifacts at 76 per minute were noted. Hyperventilation and Photic stimulation were not completed.
Findings: This is a moderately abnormal record due to diffuse slowing and disorganization of the background, with the slowing being at theta range. There is indication of a moderate encephalopathic condition. Clinical correlation is required to rule out a structural lesion.
ICD-10-PCS Code: Click here to enter text.
3. Case #3
PREOPERATIVE DIAGNOSIS: Cardiogenic shock.
POSTOPERATIVE DIAGNOSIS: Cardiogenic shock.
PROCEDURE PERFORMED: Insertion of extracorporeal membrane oxygenation circuit.
ANESTHESIA: General.
OPERATIVE INDICATIONS: The patient a 52-year-old African American male who previously had placement of a HeartMate II left ventricular assist device. The device seems to be nonfunctional at this time despite multiple pressor support. He has continued to develop cardiogenic shock and multisystem organ failure. ECMO circuit is indicated to help stabilize him prior to a planned device exchange.
OPERATIVE TECHNIQUE: The patient was placed on the OR table in the supine position. General anesthesia was induced. He was prepped and draped in the usual sterile fashion. A small transverse incision was made in the right groin and right femoral artery and vein isolated. A 10-mm Hemashield graft was then sewn end to side to the common femoral artery after administration of intravenous heparin. The Hemashield graft was then tunneled subcutaneously to
exit the skin in the upper thigh. A 29-French percutaneous venous cannula was then placed in the femoral vein without difficulty. The cannula was then attached to the ankle circuit and flow initiated. There was excellent flow with excess of 6 liters per minute. Transesophageal echo showed good cannula placed in the right atrium. There was significant coagulopathic bleeding from the femoral artery which took in excess of 2 hours to control with various hemostatic agents. Eventually, hemostasis was assured and the wound closed in layered closure of Vicryl and subcuticular stitch for skin. The patient was returned to the ICU in critical condition.
ICD-10-PCS Code: Click here to enter text.
4. Case Study #4
Report of Operation
Preoperative Diagnosis: Retained products of conception
Postoperative Diagnosis: Retained products of conception
Procedure: Suction and D and C
Estimated blood loss: 50 cc
Fluids: 150 cc LR
Urine Output: 10 cc clear
Anesthesia: Spinal
Specimens: Products of Conception
Complications: None
Condition: Stable to Recovery Room
Procedure: The patient was taken to the operating room where spinal anesthesia was found to be adequate. She was prepped and draped in the normal sterile fashion and placed in the dorsal supine position lithotomy. A bivalve speculum was placed in the vagina. The cervix was adequately visualized. The anterior cervix was grasped with a one-tooth tenaculum and uterus was gently pulled forward. The uterus was gently sounded to approximately 7 cm and dilated to 10 mm. A 10 mm suction curet was then gently advanced into the uterus. The suction device was attached and suction was started and suction dilation and curettage was performed gently without difficulties. Some products of conception were obtained through the suction canister. Three passes were done with the suction curet. Excellent hemostatsis was noted. The one-tooth tenaculum was removed from the anterior lip of the cervix. The patient was noted to be hemostatic. All instruments were removed. The patient tolerated the procedure well and was taken to the recovery room in stable condition.
ICD-10-PCS code: Click here to enter text.
Operative Report

Assignment: What Is Abnormal (Psychology)
Assignment: What Is Abnormal (Psychology)
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Assignment: What Is Abnormal (Psychology)
A wide-range of beliefs have been proposed throughout the centuries for what cognitions and behavior are considered “normal” or “abnormal” with clear dividing lines as to why they subsist (Nolen-Hoeksema, 2016). Today, however, no true boundary line exists; rather, abnormality is viewed on a continuum with an assortment of issues considered to be underlying the symptoms (Nolen-Hoeksema, 2016). According to Nolen-Hoeksema (2016), the modern understanding of abnormality is shaped by an interaction between four factors consisting of a person’s thoughts, feelings and behaviors: dysfunction, distress, deviance, and dangerous. Dysfunction refers to the person’s inability to function or perform in daily routines. Distress refers to the deep concern or stress a person’s conduct has on him or herself and others (e.g., chronic lying, stealing, etc.). Deviance—influenced by cultural norms—refers to occurrences like hearing voices when alone. Finally, dangerous feelings and conduct refer to that which are potentially harmful to the person, such as suicidal ideations. Together, the “four Ds” constitute what the mental health field defines as “behavior or feelings [that are] abnormal or maladaptive” (Nolen-Hoeksema, 2016, p. 6).
Today, some mental health professionals today, like Basset and Baker (2015), believe a multi-disciplinary approach that takes into account culturally-accepted values for what is normal or abnormal leads to balanced considerations in the field, which I agree with to a point. Nevertheless, a Christian’s understanding for what is normal or abnormal in conduct or cognition should ultimately come from a biblical perspective. For example, fasting causes distress to the body and seems abnormal or counter-intuitive in today’s society, but it is a scriptural practice sanctioned by God in both the Old and New Testament (Matthew 6:16-18, Luke 4:2-4, Esther 4:16, Daniel 10:3). Another example is that today it is culturally acceptable to be sexually active outside marriage, yet the Bible clearly refers to adultery and fornication as deviant behaviors and sin (Exodus 20:14, 1 Corinthians 6:1-20). Jesus was notorious for going against the culturally accepted norms of His day (e.g., the treatment of foreigners or women). However, He also frequently added to a biblical command, “You have heard that it was said, ‘You shall not commit adultery.’ But I say to you that everyone who looks at a woman with lustful intent has already committed adultery with her in his heart” (Matthew 5:27-28, English Standard Version, emphasis added). In John, Jesus highlighted another counter-cultural concept, “A new commandment I give to you, that you love one another: just as I have loved you, you also are to love one another” (13:34, ESV, emphasis added). Therefore, our directives as Christians should ultimately come from the Word of God more than what is accepted as normal or abnormal by culture or science.
Finally, Jesus set a biblical standard how to care for a person that has behavior or cognitions that are defined biblically as dysfunctional, distressing, deviant, and/or dangerous. Primarily, He did not reject such people—even those caught in sinful acts—but rather looked past the person’s actions to the heart of the matter (Proverbs 16:2, 1 Samuel 16:7, Hebrews 4:12). Therefore, to be most effective as Christian professionals in the mental health field, we must follow His example and learn how to best assist those exhibiting the “four Ds” (by any definition) with sincere love, compassion, and empathy. Although this is not always easy, it is a worthy directive to follow.
Post 2
Abnormality can denote a state where an individual behavior is contrary to the accepted norms of behavior, thought, or emotion (Zuern & Ashley, 2012). Norms can range from socially accepted norms to inability of a person to function adequately. In essence, from a biblical perspective, abnormality can be associated with anything that goes contrary to biblical teachings. For example, in Genesis 3: 1-13, upon temptation Adam and Eve chose to rebel. Their act of rebelling is an example of abnormal behavior. As such, the difference between normal and abnormal results from variations in thoughts, emotions, and behaviors (Nolen-Hoeksema’s, 2017). This means that Adam and Eve’s choice of rebelling is a display of abnormal behavior.
However, biblical conceptions of normal and abnormal behavior tend to differ from those in my culture. For instance, the act of rebelling may not be necessarily seen as an abnormal behavior but as a consequence of a stage such as adolescence or simply a reaction to an action. The underlying reason is that modern judgments of abnormality are influenced by the interplay of the four D’s: dysfunction, distress, deviance, and dangerousness (Nolen-Hoeksema’s, 2017). In effect, amidst such a difference, biblical teachings can inform a person’s concept of what is considered normal, and this can be achieved by following the laid down rules such as the Ten Commandments. Bottom of Form
Requirements for response back to post:
-Required word count 150 words
-Reply is thoughtful and demonstrates higher level thinking which adds value to the discussion
-Bible verse required is cited in text in correct APA format with no errors.
-Outside source required is cited in text and listed at the end of the post in correct APA format with no errors.
-Course textbook is cited, chp 1-2.(listed below and attached)
Nolen-Hoeksema, Susan (2016). Abnormal Psychology. (7th ed.). New York, NY: McGraw Hill Publishers. ISBN # 978-1-259-57813-7