due tomorrow by 4 pm eastern time

 

NATURAL DISASTERS

Search the Internet for a NATURAL disaster preparedness plan for any state, region, or health care system. 

In reviewing the plan, Select one feature of the plan that corresponds to one of the six determinants of health (listed below) and present a summary to the class. 

Please be sure to include your article or Emergency plan to the class as an attachment for review.

Minimum word count:  350

1. Biological

2. Psychological

3. Environmental

4. Sociocultural

5. Behavioral

6. Health System

Must include at least 2 references 

Must be in APA

3-4 page paper about a patient case study

-A patient is admitted to the emergency department complaining of lower back pain. An MRI and CTA scan have been ordered. Findings indicate that the patient has an Abdominal Aortic Aneurysm (AAA).

Part I – Describe the pathophysiology, signs and symptoms, and predisposition(s) of an Abdominal Aortic Aneurysm 

Part II – Why were an MRI and CTA scan used as diagnostic tests for this patient? How do they differ? What other diagnostic tests/laboratory tests would be indicated if a AAA is suspected? 

Part III – Discuss pre-surgical medications and the surgical intervention for AAA. If left untreated what are the risks? 

Part IV – What patient education is necessary and what are the implications for family members? 

Must use APA format, grammar and citations. 

Business proposal

Business Proposal

for a family Nurse Practitioner

position in a Primary care clinic

 

Discussion reply to Martha.

  Additionally, you are expected to reply to two other students and include a reference that justifies your post.  Your reply must be at least 3 paragraphs. 

the following answer is the post to another student that I have to reply to. 

Question 1

            I am a doctor’s nurse at a local clinic where I meet Alex who, while the M.D. examining his genitalia and me as the provider’s assistant nurse, informs us that he is HIV positive. I counsel Alex to inform his sex partner Ann so that she can also get to know her HIV status. Twelve months later, Ann is expecting a baby in three months.

            Clearly, Alex is yet to inform Ann of his status yet steps needed to be taken to know the status of Ann and the unborn baby so that necessary treatment can commence. Alex threatens that if his status is disclosed to Ann without his consent, he would stop coming for treatment. I found myself in a dilemma on whether to inform Ann of Alex status or hid to Alex words.

            To utilize critical thinking, I ought to refer to paragraph 53 of the GMC guidelines on confidentiality. The principle explains that disclosure of confidential information is justified when the failure to do so exposes a third party to risk of death or serious harm (Dolan, 2004).

Question 2

            Patients can avoid medical errors to ensure their safety taking their medication as prescribed, communicating effectively with their caregivers and clinicians and lowering infection rates. Patients must also keep the health care team involved and learning more about their conditions (Keohane & Bates, 2008).

            Family caregivers need to have adequate training on how to handle the patient and ensure adequate communication between the patient and the clinician to ensure patient safety. The family should also ensure that the patient is free from household hazards. Clinicians can promote safety and reduce errors by adhering to procedures, listening to patients and effectively communicating with the health care team (Keohane & Bates, 2008).

.

            The healthcare team should embrace teamwork to eliminate issues of burnouts that may lead to medical errors. The team should also work together to solve problems that may lead to medical errors. The system can improve communication skills among members of staff in the facility, develop team strategies and develop safety culture in the hospital setting to ensure safety and reduce errors.

Question 3

            Patient involvement is a core factor in creating the culture of safety. Clinicians must involve patients in decisions pertaining to their treatment and discharge plans (Clancy, Farquhar & Sharp, 2005). Such practices allow patients know much about their care to avoid misunderstanding.

            Teamwork also creates a culture of safety. The skills generated in interprofessional communication encourage safety culture. Teamwork is critical during transitions in care.

            Access to accurate information is another factor that creates a culture of safety. Access patient records, evidence-based-practice protocol and lab reports enhance the culture of safety in health care. The formation required must be accurate and received in good time.

References

Clancy, C. M., Farquhar, M. B., & Sharp, B. A. C. (2005). Patient safety in nursing           practice. Journal of Nursing Care Quality, 20(3), 193-197.

Dolan, B. (2004). Medical records: Disclosing confidential clinical information. Psychiatric             Bulletin, 28(2), 53-56.

Keohane, C. A., & Bates, D. W. (2008). Medication safety. Obstetrics and gynecology clinics of North America, 35(1), 37-52.

Module 8Maternal GroupB Discussion

  Discussion A
Missy is 3 years old. She enjoys being with mom and grandma in the kitchen. She pulls a chair close to the stove, climbs on the chair and looks inside the pot of boiling water. The steam is hot on her face, she steps back and as she falls off the chair, the boiling water is pulled down on her. Missy is rushed to the emergency department. Grandma has put some butter on her fingers, but her face was not treated.
Review the Rule of Nines found on page 1021.
In the ED, the nurse discovers that her hands, face, chest and arms are burned. The Dr. believes it to be a partial thickness burn, but notes her hands are blistered and very edematous.
Provide nursing care to this young patient that is complaining of pain, crying, and uncooperative. Educate the mother and grandmother on the extent of the burn and the on-going care that will be needed.
Include medication you may wish to request from the physician and the dosage.Group B Response
After several days the doctor begins discussing grafting of the hands and face. Can you educate the parents on the care the child will need. What is the home care situation for this child? Please also discuss long term issues, physical, emotional, how will she relate to peers? Discussion B
Due to a fall from a second story townhouse, Jimmy sustained a fractured left femur and a mild head injury. Jimmy is 10 years old. He was reaching for a ball that had gotten lodged into the gutter over the small balcony of his parent’s bedroom. He thought if he stood on the railing and reached with the badminton racket he could get it.
Currently he is 2 days postoperative from repair of the left femur. He is being transferred out of the pediatric ICU where the Neurologist has stated he is stable but needs continued neuro checks q2 hours. He has a full left leg cast. The Foley catheter is to be replaced today, or he can attempt to roll onto a bedpan if needed.
Please list the systems that are affected by this boy’s injuries.
List the nursing interventions now that he is on your nursing unit.
Start a list of nursing diagnosis match the system you are presenting.Group A Response
Please add the interdisciplinary team that needs to attend to this boy’s health care needs. Plan home care if appropriate. And continue the list of nursing diagnosis.

Please Respond to Group B include intext citation 3-4 references. 1-1.5pages

Assignment: Informatics in Healthcare

see uploaded file.

discussion 4 response

please, write a one paragraph response to the following discussion. APA format required with one reference from peer-reviewed Nursing Journal not older than 5 years.

 

The health history collection and interview from health care provider or nurse to a patient to collect necessary data can be challenging and demands expertise and sensitivity to establish a professional relationship that enables the patient to express problems, and the nurse to find solutions. The primary goal is to establish a therapeutic communication with the patient to help them communicate matters that are affecting their life. Abilities such as listening, caring, empathy, and self-examination are essential for successful nurse-patient therapeutic communication (Jensen, 2011).

Every patient brings different challenges for the nurses and healthcare providers as they interview the patients. Newman, O’Reilly, Siew, & Kennedy (2017) found in their research that the challenges health care professionals experienced interviewing patients with mental challenges are many. For example, one of them was the lack of understanding of the procedures that patient was having; they describe how the given writing information such as the inform consent, help the patients understand better and be aware of the kind of procedure the patient will go through. Another challenge was the lack of understanding from both patients and health care providers for lack of good verbal communication from both parts; they also describe how verbal explanations are crucial to reinforce and clarify any doubts that the patient has, and give the patient an opportunity to recall and re-phrase what they understood.  This research also mentioned that the most crucial skill that helps providers to fulfill mental patient’s needs was attentive listening, and the most challenging skill to develop as a health care provider of patients with mental conditions was controlled the emotional aspect, and do not let the therapeutic and communication relationship be affected.

Assignment: Disorders Of The Veins And Arteries

 

Advanced practice nurses often treat patients with vein and artery disorders such as chronic venous insufficiency (CVI) and deep venous thrombosis (DVT). While the symptoms of both disorders are noticeable, these symptoms are sometimes mistaken for signs of other conditions, making the disorders difficult to diagnose. Nurses must examine all symptoms and rule out other potential disorders before diagnosing and prescribing treatment for patients. In this Assignment, you explore the epidemiology, pathophysiology, and clinical presentation of CVI and DVT.

To Prepare Review the section “Diseases of the Veins” (pp. 598-599) in Chapter 23 of the Huether and McCance text. Identify the pathophysiology of chronic venous insufficiency and deep venous thrombosis. Consider the similarities and differences between these disorders. Select a patient factor different from the one you selected in this week’s Discussion: genetics, gender, ethnicity, age, or behavior. Think about how the factor you selected might impact the pathophysiology of CVI and DVT. Reflect on how you would diagnose and prescribe treatment of these disorders for a patient based on the factor you selected. 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 two mind maps—one for chronic venous insufficiency and one for venous thrombosis. Consider the epidemiology and clinical presentation of both chronic venous insufficiency and deep venous thrombosis.

To Complete

Write a 2- to 3-page paper that addresses the following: Compare the pathophysiology of chronic venous insufficiency and deep venous thrombosis. Describe how venous thrombosis is different from arterial thrombosis. Explain how the patient factor you selected might impact the pathophysiology of CVI and DVT. Describe how you would diagnose and prescribe treatment of these disorders for a patient based on the factor you selected. Construct two mind maps—one for chronic venous insufficiency and one for deep venous thrombosis. Include the epidemiology, pathophysiology, and clinical presentation, as well as the diagnosis and treatment you explained in your paper.

NR 532 week 3.1.1

 Do you feel your policies on confidentiality and consequences for breaching confidentiality are strong in your organization and applied consistently? 

Discussion question 1 DQ 1

Describe a situation in which a new clinical practice was put into   place. Was there a DNP-prepared nurse leading the translation of the   practice from research to practice? If so, describe the process that   individual took for translation and why it made a difference in the   translation. If there was not a DNP-prepared nurse, describe the   process and what would have been different about the process had there   been a DNP-prepared nurse leading the practice translation?