Order Description do risk of hematology/uncontrolled bleeding Looking at the rubric, it is quite detailed and requires alot of information in a short amount of words, including the nursing process, pathophysiology, objective and subjective data and analysis of the scenario

Hematology

Order Description
do risk of hematology/uncontrolled bleeding
Looking at the rubric, it is quite detailed and requires alot of information in a short amount of words, including the nursing process, pathophysiology, objective and subjective data and analysis of the scenario

Order Description
do risk of hematology/uncontrolled bleeding
Looking at the rubric, it is quite detailed and requires alot of information in a short amount of words, including the nursing process, pathophysiology, objective and subjective data and analysis of the scenario

Order Description
do risk of hematology/uncontrolled bleeding
Looking at the rubric, it is quite detailed and requires alot of information in a short amount of words, including the nursing process, pathophysiology, objective and subjective data and analysis of the scenario

Order Description
do risk of hematology/uncontrolled bleeding
Looking at the rubric, it is quite detailed and requires alot of information in a short amount of words, including the nursing process, pathophysiology, objective and subjective data and analysis of the scenario

Order Description
do risk of hematology/uncontrolled bleeding
Looking at the rubric, it is quite detailed and requires alot of information in a short amount of words, including the nursing process, pathophysiology, objective and subjective data and analysis of the scenario

Order Description
do risk of hematology/uncontrolled bleeding
Looking at the rubric, it is quite detailed and requires alot of information in a short amount of words, including the nursing process, pathophysiology, objective and subjective data and analysis of the scenario

Order Description
do risk of hematology/uncontrolled bleeding
Looking at the rubric, it is quite detailed and requires alot of information in a short amount of words, including the nursing process, pathophysiology, objective and subjective data and analysis of the scenario

Order Description
do risk of hematology/uncontrolled bleeding
Looking at the rubric, it is quite detailed and requires alot of information in a short amount of words, including the nursing process, pathophysiology, objective and subjective data and analysis of the scenario

 

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Why is it easier to measure the effects of smoking on individual’s health than it is to measure the effects of anti-smoking campaigns on health? Be sure to discuss the idea of medical care as derived demand.

Health Care Economics Assignment
SECTION II. SHORT ANSWERS (10 points each) Place your cursor after the arrows ? and type the requested information or your answer. Expect that the text will move to accommodate the length of your answer.
________________________________________

1. Why is it easier to measure the effects of smoking on individual’s health than it is to measure the effects of anti-smoking campaigns on health? Be sure to discuss the idea of medical care as derived demand.
?

2. Discuss your opinion about the efficiency (or lack of thereof) of the Medicaid reimbursement mechanism for nursing home care. Do you expect the Medicaid reimbursement mechanism for nursing home care to change in the future, or to remain as is? Why?
?

3. Give some reasons for and against the idea that paying emergency room physicians a salary might provide an incentive for lower productivity than if they are paid by volume of services performed.
?

?
4. Explain why patients in hospitals are generally insensitive to price, but buyers of health insurance are sensitive to price differences in health insurance policies. Be sure to include an explanation of why insurance companies are very price competitive.
?

5. The number of large US employers offering wellness programs to their employees has been steadily increasing over the years. Weight management, nutrition, fitness, and/or other wellness initiatives are now being offered by more than half of such employers. Use the concept of determinants of health to discuss the reasoning behind this trend. What do the employers expect to gain from this additional expense? Compare short-run versus long-run gains, private versus societal gains.
?
SECTION III. ESSAY QUESTIONS (15 points each)

These questions are designed to elicit broad integrative critical thinking and the application of policy and economics course concepts, principles and material. Thus, be sure to use policy and economics concepts, principles, and material from course in answering the following essay questions. For each essay, there is not one single ‘correct answer’; instead, various answers are possible depending on how well they are argued and supported. So have fun expressing your own points of view, but support your views with course material. Take some time to think first, organize your thoughts second, and write third.

Essay 1 (15 points)

The U.S. government subsidizes the private provision of health insurance through employers. Benefits paid to employees are deductible as expenses by firms. Why then do most small employers in the US not offer health insurance benefits to their employees? Why private insurers, often not willing to sell insurance contracts to small employer groups before the enactment of PPACA, may be more inclined to offer an “essential benefits package” at affordable rates through such exchanges in the near future?

?
________________________________________
Essay 2 (15 points)

Why does the ACA allow for a significant variety in the types of “qualified” plans that can be offered by health insurance exchanges? Wouldn’t it be less expensive for the states (in terms of administrative costs) to offer just one standard plan of essential benefits to everyone?

 

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Questions: • What would be a preliminary problem list for Ms. N? • What is the most important piece of information given in this scenario? Why? • Identify the atypical presentations and/or geriatric syndromes in this case study.

The Urinary Incontinence

Order Description
Atypical Presentation Case Study. (Developed by Deanna Gray-Miceli DNSc, APRN, FAANP)
In this Assignment, you will review the Atypical Presentation PowerPoint, the Urinary Incontinence PowerPoint, and the screening tools from https://consultgerirn.org/resources/. Read the case study and compose an expository paper in which you respond to the questions below.
Case Study:
Ms. N is a 74 year-old female who is accompanied for admission to the nursing home by her daughter Doris. Ms. N appears distracted and confused repeatedly saying “I want to go home, why am I here?” Doris reports for over the past 3 weeks her mother, who has lived with her for over 10 years, has gone downhill quickly and she can no longer manage her falling and urinary incontinence (UI) at home. Doris has sought nursing home admission for respite for the next few weeks, but plans to admit her mother permanently due to her inability to care for herself.
During your focused interview you learn that Ms. N is actually paranoid, saying, “that lady over there, brought me here to get rid of me, I think she’s trying to kill me.” You quickly integrate questions from the Mini-Mental State Examination into your causal, but focused interview. Ms. N scores a 20/30. You conclude she is probably suffering from Dementia of the Alzheimer’s type. A review of her medical records shows mild benign forgetfulness and recent confusion which was treated with Haldol 0.5 mg BID. Ms. N was independent in activities of daily living (ADL) up until 1 month ago. A typical day was spent driving herself to a part-time job at the local library.
A review of the medical record accompanying Ms. N reveals a recent CAT Scan of the head performed 1 week ago that was normal with no masses or atrophy. All other laboratory data is normal (CBC, B12, folate, and SMA-24). Missing are a routine urinalysis and thyroid function studies.
Questions:
• What would be a preliminary problem list for Ms. N?
• What is the most important piece of information given in this scenario? Why?
• Identify the atypical presentations and/or geriatric syndromes in this case study.
• What other subjective data do you need to gather? Why?
• What objective data do you need to gather about Ms. N? Why? Which screening tools would be helpful? (review the resources in https://consultgerirn.org/resources/)
• Finish this case study scenario to include the further subjective and objective data you might receive. What interventions would you propose? What would be some realistic and measureable projected outcomes?
• Assignment Requirements
• The finished Assignment should be 3–4 pages in length, excluding the title page and references. The viewpoint and purpose of this Assignment should be clearly established and sustained.
Assignment Requirements (p 2)
Before you finalize your work, you should:
• be sure to read the Assignment description carefully (as displayed above)
• consult the Grading Rubric (under the Course Home) to make sure you have included everything necessary;
• utilize spelling and grammar check to minimize errors; and
• access information regarding APA citation information, such as the KU Writing Center.
Please be aware that quoting is not to be used. Please be sure your paper is paraphrased in your own words.

 

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Explain how the factor you selected might impact the pathophysiology of GERD, PUD, and gastritis. Describe how you would diagnose and prescribe treatment of these disorders for a patient based on the factor you selected. Construct a mind map for gastritis. Include the epidemiology, pathophysiology, and clinical presentation, as well as the diagnosis and treatment you explained in your paper.

Category: Uncategorized

Order Description
Application: Gastrointestinal Tract: Disorders of Motility
Jamie is a 3-month-old female who presents with her mother for evaluation of “throwing up.” Mom reports that Jamie has been throwing up pretty much all the time since she was born. Jamie does not seem to be sick. In fact, she drinks her formula vigorously and often acts hungry. Jamie has normal soft brown bowel movements every day and, overall, seems like a happy and contented baby. She smiles readily and does not cry often. Other than the fact that she often throws up after drinking a bottle, she seems to be a very healthy, happy infant. A more precise history suggests that Jamie does not exactly throw up—she does not heave or act unwell—but rather it just seems that almost every time she drinks a bottle she regurgitates a milky substance. Mom thought that she might be allergic to her formula and switched her to a hypoallergenic formula. It didn’t appear to help at all, and now Mom is very concerned.
Cases like these are not uncommon. The mother was concerned and thinking her daughter may have an allergy; she changed to a different formula. However, sometimes babies have immature GI tracts that can lead to physiology reflux as they adapt to normal life outside the uterus. Parents often do not consider this possibility, prompting them to change formulas rather than seeking medical care. As in the case study above, GI alterations can often be difficult to identify because many cause similar symptoms. This same issue also arises with adults—adults may present with symptoms that have various potential causes. When evaluating patients, it is important for the advanced practice nurse to know the types of questions he or she needs to ask to obtain the appropriate information for diagnosis. For this reason, you must have an understanding of common GI disorders such as gastroesophageal reflux disease (GERD), peptic ulcer disease (PUD), and gastritis.
To prepare:
Review this week’s media presentation on the gastrointestinal system.
Review Chapter 33 in the Huether and McCance text. Identify the normal pathophysiology of gastric acid stimulation and production.
Review Chapter 35 in the Huether and McCance text. Consider the pathophysiology of gastroesophageal reflux disease (GERD), peptic ulcer disease (PUD), and gastritis. Think about how these disorders are similar and different.
Select a patient factor different from the one you selected in this week’s Discussion: genetics, gender, ethnicity, age, or behavior. Consider how the factor you selected might impact the pathophysiology of GERD, PUD, and gastritis. Reflect on how you would diagnose and prescribe treatment of these disorders for a patient based on this factor.
Review the “Mind Maps—Dementia, Endocarditis, and Gastro-oesophageal Reflux Disease (GERD)” media in the Week 2 Learning Resources. Use the examples in the media as a guide to construct a mind map for gastritis. Consider the epidemiology and clinical presentation of gastritis.
To complete:
Write a 2- to 3-page paper that addresses the following:
Describe the normal pathophysiology of gastric acid stimulation and production. Explain the changes that occur to gastric acid stimulation and production with GERD, PUD, and gastritis disorders.
Explain how the factor you selected might impact the pathophysiology of GERD, PUD, and gastritis. Describe how you would diagnose and prescribe treatment of these disorders for a patient based on the factor you selected.
Construct a mind map for gastritis. Include the epidemiology, pathophysiology, and clinical presentation, as well as the diagnosis and treatment you explained in your paper.

Note: The School 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 https://writingcenter.waldenu.edu/57.htm). All papers submitted must use this formatting.

 

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Section 1 of the study book comprises planned learning activities designed to test your mastery of the course objectives. You are also expected in some cases to provide photocopies of clinical documents or organizational policies. If these are not provided you could be jeopardizing a substantial amount of your marks. To complete this assignment you need to read section 1 of your study book and the directed ?textbook? and ?selected reading? where directed before completing the relevant activity. ?Additional readings? are also provided for your interest in some instances. The study book is made up of nine modules and each module has its own weighting, marks and word allocation. When responding to the Activities you need to consider the maximum word count indicated. Each activity?s response should be clearly numbered and submitted on A4 paper. DO NOT RETURN THE STUDY BOOK. SUBMIT CLEARLY NUMBERED ACTIVITY RESPONSES ONLY. Ensure you identify in each activity any relevant appendix.

Law and Healthcare

Assignment 1

Section 1 of the study book comprises planned learning activities designed to test your mastery of the course objectives. You are also expected in some cases to provide photocopies of clinical documents or organizational policies. If these are not provided you could be jeopardizing a substantial amount of your marks. To complete this assignment you need to read section 1 of your study book and the directed ?textbook? and ?selected reading? where directed before completing the relevant activity. ?Additional readings? are also provided for your interest in some instances. The study book is made up of nine modules and each module has its own weighting, marks and word allocation. When responding to the Activities you need to consider the maximum word count indicated. Each activity?s response should be clearly numbered and submitted on A4 paper. DO NOT RETURN THE STUDY BOOK. SUBMIT CLEARLY NUMBERED ACTIVITY RESPONSES ONLY. Ensure you identify in each activity any relevant appendix.
When answering EACH activity you will need to use APA referencing appropriately, which includes IN TEXT referencing that corresponds to the references found in the reference list provided at the end of the assessment. Referencing will not be counted into the total word count in this assignment only.
Where ideas from a text, reference or article are used, the source must be cited. Similarly, where comments from personal interviews are used, acknowledgement must be made.

To maximise your marks in this assignment ensure that each of your responses includes:
? A demonstrated understanding (U) of any recommended readings associated with the activity.
? Mindful and critical application (A) in completing all of the steps in the activity.
? Correct APA referencing (R) technique within the text of the response and reference list.
Overview of the requirements of section 1 of study book activities

Notice to Medical Facility
A currently enrolled student may be seeking access to de-identified patient documentation solely for the purposes of completing an educational activity and assessment in – The Law and Health Care Practice, which requires the student undertake an audit of patient documentation. The de-identification of the documents will not compromise the integrity of the assignment.
I confirm that this Medical Facility has released de-identified patient documentation to you for the sole purpose of completing an educational activity and assessment in – The Law and Health Care Practice.

Confirmation by Student that PATIENT DOCUMENTATION is de-identified

understand that it is essential and I am personally responsible for ensuring that all information relating to any individual that not only identifies but could possibly identify the person have been de-identified prior to submission of these documents for this assessment. I understand that the method of de-identifying the individual?s personal information must ensure that all identifiers have been permanently removed and are not able to be re-identified or reinstated. This should include double blacking or blacking back and front. It is recommended that the documents be accessed through the Manager of the Medical Records Department of the relevant Medical Facility who may be able to assist you with de-identifying the documentation.
Personal information requiring de-identification includes but is not limited to dates, (dates of admission, discharge, birth, death), full face photos and comparable images and attendant allied health professional, nursing staff, medical staff and facilities.
I understand and am aware that accessing, using, disclosing and failing to de-identify the documentation may make me personally liable for a breach of my and the relevant Medical Facility obligations to comply with the requirements of the Information Privacy Act 2009 (Qld) or any relevant Privacy Laws and Policies applying to the Medical Facility.
I understand, confirm and declare that the patient documentation I am submitting for this assessment has been obtained by myself:
1. solely for the purposes of completing an audit for an assessment
2. with the consent of the relevant Medical Facility to the release of the documentation;
3. in accordance with the provisions of the Information Privacy Act 2009 (Qld) and any relevant Privacy Laws and Policies applying to the Medical Facility, and
4. is completely de-identified according to the hospital?s policy of de-identification.

Preamble
The critical test of this assignment is based on your selection and treatment of a case scenario in order to demonstrate your mastery of the learning objectives identified in module 6
Requirements for this assignment
Select a scenario (case study) from your practice (Mental Health or Aged Care) which will allow for the exploration of legal and ethical issues and application of risk management. The case scenario may be actual or potential and must arise from the context of your practice as a nurse or midwife.

You have the choice of selecting for critical application to your nursing or midwifery practice, civil, administrative, and/or criminal law.

Assignment 2: Case study: nursing or midwifery practice Max. mark Mark obtained
1. Appropriate selection of case scenario; adequate description in context. (Situated as an appendix.) 10
2. Clarity in description; accuracy in identification and detail of legal risks, ethical risks, clinical risks; adequate differentiation of each; evidence of connection of legal, ethical, and clinical reasoning.
(400 words) 15
3. Adequate identification and analysis of branch of law and specifics (principles or elements) of legal breaches and/or offences from the case scenario; appropriate use of case law and judgements.
(750 words) 30
4. Adequate ethical analysis of the major ethical issue within the case scenario; appropriate use of ethical discourse appropriately.
(550 words) 15
5. Uses a system approach to outline risk management strategies for identified risks; appropriate treatment of risks identified.
(550 words) 20
6. Evidence of evaluation undertaken; or evaluation proposed; identification of methods for evaluating effectiveness of risk management strategies.

 

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Provide a description of the community based on the team’s windshield survey, offering critical information about the community and a thorough description of the target population. Use data from databases, interviews, and the textbook to support the assessment. Nursing Diagnoses 10 Assignment should include three community health diagnoses and one wellness diagnosis. Priority Health Issue 10 Issue is justified by the data findings and analysis. Issue is in SMART format to include specific, measurable, attainable, relevant, and time-bound components.

Wind Shied Survey

Order Description
make the subtopics in order and strictly follow the guidelines
DIRECTIONS AND GRADING CRITERIA FOR CARE OF POPULATIONS ASSIGNMENT Category Points Description
Community Assessment (including team’s windshield surveys)
25 Provide a description of the community based on the team’s windshield survey, offering critical information about the community and a thorough description of the target population. Use data from databases, interviews, and the textbook to support the assessment.
Nursing Diagnoses 10 Assignment should include three community health diagnoses and one wellness diagnosis.
Priority Health Issue 10 Issue is justified by the data findings and analysis. Issue is in SMART format to include specific, measurable, attainable, relevant, and time-bound components.

NR442 Community Health
NR442 Care of Population.docx New 02/01/15 LLS/ DRL 6
Category Points Description
Community Health Intervention 30 The health promotion goals are in SMART format to include specific, measurable, attainable, relevant, and time-bound components. Proposed interventions are appropriate to the health issue identified and are substantiated by findings in the literature as best practice. The evaluation plan includes structure, process, and outcome criteria. Identification of Community Resources 15 A minimum of two community partners or agencies that can serve as resources for carrying out the proposed intervention are identified. Identify websites or other electronic sources that provide support for the proposed intervention. Identify the specific resources found at the community partner or clinical agency that can be utilized to carry out the proposed intervention.
Presentation Style 10 Presentation is professional, using presentation software. References have proper use of APA sixth edition formatting. Presentation has proper use of APA format, grammar, mechanics, and spelling. Total 100 A quality presentation will meet or exceed all of the above requirements.
Chamberlain College of Nursing NR442 Community Health Nursing
NR442 Care of Populations Guidelines.docx New12/11/12 LLS/DRL 7
GRADING RUBRIC
Assignment Criteria
Outstanding or Highest Level of Performance A (92–100%)
Very Good or High Level of Performance
B (84–91%)
Competent or Satisfactory Level of Performance C (76–83%)
Poor, Failing or Unsatisfactory Level of Performance F (0–75%)
Community Assessment (25 points)
Description of the community assessment is clear and complete; it presents a thorough community profile. (23–25 points)
Description of the community assessment is incomplete; it addresses most of the components of a community assessment adequately. (21–22 points)
Description of the community assessment situation is vague; multiple components of the community assessment are missing. (19–20 points)
Description of the community assessment is missing most of the components of the assessment. (0–18 points)
Nursing Diagnoses (10 points)
Three community health diagnoses and one wellness diagnosis are identified. (10 points)
One of the four required diagnoses is missing. (9 points)
Two of the four required diagnoses are missing. (8 points)
Three or all four of the required diagnoses are missing. (0–7 points)
Priority Health Issue for Target Population (10 points)
Thorough description of the target population; provides two or more items of data in support of the priority health issue for the target population; all five elements of a SMART goal are present. (10 points)
Partial description of the target population; provides one to two items of data in support of the priority health issue for the target population; three to four elements of a SMART goal are present. (9 points)
Partial description of the target population; provides one item of data in support of the priority health issue for the target population; zero to two of the SMART goal elements are present. (8 points)
Minimal or missing description of the target population; health issue not a priority for the target population; zero to one of the SMART goal elements are present. (0–7 points)
Total Points Possible = 100 points Total Points Earned =
Chamberlain College of Nursing NR442 Community Health Nursing
NR442 Care of Populations Guidelines.docx New12/11/12 LLS/DRL 8
Community Health Intervention (30 points)
Intervention strategy reflects evidence and best practice; level of prevention is identified; feasibility is addressed. The evaluation plan contains structure, process, and outcome measures. ( 28–30 points)
Intervention strategy partially reflects evidence and best practice; level of prevention is identified; feasibility is addressed. The evaluation plan is missing one or more: structure, process, and outcome measures. (26–27 points)
Intervention strategy poorly reflects evidence and best practice; level of prevention is missing; description of the situation is mostly vague or missing. The evaluation plan is lacking structure, process, and/or outcome measures. (23–25 points)
Major elements of the intervention strategy are missing; level of prevention is missing; the evaluation plan is lacking structure, process, and/or outcome measures. (0–22 points)
Identification of Community Resources (15 points)
Identifies three or four relevant resources available to develop the intervention strategy; identifies comprehensive resources that can be used by the community or population; addresses available resources not used; supports ideas with sound, evidence-based rationale. (14–15 points)
Identifies two or three relevant resources available to develop the intervention strategy; identifies two or three resources that can be used by the community or population; supports ideas with sound, evidence-based rationale. (13 points)
Identifies one or two relevant resources available to develop the intervention strategy; identifies one or two resources that can be used by the community or population; provides minimal evidence-based support for ideas. (12 points)
Missing relevant resources available to develop the intervention strategy; does not identify resources that can be used by the community or population; does not provide evidencebased support for ideas. (0–11 points)
Presentation Style (10 points)
Flow of presentation is logical and easy to follow; Ideas are presented clearly; no more than three errors in APA formatting in reference list and in-text citations; two or more evidence-based sources used; proper use of
Flow of presentation is logical and; ideas are presented clearly; no more than three to five errors in APA formatting; in reference list and in-text citations; two evidence-based sources cited; proper use of APA,
Presentation is difficult to follow; APA formatting inconsistent with more than five errors; elements of reference list and in-text citations missing; fewer than two evidence-based sources cited; 5–10 spelling and
Presentation is difficult to follow; ideas vague or not clearly presented; APA formatting inconsistent with more than five errors; reference list and/or in text citations missing; 10 or more spelling and grammar
Chamberlain College of Nursing NR442 Community Health Nursing
NR442 Care of Populations Guidelines.docx New12/11/12 LLS/DRL 9
APA, grammar, mechanics, and spelling. No more than three spelling and grammar errors combined. All team members consistently maintain professionalism. (10 points)
grammar, mechanics, and spelling; three to five spelling and grammar errors. All team members maintain professionalism.
(9 points)
grammar errors. Professionalism is not maintained by all team members at all times. ( 8 points)
errors. Professionalism is not maintained by all team members at all times. (1–7 points)
Total Points Possible = 100 points

 

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2.Describe the method of analysis, using the article and chapter 3 of Theoretical Basis for Nursing. 3.Describe the steps of process and the results for each step

Application of Concept Analysis to Clinical Practice

Order Description
Details:

Select a peer-reviewed concept analysis article of your choice and write a response of 1,000–1,250 words. Use the following guidelines:
1.Include an introduction.
2.Describe the method of analysis, using the article and chapter 3 of Theoretical Basis for Nursing.
3.Describe the steps of process and the results for each step.
4.Apply the concept to a practice situation.
5.Include a conclusion.

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

This assignment uses a grading rubric. Instructors will be using the rubric to grade the assignment; therefore, students should review the rubric prior to beginning the assignment to become familiar with the assignment criteria and expectations for successful completion of the assignment.

You are required to submit this assignment to Turnitin. Refer to the directions in the Student Success Center. Only Word documents can be submitted to Turnitin.

 

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Teamwork is essential in everyday nursing practice. This section of the assignment is an individual report. The report should cover the group’s ability to work as a team, understanding of roles and responsibilities, and discussion about workload distribution. The self-reflections should encompass the role & scope of RN (register nurse) practice and professional as well as interpersonal communication. Each of the team members should submit one individual reflection, in the form of a recorded video. You should cover what went well and what did not go well when completing the teamwork in groups as well as use research and literature to show how teamwork can be improved in the future.

Reflection on Team Work
Order Description
Need to write reflection using a table depend on the previuse work and need to follow marking ruberic please

Reflection on teamwork
Teamwork is essential in everyday nursing practice. This section of the assignment is an individual report. The report should cover the group’s ability to work as a team, understanding of roles and responsibilities, and discussion about workload distribution. The self-reflections should encompass the role & scope of RN (register nurse) practice and professional as well as interpersonal communication. Each of the team members should submit one individual reflection, in the form of a recorded video. You should cover what went well and what did not go well when completing the teamwork in groups as well as use research and literature to show how teamwork can be improved in the future.
Important: Students are also required to reflect on how their critical analysis provides support for their achievement of ANMC competency unit 3: Practices within an evidence-based framework.
2
In this part of the assignment students are asked to produce their presentation in the form of a word document table (dot points contents and full references used), and a video recording 3-5 minutes in length by making a short video clip.
Students will need to:
•??perform a critical analysis of teamwork and future strategies for challenges related to team work ?
•??what went well and what did not go well when completing the teamwork in groups as well as what can be improved in future team work ?
•??reflect on how their critical analysis provides support for their achievement of ANMC competency unit 3: Practises within an evidence- ?based framework. ?
•??prepare a table describing each of these issues and the sources you have consulted to help you understand each of the issues. ?Create a full reference list in the appropriate format to accompany your table and final presentation. ?Although this is a personal reflection, reading broadly on communication and teamwork is suggested for the reflection. This section is equivalent to 500 words, no more than five minutes of recording. Submit your video recording and table to the Assignment Drobox. One member of the team only needs to submit a final version of the Wiki as a word document with their video recording and table. ?The generic skills specifically explored in this assessment are:
1. Communication ?
2. Analysis and inquiry ?
3. Problem solving ?
4. Working independently and with others ?
5. Professionalism and social responsibility ?
Students are required to:
•??analyse the client scenario for Mrs Green below (for full case information see Caseworld) ?
•??reflect on the information presented, and through the process of clinical reasoning, problem solve and determine effective pr iorities for ?intervention that will appropriately support Mrs Green in the context described ?
•??document findings and develop a comprehensive plan of care (to be attached to the essay) ?
•??use clinical reasoning as the clinical decision making framework to analyse and present the essay and a plan of care for Mrs Green ?(see details of the clinical reasoning decision making framework in Modules 1, 2 and 6) ?
•??provide a rationale for the problem solving undertaken and the priorities of care determined for Mrs Green ?
•??substantiate all arguments in the essay by drawing upon contemporary evidence from texts and other peer reviewed literature using ?the Harvard referencing style as per SoNM. ?For detailed information that will guide you in the preparation of your critical reasoning assignment, you are directed to the marking rubric below. ?

 

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For this assessment you are given a choice between two (2) case scenarios. The scenarios are your referral information and no additional information is available. Each student is to select one (1) scenario on which to base their assessment. The completed assessment is to be submitted through the appropriate turn-it-in drop box on the NRSG366 LEO site. The Assessment One marking criteria in the unit outline is to be used to guide the preparation of this assessment. When submitting your assessment, please do not use the scenario as part of your response. Option 1: Epilepsy

Assessment 1: Information Sheet and Case Scenarios
For this assessment you are given a choice between two (2) case scenarios. The scenarios are your referral information and no additional information is available.
Each student is to select one (1) scenario on which to base their assessment. The completed assessment is to be submitted through the appropriate turn-it-in drop box on the NRSG366 LEO site. The Assessment One marking criteria in the unit outline is to be used to guide the preparation of this assessment.
When submitting your assessment, please do not use the scenario as part of your response.
Option 1: Epilepsy
Jessica Williamson is a 28 year old woman with a past history of epilepsy. Two weeks ago Jessica was out socially, drinking
alcohol at a dance club. Jessica experienced a seizure whilst on the dance floor. Upon arrival at the local Emergency Department,
paramedic staff reported that she had experienced a full tonic-clonic seizure that lasted for three minutes, during which she lost
consciousness. Jessica was assessed and admitted. During her hospitalisation, Jessica was stabilised and discharged from
hospital 1 week after the episode. Her discharge medications included an anticonvulsant.
On discharge Jessica was asked to attend her GP for follow-up.
Medical History
Jessica was diagnosed with epilepsy in late adolescence. Initially the seizures were very difficult to control using anticonvulsants
but her condition stabilised 5 years ago. Three months ago she weaned herself off her anticonvulsants as she wanted to fall
pregnant. During her hospitalization she was recommenced on her anticonvulsant.
Four years ago Jessica was diagnosed with Type 2 Diabetes Mellitus. Jessica was taught to control her blood glucose levels using
diet and oral hypoglycaemics, this is now decreasingly effective.
Her most recent observations include:
? BP: 150/90
? P: 115 regular
? Height: 158 cms
? Weight: 122 kgs
? BGL 12.9
Her current medications are:
? Epilim 1 gm BD
? Metformin 850mg BD
Social History
Jessica lives in a two-storey house with her current partner of six years, Martin. Jessica’s parents live overseas where her mother
has been posted for work. Jessica is an only child. She works as a real estate agent selling homes and covers a large geographic
area involving long and irregular work hours. This can involve her driving long distances and for long periods of time. Jessica
enjoys her work and the challenges of being independent at work and at home. Despite being advised by her GP that she must
not drive after suffering this recent seizure, Jessica continues to do so.
Current Issue
Following the follow-up appointment with the GP, the GP was concerned about Jessica’s seemingly poor acceptance of her
medical diagnoses and her compliance with the treatment regime for both her diabetes and epilepsy. Jessica indicated she did
not need any more prescriptions for her anticonvulsants at the moment.
Jessica is not particularly careful about monitoring her blood sugar levels. She says she often forgets, and tends to check when
she “feels fuzzy”.
As this is your first visit to Jessica in her home, justify and discuss the immediate plan of care for her.
Assessment Focus
You are the Registered Nurse from the Community Nursing Service.
You will be undertaking an initial visit to Jessica’s home.
Prioritise and provide a rationale for the activities you will undertake as part of this initial visit and identify two (2) priorities for
your follow-up visit.
Option 2: Chronic Pain
John Ryan is a 66 year old male with a history of chronic back pain related to spinal stenosis, and degeneration of the left hip. He has been reviewed in the Outpatient Pain Clinic on a monthly basis for the past 4 months, after a sudden increase in pain and changes in his level of activity. His pain specialist is concerned about his level of function at home and has referred John to the community nursing service for an initial assessment and review.
Medical history
John has spinal stenosis which was diagnosed in his early forties. He has significant pain in his lower back and hip, slight (L) leg weakness and slight loss of sensation in both his feet. He is generally fit, but slightly overweight.
His most recent observations are as follows:
? BP: 135/80
? P: 60 bpm,
? R: 18 bpm,
? Height: 180 cm
? Weight 95 kg.
Current medications:
? Ibuprofen 400 mg 6qh
? Baclofen 20 mg BD
? Diazepam 2.5mg – 5mg PRN
Social history:
John is an engineer with a mining company who spends his time equally between the mine in a remote location as a Fly In, Fly Out (FIFO) worker. He has an office location in the CBD for his locally based work.
John is married to Donna and they have two adult children, both married. Donna works part time as office manager for a small company and is hoping they can retire soon so they can travel and see more of their grandchildren.
Their daughter Jean (37 years) lives with her husband and three small children in a large coastal community, 45 minutes drive from John and Donna’s home. Their son Robert (39 years) lives with his partner in another major interstate city.
Current Issue
John reports being woken up by pain at night. During the day, he has pain if he sits still for too long, but also if he walks or rides a bike for too long, and the time he can spend on these activities varies. John states he is sick of the hours of focused exercise he needs to do to keep his core muscles strong and to keep him mobile and flexible. He is also sick of always having to take pain medications that have not been effective. In addition he reported being ‘fed up with being aware of my back and hip all the time and feeling limited because of them’. Recently, whilst playing with his four-year-old grandchild, swinging him through the air, John experienced a significant flare in his level of pain.
John has been alternating between being angry about having ongoing pain, and being depressed because he is increasingly unable to do the activities he has always done. He was a keen hiker and had dreams of spending his retirement hiking in remote places. Now he can barely walk five kilometers on level ground without pain. He was also a keen bicycle rider. Initially this helped with his pain management. But increasingly, he is losing interest in riding as it also causes increased pain.
John has been seen by a physiotherapist on a regular basis over the years, but he stopped going, because he felt they were not helping him, as he was progressively experiencing more pain. He has increasing bilateral leg weakness, bilateral muscle wasting and reduced sensation in both feet. He experiences blisters on his feet as a result of pressure on his feet, which he ignores.
The specialist at the Pain Clinic is also concerned about John’s level of medication adherence.
Assessment Focus
You are the Registered Nurse from the Community Nursing Service.
You will be undertaking an initial visit to John’s home.
Prioritise and provide a rationale for the activities you will undertake as part of this initial visit and identify two (2) priorities for your follow-up visit.

 

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