Write
a paper of approximately 750 words that will include three separate
writing projects as detailed below. These should be prepared in one (1)
Word document using the West Assignment Template and include the
appropriate cover page.

Project 1: Revise the sample email to Martha Reeves in the Chapter 6 Application (1) and make the changes as noted in the instructions. Consider how Ms. Reeves may interpret your letter as you create the proper tone and include the applicable information.

Project 2: Write two elements: Create the “bad news letter” as described in Chapter 6 Application (2). Also write a brief (100 word) explanation of why you selected the content and tone of your letter. Be sure to showcase your skills in applying what we have learned so far in using the strategic communication model.

Project 3: Apply your understanding of DISC and write four versions of your responses along with a brief explanation:

You will complete Chapter 6 Application (3), but in a modified

fashion. You will prepare four different persuasive forms of

communication to your boss with each one assuming that your boss is

either a D, I, S, or C personality type based on our DISC assessment

formula. Depending upon the personality type, select the appropriate channel and context

for your approach. If your best approach is face-to-face, then explain

your considerations of place, time, talking points, body language, etc.,

for your face-to-face meeting. If your best approach is written,

please include all necessary elements such as lists or charts. With each

of the four approaches, please briefly explain your strategic

considerations for communicating with a D,I,S, and C.

Respiratory System

In the United States, there are currently more than 35 million people living with a respiratory disorder; and each year, more than 400,000 people die as a result (American Lung Association, 2012). The prevalence and impact of these disorders makes it essential for advanced practice nurses to have a solid understanding of the respiratory system. In clinical settings, you must be able to appropriately diagnose, treat, and manage care for patients with common disorders such as asthma, bronchitis, and pneumonia. This poses several questions: What are symptoms of respiratory disorders? How are they diagnosed? Are some disorders more prevalent in one patient group over another?

This week you explore the pathophysiology of alterations associated with respiratory disorders. You also explore the impact of patient factors on these disorders.

Reference
American Lung Association. (2008). Lung disease data: 2008. Retrieved from http://www.lung.org/assets/documents/publications/…

Learning Objectives

Students will:

Analyze the pathophysiology of respiratory alterations

Evaluate the impact of patient factors on respiratory disorders

Analyze pathophysiological mechanisms of chronic asthma and acute asthma exacerbation

Evaluate the impact of patient factors on chronic asthma and acute asthma exacerbation

Evaluate clinical considerations of chronic asthma and acute asthma exacerbation

Understand and apply key terms, concepts, and principles related to alterations of the respiratory system

Photo Credit: Science Photo Library/Brand X Pictures/Getty Images

Learning Resources

Note: To access this week’s required library resources, please click on the link to the Course Readings List, found in the Course Materials section of your Syllabus.

Required Readings

Huether, S. E., & McCance, K. L. (2017). Understanding pathophysiology (6th ed.). St. Louis, MO: Mosby.

Chapter 26, “Structure and Function of the Pulmonary System”

This chapter provides information relating to the structure and function of the pulmonary system to illustrate normal pulmonary function. It focuses on gas transport to build the foundation for examining alterations of pulmonary function.
 Chapter 27, “Alterations of Pulmonary Function”
This chapter examines clinical manifestations of pulmonary alterations and disorders of the chest wall and pleura. It covers the pathophysiology, clinical manifestations, evaluation, and treatment of obstructive lung diseases such as asthma, chronic obstructive pulmonary disease (COPD), chronic bronchitis, and emphysema.
 Chapter 28, “Alterations of Pulmonary Function in Children”

This chapter focuses on alterations of pulmonary function that affect children. These alterations include disorders of the upper and lower airways.
Hammer, G. D., & McPhee, S. J. (2019). Pathophysiology of disease: An introduction to clinical medicine (8th ed.). New York, NY: McGraw-Hill Education.

Chapter 9, “Pulmonary Disease”

This chapter begins with an overview of normal structure and function of the lungs to provide a foundation for examining various lung diseases such as asthma and chronic obstructive pulmonary disease (COPD).
Required Media

Laureate Education, Inc. (Executive Producer). (2012e). Mid-course review. Baltimore, MD: Author.

This media is an interactive mid-course review covering course content.

Optional Resources

American Lung Association. (2012). Retrieved from http://www.lung.org/

Asthma and Allergy Foundation of America. (2012). Retrieved from http://www.aafa.org

Cystic Fibrosis Foundation. (2012). Retrieved from http://www.cff.org/

RESPIRATORY ALTERATIONS

In clinical settings, patients often present with various respiratory symptoms such as congestion, coughing, and wheezing. While identifying a symptom’s underlying illness can be challenging, it is essential because even basic symptoms such as persistent coughing can be a sign of a more severe disorder. Advanced practice nurses must be able to differentiate between moderate and severe respiratory disorders, as well as properly diagnose and prescribe treatment for their patients. For this reason, you must have an understanding of the pathophysiology of respiratory disorders.

CONSIDER THE FOLLOWING 3 SCENARIOS:

Scenario 1:

Ms. Teel brings in her 7-month-old infant for evaluation. She is afraid that the baby might have respiratory syncytial virus (RSV) because she seems to be coughing a lot, and Ms. Teel heard that RSV is a common condition for infants. A detailed patient history reveals that the infant has been coughing consistently for several months. It’s never seemed all that bad. Ms. Teel thought it was just a normal thing, but then she read about RSV. Closer evaluation indicates that the infant coughs mostly at night; and, in fact, most nights the baby coughs to some extent. Additionally, Ms. Teel confirms that the infant seems to cough more when she cries. Physical examination reveals an apparently healthy age- and weight-appropriate, 7-month-old infant with breath sounds that are clear to auscultation. The infant’s medical history is significant only for eczema that was actually quite bad a few months back. Otherwise, the only remarkable history is an allergic reaction to amoxicillin that she experienced 3 months ago when she had an ear infection.

Scenario 2:

Kevin is a 6-year-old boy who is brought in for evaluation by his parents. The parents are concerned that he has a really deep cough that he just can’t seem to get over. The history reveals that he was in his usual state of good health until approximately 1 week ago when he developed a profound cough. His parents say that it is deep and sounds like he is barking. He coughs so hard that sometimes he actually vomits. The cough is productive for mucus, but there is no blood in it. Kevin has had a low-grade temperature but nothing really high. His parents do not have a thermometer and don’t know for sure how high it got. His past medical history is negative. He has never had childhood asthma or RSV. His mother says that they moved around a lot in his first 2 years and she is not sure that his immunizations are up to date. She does not have a current vaccination record.

Scenario 3:

Maria is a 36-year-old who presents for evaluation of a cough. She is normally a healthy young lady with no significant medical history. She takes no medications and does not smoke. She reports that she was in her usual state of good health until approximately 3 weeks ago when she developed a “really bad cold.” The cold is characterized by a profound, deep, mucus-producing cough. She denies any rhinorrhea or rhinitis—the primary problem is the cough. She develops these coughing fits that are prolonged, very deep, and productive of a lot of green sputum. She hasn’t had any fever but does have a scratchy throat. Maria has tried over-the-counter cough medicines but has not had much relief. The cough keeps her awake at night and sometimes gets so bad that she gags and dry heaves.

To Prepare

Review the three scenarios, as well as Chapter 27 and Chapter 28 in the Huether and McCance text.

Select one of the scenarios and consider the respiratory disorder and underlying alteration associated with the type of cough described.

Identify the pathophysiology of the alteration that you associated with the cough.

Select two of the following factors: genetics, gender, ethnicity, age, or behavior. Reflect on how the factors you selected might impact the disorder.

ASSIGNMENT 1a

WRITE a description of the disorder and underlying respiratory alteration associated with the type of cough in your selected scenario. Then, explain the pathophysiology of the respiratory alteration. Finally, explain how the factors you selected might impact the disorder.

ASSIGNMENT 1b: Asthma

Complications of asthma can be sudden. Consider the case of Bradley Wilson, a young boy who had several medical conditions. He appeared in good health when he went to school, returned home, and ate dinner. However, when he later went outside to play, he came back inside wheezing. An ambulance took him to the hospital where he was pronounced dead (Briscoe, 2012). In another case, 10-year-old Dynasty Reese, who had mild asthma, woke up in the middle of the night and ran to her grandfather’s bedroom to tell him she couldn’t breathe. By the time paramedics arrived, she had passed out and was pronounced dead at the hospital (Glissman, 2012). These situations continue to outline the importance of recognizing symptoms of asthma and providing immediate treatment, as well as distinguishing minor symptoms from serious, life-threatening symptoms. Since these symptoms and attacks are often induced by a trigger, as an advanced practice nurse, you must be able to help patients identify their triggers and recommend appropriate treatment options. For this reason, you need to understand the pathophysiological mechanisms of chronic asthma and acute asthma exacerbation.

To Prepare

Review “Asthma” in Chapter 27 of the Huether and McCance text. Identify the pathophysiological mechanisms of chronic asthma and acute asthma exacerbation. Consider 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. Think about how the factor you selected might impact the pathophysiology of both disorders. 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 asthma and one for acute asthma exacerbation. Consider the epidemiology and clinical presentation of both chronic asthma and acute asthma exacerbation.

To Complete

WRITE a 2- to 3-page paper that addresses the following:

Describe the pathophysiological mechanisms of chronic asthma and acute asthma exacerbation. Be sure to explain the changes in the arterial blood gas patterns during an exacerbation.

Explain how the factor you selected might impact the pathophysiology of both disorders. Describe how you would diagnose and prescribe treatment for a patient based on the factor you selected.

Construct two mind maps—one for chronic asthma and one for acute asthma exacerbation. Include the epidemiology, pathophysiology, and clinical presentation, as well as the diagnosis and treatment you explained in your paper.

Reference
Briscoe, K. (2012, May 12). Thetford: mother of Bradley Wilson, who died of asthma attack, told there was nothing she could have done. East Anglian Daily Times. Retrieved fromhttp://www.eadt.co.uk/news/thetford_mother_of_brad… 
Glissman, B. (2012, May 21). Girl’s death puts focus on asthma’s broader grip. Omaha World-Herald. Retrieved from http://www.omaha.com/article/20120521/LIVEWELL01/3…

Students will create a spreadsheet of computer equipment for a small fictional business where they are the owner. They will include the cost of all hardware and software needed for their employees, and calculate a monthly budget for the equipment.

Assignment Steps

Resources:

• Research hardware and software to satisfy operational requirements described above
• Microsoft Office 365, Office 2016: Introductory: Module 1: Creating a Worksheet and a Chart
• Microsoft Office 365, Office 2016: Introductory: Module 2: Formulas, Function, and Formatting

Scenario: Imagine you are the owner of a small internet business where you employ five people. You need to budget for the cost of hardware and software needed to run company operations. Each employee is required to work both in the office and remotely, and needs access to company data at all times.

Choose the hardware and software that will provide your employees with the ability to stay connected to internal company data, communicate and collaborate with coworkers, and process data and sales information using wording, processing, and spreadsheet software applications.

Create a business budget sheet using Microsoft^® Excel^®. In the budget sheet, do the following:

• List the make and model of desired hardware devices and their cost.
• List software operating systems and applications for each device and their costs.
• Sum up the cost for both hardware and software for each employee, and then calculate the average monthly costs to maintain these systems.
• Insert a graph or chart displaying total costs graphically.
• Label columns/rows with titles reflecting data they contain.
• Use no more than two sheets in one workbook to display required data.
• Format data to highlight important totals.

Note: this assignment only requires that you submit an Excel^® Workbook file. There are no written or APA guideline requirements.

THIS IS ONLY AN INTERPRETATION, FIVE SENTENCES AND A QUESTION IS ALL I NEED. TELL ME YOUR THOUGHTS, HAVE REFERENCES! ASK PROBING QUESTIONS AND MAKE STATEMENTS BASED OFF WHAT THEY WROTE

On the Job Training

On the job training is a form of informal training that allows someone to get real life everyday experiences for a given job or assignment. On the job training is used as a method to allow employees to become proficient in skills, knowledge, and abilities to perform a job. This type of training can be found in many forms such as mentoring and shadowing programs which serve as a means of knowledge transfer. Some advantages to using OJT as a form is training is that is provides real insight to day to day activities and allows the opportunity to apply the concepts learned during more formal training. This type of training also provides an opportunity to learn about the culture and operational norms of an organization. A disadvantage to on the job training is the possibility of those providing the training passing off their bad habits to the ones being trained. There is also the possibility that the on the job trainer is not ready or suitable for the role of training another employee. Some examples of on the job training can be succession planning where older workers train younger workers to take their place. Another example would be apprenticeship like found in the plumbing and carpentry industry where the more senor or knowledgeable person trains the new person.

Leadership Development

Leadership development is a way to for potential leaders to gain insight from previous or current leaders on how to be good leaders. This form of development allows potential leaders to recognize gaps in preparation for leadership roles, show their interest in obtaining a leadership role, and an opportunity to get guidance on career advancement. An advantage to leadership development is role modeling aspect. It also promotes employee retention and an avenue for succession planning. A disadvantage could be having participate who aren’t ready to be leaders. There is also the concern of commitment to the program and to the concepts being taught. An example of leadership development is a person who is being prepped to take the position of CEO for a non-profit organization.

Pynes, J. E. (2013). Human Resources Management for Public and NonProfit Organizations. San Francisco: Jossey-Bass.

Shoho, A. R., Barnett, B. G., & Martinez, P. (2012). Enhancing “OJT” Internships with Interactive Coaching. Planning and Changing, 161-182. Retrieved January 8, 2018, from https://eds-b-ebscohost-com.ezp.waldenulibrary.org…