Compare and contrast risk factors, age of onset, pathophysiology, and clinical manifestations of Type 1 and Type 2 Diabetes. What do you think is the most important topic that must be taught to diabetic patient and why?
Population Health Management
Research six articles on the challenges of providing access to healthcare in the Kingdom for the population by considering patient demographics and geographic considerations.
Explain the patient education strategies that are needed to overcome some of these challenges. Explain how this strategy supports the mission, vision, and values of Saudi Vision 2030. Summarize the benefits to Saudi patients, healthcare organizations, and healthcare providers.
Requirements:
five pages in length, not including the title and reference pages.
include of six credible sources.
APA style guidelines, as appropriate
Case Study: Bobby, a 13-year-old male, was hospitalized following a perforated appendix that required surgery. Bobby has an open wound requiring dressing changes twice daily. He is currently on contact precautions for a methicillin resistant staphylococcus aureus (MRSA) infection. The estimated date of discharge is five-to-ten-days post-op and will include long-term antibiotics and wound care.
The nurse notes on the assessment- Previously Bobby was talkative and related his enthusiasm for school and upcoming science competitions. However, today, he was withdrawn and stated, “I’m just tired”.
Tommy is a 17-year-old Aboriginal person living in a community in the Northern Territory where there is a high level of alcohol addiction. Tommy and his friends are unemployed and Tommy is depressed and at times suicidal. Tommy has recently been arrested for drunk and disorderly behaviour.
part1
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FORUM WEEK # 2
A. The nurse is triaging a 7-year-old with sickle cell crisis. The client is short of breath and
vomiting and has severe generalized body and joint pains. Which assessment finding requires the
most immediate intervention?
1. Blood work showing anemia
2. Enlarged spleen on palpation
3. Right arm weakness
4. Swelling of hands and feet
A.1. State your rationale including sickle crisis signs and symptoms.
B. A client is admitted to the medical surgical floor with a hemoglobin level of 5.0 g/dL (50 g/L).
The nurse should anticipate which findings? Select all that apply.
1. Coarse crackles
2. Dyspnea
3. Pallor
4. Respiratory depression
5. Tachycardia
B.1 State your rationale including signs/symptoms and assessment findings in a patient with
anemia.
C. Include nursing interventions to take into consideration when taking care of a patient diagnosed
with Iron Deficiency Anemia.
FOLLOW APA FORMAT 7th Edition
In 300 words and 2 references
1. How hathe patient’s control over his own health care changed? s
In 300 words and 2 references
2. What part does negotiation play in patient education?
Scenario
You are assigned to discuss your professional identity with your peers on the unit during a meeting and have decided to present the attributes using an infographic. The goal is to encourage all nurses to examine attributes and identify their professional identity to improve professionalism in the healthcare setting. As a nurse leader, you want your infographic to include the attributes that have guided your growth within the profession. As a leader of the unit, you work to grow the nurses on the unit and want to encourage them to identify their professional identity as the leaders to focus on succession planning. Your goal is to develop your infographic and share with other nurses to encourage them to examine the attributes to grow within the profession.
Instructions
Create an infographic that includes the attributes you believe support your professional identity. Include the following:
this is the next step of the assignment you did for me last week. Tell me how much I owe you
Purpose
The purpose of this direct care project is for learners to apply the nursing process to a community health problem determined by their observations and data collected of vulnerable populations in their community. This is Part 4 of 4 in the Direct Care Project.
Direct Care Project Overview
1. There are four parts to the Direct Care Project.
2. There will be graded Project Check-ins that correlate to each part.
3. The topic selected in Part 1 will be the same one used in Parts 2 through 4.
4. Review the table below for overview and due dates with each topic.
5. Contact your instructor with questions.
| Overview | Points | Due Date | Projects | |
| Air Quality | Substance Use | |||
| Part 1: Assessment Completed in Week 2 | ||||
| Part 2: Planning the Presentation Completed in Week 4 | ||||
| Part 3: Implementing the Presentation Completed in Weeks 5 or 6 | ||||
| Part 4: Evaluation: Check-In | 10 | Wednesday of Week 6 | Required, graded check-in on progress of evaluation of the presentation and project | |
| Part 4: Evaluating the Project | 140 | Sunday end of Week 6 | Evaluate learning and reflect on the project. | Evaluate learning and reflect on the project. |
Course Outcomes
This direct care project enables the student to meet the following course outcomes:
· CO2 Assess the health of populations, aggregates, and communities (PO4)
· CO3 Apply the nursing process to vulnerable populations with professional clinical judgment and evidence-based practice (PO4 & 8)
· CO5 Utilize a collaborative approach to address factors that influence population health (PO2)
· CO6 Examine collaborative trends in community health nursing (PO2)
Part 4 enables the student to meet the following course outcomes:
· CO3 Apply the nursing process to vulnerable populations with professional clinical judgment and evidence-based practice (PO4 & 8)
· CO5 Utilize a collaborative approach to address factors that influence population health (PO2)
· CO6 Examine collaborative trends in community health nursing (PO2)
Due Date for Part 4
Sunday 11:59 PM MT at the end of Week 6
Points Possible for Part 4
140 Points
Late Assignment Policy
If the assignment is not submitted by due date, a late deduction will be applied. See rubric below.
Directions for Part 4
1. View the Direct Care Project Part 4 Tutorial (Links to an external site.)
2. Download the Evaluating the Project template below
3. Gather the information from the surveys and attendance form.
4. Complete the Part 4 template with the following:
a. Title of presentation
i. Include community name in the title
b. Tables of results
i. PRE-Survey and POST-Survey results in numerical form
c. Comprehensive interpretation of results
i. Comprehensive summary of pre and post survey data in tables
i. Minimum of one paragraph
ii. Include any positive or negative changes in pre and post-survey data
i. Minimum of one paragraph
d. Comprehensive reflection
i. Overall experience
i. Minimum of one paragraph
ii. Summary of outcomes from the pre and post surveys i.e. does pre/post-survey data indicate participants may be more willing to implement SBIRT or Flag Program following the presentation? Did your presentation lead to further discussion about the topic with your audience?)
i. Minimum of one paragraph
iii. Barriers to the project (i.e. participant interest, time, limited resources, willingness for change, etc.)
i. Minimum of one paragraph
iv. Implications for future practice
i. How could this project impact your personal and professional practice?
1. Minimum of one paragraph
5. Submit the Direct Care Part 4 Evaluating the Project template and the attendance form. *Please note, your assignment will not be graded until the attendance form is submitted. As part of accreditation requirements, an email address is required for any audience member.
Template
Click on the link below to download your template.
Evaluating the Project Template (Links to an external site.)
Best Practices
· Please use your browser’s File setting to save or print this page.
· Use the template provided. If the template is not used, a deduction will be applied. See rubric below.
· Download and save the template (with your name) to your computer.
· Type directly on the template
· Spell check for spelling and grammar errors prior to final submission.
· Use the rubric as a final check prior to submission to ensure all content is clearly addressed.
**Academic Integrity**
Chamberlain College of Nursing values honesty and integrity. All students should be aware of the Academic Integrity policy and follow it in all discussions and assignments.
By submitting this assignment, I pledge on my honor that all content contained is my own original work except as quoted and cited appropriately. I have not received any unauthorized assistance on this assignment.
Rubric
Direct Care Project Part 4: Evaluating the Project
| Direct Care Project Part 4: Evaluating the P |
• Innovation paper: (10%). Preparation of one “innovation” (double-
spaced, 12-point font, 2.5-5 pages permissible). This is a brief
description of novel hypotheses (something not already known or
immediately obvious to researchers in health/nursing services).
Although short, the paper must be logically arranged and well-
written. You can also use this short paper as a means to developing a
more comprehensive final term paper idea.
-The first page of the paper will have an introduction that articulates
your key contribution to the literature.
– In the remaining pages, you will develop theory for 1 or 2 novel or
interesting hypotheses (you need not propose/discuss methods).
Novel/interesting theoretical models do one of the following:
• Consensus shifting where you delineate widely held
assumptions regarding a phenomenon and go on to challenge them
or 3
• Consensus creation where you articulate an absence of
scholarly consensus regarding a phenomenon and seek to either
clarify the lines of debate or resolve the conflict (see Hollenbeck,
2008; Grant & Pollack, 2011. p. 874).
Here are some examples of what you can do:
At macro-level: think of how nursing services in alignment of
Vision2030 objectives, initiatives & programs (such as Healthcare
Transformation Program, Quality of life program).
You can propose a moderator that changes the nature of an
established relationship. For instance, it is received wisdom in the
literature that X is positively related to Y. However, you can
challenge that wisdom by proposing that at high (low) levels of a
moderator Z, the relationship flips direction o becomes insignificant.
You can discuss some competing mediators of a relationship. For
instance, scholars are conflicted about the relationship between X
and Y. Some argue that it is positive; some argue that it is negative;
others expect no significant association.
You can consolidate these perspectives by noting that X is
positively related to a mediator M1 and negatively related to a
mediator M2, where both M1 and M2 are positively related to Y. By
articulating these differential effects of X on the mediators, you
provide an integrative explanation of the relationship that has
eluded the field so far).
-In other words, your paper should aim to surprise the reader
by drawing conceptual conclusions that the reader would not have
arrived at without the theoretical assistance you have provided
(Staw & Sutton, 1995).
Grant, A. M. & Pollack T. G. (2011). Publishing in AMJ—Part 3: Setting
the hook, Academy of Management Journal, 54, 873-879.
Hollenbeck, J. R. (2008). The role of editing in knowledge
development: Consensus shifting and consensus creation. In Y.
Baruch, A. M. Konrad, H. Aguinus, & W. H. Starbuck (Eds.), Journal
editing: Opening the black box: 16–26. San Francisco: Jossey Bass
Sutton, R.I., & Staw, B.M. 1995. What theory is not. Administrative
Science Quarterly, 40: 371- 384.
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